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Games for the positive socialization of young children. Implementation of pedagogical conditions for the socialization of children of senior preschool age through games with rules

Svetlana Rud
Socialization. The importance of play in the socialization of preschool children.

Dear colleagues, today, as part of the topic of our teachers’ council, I suggest you take a closer look at the problem Socialization of preschoolers, And the importance of play in socialization.

We all work according to the New Federal State Standard, which came into force on September 1, 2013, and it states the basic principles, one of which is “creating a favorable social development situation of each child in accordance with his age and individual characteristics.” Solving the problems of child development should be aimed at gaining experience in the following types activities: motor, communicative, visual, musical, gaming. And exactly the important role of play in socialization We will take a closer look at our students.

What is it socialization?

Socialization(from Latin Socialis - public)– this is the development and self-realization of a person throughout his life in the process of assimilation and reproduction of the culture of society.

Socialization occurs in conditions of spontaneous interaction between a person and the environment, as well as in the process of education (family, religious, social) . Its essence lies in the fact that it shapes a person as a member of the society to which he belongs.

Let's consider the process socialization personality according to the theory of Sergei Iosifovich Gessen, domestic teacher:

As you can see, he saw it as three steps.

Let's look at what happens on the first steps:

Since the leading activity in preschool age is play, then play activity occurs child socialization. It is in the game that he develops and self-realizes, assimilating and reproducing the culture of society, social norms and values of the society to which he belongs.

During the second period of a child’s active cognition of the world, according to psychologists, it is in play that the child builds his first models of the world around him, learns the rules of communication between people, and develops his abilities and character. By playing together, children begin to build their relationships and learn to communicate.

At the third stage, the formation of gender, family, citizenship, patriotic feelings, and a sense of belonging to the world community occurs. Most effective form child socialization where the foundations of the future personality are laid

What is the process? socialization of preschoolers- This is one of the main components of a child’s success in later life. It is at this age that the most valuable communication skills and the foundations for understanding one’s own place in life and society are laid. Children learn norms and motives of behavior, concepts of values, corresponding society in which they grow. A connection is established between the main spheres of children’s existence and their psyche, which also affects the development of the psyche.

Failure socialization affects not only the lack of awareness of children about the correctness of behavior, but also threatens the wrong orientation of personality development and problems in the emotional sphere.

Start socialization Personality development occurs in the first year of life, when a child learns to be part of a family, receives the first skills of living in a team, communication skills with loved ones, learns to interact with other children and adults, and not just be an object of care for elders. This is very important age for the development of communication skills and the ability to interact in groups.

The child interacts more fully and actively with others, using previously acquired communication and speech skills. Receives more serious communication skills with strangers, unfamiliar adults, masters behavior scenarios in various situations: care, obedience, friendship and love, conflicts and their resolution, joint activities, creativity, etc.

Importance The role of the family in this process is very difficult to overestimate. The intensity of interaction between older family members and the baby affects the development of the adaptive abilities of his psyche. The more he is involved in communication and activities in the family, the more skills and concepts are put aside, the more complete and multifaceted they are. Of course, the personal characteristics of the child’s intellect and psyche play a significant role in the development of his adaptability, however, with the same initial capabilities, the child may turn out to be unsure of himself, uncommunicative, unable to solve a simple behavioral problem, or sociable, well oriented, understanding the basic rules behavior and at least the most obvious motives.

Without regular moderate stress on adaptive capabilities, the healthiest and most well-groomed child will lag behind peers in the ability to perceive new things, join a team, interact with other children, and master the opportunities provided by school and society.

Children's task preschool institutions is compensation for insufficient intensity socialization children and giving it greater harmony. The task turns out to be not an easy one - every child comes to kindergarten from a family with already formed concepts of how to behave and what kind of relationships are acceptable. But each of the children is endowed with a normal desire for self-affirmation among peers and in the eyes of adults, which leads to many unexpected actions, and sometimes conflict situations. And the teacher needs to solve them without interfering with the educational process.

The child increasingly strives to be someone significant in the eyes of others, and important competently direct this desire in the right direction.

What parameters indicate successful adaptation? This includes the formation of acceptable norms of behavior and communication with peers and elders, close and unfamiliar people, and the development of self-awareness, the identification and formation of the child’s own personality among other people. Development social skills in handling the objective world. Particularly significant is the formation of self-awareness and the ability to perceive oneself as a person who experiences the world and interacts with it, gains experience, and benefits.

According to Anton Semenovich Makarenko: “Game is the first school of social education of a child, arithmetic social relations».

Play is one of those types of children's activities that are used by adults for educational purposes. preschoolers, teaching them various actions with objects, methods and means of communication. 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 his relationships with people will subsequently depend.

Already at early and junior age levels, it is in play that children have the greatest opportunity to be independent, to communicate with peers at will, to realize and deepen their knowledge and skills.

N.K. Krupskaya wrote: “For the guys preschool age games have exceptional meaning: play for them is study, play for them is work, play for them is a serious form of education. Game for preschoolers- a way of understanding the environment."

A. N. Leontyev wrote very precisely about play as a means of correction: “We call leading activity such activity in connection with which the most important changes occur in the child’s psyche and within which mental processes develop that prepare the child’s transition to a new, higher stage of his development.” . During games The child’s mental activity develops. After all, the game requires solving new, ever more complex problems. Child following the rules games, must quickly figure out what action the participants expect from him games. Moreover, he understands that his actions must satisfy the other participants games.

The game has powerful developmental characteristics. It affects the development of all cognitive processes: thinking, attention, memory and, of course, imagination. From an emotional point of view, technology games is phenomenal and unlike other educational technologies. It offers children pleasure, a variety of entertainment, and at the same time forms models of moral behavior necessary for life in society.

Slides 15 – 16 from the presentation.

1. At the initial stage - actions with certain items, directed at the playing partner.

There are actually roles, but they are not named and are determined by the nature of the actions, and not vice versa. With role-based division of functions in the game, children perform game roles autonomously, without trying to create a single game plot.

The actions are monotonous and consist of a number of repeated operations. The logic of actions is easily violated without causing protest from children. There are no rules.

2. Subsequent stage - In actions with objects, the correspondence of the game action with the real one comes to the fore.

Roles are named, division of functions is outlined. Fulfilling a role comes down to implementing the actions associated with it.

The logic of actions is determined by the life sequence of real life events. Their repertoire expands, going beyond any one type of action

Violation of actions is not actually accepted, but is not protested; rejection is not motivated by anything. The rule has not yet been isolated, but in case of conflict it can already defeat immediate desire.

3. Game skills at the final stage preschool development - Fulfillment of a role and the actions arising from it, among which actions begin to stand out that convey the nature of the relationship to other participants games.

Roles are clearly defined and highlighted, named before starting games. Appears « role speech» , addressed to the playing partner. Sometimes relationships become ordinary, not playful. Role functions children are interconnected.

The logic and nature of actions are determined by the role. The actions are very diverse and clearly and consistently recreate a real life situation. Actions aimed at other participants are clearly highlighted games.

Violation of the logic of actions and rules is rejected not simply by reference to the real situation, but also by indicating the rationality of the rules. The rules are clearly stated. In the struggle between the rule and the immediate desire that arises, the former wins.

18 – 19 presentation slides

100% PARENTS play.

Games parents with children - Blind man's buff, hide and seek, horses, dolls, soft toys - 76% of respondents.

Didactic games, intellectual – only 24%.

Favorites games children – mobile – 63%

Didactic, intellectual – 37%

Guide for buying games, toys - just like that, encouragement, desire of the child 83%

For child development – only 17%.

Game card index,

aimed at developing the socialization of children

senior preschool age.

« Snow Queen»

Goal: developing the ability to give a friendly assessment to another person.

Progress: The teacher suggests remembering the fairy tale “The Snow Queen” and says that she has a proposal: Kai and Gerda grew up and made magic glasses through which they could see all the good that is in every person. The teacher suggests “trying on these glasses” and looking carefully at each other, trying to see as much good as possible in everyone and talk about it. The adult is the first to put on the “glasses” and give a sample description of two or three children. After the game, the children say what difficulties they experienced in the role of observers, what they felt. The game can be played several times, noting that each time the children were able to see more good things.

Option. You can invite the whole group to “put on glasses” and take turns looking at each participant in the game.

"Telegraph"

Goal: developing the ability to establish “feedback” when interacting with other people.

Progress: Four children are “signalmen”; the rest are observers; teacher - sender of the telegram; one child is its recipient. The signalmen and the recipient of the telegram go out the door. The teacher invites one signalman and reads the text of the telegram to him once. The first signalman, in order to better remember the text, can ask clarifying questions. Then he invites the second signalman and gives him the text he heard; second to third; third to fourth; the fourth - to the recipient. The recipient retells what he heard to the observers and asks: did he understand everything correctly?

Sample text.I'm leaving on flight 47. Meet me at 13.00 Moscow time. Don't forget about sweets and flowers. See you. Your friend.

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"Toy store"

Goal: developing the ability to understand each other, relieving mental stress, fear of social contacts, and communicative timidity.

Progress: children are divided into two groups - “buyers” and “toys”. The latter guess what kind of toy each of them will be, and take poses characteristic of them. Buyers come up to them and ask: what kind of toys are these? Each toy, upon hearing the question, begins to move, performing actions characteristic of it. The buyer must guess which toy is being shown to him. The one who doesn't like it leaves without buying anything.

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"Bridge of Friendship"

Goal: developing empathy in emotionally withdrawn and selfish children, overcoming indecision and constraint in shy children.

Progress: The teacher shows the children a ruler and says to one of them: “This is a bridge of friendship. Let's try to hold the bridge with our foreheads. At the same time, we will say something pleasant to each other.” The game can be played as a competition; the pair that lasts the longest wins. You can use a stopwatch.

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"Radio".

Goal: development of sustainable interest in a peer.

Procedure: Children playing sit in a semicircle so that they can clearly see each other. According to the counting rhyme, a driver is selected (for the first time there may be a teacher), he chooses one of those sitting to describe him and turns his back to them and says into the microphone: “Attention! Attention! A girl (boy) got lost... (gives a description of one of the children). Let her (he) approach the announcer.” All children determine by description who they are talking about. Then the role of announcer is played by the child who was described.

This game will help children establish contact with each other in a team, will promote the ability to listen to the opinions of others, and form a positive attitude towards peers.

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"Suitcase".

Goal: developing the ability to establish positive relationships with other people.

Progress: In order to play this game, we need to split into two teams. For this I have cut pictures, each take one fragment of the picture for yourself. Your task is to collect the picture and find a place for your team. Next, the teacher offers the children an imaginary situation: they are going on vacation without adults. The day before, you pack your suitcase yourself. In order not to forget anything, you need to make a list of what you need and what will help you quickly get to know other children. The list must be compiled using diagrams, drawings, and icons.

Teams need to prepare materials, discuss and sketch what they need to take for the trip. To do this, you are given 10 minutes (set hourglass). After time has passed, the presenter suggests exchanging lists - sketches and guessing what the other team is taking with them on the trip.

Organizing this game, you and I used the rules of socio- gaming technology: work in small groups, change of leader, change of mise-en-scène, integration of activities (socialization, communication, productive, search, etc.).

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"Present".

Goal: development of empathy, creativity in communication, the ability to anticipate the desires of another, to assert one’s positive “I”.

Progress: In order to start playing this game, you need to split into two teams. To do this, I propose to stand in a semicircle according to the numbers of the houses in which you live, in ascending order (the players stand up), and now calculate for an apple - an orange. All the “apples” stand in the inner circle, and all the “oranges” in the outer circle. Children form two circles and move to the music, in a circle, in opposite directions. At a signal, they stop, join hands with a peer standing opposite and turn to face each other. Assignment: First, children from the outer circle think to themselves what they would like to receive as a gift, and children from the inner circle guess. If the child guesses, the guesser gives him a token; if not, he gives him his own. Each player has 3 tokens. We play 3 times, then count the tokens.

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Games for a working mood

"Riddle letters"

1. “Letter by air.” Children choose a leader. He, standing with his back to the players, writes a large letter in the air, and the others guess. Letters can be written with your hand, shoulder, head, leg, knee, etc., in a mirror image.

2. “Letter-round dance.” A group of children, holding hands, follow the leader in a round dance like a snake and write down the letter he wished for. The rest guess the letter.

3. “Building letters.” A group of children “constructs” the intended letter as a frozen living pyramid, the rest guess, write down, sketch. “Riddle letters” can be short riddle words (cat, poison, mustache, catfish, chorus)

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"Echo"

The teacher (child) beats out a simple rhythmic pattern with clapping. “Echo”, upon a signal (by a glance or other), repeats the rhythm by clapping (stomping, beating on the table with palms, etc.) Option: pronouncing syllables, words, phrases, reading aloud. The speaker (reader) pronounces - the players “echo” repeat muffledly, but in exactly the same way as was pronounced by the author.

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"Wand"

The “magic wand” (pen, pencil, etc.) is transmitted in any order, the transmission is accompanied by speech according to a predetermined order-rule.

Options:

The transmitter names a noun, the receiver names an adjective;

The transmitter names a fairy tale, the receiver names a character from this fairy tale, etc.

If the receiver does not answer, the “stick” returns to its original position or changes the receiver. Children agree on the terms of transfer:

Look into each other's eyes

Stand up if you agree with the recipient's statement

The transmitter is chosen alone and the wand is returned to him.

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"Undamaged phone"

Children pass the word to each other in a whisper in their ears, the children “catch” the word by ear. The success of the transfer is assessed by the following criteria: the word was “not caught”, all players participated in the transfer, the last one “received” the word transmitted by the first player.

Options:

Word, difficult word, phrase, tongue twister (counting book),

Two telephone lines (relay race): fast, undamaged telephone.

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"It flies - it doesn't fly"

The teacher names the nouns, the children perform the given movements

(airplane - they clap their hands or wave their hands, a closet - they do nothing or press their hands along the body). The one who makes a mistake is out of the game. The speech therapist selects words for inanimate and animate objects: tit, fly, TU-134, crane, mosquito, rocket, parachutist, ostrich, acrobat, poplar fluff. Options: grows - does not grow, moves - does not move, more - less, living - non-living, etc.

II. Games to get you started

"Echo"

The teacher (child leader) beats out a simple rhythmic pattern with clapping. “Echo”, upon a signal (by a glance or other), repeats the rhythm by clapping (stomping, beating on the table with palms, etc.). The speaker (reader) pronounces - the players “echo” repeat muffledly, but in exactly the same way as was pronounced by the author.

Option: pronouncing syllables, words, phrases, reading aloud.

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"Dispute with pretexts"

The teacher invites children to act out an argument between 2-3 groups using a picture: between a preposition and words (1 group - girl V coat, 2 gr. – girl V boots, 3 gr. – girl V forest); between different prepositions: 1 gr. - book on table, 2 gr. - book under lamp, 3 gr. - book at me, 1 gr. - book over floor, 2 gr. - book V room, 3 gr. - book before eyes, etc.). Children complete tasks one at a time from the group, in order (relay race). Each utterance is related to the previous intonation disputing or intonation of confirmation.

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“A story-drawing about what I see”

The teacher (child leader) asks the children to describe in words what is behind him (use epithets, comparisons). The teacher (child) finds an object or setting according to the description (outside the window, in the office, in a group, etc.). Descriptions must be understandable, clear, and coherent.

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"Make a Word"

Children play making words from syllables, identifying words by syllable. The game consists of creative attempts to make various combinations, collecting and reading words at speed. Children connect syllable cards, read, and write down words. The one who collects the most words wins.

Option: make words from letters (syllables) of one long word.

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"Typewriter"

All participants in the game perform a series of movements synchronously:

Clap your hands in front of you

Slap the knees with two hands (right hand on the right, left hand on the left)

Throw your right hand up to the right, snapping your fingers

Throw your left hand up to the left, snapping your fingers

Option :

Change the pace of movements,

Enter speech accompaniment,

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"Punctuation marks"

The teacher invites the children to voice punctuation marks, distinguishing interrogative intonation from affirmative, exclamatory, narrative intonation in a given sentence (A Christmas tree was born in the forest: !, ?, .).

Option: Children who do not read are offered picture material, sayings, lines of a poem (symbols).

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III. Warm-up and cool-down games

"Arms and feet"

The players sit (on chairs, on the carpet). The teacher (child) claps 1 time - a command to the hands (raise, lower, on the belt, behind the head, etc.), claps 2 times - a command to the legs (stand up, sit down, cross, etc.).

The sequence of movements (claps) and tempo may vary.

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"Clockwork Men"

The teacher offers the children symbol pictures (winding up people doing exercises). Each pose has its own number. Children, looking at the card, perform the exercise, repeating the movements several times.

Option:

Performing counting exercises, clapping exercises - changing movements,

Changing the pace of execution,

Performed in pairs, threes, standing in a line, in a row, in a semicircle, etc.

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"For 5 senses"

Children think of a situation, depict it according to a given “ticket”: drawn (nose, eye, mouth, ear, fingers) or written. During the game, the teacher pays attention to the work of each of their senses: vision, hearing, taste, smell, touch, which are manifested in human behavior. At the first stage, play one sense organ at a time, at the second - 2, 3 at a time, at the third - all 5 (a story skit about a character in circumstances).

Options:

Live a piece of a fictional story with character and circumstances,

Complication - comparison of characters (dwarf - giant, Thumbelina - Karabas Barabas, mouse - bear).

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“Words starting with one letter (sound)”

The game begins with the words “Here around us...” or “I see...”, “They loaded the ship...”. Children name (write, read) words based on a given sound (letter). The task is performed in small groups. The players count which group has named how many words and determine the winner

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"Catch the animal"

The players take turns taking “tickets” asking who they should catch (a grasshopper, a butterfly, someone else’s cat, their own kitten, etc.). The player completes the task, the rest stand up if the transformation has occurred and the “little animal has been caught.” The teacher asks to name the “guessed” animal and compares it with the task on the “ticket”.

Option: completing the task in pairs, triplets, etc.

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IV. Games for creative self-affirmation

"Poems by Role"

For the game, the teacher selects dialogues from poems by Chukovsky, Marshak, Barto, Zakhoder, Mikhalkov, Kharms. The players pronounce the text in different voices, intonation, using different images (costumes), and decorative elements. Children discover different interdependencies between the final result, text, design, and execution techniques.

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"Specific Words"

The teacher offers the children a text for which they need to find a justification (construct a situation in which the text is pronounced, invent characters participating in the situation, determine the behavior of the speaker and the listeners, understand the nature of the words being pronounced). Start the game with common everyday phrases (Don’t do this, please!), move on to literary ones (replicas from fairy tales, poems, fairy tale plays, etc.).

Option:

The player must pronounce the “given word(s)”, finding a suitable goal, motive, choosing, inventing to whom and why it can be said (FIRE, NO, DAY PASSED, etc.),

The same player performs the task in different ways, justifying the pronunciation of given words

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"Body in Action"

The teacher invites the children to come up with a certain pose (photograph) of some activity (looking at a picture, reading, doing articulatory gymnastics, etc.). The player demonstrates his “photo”, the others guess, comment, show guessing actions, and compare the “photos”.

Option:

Add your own understanding to the “photo”

Show “photos” before and after the plan

Each “business” requires a completely specific “body”. All muscles, from the direction of gaze to the movement of the center of gravity, from the muscles of the face to the position of the legs, are determined in their own way depending on what and how a particular child is doing. The point of the game is to establish

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“Phrase with given words”

The teacher names a set of words (stairs, man, clock). Children compose a sentence using intonation (scary sentence, fairy-tale sentence, etc.) It is allowed to change words by case and word order.

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"Collect dialogue"

The teacher invites the children to remember the heroes of familiar fairy tales and phrases from these fairy tales. Children agree among themselves who will speak a line for which character, determine the sequence (in the group of players, a certain plot with characters, characters, and dialogues arises). It’s better to start the game with one line (phrase), gradually increasing the dialogues to 3-5.

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V. Freestyle games

"Sparrow-crows"

The players are divided into 2 teams, stand opposite each other (team “Sparrows”, team “Crows”). The team that the teacher calls

(child leader) - catches, the other - runs away. They catch and run away to a certain line (2-3 steps behind the standing team). The teacher (child leader) speaks slowly: “Vo-o-o-ro-o-o-o-o...”. At this moment, everyone is ready to run away or catch (this moment of contradictory readiness, the initial mobilization of each player is especially important). After a pause, the teacher (child leader) finishes: “... us! (...hit!" The players run away and catch up.

Option:

A “stop-freeze” complication is introduced: children break into pairs and agree on who is “sparrow” and “crow” in the pair. Children on the playground are located chaotically. On command: “Crows!” The “crow” catches up with the “sparrow” until the command “Stop!” is heard. or “Freeze!” Late couples leave the game (even if one of the pair fulfilled the rule)

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“The day comes - everything comes to life, the night comes - everything freezes”

The teacher (child leader) says “The day is coming - everything comes to life”, the players move around the playground chaotically (running, dancing, jumping, catching up with each other). When the teacher (child leader) says the second part, “Night comes - everything freezes,” the players stop in bizarre poses. At the choice of the presenter, some players “come to life” with an invented movement (jump, dance, run).

Option:

Using any movements “The day comes - everything comes to life”

Using purposeful movements “The day comes - everything comes to life” (harvesting, anthill, railway, swimming)

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“Words starting with one letter (sound)”

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“I love it - I don’t love it”

Children stand in a circle. The teacher (or child leader) passes the ball clockwise and says:“I don’t like it when children fight”, the next one should offer his own option"I don't like..." Counterclockwise the game continues"I love, …"

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"Stand up on your fingers"

The teacher (child) stands with his back to the children, shows a number on his fingers and slowly counts to 5, after the word “freeze” there should be as many children left as there were fingers shown.

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"Mirror"

The players stand in pairs facing each other. One of the partners is a “mirror”

the other is standing in front of him. The “mirror” should repeat the movements.

Options:

the teacher (child) plays the role of standing in front of the mirror, the players are “mirror fragments” reflecting it

- “reflects” facial expression, mood (gloomy, joyful, offended)

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“Pretend your profession”

The players depict actions characteristic of a certain profession (the driver sits down, takes the wheel, turns on the engine, drives along the road). Children name their profession.

Options: children call a series of actions shown by the planner a group of children; draw objects recognized in the show (doctor - thermometer, pills, driver - car, steering wheel)

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A.V.Borgul Games 02 Sep 2016

For preschool children, games are of exceptional importance: for them, play is study, play for them is work, and play for them is a serious form of education. Play for preschoolers is a way of learning about their surroundings. N. K. Krupskaya

"Name yourself"

Target: To develop the ability to present oneself to a group of peers.

The child is asked to introduce himself, saying his name as he prefers, as he would like to be called in the group.

"Call me kindly"

Target: Nurture children to have a friendly attitude towards each other.

The child is asked to throw a ball or pass a toy to his favorite peer (optional), affectionately calling him by name.

"Magic Chair"

Target: to cultivate the ability to be affectionate, to activate gentle, affectionate words in children’s speech.

One child sits in the center on a “magic chair”, and the rest say kind, affectionate words about him.

"Wand"

Target: continue to cultivate the ability to be affectionate.

Children stand in a circle. One child passes the stick to the person standing next to him and calls him affectionately.

"Freeze"

Target: develop listening skills, develop organization.

The point of the game is the teacher’s simple command “Freeze,” which can be heard during children’s activities, in a variety of situations.

"Stream"

Target: develop the ability to act together and learn to trust and help those with whom you communicate.

Before the game, the teacher talks with the children about friendship and mutual assistance, about how they can overcome any obstacles. The children stand one after another and hold on to the shoulders of the person in front. In this position they overcome any obstacles.

Go around the lake, crawl under the table, etc.

"Wand"

Target: formation of ideas about the capabilities of one’s own and peers.

One names the fairy tale, another its characters, etc.

"Polite Words Store"

Target: develop goodwill and the ability to establish contact with peers.

Educator: I have them on the shelf in my store polite words: greetings (hello, good morning, good afternoon, etc.) ; affectionate addresses (dear mommy, dear mommy, etc.).

I will offer you various situations, and you buy the right words from me.

Situation. Mom brought apples from the store. You really want to, but mom said you need to wait until lunch.

How do you ask her to give you an apple?

« Body"

Target: continue to reinforce polite words.

Children sit around a table on which there is a basket. The teacher turns to the child: “Here’s a box for you, put a polite word in it.”

"That's what grandma is like"

Goal: develop respect for elders, reinforce kind words.

Each child takes turns telling what his grandmother’s name is, and how affectionately you can call her.

"Wonderful bag"

Target: expansion of the vocabulary, development of tactile perception and ideas about the characteristics of objects.

Children take turns recognizing the object by touch, naming it, and taking it out of the bag.

"Kind words"

Target: develop the ability to use kind words in speech.

Children choose kind words. Show the children a picture of children working. What can you call children who work? (Hardworking, active, kind, noble, etc.)

"Rug of Reconciliation"

Target: develop communication skills and conflict resolution skills.

Coming from a walk, the teacher tells the children that two boys quarreled over a toy. Invites you to sit down opposite each other on the “rug of reconciliation” to find out the cause of the discord and find a way to peacefully resolve the problem. Discuss how to share the toy.

“What to do, what to do?”

Target: awaken initiative, independence, intelligence, responsiveness of children, and willingness to look for the right solution.

Create a situation: there are no paints of certain colors, there is not enough plasticine for modeling. Children look for solutions on their own.

"Package"

Target: expansion of the vocabulary, development of coherent speech.

The child receives a package from Santa Claus and begins to describe his gift without naming or showing it. The item is presented after the children have guessed it.

“This is what Santa Claus is like”

Target: develop respect, reinforce kind words.

The child tells what gifts Santa Claus brought, how he thanked him, and how you can affectionately call him.

"Without a mask"

Target: develop the ability to share your feelings, experiences, and construct unfinished sentences.

The teacher says the beginning of the sentence, the children must finish.

What I really want is………….

I especially like it when……………………………

One day I was very frightened by the fact that ………………..

"Day Night"

Target: develop the ability to collaborate and achieve the desired result.

After the words “The day is coming, everything comes to life,” the participants in the game move chaotically and jump. When the teacher says: “Night comes, everything freezes,” the children freeze in bizarre poses.

“Listen outside the window, outside the door”

Target: develop auditory attention.

According to the teacher's instructions, all children focus their attention on the sounds and rustles of the corridor. Then they take turns listing and explaining what they heard.

"Who better to praise"

Target: be able to name the characteristics of animals based on the example of an adult, develop attention, and the ability to describe.

The teacher takes a bear for himself and gives the child a bunny.

And he begins: “I have a bear.” Child: “And I have a hare.” etc.

"Who am I talking about"

Target: develop observation skills, the ability to focus on the main features of the described object.

The teacher describes the child sitting in front of him, naming his clothing details and appearance. For example: “This is a girl, she’s wearing a skirt and blouse, her hair is blond, her bow is red. She loves to play with the Tanya doll."

“That’s what dad is like.”

Target: develop respect for dad, reinforce kind words.

The child tells what his dad’s name is, how he plays with him, how he affectionately calls him.

“Describe a friend.”

Target: develop attentiveness and the ability to describe what you saw.

Children stand with their backs to each other and take turns describing their partner’s hairstyle, clothes, and face. Then the description is compared with the original and a conclusion is drawn about how accurate the child was.

“That’s what mom is like.”

Target: develop love for mom, reinforce kind words.

Each child takes turns telling what his mother’s name is, how she takes care of him, and how she can be affectionately called.

“What has changed?”

Target: the attentiveness and observation necessary for effective communication.

The driver leaves the group. During his absence, several changes are made in the group (in the children's hairstyle, in clothes, you can move to another place), but no more than two or three changes.

"A gift for everyone"

Target: develop a sense of teamwork, the ability to make friends, to do right choice collaborate with peers.

The children are given the task: “If you were a wizard and could work miracles, what would you give to all of us now?”

"Why?"

Target: develop the ability to make friends, be polite.

For example, if a girl is offended, she will cry.

If you accidentally pushed, then…………...

You were given a toy, then……………

"Beat the transformation"

Target: cultivate trust in each other, a sense of responsibility for the other.

The teacher passes the object (ball, cube) in a circle, calling them by conventional names. Children act with them as if they were objects named by an adult. For example, they pass a ball around in a circle. The presenter calls it “Apple” - the children “wash”, “eat”, “sniff”, etc.

"Toys Alive"

Target: to form a culture of communication in children.

Educator. You've probably been told or read fairy tales about how toys come to life at night. Please close your eyes and imagine your favorite toy, imagine what it does when it wakes up at night. Introduced? Then I suggest you play the role of your favorite toy. And we’ll try to guess what kind of toy you were depicting.

"Edible - inedible"

Target: development of auditory attention, development of the ability to highlight the essential features of an object (edibility, animation).

The leader says the word and throws a ball to one of the children and names the object. If edible, the player catches the ball, and if inedible, the player dodges the ball.

"Wand".

Target: formation of ideas about the capabilities of one’s own and peers, to consolidate the signs of spring.

Children pass the stick and name the signs of spring.

"Let's say hello."

Target: create a psychologically relaxed atmosphere in the group.

The teacher and the children are talking about in different ways greetings, real and comic. Children are encouraged to greet with their shoulder, back, hand, nose, cheek and come up with their own way of greeting.

"What could happen?"

Target: develop imagination, strengthen the ability to finish a sentence, and the ability to listen to each other.

What could happen if……….

“All fairy-tale heroes will come to life.”

“The rain will continue to fall.”

Socialization refers to the assimilation by a preschool child of moral and moral principles, as well as rules of behavior in society. We will talk further about how the socialization of preschool children is carried out.

Socialization of preschool children is carried out mainly through communication. The main instrument of socialization of a child is always the family.

What is child socialization

The socialization of preschoolers is a long and complex process that every child must go through. Much depends on the success of this process. Children accept their role in society, learn to behave in accordance with the rules that are accepted in society, and begin to understand how to find a balance between the demands of society and their own needs.

Socialization of a preschooler’s personality is a combination of various factors, including:

external factors that predetermine the form of socialization and the further direction of children’s development. The list of these factors includes the team, family, sections and clubs, preschool educational institutions;
internal factors, that is, the psychological characteristics of a preschooler, which influence the formation of his worldview.

The degree of socialization determines the harmony of his relationships with peers, the development of the child, and his success in the future.

Games for the socialization of preschoolers

Can be used to socialize children various games. Basically, they are spent with peers. During the games, children jointly determine goals that they need to achieve, plan something, and make friends. Communication contacts during the game can take any form. The game can be team or solo, with at different levels interactions.

A good support for socialization are games in which preschoolers imitate the behavior of adults and express their experiences. During such entertainment, children learn to control their own feelings, understand other people, the meaning of various rules and restrictions.

Socialization in kindergarten

Kindergarten is the baby’s first acquaintance with independent life and the most important stage in the life of every child. It is in the preschool educational institution that the socialization of a preschooler is carried out, his interaction with peers and unfamiliar adults. Children are faced with a choice: to be friends with the team or to conflict, so the task of teachers is to help the child decide.

The social development of preschool children in preschool educational institutions is carried out with the mandatory participation of adults. With the help of teachers and parents, the child develops the correct model of behavior, he learns to defend his point of view and overcome difficulties.

Socialization in kindergarten is extremely important, since a child is unlikely to be able to get such an experience at home. In the preschool educational institution, the first distribution of roles occurs; in addition, the child begins to understand his role in society and gradually becomes independent.

“Using games for the purpose of socializing preschool children”

Own teaching experience. Report at the RMO for preschool teachers by educational field" Socially- communication development"on the topic" Using games to socialize preschool children"

The game is a means socialization of preschoolers, it is the leading activity preschool children.

Play is the only central activity of a child that takes place at all times and among all peoples. Play is the practice of child development; 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 the success of his relationships with people will subsequently depend. The game reveals the characteristics of the child’s thinking and imagination, emotionality, activity, need for communication, sense of collectivism, determination, humanity, and so on. In addition, the game is a peculiar, characteristic preschool age way of assimilating social experience.

In the early age children get initial ideas social character and are included in the system social relations through the decisions of the following tasks: development of gaming activities, familiarization with basic generally accepted norms and rules of relationships with peers and adults, formation of family and civic affiliation. Play is a source of development of the child’s consciousness, the arbitrariness of his behavior, and a special form of modeling the relationship between a child and an adult.

So the game is early age is a means of social-personal development of the child, involves the formation of a positive attitude towards himself, social skills, development of gaming activities, communication with peers.

Preschool age(from 3 to 7 years)- this is the period of mastery social the space of human relationships through communication with close adults, as well as through play and real relationships with peers.

IN age From three to seven years, the child’s self-awareness develops so much that this gives grounds to talk about the child’s personality. And in this age the child begins to master “a certain system of knowledge, norms and values that allow him to function as a full member of society...”, which means he is involved in the process socialization.

Successful socialization presupposes the effective adaptation of a person to society and, at the same time, the ability to resist it in those life collisions that impede self-development, self-determination, and self-realization.

Game is the most important tool socialization of preschoolers.

Currently, specialists preschool Pedagogists unanimously recognize that play, as the most important specific activity of a child, must fulfill broad general educational goals. social functions.

The game is the most accessible for children's activity, a way of processing impressions and knowledge received from the surrounding world. The game clearly reveals the characteristics of the child’s thinking and imagination, his emotionality, activity, and developing need for communication.

Play is the first school of social education for a child, "arithmetic social relations» , as L. S. Vygotsky described it.

Already at early and junior age At these stages, it is in play that children have the greatest opportunity to be independent, to communicate with peers at will, to realize and deepen their knowledge and skills. The older children become, the higher the level of their general development, the more valuable the game becomes. (especially pedagogically guided) for the development of amateur forms behavior: y children it becomes possible to outline the plot or organize games with rules(didactic, active, find partners, set goals and choose means of realizing one’s plans. Amateur play, especially in conditions preschool education , requires the child to be able to establish relationships with friends. In these informal children's associations, different character traits of the child, his habits, interests, ideas about the environment, various skills are manifested, for example, the ability to independently find a way out of problematic situations that arise in the game, guided by known norms and rules of behavior, or the ability to independently organize a real (not imaginary) labor activity to solve gaming problems.

N.K. Krupskaya wrote: “For the guys preschool games have exceptional meaning: play for them is study, play for them is work, play for them is a serious form of education. Game for preschoolers- a way of understanding the environment."

Through play, the child enters the world of adults, mastering spiritual values, assimilates the previous social experience.

In the game, the child’s need to interact with the world is formed and manifested, intellectual, moral and volitional qualities are developed, and the personality as a whole is formed. For example, in the game such a quality of a child’s personality is formed as self-regulation of actions taking into account the tasks of collective activity. The most important achievement is the sense of community. It not only characterizes the moral character of the child, but also rebuilds his intellectual sphere in significant ways, since in collective game there is an interaction of various plans, the development of event content and the achievement of a common game goal. It has been proven that children gain their first experience of collective thinking through play.

The game is genuine child's social practice, his real life in the company of peers. For example, a game in which children reproduce in a visual, figurative, effective form the work and relationships of people not only allows for a better understanding and deeper experience of this reality, but is also a powerful factor in the development of thinking and creative imagination, education of high human qualities.

Often the game serves as an occasion for a message new knowledge for preschoolers, to broaden their horizons.

Games, guided by adults, teach children correctly evaluate social phenomena, cultivate a certain attitude towards these phenomena and positive character traits. The game allows the child to actively participate in the affairs of adults.

The game has social basis. And children's games of previous years, and modern games convince us that that they are connected with the world of adults.

The reality surrounding a child is diverse, and only certain aspects of it are reflected in the game, and exactly: the sphere of human activity, labor, relationships between people. As studies by A. N. Leontyev, D. B. Elkonin, R. I. Zhukovskaya show, the development games throughout preschool age occurs in the direction from subject games, recreating the actions of adults, to a role-playing game, recreating relationships between people.

In the first years of life, a child’s interest in objects, things that used by others. Therefore in games children of this age the actions of an adult with something, with some object are recreated (child cooks food on a toy stove, bathes a doll in a basin). A. A. Lyublinskaya very aptly named kids games"half play, half work".

In expanded role-playing form games, which is observed in children from 4-5 years old, the relationships between people come to the fore, which are carried out through actions with objects, and sometimes without them. In this way, play becomes a way of highlighting and modeling (recreation in specially created conditions) relationships between people, and therefore begins to serve the assimilation social experience.

Game social and how to implement it. Play activity, as proven by A.V. Zaporozhets, V.V. Davydov, N.Ya. Mikhailenko, is not invented by the child, but is given to him by an adult who teaches the child to play, introduces him to socially established methods of play actions (like use a toy, substitute objects, other means of embodying the image; perform conditional actions, build a plot, obey rules, etc.). In any case, the game is an attempt children organize your experience, and perhaps those moments in life are connected with the game children when they feel more secure and in control of their own lives.

Watching the game children, you can notice that not all children know how to play. It seems incredible, but it is true. The main obstacle to the development of independent creative games is incorrect upbringing in early age. Not accustomed to acting independently, the child needs the help of adults when faced with the most minor difficulties. The second obstacle to the development of games is unfavorable living conditions, when the child is isolated from others. Games of such children will be poor in content, "monotonous", fragmentary.

If the teacher finds out why the children do not play, he can try, using an individual approach, to gradually include the child in the general games. Mainly when such children constitute a minority in the team, it is very good if the teacher is in the group of playing children will include such an unsociable child so that he merges with this group and takes an active part in the game. In this way you can eliminate antisocial manifestations in the child’s behavior.

Agents Socialization for a preschooler is parents, peers, adults - those people in direct interaction with whom his life takes place.

In our kindergarten use the following children's games.

Role-playing games("hospital", hairdresser, shop, etc., which in turn develop potential opportunities children; is critical for mental development child; is a form of child modeling social relations; has unique features, a unique structure, and specific features that distinguish it from other types of games.

Theatrical games- one of the effective means socialization of a preschooler in the process of understanding the moral implications of a literary work, participating in a game that creates favorable conditions for developing a sense of partnership, and mastering methods of positive interaction. ( "turnip", "KR. cap)

Movable games act as a condition for the development of a child’s culture. In them, the child comprehends and learns about the world around him, in them his intellect, fantasy, imagination develops, and his social qualities. (horses, guess who called)

Didactic games contribute socially-moral development of the child- preschooler: in such a game, knowledge of the relationships between children, adults, objects of living and inanimate nature occurs, in it the child shows a sensitive attitude towards peers, learns to be fair, to give in if necessary, learns to sympathize, etc. (Wizards, call me kindly)