Analysis gaming activity children
in the context of the implementation of the Federal State Educational Standard of preschool education.
Organization: MBDOU "Border Kindergarten"
Location: p. Novoselovo
2017
In the context of the implementation of the Federal State Educational Standard, it is said about the exclusion from the educational process of educational activities, as not corresponding to the patterns of development of the child at the stage of preschool childhood.The new document indicates that children are taught in the game, since the game is the main content of the child's life preschool age and is his activity. It activates the mind and will of the child, deeply affects his feelings, increases the vital activity of the body, and promotes physical development. The game is necessary for the child to grow up healthy, cheerful and strong. The game is a special activity that flourishes in childhood and accompanies a person throughout his life.
With the right organization, the game creates conditions for the development of the physical, intellectual and personal qualities of the child, the formation of the prerequisites for educational activities and ensuring the social success of the preschooler. Three interrelated lines of child development: to feel, to learn, to create harmoniously, fit into the natural environment of the child - a game that for him is both entertainment and a way of knowing the world of people, objects, nature, as well as the scope of his imagination.
The main feature of the organization of educational activities in preschool educational institutions at the present stage is the departure from educational activities (classes), raising the status of the game as the main activity of preschool children; inclusion in the process effective forms work with children: ICT, project activities, game, problem-learning situations.
Being a participant in the game, an adult, depending on the situation, always has the opportunity to clarify the desires of children, their individual inclinations, show various ways of organizing the game, and resolve controversial issues.
Indirect play guidance is especially fruitful when working with preschool children. In the process of playing with children, the teacher expresses his judgments exclusively in the form of advice, without requiring strict submission.
An adult should give children examples of communication with different people, standards of emotional manifestations, carefully monitor the reactions of children, try to direct their communications, promote adequate and emotional communication during the game. In the course of learning to play, an adult performs the functions of an organizer and leader of gaming activities.
Problematic game situations are aimed at mastering more generalized game actions and leading to an independent, initiative solution of game problems. Game tasks are a system of conditions in which an imaginary goal is created, understandable to the child by his life experience aimed at reproducing reality in game ways and means.
The teacher must be able to see each child as a separate personality, to know what behavioral skills each child of his group has, what relationships he enters into, what place each child has in independent games in the group of playing children.
Analysis of the conditions for conducting gaming activities.In our preschool educational institution, children's games take place in various activity centers containing a set of educational areas that ensure the versatile development of children in the main areas: social and communicative, cognitive, speech, artistic and aesthetic, physical.
For the social and communicative development of children, centers for role-playing games, a mini-museum of dolls have been created; the center of disguise, which allows you to change your appearance, and will allow you to observe these changes, knowing yourself familiar and unfamiliar. In the centers of role-playing games such as "Shop", "Post Office", "Hairdresser", "Family", etc. children play role-playing games in which their knowledge, impressions, ideas about the world are reflected, social relations are recreated. Children play these games together with us adults. In a game situation, we show actions with toys, substitute objects, take on the main roles and distribute the roles to the children ourselves, uniting them for a joint game. Then we provide the opportunity for children to play on their own according to their preferences.
For the artistic and aesthetic development of children, there is a center for creativity, a center for musical theatrical activities. These centers contain educational areas: artistic creativity, music. An integrative focus on maintaining and developing children's interest in any kind of creativity, musical and theatrical activities, and the education of aesthetic feelings. In the art center, children sculpt and draw.
In the center of musical and theatrical activity, children play musical instruments, beat various types of theaters (table, finger, picture theater.)
With all the originality of different types of games, there is much in common between them. They reflect the surrounding reality and are based on the independent activities of children. All games are emotionally saturated and give children joy, a sense of pleasure.
In the cognitive, speech development of the child, we have created a center speech development
“We explore the world”, “Hello, book”, center for educational games, environmental centers. All these centers are integrated with such educational areas as cognition, reading fiction, communication. The integration of these centers is aimed at developing the cognitive activity of children; introduction to reading cognitive and fiction; formation of sensory standards of objects of the natural and social environment.
The center of educational games contains games aimed at developing sensory perception, fine motor skills, and imagination. These are nesting dolls with liners, lacing, different types of mosaics.
We work in two directions:
We conduct games-classes with a small group of children and individually;
We encourage children to independent actions with didactic material.
In didactic games, the content and rules largely depend on the educational tasks that we set for children. For didactic games, the following are of great importance: visibility, plot, word.
The book center has books on children's interests with bright illustrations that are constantly changing, making you want to look at them.
The Ecological Center was created by us for children to learn about the surrounding nature and is one of their favorite places. Growing plants in our group allows us to organize long-term observations of them, which helps children learn how they grow and develop, find similarities and differences between them, and notice interesting features of their appearance.
Here, children play ecological games with waste material, both under our guidance, and we give the children the opportunity to play on their own, dream up, and make their own discoveries.
In the physical direction of the development of children, we have created a zone of physical activity. In the zone of motor activity, children are engaged in mobile play activities. With the help of various outdoor games, children get to know and improve sports equipment in games. We organize these games ourselves and conduct them directly under our guidance in the morning, on a walk, after daytime sleep. We carry out general developmental exercises in a playful way during morning exercises. We play with small subgroups or individually.
All children's games develop under our guidance, we introduce them to the life around them, enrich them with impressions, and assist in organizing and conducting games.
Constantly being in a play environment created by adults, children usually seek to prolong the pleasure by organizing independent games.
Analysis of the leadership of children's games. An analysis of the pre-school educational institution in the village of Novoselovo showed that in the work of educators the organization of the game and its management are still given insufficient attention. Per long years the work of educators in the implementation of program tasks with established criteria for compulsory knowledge in children, the game form as the main activity in our kindergarten gave way to learning, which contributed to the loss of methodological knowledge among educators on teaching and developing children in the game. In connection with the transition to the Federal State Educational Standard, the main task is to return the time allotted for the game to the children, to transfer the main regime moments into a game form, to update their knowledge, which, following the results of visits and observations of gaming activities, teachers have lost.
Game rating. Analysis of children's behavior in the game.
In younger groups, children independently reproduce game actions, together with the teacher convey a simple plot, use substitute toys, and know how to play “nearby”. Despite the recently completed adaptation period, children have preferred themes in the game, in which they reflect the everyday actions of adults, their professional actions. An insignificant part of the children reflect the plots of fairy tales, cartoons in the game - this is due to the peculiarity of young children - there is not enough knowledge and skills. Only some children at this age in the game can designate their role, designate their game actions, agree with their peers on joint actions due to the lack of an active vocabulary, personal experience in communication with peers.
Middle-aged children are able to invent and play a simple plot, take on a role and perform role-playing behavior. The game combines several plots, the children clearly play the role, use substitute objects, but still find it difficult to independently distribute roles, the logical conclusion of the game.
In the senior preparatory group a significant proportion of children own high level game development. Game ideas arise in children on their own, they are diverse. Children set their own game tasks. Game actions with toys are diverse, according to the degree of generalization, they can be both detailed and generalized. Familiar and new substitute objects are independently used by children in different meanings. Role-playing actions are varied and quite expressive, they are accompanied by role-playing statements. Role-playing statements are addressed to a toy partner, to an imaginary interlocutor, an adult, peers. Children play enthusiastically and with desire, they are well oriented in the play space of the group.
Analysis of work with parents.
A survey of parents was conducted on the topic: "Games and toys of your children."
35 families took part in the survey.
Based on the results of the survey, it was found that:
parents often play with their children – 20%,
sometimes -25%,
rarely -15%,
The child organizes games independently-40%;
Most often, parents play games of low mobility with their children:
Desktop-printed, model-constructive -75%;
Rarely - in mobile -25%;
Parents are very fond of
Watch your child play -65%,
35% of families rarely do it;
All families noted that in the child's play one can see both positive and negative qualities of their child;
However, all parents prescribed only positive qualities in the play actions of their children;
According to parents
38% of children in the game consider the interests of other children,
provide all possible assistance - 25% of children,
play in small subgroups - 30%,
7% - like to play alone;
48% of families indicated that children reflect in their games the events taking place in the family,
22% - noted that they did not notice the reflection of family events in games,
30% - experienced difficulty in answering this question;
Almost all families often buy new toys for children:
Very often parents buy new toys for their children - 27%,
Buy quite often – 46%,
rarely - 23%,
4% - when the child asks himself;
A child should have more toys, according to 32% of families,
a child should not be pampered with a large number of toys - 57% of families,
11% preferred to answer that there should be enough toys, but they should be of a developing nature;
Parents are familiar with the term "anti-toy" - 43%,
no - not familiar with the term - 27%,
found it difficult to answer this question - 30% of families;
Outcome : parents do not fully possess knowledge about the "anti-toy", its impact on the mental development of children. Educators need to bring information to parents about the importance of toys in the life of a child, involve parents in organizing children's play activities, creating attributes for the game.
The game is one of the means of educating a culture of behavior. The child manifests himself in the game as he is: one can show himself to be a collectivist, a good sympathetic comrade who knows how to reckon with the intention of the majority, to yield and take the initiative; the other, on the contrary, is an egoist, a bully who does not want to concede, who claims only leading roles.
Together with the children, they came up with rules for communicating with each other. Children like to perform them and control their own behavior, as well as the behavior of friends. These rules form the ability to subordinate the personal team, moderate their impatience, be fit, disciplined, and with all this, the children feel quite relaxed, freely communicate, move, take an active part in the life of the group.
Games are a creative activity that is not aimed at the final product, unlike modeling, drawing. In the game, children do not create anything, but learn a lot.
Such didactic games, "Flower - seven-flower", "Little Helper", made by teachers and children, help to cultivate love and respect for loved ones and people around them. The presence of game characters, the doll Polina (a positive heroine) and Pinocchio (a hero who needs re-education) help to lead a discussion about the rules and norms of behavior.
Conclusions: In conclusion, I would like to emphasize once again: the game has a tremendous developmental potential, provided that it remains an independent activity of children.
There is no place for a pedagogical directive in the game, but there is a place for a partnership based on a deep and sincere respect for the inner world of another person.
Thus, games in kindergarten are organized, children master the skills of the game. Educators in the system plan game activities, replenish the subject-developing environment, study methodical literature on the organization of the game, participate in workshops, improve their skills in organizing a role-playing game. However, educators need to restructure the educational process to implement program tasks aimed at developing gaming activities in accordance with modern requirements for leadership.
1. Through a number of methodological forms (consultations, seminars, workshops, self-education) to study the theoretical and practical bases for organizing a role-playing game in accordance with the Federal State Educational Standard.
2. Educators of all age groups to draw up a long-term planning of role-playing games in accordance with the program objectives, the methodology of their guidance.
3. On the basis of long-term planning, solve daily tasks for the development of children's play activities (prescribe a system of work in calendar plans in accordance with the age of the pupils.).
4. Plan joint work with parents, using the participation of parents as an additional source of knowledge for children.
ANALYSIS, DIAGNOSTICS AND PLANNING GAME ACTIVITY OF PRESCHOOL CHILDREN
FOR TEACHERS
Compiled by: teacher
Alekseenko Yana Valerievna
| Explanatory note | |
| Options for analyzing gaming activity | |
| Diagnosis of play activity of preschoolers | |
| Planning play activities for preschoolers | |
| Bibliography | |
EXPLANATORY NOTE
The game is one of the types of human activity, a way of self-expression of a person. For a child, play has a special meaning. It is customary to call her a childhood companion. The game acts as a leading activity, as an important means of education.
The skill of the educator is most clearly manifested in the organization of independent activities of children. 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, on the site, so that it is convenient for them to play without interfering with each other? How to eliminate the conflicts and misunderstandings that arise between us? The ability to quickly resolve these issues depends on the comprehensive upbringing of children, the creative development of each child.
The development of independent activity of children depends on the content and form of direct communication between the teacher and each child. This communication, no matter what pedagogical methods it is carried out, should proceed in the form of equal and benevolent cooperation between an adult and children. It should guide kids to independent reproduction of knowledge, skills, methods of action with objects, obtained in the classroom and in joint activities with an adult. The teacher should encourage the manifestation of activity, initiative and invention of children. If the teacher himself knows how and loves to play, he understands the mood of the players, communicates with them sincerely, with interest, does not use standard memorized phrases and words.
Planning a system of pedagogical activities, on the one hand, should direct children to display in the game a variety of phenomena that are new to them. surrounding reality, on the other hand, complicates the ways and means of reproducing this reality.
Children's knowledge of the life around them, obtained from various sources, determines the content of game tasks, and the formation of the game itself depends on them.
The expansion of children's knowledge is provided for in the classroom or during special observations. At the same time, a connection is established between the past experience of children and new knowledge. The acquired information and impressions of children are taken into account when planning educational work to guide the game.
Planning such a complex activity as a game is difficult for many teachers, especially beginners. In addition, in the analysis and self-analysis of the pedagogical process, teachers also often experience difficulties.
All of the above determined the purpose of creating data guidelines: help preschool educators in planning, diagnosing and analyzing various types of children's play activities.
1. OPTIONS FOR ANALYSIS OF GAMING ACTIVITY
Scheme of analysis of game activity.
1. Preparing the educator for gaming activities.
9. Management techniques for different types of games.
10. End of the game.
Questions for the analysis of role-playing games of the educator.
1. Who initiated the game?
2. Did the children plan ahead of time?
3. How many children participated in the game?
4. What were the roles and how were they distributed?
5. What game actions did the children perform in accordance with the roles?
6. What did the children prefer during the game; actions with objects or relationships with people?
7. What new game situations were invented during the game?
E. How long did the game last?
9. Is it related this game with other kids games?
10. How did the game end: organized or unexpected? Did the children discuss the course of the game after it was over?
11. Are the children independent in the development of the game, or did it develop with the participation of the teacher?
12. Is the game age appropriate for children?
13. What is the level of development of children's play activities?
14. How will you design further development play activity?
15. What kind of relationships between children did you observe?
16. How was the distribution of roles?
17. How many children participated in the game? Who decided the issue of admission to the game?
18. Did the children leave the game during it and why?
19. Were there any conflicts in the process of distribution of roles? Who and how are they
eliminated? in Game?
21. The relationship between the teacher and the child.
22. Relationship of this event with other activities.
Analysis of the observation of children's play activities
Management techniques for role-playing games used by the educator.
1. What techniques did the teacher use to develop the role-playing game;
Expanded the ideas of children (through stories, reading a book, looking at illustrations, conducting a didactic game);
I was interested: “What are you playing?”;
Offered new game actions;
Offered new roles;
Contributed optional equipment or offered to make it with the children;
Offered new game situations;
He gave direct instructions for action: “Feed the doll”, “Turn the steering wheel”;
Asked questions that guided the development of the game;
He took on the main (secondary) role and thus directed the game;
Evaluated (analyzed) the game;
2. What methods did the teacher use to form the relationship of children during the game?
Involved timid, shy children in the game (through the direct offer "Take to play", by introducing a new role);
He organized around himself a team for the game;
Encouraged children to independently negotiate (about the distribution of roles, about toys);
Prevented or eliminated emerging conflicts (because of toys, because of roles, because of the implementation of the rules);
Encouraged children to combine different games with each other;
Used some other methods.
Game activities for children in the 2nd half of the day.
1. Preparation of the educator and game activities.
2. Types of games, their role and place in educational work with the group.
3. Features of the game material in each age group and its location.
4. Conditions for games: availability of games, game material; how much time was allotted for games.
5. The beginning of gaming activity, the emergence of a role-playing game.
6. The theme of the games, their content, duration, the attitude of children to various types games.
7. The state of gaming skills and abilities. Game culture.
8. As an educator, he uses game activity to form moral traits, character, moral, volitional qualities of a person (reception of leadership, use of the game as a means of moral education).
9. Management techniques for different types of games.
10. End of the game.
Desktop printed games.
1. The name of the game. What type of so-printed games does it belong to.
2. Educational value of the game.
3. In which group can it be used and why?
4. Explain the rules of the game and come up with new version games.
Scheme for the analysis of children's play.
1. Did the game bring joy to the children?
2. Reasons for the achieved result - preparation for the game:
Game planning (does the program content correspond to the age and developmental level of children, does the program content reflect the comprehensive management of the game;
Creation of conditions (what time is allotted in the daily routine, is there a special place in the group, how is the game equipped);
Preparing children;
Who initiated the game?
Whether there was a preparatory period of the game in accordance with the age;
Are the children independent during the game or the game develops with the participation of the educator;
What was the leadership of the game on the part of the educator (techniques, directions);
Did the educator suppress the children with his interference?
Children's activities in the game;
How was the task of developing children's creativity, initiative, and imagination solved?
How the game was finished - in an organized or unexpected way;
How the analysis was done.
3. How would you manage this game?
Building material games.
Correspondence of the tasks set to the age characteristics of children.
Which preparatory work was held before the game, its expediency?
Which construction material used in the game (specially created, natural, auxiliary).
Methods and techniques for stimulating and motivating the game.
The effectiveness of methodological techniques used during the game and to complete it.
What type of construction was used during the game, its age appropriateness, expediency:
A) on a given topic;
B) by design
B) according to the conditions;
D) according to models.
Place and time to play.
Associations of children.
What conditions were created for beating buildings.
Educational focus of the game.
2. DIAGNOSIS OF GAMING ACTIVITYPRESCHOOL CHILDREN
Criteria for the development of gaming activities
I. Conditions for the emergence and development of children's games
Teachers create conditions for enriching children with impressions that can be used in the game (read books together, listen to records, discuss events in the lives of children, talk about themselves and other people, organize excursions, walks, visit museums, theaters; draw children's attention to the content of activities surrounding and their relationships, the phenomenon and the relationship of events in animate and inanimate nature, etc.).
They encourage children to deploy the game (they turn to the kids: “Look, the bunny’s leg hurts, let’s treat him”; they offer older children to play specific game or you take the plot; encourage children to take on a role and give it to a partner; agree on the rules of the game with older children, etc.).
As direct participants in the game, teachers offer children examples of various game actions (the teacher feeds, bathes the doll, involving kids in the game; shows how to build spaceship, tells how to play games with rules - "Edible - inedible", "Gardener"; pronounces a rhyme to establish the order or select the driver).
Keep a balance between the game and other activities in the pedagogical process: protect the time intended for the game, not replacing it with classes; provide smooth transition from the game to regime moments.
They provide a balance between different types of play (mobile and calm, individual and joint, didactic and role-playing).
II. Conditions for the development of communication between children in the game
Teachers organize joint games for children (offer games with a different number of participants, taking into account, in particular, friendly attachments between children; unite separate playing groups with a common plot; organize joint games for children of different age groups in order to mutually enrich them with gaming experience).
They develop ways of playing communication, giving children roles (dialogues between characters, role-playing actions, taking into account the role of a partner).
They develop in children the ability to communicate about the game (negotiate, share toys, take turns, tactfully resolve conflicts, etc.).
III. Teachers create conditions for the development of children's creative activity in the game
They do not regulate the game of children, avoid reproducing stereotyped and monotonous actions, plots and techniques.
Provide children with the opportunity to choose during the game (type of game, plot, role, partners, toys, etc.).
Encourage children to improvise in the game (inventing plots; introducing original characters into traditional games; changing and combining roles, making game attributes and costumes, etc.).
They encourage children to use substitute items, help to select and expand their set, and use playground equipment flexibly.
They contribute to the emergence of an emotionally rich atmosphere during the game (teachers join the game, infecting children with their interest, vivid emotions; they bring moments of surprise, mystery, fabulousness, etc. into the game).
They carefully and tactfully observe the free play of children, joining it as necessary, as equal partners.
IV. Employees implement an individual approach in organizing children's games
They organize games taking into account the personal characteristics and special needs of children (games that stimulate the activity of shy children and children with physical disabilities, with developmental delays; increase self-control in excessively disinhibited and aggressive children).
draw Special attention on "isolated" children (organize attractive games for them, provide support, promote them to central roles).
Contribute to the sex-role socialization of boys and girls in the game (organize games separately for boys and girls and joint; offer girls the role of mother, hostess; boys - roles associated with courageous professions; provide children with the opportunity to choose appropriate toys, attributes, costumes).
Support the individual interests and abilities of children in the game.
V. Employees contribute to development different types games
Organize a role-playing game.
Organize games with rules.
Contribute to the emergence of director's game.
Organize drama games.
They encourage children to play fantasy games (inventing fairy tales, etc.).
Organize sports games.
Use didactic games in the pedagogical process.
Involved in the games of different peoples.
Elena Rud
In kindergarten, a game for a child is the main form child's activities. Children spend most of their time in play. It can be role-playing, didactic, design, what they choose to play. The game develops coherent speech in the child (the ability to conduct a dialogue, communication skills (free communication with peers). AT the play corner of our group is"Barbershop", "Shop", "Polyclinic", family game attributes - bedroom, kitchen. There is a corner of didactic games and construction. In addition, my children love to draw in their free time.
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Shorena Rezovna Kvaratskhelia
« Weeks of play and toys» .
“I say and affirm that a person who wants to become outstanding in any business should early years exercise ... For example, whoever wants to become a good farmer or house builder must, in games, either work the land or build some kind of children's structures.
Plato (427 347 BC)
Play is the main activity of the child. S. L. Rubinstein (1976) noted that the game preserves and develops the childlike in children, that it is their school of life and practice of development.
According to D. B. Elkonin (1978), “in the game, not only separate intellectual operations develop or are re-formed, but the position of the child in relation to the world around him also changes radically and a mechanism is formed for a possible change of position and coordination of his point of view with other possible points vision."
How can you not agree with these outstanding people! After all, in preschool children, the game is the main activity. In games, children imitate labor activity adults, take on various social roles. Already at this stage, differentiation occurs by gender.
And our task is to help the child choose from the mass of life impressions, the most vivid ones, those that can serve as a plot for a good story. games. The experience of the best teachers convinces us that the only correct way to control the game is to create interest in a particular life event, influence the imagination and feelings of children. As well as art and fiction plays an important role in shaping the personality of the child. The book opens before the children new world, for the first time makes you think about "what is good and what is bad." Heroes of books often become heroes of games. However, it is necessary to help children understand their characters, understand the motives of their actions, so that the children have a desire to embody the images of heroes in the game. literary works. Week of games and toys then, what carried out in kindergartens gives children the opportunity to express themselves creatively. Gives emotional release.
This year in our garden passed a week« Games and toys in February.
The purpose of the thematic weeks: to involve children in a variety of play activities, continue to develop and nurture interest in games, deepen knowledge of some games and toys, cultivate a caring attitude towards them. And also, involving parents in an active discussion of issues of creating conditions for development games at home…
Kisses week children learned a lot. We are educators, telling a story toys, as well as about toys of other nations. Read, rehearsed poetry, oh toys. The guys played role-playing, desktop - printed and didactic games. games, drew, sculpted, designed, organized a theatrical performance. Conducted a QUEST(speech therapist and psychologist) – "In the animal world", musical leisure - "The Enchanted City". (music director). The children brought their favorite toys, with pleasure demonstrated and talked about them. With parents had a conversation: "Playing with children at home"; printed consultation: "Correct toys» , handed out a memo and gave advice on how important play is in the life and development of the child. Unfortunately, the planned master class with parents had to be canceled due to the massive incidence of ORS, but held him with the children and made a Russian folk rag doll - "Vesnyanka" with your own hands.
According to the goal, we developed an action plan for week
During the thematic weeks children develop a caring attitude towards toys. During the conversations, the children learned a lot about history. toys about their production. The children learned how to write short stories on their own. toys. Children showed creativity in productive activities. The work helped in the development of children's communication skills. Parents of pupils, with interest, care and responsibility, approached the issues of upbringing and development of children. Thanks to the cooperation and joint creativity of us educators, children and parents, we managed to achieve our goal.
Game changes game
The game ends.
And the friendship never ends.
Hooray! Hooray! Hooray!
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