An example of analysis of a role-playing game in a group. Pedagogical analysis of role-playing games. educational and methodological material on the topic. Main storylines
VOLGOGRAD STATE
PEDAGOGICAL UNIVERSITY
Institute of Preschool Primary Education and Special Pedagogy
PRACTICUM
Work completed:
4th year student
Volgograd - 2010
Topic 1. Observation of the organization and management of creative games of preschoolers
Photo recording of children in the school preparatory group playing the game “School”
Lisa: “I’ll take the bag too!”
Misha: “You have 2 apples”
Karina: “Wrong”
Lisa: “You have three apples”
Karina: “Well done! I counted"
Natasha: “I also want to play something else”
Teacher: “Okay, think about what else you can play”
1. What relationships do children reflect in their role-playing games?
The main activity of preschool children is play, during which spiritual and physical strength child: his attention, memory, imagination, discipline, dexterity, etc. In addition, play is a unique way of learning social experience, characteristic of preschool age.
A special place is occupied by games that are created by children themselves - they are called creative or role-playing games. In these games, preschoolers reproduce in roles everything that they see around them in the life and activities of adults. Creative play most fully shapes a child’s personality, and therefore is an important means of education.
The game is a reflection of life. Here, everything is “as if,” “make-believe,” but in this conditional environment, which is created by the child’s imagination, there is a lot of reality: the actions of the players are always real, their feelings and experiences are genuine and sincere. The child knows that the doll and the bear are just toys, but he loves them as if they were alive, understands that he is not a “true” pilot or sailor, but feels like a brave pilot, a brave sailor who is not afraid of danger, and is truly proud of his victory. Imitating adults in play is associated with the work of the imagination. The child does not copy reality, he combines different impressions of life with personal experience.
In the game, the children reflected the relationship between the teacher and students.
The theme of the game is the phenomenon of life that will be depicted: family, kindergarten, school, travel, holidays. The same theme includes different episodes depending on the interests of children and the development of imagination. Thus, different stories can be created on the same topic. Each child portrays a person of a certain profession (teacher, captain, driver) or family member (mother, grandmother). Sometimes the roles of animals and characters from fairy tales are played. By creating a play image, the child not only expresses his attitude towards the chosen hero, but also shows personal qualities. All girls are mothers, but each gives the role its own individual characteristics. Likewise, in the role played as a pilot or astronaut, the features of the hero are combined with the features of the child who portrays him. Therefore, the roles may be the same, but the game images are always individual.
Numerous observations show that the choice of game is determined by the strength of the child’s experiences. He feels the need to reflect in the game both everyday impressions associated with the feelings he has for loved ones, and unusual events that attract him with their novelty.
The teacher’s task is to help the child choose from the mass of life experiences the most vivid ones, those that can serve as the plot of a good game. The experience of the best teachers convinces us that the only correct way to manage a game is to create interest in a particular life event and influence the imagination and feelings of children. To make an interesting game, it is not enough for children to just see how they build a house, transport goods, sew clothes, etc. If we limit ourselves to this, children will imitate only the actions of adults, not realizing the significance of their work. As a result, the game will be poor and lacking in content. It is necessary to deeply excite children with the events of life, the labor feats of people, so that they want to imitate them and experience them with them. A book, a painting, a movie, a puppet theater helps to accomplish this task.
Spectacles have a strong influence on the game, especially television, which has become firmly established in the everyday life of every family. TV shows provide interesting material for games. Many games arise under the influence of special children's programs, as well as programs about events that live in our entire country. Preschoolers, like adults, excitedly watch programs about space flights and ask with keen interest about the exploits of astronauts. Like adults, young citizens are proud of the successes of our athletes and try to imitate them in their games. The teacher supports these games and helps develop them.
Based on the children's interests and their ideas, the teacher guides the choice of games. Using various techniques, he recalls to the children’s memory what they saw and what they were read about. For kids, for example, a visual reminder is important - toys: a toy piano makes them want to conduct a music lesson, toy animals remind them of a familiar fairy tale. Sometimes, to give children an idea for a game, you can show them a puppet theater or toy theater performance. Repeating the dramatization, the kids basically remake it, combining what was shown with their personal experience: for example, Doctor Aibolit treats not animals, but dolls who are sick with the flu.
Young children usually start playing without thinking about the purpose of the game and its content. However, experience shows that already in the fourth year of life, preschoolers are able to choose the topic of the game and set a specific goal. Before the game starts, the teacher asks: “What will you play? What will you build? Where will you go by train? Who will you be? What toys do you need? These questions force children to think and outline the main plot, which may change in the future. Gradually the game becomes more and more purposeful, becomes more meaningful and interesting. In older preschool age, greater play experience and a more developed imagination help children to come up with various interesting stories themselves. The teacher only needs a verbal reminder about an excursion, a book, or a movie for the idea of a new good game to be born. An important motivator for the game is also a conversation in which the meaning of what was seen and read, the characters characters, their experiences. If you manage to captivate children with the plot, the game arises naturally even without the teacher’s suggestion. But the teacher can also advise the children on the topic of the game if he knows that it will interest them.
If in younger groups it is important only to teach children to deliberately choose a game, then with older preschoolers it is necessary to jointly discuss not only the theme of the game, but also outline a plan for the development of the plot in general terms, and determine the activities of each of the players. Of course, the game plan can only be indicative; as the plot develops, many new things are introduced into it, but everyone’s invention is subordinated to a common goal. The teacher, therefore, manages the game, directs its content, and influences the children’s relationships.
2. What types of adult activities do children reproduce in their role-playing games?
Children choose their playing role in accordance with their interests and their dreams about their future profession. They are still childishly naive and will change more than once, but it is important that the child dreams of participating in work useful to society. Gradually, through play, the child develops general ideas about the meaning of work and the role of various professions.
Most games reflect the work of adults: children imitate the household chores of their mother and grandmother, the work of a teacher, doctor, teacher, driver, pilot, astronaut, etc. Consequently, games instill respect for any work that is useful for society, and affirm the desire to take part in participation.
The content of children's games is varied: they reflect the life of the family and kindergarten, the work of people of different professions, social events that are understandable to the child and attract his attention. The division of games into household, industrial and social is conditional. The same game often combines elements of everyday life, work and social life: a mother takes her doll daughter to kindergarten, and she herself hurries to the factory; parents and children go to a festive demonstration at the stadium. But in every game there is a predominant motive that determines its content, its pedagogical significance.
Playing with dolls as daughters and mothers has existed at all times. This is natural: the family gives the child the first impressions of the life around him; parents are the closest, beloved people whom, above all, one wants to imitate. It is also natural that dolls attract mainly girls, because mothers and grandmothers take more care of children. However, if boys are not instilled with contempt for such games (“why do you need a doll, you’re not a girl”), and they are happy to be dads, perform household chores, and carry babies in a stroller.
By observing a child’s behavior in play, one can judge the relationships between adults in the family and their treatment of children. These games help instill in children respect for parents, elders, and a desire to take care of children. By imitating the housework of adults, children learn some housekeeping skills: they wipe dust from doll furniture, sweep the floor in their “house,” and wash doll clothes. Life in kindergarten also provides rich material for play activities, especially in younger groups, when the child receives many new experiences. The game reflects everyday life kindergarten and extraordinary joyful events: a New Year tree, a visit to the puppet theater, the zoo.
The vast majority of games are dedicated to depicting the work of people of different professions. In all kindergartens, children drive trucks, travel on trains, on ships, and fly on airplanes. Construction is underway everywhere in our country, and children are tirelessly building houses, factories, and new cities. These games reflect the specifics of work and life of each republic, each region. On collective farms, children turn into machine operators, build poultry farms, mine coal in the Donbass, and graze flocks of sheep in Kazakhstan. Thus, through play, children’s interest in different professions is consolidated and deepened, and respect for work is fostered.
3. What is the structure of the game's plots?
In this game, the children reflected a one-theme game - the game of school. However, this game had many characters, because there were students and a teacher and there were different lessons that the children liked.
4. What roles do children play in their games?
You can often observe how long and enthusiastically children craft, preparing for the game in a certain image: sailors build a ship, make life preservers, doctors and nurses equip a clinic. Sometimes the child introduces a playful image into real work. So, putting on a white apron and scarf to make cookies, he turns into a confectionery factory worker, and when cleaning the site, he becomes a janitor.
Thus, creative play as an important means comprehensive development children is associated with all types of their activities. This determines its place in the pedagogical process of kindergarten. Play is the most important independent activity, which is of great importance for the development of individuality and the formation of a children's team. For each group, educational tasks are defined, which are solved with the help of games.
5. Are elements of co-creation evident in the management of creative games?
Guiding creative games is one of the most difficult sections of preschool education methods. The teacher cannot foresee in advance what the children will come up with and how they will behave in the game. But this does not mean that the role of the teacher in creative play is less active than in classes or in games with rules. However, the unique nature of children's activities also requires unique management techniques.
The most important condition for successfully leading creative games is the ability to gain the trust of children and establish contact with them. This can only be achieved if the teacher takes the game seriously, with sincere interest, and understands the children’s plans and their experiences. Children willingly tell such a teacher about their plans and turn to him for advice and help.
The question is often asked: can and should the teacher intervene in the game? Of course, he has such a right if this is required in order to give the game the desired direction. But the intervention of an adult will only be successful when he enjoys sufficient respect and trust from children, when he knows how, without violating their plans, to make the game more exciting. The game reveals the characteristics of each child, his interests, good and bad character traits. Observations of children during this type of activity provide teachers with rich material for studying their students and help them find the right approach to each child. The main way of education in a game is to influence its content, that is, the choice of theme, plot development, distribution of roles and the implementation of game images.
Children should not be offered ready-made game plots developed by the teacher. In play, children imitate the activities of adults, but do not copy it, but combine their existing ideas and express their thoughts and feelings. And if they are asked to act according to the teacher’s plan, to copy these images, then this will suppress their imagination, independence, and spontaneity.
The organization of a play group and the formation of the personality of each child in this group is one of the most important and very difficult issues in childhood pedagogy. This complexity is caused by the dual nature of the experiences and relationships of the players. Performing his role with enthusiasm, the child does not lose his sense of reality, remembers that in fact he is not a sailor, and the captain is only his comrade. Showing outward respect to the commander, he may experience completely different feelings - he condemns him, envies him. If the game greatly captivates the child, if he consciously and deeply enters into the role, the gaming experience overcomes selfish impulses. The task of the teacher is to educate children using the best examples from the lives and activities of people that contribute to the formation of positive feelings and motives.
When organizing a game, the teacher faces difficult questions: every child wants to be in charge, but not everyone knows how to take into account the opinions of their comrades or resolve disputes fairly. Choosing an organizer requires a lot of attention. Not everyone can cope with this role, but all children need to be taught activity and organizational skills. For example, the guys decided to take a sea voyage, and many want to become a captain. The teacher, based on the concept of the game, reminds the children of what they have seen and read, says that, besides the captain, there are many other interesting professions on the ship: assistant captain, radio operator, pilot, and invites them to think and decide who to appoint to this or that role. The children themselves remember that they need a cook and a doctor. “Is there a library on the ship?” - asks the book lover. It turns out that everyone has something to their liking. The teacher talks about the responsible work of sailors, and this role also becomes attractive.
It is especially difficult for a teacher to lead a game when it has already begun. While the plot is being discussed and the children have not yet entered into the character, the teacher can give advice without, however, changing the children's plan. Careless interference during role-playing can destroy the image created by the child. If the teacher understands the children’s plans and their experiences, then in order to offer a new interesting episode, to give the game a new direction, he must enter the game in some role and address the children as actors.
For example, there are two planes at the airport, passengers move from one to another, there is no order. The teacher in the role of a passenger asks: “Comrade chief, who announces boarding? What plane goes to Leningrad?” The boss picks up the idea, organizes a control center, negotiates with the dispatcher which plane will depart first, and takes care of the orderly boarding of passengers.
By properly organizing games, the teacher helps each child find his place in the play group and become its active member, raising him to be a good friend, fair and modest.
Every child needs an individual approach, even if his behavior in the game does not cause any concern to the teacher. Children who are timid and unsure of themselves require special attention, and because of this they seem uninitiative. We categorically object to dividing children into active and passive groups. The child’s apparent passivity is mostly explained by the fact that it is difficult for him to immediately enter the life of the group, and adults do not help him in this, do not understand his interests. Many facts show how such a child is transformed if he finds the support of a teacher, how his creative abilities and organizational skills blossom.
A teacher has many difficulties with children who are overly lively, courageous, and proud. For the most part, they are the ringleaders of the games, and the guys willingly obey them. While supporting and developing the organizational skills of these children, it is necessary to instill in them modesty, a sense of responsibility, respect for comrades, and the habit of considering other people.
During a game, there are many moments that require the teacher to have subtle observations and resourcefulness, the ability to unite children to complete a game task, and to distract them from imitation of bad things. For example, disputes and even quarrels between children can break out in games. Their reasons are different, and with the age and development of children, the nature of conflicts changes. Children most often quarrel over the ownership of a toy. The teacher will easily reconcile them by offering an equally attractive doll or car. At an older age, misunderstandings may arise due to the fact that when playing together, children do not always understand each other.
For example, two girls are playing in kindergarten. One put the dolls to sleep, the other picks them up and puts them in the car. A quarrel arises. The teacher finds out that the second girl has an interesting idea - to take the dolls to the dacha. They agree that the children will sleep first and then go to the dacha.
Children five to six years old have already accumulated experience in playing together, they know how to explain their plans to their friends, but even in a well-organized, friendly play group, conflicts sometimes arise. Preschoolers of this age develop self-esteem, which must be given the right direction so that it does not develop into conceit and vanity. Disputes may arise when choosing a game (everyone wants their proposal to be accepted), when distributing roles, when introducing new episodes into the plot. The attentive, sensitive guidance of the teacher helps to resolve conflicts fairly. Gradually, the teacher accustoms the children to do this on their own. Sometimes interesting disputes arise about how the hero of the game behaves in life, how the machine actually works. Such disputes are useful for clarifying children’s ideas and for cultivating their curiosity.
Every child should be involved in group games; children should feel and understand that playing together is interesting. But this does not mean that there should be no solo play in kindergarten. Even the most sociable child of any age has the desire to make a building on his own, to play alone with his favorite toy. Such games are especially useful for easily excitable children who get tired of the company of their peers. You can often see how long and concentrated a child builds something or acts out scenes with the help of toys, acting as a director and speaking for all the characters. Individual games help the teacher identify the child’s characteristics and find an approach to him.
The kids were captivated by playing astronauts for many days. They set up a cosmodrome and built a rocket. The cosmonaut squad conducted training, doctors examined them, and cooks prepared food. The designers of the spacecraft showed a lot of interesting invention and ingenuity. They did everything on their own, turning to the teacher for advice and sharing their projects with him. But this independence and ingenuity are the result of knowledge previously acquired in classes and during the game, constructive skills developed by the teacher, and organizational skills instilled.
Having done a lot of preparatory work, the teacher continues to closely monitor the development of the plot, the nature of children's relationships, helps resolve controversial issues, gives advice and suggestions, and gives the game the right direction. The success of managing play activities largely depends on whether it is possible to connect them with the work activity of children. The child’s desire for independence is also manifested in the fact that he is never satisfied with ready-made toys, no matter how good they are.
The process of making toys is included in the game as one of its stages, during which the child can fully demonstrate his activity and independence. Starting from the younger group, children should be taught to prepare everything they need for the game. For example, the kids decided to celebrate the birthday of a doll. The teacher offers to prepare a treat for the birthday girl and shows how to make sweets and cakes from plasticine. Then, as a gift for the doll, children make drawings and small toys from plasticine. Subsequently, preschoolers are taught to make toys from cardboard, wood, and other materials suitable for this purpose, which are found in every home (boards, boxes, spools, scraps of fabric, etc.). In the summer, children, under the guidance of a teacher, learn to make things necessary for the game from pine and spruce cones, moss, tree bark, and branches. The ability to build and tinker significantly develops children's play creativity, making games more meaningful and purposeful.
To educate children in play, the selection of ready-made toys and a thoughtful way of using and storing them are also very important. For creative play, first of all, toys are needed that convey the image of a person, animal, depict various items, cars. A toy often encourages play, helps to carry out plans, and evokes good feelings in a child. There is a lot of imaginary and conditional in the game, but as we have already said, the child’s experiences and his actions are always real. With a doll in her hands, a girl feels like a real mother; with toy animals, children can create a zoo or a circus. In the family, the baby has sole control over his toys and gives names to dolls and animals. In kindergarten, for the first time, a child encounters public property and gets used to treating toys with care: however, in kindergarten, too, a joyful environment should be created. gaming atmosphere, maintain an attitude towards the toy as a playmate.
In each age group The selection of toys changes due to the development of children's play interests. Children usually have several identical toys of different sizes and designs, since variety distracts children’s attention and prevents them from focusing on one subject. As children age, games become more complex and the need for more different toys arises. Instead of several identical dogs and bears, you need a set of different toy animals with which you can play herd, circus or zoo. Dolls appear - pioneers, sailors, soldiers, dolls depicting people of different nationalities. To ensure that toys do not lose their attractiveness, it is necessary to change them: temporarily remove those for which interest has faded, and introduce new ones. Getting to know a new toy can take place in different ways, but the teacher should always arouse interest in it and explain its purpose.
6. What types of games are more common among children in your subgroup?
Creative games vary in content (reflection of everyday life, the work of adults, events in public life); by organization, number of participants (individual, group, collective); by type (games, the plot of which is invented by the children themselves, dramatization games - acting out fairy tales and stories; construction games).
With all the variety of creative games, they have common features: children themselves choose the theme of the game, develop its plot, distribute roles among themselves, and select the necessary toys. All this happens under the conditions of tactful guidance from adults, which is aimed at arousing initiative and activity in children, developing their creative imagination, while maintaining initiative.
In the school preparatory group, you can more often see children playing “School”, “Mothers and Daughters”, “To the Hospital”, that is, they reflect the work of adults.
7. Do behavioral stereotypes associated with their gender appear in children’s games?
Yes, in children’s games one can already notice emerging behavioral stereotypes characteristic of a girl or a boy. Girls behave like representatives of the female gender: appropriate clothing, manners, behavior. Boys also act like men.
8. Do your playing partners approve or reject these stereotypes?
Play partners approve of these behavioral stereotypes if they are gender-appropriate. That is, if a girl behaves like a female representative, and vice versa.
9. Are the strategy and tactics of play interaction between the teacher and children correct?
Game management in each age group has its own characteristics. In younger groups, the teacher directly organizes the game, sometimes even becomes a participant in it, in order to influence the children by his example, instill in them the skills of playing together and the skills of handling toys.
In older groups, the role of the teacher in guiding the game is no less active and responsible. Children are given independence in choosing a game and its organization, but behind this independence lies the hard work of the teacher.
Thus, play plays a big role in the life and development of children. In play activities, many of the child’s positive qualities, interest and readiness for upcoming learning are formed, and his cognitive abilities develop. Play is important both for preparing a child for the future and for making his present life full and happy.
Topic 2. Observing the relationships of children in and outside of play
game preschool teacher creative
Photo recording of school preparatory group children playing
Game "School"
The game involves 5 children from a preparatory school group.
Kindergarten teacher Marina Aleksandrovna suggested playing “School”.
Educator: “Guys, you have already become big, you will soon go to school, but let’s try to play school.”
Alice: “Let's play school!!!”
Karina: “Okay, but I will be the teacher, and you will be the students!”
Natasha: “No, I want to be a teacher!”
Teacher: “Girls, don’t quarrel. Let’s each take turns being the teacher, okay?”
Misha: “I’ll now take the bag as if it were my school bag.”
Lisa: “I’ll take the bag too!”
Teacher: “Okay, get ready for the game”
Karina: “Hello children. I am your teacher and today we have a writing lesson. Take out your notebooks and pens and write those little hooks that I have drawn on the board in your notebook.”
Misha: “I can’t see what’s drawn there, I want to write whatever you want in the notebook!”
Karina: “Today I am a teacher and you must obey me, let’s write in your notebooks!”
Alice: “I’ve already drawn everything, check my notebook”
Natasha: “I’ve already drawn it too and I want a math lesson. Let there be mathematics!”
Lisa: “And I want a drawing lesson. I want to draw in a notebook and not do math."
Karina: “Calm down. Now I’ll check how you wrote the hooks in your notebooks.”
Natasha: “I was the very first to make hooks”
Karina: “Well done, Natasha, I’ll give you a good mark. And now we will count the apples that I will show you.”
Misha: “You have 2 apples”
Karina: “Wrong”
Lisa: “You have three apples”
Karina: “Well done! I counted"
Natasha: “I want to be a teacher now, I’m tired of being a student”
Educator: “Karina. Let Natasha be a teacher now.”
Natasha: “Now you have a reading lesson. Who will read me a poem?
Misha: “I know a poem about a clubfoot bear!”
Natasha: “Okay, tell me! Well done"
Lisa: “I also know a poem about autumn”
Alice: “I’ll tell you a poem about winter and I don’t want to play anymore”
Teacher: “Alice, why don’t you want to play?”
Alice: “I also want to be a teacher, I want to run and jump in class, and not read”
Teacher: “Now Alice will teach your physical education lesson.”
Alice: “Let’s walk around the room, now we’ve run, and now we’re crawling on our haunches.”
Misha: “I’m tired of playing school, and I don’t want to play anymore”
Natasha: “I want to play school, and other children want to”
1. How many children participated in the game at first? How many children joined during the game?
At first, 5 people participated in the game. As the game progressed, none of the children joined the game.
2. Who decides on the admission of children to the game?
Questions about the admission of children to the game in a preparatory group for school are decided by the participants of the game themselves - that is, the children themselves.
3. Did the children leave the game? Why?
Yes, one boy left the game and did not continue it. He did not want to play anymore because he was no longer interested, perhaps because he was not in the role of a teacher in the game.
4. Did any conflicts arise during the distribution of roles? By whom and how were they eliminated?
During the distribution of roles, a conflict arose between two girls over which of them would be the teacher. The teacher, for her part, invited the children to each play the role of a teacher, and the children agreed.
5. Who was the leader in the game?
The leaders in the game, of course, were those children. Who alternately played the role of a teacher, because they tried to manage the educational process: they assigned tasks, asked students, etc.
6. Were there any passive children who were completely subject to the will of others?
In my opinion, there were no such obviously passive children, because if they obeyed the will of other children, it was only because of their role in the game; if they were students, then they recited poems, ran around the room, and completed all the teacher’s tasks.
Conclusion:the real relationships between children and play relationships were very close to reality. This is characterized by the example that two girls Karina and Natasha were arguing about who would be the teacher. In real life, girls are also a kind of rivals and natural leaders, so this relationship is reflected in their gaming activities.
Topic 3. The child’s personality through the eyes of the teacher
A child in whom I see a personality A child who irritates me A child who I understand Ideal child Aggressive -3+3-3+3 Stupid-3+2-3-3 Initiative + 3-3+3+3 Observant +3-2+2+3 Loving +3-3+3+3 Sneaky -3+3-3-3Greedy -3+3-3-3 Cheerful +3-3+2+3Good organizer +3-2+2+3Affable+3-3+3+3Stubborn+ 1-3-3-3Conflict-3+3-3-3Affectionate+3-3+3+3Capable +3-3+3+3Sensitive +3-3+3+3Cunning+2+3+2+2Active+3- 3+3+3Sedentary -2+3-2-2Interested+3-3+2+3Nervous -3+3-3-3Closed -3+3-3-3Sociable +3-3+3+3Incapable -3+3- 3-3 Disciplined +3-3+3+3 Capricious -3+3-3-3 Mean -3+3-3-3 Honest +3-3+3+3 Erudite +3-3+2+3 Outgoing +3-3+3+ 3 Rude -3+3-3-3 Passive -3+3-3-3 Obedient +3-3+3+3 Hardworking +3-3+3+3 Sincere +3-3+3+3 Arrogant -3+3-3-3 Willful - 3+3-3-3Undeveloped -3+3-3-3Neat +3-3+3+3Defenceless -2-3-2-2Disinhibited -3+3-3-3Responsible +3-3+3+3Uncommunicative -3+ 3-3-3Striving for leadership +3-3+3+3Lazy -3+3-3-3Indifferent -3+3-3-3Modest +3-3+3+3Sloppy -3+3-3-3Spiritual +3- 3+3+3Cruel -3+3-3-3Insolent -3+3-3-3Independent +2-3+2+2Listener +3-3+3+3Trusting +2-3+2+2Angry -3+3 -3-3Attentive +3-3+3+3Ungroomed -3+3-3-3Inquisitive +3-3+3+3Rejected -3+3-3-3Not friends with anyone -3+3-3-3Inattentive -3 +3-3-3Executive +3-3+3+3Leader +3-3+3+3Ill-mannered-3+3-3-3Smart +3-3+3+3Teachable +3-3+3+3Responsive+3-3 +3+3
Present this table to the teacher and explain that it is necessary to assess the severity of these qualities not in this or that child, but in a general way. When filling out the table, a “+3” sign is given if the quality indicated in the left column is represented in the child to the maximum extent, “-3” - if this quality is not expressed at all - and intermediate points - in the case of a lesser or greater degree of expression.
From the point of view of the professional position of the educator, it can be noted that such personality qualities as:
Initiative
Observant
Good organizer
Friendly
Affectionate
Capable
Active
interested
Communicative
Disciplined
Erudite
Outgoing
Obedient
Hardworking
Sincere
Careful
Defenseless
Responsible
Aspiring to leadership
Modest
Soulful
Independent
Listener
Confiding
Attentive
Curious
Executive
Trainable
Responsive
mainly prevail in his assessments of children who are understandable to him, in the assessment of the ideal child and in the assessment of the child in whom the teacher sees a personality.
Such qualities as:
Aggressive
Conflict
Sedentary
Closed
Unable
Capricious
Passive
Headstrong
Undeveloped
Uncommunicative
Disinhibited
Indifferent
Sloppy
Cruel
Ungroomed
Rejected
Not friends with anyone
Inattentive
Ill-mannered
on the contrary, they prevail in the assessment of a child who annoys the teacher.
Topic 4. The educational process in a preschool educational institution as an environment for the development of the subjectivity of a preschool child
Part 1. Observation of children's activities using the example of work activity.
Observe the work activities of children of this age group and determine the level of development of subjective properties in preschoolers: 1 - absence of properties; 2 - low level of property development (leading role of an adult); 3 - average level (a hint or a little help from the teacher is required); 4 - high level.
Labor education is one of the most important aspects of raising the younger generation. In kindergarten, labor education consists of familiarizing children with the work of adults and introducing children to the work activities available to them. In the process of introducing adults to the work, the teacher forms in children a positive attitude towards their work, a caring attitude towards its results, and a desire to provide adults with all possible help. By including children in work activities, the teacher develops work skills, develops the habit of work effort, responsibility, caring, thrift, hard work, willingness to participate in work, without avoiding unpleasant work, and forms positive relationships between children.
When organizing work, the teacher is guided by the Program, which determines the content of the work activities of children in each age group.
The main types of work in kindergarten are household work, work in nature, manual labor, and the forms of its organization are assignments, duty and collective work of children.
Assignments are widely used in all age groups of kindergarten, but in younger groups they are the leading form of organizing child labor. Educators should know why work with children on labor education should begin with individual assignments that the child completes together with the teacher, and only much later move on to other forms. Due to their psychological characteristics, children of younger groups are not yet sufficiently independent in their actions, they are prone to imitation, they cannot coordinate their actions with the actions of their comrades and work at the pace required for the team, they are often distracted and do not finish the work they start. At this age, children are little interested in the result; they are attracted by the process of action itself (they do not yet possess the necessary skills and abilities to achieve the result). Therefore, only in the second younger group from the second half of the year, when children already have some work experience, teachers use group assignments. The main form of unification in work for children of this age is “side by side” work, when each child works independently and is responsible for his work to the teacher; at the same time, the child practices the skills and abilities necessary in team work.
At the end of the year, duty duties are introduced in the second junior group - systematic work that requires a certain level of independence. (The most widespread use of different types of duty is in the senior and preparatory groups.)
The most complex form of organizing children's work is collective work. It is widely used in the senior and preparatory groups of kindergarten, when skills become more stable and the results of work have practical and social significance. Children already have sufficient experience in participating in various types of duty and in carrying out various assignments. Increased opportunities allow the teacher to decide more complex tasks labor education: it teaches children to negotiate upcoming work, work at the right pace, and complete a task within a certain time frame. IN senior group The teacher uses such a form of uniting children as common work, when children receive a common task for all and when at the end of the work a general result is summed up.
IN preparatory group Collaborative work takes on special significance when children become dependent on each other in the process of work. Joint work gives the teacher the opportunity to cultivate positive forms of communication between children: the ability to politely address each other with requests, agree on joint actions, and help each other.
Properly organized and feasible work unites children, promotes mutual assistance, discipline, the ability to distribute forces and overcome difficulties, promotes independence, initiative, the desire to do a good job, and the habit of cooperation. Reasonably directed feasible labor contributes to physical development children, increased overall performance and endurance of the body, accuracy and coordination of movements. In the process of work, children acquire the necessary skills, including the skills of caring for plants and animals, master the simplest operations with objects (pencil, hammer), learn about materials and their properties. Children develop an interest in work, a desire to work, and the correct idea that work brings joy.
When observing the work of children in each age group, it is important to establish: whether conditions for work have been created; are there tools and materials for all types of work appropriate for the age of the children; Are equipment and materials stored rationally, can children use them independently, and also pay attention to the content of children’s work, the system of including them in work, its duration and volume, forms of combining children in work, methods and techniques of raising children, gradual increasing the complexity of tasks and increasing demands on children’s independence.
During the academic year, monitoring of the implementation of the program should be carried out in all groups. Observations should cover all types of child labor and all forms of child organization. Thus, observing the educational process during self-service, in the younger group it is necessary to clarify what initial work duties are introduced for children, how they are absorbed by the kids; in the middle group, you need to pay attention to consolidating these skills and accelerating the pace of self-service; in older groups - check the independence of children in the process of self-service. Observing how household work is organized, in older groups one should see whether complications have been introduced into the content of work, whether children know how to distribute responsibilities, what is the effectiveness of child labor; and in younger groups - to pay attention to the availability of work, to the methods and techniques that encourage children to work, to the behavior of children in the subsequent time, their interest in work. When observing the work of children in nature, it is important to establish its correspondence to the age of the children, local conditions, and time of year.
The organization of manual labor also requires serious attention. Observations will help to find out whether all types of this work are used by educators; what types of work have become firmly established in children’s lives, and what types are just being introduced; what skills children are mastering or have mastered.
When observing the work of the attendants in the second junior group, you should pay attention to the children’s ability to act with the help of adults, to the desire to engage in work independently, without the help of others; in the middle group - on the ability of children to start being on duty without reminders, to work in a certain sequence, not to be distracted, and to finish the job they started; in the senior and preparatory groups - on the ability to independently distribute responsibilities, consistently perform all necessary actions, observe all the rules of hygiene in work (wash hands before duty, pick up a cup only by the handle, etc.).
When monitoring work on labor education, attention should be paid to establishing continuity between groups, as well as the unity of requirements among educators and other personnel.
During observations and in the process of analysis, the manager reminds of the need to pay constant attention to the development of children’s work skills, nurturing children’s attitude towards fulfilling their duties; discuss the results of everyday child labor, evaluate it, otherwise children lose interest in work. Interest in work disappears even if for everything the children do they are only praised: “Well done!” Carelessness, unnoticed by the teacher, lack of effort, and undeserved praise reduce the pedagogical impact of work. When analyzing the work of a teacher, these points should also be paid attention to.
When studying the work of teachers in the labor education of children, it is important to use different methods: observation of the pedagogical process, analysis of planning, conversations with children and adults.
Materials and equipment for children's work activities
Equipment for children's household work. In order for children to be able to take an active part in caring for the premises and things that are available in the group and on the site, as well as being on duty in the dining room, preparing materials and aids for classes, a variety of equipment is needed.
For children to work in caring for the premises, the teacher must have the following at his disposal.
Aprons - white and colored cotton, oilcloth; white - for setting tables for breakfast, lunch, afternoon tea, dinner and subsequent cleaning; colored - for caring for the room and things; oilcloth - for washing toys and doll clothes, for working in a corner of nature.
Sweeping brush, dustpan - for sweeping crumbs from the table, tablecloth or individual napkins. Dimensions: sweeping brush - handle diameter - 2.3 cm; scoop-12X12 cm, handle length-8-10 cm.
Floor brush, dustpan. Dimensions: brush - length 20 cm, handle length - 100-110 cm, diameter - 2-2.3 cm, dustpan - 12X12 cm, handle length - 12-14 cm.
Basins, buckets, trays.
A specific place is allocated for storing equipment, and everything that children use independently is arranged so that they themselves can get and put away everything they need for work. In the senior and preparatory groups, this can be a combined cabinet of any design with closed and open shelves. In its closed part, brushes and dustpans are hung on hooks; in another compartment, basins for cleaning, for washing doll clothes, clamps, and buckets are stored on special shelves; in the open part of the cabinet there should be a compartment for storing white aprons, and in the closed part for storing oilcloth aprons.
Items for the care of clothes and shoes. Brush for cleaning clothes (14-15 cm). Brooms for sweeping snow (at the entrance to the room). Brushes for cleaning shoes (14-15 cm). A box with needles, multi-colored threads, braid (for hangers) and a set of buttons.
With the help of these accessories, children take care of their clothes and shoes and, if necessary, eliminate the mess in them.
Equipment for children's work on the site is necessary in order to properly organize children's activities in all seasons. Work items should be convenient for children, have an attractive appearance, and be made of light but sufficiently durable material (for example, shovels and scoops - iron or steel; buckets and watering cans - made of thin galvanized iron or tin, painted with oil paint, or polyethylene; wheelbarrows, stretchers, labels, etc. - made of wood).
The following equipment is used for cleaning the site, working in the vegetable garden and flower garden.
Shovels for digging up soil dug up by adults; the shovel tray is 15-13 cm, the length of the handle is 75-30 cm (see equipment drawings in the book “Observations and Work in Nature.” M., 1976).
A wooden shovel for clearing an area of snow: its length with a tray is from 80 cm to 1 m, the tray is 12-14 cm, the diameter of the handle is 2 cm.
Wooden rake (for raking leaves) and iron (for loosening, clearing the soil surface from stones, leveling the surface of ridges): approximate number of teeth - 7, distance between them - 2.3-2.5 cm, height of teeth - 5 cm, length combs -20-22 cm, rake length - 100-110 cm, handle cross-section - 2-3 cm.
Broom for cleaning an area from dry leaves and other debris: stick length - 1 m, diameter from 2 to 2.3 cm.
Stretcher with sides for carrying earth, sand, fallen leaves: length - 20-25 cm, width - 20 cm, side height - 3-4 cm, length with handles -100-110 cm.
Wheelbarrow for transporting earth, sand, fallen leaves, pebbles: side height - 20 cm, length including handles - 100-30 cm, side length - 30-40 cm, wheel diameter - 12 cm.
Snow compactor. Engine for raking freshly fallen snow. Metal scrapers. Sleds, baskets or boxes for transporting snow on a sled. Buckets with a capacity of 1.5-2 liters. Watering cans with a capacity of up to 2 liters.
Scoops for digging and planting plants, for hilling and loosening the soil; tray length - 10 cm, width - 7-8 cm, scoop length - 16-20 cm. Hand claws for loosening the soil.
Equipment used by children in the process of working in nature is stored in the kindergarten area, in cabinets with shelves convenient for children.
Items for children's manual labor. Educators should encourage children’s desire to independently apply labor skills and abilities in the process of performing various tasks, as well as making homemade toys for games, gifts for children and adults. For this purpose, certain equipment and materials are made available to children.
The paper is thick, thin, tissue paper. Thick paper (landscape, cover, tabletop) is used for folding and gluing three-dimensional forms. It can be white, colored, marble, glossy. Thin paper is used for external pasting of finished forms. Tissue paper (multi-colored and white) is recommended for decorating finished products.
Cardboard. Usually, small strips or sheets of cardboard are given for work of such density that the child can cut it freely. From thicker cardboard, the teacher prepares templates for parts, from which the children independently cut out the desired shape, first outlining the outline.
Household materials: various boxes (matchboxes, cardboard, sugar, cosmetic creams, toothpastes, vitamins, etc.), spools, corks. Children make toys and souvenirs from this material.
Industrial waste: foam rubber, polystyrene foam, scraps of copper wire, twine. Foam rubber is soft, elastic, pliable to scissors, absorbs moisture well, and is easy to paint. Foam rubber is used for cutting vegetables, fruits, and berries of various shapes. To paint, the resulting product is first moistened with clean water, then it is saturated with paint by squeezing and unclenching. To design products made from foam rubber, pieces of wire (with or without a colored sheath), pieces of fur, and fabric are required.
Natural material: spruce, pine cones; hazelnuts, acorns, chestnuts; pine bark, bird feathers, grass, straw, moss, birch bark, poppy heads, halves of walnut shells, shells, etc. They usually collect dry branches and fallen leaves, teaching children that they need to take care and protect nature. All this is stored in closed boxes with holes drilled in the lids. Where there is a dark, dry room, you can dry them on old newspapers spread out - such drying makes it possible to preserve the natural color of the natural material and its strength. If natural material (cones, acorns, chestnuts) lies for a long time, then it becomes hard, so the blanks for future crafts are renewed every fall.
All of the listed materials must be in sufficient quantities so that they are enough both for conducting classes with all children and for individual use.
All materials should have their place in the group room so that it is convenient for children to use them in their free time. Next to them there should be tools that are necessary for work.
Casein glue is used for crafts made from cardboard and thick paper. Before class, casein glue powder is poured with warm water, thoroughly stirred until the consistency of sour cream and immediately placed into sockets.
Items and equipment for working with fabric. Various scraps: chintz, colored satin, white cotton fabric, silk, wool, flannel (children use them to sew clothes for dolls, soft toys, etc.).
Patterns for cutting dresses, aprons, blouses, panties for dolls; toy patterns. Sewing machines. Children use sewing machines to sew sheets, pillowcases, scarves, towels, and handkerchiefs for dolls.
Needles, pincushions, threads of different colors, as well as buttons of different colors and sizes, scissors are stored in special boxes.
Materials, tools, equipment for manual labor are placed on shelves or in a closet. Next to paper of different sizes, shapes, types, colors, there are tools for working with it: scissors, brushes with hard bristles, simple pencils, a small tray with scraps of colored paper, pieces of plastic for working with glue, as well as casein glue in a bottle with a twist lid, brush holders, napkins.
On another shelf there are matchboxes, as well as threads, wire, corks, and pieces of fabric. A knife, a faceted awl, a hand drill are stored separately.
Space is also allocated in the closet for equipment needed for working with fabric: children's sewing machines, patterns, threads, buttons, cotton wool, foam rubber. (Needles and awls are kept by the teacher.)
Equipment for woodworking. A table for working with wood, slightly lower than the child’s waist height, is positioned so that the children working at it do not interfere with those playing and so that the light falls on it from the left side.
A backing board covered with felt is necessary for working with a hammer. On its rough surface, parts do not slip, and the felt absorbs noise that occurs during operation. The length of the board is equal to the length of the table, width - 25-30 cm, height - 3-4 cm.
A tool box with two compartments: a narrow one for storing a hacksaw, a wide one for a hammer, a box of nails, pliers, a ruler and a marking pencil. The toolbox is located on the right side of the workbench.
Tools: metal hammer weighing 180-200 g with a wooden handle (the cross section of the handle is oval); nails 2-3 cm long with a wide head, round; a hacksaw with a tooth height of 4-5 mm, the length of the hacksaw blade is 350 mm, the width of the blade at the beginning is 40-50 mm, at the end - 25-30 mm, thickness is 0.8 mm; the saw handle is wooden.
Wooden blanks: bars, slats, rectangles made of soft wood (linden, spruce, pine). The workpieces must be dry, well processed, without roughness. They are stored in a box with compartments near the desktop.
1. The ability to set a goal for an activity: ask the child why he is performing this or that action (watering flowers, etc.), whether he sees final result their activities, whether this activity has significance for the group, for the teacher.
Olya 5 years 8 months - watering flowers in a group. In the conversation, it turned out that she watered the flowers because they were thirsty and could die without water, the teacher told her that if you water the flowers, then there will be small flowers on them, because the guys took good care of them.
2. The presence of a motive for the activity being performed: ask whether the child willingly performs the actions, what motivates him in doing so - the expectation of praise, caring for his neighbor, the desire to be good, the desire to attract attention, something else.
Olya eagerly waters the flowers and says that she likes it because she wants to see small flowers (watering a Chinese rose). She also wants the teacher to praise her for taking good care of the flowers.
3. The ability to choose means of activity: observe whether the child independently chooses the tools for the upcoming activity, whether they correspond to its purpose and content; do not rush to conclusions, if the tools are chosen non-standard, analyze the child’s answers (how this or that tool can be used from his point of view).
Olya independently chooses a watering can to water the flowers. She has watered flowers many times before and knows where to get the necessary equipment.
4. Qualitative assessment of the content of the activity: whether the child knows how to carry out actions to achieve the goal, whether his actions are independent, whether he masters the necessary operations, whether he completes the task.
Olya waters the flower on her own without the help of an adult and knows how to do it. She masters the necessary operations to water a flower and completes the job.
Subject code Ability to set a goal for an activity Availability of a motive for an activity Ability to choose means of activity Assessing the content of an activity Degree of independence of an activity Olga 44444 Kirill 33323 Alisa 33333 Natasha 44444 Misha 23222 Liza 43444 Karina 44444
Part 2. Observe the activities of the teacher when organizing the work of preschoolers.
1. Does he always tell the children the purpose of this or that activity, and does he discuss the stages of its organization?
The teacher almost always informs the children about the type of activity and how it should be done. Well, for example, watering the flowers in the room.
2. Does the child have the right to choose tools for activity?
The teacher allows the child to choose his own tools, but if the child chooses the wrong tools, the teacher corrects him and tells him what to take.
3. Is the real ratio of the participation of the teacher and children in the activity involved in the course of the activity itself, what is its role?
Some children in the preschool group independently carry out work activities, however, some need help from the teacher, he shows them how to do it correctly and what tools to use when performing this or that activity.
4. Does he pay attention to the result of the activity, does he discuss possible difficulties, reasons for the error?
The teacher tries to praise all children and discusses with the children their correct actions during work.
Topic 5. Study of value orientations of preschool children
Goal: to identify which moral categories act as value orientations for preschool children.
Methodology
Have a group conversation with the children on the topic “My friend.” To begin with, tell the children some fairy tale (“Teremok”, “The Bremen Town Musicians” ...), which would provide a smooth transition to a conversation on the designated topic; ask the children if they have friends, where they live, if they are currently in the group; talk about what a friend is, what kind of friend you need to be; ask the guys which of them is a good friend and why, whether friends should be helped; Are the fairy tale characters friends and why?
It is more effective to conduct a conversation in pairs, when one of the students organizes it, and the second records the children’s answers.
Educator: Children, stand in a circle, friendship begins with a smile . Look at each other, smile, call each other affectionately by name. I have a ball of thread, I will take the ball in my left hand, wrap the thread around my thumb with my right hand. Looking into my neighbor's eyes I'll tell you, a friend can be someone who... (Children's answers in a circle) does not quarrel, shares toys, does not take them away, will help in difficult times, takes care of a friend, is friends with both boys and girls, will play with him, help, give advice. ..
Educator. - Let's remember what motto we use to start our day? Children join hands and say the proverb: One for all and all for one.
What does this proverb mean? (Children's answers).
And now I’ll read you a fairy tale by S. Mikhalkov How do friends get to know each other? . Do you think that the heroes did the right thing towards their friends? (Reading a fairy tale).
Why do you think the Beaver did not want to go further with the Fox and the Boar?
Why did the Boar say: You go first, you are older, do you deserve honor?
Did the Fox help the Beaver in any way?
Why did she shout: Boar, save the Beaver, will our Beaver disappear?
(Summarize).
But what do real friends do? Tell me. (Children's answers).
Listen to the new proverb: Farewell yourself, but help your comrade . What does this proverb mean? (Children's answers). Let's say it all together in unison.
Analysis of the conversation:
- Do children have a developed idea of friendship?
Children have formed an idea of friendship. They know what it is and what a friend should be.
- What value orientations do children have (mutual help, cooperation, kindness, hard work, courage...)?
Basically, children believe that a friend should help in difficult times and be kind.
- Evaluate the children’s behavior during the conversation, namely the ability to listen to each other, ways of expressing agreement and disagreement.
Not all children can listen carefully to each other; some interrupt.
- Describe your impressions of the conversation: what caused difficulties, what was most successful, what explains the possible failure.
For me, it was quite difficult to prepare for a conversation about friendship with preschoolers, because I had to explain the concept of friendship to the children in a playful and entertaining way and find out from them how much they know who a friend is.
Tags: PRACTICUM. Role-playing games with preschoolers Practice report Pedagogy
Levels of development of role-playing games (according to D.B. Elkonin)
|
Index |
I level |
Level II |
Level III |
IV level |
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Actions with certain objects aimed at an accomplice in the game |
In actions with objects, the correspondence of the game action with the real one comes to the fore. |
Fulfillment of the role and the actions arising from it, among which actions begin to stand out that convey the nature of the relationship to other participants |
Performing actions related to attitude towards other participants in the game |
|
|
Character of the playing role |
There are actually roles, but they are not named and are determined by the nature of the actions, and do not determine the action. With role-based divisions of functions in the game, children do not develop relationships with each other that are typical for real life. |
The roles are called. A division of functions is planned. Fulfilling a role comes down to the implementation of actions associated with this role. |
Roles are clearly defined and highlighted, and are named before the game begins. Role-playing speech addressed to a fellow player appears, but sometimes ordinary non-game relationships break through |
Roles are clearly defined and delineated, named before the game begins. The role functions of children are interconnected. The speech is role-playing |
|
Nature of game actions |
Actions are monotonous and consist of a number of repeated operations |
The logic of action is determined by the sequence of life. The number of actions expands and goes beyond any one type of action |
The logic and nature of actions are determined by the role. The actions are very varied |
Actions clearly, consistently recreate real logic. They are very diverse. Actions directed towards other characters in the game are clearly highlighted |
|
Attitude to the rules |
The logic of actions is easily violated without protests from children. No rules |
Violation of the sequence of actions is not actually accepted, but is not protested; rejection is not motivated by anything. The rule has not yet been clearly identified, but it can already defeat immediate desire in the event of a conflict. |
Violation of the logic of actions is protested by citing the fact that “this does not happen.” A rule of behavior is identified to which children subordinate their actions. It does not yet completely determine behavior, but it can overcome the immediate desire that has arisen. Violation of the rules is better noticed from the outside. |
Violation of the logic of actions and rules is rejected not simply by reference to reality, but also by an indication of the rationality of the rules. The rules are clearly stated. In the struggle between the rule and the immediate desire that has arisen, the former wins. |
Let us consider the recommendations for diagnosing the level of development of play activity in preschoolers, proposed by N.F. Komarova. Komarova N.F. Diagnostics of children's play. Methodical recommendations / N.F. Komarova. - N-Novgorod: NGPI im. Gorky, 1992. - 21 p.
1. Indicators for analyzing children's play.
To complete the analysis of the game, 4 groups of indicators are distinguished.
1. How do the players come up with an idea? Children can come up with what they want to play. The teacher can also suggest a plan to them.
2. How varied are children’s play plans? Of course, if you watch the games 1-2 times, it is impossible to answer this question. It can be found out through long-term observations or from conversations with teachers about what each child plays.
3. How many game tasks does the child set? Children implement the emerging idea by setting game tasks. For example, a girl decided to play “family”; she sets three game tasks: feeds the doll, puts it to bed, and takes it for a walk. Another example: a boy is repairing a car, seeing a toy dog nearby, feeds it a “bone”, then goes to the phone and calls his mother; in this game the boy also set three game tasks.
4. How diverse are the game tasks? By analyzing the game tasks set by the child, the teacher determines whether they are varied or monotonous.
5. What is the degree of independence of children when setting game tasks? An adult can set a gaming task for a child if he notices that the child is spending time aimlessly, for example, he can say: “Feed the dolls.” Some children require only a little help from an adult in setting play tasks, for example, it is enough for the teacher to say: “The dolls are sad, what do they want?” and the child independently sets any game task. In this case, it is noted that the child sets the game task with the help of an adult. Children can independently set game tasks without any help from an adult.
It has been established that children display the events of the surrounding reality in games in different ways. So, at the stage of plot-display play, kids solve assigned tasks in objective ways, and at the stage of plot-display role playing game- not only subject, but also role. Let's look at what questions you need to find out.
1. How varied are play activities with toys? Already at an early age, children learn to use toys in accordance with their purpose. The actions performed with toys in the game can be both varied and monotonous.
2. The degree of generalization of play actions with toys. It is known that play actions with toys can be extensive and generalized, that is, different in the degree of generalization. The expanded game actions are similar in appearance to real action adults, so if in the game a girl “washes” the dishes, then her movements are similar to the movements of a person washing real dishes. Expanded play actions captivate the child, he repeats them many times. Play actions with toys can also be generalized; in this case, the child does not perform them extensively, but quickly, as if “collapsed.” The appearance of generalized play actions with toys in the game indicates the possibility of using even more generalized play material—substitute objects. That is why the teacher needs to promptly record the appearance of generalized play actions with toys in each child.
3. The presence in the game of game actions with substitute items. If children use substitute objects, then it is necessary to determine whether they independently include them in the game or with the help of an adult.
4. The presence of game actions with imaginary objects in the game. Just as in the previous indicator, it is necessary to find out the degree of independence of children in using imaginary objects.
5. Does the child accept the role? With proper guidance of the game, by the end of the third year of life, children begin to take on a role, this indicates their transition to the stage of role-playing play. Sometimes the teacher does not understand whether the child has taken on the role or not, for example, the boy has the steering wheel in his hands, he pretends that he is driving a car, but does not indicate the role with a word. You can ask him: “Who are you?” If the child answers that he is a driver, then he accepts the role of an adult. If there is no answer or he identifies himself before his name, then the child does not accept the role. In this case, to help the child understand the role, the teacher can say: “You are driving a car and steering like a driver.”
6. How varied are the role-playing activities? The role-playing actions that a child performs in a game can be varied and monotonous. For example, if a boy in the role of a driver only turns the steering wheel, then his actions are monotonous, but if he also repairs the car, washes it, fills it with gasoline, etc., then his actions are varied.
7. What is the expressiveness of role-playing actions? When performing a role, children use different means of expression; their movements, gestures, and facial expressions change. For example, one girl in the role of mother is affectionate and cheerful, while the other is strict and gloomy.
8. Presence of role statements. Role utterances are individual remarks that the child pronounces on behalf of the person whose role he plays. They can be addressed to a partner toy, to an imaginary interlocutor, to an adult, or a peer.
9. Who is the initiator of role statements? Role statements can appear on the initiative of an adult who turns to the players with questions if he notices that they are performing role actions in silence. A child can also be the initiator of role-playing statements if he accompanies his play with them without prompting from an adult.
10. Presence of role-playing conversation. Gradually, the players move from role-playing statements to role-playing conversation. Role-playing conversation is phrases that are logically related to each other in content and exchanged between the players. It is typical for a developed role-playing game.
11. Who initiates the role-play conversation? The initiator of a role-playing conversation can be either an adult or a child.
12. With whom does the child enter into role-playing conversation? A child can enter into a role-playing conversation with an adult, with one peer, or with several peers.
13. What is the content of the role-playing conversation? Role-playing conversation can be interesting and meaningful. But the players can also exchange stereotypical, memorized phrases; in this case, role-playing conversation is not interesting.
Children can solve game problems individually or together with someone. When solving game problems together, children interact. Based on research materials by A.P. Usova, R.A. Ivankova, a group of indicators was identified that characterize the interaction of children in the game.
1. Does the child interact? The teacher needs to find out whether the players interact, or whether their play is individual in nature. A child in a game can interact with an adult or with peers.
2. To whom does the child assign play tasks? The child can assign gaming tasks to an adult or peer.
3. Does the child know how to accept game challenges? As observations show, most children are more willing to set gaming tasks for others and do not know how to accept them from their peers, in which case a conflict arises. To avoid this, you need to teach children to accept play tasks from their peers. But a game task set by a peer may not always be interesting to the child; in this case, it is necessary to find out whether he knows how to tactfully refuse the assigned game task.
4. How long is the interaction? Players can engage in short-term and long-term interactions.
IV. Children's independence in play. This group of indicators is not singled out separately; it is present in every group considered. Thus, by determining the content of the game, it becomes clear that children are independent in choosing a plan and setting game tasks. When characterizing ways to solve game problems, it is clarified how independent children are in choosing subject and role-playing methods. In the third group of indicators, it is established on whose initiative the players enter into interaction: on their own initiative or at the suggestion of an adult or peers.
So, the considered groups of indicators give a comprehensive idea of the degree of development of play in children.
Based on the selected indicators, diagnostic sheets are filled out to determine the level of development of children's play (Appendix 1).
2. Methodology for diagnosing children's play.
To fill out diagnostic sheets, objective data about each child’s play is needed; for this, the following methods can be used.
1. Observation of children’s games in a group, on the site, recording them. For this purpose, you can use technical means - photography, tape recording of children's statements in the game.
2. Conversations with teachers about the content of games, about ways for children to solve game problems, about the interaction of players, about their independence.
3. Game problem situations that are asked to the children by the teacher observing the games. At the same time, he is obliged to tactfully engage in the game without disturbing its progress, and to do this only if during passive observation it is impossible to determine the degree of formation of one or another indicator of the development of the game.
Let's consider the methodology for diagnosing children's play for each group of indicators. Diagnostic sheet No. 1 is used.
Children's independence in setting game tasks is determined during observations or by suggesting game problem situations. For example, if it is noticed that one of the children does not set a game task, and the teacher does not provide him with timely assistance, then this child is given a game task in an indirect formulation, his attention is drawn to some toy: “Look how sad the dog is.” , she’s bored alone.” If the child does not set the game task on his own, the adult continues: “Perhaps the dog was hungry or wanted to go for a walk?” It is possible that the child will again not accept the game task posed indirectly; in this case, it can be offered in a direct formulation, the teacher says: “Feed the dog, she is hungry.” If it turns out that the child’s play is monotonous, i.e. he sets 1-2 familiar game tasks and repeats them many times, for example, feeds the doll, puts it to bed, feeds it again, etc., then you can offer him some other game task. For example, you can address a boy who has been driving a car for a long time: “The road was long, the gas must have already run out, what should I do?” or: “How loud the engine is. What happened to him? He's probably broken."
In Appendix 2 we provide a list of diagnostic indicators for parameters related to the content of children’s play, and the methodology for their assessment.
II. Ways for children to solve gaming problems. Teachers receive information about children’s development of ways to solve game problems during observations. Watching children play, you can notice that of all the objective methods, they prefer play actions with toys. This fact does not yet indicate that their other subject methods are undeveloped. It is known that to solve a given game problem, a child can use any of the mastered methods. In this case, you need to find out whether the child accepts substitute objects and imaginary objects or not. Let's give examples of how this can be done.
1. You can address a girl who is feeding a doll using only toys: “I am treating your doll (daughter) with this red apple,” and instead of an apple, offer a ball from a pyramid.
2. Ask the boy who is driving the car: “Please take this watermelon, it’s hard for me to carry it,” - instead of the watermelon, give him a green ball.
3. Turn to the child: “Please bring us some cake (sweets) for tea,” this will reveal his ability to independently find substitute items.
4. The girl who is feeding the doll can be offered an imaginary treat for the doll on an empty palm: “I want to treat your doll with this candy.”
5. You can offer imaginary repair tools to a boy who is playing with a car: “This screwdriver is convenient for tightening the screws.”
The development of children's role-playing methods is revealed only if they take on roles. If a child denotes a role with a word, then there is no doubt that he accepts the role. When children don't verbalize a role, it can be difficult to determine whether they accept it or not. In this case, the child can be asked: “Who are you?” If he does not answer, the intended role is called: “Are you a driver?” or: “Are you a mother?”
The variety and expressiveness of role-playing actions, the presence of role-playing statements and conversations can be judged from the results of observations. If there are no role-playing statements in games, the child can be offered the following game situations.
1. Role-playing statements addressed to the partner toy appear if you are advised to ask the doll about something: “Will your daughter go for a walk? Ask her, she’ll go to the park.”
2. To produce role-playing statements addressed to an imaginary interlocutor, the child can be asked to call someone on the phone.
3. The child can be asked to contact a peer, for example, with advice: “Ask maybe the driver Sasha has tools to repair the car.”
To include children in a role-playing conversation, an adult asks them questions about the content of the game. Appendix 3 contains a list of diagnostic indicators, according to a parameter related to the degree of development in children of subject and role-playing methods for solving game problems, and the methodology for their assessment.
III. Children's interaction in play. First of all, it becomes clear whether the child interacts with someone or whether his games are of an individual nature. For objectivity, you need to talk with the teacher, asking the question: “Does the child always play alone or does he sometimes take part in joint games?”
You can try to attract a child who plays individually to play together with an adult or with peers by offering him play situations similar to these.
1. Address the boy who is driving alone: I’m in a hurry to get to work. Give me a lift, please, so the child is included in playing together with an adult.
2. The same boy can be asked to invite a peer: “Where did you go? You’re probably bored alone, maybe you’ll invite someone for a ride, he’ll be so pleased.”
3. Address the girl: “Are you going for a walk with your daughter? Maybe you'll invite Dasha and her daughter. It’s more fun to walk together.” In this case, the child is also encouraged to interact with a peer.
The degree of development of other indicators in children is determined during observations of children’s games and from conversations with teachers.
In Appendix 4 we provide a list of indicators for the parameter associated with determining the interaction of children in the game, and the methodology for assessing them.
So, analysis of the diagnostic sheet allows us to identify the level of development of each child’s play. The lack of development of one or another indicator gives the teacher the basis to set specific tasks for managing the game, thereby informally implementing an individual approach to children.
In addition, it is known that the game develops gradually, first a plot-display game is formed, then the initial stage of a plot-role-playing game and then a developed plot-role-playing game. At each stage, children may have different levels of play development: high, medium, low.
Plot-display game.
High level. A child’s idea of a game arises mainly on his own initiative, only in some cases an adult comes to his aid. In the game, it displays familiar events, combining them with each other. Events of interest can be repeated in the game many times.
Sets game tasks independently, only sometimes requiring minor assistance from an adult. The number of game tasks set in the game ranges from 1 to 5-6. They can be interconnected or separate.
The child has well-developed objective methods for solving game problems. Play actions with toys are varied; in terms of the degree of generalization, they can be both detailed and generalized. The child independently uses familiar and new objects, substitute objects, and imaginary objects in games. Sometimes the baby takes on the role of an adult, in some cases he denotes it with a word. The game is predominantly individual in nature, but the child shows great interest in the games of his peers.
Average level. The idea of the game appears both at the child’s initiative and after an adult’s proposal. The game displays familiar events and is happy to repeat one particular situation. The child can set game tasks both independently and with the help of an adult. The number of assigned game tasks can be from 1 to 3-5, they can be interconnected or disparate. The child has developed objective ways of solving game problems. Play actions with toys are varied, detailed and generalized in degree of generality. Independently uses only familiar substitute objects in games with a known meaning, and, as necessary, includes imaginary objects in the game. An adult can help in choosing any method.
Does not accept the role of an adult. The game is individual in nature, but the child shows interest in the games of his peers.
Low level. Most often, a child begins to play after an adult’s suggestion, i.e. he helps the baby come up with an idea. Displays familiar events by repeating the same situation many times. An adult also helps the child set game tasks; in some cases, he sets some game tasks on his own. Their number is no more than 1-2.
Subject-based methods for solving game problems are not sufficiently developed. Play actions with toys are most often monotonous; in terms of the degree of generalization, they are only expanded. Does not use substitute or imaginary objects in games.
The game is individual, the child shows almost no interest in the games of his peers.
The initial stage of the role-playing game.
High level. A child’s play ideas arise independently; they are varied. The game displays familiar and unfamiliar events, combining them with each other. Sets game tasks independently.
Subject methods for solving game problems are well formed. Play actions with toys are varied; in terms of the degree of generalization, they can be both detailed and generalized. Independently uses familiar and new substitute objects in different meanings. Includes imaginary objects in the game as needed. The child has partially formed role-playing methods for solving game problems. Role-playing actions are varied and quite expressive; they are accompanied by role-playing statements. Role-playing statements can be addressed to a partner toy, an imaginary interlocutor, an adult, or peers. Sometimes role-playing conversation appears if an adult supports it. The initiative to initiate a role-playing conversation can also come from the child. It still has little content.
The child willingly interacts with adults and peers, is happy to set game tasks for them, but he himself does not always accept the game tasks set by his peers, because he still does not know how to tactfully refuse them. Interaction can be short-term or long-term.
Average level. The content of the game and the objective methods of solving game problems are developed almost in the same way as in children at a high level of game development. Role-playing methods are less formed. Role-playing actions are varied, but not expressive. They are accompanied by role-playing statements. Role-playing conversation does not occur.
The child enters into short-term interactions with adults and peers.
Low level. The idea of the game arises on the initiative of the child. In the game he combines familiar and unfamiliar events. Independently sets a variety of interrelated game tasks. Subject-based methods for solving game problems are well developed. Accepts a role, denotes it with a word, but role-playing methods are still poorly formed. Role-playing actions are monotonous, not expressive, sometimes accompanied by role-playing statements that arise both on the initiative of the adult and the child.
The game is predominantly individual, but the child is happy to interact with an adult, usually this happens on the initiative of the adult
Developed plot-role-playing game.
High level. The child develops a variety of play ideas. When implementing them, he combines familiar and less familiar events. With particular interest, the child displays the interaction and communication of people in games. All game episodes are interconnected in meaning. The child always sets play tasks independently. Subject-based methods for solving game problems are well formed; he easily varies them depending on the situation that arises. Role-playing methods for solving game problems are also well developed. When performing a role, he uses a variety of role-playing actions, conveys the mood and character of a person, i.e. role-playing actions are emotionally expressive. Easily, often on his own initiative, enters into role-playing conversations with adults and peers. It is interesting and long lasting.
When interacting, the child sets and accepts game tasks and knows how to tactfully refuse some. Long-term interaction is most typical, although as the game progresses the child may enter into short-term interaction.
Average level. The game differs from the high level in that the child has less developed role-playing conversation. Most often, he enters into a short-term interaction.
Low level there is no developed role-playing game.
Let us also consider the features of determining the level of development of gaming skills in preschoolers using the method developed by R.R. Kalinina. The methodology is based on a scheme for observing children’s play, according to the main parameters that determine the development of role-playing play, according to D.B. Elkonin, which allows for both qualitative and quantitative analysis of the level of development of gaming skills in preschool children. Kalinina R.R. Psychological and pedagogical diagnostics in kindergarten / R.R. Kalinina. - St. Petersburg: Rech, 2003. - 144 p.,
To study the level of development of gaming skills, you can organize a role-playing game in a group of 4-5 preschoolers of the same age. The theme of the game is set by an adult (teacher, psychologist, deputy head), who carries out diagnostic observation. You can choose any theme for the game, the main thing is that there are enough roles for all children. The most optimal games here may be those that do not have a clearly defined situation and allow different roles to be included in the game’s plot. The adult does not interfere with the game process, only if necessary, provides minimal assistance in organizing the game process.
The analysis of gaming activity is carried out according to 7 criteria: distribution of roles, the main content of the game, role-playing behavior, game actions, the use of attributes and substitute objects, the use of role-playing speech, and the implementation of rules. Each criterion is assessed at 4 levels, according to age limits, which allows you to plan work with children of different ages to develop gaming skills, and monitor its effectiveness.
play preschooler role-playing diagnosis
|
Criteria |
Level 1 from 2 to 3.5 years |
Level 2 from 3.5 to 4.5 years |
Level 3 from 4.5 to 5.5 years |
Level 4 over 5 years |
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|
Distribution of roles |
Lack of distribution of roles; the role is played by the one who has “taken possession” of the key attribute |
Distribution of roles under the guidance of an adult who asks guiding questions: “What roles are there in the game? Who will play the role of Squirrel? Who is the fox? |
Independent distribution of roles in the absence of conflict situations. If there is a conflict playgroup falls apart, or children turn to the teacher for help |
Independent distribution of roles, resolution of conflict situations. |
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|
Action with a certain subject directed at another (mother feeds her daughter no matter how or what) |
Action with an object in accordance with reality |
Performing actions determined by the role (if the child plays the role of a cook, then he will not feed anyone) |
Performing actions related to relating to other people. What is important here is not what the “mother” feeds the child, but whether she is “kind” or “strict” |
||
|
Role behavior |
The role is determined by game actions and is not named. |
The role is called, the fulfillment of the role comes down to the implementation of actions |
Roles are clearly defined before play begins, and the role determines and guides the child's behavior. |
Role-playing behavior is observed throughout the game. |
|
|
Game actions |
The game consists of monotonous repetition of the 1st game action (for example, feeding) |
Expanding the range of play actions (cooking, feeding, putting to bed), actions are strictly fixed. |
Game actions are varied and logical. |
Game actions have a clear sequence, are varied, and dynamic depending on the plot. |
|
|
Use of paraphernalia and substitute items |
Using paraphernalia with the support of an adult. |
Independent direct use of paraphernalia (toy dishes, food models, medicine bottles, etc.) |
Wide use of attributive objects, including as substitutes (a toy plate as a trailer for a truck, cubes as products, etc.), the substantive design of the game takes most of the time |
Using multifunctional items (shreds, paper, sticks) and, if necessary, making a small number of key attribute items. Subject design of the game takes a minimum of time. |
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|
Use of role speech |
Lack of role-playing speech, addressing players by name. |
Presence of role reference: to those playing by the name of the role (daughter, etc.). If you ask a playing child: “Who are you? will say his name. |
Presence of role-playing speech, periodic transition to direct address. |
Expanded role-playing speech throughout the game. If you ask a playing child: “Who are you?”, he will name his role. |
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|
Execution of rules |
No rules |
The rules are not clearly highlighted, but in conflict situations the rules win |
The rules are outlined and followed, but may be violated in an emotional situation. |
Compliance with the agreed rules throughout the game. |
It is convenient to present the observation results in a summary table. Against each child’s surname, his age and level of gaming skills are noted for each criterion that he demonstrates in gaming activities. Moreover, if the level of gaming skills according to one or another criterion corresponds to the age norm, you should paint over the box, because color designation facilitates analysis of observation results.
As a result, we get a table that clearly shows the overall picture of the development of gaming skills in a particular age group, and the results of each child. This allows, on the one hand, to evaluate the work of educators in developing gaming skills, and on the other hand, the educator to plan individually targeted work with children to develop them.
Thus, we have identified indicators by which children’s games can be analyzed in many ways and get an idea of the degree to which children’s games are developed.
Diagnostics of play makes it possible to control the timeliness of its formation in each child. Using them, teachers can easily determine at what level of play development each child is, which will allow them to individualize management tasks and determine the effectiveness of the teacher’s play management.
LENA BRENING
Analysis of the role-playing game “School”
Analysis of the role-playing game« School» .
1. General information
Children's age: 6-7 years
the date of the: November 26, 2018, afternoon
Educator:Brening E. A
Subject: Role-playing game« School» .
Target: enrichment of social and gaming experience between children; development gaming skills and social competence in game plot: « School» , "Dining room", "Library".
Tasks:
1. Educational:
Clarify children's knowledge about the teaching profession.
Help to reveal the content and connections of the roles being played, develop the ability to transfer familiar actions into game situations, act in accordance with the role, encourage the ability to invent new events.
2. Developmental:
Development of coherent speech, enrichment of the active vocabulary with terms related to school, school life, the role of a student.
3. Educational:
Develop a positive attitude towards learning school, respectful, friendly attitude of children towards each other.
To develop social competence in children through replaying situations within the framework of role-playing games« School» , "Dining room", "Library".
Cultivate friendships in the game.
Form motivational readiness for school.
During role-playing game Priority was given to tasks related to social and communicative development. The game also involved educational areas such as cognitive and speech development.
Activities:
Gaming (role-playing game) ;
Communicative (constructive communication and interaction with
adults and peers, oral speech as the main means of communication).
The following were used in educational activities methods: verbal (conversation, guessing riddles, verbal-didactic exercise); practical (a game). Techniques - encouragement, creating a game situation, questions, a surprise moment, showing a course of action)
In progress role-playing game every child was given the opportunity to self-actualize, including inactive children who received one of the main roles (For example, teacher, cook). Roles were assigned both at will and with the help of counting rhymes and game situations.
In progress games children took on various roles, as if replacing people who were in certain social relationships with each other and their actions. It was noticeable how children "resided" accepted role, and they were diverse (teacher, students, cook, librarian, security guard., tried to follow the rules, interacted with each other.
I believe that the children had a strong interest in the game thanks to the created conditions, preliminary excursions and conversations, and the preparation of attributes through the joint efforts of the children, teacher and parents.
One can say about the cognitive activity of children following: the children were interested, attentive, active, friendly. There was independence in verbal communication with others, and sometimes there was embarrassment. The children showed good knowledge on this topic.
The equipment that the teacher used in the game meets aesthetic requirements. It is bright, colorful, attractive, safe and easy to use.
The game reflects all the assigned tasks, they correspond to the age of the children.
The teacher sometimes had difficulty managing the process games. But I still tried to develop in children the ability to correlate the name of the role with a certain set of actions and attributes; use different types of relationships between different role positions (control, subordination, equality).
Publications on the topic:
Psychocorrectional capabilities of role-playing games In Russian psychology and pedagogy, play is considered an activity that is very important for the development of a preschool child.
Summary of a modern role-playing game for older preschoolers “Modern School”“Modern School” Plot lines of the game: children come to school, study in class; carrying out parent meeting; organization.
Summary of the role-playing game “Shop” Goal: developing the social experience of children through play activities. Educational objectives: - to teach children to distribute roles and.
Summary of the role-playing game "School" Summary of the plot-role-playing game “School” Connection with educational areas: social and communicative development Goal: Continue teaching.
Summary of the role-playing game "School" in the preparatory group Summary of the plot-role-playing game “School” in the preparatory group Goal: enriching the social and gaming experience between children; development of games.
Summary of the role-playing game “Supermarket” Integration of educational areas: Cognition, Communication, Health, Labor. Preliminary work: Constant games of children in a group with a teacher.
Annex 1
10. End of the game.
eliminated?
Analysis of observation of children's play activities
Techniques for directing role-playing games used by the teacher.
1. What techniques did the teacher use to develop role-playing games?
Expanded children's understanding (through stories, reading a book, looking at illustrations, playing a didactic game);
I was interested in: “What are you playing?”;
Offered new game actions;
Offered new roles;
Contributed optional equipment or offered to make it together with the children;
Offered new game situations;
Gave direct instructions to action: “Feed the doll”, “Turn the steering wheel”;
Asked questions that guided the development of the game;
Took on the main (minor) role and thus directed the game;
Gave an assessment (analysis) of the game;
2. What techniques did the teacher use to form relationships between children during play?
Involved timid, shy children in the game (by direct proposal “Take it to play”, by introducing a new role);
He himself organized a team around himself for the game;
Encouraged children to negotiate independently (about the distribution of roles, about toys);
Prevented or eliminated conflicts that arose (over toys, over roles, over following rules);
Encouraged children to combine different games with each other;
Used some other techniques.
Children's play activities in the 2nd half of the day.
1. Preparation of the teacher and play activities.
2. Types of games, their role and place in educational work with the group.
3. Features of gaming material in each age group and its location.
4. Conditions for games: availability of games, game material; how much time was allocated for games.
5. The beginning of gaming activity, the emergence of a role-playing game.
6. Themes of games, their content, duration, children’s attitude to various types of games.
7. State of gaming skills and abilities. Game culture.
8. How a teacher uses gaming activities to form moral traits, character, moral, volitional qualities of an individual (reception of leadership, use of games as a means of moral education).
9. Techniques for managing different types of games.
10. End of the game.
Board-printed games.
1. Name of the game. What type of 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 a new version of the games.
Scheme for analyzing children's play.
1. Did the game bring joy to the children?
2. Reasons for the achieved result - preparation for the game:
Planning the game (does the program content correspond to the age and level of development of children, is the complex management of the game reflected in the program content;
Creating conditions (what time is allocated in the daily routine, is there special place in a group, how the game is equipped);
Preparing children;
On whose initiative the game arose;
Was there a preparatory period of play in accordance with age;
Are children independent during the game or does the game develop with the participation of the teacher;
What was the guidance of the game on the part of the teacher (techniques, directions);
Did the teacher suppress the children with his intervention?
Children's activities in play;
How was the task of developing creativity, initiative, and imagination in children solved?
How the game was completed - organized or unexpected;
How the analysis was carried out.
3. How would you direct this game?
Games with building materials.
1. Compliance of the tasks with the age characteristics of the children.
2. What preparatory work was carried out before the game, was it expedient?
3. What building material was used in the game (specially created, natural, auxiliary).
4. Methods and techniques of stimulation and motivation to play.
5. The effectiveness of methodological techniques used during the game and for its completion.
6. What type of construction was used during the game, its suitability for age, feasibility:
A) on a given topic;
B) by design;
B) according to the conditions;
D) “according to models.”
7. Place and time for the game.
8. Children's associations.
9. What conditions were created for playing around with the buildings.
10. Educational orientation of the game.
Appendix 2
EXAMPLE OF A PLAN FOR ORGANIZING A ROLE-PLAYING GAME
Subject: Salon
Age: middle group.
Program content:
Educational: expand children's knowledge about social life, the profession, the purpose of the hairdresser profession; improve children’s skills to invent and develop actions in the game;
Developmental: promote the development of children's creative potential in coming up with a game plot, thereby developing interest in enriching the game plot, attracting more children to the game;
Educational: cultivate a positive attitude towards professions, actions and results in the game, form friendly relationships in the group, promote team unity and playing “together”;
Game development tasks:
Develop the ability to change role behavior in accordance with the different roles of partners; outline the game role and designate it for partners in the process of unfolding the game; act independently in accordance with the game plan, the ability to select a place, select toys, attributes, combine several game actions into one plot; develop the plot based on the acquired knowledge.
Objectives of moral education: develop the ability to take into account the interests of comrades and provide all possible assistance; develop the ability to objectively evaluate the actions of partners, subordinate one’s behavior to rules, distribute roles without conflict, and demonstrate friendly relationships.
Techniques:
a story with illustrations, a conversation, a demonstration of the actions of combing, putting dolls in order in a group in individual work, creating an object-play environment, introducing game material, indirectly guiding the game.
Equipment:
Photos of a hairdresser at work, an illustration with Petya and Seryozha (for reading a poem by S. Marshak), a hairdresser's corner, combs, bottles, the use of substitute objects (cubes, sticks...), a telephone, a toy TV, a catalog of hairstyles.
Vocabulary work:
Curling irons, types of haircuts, perm, cosmetologist, makeup artist.
Roles:
Hairdresser, assistants, visitors, cosmetologists, massage therapists.
Basic storylines:
Choice of activities by children (combing, cutting, washing hair, curling, coloring, etc.)
Invitation to visit other types of services: makeup artist.
Involving new roles and actions in the game: sweeping the floor, going for new paints, scissors.
Progress of the game:
The television announces the opening of a new hairdressing salon:
"Attention! Attention! A new hairdressing salon has opened in our kindergarten group; it employs specialists in their field! They will gladly welcome everyone!
And the services are very different:
· creating hairstyles for holidays, for every day;
· haircuts for women and men;
· curling, hair coloring;
· in the near future the hairdresser plans to open both a beauty salon and a massage parlour.
Don’t forget that you can sign up for services by phone: 3-44-55
Come everyone! Hurry!
A new hairdresser is waiting for you!
Attention! The following specialists are required for a new hairdressing salon:
Hairdresser in the women's and men's salons
Cosmetologists, makeup artists
contact the new director - Maria Petrovna"
Distribution of roles: The kids show interest on their own and get a job. Indirect guidance may consist of an offer to do an internship next to a specialist; ask the director to replace an employee who is on makeup leave.
On the street, a clown knocks on the window, asking to be let in! He comes in and says that he came because of an announcement about the opening of a new hairdressing salon. He talks about the fact that he didn’t have time to comb his hair, but he has a performance at the circus today! He asks to help the children.
The guys offer to do their hair, the clown suggests actions - he wants to dye his hair, get a haircut. Giving explanations to the hairdresser, children observe, perform their roles, and come up with new ones.
The clown thanks the hairdressers. Paying off. Invites all children to make beautiful, mischievous hairstyles, because... he invites them to the circus.
Celebrates the work of the masters, beautiful hairstyles. At the end of the role-playing game with the guys, the clown conducts various games, shows tricks, plays.
In the second half of the day, the group receives a letter from a clown! In it, he thanks the hairdressers for their excellent work. All viewers liked the hairstyle. And he offers to make a magazine - to come up with and draw hairstyles, makeup, and costumes for the holidays.
Progress of the game.
Like from our village
The path freezes along the edge,
Ruffled by the blizzard,
Covered with snow.
The blizzard has been blowing all day long,
Weaves good stories.
The blizzard is braided into a braid -
The tale will be about the Fox.
Guys, today we will play the fairy tale “Zayushkina’s Hut”. You and I have already read this fairy tale many times. you all know the content. Please tell me who are the main characters in this fairy tale? That's right, a fox, a hare and a rooster. What other characters are there in this fairy tale? That's right, dogs, wolf, bear, bull.
Our fox will be Elvina, the hare will be Adeline, the rooster will be Rail, the dogs will be Egor and Airat, the bear will be Amir, the bull will be Marcel, and the wolf will be Alyosha. Take your masks. I will be the author and usher, and the rest of the children will be spectators, take the money.
So, viewers, buy tickets! One ticket costs 100 rubles! And don’t forget about the rules of behavior in the theater! Who will remind me? Lera, please tell me! That's right, don't talk, sit nicely!
Take your seats, so the fairy tale begins!
My hut is light, and yours is dark! I have a light one, and you have a dark one!
Let me, my dear, into your yard!
Hare:- No, fox, I won’t let you in: why were you teasing?
The next day the fox asks again:
Fox:- Let me, little bunny, onto the porch.
Hare:
Fox:- Let me, little bunny, into the hut.
Hare:- No, I won’t let you in: why did you tease me?
A day passed, then another - the fox began to chase the hare out of the hut:
Fox:- Get out, scythe! I don't want to live with you!
Dogs:- Tyaf, tyaf, tyaf! What are you crying about, little bunny?
Hare:
Don't cry, bunny, they say dogs. - We'll kick her out.
Hare:- No, don't kick me out!
No, we'll kick you out!
Let's go to the hut.
Dogs:- Tyaf, tyaf, tyaf! Get out, fox!
And she told them from the stove:
The dogs got scared and ran away. The bunny sits again and cries. goes by wolf:
What are you crying about, little bunny?
How can I not cry? I had a bast hut, and the fox had an ice hut. Spring came. The fox's hut melted. She asked to come to me, but she kicked me out.
wolf, - I'll kick her out.
No, you won't kick me out! They chased the dogs - they didn’t drive them out, and you won’t drive them out.
No, I'll kick you out!
Uyyy... Uyyy... Get out, fox!
And she from the stove:
As soon as I jump out, as soon as I jump out, the scraps will go down the back streets!
The wolf got scared and ran away.
Here the little bunny sits and cries again. Goes old bear:
What are you crying about, little bunny?
How can I, little bear, not cry? I had a bast hut, and the fox had an ice hut. Spring came. The fox's hut melted. She asked to come to me, but she kicked me out.
Don't cry, bunny, he says bear,- I'll kick her out.
No, you won't kick me out! The dogs chased and chased but did not drive him out, the gray wolf chased and chased him but did not drive him out. And you won't get kicked out.
No, I'll kick you out!
The bear went to the hut and growled:
Rrrrr... rrr... Get out, fox!
And she from the stove:
As soon as I jump out, as soon as I jump out, the scraps will go down the back streets!
The bear got scared and left.
The hare sits again and cries. Going rooster, carries a scythe.
Ku-ka-re-ku! Bunny, what are you crying about?
How can I not cry? I had a bast hut, and the fox had an ice hut. Spring came. The fox's hut melted. She asked to come to me, but she kicked me out.
Don’t worry, little bunny, I’ll drive the fox out for you.
No, you won't kick me out! The dogs chased - they didn’t drive out, the gray wolf chased, chased - did not drive out, the old bear chased, chased - did not drive out. And you won't get kicked out.
The rooster went to the hut: - Ku-ka-re-ku! I’m walking on my feet, in red boots, carrying a braid on my shoulders: I want to whip the fox, the fox has left the stove!
The fox heard it, got scared and said: “I’m getting dressed...
The rooster again: - Ku-ka-re-ku! I’m walking on my feet, in red boots, carrying a braid on my shoulders: I want to whip the fox, the fox has left the stove!
A fox says: “I’m putting on a fur coat...
Rooster for the third time: - Ku-ka-re-ku! I’m walking on my feet, in red boots, carrying a braid on my shoulders: I want to whip the fox, the fox has left the stove!
The fox got scared, jumped off the stove and ran. And the bunny and the rooster began to live and get along.
That's the end of the fairy tale! Actors, come out together and take a bow! What should the audience do? That's right, clap! Let's applaud our "artists."
Viewers, did you like it? Whose game did you like the most? Why? Who thinks differently?
Well done guys, I liked all the guys, they all got into their roles like real actors! Thanks to all!
Appendix 3
Questions for analyzing gaming technologies in preschool educational institutions
1. Types of games, their role and place in educational work with the group.
2. Features of gaming material in each age group and its location: analyze the gaming corners in the group.
3. Conditions for games: availability of games, game material.
Questions for analyzing the labor process.
- Did children's labor have any practical significance?
- Compliance of the assigned tasks with the requirements of the program, as well as the content of the work and the characteristics of the participants.
3. To what extent the forms of organization of children (for collective work - forms of association) correspond to the level of development of their work activity and experience.
4. Educational value of goal setting and motivation techniques:
a) the effectiveness of these techniques for convincing the necessity and significance of the work;
b) influencing the feelings of children, expressing the desire to achieve the goal;
c) to what extent the teacher’s techniques teach one to independently determine the need for work.
5. Education in the planning process?
a) what planning method is chosen by the teacher (preschoolers’ action according to the plan proposed by the teacher, planning based on questions, planning - a story); whether it matches children's experiences;
b) does the content of the plan cover all stages of planning (organization of work, sequence and methods of execution), does it provide for self-control;
d) in verbal planning, evaluate the child’s speech.
6. Education while doing work:
b) what moral and volitional qualities are manifested in preschoolers and how the teacher helps to consolidate positive manifestations, how he encourages them;
c) to what extent the teacher’s techniques contribute to solving the assigned educational tasks in a given labor process;
7. Assessment of children's activities;
a) children’s attitude to the result of the activity, the degree of adequacy of the results obtained;
b) what kind of friendly expressions does the teacher encourage children to make when assessing the work of their comrades, by what methods;
c) how independent children are in assessing their work and comrades;
d) whether the content of the assessment corresponds to the educational objectives set;
e) what techniques are used to develop children’s ability to evaluate; Does the teacher encourage you to find the reasons for failures and mistakes?
Appendix 4
Part: Final
Let's play the game "Guess what we'll do"
Children with a teacher walk in a circle, saying:
We will work with you,
Let's not forget the order.
Don't yawn, do it.
And repeat after me.
At the end of the words everyone stops. The teacher shows some movement. (washes, irons, wrings out, shakes. Hangs, children repeat, guess the action, naming it.
Appendix No. 5
Annex 1
OPTIONS FOR ANALYSIS OF GAMING ACTIVITY
Scheme for analyzing gaming activity.
1. Preparing the teacher for gaming activities.
2. Types of games, their role and place in educational work with the group.
3. Features of gaming material in each age group and its location.
4. Conditions for games: availability of games, game material; how much time was allocated for games.
5. The beginning of gaming activity, the emergence of a role-playing game.
6. Themes of games, their content, duration, children’s attitude to various types of games.
7. State of gaming skills and abilities. Game culture.
8. How a teacher uses gaming activities to form moral traits, character, moral, volitional qualities of an individual (reception of leadership, use of games as a means of moral education).
9. Leadership Techniques different types and games.
10. End of the game.
Questions for analyzing the role-playing games of the teacher.
1. On whose initiative did the game originate?
2. Did the children plan its course in advance?
3. How many children took part in the game?
4. What were the roles and how were they distributed?
5. What play actions did the children perform in accordance with their 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?
8. How long did the game last?
9. Is it related? this game with other children's games?
10. How did the game end: organized or unexpected? Did the children discuss the progress of the game after it ended?
11. Are children independent in developing 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 you design further development gaming activity?
15. What kind of relationships between children did you observe?
16. How were the roles distributed?
17. How many children took part in the game? Who decided the issue of admission to the game?
18. Did the children leave the game during the game and why?
19. Did any conflicts arise during the distribution of roles? Who and how are they
eliminated?
20. How will you plan the teacher’s work on Forming relationships between children in play?
21. Relationship between teacher and child.
22. Connection of this event with other activities.
Play, along with work and study, is one of the main types of human activity, an amazing phenomenon of our existence. According to G.K. Selevko - a game is a type of activity in situations aimed at recreating and assimilating social experience in which self-government of behavior develops and improves. In psychology, the concept of “game” acts as the leading activity of a preschool child, determining his further mental development, primarily because the game is characterized by an imaginary situation. Successfully solving educational problems requires close attention to the problems of children's play. Play is the most accessible type of activity for children, a way of processing impressions and knowledge received from the surrounding world. The game clearly reveals the characteristics of the child’s thinking and imagination, his emotionality, activity, and developing need for communication.
Play is a child’s genuine social practice, his real life in a society of peers. Therefore, the problem of using games for the purposes of comprehensive education, and, first of all, the formation of the moral side of the individual, is so relevant for preschool pedagogy. Currently, preschool specialists are faced with the task of further studying play as a form of organizing the life and activities of children. 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 social qualities of the child are of primary importance;
The game 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 and play, educational activities and play, everyday household activities and play.
In human practice play activity performs functions such as:
Entertaining (this is the main function of the game - to entertain, give pleasure, inspire, arouse interest);
Communicative: mastering the dialectics of communication;
Self-realization in the game as a testing ground for human practice;
Game therapy: overcoming various difficulties that arise in other types of life activities;
Diagnostic: identifying deviations from normative behavior, self-knowledge during the game;
Correction function: introducing positive changes into the structure of personal indicators;
Interethnic communication: the assimilation of socio-cultural values common to all people;
Socialization: inclusion in the system of social relations, assimilation of the norms of human society.
Thus, play is a form of organizing the life activity of a preschooler in which a teacher can, using various methods, shape the child’s personality and its social orientation.
Main features of a role-playing game
1. Compliance with the rules.
The rules regulate the actions of the child and the teacher and say that sometimes you have to do something that you don’t want to do. It’s difficult for adults to do something they don’t like, but for a child it’s hundreds of times more difficult. The ability to act according to the rule does not just appear in a child. An important stage of preschool development is role-playing play, where obedience to the rule follows from the very essence of the game.
By mastering the rules of role behavior in the game, the child also masters the moral norms contained in the role. Children master the motives and goals of the activities of adults, their attitude to their work, to events and phenomena of social life, to people, things: in the game a positive attitude is formed towards the way of life of people, towards the actions, norms and rules of behavior in society.
2. Social motive of games.
The social motive is laid down in the role-playing game. Play is an opportunity for a child to find himself in the world of adults, to understand the adult system himself. When the game reaches its peak, it becomes insufficient for the child to replace relationships with the game, as a result of which the motive to change his status matures. The only way he can do this is to go to school.
3. In the role-playing game the game is on emotional development.
A child’s play is very rich in emotions, often ones that are not yet available to him in life. Many domestic psychologists asked the following questions: “Does the child experience feelings or just portray them? What influence do they have on the formation of the child’s moral character?” And N. Leontyev believes that in the very depths of the genesis of the game, in its very origins, there are emotional foundations. The study of children's games confirms the correctness of this idea. The child distinguishes play from reality; the speech of preschoolers often contains the following words: “as if,” “make believe,” and “in truth.” But despite this, gaming experiences are always sincere. The child is not pretending: the mother truly loves her doll daughter, the driver is seriously concerned about whether he will be able to save his friend who was in an accident.
As the game and game design become more complex, children's feelings become more conscious and complex. And fa both reveals the child’s experiences and shapes his feelings. When a child imitates the astronauts, he will convey his admiration for them and his dream of becoming the same. And at the same time, new feelings arise: responsibility for the assigned task, joy and pride when it is successfully completed. THEM. Sechenov gave a physiological justification for the importance of play for the formation of feelings; he proved that play experiences leave a deep imprint on the child’s consciousness. Repeated repetition of the actions of adults and imitation of their moral qualities influence the formation of the same qualities in the child.
From the above, we can conclude that role-playing game is a school of feelings, in which the child’s emotional world is formed.
4. During the role-playing game, the preschooler’s intellect develops.
The development of a concept in a role-playing game is associated with the general mental development child, with the formation of his interests. Preschool children develop an interest in various life events, in different types of adult work; they have favorite book characters whom they strive to imitate. As a result, the ideas of games become more persistent, sometimes taking over their imagination for a long time. Some games (in “sailors”, “pilots”, “cosmonauts”) continue for weeks, gradually developing. The emergence of a long-term perspective of the game speaks of a new, higher stage in the development of gaming creativity. In this case, there is no repetition of the same theme day after day, as happens with children, but a gradual development, enrichment of the planned plot. Thanks to this, children's thinking and imagination become purposeful. The child's prolonged stay in one role forces him to delve deeper into the meaning of what he portrays.
5. In role-playing games, imagination and creativity develop.
Planned, coordinated actions in long-term role-playing games are combined with improvisation. Children outline a general plan, a sequence of actions, and during the game new ideas and new images arise. So, during a multi-day “sea voyage”, first one or the other participant in the game came up with new interesting episodes: divers sank to the bottom of the sea and found treasures, in hot countries they caught lions and took them to the zoo, in Antarctica they fed polar bears. The development of gaming creativity is also reflected in how various life experiences are combined in the content of the game. Already at the end of the third and fourth years of children’s lives, one can observe that they combine different events in play, and sometimes they can include episodes from fairy tales that were shown to them in childhood. puppet theater. For children of this age, vivid visual impressions are important. Later (in the fourth and fifth years of life), children incorporate new experiences into their old favorite games. Reflecting life in a game, repeating life impressions in different combinations - all this helps the formation of general ideas and makes it easier for the child to understand the connection between different phenomena of life.
To implement a plan in a role-playing game, a child needs toys and various objects that help him act in accordance with the role he has taken on. If the necessary toys are not at hand, then children replace one object with another, endowing it with imaginary characteristics. This ability to see non-existent qualities in an object is one of the characteristic features of childhood. The older and more developed children are, the more demanding they are about the objects of play, the more similarities they look for with reality.
6. Speech development.
The role of words is especially important in creating an image. The word helps the child to identify his thoughts and feelings, understand the experiences of his partners, and coordinate his actions with them. The development of purposefulness and the ability to combine is associated with the development of speech, with the ever-increasing ability to put one’s ideas into words.
L.S. Vygotsky argued that development children's imagination directly related to speech acquisition. Detained in their speech development Children also turn out to be retarded in the development of imagination.
There is a two-way connection between speech and play. On the one hand, speech develops and becomes more active in the game, and on the other hand, the game itself develops under the influence of speech development. The child uses words to designate his actions, and thereby comprehends them; He also uses words to complement actions and express his thoughts and feelings. In older preschool age, sometimes entire episodes of play are created using words. The role of the word is especially noticeable in the so-called director's games, where the child does not take on the role, as in normal game, but moves dolls and other toys and speaks for them. There is an element of directing in every game with dolls. “Mom” speaks and acts both for herself and for her doll daughter.
Types of role-playing games
1. Games based on everyday themes: “home”, “family”, “holidays”, “birthdays”. And these games are occupied by games with dolls, through actions with which children convey what they know about their peers, adults, and their relationships.
2. Games on industrial and social topics, which reflect the work of people. For these games, themes are taken from the surrounding life (school, store, library, post office, hairdresser, hospital, transport (bus, train, plane, ship), police, firefighters, circus, theater, menagerie, plant, factory, mine, construction, collective farm, army).
3. Games on heroic-patriotic themes, reflecting the heroic deeds of our people (war heroes, space flights, etc.).
4. Games on themes of literary works, cinema, television and radio programs: “sailors” and “pilots”, Hare and Wolf, crocodile Gena and Cheburashka (according to the content of the cartoons), four “tankers” and a dog (according to the content of the film ) etc. In these games, children reflect entire episodes from literary works, imitating the actions of the heroes, adopting their behavior.
5. “Director’s” games, in which the child makes the dolls speak and perform various actions. At the same time, he acts on two levels - both for the doll and for himself, directing all actions. Participants in the game think through a scenario in advance, which can be based on episodes from familiar fairy tales, short stories, or their own lives. Children “teach” the puppets of the puppet and finger theaters, and the toy theater to “act” in accordance with the role they take on, endowing them with literary or imaginary characteristics.
Levels of development of role-playing games
First stage. The main content of the game is actions with objects. They are carried out in a certain sequence, although this sequence is often disrupted. The chain of actions is plot-based. The main subjects are everyday ones. Children's actions are monotonous and often repeated. Roles are not designated. In form it is a side-by-side game or a single player game. Children willingly play with adults. Independent play is short-lived. As a rule, the stimulus for the emergence of a game is a toy or a substitute object that was previously used in the game.
Second phase. The main content of the game is actions with an object. These actions unfold more fully and consistently in accordance with the role that is already denoted by the word. The sequence of actions becomes the rule. The first interaction between participants occurs based on the use of a common toy (or direction of action). Associations are short-lived. The main subjects are everyday ones. The same game can be repeated many times. Toys are not selected in advance, but children often use the same ones - their favorite ones. The game can already unite 2-3 people.
Third stage. The main content of the game is also actions with objects. However, they are complemented by actions aimed at establishing various contacts with playing partners. Roles are clearly defined and assigned before the game begins. Toys and objects are selected (most often during the game) in accordance with the role. Logics; the nature of actions and their direction are determined by the role. This becomes the basic rule. The game often proceeds as a joint game, although interaction is interspersed with parallel actions of partners who are not related to each other and are not correlated with the role. The duration of the game increases. The plots become more diverse: children reflect everyday life, the work of adults and vibrant social phenomena.
Fourth stage. The main content of the game is a reflection of the relationships and interactions of adults with each other. The themes of games can be varied: it is determined not only by the direct, but also by the indirect experience of children. Games are joint and collective in nature. Associations are stable. They are built either on children’s interest in the same games, or on the basis of personal sympathies and affections. Games of the same content are not only repeated for a long time, but also develop, become enriched, and exist for a long time.
In the game at this stage, the preparatory work is clearly distinguished: the distribution of roles, the selection of game material, and sometimes its production (homemade toys). The requirement to comply with the logic of life applies not only to actions, but also to all actions and role behavior of the participants. Up to 5-6 people are involved in the game.
The above levels reflect the general development of role-playing games, but in a specific age group adjacent levels coexist.
Based on the concept of N.Ya. Mikhailenko, the development of story play at different age stages can be presented in the following summary table.
Table
|
Nature of game actions |
Performing a role |
Plot development in an imaginary situation |
|
|
Separate game actions that are conditional in nature |
The role is actually performed, but not named |
The plot is a chain of two actions, the imaginary situation is held by an adult |
|
|
Interconnected game actions with a clear role-playing character |
The role is called, children can change the role during the game |
A chain of 3-4 interconnected actions, children independently hold an imaginary situation |
|
|
Transition to role-playing actions that reflect the social functions of people |
Roles are assigned before the game starts, children stick to their role throughout the game |
A chain of game actions, united by one plot, corresponding to the real logic of the actions of adults |
|
|
Representation of relationships between people (subordination, cooperation) in game actions. The technique of game actions is conventional |
Not only the roles, but also the idea of the game are spoken out by the children before it begins. |
The plot is based on an imaginary situation, the actions are varied and correspond to real relationships between people |
Thus, in modern pedagogical theory, play is considered as the leading activity of a preschool child. The leading position of the game is determined not by the amount of time that the child devotes to it, but by the fact that it satisfies his basic needs; in the depths of the game other types of activities arise and develop; the game is most conducive to mental development, development of voluntariness.
Play as an activity, the implementation of which requires the child to renounce immediate desires and obey the rule in favor of fulfilling the role he has assumed, provides the possibility of transition as an arbitrary regulation of behavior. Voluntary behavior how behavior carried out by a child in accordance with a pattern and rule and controlled in accordance with this pattern and rule becomes accessible to the child thanks to the assumption of roles and mutual control over the fulfillment of game roles on the part of the game participants.
