CARD FILE OF PROBLEM SITUATIONS FOR SENIOR PRESCHOOL CHILDREN THROUGH GAME
Card index
PROBLEM SITUATIONS FOR SENIOR PRESCHOOL CHILDREN THROUGH GAME
(TEACHER'S CAPITAL)
2019
Contents Introduction………………………………………………………………………………….3 Explanatory note…………………………………………………………… …………………4 Situations for the development of preschoolers’ thinking…………………………….6 Situations for finding internal resources…………………………….11 Situations with contradictions…… …………………………………………………………13 Situations of interpersonal relationships between peers………………………….15 Situations for GCD…………………………………… ………………………..………..18 Situations on the topic “What would happen if…”…………………………………….20 Methodological basis………… …………………………………………………………………….22
Introduction “The phenomenon of a problem situation is that it is a source of mental activity” Rubinstein S. L. A child by nature is a researcher, an experimenter. His “Why? How? Where?" sometimes they baffle inexperienced adults. There are many ways to provide children with the opportunity to independently discover the reason for what is happening, get to the bottom of the truth, understand the principle and logic of solving a given problem and act in accordance with the proposed situation. One of them is the creation of problematic situations. Modern society places high demands on the communicative activity of an individual. Society needs creative people who can think outside the box, express their thoughts competently, and find solutions in any life situations. Yesterday we needed a performer, and today we needed a creative person with an active life position, with his own logical thinking. Therefore, it is necessary to develop the child’s ability to “doubt”. Preschoolers may not question the teacher’s knowledge itself, or the correctness of their statements. The child must be taught to doubt the truth of knowledge as such, and the means of acquiring it. The child can hear and remember, and can also observe, compare, ask about something incomprehensible, and make a suggestion.
Explanatory note One of the blocks of gaming activity aimed at developing children's communication competence and the ability to find adequate ways to resolve conflicts is modeling problem situations. Play can become an aid in developing a child’s ability to resolve problem situations. This primarily concerns specially developed game models and specially selected both game situations and real ones that took place in the group. The method is used when working with a group, subgroup, pair and individually with a child. When compiling the content of game situations, it is necessary to adhere to certain conditions. Game models should be built in accordance with the interests and capabilities of children, taking into account their social experience and age characteristics. Game situations should include moments of improvisation, alternative solutions to problems, and the possibility of changing components due to unexpected changes in conditions. The purpose of creating problem situations is to develop preschoolers’ ability to solve problem situations using possible solutions. Objectives: 1. To develop preschoolers’ ability to carry out basic search activities, to notice and realize contradictions in judgments, and to use various tests of assumptions. 2. Develop activity and independence in solving problematic and everyday problems and solving moral situations. 3. Ensure that the child has a version of the solution to the problem, an original answer. 4. Develop the ability to adapt to people, correctly perceive and evaluate them and their actions. Methods used: - gaming; — heuristic (partially search); — research; - explanatory and illustrative. The formulation of problem situations can be focused on a group of children and on an individual child.
Situations for the development of thinking in preschoolers
Situations in transport (city, railway).
1. You and your grandmother are traveling by train. She got down on the platform, but you didn’t have time. What will you do? Why?
2. Grandma took the train, and you stayed. Your actions? Explain why you will do this and not otherwise? Fire situations
3. There is a fire in the apartment. What will you do? Why?
4. Smoke in the next apartment. Your actions? Water situations
5. You see someone drowning. What will you do?
6. A faucet burst in the apartment. Are you alone at home now. What will you do first, what will you do next? Why? Situations with nature 7. Children receive a letter from the forest that people have appeared there who are breaking young trees, branches, and picking flowers. The children’s task: to organize a help team and propose ways to solve the problem. 8. A carrier pigeon brings a telegram from a hippopotamus saying that there is a severe drought in Africa. The children’s task: organize the delivery of drinking water in special cylinders (they are replaced by plastic bottles); Using a geographic map, suggest delivery methods. 9. The dog Bug brings the news that an avalanche has occurred in the mountains, as a result of which animals were injured and trees were broken. The children’s task: to collect a special package with bandages, iodine, and tree putty. 10. There is a paper butterfly with a torn off wing, around it there are images of “sad” flowers. Assignment for children: express your guesses as to why the butterfly looks this way and why the flowers are “sad.” 11. A magpie flew to the island “Nature” with a letter from Berendey: “Alarm, an anteater has appeared!” What could be the danger of his appearance in the forest? 12. In the “Nature” island there is a plot painting depicting bare, diseased trees. Assignment for children: think about what happened in this forest and how you can help it. 13. Fairy tale “Turnip” (Grandfather has a bad harvest: the turnip has not grown. How can I help him?)14. Fairy tale “Teremok” (you need to help the characters build a house without using the forest). “Mushrooms” 15. Dunno calls the children into the forest to pick mushrooms, but does not know which mushrooms are edible and which are not. “Transport” 16. Animals in Africa ask Aibolit for help, but Aibolit does not know how to get to them. “Houses”, “Properties of Materials” 17. The piglets want to build a strong house to hide from the wolf and do not know what material to make it from. “Fruit” 18. While traveling through the desert, the children became thirsty. But I only had fruit with me. Is it possible to get drunk? “Properties of materials” 19. In rainy weather you need to come to kindergarten, but what shoes to choose in order to come to kindergarten without getting your feet wet. “The language of facial expressions and gestures” 20. We travel around the world, but we don’t know foreign languages. “Weather conditions” 21. We went on a trip to Africa, but what clothes to take with us to be comfortable. “Properties of Metals” 22. Pinocchio wants to open the door in Papa Carlo’s closet, but the key is at the bottom of the well. How can Pinocchio get the key if it is wooden and the wood does not sink? “Sides of the World” 23. Mashenka got lost in the forest and doesn’t know how to announce herself and get out of the forest. “Volume” 24. Znayka needs to determine the level of liquid in the jugs, but they are not transparent and have a narrow neck. “Weather conditions” 25. One friend lives far in the South, and has never seen snow. And the other one lives in the Far North, where the snow never melts. What can be done so that one can see the snow, and the other can see the grass and trees (they just don’t want to move anywhere)? “Measuring length” 26. Little Red Riding Hood needs to get to her grandmother as quickly as possible, but she doesn’t know which path is long and which is short... “Higher, lower” 27. Ivan Tsarevich needs to find a treasure that is buried under the tallest spruce tree. But he can’t decide which spruce is the tallest. “Medicinal plants” 28. Dunno injured his leg in the forest, but there is no first aid kit. What can be done. “Soil” 29. Mashenka wants to plant flowers, but does not know on what soil the flowers will grow best. “Properties of a tree” 30. Pinocchio ran to school, and in front of him there was a wide river, and the bridge was not visible. You need to hurry to school. Buratino thought and thought how he could get across the river. Contradiction: Pinocchio has to cross the river because he might be late for school, and is afraid to go into the water because he doesn’t know how to swim and thinks he will drown. What to do? “The Clock” 31. Cinderella needs to leave the ball on time, but the palace clock suddenly stops. “Properties of Air” 32. Dunno and his friends came to the river, but Dunno doesn’t know how to swim. Znayka offered him a life preserver. But he is still afraid and thinks he will drown. “Magnifying Devices” 33. Thumbelina wants to write a letter to her mother, but she is worried that her mother will not be able to read it because the font is very small. “Media of Communication” 34. The baby elephant’s grandmother fell ill. We need to call a doctor, but he doesn’t know how. “Properties of paper” 35. Pochemuchka invites you on a trip along the river, but doesn’t know whether a paper boat is suitable for this? “Properties of carbon paper” 36. Misha wants to invite many friends to his birthday, but how to make many invitation cards in a short time? “Properties of a magnet” 37. How can Vintik and Shpuntik quickly find the necessary iron part if it is lost in a box among parts made of different materials? “Friendship of Colors” 38. Cinderella wants to go to the ball, but they are only allowed in orange dresses.
Situational games for finding external resources “Puss in One Boot”
The cat from the fairy tale “Puss in Boots” lost his boot. It’s uncomfortable to walk in one boot; he’s unaccustomed to walking barefoot. What should the cat do now?
"That's the game."
Ira lost her mittens at school, she searched and searched, but could not find them, and it was very cold outside and it was far from home. How to get to it without freezing your hands?
"Masha and the Bear"
Masha was friends with the bear and often went to visit him. Once again getting ready to visit her friend, Masha baked pies and put them in a bundle. She walked for a long time through a dense forest, accidentally caught her bundle on a bush - it tore, and the pies scattered. How can Masha bring them to the place where the bear lives?
"Help Cinderella"
4. The stepmother ordered to bake pies for dinner. How does Cinderella roll out the dough?
"Preparation for the holiday"
The hare decided to throw a party in honor of her daughter's birthday. The highlight of the program was supposed to be cookies of various shapes. The hare went to all the stores in the area, but could not buy any cookie cutters. How can the Hare make cookies of different shapes?
"Abstract-minded Petya"
Having decided to go on a hike, the children agreed on who would take what with them. Having packed our backpacks, we headed out of town early in the morning by train. This is the station they need. Everyone got out, the train blew its whistle and disappeared around the bend. And then it turned out that Petya, who was “famous” for his absent-mindedness, had left his backpack in the carriage. And in it there was a tent, a small shovel, a pot and matches. Everyone was very upset, except Marina, who suggested thinking and finding a way out of the situation. How to spend a night in the forest without a tent? How to do without a pot, spatula and matches?
Situations for finding internal resources
"Postcards for Dina"
Dina collects postcards, and her friends (she has 20 of them) decided to give her beautiful cards for her birthday. At the last moment it turned out that all the postcards were exactly the same. Dina added one of them to her collection. What to do with the remaining nineteen?
"Little Red Riding Hood"
Little Red Riding Hood's hat is completely worn out. She asked her grandmother to sew her a new one. The grandmother fulfilled the request of her beloved granddaughter and sewed her a beautiful hat for her birthday. The granddaughter was very pleased. But the grandmother, absent-mindedly, gave her granddaughter the same hat for the New Year, March 8, and seven other holidays. The girl, in order not to upset her grandmother, took all 10 hats. But what should she do with them?
"Help Ole"
Olya has long hair. For the New Year, mom, dad, grandmother and girlfriends gave her a lot of bright ribbons - so many that Olya couldn’t figure out what to do with them, how to use them. Help Olya solve this problem.
“Milk problems of the cat Matroskin”
The cat Matroskin milked so much milk that he filled all the containers in the house with it. How can Matroskin use all this sea of milk?
"Baskets for kids"
Once upon a time there lived a goat with kids. Every day the goat went to the forest and brought back a basket of grass. The basket was large and comfortable, but old. And eventually it made a hole and the grass spilled out. The goat asked the kids to weave a new basket. The kids set to work together, but soon began to quarrel: they could not divide the responsibilities among themselves. And then they decided that everyone would weave the basket themselves. And soon the goat received twenty-one baskets (!). The goat didn't know what to do with them. Help her.
"The Wonderful Forester"
A forester lived in a pine forest. When he got bored, he collected pine cones. And he collected so many of them that they could fill an entire railway carriage. The forester did not know what to do with them. How would you use them?
"Residents of the city of Kiselsk"
A misfortune befell the residents of Kiselsk: one fine day, all the inhabitants of the city cooked their favorite dish - jelly, and there was so much of it that a “jelly” flood began in the city. Tell city residents how to use jelly.
"Jam for Carlson"
Everyone knows that Carlson was very fond of everything sweet, especially jam. The kid constantly brought him various jams in metal jars, and Carlson immediately emptied them. As a result, Carlson accumulated a lot of empty cans. Throw them in the trash can? It's a pity. How to use them?
Situations with contradictions
Children solve problem situations using the algorithm proposed to them. Using an example of one problem situation, we will show how the algorithm is used.
1. Buratiyo dropped the golden key into the swamp, but Tortilla the turtle was not nearby. This is the situation that presents itself to children. How can Pinocchio get the key? In a situation, a task or question is highlighted. Pinocchio must go under the water because he needs to get the key, but he cannot do this because it is wooden and will immediately float to the surface. Such are the contradictions of this problematic situation. The next steps will be to find the optimal final result at the lowest cost and identify resources that will help obtain this result.
2. OH and AH got ready for a hike, took canned food and bread. They arrived at the place and decided to have a snack, but it turned out that they had left the can and table openers at home. How to open a jar? Contradiction: OH and AH must open a can of canned food because they are hungry, and cannot do it because they have nothing to eat.
3. A circus came to town. To make adults and children aware of this, it is necessary to put up posters, but there is not a drop of glue in the city. How to put up posters? Contradiction: Posters should be posted because they will help city residents find out about the arrival of the circus; It is impossible to put up posters because there is no glue.
4. Znayka asked Donut, through Dunno, to give him the recipe for delicious pies. When Donut began to tell Dunno about what was included in the recipe, they both remembered that they couldn’t write. What should I do? Contradiction: Dunno must give Znayka the recipe for pies, because he can’t do anything without the recipe, and he can’t do it because he doesn’t know how to write.
5. In the royal garden, only one rejuvenating apple ripened on the magic apple tree, but so high that the king could not reach it even with the help of a large ladder. How can the king take possession of this apple? Contradiction: The king must get the rejuvenating apple, because only with its help will he become younger, and he cannot, because he does not know how to do it.
Situations of interpersonal relationships between peers
Many children, already in preschool age, develop and consolidate a negative attitude towards others, which can have very sad long-term consequences. Identifying problematic forms of interpersonal relationships in a timely manner and helping the child overcome them is the most important task of teachers.
1. - Galina Anatolyevna, if a flower broke, would you be very angry? “I probably would have been angry.” Why are you asking? - And I saw how Sonya broke the flower. What can you say about Sonya's action? What proverb do you know that is appropriate in this situation?
2. Katya’s ball rolled and hit your leg. Nikita screamed. - Don’t you see where you’re throwing the ball? It hurts me. How would you have done it differently? What will you say to each other?
3. Nika came in a new dress. Natasha saw and said loudly. - Why are you bragging? Just think, my mother bought me an even better dress. Is Natasha right in this situation?
4. Sasha still hasn’t learned to tie his shoelaces. Nikita is screaming in the locker room. - Ha, look, he’s going to school soon, but he doesn’t know how to tie his shoelaces. Katya silently came up and helped Sasha. Whose action is right?
5. The children returned from their walk. We quickly undressed and went to the group. Andrey looked into the locker room and screamed. Galina Anatolyevna, Seryozha didn’t put his boots back in place. Galina Anatolyevna looked at Andrey reproachfully. Why? What would you do if you were in Andrei's place?
6. Children draw. Olya's pencil broke. She snatched the pencil from Rita's hands. Rita stood up and moved to another place. Why did Rita go to another table? What would you do?
7. Svetlana Vladimirovna talks with junior teacher Valentina Ivanovna. Natasha screams. Svetlana Vladimirovna, but Olya won’t give up my doll. Then he comes up and touches the teacher’s hand. - Don’t you hear, Olya won’t give up my doll. What did Svetlana Vladimirovna say to Natasha?
8. A group of boys are building a castle. Alyosha came up and put the board on top. The castle fell apart. What did the boys tell him? What would you do?
9. In the morning Slava played with Artem. When Roma arrived, Slava began to play with him. Artem came up and told Slava. - You are a traitor. Roma was offended. How do you think why?
10. Rita and Sasha are on duty at the mini nature center. Sasha said: “Rita, let’s take the turtle to the girls, let them play with it.” Rita told Galina Anatolyevna about this. Is Rita right? What would you do?
11. In the reception room, Galina Anatolyevna talks to Artem’s mother. Rita comes up and says. - Do you know that your Artyom is the last one to get dressed? Galina Anatolyevna made a remark to Rita. What do you think Galina Anatolyevna said to Rita?
12. Sveta comes out into the reception area and speaks loudly. - I'm not friends with Nika anymore. She calls me Sweetie Svetka. Why was Sveta offended?
13. During lunch, Vitya Valentina Ivanovna offered something extra. Vitya says: “I don’t need your supplement.” What would you say to Valentina Ivanovna?
14. After lunch the children fell asleep. Natasha can't sleep. She constantly turns to the teacher: “Straighten the blanket for me.” - I want to go to the toilet. “And Sasha snores loudly and bothers me.” What would you do?
15. During the afternoon snack, Sasha placed a chair very close to the table. When he began to sit down, he pushed Nikita. He spilled the milk. Nikita said loudly: “Don’t you see?” I don't want to sit next to you. Is Nikita right? What would you do if you were Sasha and Nikita?
Situations for GCD 1. In the fairy tale “Cinderella,” the stepmother and her sisters did not take Cinderella with them to the ball because she was their maid, washed and cleaned up after them. What would you do if you were your stepmother? a) would not have taken him to the ball, because Cinderella wore an old, dirty dress; b) would say that there was not enough invitation for her; c) would take it with me, because all people are equal.
2. One morning, when the children were having breakfast, the door of the group opened, the head of the kindergarten came in with two black girls and said: “These sisters, Baharnesh and Alina, came from Ethiopia, and now they will come to your group.” What would you do if you were the children? a) laughed and began to point his finger at his sisters: “They are completely black!”; b) invited the girls to have breakfast together, and then showed off his group; no matter what race the girl is; c) turned to his plate as if no one had come.
3. A new person came to the group - a boy from Georgia who did not speak Russian very well. Vanya began to tease him. What would you tell Vanya? a) would laugh with him at the newcomer; b) did not pay attention to the fact that Vanya was teasing the newcomer; c) would protect the newcomer, start playing with him, because it doesn’t matter what language you speak.
4. One day the children passed by the mosque and saw an elderly man praying on his knees. They: a) laughed, pointing at the old man; b) began to imitate; c) stepped aside so as not to disturb him, because you need to respect any religion. What would you do?
5. In the fairy tale “Sivka-Burka”, the older brothers did not take Ivanushka with them to the city because they considered him small and stupid. They told him: “Sit at home, you fool!” What would you do? a) just like brothers; b) would take Ivanushka with him; c) would have left him at home, but said: “You will remain the owner.”
6. The inhabitants of the poultry yard from the fairy tale by G.Kh. Andersen's "The Ugly Duckling" the duckling was bullied because he was ugly. They called him ugly, no one was friends with him. Did the birds behave correctly? What would you do? a) correct; I would do the same; b) wrong; don’t be friends if you don’t want to, but you can’t offend; c) wrong; despite different appearances, everyone has equal rights; I would be friends.
Situations on the topic “What would happen if ...”
1. “...people did not know about the danger” Objectives: To examine the level of knowledge and skills of children in life safety; develop thinking, attention; cultivate a desire to follow safety rules.
2. “... an alarm was announced in the kindergarten” Objectives: To promote the ability of preschool children to correctly and quickly respond to alarm signals, to consolidate children’s knowledge about fire safety measures; develop speed of reaction, coordination of actions between the teacher and children; cultivate a desire to help each other.
3. “...eat an unfamiliar berry” Objectives: To introduce edible and poisonous berries and mushrooms; develop the ability to speak in complete sentences, develop a sense of caution towards unfamiliar berries; contribute to the development of a sense of proportion.
4. “...the dog attacked the child” Objectives: To promote children’s ability to act in various situations related to pets; give an idea of diseases transmitted by animals; develop the ability to express your thoughts in complete sentences; promote love for animals.
5. “...fly high like a bird” Objectives: To introduce children to the diversity of birds, to develop the ability to understand that any birds can be a source of disease; give ideas about the safe care of birds, including pets; develop thinking and connected speech.
6. “...eat only sweets” Objectives: To give an idea of the influence of a variety of foods on the child’s body; introduce some vitamins (A, B, C, D) and their effect on health; which products are beneficial and which are harmful; develop connected speech, activate children’s vocabulary on the topic.
Card index of didactic games, game situations for the development of communication skills
"Polite words"
Goal: developing respect in communication, the habit of using polite words.
The game is played with a ball in a circle. Children throw a ball to each other, saying polite words. Say only the words of greeting (hello, good afternoon, hello, we are glad to see you, we are glad to meet you); gratitude (thank you, thank you, please be kind); apology (sorry, pardon, sorry, sorry); farewells (goodbye, see you later, good night).
"Magic bouquet of flowers"
Goal: Learn to show attention to others, establish friendly relationships, notice the positive qualities of others and express this in words, give compliments.
Equipment: Green fabric or cardboard, cut out petals for each child.
Teacher (points to a piece of cloth lying on the floor). This is a green meadow. What is your mood when you look at this clearing?
Children. Sad, sad, boring.
Educator. What do you think is missing from it?
Children. Colors.
Educator. Not a fun life in such a clearing. This is how it is between people: life without respect and attention turns out gloomy, gray and sad. Would you like to please each other now? Let's play "Compliments".
Children take turns taking one petal at a time, complimenting anyone their age and laying it out in the clearing. Kind words should be said to every child.
Educator. Look guys, what beautiful flowers have grown from your words in this clearing. What's your mood now?
Children. Cheerful, happy.
The teacher thus leads to the idea that we need to be more attentive to each other and say good words.
"Games-situations"
Goal: to develop the ability to enter into a conversation, exchange feelings, experiences, emotionally and meaningfully express your thoughts using facial expressions and pantomime.
Children are asked to role-play a number of situations:
- Two boys quarreled - make up between them.
- If you really want to play with the same toy as one of the guys in your group, ask him.
- You found a weak, tortured kitten on the street - take pity on it.
- You really offended your friend - try to ask him for forgiveness, make peace with him.
- You came to a new group - meet the children and tell us about yourself.
- You lost your car - go up to the children and ask if they have seen it.
- You come to the library - ask the librarian for a book you are interested in.
- The guys are playing an interesting game - ask the guys to accept you. What will you do if they don't want to accept you?
- Children are playing, one child does not have a toy - share with him.
- The child is crying - calm him down.
- If you can't tie your shoelace, ask a friend to help you.
- Guests have come to you - introduce them to your parents, show them your room and your toys.
- You come home from a walk hungry - what do you tell your mom or grandma?
- The children are having breakfast. Vitya took a piece of bread and rolled it into a ball. Looking around so that no one would notice, he threw it and hit Fedya in the eye. Fedya grabbed his eye and screamed. – What can you say about Vitya’s behavior? How should you handle bread? Can we say that Vitya was joking?
"Rug of Reconciliation"
Goal: To develop communication skills and the ability to resolve conflicts.
Coming from a walk, the teacher tells the children that two boys had a fight on the street today. Invites opponents to sit opposite each other on the “Rug of Reconciliation” in order to find out the cause of the discord and find a way to peacefully resolve the problem. This game is also used when discussing “How to share a toy.”
“Draw a proverb”
Goal: to develop the ability to use non-verbal means of communication.
Children are invited to depict a proverb using gestures and facial expressions:
“The word is not a sparrow - it will fly out and you won’t catch it”
“Tell me who your friend is and I’ll tell you who you are.”
“If you don’t have a friend, look for it, but if you find it, take care.”
“As it comes around, so it will respond”
"Talking Through Glass"
Goal: to develop the skill of facial expressions and gestures.
Children stand opposite each other and perform the game exercise “Through the Glass”. They need to imagine that there is thick glass between them, it does not allow sound to pass through. One group of children will need to be shown (for example, “You forgot to put on your hat,” “I’m cold,” “I’m thirsty...”) and the other group will have to guess what they saw.
"Press conference"
Goal: to develop the ability to politely answer interlocutors’ questions, formulate a response briefly and correctly; develop speech skills.
All children in the group participate in a press conference on any topic (for example: “Your day off”, “Excursion to the zoo”, “Friend’s birthday”, “At the circus”, etc.). One of the participants in the press conference, the “guest” (the one who will be asked all the questions), sits in the center and answers any questions from the children.
"Understand me"
Goal: to develop the ability to navigate people’s role positions and communicative situations.
The child comes forward and comes up with a speech of 4-5 sentences. Children must guess who is speaking (tour guide, journalist, teacher, literary character) and in what situation such words are possible. For example, “And then everyone went to the starting line. 5,4,3,2,! – start! (The situation is a competition between athletes, says the sports commentator).
"Without a mask"
Goal: develop the ability to share your feelings, experiences, mood with friends.
Before the game starts, the teacher tells the children how important it is to be honest, open and frank towards their loved ones and comrades.
All participants sit in a circle. Children, without preparation, continue the statement started by the teacher. Here is the approximate content of unfinished sentences:
“What I really want is...”;
“I especially don’t like it when...”;
“Once I was very frightened by the fact that...”;
“I remember an incident when I felt unbearably ashamed. I…".
"Mirror"
This game can be played alone with a child or with several children. The child looks in the “mirror”, which repeats all his movements, gestures, and facial expressions. The “mirror” can be a parent or another child. You can portray not yourself, but someone else, “Mirror” must guess, then switch roles. Play helps the child open up, feel more free and relaxed.
"Film Reel"
Goal: development of non-verbal means of communication, memory development.
Number of players: group (6-7 people).
Description of the game: children sit in a circle and create a movie “from the first word.” The first child comes up with a word, the second must repeat it and add one of his own words, the third must repeat the first two words and say his own, the fourth must repeat the first three words and say the fourth, etc. When all the children have said what they want, they must show the film with with the help of plasticity and facial expressions.
Comment: Instead of showing a movie, the game can end with composing a fairy tale or story using the suggested words. If an adult sets the task of muscular emancipation of children, development of the ability to convey their feelings and experiences non-verbally (facial expressions and pantomime), then it is better to use the first option for ending the game.
"Interview"
Goal: development of communication skills, active vocabulary, ability to enter into dialogue.
Number of players: 3 or more people.
Necessary equipment: chair.
Description of the game: children choose a leader, and then, imagining that they are adults, take turns standing on a chair and answering the questions that the leader will ask them. The presenter asks the child to introduce himself by name and patronymic, talk about where and who he works for, whether he has children, what hobbies he has, etc.
Comment: at the first stages of the game, children often find it difficult to select questions. In this case, the adult takes on the role of leader, offering the children a sample dialogue. Questions can concern anything, but you must remember that the conversation must be “adult”.
This game helps to get to know children who have just joined the group, as well as to involve shy children in communication. If the children are still very new to each other, the rule can be changed a little: the child who caught the ball says the name of the previous player, then his own, and then (if he knows) the name of the child to whom he will throw the ball.
"Let's talk"
Goal: development of communication skills.
Number of players: 2 or more people.
Description of the game: an adult and a child (or children) play. The adult begins the game with the words: “Let's talk. I would like to become... (wizard, wolf, small). How do you think why?". The child makes an assumption and a conversation ensues. In the end, you can ask what the child would like to become, but you cannot judge his desire and you cannot insist on an answer if he does not want to admit for some reason.
Comment: this game is useful for introverted and shy people, as in a playful way it teaches the child not to be afraid of communication, and puts him in a situation where he needs to make contact.
In the initial stages, children may be reluctant to ask questions or engage in play. Then an adult should take the initiative.
Important point! In the game, the adult should be on the same level as the child, and in case of difficulties, below him.
"Glomerulus"
Goal: development of communication skills.
Number of players: group of children.
Necessary equipment: a ball of thread.
Description of the game: children sit in a semicircle. The adult stands in the center and, winding a thread around his finger, throws a ball to the child, while asking about something (what is your name, what do you love, what are you afraid of). The child catches the ball, winds the thread around his finger, answers the question and asks a question, passing the ball to the next player. If the child finds it difficult to answer, he returns the ball to the leader.
Comment: This game helps children see the common connections between them, and helps adults identify which of the children have communication difficulties. It will be useful for children who are not sociable, and it can also be used in groups of unfamiliar participants.
A child can also be chosen as the leader.
When all the participants are connected by a thread, the adult should fix their attention on the fact that all people are somewhat similar and this similarity is quite easy to find. And it's always more fun when you have friends.
"Living Picture"
Goal: development of expressiveness of movements, arbitrariness, communication skills.
Number of players: any.
Description of the game: children create a story scene and freeze. They can change their position only after the driver guesses the name of the “picture”.
Comment: despite the fact that the main goal of the game is to create a “living picture”, the emphasis in it is on developing the ability to negotiate and find a common language. This game will be especially useful for children who have difficulties in communication (conflict, aggressive, shy, withdrawn). It is better for an adult to take the position of an observer. His intervention is required only in the event of a quarrel between children.
"Skyscraper"
Goal: developing the ability to negotiate and work in a team.
Number of players: 5-6 people.
Necessary equipment: folding meter; 2-3 wooden cubes (can be of different sizes) for each child.
Description of the game: children sit in a circle, and in the center of the circle they need to build a skyscraper. Children take turns placing their cubes (one at a time). At the same time, they can discuss where it is better to put the cube so that the skyscraper does not fall. If at least one cube falls, construction begins again. An adult observing the progress of construction periodically measures the height of the building.
Comment: an adult in this game takes the place of an outside observer. He can intervene in the course of the game only if an unconstructive conflict arises. Children must independently try to find a common language, pursuing a game goal: to build the tallest tower possible, more or less stable.
At the end of the game, the adult can draw an analogy between the tower and teamwork, explaining to the children that friendship and the ability to come to a common decision is the basis that can keep the tower from falling and the group from falling apart.
Literature:
— Novgorodtseva E. A. Formation of friendly relationships among children in play activities // Practical journal // Teacher of preschool educational institution No. 6/2011, Moscow Sphere shopping center - p. 60.
— Chesnokova E.N. development of communication skills in older preschoolers // Practical journal // Teacher of preschool educational institution No. 9/2008, Moscow Sphere shopping center - page 126.
— Kuligina E.A., Kislyakova E.V. Communicative abilities of preschool children as a factor of social adaptation. //Practical journal// Teacher of preschool educational institution No. 5/2010, Moscow Sphere shopping center - page 61.
— Gromova E.V. Formation of communication skills with peers in older preschoolers. //Practical journal// Teacher of preschool educational institution No. 5/2010, Moscow Sphere shopping center - page 65.
— Sorokina A.I. Didactic games in kindergarten and senior groups. A manual for kindergarten teachers. Moscow "Enlightenment" 1982
— G.A. Shirokova “Development of emotions and feelings in preschool children.”
Electronic literature:
— Ilyasova E.Yu. Development of communication abilities in children of senior preschool age. https://festival.1september.ru.
— Orlova N.Yu. Development of communication abilities of preschool children in play activities. https://pedsovet.org.ru.
