Observation and Analysis of Creative Play Guidance
⇐ PreviousPage 11 of 11When analyzing gaming activity
preschoolers found out the following: Conditions have been created for games, i.e. the necessary materials and toys for role-playing games are available (set “Hospital”, “Shop”, “Hairdresser”, “Chauffeur”, etc.). There is a special place for these games. Children are able to independently choose a game and assign roles; if difficulties arise, the teacher helps the children come to an agreement. The guys act in accordance with the role they take on, I know the rules of behavior and actions. The game often involves up to 5-6 people. The relationship in the game is influenced by the children's liking for each other. They use objects as substitutes, create the missing conditions for playing or carrying out actions. The game shows a wide range of relationships, they give in to each other, and can independently resolve conflicts (most often based on the choice of role).
The teacher most often does not take part in the role-playing game, sometimes he takes on the role of a leader, distributes roles, suggests another game in which more children can participate, and explains actions in accordance with the role. Offers a new plot and the game becomes more difficult. Observes their behavior in the game.
In the process of observing and analyzing role-playing games
noted that children act out in the game those actions and remarks that adults (parents, educators...) do in real life. Most often they reproduce manipulative actions; girls cook, clean, boys watch TV, drive cars. The structure of the plots is mostly one-theme, multi-character (a hairdresser gives a haircut, clients are sitting). There are few people willing to play minor and negative roles, so disputes arise about leading roles. The teacher needs to pay attention to this; I propose to give explanations of the importance and significance of those roles that, in the opinion of children, are uninteresting and insignificant. Children's creativity is manifested in a combination of actions corresponding to the role and those actions that are not typical for it, using substitute objects, arranging the environment in accordance with the chosen plot from available material.
When analyzing theatrical games
It should be noted that, despite the fact that there is a screen, costumes, masks, children rarely play out the entire plot; most often they use them for role-playing games. The teacher organizes the theatrical game, helps to choose a character, the hero’s words, monitors and guides the sequence of children’s actions. They don’t know how to organize these games on their own. Carrying out such games requires preliminary memorization or memorization of the text, selection of missing costumes and masks, which presents certain difficulties.
Wednesday
Analysis of the lesson on FEMP
Topic: Number 7. Composition of the number, number seven.
1. Goals: To develop skills in solving logical problems. Introduce the composition of the number 7. Learn to denote the number seven with the number seven and learn to write the number seven. These goals are closely interrelated. 2. Workbooks, pens, colored pencils, three-dimensional numbers for examination, chamomile - the composition of the number, everything corresponds to hygiene, safety, and accessibility for children of this age. 3. Type - combined. Structure: organizational moment, repetition, new material, physical exercise, consolidation, results. The stages are logically and sequentially interconnected. The explanation of new material is carried out in comparison with old knowledge about the number 6. 30 min. 4. The content of the lesson has a scientific basis, since mathematics is a scientific subject, the study of numbers and their designation with numbers has a scientific mathematical basis. The material is suitable for children's ages. 5. Most of the lesson is carried out using Kolesnikova’s notebooks; it includes various activities for children. The teacher uses a visually practical method of explaining the material; the composition is studied using special handouts and demonstration materials (a circle divided into seven parts). Leads children to reasoning (how many parts must be taken to get seven), which activates their cognitive activity. 6. Children practically learn the composition of numbers by trial and error, and carefully listen to the teacher’s instructions. 7. The teacher knows the methodology for teaching FEMP. 8. The objectives of the lesson have been achieved. The topic is difficult for children and requires repeated repetition in individual lessons.
Thursday
ANALYSIS of outdoor games in preschool groups. Outdoor games in the group are carried out taking into account the individual characteristics of the children. The teacher pays special attention to preparing the attributes of the game, making them together with the children or in their presence. The game is played simultaneously with all children or with a small group.
The teacher gathers children for the game using different techniques. Starts to play with 3-5 children, gradually others join them. he rings a bell or picks up a beautiful toy (bunny, teddy bear), attracts the attention of the kids and immediately involves them in the game. Collects children for 1-2 minutes, since the delay reduces interest in the game.
Children must learn the rules of the game in order to accurately perform movements and experience emotional uplift. Sometimes the teacher reads poetry, asks the children to sing a song on an appropriate topic, and shows the children objects and toys that they will encounter in the game. Sometimes it is possible to lead to the game by asking questions or asking riddles. The teacher tries to place the children correctly. For children in the middle group, the teacher most often places them in the way they need to play. The teacher stands so that everyone can see him.
In the middle group, all explanations are made during the game itself. The explanations are brief, precise, and emotional. Without interrupting the game, the teacher places and moves the children and tells them how to act. When playing the game again, the rules are clarified. The teacher assigns roles; it is important for him to take into account the characteristics of the children: shy, sedentary children do not always cope with a responsible role, but the teacher gradually leads them to this. Responsible roles are gradually assigned to all children. Next, the teacher first takes on the main role (for example, the cat in the game “Sparrows and the Cat”). And only then, when the kids get used to the game, does he assign this role to the children themselves. Even during the explanation, he appoints a driver and puts the rest of the players in their places, but counting rhymes can also be used for this purpose. Before the game started, the teacher marked the area. Equipment, toys and attributes are distributed before the start of the game or laid out in a visible place so that children can use it independently during the game.
The teacher supervises the children's play activities. In the middle group, the teacher first plays the main role himself, and then passes it on to the children. He also participates in the game when there is not enough pair (“Find yourself a pair”). The teacher gives commands or sound and visual signals to start the game: hitting a tambourine, drum, rattle, musical chord, clapping, waving a colored flag, or hand. The teacher gives instructions during the game and evaluates the children’s activities.
The teacher monitors the children’s actions and does not allow long-term static poses (squatting, standing on one leg, raising arms forward, upward), which cause narrowing of the chest and poor circulation, and monitors the general condition and well-being of each child. The teacher regulates physical activity, which should increase gradually.
The teacher suggests moving on to some other activities of a calmer nature. The game ends.
Friday
ANALYSIS OF ENTERTAINMENT IN KINDERGARTEN
Title: "Kitten-Kitten"
Date: December 11
Group: second youngest
Venue: group room
Purpose of the visit: to analyze the work of the teacher aimed at introducing preschoolers to the origins of Russian national culture, the teacher’s ability to organize children.
| No. | Questions for analysis | Notes |
| Preparing for entertainment | ||
| - availability of notes; | the notes are available, submitted to the methodological office | |
| - room decoration; | the room was not specially decorated (it was possible to decorate the room in the style of a Russian hut) | |
| — timely preparation of attributes, toys, scenery, costumes, TSO, quality of the material used | pictures, bibabo doll, scarf, gingerbread, sun were prepared in a timely manner, TSO did not use; The pictures for children of this age were small and inexpressive. | |
| — preliminary work with children | reading Russian folk nursery rhymes, asking riddles | |
| Providing entertainment | ||
| — motivation; | there was no motivation | |
| - cognitive and educational significance; | introducing children to small folklore forms (riddles, riddles) of the Russian people | |
| — surprise moments, game situations | a surprise moment - the transformation of the teacher into a grandmother-hostess, to whom the children came to visit, treating the children to gingerbread, game situations - a game with a cat | |
| — the quality of the literary material used: its artistry, accessibility, volume. | the volume of literary material offered to children corresponded to the age of the children, was understandable to the children (preliminary work was carried out with the children with the word “mill”) | |
| - changing the types of children’s activities, rational use of room space | During the lesson, the children either sat on chairs and listened to the teacher, reciting nursery rhymes with him, or moved around the group during outdoor play; there was enough space in the room for outdoor play, but the teacher did not use the group space very well when conducting the game, when seating children on chairs | |
| Evaluation of teacher performance | ||
| - knowledge of the script | I didn’t know the script very well (I forgot the text of nursery rhymes, missed some points from the notes) | |
| - the ability to organize children and activate their attention, interest, emotional tone, speech culture; | The teacher knows how to organize children, interest them, activate their attention, but she has always been in a position “above the children”; her speech is literate, but lacks emotionality | |
| Assessment of children's activities | ||
| - children’s activity, ease, natural behavior, interest, feeling of joy. | all children were active, emotional, behaved naturally, at ease, experienced a feeling of joy and satisfaction | |
| Duration, density, dynamism, richness of entertainment. | the entertainment lasted 15 minutes, which complied with the requirements of SanPiN, included two outdoor games, and was full of gaming activities |
Conclusion: The teacher conducted the entertainment at a good level. During the entertainment, the children got acquainted with new Russian folk nursery rhymes and repeated familiar nursery rhymes and riddles. The teacher knows how to organize children, interest them, and activate their attention.
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