Master class for participants of the seminar “Using games in socio-game technology. “Socio - gaming technology with preschool children
Purpose of the work: training in the use of socio-game technology through a hermeneutic approach within the framework of the educational process in preschool educational institutions.
- To increase the level of professional competence of teachers, their motivation for the systematic use of socio-game technology in practice.
- Create conditions for the majority of teachers to acquire their own professional style, which would allow students to realize the position of a subject in different types activities.
Workshop program:
- Hermeneutic approach in the educational process.
- “Socio-game style of working with children as an effective pedagogical technology.”
- Workshop: “Work based on the painting by V. Polenov “Moscow courtyard”.
Progress of the workshop
1.1. A game for social-game involvement in the case “Alphabetically”.
(I invite all seminar participants to stand in a circle. Each person standing in the circle says a word or phrase as a greeting and parting word to everyone present in the room. Each word-phrase begins with the next letter of the alphabet.)
1.2. The world around us is rapidly changing, we are changing, our children are becoming different. Guidelines are blurred, previously unshakable categories are collapsing, a natural revaluation of values occurs or “replacement of some rules of the game” with others. It's not good, but it's not bad either. This is a fact that must be accepted, or at least come to terms with. The changes that most directly affect us and our students are so fleeting, so unpredictable and unexpected that we all sometimes do not have time not only to prepare for them, but even to keep track of them.
At the same time, no one relieves the teacher of his main responsibility - to raise and prepare his pupils for independent “swimming”, at the same time hardening them as much as possible both in terms of health and in resistance to future life collisions.
It is known that the upbringing of the younger generation - and education in the era of change in particular - has always been considered an extremely difficult task.
Children by nature are very impressionable, because they learn so much in preparation for adult, school life. Trying to find out as much as possible about the world around them and their place in it, they absorb literally everything.
They are drawn to smart, knowledgeable and understanding teachers in the hope of receiving protection, attention and necessary advice and knowledge, a new understanding of the meaning of activity.
This problem is solved by the hermeneutic approach in educational work, both in kindergarten and school.
1.3. “Hermeneutical approach in the educational process.”
Hermeneutics is the science of the art of understanding. Brockhaus and Efron (“New Encyclopedic Dictionary,” vol. 13) call hermeneutics a science that rejects “all directives, no matter who they come from.” A.P. Ershov and V.I. Bukatov considers hermeneutics as the science of the art of understanding both literary and all other texts: pictorial, musical, mathematical, reference, etc.
From the standpoint of hermeneutics, education is an appeal to the mental experience of the subject, to his “life world,” which manifests itself as experience.
Hermeneutic educational practice is built as work with children’s experiences, their memories, expectations, and fantasies. Children's poems, amateur songs, essays, autobiographical notes, diaries, and letters become important attributes of the educational process. These products of children's verbal creativity must be accepted by the educator: not analyzed and evaluated, but recognized as the personal value of a growing person who is allowed to be himself. Hermeneutical acceptance of a child is impossible without the reflection of the educator himself. childhood experience, their childhood experiences, “living” memories from childhood.
Education in the spirit of hermeneutics should teach the child to understand the people around him and himself. Understanding in hermeneutics is considered as a procedure of comprehension: comprehension of meaning in any manifestations of human culture. Therefore, for education it is very important to appeal to classic designs in literature, music, fine arts, where the main meanings have already been interpreted by great authors, and you just need to open up to them.
The hermeneutic approach gives a new understanding to known methods and techniques of working with children, is associated with the widespread use of games (theatrical, folk, modern children's...), with the organization of children's work in “microgroups” (a kind of “microsocieties”).
2.1. Socio- gaming technology- This is the development of a child in playful communication with peers. Today a person for active participation in the life of society, in realizing oneself as an individual, it is necessary to constantly show creative activity, independence, discover and develop one’s abilities, continuously learn and improve oneself. Therefore, for education, today it is more relevant than ever “ best rule politics – don’t manage too much…” – i.e. the less we manage children the more active the position they take in life.
The essence of the socio-game style of work was defined by its founders E. Ershova and V. Bukatov with the following formulation: “We do not teach, but create situations where their participants want to trust each other and their own experience, as a result of which the effect of voluntary education, teaching, and training occurs.”
Following these tips,
- We organize GCD as a game-life between microgroups of children (small societies - hence the term “socio-game”) and simultaneously in each of them;
- We systematically use socio-game technology both in specially organized activities 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 one.
2.2. Within the framework of this technology, we set ourselves the following tasks:
- help children learn to communicate effectively;
- do educational process more fun for children;
- promote the development of their active position, independence, and creativity;
- to instill in preschoolers a desire to learn new things.
Socio-game technology is aimed at developing communication in children, so this technology is based on children’s communication with each other and with adults.
2.3. We organize communication between children within the framework of this technology in three stages:
- at the very first stage we teach children the rules of communication, the culture of communication (children learn to negotiate, which means listen and hear their partner, their own speech develops);
- at the second stage, communication is the goal - the child is realizes in practice how he needs to organize his communication in a microgroup in order to complete the learning task;
- at the third stage, communication is pedagogical tool, i.e. I teach preschoolers through communication.
2.4. The use of social gaming technology contributes to:
– fulfillment of children’s need for movement;
– maintaining their psychological health;
– formation of communication skills in preschoolers.
Thus, socio-game pedagogy advocates the rehabilitation of the methodological independence of the teacher. Any socio-game technology, methodology, technique is just a lower “bar”, just “soil” for his methodological searches and personal prosperity.
2.5. Socio-game practice is based on three pillars.
What should those who plan to work in a socio-game style be wary of?
1. Lack of movement – once! If the children were inactive during the lesson, then most likely there was no socio-play style (no matter what the teacher wrote down in his work plans or reports).
2. Lack of change, diversity, variability - two! If the activity did not have at least two or three shifts in the mise-en-scenes, roles, and types of activities, then we can safely say that the activity was not entirely socio-playful.
3. Absence of small groups – three! If during the course of their activities the children did not unite to work in small groups, or these groups did not communicate with each other (but only with the teacher himself), then socio-game pedagogy “didn’t come close.”
But if these “three pillars” - movement, variability, and work in small groups - were “present” in specially organized activities, then we can safely say that such an activity not only benefited the children, but also greatly benefited them. liked.
3. Workshop “Work based on the painting by V. Polenov “Moscow courtyard”.
Now let’s try in practice to look for the meaning of activity and new understanding of what is happening.
To work, we need to divide into teams.
1. Game “Teams”.
Conditions of the game: Everyone in order performs the movement defined by the word: stomped - slammed - spun - bowed - looked back - said hello
At the end of the game, gather in teams according to the keyword (6 teams of teachers, 2 teams of deputy heads).
2. Today we will try to build a chain of procedures that will lead us to our personal understanding of V. Polenov’s painting Moscow Courtyard.”
The first stage of work - wandering around the picture.
Methodology: Start wandering with the easiest, most familiar:
– What is light, hard, soft, rough, heavy, cold, hot, smooth;
– What is above, in, behind, under, in front of, behind?
-What's big, what's small?
– What is thin, what is thick?
-Which is long, which is short?
– What’s on the ground, what’s in the air?
- How much and what?
– What’s 2, 3...?
– Find objects made of glass, iron, wool, wood, etc.
– Name the plants, living and non-living?
– Name words that contain the letter a, b....or that begin or end with any letter.
Assignment for teams:
– How many living objects are there in the picture?
– Name the objects that have the shape of geometric figures found in the picture?
– What do V. Polenov’s paintings and the room have in common?
– Name it wooden items depicted in the picture?
– Name all the shades of green?
– How many paths are there from right to left and from top to bottom?
– What species of trees and shrubs are depicted in the picture?
– What time of year is shown in the picture, and what time is it? Justify.
– Name the objects depicted by the author that begin with the letter “z”
This is where stage I ends. We wandered around the picture. She became closer, clearer, dearer.
Second stage of work - looking for oddities.
Any art cannot do without oddities. And Pushkin also wrote in one of his drafts that oddities are of two kinds: the first come from a lack of understanding, and the second from an excess of understanding and a lack of words to express it.
A striking example is the speech of E.E. Shuleshko. With an excess of thoughts and a lack of words, he continually switched to some kind of bird language, very understandable (even half-word), but only to caring interlocutors.
I would like to remind you once again that with the discovery of oddities, a child begins to master his zone of proximal development. Let us direct our efforts in this direction.
Assignment for teams:
- Find strangeness, absurdity in the picture, that is, something that causes surprise.
– Who found more than 20 oddities.
– Who is less than 20, but more than 10?
– Who is more than 5?
– Name it
– Which of the mentioned oddities occur in others, etc.
Comment:
When there are a lot of oddities (and they are different for everyone), new meanings and new options arise. It is fundamentally important that children not only find all sorts of oddities (VARIATION OF MEANINGS), but also make them public and discuss them with each other (APPEARANCE OF DESIGN).
The third stage of work - variability of meanings.
(Discussion of absurdities and oddities.)
Often we put one meaning into a spoken word, but we are understood differently, in our own way. No wonder Tyutchev rightly noted:
It is not possible for us to predict how our word will respond.
And we are given compassion, just as we are given grace.
So the teacher must work on this empathy, and twist the teaching situation so that in this socio-game situation, genuine empathy arises in all those present - both the children towards each other, and the teacher towards their pupils.
Fourth work stage – expression of intent.
To express the idea, we will compose a story using various literary genres. Select a messenger who will take the card with the task.
Assignment for teams:
The following literary genres are offered on the cards: HOKKU, THRILLER, TRAGEDY. POEM, STORY, STORY, PARABLE, ESSAY, COMEDY, DITHYRAMB, DETECTIVE, HUMORESQUE, FABLE
To clarify the correct expression of the idea, we will present it to the audience (5 minutes to prepare).
Numbers are written on the task cards - this is the order of performance. Let's start with the largest number.
Team performance: Begin presentation paintings by V. Polenov “Moscow courtyard” In the role of a guide, the team…
So, in the course of working with the picture, we tried to get closer to understanding both our plan and the stage of our agreement with others and our understanding of the situation and our understanding of ourselves.
Working on understanding as a process and the result of meaningfulness helps to activate the child’s cognitive activity, actualize his creative potential, teaches him to comprehend the world through the means of art and, most importantly, preserves the humanity in a person. Understanding as a means of mastering reality is the most important regulator of human activity. To understand something means to comprehend, identify, reconstruct the meaning. There is no meaning without understanding. Subjective meaning and objective meaning - from these combined elements of the content of consciousness, personal meaning is formed, which appears in the form of motivation for activity and attitude to the surrounding reality. Personal values that determine human behavior are associated with meaning. In order to form his own value-semantic space, the student must gain experience in transforming universal human values into personal ones. This is the actualization of one’s “I”, the beginning of the formation of personality.
Reflection:
And now I will ask your teams to consult and answer the proposed questions:
– How did you feel in the position of the students?
– What discoveries and conclusions have you made for yourself in this regard?
– Have you become interested in using the “Butterfly socio-game learning style” in practice?
Thank you very much for your understanding.
And in conclusion, I want to say the following:
When organizing any activity with children, the teacher should ask himself simple questions that will help him see the real picture of what is happening in the lesson.
– Why did I offer this task to the children?
– Why did the children do it?
Honest answers to such questions will help you professionally diagnose your behavior, intonation, thoughts, feelings, impressions, desires, and will fill your life with new meanings of activity.
We are preschool teachers, very happy people, do you know why? Because as adults, we continue to live in the world of childhood, in the world of fantasy and discovery, sincerity and kindness, and, of course, games.
Federal state standard preschool education provides for the implementation of educational preschool educational programs in activities specific to children preschool age, and above all in the game. Focusing on modern requirements in the education system, in pedagogical practice became relevant use social gaming technology.
Socio-game technologyis a technology for the development of a child in playful communication with peers, the essence of which its founders A.P. Ershova, V.M. Bukatov, E.E. Shuleshko defined it this way: “We do not teach, but create situations where their participants want to trust each other and their own experience, as a result of which the effect of voluntary learning, teaching, and training occurs.”
Systematic use of social gaming technology, both in classes and when organizing joint, independent activity children, makes it possible to:
learn to communicate effectively;
make the educational process more fun;
promote the development of children's active position, independence, creativity;
to instill in preschoolers a desire to learn new things.
Golden rules of social gaming technology:
Don't teach! This rule sets the goal for the teacher to create situations in which children in small groups learn to gain knowledge , and not receive ready-made ones.
The teacher views the child as a partner in joint activities, removes the judicial role from himself and passes it on to children, offers freedom and independence inchoosing ways to acquire knowledge, focusing on the child’s individual discoveries.
133 hares! People say: “If you chase two hares, you won’t catch either.” But, if in terms of socio-game, then the situation is different: “If you're chasing, it's 133 birds with one stone. Then, look, you'll catch a dozen" In other words, every child in class, in the game, catches his own bunny.
When a teacher, without lying, admits to children that he himself does not know very well about this or that, this inspires children and destroys the fear of making a mistake. Third Golden Rule, as E.E. Shuleshko said, not afraid to be
"Ivan the Fool"!The application of this technology is organized in three stages , which are aimed at creating conditions for the development of friendships, for communication in a microgroup, through which preschoolers receive training and mutual education.
Incorporating communicative games and exercises into educational DOW process as the first stage of implementation of socio-game approaches has positive influence for development children's group and each child individually. During the game, children learn to show care, attention, empathy for their peers, and to perform basic rules, hear and listen to another.
You can get acquainted with the card index of communication games.
Despite the fact that social gaming technology is aimed at senior preschool and junior school age, elements of this technology can be used in working with children of primary preschool age.
Here are some examples of the use of communicative games in working with children 3-4 years old. For example, in order to coordinate one’s own actions with the actions of a peer, games are played
“We won’t tell you where we were, but we’ll show you what we did,” “We walk around each other,” "Prohibited movement." So in progress games “Walk in circles after each other” child He comes up with movements on his own, and the other children repeat them exactly. Within the framework of socio-game technology, this group of games belongs to games of creative self-affirmation, since it implies an artistically performing result.Most effectivegames to createworking spiritV younger group turned out to be the games “I’m sitting, looking at someone”, “Pass a smile”, “It’s boring, it’s boring for us to sit”, and in senior group“Step - clap”, “Change places those who...”, “Chest”. All of them are valuable because in a short period of time they allow students to get involved in a common cause and create a playful atmosphere.
During the game “It’s boring, it’s boring for us to sit” Children, changing places with each other, not only relieve muscle tension, but also learn to see peers, be honest, and give in to each other.
Game warm-ups– are united by their universal accessibility, quickly arising excitement and funny, frivolous winnings. They are dominated by the mechanism of active and psychologically effective rest. These are games that require movement: “Pedestal, cabinet, where are the keys?”, “We are flying, flying, flying.” Game warm-ups are aimed at following the rules of the game and the ability to listen to the signal from the presenter (adult or peer). We invite you to watch a fragment of the game“A mosquito sat on a leaf”
The use of socio-game technology contributes not only to the fulfillment of children’s need for movement, but also to the preservation of their psychological health. As a result of this work, children develop curiosity, overcome shyness, and increase the level of cognitive and creative abilities.
As a result children know how to listen and hear each other, negotiate, defend their position; interact with peers.
IN Everyday life, in children's games naturally are divided into groups where not only personal but also business communication takes place, which gives children the opportunity to develop in all respects. Younger preschool age involves grouping into groups of 2 people, senior - from 3 to 6 people.
Uniting children into small groups is based both on spontaneous associations of children and on the use of special techniques. Options for combining may vary. In our practice, we use division into pairs at the request of the 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”, “Match a pair by color”, etc. While completing the task"Collect a picture"Children are united in micro groups and complete subsequent tasks together.
So, for example, the game "Builders" Teams are invited to agree and build from counting sticks geometric figure, the rest of the groups guess.
The game helps children learn to give in to each other, learn to see peers, and transfer existing knowledge to practical activities. This task can be part of a lesson in mathematics or design.
Uniting in microgroups helps 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 tonext stage of work, which involves organizing educational activities children as a game-interaction between microgroups of children.
For example, look at a picturein a microgroup, children begin by completing simple tasks: find all the red objects or count them.
And the most difficult thing is transformation , when children (as a group) are asked to turn into a certain fragment of a picture, and everyone else guesses.
Experience in the use of socio-game technology in the educational process is presented at modular seminars, master classes, open classes for students state university, preschool teachers Petrozavodsk, students of republican advanced training courses.
Information for cadets is presented.
In conclusion, I would like to note that the use of socio-game technology makes it possible to make the educational process for a child more exciting and interesting. Uniting children for a common cause promotes effective interaction with each other, which results in the development of children's activity, creativity and independence, because
children listen, do, speak!
“Socio-game style of working with children as an effective educational technology»
The master class was conducted by a teacher of the first qualification category: Ermolaeva Natalya Zakharovna
Teachers attended the master class preschool institutions district.
PURPOSE of the master class: training master class participants in the use of socio-game technology as part of the educational process in preschool educational institutions.
TASKS:
Introduce master class participants to the methods and techniques used in social gaming technology.
To increase the level of professional competence of teachers, their motivation for the systematic use of socio-game technology in practice.
To create conditions for the majority of teachers to acquire their own professional style, which would allow students to realize the position of a subject in various types of activities.
Socio-game technology is the development of a child in playful communication with peers.
Relevance of this topic:
Today, in order for a person to actively participate in the life of society and realize himself as an individual, he must constantly show creative activity, independence, discover and develop his abilities, continuously learn and improve himself.
Therefore, for education today, more relevant than ever, “the best rule of politics is not to manage too much...” - i.e. The less we manage children, the more active position they take in life.
Modern pedagogical technology “Socio-game pedagogy” presented by E. Shuleshko, A. Ershova and V. Bukatov helps us to comply with this statement.
In our teaching practice, we use socio-game techniques, exercises aimed at maintaining interest, a friendly attitude of children towards their peers, and at activating the child’s independence and initiative, and 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 (and not an object) of education, as a partner in joint activities .
The essence of the socio-game style of work was defined by its founders E. Ershova and V. Bukatov with the following formulation:
“We do not teach, but create situations where their participants want to trust each other and their own experience, as a result of which the effect of voluntary learning, teaching, and training occurs.”
Following these tips, we organize classes as a game-life between microgroups of children (small societies - hence the term “socio-game”) and simultaneously in each of them;
We systematically use socio-game technology both in classes and when organizing children’s free activities. This makes it possible to unite children with a common cause or joint discussion of individual work and turning it into collective work.
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 their development of an active position, independence, and creativity;
To instill in preschoolers a desire to learn new things.
Socio-game technology is aimed at developing communication in children, so this technology is based on children’s communication with each other and with adults.
Studying the works of the founders of socio-game pedagogy, we really liked the laws of communication that they propose:
Do not humiliate the child, do not insult him;
Don't grumble, don't whine, don't grumble;
Know how to find a mistake and have the courage to admit it;
Be mutually polite, tolerant and restrained;
Treat failure as just another learning experience;
Support, help rise and win;
By blowing out someone else's candle, we do not make our own brighter;
Don't elevate yourself above others. Lift up your neighbor;
Children are dreamers: don’t take their word for it, but don’t ignore their problems.
We organize communication between children within the framework of this technology 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 listen and hear their partner, their own speech develops);
At the second stage, communication is the goal - the child realizes in practice how he needs to organize his communication in a microgroup in order to complete the educational task;
At the third stage, communication is a pedagogical means, i.e. I teach preschoolers through communication.
Pros of the social gaming style:
Relationships: “child-peers”;
The teacher is an equal partner;
The barrier between teacher and child is destroyed;
Children are peer-oriented, which means they are not obedient followers of the teacher’s instructions;
Children are independent and proactive;
Children set the rules of the game themselves;
Children discuss the problem, find ways to solve it;
Children negotiate, communicate (play the role of both speakers and listeners);
Children communicate within the microgroup and between microgroups;
Children help each other and also control each other;
Socio-game style teaches active children recognize the opinions of comrades, and gives timid and insecure children the opportunity to overcome their complexes and indecision.
The principles that guide us when working with children using social gaming technology:
The teacher is an equal partner. He knows how to play interestingly, organizes games, invents them.
Removing the judicial role from the teacher and transferring it to children predetermines the removal of the fear of mistakes in children.
Freedom and independence in children’s choice of knowledge, skills and abilities. Freedom does not mean permissiveness. This is the subordination of one's actions to general rules.
Changing the mise-en-scène, that is, the environment where children can communicate different corners groups.
Focus on individual discovery. Children become partners in the game.
Overcoming difficulties. Children are not interested in what is simple, but what is difficult is interesting.
Movement and activity.
The life of children in small groups, mostly sixes, sometimes includes fours and threes.
The principle of polyphony. If you chase 133 hares, lo and behold, you’ll catch a dozen.
The use of socio-game technology contributes to the realization of children's need for movement, the preservation of their psychological health, as well as the formation of communication skills in preschoolers.
As a result of this work, children develop curiosity, cognitive needs are realized, children get acquainted with different properties surrounding objects, with the laws of life of nature and the need to take them into account in one’s own life, shyness is overcome, imagination, speech and general initiative are developed, the level of cognitive and creative abilities increases.
1. Games-tasks for a working mood.
2. Games for social and playful involvement in business, during the implementation of which business relationships between the teacher and children, and children with each other, are built.
3. Game warm-ups - are united by their universal accessibility, quickly arising excitement 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 implementation of which implies an artistic and performing result.
During the practical part of the master class, the participants lost in various games And game exercises from the above groups.
Questions for reflection:
1. How did you feel in the position of the students?
2. What discoveries and conclusions did you draw for yourself in this regard?
3. What distinctive features social gaming technology from traditional forms Have you noticed any work with children?
4. Have you become interested in using social gaming technology in practice?
“Golden rules” of socio-game technology
(according to V.M. Bukatov)
Rule 1: work in small groups or, as they are also called, “peer groups” is used.
The optimal way for productive communication and development is to unite in small groups younger age in pairs and triplets, with the oldest having 5-6 children. Activities of preschoolers in small groups are the most natural way to the emergence of cooperation, communication, and mutual understanding among them.By color of hair, eyes, clothes;
So that at least one letter in the name is the same
Who lives on what floor;
Even-odd, single-digit, double-digit apartment number;
Find something identical on solid and varied postcards and, based on this “identical”, unite into triplets;
Who came to kindergarten today by car, and who came on foot, etc.
Rule 2: “Change of leadership.”
It is clear that working in small groups involves collective activity, and the opinion of the entire group is expressed by one person, the leader. Moreover, the children choose the leader themselves and he must constantly change.Rule 3: training is combined with motor activity and change of scenery
, which helps relieve emotional stress. Children not only sit, but also stand up, walk, clap their hands, and play with a ball. They can communicate in different parts of the group: in the center, at tables, on the floor, in their favorite corner, in the reception area, etc.Rule 4: Change of tempo and rhythm
. Time limits, for example, using hourglasses and regular clocks, help change the pace and rhythm. Children develop an understanding that every task has its own beginning and end, and requires a certain concentration.5th rule – socio-game methodology involves the integration of all types of activities,
which meets modern requirements. Training takes place in game form, for this you can use various games that develop attention, phonemic awareness, thinking, ability to interact with each other: “Listeners”, “Relay Race”, “I am not responsible for myself”, “ Magic wand", "Cities with unprecedented things", etc.Rule 6: orientation to the principle of polyphony: “You chase 133 hares, you look and catch a dozen.”
It is more interesting for a child to acquire knowledge together with his peers, and he is more motivated. As a result, all children discover new knowledge, only some more, some less.Game card index,
aimed at developing the socialization of children
senior preschool age.
Goal: developing the ability to give a friendly assessment to another person.
Progress: The teacher suggests remembering the fairy tale “The Snow Queen” and says that she has a proposal: Kai and Gerda grew up and made magic glasses through which they could see all the good that is in every person. The teacher suggests “trying on these glasses” and looking carefully at each other, trying to see as much good as possible in everyone and talk about it. The adult is the first to put on the “glasses” and give a sample description of two or three children. After the game, the children say what difficulties they experienced in the role of observers, what they felt. The game can be played several times, noting that each time the children were able 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"
Goal: developing the ability to install " feedback» when interacting with other people.
Progress: Four children are “signalmen”; the rest are observers; teacher - sender of the telegram; one child is its recipient. The signalmen 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; second to third; third to fourth; the fourth - to 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 about sweets and flowers. See you. Your friend.
…………………………………………………………………………………………………
"A toy shop"
Goal: developing the ability to understand each other, relieving mental stress and fear social contacts, communicative timidity.
Progress: children are divided into two groups - “buyers” and “toys”. The latter guess what kind of toy each of them will be, and take poses characteristic of them. Buyers come up to them and ask: what kind of toys are these? Each toy, upon hearing the question, begins to move, performing actions characteristic of it. The buyer must guess which toy is being shown to him. The one who doesn't like it leaves without buying anything.
…………………………………………………………………………………………………
"Bridge of Friendship"
Goal: developing empathy in emotionally withdrawn and selfish children, overcoming indecision and constraint in shy children.
Progress: The teacher shows the children a ruler and says to one of them: “This is a 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 as a competition; the pair that lasts the longest wins. You can use a stopwatch.
…………………………………………………………………………………………………
"Radio".
Goal: development of sustainable interest in a peer.
Procedure: Children playing sit in a semicircle so that they can clearly see each other. According to the counting rhyme, the driver is selected (for the first time there may be a teacher), he chooses one of the people sitting to describe him and turns his back to them and says into the microphone: “Attention! Attention! A girl (boy) got lost... (gives a description of one of the children). Let her (he) approach the announcer.” All children determine by description who they are talking about. we're talking about. Then the role of announcer is played by the child who was described.
This game will help children establish contact with each other in a team, will promote the ability to listen to the opinions of others, and form a positive attitude towards peers.
…………………………………………………………………………………………………
"Suitcase".
Goal: developing the ability to establish positive relationships with other people.
Progress: In order to play this game, we need to split into two teams. For this I have cut pictures, each take one fragment of the picture for yourself. Your task is to collect the picture and find a place for your team. Next, the teacher offers the children an imaginary situation: they are going on vacation without adults. The day before, you pack your suitcase yourself. In order not to forget anything, you need to make a list of what you need and what will help you quickly get to know other children. The list must be compiled using diagrams, drawings, and icons.
Teams need to prepare materials, discuss and sketch what they need to take for the trip. To do this, you are given 10 minutes (set hourglass). After time has passed, the presenter offers to exchange lists - sketches and guess what the other team is taking with them on the trip.
Organizing this game, we used the rules of socio-game technology: work in small groups, changing the leader, changing the mise-en-scène, integrating activities (socialization, communication, productive, search, etc.).
…………………………………………………………………………………………………...
"Present".
Goal: development of empathy, creativity in communication, the ability to anticipate the desires of another, to assert one’s positive “I”.
Progress: 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 calculate 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. At a signal, they stop, join hands with a peer standing opposite and turn to face each other. Assignment: First, children from the outer circle think to themselves what they would like to receive as a gift, and children from the inner circle guess. If the child guesses, the guesser gives him a token; if not, he gives him his own. Each player has 3 tokens. We play 3 times, then count the tokens.
…………………………………………………………………………………………………..
I. Games for a working mood
"Riddle letters"
1. “Letter by air.” Children choose a leader. He, standing with his back to the players, writes in the air capital letter, the rest guess. Letters can be written with your hand, shoulder, head, leg, knee, etc., in a mirror image.
2. “Letter-round dance.” A group of children, holding hands, follow the leader in a round dance like a snake and write down the letter he has guessed. The rest guess the letter.
3. “Building letters.” A group of children “constructs” the intended letter as a frozen living pyramid, the rest guess, write down, sketch. “Riddle letters” can be short riddle words (cat, poison, mustache, catfish, chorus)
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"Echo"
The teacher (child) taps a simple rhythmic pattern. “Echo”, upon a signal (by a glance or others), repeats the rhythm by clapping (stomping, beating the table with palms, etc.)
Option: pronouncing syllables, words, phrases, reading aloud. The speaker (reader) pronounces - the players “echo” repeat muffledly, but in exactly the same way as was pronounced by the author.…………………………………………………………………………………………………
"Magic wand"
The “magic wand” (pen, pencil, etc.) is transmitted in any order, the transmission is accompanied by speech according to a predetermined order-rule.
Options:
The transmitter names a noun, the receiver names an adjective;
The transmitter names a fairy tale, the receiver names a character from this fairy tale, etc.
If the receiver does not answer, the “stick” returns to its original position or changes the receiver. Children agree on the terms of transfer:
Look into each other's eyes
Stand up if you agree with the recipient's statement
The transmitter is selected alone, the wand is returned to him
…………………………………………………………………………………………………
"Undamaged phone"
Children pass the word to each other in a whisper in their ears, the children “catch” the word by ear. The success of the transfer is assessed by the following criteria: the word was “not caught”, all 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 (counting book), foreign word
Two telephone lines (relay race): fast, undamaged telephone.
…………………………………………………………………………………………………
"It flies - it doesn't fly"
The teacher names the nouns, the children perform the given movements
(airplane - they clap their hands or wave their hands, a closet - they do nothing or press their hands along the body). The one who makes a mistake is out of the game. The speech therapist selects words for inanimate and animate objects: tit, fly,
TU-134, crane, mosquito, rocket, parachutist, ostrich, acrobat, poplar fluff.
Options: grows - does not grow, moves - does not move, more - less, living - non-living, etc.…………………………………………………………………………………………………
II. Games to get you started
"Echo"
The teacher (child leader) beats out a simple rhythmic pattern with clapping. “Echo”, upon a signal (by a glance or other), repeats the rhythm by clapping (stomping, beating on the table with palms, etc.). The speaker (reader) pronounces - the players “echo” repeat muffledly, but in exactly the same way as was pronounced by the author.
Option: pronouncing syllables, words, phrases, reading aloud.
…………………………………………………………………………………………………
"Dispute with pretexts"
The teacher invites children to act out an argument between 2-3 groups using a picture: between a preposition and words (1 group - girl
V coat, 2 gr. - girl V boots, 3 gr. - girl V forest); between different prepositions: 1 gr. - book on table, 2 gr. - book under lamp, 3 gr. - book at me, 1 gr. - book above floor, 2 gr. - book V room, 3 gr. - book before eyes, etc.). Children complete tasks one at a time from the group, in order (relay race). Each utterance is related to the previous intonation disputing or intonation of confirmation.…………………………………………………………………………………………………
“A story-drawing about what I see”
The teacher (child leader) asks the children to describe in words what is behind him (use epithets, comparisons). The teacher (child) finds an object or setting according to the description (outside the window, in the office, in a group, etc.). Descriptions must be understandable, clear, and coherent.
…………………………………………………………………………………………………
"Make a Word"
Children play making words from syllables, identifying words by syllable. The game consists of creative attempts to make various combinations, collecting and reading words at speed. Children connect syllable cards, read, and write down words. The one who collects the most words wins.
Option: make words from 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
Slap the knees with two hands (right hand on the right, left hand on the left)
Throw up right hand right by snapping your fingers
Throw up left hand left by snapping your fingers
Option :
Change the pace of movements,
Enter speech accompaniment,
…………………………………………………………………………………………………
"Punctuation marks"
The teacher invites the children to voice punctuation marks, distinguishing interrogative intonation from affirmative, exclamatory, narrative intonation in a given sentence (A Christmas tree was born in the forest: !, ?, .).
Option: Children who do not read are offered picture material, sayings, lines of a poem (symbols).
…………………………………………………………………………………………………
III. Warm-up and cool-down 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) and tempo may vary.
…………………………………………………………………………………………………
"Clockwork Men"
The teacher offers the children symbol pictures (winding up people doing exercises). Each pose has its own number. Children, looking at the card, perform the exercise, repeating the movements several times.
Option:
Performing counting exercises, clapping exercises - changing movements,
Changing the pace of execution,
Performed in pairs, threes, standing in a line, in a row, in a semicircle, etc.
…………………………………………………………………………………………………
"For 5 senses"
Children think of a situation, depict it according to a given “ticket”: drawn (nose, eye, mouth, ear, fingers) or written. During the game, the teacher 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 at a time, at the second - 2, 3 at a time, at the third - all 5 (a story skit about a character in circumstances).
Options:
Live a piece of a fictional story with character and circumstances,
Complication - comparison of characters (dwarf - giant, Thumbelina - Karabas Barabas, mouse - bear).
…………………………………………………………………………………………………
“Words starting with one letter (sound)”
The game begins with the words “Here around us...” or “I see...”, “They loaded the ship...”. Children name (write, read) words based on a given sound (letter). The task is performed in small groups. The players count which group has named how many words and determine the winner
…………………………………………………………………………………………………
"Catch the animal"
The players take turns taking “tickets” asking who 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 occurred and the “little animal has been caught.” The teacher asks to name the “guessed” animal and compares it with the task on the “ticket”.
Option: completing the task in pairs, triplets, etc.
…………………………………………………………………………………………………
IV. Games for creative self-affirmation
"Poems by Roles"
For the game, the teacher selects dialogues from poems by Chukovsky, Marshak, Barto, Zakhoder, Mikhalkov, Kharms. The players say the text in different voices, intonation, using different images(costumes), decoration elements. Children discover different interdependencies between the final result, text, design, and execution techniques.
…………………………………………………………………………………………………
"Specific Words"
The teacher offers the children a text for which they need to find a justification (construct a situation in which the text is pronounced, invent characters participating in the situation, determine the behavior of the speaker and the listeners, understand the nature of the words being pronounced). Start the game with common everyday 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 (photograph) of some activity (looking at a picture, reading, doing articulatory gymnastics, etc.). The player demonstrates his “photo”, the others guess, comment, show guessing actions, and compare the “photos”.
Option:
Add your own understanding to the “photo”
Show “photos” before and after the plan
Each “business” requires a completely specific “body”. All muscles, from the direction of gaze to the movement 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 a particular child is doing. The point of the game is to establish
…………………………………………………………………………………………………
"Phrase with given words"
The teacher names a set of words (stairs, man, clock). Children make up sentences using intonation ( scary offer, fairy tale sentence, etc.) It is allowed to change words by case, word order.
…………………………………………………………………………………………………
"Collect dialogue"
The teacher invites the children to remember the heroes of familiar fairy tales and phrases from these fairy tales. Children agree among themselves who will say a line for which character, determine the sequence (in the group of players a certain plot arises with actors, characters, dialogues). It’s better to start the game with one line (phrase), gradually increasing the dialogues to 3-5.
…………………………………………………………………………………………………
V. Freestyle games (in the wild)
"Sparrow-crows"
The players are divided into 2 teams, stand opposite each other (team “Sparrows”, team “Crows”). The team that the teacher calls
(child leader) - 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) says slowly: “Whoa-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 (child leader) finishes: “... us! (...hit!" The players run away and catch up.
Option:
A “stop-freeze” complication is introduced: children break into pairs and agree on who is “sparrow” and “crow” in the pair. Children on the playground are located chaotically. On command: “Crows!” The “crow” catches up with the “sparrow” until the command “Stop!” is heard. or “Freeze!” Late couples leave the game (even if one of the pair fulfilled the rule)
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“The day comes - everything comes to life, the night comes - everything freezes”
The teacher (child leader) says “The day is coming - everything comes to life”, the players move around the playground chaotically (running, dancing, jumping, catching up with each other). When the teacher (child leader) says the second part, “Night comes - everything freezes,” the players stop in bizarre poses. At the choice of the presenter, some players “come to life” with an invented movement (jump, dance, run).
Option:
Using any movements “The day comes - everything comes to life”
Using purposeful movements “The day comes - everything comes to life” (harvesting, anthill, Railway, swimming)
…………………………………………………………………………………………………
“Words starting with one letter (sound)”
The game begins with the words “Here around us...” or “I see...”, “They loaded the ship...”. Children name (write, read) words based on a given sound (letter). The task is performed in small groups. The players count which group has named how many words and determine the winner.
…………………………………………………………………………………………………
“I love it - I don’t love it”
Children stand in a circle. The teacher (or child leader) passes the ball clockwise and says:“I don’t like it when children fight”, the next one should offer his own option"I do not like, …". Counterclockwise the game continues"I love, …"
…………………………………………………………………………………………………
"Stand up on your fingers"
The teacher (child) stands with 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 left as there were fingers shown.
…………………………………………………………………………………………………
"Mirror"
The 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 teacher (child) plays the role of standing in front of the mirror, the players are “mirror fragments” reflecting it
- “reflects” facial expression, mood (gloomy, joyful, offended)
………………………………………………………………………………………………… February 15, 2012 at 10.30 o'clock.
Location:MBDOU Berezovsky DS "Semitsvetik".
Participants: preschool teachers.
Subject: " Presentation of the accumulated material in accordance with the FGT to the mandatory part of the OOP DO. Socio-game activity".
Events | Location | Responsible |
|
10.30-10.45 | Check-in, registration. | Lobby. | Shromova O.A. |
10.45- 10.55 | Introductory reflection | Assembly Hall | Shromova O.A. |
11.00-11.30 | Open lesson. Topic: “My K.I. Chukovsky" Target: Development of speech activity,creativity, independence, initiative children through socio- play activity. Tasks:
| Preparatory group | Ermolaeva N.Z. |
11.35-12.15 |
Target : training master class participants in the use of socio-game technology as part of the educational process in preschool educational institutions. Tasks: 1.Introduce master class participants to the methods and techniques used in social gaming technology. 2. To increase the level of professional competence of teachers, their motivation for the systematic use of socio-game 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 a subject in different types of activities. | Assembly Hall | 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 based on integration and psychological support for children of all age groups. | Uminova A.A. Shromova O.A. |
|
12.15 – 12.30 | Final reflection | Assembly Hall | |
12.30-12.50. | Dinner | Assembly Hall | Develop children's play activities; attach to generally accepted standards and rules of relationships with peers; develop the ability to create groups of several figures, conveying proportions.
State budget preschool educational institution kindergarten No. 1 of 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, author of the book “Hey, hey, he took it and went out” , on socio-game technologies: “It’s not so much innovation that helps make the learning environment for preschoolers more human and more in line with the characteristics of their psyche (which for educators is often a “pig in a poke” ), how many of the most well-known and tested "old-fashioned ways" . And socio-gaming technologies can become such methods.”
In accordance with the federal state educational standard educational program Preschool education should be based on age-appropriate forms of work with children. The main form of work with preschool children and the leading activity for them is play.
The term itself « socio-game 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 materials from supporters of socio-game pedagogy (E.E. Shuleshko, A.P. Ershova, V.M. Bukatov), describes the organization of activities with children as games between small groups "socio-game" ) and simultaneously in each of them.
“Socio-game pedagogy has a cunning style” . He “The goal is to direct the lesson in such a way that your heart and that of all participants rejoice. Any live work can be called work in the socio-game style...”
Socio-game technology is games and activities of children in microgroups, allowing the child to determine the purpose of his actions, to search for possible ways solutions, and demonstrate independence in solving problems that arise.
Differences between traditional and socio-cultural pedagogy:
Socio-game pedagogy Traditional pedagogy
Ability to act at pace general work, hear and see others, provide timely support to a friend in a game, in a lesson, be able to bring things to the expected result. Pupils are isolated from each other, crushed by the requirements of the programs
The teacher and the student are partners (subject - subject relations) Diktat of the teacher (subject - object relations)
Development of independence Obedient repetition of formulations
Lack of discreteness in the work of a 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-game" ) The activity does not in any way encourage free creativity and play.
Play is constantly present in a child’s life and not only in kindergarten, but also in lessons in primary school. The child must first acquire new knowledge (classes) and only if you have free time to play
Equality between children and adults is the basis of the socio-game approach. An adult and a child have the same right to make mistakes. The activities of teachers are very declarative: the adult is always right and the 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:
Rule 1: work in small groups or as they are also called "peer groups" .
It is optimal for productive communication and development to unite in small groups at a younger age in pairs and triplets, at an older age 5-6 children. The main thing in activity is communication "child - child" , but not "teacher - child" , because one of the most intense, trusting and fruitful forms of relationships between people is relationships between peers. An adult proposes something to a group of equals, and children know how 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 here feels skillful, knowledgeable, and capable. The activities of preschoolers in small groups are the most natural way to develop cooperation, communication, and mutual understanding. Children know how to empathize with each other, provide support, and feel responsible for each other. In groups, children learn to talk, listen to others, remember, develop imagination, reaction speed, and the ability to jointly complete any task. The emotional, mental, and contact spirit of each child is activated. The process of dividing into groups itself is an interesting, exciting game and contributes to the emergence of friendly relations between children and the ability to come to an agreement.
Rule 2: "Leadership Change" . It is clear that work in small groups involves collective activity, and the opinion of the entire group is expressed by one person, the leader. Moreover, the children choose the leader themselves and he must constantly change. But what to do when someone constantly strives to be a leader, but someone does not want to be one? From work experience, we can say that a child who does not want to be a leader still becomes one several times during the year, and children who are leaders often give up their positions to less active peers.
Rule 3: training is combined with physical activity and a change of scenery, which helps relieve emotional stress. Children not only sit, but also stand up, walk, clap their hands, and play with a ball. They can communicate in different parts of the group: in the center, at tables, on the floor, in their favorite corner, in the reception area, etc.
Rule 4: Change of tempo and rhythm. Time limits, for example, using hourglasses and regular clocks, help change the pace and rhythm. Children develop an understanding that every task has its own beginning and end, and requires a certain concentration.
Rule 5 – the socio-game methodology involves the integration of all types of activities, which meets modern requirements. This gives positive result in the field of communication, socialization, emotional-volitional sphere, more intensively develops intellectual abilities, promotes speech, cognitive, artistic and 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: "The Hearers" , "Relay race" , “I’m not responsible for myself” , "Magic wand" , "Cities of the Unprecedented" etc.
Rule 6: orientation to the principle of polyphony: “You chase 133 hares, you look and catch a dozen” . It is more interesting for a child to acquire knowledge together with his peers, and he is more motivated. As a result, all children discover new knowledge, only some more, some less. And the teacher will need to remove the frank manner of teaching and replace it with the manner of listening and hearing children, trusting them. Help at their request, and not at will, give them the right to study on their own. Don’t be the initiator of everything, but complement the children’s initiative with your own initiative. Let unexpected improvisations arise "at every step" . And it doesn’t matter if something turns out to be unrealized. This is not an indicator of pedagogical inability. On the contrary, it is an indicator of pedagogical skill.
Using "golden" rules of socio-game technology, children learn:
- listen and hear each other, express your opinion, negotiate, come to agreement;
- children develop speech interaction;
- a positive attitude towards the surrounding world, other people, oneself, and peers is formed;
- children are able to defend their position, argue reasonably and kindly with adults, the teacher and children become closer;
- there is no feeling of fear for making a mistake.
Socio-game technology contributes to:
- Realization of children's needs for physical activity.
- Maintaining mental health.
- Overcoming indecisiveness and uncertainty in timid children.
- Formation of independence, initiative, and communication skills in preschoolers.
- Increasing the level of cognitive and creative abilities.
Classification of games with a social gaming orientation:
- games for work mood
- warm up games (discharges)
- social gaming games
- creative self-empowerment games
Free games.
1. Games for the work mood.
The main task of the games is to awaken children’s interest in each other, to place the participants in the game in some kind of dependence on each other, ensuring 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 wariness, resolve scandalous disputes and reluctance to play together and engage in activities in general.
2. Warm-up games (discharges).
Games in this group are united by the principle of accessibility, an element of competition and funny, frivolous winnings. Games are dominated by the mechanism of active and psychologically active recreation.
3. Games of socio-game involvement in the business.
Used in the process of assimilation or consolidation of material. If children learn to distinguish, remember or organize something, then they will learn it in the process of doing it game tasks composing 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.
Playing these games requires space and freedom of movement, i.e. they cannot always be done in a group.
The first game is called "Radio" .
Goal: development of sustainable interest in a peer.
Procedure: Children playing sit in a semicircle so that they can clearly see each other. The driver is selected according to the counting (for the first time there may be a teacher), he chooses to describe one of those sitting 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) will approach the announcer" . All children determine by description who they are talking about. Then the role of announcer is played by the child who was described.
This game will help children establish contact with each other in a team, will promote the ability to listen to the opinions of others, and form a positive attitude towards peers.
The next game is called "Suitcase" .
Goal: developing the ability to establish positive relationships with other people.
Progress: In order to play this game, we need to split into two teams. For this, I have cut pictures, each take one fragment of the picture for yourself. Your task is to collect a picture and find your place in the team.
Next, the teacher offers the children an imaginary situation: they are going on vacation without adults. The day before, you pack your suitcase yourself. In order not to forget anything, you need to make a list of what you need and what will help you quickly get to know other children. The list must be compiled using diagrams, drawings, and icons.
Teams need to prepare materials, discuss and sketch what they need to take for the trip. 10 minutes are allotted for this. (hourglass is set). After time has passed, the presenter offers to exchange lists - sketches and guess what the other team is taking with them on the trip.
When organizing this game, we used the rules of socio-game technology: work in small groups, change of leader, change of mise-en-scène, integration of activities (socialization, communication, productive, search, etc.).
I suggest you play one more game "Present" .
Goal: development of empathy, creativity in communication, the ability to anticipate the desires of another, to assert one’s positive "I" .
Progress: In order to start playing this game, you need to split into two teams. To do this, I suggest standing in a semicircle according to the numbers of the houses in which you live, in ascending order (players stand up), and now calculate for an apple - an orange. All "apples" stand in the inner circle, and everyone "oranges" to the outer circle. Children form two circles and move to the music, in a circle, in opposite directions. At a signal, they stop, join hands with a peer standing opposite and turn to face each other. Assignment: First, children from the outer circle think to themselves what they would like to receive as a gift, and 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 socio-gaming technology and at the end of our meeting, I would like to hear your opinions, suggestions, wishes, comments. (Meeting participants express their attitude to the presented material).
Questions for reflection:
- What distinguishing features of socio-game technology from traditional forms of working with children have you noted?
- Have you become interested in using socio-game technology in practice?
At the end of the meeting, participants receive reminders "golden" rules of socio-game technology.
