A game-based learning situation is a full-fledged, but specially organized plot-role-playing game. It is characterized by the following points:
It has a short and simple plot, built on the basis of life events, a fairy tale, or a literary work that is well known to preschoolers;
Equipped with the necessary toys and paraphernalia; space and subject environment are specially organized for it;
The content of the game contains a didactic goal, an educational task, to which all its components are subordinated - plot, role-playing interaction of characters, etc.;
The teacher conducts the game: announces the name and plot, distributes roles, takes on one role and plays it, supports an imaginary situation in accordance with the plot;
The teacher leads the entire game: monitors the development of the plot, the children’s performance of roles, role relationships; saturates the game with role-playing dialogues and game actions, through which the didactic goal is achieved.
With the help of game-based learning situations, you can solve various program problems in environmental education of children.
Let us highlight several types of game-based learning situations, with the help of which various program tasks of introducing children to nature and their environmental education are successfully solved.
Types of game learning situations
iOS with analogue toys
IOS with literary characters
IOS travel type
Game-based learning situations with analogue toys
Analogs are toys that depict natural objects: specific animals or plants. There are many toy analogues of animals, they exist in a wide variety of designs (soft, rubber, plastic). There are not many toy analogues of plants - these are plastic Christmas trees of various sizes, trees and shrubs from a plane theater, mushrooms, and sometimes foam fruits and vegetables.
In our work, we use play-based learning situations with analogue toys in all age groups, and we compare them not only with living objects, but also with their images in paintings, visual aids, as well as handmade models of natural areas.
Analogue toyswe include in anygame-based learning situations in any form of environmental education for children: observations, activities, work in nature. In all cases, they help in developing clear, realistic ideas about nature in children.
Game learning situations with literary characters
The second type of IOS is associated with the use of dolls depicting characters from works that are well known to children. The heroes of favorite fairy tales, short stories, and cartoons are perceived by children emotionally, excite the imagination, and become objects of imitation. To achieve the goals of environmental education, such literary works are suitable, the content of which is in one way or another connected with nature, and the characters have a puppet embodiment. There are many such works in the children's literary repertoire.- these are primarily folk and original fairy tales “Turnip”, “Ryaba Hen”, “Little Red Riding Hood”, “Doctor Aibolit”. With dolls depicting the main characters of fairy tales, you can build many different IOSs that will help solve various program problems of introducing children to nature and developing the necessary skills.
When developing IOS, I always take into account that all the words and actions of the doll correspond to its literary biography; in a new situation it should manifest itself in the same way as in the work.
In other words, the use of a character doll based on his literary biography is an indirect form of teaching children, based entirely on a fairly strong play motivation.
Game-based learning situations such as travel
I use the travel game in my work with children of different age groups. Travel is a role-playing game in which children visit new places or institutions. In this game, their attention is focused on different moments, plot, role-playing actions, imaginary situations. An important feature of a game-based learning situation while traveling is that there is always a leader (tour guide, trip leader), whose role is taken by an adult. In my work, I widely collaborate with a physical education instructor, additional education teachers, and a music director. The content of a game-based learning situation should not contradict environmental knowledge formed in the process of other types of activities. Game activities must be carried out in accordance with the rules and norms of behavior in nature. Thus, by observing the play actions of the teacher, getting involved in the plots of play learning situations, tracking the systematic development of natural phenomena in pictures, models, preschoolers learn their own play, and transfer the acquired knowledge into their play activities, which are carried out independently and in free activity.
In conclusion, I would like to say that in working with preschoolers on their environmental education, my colleagues and I use an integrated approach that involves the interconnection of research activities, music, visual theater activities, physical education, games, excursions, as well as the organization of children’s independent activities. I noticed that when using games and play situations in ecology classes, children become more attentive, they listen with interest to stories about animals and plants, and ask many additional questions that interest them.
The use of gaming technologies for the artistic and aesthetic development of children is one of the priority areas of my work.
Using gaming technologies in the educational process, I use empathy and goodwill a lot, I try to provide emotional support, create a joyful environment, and encourage any invention and fantasy of the child. Only in this case will the game be useful for the development of the child and the creation of a positive atmosphere of cooperation with adults. In domestic pedagogy, there are a number of such gaming technologies (“Samych Himself” by V.V. Repkin, “Mummy Trolls” by Tomsk authors, characters from “The Wizard of the Emerald City,” “The Adventures of Pinocchio,” etc.) built into the main content of education.
At first, I used gaming technologies as game moments, which are very important in the pedagogical process, especially during the period of adaptation of children. I use frontal play situations so that no child feels deprived of attention. These are games like “Round Dance”, “Catch-Up” and “Blowing Soap Bubbles”. In the future, I strive to ensure that playful moments penetrate into all types of children’s activities: work and play, educational activities and play, everyday household activities associated with the implementation of the regime. I studied the research of L.A. Wenger, N.Ya. Mikhailenko, K.S. Egorkina, E.V. Zvorygina, N.F. Komarova, which formed the basis for the development of gaming technologies in the pedagogical process.
By participating in the creative process, children show interest in the natural world, the harmony of colors and shapes. This allows them to look at their surroundings in a special way and instill a love for all living things. Children's interests are most clearly manifested in play, and it is easiest to influence the development of interests through play. Integration makes it possible to more actively use game forms of work in the classroom. Therefore, I use many game techniques to stimulate cognitive interests. I also use artistic and educational games in creating lessons. For example, such as “Select the colors that the artist used in his painting,” “Cold and warm colors,” “Find a picture by palette,” and others. She also included non-traditional drawing techniques in her classes. Their use gave children a lot of positive emotions, gave them unexpected discoveries, and revealed new possibilities for using familiar everyday objects as artistic materials.
My experience is devoted to the problem of developing the creative abilities of 4-5 year old children in the process of drawing using non-traditional techniques.
Is it necessary to introduce young children to the main types and genres, various techniques and materials used by painters, graphic artists, sculptors, and designers? Every adult who teaches fine arts to preschoolers faces these questions. What do we know about children's drawings, thoughts and desires to depict? The child draws not only what he sees, but also what he already knows about things. His still immature neuromuscular coordination is not enough to explain his manner of drawing and the shapes and characteristics that he gives to objects. The child singles out from reality only what seems worthy of attention and helps him explain to himself what is happening around him, neglecting other details.
Over time, the child begins to express in his drawings a more developed view of the world around him and abandons the original way of depicting the outside world, giving it more and more credibility, accuracy and reality.
But very often we, adults, demand that the child quickly complete a task, without giving the opportunity to think and experiment. In this case, the child usually remembers a solution to this problem that is familiar to him or blindly copies the actions of an adult. Creativity requires greater independence and independence from known decisions. Therefore, the education and development of creative abilities requires time and patience from both the child and the adult.
The problem of the development of children's visual creativity was dealt with by A.V. Bakushinsky, D.B. Bogoyavlenskaya, A.A. Wenger, N.A. Vetlugina, T.G. Kazakova, T.S. Komarova, A.V. Rozhdestvenskaya.
However, the practical aspect of implementing the development of artistic abilities of preschool children by means of visual creativity remains insufficiently disclosed, since many points of view regarding the psychological and artistic conditions for the formation of abilities are rapidly changing, children's generations are changing and the technology of teachers' work must change accordingly. Modern pedagogical and psychological research proves the need for visual arts classes for the mental and aesthetic development of preschool children.
In the works of A.V. Zaporozhets, V.V. Davydova, N.N. Poddyakov found that preschoolers are able, in the process of objective sensory activity, including drawing, to highlight the essential properties of objects and phenomena, establish connections between individual phenomena and reflect them in figurative form. This process is especially noticeable in various types of practical activities: generalized methods of analysis, synthesis, comparison and contrast are formed, the ability to independently find ways to solve creative problems is developed, the ability to plan one’s activities, and creative potential is revealed.
This implies the need to study not only fine arts, but also special types of visual creativity, including drawing.
My observations in teaching practice of the visual activities of children in the group (middle preschool age) showed that children love to draw, they draw with great pleasure, but they use traditional materials to obtain images.
Based on the observations received, I determined the impact on the development of creative abilities in children of middle preschool age.
Purpose of the study: to test the influence of non-traditional drawing techniques on the development of creative abilities in children 4-5 years old.
Research objectives:
1. Study and analyze the legal framework and psychological and pedagogical literature on the research problem.
2.Identify the features of the development of children’s creative abilities.
3.Select the most optimal methods and techniques for developing creative abilities in the process of drawing using non-traditional techniques.
4. During the learning process, check the feasibility and success of using certain techniques.
5. Carry out a self-assessment of your teaching activities.
PSYCHOLOGICAL AND PEDAGOGICAL CHARACTERISTICS OF CREATIVE ABILITIES OF CHILDREN OF MIDDLE PRECHOOL AGE.
An attempt to determine the content of abilities for visual activity has been made repeatedly by different researchers. In contrast to the content of abilities for other types of activities, the content and structure of these abilities are to a certain extent revealed and presented in psychological and pedagogical literature.
K.S. Platonov believed that abilities cannot be considered outside of personality. By abilities he understood this “part of the personality structure, which, being actualized in a specific type of activity, determines the quality of the latter.”
Visual creativity is a reflection of the environment in the form of specific, sensually perceived visual images. The created image (in particular, a drawing) can perform different functions (cognitive, aesthetic), since it is created for different purposes. The purpose of the drawing necessarily influences the nature of its execution.
At the same time, the process of creating a product for a preschooler is almost of paramount importance. The child’s activity is characterized by great emotional involvement, the desire to seek and try different solutions many times, receiving special pleasure from this, sometimes much more than from achieving the final result (A.V. Zaporozhets, N.N. Poddyakov, L.A. Paramonova, O.A. Christ and others). And this is the second feature of children's creativity.
When developing creative abilities, we must remember that a child is not an empty vessel that we fill. He is a subject of creativity, a small artist. In our joint work, the main thing comes from him, although he himself has no idea about it yet. No one but him will give the “correct” solution to the creative task facing him. And the teacher’s job is to conduct classes in such a way that the little artist is always faced with a creative task, even the most elementary one.
The creative activity of a child is characterized by researchers in close connection with his cognitive abilities (S.V. Gusarova, N.G. Morozova, V.D. Shadrikov, G.I. Shchukina, V.S. Yurkevich), with the level of thinking and mental development (L.A. Wenger, L.V. Zankov, V.T. Kudryavtsev, N.S. Leites, N.N. Poddyakov, O.K. Tikhomirov). Productive imagination, which forms the basis of creative activity, is considered as a central mental neoplasm of preschool age (L.S. Vygotsky), as an important indicator of a child’s personal readiness for learning at school (V.V. Davydov, O.M. Dyachenko, A.I. Kirillova, E.E. Sapogova, etc.).
Certain conditions are necessary for the development of artistic creativity:
a) experience of artistic impressions of art images;
b) some knowledge and skills in the field of various types of artistic activity;
c) a system of creative tasks aimed at developing in children the ability to create new images, using the means of different types of art;
d) creating problem situations that activate the creative imagination (“Complete the drawing”, “Invent it yourself”, “What did the artist forget to draw?”);
e) a materially enriched environment for artistic activities.
When using fine art to develop the artistic and creative abilities of children, it should be remembered that fine art has its own language, which helps the artist express thoughts, feelings, and his attitude to reality. Through the language of art, life is reflected by the artist in all its diversity. In the last decade, the use of integrative principles for organizing the development of educational content has become increasingly relevant (T.S. Komarova, N.M. Konysheva, M.V. Krulekht, N.A. Malysheva).
Creating a friendly atmosphere, close motivation for activities, the widespread use of game teaching techniques, didactic games is an important incentive in cultivating hard work, accuracy, and the desire to complete the work started.
In working with preschoolers, I proceeded from the fact that creative work should be positively motivated and not carry negative emotions and experiences. In accordance with this, preliminary work was carried out with children of middle preschool age to form motivational readiness for the upcoming creative activity.
Children's education was mainly based on the use of verbal methods and teaching techniques with a problem-search and predictive orientation. Conversations were held with the children, poems and stories were read and analyzed, problem situations were created that allowed the child to independently, creatively approach the correct understanding and resolution of the contradiction that had arisen (“today we don’t have brushes in class, but the sorceress left us some sheets of crumpled paper. How to use Can you draw hedgehogs with this paper?”)
Another most important condition for the development of children’s visual abilities is the organization of an interesting, meaningful life for the child in a child care institution and family, enriching him with vivid impressions, providing emotional and intellectual experience, which will serve as the basis for the emergence of ideas and will be the material necessary for the work of the imagination. For this purpose, first of all, a survey of parents was conducted to study the artistic interests of their children (Appendix 1). It was necessary to show parents the need to develop creative abilities in children. I consider equally important the work to enrich parents’ knowledge about non-traditional drawing techniques (various working methods were used: sliding folders, consultations for parents, exhibitions of drawings in non-traditional techniques.)
Taking into account the individual characteristics of the child is one of the main conditions for the development of visual abilities in the learning process. It is important to take into account the temperament, character, and characteristics of certain mental processes (for example, the dominant type of imagination), and even the child’s mood that day.
When developing children's motivational readiness for artistic and creative activities, the following pedagogical conditions were implemented:
1. Providing a subject-development environment with games, visual and didactic aids, auxiliary devices, materials and tools that contribute to the manifestation and development of children's creativity in the process of drawing with non-traditional techniques.
2.Creating an atmosphere of creative interaction between children and the teacher:
- showing kindness towards children, creating an atmosphere of cooperation in the drawing process, refusing criticism and negative assessments of the child’s creative activity;
- encouraging children to express and implement original ideas, non-standard solutions, and the child’s desire for self-development and self-expression; taking into account and developing the productive thinking of each child in artistic and creative activities.
The study also took into account that the system of basic knowledge and ideas is the most important prerequisite and condition for the successful implementation of creative work activity. In this regard, preschoolers were first provided with the necessary knowledge, which was then consolidated and translated into a practical plan.
I believe that children can fully demonstrate their creative activity during classes in the “Rainbow of Colors” club. I have developed classes in the circle, covering various types of non-traditional drawing techniques.
The implementation of the cognitive component of creative activity was ensured by compliance with a system of measures:
-rational correlation of explanatory-illustrative and research, heuristic teaching methods;
-expanding the horizons of children through their independent, creative use of various sources of information (book, computer, TV, teacher’s word, etc.);
-monitoring the assimilation of knowledge imparted to preschoolers at each stage of the lessons;
-use of training tasks aimed at repetition and consolidation of previously studied material;
-priority use of integrative principles of mastering the proposed content (integration with fiction, gaming, theatrical and other types of children's activities);
- transfer of acquired knowledge and ideas, methods of activity into creative manual labor.
When forming this component of creative activity, I tried to avoid giving children knowledge in a ready-made form by involving them in an independent, proactive search for information. This was facilitated by preschoolers solving “open” problems that involved the possibility of searching and finding several correct answers.
Work on the development of a practice-oriented component of creative activity involved teaching children technologies and techniques for working with basic tools and devices accessible to a given age (scissors, pencil, ruler, brush, stack), materials (fabric, thread, cardboard, paper of various grades and types ), finishing options for the finished product (painting, applique, etc.).
The main methods and techniques used in the formation of this component of creative activity in preschoolers were: conversation; instruction with a missed action; training exercises for the creative use of skills; solving problem-practical situations; variable tasks to find rational methods of action; experimenting with art materials and methods of processing them; performing integrative creative works, their analysis and evaluation; game tasks with creative dynamics.
The place, role, and nature of the use of individual methods changed significantly. Thus, at the initial stage of introducing preschoolers to creative work activities, great importance was attached to the use of detailed explanations and repetition in order to consolidate new material. At the stage of independent application of existing knowledge, skills and abilities in practical circumstances, variable creative works and tasks were used.
In the process of preparing and performing certain tasks and creative work, preschoolers were given instructions to express their individuality, originality, initiative, and freedom of choice. To do this, children were asked questions of a search nature, such as: “Think about how to do this work, where will you start?”, “What tools will you use?”, “What materials and in what quantities will you need?”, “What other materials will you need?” materials can be used to make this product, how best to design it?” etc.
One of the main conditions for the development of creative activity in the classes of the “Rainbow of Colors” circle was the creation of situations of incompleteness, orienting children to search for the greatest number of constructive solutions to game problem situations. While doing the work, preschoolers did not receive ready-made recipes for recreating a specific image or repeating a sequence of operations predetermined by the teacher. Only the general principles of work were explained to the children, and they found a way to solve the task themselves. For this purpose, the technique of “revival” (reincarnation) of the original part was widely used. The children were given tasks to bring to life a tree leaf, a cotton swab, a straw, etc. These tasks were especially popular with children 4-5 years old, as they allowed them to create a variety of artistic images on the same basis.
Gradually, preschoolers were led from completing tasks according to the model to tasks of a creative nature, according to their own plans.
The effectiveness of the developed technique can be assessed using diagnostic techniques. It was found that the majority of children are now characterized by high (47) and average (21%) levels of development of creative activity, the low level is only 2%.
Conclusions.
Socio-economic transformations in society dictate the need to form a creatively active personality with the ability to effectively and innovatively solve new life problems.
When developing children's creative abilities through non-traditional drawing techniques, the following tasks are set:
1. develop children’s imagination, supporting the manifestation of their imagination and courage in presenting their own ideas;
2. develop an aesthetic perception of the world, nature, artistic creativity of adults and children;
3. involve children in working with a variety of materials;
4. Fostering hard work, accuracy, the desire to complete the work started;
5. To increase the level of competence of parents in matters of developing the creative abilities of preschoolers.
One of the conditions for the manifestation of creativity in the process of drawing is the organization of an interesting meaningful life for a child: organization of everyday observations of the phenomena of the surrounding world, communication with art, material support, as well as taking into account the individual characteristics of the child, careful attitude to the process and result of children's activities, organization of an atmosphere of creativity and task motivation. The formation of motives for visual activity from acceptance, retention, and implementation of the topic set by the teacher to independent formulation, retention and implementation of the topic is one of the important tasks of teaching.
Entertaining manual labor contributes to the development of attention in children - its stability increases, and voluntary attention is formed.
Currently, there are many means that allow him to get acquainted with objects in their natural form, as well as through photographs, diagrams, drawings, drawings, models, and with the help of fiction.
The favorable emotional mood of children during the making of toys, the joy of communication during work, the pleasure experienced in the process of creating a beautiful toy are very important for overall development.
Creating a friendly atmosphere, close motivation for activities, widespread use of game teaching techniques, and didactic games is an important incentive in nurturing hard work.
A child born into this world gets used to his culture, which is passed on from generation to generation through many games and exercises.
Play is a special and very important type of activity necessary for the harmonious development of a child. While playing, the baby learns to communicate with the world of people and objects; in the game his personality is revealed and his character is formed.
In play, a child develops as a personality, he develops those aspects of his psyche on which the success of his educational and work activities, and relationships with people will subsequently depend. In the process of play, new types of activities of the preschooler arise and develop. It is in the game that learning elements first appear. Play creates a “child’s zone of proximal development.”
But children are not only interested in playing; they strive much more for communication – both among themselves and with the adults around them. An adult must come to the child’s aid so that he can master the mechanisms of effective play communication. Thus, it is the adult who can and should create for children the conditions necessary for the development of children's play and full-fledged play communication. These conditions include:
To develop full-fledged play communication, teachers can use this form of speech work with children as play-based learning situations (GTS).
There are four types of situations:
IN illustrative situations adults play simple scenes from the lives of children. Most often, such situations are used when working with children of primary preschool age. With the help of various gaming materials and teaching aids, the teacher demonstrates to children examples of socially acceptable behavior, and also activates their effective communication skills.
IN exercise situation the child not only listens and observes, but also actively acts. Children train in performing individual game actions and linking them into a plot, learn to regulate relationships with peers within the framework of game interaction. This type of IOS is used from the middle group.
Participation of older preschoolers in situations-problems contributes to their assimilation of the main vectors of social relations, their “working out” and modeling the strategy of their behavior in the world of people. In such situations, the adult draws the child’s attention to his emotional state and the state of other characters. By actively participating in problem situations, the child finds a way out for his feelings and experiences, learns to recognize and accept them. He gradually masters the ability to anticipate the real consequences of his actions and, on the basis of this, build the further plot of the game, and arbitrarily change his gaming and speech behavior. In problem situations, each child is in an active position. This is the pedagogical value of such situations.
In the school preparatory group, assessment situations are used that involve analysis and justification of the decision made, and its assessment by the children themselves. In this case, the gaming problem has already been solved, but the adult is required to help the child analyze and justify the solution, and evaluate it.
The basis of the game learning situation is scenario of activating communication. A communication scenario can include various forms of IOS: a conversation between a teacher and children, travel games, conversation games, dramatization games, and improvisation games. Such forms involve the inclusion in the scenario of visual activities, construction, simulation exercises, and examination of objects (examination of toys, objects, paintings). It is in these types of children's activities that speech appears in all its diverse functions and bears the main burden in solving practical and cognitive problems.
By developing scenarios for activating communication, we solve important problems: the communicative development of children and the awakening of each child’s own speech activity, his language games, dialogues between children, i.e. children's linguistic and communicative activities.
In the process of playful communication, a preschooler learns to develop various behavioral strategies that allow him to see the appropriateness and significance of the results of his own activities and behavior. In this case, knowledge becomes not an end in itself, but a condition for personal development. It is necessary not to accumulate them, but to solve important life problems with their help.
Game-based learning situations make it possible to successfully solve problems that are already traditional, for example, for methods of speech development: enriching and activating the vocabulary, nurturing the sound culture of speech, forming the grammatical structure of the language, developing coherent speech. In order to intensify playful communication between children and their proactive statements, educators, when drawing up scenarios for activating communication, try to select special speech activities that solve the problems of language development and establishing emotional personal contacts between children and surrounding adults.
In scenarios of activating communication, learning is carried out mainly using indirect teaching methods; it has not educational, but game, communicative motivation. This approach makes it possible to successfully implement it in practice. This makes it possible to synchronize the processes of teaching and upbringing, to make them not opposed to each other, but complementary, mutually enriching the development of the child. Indeed, in the process of playful communication, a child learns to develop various behavioral strategies that allow him to see the appropriateness and significance of the results of his own activities and behavior. In this case, knowledge becomes not an end in itself, but a condition for personal development. Their importance lies not in their accumulation, but in the ability to solve important life problems with their help.
Since classes of activating communication contribute to enriching children with impressions about the world around them and effectively use one of the verbal methods - conversation, i.e. purposeful discussion with children of any phenomena, then we can determine the value of the conversation precisely in the fact that the adult in it teaches the child to think logically, reason, gradually raises the child’s consciousness from a specific way of thinking to a higher level of simple abstraction, which is extremely important for preparing the child to schooling. But this is the great difficulty of the conversation - both for the child and the teacher. After all, teaching children to think independently is much more difficult than imparting ready-made knowledge to them. This is why many educators would rather tell and read to children than talk to them.
The development of thinking is closely related to the development of speech of a preschooler. In a conversation, I teach the child to clearly express his thoughts in words, and develop the ability to listen to his interlocutor. It is important not only for imparting knowledge to children, but also for the development of coherent speech and the development of speaking skills in a group.
In a conversation, I unite children around common interests, arouses their interest in each other, the experience of one child becomes common property. They develop the habit of listening to their interlocutors, sharing their thoughts with them, and speaking out in a group. Consequently, here the child’s activity develops, on the one hand, and the ability for restraint, on the other. Thus, conversations are a valuable method not only of mental education (communication and clarification of knowledge, development of thinking abilities and language), but also a means of social and moral education.
The main difference between a training session and an activating communication scenario is that an adult in a game-based learning situation acts as a communication partner who strives to establish equal, personal relationships. He respects the child’s right to initiative, his desire to talk about topics that interest him, and, if necessary, to avoid unpleasant situations.
Conclusion:
Game-based learning situations make it possible to successfully solve problems that are already traditional for speech development methods: enriching and activating the vocabulary, nurturing the sound culture of speech, forming the grammatical structure of the language, and developing coherent speech.
The following are examples of four situations.
I. Illustrative situation(using the example of a lesson).
Subject: Pets.
Program content:
Preliminary work
Looking at illustrations of domestic animals and babies; looking at toys - animals; conversation about pets; reading poems, stories, nursery rhymes, didactic game “who screams what”.
Progress of the lesson
Speech therapist: Children, someone knocked on the door (The door opens. The postman comes in and says hello).
Postman: Hello children. I brought you a package from the Wizard (gives the package and leaves).
Speech therapist: Let's see what's in it?
Children: Oh – these are pictures.
Speech therapist: What beautiful illustrations with pets. Let's take a look and name these animals. Who is this?
Children: Dog; cow; goat; cat.
Speech therapist: That's right, cat. Children, you know a poem about a cat.
Children:
Pussy, pussy, pussy, scat!
Don't sit on the path
Otherwise Mashenka will go
It will fall through the pussy. (Etc. about each animal)
Speech therapist: Well done. Children, name me a baby dog, cow, goat, cat.
Children: Puppies, calves, kids, kittens.
Fizminutka
Let's goat jump - three times.
And we kick our legs – three times.
Let's clap our eyes three times.
And we stomp our feet - three times.
Speech therapist: What benefits does a cow, goat, dog, cat bring?
Children: Cow, goat (milk), dog (guards the house), cat (catches mice).
Speech therapist: Children, what does she call her children: mother-cow, mother-dog, mother-goat, mother-cat.
Children: Muu...; Bow-wow; Mee...; Meow meow.
Speech therapist: D here you go! What do animals like to eat?
Children: Cow, goat - grass.
Dog– a bone.
Cat- milk.
Speech therapist: Children, let us also drink milk, because it is healthy and we will be strong and healthy.
Speech therapist: Children, now we’ll go for a walk and feed the little puppy that Alyosha’s dad brought.
II. Exercise situations(didactic game for the middle group, since the kindergarten is located next to the forest)
Subject: We are going into the forest.
Didactic tasks:
1. Expand preschoolers’ understanding of wild animals.
2. Introduce animals listed in the Red Book.
3. Promote the use of ideas about rare animals in games.
4. Develop children’s speech, the ability to compare, and express their emotions in words.
5. Foster a caring attitude towards animals.
Material: toys, pictures of animals, a pass, food for a hedgehog, a flash drive with recordings of the voices of birds and animals, a USB mini MP3 player.
A speech therapist makes a “hedgehog house” out of a cardboard box. At the entrance to the forest we meet a forester, where, with a pass, the forester lets the children through (this role is taken on by a speech therapist), who talks with them and tells them about the pets (about what they eat, how they behave, what their character is). Particular attention is paid to animals that are listed in the Red Book and are protected by the state. The forester talks about where these animals live, why there are so few of them left, and how they are protected.
The children asked the forester if he had seen the hedgehog they saw on the last excursion. The forester invited the children to find the hedgehog together, since the children made a house for it and brought food.
Having found the hedgehog, the children fed him an apple and milk and gave him a house.
The forester talks with the children about what they know about this animal, asking him questions. Children recite a poem about a hedgehog that they learned in class.
The hedgehog lived and lived in the house.
He was, was, short in stature.
In the house he washed and washed the floor.
The hedgehog splintered his finger.
His finger ached and ached.
Hedgehog iodine opened, opened.
And the hedgehog washed his finger, washed it.
(Reinforcing the pronunciation of the sound “s” in words).
The forester praised the children and suggested a game
Ecological game "How to behave in the forest"
Pictures depicting the behavior of people in the forest are laid out on the table, the children stand in a circle. The forester throws the ball and calls a certain action. The child who caught the ball finds a suitable picture and shows it to the children.
Forester: And now I invite you to play a little, because I really love games, and even more I love asking riddles. Do you love it? Then listen carefully to the riddles. ( After each riddle, children find the answer and show a picture of an animal.)
Puzzles
Long ears, fast legs.
Gray, but not a mouse.
Who is this?.. (Bunny.)Red-fiery lump,
With a tail like a parachute,
Jumps quickly through the trees,
He was there...
Now it's here.
He's as fast as an arrow.
So this is... (Squirrel.)Red-haired cheat
Hid under the tree.
The cunning one is waiting for the hare.
What is her name?.. (Fox.)Gray, scary and toothy
Caused a commotion.
All the animals ran away.
Scared the animals... (Wolf.)Brown, clubfooted
Walking through the forest.
Likes to "borrow"
Forest bees have honey. (Bear.)
Forester: Well, guys, you made me happy . You know the main rules, but there are others, they are written in this book, I give it to you.
III. Problem situations (in games)
Problem situations:
I create a problematic situation by encouraging children to put forward their assumptions, make preliminary conclusions and generalizations.
Game "Who needs water?– introduces children to the place of residence of the plant. What places does it like to grow in? in a sunny clearing or on a darkened edge of a forest, next to water or in water (what is it - moisture-loving, drought-resistant, light-loving, shade-tolerant)?
During the game, one becomes familiar with the variety of appearance of the plant, the structural features of the root, leaves, etc.
Game "Miracle Flower"– aimed at consolidating children’s knowledge about the appearance of a plant, its structure (root, stem, leaves, flower and fruit).
In the game “Make Medicine,” children continue to consolidate knowledge about the structure of the plant, where it grows, the features of its structure, and also learn about medicinal properties.
Various games are offered to children:
Games used in the educational process are an effective means of mental, aesthetic and moral education, and on the other hand, they are a kind of practical activity for the child to master the surrounding activities.
List of games:
The children of the preparatory group asked the question: what are perennial herbs? The speech therapist suggested an excursion to the seed-growing station, since the station is located near the kindergarten. During the excursion, the agronomist spoke about perennial grasses (clover, alfalfa, sweet clover, millet, rapeseed, bromegrass, fescue) and the children saw how the sorting table works, sorting rapeseed seeds. The children were shown the seeds of alfalfa and clover and asked the question: how are the seeds similar in appearance and how are they different? (Children's answers).
During the excursion, a problem arose: the sorting table was clogged while sorting rapeseed. What to do? One boy said: you need to twist something and the sorting table will work. Another said: Maybe remove the seeds from the table, clean it and turn it back on? The third suggested calling the master. etc. The seed agronomist listened to their answers and showed them how to adjust the sorting table.
At the end of the excursion, a car with fescue seeds arrived and the children wondered what an agronomist does with the seeds? Checks. The seeds turned out to be wet. What to do? One child suggested leaving the seeds in the air under the sun - they would dry out. The second suggested turning on the heater to dry them. The agronomist showed the children a large dryer where seeds are dried, and the problem was solved. The children were given fescue and brome seeds to feed the wintering birds. The children said "thank you."
Conclusion: all situational problems can be solved.
IV. Assessment situations (based on fairy tales and games)
Fairy tales are an inexhaustible source of inspiration. Fairy tales strengthen the immune system of kindness, moral and mental health. After all, they trace a cause-and-effect relationship, understood by children, and cultivate real human feelings. The heroes of every fairy tale meet evil and defeat it because they have a kind, sensitive heart; Animals, birds and even the sun come to their aid.
I offer children game situations aimed at developing the social and communication skills of children of senior preschool age. All of them are based on the plot of fairy tales, the actions of fairy-tale heroes.
For example: Come up with a different ending to the fairy tale.
Remember how the fairy tale “Sivka-Burka” ended, what happened at the end, think: what were everyone’s faces when they saw Ivanushka’s ring? Show off their amazing looks. What kind of face did Ivanushka have? (Show).
Think: how else could the fairy tale end? How could the tsar, princess, Ivan, and brothers act differently? What would you have done if you had been at that feast?
Situations-assessments from the children themselves, for example, during dramatization games, children take on the role of negative characters, are able to model their behavior in accordance with the characteristics of the hero, compare various character traits: good - evil; honest - deceitful.
The teacher creates a focus on developing positive character traits in children.
Examples of assessment situations:
-Who is the boss in the house?
– How can you tell a person’s mood?
- My actions.
– If I were (was) a wizard?
I suggest to children game "Pyramid of Good"
Children stand in a circle. What good things can we wish for each other, for all of us? Whoever comes up with an idea will come out into the circle, say his good wish, stretch his hand forward and place it on top of my palm. Then the next one puts his hand on the palm of the next child who has already expressed his wish. I start (for example: “I wish everyone to be friendly and cheerful”). As soon as you express all your wishes, building a pyramid of goodness, I quietly rock it with the words: “Let everyone hear our wishes and let them come true!” – I push the palms on my hand up, scattering the pyramid.
Conclusion: children of the preparatory group are able to evaluate different situations (each in their own way).
Literature:
1. Alekseeva M.M., Yashina V.I. Speech development of preschool children: Textbook. aid for students and Wednesday ped. textbook establishments. – 2nd ed., stereotype. – M.: Publishing Center "Academy", 1999.
2. Arushanova A.G. Speech and verbal communication of children: Book. for kindergarten teachers. – M.: Mosaika-Sintez, 1999. – M.: “Mosaika-Sintez”, 2004.
3. Arushanova A.G. Formation of the grammatical structure of speech: A methodological guide for educators. – 2nd ed., rev. and additional – M.: Mozaika-Sintez, 2005.
4. Klyueva N.V., Kasatkina Yu.V. We teach children to communicate. Character, communication skills. Yaroslavl "Academy of Development", 1996.
5. Kylasova L.E. Didactic material on speech development. Classes with older preschoolers. Volgograd: Teacher, 2006
6. Kuritsyna E.M., Taraeva L.A. Games for speech development. We speak correctly. Moscow "ROSMAN" 2007
7. Novotortseva N.V. Children's speech development. A popular guide for parents and teachers. Yaroslavl "Academy of Development", 1996.
8. Ushakova O.S., Strunina E.M. Methods of speech development for preschool children: Textbook. method, manual for teachers of preschool educational institutions. – M.: (umanit, publishing center “VLADOS”, 2003.
9. Filicheva T.B., Soboleva A.R. Development of speech of a preschooler: a methodological manual with illustrations. Ekaterinburg "ARGO", 1996.
Today, the pedagogical process of preschool education is enriched with various types of integrated activities. They allow you to pursue various goals of education, training and development of preschool children. In FGT, play is the main form of work with children and the leading type of activity. If the game is specially organized by the teacher and introduced into the process of learning about nature and interacting with it, this form of educational game between the teacher and children, which has a specific didactic goal, is called a game-based learning situation (GES). It is characterized by the following points:
— it has a short and simple plot;
— equipped with the necessary toys, paraphernalia, and a play space specially organized for her;
— the content of the game contains a didactic goal and an educational task;
- the teacher conducts and directs the entire game.
Several types of IOS can be distinguished, with the help of which various educational tasks of introducing children to nature are successfully solved.
1. Game-based learning situations with analogue toys
Analogues are toys that depict natural objects. There is a huge variety of rubber and plastic dummies of animals and plants. The main point of using this kind of toys is to compare a living object with a non-living analogue, the geographical distance of the animal or plant. With the help of toys it is easy to demonstrate: what can be done with an object, with a living creature, i.e. show fundamentally different forms of activity with living and inanimate objects.
2. Game learning situations with literary characters.
These situations are associated with the use of dolls that are well known to children and are characters from literary works (Petrushka, Dunno, Pinocchio and many others). They only captivate children and maintain this passion during the game.
3. Game-based learning situations such as travel.
Travel is the collective name for various kinds of games such as visiting the forest, zoo, museums, farms, excursions, trips, hikes. By visiting interesting places, children gain new knowledge about nature in a playful way.
I would like to bring to your attention travel-type IOS notes.
I remember there was such an animated film “Losharik”, a fairy-tale character - a horse made of balloons. He served as the hero of our game
Theme "Losharik's Journey to the Forest"
Senior group
Didactic tasks:
OOO "Cognition":
— to form a generalized idea of wild animals and birds;
- clarify children’s ideas about forest animals - bear, wolf, fox, hare;
— to form an idea of the forest as a community;
- convince children of the usefulness of all types of animals and plants;
— teach to establish cause-and-effect relationships between the flora and fauna of a mixed forest.
O.o. "Socialization":
- promote the creative use of ideas about nature in games.
OOO "Health"
LLC "Communication":
- develop children’s speech, the ability to compare, express their emotions in words,
Educational tasks:
— to cultivate in children the ability to have a positive attitude towards nature;
- cultivate a caring attitude towards nature.
Materials, equipment:
Pictures of wild animals, forest birds, trees, bus tickets, tape recorder, recording of bird voices.
Losharik runs in with the words:
Little losharik came running to the kids in the kindergarten
“I was running through the forest, I met someone
But I still don’t understand – who did I meet?
Maybe kids, can you help me?”
The teacher introduces the children to Losharik, who came to visit them.
Losharik greets the children and says that he was in the forest and met someone there, but he doesn’t know who exactly.
The teacher is surprised that Losharik doesn’t know what a forest is and how the animals he met live there?
It turns out that he knows nothing at all about the forest!
The teacher invites Losharik to go on an excursion with the children to the forest. Children sit on chairs (bus), buy tickets from the conductor and get to the Lesnaya station.
A forest is a community of many inhabitants - representatives of the flora and fauna.
The teacher asks the children riddles about wild animals and the forest.
Children name forest animals and show them in the picture.
The teacher tells the children that in every forest there are many different birds.
The teacher asks the children riddles about birds.
Children name the birds and show them in the picture.
The teacher thanks the children for the correct answers.
The teacher continues his story and explains that the main thing in the forest is the trees; it depends on them what animals live in the forest, what shrubs, mushrooms, and berries grow in it. The trees are classified into: birch grove, pine forest, oak grove, mixed or coniferous forest. In the forest, all its inhabitants are well adapted to life. Animals find food, a place to breed, and can escape from enemies.
The guys are invited to tell the guest about the life of the animals that he met.
Children talk about the wolf, bear, fox and hare and how they spend the summer and winter.
The teacher leads everyone to the conclusion of what unites these animals and what they are called.
Children's answers.
The teacher asks the children why they are called wild.
Children's answers.
(They get their own food, build their own home, care for their cubs).
The teacher invites the children to explain to Losharik the basic rules of behavior in the forest. (Do not go into the forest alone; you must not make noise in the forest, throw garbage, break branches, etc.)
Losharik thanks the children for their help, says goodbye and leaves.
The children get on the bus and return to kindergarten. Along the way, the teacher asks the children what they remember and what they liked in the forest.
Upon arrival at kindergarten, children are invited to express their impressions in drawings, and an exhibition of children's creative works is organized.
Theme "We're going to the zoo"
Middle group
Didactic tasks:
O.o. "Cognition"
— expand preschoolers’ ideas about wild animals;
— introduce animals listed in the Red Book;
O.o. "Socialization"
- promote the use of rare animals in games
OOO "Health"
- form initial ideas about a healthy lifestyle
O.o. "Communication"
– develop children’s speech, ability to compare, express their emotions in words
- encourage attempts to share your impressions with children and adults.
Educational tasks:
— Cultivate a caring attitude towards animals.
Materials, equipment: cardboard boxes, toys (pictures) of animals, tickets, animal food, scrapers, scoops, tape recorder, discs with recordings of the voices of birds and animals.
From cardboard boxes, the teacher makes “cages” in which “animals” (toys or pictures) are located. At the entrance to the zoo there is a ticket office where the cashier sells tickets. The controller, letting visitors through and tearing off tickets, asks children not to come close to the “cages” and not to feed the animals. On the territory of the zoo, children are met by a guide (the teacher takes on this role), who talks with them, talks about the pets (what they eat, how they behave, what their character is). Particular attention is paid to animals that are listed in the Red Book and are protected by the state. The guide talks about where these animals live, why there are so few of them left, and how they are protected.
The guide near each “cage” conducts a conversation with the children: finds out what they know about this animal by asking them questions.
Children's answers.
And then he briefly gives new, small-scale information.
When visiting the zoo, organize the distribution of food and cleaning of the “cages”. These role-playing actions performed by children support the game situation and allow children to gain new information.
Classification of game situations and characteristics of the main types Game situations are one of the methods of active learning, characterized by the fact that in its implementation some, usually one or two, game principles (from the principles of active learning) are used, the implementation of which takes place in free conditions, not regulated by formal rules and organizational structure of activities. The most typical game situations are educational role-playing games and discussion activities. In the pedagogical literature we see several different qualifications of game situations. Typically, the basis for classification is the intended purpose of the game situation. Game situations are divided into creative and games with rules. Creative game situations, in turn, include: theatrical, role-playing and construction. Game situations with rules are didactic, active, musical and fun games. Some game situations are created by the children themselves under the guidance of the teacher - these are creative games; others are created in advance, have ready-made content and certain rules - these are games with rules. In turn, games with rules are divided into outdoor and didactic games. To develop full-fledged play communication, such a form of speech work with children as play-based learning situations is used. There are four types of learning situations: Illustration situations; Exercise situations; Situations of partnership interaction (situations-problems) Situations-assessments. Illustrative situations are most often used in teaching primary schoolchildren. The teacher acts out simple scenes from the lives of children. It is recommended to use illustrations, puppet theater, toys. In parallel with the use of illustration situations, game situations-exercises are offered. Children practice performing individual game actions and linking them into a plot; learn to regulate relationships with peers within the framework of play interaction. Participation of children in situations of partner interaction (situations-problems), where children learn basic social relationships, their behavior in the world of people. Where the child finds an outlet for his feelings and experiences, learns to recognize and accept them. With older children, you can use assessment situations, assessments from the children themselves. In this case, the gaming problem has already been solved, but the adult is required to help the child analyze and justify the decision made, and evaluate it. For example: during dramatization games, children take on the role of negative characters, are able to model their behavior in accordance with the characteristics of the hero, and compare various character traits (good - evil, honest - deceitful). The teacher creates a focus on developing positive character traits in children. Teaching game communication is carried out in the form of scenarios of activating communication. A communication scenario may include a conversation between a teacher and children, didactic, outdoor, folk games, performances, dramatization games, visual arts, design classes, simulation exercises, examination of objects (examining toys, objects, paintings). In such types of activities, speech appears in all its diverse functions and bears the main load in solving practical and cognitive problems. In scenarios of activating communication, the following tasks are set and solved: communicative development of children; awakening each child’s own speech activity, his language games, dialogues between children - children’s linguistic and communicative activities. To develop full-fledged play communication, teachers actively use this form of speech work with children as play-based learning situations. In illustrative situations, adults play out simple scenes from the lives of children. Most often, such situations are used when working with children of primary school age. With the help of various gaming materials and teaching aids, the teacher demonstrates to children examples of socially acceptable behavior, and also activates their effective communication skills. Along with illustration situations, we successfully use exercise situations in the educational process. Now we have a child who not only listens and observes, but also actively acts. By engaging in exercise situations, children train in performing individual game actions and linking them into a plot, learn to regulate relationships with peers within the framework of game interaction. This type of game-based learning situations can be used in any elementary school lessons. The participation of younger schoolchildren in problem situations contributes to their assimilation of the main vectors of social relations, their “working out” and modeling the strategy of their behavior in the world of people. In such situations, the adult draws the child’s attention to his emotional state and the state of other characters. By actively participating in problem situations, the child finds a way out for his feelings and experiences, learns to recognize and accept them. He gradually masters the ability to anticipate the real consequences of his actions and, on the basis of this, build the further plot of the game, and arbitrarily change his gaming and speech behavior. In problem situations, each child is in an active position. This is the pedagogical value of such situations. One of the effective ways to solve the problem is to use game communicative situations in teaching primary school children. A communicative game situation actualizes the child’s leading motives, significantly increases the level of speech activity, improves the quality of schoolchildren’s speech statements and increases the effectiveness of learning. In elementary school, you can use assessment situations when working with children, which involve analysis and justification of the decision made, and its assessment by the children themselves. In this case, the gaming problem has already been solved, but the adult is required to help the child analyze and justify the decision made, and evaluate it. As educational practice has already shown, all the positive qualities and knowledge in children are not formed by the play-based learning situation itself. and this or that specific content that is specially introduced into it by the teacher. The basis of the game learning situation is the scenario of activating communication. A communication scenario may include various forms of conducting a game situation; this is a conversation between a teacher and children, travel games, conversation games, dramatization games, improvisation games. Such forms involve the inclusion in the scenario of visual activities, construction, simulation exercises, and examination of objects (examination of toys, objects, paintings). It is in these types of children's activities that speech appears in all its diverse functions and bears the main burden in solving practical and cognitive problems. By developing scenarios for activating communication, we solve important problems - the communicative development of children and the awakening of each child’s own speech activity, his language games, dialogues between children, that is, children’s linguistic and communicative activities. In order to optimize the educational process, educators specify these tasks, highlighting teaching, developmental and educational. In scenarios of activating communication, learning is carried out mainly using indirect teaching methods; it has not educational, but game, communicative motivation. This approach allows our teachers to successfully put into practice the “golden rule” of school pedagogy: “We must teach children in such a way that they don’t even know about it.” This gives us the opportunity to synchronize the processes of teaching and upbringing, to make them not opposed to each other, but complementary, mutually enriching the development of the child. Indeed, in the process of playful communication, a child learns to develop various behavioral strategies that allow him to see the appropriateness and significance of the results of his own activities and behavior. In this case, knowledge becomes not an end in itself, but a condition for personal development. Their importance lies not in their accumulation, but in the ability to solve important life problems with their help. The main difference between a training session and an activating communication scenario is that an adult in a game-based learning situation acts as a communication partner who strives to establish equal, personal relationships. He respects the child’s right to initiative, his desire to talk about topics that interest him, and, if necessary, to avoid unpleasant situations. Game-based learning situations allow us to successfully solve problems that are already traditional for speech development methods: enriching and activating the vocabulary, nurturing the sound culture of speech, forming the grammatical structure of the child’s language, and developing coherent speech. But in order to intensify playful communication between children and their proactive statements, when drawing up scripts for activating communication, teachers try to select “specific language material,” special play tasks, and problem situations of varying degrees of complexity. Game situations that solved the problems of language development are transformed by us in such a way as to simultaneously and in parallel solve the problem of developing children’s skills of effective (effective) communication and establishing emotional personal contacts between children and surrounding adults. Of all the existing variety of different types of game situations, it is didactic games that are most closely connected with the educational process. They are used as one of the ways to teach various subjects in primary schools. A didactic game situation (educational) is a type of activity in which children learn. The game situation is dramatization. For children of primary school age, the most attractive process is transformation into a specific artistic or real image (this desire for transformation persists at all stages of the child’s personality development). The teacher should pay special attention to organizing the preparatory period of work on the play being created, during which not only artistic, but also educational problems are solved. It is here that the first penetration into the author’s plan occurs, an understanding of the typicality or exclusivity of the situation, the reproduction of the composition, plot, semantic climaxes and an understanding of the characters. The teacher helps the children master the culture of the language of the work and analyze its main components. Setting up a game situation - dramatization - activates children's thinking in the direction of searching for answers to emerging questions, deciding on a method of imitation, playing a role, and the like. Entering into a role and acting within it according to the plot requires the child to play intensively with his imagination. To create a speech situation that allows you to truthfully reveal the image of the hero, the student needs to come up with and convey in actions or words what is only intended by the author. Creative imagination in this case must also be active, but in strict accordance with the author's intention. A gaming situation requires children to look for variability in the use of expressive means in accordance with the characters of the characters with whom they have to communicate. The fact that dramatization games as a means of developing expressive reading skills is effective is evidenced by the following: when working on other works with more complex plots and characters, the preparatory stages take significantly less time, since children accumulate experience working on works and help them demonstrate increased independence and elements of creativity in working on images, plots, and texts. At the last stage of the dramatization game, the children independently perform all the roles in the work. The educational value of children's dramatization games, built on the maximum manifestation of their independence, is formulated in the following words by L.S. Vygotsky: “Just like a play, the entire material setting of the performance must be left to children to create, and just as imposing someone else’s text on children causes a breakdown in the psychological attitude of children, so the purpose and main character of the performance must be close and understandable to the child.” . The child will be bound and confused by the stage and all the external forms of adult theater, directly transferred to the children's stage; the child is a bad actor for others, but a wonderful actor for himself, and the whole performance must be organized so that the children feel that they are playing for themselves, captured by the interest of this game, the process itself, and not the end result. The highest reward for a performance should be the pleasure the child experiences from preparing the performance and from the play itself, and not the success or approval that falls to the child from adults.” The game situation is competition. The competition method is understood as introducing an additional incentive aimed at strengthening motives and intensifying the collective activity of students. During a properly organized competition, children are always animated, enthusiastic, and internally motivated. The change in external behavior and attitude towards performing the required actions is explained by the fact that in competition the child acts in the position of a person on whom the success of the team depends. It is precisely because of its attractiveness that this position can change the child’s indifferent or negative attitude towards the forms of behavior being brought up. Much more effective is a long-term competition designed for a certain period of time - a month, a quarter. It encourages children to monitor their behavior for a relatively long time - to observe the rules of politeness, to be neat, and diligent. Among the game situations that can be used by teachers in practice, in addition to dramatization games and competitions, one can highlight: creative game situations and their varieties in the form of role-playing and business games, didactic games, including educational and educational games, various game techniques of encouragement and control. , rhythmic game situations and long-term thematic complex game situations. A creative game situation involves the transformative activity of the student when he builds a game plot of action, in which he includes child participants. Rules are developed between the participants that are binding on everyone. The child, having become an author, director and artist, voluntarily and dynamically transformed into his heroes, trying to express through them what worried and worried him most. A creative play situation can be used by a teacher to form collectivist relationships between children. A role-playing game situation is understood as a competition limited in place and time in solving communicative problems of participants performing strictly defined roles in a clearly defined situation. Achieving success of a participant in a role-playing game depends on the consciousness of participation (analysis and reflection of one’s own behavior). From here arise pedagogical resources for stimulating self-knowledge and self-improvement of schoolchildren. In the arsenal of the game bank of every teacher and educator of an extended day group there are pedagogically controlled collective role-playing games, the educational potential of which is realized only under the condition of pedagogical guidance. Their independent deployment by schoolchildren is extremely difficult, since they require a preparatory period, last quite a long time, many of them involve an expert function, the implementation of which is not always within the capabilities of the schoolchildren themselves without a teacher-supervisor. As a rule, these games are aimed at performing certain pedagogical tasks. A business game situation is a method of simulating management decision-making in various production and economic situations by organizing collective activities according to given rules and norms. Didactic game situations provide a change in types of activities in the lesson. A didactic game situation is an independent type of activity that children engage in: it can be individual or collective. A gaming situation is a valuable means of instilling effective activity in children; it activates mental processes and arouses in students a keen interest in the process of cognition. An essential feature of a didactic game situation is a stable structure, which distinguishes it from any other activity. (Many such game situations are found on the pages of the textbook “Mathematics”, author A.B. Akpaeva) such games should occupy a fairly large place in the educational process, expanding the horizons of children, increasing their interest in learning. The game concept is expressed, as a rule, in the name of the game situation. A didactic game situation has a certain result, which is the finale of the game and gives completeness to the game. It appears primarily in the form of solving a given educational task and gives schoolchildren moral and mental satisfaction. For a teacher, the result of a game situation is always an indicator of the level of students’ achievements in mastering knowledge or in its application. All structural elements of a didactic game situation are interconnected and the absence of any of them destroys the process. Many game situations of this nature can be used in different lessons, changing only the content. Using game situations in lessons, the teacher teaches children without overtiring them, attracts attention to the lesson material, and forces them to think hard. The use of didactic game situations increases the strength and quality of knowledge acquisition, learning motivation, and interest in the subject, if the game situation is methodologically correctly developed, corresponds to the content of the topic being studied, the goals and objectives of the lesson, is used in combination with other methods and forms, and corresponds to the age and interests of students. Didactic game situations cultivate goodwill, initiative, and high performance in students; stimulates and activates cognitive processes: thinking, memory, imagination; create conditions for the formation of positive motivation for educational activities, which helps to improve the quality of students’ knowledge. In cognitive gaming situations, the presence of knowledge and learning skills comes to the fore. The game situation must correspond to the knowledge that the players have. Developmental game situations require special caution. Difficult, overwhelming tasks can scare a child away. Here it is necessary to follow the principle from simple to complex. But when the child manages to master the task and overcome the first difficulties, he experiences great joy and is ready to move on to a more complex game situation. He develops faith in his own abilities and develops a “mental appetite,” which means that the goal of such game situations has been achieved.
