Practical recommendations for planning gaming activities (Consultation)
Natalya Simakina
Practical recommendations for planning gaming activities (Consultation)
Planning is an advance determination of the sequence of implementation of a program of educational work, indicating the necessary conditions, means used, forms and methods of work. Planning reflects the implementation of the educational program, taking into account the specifics of the group.
Planning , like any activity, is based on certain principles:
— collegiality ( planning is carried out jointly by group teachers, in interaction with preschool teachers and parents); consistency, regularity of pedagogical influences;
— interaction of different types of children's activities ;
— continuity;
— integrativeness (the child sees the world holistically)
;
- practicality , reality;
— taking into account specific conditions.
Any activity planning serves as the development of actions to achieve a specific goal: educational, developmental, educational. Goal setting is an important stage of planning .
The goals should be:
- clear, specific, understandable;
-real, achievable, comparable to actual capabilities;
- acceptable teachers, parents;
- flexible.
Planning is implemented on the basis of calendar-thematic planning (prospective)
and cyclograms in the form approved by the preschool educational institution.
Principles of calendar and thematic planning :
-Maintaining optimal educational load for children;
-Compliance of the planned pedagogical process with the physiological growth and development of children (biorhythms are taken into account, complex classes are planned on Tuesday , Wednesday):
-Taking into account medical and hygienic requirements for the sequence, duration of the pedagogical process and especially for the conduct of various regime processes;
-Taking into account local and regional climate characteristics;
-Taking into account the time of year and weather conditions. This principle is implemented during walks, hardening and recreational activities, and environmental classes;
-Taking into account individual characteristics (it is necessary to know the child’s temperament type, his hobbies, strengths and weaknesses, complexes in order to find an approach to his involvement in the pedagogical process);
-Reasonable alternation in terms of organized and independent activities (classes, games, club activities, joint work of children and the teacher, as well as free spontaneous play activities and communication with peers);
-Taking into account changes in children’s performance during the week when planning classes and requirements for their compatibility;
-Taking into account the level of development of children (conducting classes, individual work, games in subgroups)
;
-Regularity, consistency and repetition of educational influences (one game is planned several times , but the tasks change and become more complicated - introduce the game , learn the rules of the game, follow the rules, cultivate a friendly attitude towards children, complicate the rules, consolidate knowledge of the rules of the game, etc.);
Conditions conducive to successful planning :
1. Knowledge of software tasks.
2. Knowledge of the individual capabilities and abilities of children.
3. Using the principle of repetition with increasing complexity of tasks (3 - 4 times)
with a small interval.
4. Joint drawing up of a plan by both educators. As well as a constant exchange of opinions on the results of observations of children: how they learn the material covered, how they carry out their duties, what their behavioral skills are, manifestations of what character traits were observed, etc. Thus, the main part of the plan is outlined by both educators, and the details are outlined by each individual.
So how can you optimize your gaming activity ?
First of all, teachers working with children in a preschool institution need to learn how to play with the child.
While playing, we strive to teach children:
· adequately evaluate your actions, rely on your own strengths ;
· anticipate the consequences of role behavior, make choices;
· express your feelings and desires in a way that is understandable to others;
· be self-confident, fair, not only dominate, but agree and submit in the game;
· respect, trust and be able to hear each other.
It is necessary to conduct consultations on problems of gaming activity :
— "Modern approaches to game "
;
— "Development of preschool children in play activities "
;
— “The role of the teacher in the organization and development of gaming activities
senior preschooler."
This also includes the organization of exhibitions, the topics of which are quite diverse:
— “Educational game – a means of development for preschool children”
,
— “Games and toys for theatrical activities of preschool children ”,
— “Subject-based developmental environment for the development of independent story-based games for children.”
When organizing and conducting events, it is necessary to use methods that activate the activities of teachers : master classes, practical exercises the play with your own hands .
to the problem of organizing gaming activities through conversations, consultations , and surveys “What do children play at home?”
, the release of photo newspapers
“We play at home and in the garden”
,
play therapy for child-parent relationships “We play together”
,
game training for dads “Dad can do anything”
, a meeting of
“Mom’s school” “Mom, let’s play!”
.
Complex and thematic planning can include a week-long trip to the magical Igray city.
Such events will add variety to the activities of the preschool institution, enrich the play experience of children , make the stay of preschoolers in kindergarten festive, joyful, emotionally comfortable, and make the participants in the educational process like-minded!
for the gaming task throughout the game , to try to ensure that the mental activity of the players does not decrease during this time, and interest in the task at hand does not fall.
It is necessary to provide children with the opportunity to play at different times of the day: in the morning before breakfast, between breakfast and class, during breaks between classes, during a walk, in the afternoon. Games in the morning help create a cheerful, joyful mood in children for the whole day. Everyone can play their favorite games and team up with friends if they wish. It is not uncommon for children to come to kindergarten with certain play intentions and continue the game they started the day before. If breakfast interrupts the game, it is necessary to give children the opportunity to return to it again after breakfast, during a break between classes. In this case, the nature of the upcoming lesson should be taken into account. Before physical education, quiet games are preferable, and if the activity requires a monotonous position, more active outdoor games or verbal games with a motor component are desirable. It is necessary that the time allocated for games be completely devoted to the game. Sometimes, due to children being overloaded with organized educational activities or due to irrational use of time, play time is reduced. This must not be allowed!
I hope these recommendations will help teachers in their work.
Planning creative role-playing games for preschool children according to the “Childhood” program
Play is the most favorite and natural activity of preschoolers. She accompanies them throughout their entire stay in kindergarten. And role-playing games, together with the teacher, help children understand the logic of simple life situations, the creation of an enriched gaming environment, encourages preschoolers to engage in independent play creativity with toys, substitute objects, to interact with peers, and to cultivate a good attitude among children towards each other.
Of great importance for the correct organization of role-playing games and their management is the awareness by educators of the essence of children's creative play and its pedagogical value. In pedagogy, role-playing creative play is considered as a specific type of human activity aimed at reflecting the surrounding reality, in particular the work activity of adults, their lives and social relations. The nature and content of the game are social in nature, depending on the specific cultural and socio-economic conditions of the child’s life.
Children develop interest in creative role-playing games from three to four years of age. By this time, the child has new needs, new motives for activity related to the awareness of his relationships with adults. The child develops a desire to actively participate in public life.
The child’s reflection of the surrounding reality occurs in the process of his active life, by taking on a certain role. Fulfilling the role he has taken on, the child strives to imitate those adults whose images have been preserved in his experience. However, the child does not imitate completely, because he does not have real opportunities to actually perform the operations of the accepted role. This is due to the complexity of modern social production and social relations, as well as the level of knowledge and skills of the child, his life experience, and the ability to navigate familiar and new situations. Therefore, in a creative role-playing game, he performs symbolic actions, replacing real objects with toys or conditionally those objects that he has, attributing to them the necessary functions.
Fulfilling the role he has taken on, the preschooler repeatedly returns to the prototype of what the world around him is, gets used to it, and gets to know it. The arbitrariness of children's actions is a characteristic feature of role-playing creative games. Creative role-playing game gives the child the opportunity to move from reality to fantasy and vice versa, each time starting from real life.
The development of the game's plot is decisively influenced by the expansion of the child's ideas about the surrounding reality. Role-playing play arises and develops when a person, his activities, actions, and relationships are at the center of familiarization with the surrounding reality. The central moment in the emergence of play is the child’s taking on a role. This is what encourages the child to perform certain play actions and develop play relationships that reflect the real behavior of adults, use substitute objects, and establish interpersonal relationships. When taking on a role, the child must obey certain rules of behavior arising from the accepted role.
The plot-role-playing creative game is the first test of social forces, their first test. The pedagogical value of the game lies in the fact that during the game, in addition to the relationships dictated by the plot, the role taken or the rules, relationships arise that are no longer conditional, but real, actual, regulating real relationships between children. The game reveals how the child feels about the successes or failures of his partners, whether he enters into conflicts, whether he knows how to restrain immediate impulses, and whether he is ready to help a friend. Play helps a child overcome his weaknesses, control himself, and creates the conditions for practicing work skills and moral behavior skills.
Play is one of the indispensable means of uniting a children's team. It helps the teacher to comprehensively study the children and penetrate into their spiritual world. The teacher’s playful communication with children allows him to direct the course of the game and manage the relationship between them.
The heyday of role-playing games begins at the age of four, reaches its highest development at 5–6 years, and is then gradually replaced by games with rules that arise after 7 years.
The creative role-playing game of a preschooler undergoes significant changes both in theme, nature of game actions, duration, and in the strength of the educational impact. The emergence of new topics does not reduce interest in old, previously developed household games, but every year their content becomes more diverse and complete.
To organize the activities of a teacher in managing games, it is advisable in your group to draw up a long-term plan for the development of games throughout the year, in which you outline the themes of the games, to what extent and how to develop them.
In the “Childhood” program, edited by T. I. Babaev, the themes and plots of games are presented by age.
In the younger group, the theme of role-playing games is related to the reflection of relationships in everyday life and basic professional interaction between adults. The child strives to reflect in the plot the relationships and actions of adults that are attractive to him.
In the middle group, children's interest in the surrounding social reality increases, a more stable interest in adults, their relationships, in the process of their work and a desire to take part in this work appear. At this age, the enrichment and development of role-playing games that took place in the previous age group continues. Along with this, new plots appear; various events can be intertwined in one role-playing game.
In the older group, the themes of role-playing games are related to social reality. At the same time, both real and fantastic events can be intertwined in one game. Children continue to play games with familiar themes, but when organizing such games it is important to take into account the peculiarities of modern social life.
In the preparatory group, in role-playing games, children reflect events related to their direct experience, impressions received from television programs, books, and expectations associated with entering school.
Having studied the topics of role-playing games presented in the “Childhood” program edited by T. I. Babaeva, we began to use thematic planning of role-playing games quarterly and by age when working with children.
In junior group II the following games are planned:
I quarter: Kindergarten, Family, Shop.
Quarter II: Family, Hospital, Shop, Hairdresser, Kindergarten.
III quarter: Shop, Toy Store, Family, Bus, Steamboat, Hospital, Hairdresser, Zoo.
In the middle group:
Quarter I: Shop, Family, Bus, Hospital, Sailors, Dentist, Laundry (with delivery and reception of linen).
II quarter: Kindergarten, Beauty salon, Birthday (Bear, Winnie the Pooh, Carlson), We cross the street, Theater, Zoo, Excursion to the museum, Steamboat, Puppet theater, Dining room (Cafe).
III quarter: Taxi, Cafe “Pizzeria” (games of modern social life).
In the older group, games are distributed not quarterly, but by month.
September: Confectionery Factory, Family, Clinic, Steamboat, (Harvest) Shop, Zoo.
October: Steamboat, Land transport “Bus”, Air transport “Trip on an airplane”, Water transport “Trip on a ship”, Shop (confectionery, bread), Preparation for the opening of a kindergarten.
November: Livestock breeders, Canteen, Hypermarket store (departments - Vegetable, confectionery, bread, dairy, meat), Toy store, Kindergarten, Travel to Atlantis, to another planet “Space travel”.
December: Travel (to distant countries), Hospital with different departments, Clinic, Pharmacy, Builders (of the cosmodrome).
January: Steamboat, Going on a trip (across Russia), Opening a new kindergarten, Shop (confectionery, bakery), Builders (city of the future), Airport, Artists, Atelier.
February: Family, Circus, Travel (with adventures about pirates), Border Guards, Artists, Fishing boat.
March: Builders (city), Animal Hospital, Post Office, March 8th Holiday - at home, How we congratulated mothers in kindergarten.
April: Space travel, Circus performers, Newsstand, Cooking, Disco, Builders (city of Stary Oskol).
May: Forest school, Spring ball, Street traffic, Theater premiere, Botanical garden.
Preparatory group:
September: School, Travel (across Russia), Toy Factory, Autumn Fair, “Gifts of Nature”, We are farmers.
October: Library, Theater, Telephone exchange (cellular communication store), Travel “We are going to Ukraine, Belarus,” Cannery, Travel (through the desert, steppes).
November: Hiking in the forest, Beauty salon.
December: Stadium, Family, Telephone exchange, Cinema, Circus.
January: Border guards, Street traffic.
February: Ambulance, Post, Television, KVN, Theater.
March: Fire Station, Animal Hospital, We Are Aliens, Carnival in Africa.
April: Dental clinic, Fashion House, Flight into space, Field of Miracles, Travel (on a submersible).
May: Pharmacy, Stadium, Beauty Contest, Flight to the Moon, Call of the Jungle (TV game at the discretion of teachers of this age group), Dog show.
Literature:
1. Akulova O. V. Socialization. A game. SPb.2012.
2. Babaeva T.I., Gogoberidze A.G., Mikhailova Z.A. - Childhood: An approximate basic general education program for preschool education. St. Petersburg, 2011.
3. Boychenko N. A., Grigorenko G. I., Kovalenko E. I., Shcherbakova E. I. - Role-playing games for preschoolers. K., 1982.
4. Krasnoshchekova N. Yu. - Role-playing games for preschool children. 2011.
Report: “Game methods and techniques in preschool educational institutions in accordance with the Federal State Educational Standards for Preschool Education”
Report on the topic: “Game methods and techniques in preschool educational institutions in accordance with the Federal State Educational Standard for Preschool Education”
Currently, our country is undergoing significant changes in education. The goal of modernizing preschool education is to educate a successful individual, independent, healthy, active, and able to think creatively. One of the most important directions in the development policy of preschool educational institutions is the formation of a new system of interaction between participants in the educational space, including preschool educational institutions specialists, parents and children. Undoubtedly, this direction of policy requires significant changes in the structure of the educational process and the professional activity of a teacher. The introduction into force on January 1, 2014 of the federal state educational standard for preschool education, approved by order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155, introduced significant changes to the current planning structure, namely, it involves building the educational process on age-appropriate forms of work with children . The main form of work with preschool children and the leading activity for them is play. The new document puts an individual approach to the child through play at the forefront of the educational process. The fact that the role of play as a leading activity of a preschooler is increasing and that it is given a dominant place is positive, since in recent years, due to social changes in society, computerization, as well as the intensive preparation of the child for school, play is disappearing from the world of childhood. The child’s social world becomes closed, limited to communication with loved ones or virtual communication. Today, preschool education is designed to bring back cognitive, exploratory, creative play to childhood, in which the child learns to communicate and interact, with the help of which he learns about the world, the relationships of objects and people in this world. A game in which the child “try on” different roles, in which his speech, memory, attention, thinking, emotions, and imagination develop. Thus, the main feature of the organization of educational activities in preschool educational institutions at the present stage is the departure from educational activities, increasing the status of play as the main activity of preschool children; inclusion in the process of effective forms of work with children: ICT, project activities, gaming, problem-based learning situations as part of the integration of educational areas. Therefore, educators are faced with the task of making maximum use of gaming methods and techniques in the form of various pedagogical games. Unlike games in general, a pedagogical game has an essential feature - a clearly defined learning goal and a corresponding pedagogical result. The results of the game appear in a dual sense - as a game and as an educational and cognitive result. Method
is a system of consistent interconnected ways of working between the teacher and children, which are aimed at achieving didactic objectives. Gaming methods are given a significant place in the classification of methods. They help to concentrate children's attention on the learning task, which in this case is perceived as a desirable and personally significant goal, and not as an “obligation” imposed on the child by an adult.
Game methods:
1. Educational games
A didactic game is a verbose, complex, pedagogical phenomenon: it is a gaming method of teaching preschool children, a form of teaching children, an independent play activity, and a means of comprehensive education of a child. Didactic games contribute to the development of cognitive and mental abilities, the development of children's speech, the replenishment and activation of vocabulary, and the social and moral development of a preschool child. In such a game, knowledge of the relationships between children, adults, objects of living and inanimate nature occurs, in it the child shows a sensitive attitude towards peers, learns to be fair, to give in if necessary, learns to sympathize, etc.
2. Role-playing games
Role-playing games are a means of all-round development of the child. These are games that children themselves come up with. Games reflect the child’s knowledge, impressions, and ideas about the world around him, and recreate social relationships. Each such game is characterized by: theme, game concept, plot, content and role.
3.
Theatrical games
Theatrical play activities enrich children in general with new impressions, knowledge, skills, develop interest in literature and theater, form dialogical, emotionally rich speech, activate the vocabulary, and contribute to the moral and aesthetic education of each child.
4. Folk games
Using folk games in the pedagogical process, educators not only implement the educational and developmental functions of gaming technologies, but also various educational functions: they simultaneously introduce students to folk culture. This is an important area of the regional component of the kindergarten educational program.
5. Outdoor games
Outdoor games with rules, like physical education classes, develop in children concentration, attention when memorizing movements, accuracy of movements and orientation in the environment, dexterity and speed of movements, the ability to perform movements at the same pace as a group, volitional qualities: endurance, courage, skill overcome difficulties, the ability not to deviate from the rules, experience defeat and victory, the ability to listen to comments and correct your movements. All this gives the child a basis to compare his actions with the actions of his peers, as a result of which conditions are created that contribute to the formation of initial forms of self-esteem and self-control of the child
6.Dramatization Games
The dramatization game is a unique and independently existing type of play activity. It differs from ordinary plot-role-playing activities in that it is created according to a ready-made plot taken from a book. The game plan and sequences of actions are determined in advance. Such a game is more difficult for children than imitating what they see in life: it is necessary to imagine the images of the heroes, their behavior, to remember well the course of the action, and a certain supply of knowledge, abilities, and skills is required, therefore this type of play activity acquires a developed character only in older children. preschool age. With the focused guidance of the teacher, these games are of great importance. They enrich children with impressions, cultivate interest and love for literature and their native word.
7. Board and printed games
Board and printed games are an interesting activity for children to get acquainted with the world around them, the world of animals and plants, and phenomena of living and inanimate nature. They are varied in type: “lotto”, “dominoes”, paired pictures.” With the help of board and printed games, you can successfully develop speech skills, mathematical abilities, logic, attention, learn to model life patterns and make decisions, and develop self-control skills.
8. Computer games and TSO;
Technical teaching aids (TSO) are a set of technical devices with didactic support used in the educational process with the aim of optimizing it.
The preschool educational institution uses the following technical equipment (TSO): laptop, stereo system, TV, multimedia projector, etc.
Each method consists of techniques
, which are its element, component, separate action in implementation.
The most common gaming techniques:
1. The arrival or meeting of a fairy-tale hero (Dunno, Pinocchio, a forest dweller, a cartoon character).
2. Children go on a trip, for a walk, to a fairy tale, to visit, etc.
3. Receiving a letter asking for help, parcels, etc.
4. Based on the plot of a fairy tale (reading a literary work and solving educational problems).
5. Introducing a magic object (a ball of thread, a box, a magic wand).
6. Using a riddle, reading a poem, telling a fairy tale, etc.
In conclusion, I would like to emphasize once again: the game has enormous developmental potential, provided that it remains an independent activity for children. There is no place for a pedagogical directive in the game, but there is a place for partnership based on deep and sincere respect for the inner world of another, albeit small, person, into which the window with the magical name “Game” helps us look into...
