Game learning situations presentation on the topic. Various types of game-based learning situations (GTS) Learning situations in working with preschoolers

Game situations of illustrative type

“Staging with toys is a ready-made solution”

With the help of toys or tabletop or finger theater characters, I act out a situation that reflects those aspects of life that a child needs to understand and get an idea of ​​correct behavior: “How Yura helped his grandmother,” “Don’t forget the magic words,” “How Alena and Misha shared toys”, “How Kostya and Gordey made peace”. I demonstrate to children specific ways to correctly resolve everyday communication situations. By acting as interested spectators, children receive a model of socially approved behavior.

Game situations of active participation type

“Staging with toys - suggest a solution”

I involve children in finding the right solution. For this purpose, game characters turn to children with questions, enter into an argument, express doubt about the correctness of their advice, offer to choose the best solution from several, ask to show what actions need to be taken, what words to say to solve the problem (for example, how to thank , how to politely make a request, how to divide candy equally, how to calm down an offended person).

It is better to perform performances with “Give me a solution” toys after showing performances with a ready-made solution. Previously acquired ideas will help children correctly solve a new problem. How children perceive a situation and what solution they propose shows me how children's moral ideas and related experiences develop.

Game situations of direct assistance type

"Let's help our toys"

I organize situations that require active sympathy, help, and care from children: help a sick doll, feed a hungry kitten, build a bird feeder, pick out warm clothes for a monkey. Success depends on how well the content matches the children’s experience and life impressions. Children get involved in solving the problem: they not only discuss, but also practically carry out the necessary actions.

Practical game and real situations aimed at

to master cultural forms of behavior and communication (etiquette)

These situations can be organized both as dramatizations and as practical situations of playful and real content. For example,

“Let’s teach our dolls how to say hello and goodbye,” “Let’s show Mishutka how to receive guests,” “Let’s congratulate Ksyusha on her birthday.” Cultural habits are formed gradually, so regularly organizing such situations helps children gain the necessary experience of cultural behavior. The situations in which children resolve specific everyday problems are of greatest importance for social and emotional development. In my work it is situations of practical assistance, active manifestation of attention, care for children and adults:“We’ll help you find your lost item” (mittens, scarf, shoes); “Don’t be sad” (calm down, treat, play); “We meet a friend after illness”; “Let's exchange toys”; “We give gifts to babies (moms, dads).”

I emotionally represent the problem that has arisen (“Nastya returns to kindergarten after illness. How can we please her?”) and involve the children in finding a solution. If they find it difficult, I suggest or show them the correct way to solve the problem and offer to implement it themselves.

Working with younger preschoolers, I teach children to notice the difficulties of other people and try to help. For this purpose I am creating difficulties. For example, in the “Toys scattered” situation, I deliberately drop small objects (small toys, cubes, pencils, rings from a pyramid) that I carry on a tray onto the floor: “Oh, I stumbled, I scattered all the toys!” Who will help me? And our nanny Ira is gone!” The children begin to help. I encourage them: “The toys wanted to run away from me, but you didn’t allow it. Katya brought two blocks, Yanochka brought pencils, Sasha found a Christmas tree, it was hidden, and he found it and brought it. You are so sharp, your hands are skillful. All the toys were put away. Thank you! You are good helpers."

Not all kids immediately jump into this situation. I don’t rush those who are just watching. Children get new impressions, see how interesting it is to act together with the teacher, and next time they will try to help. I organize similar situations many times. Each time, the children understand my difficulties faster and become more confident in helping, gaining valuable practical experience.

Practical situations like

“Everyone needs our care”

Children gain experience in participating in activities that are important for the kindergarten: “We decorate the kindergarten for the holiday,” “We plant flower seedlings,” “We plant a vegetable garden on the windowsill,” “We prepare manuals for classes: cut out ovals, squares, triangles.” . My task is to captivate children with the content of the upcoming task, to show that the results of joint efforts bring benefit and joy to others.

Practical situations of humanistic choice

I put children before a choice: respond to the problems of other children or prefer personal interests and show indifference? For example, keep the drawing for yourself or include it in a general message to a sick peer; let your baby play with your toy or remain indifferent to his request; respond to a request for help or ignore it. The behavior of children in situations of choice helps to better understand the characteristics of their social, moral and emotional development.

Practical problem-type situations

“What to do, what to do?”

These are various situations of difficulty that I create in order to awaken children’s initiative, independence, intelligence, responsiveness, and willingness to look for the right solution. For example, napkins “disappeared” from the tables; pictures came off on some cabinets; there are no paints of various colors (brown, green, orange); some children do not have enough plasticine for modeling; Spilled water was found on the floor; Children's mittens and shoes are mixed up. What should I do? Children look for a solution on their own. I am in no hurry to give advice, I listen to all opinions and suggestions. Together with the children, we find ways to solve problems: we mix paints to get the right color; divide the plasticine among everyone; figure out what to make napkins from; wipe off the water; we glue pictures on the cabinets; We sort mittens and shoes into pairs.

Practical situations like

“We are the oldest in kindergarten”

Children learn to take care of babies. They develop a sense of self-respect, a kind attitude towards little ones, and an understanding of their problems. I organize situations: “We will help the kids wash their toys and wash their doll clothes”, “We will delight the kids with handmade gifts”, “We will prepare a puppet theater (concert, performance) for the kids”, “We will help the kids make a snow woman (slide)”, “ Let’s teach the kids how to dance in circles.”

It is important to emphasize the feelings of the kids, who were the focus of the care of older preschoolers. This will give impetus to experience or to show reciprocal feelings.

Practical situations like

“We are friends with schoolchildren”

Senior preschoolers gain experience in cooperation with school students: “We are having a sports festival,” “We are waiting for guests - schoolchildren and a teacher,” “We are exchanging souvenirs,” “We are preparing a surprise for our friends - schoolchildren.”

Participation in such situations deepens interest in school and relieves anxiety associated with upcoming schooling. At the same time, valuable experience of inter-age communication is formed, which is important not only for preschoolers, but also for school students.

Practical situations like

“Teach your friend what you can do yourself”

In my work I actively use conditional verbal situations. They are associated with a discussion of life events, actions and relationships. I draw the content of situations from children's literature or invent them - then they look like an incident from the lives of children from another kindergarten, a boy or girl I know. The basis of the situation can be a video, book illustration or painting.

By revealing this or that life event to children, I challenge them to a frank conversation in order to connect the problems discussed with their personal experience, evoke appropriate feelings, and give the correct assessment.

When using verbal situations, I avoid direct analogies with events in the group, indicating specific names and actions of children. My task is to awaken certain emotional experiences inspired by the situation under discussion and help children independently draw the necessary conclusions.

The emotions experienced by children in real, play and conditional situations, which arise on my initiative or spontaneously, enrich the emotional world of my pupils and open up new opportunities for self-expression and interaction.

The social development of a preschooler, his contacts with others develop successfully under the condition of emotional “literacy”, i.e. the ability not only to culturally express one’s own feelings, but also to correctly understand and evaluate the emotions of others. Often a preschooler shows indifference to people due to the fact that he cannot understand their state, mood, and does not know how to “read the emotion” expressed in facial expressions and intonation gestures. Therefore, it is necessary to pay special attention to developing the ability to understand the emotional state of others, to distinguish between the expression of emotional states in real life and in art, and to recognize and regulate one’s own feelings.

Children acquire the ability to understand the emotional state of a person, expressed in the language of painting, music, fiction, theater, cinema, photography. At the same time, the ability to establish consonance between a person’s emotional state and the corresponding mood in art develops. The teacher’s goal is to develop in children the ability to convey feelings and emotional states in games, movements, dance, artistic, theatrical and visual activities.

Already in younger groups it is necessary to involve children in games - simulations. Kids imitate the actions of different animals, and also convey images of animals and their cubs. According to the teacher's demonstration and independently, in movements and facial expressions, they reproduce the different moods of animals (kind - angry, cheerful - sad, aggressive - calm) and their images. For example:

A small fast mouse and a big clumsy bear; affectionate, graceful cat and angry dog; a big, kind hen and small, lively, cheerful chickens.

Games are simulations of changes in emotional and physical states.

For example, a cat plays, falls asleep, wakes up, stretches, washes itself; the fox listens, sneaks up, tries to catch the mouse; cubs play, quarrel, make peace, calm each other down. The teacher pronounces the words, and the children perform the corresponding actions.

Games – imitation of states of nature.

Children depict how the leaves are spinning, the trees are swaying, the sun is rising - the flower is reaching out to it and smiling; the sun sets - the flower falls asleep and closes its petals.

Participation in imaginative games - simulations allows you to experience a variety of emotions, as well as see how other children and the teacher convey the emotional and physical state of the depicted image. This promotes the emotional development of each child and helps him better understand the emotional state of other people.

Imitation games are also an effective method of emotionally unloading preschoolers, switching their attention, and expanding their impressions. In younger groups, the teacher can conduct such games with children who wish to do so every day.

At early preschool age, the child is already capable of distinguishing and comparing clearly expressed contrasting emotional states (laughter - tears). At older preschool age, children understand a wider range of emotional manifestations, find their similarities and differences, and establish the reasons for different moods. Their attention is paid to the features of the external manifestation of the emotional state (the position of the eyebrows, the corners of the mouth ☺, eye expressions, gestures, postures, intonations). Gradually, children acquire emotional sensitivity, the ability to respond correctly to the moods and feelings of loved ones.

The most typical game situations are educational role-playing games and discussion activities. In the pedagogical literature we see several different qualifications of game situations. Typically, the basis for classification is the intended purpose of the game situation.

Game situations are divided into creative and games with rules. Creative game situations, in turn, include: theatrical, role-playing and construction.

Game situations with rules are didactic, active, musical and fun games. Some game situations are created by the children themselves under the guidance of the teacher - these are creative games; others are created in advance, have ready-made content and certain rules - these are games with rules. In turn, games with rules are divided into outdoor and didactic games.

To develop full-fledged play communication, such a form of speech work with children as play-based learning situations is used. There are four types of learning situations: Illustration situations; Exercise situations; Situations of partnership interaction (situations-problems) Situations-assessments. Illustrative situations are most often used in teaching primary schoolchildren. The teacher acts out simple scenes from the lives of children. It is recommended to use illustrations, puppet theater, toys. In parallel with the use of illustration situations, game situations-exercises are offered. Children practice performing individual game actions and linking them into a plot; learn to regulate relationships with peers within the framework of play interaction. Participation of children in situations of partner interaction (situations-problems), where children learn basic social relationships, their behavior in the world of people. Where the child finds an outlet for his feelings and experiences, learns to recognize and accept them.

With older children, you can use assessment situations, assessments from the children themselves. In this case, the gaming problem has already been solved, but the adult is required to help the child analyze and justify the decision made, and evaluate it.

Teaching game communication is carried out in the form of scenarios of activating communication. A communication scenario may include a conversation between a teacher and children, didactic, outdoor, folk games, performances, dramatization games, visual arts, design classes, simulation exercises, examination of objects (examining toys, objects, paintings). In such types of activities, speech appears in all its diverse functions and bears the main load in solving practical and cognitive problems.

In illustrative situations, adults play out simple scenes from the lives of children. Most often, such situations are used when working with children of primary school age. With the help of various gaming materials and teaching aids, the teacher demonstrates to children examples of socially acceptable behavior, and also activates their effective communication skills.

Along with illustration situations, exercise situations are widely used in the educational process. Now the child is not only listening and observing, but also actively acting. By engaging in exercise situations, children train in performing individual game actions and linking them into a plot, learn to regulate relationships with peers within the framework of game interaction. In such situations, the adult draws the child’s attention to his emotional state and the state of other characters.

By actively participating in problem situations, the child finds a way out for his feelings and experiences, learns to recognize and accept them. He gradually masters the ability to anticipate the real consequences of his actions and, on the basis of this, build a further plot of the game, and arbitrarily change his gaming and speech behavior. In problem situations, each child is in an active position. This is the pedagogical value of such situations.

One of the effective ways to solve the problem is to use game communicative situations in teaching primary school children. A communicative game situation actualizes the child’s leading motives, significantly increases the level of speech activity, improves the quality of speech statements of preschoolers and increases the effectiveness of learning.

All positive qualities and knowledge in children are formed not by the game situation itself, but by one or another specific content that is specially introduced into it by the teacher. The basis of the game situation is the scenario of activating communication, the mastery of certain skills by children.

In order to optimize the educational process, educators specify the tasks of game situations, highlighting teaching, developmental and educational ones. Scenarios for game situations must be developed in such a way as to put into practice the “golden rule” of pedagogy: “We must teach children in such a way that they don’t even know about it.” This makes it possible to synchronize the processes of learning and upbringing, making them not opposing each other, but complementary, mutually enriching the development of the child. Indeed, in the process of play activity, the child learns to develop various behavioral strategies that allow him to see the appropriateness and significance of the results of his own activities and behavior. In this case, knowledge becomes not an end in itself, but a condition for personal development. Their importance lies not in their accumulation, but in the ability to solve important life problems with their help.

Of all the existing variety of different types of game situations, it is didactic games that are most closely connected with the educational process. A didactic game situation (educational) is a type of activity in which children learn. The game situation is dramatization. For preschool children, the most attractive process is the process of transformation into a specific artistic or real image (this desire for transformation persists at all stages of the child’s personality development). Setting up a game situation - dramatization - activates children's thinking in the direction of searching for answers to emerging questions, deciding on a method of imitation, playing a role, and the like. Entering into a role and acting within it according to the plot requires the child to play intensively with his imagination.

The game situation is competition. The competition method is understood as introducing an additional incentive aimed at strengthening motives and intensifying the collective activity of preschoolers. During a properly organized competition, children are always animated, enthusiastic, and internally motivated. The change in external behavior and attitude towards performing the required actions is explained by the fact that in competition the child acts in the position of a person on whom the success of the team depends. It is precisely because of its attractiveness that this position can change the child’s indifferent or negative attitude towards the forms of behavior being brought up. A long-term competition designed for a certain period of time - a week, a month - is much more effective. It encourages children to monitor their behavior for a relatively long time - to observe the rules of politeness, to be neat, and diligent.

Among the game situations that can be used by educators in practice, in addition to dramatization games and competitions, one can highlight: creative game situations and their varieties in the form of role-playing and business games, didactic games, including educational and educational games, various game techniques of encouragement and control. , rhythmic game situations and long-term thematic complex game situations. A creative play situation involves the transformative activity of a preschooler when he builds a game plot of action, in which he includes child participants. Rules are developed between the participants that are binding on everyone. The child, having become an author, director and artist, voluntarily and dynamically transformed into his heroes, trying to express through them what worried and worried him most. A creative play situation can be used by a teacher to form collectivist relationships between children.

A role-playing game situation is understood as a competition limited in place and time in solving problems of participants performing strictly defined roles in a clearly defined situation. Achieving success of a participant in a role-playing game depends on the consciousness of participation (analysis and reflection of one’s own behavior). From here arise pedagogical resources for stimulating self-knowledge and self-improvement of preschool children.

Business game situation is a method of simulating management decision-making in various production and economic situations by organizing collective activities according to given rules and norms. Didactic game situations provide a change in types of activities. A didactic game situation is an independent type of activity that children engage in: it can be individual or collective. A gaming situation is a valuable means of instilling effective activity in children; it activates mental processes and arouses in students a keen interest in the process of cognition. An essential feature of a didactic game situation is a stable structure, which distinguishes it from any other activity. A didactic game situation has a certain result, which is the finale of the game and gives completeness to the game. All structural elements of a didactic game situation are interconnected and the absence of any of them destroys the process.

In cognitive gaming situations, the presence of knowledge and skills comes to the fore. The game situation must correspond to the knowledge that preschoolers have. Developmental game situations require special caution. Difficult, overwhelming tasks can scare a child away. Here it is necessary to follow the principle from simple to complex. But when the child manages to master the task and overcome the first difficulties, he experiences great joy and is ready to move on to a more complex game situation. He develops faith in his own abilities and develops a “mental appetite,” which means that the goal of such game situations has been achieved.

Maria Ivanchenko
Game-based learning situations for preschoolers

]Game learning situations

Game learning situations– one of the modern forms of activity. Skills gaming communication that will be acquired in IOS, children will freely transfer into independent activities. The world of a child, like the world of adults, has its own culture, which does not arise on its own, but is passed on from generation to generation. But children are not only interested in play; they strive much more to communicate with each other and with others. In order for the child to master the mechanisms of effective gaming communication, an adult must come to his aid, creating all the conditions.

These conditions can be attribute:

Enriching children with impressions of the world around them,

Drawing attention to the content of children’s activities and their relationships (conversations, discussion of events, organization of observations, joint reading, viewing,

The child’s active position in activities, especially joint ones.

IOS is a full-fledged, but specially organized plot-role-playing game. Her characterize:

It has a short and simple plot, built on the basis of life events or a fairy-tale, literary work that is well known preschoolers;

Equipped with the necessary toys and paraphernalia; space and subject environment are specially organized for it;

The teacher conducts the game, announces the name and plot, distributes roles, takes on the role and performs it, supports the imaginary situation in accordance with the plot;

The teacher leads game: monitors the plot, the performance of roles, saturates the game with role-playing dialogues and game actions, through which didactic goals are achieved.

Types of IOS:

Illustrative situations

Exercise situations

Situations-problems

Assessment situations

IN situations- with illustrations, the teacher plays out simple scenes from the lives of children, giving examples of socially acceptable behavior. Illustrative situations, most often used in the younger group. .It is recommended to use illustrations, puppet theater, toys.

From the middle group, in parallel with the use situations-illustrations are offered game situations-exercises. Children practice performing individual gaming actions and linking them into a plot; learn to regulate relationships with peers within game interaction.

Children's participation in situations partnership interaction ( situations-problems, where children learn basic social relationships and their behavior in the human world. Where the child finds an outlet for his feelings and experiences, learns to recognize and accept them. For example, Problematic situation. Educator: Look who came to us? (video - Postman Pechkin. Stop video)

He brought us a letter from the cat Matroskin and Sharik. Listen.

Letter:

Hello, dear children, girls and boys! We decided to contact you with a request. Maybe you can help us? Something bad happened. Uncle Fyodor got sick. Doesn't eat, doesn't drink, doesn't sing songs. Neither ice cream nor cake pleases him. We don't know how to treat it. And you are all so beautiful, healthy, and your cheeks are rosy. You probably know some secret. Share with us how to cure Uncle Fyodor. We just ask you to help him quickly, otherwise he’s really unwell.

Educator: Yes, a sad story. Guys, do you think we can help cure Uncle Fyodor? (Children's answers)- How can we cure him?

In the older group they begin to use assessment situations, assessments from the children themselves. In this case the game problem has already been solved, but the adult is required to help the child analyze and justify the decision made, and evaluate it.

For example: during dramatization games, children take on the role of negative characters, are able to model their behavior in accordance with the characteristics of the hero, and compare various character traits (good-evil, honest-deceitful). The teacher creates a focus on developing positive character traits in children.

Gaming training communication is carried out in the form of scenarios of activating communication.

The communication scenario may include a conversation between the teacher and the children, didactic, outdoor, folk games, performances, dramatization games, visual arts, construction, simulation exercises, and examination of objects. (examining toys, objects, paintings).

In the scenarios of activating communication, the following are set and resolved: tasks: communicative development of children; awakening each child’s own speech activity, his language games, dialogues between children - children’s linguistic and communicative activities.

In scenarios of activating communication training is carried out mainly in extracurricular forms, has not an educational, but gaming, communicative motivation. Where the adult acts as a partner in communication: firstly, this is the older partner, he is more mature, stronger, more intelligent; secondly, this is a person who strives to establish equal, personal relationships; thirdly, he respects the child’s right to initiative, his desire to talk about topics that interest him, to avoid unpleasant situations(do not answer incomprehensible and uninteresting questions, do not repeat after the teacher what everyone has already heard, etc.). In the scenarios of activating communication, a number of tasks are highlighted that are already traditional for the development methodology speeches: enrichment and activation of vocabulary; education of sound culture of speech; formation of the grammatical structure of the child’s language; development of coherent speech.

Thus, game learning situations simultaneously and in parallel, they solve the problem of establishing emotional personal contacts between children. This is achieved by changing the style of relationship between the teacher and children to a partnership.

There are types of IOS:

The first type of IOS is associated with the use of dolls depicting characters from literary works that are well known to children.

The selected literary characters are interesting because with their help you can activate cognitive activity. The literary biography of each of them allows us to use different aspects of their behavior.

The second type of IOS is the use of analogue toys.

Construction game learning situation with analogue toys comes down to comparing a living object with a toy image according to a variety of moments: appearance, living conditions, way of functioning, way of interacting with them.

The third type of IOS includes various variants of a travel game, the plot and roles of which allow direct teaching children, transfer of new knowledge.

In each specific case, the plot of the game is invented in such a way that children visit new places, introduce new phenomena and objects as travelers, sightseers, tourists, visitors, etc.

All IOS require the teacher to preparation: thinking about the plot, gaming actions with toys, paraphernalia, techniques for creating and maintaining imaginary situations, emotional entry into the role.

In this case, knowledge becomes not an end in itself, but a condition for personal development preschooler.

Publications on the topic:

Game situations for children 4–7 years old“House for Dwarves” 4-5 years old Objectives: - training the ability to move in a given direction, use the prepositions “above”, “under” in speech; - training.

Gender games and game situations in joint activities with preschool children Didactic games 1. “Who wears what?” Target. Learn to find differences in the appearance of boys and girls. Material. Flannelograph; figurines.

Goal: To teach children to carefully examine the picture and name the objects and phenomena depicted on it. Develop the ability to change strength.

To successfully master a preschool education program, a child needs not only to know a lot, but also to think, guess, and think consistently.

The game is a huge bright window through which a life-giving stream of ideas and concepts of the surrounding world flows into the child’s spiritual world. The game is the spark that ignites the flame of inquisitiveness and curiosity. V. A. Sukhomlinsky
On October 17, 2013, Order No. 1155 was published
. Moscow "On approval of the federal state educational standard for preschool education", where the
basic principles of preschool education:
1) full-fledged experience by the child of all stages of childhood (infancy, early and preschool age), enrichment (amplification) of child development; 2) building educational activities based on the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education, becomes a subject of education (hereinafter referred to as individualization of preschool education); 3) assistance and cooperation of children and adults, recognition of the child as a full participant (subject) of educational relations; 4) supporting children’s initiative in various activities; 5) cooperation of the Organization with the family; 6) introducing children to sociocultural norms, traditions of the family, society and state; 7) formation of cognitive interests and cognitive actions of the child in various types of activities; 8) age adequacy of preschool education (compliance of conditions, requirements, methods with age and developmental characteristics); 9) taking into account the ethnocultural situation of children's development. According to the Federal State Educational Standard for Education, today we need new forms of work that would allow teachers, figuratively speaking, to teach preschoolers in such a way that they do not even know about it and use different pedagogical technologies for this.
What is educational technology?
\ In modern domestic preschool pedagogy, the term “pedagogical technologies” is considered as:  A component of the pedagogical system, a way for a teacher to construct a pedagogical process using a system of means and methods for educating and teaching preschoolers in specially created didactic conditions of a kindergarten in order to solve the problems of preschool education.  An instrument of professional activity of a teacher, which has a pronounced phasing (step-by-step), as well as specificity and clarity of the goals and objectives of the teacher’s activity.  A system of methods, techniques, steps, the sequence of implementation of which ensures the solution of problems of education, training and development
the personality of the pupil, and the activity itself is presented procedurally, that is, as a certain system of actions; development and procedural implementation of the components of the pedagogical process in the form of a system of actions that ensure a guaranteed result. The Federal State Educational Standard emphasizes that play is the main form of work with children and the leading type of activity.
A game
- the most accessible type of activity for children, it is a way of processing impressions and knowledge received from the surrounding world. Already in early childhood, a child has the greatest opportunity in play, and not in any other activity, to be independent, to communicate with peers at his own discretion, to choose toys and use different objects, to overcome certain difficulties logically related to the plot of the game, its rules. In the game he develops as a personality, he develops those aspects of his psyche on which the success of his social practice will subsequently depend. Therefore, the most important task of pedagogical practice is to optimize and organize a special space in a preschool educational institution to activate, expand and enrich the play activity of a preschooler. The idea of ​​including games in the learning process has always attracted domestic teachers. Also K.D. Ushinsky noted that children learn new material more easily during play, and recommended that teachers try to make classes more entertaining, since this is one of the main tasks of teaching and raising children. According to the author, entertainment should not blur the boundaries between play and learning. We are talking about the wider use of didactic games and gaming techniques in the classroom. Many scientists note the important role of educational games, which allow the teacher to expand the child’s practical experience and consolidate his knowledge about the world around him (A.S. Makarenko, U.P. Usova, R.I. Zhukovskaya, D.V. Mendzheritskaya, E.I. Tikheeva, etc.). The use of role-playing games in environmental education of children is based on a number of theoretical positions expressed by famous researchers, teachers and psychologists. So, according to A.V. Zaporozhets, play is an emotional activity, and emotions influence not only the level of intellectual development, but also the child’s mental activity and his creative capabilities. Including elements of role-playing games in the process of forming children's ideas about nature will create an emotional background, thanks to which preschoolers will quickly learn new material. Mastering knowledge about nature through play helps children develop a consciously correct attitude towards the flora and fauna. This is confirmed by the results of the study by L. A. Abrahamyan, which show that thanks to play, children develop a positive attitude towards the environment, positive feelings and emotions are formed. The use of role-playing games in the environmental education of children is based on a number of theoretical positions expressed by famous researchers, teachers and psychologists. It is known how multifaceted the game is; it teaches, develops, educates, socializes, entertains and provides relaxation. But historically, one of its first tasks is training. Not
It is doubtful that the game, almost from the first moments of its inception, acts as a form of education, as a primary school for reproducing real practical situations in order to master them, in order to develop the necessary human traits, qualities, skills and habits, and develop abilities.
Game learning has the same features as games:
 free developing activity, undertaken at the direction of the teacher, but without his dictate and carried out by students at will, with pleasure from the process of activity itself;  creative, improvisational, active in nature activity;  emotionally intense, elevated, adversarial, competitive activity;  activities that take place within the framework of direct and indirect rules that reflect the content of the game and elements of social experience;  activities of a simulation nature, in which the professional or social environment of a person’s life is simulated.  activity isolated by place of action and duration, within the framework of space and time. Another side of the phenomenon is also important: environmental knowledge that causes a positive reaction in children will be used by them during the game more actively than that which affects only the intellectual side of the personality. S. L. Rubinstein believes that play is a child’s activity in which he expresses his attitude to the surrounding reality. “To people who protect and create material and spiritual values ​​on the basis of its wealth.” I.A. Komarova, suggests using game-based learning situations in the practice of working on environmental education for preschool children, and S.N. Nikolaeva, who believes that play-based learning situations contribute to the formation of a system of ideas about nature in preschoolers, and this, in turn, is an effective means of raising children. A huge role in instilling in children a consciously correct attitude towards nature belongs to play-based learning situations. The use of role-playing games and various game-based learning situations in the practice of working on environmental education of preschoolers was proposed by environmental teachers S.N. Nikolaeva and I.A. Komarova.
What is IOS?

Educational game form
a teacher with children that has a specific didactic goal can be called a play-based learning situation (GTS).
The purpose of gaming technology
- do not change the child and do not remake him, do not teach him any special behavioral skills, but give him the opportunity to “live” situations that concern him in the game with the full attention and empathy of an adult.
Her tasks:
1. Achieve a high level of motivation, a conscious need to acquire knowledge and skills through the child’s own activity. 2. Select means that activate children’s activities and increase their effectiveness.
But like any pedagogical technology, gaming technology should also

meet the following requirements:
1.
Technology system
– description of the technological process divided into logically interconnected functional elements. 2
. Scientific base
– reliance on a certain scientific concept of achieving educational goals. 3.
Systematicity
– technology must have logic, interconnection of all parts, integrity. 4.
Controllability
– it assumes the possibility of goal setting, planning the learning process, step-by-step diagnostics, varying means and methods in order to correct the results. 5. E
efficiency
– must guarantee the achievement of a certain standard of training, be effective in terms of results and optimal in terms of costs. 6.
Reproducibility
– application in other educational institutions.
Gaming technology is being built
as a holistic education, covering a certain part of the educational process and united by common content, plot, character.
It includes sequentially:
games and exercises that develop the ability to identify the main, characteristic features of objects, compare and contrast them; groups of games to generalize objects according to certain characteristics; groups of games, during which preschoolers develop the ability to distinguish real from unreal phenomena;
groups of games that develop self-control, speed of reaction to a word, phonemic awareness, ingenuity, etc.
Features of gaming technology
is that playful moments penetrate into all types of children’s activities: work and play, educational activities and play, everyday household activities related to the implementation of the daily routine and play.
Using a game-based learning situation

in the pedagogical process

important for a number of reasons:
 they provide an opportunity to develop the child’s cognitive abilities and speech, contribute to the development of personality, preservation of health, and in addition, meet the needs of children in communication and knowledge of the surrounding nature, therefore they should be as widely used in environmental education as in its other areas ;  direct educational activity including a playful learning situation brings joy to the child, therefore, knowledge of nature and communication with it, taking place against the backdrop of the game, will be especially effective; the game creates optimal conditions for education and learning;  direct educational activities with the inclusion of a play-based learning situation puts an adult and a child into a partnership;  all play activities provide for the child’s psychological security and emotional comfort;  the game complex includes games and game-based learning situations for the development of various analyzers (hearing, vision, touch, smell, etc.);  environmental knowledge acquired in play activities and which evoked an emotional reaction in children will be better included in their independent play activities than knowledge, the impact of which affects only the intellectual side of the child’s personality. In the work on environmental education of children, it is important to use different types of play-based learning situations in which there would be active, environmentally oriented or developmental activities in accordance with the set educational goals.
When selecting game-based learning situations, first of all, it is necessary

pay attention to the following issues:
 developing an understanding of the intrinsic value of nature;  the child’s awareness of himself as a part of nature;
 fostering a respectful attitude towards all species of animals and plants, without exception, regardless of personal likes and dislikes;  formation of an emotionally positive attitude towards the world around us, the ability to see its beauty and uniqueness;  understanding that everything in nature is interconnected and the disruption of one of the connections entails other changes;  developing in children a desire to preserve the environment, their awareness of the relationship between their own actions and the state of the environment;  developing skills for environmentally literate and safe behavior in nature in everyday life.
IOS is a full-fledged, but specially organized plot-role-playing

a game. It is characterized by the following points:
 it has a short and simple plot, built on the basis of life events or a fairy tale or literary work that is well known to preschoolers;  equipped with the necessary toys and paraphernalia; space and subject environment are specially organized for it;  the content of the game contains a didactic goal, an educational task, to which all its components are subordinated - plot, role-playing interaction of characters, etc.;  the teacher conducts the game: announces the name and plot, distributes roles, takes on one role and plays it, supports an imaginary situation in accordance with the plot;  the teacher directs the entire game, monitors the development of the plot, the performance of children’s roles, role relationships, saturates the game with role-playing dialogues and game actions, through which the didactic goal is achieved.
Game situations are based on the following principles:
 Absence of coercion;  Supporting the playful atmosphere, the real feelings of children;  Relationships between gaming and non-gaming activities;  Transition from the simplest forms and methods of performing game actions to complex ones. Game-based learning situations (I.O.S.) are a special form of plot-based role-playing game, developed by Svetlana Nikolaevna Nikolaeva.
She identifies several types of IOS, with the help of which various program tasks of introducing children to nature and their environmental education are successfully solved.
Game-based learning situations are divided into three types:

First type of IOS
- use of analogue toys depicting various natural objects.
Second type of IOS
associated with the use of dolls depicting characters from literary works that are well known to children.
Third type of IOS
- various travel options
1.Game-based learning situations with analogue toys
Analogs are toys that depict natural objects: specific animals or plants. There are many toy analogues of animals, they exist in a wide variety of designs (soft, rubber, plastic, wind-up, etc.). There are not many toy analogues of plants - these are plastic Christmas trees of different sizes, trees and shrubs from a plane theater, mushrooms, sometimes foam fruits and vegetables, figurines of heroes from the fairy tale by J. Rodari “The Adventures of Cipollino.” Analog toys are remarkable because they help children starting from 2-3 years old, it is possible to form clear ideas about the specific characteristics of living beings based on a number of essential features. Young children can be shown the main differences between a toy object and a living animal if they are simultaneously perceived and compared. With the help of such toys it is easy to demonstrate: what can be done with an object and what can be done with a living creature, i.e. show fundamentally different forms of activity with living and inanimate objects.
IOS with analogue toys can be used at all ages

groups
, and they can be compared not only with living objects, but also with their images in paintings and visual aids. Analog toys can be included in any IOS, in any form of environmental education for children: observations, activities, work in nature. They can be taken on an excursion to the immediate natural environment, combined with reading educational literature, watching slides, and videos. In all cases, they will help in developing clear, realistic ideas about nature in children. In some cases, it is advisable to demonstrate an analogue toy before meeting the animal. This applies to some
mammals (cat, dog, rabbit, etc.), which evoke bright and strong emotions in children and a desire to communicate with them - an ordinary toy pales in comparison. The only thing that can compete with them is an interestingly designed wind-up toy that reproduces elements of behavior (for example, a dog that moves forward, wags its tail, barks, rises on its hind legs). An analysis of such a comparison will undoubtedly arouse interest among older preschoolers and will help them better understand the specifics of living things.
2.Game-based learning situations with literary characters
The second type of IOS is associated with the use of dolls depicting characters from works that are well known to children. The heroes of favorite fairy tales, short stories, filmstrips, and cartoons are perceived by children emotionally, excite the imagination, and become objects of imitation. In the environmental education of preschoolers, various characters are successfully used based on their literary biography - main events, characteristic situations, striking behavioral features. In IOS, fairy-tale characters “go beyond” the plot of the work, act in new but similar situations and necessarily continue their characteristic line of behavior. To achieve the goals of environmental education, such literary works are suitable, the content of which is in one way or another connected with nature, and the characters have a puppet embodiment. There are many such works in the children's literary repertoire - these are, first of all, folk and author's fairy tales “Turnip”, “Ryaba Hen”, “Little Red Riding Hood”, “Doctor Aibolit”, etc. With dolls depicting the main characters of fairy tales, you can build many different IOSs that will help solve various program problems of introducing children to nature and developing the necessary skills. Each individual IOS solves a small didactic problem with the help of a literary character with his questions, statements, advice, suggestions and various game actions. When developing IOS, the teacher should remember that all the words and actions of the doll must correspond to its literary biography; in a new situation it should manifest itself in the same way as in the work. Thus, a literary hero introduced into the pedagogical process is not just a cute toy that entertains children, but a character with a certain character and form of expression that solves didactic problems. It is interesting to children because in a completely new situation it shows its typical characteristics, i.e. acts in his “role” and interacts directly with them. It is important that each literary character in a particular game learning situation can act in one of two functions: play the role of a knowledgeable hero, well-versed in any material
or, conversely, a naive simpleton who knows nothing. In the first case, the teacher sets the task of indirectly teaching children - through the mouth of a character he communicates new information, teaches rules of behavior (for example, as Doctor Aibolit does). In the second case, the teacher sets the task of consolidating the material, clarifying and updating the children’s ideas about nature. One more circumstance is of fundamental importance. In a traditional lesson, the teacher is always “above the children”: he asks questions, teaches, tells, explains - he is an adult and smarter than the children. When using a simpleton character (for example, Dunno), who shows complete ignorance of events, the status of the children changes: they are no longer “a teacher over them,” but “they stand over the doll”: they teach it, correct it, and tell it what they themselves know. This balance of positions in the IOS gives preschoolers confidence, they gain authority in their own eyes. There is a strong play motivation, and children do not take into account what kind of Dunno the teacher is talking about: they are at the mercy of the play situation, and therefore confidently and extensively speak out, complement, explain, and thereby practice applying their knowledge, clarifying and consolidating it. In other words, the use of a character doll based on his literary biography is an indirect form of teaching children, based entirely on a fairly strong play motivation.
ALGORITHM OF GAME TRAINING SITUATIONS WITH LITERARY

CHARACTER

Construction of IOS:
has a short and simple plot, built on the basis of life events or a fairy tale or literary work that is well known to preschoolers
Organization of PPRS for IOS

Game content:
a didactic goal, an educational task, to which all components are subordinated - the plot, the role-playing interaction of characters.
Carrying out the game
: announcement of the title and plot on behalf of the character, distribution of roles, performance of the character in one of two functions: playing the role of a knowledgeable hero, well-versed in any material, or, conversely, a naive simpleton who knows nothing, maintaining an imaginary situation in accordance with the plot with with the help of a game character
Game Guide:
constant maintenance by special techniques of the imaginary situation of the space in which the game takes place, observation of the development of the plot, children’s performance of roles, role relationships; Saturation of the game with role-playing dialogues and game actions, through
which fulfills the didactic purpose.
3.I

Game-based learning situations such as travel
Another type of IOS is important in the implementation of the game as a method of environmental education of children.
Trips

in this case, this is the collective name for various kinds of games in visiting exhibitions, agricultural farms, zoos, nature salons, etc., in excursions, hikes, expeditions, trips and travels. These games are united by the fact that children, visiting interesting places, in the game form, they gain new knowledge about nature, which is facilitated by the obligatory role of the leader (tour guide, expedition leader, farm manager) played by the teacher. It is through him that preschoolers get acquainted with new places, animals, plants, receive a variety of information about the surrounding nature and human activity in it. In each specific case, the plot of the game is thought out in such a way that children, visiting new places, get acquainted with new objects and phenomena as travelers, tourists, excursionists, visitors. As part of role-playing behavior, children listen to explanations, “take photographs,” In order for the game to be complete and through it the teacher can realize the set didactic tasks, he carefully thinks through his role (words for contact with visitors, meaningful messages, possible game and role-playing actions). The game will captivate children if the teacher, using special techniques, constantly supports the imaginary situation of the space in which it takes place (a winter snow-covered forest, a summer forest with rubble or swampy places, a hot desert, arctic ice).
Travel game
As a type of game situation, it presupposes the presence of a single plot, which is based on the children’s imaginary journey, overcoming difficulties, and meeting different characters. Travel games can have a variety of content - a journey around the country and city, the world of sizes, colors, sounds. Learning using travel games can, in some cases, go beyond the allotted time - this is not dangerous, since high-quality play, creating a certain emotional mood in children, provides the maximum developmental effect. It is important that travel games are the only type of game whose plot and roles allow for direct teaching of children and the transfer of new knowledge to them. A good game will develop if the teacher thinks through both the main and accompanying roles, assigns children to them, and prepares the necessary paraphernalia.

ALGORITHM OF GAME TRAINING SITUATIONS TYPE

TRAVEL

Construction of IOS
: has a short and simple plot, built on the basis of life events or a fairy tale or literary work that is well known to preschoolers
Organization of PPRS for IOS
: the presence of toys, attributes, specially organized space and subject environment
Game content
: didactic goal, educational task, to which all components are subordinated - plot, role-playing interaction of characters.
Carrying out the game
: announcement of the title and plot, which is based on the imaginary journey of children, overcoming difficulties, meeting different characters, distributing roles, taking on the role, maintaining an imaginary situation in accordance with the plot.
Game Guide
: constant maintenance by special techniques of the imaginary situation of the space in which the game takes place, observation of the development of the plot, the performance of roles by children, role relationships; Saturation of the game with role-playing dialogues and game actions through which the didactic goal is achieved.
Thus, we conclude that:
1. All game-based learning situations require certain preparation from the teacher. He must think over the plot, create an imaginary situation for role-playing interaction between children, and prepare paraphernalia. It is very important that the teacher himself easily enters the game - in some cases he plays two roles at the same time: he conducts a dialogue on behalf of the character doll and at the same time remains the teacher who conducts the game with the children. 2.Training using game-based learning situations in some cases may go beyond the allotted time, but this is not dangerous, because A good game, creating an emotional mood in children, provides maximum developmental effect. 3.Each topic of game-based learning situations should have its own purpose, content, not repeat the previous situation, but be related to it. 4. Each play-based learning situation should contain a small amount of new knowledge that will allow preschoolers to gradually and more reliably learn the material;
5. Include more questions of a productive nature in the content of game situations, this achieves the mental and speech activity of children; 6. To maintain interest in the character, an element of novelty should be introduced into each meeting: costume details, natural objects, didactic posters, sets of small pictures, video material, toy TV, slide presentations, etc. 7. To create interest, it is necessary to create the conditions and environment for conducting game-based learning situations, especially ITS such as travel. 8.Game-based learning situations will produce positive results if they are combined with other forms of working with children
Conclusion
: Summarizing the above material, it should be noted that play is the leading activity of preschool children, it enriches and develops personality, therefore it is widely used by us in practice. Play brings joy to a child, so learning about nature and communicating with it, taking place against its background, will be especially effective; the game creates optimal conditions for education and learning. Play brings joy to a child, so learning about nature and communicating with it, taking place against its background, will be especially effective. The game creates optimal conditions for education and learning. A game, as a method of environmental education, is a game specially organized by the teacher and introduced into the process of learning about nature and interacting with it. The game helps children to assimilate the quality of objects and clarify ideas obtained during observation in nature. It forms children’s motivation for learning, taking into account the age characteristics of children, creates conditions for emotional comfort, and contributes to the formation of responsiveness, as one of the necessary moral qualities of preschoolers. Children are immersed in play action and actively participate in creating an imaginary situation.
Thanks to the use of IOS:
- the main educational tasks are solved; - children’s activity in the learning process increases; - fatigue is reduced, interest in cognitive activity is formed; - emotional responsiveness develops. -game learning helps the child feel his own capabilities and gain self-confidence.
Game-based learning situations help children gain new knowledge and give them a practical model of correct behavior in nature, which is of great importance for environmental education. The alternation of such playful learning situations with other forms of work contributes to the formation in preschoolers of a consciously correct attitude towards nature and all living things. When using game situations in classes, children become more attentive, they listen to stories with interest, and ask many additional questions that interest them. In conclusion, I would like to say that when working with preschoolers, IOS can be used not only in environmental education, but also in all areas of children’s development and education (in all educational institutions), as well as in organizing children’s independent activities.
Literature:
1. Bobyleva L., Duplenko O. About the program of environmental education for older preschoolers Preschool education. 1998. N 7. P. 36-42. 2. Preschooler's game. / Edited by Candidate of Psychological Sciences S.L. Novoselova, M.: Education, 1989. – 188 p. 3. Kondrashova M.A. Environmental education of preschool children in the classroom and in everyday life. Methodological developments. Orenburg, 2005. – 116 p. 4. Nikolaeva S.N. Theory and methods of environmental education for children: Textbook. manual for students of higher education. textbook establishments. - M.: Academy, 2002. – 336 p. 5. Nikolaeva S.N., Komarova I.A. Story-based games in environmental education of preschool children. Game-based learning situations with toys of various types and literary characters: A manual for teachers of preschool institutions. M.: Gnom i D, 2005. – 128 p. 6. Pavlova L. Games as a means of environmental and aesthetic education // Preschool education. 2002. N 10. P. 40-49. 7. Ryzhova N.A. Environmental education in kindergarten. – M.: Publishing house. House “Karapuz”, 2001. – 432 p. 8. Smirnova E.O. Child psychology: Textbook for pedagogical schools and universities. M.: Shkola-Press, 1997. – 384 p.: ill. 9. Tarabarina T.I., Sokolova E.I. Both study and play: Natural history. Yaroslavl: Academy of Development, 1997. – 164 p.

Sections: Working with preschoolers

A child born into this world gets used to his culture, which is passed on from generation to generation through many games and exercises.

Play is a special and very important type of activity necessary for the harmonious development of a child. While playing, the baby learns to communicate with the world of people and objects; in the game his personality is revealed and his character is formed.

In play, a child develops as a personality, he develops those aspects of his psyche on which the success of his educational and work activities, and relationships with people will subsequently depend. In the process of play, new types of activities of the preschooler arise and develop. It is in the game that learning elements first appear. Play creates a “child’s zone of proximal development.”

But children are not only interested in playing; they strive much more for communication – both among themselves and with the adults around them. An adult must come to the child’s aid so that he can master the mechanisms of effective play communication. Thus, it is the adult who can and should create for children the conditions necessary for the development of children's play and full-fledged play communication. These conditions include:

• enriching children with impressions of the world around them;
• drawing attention to the content of children’s activities and their relationships (conversations, organizing observations, reading together, discussing life events, etc.);
• the child’s active position in activities, especially joint ones.

To develop full-fledged play communication, teachers can use this form of speech work with children as play-based learning situations (GTS).

There are four types of situations:

• illustration situations,
• exercise situations,
• situation-problems,
• assessment situations.

IN illustrative situations adults play simple scenes from the lives of children. Most often, such situations are used when working with children of primary preschool age. With the help of various gaming materials and teaching aids, the teacher demonstrates to children examples of socially acceptable behavior, and also activates their effective communication skills.

IN exercise situation the child not only listens and observes, but also actively acts. Children train in performing individual game actions and linking them into a plot, learn to regulate relationships with peers within the framework of game interaction. This type of IOS is used from the middle group.

Participation of older preschoolers in situations-problems contributes to their assimilation of the main vectors of social relations, their “working out” and modeling the strategy of their behavior in the world of people. In such situations, the adult draws the child’s attention to his emotional state and the state of other characters. By actively participating in problem situations, the child finds a way out for his feelings and experiences, learns to recognize and accept them. He gradually masters the ability to anticipate the real consequences of his actions and, on the basis of this, build a further plot of the game, and arbitrarily change his gaming and speech behavior. In problem situations, each child is in an active position. This is the pedagogical value of such situations.

In the school preparatory group, assessment situations are used that involve analysis and justification of the decision made, and its assessment by the children themselves. In this case, the gaming problem has already been solved, but the adult is required to help the child analyze and justify the solution, and evaluate it.

The basis of the game learning situation is scenario of activating communication. A communication scenario can include various forms of IOS: a conversation between a teacher and children, travel games, conversation games, dramatization games, and improvisation games. Such forms involve the inclusion in the scenario of visual activities, construction, simulation exercises, and examination of objects (examination of toys, objects, paintings). It is in these types of children's activities that speech appears in all its diverse functions and bears the main burden in solving practical and cognitive problems.

By developing scenarios for activating communication, we solve important problems: the communicative development of children and the awakening of each child’s own speech activity, his language games, dialogues between children, i.e. children's language and communicative activities.

In the process of playful communication, a preschooler learns to develop various behavioral strategies that allow him to see the appropriateness and significance of the results of his own activities and behavior. In this case, knowledge becomes not an end in itself, but a condition for personal development. It is necessary not to accumulate them, but to solve important life problems with their help.
Game-based learning situations make it possible to successfully solve problems that are already traditional, for example, for methods of speech development: enriching and activating the vocabulary, nurturing the sound culture of speech, forming the grammatical structure of the language, developing coherent speech. In order to intensify playful communication between children and their proactive statements, educators, when drawing up scenarios for activating communication, try to select special speech activities that solve the problems of language development and establishing emotional personal contacts between children and surrounding adults.

In scenarios of activating communication, learning is carried out mainly using indirect teaching methods; it has not educational, but game, communicative motivation. This approach makes it possible to successfully implement it in practice. This makes it possible to synchronize the processes of teaching and upbringing, to make them not opposed to each other, but complementary, mutually enriching the development of the child. Indeed, in the process of playful communication, a child learns to develop various behavioral strategies that allow him to see the appropriateness and significance of the results of his own activities and behavior. In this case, knowledge becomes not an end in itself, but a condition for personal development. Their importance lies not in their accumulation, but in the ability to solve important life problems with their help.

Since classes of activating communication contribute to enriching children with impressions about the world around them and effectively use one of the verbal methods - conversation, i.e. purposeful discussion with children of any phenomena, then we can determine the value of the conversation precisely in the fact that the adult in it teaches the child to think logically, reason, gradually raises the child’s consciousness from a specific way of thinking to a higher level of simple abstraction, which is extremely important for preparing the child to schooling. But this is the great difficulty of the conversation - both for the child and the teacher. After all, teaching children to think independently is much more difficult than imparting ready-made knowledge to them. This is why many educators would rather tell and read to children than talk to them.

The development of thinking is closely related to the development of speech of a preschooler. In a conversation, I teach the child to clearly express his thoughts in words, and develop the ability to listen to his interlocutor. It is important not only for imparting knowledge to children, but also for the development of coherent speech and the development of speaking skills in a group.

In a conversation, I unite children around common interests, arouses their interest in each other, the experience of one child becomes common property. They develop the habit of listening to their interlocutors, sharing their thoughts with them, and speaking out in a group. Consequently, here the child’s activity develops, on the one hand, and the ability for restraint, on the other. Thus, conversations are a valuable method not only of mental education (communication and clarification of knowledge, development of thinking abilities and language), but also a means of social and moral education.

The main difference between a training session and an activating communication scenario is that an adult in a game-based learning situation acts as a communication partner who strives to establish equal, personal relationships. He respects the child’s right to initiative, his desire to talk about topics that interest him, and, if necessary, to avoid unpleasant situations.

Conclusion:

Game-based learning situations make it possible to successfully solve problems that are already traditional for speech development methods: enriching and activating the vocabulary, nurturing the sound culture of speech, forming the grammatical structure of the language, and developing coherent speech.

The following are examples of four situations.

I. Illustrative situation(using the example of a lesson).

Subject: Pets.

Program content:

• Enrich children's speech with words: cat, kitten, dog, cow, calf, goat, kid, hen, chick, tail, horns, ears, legs, paws, eats, drinks.
• Ability to listen and answer questions.
• Cultivate interest in and care for animals.

Preliminary work

Looking at illustrations of domestic animals and babies; looking at toys - animals; conversation about pets; reading poems, stories, nursery rhymes, didactic game “who screams what”.

Progress of the lesson

Speech therapist: Children, someone knocked on the door (The door opens. The postman comes in and says hello).
Postman: Hello children. I brought you a package from the Wizard (gives the package and leaves).
Speech therapist: Let's see what's in it?
Children: Oh – these are pictures.
Speech therapist: What beautiful illustrations with pets. Let's take a look and name these animals. Who is this?
Children: Dog; cow; goat; cat.
Speech therapist: That's right, cat. Children, you know a poem about a cat.
Children:
Pussy, pussy, pussy, scat!
Don't sit on the path
Otherwise Mashenka will go
It will fall through the pussy. (Etc. about each animal)
Speech therapist: Well done. Children, name me a baby dog, cow, goat, cat.
Children: Puppies, calves, kids, kittens.

Fizminutka

Let's goat jump - three times.
And we kick our legs – three times.
Let's clap our eyes three times.
And we stomp our feet - three times.

Speech therapist: What benefits does a cow, goat, dog, cat bring?
Children: Cow, goat (milk), dog (guards the house), cat (catches mice).
Speech therapist: Children, what does she call her children: mother-cow, mother-dog, mother-goat, mother-cat.
Children: Muu...; Bow-wow; Mee...; Meow meow.
Speech therapist: D here you go! What do animals like to eat?
Children: Cow, goat - grass.
Dog– a bone.
Cat- milk.
Speech therapist: Children, let us also drink milk, because it is healthy and we will be strong and healthy.
Speech therapist: Children, now we’ll go for a walk and feed the little puppy that Alyosha’s dad brought.

II. Exercise situations(didactic game for the middle group, since the kindergarten is located next to the forest)

Subject: We are going into the forest.

Didactic tasks:

1. Expand preschoolers’ understanding of wild animals.
2. Introduce animals listed in the Red Book.
3. Promote the use of ideas about rare animals in games.
4. Develop children’s speech, the ability to compare, and express their emotions in words.
5. Foster a caring attitude towards animals.

Material: toys, pictures of animals, a pass, food for a hedgehog, a flash drive with recordings of the voices of birds and animals, a USB mini MP3 player.

A speech therapist makes a “hedgehog house” out of a cardboard box. At the entrance to the forest we meet a forester, where, with a pass, the forester lets the children through (this role is taken on by a speech therapist), who talks with them and tells them about the pets (about what they eat, how they behave, what their character is). Particular attention is paid to animals that are listed in the Red Book and are protected by the state. The forester talks about where these animals live, why there are so few of them left, and how they are protected.
The children asked the forester if he had seen the hedgehog they saw on the last excursion. The forester invited the children to find the hedgehog together, since the children made a house for it and brought food.
Having found the hedgehog, the children fed him an apple and milk and gave him a house.
The forester talks with the children about what they know about this animal, asking him questions. Children recite a poem about a hedgehog that they learned in class.

The hedgehog lived and lived in the house.
He was, was, short in stature.
In the house he washed and washed the floor.
The hedgehog splintered his finger.
His finger ached and ached.
Hedgehog iodine opened, opened.
And the hedgehog washed his finger, washed it.

(Reinforcing the pronunciation of the sound “s” in words).

The forester praised the children and suggested a game

Ecological game "How to behave in the forest"

Pictures depicting the behavior of people in the forest are laid out on the table, the children stand in a circle. The forester throws the ball and calls a certain action. The child who caught the ball finds a suitable picture and shows it to the children.
Forester: And now I invite you to play a little, because I really love games, and even more I love asking riddles. Do you love it? Then listen carefully to the riddles. ( After each riddle, children find the answer and show a picture of an animal.)

Puzzles

Long ears, fast legs.
Gray, but not a mouse.
Who is this?.. (Bunny.)

Red-fiery lump,
With a tail like a parachute,
Jumps quickly through the trees,
He was there...
Now it's here.
He's as fast as an arrow.
So this is... (Squirrel.)

Red-haired cheat
Hid under the tree.
The cunning one is waiting for the hare.
What is her name?.. (Fox.)

Gray, scary and toothy
Caused a commotion.
All the animals ran away.
Scared the animals... (Wolf.)

Brown, clubfooted
Walking through the forest.
Likes to "borrow"
Forest bees have honey. (Bear.)

Forester: Well, guys, you made me happy . You know the main rules, but there are others, they are written in this book, I give it to you.

III. Problem situations (in games)

Problem situations:

• Paper properties. Let's tie a paper bow to the Field doll. What will happen? (junior group)
• Properties of sand. Make pies from dry and wet.
• Why is the hedgehog prickly?
• Properties of water. There are two glasses on the window. One glass is covered, the other is not. Why did the water disappear?
• Can people, animals, plants exist without the sun?
• What happens if there are no plants?
• How did dad know that it was raining at night?
• Help collect mushrooms for the good fairy and the evil witch. Which ones and why?
• Why do the hare and squirrel molt?

I create a problematic situation by encouraging children to put forward their assumptions, make preliminary conclusions and generalizations.

Game "Who needs water?– introduces children to the place of residence of the plant. What places does it like to grow in? in a sunny clearing or on a darkened edge of a forest, next to water or in water (what is it - moisture-loving, drought-resistant, light-loving, shade-tolerant)?

During the game, one becomes familiar with the variety of appearance of the plant, the structural features of the root, leaves, etc.

Game "Miracle Flower"– aimed at consolidating children’s knowledge about the appearance of a plant, its structure (root, stem, leaves, flower and fruit).

In the game “Make Medicine,” children continue to consolidate knowledge about the structure of the plant, where it grows, the features of its structure, and also learn about medicinal properties.

Various games are offered to children:

• games to introduce flora and fauna, aimed at introducing children to the way of life of plants and animals;
• environmental awareness games aimed at introducing the relationships between living things and the environment;
• games for familiarization with the human-created habitat of people and animals, aimed at familiarizing children with various professions and various human activities in the world around them.

Games used in the educational process are an effective means of mental, aesthetic and moral education, and on the other hand, they are a kind of practical activity for the child to master the surrounding activities.

List of games:

• "Plants of our forest"
• "Recognize the Mushroom"
• "Paired pictures"
• "Describe the animal"
• "When It Happens"
• "Find Mom"
• "Bird's Dining Room"
• "Animal House"
• "Tell me a story"
• "Journey into the Forest"

The children of the preparatory group asked the question: what are perennial herbs? The speech therapist suggested an excursion to the seed-growing station, since the station is located near the kindergarten. During the excursion, the agronomist spoke about perennial grasses (clover, alfalfa, sweet clover, millet, rapeseed, bromegrass, fescue) and the children saw how the sorting table works, sorting rapeseed seeds. The children were shown the seeds of alfalfa and clover and asked the question: how are the seeds similar in appearance and how are they different? (Children's answers).

During the excursion, a problem arose: the sorting table was clogged while sorting rapeseed. What to do? One boy said: you need to twist something and the sorting table will work. Another said: Maybe remove the seeds from the table, clean it and turn it back on? The third suggested calling the master. etc. The seed agronomist listened to their answers and showed them how to adjust the sorting table.

At the end of the excursion, a car with fescue seeds arrived and the children wondered what an agronomist does with the seeds? Checks. The seeds turned out to be wet. What to do? One child suggested leaving the seeds in the air under the sun - they would dry out. The second suggested turning on the heater to dry them. The agronomist showed the children a large dryer where seeds are dried, and the problem was solved. The children were given fescue and brome seeds to feed the wintering birds. The children said "thank you."

Conclusion: all situational problems can be solved.

IV. Assessment situations (based on fairy tales and games)

Fairy tales are an inexhaustible source of inspiration. Fairy tales strengthen the immune system of kindness, moral and mental health. After all, they trace a cause-and-effect relationship, understood by children, and cultivate real human feelings. The heroes of every fairy tale meet evil and defeat it because they have a kind, sensitive heart; Animals, birds and even the sun come to their aid.

I offer children game situations aimed at developing the social and communication skills of children of senior preschool age. All of them are based on the plot of fairy tales, the actions of fairy-tale heroes.

For example: Come up with a different ending to the fairy tale.

Remember how the fairy tale “Sivka-Burka” ended, what happened at the end, think: what were everyone’s faces when they saw Ivanushka’s ring? Show off their amazing looks. What kind of face did Ivanushka have? (Show).

Think: how else could the fairy tale end? How could the tsar, princess, Ivan, and brothers act differently? What would you have done if you had been at that feast?

Situations-assessments from the children themselves, for example, during dramatization games, children take on the role of negative characters, are able to model their behavior in accordance with the characteristics of the hero, compare various character traits: good - evil; honest - deceitful.

The teacher creates a focus on developing positive character traits in children.

Examples of assessment situations:

-Who is the boss in the house?
– How can you tell a person’s mood?
- My actions.
– If I were (was) a wizard?

I suggest to children game "Pyramid of Good"

Children stand in a circle. What good things can we wish for each other, for all of us? Whoever comes up with an idea will come out into the circle, say his good wish, stretch his hand forward and place it on top of my palm. Then the next one puts his hand on the palm of the next child who has already expressed his wish. I start (for example: “I wish everyone to be friendly and cheerful”). As soon as you express all your wishes, building a pyramid of goodness, I quietly rock it with the words: “Let everyone hear our wishes and let them come true!” – I push the palms on my hand up, scattering the pyramid.

Conclusion: children of the preparatory group are able to evaluate different situations (each in their own way).

Literature:

1. Alekseeva M.M., Yashina V.I. Speech development of preschool children: Textbook. aid for students and Wednesday ped. textbook establishments. – 2nd ed., stereotype. – M.: Publishing Center "Academy", 1999.
2. Arushanova A.G. Speech and verbal communication of children: Book. for kindergarten teachers. – M.: Mosaika-Sintez, 1999. – M.: “Mosaika-Sintez”, 2004.
3. Arushanova A.G. Formation of the grammatical structure of speech: A methodological guide for educators. – 2nd ed., rev. and additional – M.: Mozaika-Sintez, 2005.
4. Klyueva N.V., Kasatkina Yu.V. We teach children to communicate. Character, communication skills. Yaroslavl "Academy of Development", 1996.
5. Kylasova L.E. Didactic material on speech development. Classes with older preschoolers. Volgograd: Teacher, 2006
6. Kuritsyna E.M., Taraeva L.A. Games for speech development. We speak correctly. Moscow "ROSMAN" 2007
7. Novotortseva N.V. Children's speech development. A popular guide for parents and teachers. Yaroslavl "Academy of Development", 1996.
8. Ushakova O.S., Strunina E.M. Methods of speech development for preschool children: Textbook. method, manual for teachers of preschool educational institutions. – M.: (umanit, publishing center “VLADOS”, 2003.
9. Filicheva T.B., Soboleva A.R. Development of speech of a preschooler: a methodological manual with illustrations. Ekaterinburg "ARGO", 1996.