Presentation on the role of games in civil aviation. Presentation for the report "Game technologies in the practice of work of an after-school teacher"

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Khopina Tatyana Aleksandrovna teacher of the GPD Makeyevka general educational organization of I-III levels No. 47 Interaction of play and educational-cognitive activities of children during the organization of leisure activities for children in the GPD

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Currently, one of the main goals of educational work is the formation of children's intelligence, and the basis for the development of mental abilities at primary school age is the targeted development of cognitive mental processes: attention, imagination, perception, memory, thinking. Games are of great importance in raising children, expanding their horizons about the world around them, instilling a love of reading books and interest in learning. Game is one of the sources of speech and mental development of children, helps to consolidate knowledge, awakens interest in learning new things, and develops curiosity. The game occupies a significant place in the first years of children's education at school; at the beginning, students are only interested in the form of the game itself, and then the material without which it is impossible to participate in the game.

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The inclusion of games and playful moments makes the learning process interesting and entertaining, creates a cheerful working mood in children, and makes it easier to overcome difficulties in mastering educational material. During the game, students quietly perform various exercises where they themselves have to compare, perform arithmetic operations, practice mental calculation, and solve problems. The game puts students in search conditions, awakens interest in winning, therefore, children strive to be fast, resourceful, accurately complete tasks, and follow the rules of the game. In games, especially collective games, a child’s moral qualities are also formed. During the game, children learn to help their comrades, take into account the opinions and interests of others, and restrain their desires. Children develop a sense of responsibility, collectivism, discipline, will, and character.

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1. Outdoor games 2. Role-playing games 3. Computer games 4. Didactic games Types of games

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This is the most important means of physical education for children at school age. They always require active motor actions from the players, aimed at achieving a conditional goal specified in the rules. Experts note that the main features of schoolchildren’s outdoor games are their competitive, creative, collective nature. They demonstrate the ability to act for the team in constantly changing conditions. The importance of outdoor games in moral education is great. They develop a sense of comradely solidarity, mutual assistance, and responsibility for each other’s actions. Outdoor games

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occupy a special place in the moral education of a child. They are predominantly collective in nature, because they reflect the essence of relations in society. They are divided into role-playing games, dramatization games, and director's games. The plot may include theatrical children's parties, carnivals, construction games and games with elements of labor. In these games, based on life or artistic impressions, social relationships and material objects are freely and independently reproduced, or fantastic situations that have no analogue in life are played out. The main components of a role-playing game are theme, content, imaginary situation, plot and role. 2. Role-playing games

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have an advantage over other forms of games: they clearly demonstrate role-playing ways of solving game problems, for example, they dynamically represent the results of joint actions and communication of characters, their emotional reactions to success and failure, which is difficult to discern in life. Folk tales and works of folklore can serve as examples of such games. In them, children gain experience of moral behavior in a wide variety of living conditions. Such games help to avoid cliches and standards in assessing the behavior of different characters in different situations. Children practically learn means of communication, ways of communicating and expressing emotions. All computer programs for children should be positively morally oriented, contain elements of novelty, but in no case should they be aggressive or cruel. 3. Computer games

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differ in educational content, cognitive activity of children, game actions and rules, organization and relationships of children, and the role of the teacher. The listed features are inherent in all games, but in some, some are more pronounced, in others, others. Games are often related to the content of training and education. In this classification, the following types of games can be presented: - games for sensory education, - verbal games, - games for familiarization with nature, - for the formation of mathematical concepts 4. Didactic games

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Travel games. Errand games. Guessing games. Riddle games. Conversation games (dialogue games). Types of didactic games:

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have similarities with a fairy tale, its development, miracles. The travel game reflects real facts or events, but reveals the ordinary through the unusual, the simple through the mysterious, the difficult through the surmountable, the necessary through the interesting. All this happens in play, in play actions, it becomes close to the child and makes him happy. The purpose of the travel game is to enhance the impression, to give the educational content a slightly fabulous unusualness, to draw children’s attention to what is nearby, but is not noticed by them. Travel games sharpen attention, observation, understanding of game tasks, make it easier to overcome difficulties and achieve success. Travel games are always somewhat romantic. This is what arouses interest and active participation in the development of the game’s plot, enrichment of game actions, the desire to master the rules of the game and get a result: solve a problem, find out something, learn something. The role of the teacher in the game is complex, it requires knowledge, readiness to answer children’s questions while playing with them, and to conduct the learning process unnoticed. A travel game is a game of action, thought, and feelings of a child, a form of satisfying his needs for knowledge. The name of the game and the formulation of the game task should contain “calling words” that arouse children’s interest and active play activity. In a travel game, many ways of revealing cognitive content are used in combination with gaming activities: setting problems, explaining how to solve them, sometimes developing travel routes, solving problems step by step, the joy of solving them, meaningful rest. The journey game sometimes includes a song, riddles, gifts and much more. Travel games

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have the same structural elements as travel games, but they are simpler in content and shorter in duration. They are based on actions with objects, toys, and verbal instructions. The game task and game actions in them are based on a proposal to do something: “Help Pinocchio put punctuation marks”, “Check Dunno’s homework.” Errand games

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Guessing games “What would happen..?” or “What would I do...”, “Who would I like to be and why?”, “Who would I choose as a friend?” etc. Sometimes a picture can serve as the beginning of such a game. The didactic content of the game lies in the fact that children are given a task and a situation is created that requires comprehension of the subsequent action. The game task is inherent in the title itself: “What would happen..?” or “What would I do...”. Play actions are determined by the task and require children to perform expedient intended actions in accordance with the set conditions or created circumstances. Children make assumptions that are ascertaining or generalized and evidentiary. These games require the ability to correlate knowledge with circumstances and establish causal relationships. They also contain a competitive element: “Who can figure it out faster?”

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Riddle games The origin of riddles goes back a long way. Riddles were created by the people themselves, included in rites, rituals, and included in holidays. They were used to test knowledge and resourcefulness. This is the obvious pedagogical focus and popularity of riddles as smart entertainment. Currently, riddles, telling and guessing, are considered as a type of educational game. The main feature of a riddle is an intricate description that needs to be deciphered (guessed and proven). The description is concise and often takes the form of a question or ends with one. The main feature of the riddles is the logical task. The methods for constructing logical tasks are different, but they all activate the child’s mental activity. Children love riddle games. The need to compare, remember, think, guess - brings the joy of mental work. Solving riddles develops the ability to analyze, generalize, and develops the ability to reason, draw conclusions, and draw conclusions.

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Conversation games (dialogues) Conversation games are based on communication between the teacher and children, children with the teacher and children with each other. This communication has a special character of play-based learning and play activities for children. In a game-conversation, the teacher often starts not from himself, but from a character close to the children, and thereby not only preserves playful communication, but also increases his joy and desire to repeat the game. The educational and educational value lies in the content of the plot-theme of the game, in arousing interest in certain aspects of the object of study reflected in the game. The cognitive content of the game does not lie “on the surface”: it needs to be found, extracted, discovered, and as a result learned something.

The game is a constant companion of childhood, a huge bright window through which a life-giving stream of ideas and concepts about the surrounding world flows into the child’s spiritual world. This is a unique phenomenon of universal human culture, its source and peak, the core of leisure. The game diversifies and enriches children's leisure time, recreating the integrity of existence. By playing with children we learn to understand and trust each other. And trust is the shortest way to the heart of a little person! The presentation shows gaming technologies used in the work of an extended day group, in extracurricular activities, and on walks.

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Municipal educational institution "Secondary school No. 3 in Sovetsky" RME "GAME TECHNOLOGIES IN THE EDUCATIONAL ACTIVITIES OF SCHOOLCHILDREN IN AN EXTENDED DAY GROUP"

GAME PEDAGOGICAL TECHNOLOGY is the organization of the pedagogical process in the form of various pedagogical games, 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 GOAL OF GAME TECHNOLOGY is to create a complete motivational basis for the formation of skills and abilities in the activities and development of children.

TASKS OF GAME TECHNOLOGY 1. 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.

TYPES OF PEDAGOGICAL GAMES 1. by type of activity - motor, intellectual, psychological, career-oriented, etc.; 2. by the nature of the pedagogical process - teaching, training, controlling, cognitive, educational, developmental, diagnostic; 3. by the nature of the gaming methodology - games with rules; games with rules established during the game; games where one part of the rules is specified by the conditions of the game and is established depending on its progress; 4. in terms of content - musical, mathematical, socializing, logical, etc.; 5. by gaming equipment - tabletop, computer, theatrical, role-playing, director's, etc.

FUNCTIONS * Entertaining * Sociocultural * Self-realization in the game * Communicative * Diagnostic * Game therapy * Developmental

APPLICATION OF 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 fantasy of the child.

DEVELOPMENT WITH THE HELP OF GAME TECHNOLOGIES In activities with the help of gaming technologies, children develop mental processes: - perception, - attention, - memory, - imagination, - thinking.

Entertaining games (competitions, station games, tournaments, quizzes, KVN, holidays) "Konga Payrem" holiday

Outdoor games (group, team, relay races, competitions) game - “Forged chains” “HEROMATED NUTS”

Sedentary games (riddles, charades, rebuses, puzzles)

Imitative games (dramatizations, magic tricks)

Construction games (constructors, buildings made of snow, sand)

Musical games (singing games, round dances)

Board games (puzzles, cut-out pictures, chess, checkers)

DEAR TEACHERS! PLAY WITH YOUR CHILDREN CONSTANTLY, BECAUSE GAME IS EXACTLY THE TYPE OF ACTIVITY THAT A CHILD IS MOST AVAILABLE OF. IT IS IN PLAY THAT A CHILD IS ABLE TO MASTER A LARGE AMOUNT OF KNOWLEDGE, ABILITIES AND SKILLS AND TO REALIZE THEMSELVES!

THANK YOU FOR YOUR ATTENTION

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MKOU Shitkinskaya secondary school

Gaming technologies

in work practice

GPD teacher

GPD teacher Ravkovskaya Lyudmila Ivanovna

2013 – 2014 academic year

• Play is the core of leisure.
• Classification of pedagogical games.
• Play is an important means of education:

• Play is the core of leisure.
• Play is the satisfaction of recreational needs.
• Play is an activity that differs from everyday everyday activities.
• A game is an activity that depicts the relationship of the world to the individual.
• Play is the ninth wave of child development.
• The game is a reflection of life.

• Focus the attention of the players on goals that would evoke a commonality of feelings and actions.
• To promote the establishment of relationships between children based on friendship, justice, and mutual responsibility.

• Entertaining
• Communicative
• Self-realization
• Play therapy
• Diagnostic
• Correction function
• Socialization

Main features of the game

• Free developmental activity,
• at the request of the child,
• for the sake of pleasure from the process of activity itself,
• procedural pleasure,
• Creative character, field of creativity
• Emotional elation of activity, rivalry, competitiveness, competition, emotional stress,
• The presence of rules reflecting the content of the game, logical and temporal sequence.

Game structure

as activities:

• goal setting;
• planning;
• goal realization;
• analysis of the results in which the individual fully realizes himself as a subject.

• As independent technologies for mastering the concept, topic of an academic subject;
• As elements of a larger technology;
• As a lesson or part of it;
• Like technologies for extracurricular activities.

• Roles taken on by the players;
• Game actions as a means of realizing these roles;
• Playful uses of objects;
• Real relationships between the players;
• Plot.

Game groups

Physical

Intelligent

Educational

Labor

Cognitive

Training

Social

Educational

Controlling

Reproductive

Communication

Generalizing

Productive

Psychological

Developmental

Diagnostic

Psychotechnical

Creative

Career guidance

• Subject;
• Plot;
• Role-playing;
• Business;
• Imitation;
• Drama games.

CLASSIFICATION

PEDAGOGICAL

• Didactic;
• Educating;
• Developmental;
• Socializing4

The effectiveness of didactic games depends on:

- from their systematic use,

- on the purposefulness of the game program in combination with ordinary didactic exercises

The purpose of my work

We draw, sculpt, work with paper and plasticine. We collect puzzles, play checkers, lotto. We play a large variety of games outside: in winter we enjoy skiing, sledding, and playing snowballs. We go on excursions.

An extended day group is one of the forms of public education of children, which has great opportunities for a comprehensive solution of educational and health-improving tasks. Extended day groups at school are a necessary form of organizing extracurricular time for primary school students. Extended school days contribute to the formation of a nurturing educational environment.

To ensure the maximum possible health benefits and preserve the performance of children attending extended day groups, the daily routine is rationally organized, starting from the moment the children arrive at school.

The main goal of organizing after-school groups is the maximum development of the personality of each child: raising a conscious, healthy member of society, proactive and thinking, the formation of children's intelligence, the targeted development of cognitive mental processes in the child: attention, imagination, perception, memory, thinking and the disclosure of the creative potential of each child.

After 40 years as an elementary school teacher, I enjoy working as an afterschool teacher.

An extended day group in an elementary school is a necessary form of organizing extracurricular time for elementary school students. Life in the GPA is full of various educational activities.

Properly organized educational work in the GPD provides great opportunities for the purposeful formation of the creative abilities of younger schoolchildren, ensures the formation of UUD (personal, regulatory, cognitive, communicative universal actions) as the basis of the ability to learn.

One of the means of developing the creativity abilities of younger schoolchildren is educational play. Play is organically inherent in childhood.

Educational games open a child's window into the world of knowledge. Cognitive activity requires intellectual effort, analysis, and reflection.

Among the wide variety of games that arouse interest among primary schoolchildren, I note INTELLECTUALLY DEVELOPMENTAL GAMES.

Solving a game problem requires ingenuity, ingenuity, and innovative creative thinking.

I offer some intellectually developing games that I conduct in an after-school group - “GAMES WITH WORDS AND LETTERS”. They help children consolidate the knowledge gained in class and develop a positive attitude towards learning.

1. “Twin vowels”

I invite students to work with a dictionary and find words containing two or three same vowels. Children find and write down the words:

DRUM, SUGAR, BREAKFAST, ABOUT, HAMMER, EVENING, SHORE, DATES, CARAVAN…

2. “Encrypted word”

This game helps children strengthen the ability to divide words into syllables and form new ones from them. The words are written on the board: AUTHOR, COMRADE, MOTOR, BILLIARDS.

Exercise: from each word take only the first syllables and write down the result (AV-TO-MO-BIL)

Other types of tasks are also possible, when the first syllable is taken from the first word, the second from the second, and the third from the third.

For example: HARVEST WHY GARDENER (U - CH - NICK)

3. “The third wheel”

This game can be played from first to fourth grade.

Three words are given. For example: BIRDS FOX CUCUMBER. Students compare these words according to various signs, find an “extra” word that does not correspond to them.

From class to class the work becomes more difficult. The number of points by which words are compared increases noticeably. In third and fourth grades, I recommend playing a more complex “word elimination” game.

For example: on the board are written the words WORTH RUN SEES DECIDED DRAWING WRITES. Children analyze what has been written and look for the only word with which to start the game, for example: RUN is the only verb in the indefinite form, etc.

These classes develop the child’s ability to think outside the box and consolidate the knowledge gained in the lessons in a playful way.

4. “Typesetter”

At the beginning of the game, a word is randomly selected. From the letters of the selected word, other words are composed (typed). The actions performed are reminiscent of the work of a typesetter in a printing house. The one with the most typed words wins.

For example, from a set of letters of the word DRILL you can make the words VILLAGE LOV DROAT THIEF SOW WEIGHT OAR

5. “The fleet helped”

Let's write down four words FOAM BALL BOR METER. And next to it is another one - FLEET.

We will take one letter from the word FLEET and add one of the four words to the end. You should have new words.

6. Much attention must be paid to enriching vocabulary. “Find Friends”

Two columns of words are written. For the words in the left column, you need to find words from the right column that are close in meaning. .

7. “What words”

Rearrange the letters so that the word comes out: ODM WORD VARTA TSOVA KUTA ELONY SUTK AVI KOKASH.

Answer: house yard grass sheep duck deer bush willow cat.

I conduct such intellectual and developmental games in the “To Help Learning” classes.

The interaction of children's play and educational-cognitive activities during self-study classes in an after-school group provides great opportunities for the targeted development of the creative abilities of younger schoolchildren, and ensures that students have an interesting and most useful stay in an after-school group.

This work ensures the formation of personal, regulatory, cognitive, communicative universal actions as the basis of the ability to learn.