Presentation “Use of gaming technologies in preschool educational institutions”

#Educational and methodological materials #Presentation #Educator #Preschool education

The use of gaming technologies in the educational process of preschool educational institutions Prepared by the teacher: middle group “Cranes” Palkina Oksana Yurievna

What technology blossoms in childhood and accompanies a person throughout his life?

The concept of game technology Game technology is the organization of the pedagogical process in the form of various pedagogical games. This is a consistent activity of the teacher. The goal of gaming technology is to create a full-fledged motivational basis for the formation of skills and abilities of activity, depending on the operating conditions of the preschool institution and the level of development of children. Objectives: 1. To achieve a high level of motivation, a conscious need to acquire knowledge and skills through the child’s own activity. 2. Select means that activate children’s activities and increase their effectiveness.

Types of pedagogical games 1. By type of activity: physical (motor), intellectual (mental), labor, social, psychological. 2. By the nature of the pedagogical process: a) teaching, training, controlling and generalizing; b) cognitive, entertaining, educational, developing; c) reproductive, productive, creative; d) communicative, diagnostic, 3. By the nature of the gaming methodology: subject-based, plot-role-playing, intellectual games, games with ready-made rules (didactic). 4. In terms of content - musical, mathematical, socializing, logical, etc. 5. By gaming equipment: tabletop, computer, theatrical, role-playing, director's. 6. By type of organization: group, subgroup, individual

Groups of games according to the nature of the gaming methodology Group I subject games: “Count”, “Seasons”, “Games with clothespins”, “Find the same”, etc.

Group II creative, role-playing games: “Mothers and Daughters”, “Hospital”, “Barbershop”, games of “telephone conversations”, inventing a new fairy tale.

Construction and constructive games are a type of creative games in which children display the surrounding objective world, independently erect structures and protect them. A construction game is an activity for children, the main content of which is the reflection of the surrounding life in different buildings.

III group of games with ready-made rules: didactic “Collect a picture”, “What’s extra”, “Find a friend”, “What does it look like”, “Can-not”, etc.

IV group intellectual games Exercise games, training games affecting the mental sphere; intellectual games like “Lucky chance”, “What? Where? When?”, “Name the colors”, “Exercise for the mind”, etc. Data is an important component of educational work of a cognitive nature.

MAGAZINE Preschooler.RF

Topic: “Game technologies in preschool educational institutions”

“Play generates joy, freedom, contentment, peace in oneself and around oneself, peace with the world” Friedrich Froebel

The game has the following features: • Everything that relates to the game is located in a single game space, serves as a means of transmitting social experience and encourages the child to active creative activity. • Adults are participants in the game, whose rights are determined by the rules of the game that govern their relationships. Game features:1. Entertaining (to entertain, give pleasure, arouse the child’s interest)2. Communicative3. Diagnostic (identification of relationships from normal behavior, self-knowledge during the game)4. Corrective (introducing positive changes to the structure of personal indicators)5. Socialization (inclusion in the system of social relations, assimilation of the norms of human society)

Characteristics of types of games by the German psychologist K. Gross:

group according to pedagogical significance: games that are active, mental, sensory, and develop the will.
group improvement of instincts: family games, hunting games, courtship.

In domestic preschool pedagogy, a classification of children's games has developed, based on the degree of independence and creativity of children in the game.

P. F. Lesgaft divided children's games into two groups:

Imitative (imitative)
Mobile (games with rules)

In the works of N. K. Krupskaya, children's games are divided into two groups:

I. Creative games:

director's,
role-playing,
theatrical,
games with building materials

II. Games with rules:

1. Outdoor games:

by degree of mobility (low, medium, high mobility)
by predominant movements (games with jumping, running, etc.)
by objects (with a ball, ribbons, hoops, flags, cubes, etc.)

2. Didactic games:

by content (mathematical, natural history, speech, etc.)
on didactic material (games with objects and toys, board-printed, verbal)

In recent years, the problem of classifying children's games has again become relevant. A new classification of children's games, developed by S. L. Novoselova, is presented in the program “Origins: Basic program for the development of a preschool child . The classification is based on the idea of whose initiative games arise (child or adult). In our practical play activities with students, we use the classification of S. L. Novoselova.

As proven in the studies of N. Ya. Mikhailenko and E. E. Kravtsova, games develop in the following sequence:

younger age - role-playing game (game-dialogue);
middle age – play with rules, theatrical play;
older age – game with rules, director’s (game – fantasy, game-dramatization)

A fairly significant contribution to the formation of motor skills in children is made by outdoor games, which are included in regular moments from a young age.

Each type of game meets its own goals and objectives and determines the organization of the playing space in the group.

Thus, the phenomenon of play should be treated as a unique phenomenon of childhood. Play is not only an imitation of life, it is a very serious activity that allows a child to assert himself and realize himself. By participating in various games, the child chooses characters that are closest to him and correspond to his moral values and social attitudes. The game becomes a factor in the social development of the individual

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Game technologies in the educational process of preschool educational institutions. presentation for the lesson (senior group)

Game technologies in the educational process of preschool educational institutions.

Minchenko A.A.

Terekhina O.E.

“Without play there is not and cannot be full-fledged mental development. The game is a huge bright window through which a life-giving stream of ideas and concepts of the surrounding world flows into the child’s spiritual world. The game is the spark that ignites the flame of inquisitiveness and curiosity” V.A. Sukhomlinsky

The development of modern society requires generalization and systematization of the experience of pedagogical innovations and the results of psychological and pedagogical research. One of the ways to solve this problem is a technological approach to organizing educational work with children.

In preschool education, pedagogical technology represents a set of psychological and pedagogical approaches that determine a set of forms, methods, methods, teaching techniques, and educational means for implementing the educational process both in several preschool educational institutions and in a specific kindergarten or even group.

The need to use educational technologies is due to the following reasons:

— social order (parents, regional component, Federal State Educational Standard requirements);

— educational guidelines, goals and content of education (educational program, priority area, monitoring results, etc.).

The value of pedagogical technology is that it:

-specifies modern approaches to assessing the achievements of preschool children;

— creates conditions for individual and differentiated tasks.

Preschool age is a unique and decisive period in which the foundations of personality are laid, will is developed, and social competence is formed. These and other important qualities not only in the process of special classes, but also in play, which gives the child:

— the opportunity to “try on” the most important social roles;

- to be personally involved in the phenomenon being studied (motivation is focused on satisfying cognitive interests and the joy of creativity);

- live for some time in “real life conditions”.

The meaning of the game is not that it is entertainment and relaxation, but that with the right guidance it becomes:

— way of teaching;

- activities for the realization of creativity;

- method of therapy;

- the first step in the socialization of a child in society.

The educational and educational value of the game depends on:

— knowledge of gaming activity methods;

- professional skills of the teacher in organizing and managing various types of games;

— taking into account age and individual capabilities.

At the present stage, gaming activity as an independent technology can be used:

- to master the topic or content of the material being studied;

— as a lesson or part of it (introduction, explanation, reinforcement, exercise, control);

- as an educational program formed by the preschool educational institution team

The main goal of gaming technology is to create a complete motivational basis for the formation of skills and abilities depending on the operating conditions of the preschool institution and the level of development of children.

Her tasks:

Achieve a high level of motivation, a conscious need for knowledge and skills through the child’s own activity.
Select means that activate children’s activities and increase their effectiveness.

But like any educational technology, gaming technology must also meet the following requirements:

Technological diagram is a description of a technological process divided into logically interconnected functional elements.

Scientific base – reliance on a certain scientific concept of achieving educational goals.

Systematicity – technology must have logic, interconnection of all parts, integrity.

Controllability – the possibility of goal setting, planning the learning process, step-by-step diagnostics, varying means and methods in order to correct results is assumed.

Efficiency – must guarantee the achievement of a certain standard of training, be effective in terms of results and optimal in terms of costs.

Reproducibility – application to other educational settings.

Game pedagogical technology is the organization of the pedagogical process in the form of various pedagogical games. This is the consistent activity of the teacher in:

— selection, development, preparation of games;

— inclusion of children in play activities;

- implementation of the game itself;

- summing up the results of gaming activities.

The main feature of a pedagogical game in gaming technology is a clearly defined learning goal and its corresponding pedagogical results, characterized by an educational and cognitive orientation.

The types of pedagogical games are varied.

They may vary:

By type of activity - motor, intellectual, psychological, career-oriented, etc.;
By the nature of the pedagogical process - teaching, training, controlling, cognitive, educational, developmental, diagnostic.
The nature of the gaming methodology is games with rules; games with rules established during the course of the game, games where one part of the rules is specified by the conditions of the game, and is established depending on its progress.
In terms of content - musical, mathematical, socializing, logical, etc.
By gaming equipment - tabletop, computer, theatrical, role-playing, director's, etc.

The main component of gaming technology is direct and systematic communication between the teacher and children

Its meaning:

— activates students;

- increases cognitive interest;

- causes emotional uplift;

— promotes the development of creativity;

— concentrates class time as much as possible due to clearly formulated game conditions;

Allows the teacher to vary the strategy and tactics of game actions by complicating or simplifying game tasks, depending on the level of mastery of the material.

Gaming technologies should be aimed at solving the following problems:

Developmental

development of attention, memory, speech, thinking; skills to compare, contrast, find analogies; development of imagination, fantasy, creativity, empathy, reflection, ability to find optimal solutions; development of motivation for educational activities.
development of attention, memory, speech, thinking;
skills to compare, contrast, find analogies;
development of imagination, fantasy, creativity, empathy, reflection, ability to find optimal solutions;

development of motivation for educational activities.

Socializing

familiarization with the norms and values of society; adaptation to environmental conditions; stress control, self-regulation; communication training; psychotherapy.
familiarization with the norms and values of society;
adaptation to environmental conditions;
stress control, self-regulation;
communication training; psychotherapy.

Educating

fostering independence and will; the formation of certain approaches, positions, moral, aesthetic and ideological attitudes; fostering cooperation, collectivism, sociability, and communication.
fostering independence and will;
the formation of certain approaches, positions, moral, aesthetic and ideological attitudes;

fostering cooperation, collectivism, sociability, and communication.

Didactic

broadening one's horizons; cognitive activity; application of ZUN in practical activities; formation of certain skills and abilities necessary in practical activities; development of general educational skills; development of labor skills.
broadening one's horizons;
cognitive activity;
application of ZUN in practical activities;
formation of certain skills and abilities necessary in practical activities;
development of general educational skills;
development of labor skills.

Gaming technologies help children to relax and gain self-confidence. As experience shows, acting in a game situation close to real life conditions, preschoolers more easily master material of any complexity.

Conceptual foundations of gaming technology:

A playful form of joint activity with children is created using play techniques and situations that act as a means of inducing and stimulating the child to activity.
The implementation of the pedagogical game is carried out in the following sequence - the didactic goal is set in the form of a game task, educational activities are subject to the rules of the game; educational material is used as its means; successful completion of a didactic task is associated with the game result.
Gaming technology covers a certain part of the educational process, united by common content, plot, and character.
Gaming technology includes sequential games and exercises that form one of the integrative qualities or knowledge from the educational field. But at the same time, gaming material should intensify the educational process and increase the efficiency of mastering educational material.

The game, as a rule, is the children’s own initiative, therefore the teacher’s guidance when organizing gaming technology must meet the requirements:

- the choice of game - depends on the educational tasks that require their solution, but should act as a means of satisfying the interests and needs of children (children show interest in the game, actively act and get a result veiled by the game task - there is a natural substitution of motives from educational to gaming);

- proposal of a game - a game problem is created, for the solution of which various game tasks are proposed: rules and techniques of action);

- explanations of the game - briefly, clearly, only after the children’s interest in the game arises;

- gaming equipment - must comply as much as possible with the content of the game and all the requirements for the subject-game environment according to the Federal State Educational Standard;

- organization of a play group - play tasks are formed in such a way that each child can demonstrate his activity and organizational skills.

Children can act depending on the progress of the game individually, in pairs or teams, collectively:

- development of the game situation is based on principles; absence of any form of coercion when involving children in the game; presence of game dynamics; maintaining a gaming atmosphere; the relationship between gaming and non-gaming activities;

- end of the game - analysis of the results should be aimed at practical application in real life.

Modern gaming technologies in the development of preschool childrenpresentation on the topic

Slide 1

Modern gaming technologies in the development of preschool children Prepared by: Senchenko Irina Viktorovna Senior teacher of the MDOU “Combined kindergarten No. 19p. Razumnoye, Belgorod district, Belgorod region"

Slide 2

“Play generates joy, freedom, contentment, peace in oneself and around oneself, peace with the world” Friedrich Froebel “Without play there is and cannot be full mental development. A game is a huge bright window through which a life-giving stream of ideas and concepts of the surrounding world flows into the child’s spiritual world. The game is the spark that ignites the flame of inquisitiveness and curiosity" V.A. Sukhomlinsky

Slide 3

Currently, teaching staff of preschool educational institutions are intensively introducing innovative technologies into their work. Modern educational technologies, health-saving technologies; technology of project activities; research technology; information and communication technologies; person-oriented technologies; portfolio technology for preschoolers and teachers; gaming technology; TRIZ technology, etc.

Slide 4

Technology is a set of techniques used in any business, skill, or art (explanatory dictionary). Pedagogical technology is a set of psychological and pedagogical attitudes that determine a special set and arrangement of forms, methods, methods, teaching techniques, educational means; it is an organizational and methodological toolkit for the pedagogical process. (B.T. Likhachev) A fundamentally important aspect in pedagogical technology is the child’s position in the educational process, the attitude of adults towards the child. When communicating with children, an adult adheres to the position: “Not next to him, not above him, but together!” Its goal is to promote the development of the child as an individual.

Slide 5

In the light of the Federal State Educational Standard, the child’s personality is in the foreground and the entire preschool childhood should be devoted to play. Play is the leading activity of a child. In the game he develops as a personality, he develops those aspects of his psyche on which the success of his social practice will subsequently depend. The game is a testing ground for children’s social tests, that is, those tests that children choose for self-test and during which they master ways to solve problems of interpersonal relationships that arise during the game. The game creates the basis for a new leading activity - educational. Therefore, the most important task of pedagogical practice is to optimize and organize a special space in a preschool educational institution to activate, expand and enrich the play activity of a preschooler. Play is not only fun and joy for a child, but also reinforces skills that he has recently mastered. Children feel independent in the game, communicate with peers at will, realize and deepen their knowledge and skills. While playing, children learn about the world around them, study colors, shapes, material properties and space, get acquainted with plants and animals, and adapt to the diversity of human relationships. Thus, gaming technology plays a major role in the development of a child and is the foundation of all preschool education.

Slide 6

Gaming technology It is built as a holistic education, covering a certain part of the educational process and united by common content, plot, and character. It includes sequentially: games and exercises that develop the ability to identify the main, characteristic features of objects, compare and contrast them; groups of games to generalize objects according to certain characteristics; groups of games, during which preschoolers develop the ability to distinguish real from unreal phenomena; groups of games that develop the ability to control oneself, speed of reaction to a word, phonemic hearing, ingenuity, etc. Compiling gaming technologies from individual games and elements is the concern of every educator.

Slide 7

The goal of gaming technology is not to change the child and not to remake him, not to teach him any special behavioral skills, but to give him the opportunity to “live” situations that excite him in the game with the full attention and empathy of an adult. Objectives of gaming technology 1. To achieve a high level of motivation, a conscious need in mastering knowledge and skills through the child’s own activity 2. Select means that activate children’s activities and increase their effectiveness

Slide 8

Target orientations of gaming technologies: • Didactic: broadening horizons, cognitive activity, formation of certain skills and abilities, development of work skills. • Educating: nurturing independence, will, cooperation, collectivism, communication. • Developmental: development of attention, memory, speech, thinking, ability to compare, contrast, find analogues, imagination, fantasy, creative abilities, development of motivation for learning activities. • Socializing: familiarization with the norms and values of society, adaptation to environmental conditions, self-regulation.

Slide 9

Functions of the game: • Entertaining (this is the main function of the game - to entertain, provide satisfaction, inspire, arouse interest); • Communicative: everything related to the game is located in a single game space and serves as a means of transmitting social experience • 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: making positive changes to the structure of personal indicators; • Socialization function: inclusion in the system of social relations, assimilation of the norms of human society

Slide 10

Four main features inherent in the game: • free developmental activity, undertaken only at the request of the child, for the sake of pleasure from the process of activity itself, and not just from the result (procedural pleasure); • creative, largely improvisational, very active nature of this activity (“field of creativity”); • emotional elation of activity, rivalry, competitiveness, competition, etc. (sensual nature of the game, “emotional tension”); • the presence of direct or indirect rules that reflect the content of the game, the logical and temporal sequence of its development.

Slide 11

Using gaming technologies in the educational process, an adult must have: 1). Goodwill 2). Be able to provide emotional support 3). Create a joyful environment 4). Encouraging any invention and fantasy of the child. Only in this case will the game be useful for the development of the child and creating a positive atmosphere of cooperation with adults. An important feature of gaming technologies that educators use in their work is that gaming moments penetrate all types of children’s activities: work and play, organized educational activities and games, everyday household activities associated with the implementation of the regime and games.

Slide 12

Motto: Create situations where their participants want to trust each other and their experience, resulting in the effect of voluntary learning, training and teaching. Goal: Development of social qualities of the individual, formation of a communicative culture of children through the use of games as the main form of organizing the lives of preschool children. . Socio - gaming technologies

Slide 13

Key ideas Organization of children's own activities, in which the child does, listens, looks and speaks. Get away from the children. Spartan education (moving desks, working on the carpet, in the waiting room, etc.) Together we are strong. It is not possible for us to predict how our word will respond.

Slide 14

Forms of organization: Collective activities, work in small groups in classes, training on the ability to negotiate. Fairy tale therapy Self-presentation Trainings Techniques socially aimed at creating situations of success and comfort. Methods for creating problem situations with elements of self-esteem. Games with rules, competition games, dramatization games, role-playing games and director's games.

Slide 15

Classification of games with a socio-game orientation. (E.E. Shuleshko, A.P. Ershova, V.M. Bukatov) 1. Games for a working mood. The main task is to awaken children’s interest in each other, to make the participants dependent on each other 2. Warm-up games. The principle of universal accessibility, an element of competition, funny, frivolous winning. 3.Games of creative self-affirmation. When performing them, the artistic and performing result of the action is taken into account. 4. Games of socio-game involvement in the matter. Can be used in the process of mastering or consolidating educational material: if children learn to distinguish, remember, systematize, performing game tasks 5. Free games. (in the wild) Games that require space and freedom of movement, i.e. they cannot always be performed in the room.

Slide 16

Sand Art - using the sand painting method in a preschool educational institution “The best toy for children is a pile of sand” K.D. Ushinsky

Slide 17

Sand animation (drawing with sand) has a number of positive aspects:

Slide 18

Sand painting techniques

Slide 20

An educational quest is a completely new form of educational and entertainment programs, with the help of which children are completely immersed in what is happening, receive a charge of positive emotions and are actively involved in activities, because what could be more exciting than a good game?

Slide 21

IDEA OF THE GAME The team (player), moving around the points, performs various tasks, but the highlight of this organization of gaming activity is that, having completed one task, the children receive a hint to complete the next one.

Slide 22

Quests help solve educational GOALS: implement project and game activities; introduce new information; consolidate existing knowledge; practice children’s skills;

Slide 23

TASKS FOR QUESTS: Search for “treasures”. Incident investigation (good for experimental activities). Help the heroes. Journey. Adventures based on works of fiction (similar to board games).

Slide 24

QUEST ROUTES

Slide 25

THE ROLE OF THE TEACHER in the quest game is organizational, i.e. The teacher determines the educational goals of the quest, draws up the storyline of the game, evaluates the process of children’s activities and the final result, and organizes search and research educational activities.

Slide 26

The ADVANTAGE of quest technology is that it does not require any special training for teachers, the purchase of additional equipment or investment of funds. The main thing is the great desire of the teaching staff to lay the foundations of a full-fledged socially successful personality during preschool childhood.

Slide 27

LEGO CONSTRUCTION

Slide 28

LEGO pedagogy is one of the well-known and widespread pedagogical systems today, using three-dimensional models of the real world and a subject-game environment for the learning and development of a child. The universal construction set stimulates mental activity and develops hand motor skills.

Slide 29

Goal: Creation of a modern educational environment for the comprehensive development of a child’s personality in various activities through the use of LEGO construction technology.

Slide 30

Possibility of using this approach. LEGO construction can be considered as an effective way to optimize the educational process of any preschool educational institution.

Slide 31

References: Sinyakova E.A. “Game technologies in preschool educational institutions” Valitova I.E. “Psychology of development of a preschool child” Nekoz I.L. “Developing a child’s personality in play” Sakovich N.A. sand play technology. Games on the bridge. – St. Petersburg, 2006. Fedorova M.A. “Organization of life, education and training of children in small groups”, (Krasnoyarsk, - 2007)

Gaming technologies for the implementation of Federal State Educational Standards in preschool educational institutions presentation on the topic

Slide 1

Municipal budgetary preschool educational institution kindergarten "Kolosok" Performed by teacher of the first qualification category Bitunova L.P. Bolgar

Slide 2

“Game technologies for the implementation of Federal State Educational Standards in preschool educational institutions”

Slide 3

Goal: creating a motivational basis for the formation of skills and abilities in the activities and development of children. Objectives: To achieve a high level of motivation, a conscious need for knowledge and skills through the child’s own activity. 2. Select means that enhance children’s activities and increase their effectiveness. 3. Make the educational process manageable.

Slide 4

Play is one of the wonderful phenomena of life, an activity that seems useless and at the same time necessary. Unwittingly charming and attracting people as a vital phenomenon, the game turned out to be a very serious and difficult problem for scientific thought.

Slide 5

The concept of “game pedagogical technologies” includes a fairly extensive group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games. Unlike games in general, a pedagogical game has an essential feature - a clearly defined learning goal and a corresponding pedagogical result, which can be justified, identified explicitly and characterized by an educational-cognitive orientation.

Slide 6

Based on the nature of the pedagogical process, the following groups of games are distinguished: educational, training, controlling and generalizing; cognitive, educational, developmental; reproductive, productive, creative; communicative, diagnostic, career guidance, psychotechnical, etc.

Slide 7

Slide 8

Using technology When using gaming technologies in working with children, you need to be friendly, provide emotional support, create a joyful environment, and encourage any invention and imagination of the child.

Slide 9

Development with the help of gaming technologies In activities with the help of gaming technologies, children develop mental processes: - perception, - attention, - memory, - imagination, - thinking.

Slide 13

“I’m building, I’m building a house out of cubes. An affectionate gnome will live in the house.”

Slide 14

“In the morning everyone came to the kindergarten. We will play with friends. Exercises, exercises. We need it as a recharge.”

Slide 24

Dear teachers! Play with your students constantly, because play is exactly the type of activity that a child has the most access to. It is in the game that a child is able to master a large amount of knowledge, skills and abilities, and realize himself!

Slide 25

“Without play there is not and cannot be full-fledged mental education, the light of torture. The game is a huge bright window through which a life-giving stream of ideas and concepts of the surrounding world flows into the child’s spiritual world. The game is the spark that ignites the flame of inquisitiveness and curiosity.” V.A. Sukhomlinsky

Slide 26

Thank you for your attention!

Presentation “Game technologies in preschool education” material (preparatory group)

Slide 1

Game technologies in preschool education (Use of game technologies in theatrical activities) Completed by: secondary group teacher Kachaeva O.S.

Slide 2

What technology blossoms in childhood and accompanies a person throughout his life?

Slide 3

Slide 4

Types of pedagogical games 1. By type of activity: physical (motor), intellectual (mental), labor, social, psychological. 2. By the nature of the pedagogical process: a) teaching, training, controlling and generalizing; b) cognitive, entertaining, educational, developing; c) reproductive, productive, creative; d) communicative, diagnostic, 3. By the nature of the gaming methodology: subject-based, plot-role-playing, intellectual games, games with ready-made rules (didactic). 4 . In terms of content - musical, mathematical, socializing, logical, etc. 5 . By gaming equipment: tabletop, computer, theatrical, role-playing, director's. 6. By type of organization: group, subgroup, individual (according to S. Novoselova, within the framework of the Federal State Educational Standard)

Slide 5

Groups of games according to the nature of the gaming methodology Group I subject games; Group II creative, role-playing games; III group of games with ready-made rules; Group IV intellectual games (exercise games, training games)

Slide 8

Game technology ensures the unity of the emotional and rational in learning; they are aimed at developing creativity, initiative in children, and creating joy. During the game, due to the flexibility of gaming technology, the child is faced with situations of choice in which he shows his individuality. The idea of variability, freedom of choice of tasks and organizational forms of activity - one of the leading ideas of modern pedagogy - receives opportunities for its implementation in gaming technology. The advantage of gaming learning technologies is that they arouse increased interest and positive emotions in children, and help to concentrate attention on the educational task, which becomes not imposed from the outside, but a desired, personal goal. Solving an educational problem during a game involves less expenditure of nervous energy and minimal volitional efforts. As experience shows, acting in a game situation close to real life conditions, preschoolers more easily learn material of any complexity.

Slide 9

The use of gaming technologies in theatrical activities The use of theatrical games in classes and during routine moments contributes to the development of speech, memory, thinking, and has a huge impact on the mental development of the child. The basis of theatrical activity is play, which helps to reveal the spiritual and creative potential of the child and contributes to his adaptation in the social environment. These ideas served as the impetus for the use of theatrical games to develop children's speech. In her teaching activities, she strived to ensure that children felt comfortable in any environment, in any speech situation. So that they can easily enter into dialogue, be able to argue their point of view, be attentive listeners and friendly interlocutors.

Slide 10

Theatrical games comprehensively develop the child: - forming knowledge about the world around him; — activating and expanding children’s vocabulary, improving their sound pronunciation, grammatical structure and skills of coherent speech, its pace and expressiveness; — developing mental processes in children (attention, memory, perception, thinking, imagination); — nurturing children’s interest in theatrical and play activities; — improving children’s motor skills, coordination, smoothness, switchability and purposefulness of movements; — developing the emotional-volitional sphere of the child.

Slide 11

The main pedagogical idea is the development of the verbal and non-verbal aspects of children’s speech, achieving its expressiveness, using theatrical games. An important condition for the successful use of theatrical games in speech classes was also the speech activity of the children themselves based on imitation of the model. Even children with low speech abilities took an active part in them. Practice has shown that one of the effective methodological techniques is collective tasks like: “Guys, now we are in the forest and we are all bears - we are looking for honey!” or “We are sunbeams.” Instantly the group was filled with animated fairy tale characters. There were no passive ones - all the children portrayed an evil wolf, a brave rooster, a cunning fox, etc.

Slide 12

The use of theatrical games in classes and during routine moments as the main form of development of speech skills in preschool children has proven effective in teaching children the means of speech expressiveness. She used familiar and favorite fairy tales and poems that allowed children to use a variety of expressive means in combination (speech, chanting, facial expressions, gestures). Each lesson is aimed at finding and using means of implementing a plan. For example, the transformation technique gives a child the opportunity to “transform” himself, other children, or any object into anyone or anything. “Turn around yourself and turn into trees.” These exercises help you better understand the essence of things, teach you how to control your body and develop your imagination. They develop children's imagination and fantasy, expand their vocabulary, teach them to conduct a dialogue with a partner, write sentences and short stories.

Slide 13

When organizing a lesson with the help of a doll, playful motivation for the children’s productive activities was created, an adequate assessment of the product of the child’s activity was given “on behalf of the doll” without the risk of causing his resentment or resistance. The doll helps to establish contact with the child, especially the enslaved and emotionally repressed. From work experience, it turns out that a small doll causes less fear and apprehension, and the child makes contact with it faster. The doll is a kind of assistant in solving many pedagogical problems. For each lesson, children come to their favorite and familiar fairy tale characters: Cheburashka, The Three Little Pigs, Cinderella, Puff and just the sound R. Most games do not require special equipment. The most important thing is the desire to play and a little imagination, and then everything that surrounds us - furniture, dishes, pebbles, and leaves - can turn into any fairy-tale elements.

Slide 14

If play for a child is a way of existence, a way of knowing and mastering the world around him, then theatrical play is a step towards art, the beginning of artistic activity. After all, theatrical games are designed for the active participation of the child, who is not just a passive executor of the teacher’s instructions, but an accomplice in the pedagogical process. We can say with confidence that the use of theatrical games in classes and during routine moments increases the effectiveness of the pedagogical process. They also contribute to the development of speech, memory, thinking, and have a huge impact on the mental development of the child. Conducting classes with elements of theater pedagogy helps each child demonstrate their skills, creative tendencies, and learn the material faster and better.

Slide 16

Thank you for your attention!