Seminar “Modern gaming technologies in preschool educational institutions”
Game technology consistently includes games and exercises that form one of the integrative qualities or knowledge from the educational field. But at the same time, gaming material should intensify the educational process and increase the efficiency of mastering educational material.
The main goal of gaming technology
— creation of a full-fledged motivational basis for the formation of skills and abilities of activity, depending on the operating conditions of the preschool institution and the level of development of children.
Objectives of gaming technology
:
To achieve a high level of motivation, a conscious need to acquire knowledge and skills through the child’s own activity.
Select means that activate children’s activities and increase their effectiveness.
But like any educational technology, gaming technology must also meet the following requirements:
Technological diagram is a description of a technological process divided into logically interconnected functional elements.
Scientific base - reliance on a certain scientific concept of achieving educational goals.
Systematicity - technology must have logic, interconnection of all parts, integrity.
Controllability - the possibility of goal setting, planning the learning process, step-by-step diagnostics, varying means and methods in order to correct results is assumed.
Efficiency - must guarantee the achievement of a certain standard of training, be effective in terms of results and optimal in costs.
Reproducibility - application to other educational settings.
Gaming technologies are closely related to all aspects of the educational work of a kindergarten and the solution of its main tasks.
Gaming technologies give the child: the opportunity to “try on” the most important social roles; be personally involved in the phenomenon being studied (motivation is focused on satisfying cognitive interests and the joy of creativity)
; live for some time in “real life conditions”.
The Importance of Gaming Technology
not that it is entertainment and relaxation, but that with proper guidance it becomes: a way of learning; activities for the realization of creativity; method of therapy; the first step in the socialization of a child in society.
The educational and educational value of the game depends on:
knowledge of gaming activity methods;
professional skills of the teacher in organizing and managing various types of games;
taking into account age and individual capabilities.
At the present stage, gaming activity as an independent technology can be used:
to master the topic or content of the material being studied;
as a lesson or part of it (introduction, explanation, reinforcement, exercise, control)
; as part of the educational program formed by the preschool educational institution team.
Methodological development on the topic “The use of gaming technologies in the educational process of preschool educational institutions”
Natalya Kireeva
Methodological development on the topic “The use of gaming technologies in the educational process of preschool educational institutions”
Gaming technologies in the educational process of preschool educational institutions
The origin of the idea of technology of the pedagogical process is associated primarily with the introduction of achievements of scientific and technological progress into various areas of theoretical and practical activity.
The word " technology "
comes from the Greek word:
“techne”
- art, skill, skill and
“logos”
- science, law.
Literally “
technology ” is the science of craftsmanship.
What technology blossoms in childhood and accompanies a person throughout his life? (
GAME ) (slide 2)
Game technology is the organization of the pedagogical process in the form of various pedagogical games. This is a consistent activity of the teacher.
Gaming technologies are an integral part of educational technologies . The problem of using gaming technologies in the educational process in pedagogical theory and practice is not new. L. S. Vygotsky, A. N. Leontiev, D. B. Elkonin and others were engaged in the development of the theory of the game , its methodological foundations
Gaming technologies have enormous potential from the point of view of a priority educational task : the formation of a child’s subjective position in relation to his own activities, communication and himself.
The development of modern society requires generalization and systematization of the experience of pedagogical innovations and the results of psychological and pedagogical research. One of the ways to solve these problems is a technological approach to organizing educational work with children .
In preschool education, pedagogical technology represents a set of psychological and pedagogical approaches that define a set of forms, methods , methods, teaching techniques, educational means for the implementation of the educational process in preschool educational institutions .
At the present stage, gaming can be used as an independent :
— to master the educational topic or content of the material being studied;
- as a GCD or part thereof
- as part of the educational program formed by the preschool educational institution team.
The goal of gaming technology is to create a complete motivational basis for the formation of skills and abilities of activity, depending on the operating conditions of the preschool institution and the level of development of children.
Tasks:
1. Achieve a high level of motivation, a conscious need to acquire knowledge and skills through the child’s own activity.
2. Select means that activate children’s activities and increase their effectiveness. (slide 3)
The main feature of a pedagogical game in gaming technology is a clearly defined learning goal and the corresponding pedagogical results, characterized by an educational and cognitive orientation.
The place and role of using games in the educational process , the combination of game and learning elements largely depend on the teacher’s understanding of the functions and classification of pedagogical games. (slide 4)
1) First of all, games should be divided by type of activity: physical (motor, intellectual (mental, labor, social and psychological.
2) Based on the nature of the pedagogical process, the following groups of games are distinguished:
a) teaching, training, controlling and generalizing;
b) cognitive, entertaining, educational, developing;
c) reproductive, productive, creative;
d) communicative, diagnostic, etc.
3) The typology of pedagogical games is extensive in terms of the nature of the gaming methodology . We will indicate only the most important types used: subject-based, plot-role-playing (creative, intellectual games, games with ready-made rules (didactic, active)
.
I would like to focus my attention on a group of games based on the nature of the gaming methodology :
4). In terms of content - musical, mathematical, socializing, logical, etc.
5). By gaming equipment - tabletop, computer, theatrical, role-playing, director's, etc.
Let's consider groups of games according to the nature of the gaming methodology :
Group I object games, such as manipulations with toys and objects. Through toys, objects, children learn shape, color, volume, material, the animal world, the human world, etc.
For example, the game “Wonderful Bag”
Goal: ideas about the properties and qualities
of objects , children master sensory standards.
"Seasons"
Goal: to systematize children’s knowledge about the phenomena of inanimate nature.
“Find a tree using a leaf”
,
“Find out the taste”
,
“Find the same leaf”
Purpose: to help distinguish objects by qualities and properties, to develop observation skills. And other games.
Group II games are creative, plot-role-playing, in which the plot is a form of intellectual activity.
Among the authors of modern pedagogical technologies
stands out: Technology of organizing a role-playing game by N. Ya. Mikhailenko, N. A. Korotkova.
A role-playing game includes the plot of the game, content, and role.
The plot is a sphere of activity that is reproduced by children, and is the child’s reflection of certain actions, events, relationships from the life and activities of others.
3. Content - what is reflected by the child as an integral and characteristic moment of the activity and relationship between an adult and their everyday, work, and social life.
4. Role is a means of realizing the plot and the main component of a role-playing game.
As proven in the studies of N. Ya. Mikhailenko and E. E. Korotkova, games develop in the following sequence:
– younger age – role-playing game (dialogue game)
;
-middle age – play with rules, theatrical play;
- older age – game with rules, director’s (game – fantasy, game – dramatization)
N. Ya. Mikhailenko identifies the following principles for organizing role-playing games in preschool childhood:
1. The teacher must play with the children.
2. The teacher should play with children throughout preschool childhood, but at each stage the game should be developed in such a way that the children immediately “discover”
and learned a new, more complex way of building it.
3. Starting from an early age and further at each stage of preschool childhood, when developing gaming skills, it is necessary to simultaneously orient the child both to the implementation of a gaming action and to explaining its meaning to partners - an adult or a peer.
Play does not appear in a child by itself, but is formed spontaneously or purposefully. The child gradually masters more and more complex ways of building a game, in the following sequence:
1. An objective-effective way of constructing a game.
From one year to 2.5 years.
This can begin as soon as the child has mastered a number of simple practical actions and has mastered the purpose of household objects (eating with a spoon, combing one’s hair with a comb)
.
2. Role-playing method of building a game.
From 3 years to 5 years.
The arrival of role-playing behavior in play is associated with the child’s ability to relate and compare his actions with the actions of other people, and with the development of speech.
Role-playing behavior as a way of building play can be developed starting from 2.5-3 years.
3. Plot formation. The age of 5 years and older can be identified as the conventional boundary of the transition to the formation of plot structure - a method of constructing a game.
In our group, we have identified play centers in which children play any role-playing games. When organizing the game, I try to take the position of an involved partner: I ask the child to explain the meaning of the actions, encouraging role-playing speech and taking on a certain role.
The game should unfold in a special way , so that for the child it “opens up”
the need to correlate his role with various other roles, as well as the possibility of changing the role during
the game to develop an interesting plot. This is possible if two conditions are met:
1. the use of multi-character plots with a certain role structure, where one of the roles is included in direct connections with all the others ;
2. refusal to have a one-to-one correspondence between the number of characters (roles)
in the plot, the number of participants in the game: there should be more characters in the plot than participants.
The composition of the game takes the form of a “bush”
:
Let us give examples of several specific “bushes”
roles:
If, in order to use realistic themes in the game, we teachers have to think about how to build a possible “bush”
roles, then fairy tale plots already have such a role structure (the main character of a fairy tale usually interacts sequentially with other characters);
they can also be used as a basis for playing with children. It is advisable games based on fairy tales with children who have less developed role-playing behavior; they feel more confident in such a game.
Let's consider the formation of a “role bush”
on specific examples.
The teacher invites teachers to demonstrate an example:
- Misha, let's play with you. Here we will have a car. Will you be the driver? And I am a passenger. Let's say it's like we ran a red light and a policeman stopped us?
Teacher
- I'll be a policeman now.
The teacher checks your license and asks:
-Where are you going?
The teacher checks the malfunction of the car. Then he asks the driver:
- Let’s say there was another car driving next to your car - a truck. I am now a truck driver. My car suddenly broke down. I'm signaling for you to stop and help fix it.
The teacher thanks the teachers for their help.
How many roles does this “bush”
story game?
Teacher: As we see, the plot unfolds gradually. In the first event in the game, a driver and a passenger interact, in the second - a driver and a policeman, in the third - a driver and the driver of another car.
The child may have his own suggestions during the game - he must accept them. The child may reject the policeman and offer to go to a gas station, to his mother’s work, to the store, etc.
Teacher: However, the switch of children to verbal interaction in the game can be made even more distinct using special methodological techniques . One of them is the creation of a purely “conversational”
situations with the help of very simple toys - phones.
“telephone conversation”
between an adult and children .
For example:
I invite teachers to play a little. The game can be built on the basis of plots already known to children with paired complementary roles ( “daughters - mothers”
,
“hospital”
,
“shop”
, etc.).
Initially, to help children engage in “telephone conversations
,” the teacher distributes roles as follows
: he takes the main role for himself (for example, “doctor
,” and offers the children the same additional roles (
“patients”
).
Having chosen a quiet place and positioned itself so that all participants are facing each other (at tables or on the carpet in a circle), the teacher introduces a semantic situation and offers roles to the two child teachers involved in the game: “Let’s play telephone. It’s like yours here.” at home. Everyone has a phone. And this is my phone. This is my hospital. I am a doctor. And you seem to be sick. Come on, you called me, called a doctor. Ring. My phone is ringing. Alla! This is the doctor at the phone. Who do I need calling?. Sick girl? What hurts you?"
The teacher develops a role-playing dialogue with one child teacher (finds out the nature of the illness, invites the patient to come to the hospital or, conversely, promises to come to her home, etc.), and then proceeds to interact with the second participant: “My phone is ringing again. Ding. This is the doctor listening. Who is calling me? Is she still sick?" Dialogue with the second child - “patient"
is constructed in a similar
way , but the adult slightly changes the content of his questions and remarks, starting from the child’s proactive role-playing statements.
In order for children to realize their creative potential and act in a coordinated manner, despite all the whimsical nature of their individual plans, it is necessary to master a new, more complex way of constructing a game—joint plotting.
Plot formation includes the child’s ability to build new sequences of events, covering a variety of thematic contents, and at the same time be oriented towards peer partners: to indicate for them (explain what event he would like to unfold at the next moment of the game.
Joint play with children should begin not with inventing completely new plots, but with partial changes - “loosening”
already known;
Gradually, the adult leads the children to increasingly complex transformations of a familiar plot , and then to jointly inventing a new one. The most convenient for such a gradual “loosening”
are the plots of fairy tales known to children. A fairy tale by its nature is akin to a game: it immerses in an atmosphere of convention and fiction, extremely attracting children.
The nature of the teacher’s inventive game with children in the course of pedagogical work changes in the following sequence:
1. Joint “remembering”
(retelling a famous fairy tale)
.
2. Partial transformation of a famous fairy tale . to start transforming a well-known fairy tale is to change the main character, his task (the desired object, a magical remedy. In further such games, the adult encourages children to make more changes to the invented fairy tale, compared to the known one. For this, it is advisable to offer the beginning of the fairy tale, connecting It contains both fairy-tale and realistic elements.
3. Inventing a new fairy tale with a combination of fairy-tale and realistic elements.
Let's play a little: I invite 3-4 teaching assistants to demonstrate an example, invite them to sit in a circle, and begin a fairy tale:
Emelya had a sister, and her parents asked to take her to kindergarten...
The child teachers continue the story they started.
For example, But Emelya did not know where the kindergarten was located. Emelya asked a friend to find a kindergarten. They went on the road together. On the way, Emelya suggested stopping at the store to buy his sister some candy. Together they were able to find a kindergarten, pick up their little sister and treat her with delicious candy.
The teacher invites teachers to demonstrate an example:
-I will be a wolf, and you will be Little Red Riding Hood (I met you in the forest.)
The game is based on a fairy tale. You can suggest that the wolf and Little Red Riding Hood went to their grandmother along with the wolf...etc.
Creative, plot-based role-playing games of an educational nature do not simply copy the life around them, they are a manifestation of the free activity of preschoolers, their free imagination.
Joint plot (creative)
I organize play with children during periods of time allocated by the regime for free activities of children.
The most convenient time is before and after the afternoon snack, when the children are in the group room. Having organized the independent activities of all children in the group at a level accessible to them (providing children with objects for manipulation, story toys, materials for construction, we devoted time to play with one or another child or pairs of children, pursuing the goal of developing their gaming skills .
III group of games, which is used as a means of developing children’s cognitive activity; these are games with ready-made rules (usually called didactic)
.
used with preschoolers : games with rules;
games with rules established during the game; a game where one part of the rules is specified by the conditions of the game, and is established depending on its progress. As a rule, they require the preschooler to be able to decipher, unravel, and unravel. The more skillfully a didactic game is composed, the more skillfully the didactic goal is hidden. The child learns to operate with the knowledge invested in the game unintentionally, involuntarily, while playing.
The best didactic games are designed on the principle of self-learning, that is, in such a way that they themselves direct children to master knowledge and skills. Training typically involves two components: collecting the right information and making the right decision. These components provide children with a didactic experience. But gaining experience takes a lot of time. To ensure "the acquisition of such experience"
, it is important to teach children to independently train this skill. This includes educational games of a psychological nature: crosswords, quizzes, puzzles, rebuses, charades, cryptograms, etc. Didactic games arouse a keen interest in the subject in the preschooler, allows you to develop the individual abilities of each child, promotes cognitive activity.
The value of a didactic game is determined not by what reaction it will evoke from children, but by its effectiveness in solving a particular problem for each child.
The effectiveness of didactic games depends, firstly, on their systematic use , and secondly, on the purposefulness of the game program in combination with conventional didactic exercises. For example, in solving the problem of developing cognitive activity, it is necessary to consider the development of the child’s independent thinking as the main task. This means that groups of games and exercises are needed that develop the ability to identify the main, characteristic features of objects , compare, compose them, groups of games to generalize objects according to certain characteristics, the ability to distinguish real phenomena from unreal ones, cultivating the ability to control oneself, etc. Drawing up programs for such Games are the concern of every teacher.
D/I “Find a friend”
They speak by taste and color
That there are no friends in the world
We'll sort out the toys
And we will find comrades.
Disassemble toys while the music is playing - you move; the music stops - listen carefully to the task.
1. Look at your color
And find a pair for yourself.
2. Look at the uniform
And find a pair for yourself.
IV group of games, intellectual games: exercise games, training games that affect the mental sphere; intellectual games like “Lucky Chance”
,
"What?
Where? When?" etc. Data is an important component
of educational work of a cognitive nature.
Based on competition, through comparison they show playing children their level of preparedness and fitness, suggest ways of self-improvement, and therefore stimulate their cognitive activity.
Now we are going to play an intellectual game:
"Troubles from a barrel
Questions:
1. List what role-playing games should children of younger and middle age play? (In the younger group, children play: “Mothers and Daughters”
,
“Hairdresser”
,
“Hospital”
,
“Kindergarten”
,
“Shop”
,
“Bus”
,
“Steamboat”
, in the middle group
“Puppet Theater”
,
“Dining Room”
.)
2. What role-playing games are added in older preschool age? ( "Pharmacy"
,
“Polyclinic”
,
“Beauty Salon”
,
“Library”
,
“We are Builders”
,
“Cosmonauts”
,
“Military”
)
3. Requirements that are necessary for the game to be educational in nature? (this is the child’s ability to act in an imaginary plan , which leads to the construction of an imaginary situation ; this is the child’s ability to navigate the system of human relationships, since the game is aimed precisely at their reproduction; the formation of real relationships between children playing; this is the coordination of the actions of all participants in the game).
4. What are the conditions necessary for the development of role-playing games? (appropriate subject-developing subject-game environment ; certain knowledge on the topic of the game and the ability to implement it in practical activities; joint play between an adult and children, where the adult demonstrates examples of role-playing interaction in the form of role-playing dialogue; creation of a game situation ).
5. This is the sphere of activity that is reproduced by children, which is the child’s reflection of certain actions, events, relationships from the life and activities of those around him. (Plot)
6. This is what is reproduced by the child as an integral and characteristic moment of activity and relationships between an adult and their everyday, work, and social life. (Content)
7. This is a means of realizing the plot and the main component of a role-playing game. (Role)
.
Well done, you coped with the questions. Well, let's move on. And now I offer you “charging”
for the mind called:
“And still a game!”
.
1. A necessary component of the game - what can’t you start the game without? (plan)
2. Modern lightweight children's construction set. (lego)
3. Children's life partner. (toy)
4. Children's favorite independent activity. (a game)
5. Baby's first toy. (beanbag)
6. Place of purchases in everyday life and in the game. (shop)
7. What do the participants of the game distribute among themselves? (role)
8. Aids for organizing role-playing games. (attributes)
.
Game technology ensures the unity of the emotional and rational in learning; they are aimed at developing creativity, initiative in children, and creating joy. During the game , due to the flexibility of gaming technology , the child is faced with situations of choice in which he shows his individuality. The idea of variability, freedom of choice of tasks and organizational forms of activity - one of the leading ideas of modern pedagogy - receives opportunities for its implementation gaming technology
The advantage of gaming learning technologies is that they arouse increased interest and positive emotions in children, and help to concentrate attention on the educational task , which becomes not imposed from the outside, but a desired, personal goal. Solving an educational problem during a game involves less expenditure of nervous energy and minimal volitional efforts. As experience shows, acting in a game situation close to real life conditions, preschoolers more easily learn material of any complexity.
Reflection of the workshop-practice
“Five lines according to the rules.” Sinkwine
A cinquain is a poem that consists of five lines according to certain rules.
1 line is the name of the topic
Line 2 is a definition of the topic in two adjectives or participles
Line 3 is three verbs showing action within the topic.
Line 4 is a four-word phrase that shows the author’s attitude to the topic .
Line 5 – completion of the topic, a synonym for the first word, expressed by any part of speech.
For example:
1. game
2. fun, educational
3. find out, evaluate, develop
4. I like to invent games
5. modeling the situation (role playing)
Game technologies in working with preschool children
Victoria Iskra
Game technologies in working with preschool children
Report “ Game technologies in working with preschool children ”
“Game is the way for children to understand the world,
in which they live and which they are called to change.”A. M. Gorky.
Gaming technologies are widely used in preschool age , since play at this age is the leading activity during this period. In activities with the help of gaming technologies, children develop mental processes.
The main goal of gaming technology is to create a full-fledged motivational basis for the formation of skills and abilities of activity, depending on the operating conditions of the preschool institution and the level of development of children.
Her tasks:
Achieve a high level of motivation, a conscious need to acquire knowledge and skills through the child’s own activity.
Select means that activate children’s activities and increase their effectiveness.
Game-based pedagogical technology is the organization of the pedagogical process in the form of various pedagogical games. This is the consistent activity of the teacher in: selection, development , preparation of games; inclusion of children in play activities ; implementation of the game itself; summing up the results of gaming activities .
Gaming technologies are closely related to all aspects of the educational work of a kindergarten and the solution of its main tasks.
Gaming technology should be aimed at solving the following problems:
a didactic goal is set for children in the form of a game task ;
activity is subject to the rules of the game;
educational material is used as its means;
an element of competition is introduced into the activity, which transforms the didactic task into a game one ;
successful completion of a didactic task is associated with the game result .
The game form of organized educational activity is created by game motivation , which acts as a means of motivating and stimulating children to learn.
A game is the freest form of human immersion in real or (imaginary)
reality for the purpose of studying it, manifestation of one’s own
“I”
, creativity, activity, independence, self-realization.
The game has the following functions: relieves tension and promotes emotional release; helps the child change his attitude towards himself and others, change his methods of communication, and his mental well-being.
Gaming technology includes:
• games and exercises that develop the ability to identify the characteristic features of objects;
• groups of games to generalize objects according to certain characteristics;
• groups of games, during which preschoolers develop the ability to distinguish real from unreal phenomena;
• groups of games that develop the ability to control oneself , speed of reaction to a word, ingenuity, etc.;
The game activates the psychological processes of participants in gaming activities : attention, memorization, interest, perception and thinking.
In the game, it is possible to involve everyone in active work ; this form of activity is opposed to passive listening and reading. During the game, an intellectually passive child will freely complete a volume of work that is completely inaccessible to him in a normal situation.
For preschool , the leading activity is play.
Psychologists consider play in preschool age as an activity that determines the child’s mental development, as a leading activity, during which mental new formations arise.
The types of pedagogical games are very diverse.
They may vary:
by type of activity - motor, intellectual, psychological, etc.;
by the nature of the pedagogical process - teaching, training, controlling, cognitive, educational, developmental, diagnostic.
by the nature of the gaming methodology - games with rules; games with rules established during the game; a game where one part of the rules is specified by the conditions of the game, and is established depending on its progress.
by content - musical, mathematical, logical, etc.
by gaming equipment - tabletop, computer, theatrical, role-playing, etc.
The main component of gaming technology is direct, systematic communication between the teacher and children.
The educational and educational value of the game depends on:
— knowledge of the methodology of gaming activities ;
- professional skills of the teacher in organizing and managing various types of games;
— taking into account age and individual capabilities.
Using gaming technologies in the educational process, I use a lot of goodwill, try to provide emotional support, create a joyful environment, and encourage any invention and fantasy of the child. Only in this case will the game be useful for the development of the child and the creation of a positive atmosphere of cooperation with adults.
At first I used gaming technologies as gaming moments . Game moments are very important in the pedagogical process, especially during the period of adaptation of children in a child care institution. When working with children four to five years old, my main task is to develop emotional contact, children’s trust in the teacher, the ability to see in the teacher a kind person, always ready to help, an interesting partner in the game. I use frontal play situations so that no child feels deprived of attention. These are games like "Round Dances"
,
"Catch-up"
.
In my activities, I daily use play moments in classes , in the free activities of children, on walks, during various games: these are finger gymnastics in poetic and playful form , and articulatory gymnastics, role-playing games, didactic games, outdoor games, games low mobility, speech games and tasks develop the child’s speech well and prepare for successful learning at school
Playful moments should be present in all types of children’s activities: work and play, educational activities and play, everyday household activities related to the implementation of the regime and play.
Already in early childhood, a child has the greatest opportunity in play, and not in any other activity, to be independent, to communicate with peers at his own discretion, to choose toys and use different objects, to overcome certain difficulties logically related to the plot of the game, its rules.
For example: I’m using the game situation “” - Who will roll their figurine to the toy gate faster?” involving children in a fun game-competition: “Such figures can be a ball and a cube, a square and a circle.
Children conclude that sharp corners prevent the cube and square from rolling: “The ball rolls, but the cube does not.” Then we fix this by drawing a square and a circle.
Such gaming technologies are aimed at developing perception.
Technology of educational games B. P. Nikitina:
game program consists of a set of educational games, which, with all their diversity, are based on a general idea and have characteristic features.
Each game is a set of problems that the child solves with the help of cubes, bricks, squares made of cardboard or plastic, parts from a mechanical designer, etc. In his books, Nikitin offers educational games with cubes, patterns, Montessori frames and inserts, plans and cards, squares, “Guessing”
,
“dots”
,
“clock”
, thermometer, bricks, cubes, constructors.
Children play with balls, ropes, rubber bands, pebbles, nuts, corks, buttons, sticks, etc., etc. Subject-based educational games are the basis of construction, labor and technical games , and they are directly related to intelligence.
Gaming technologies help in the development of memory, which, like attention, gradually becomes voluntary. “Shop” will help children with this.
, “Mothers and Daughters”,
“Remember the picture”
.
Gaming technologies contribute to the development of a child's thinking. As we know, the development of a child’s thinking occurs when he masters three main forms of thinking: visual-effective, visual-figurative and logical. Visual-effective is thinking in action. It develops in the process of using gaming techniques and teaching methods during the implementation of actions, games with objects and toys. Figurative thinking - when a child has learned to compare, highlight the most essential in objects and can carry out his actions, focusing not on the situation, but on figurative ideas. Many didactic games are aimed at developing imaginative and logical thinking. Logical thinking is formed in the process of teaching a child the ability to reason, find cause-and-effect relationships, and make inferences.
Naturally, the integrated use of gaming technologies for different purposes helps prepare a child for school. The problems of forming intellectual readiness for school are solved by games aimed at developing mental processes, as well as special games that develop in a preschooler , introduce him to the sound analysis of words, and prepare his hand for mastering writing.
Thus, gaming technologies are closely related to all aspects of the educational work of a kindergarten and the solution of its main tasks.
The goal of play therapy is not to change or remake the child, not to teach him any special behavioral skills, but to give him the opportunity to “live”
in the game, situations that excite him with the full attention and empathy of an adult.
If children are systematically engaged in play therapy, they acquire the ability to manage their behavior. Their play activities begin to be dominated by role-playing games depicting people’s relationships. Folk games with dolls, nursery rhymes, round dances, and joke games are used as one of the effective types of game therapy
Using folk games “Cat and Mouse”
,
“Hide and Seek”
,
“Blind Man's Bluff”
, in my
work I not only implement the educational and developmental functions of gaming technologies , but also various educational functions: at the same time I introduce students to folk culture.
This is an important component of the kindergarten educational program. The use of gaming technology for theatrical activities helps me enrich children in general with new impressions, knowledge, skills, develops interest in literature and theater, forms dialogical, emotionally rich speech, activates the vocabulary, and promotes the moral and aesthetic education of each child.
Summarizing what has been said, I want to conclude that the use of gaming technologies in my pedagogical work helps to influence the quality of the educational process, to increase the efficiency of raising and teaching children and to remove the negative consequences of education.
Play activities take place very lively, in an emotionally favorable psychological environment, in an atmosphere of goodwill, freedom, equality, in the absence of isolation of passive children. Gaming technologies help children to relax and gain self-confidence. As experience shows, acting in a game situation close to real life conditions, preschoolers more easily learn material of any complexity.
Thus, understanding that play is an important activity in preschool age , I try to organize it so that every child, living through preschool childhood , can gain knowledge, skills and abilities that he will carry throughout his life. And depending on how I teach him to convey relationships between people, he will build real relationships.
List of used literature:
1. Kasatkina E.I. Game in the life of a preschooler . - M., 2010.
2. Kasatkina E.I. Game technologies in the educational process of preschool educational institutions. //Management of preschool educational institution. - 2012. - No. 5.
3. Penkova L. A., Konnova Z. P. Development of play activity in preschoolers .
4. Anikeeva N.P. Education through play/N . P. Anikeeva. - Moscow, 1997. p. 5-6
5. Elistratova I. Let's play with you. //My child/I. Elistratova. - No. 11.-2006.-p. 22-30.
6. Zaporozhets A.V., Markova T.A. Game and its role in the development of a preschool . - Moscow, 1998, 8-12. Educator:
Iskra Victoria Vasilievna, b. Ust-Abakan village, 2018
