Work experience on the topic: “Game methods and techniques in teaching children”

Work experience on the topic: “Game methods and techniques in teaching children”

The game is a mechanism of child development (FSES DO), through which the content of five educational areas is implemented: “Social and communicative development”; "Cognitive development"; “Speech development”; “Artistic and aesthetic development”; "Physical development". Play is the main activity of children, as well as a form of organizing children's activities. The specific content of play activities depends on the age and individual characteristics of children, is determined by the tasks and goals of the Program, this is reflected in the Standard of Preschool Education.

A child needs games through which he can learn. The first skills in drawing, singing, dancing, reading, counting and writing will enter the child's world of knowledge through the gates of children's play and other age-appropriate activities. Through play, cooperation, and dialogue, children get to know the world around them.

A special role in teaching and raising children is given to didactic games. They help to achieve the desired result in children’s education, acting as a unique form of educational activity.

In my work, I use didactic games that contain questions, tasks, and a call to action, for example: “Who is faster?”, “Don’t yawn!”, “Answer immediately,” “Who is more correct?” etc.

In kindergarten, much attention is paid to literacy. It is very difficult for children to master such concepts as “speech”, “sentence”, “word”, “syllable”, “letter”, “sound”. To develop the practical skill of dividing words into syllables, I conduct didactic games with children: “Finish the word”, “Tape recorder”, “Who is bigger?” I pronounce the first syllable, and the children pronounce the second (SHI-NA, MI-NA, SHUT-KA, PE-NA, SUM-KA).

In the game "Echo" children repeat the second half of the word (NEZA-BUDKA, children - BUDKA, BUDKA; BALA-LAIKA, children - LAIKA, LAIKA, etc.) or pronounce the word, cutting off the first sound (LAUGHTER - FUR, SCREEN - CRANE, DEER - LAZY, TICK - BREAM, SPIT - WASP).

When establishing the sound being studied in words, I use games: “Where is the sound hidden?”, “Which sound got lost?”, “Whose voice?”, “Living letters”, “Who is bigger?”, developing phonemic hearing, memory, attention, observation, forming the ability to consciously perform sound analysis of a word.

To help children remember letters better, I invite them to imagine what it looks like, lay it out of counting sticks, sculpt it out of plasticine, draw it, pluck it out of paper, cut it out of a double-folded piece of paper, transforming already known letters (for example, zh (beetle) is made from k , f from p, t - g), find the letter in the box of letters, and then among the others scattered or turned over on the magnetic board.

Thus, the use of games and various tasks in the educational process, the creation of a gaming situation in the classroom leads to the fact that children, unnoticed by themselves and without much stress, acquire certain knowledge, skills, and abilities. Mathematics plays a major role in mental education and the development of intelligence, which contains enormous opportunities for the development of children’s thinking. To make the process of acquiring knowledge easier, I conduct the following didactic games; “Count, don’t be mistaken”; “Who will become an astronaut”, “Mathematical fishing”, “Name the neighbors”, “What number is missing”, “Confusion”. To consolidate the composition of the number, games are played: “Settle the house”, “Fastest postman”, “Number, what is your name?”, “Make up the number”.

Competition games are very popular among children. They are very simple, but they allow you to repeat counting skills in a playful way and introduce an element of competition into classes, which further promotes the activation of mental activity and makes children be clearer, more collected, and faster. For example, I give children independent work in the form of the game “Who will reach the finish line first?” And since this is a game, the children feel free, so they begin to work with confidence and interest.

When introducing children to time, I conduct didactic games: “Alive Week”, “Name It Quickly”, “All Year Round”, “Twelve Months”, “When It Happens”.

However, the game should not be an end in itself, but should serve as a means of developing interest in the subject, therefore, when organizing it, I adhere to the following requirements:

— simplicity and precise formulation of the rules of the game;

— ease of production and use of didactic material;

- participation of all children in the game;

— fair and clear summary of its results.

In early preschool age I actively use finger games.

Physiological scientists have proven that training fingers through certain zones in the cerebral cortex has a positive effect on the mobility of the articulation organs, which makes the child’s pronunciation clearer and more correct.

In addition, finger gymnastics undoubtedly helps the child with drawing, writing, modeling, and any play and household activities.

Consequently, work on training fine movements of the fingers is stimulating for the overall development of the child, and also contributes to the prevention and overcoming of speech disorders.

I work on fine hand movements in all age groups, with gradually increasing complexity of tasks. I carry out the exercises for 1-3 minutes. in frontal classes in the form of physical education minutes, as well as during walks, games, and other routine moments.

I start finger motor skills classes with simple exercises that are accessible to most children in the group. Anyone who finds it difficult to perform the movements on their own performs the movements with their fingers together with me. Later, as a result of training, finger movements improve, and the children no longer need my help.

If there are difficulties, I help you take the necessary position, allowing you to support and guide the position of the other with your free hand. At the same time, I constantly approve and encourage the children’s actions.

In classes and in everyday activities in junior and senior preschool age, I use cooperation games.

Collaboration games are, on the one hand, a fun, methodologically simple, entertaining form of working with children, and on the other, a kaleidoscope of games that outlines a very specific pedagogical position.

In cooperative games, everyone wins and no one loses. Children play with each other rather than compete. These games eliminate the fear of failure and defeat and strengthen the child’s self-confidence.

Games without competition are intended both for working with children who do not have problems, and for those children who, due to their personal characteristics, have difficulty communicating with peers and adults.

With the help of cooperation games, I teach children to participate and help others, to care about the feelings of others.

I always remember that children play for fun. In the absence of a feeling of cheerfulness, the child will face a joyless game. Cooperative games introduce an element of fun, but eliminate the elements of defeat and rejection.

In my work I use cooperation games for children from 3 to 7 years old:

musical hugs, musical cooperation hoops, balance with inflatable balls.

In older preschool age I use games with squares.

I prepare a set of square nets for each child. I start working with children by completing tasks in a square grid of four cells. We practice the concepts: top-bottom, left-right, up-down, left-right.

Gradually, the tasks become more complicated and square grids with a large number of cells are used.

In the pre-school group, we fill in the cells with letters and form words vertically and horizontally. Children complete tasks in the “square” with great interest.

According to my observations, by the end of training, preschoolers are well oriented on a piece of paper and master spatial concepts. In addition, the children's visual memory and attention have expanded, visual analysis and synthesis have developed, which in the future will undoubtedly help them in mastering school reading and writing skills.

Role-playing game in the mathematical development of preschool children:

• A means of deepening interest and need for mathematical knowledge.
• Child's zone of proximal development tool.
• Performing actions in an imaginary situation.
• A way to encourage creativity and independence.
• Comparison of objects according to various characteristics; comparison of groups of objects; counting skills, comparison of adjacent numbers.
• A means of forming the simplest geometric ideas about geometric figures; the relative arrangement of objects in space, the meaning of ordinal numbers.

Game activity “Build a house”

Game activity “Butterflies”

Game activity “Clapping”

Game activity “Compare and remember”

Conclusion: For children of preschool and primary school age; the game is of the utmost importance: for them it is study, work, a serious form of education. By playing, children better assimilate program material and correctly complete complex tasks, which increases the efficiency of the pedagogical process. The teacher’s task is to make a smooth, adequate transition for children from play activities to learning activities, so that the joy of play turns into the joy of learning.

Method is a method of influence or a way of transferring knowledge. Reception - options for using this method. Methods and techniques are divided into gaming, verbal, visual and practical. Let's consider them separately. 1. Game methods and techniques in teaching children: - didactic games, - outdoor games, - fun games, dramatizations. Techniques: a) Bringing in toys, b) Creating game situations (today we will be birds) c) Playing with toys, objects (for example, reading the poem “They dropped the Bear on the floor”, didactic game “Tell me what it sounds like”) d) surprise, emotionality (show “The Bird and the Dog” - the teacher shows a squeaker, makes you want to listen, “Who is singing, look.” A bird flies, circles over the children, sits in his arms, chirps.) e) The suddenness of the appearance, the disappearance of the toy. f) Changing the location of toys (bunny on the table, under the cabinet, above the cabinet). g) Showing objects in different actions (sleeping, walking, eating). h) intriguing settings. 2. Verbal methods and techniques: 1) Reading and telling poems, nursery rhymes, fairy tales. 2) Conversation, conversation. 3) Examination of pictures, staging. Techniques: -Display with naming of toys and objects. The doll Masha walks, walks, bang - fell, fell. Masha, oh-oh, is crying. -Please pronounce, say the word (this is a dress). -Roll call up to 1.5 years (“say-repeat”). - Prompting the right word. -Explanation of the purpose of the item (dishes are what we eat and drink from). -Multiple repetition of a new word in combination with a familiar one (a cat has kittens, a hen has chickens). -Questions. - Finishing the word at the end of the phrase (“Kittens drink (milk)”, “Katya, eat soup (with bread)”). -Repeat the word after the teacher. -Explanation. -Reminder. -Use of artistic words (rhymes, songs, poems, jokes). 3. Practical methods: 1) Exercises (providing assistance). 2) Joint actions of the teacher and the child. 3) Execution of orders. 4. Visual methods and techniques: 1) Showing objects, toys. 2) Observation of natural phenomena and the work of adults. 3) Examination of living objects. 4)Sample display. 5)Use of puppet theater, shadow, tabletop, flannelgraph. 6) Filmstrips. Techniques: -Direct perception of an object, a toy. - Show with a name (this is a rabbit). -Explanation of what the children see (it’s Katya who came; Katya is going for a walk; go, Katya, go; oh, Katya ran and ran away). -Request-suggestion (Andryusha, come on, feed the bird). -Multiple repetition of a word. -Active action of children. -Approaching the object to children. -Assignment for children (go, Vasya, feed the rabbit). -Questions (simple for children under 1.5 years old, difficult for children 2-3 years old). -Artistic word. -Inclusion of objects in children’s activities (“Here I put a cube, another cube on it, another cube, it turned out to be a turret”). -Perform game actions.

The game form of learning is not new in itself. Slogans like: “Teach by playing”, “Use games and game techniques when teaching kids” seem clear and obvious. However, in practice the situation is completely different. Often, educators introduce children's toys and individual play situations into “boring lessons” for preschoolers, believing that they are thereby using play as a form of organizing classes. For example, a character comes and starts explaining something to the children, asking for something. However, neither the character nor the teacher voicing the toy are able to turn an activity into a game on their own. They were, and remain, activities – “lessons”, strictly regulated by adults, where the child is only a passive performer of tasks offered by the teacher. Teaching children to play actually comes down to using game techniques to “play out” educational material when working with them. Such “game moments” in the classroom are fraught with the risk of neither playing nor learning. Why is this happening? One of the reasons for the current practice is teachers’ misunderstanding of the essence of role-playing play and its place in the development of a child’s learning skills.

What does a teacher need to know about the game form of teaching? In the dictionary, the concept of “training” is interpreted as a specially organized process, the purpose of which is the formation of knowledge, skills, abilities in a specific person or group of people. Any training has a real basis. The game is based on an imaginary situation. It consists of a plot and the roles that children take on during the game. In the game, everything happens “as if”, “for fun”, but learning is always serious. During training, we develop in children specific knowledge and skills, for example, about geometric shapes. These concepts are not an imaginary situation. This is a mathematical reality. If, when the play function is undeveloped, children are presented with a mathematical example in the context of an imaginary situation, this will greatly affect the child’s development. Not in the sense that he will not remember the geometric shapes, but in the fact that there will be a shift between different settings. Such training will not have the best effect on the development of imagination, which is the basis for successful learning and development in the future.

A child learns to write with sticks. The job is boring and uninteresting. The teacher invites the child to turn a sheet of paper into a box with cells, and sticks into candies, which must be carefully placed. This activity becomes exciting and interesting. The child learns what is provided by the educational program (development of fine motor skills and hand coordination). This technique can only work if the child has reached the stage of verbalization of an imaginary situation in the development of the game. Mastering the game has several stages. First, the child learns to accept an imaginary situation from an adult. Then he is able not only to accept an imaginary situation, but also to hold it, develop it, and redirect it. At the next stage, the child independently, without the help of an adult, creates an imaginary situation and holds it with the help of words. As D.B. Elkonin noted, by the end of preschool age, children often no longer play so much as talk about the game. In an imaginary situation, the leading role is played by the imagination, which in preschool age becomes a central psychological new formation. Before this period occurs (up to 3 years), imagination is included in other mental processes and functions. Its appearance as an independent mental function means that the task of imagining something becomes understandable and adequate for the child. According to L.S. Vygotsky, to introduce something new “into the very course of our impressions and into the change of these impressions so that as a result a certain new, previously non-existent image arises...”. There are different levels of imagination development in preschool children. Being at the first level, the child depends on the surrounding subject environment. In one case, he “sees” a spoon in the stick, and in another, a thermometer. That is, the meaning of the situation in which the child perceives this object changes. Having the second level of imagination development, children depend little on the subject environment; at the same time, they depend on their personal experience, which they remember. The third level of imagination development is determined by the internal position; the child ceases to be dependent on the subject environment and personal experience. He freely comes up with situations and explains the actions of the characters in his game. Two girls are sitting on a bench and talking enthusiastically:

 I will go to the queen’s ball and I will be the most beautiful there!

 What will you wear, since you don’t have any new beautiful dresses?

 I will take the most beautiful fabric and go to the best dressmaker. Come on, you will be a dressmaker. Sew me the most beautiful dress, like Cinderella’s...

In addition to the verbalization of an imaginary situation, there is another indicator of readiness to accept the game as a form of learning. This is the ability to play games with rules. Games with rules have one very important feature - the preliminary stage, at which the conditions of the game (rules) are negotiated. The child needs to remember them, they need to obey. Rules determine the way of activity. First for play, and then for learning. With the help of rules, the teacher controls the game, the processes of cognitive activity, and the behavior of children. So, a game can be used as a teaching method if it takes place, is mastered and experienced by the child as a valuable activity in its own right. Teachers need to follow all stages of game formation, because the child must consistently master all types of gaming activities. Let us recall these stages. The first is the introductory stage in the development of the game (infancy). The second stage is visual object-play activity (end of the first – beginning of the second year of life). The third stage is plot-display play (end of early childhood). The fourth stage is role-playing play (preschool age). The ability to create an imaginary situation in words and the ability to participate in games with rules are necessary conditions for using games as a form of learning. In preschool pedagogy, the most common methods and techniques are data in a table.

Gaming methods and techniques.

By putting learning into the form of a game, the teacher uses various methods. A teaching method is a system of consistent interconnected ways of working between the teacher and the children being taught, which are aimed at achieving didactic objectives. Teaching methods are not limited to the activities of the teacher alone, but assume that he, using special methods, stimulates and directs the activities of children. Thus, teaching reflects the activities of the teacher and children. Each method consists of techniques, which is its element, component, or separate action in implementation. Game methods in the classification of teaching methods are given a significant place. Their main advantage is that in a game situation, the processes of perception proceed in the child’s mind more quickly and accurately. They transfer the educational action to a conditional plan, which is specified by the corresponding system of rules or scenario. In preschool pedagogy, the most common methods and techniques are the data in the table.

One type of game method is a didactic game, in which all actions are regulated by the game task and game rules. Management of the game consists of familiarizing children with its content and rules, as well as monitoring the implementation of the rules. Such a game cannot be considered as a method of replenishing or communicating knowledge. There is an active process of using existing knowledge to ensure its improvement. As a teaching method, didactic games can be used in frontal, group, and individual forms of specially organized training. Lessons consisting of didactic games can be thematic and plot-based. Throughout the entire specially organized training, thematic classes involve the participation of certain characters: Dunno, Mickey Mouse, Parsley, Little Man and others. An interesting form of classes consisting of didactic games are plot-based activities, for example, travel. These lessons may reflect real facts or events. The actions taking place are understandable and interesting to the child. Completing the proposed tasks pleases and surprises children, giving the educational content an unusual, playful character. During such classes, children take an active part in developing the plot, enriching game actions, strive to master the rules and get a result: solve a problem, find out something, learn something. In a story-based lesson, various ways of revealing cognitive material are used in combination with gaming activities: setting tasks, explaining, if necessary, how to solve them, and the joy of solving them.

The reception of the sudden appearance of objects and toys, with its unexpectedness and unusualness, evokes an acute sense of surprise, evokes an emotional response, and is the key to understanding the world around us. This technique is used most often in younger groups. The teacher’s methods of performing various game actions include: selecting pictures, folding, moving, imitation of movements. Game actions may consist of a number of individual actions or elements. They must be accompanied by speech. This technique is used if the teacher is the child’s direct partner in the game. Making riddles allows you to teach children something in an interesting, entertaining way, to tell them about something. The riddle creates the effect of the unknown, the unknown. It helps to establish and realize connections between objects and phenomena. The introduction of competition into classes in older groups prepares children for a correct assessment of their capabilities and achievements, makes the game exciting, entertaining and interesting for the child. The absence of competition in the lesson turns the game into an exercise. Using the technique of creating a game situation in the classroom is aimed at developing search activity. The basis of this technique is game motivation (helping someone solve their problems). For example, the motivating motive for activity may be to help an adult who is “not very skillful” and “absent-minded.” In this case, the game is mischievous and exciting. The choice of game methods and teaching techniques depends, first of all, on the purpose of learning and the content of the lesson, as well as on the age of the children. The teacher should remember that gaming methods and techniques should not turn the lesson into entertainment.

Abstract on the topic: “Game as a form of education for preschool children”

The scientific basis for play as a form of organizing the life and activities of children is contained in the works of A.P. Usova.

Game learning is a form of educational process in conditional situations, aimed at recreating and assimilating social experience in all its manifestations: knowledge, skills, emotional and evaluative activities.

You can introduce an element of play into any type of activity, and such an activity will become more interesting, routine and strict boundaries will go away, and it will take on a fascinating form for preschoolers. In the game format of training, pronunciation is well practiced, grammatical and lexical material is activated, and listening and speaking skills are developed. The game helps maintain the performance of every preschooler, relieves fatigue, adds an emotional color to speech, and activates the vocabulary. Exercises of a gaming nature can be different in their purpose, content, method of organizing and conducting them, material equipment, number of participants, etc. With their help, you can solve any one problem or a whole complex of problems. Game as a form of the educational process develops the mental and volitional activity of students. The fast pace at which the game is played forces students to be more attentive, trains their memory, and makes it necessary to express their views and opinions. The game also contributes to the creation of natural communicative situations. Everyone is equal in the game; even weak preschoolers can do it. A sense of equality, an atmosphere of enthusiasm and joy, a sense of the feasibility of tasks - all this allows preschoolers to overcome shyness, develop oral coherent speech, and has a beneficial effect on learning outcomes.

According to A.P. Usova, the teacher must be at the center of the child’s life, understand what is happening, delve into the interests of the children at play, and skillfully guide them.

The understanding of play as a form of organizing the life and activities of children is based on the following provisions:

The game is designed to solve general educational problems, among which the tasks of forming the moral qualities of the child are of primary importance. The teacher should take into account the specifics of each type of game.

Play, especially in older preschool age, should be amateur in nature and increasingly develop in this direction, subject to proper pedagogical guidance.

An important feature of play as a form of life for children is its penetration into various types of activities: work, routine processes, etc.

Based on the characteristics of the type of game, the tasks that can be solved with its help, the level of development of play activity in children, the teacher determines the extent of his participation in it, management techniques in each specific case.

Methods of pedagogical guidance of plot-role-playing games for preschool children

Methods of pedagogical guidance of plot-role-playing games for preschool children

Kashina E.V.

Currently, much attention is paid to the problem of socialization in the development and education of preschool children.

The process of socialization begins in childhood and continues throughout life. The child strives for active activity, and it is important not to let this desire fade away; it is important to promote his further development. The more complete and varied a child’s activity is, the more significant it is for the child and the more consistent with his nature, the more successful his development is. That is why games and active communication with others - with adults and peers - are the closest and most natural for a preschooler.

The plot-role-playing game is the first test of social forces and their first test.

The uniqueness of children's play requires great delicacy from an adult in the pedagogical guidance of this activity. He must become a benevolent participant in the game, regardless of whether he takes on any role or not.

What is the content of a teacher’s work in nurturing creative abilities in preschool children in role-playing games?

The teacher’s skill is most clearly demonstrated in organizing children’s independent activities. How to direct each child to a useful and interesting game without suppressing his activity and initiative? How to alternate games and distribute children in a group room or area so that they can play comfortably without disturbing each other? How to eliminate misunderstandings and conflicts that arise between them? Both the comprehensive education of children and the creative development of each child depend on the ability to quickly resolve these issues.

When leading role-playing games, educators are faced with the following tasks:

• development of games as an activity (expanding the themes of games, deepening their content);

• using the game to educate children's groups and individual children,

Directing a role-playing game requires great skill and pedagogical tact. The teacher must direct the game without disturbing it, and maintain the independent and creative nature of the game activity.

Preschool pedagogy describes many methods and techniques of influencing children, the choice of which depends on the specific situation.

There are methods and techniques that help enrich the content of the game: the teacher plays the main role; individual play between the teacher and the child, with the teacher playing the main role; introducing figurative toys; parallel game technique; role-playing game with continuation; activating communication between an adult and children during their play, aimed at awakening and independent application by children of new ways of solving a game problem, at reflecting new aspects of life in the game; telephone game; playing out scenes of life in kindergarten with the help of dolls; playing out imaginary situations with children. And also those that contribute to the regulation of gaming relationships: games that facilitate adaptation (“come visit me”), the participation of the teacher in the game (the main role); use of a multi-character plot (2 doctors, 2 drivers); introducing a puppet character, setting rules of behavior on his behalf; creation of multi-age play triads.

Methodological methods and techniques give results and bear fruit only in those cases if the teacher applies them systematically, takes into account the general trends in the mental development of children, the patterns of formed activity, if he knows and feels each child of his group well

The teacher’s task in working with older children is to expand and deepen their play interests and create conditions that encourage children to be creative. The teacher, with his advice, suggestions, and questions, should guide the children to find an independent way out of difficult situations. Gradually, the teacher moves from being a direct participant in the game to the role of an adviser in it. In addition, the teacher consistently leads children to the use of all previously undeveloped play tools, the production of play aids, the introduction of toys with the obligatory discussion of the issue of how these toys are used. In the future, the teacher, when working with older children, teaches them to transfer the acquired knowledge into play and continues to develop their basic planning and organizational skills.

The teacher must guide the game without destroying it, preserve the amateur and creative nature of children’s play activities, the spontaneity of experiences, and faith in the truth of the game. The teacher influences the play concept and its development, enriching the content of children’s lives: it expands their ideas about the life of adults, about the relationships between people, and thereby concretizes the content of a particular play role.

However, in expanding the knowledge and understanding of preschoolers, it is necessary to observe moderation. An overabundance of impressions can lead to superficial reflection in games of the unimportant and random, to their instability, and lack of organization.

A game is a means through which children demonstrate their independence during the distribution of roles and actions during the game. The child lives in the game. And the task of educators is to become a guide and link in the child-game chain, tactfully supporting the leadership to enrich the children’s gaming experience.

Senior preschool age

Direct Leadership Techniques

- inclusion of the teacher in the game, taking on a role (main or secondary) - not often, as necessary (showing a speech sample, collective discussion of the role behavior of the players after the game).

Indirect Leadership Techniques

– enriching children’s social experience through all types of activities (observations, excursions, reading fiction, watching children’s TV shows, conversations)

— involving children in the production of attributes and design of playing fields.

Creating conditions for the development of creative role-playing games:

— creation of an object-game environment;

— use of a modern storage system (arrangement of game material in containers);

- inclusion of “semi-finished toys” into the environment for making homemade products;

— replenishment and enrichment of the gaming environment in accordance with the knowledge acquired in the classroom.

Adult help

- remember events that are more suitable for the game, establish their sequence;

— plan the course of the game, the sequence of actions;

— distribute roles, agree on plans;

— assistance in solving game problems, maintaining cognitive interest in the game;

- watching children play;

- direction of children’s plans and actions (advice, hint, question, change in the play environment);

— creation of problematic situations (flexible influence on the game concept, plot development, complication of ways of displaying reality;

- create a game situation;

- individual work (if the child does not know how to play, you can use the experience of children who play well).