Socio-game technology as a means of teaching preschoolers effective interaction in a group
Marina Mikhutkina
Socio-game technology as a means of teaching preschoolers effective interaction in a group
“The main concern of educators is
not education , not entertainment,
not even development, but so much
a non-didactic thing like friendship.”E. E. Shuleshko
In recent years, significant changes have been taking place in the Russian education system, which have determined new priorities for the development of preschool education . In accordance with federal state educational standards for the basic general education program of preschool education, the construction of the educational process should be based on age-appropriate forms of work with children. The main form of work with preschool and the leading activity for them is play.
This is facilitated by developmental pedagogical technologies , including socio-game , which develops the child in playful communication with peers, implying freedom of action, freedom of choice, freedom of thought of the child.
The term " socio gaming style "
appeared back in 1988.
In 1992, an article appeared in the Teacher’s Newspaper
entitled
“Freestyle or chasing 133 hares,”
where the author, relying on materials from supporters
of socio-game pedagogy : E. Shuleshko, A. Ershova, V. Bukatova, describes the organization of classes with children as games between microgroups of children (small societies - hence the term “
socio-game ” ) and simultaneously in each of them.
It didn't catch on at the time. Some techniques were tried, and that was the end of it... The psychological restructuring of teachers’ position towards personality-oriented interaction with the child in the learning continued all these years.
And now teaching staff have looked at this problem with more interest. Realizing that it is simply impossible to work in the old way, because modern research shows that the formation of a child’s subjective position in activity, communication and cognition ensures the development of such important personality qualities as activity, independence, sociability, and creativity. And socio-game technology , which arose from the combination of the wisdom of theatrical pedagogy, children's folklore games and the wonderful ideas of E. E. Shuleshko, makes it possible to implement personality-oriented learning , the child acts here as a subject of activity.
Socio-game approaches are based on the formation and use by children and teachers of the ability to freely and with interest discuss various issues, the ability to follow the progress of a general conversation and business, the ability to provide each other with help and accept it when needed; and since the work is carried out in small groups , children learn to communicate with each other.
The purpose of using socio-game technologies in the development of preschool children is to organize children’s own activities in an atmosphere of mutual understanding .
Objectives of using socio-game technologies in the development of preschool children :
1. Formation of friendly communicative interaction preschoolers using grammatically correct coherent speech.
2. Development in children of skills of full interpersonal communication, which helps to understand themselves.
3. Development of child-child , child-adult, child-parent interaction to ensure mental well-being.
4. Development in children of the ability to basic self-control, verbal expression and self-regulation of their actions, relationships with others , removing fear and pressure before activity.
5. Creating conditions for the development of personal qualities and abilities of all subjects of the open educational space.
The principles that underlie this technology are highly relevant for modern education and training of preschool children . Today it is simply necessary for the teacher to have a new view of the child as a subject (and not an object)
education as a partner in joint activities.
Principles of organizing social gaming technology :
• The teacher is an equal partner. He knows how to play interestingly, organizes games, invents them.
• Removing the judicial role from the teacher and transferring it to children predetermines the removal of the fear of mistakes in children.
• Freedom and independence in children's choice of knowledge, skills and abilities. Freedom does not mean permissiveness. This is the subordination of one's actions to general rules.
• Changing the mise-en-scene, that is, the environment when children can communicate in different parts of the group .
• Focus on individual discovery. Children become partners in the game.
• Overcoming difficulties. Children are not interested in what is simple, but what is difficult is interesting.
• Movement and activity.
• The life of children in small groups , mostly sixes, sometimes in fours and threes.
There are the following forms of organizing socio-game technology in the development of preschool children , techniques specifically aimed at creating a situation of success and comfort and correction of speech disorders:
• Games with rules.
• Competition games.
• Dramatization games.
• Director's games.
• Role-playing games.
• Fairytale therapy.
• Method of creating problem situations with elements of self-esteem.
• Techniques socially aimed at creating a situation of success and comfort.
• Trainings.
• Self-presentation.
To work with children, games suitable for preschool age . Pedagogical skills in socio -game pedagogy include the skill of creating and rationally using games. In the morning, it is necessary to use play exercises for a positive psychological attitude, which help withdrawn children come into contact with their peers ( "Locomotive"
,
“Convey the mood”
,
“Grandma Malanya”
,
“We won’t tell you where we were, but we’ll show you what we did”,
etc.).
The beginning of classes should become a kind of ritual so that children can tune in to joint activities and communication. This is facilitated by the games: “Magic Ball”
,
“Kind Animal”
,
“Friendship Begins with a Smile”
,
“Compliments”,
etc. It is advisable to offer game tasks during classes , the purpose of which is to awaken interest in each other, to place the participants in some kind of dependence on each other, or to provide a general increase in the mobilization of attention and body, are classified in the
group of working spirit ( “Flies - does not fly”
,
“Magic wand”
,
“Stand on fingers”
,
“Scouts”
,
“Freeze”
, etc.) To relieve fatigue and move from one type of activity to another, you can use warm-up exercises:
“Clockwork Men”
,
“Sparrows-Crows”
,
“Arms and Legs”
,
“ Tangle”
,
“Row Exit”
, etc. When walking and in free play activities,
it is effective to use free games played in the wild
.
They include such game tasks, the implementation of which requires sufficient space and freedom of movement. The purpose of the games is physically active and psychologically effective recreation . These include: “Counting tables”
,
“Crows-Sparrows”
,
“Burners”
,
“Hide and Seek”
, etc.
When using socio-game technologies in the educational process of preschool educational institutions, it is necessary to remember the 6 most basic rules and conditions relevant for the development of preschool :
•1 rule: work in small groups or as they are also called “ peer groups ”
.
Optimal for productive communication and development are associations in small groups : in older preschool age - 5-6 children. The process of dividing into groups is an interesting, exciting game and contributes to the emergence of friendly relations between children and the ability to come to an agreement.
•Rule 2: “change of leadership”
.
It is clear that work in small groups involves collective activity, and the opinion of the entire group is expressed by one person, the leader. Moreover, the children choose the leader themselves and he must constantly change.
•Rule 3: learning is combined with physical activity and a change of scenery (environment), which helps relieve emotional stress.
Children not only sit in class, but also stand up, walk, clap their hands, and play with a ball. They can communicate in different parts of the group : in the center, at tables, on the floor, in their favorite corner, etc.
•Rule 4: change of tempo and rhythm.
Conducting classes of various kinds should emphasize the rhythm of children’s work and their coherence during classes. This should become a business background for all the guys. Time limits, for example, using hourglasses and regular clocks, help change the pace and rhythm. Children develop an understanding that every task has its own beginning and end, and requires a certain concentration .
• Rule 5 – the socio-game methodology involves the integration of all types of activities, which is the most valuable in modern preschool institutions.
This gives a positive result in the field of communication, the emotional-volitional sphere, more intensively develops the intellectual abilities of children compared to traditional education , and promotes speech, cognitive, artistic, aesthetic, social , and physical development. Learning takes place in a playful way.
•6 rule: in our work we are guided by the principle of polyphony: “You chase 133 hares, you look and catch a dozen”
.
It is more interesting for a child to acquire knowledge together with his peers, and he is more motivated. As a result, all children discover new knowledge.
To organize children, it is necessary to divide them into microgroups that allow the child to set the goal of his actions (within the proposed framework of his work, look for possible solutions, feel the freedom to choose knowledge and practical opportunities, and show independence when his problems arise.
In our work we encounter the emergence of microgroups at every step. In everyday life, in games, children are naturally divided into micro groups of 3-4 people . As a rule, we do not take into account, do not know and do not analyze the patterns of the emergence and existence of such microgroups , but it is in them that the roots of the success of the educational process lie.
When united in small groups, children can stand , sit on chairs, on the carpet in a circle or randomly. The teacher can present the necessary material on a tray, in a box, bag, chest, or lay it out on the table or on the floor. Association in small groups can be based both on spontaneous associations of children and on the use of special techniques.
Now we will focus on the options for unification...
1. I divide children into small groups according to their wishes , similarities or life situations according to the following principles:
-so that everyone in the group is the same (or different)
growth;
-one (or different)
eye colors
(or hair, bows, socks, etc.)
;
-by the number of chairs placed at each table;
-according to the amount of visual material laid out on the tables for each group ;
-with your friends;
-with the person you live next to;
-Who do you sleep next to in kindergarten?
-who do you sit with at the dinner table?
-Who do you like to play with most (sculpt, draw, study)
;
-by favorite flower, color, toy, book, etc.;
-find and team up with someone who has a brother or sister, cat, dog, etc. at home.
2. Division into subgroups according to subjects united by one name (attribute)
:
-separate small items that can be combined by name or some characteristic into one group ;
-geometric shapes, identical in color and size, but different in name;
-geometric shapes, identical in name and color, but different in size
-small toys or pictures depicting animals, birds, fish, insects, vehicles , etc. P. ;
- dummies or silhouette images of vegetables, fruits, trees;
-household items: clothes, shoes, dishes, fabric.
3. Uniting by forming pairs (threes, fours, sixes)
.
Each child is offered an individual task, and after completing it, he must find a friend with whom he can combine the results of the tasks. Then each pair finds another pair or two, and thus a small group that is able to continue further work. For example, each child prepares a story based on his picture and tells it to someone in the group , listening to the response story. You can suggest combining two stories into one. Then each pair connects their story with one more (or two pairs)
and presents it to everyone
Possible task options:
-make up stories about your favorite toy, book, cat, dog, etc.
draw a picture on a specific topic (or without it, make an applique or fake, sculpt;
-make a sentence (word)
and find someone to unite him with.
4. Division into subgroups based on cut material.
Invite everyone to take one piece of material. Children must find who has the appropriate part, get into groups and make a whole from the elements. You can invite children to practice putting together a whole from its parts. For example, scatter several postcards cut into small pieces on the floor. Each child takes one piece. You need to find who else has parts of the same postcard, gather in small groups and fold postcards from their parts. In this case, the number of postcards (or other material)
should correspond to the number of small
groups , and the number of chopped elements - to the number of children in the small group .
You can also use the following materials:
small pictures with several repeating plots;
pre-made contours of objects familiar to children, cut into pieces;
scraps of fabric of different (or the same)
shapes and different
(or identical)
colors
(patterns)
;
ribbons, braid;
geometric shapes cut into pieces (different in name, but identical in color and size; identical in name, but different color and size; identical in name, color and size, but cut into different numbers of parts; identical in name, size, but different color).
5. Division into subgroups according to word , movement, action.
Invite children to pay for 1-4 (depending on the required number of groups )
and gather in
groups by serial number:
- name the days of the week, parts of the day, months, seasons and divide into microgroups ;
- name 3-4 colors in a chain (repeating only them, for example red, blue, green)
and gather in
a group of those who named the same color;
- name 3-4 animals, plants, vehicles, etc. . etc., and unite in appropriate groups , remember 3-4 different movements (actions, repeating them in the same order)
.
TECHNIQUE BY EXAMPLE :
Game "Magic Wand"
.
Previously, children are divided into triplets according to the word (reliance on calculation in order)
- it is proposed to name the days of the week and unite in a company.
Each company receives a task. - Name as many objects as possible in the room that contain the sound [o] in their names. Also during the lesson, for example, all the children were divided into groups of three. The teacher takes out a “magic wand”
that will walk in a circle from one troika to another.
In order to convey the “magic wand”
, the three, after consulting, must name what is in the room and has the sound [o] in its name. The first three easily name: ceiling, window, curtains, floor, and the second three have to think , confer, look around.
Finally the word was found - wallpaper, table. This encourages the next three, who immediately find a window sill, glass, box, etc. Another hitch. At this time, everyone is conferring. Everyone is looking for what has not yet been named, and more and more such objects are being found. And the children have a great desire to continue playing. With this approach, there are no children who would not want to learn about what others know. It is very useful for a child to use personal experience in class. “Magic Wand”
exercise task activates this experience well.
The practical significance lies in the fact that the use of a socio-game style in different types of activities contributes to the development of communication skills, and the child develops self-awareness. A preschooler is able to compare his knowledge with the knowledge of other children, provide help to a friend and accept it when needed, the ability to solve problems together, discuss various issues, and monitor the progress of a common cause.
Speech for the teachers' council on the topic:
«Socio-game technology as a means of teaching preschoolers effective interaction».
Prepared by teacher: Mikhutkina M.E.
2015
