Master class for teachers using socio-game technologies “City Street”

Master class for teachers using socio-game technologies “City Street”

Bibliographic description:

Sokolova, O. V. Master class for teachers using socio-game technologies “City Street” / O. V. Sokolova. — Text: direct // Questions of preschool pedagogy. — 2021. — No. 3 (9). — P. 68-71. — URL: https://moluch.ru/th/1/archive/63/2563/ (access date: 12/19/2021).


Keywords: social gaming technologies, messenger, team, interaction

Target:

− increasing the professional skills of teachers in the process of active pedagogical communication to develop work experience in the use of socio-game technology in working with preschoolers. Building effective team interaction.

Tasks:

1. To form an idea among teachers about the possibilities of using socio-game technology in organizing the educational process in accordance with the Federal State Educational Standard;
2. Teach the techniques of social gaming technology;
3. To arouse among the participants of the master class an interest in social gaming technology and a desire to develop their creative potential;
4. Develop the creative activity of the teaching staff.

Equipment: 4 tables, a bell, a drawn street model, divided into 4 parts; any small construction set, scissors, felt-tip pens, glue, multi-colored cardboard, small toys for playing with (for 4 teams); easel, chalk

Progress of the master class:

Presenter : Today we have gathered here to learn how to organize children's educational activities using socio-game technologies.

I suggest you play one of the games for a working mood - “Say something nice to a friend.”

Progress of the game: all participants stand in a circle, the leader or any teacher (as agreed), passes the bell to the neighbor and says something pleasant.

For example: “You are always so kind, you have a charming smile, etc.”

Host: To continue our work, we need to divide into teams. I propose to divide into teams according to the seasons - winter, spring, summer, autumn. (Who was born at what time of year).

Master class participants are divided into 4 teams and approach any of the four tables.

Host: Now you need to choose one messenger from each team who will come to me to receive the first task. For each new task a new messenger will arrive. (If the team runs out of participants who were already messengers, then the messengers are selected in the second round).

The first messengers approach the leader and receive the first task. Come up with a name for your team. The name must consist of two words related to the city. When the team comes up with a name, all team members should join hands, raise them up and shout in unison: “We are ready!”

The messengers return to their teams.

When all the teams are ready, they shout out the name of their team in unison, and the leader writes these names on the board.

The leader calls the second messengers to receive a new task.

Rice. 1.

The messengers receive one part of the city street layout and permission to take only 10 of any construction set parts and build their part of the street on the received layout. (If some parts of the designer do not fit, then they can be exchanged for any other parts, but their total number must be 10).

The messengers return to their teams and explain to the other team members what to do.

The following messengers receive a new task.

You can take additional material (paper, cardboard, scissors, glue, markers) and improve your part of the street.

Team members come up for additional material and together come up with ways to improve their part of the street.

Rice. 2.

When the teams finish their work, the presenter moves all the tables together to create one large street.

Rice. 3.

Host: Now I suggest you come closer to the tables and note what interesting things the other teams have built.

The following messengers receive a new task.

Suggest one vowel letter at a time.

The leader writes these vowels on the board. Then all teams are immediately given a new task.

Come up with a name for the street so that the name uses the first letters of the team names and the suggested vowels. (The number of words in the street name is not limited). The name you like best is selected from the proposed options.

The following messengers receive a new task.

You can take the offered toys (cars, trees, people) and play with the buildings.

Bottom line.

Dear colleagues, I showed you some techniques for organizing educational activities and using socio-game technology in working with children of preparatory age for school. I hope you find them useful in your daily work. I wish you success!

Literature:

1. Bukatov V. M. “Games for kindergarten. Developing a child's talents through play. Illustrated dictionary of gaming techniques.
2. Bukatov V. M. “Pocket encyclopedia of socio-game techniques for teaching preschoolers. A reference and methodological manual for teachers of senior and preparatory groups of kindergartens.”
3. Bukatov V. M. Ershova A. I. “Return to Talent” educational publication.

Key terms
(automatically generated)
: team, socio-game technology, messenger, presenter, part of the street, additional material, task, master class participant, team member.

in the work of a teacher-organizer"

Developed

Murashova I.Yu.

teacher-organizer

MBOU USOSH No. 4

Play, along with work and learning, is one of the main types of human activity, an amazing phenomenon of our existence.

By definition, a game

- this is a type of activity in situations aimed at recreating and assimilating social experience in which self-government of behavior is formed and improved.

In human practice, gaming activity performs the following functions:

— entertaining

(this is the main function of the game - to entertain, give pleasure, inspire, arouse interest);

— communicative:

mastering the dialectics of communication;

- function of self-realization

in the game as a testing ground for human practice;

— play therapy:

overcoming various difficulties that arise in other types of life;

— diagnostic:

identification of deviations from normative behavior, self-knowledge during the game;

— correction function:

making positive changes to the structure of personal indicators;

— interethnic communication:

the assimilation of socio-cultural values ​​common to all people;

- socialization:

inclusion in the system of social relations, assimilation of the norms of human society.

Most games have four main features:

— free

developmental activity
,
undertaken only at the request of the child, for the sake of pleasure from the process of activity itself, and not just from the result;

— creative,

the largely improvisational, very active nature of this activity;

— emotional elation

activities, rivalry, competitiveness, competition, etc. (sensual nature of the game, “emotional tension”);

— Availability

direct or indirect
rules
reflecting the content of the game, the logical and temporal sequence of its development.

Observation shows that many modern children do not know how to organize their activities and fill them with meaning. Many people do not have a developed imagination, they are creatively lacking initiative, and do not know how to think independently. The poverty and primitiveness of the game has a detrimental effect on the communicative development of children - after all, communication occurs mainly in joint play. It is its rules, plot, distribution of roles that are the main content of communication. By playing and performing various game roles, children learn to see events from different positions, taking into account the actions and interests of others, and observe norms and rules. Otherwise, there will be no meaningful communication or joint activities.

The educational significance of the game and its comprehensive influence on the development of the child cannot be overestimated. Play is organically inherent in childhood and, with skillful guidance from adults, can work wonders. She can turn a lazy person into a hard worker, a ignorant person into a knowledgeable person, and an incompetent person into a craftsman. Like a magic wand, a game can change children’s attitude towards what sometimes seems too ordinary, boring, and boring to them. This is its phenomenon that, being entertainment and relaxation, it can develop into learning, creativity, therapy, a model of the type of human relationships and manifestations in work.

The game helps the teacher unite the children's team and include withdrawn and shy children in active activities.

Games instill conscious discipline; children are taught to follow rules, justice, the ability to control their actions, and correctly and objectively evaluate the actions of others.

Play for children is an important means of self-expression and a test of strength.

A game is a special type of activity. Firstly

, because it’s nice to play, it’s easy to play, it’s fun to play, in the game we live a happy state.

Let's ask kids and teenagers whether they like to play and whether they want to play now? We will hear a unanimous answer: “Yes!” Let's ask high school students, long-legged, deep-voiced, broad-shouldered, if they like to play, so serious and important. Their answer will be outlined by the shining brilliance of their illuminated eyes and will be complemented by a restrained, but so unanimous: “Yes!” We, teachers, are just as happy to join the game. Man is a “playing man.”

Secondly

, targeted content located within the game itself, within the game, gives weight to every moment of the game. They play to play. They enjoy the game process, and achieving the goal only crowns the pleasure they receive. Knowing this, a person enters the game openly, without fear or fear, because he accepts the common attitude towards the game as a frivolous matter - one that cannot shake his authority and undermine his reputation. Carried away by the progress of the game, he forgets about his authority, he is not at all concerned with the external impression of the actions performed. He plays like crazy.

Third,

any game contains elements of other types of activities, which means it has the ability to introduce a person to some type of activity that has not yet been mastered by a person. This is why play is a serious matter from the point of view of a child’s development: through play, he enters the world of human activity already somewhat equipped and prepared. The game provides an opportunity to quietly master some skills necessary for cognitive, labor, artistic, sports activities, and for communication.

Fourthly,

the game has a minimum number of rules, it is not difficult to follow them, and everything else is a field for the free manifestation of the individual “I”. The simple plot of the game allows each player to build their own version of the plot development of the game. This adds intrigue and keeps the interest of the players at a high level of activity. Both children and old people dream of freedom. The freedom to express your own autonomous world, with its complexity and dissimilarity, strangeness and uniqueness, brings happy experiences. Therefore, the game is diagnostic in nature.

Fifthly,

game is the most democratic type of activity, in the game everyone is equal and everyone experiences happiness from equality, which is lacking in the social world. The child finds himself in a democratic environment: no one remembers his educational failures, deplorable behavior or brilliant grades, excellent diligence. The game is communication on equal terms.

The structure of the game as an activity organically includes goal setting, planning, goal implementation, as well as analysis of the results in which the individual fully realizes himself as a subject. The motivation of gaming activity is ensured by its voluntariness, opportunities for choice and elements of competition, satisfying the need for self-affirmation and self-realization.

The concept of “ game pedagogical technologies”

includes a fairly extensive group of methods and techniques for organizing the pedagogical process 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, which can be justified, identified explicitly and characterized by an educational-cognitive orientation.

Any technology has means that activate and intensify human activity. The use of games as a means of teaching and education has been known since ancient times. The game is widely used in folk pedagogy, in preschool institutions and in additional education institutions. To characterize the game as a developmental pedagogical technology, it is necessary to establish the main distinctive features of the game as a method and technique in the pedagogical process. In modern school the game method

used in the following cases:

• as an independent technology for mastering new concepts;
• as an element of a broader technology,
• as technologies for out-of-school work.

Implementation of gaming techniques

occurs in the following directions:

• the pedagogical goal is set for students in the form of a game task;
• an element of competition is introduced as motivation, which transforms the pedagogical task into a game one;
• educational activities of schoolchildren are subject to the rules of the game;
• educational material is used as a means of play;
• successful achievement of a pedagogical goal is associated with the game result.

Game technologies in the teaching and upbringing of children of middle and high school age

are distinguished by their qualitative originality.

• psychophysiological justification
  : In the behavior and activities of adolescent children, there is an intensification of the need to create their own world, the desire for adulthood, the rapid development of imagination, fantasy, and the emergence of spontaneous group games. Features of the play of adolescent children are the child’s focus on self-affirmation in front of society, a humorous coloring of events, a desire for practical jokes, and a focus on speech activity.
• pedagogical principle :
  As a rule, teachers turn to this type of game as “business games” as educational gaming technologies. Various modifications of business games are used in the educational process: simulation, operational, role-playing business games, business theater, psycho- and sociodrama. To effectively organize pedagogical interaction, the teacher’s tactics can be built in accordance with certain stages of the business game: preparation, introduction to the game, conducting and analyzing the progress of the game.
• solving pedagogical problems:
  Game technologies are used to achieve complex pedagogical tasks: mastering new and consolidating old material, developing creative abilities. Game technologies in the upbringing and teaching of adolescent children, on the one hand, contribute to the development of mature social attitudes of a teenager, on the other hand, they help compensate for information overload and organize psychological and physiological rest.

The technology of game forms of education is aimed at teaching students to understand the motives of their learning, their behavior in the game and in life, i.e. formulate goals and programs for one’s own independent activities and anticipate its immediate results.

Gaming technologies fulfill the following range of target orientations:

• didactic: broadening one's horizons, cognitive activity; application of knowledge, skills and abilities in practical activities; formation of certain skills and abilities necessary in practical activities; development of labor skills;

• educational: nurturing independence, will; fostering cooperation, collectivism, sociability, and communication skills;

• developing: development of attention, memory, speech, thinking, skills to compare, contrast, find analogies, imagination, fantasy, creativity, reflection, ability to find optimal solutions, development of motivation for educational activities;

• socializing: familiarization with the norms and values ​​of society; adaptation to environmental conditions; stress control, self-regulation; communication training; psychotherapy.

Gaming technologies vary:

• by type of activity (intellectual, i.e. mental; correctional; psychological; physical, i.e. motor, labor);
• by the nature of the pedagogical process (teaching, training, controlling and generalizing; cognitive, educational, developmental; creative; communicative; diagnostic, career guidance,
• using gaming methods (subject-based, plot-based, didactic, role-playing, business, simulation).

And finally, the specifics of gaming technology are largely determined by the gaming environment: there are games with and without objects, tabletop, indoor, outdoor, on-site, computer and with TSO, as well as with various means of transportation.

In my work with children, I use gaming technologies to solve the following pedagogical problems: broadening their horizons; development of attention, memory, speech, thinking, imagination, fantasy, creative abilities; fostering communication, activity, and increasing self-esteem.

To do this, I use active, intellectual, business, role-playing, educational, developmental, plot and role-playing games.

During the game, I manage to get to know my students better, their character, habits, organizational skills, creative abilities, which allows me to find the most correct ways to influence each of the children.

Therefore, I direct my primary attention to creating the best psychological atmosphere in the team as an indispensable condition for game action. When organizing collective games, I involve each child in playing roles; Together with the children, I prepare the necessary materials and attributes for the game. In joint work, children develop an interest in the content of the game, future roles and plot development; I directly participate in the game, playing a playing role along with the children.

By taking on a role in the game, I have the opportunity to naturally (from the inside) see the entire game; control the correct execution of game actions related to the use of knowledge and skills; in case of difficulties, provide assistance in the form of questions, clarifications, advice; emphasize and approve the successes of children, attracting the attention of the team; evoke positive emotions and mood; stimulate initiative and creativity.

I provide an individual approach to children (I take into account the knowledge, interests, abilities, playing skills and abilities of each child):

• I select roles that correspond to the child’s capabilities, gaming interests and skills;
• I offer solutions to feasible tasks that lead to the development of self-confidence, activity and independence;
• I maintain an atmosphere of goodwill and creativity, creating special situations for shy and insecure children.

During the game, it is extremely important to maintain the ethics of relationships, preventing children from making offensive and rude attacks against each other, which they may make in their temper. Here, a lot depends on our tone, which should combine softness, cheerfulness, clear management, excluding a careless attitude towards a person.

The final stage of each game is reflection. Children usually say: “It was interesting and good for me... I realized that... Now I will try...”. Let me give an example of one statement from a teenager: “I have never heard that a man should have two handkerchiefs with him, one for himself, the other for a lady who suddenly needs help.”

And now I invite you to take part in the games that I play with my children.

To expand children’s vocabulary and speech development, I conduct educational games, for example, “Sound Chains” and “Don’t Say Yes and No...”.

Game "Sound Chains". Rules of the game: The first player says the word. The next player comes up with a word so that the last syllable of the spoken word becomes the first syllable of the new word. For example: car - people - relatives - nanny...

The game “Sound Chains” is being played

The ancient folk game “Don't say Yes and No…” is very popular with all children. It develops the speed of switching and distribution of attention, cognitive activity. Rules of the game: the driver says:

Grandmother sent a hundred rubles,

Buy what you want,

Don't take black and white.

Don't say “Yes” and “No”.

Players are then asked to answer questions without saying “yes,” “no,” “black,” or “white.”».

Whoever breaks the rules is eliminated from the game.

Sample questions:

• Do you like winter?
• Don't you get cold?
• What color is the snow?
• Why are you wearing a white blouse?
• Do you know how to skate?
• What color are they?
• Will you go to work tomorrow?
• What color is the ceiling in your club?

The game “Don’t say “Yes” and “No” is being played...”

In order to develop attention and mathematical abilities, you can play with children intellectual games “Find out your number”, “I won’t tell” and “With a calendar sheet”.

Game "Find out your number." Rules of the game: four people are called and a sign with a number is pinned to each person’s back. No one should know what number he got, but the sum of the numbers (21) is announced to everyone. The task of each player is to determine what number is on his back. The only way to find out is to look at what numbers are on the backs of the other three players and subtract the sum of these numbers from the announced sum - 21. But none of the players are interested in showing their number. Therefore, everyone moves carefully, trying to get behind the other players in order to find out all the numbers as quickly as possible and at the same time hide their own. Standing still, leaning against the wall, is not allowed. Spectators should sit silently and not give any hints. The first one to name their number wins.

The game “Find out your number” is being played

Game “I won’t tell!” 1st version of the game:

The players stand in a circle and throw the ball to each other, while calling out numbers in order up to 30, but instead of even numbers they say “I won’t tell!”

2nd option

: instead of numbers that are divisible by 3, say “I won’t tell!”

The game “I Won’t Tell” is being played

Game "With a calendar sheet." Contents of the game: All players are pinned on their chests with a piece of paper from the tear-off calendar. Tasks:

• Line up by days of the week (Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday);
• Find yesterday's day (for example, "December 7" if today is "December 8");
• Gather together so that the sum of the numbers on the pieces of paper is equal to 19 (9+8+2), 25 (15+9+1), 30 (20+9+1);
• Get together so that 2012 is formed.

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.