Seminar for teachers of the dow "socio-game technologies in the educational activities of the dow". The use of socio-gaming technology in the classroom in the preschool

Duryagina Galina Petrovna

educator

MBDOU No. 24 combined type

APPLICATION OF SOCIO - GAME TECHNOLOGY IN CLASSES WITH CHILDREN

Dear Colleagues! The need to use games in the assimilation of program material is so obvious that it does not need proof. Everyone understands that the game is beneficial for the overall development of the child: it stimulates his cognitive interests, activates his intellectual and creative abilities, gives the children the opportunity to assert themselves and realize themselves, and helps to fill the lack of communication.

However, the inclusion of the game in the course of the lesson is not easy. There are contradictions between educational and gaming activities that teachers must face when introducing gaming teaching methods into the outline of the lesson. I also faced such difficulties. And above all, the fear of turning learning into entertainment, when children and adults can “play too much”.

I tried to conduct classes in an interesting way, using various pedagogical innovations, I also used the game. But the desired results were not fully achieved. And then socio-gaming technology helped to deal with difficulties and increase the educational potential of the lesson."The main concern of educators is not education, not entertainment, not even development, but such an extra-didactic thing as friendship." I would like to believe that in the future these words of the teacher-psychologist E.E. Shuleshko will become significant for every teacher working with preschoolers. Socio-gaming technology directs the educator to find ways to communicate with children, in which tedious coercion gives way to enthusiasm (they first of all educate the child, and then develop it). The correct meaning of socio-play pedagogy is group-play pedagogy. Any children's game should be carried out in an atmosphere of mutual understanding, agreement on the "rights" to make mistakes and the "duties" to hear and see others. The teacher must remember that an adult and a child have the same right to make mistakes. However, practice shows that the activities of many teachers are very declarative: an adult is always right and a child should not argue with him, defending his point of view..

The differences between traditional and socio-play pedagogy, engendered in my mind, developed and approved the ideas of transition from the pedagogy of requirements to the pedagogy of relations, the perception of children, not as an “object”, but as a “subject” of development and education.

Differences between traditional and socio-play pedagogy

Socio-play pedagogy	Traditional Pedagogy
The ability to act at the pace of common work, to hear and see others, to provide timely support to a friend in a game, in a lesson, to be able to bring things to the intended result.	Pupils are cut off from each other, crushed by the demand for programs
Educator and pupil - partners (subject - subject relations)	Diktat of the educator (subject - object relations)
Development of independence	Obedient repetition of wording
Lack of discreteness in the work of the teacher (didactic knowledge is not divided into parts, but intertwined with each other)	The presence of discreteness - didactic knowledge is divided into parts (principles, methods, techniques and results)
Occupation-game - life between microgroups (small societies - hence the term "socio-play")	The lesson does not encourage free creativity and play
The game is present in the life of the child constantly and not only in kindergarten, but also in the classroom in elementary school.	The child should first of all receive new knowledge (classes) and only if there is free time to play
The equality of children and adults is the basis of the socio-game approach. An adult and a child have the same right to make a mistake.	The activities of teachers are very declarative: an adult is always right and a child should not argue with him, defending his point of view.

The basis of socio - game pedagogy is laid down in the words: “We do not teach, but we establish situations where their participants want to trust each other and their own experience, resulting in the effect of voluntary learning, training and learning” (V.M. Bukatov, E .E. Shuleshko).

In order to obtain the expected results, the main goal is organization of children's own activities in an atmosphere of mutual understanding.Own activity is the activity that the child wants to engage in and in which he: does, listens and hears, looks and speaks.

To achieve the goal, the following tasks :

1. To develop in children the skills of elementary self-control and self-regulation of their actions, relationships with others. Remove fear and clamp before the activity.

2. To develop the individuality and ingenuity of children.

3. To form the skill of well-coordinated work in children.

Conditions applications of socio-gaming technology:

1. Studying the works of the creators of socio-gaming technologyV.M. Bukatov and A.P. Ershova

2. Development of a long-term plan

3. Compliance with the options for dividing into groups:

By the color of hair, eyes, clothes;

To have at least one letter in the name the same

Who lives on what floor;

4. The combination of learning with physical activity and a change in scenes, which helps to relieve emotional stress (children not only sit in class, but also get up, walk, clap their hands, play with the ball. They can communicate in different parts of the group: in centers, at tables , on the floor, in your favorite corner).

The socio-game technique involves the integration of areas. This gives a positive result in the field of communication, cognition, emotional and volitional sphere, more intensively develops the intellectual abilities of children in comparison with traditional education, promotes speech, artistic, aesthetic, social, physical development.

5. Change of pace and rhythm

6. The use of games of a diverse nature (which develop attention, phonemic hearing, thinking, the ability to interact with each other.The activity of preschoolers in small groups is the most natural way for them to develop cooperation). The effect of understanding is unpredictable. At any moment of the lesson, any of the children present can descend: "EUREKA!" and then he will make a discovery for himself.

In my work I use different methods activation of mental activity.

I. Methods that increase cognitive activity:

Elementary analysis - a starting point is needed for more complex causal analysis, allowing to consider causal relationships;

Comparison by similarity or contrast: grouping, classification of objects, phenomena, combination of verbal explanation, practical implementation and game motivation.

I propose to a group of equals an interesting case, in solving which, so that there are no those who did not succeed and those who have already done everything a long time ago. Every child feels skillful, knowledgeable, capable here. Children here are either already connected by joint games, knowledge, common life experience and secrets, or these connections are quickly established on their own. All this is a very fertile ground so that knowledge can be transferred to each other, help a friend and support him, there is a desire to act together, and not separately.

II. Methods that cause emotional activity.

Game techniques are used for an imaginary situation:

Surprise moments, elements of novelty that set the child up for learning, sharpen the desire to unravel the secret, solve the riddle;

Inventing fairy tales;

Games - dramatizations;

Humor and jokes.

A combination of various means in one lesson has a strong effect on the feelings of children.

III. Methods that promote the interconnection of different activities and areas.

(For which, at an older age, she developed long-term planning).

Perspective aimed at subsequent activities (the child remembers better the action that remained unfinished, they have a desire to continue it and get a result. Children readily return);

Conversation;

Creating an objective environment - this method helps to improve skills, accumulate sensory experience, and solve cognitive problems.

IV. Correction methods and clarification of children's ideas:

Repetition;

Observation;

Experimentation;

Experience.

Properly selected task games help to increase the motivation of children to study, gain new knowledge, and explore the unknown.

Game introduction sequence:

A game for a working mood - “Shadow - sweat”, “Stand on your fingers”, “I stand, I look at someone”, “Freeze”, “Magic wand”, “Flies - does not fly”, etc.

Warm-up games - “Two ends, two rings”, “Arms and legs”, “Clockwork men”, Giant dwarfs, etc.

Socio-gaming games - “Compliment”, “Make a word”, “Live alphabet”, etc.

Games of creative self-affirmation - "Bravo", "Scenes-stories", "Animals", etc.

Freestyle games that require movement - “Secret”, “Traps”, “Ring - ring”, “Where we were, we won’t say, but what we did - we’ll show”, “Day and night”, etc.

At the end of my speech, I will briefly dwell on the problems, or, as they say now, the “human factor”. It was difficult for me, as well as for my colleague, to change the manner of teaching to the manner of listening and hearing children, trusting them. To help at their request, and not at will, to give them the right to learn for themselves. Not to be the initiator of everything and everything, but to supplement the initiative of children with your own initiative. Sometimes in class, unexpected improvisations arise "at every turn." There used to be one answer to the child: “We will solve your question after class,” but now I try to hear everyone. With the help of socio-play pedagogy, I overcame my fear of mistakes, leadership, the desire to demonstrate my skills, to be correct and truthful in everything. I know how to play interestingly, so I organize games, invent them, I can remove myself from the role of a judge without giving any instructions, I give children the opportunity to see the difficulties and everyone can cope with them on their own. And it does not matter if something turns out to be unrealized. This is not an indicator of pedagogical incompetence. And as a result of all the “failures” and “program lags”, most often the program material is passed not only qualitatively, but also ahead of schedule!

We have seen this from our own experience. Our pupils already at the beginning of the school year in the senior group are able to:

listen and hear each other, negotiate, come to an agreement;
children have developed speech interaction;
a positive attitude towards the world around, other people, oneself, and peers has been formed;
children are able to defend their position, reasonably and kindly object to adults;
they have no fear of making a mistake.

Not only the children have changed, we, the educators, have also changed. We try to maintain friendly relations with children, we do not interfere with the exercise of independence, we create conditions for children to communicate with each other. After all, what is communication? This is a union of two souls and children become equal even for a moment. One moment of communication gives more for education than whole hours of teachings. We consider such relationships with peers as the most important and most important thing in the life of children.

State budgetary preschool educational institution kindergarten No. 1 of the Kolpinsky district of St. Petersburg

Compiled by: senior teacher Shumakova Galina Anatolyevna October 2013

I would like to start our meeting today with a quote from Vyacheslav Bukatov, the author of the book "Shishel-myshel, took it and left" , according to socio-gaming technologies: “It is not so much innovation that helps to make the learning environment of preschoolers more human and more appropriate to the characteristics of their psyche. (which for educators are often a "pig in a poke" ), how many of the most well-known and tested "grandfather ways" . Socio-gaming technologies can become such ways.”

In accordance with the federal state educational standard, the educational program of preschool education should be based on age-appropriate forms of work with children. The main form of work with children of preschool age and the leading activity for them is the game.

The term itself "socio-play style" appeared in 1988. In 1992 in "Teacher's newspaper" there was an article called "Freestyle or chasing 133 hares" , where the author, relying on the materials of supporters of socio-game pedagogy (E.E. Shuleshko, A.P. Ershova, V.M. Bukatov), describes the organization of classes with children as games between microgroups "socio-gaming" ) and at the same time in each of them.

“Socio-play pedagogy has a cunning style” . He “is to make the direction of the lesson so that the heart rejoices both in oneself and in all participants. Any live work can be called work in a socio-play style ... "

Differences between traditional and socio-cultural pedagogy:

Socio-play pedagogy Traditional pedagogy

The ability to act at the pace of common work, to hear and see others, to provide timely support to a friend in a game, in a lesson, to be able to bring things to the intended result. Pupils are cut off from each other, crushed by the demand for programs

Educator and pupil - partners (subject - subject relations) The dictatorship of the educator (subject - object relations)

Development of independence Dutiful repetition of wording

Lack of discretion in the work of the teacher (didactic knowledge is not divided into parts, but intertwined with each other) The presence of discreteness - didactic knowledge is divided into parts (principles, methods, techniques and results)

Activity-game - life between microgroups (small societies - hence the term "socio-gaming" ) The lesson does not encourage free creativity and play

The game is present in the life of the child constantly and not only in kindergarten, but also in the classroom in elementary school. The child must first acquire new knowledge (classes) and only if you have free time to play

The equality of children and adults is the basis of the socio-game approach. An adult and a child have the same right to make a mistake. The activities of teachers are very declarative: an adult is always right and a child should not argue with him, defending his point of view.

The essence of socio-gaming technologies can be revealed in the 6 most basic rules and conditions:

1 rule: work in small groups is used, 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 5-6 children. Communication is the main activity "child - child" , but not "teacher - child" , because one of the most rich, trusting and fruitful forms of relationships between people are relationships between peers. An adult offers a group of equals some business, and children are able to organize themselves so that there are no those who did not succeed and those who have already done everything a long time ago. Every child feels skillful, knowledgeable, capable here. The activity of preschoolers in small groups is the most natural way to develop cooperation, communication, and mutual understanding. Children can empathize with each other, provide support, feel responsible for each other. In groups, children learn to talk, listen to others, memorize, develop imagination, reaction speed, and the ability to jointly complete any task. The emotional, mental, contact mood of each child is activated. The very process of dividing into groups is an interesting, exciting game and contributes to the emergence of friendly relations between children, the ability to negotiate.

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. And what to do when someone constantly strives to be a leader, and someone does not want to be one? From the practice of work, we can say that a child who does not want to be a leader, he still happens to be one several times during the year, and children who are leaders often give way to less active peers.

Rule 3: 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 parts of the group: in the center, at the tables, on the floor, in their favorite corner, in the reception area, etc.

4th rule: 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 - the socio-game technique involves the integration of all types of activities, which meets modern requirements. This gives a positive result in the field of communication, socialization, emotional-volitional sphere, develops intellectual abilities more intensively, promotes speech, cognitive, artistic, aesthetic, physical development. Learning takes place in a playful way, for this you can use various games that develop attention, phonemic hearing, thinking, and the ability to interact with each other: "Hearing" , "Relay race" , "I'm not responsible for myself" , "Magic wand" , "Cities with the Unseen" etc.

6th rule: focus on the principle of 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. And the teacher will need to remove the frank manner of teaching and change it to the manner of listening and hearing children, trusting them. To help at their request, and not at will, to give them the right to learn for themselves. Not to be the initiator of everything and everything, but to supplement the initiative of children with your own initiative. Let unexpected improvisations arise "at every step" . And it does not matter if something turns out to be unrealized. This is not an indicator of pedagogical incompetence. On the contrary, it is an indicator of pedagogical skill.

Using "golden" rules of socio - gaming technology, children learn:

listen and hear each other, express their opinion, negotiate, come to an agreement;
children develop verbal interaction;
a positive attitude towards the world around, other people, oneself, and peers is formed;
children are able to defend their position, reasonably and kindly object to adults, there is a rapprochement between the teacher and the children;
there is no sense of fear for a mistake.

Socio-gaming technology contributes to:

Realization of the needs of children in physical activity.
Preservation of mental health.
Overcoming the indecision and insecurity of timid children.
Formation of independence, initiative, communication skills in preschoolers.
Increasing the level of cognitive and creative abilities.

Classification of games of a socio-gaming orientation:

work mood games
warm-up games (discharging)
games of socio-gaming initiation to the cause
creative self-affirmation games

Free games.

1. Games for the working mood.

The main task of games is to awaken children's interest in each other, to put the participants in the game in some kind of dependence on each other, providing a general increase in the mobilization of attention and body.

In the process of such games, it is easier for children to overcome fear, hostile alertness, resolve a scandalous dispute and unwillingness to play together and study at all.

2. Warm-up games (discharging).

The games of this group combine the principle of accessibility, an element of competition and a ridiculously frivolous win. In games, the mechanism of active and psychologically active rest dominates.

3. Games of socio-gaming initiation to the cause.

Used in the process of assimilation or consolidation of the material. If children learn to distinguish, memorize or systematize something, then they will learn this in the process of performing the game tasks that make up this group.

4. Games of creative self-affirmation.

When performing these games, the artistic and performing result of the action is taken into account more.

5. Freestyle games.

The performance of these games requires space and freedom of movement, i.e. they cannot always be performed in a group.

The first game is called "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 rhyme, the driver is selected (for the first time there may be a teacher), he chooses to describe one of the seated and turns his back to them and speaks in "microphone" : "Attention! Attention! Lost girl (boy) … (gives a description of one of the children). Let her (He) go to the speaker" . 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.

The next game is called "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 your place in the 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. This takes 10 minutes. (an hourglass is placed). 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 mise-en-scenes, integration of activities (socialization, communication, productive, search, etc.).

I suggest you play one more game "Present" .

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. (players get up), and now pay for an apple - an orange. All "apples" stand in the inner circle, and all "oranges" to 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 his token, if not, the guesser gives him the token. Each player has 3 tokens. We play 3 times, then count the tokens.

Today, at our meeting, we tried to introduce you to the socio-gaming technology and at the end of our meeting, I would like to hear your opinions, suggestions, wishes, comments. (Participants of the meeting express their attitude to the material presented).

Questions for reflection:

What distinguishing features of socio-play technology from traditional forms of work with children have you noted?
Have you become interested in using socio-gaming technology in practice?

At the end of the meeting, participants receive a memo with "golden" rules of socio-gaming technology.

SOCIO-GAME

TECHNOLOGY

in preschool

The most important condition for the activity of the teaching staff is the mandatory use in

directly educational activities

health-saving technologies.

The goal of health-saving educational technologies is

to provide the child with the opportunity to maintain health during the period of preschool childhood, to form in him the necessary knowledge, skills and abilities for a healthy lifestyle, to develop the ability to use the acquired knowledge in everyday life.

Socio-game pedagogical technologies turn out to be

invaluable in addressing this issue.

After all, the most important component of these technologies

ismotor activity and

communication skills and abilities.

Socio-gaming technology is development

child in play communication with peers.

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

communication skills in preschoolers.

Socio-play pedagogy, or socio-play learning style, or mood pedagogy is based on the principle of organizing classes

as games - life between microgroups of children (small societies).

In microgroups, children are either already connected by joint games, common life experience, or these connections are independently quickly

are installed. And all this is fertile ground so that knowledge can be transferred to each other, help a friend and support him.

Basic conditions

Movement - under any pretext.

So that they can move, negotiate, assume and dispose, and understand in their own way. To save every child as a personspeaking (to other people)listening (other people),current (along with others).

 Work in small groups of 3-6 people

 In all activities go from the possibilities

children.

 Open a wide path to the game.

 Do not impose your ideas on children, but

create conditions for children to speak

own ideas.

MANAGEMENT OF WORK WITH CHILDREN

IN SOCIO GAME 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 subjugation of

actions to the 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.

Socio-game methodology involves

area integration.

This gives a positive result in

areas of communication, knowledge,

emotional-volitional sphere, more

intensively develops intellectual

children's ability compared to

traditional education, promotes

speech, artistic and aesthetic, social, physical development.

Game task groups

1. Task games for a working mood.

2. Games for socio-game involvement in the case, during

the execution time of which are lined up business

relationships between teachers and children and children with each other

friend.

3. Game warm-ups - united by their universal

accessibility, rapidly emerging gambling and

funny, frivolous win. In them

dominated by the mechanism of active and psychological

effective rest.

4. Tasks for creative self-assertion are

tasks that require

artistic performance.

Views of traditional pedagogy

Views of social gaming technology

1. Teachers in the classroom strive to achieve a scientific result.

1. Teachers in class recreate life.

2. Evaluation of the teacher - "good - not good", "right - wrong".

2. The child is able to evaluate himself by his own efforts.

3. Reliance on discreteness

Goal - tasks - methods - result

3. The principles intersect like fibers that make up a thread.

4. The teacher as a "judge"

4. The teacher as an "advisor"

5. The main positive qualities of children: obedience,

performance, non-conflict, accuracy

5. The main qualities of children: - the development of self-awareness;

The ability to compare their knowledge with the knowledge of other children;

Helping each other and accepting it when needed;

Speech training, development of attention, ability to hear,

remember what they heard, the ability to work together to solve problems,

to discuss various issues, to follow the progress of the common cause.

6. The teacher in the position "above", "beside". Children look at the teacher as the main source of censure and encouragement.

6. The teacher takes a position "next to", "together".

7. Friendships, propensity to play together and act is not the subject of purposeful

education but is evaluated positively.

7. Particular attention is paid to the development of communication skills.

8. Organization of classes using socio-game techniques

8. Organization of the lesson as a game - life between groups and

each of them at the same time.

9. The teacher does not go beyond the intended.

9. The teacher must come from the children.

10. Children work for a teacher.

10. Children work for themselves

SOCIO GAME TECHNOLOGIES

Development of interaction "Child - child",

"Child - parent", "Child - adult" to ensure mental well-being.

· Correction of impulsive, demonstrative, protest, aggressive, conformal behavior.

· Formation of skills of friendly communicative interaction.

· Solving the problems of social "hardening".

· Creation of conditions for the development of personal qualities and abilities of all subjects of the open educational space.

Development of full-fledged interpersonal communication skills that help the child understand himself.

FORMS OF ORGANIZATION

Collective affairs, work in small groups in the classroom, training on the ability to negotiate.

· Games with rules, competition games, dramatization games, role-playing games, director's game.

· Receptions socially directed on creation of a situation of success and comfort.

Fairy tale therapy.

· A method of creating problem situations with elements of self-assessment.

· Trainings.

Self-presentation

Health development technologies

Finger gymnastics.

· Gymnastics for the eyes.

· Breathing exercises.

Articulation gymnastics.

· Musical-breathing trainings.

· Dynamic pauses.

Relaxation.

Art therapy.

Fairy tale therapy.

Movement therapy.

· Music therapy.

· Color therapy.

sound therapy

sand therapy.

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. One of the authors of this socio-play technology, Vyacheslav Mikhailovich Bukatov, says: “Socio-play pedagogy has a cunning style. The main thing in it is the resuscitation of one's own intuition ... The socio-playing style is to make the direction of the lesson so that the heart rejoices both in oneself and in all participants. Any live work can be called a work in a socio-play style ... ".

The main task that teachers of a preschool institution for children must solve is to eliminate (partially or completely) a speech defect as a result of the use of socio-gaming technologies and prepare the child for successful schooling.

Bibliography

1. A.P. Ershova, V.M. Bukatov / Pocket Encyclopedia of Socio-Game Teaching Techniques for Preschoolers: Reference and Methodological Guide for Kindergarten Educators and Preparatory Groups / - St. Petersburg: Educational Projects; M: Research Institute of School Technologies, 2008.

2. A.P. Ershova, V.M. Bukatov / Return to talent / - St. Petersburg: Educational projects; M: Research Institute of School Technologies, 2008.

SOCIO-GAMING TECHNOLOGY AS AN EFFECTIVE METHOD OF DEVELOPING COGNITIVE AND COMMUNICATION ABILITIES OF PRESCHOOL CHILDREN

(From the work experience of Rozhkova Olga Vladimirovna)

Preschool childhood is a unique period in a person's life, during which health is formed and personal development is carried out. Currently, the main attention is paid to the problem of social and personal development and education of preschoolers.

The social and personal development of a preschooler, that is, the formation of a child’s attitude to himself and to the environment, the development of social motives and needs by him, the formation of his self-knowledge, is a rather complicated process, requiring considerable costs from the teacher. Socialization occurs in the interaction of the child with the outside world.

The child strives for vigorous activity, and it is important not to let this desire fade away, it is important to contribute to its further development. The fuller and more varied children's activity, the more significant it is for the child and corresponds to his nature, the more successful his development is. That is why the closest and most natural for a preschooler are games and active communication with others - with adults and peers. This is facilitated by developing gaming technologies, including socio-gaming, which I took as the basis of my experience.

What is social gaming technology? The term "socio-play style" itself appeared in 1988. In 1992, an article appeared in the "Teacher's newspaper" called "Freestyle or chasing 133 hares", where the author, relying on materials from supporters of socio-game pedagogy (E.E. Shuleshko, A.P. Ershova, V.M. Bukatov), describes the organization of classes with children as games between microgroups (small societies - hence the term "socio-play") and simultaneously in each of them.

One of the authors of the socio-gaming technology, V. M. Bukatov, says: “The socio-gaming technology has a cunning style.” It “consists in making the direction of the lesson so that the heart rejoices both in oneself and in all participants. Any live work can be called work in a socio-play style ... "

Socio-gaming technology is games and activities of children in microgroups that allow the child to determine the purpose of his actions, look for possible solutions, and show independence in solving problems that have arisen. Socio-gaming technology directs the teacher to find ways to communicate with children, in which tedious coercion gives way to enthusiasm (they, first of all, educate the child, and then develop it).

Today, it is simply necessary for the teacher to have a new view of the child as a subject (and not an object) of education, as a partner in joint activities.

Working with children within the framework 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;

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 and with an adult. I organize communication of children within the framework of this technology in three stages:

The essence of socio-gaming technology implies freedom of action, freedom of choice, freedom of thought of the child. Equally important in socio-gaming technology is the contract, the rule. Disorganization, chaos, disorder should not be unconscious, children argue, discuss animatedly, communicate in a business setting.

The essence of socio-gaming technologies can be revealed in 6 most basic terms and conditions:

I use work 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, at an older age - 5-6 children each. From my own experience I can say: in such groups there is natural, both internal and external freedom, openness, the ability to choose a company, a partner, meet and communicate with different children, be interesting to others, express your opinion and listen to others. Joint activity allows each child to establish himself in his abilities and abilities, comparing himself with others.

One of the indispensable conditions of socio-gaming technology is the constant change in the composition of small groups and the organization of interaction between companies so that children become “their own” in relation to everyone, and not “others”. The constant change of companies allows each child to constantly change his position in communication, to show features of character, temperament, behavior.

"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 choose the leader themselves, and he must constantly change.

Training is combined with physical activity and a change of mise-en-scene (environment), which helps to relieve emotional stress. Children not only sit in class, but also get up, walk, clap their hands, play with the ball. They can communicate in different places: in the center, at tables, on the floor, in their favorite corner, in the waiting room, etc.

Change of pace and rhythm. Conducting classes of various kinds should emphasize the rhythm of the work of children, their coherence during classes. This should become a business background for all the guys. 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.

The socio-game methodology involves the integration of all types of activities, which is most valuable in modern preschool institutions. This gives a positive result in the field of communication, emotional-volitional sphere, more intensively develops the intellectual abilities of children compared to traditional education, promotes speech, cognitive, artistic, aesthetic, social, physical development. Learning takes place in the form of a game.

In my work, I focus on the principle proposed by the authors of the socio-gaming technology: “You chase 133 hares, look and catch a dozen.” Every time I am convinced that 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 some more, some less.

Socio-game technology is based on different game tasks for children, which can be conditionally divided into several groups:

Games-tasks for a working mood;

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

Game warm-ups are united by their universal accessibility, quickly emerging excitement and funny, frivolous winnings. 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.

I can highlight the following advantages of the socio-playing style of the teacher:

The relationship "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 proactive, they themselves set the rules of the game, discuss the problem, find ways to solve it;

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

Communication of children occurs within the micro-group and between micro-groups;

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.

Despite the fact that the socio-gaming technology is focused more on senior preschool and primary school age, elements of this technology can also be used in working with children of primary preschool age.

I will give a few examples of the use of communicative games in working with children 3-4 years old. For example, in order to coordinate my own actions with the actions of my peers, I conduct games “Where we were, we won’t say, but what we did, we’ll show”, “Walk around each other”, “Forbidden movement”. So in the course of “Walking around one after another”, the child independently invents movements, and the rest of the children repeat them exactly. Within the framework of socio-gaming technology, this group of games belongs to the games of creative self-affirmation, since it implies an artistically performing result.

In my opinion, the most effective games for creating a working mood in the younger group were the games “I’m sitting, looking at someone”, “Pass a smile”, “It’s boring, it’s boring for us to sit”, and in the older group “Step - clap”, “Change in some places those who…”, “Chest”. All of them are valuable in that in a short period of time they allow you to set up pupils for a common cause and create a playful atmosphere. During the game "It's boring, we're bored to sit," children, changing places with each other, not only relieve muscle tension, but also learn to see their peers, be honest, give in to each other.

Game warm-ups are united by their universal accessibility, quickly emerging excitement and funny, frivolous winnings. They are dominated by the mechanism of active and psychologically effective rest. These are games that require movement: “Tumba, pedestal, where are the keys?”, “We fly, we fly, we fly.” Game warm-ups are aimed at observing the rules of the game, the ability to listen to the signal of the leader (adult or peer).

From my own experience, I can say that the use of socio-gaming technology contributes not only to the realization of the needs of children in movement, but also to the preservation of their psychological health. As a result of this work, curiosity develops in children, shyness is overcome, the level of cognitive and creative abilities increases. As a result, children are able to listen and hear each other, negotiate, defend their position; interact with peers.

In everyday life, in games, children are naturally divided into groups, where not only personal, but also business communication takes place, which enables children to develop in all respects. The younger preschool age involves grouping into groups of 2 people, the older one - from 3 to 6 people.

The combination of children in small groups is based both on spontaneous associations of children and on the use of special techniques. Combination options may vary. In my practice, I use division into pairs at the request of children, according to cut material (pictures), according to individual objects (toys), united by one name (attribute). Games that can be offered to children at this stage: “Collect a picture”, “Find the same toy”, “Pick a pair by color”, etc. During the “Collect a picture” task, children are united in microgroups, the following tasks are performed together. So, for example, the game "Builders". The teams are invited to agree and build a geometric figure from counting sticks, the rest of the groups guess. The game contributes to the fact that children learn to yield to each other, learn to see their peers, and transfer existing knowledge into practical activities. This task can be part of a lesson in mathematics, design. Combining in microgroups contributes to the fact that children learn to interact not only on the basis of friendly preferences, but also on a random basis.

So, step by step, we move on to the next stage of work, which involves organizing the educational activities of children as games-interactions between microgroups of children. For example, children start looking at a picture in a microgroup by completing simple tasks: find all red objects or count them. And the most difficult is the transformation, when the children (group) are invited to turn into a certain fragment of the picture, and everyone else to guess.

In conclusion, I would like to note that the use of socio - gaming technology makes it possible to make the educational process for the child more exciting and interesting. Uniting children for a common cause contributes to effective interaction with each other, which results in the development of children's activity, creativity and independence, because children listen, do, speak!

You can familiarize yourself with the card file of games related to socio-gaming technology