Target: System demo pedagogical activity on interaction with parents of preschoolers, improving the professional skills of the master class participants.

Tasks:

1. To acquaint the participants of the master class with the methods and techniques of socio-gaming technology, their application in interaction with parents of preschoolers.

2. Raise the level of professional competence of teachers, their motivation for the systematic use of socio-gaming technology in practice.

3. Reflection of their own professional skills by the participants of the master class.

Expected results:

1. Acquaintance of the participants of the master class with socio-gaming technology and its application in work practice preschool teacher.
2. Creating conditions for teachers to acquire their own professional style, which would strengthen the partnership between kindergarten and families of preschoolers.
3. Reflection of their own professional skills by the participants of the master class.

Master class progress:

1. Theoretical part:

Introduction

Today I want to introduce you to the technology that we use to work with a group of parents in a group. The technology is called "SIT - socio-gaming technology".

The novelty of using this technology is that it was designed to work with children of primary school and senior preschool age. And for the first time it is used to work with adults who have their own social experience, their own worldview.

"SIT - socio-gaming technology" - the term “socio-gaming technology” itself is explained as follows: “the organization of classes as a game between microgroups (small societies — hence the term “socio-gaming”). The authors of the technology are teachers and innovators - Vyacheslav Mikhailovich Bukatov and Andrey Petrovich Ershov.

The essence of SIT:

V.M. Bukatov is talking: « We do not teach, but arrange situations where their participants I want to trust each other and my own experience, resulting in effect of voluntary education, training and learning».

The relevance of the application of this technology that the ongoing changes in society put forward new requirements for the education system. The purpose of modern personality-oriented education is to provide pedagogical support to each child on the path of his self-development, self-affirmation and self-knowledge. To implement these requirements, we need close cooperation with the families of preschoolers, which is impossible without establishing contacts with each of the child's parents.

The classic (P. I. Tchaikovsky’s opera The Queen of Spades) has these words: “What is our life? - the game!". Taking this statement as a basis, we have found such a “tool” for interaction with parents of preschoolers as a socio-gaming technology (SIT). Parents - by playing as in childhood - will better understand their children. It is possible to draw a direct relationship between socio-gaming technology and a personality-oriented model of communication with parents, using the techniques of working in small groups - adults are like children: they listen, and they do, and they say. Thanks to this, each parent himself forms a system of ideas about the upbringing of his child and naturally he has pedagogical knowledge. .

the main objective our pedagogical interaction with the parents of pupils through the socio - game technology - encouraging them to social activity and self-development, uniting the parent-child team.

SIT technology allows solving the following problems:

• assimilation by parents of active forms of cognition;
• improving the skills and abilities of friendly communicative interaction in the parent team;
• ensuring mental well-being;
• correction of impulsive behavior.

Originality SIT in its versatility: The versatility of the methods and techniques of SIT lies in the fact that they can be used both at different stages, for example, parent meeting and at individual events. If in traditional pedagogy the educator performs the role of a “musician-performer”, and parents, most often, the role of spectators, then in socio-play pedagogy their roles change: parents themselves become thinking “performers”, and the teacher becomes a conductor.

Efficiency: The use of this technology leads to:

- to unite the parent-child team of the group;

- to increase the number of families participating in the life of the group

and preschool educational institutions, in various intellectual and creative competitions;

- to increase pedagogical competence parents of pupils.

It can be confidently stated that the use of socio-gaming technology is aimed at obtaining a new result, helps to solve pedagogical problems, teaches parents to acquire knowledge on their own. It is important that at the same time everyone gets the opportunity feel yourself in a situation of success!

Dear colleagues, do you have any questions on the theoretical part?

1. Practical part:

Today we will get acquainted with the methods of this technology in practice.

1. Reception « Magic wand»

The audience is divided into subgroups. Each subgroup stands in a circle. A wand (or some object) is passed from person to person and each, in turn, is given a task. At first glance, the task is taken by the simplest, but with a deep meaning, for example:

1 step: You need to name your favorite game or toy from childhood, then the task becomes more difficult: name the game/toy and tell why you liked it.

2 step: You need to name the most popular games / toys for children on given time, then the task becomes more difficult: evaluate games/toys in terms of impact on children (positive and negative).

At the end, encourage the audience to make a collective conclusion on the appropriateness of certain games / toys that parents buy for children, succumbing to the influence of “fashion for toys”, their possible impact on the psyche and behavior of the child, and the consequences of such an impact (positive and negative).

So, I showed you only one technique, and at that time you voiced three golden rules of technology :

1. Work in small groups with change of leadership.
2. Change of scenes and roles in the course of activities (variability/integration of activities);
3. Motor activity of participants with a change in the pace and rhythm of activity.

These three principles form the basis of gaming technology.

1. The next step is called "Apparently not visible".

I need a group of six people willing to come out. You need to split into two microgroups.

1 step: I give the first microgroup cards with letters scattered on them.

You need to find the name of the fairy tale (this technique works well with parents of preschoolers). When you find it, do not say the name aloud, instead, the following technique is applied -

1. Reception "Revitalization".

You need to show the name of the fairy tale, and the other microgroup has to guess it.

Step 2 - we apply the method "Apparently not visible" from the point of view of pedagogy:

Now I give the cards to the second microgroup, the words are written on the cards.

You need to make sentences from them - denoting types of family leisure, for example:

- “Mom, dad, I am a sports family!” - passion in the family for sports;

“Come visit us, we are very glad to have guests!” - holidays organized for children at home;

- "Gifts with your own hands" - joint crafts with children in the family circle.

When you make up a sentence, do not say it out loud, instead, apply the "Revitalization" technique again. The second microgroup must be shown the name of the family leisure, and the first microgroup must guess it.

1. There is a technique that the authors of socio-gaming technology called "Scouts".

You need to look at each other, the first person you meet with your eyes will be your couple, with whom you hold hands and stand next to each other.

It is used to prepare work in pairs, for example: for training; for practical development of any pedagogical situation.

1. The next step - "Group work"- we will consider it practically

The distribution into groups can occur as follows: the teacher distributes to the parents parts of the cut postcard (the number of parts should correspond to the desired number of people in the group). Parents collect a postcard from them, thereby determining the composition of the group. Having gathered in a group, they report this with a simultaneous clap.

They will also show the moment of completion of work on any task.

1. Reception "We speak in unison."

Among the parents there may be people who find it difficult, who cannot speak to the audience, being afraid to make a mistake, to say wrong. Working in microgroups, choral work helps them. The teacher tells the microgroups: "Whoever knows the answer, stand up and say it in unison." If any of the microgroups makes a mistake, then the mistake will not look too provocative (it will be possible to treat it with some humor), it will not leave an unpleasant aftertaste for the participants, which means it is easier to correct it.

1. And the last trick I want to show you is

"Questions and Answers" header. It is often difficult to provoke parents to a discussion, but they always have a lot of questions. This technique assumes that parents write their questions on pieces of paper and put them in a hat, and then they draw out the same questions themselves and are forced to answer them. Questions can be very diverse, including problems arising in the group and pedagogical situations.

For example, what questions could you, dear colleagues, ask? (What techniques of social gaming technology do you remember? What was difficult? Which of the techniques do you use or will use in your work?). Thus, the parents themselves will get answers to their questions, and you will act as a collector.

III. Reflection:

Let's summarize our work:

In your opinion, the main meaning of “SIT is a socio - gaming technology" - it …

What did you get as teachers from the master class?…

In conclusion of our master class, I would like to note that:

It is usually believed that any pedagogical technology used in working with the families of pupils should be treated as a kind of upper “bar”, forcing its followers to “stretch” upwards. But with such an attitude, it may be ceiling when interacting with parents. Whereas socio-game pedagogy stands up for the rehabilitation of the methodological independence of the parent. Any technology, technique, technique is just a lower "bar", just a "soil" for personal methodological searches and personal prosperity.

One of the pedagogical paradoxes is that the more thoughtful and smart the technology, the methodology, the more thoughtlessly the educator is forced to follow it. Socio-game approach, in our opinion, quite effectively helps practitioners to successfully overcome this paradox.

Thank you for your attention!

REMINDER

When conducting game tasks and exercises, the authors of the technology urge to adhere to the following rules and conditions of socio-game approaches to pedagogy:

1 rule: work is used in small groups or as they are also called “peer groups”

By the color of hair, eyes, clothes;

So that at least one letter in the name is the same;

By profession;

Who came to kindergarten today by car, and who came on foot, etc.

2 rule: "change of leadership".

It is clear that work in small groups involves collective activity, and the opinion of the whole group in most cases is expressed by one person - the leader. Moreover, the leader is chosen by the parents themselves, and he must constantly change.

We draw your attention to the fact that in newly created groups, where parents are still practically unknown, it is more expedient to use the "We speak in chorus" technique.

3rd rule: activity is combined with motor activity and change of mise-en-scenes (environment), which helps relieve emotional stress. Parents not only sit, but also get up, walk, clap their hands, play (for example, with a ball). They can communicate in different parts of the group: in the center, at tables, on the floor, in their favorite corner, in the reception area, etc.

4th rule:change of pace and rhythm. Carrying out activities of various kinds should emphasize the rhythm of work, the coherence of actions during the performance of any game tasks. This should become a business background for everyone. Time limits help to change the pace and rhythm, for example, with the help of hourglasses and ordinary ones, which requires a certain concentration.

5. rule: in our work we focus on the principle of polyphony: "You chase 133 hares, you look and catch a dozen."

The use of socio-gaming technology in working with children of senior preschool age From the experience of the senior teacher of the MBDOU "Kindergarten of 93 General Developmental Kinds" Samarina Olga Anatolyevna and teacher Butenko Tatyana Stepanovna Komi Republic, Syktyvkar

Essence of socio-play technology Classes are organized as a game-life between microgroups of children (small societies - hence the term socio-play) and simultaneously in each of them. The technology is systematically used both in direct educational activities and in organizing the free activities of children. Purpose: Purpose: Formation of communication skills. Formation of communication skills of communication.

Within the framework of this technology, the following tasks are set: Help children learn to communicate effectively Help children learn to communicate effectively Make the educational process more fun for children Make the educational process more fun for children Promote their active position, independence, creativity Promote their active position, independence, Creativity To cultivate in preschoolers the desire to learn new things. To instill in preschoolers the desire to learn new things.

Movement: Children should be able to move during classes (very typical for a preschooler, he must learn in motion) carpet, anywhere else group room) The opportunity for children to work in different places of the group, where they decide: at the tables, on the carpet, in any other place in the group room)

Small groups: Combining into small groups of 3-6 people during the frontal conduct of classes 1. Emotional comfort is provided, it is not so scary in the company of a friend. 2. An opportunity is provided to compare one's successes or failures with the successes or failures of a friend; 3. The opportunity to achieve achievements and evaluate oneself and others is provided;

Stages of organizing children's communication within the framework of technology: 1. We teach children the rules of communication, the culture of communication (children learn to negotiate, which means listening and hearing a partner, their own speech develops); 1. We teach children the rules of communication, the culture of communication (children learn to negotiate, which means listening and hearing a partner, their own speech develops); 2. Communication is the target is a child in practice, he realizes how he needs to organize his communication in a microgroup in order to complete the learning task; 2. Communication is the goal - the child in practice realizes how he needs to organize his communication in a microgroup in order to complete the learning task; 3. Communication is a pedagogical tool, i.e. Preschoolers learn through communication. 3. Communication is a pedagogical tool, i.e. Preschoolers learn through communication.

Groups of game tasks: Games-tasks for a working mood. Games for socio-playing involvement in the case, during which business relationships are built between the teacher and children, and children with each other. Game warm-ups - are united by their universal accessibility. They are dominated by the mechanism of active and psychologically effective rest. Tasks for creative self-affirmation are tasks, the fulfillment of which implies an artistic and performing result.

Advantages of the socio-play style Relationships: "child - peers" Relationships: "child - peers" The teacher is an equal partner; The teacher is an equal partner; The barrier between the teacher and the child is destroyed; The barrier between the teacher and the child is destroyed; Children are peer-oriented, which means they are not submissive executors of the teacher's instructions; Children are peer-oriented, which means they are not submissive executors of the teacher's instructions; Children are independent and initiative; Children are independent and initiative; Children themselves set the rules of the game; Children themselves set the rules of the game; Children discuss the problem, find ways to solve it; Children discuss the problem, find ways to solve it; Children negotiate, communicate (play the role of both speakers and the role of listeners); Children negotiate, communicate (play the role of both speakers and the role of listeners); Children communicate within microgroups and between microgroups; Children communicate within microgroups and between microgroups; Children help each other and also control each other; Children help each other and also control each other; The socio-play style teaches active children to recognize the opinions of their comrades, and gives timid and insecure children the opportunity to overcome their complexes and indecision. The socio-play style teaches active children to recognize the opinions of their comrades, and gives timid and insecure children the opportunity to overcome their complexes and indecision.

1. One for all and all for one; 2. The captain does not let the team down, and the team does not let the captain down. 3. One team answers, the others listen carefully. 4. When you work, do not interfere with others. 5. Did it yourself, help a friend. 6. The main thing is not to be afraid to prove your case. 7. Know how to accept help. Rules

SO: To summarize all that has been said, the main concern of the educator is not to teach the child, not to entertain and not even develop, but to form such an out-of-didactic concept as friendship. To summarize all that has been said, the main concern of the educator is not to teach the child, not to entertain and not even develop, but to form such a non-didactic concept as friendship. E.E.Shuleshko E.E.Shuleshko

Elena Koval
Master class for the participants of the seminar "Using the game in socio-gaming technology"

« Master class for participants of the seminar on the topic:

« Use of the game in socio-gaming technology»

PURPOSE: master class: education participants of the master class on the use of socio-gaming technology within the framework of the educational process in the preschool educational institution.

TASKS:

introduce participants master-class with methods and techniques used in socio-gaming technology.

To increase the level of professional competence of teachers, their motivation for systemic use in practice of socio-gaming technology.

To create conditions for the majority of teachers to acquire their own professional style, which would allow pupils to realize the position of the subject in different types activities.

Social gaming technology- this is the development of the child in playful communication with peers.

The relevance of this themes:

Such is socio-gaming technology in which the main form of work with children of preschool age is the game.

Today a person for an active participation in society To realize oneself as a person, it is necessary to constantly show creative activity, independence, discover and develop one's abilities, continuously learn and improve oneself.

Therefore, for education today, more than ever, the quote by Vyacheslav Mikhailovich Bukatov, the author of one of the books on socio-gaming technologies: “It is not so much innovation (which for educators is often "pig in a poke", how many of the most well-known and tested "grandfather ways".

It helps us to comply with this statement. socio-gaming technology presented by E. Shuleshko, A. Ershova and V. Bukatov, in which the main form of work with preschool children is the game.

Social gaming technology organizes the lesson as a game-life between microgroups of children (small societies - hence the term« socio-playing» ) and simultaneously in each of them;

Socio-gaming technology is used as in the classroom and in organizing the free activities of children. This makes it possible to unite children with a common cause or joint discussion. individual work and turning it into a collective.

This technologies puts forward such tasks:

help children learn to communicate effectively;

make the educational process more fun for children;

to promote the development of their active position, independence, creativity;

instill in preschoolers the desire to learn new things.

Social gaming technology aimed at developing communication skills in children, therefore, in

this technologies lies the communication of children with each other, with an adult.

Communication of children within the framework of this technologies organize in three stage:

at the very first stage, I teach children the rules of communication, the culture of communication (children learn to negotiate, which means listening and hearing a partner, their own speech develops);

at the second stage, communication is the goal - the child in practice realizes how he needs to organize his communication in a microgroup in order to complete the learning task;

at the third stage, communication is a pedagogical tool, i.e. through communication I teach preschoolers.

pros socio-play style:

- Relationship: "peer child";

The teacher is an equal partner;

The barrier between the teacher and the child is destroyed;

Children are peer-oriented and therefore not submissive performers

instructions of the teacher;

Children are independent and initiative;

Children make their own rules games;

Children discuss the problem, find ways to solve it;

Children agree, communicate (perform the role of both speakers and the role of listeners);

Children communicate within the microgroup and between microgroups;

Children help each other and also control each other;

- Socio-play style teaches active children to recognize the opinion of their comrades, and timid and

gives insecure children the opportunity to overcome their complexes and indecision.

Practical part master class. It includes playback teachers of various games and game exercises from the above groups:

Now I will introduce you to one of the methods socio-gaming technology"Magic wand".

For this you need any item you want use. I will use magic wand. I give you a magic wand, and I ask you to answer what you liked to play as a child.

Answers participants.

And now I will ask you to complete the second task, returning the wand back explain why you liked this particular game.

Now I showed you the technique, and you voiced "Golden Rules" socio-gaming technology.

"Golden Rules" socio-gaming technology

(according to V. M. Bukatov)

1 rule: used work in small groups or as they are also called "peer groups". Optimal, for productive communication and development, are associations in small groups in younger age in pairs and triples, in the eldest of 5-6 children. The activity of preschoolers in small groups is the most natural way for them to develop cooperation, communication, and mutual understanding.

By the color of hair, eyes, clothes;

To have at least one letter in the name the same

Who lives on what floor;

Even-odd, one-digit-two-digit apartment number;

Find on whole and various postcards something the same and for this "the same" unite in triplets;

Who came to kindergarten today by car, and who came on foot, etc.

2 rule: "Change of Leadership". It is clear that work in small groups involves collective activity, and the opinion of the whole group is expressed by one person, the leader.

Moreover, the children themselves choose the leader and he must constantly change.

3 rule: training is combined with physical activity and a change of scenes, which helps to relieve emotional stress. Children not only sit, but also get up, walk, clap their hands, play with the ball. Can communicate in different places groups: in the center, at the tables, on the floor, in your favorite corner, in the reception area, etc.

4 rule: Change of tempo and rhythm. Time limits help to change the pace and rhythm, for example, with the help of hourglasses and regular clocks. Children have an understanding that each task has its own beginning and end, and requires a certain concentration.

Rule 5 - socio- the gaming technique involves the integration of all types of activities, which meets modern requirements. Learning takes place in game form, for this you can use different games which develop attention, phonemic hearing, thinking, the ability to interact with each other.

6 rule: principle orientation polyphony: “You chase after 133 hares, you look and you catch a dozen”.

It is more interesting for a child to acquire knowledge together with his peers, he is more motivated. As a result, all children discover new knowledge for themselves, only someone more, someone less.

1. Games- tasks for the working mood.

2. Games for social- game initiation to the case, during the implementation of which business relationships are built between the teacher and the children, and the children with each other.

3. Game warm-ups - united by their universal accessibility, quickly

emerging excitement and funny, frivolous winning. They are dominated by the mechanism of active and psychologically effective rest.

4. Tasks for creative self-assertion are tasks, the fulfillment of which implies artistic performance result.

For practical applicability "Golden Rules" socio-gaming technology, I suggest that you play the role of children for a while and play with me.

I need 6 people to come out. You need to add the letters so that you get the name of the fairy tale.

The game "Revitalization" without saying a word, show a fairy tale.

-Using this game, we applied the following regulations: physical activity, work in small groups, unlimited venue, creative activity.

The next game to create a working mood "Who quickly"

Target: coordination of joint actions, distribution of roles in the group.

Possible figures:

triangle;

bird school;

Discussion:

Was it difficult to complete the task? What was the difficulty?

What helped you do it?

Information on socio-gaming technology can be found on the website of the authors "Open Lesson -openlesson".

"Socio-playing style of working with children as an effective pedagogical technology"

The master class was conducted by a teacher of the first qualification category: Ermolaeva Natalya Zakharovna

The master class was attended by teachers preschool institutions district.

PURPOSE of the master class: training the participants of the master class in the use of socio-gaming technology as part of the educational process in the preschool educational institution.

TASKS:

To acquaint the participants of the master class with the methods and techniques used in socio-gaming technology.

To increase the level of professional competence of teachers, their motivation for the systematic use of socio-gaming technology in practice.

To create conditions for the majority of teachers to acquire their own professional style, which would allow pupils to realize the position of the subject in various activities.

Socio-gaming technology is the development of a child in playful communication with peers.

The relevance of this topic:

Today, in order to actively participate in the life of society, to realize oneself as a person, a person needs to constantly show creative activity, independence, discover and develop his abilities, continuously learn and improve himself.

Therefore, for education today, more than ever, it is relevant " best rule politicians - not to govern too much…” - i.e. the less we control children, the more active they take in life.

The modern pedagogical technology "Socio-game pedagogy" presented by E. Shuleshko, A. Ershova and V. Bukatov helps us to comply with this statement.

In our pedagogical practice, we use socio-game techniques, exercises aimed at maintaining interest, a friendly attitude of children towards their peers, at activating the independence and initiative of the child, his creative abilities.

Our pedagogical principles coincide with the principles that underlie this technology, and, first of all, the understanding that today it is simply necessary for the teacher to have a new view of the child as a subject (not an object) of education, as a partner in joint activities.

The essence of the socio-playing style of work, its founders E. Ershova, V. Bukatov, was defined by the following wording:

“We do not teach, but we create situations where their participants want to trust both each other and their own experience, resulting in the effect of voluntary learning, learning, and training.”

Following these tips, we organize classes as a game-life between microgroups of children (small societies - hence the term “socio-play”) and simultaneously in each of them;

We systematically use socio-gaming technology both in the classroom and in organizing the free activities of children. This makes it possible to unite children in a common cause or joint discussion of individual work and turning it into a collective one.

Within the framework of this technology, we set ourselves the following tasks:

Help children learn to communicate effectively;

Make the educational process more fun for children;

To promote the development of their active position, independence, creativity;

To instill in preschoolers the desire to learn new things.

Socio-gaming technology is aimed at the development of communication in children, therefore, this technology is based on the communication of children with each other, with an adult.

Studying the works of the founders of socio-game pedagogy, we really liked the laws of communication that they offer:

Do not humiliate the child, do not insult him;

Do not grumble, do not whine, do not grumble;

Know how to find a mistake and have the courage to admit it;

Be mutually polite, tolerant and restrained;

Treat failure as another learning experience;

Support, help to rise and win;

By blowing out someone else's candle, we do not make our own brighter;

Do not exalt yourself above others. Lift up your neighbor;

Children are dreamers: do not take their word for it, but do not ignore their problems.

Communication of children within the framework of this technology will be organized in three stages:

At the very first stage, I teach children the rules of communication, the culture of communication (children learn to negotiate, which means listening and hearing a partner, their own speech develops);

At the second stage, communication is the goal - the child in practice realizes how he needs to organize his communication in a microgroup in order to complete the learning task;

At the third stage, communication is a pedagogical tool, i.e. through communication I teach preschoolers.

Pros of the socio-play style:

Relationships: "child-peers";

The teacher is an equal partner;

The barrier between the teacher and the child is destroyed;

Children are peer-oriented, which means they are not submissive executors of the teacher's instructions;

Children are independent and initiative;

Children themselves set the rules of the game;

Children discuss the problem, find ways to solve it;

Children negotiate, communicate (play the role of both speakers and the role of listeners);

Children communicate within the microgroup and between microgroups;

Children help each other and also control each other;

The socio-play style teaches active children to recognize the opinions of their comrades, and gives timid and insecure children the opportunity to overcome their complexes and indecision.

The principles that guide us in working with children using socio-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 error in children.

Freedom and independence in the choice of knowledge, skills and abilities by children. Freedom does not mean permissiveness. This is the subordination of their actions to general rules.

Change of mise-en-scene, that is, the situation when children can communicate in different parts of the group.

Focus on individual discoveries. Children become accomplices in the game.

Overcoming difficulties. Children are not interested in what is easy, and what is difficult is interesting.

movement and activity.

The life of children in small groups, mostly sixes, happens in fours and threes.

The principle of polyphony. You chase after 133 hares, you look, and you catch a dozen.

The use of socio-gaming technology contributes to the realization of the needs of children in movement, the preservation of their psychological health, as well as the formation of communication skills in preschoolers.

As a result of this work, curiosity develops in children, cognitive needs are realized, children get acquainted with the different properties of surrounding objects, with the laws of nature and the need to take them into account in their own life, shyness is overcome, imagination, speech and general initiative develop, the level of cognitive and creative abilities increases. .

1. Task games for a working mood.

2. Games for socio-playing involvement in the case, during the implementation of which business relationships are built between the teacher and children, and children with each other.

3. Game warm-ups - they are united by their universal accessibility, quickly emerging gambling and funny, frivolous winnings. They are dominated by the mechanism of active and psychologically effective rest.

4. Tasks for creative self-affirmation are tasks, the fulfillment of which implies an artistic and performing result.

During the practical part of the master class, the participants played various games and game exercises from the above groups.

Questions for reflection:

1. How did you feel in the position of the trainees?

2. In connection with this, what discoveries, conclusions did you draw for yourself?

3. What distinguishing features of socio-play technology from traditional forms of work with children have you noted?

4. Have you become interested in using social gaming technology in practice?

"Golden Rules" of socio-gaming technology

(according to V.M. Bukatov)

1 rule: work is used in small groups or as they are also called “peer groups”.Optimal, for productive communication and development, are associations in small groups at a younger age in pairs and triples, in the older group there are 5-6 children. The activity of preschoolers in small groups is the most natural way for them to develop cooperation, communication, and mutual understanding.

By the color of hair, eyes, clothes;

To have at least one letter in the name the same

Who lives on what floor;

Even-odd, one-digit-two-digit apartment number;

Find something identical on whole and diverse postcards and, according to this “same”, will unite in triplets;

Who came to kindergarten today by car, and who came on foot, etc.

Rule 2: "Change of leadership."It is clear that work in small groups involves collective activity, and the opinion of the whole group is expressed by one person, the leader. Moreover, the children themselves choose the leader and he must constantly change.

Rule 3: training is combined with physical activity and a change of sceneswhich helps relieve emotional stress. Children not only sit, but also get up, walk, clap their hands, play with the ball. They can communicate in different parts of the group: in the center, at tables, on the floor, in their favorite corner, in the reception area, etc.

Rule 4: Change of pace and rhythm. Time limits help to change the pace and rhythm, for example, with the help of hourglasses and regular clocks. Children have an understanding that each task has its own beginning and end, and requires a certain concentration.

Rule 5 - socio - game methodology involves the integration of all types of activities,which meets modern requirements. Learning takes place in a playful way, for this you can use various games that develop attention, phonemic hearing, thinking, the ability to interact with each other: “Hearing”, “Relay”, “I am not responsible for myself”, “Magic wand”, “Cities with an unheard-of”, etc.

Rule 6: focus on the principle of polyphony: "You chase 133 hares, you look and you catch a dozen."It is more interesting for a child to acquire knowledge together with his peers, he is more motivated. As a result, all children discover new knowledge for themselves, only someone more, someone less.

games card file,

aimed at developing the socialization of children

senior preschool age.

« The Snow Queen»

Purpose: to develop the ability to give a benevolent assessment to another person.

Stroke: The teacher suggests recalling the fairy tale "The Snow Queen" and says that she has a suggestion: Kai and Gerda grew up and made magic glasses through which one could see all the good that is in every person. The teacher offers to “try on these glasses” and look carefully at each other, trying to see as much good in everyone as possible and talk about it. The adult first puts on the "glasses" and gives a sample description of two or three children. After the game, the children talk about what difficulties they experienced as observers, how they felt. The game can be played several times, noting that each time the children managed to see more good things.

Option. You can invite the whole group to “put on glasses” and take turns looking at each participant in the game.

"Telegraph"

Purpose: to develop the ability to establish "feedback" when interacting with other people.

Progress: Four children - "signalmen"; the rest are observers; educator - the sender of the telegram; one child is its recipient. Signalers and the recipient of the telegram go out the door. The teacher invites one signalman and reads the text of the telegram to him once. The first signalman, in order to better remember the text, can ask clarifying questions. Then he invites the second signalman and gives him the text he heard; the second to the third; the third to the fourth; the fourth is for the recipient. The recipient retells what he heard to the observers and asks: did he understand everything correctly?

Sample text. I'm leaving on flight 47. Meet me at 13.00 Moscow time. Don't forget candy and flowers. See you. Your friend.

…………………………………………………………………………………………………

"A toy shop"

Purpose: development of the ability to understand each other, removal of mental stress, fear of social contacts, communicative shyness.

Progress: children are divided into two groups - "customers" and "toys". The latter guess what kind of toy each of them will be, and take poses characteristic of them. Customers come up to them and ask: what are these toys? Each toy, having heard the question, begins to move, performing actions characteristic of it. The buyer must guess which toy is shown to him. The unwilling one leaves without a purchase.

…………………………………………………………………………………………………

"Bridge of Friendship"

Purpose: development of empathy in emotionally fenced off and selfish children, overcoming indecision, stiffness in shy children.

Stroke: The teacher shows the children a ruler and tells one of them: “This is the bridge of friendship. Let's try to hold the bridge with our foreheads. At the same time, we will say something pleasant to each other. ” The game can be played in the form of competitions, the pair that lasts longer than the others wins. You can use a stopwatch.

…………………………………………………………………………………………………

"Radio".

Purpose: development of sustainable interest in peers.

Stroke: Playing children sit in a semicircle so that they can see each other well. According to the counting rhyme, the leader is selected (for the first time there may be a teacher), he chooses one of those sitting to describe and turns his back to them and says into the “microphone”: “Attention! Attention! A girl (boy) is lost ... (gives a description of one of the children). Let her (he) come to the announcer. All children, according to the description, determine who they are talking about. Then the role of the announcer is played by the child who was described.

This game will help children to establish contact with each other in a team, will contribute to the ability to listen to the opinions of others, to form a positive attitude towards peers.

…………………………………………………………………………………………………

"Suitcase".

Purpose: to develop the ability to establish positive relationships with other people.

Move: In order to play this game, we need to split into two teams. To do this, I have split pictures, each take one piece of the picture for yourself. Your task is to collect a picture, find a place for your team. Next, the teacher offers the children an imaginary situation: they go on vacation without adults. The day before, they themselves fold their suitcase. In order not to forget anything, you need to make a list of the necessary and what will help you quickly get to know other children. The list must be compiled using diagrams, drawings, icons.

Teams need to prepare materials, discuss and sketch what they need to take for the trip. To do this, you have 10 minutes (set hourglass). After the time has elapsed, the host offers to exchange lists - sketches and guess what the other team takes with them on a trip.

Organizing this game, we used the rules of socio-gaming technology: work in small groups, change of leader, change of scenes, integration of activities (socialization, communication, productive, search, etc.).

…………………………………………………………………………………………………...

"Presents".

Purpose: development of empathy and creativity in communication, the ability to anticipate the desires of another, to assert one's positive "I".

Move: In order to start playing this game, you need to split into two teams. To do this, I propose to stand in a semicircle according to the numbers of the houses in which you live, in ascending order (the players stand up), and now pay for an apple - an orange. All the "apples" stand in the inner circle, and all the "oranges" in the outer circle. Children form two circles and move to the music, in a circle, in opposite directions. On a signal, they stop, join hands with a peer standing opposite and turn to face each other. Task: First, the children from the outer circle think to themselves what they would like to receive as a gift, and the children from the inner circle guess. If the child guesses, the guesser gives him a token, if not, he gives his own. Each player has 3 tokens. We play 3 times, then count the tokens.

…………………………………………………………………………………………………..

I. Work Mood Games

"Riddle Letters"

1. "Letter in the air." Children choose a leader. He, standing with his back to the players, writes a large letter in the air, the rest guess. Letters can be written with a hand, shoulder, head, leg, knee, etc., in a mirror image.

2. "Letter-dance". A group of children, holding hands, follow the leader in a round dance-snake and write down the letter that he thought of. The rest guess the letter.

3. "We build letters." A group of children “builds” a conceived letter out of themselves like a frozen living pyramid, the rest guess, write down, sketch. "Riddle letters" can be short riddle words (cat, poison, mustache, catfish, chorus)

…………………………………………………………………………………………………

"Echo"

The teacher (child) beats out a simple rhythmic pattern with claps. “Echo” on a signal (by look or others) repeats the rhythm with claps (by stomping, beating the table with palms, etc.) Option: pronunciation of syllables, words, phrases, reading aloud. The speaker (reader) pronounces - those who play “echo” repeat muffledly, but in exactly the same way as the author said.

…………………………………………………………………………………………………

"Magic wand"

The “magic wand” (pen, pencil, etc.) is transmitted in random order, the transmission is accompanied by a speech according to a predetermined order-rule.

Options:

The transmitter calls the noun, the receiver - the adjective to it;

The transmitter calls the fairy tale, the receiver - a character from this fairy tale, etc.

If the receiver does not answer, the "wand" returns to its original position or changes the receiver. Children agree on the condition of the transfer:

Look into each other's eyes

Get up if you agree with the statement of the host

The transmitter is selected one at all, the wand is returned to him

…………………………………………………………………………………………………

"Intact Phone"

Children pass the word to each other in a whisper in the ear, the children "catch" the word by ear. The success of the transfer is assessed by the signs: “they didn’t catch” the word, all the players participated in the transfer, the last one “received” the word transmitted by the first player.

Options :

Word, difficult word, phrase, full name, tongue twister (counter), foreign word

Two telephone lines (relay race): fast undamaged phone.

…………………………………………………………………………………………………

"Flies - does not fly"

The teacher calls nouns, the children perform the given movements

(airplane - clap or wave their hands, closet - do nothing or press their hands along the body). Whoever makes a mistake is out of the game. The speech therapist selects words for inanimate, animate objects: a tit, a fly,

TU-134, crane, mosquito, rocket, parachutist, ostrich, acrobat, poplar fluff. Options: grows - does not grow, moves - does not move, more - less, living - inanimate, etc.

…………………………………………………………………………………………………

II. Games to get involved

"Echo"

The teacher (leading child) beats out a simple rhythmic pattern with claps. "Echo" on a signal (by look or others) repeats the rhythm with clapping (stomping, beating the table with palms, etc.). The speaker (reader) pronounces - those who play “echo” repeat muffledly, but in exactly the same way as the author said.

Option: pronunciation of syllables, words, phrases, reading aloud.

…………………………………………………………………………………………………

"Dispute with pretexts"

The teacher invites the children to play a dispute in the picture between 2-3 groups: between a preposition and words (1 gr. - girl v coat, 2 gr. - girl v boots, 3 gr. - girl v forest); between different prepositions: 1 gr. - book on the table, 2 gr. - book under lamp, 3 gr. - book at me, 1 gr. - book above floor, 2 gr. - book v room, 3 gr. - book front eyes, etc.). Children perform tasks one by one from the group, in order (relay). Each utterance is linked to the previous intonation. disputing or confirming intonation.

…………………………………………………………………………………………………

"Story-drawing about what I see"

The teacher (leading child) asks the children to describe in words what is behind him (use epithets, comparisons). The educator (child) finds an object or situation according to the description (outside the window, in the office, in the group, etc.). Descriptions should be clear, concise, and coherent.

…………………………………………………………………………………………………

"Make a Word"

Children play in the formation of words from syllables, determine words by syllable. The game consists in creative attempts to compose various combinations, in collecting, reading words for speed. Children connect syllabic cards, read, write down words. The one who collects the most words wins.

Option: make words from the letters (syllables) of one long word.

…………………………………………………………………………………………………

"Typewriter"

All participants in the game perform a series of movements synchronously:

Clap your hands in front of you

Both hands clap on the knees (right hand - on the right, left - on the left)

Throw right hand up to the right, snapping fingers

Throw your left hand up to the left, snapping your fingers

Option :

Change the pace of movement

Enter speech accompaniment

…………………………………………………………………………………………………

"Punctuation marks"

The teacher invites the children to voice punctuation marks, distinguishing interrogative intonation from affirmative, exclamatory, narrative in this sentence (A Christmas tree was born in the forest:!,?,.).

Option: non-reading children are offered picture material, tongue twisters, lines of a poem (symbols).

…………………………………………………………………………………………………

III. Warm-up games

"Hands-legs"

The players sit (on chairs, on the carpet). The teacher (child) claps 1 time - a command to the hands (raise, lower, on the belt, behind the head, etc.), claps 2 times - a command to the legs (stand up, sit down, cross, etc.).

The sequence of movements (claps), the pace may vary.

…………………………………………………………………………………………………

"Clockwork Men"

The teacher offers the children pictures-symbols (clockwork men who do exercises). Each pose has its own number. Children, looking at the card, perform the exercise, repeating the movements several times.

Option:

Performing exercises for counting, for clapping - changing movements,

Change the pace of execution,

Performing in pairs, triples, standing in a line, in a row, in a semicircle, etc.

…………………………………………………………………………………………………

"On the 5 senses"

Children think of a situation, depict it according to a given "ticket": drawn (nose, eye, mouth, ear, fingers) or written. The teacher during the game pays attention to the work of each of their senses: vision, hearing, taste, smell, touch, which are manifested in human behavior. At the first stage, play one sense organ each, at the second - 2 each, 3 each, at the third - all 5 (a scene-story about a character in circumstances).

Options:

Live a piece of fictional history with a character and circumstances,

Complication - comparison of characters (dwarf - giant, Thumbelina - Karabas Barabas, mouse - bear).

…………………………………………………………………………………………………

"Words with one letter (sound)"

The game begins with the words "Here around us ..." or "I see ...", "They loaded onto the ship ...". Children call (write, read) words for a given sound (letter). The task is carried out in small groups. The players count which group named how many words, and determine the winner

…………………………………………………………………………………………………

"Catch the animal"

The players take turns taking "tickets" with the task of whom they should catch (a grasshopper, a butterfly, someone else's cat, their own kitten, etc.). The player completes the task, the rest stand up if the transformation has taken place and the “little animal has been caught”. The teacher asks to name the “guessed” animal and compares it with the task in the “ticket”.

Option: completing the task in pairs, triplets, etc.

…………………………………………………………………………………………………

IV. Games for creative self-assertion

"Poems by roles"

For the game, the teacher selects dialogues from the poems of Chukovsky, Marshak, Barto, Zakhoder, Mikhalkov, Kharms. The players pronounce the text in different voices, intonation, using different images(costumes), decoration elements. Children discover for themselves different interdependencies between the final result, the text, the idea, the methods of execution.

…………………………………………………………………………………………………

"Set Words"

The teacher offers the children a text that needs to be justified (construct a situation in which the text is pronounced, invent the characters involved in the situation, determine the behavior of the speaker and listeners, understand the nature of the pronunciation of words). Start the game with everyday common phrases (Don't do this, please!), Move on to literary ones (replicas from fairy tales, poems, fairy tale plays, etc.).

Option:

The player must pronounce the “given word (s)”, finding a suitable goal, motive, choosing, inventing to whom and why it can be said (FIRE, NO, DAY PASSED, etc.),

The same player performs the task different ways, justifying the pronunciation of given words

…………………………………………………………………………………………………

"Body in action"

The teacher invites the children to come up with a certain pose (photo) of some business (look at the picture, read, do articulation gymnastics etc.). The player demonstrates his “photo”, the rest guess, comment, show guesses-actions, compare “photos”.

Option:

Complete the "photo" with your understanding

Show "photos" before and after what was planned

Each "case" requires a very specific "body". All muscles, from the direction of the gaze to the shift of the center of gravity, from the muscles of the face to the position of the legs, are determined in their own way, depending on what and how this or that child is engaged. The meaning of the game is to establish

…………………………………………………………………………………………………

"Phrase with given words"

The teacher calls a set of words (ladder, man, clock). Children make up a sentence using intonation (terrible sentence, fabulous sentence, etc.) It is allowed to change words by case, word order.

…………………………………………………………………………………………………

"Assemble Dialogue"

The teacher invites the children to remember the heroes of familiar fairy tales, phrases from these fairy tales. Children agree among themselves who will pronounce the line for which hero, determine the sequence (in the group of players a certain plot arises with characters, characters, dialogues). It is better to start the game with one replica (phrase), gradually bringing the dialogues up to 3-5.

…………………………………………………………………………………………………

V. Freestyle games (in the wild)

"Crow Sparrows"

The players are divided into 2 teams, stand opposite each other (team "Sparrows", team "Crows"). The team that the teacher calls

(leading child) - catches, the other - runs away. They catch and run away to a certain line (2-3 steps behind the standing team). The teacher (child-leader) speaks slowly: “Wo-o-o-ro-o-o-o-o ...”. At this moment, everyone is ready to run away or catch (this moment of contradictory readiness, the initial mobilization of each player is especially important). After a pause, the teacher (leading child) finishes: “... us! (... beat!). The players run away - they catch up.

Option:

A “stop-freeze” complication is introduced: the children are divided into pairs and agree on who is the “sparrow”, “crow” in the pair. Children on the playground are arranged randomly. On command: "Crows!" The "crow" catches up with the "sparrow" until the command "Stop!" or "Freeze!" Late pairs are out of the game (even if one of the pair complied with the rule)

…………………………………………………………………………………………………

“The day comes - everything comes to life, the night comes - everything freezes”

The teacher (leading child) says “The day is coming - everything comes to life”, the players move randomly around the site (run, dance, jump, catch up with each other). When the teacher (leading child) pronounces the second part “Night is coming - everything freezes”, then the players stop in bizarre poses. At the choice of the host, some players “come to life” with an invented movement (jump, dance, run).

Option:

Using any of the "Day comes - everything comes to life" moves

The use of purposeful movements "The day comes - everything comes to life" (harvesting, anthill, Railway, swimming)

…………………………………………………………………………………………………

"Words with one letter (sound)"

The game begins with the words "Here around us ..." or "I see ...", "They loaded onto the ship ...". Children call (write, read) words for a given sound (letter). The task is carried out in small groups. The players count which group named how many words, and determine the winner.

…………………………………………………………………………………………………

"I love - I don't love"

Children stand in a circle. The teacher (or leading child) passes the ball clockwise and says:"I don't like it when kids fight", the next one should offer his own version"I do not like, …". Anti-clockwise game continues"I love, …"

…………………………………………………………………………………………………

"Stand on your fingers"

The teacher (child) becomes his back to the children, shows a number on his fingers and slowly counts to 5, after the word “freeze” there should be as many children as there were fingers shown.

…………………………………………………………………………………………………

"Mirror"

Players stand in pairs facing each other. One of the partners is a "mirror",

the other is standing in front of him. The "mirror" should repeat the movements.

Options:

the educator (child) plays the role of standing in front of the mirror, the players are “fragments of the mirror”, reflecting it

- "reflected" facial expression, mood (gloomy, joyful, offended)

………………………………………………………………………………………………… February 15, 2012 at 10.30 o'clock.

Location:MBDOU Berezovsky DS "Semitsvetik".

Members: preschool educators.

Topic: " Presentation of the accumulated material according to the FGT to the mandatory part of the OOP DO. Socio-game activity».

Develop children's play activities; to attach to the generally accepted norms and rules of relationships with peers; develop the ability to create groups of several figures, transferring proportions.

Preliminary work:Reading the works of K.I. Chukovsky, participation in the competition "... ..", preparation for the play "Fly-Tsokotuha", dramatization of the works of K.I.

Material and equipment:plasticine, natural material, illustrations for the works of K.I. Chukovsky: "Doctor Aibolit", "Fly-Tsokotuha", "The Stolen Sun", 3 sheets of white cardboard, cards with excerpts from the works of K.I.

Lesson progress:

Children enter the group, greet guests.

Educator: Is everyone comfortable? Can everyone see everything?

Will we play with you?

Game: "Man to man"

Educator: Ready for work? Working mood?

Well done!

You have already guessed that our lesson today is dedicated to the work of K.I. Chukovsky.

To continue the lesson, we need to divide into teams, for this we will play. Game: "Mushrooms and basket"

Children find their commands.

They get the job and get to work.

Finger game:"Fingers fell asleep"

Fingers fell asleep

Curled into fists.

One two three four five -

They wanted to play.

Woke up the neighbors house

There woke up six and seven.

Eight nine ten -

Have fun ace.

But it's time to go back everyone:

Ten, nine, eight, seven.

Curled up six,

Five yawned and turned away.

Four, three, two, one -

Again in the house we sleep.

At the end of the work, the children invite guests to look at their work.

Say goodbye to guests.

	Events	Location	Responsible
10.30-10.45	Check-in, registration.	Lobby.	Shromova O.A.
10.45- 10.55	Introductory reflection	Auditorium	Shromova O.A.
11.00-11.30	Open lesson. Topic: “My K.I. Chukovsky" Target: The development of speech activity,creativity, independence, initiative children through socio- gaming activity. Tasks: develop a free style of communication with peers in various types children's activities; to develop the collective creativity of children through productive activities; cultivate friendships between children.	preparatory group	Ermolaeva N.Z.
11.35-12.15	Introspection. Presentation "Socio-game style of working with children as an effective pedagogical technology" Master Class Target : training the participants of the master class in the use of socio-gaming technology as part of the educational process in the preschool educational institution. Tasks: 1. To acquaint the participants of the master class with the methods and techniques used in socio-gaming technology. 2. To increase the level of professional competence of teachers, their motivation for the systematic use of socio-gaming technology in practice. 3. Create conditions for the majority of teachers to acquire their own professional style, which would allow students to realize the position of the subject in various activities.	Auditorium	Ermolaeva N.Z. Malacheva I.M.
11.35-12.15	FGT: Presentation of the development of the content of psychological and pedagogical work on the development of children educational areas on the basis of integration and psychological support for children of all age groups.		Uminova A.A. Shromova O.A.
12.15 – 12.30	Final reflection	Auditorium
12.30-12.50.	Dinner	Auditorium

Municipal budgetary preschool educational institution"Kindergarten of a general developmental type No. 339" of the city district of Samara

Message

on the topic: "Socio-playing style of working with children as an effective pedagogical technology"

Prepared

caregiver

Rychneva Elena Viktorovna

2013

"Make a serious occupation for the child

entertaining initial challenge

training"

K.D. Ushinsky

“Socio-play style of working with children,

as an effective pedagogical technology"

Target: introduce pedagogical technology: “socio-play style of working with children.

Tasks:

To acquaint participants with the methods and techniques used in socio-gaming technology.

To increase the level of professional competence of teachers, their motivation for the systematic use of socio-gaming technology in practice.

To create conditions for the majority of teachers to acquire their own professional style, which would allow pupils to realize the position of the subject in various activities.

Sample algorithm: highlighting the problem - an introductory word, a description of the principles, the content of the forms, the means used in the work.

Expected results: educators in practice will use effective pedagogical socio-game technology, master techniques for overcoming the overorganization of didactic games, get acquainted with the sign - BUTTERFLY, SOCIO-GAME LEARNING STYLE.

1. Identification of the problem

The topic of my message is “Socio-play style of working with children as an effective pedagogical technology”

As an epigraph to my speech, I chose the words of K.D. Ushinsky

(Slide 1) “To make a serious occupation entertaining for a child is the primary task of education.”

Dear colleagues.

(Slide 2) Socio-gaming technology is the development of a child in game communication with peers(Slide 3) Not to teach, but to establish a situation where their participants want to trust both each other and their own experience, resulting in the effect of voluntary learning, learning, and training” - this is the essence of the socio-gaming technology of learning.

The relevance of this topic:

Today, in order to actively participate in the life of society, to realize oneself as an individual, a person needs to constantly show creative activity, independence, discover and develop his abilities, continuously learn and improve himself. Therefore, for education today, more than ever, “the best rule of politics is not to govern too much ...” - i.e. the less we control children, the more active they take in life.

Modern pedagogical technology helps me to comply with this statement: - "Socio - game pedagogy" presented by Evgeny Evgenievich Shuleshko, Alexandra Petrovna Ershova and Vyacheslav Mikhailovich Bukatov.

Following their advice, I organize the educational activities of children as a game-life between microgroups of children (small societies - hence the term “socio-play”) I use this technology in organizing educational activities. This makes it possible to unite children in a common cause or joint discussion of individual work and turning it into a collective one.

Focusing on new approaches in the education system and taking into account the requirements of the FGT, in my pedagogical practice I use socio-playing techniques, exercises aimed at maintaining interest, a friendly attitude of children towards peers, at activating the independence and initiative of the child, his creative abilities.

What is meant by the first part of the compound term -socio? According to Shuleshko, socio-means small society , so the correct, author's spelling is with a hyphen. (And the proofreaders constantly correct this hyphen, they write “socio-playing”, understanding socio-as social. Americans translate it like this: “social-play pedagogy”. Which is wrong. The correct meaning is when the translation results in group-play pedagogy.)

And what is hidden under the second part of the term- game? Some people think they are ordinary didactic games". But this is far from the truth.

(Slide 4) In socio-game pedagogy to overcome the problem of boredom and overorganization of didactic gamesexists:

BUTTERFLY OF SOCIO-GAME LEARNING STYLE.

The butterfly was invented in order to tell our intuition (which absolutely everyone has!) What the teacher needs to do in the classroom in order to avoid overorganization and protect children from boredom.

The BUTTERFLY table is only a hint, not an instruction. If any table is used as an unambiguous instruction, then the result may turn out to be banal and boring. To prevent this from happening, the BUTTERFLY table is built as a kind of perspective system, focusing on which the educator understands where to go when planning a lesson and when conducting it.

There is a chain of procedures , leading to an understanding of a complex, unusual, frightening text with its novelty. This chain is reproduced on the right and left wingsBUTTERFLIES . The butterfly has two wings, each of which has 12 cells. In turn, each cell consists of two triangular half-sectors. Children's progress through triangles usually occurs both spasmodically and inconsistently. For each child, the trajectory turns out to be different.. And group work provides each child with the opportunity to be in the very triangle in which it is best for him “here and now”.

The teacher acts like a cook - he stirs so that it does not burn.

Move, see, hear yourself.

Move, see, hear others.

Each procedure is shown inButterfly in three forms :

in the movement of the child;

in looking at it;

in his hearing;

For instance: I distributed the pictures to the group. What usually happens? Someone moves the picture towards themselves or commands others where to move so that everyone can see. And someone at the same time begins to carefully peer into the picture himself, while his neighbor is interested in following where one of his peers is pointing with his finger. And, of course, someone speaks himself, and someone - usually the most timid - listens to others.

Of course, I count on the consciousness of the children, usually I immediately start by asking the children to show something or to answer something. And, part of the children easily justifies my expectations. But there are those who start to get confused for some reason.

The way out is quite simple: try not to disturb the natural sequence in the children's travels in the classroom.for an individual understanding. That is, to try to provide each child with the opportunity to find and implementyour personal trajectory of understanding.

Namely: give vent to involuntary baby movements first (left edge of the table),then enable them to perceive the “work of others” (the central vertical of the table), - that's when, "like clockwork",even the weakest will start quite correctly and show and answer . And most importantly -call genuine and completelybusiness interest from their stronger neighbors .

The end result of the activity built according to the BUTTERFLY table ishelp your child learn to listen to himself. And allthrough group work , built on the advice that the educator can intuitivelyfish out of the table - BUTTERFLY.

As part of this technology, I set myself the following tasks:

help children learn to communicate effectively;

make the educational process more fun for children;

to promote the development of their active position, independence, creativity;

cultivate a desire to learn new things.

Socio-gaming technology is aimed at the development of communication in children, therefore, this technology is based on the communication of children with each other, with an adult.

Studying the works of the founders of socio - game pedagogy, I really liked the proposed laws of communication.

« Laws of communication "

Do not humiliate the child, do not insult him;

Do not grumble, do not whine, do not grumble;

Know how to find a mistake and have the courage to admit it;

Be mutually polite, tolerant and restrained;

Treat failure as another learning experience;

Support, help to rise and win;

By blowing out someone else's candle, we do not make our own brighter;

Do not exalt yourself above others. Lift up your neighbor;

Children are dreamers: do not take their word for it, but do not ignore their problems .

(Slide 5) Communication of children within the framework of this technology is organized in three stages:

at the very first stage - I teach children the rules of communication, the culture of communication (children learn to negotiate, which means listening and hearing a partner, their own speech develops);

on the second the stage of communication is the goal - the child in practice realizes how he needs to organize his communication in a microgroup in order to complete the learning task;

on the third At the stage, communication is a pedagogical tool, i.e. through communication I teach preschoolers.

(Slide 6) Pros of a socio-playing style:

Relationships: "child - peers";

The teacher is an equal partner;

The barrier between the teacher and the child is destroyed;

Children are peer-oriented, which means they are not submissive executors of the teacher's instructions;

Children are independent and initiative;

Children themselves set the rules of the game;

Children discuss the problem, find ways to solve it;

Children agree, communicate (play the role of speakers and the role of listeners);

Children communicate within the microgroup and between microgroups;

Children help each other and also control each other;

Socio-playing style teaches active children to recognize the opinions of their comrades, and gives timid and insecure children the opportunity to overcome their complexes and indecision.

My pedagogicalprinciples coincide with the principles that underlie this technology, and, first of all, the understanding that today it is simply necessary for the teacher to have a new view of the child as a subject (not an object) of education, as a partner in joint activities.

(Slide 7) Principles:

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 error in children.

Freedom and independence in the choice of knowledge, skills and abilities by children. Freedom does not mean permissiveness. This is the subordination of their actions to general rules.

Change of mise-en-scene, that is, the situation when children can communicate in different parts of the group.

Focus on individual discoveries. Children become accomplices in the game.

Overcoming difficulties. Children are not interested in what is easy, and what is difficult is interesting.

movement and activity.

The life of children in small groups, mostly sixes, happens in fours and threes.

The use of socio-gaming technology contributes to the realization of the needs of children in movement, the preservation of their psychological health, as well as the formation of communication skills in preschoolers.

As a result of this work, curiosity develops in children, cognitive needs are realized, children get acquainted with the different properties of surrounding objects, with the laws of nature and the need to take them into account in their own life, shyness is overcome, imagination, speech and general initiative develop, the level of cognitive and creative abilities increases. .

for instance : the development of children's literacy. Preparatory group. Problem: “Some children know the letters, they are already typing them, but they are not yet reading. They refuse. Fear".

Shuleshko offers such prem. Write, calligraphically and sweepingly, across the entire board (but without word breaks between letters). For example, "Arrived guests."

Then close the whole phrase with a huge sheet of paper, and explain to the children: “We will now read. But read from the end. I will move my sheet of paper and gradually reveal the letters to you. If you see some familiar letter - but only one! - you are silent. But if there are so many letters that you get a syllable, then you will say everything that will be to the right of my sheet out loud. Friendly, in chorus.

And we begin to shift our paper screen to the left, exposing the tail of what is written. The children look at each other, then say something timidly. It sounds "tee". But then it turned out that it was not “ti”, but “sti”. This second version of the syllable sounded louder, more friendly, more confident ...

And so - crawling, crawling - they even mastered the phrase. We read everything together. Even those who did not trust themselves joined in. Because every time I had to read it all over again and to the end. And when the ace opened at the end capital letter"P", everyone read in chorus "Guests have arrived."

We read it and there was a pause. It was evident how the meaning of what they had just read in chorus reached the children!

Among children - the effect of an exploding grenade: we were able to read (that is,UNDERSTAND!)

In the educational activities of children, I decided to try some tricks: the ability to unite children in pairs, companies of 6-8 people, come up with tasks that would encourage children to work together, discuss the task and come to a single correct solution.

When uniting children in teams, companies used different options: united by sympathy, by the same attribute in clothes, by color cards, by numbers, etc.

At first I noticed that some children found it difficult to unite in a company, when completing a task. They were completely passive or silently watched the children from their company as they discussed the task and completed it.

After repeated tasks to unite in teams (companies), the children no longer had any difficulties, but the children, who are passive in themselves, did not show initiative, but if their members of the company forced them to do something, they did it. By the end of the month, she noted for herself that the children began to participate in common activities with a desire, even when discussing, they try to express their opinions and other children listen to them.

Dear listeners, I have told you some tricks of gaming technology.

Outcome:

(Slide 8) The widespread use of gaming techniques, where the game acts as a kind of sphere in which the child’s relationship with the outside world and people is established, allows the child to actively study and master the world and is a sine qua non diversified development personality.

It all starts in kindergarten. Right now guys preparatory groups are tested with psychologists, and parents and educators receive recommendations on how to prepare for school. The high demands of life lead to the search for new, more effective approaches to organizing the upbringing and education of children, starting from kindergarten.

V kindergarten the main activity of the child is play, and at school serious learning activities begin immediately. Therefore, educators and teachers must select new methods so that gaming and learning activities are closely intertwined, and in the future they replace each other painlessly.

(Slide 9) Literature:

1. "Exemplary basic general education program preschool education"Childhood". Revised in accordance with F. G. T. - Childhood Press, St. Petersburg, 2011.

2 "ABC of Communication" - Childhood Press, St. Petersburg, 2007

3. "Game as a means of social adaptation of preschoolers" - Childhood-Press, St. Petersburg, 2009.

4. "Let's play" - Childhood-Press, St. Petersburg, 2008

5. "Butterfly socio-play style learning." Guidelines for the construction of drama-hermeneutic procedures.