« Outdoor games"

2. Lesson topic: Outdoor games

4. Purpose of the lesson:

1. At the teacher level:

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“Technological map with the didactic structure of the lesson “Outdoor Games””

Technological map with didactic structure of the lesson« Outdoor games"

1. Avdienko Elena Vladimirovna

2. Lesson topic: Outdoor games

3. Place: MOBUSOSH No. 1, Novokubansk

4. Purpose of the lesson: promote the development of interest in physical culture through outdoor games.

1. At the teacher level: promote the development of interest in physical education through outdoor games; promote the development and improvement of physical qualities.

2. Subject learning outcomes: choosing the most effective ways to solve problems depending on specific conditions; creating conditions for students to learn the rules of outdoor games and develop physical qualities.

- Personal learning activities: students’ establishment of a connection between the purpose of educational activity and its motive.

-Regulatory UUD: setting an educational task based on the correlation of what is already known and learned by the student and what is still unknown.

- Communicative: planning educational cooperation with the teacher and peers; control, correction, evaluation of the partner’s actions.

5. Lesson type: repetition

6. Didactic structure of the lesson

7. Plan for studying new material:

Introductory and preparatory part:

Construction, organizational moment;

Walking and its variations;

Running and its varieties;

Walking with breathing restored;

Formation into columns of two;

Main part:

Conducting outdoor games (with volleyballs);

Final part.

Construction;

Summing up the lesson, individual comments and advice.

8. Educational – methodological complex:

Equipment requiring special training: jump rope, gymnastic mats, volleyballs, skittles.

Technical (or electronic) teaching aids:

Auxiliary equipment: whistle, stopwatch.

Didactic support:

Literature for teachers (including Internet sites): www. edu. ru

Literature for students (including Internet sites): Bishaeva A. A. Professional and health-improving physical culture of a student: textbook. - M., 2013. Evseev Yu. I. Physical education.

Software (educational electronic resources on CD-ROM): educational film 2011

9. Educational educational technologies: lesson with educational orientation.

10. Interdisciplinary connections: life safety fundamentals.

11. Intrasubject connections: cross-country training, volleyball, basketball.

DURING THE CLASSES

Technological map for educational toys

"Merry Carousel"

Abalyaeva Irina Nikolaevna

Educational organization

Municipal General Educational Institution

Otradnovskaya average comprehensive school

(preschool groups)

Creative name for a toy, game, game material

"Merry Carousel"

2-5 years

Tasks

Educational:

1. To form color ideas in children, introduce them to the names of primary colors and shapes.

2. Learn to correlate the colors and shapes of different objects using the operation of comparing objects of the same color and different in color and shape;

3. Learn to group various objects by color and shape.

4.Introduce the names of vegetables and fruits.

5. Learn to group objects by common feature(vegetables-fruits, round - oval, red-yellow, etc.)

6.Practise counting objects within 5.

7. Learn to distinguish the number of objects (one - many)

8. Learn to compare two equal and unequal groups of objects.

Educational:

1.Develop children's speech;

2.Develop fine motor skills hands and fingers;

3.Develop memory and attention.

Educational:

1.Cultivate interest in bright objects.

2. Foster independence, initiative, interest in various types activities.

Place of a toy, game or gaming material in the educational process

(ways of using a toy or play material)

This manual consists of 2 circles with 3 types of objects attached: a small circle - geometric shapes, a large circle - vegetables and fruits. These circles can be used both together and separately. All objects on the circles are removed. The toy can be used by children in independent activities, while the teacher needs to remove the objects, or in joint activities with the teacher. All items have different fillings to develop tactile sensations, which is important for children early age. With the help of the presented toy, you can perform breathing exercises, and also use it as a relaxation aid during the child’s adaptation period.

Didactic games.

1. What is this?

Age: 2 years.

Goal: stimulation to name objects.

Remove vegetables and fruits from the ribbons. The teacher shows objects and the children name them.

2. Find only fruits/vegetables .

Age: 3-4 years

From the proposed items, choose only fruits/vegetables.

3. Find the same one.

Age: 2-4 years.

Goal: finding an object from a set based on a characteristic.

From a variety of items, choose only yellow ones (red, green, purple, orange)

4. Find a pair.

Age: 3-4 years.

For each item, choose a pair according to color.

5.Find and show.

Age: 3-4 years.

(the game involves a small circle with geometric shapes)

The teacher names a figure and offers to find it from all those proposed.

6 . What do they look like?

Age:3-4

The teacher shows the children geometric figure, asks to name her. Offers to find a vegetable or fruit that looks like a triangle.

7. Find and count.

Age: 4-5 years

Children and the teacher count the figures.

8. Comparison of groups of objects.

Age: 4-5 years

9. Guess and show.

Age:3-4 years

The teacher makes a riddle, the children guess and find the answer on the toy.

Materials used in the manufacture of toys or playing materials

Felt, satin ribbons, various cereals, glue threads.

Oksana Enicheva
Development of technological development maps role-playing game

Every person has the potential to move

in a natural positive direction.

Each teacher has a sense of his own

values, virtues and ability to guide

your life and move towards self-actualization,

personal and professional growth.

V. E. Pakhalyan

With the introduction of the Federal State Educational Standard for Preschool Education in the educational space, preschool educational institutions still remain topical issues development of children's play. IN development issues of a systematic approach to organization are considered story game with younger children preschool age, one of the planning forms is presented - routing.

This methodological development will be useful for kindergarten teachers who work directly with children and other participants educational process, as well as students of preschool departments of pedagogical colleges and universities.

1. Introduction

2. Main part

Characteristic role-playing game at the present stage.

Didactic content analysis technological maps.

3. Conclusion

4. List of sources used.

5. Application

Introduction

With the introduction of the Federal State Educational Standard for Preschool Education in the educational space of preschool educational institutions, issues still remain relevant development of children's play. Planning is of particular importance.

Planning issues play activity quite controversial and ambiguous. If we proceed from the fact that the teacher should follow the child’s lead, then plan the game in advance, its plot, problematic. At the same time, leave the process spontaneous development Play activities for preschoolers are prohibited.

Giving due place to amateur games, we must not forget that they do not arise by themselves, but "education" the game wears extremely specific character, which is fundamentally different from teaching, for example, productive types of activities, etc. F. I. Fradkina expressed this very precisely, emphasizing that “the game must be taught, especially in early childhood, this should be stated quite boldly. But you can teach it in different ways. It is impossible to build a sample that should turn out in the end development, and impose it on the child. First of all, it won't work, it won't be a game. The game will turn into an activity.”

Choosing a methodological topic development served as the following causes: the playing position of educators during the organization role-playing game is weak, and sometimes is completely absent, and also due to the fact that teachers do not systematically form gaming skills in students when organizing role-playing game, but replace it with independent activities of children, independent plot the game changes little. The mindset to think up new, interesting things doesn’t arise. games. Subjects, deployed by students, monotonous, simple and mostly on the same topic.

Development of technological maps for the development of role-playing games with children of primary preschool age, one of the ways out of the current situation. Data technological maps developed based on the method of comprehensive support for amateur games. The method was designed by C. L. Novoselova and E. V. Zvorygina and was first published back in 1979.

In this development reveals the specific tactics of adult behavior in joint play with children

Main part

Characteristic role-playing game at the present stage.

Pedagogical value role-playing game is what's in progress games in addition to the relationships dictated plot, assumed by the role or rules, a different kind of relationship arises - no longer conditional, but real, valid, regulating real relationships between children. In Game it turns out: how does the child feel about the successes or failures of his playing partners, does he enter into conflicts with other participants games, is he able to restrain immediate impulses, is he ready to help a friend, is he attentive to other participants games, how accurate he is in fulfilling the role, etc. A. V. Zaporozhets in this regard wrote that children’s play “is a genuine social practice baby, it's his real life in a team in which social qualities and moral consciousness of the child’s personality are formed"

What do we have now? Unfortunately, we are faced with a phenomenon associated with the primitivization of children's games. The main reason for this situation is the simple non-interference of adults. Moreover, some do this simply because they do not consider it necessary to observe children’s play at all - they play and play for themselves, the main thing is that there are no fights and quarrels; while others take a completely principled position, sincerely believing that children’s play should not be interfered with. In the end, we have what we have.

Leaving the right to choose baby games, the teacher needs to try to see the immediate prospects and correctly predict development children's play activities. In accordance with program objectives, individual characteristics and interests of each child.

We invite teachers to use in their work technological maps for the development of role-playing games in younger group . Data maps developed us based on the method of comprehensive support for amateur games, designed by C. L. Novoselova and E. V. Zvorygina and supplemented by the section “interaction with the families of pupils”. At development Special attention addressed the need to solve the problems of not only the full education of children in all five complementary educational fields, but also tasks related to progressive development and the complication of the play activities of the pupils themselves. If we highlight the most basic, priority tasks, they can be formulated as follows way:

Enriching children's gaming experience through joint activities with adults games(individual and small subgroups, formation and development of game actions, the simplest game interaction, understanding the conventions of the game situation.

These tasks are aimed exclusively at the development and development of children's amateur play, they should not be accompanied by any additional didactic educational tasks. If the need arises to include such tasks in a particular game, then the teacher does this not within the framework of organized joint games, but not within the framework of independent ones. Here the initiative remains with children: they get the opportunity to act independently, set their own game tasks, implement them in your own activities, etc.

Didactic content analysis technological maps.

Enriching the experience and knowledge of children, expanding their ideas about the environment;

Enrichment of gaming experience (formation of gaming actions, methods of implementation games);

Creation developing subject environment;

Activating communication between adults and children.

Let's take a closer look at the content of each aspect.

Enriching children's experience and knowledge. It is necessary to enrich in every possible way the direct and indirect experience of children, their ideas about the objective world and about social relationships in the most different areas reality. Moreover, this knowledge should not only be "encyclopedic" how practical, actionable it should be "live" knowledge, experience that a child could put into practice.

Meaning games in that, that it allows you to act practically where reality is inaccessible. Due to this, the game refines that knowledge. Representations that cover more and more distant spheres of reality, creating a zone not only of the nearest development and promising development . Already by middle preschool age, children actively include in their knowledge games, obtained indirectly (from books, films, stories of adults, etc., which exceed the child’s real practical experience. Playing these contents, children in their own way comprehend the field of activity that interests them, building its model in their play, actively transforming and achieving it. This important role games emphasized A. V. Zaporozhets, noting that the game “equips the preschooler with accessible ways of actively recreating, modeling, with the help of external, objective actions, such contents that under other conditions would be inaccessible and, therefore, could not be truly mastered.”

Unsurpassed in its own way developing effect and influence on enrichment plot children's games have been and remain good children's fiction.

All sources of information (observations, excursions, classes, artistic word, viewing illustrations, didactic games, if they are interesting to children, awaken their thoughts, surprise, excite, do not leave them emotionally indifferent, and provide a great opportunity for creative reproduction of various events.

Thus, it is important for the teacher not only to take into account life experience children, but also purposefully expand it.

Enriching children's gaming experience. Common line development children's gaming skills are well known to teachers today. It was indicated in the works of A.P. Usova: in early preschool age, the formation of role (game) actions, in middle preschool age there is development of role behavior, and in older preschool age the formation of a planned beginning occurs in the implementation of the game plan.

In early preschool age, the transfer of gaming experience can be organized by two forms: 1) specially training games(shows, dramatizations, various theatrical games; games-activities; plot-didactic and plot-action games); 2) a game between a teacher and children, when the teacher’s participation can be long-term or fragmentary.

The transfer of gaming experience combines both an imaginary situation and an interesting event side (plot) .

Gaming is of great importance problematic situations, which are created through changing the gaming environment and active communication. Game problem situations confront children with the need to use previously received impressions and encourage children to search for new knowledge.

Introducing children to different games, you should not force events by offering more and more new options every day - this can lead to just the opposite effect. Principle “Let the children play enough” applicable not only to preschool age in general, but also to each specific game separately. This principle brings the adult’s learning initiative into line with the child’s capabilities. development: their individual pace of assimilation of certain contents, living through certain significant events, mastering certain skills in a wide variety of games.

To implement a particular gaming experience, an appropriate gaming system is required. subject environment. The next component of the method reveals the content of the planned work.

Changing the subject-game environment. The game subject environment is an integral part developing subject-spatial environment, to which the Federal State Educational Standard for Education imposes special requirements. One of the most important requirements, a red thread running through all the texts of the Federal State Educational Standard for Education, is the requirement to comply with the characteristics of each age stage.

So, developing The object-based play environment of a child of early and junior preschool age involves providing children with dynamic toys, toys, tools (gurneys, rollers, sticks, etc., a variety of didactic toys aimed at the formation of sensory standards, as well as educationally generalized in the image plot toys and various paraphernalia, commensurate with these toys, to reflect observed everyday scenes (which include figures of people and animals and corresponding furniture, dishes, household items, etc.).

Of particular importance for games Children of this age have the introduction of substitute objects into the game. Of course, it is not enough to simply give them to children - in a joint game, the teacher shows how they can be used. The presence of substitute toys implements the principle of the Federal State Educational Standard for Educational Education, associated with the requirement of multifunctionality developing subject-spatial environment.

Timely changes in the play environment help the child to recall recent impressions and encourage independent play.

But even in the most wonderful environment, children sometimes need timely assistance from a playground supporter. culture: suggested idea, continued plot, new character or new repeat developments. And the next component of the method allows you to solve these problems.

Activating communication with adults. This component of the method is aimed at encouraging children to independently use new ways to solve game problems and to reflect new aspects of life in the game.

Typically, the help of a teacher is needed in three cases: start activation games; help in case "hitches"; pauses in the process games; need for translation games to more complex forms.

If observations of children's games day after day show that stories games are repeated practically without changes, they do not occur development, then special efforts of the teacher are required to enrich the content of children's games. In such cases, the teacher can get involved in the game with his character, play along, and then offer the children new game tasks, create "climactic" moments and provide them allow the children themselves. It is better to help younger children by asking questions that help them set and solve new game problems.

Thanks to the interconnection of all components, the game from its first stages is organized as an independent activity of children. Gradually she becomes more and more creative and self-developing.

Direct participation of parents of students (their representatives) V educational activities required condition. Therefore, in technological maps we have included a section on teacher interaction with parents on issues development of children's play.

Areas of interaction between preschool teachers and families pupils:

1. Studying the positive experience of family education and promoting it among parents.

2. Improving the pedagogical culture of parents, developing their pedagogical skills and abilities, and a reflective attitude towards themselves.

3. Practical assistance to parents in solving specific situations in the upbringing and education of a preschool child.

I would like to end this section with a wonderful quote, which can become a teacher’s motto regarding the organization of his gaming activities. pupils: “...It is necessary to create conditions for the formation and game development. There are quite a few of these conditions, but the main one is the ability and love of adults for gaming activities...”

Technological maps developed by us can be used by any teacher working directly with children of primary preschool age. Knowing the technique development of role-playing games, these cards will be a good helper in organizing a nursery games, will help make the game "alive", to which children will begin to discover their plans and desires, and the teacher will become a real partner, and not an edifier and teacher.

List of sources used.

1. N. Mikhailenko, N. Korotkova Organization story game in kindergarten.

2. E. V. Zvorygina First story games kids.

3. N. F. Gubanova Development gaming activity. System of work in the second junior group of kindergarten.

4. Magazine « Kindergarten from A to Z" No. 5 2015

5. Magazine "DOW Methodist" Issue 15

Technological map of the didactic game “Family”
Students of 3 “B” group Vera Aleksandrovna Moshchenko
middle group
Goal: to develop children's concepts of family.
Tasks:
- consolidate children’s ideas about the family and its members;
- instill in children love, an affectionate and sensitive attitude towards family members, teach them to take care of loved ones;
- develop children's communication skills;
- cultivate respect for the daily work of parents;
- cultivate feelings of family cohesion (based on ideas about the family, its composition, relationships and home comfort).
Preliminary work
Looking at plot pictures about the family, talking with children on the topic: “My family”, “What do your family members do?”
Vocabulary: activate the use of verbs in speech: washes, cooks, buys, cleans, rides, plays, catches, etc. Equipment: silhouette of Luntik, plot pictures depicting family, mother, father, sister, brother, grandmother, grandfather, uncle , aunts; subject cards with the image “What are relatives doing?” Stages of activity Activities of the teacher Activities of children Organization of children Techniques and methods of managing the game
Motivational-problematic Guys, an unusual guest will come to us today. He lived on the moon completely alone, and he was very sad that he did not have a family. Have you already guessed who it is?
Educator:
- Let's call him! - Luntik, Luntik!!! Sit on chairs
Surprise moment
ActivityName of the game
Rules of the game

Progress of the game Luntik:
- Hello guys! I'm very glad to see you all! I recently arrived on earth, and here I made many friends. Now I live with them in fairyland. Who do you guys live with?
Educator:
- What do you call it, in one word?
Luntik:
- What is a family?
Educator:
- Guys, let's show Luntik what a family is?
Dynamic pause (children imitate movements).
This finger is grandpa
This finger is grandma
This finger is mommy
This finger is daddy
This finger is me
That's my whole family.
Luntik:
- I understand what a family is!
Educator: -Let's play the game "Family" with Luntik
Educator:
- Luntik, now the guys will tell you how interesting and fun it is to live in a family! Guys, I will give you large cards with pictures of mom, dad, grandmother, grandfather, brother, sister, aunt and uncle. We will put small cards with objects on which it is written what the relatives are doing in a bag. Each of you, in turn, will take 1 small card from the bag and say what the relative with whom he has the large card will do. For example: “Grandma will play hockey with me today!” If this has never happened in your life, the card is returned to the bag; if it has happened, it is placed on a card with a picture of the grandmother. Then the next player draws a small card from the bag, and so on. The game ends if there are no more small cards.
Direct play activity Children's answers
-Family!!!
- Mom, dad, brother, etc.
Repeat the movements after the teacher Sit on chairs
Near the teacher
At desks Explanation
Showing methods of action
Role participation
Reflective Educator:
- Luntik, now you know what relatives do in every family!
Luntik:
- Thanks guys! I decided never to go to the moon again! I don’t have a dad or mom, but Grandma Capa and Grandpa Cher appeared in their fairyland. They loved me very much and became my family. For some reason I was late with you, I’ll quickly run to my grandparents! Goodbye, guys! See you!
Educator:
Family is happiness, love and luck,
Family means trips to the country in the summer.
Family is a holiday, family dates,
Gifts, shopping, pleasant spending.
Family is work, caring for each other,
Family means a lot of housework.
Family is important!
Family is difficult!
But it’s impossible to live happily alone! Thank you very much for such a wonderful game!! You’re all smart guys, you worked hard!! Correctional

Attached files