Irina Rumyantseva
Card file “Games for social and communicative development for children 6–7 years old” (in the context of the Federal State Educational Standard before)

1. "Age line"

Target: to clarify children’s knowledge about the age-related development of people of different sexes from birth to old age.

Progress of the game

The teacher invites the children to arrange the pictures in order (in accordance with the age development of people of different genders). During the game, a conversation is held about the content of the pictures.

2. “Flower of politeness”

Target: promote interest in the sphere of relationships with each other; reinforce ways to greet each other and adults.

Progress of the game

Children take petals (cut out of colored paper) and stand in a circle. Each child says a welcoming word or makes a welcoming gesture, without repeating his comrades and thus making a flower from petals in the center of the circle.

3. “Etiquette Lessons”

Target: form generalized ideas about the norms of etiquette accepted in in public places, family; promote independent application of acquired knowledge in gaming activities.

Progress of the game

To play you will need three large cards, in the center of which there are images on the topics: “In the theater”, “Away”, “In transport”. Children are divided into three small groups and distribute cards among themselves. Small cards with plot pictures are shuffled and placed front side up. At the leader’s signal, children choose cards on their topic and lay them out near the large card. In case of incorrect behavior of the characters in the picture, the player places a small card next to the large one so that the halves of the circles on them coincide, and in case of unacceptable behavior of the characters, the card is put aside. After all the microgroups have completed the task, the teacher offers to analyze the plots on their small cards, as well as evaluate the behavior of the characters in the pictures set aside. The teacher rewards those who were the first to correctly choose the plot pictures and best explained the situations in them.

4. “Good - bad”

Target: continue to form generalized ideas about your own character traits and habits.

Progress of the game

At the teacher’s suggestion, children choose from pictures depicting good and bad habits those with good habits drawn on them, and lay them out on a typesetting canvas. Approximate content of pictures depicting useful habits: the habit of taking care of yourself, doing accepted rules behavior in relationships with loved ones, in public transport, in kindergarten. Approximate content of pictures depicting bad habits: being offended, being capricious, biting your nails, not taking care of your appearance. The teacher talks with the children about the content of the illustrations.

5. "Feelings"

Target: continue to train children in the ability to distinguish between emotional states; adequately perceive the state of another person.

Progress of the game

The teacher gives the children photographs of children with different emotional states and invites them to stand in order so that at the beginning of the row there is a card with the most pleasant experience, and at the end - with the most unpleasant one.

6. “Masculine qualities”

Target: continue to form differentiated ideas about the functional characteristics of men.

Progress of the game

Children stand in a circle. The teacher throws the ball and names the quality (adjective). If it is inherent in a man, you need to throw the ball back and say: “Yes - yes - yes.” And if the quality is not masculine, say: “No - no - no.”

Words: courageous, strong, sour, prickly, bold, dexterous, noble, glassy, ​​square, caring, cheerful, loving, gifted, capable, talented, determined, boastful, resourceful, thoughtful, etc.

7. “Right - wrong” (boys)

Target: continue to build knowledge about traits masculine character worthy of respect.

Progress of the game

At the teacher’s suggestion, children choose from pictures and put on a flannelgraph those that depict boys’ actions that correspond to worthy masculine behavior: they show courage and bravery, take care of their appearance, play sports, show concern for others, read books. During the task, the teacher talks about the content of the illustrations, sums up: “Boys are loved and appreciated for real masculine actions, in which people see courage, honesty, strength, care for others, nobility.”

8. “Right - wrong” (girls)

Target: continue to build knowledge about traits feminine character worthy of respect.

Progress of the game

At the teacher’s suggestion, children choose from pictures and put on a flannelgraph those that depict girls’ actions that correspond to decent feminine behavior: they show care for others, pay attention to their emotional state, help with household chores, do handicrafts, and take care of their appearance. During the task, the teacher talks about the content of the illustrations, sums up: “Girls are loved and appreciated for real feminine actions, in which kindness, tenderness, care, obedience, and hard work appear.”

9. “Who works where”

Target: continue to train children to work with punched cards; consolidate knowledge about male and female professions.

Progress of the game

A punched card is used, which is an A4 sheet, on different sides of which there are images of people of different professions and their jobs (construction site, clinic, hospital, hairdresser, kindergarten, cafe, etc., and in the center there is a cut out rectangle. When completing the task , the child places a sheet of paper under the punched card and draws lines on it. You need to choose a representative of the “male” (“female”) profession, connect it (her) with a blue (red) line with the image of the corresponding workplace and answer the question: “Where.” can a person work in this profession?” For example, a nurse can work in a hospital, clinic, kindergarten; a hairdresser can work in a hair salon, beauty salon, etc.

10. “What’s extra?”

Target: expand children’s understanding of objects and actions related to a particular profession; develop memory and attention.

Progress of the game

The teacher lays out four pictures depicting objects - assistants (for example, a syringe, cotton wool, iodine and binoculars). The child must name the extra item and explain his choice. Children must guess what profession we are talking about and name the actions performed by a person in this profession and what qualities he should have.

11. “Different professions”

Target: develop the ability to work in a team; consolidate ideas about the labor actions of people of various professions.

Progress of the game

Children are divided into three micro groups. Each group receives an illustration depicting a representative of a “male” or “female” profession, for example, a carpenter, a nurse, a teacher. Each group should think and tell what a representative of their profession can do for children, families, kindergarten. Task option: you need to think and tell what a representative of a particular profession can do for representatives of other professions (for example, a carpenter can make a comfortable couch for patients for a nurse, furniture for a children’s play corner for a teacher).

12. “Depict a person of any profession”

Target: develop children’s ability to use facial expressions, gestures, and movements to express an image.

Progress of the game

Children stand in a circle. The driver is selected and stands in the center of the circle. The rest of the children, holding hands, say the words

We play in the profession,

We choose them according to our liking

And we dream faster

Mom and dad become more mature.

So that you don’t just dream about who you are, Sasha (Masha, Dasha, Misha,

Do you want to become?

O. Emelyanova

The driver depicts the actions - the children must guess the profession. If they find it difficult to answer, the driver is asked to name his actions.

13. “Name the athlete”

Target: consolidate children's knowledge about various sports, about what an athlete involved in a certain sport is called; consolidate the ability to distinguish between “winter” and “summer” sports.

Progress of the game

Children stand in a circle. The teacher names the sport and throws the ball to the child, who throws it back and names the athlete who plays this sport (football, hockey, figure skating, volleyball, gymnastics, swimming, basketball, running, jumping, boxing, skiing).

14. “Name it correctly”

Target: develop auditory attention and memory.

Progress of the game

The teacher names a male athlete, throws the ball to the child, and he throws it back and names a female athlete who plays the same sport. For example, a swimmer - a swimmer, a skier - a skier, etc.

15. “Who needs what to play sports?”

Target: continue to develop an interest in working with punched cards; consolidate and expand children's knowledge about attributes and equipment intended for sports.

Progress of the game

The game uses punched cards: a sheet of A4 paper with images on different sides and a cut out triangle in the center. They depict athletes (swimmer, tennis player, volleyball player, archer, skier) and objects (sports equipment). When completing a task, the child places a sheet of paper under the punched card and draws lines on it. Children need to use a pencil to connect the images of athletes and objects (or sports equipment) that they need to play sports.

16. “Sports ‘‘male’’ and ‘‘female’’”

Target: consolidate knowledge about the various sports played by men and women; develop auditory attention and the ability to respond quickly.

Progress of the game

If the teacher names sports that are more often played by men, children clap their hands, if sports that women prefer to play, they stomp their feet, and if sports that are played equally by men and women, they stand quietly.

17. “Who is related to whom?”

Target: consolidate children’s ideas about family ties; stimulate the manifestation of cognitive interest in your family.

Progress of the game

The game uses six flowers made of colored cardboard (removable petals are inserted into the middle). In the middle of each of them is an image of one of the family members (boy, girl, man, woman, elderly man, elderly woman).

With the help of leading questions, children must answer who is who in the family. Children select four petals for pictures of a boy and a girl, because the boy is a son, grandson, brother, nephew; and the girl is a daughter, granddaughter, sister, niece. Pictures depicting other family members have five petals: woman - mother, daughter (in relation to her parents, daughter-in-law (in relation to her husband's parents), sister, aunt (in relation to nephews, man - father, son, brother, uncle , son-in-law. An elderly woman - mother, grandmother, mother-in-law, mother-in-law, sister. An elderly man - father, grandfather, father-in-law, father-in-law.

18. “Why?”

Target: train children in the ability to quickly answer questions; develop a sense of humor.

Progress of the game

The teacher asks questions and the children answer. After each answer, he again asks the question: “Why?”

For example.

Teacher. Why do you think a friend or girlfriend is needed?

Child. To be friends.

Teacher. Why be friends?

Child. To be together.

Teacher. Why be together?

Child. To help each other?

Teacher. Why help? Etc.

19. "My friend"

Target: continue to educate about the need and importance of friendly, respectful relationships between children of different sexes; practice the ability to characterize the qualities of your friend.

Progress of the game

Children stand in a circle, the teacher throws a ball to the child, and he names words that characterize his friend (reliable, loyal, brave, kind, sympathetic, honest, truthful, attentive, strict, cheerful).

20. “Good - bad”

Target: continue to form ideas about good and bad actions; consolidate the ability to accurately work with illustrative material.

Progress of the game

At the suggestion of the teacher, children choose pictures that depict something that may look outwardly beautiful, and lay them out on a typesetting canvas.

21. “Who needs what?”

Target: continue to form ideas about objects intended for women or men; their significance in human life.

Progress of the game

The punch card (a sheet of A4 paper with images on different sides and a cut-out rectangle in the center) depicts a man and a woman, men's and women's perfume accessories, women's cosmetics, a razor for men, sports equipment for sports, beautiful home and sportswear. When completing a task, children place a sheet of paper under the punched card and draw lines on it.

You need to use a red (blue) pencil to combine the image of a woman (man) with images of those objects and clothes that help them look outwardly beautiful at home.

22. "The Fourth Wheel"

Target: strengthen children's ability to classify items of clothing; explain the purpose of this type of clothing; develop attention, observation, and the ability to think logically.

Progress of the game

The teacher presents to the children four slides through the projector, which depict festive and everyday women's and men's clothing. Invites children to find the type of clothing that does not fit with the others and explain why it is superfluous.

23. “What we like to play”

Target: provide children with freedom of choice; consolidate various ways of painting a picture.

Progress of the game

Each child receives a sheet of A4 paper on which 9 pictures are drawn in black and white depicting the following types of games: sports, role-playing games, board games, printed games, building material, LEGO, theatrical, games with paper, verbal, games with natural materials, active. The task is given to color pictures depicting a game that children love to play in kindergarten.

24. “Who works in kindergarten?”

Target: consolidate children’s ideas about the professions of kindergarten employees.

Progress of the game

Children stand in a circle, the teacher throws the ball to the child, and he throws it back and names the profession of the kindergarten employee (cook, driver, nurse, electrician, mechanic, teacher, assistant teacher, methodologist, janitor, supply manager, manager).

25. “Who needs what?”

Target: promote independent application of acquired knowledge in gaming activities.

Progress of the game

Children work on a flannelgraph, match pictures depicting tools or what is needed for work with pictures depicting people working in kindergarten (teacher, assistant teacher, cook, music director, laundress, nurse, etc.) .

26. “Different professions”

Target: continue to consolidate children’s knowledge about the professional actions of people in various professions; the significance of the results of their work for people of other professions; develop a respectful attitude towards professional activity adults.

Progress of the game

Children are divided into three micro groups. The first microgroup receives an illustration depicting a builder, the second - a seller, the third - a grain grower. Each group should think and tell what a useful representative of its profession can do for the children of the kindergarten (the kindergarten was built by masons, crane operators, painters, plasterers; sellers sell fresh food in stores; grain growers grow bread). The second version of the task: think and tell what useful things a representative of her profession can do for representatives of other professions.

27. “Place it in order”

Target: develop cognitive interest in the history of human writing instruments; strengthen the ability to work in a team.

Progress of the game

Children arrange in order pictures depicting a person's writing utensils at different times (stick, quill and metal quills, pencil, ballpoint pen, typewriter, computer). If the children complete the task correctly, the result is a tape that gradually expands from beginning to end (if some picture is out of place, the tape comes out uneven).

28. Game – lotto “Labor of ancient people”

Target: continue to consolidate ideas about the life and work of primitive people.

Progress of the game

Around a large map with a picture ancient man you need to lay out small cards, on each of which one of the types of labor of ancient people is drawn (hunt, fish, collect nuts, berries, bird eggs). Children choose the necessary cards from among others, on which, in addition to the work of ancient people, modern types of work in preparing food are drawn. As they follow the rules of the game, children talk about why they chose this particular picture.

29. Game – lotto “Moscow – a great city”

Target: stimulate cognitive interest in the phenomena and culture of the main city of Russia.

Progress of the game

For a large map depicting the city of Moscow, children select small cards that depict famous people, sights of the capital (Russian artist Andrei Rublev, St. Basil's Cathedral, the first book printer Ivan Fedorov, Red Square, the Kremlin, the Bolshoi Theater building, etc.). During the game, children comment on their choice.

30. Game “Ancient - Modern”

Target: enrich children's ideas about clothing and household items used by the Russian people at different times; feign cognitive interest in the culture of one’s people.

Progress of the game

An image of a sundress, a blouse, bast shoes, a chest for storing clothes, etc. appears on the screen. Children name the item of clothing and tell whether it is an ancient thing or a modern one, what they wear in our time instead of a sundress, blouse, bast shoes, etc. For the correct answer, each child receives a small prize, it can be an image of a nesting doll, a bead, etc.

One of the indicators of the full and correct development of a preschooler is the ability to interact with peers and elders.

Sociability and the ability to communicate with other people are a necessary component of a person’s self-realization, his success in various activities, the disposition and love of the people around him. The formation of this ability is an important condition for the normal psychological development of a child. In kindergarten there are children with communication disorders, increased shyness, anxiety, aggressiveness, hyperactivity, and children who lack self-confidence. Emotional difficulties and deviations can lead to frequent conflicts, interfere with the development of activities, and prevent the child from communicating with others. These data indicate the importance and necessity of working on the social and communicative development of children in preschool educational institution. Social experience is acquired by a child through communication and joint activities with other people.

The social and communicative development of children can truly only be carried out in contact with adults. When a child enters kindergarten, it begins new stage in his social development. Of particular importance for the development of a child’s personality is the establishment of warm, affectionate relationships with the teacher and the emotional and psychological climate of the group in which the child is located. If a child is understood and accepted, he can more easily overcome his internal conflicts and become capable of personal growth.

Stable and sustainable relationships between children in a group, as we know, do not develop immediately; the forms of practical interaction themselves are still far from perfect: children do not know how to coordinate actions, make requests, offer help, or resolve conflicts. Emerging conflict situations not only interfere with the normal communication of children, but also interfere with the educational process as a whole.

Among in various ways Play plays an important role in correcting emotional difficulties. And this is quite understandable. Play is the leading type of activity for children; it occurs without coercion from adults. This means that the most important changes in the child’s psyche, in the development of his social feelings, in behavior occurs in play. The social and communicative development of preschool children occurs through play as a leading children's activity. Communication is an important element of any game. The game gives children the opportunity to reproduce the adult world and participate in imaginary social life. In the game, the first shoots of friendship appear, common experiences begin, and great opportunities open up for developing such qualities as goodwill, politeness, caring, and love for one’s neighbor. And our task is to correctly and skillfully help children acquire the necessary social skills through play.

Children learn to resolve conflicts, express emotions and interact appropriately with others. By entering into real relationships with his partners in the game, the child demonstrates his inherent personal qualities and exposes emotional experiences. In the game, on the one hand, the methods and habits of emotional response already developed in children are revealed, on the other hand, new qualities of the child’s behavior are formed, his social and communicative experience develops and is enriched.

Taking into account the specifics of emotional behavior, various types of games should be used: plot-role-playing, games of dramatization, games with rules. This requires the teacher to know the patterns of development of play activity and the ability to direct the game in such a way that the undesirable qualities of the child’s personality or negative emotions are successfully overcome.

Role-playing games are a source of formation of the child’s social consciousness and the opportunity to develop communication skills. The teacher uses various gaming techniques to develop in children sociability, sensitivity, responsiveness, kindness, mutual assistance - everything that is required for living in a team. Education through play is a school of cultural communication skills.
Role-playing play, or as it is also called creative play, is an activity of children in which they take on “adult” roles and, in play conditions, reproduce the activities of adults and the relationships between them.

In their games, children usually display events, phenomena and situations that caught their attention and aroused their interest. Reflecting life, the child relies on known patterns: on the actions, deeds and relationships of the people around him.

By teaching a child to play, the teacher makes the complex world of adult affairs and relationships accessible to him. The role of the educator here is enormous. The teacher must play with the children in order for them to master gaming skills. This is a demonstration of simple and understandable situations, demonstration of game actions, setting game tasks that reflect life situations familiar to the child. When teaching children, it is important for the teacher to convey to the child the meaning of the game situation, and, complicating the plot if necessary, to develop their gaming skills. Needless to say, how important it is for a teacher to be able to interact “as an equal” with a child in a game, helping him solve game problems. After all, a child learns from an adult, first of all by imitating him, his play actions and, most importantly, his emotional attitude towards the character. It should be especially noted that the game does not tolerate authoritarianism. “Managing” the game is possible only from the inside, as it were, when the teacher himself enters the imaginary world of the game and unobtrusively offers the child (using game means) new turns in the development of the plot. Taking on a role, an adult directs the game with the help of direct and indirect prompts, questions and suggestions.

The formation of new experiences of interaction between children and peers requires the teacher, firstly, to be able to create joint games special conditions for overcoming negative emotions and eliminating the influence on the game of character traits such as shyness, uncertainty, high self-esteem and others. Secondly, it is necessary to specifically set gaming tasks for children that contribute to the development of appropriate methods of communication.

For example, a child who is shy gets the role of commander in the game “Journey to Other Planets.” spaceship, he must perform active actions in relation to the crew. By creating various dangerous situations during the course of the plot, the adult forces the child to solve game problems and get out of difficult situations. The child receives great pleasure from successful play. He asserts himself in his role and in children's team. The role behavior of an adult is the core on which business interaction in the game rests. By setting play tasks, the adult supports the child’s cooperation with other children.

Particular attention is paid to emotional education and communication skills in the process of theatrical performance. Theatrical play is aimed at developing gaming behavior, aesthetic sense, the ability to be creative in any task and the ability to communicate with peers in various life situations. By participating in theatrical games, children learn the world, become participants in events in the lives of people, animals and plants. The themes of theatrical games can be varied. The large and diverse influence of theatrical games on a child’s personality allows the use of their strong but unobtrusive pedagogical means of developing the speech of preschoolers, who during the game feel relaxed, freely and actively interact with each other and adults. Favorite heroes become role models.

Various techniques of theatrical games, in which children seem to get closer to the characters of the work, allow not only to identify the emotional response of each child, but also create conditions for the formation of emotional responsiveness in him, both in relationships with peers and in relationships with adults. A role can reveal a potential communicative resource in a child. While playing a role, a child can not only imagine, but also emotionally experience the actions of his character. This certainly affects the development of the preschooler’s senses. Children's desire to show what the character is experiencing helps them master the ABCs of relationships. Empathy for the heroes of dramatizations develops the child’s feelings and ideas about good and bad human qualities. The emotional-volitional sphere develops, behavior is corrected, a sense of collectivism and responsibility for each other develops, and the development of creative activity and independence is stimulated. Obviously, the emergence of this kind of ability opens up broad prospects for the further development of children’s communicative abilities through theatrical activities. Theatrical activities performed jointly with peers and adults have a pronounced psychotherapeutic effect on the child’s affective and cognitive spheres and provide correction of communication disorders.

One of the forms of play common in preschool age is games with rules. Relationships in these games are no longer determined by roles, but by rules and norms. It is in them that children develop their ability to accept and obey rules and norms. Games with rules necessarily require a partner, and the teacher, by creating special conditions, can turn the child’s attention to his peers playing with him, developing their relationships. Often, a child, without noticing it, begins to act in a game with rules, especially in an outdoor game, in a way that he cannot do either in real conditions or in a role-playing game. Playing with rules also involves specific forms of communication – relationships of equals within the same team. This makes it possible to go beyond role relationships to personal relationships and develops a sense of cohesion in children. This is especially important due to the fact that the relationships that arise within games with rules begin to be transferred to further real life.

Work aimed at overcoming various kinds of emotional difficulties by a child is a long process. But it is necessary to continue it, showing patience and perseverance in search of targeted influences, in search of those gaming methods that best contribute to the goals of correction. The widespread use of techniques where play acts as a unique sphere in which the child’s relationships with the outside world and people are established allows the child to actively study and master the world around him and is an indispensable condition for the versatile development of the individual. By carrying out this work, it is possible to achieve high results in the development of children’s personality, their self-awareness, self-esteem, pride, self-affirmation, and the development of their own “I”.

BIBLIOGRAPHY:

. “On the possibility of play for the development and correction of social emotions of preschool children // Play and independent activity of children in the educational system.” - Abramyan L.A Tallinn, 1984

“Emotional development of preschool children” edited by Kosheleva Moscow “Enlightenment” 1985

“Game in the correction of a child’s mental development” Karabanova O.A. Textbook. - M., 1997.

“Preschooler’s game” - Zvorygina E.V. 1986.

Games for social and communicative development.

SEPTEMBER.

"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.

OCTOBER.

"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.

"Magic 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.

NOVEMBER.

"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.

DECEMBER.

"Magic 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 polite words on the shelf in my store: 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.”

JANUARY.

"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 he 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.

FEBRUARY.

"Good 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.

MARCH.

"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.

"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 do I need for real I want it like this………….

I especially like it when……………………………

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

APRIL.

"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.

As instructed by the teacher, all children focus their attention on the sounds and rustles of the corridor. Then they take turns listing and explaining what they heard.

MAY.

“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."

JUNE.

“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.

JULY.

“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 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.

AUGUST.

"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.

Belikova Natalya Aleksandrovna, teacher
Volgograd region city Kamyshin

Increase the professional competence of teachers

Without play there is not and cannot be full-fledged mental development. A game is a huge bright window through which a life-giving stream of ideas and concepts flows into the child’s spiritual world.

V. A. Sukhomlinsky.

The social and communicative development of preschool children according to the Federal State Educational Standard is aimed at assimilating the norms and values ​​accepted in society, including moral and ethical values; development of communication and interaction of the child with adults and peers; the formation of independence, purposefulness and self-regulation of one’s own actions; development of social and emotional intelligence, emotional responsiveness, empathy, formation of readiness for joint activities with peers, formation of a respectful attitude and a sense of belonging to one’s family and to the community of children and adults in preschool educational institutions; formation of positive attitudes towards various types labor and creativity; laying the foundations safe behavior in everyday life, society, nature.

What is included in the development of social and communication skills? (communication and communication).

Communication is the exchange of messages, feelings and light, shallow interaction between people. Communication (English communikate to communicate, convey) is communication with the aim of conveying certain information in such a way that the interlocutor understands its meaning.

How can one explain the social incompetence of preschool children? Many reasons can be given. But they all boil down to one denominator - adults (parents and teachers) do not provide children with full-fledged, cognitive communication. Many preschoolers experience serious difficulties in communicating with others, especially with peers. Some children do not know how to address another person on their own initiative; sometimes they are even embarrassed to respond appropriately if someone addresses them. They cannot maintain and develop established contact, adequately express their sympathy and empathy, and therefore often conflict or become isolated. Most parents believe that if a child attends kindergarten, then they will teach him everything, everything that can be “developed.” But in kindergarten, children’s lives are sometimes so organized that there are small periods of time left for free, meaningful communication with teachers, for creative games children. Modern society requires early success and achievement from children. Everyone strives to teach children as early as possible - to read, write, count, forgetting that the leading activity of a preschooler is play. It is through play at this age that one can develop, teach, correct, and educate. Without this important “play” period, there is no successful learning at school age, and later the development of a whole, full-fledged personality does not occur.

Preschool childhood is a short but important period of personality development. During these years, the child acquires initial knowledge about the life around him, he begins to form a certain attitude towards people, towards work, develops skills and habits of correct behavior, and develops a character. The main activity of children preschool age- a game.

The subject-spatial development environment has a great influence on the development of the game plot. The environment should provide the opportunity for communication and joint activities of children and adults, motor activity children, to be content-rich, methodologically supported, transformable, multifunctional, variable, accessible and safe. A developing subject-spatial environment should have spaces for games, educational activities, outdoor games, construction, and also provide for the possibility of privacy for children. It is necessary to equip and design comfortable play areas, fill them with both open and closed, but easily accessible play material: appropriate clothing items, attributes, substitute items.

The peculiarity of children’s social development lies in the assimilation social experience through child-adult interaction in which each influences and modifies the behavior of the other. The child constantly observes, imitates and models the attitudes, behavior and activities of the adults around him. Such modeling has a much greater impact on the child’s social development than verbal instructions and teachings (and even more so classes). In preschool age, modeling occurs in the form of a plot - role playing game. In it, through the role of an adult, which the child takes on, relationships between people are mastered. Collective play is not possible without children communicating with each other. Contacting with peers during play, preschoolers strive to establish business cooperation among themselves, they have a common cause, they try to coordinate their actions to achieve a common goal. Play gives children the opportunity to recreate the adult world and participate in an imaginary social life. Children learn to resolve conflicts, express emotions and interact appropriately with others.

A.V. Zaporozhets (1905 – 1981) noted: “Children’s play is a genuine social practice of a child, this is his real life in a team in which social qualities and moral consciousness of a child’s personality are formed.”

The famous psychologist L. S. Rubinstein (1889 - 1960) said that in the process of play, a child not only transforms into someone else’s personality, but, entering the role, expands, enriches, deepens his own. By managing children's play, you can influence their relationships and worldview. In play, the child learns the meaning of human activity, begins to understand and navigate the reasons for certain people’s actions. By learning the system of human relations, he begins to realize his place in it.

The qualitative development of role-playing games in preschool age is an indispensable condition for the full social development of the personality of a preschooler. Every kindergarten teacher faces the task of creating a friendly, organized team and teaching children to play. The teacher must know the peculiarities of organizing play in a children's group. Management role-playing games preschool children assumes that the teacher influences the expansion of the themes of these games, enriches the content, and promotes children’s mastery of role-playing behavior.

However, for the development of the game, it is not enough just to equip the group with gaming material. It is also necessary to have a variety of impressions about the surrounding reality, which children reflect in their play.

To enrich children with knowledge, impressions, and ideas about life around them, it is necessary to use the following methods:

1. observations; excursions; meetings with people of different professions (involve parents);

2. conversation-story using illustrative material about the work of adults and their relationships in the process;

3. a teacher’s story, accompanied by a demonstration of specially selected photographs, paintings, reproductions about events taking place in the country;

4. children compiling stories on certain topics related to observations of life around them;

5. individual conversations with children, clarifying the knowledge and ideas of preschoolers about the phenomena of social life, about moral categories; ethical conversations

6. emotionally expressive reading of fiction; conversations;

7. dramatizations of literary works using toys and puppet theater characters

Role-playing game allows a child to look at the world from the point of view of his future, from the point of view of a social perspective, and is of invaluable importance for social communicative development child. If a child does not play, it means that he does not develop social motivation and social positions are not formed. And this, in turn, leads to a decrease and underdevelopment of cognitive abilities and inability to communicate. And vice versa, having mastered social positions and meanings in play, a preschooler is able to overcome difficulties in learning, communicating with others, and in later life. Tips for adults:

Practice is important for the game. Play with your children as often as possible!

Welcome all feelings, but not all behavior.

Please pay Special attention on non-playing children.

The main motto of every adult should be the words: play - developing, develop - playing. In other words, use any play situation for the development of a child, often even spontaneously, without special preparation.

Games on social and communicative

development of older preschoolers

"A story about school"

Target: develop the ability to enter into the communication process and navigate partners and communication situations.

Rules : This game is easy to organize because it does not require special preparation. However, it is very effective for developing children’s speech skills, their imagination, fantasies, and the ability to quickly navigate partners and unknown communication situations.

Move : Children sit in a circle. The teacher begins the story: “What do you know about school...” and the next child picks it up. The story continues in a circle.

"Polite words"

Target : development of respect in communication, the habit of using polite words.

Progress:: The game is played with a ball in a circle. Children throw a ball to each other, saying polite words. Say only the words of greeting (hello, good afternoon, hello, we are glad to see you, we are glad to meet you); gratitude (thank you, thank you, please be kind) ; apology (sorry, pardon, sorry, sorry) ; goodbyes (goodbye, see you later, Good night) .

"Call a Friend"

Target: Develop the ability to engage in the communication process and navigate partners and communication situations.

Game rule: the message must be good, the caller must follow all the rules of “telephone conversation”.

Progress: Children stand in a circle. In the center of the circle is the driver. The driver stands with his eyes closed and his hand outstretched. Children move in a circle saying:

Call me

And tell me what you want.

Maybe a true story, or maybe a fairy tale

You can have a word, you can have two -

Just without a hint

I understood all your words.

Whoever the driver points to should “call” him and convey the message. The driver can ask clarifying questions.

Let's play school. Story-driven role-playing game.

"Acquaintance"

Equipment: pictures depicting fairy-tale characters.

Game description : Using a counting rhyme, a driver is selected who examines the picture without showing it to the children.

After this, the driver must describe the image, starting with the words “I want to introduce you to my best friend...” The child who first guessed which fairy tale character shown in the picture, becomes the driver, the game resumes.

Situation games

Target: develop the ability to enter into a conversation, exchange feelings, experiences, emotionally and meaningfully express your thoughts using facial expressions and pantomime.

Children are asked to role-play a number of situations

1. Two boys quarreled - reconcile them.

2. If you really want to play with the same toy as one of the guys in your group, ask him.

3. You found a weak, tortured kitten on the street - take pity on it.

4. You really offended your friend - try to ask him for forgiveness, make peace with him.

5. You came to a new group - meet the children and tell us about yourself.

6. You have lost your car - go up to the children and ask if they have seen it.

7. You come to the library - ask the librarian for a book you are interested in.

8. The guys are playing interesting game- ask the guys to accept you. What will you do if they don't want to accept you?

9. Children are playing, one child does not have a toy - share with him.

10. The child is crying - calm him down.

11. If you can’t tie your shoelace, ask a friend to help you.

12. Guests have come to you - introduce them to your parents, show them your room and your toys.

13. You came from a walk hungry - what do you tell your mom or grandma?

14. The children are having breakfast. Vitya took a piece of bread and rolled it into a ball. Looking around so that no one would notice, he threw it and hit Fedya in the eye.Fedya grabbed his eye and screamed. – What can you say about Vitya’s behavior? How should you handle bread? Can we say that Vitya was joking?

"Baba Yaga"

Target: development emotional sphere preschoolers

In one forest there is a hut (we connect our hands above our heads - a roof)

Stands backwards (turns right and left)

And in that hut there is an old woman

Grandmother Yaga lives (as if we were tying a scarf)

Crochet nose (put your hand to your nose and place your finger like a hook)

Eyes like bowls (we put the fingers of both hands into rings and apply them to the eyes)

Like coals are burning (without removing your hands, turn right and left)

And angry and angry (we show anger, wave our fist)

The hair stands on end (put your fingers spread on your head)

And only one leg (we stand on one leg)

Not simple, bone

That's how Grandmother Yaga is! (We clap our knees. To the words of Grandmother Yaga we spread our arms to the sides)

"Merry Men"

Little people lived in the house,

They were friends with each other.

Their names were absolutely wonderful -

Hee-hee, Ha-ha, Ho-ho-ho.

The little men were surprised: -

Ho-ho, ho-ho, ho-ho-ho!

The dog walked towards them

And she breathed deeply.

The little men laughed:

- Hee hee hee hee hee hee hee.

You look like a sheep.

The dog got angry

And she shook her ears.

The people laugh:

- Ha-ha, ha-ha, ha-ha-ha!

"Magic glasses"

Target:

Rules: Speak only good words that bring joy to a peer. Progress: Educator: “I have magic glasses through which you can see only the good that is in a person, even what a person sometimes hides from everyone. Let each of you try on these glasses, look at the other guys and try to see as much good as possible in everyone, maybe even something you haven’t noticed before.”

"Bragging Competition"

Target: Teach children to see and emphasize the positive qualities and virtues of other children.

Rules:

Progress: Children sit in a circle. Educator: “Now we will hold a competition for braggarts.

The one who boasts better will win. We will not boast about ourselves, but about our neighbor.”

"Magic Thread"

Target : Teach children to see and emphasize the positive qualities and virtues of other children.

Rules: Speak only good words that bring joy to your peersMove : Children sit in a circle, passing a ball of thread to each other so that everyone who was already holding the ball takes up the thread. The transfer of the ball is accompanied by a statement about what the children would like to wish to others. The adult starts, thereby setting an example. He then turns to the children and asks if they want to say anything. When the ball returns to the leader, the children, at the request of the teacher, pull the thread and close their eyes, imagining that they form one whole, that each of them is important and significant in this whole.

"Good Wizards"

Target: Teach children to see and emphasize the positive qualities and virtues of other children.

Rules Progress: Children sit in a circle. The teacher says: “In one country there lived a villain - a rude man. He could bewitch any child, calling him bad words. Enchanted children could not have fun and be kind until good wizards disenchanted them, calling them by affectionate names.” Children, imagining themselves to be good wizards, approach each other and try to cast a spell, calling them by affectionate names.

"Compliments"

Target: Teach children to see and emphasize the positive qualities and virtues of other children.

Rules: Speak only good words that bring joy to your peersProgress: Sitting in a circle, children join hands. Looking into your neighbor's eyes, you need to say a few kind words to him, praise him for something. The person receiving compliments nods his head and says: “Thank you, I’m very pleased!” He then gives compliments to his neighbor. The exercise is carried out in a circle.

"Who said"

Target :

Rules

Progress: A leader is selected who sits with his back to the group. Then one of the children, whom the teacher pointed to, says: “You won’t recognize my voice; you won’t guess who said it.” The presenter must recognize by voice which of the children said this phrase. The next presenter is the child whose voice was guessed. The game continues until each child has played the role of leader.

"Radio"

Target: distract children from fixation on their own self and focus on the attitude of their peers towards themselves and draw their attention to the peer in itself, outside the context of their relationship. Developing the ability to see another, to feel community, unity with him.

Rules :

Move : Children sit in a circle. The teacher sits with his back to the group and announces: “Attention, attention! The girl got lost (describes in detail someone from the group: hair color, eyes, height, earrings, some characteristic details of clothing). Have her come up to the announcer.” Children listen and look at each other. They must determine who they are talking about and name the child. Anyone can play the role of a radio announcer.

"Toys Alive"

Target : a transition to direct communication, which involves abandoning the usual verbal and objective methods of interaction. Rules: no conversation between children.

Progress: Gathering the children around him on the floor, the adult says: “You’ve probably heard that your toys, which you play with during the day, wake up and come to life at night when you go to bed. Close your eyes, imagine your favorite toy (doll, car, bunny, horse) and think about what it does at night. Ready? Now let each of you be your favorite toy and, while the owner is sleeping, get acquainted with the rest of the toys. Just do all this in silence. Otherwise the owner will wake up. After the game we will try to guess which toy each of you represented.” The teacher depicts some kind of toy (for example, a soldier who beats a drum, or a tumbler, etc.), moves around the room, approaches each child, examines him from different sides, shakes his hand (or salutes, a friend brings the children to a friend and introduces them. After the end of the game, the adult gathers the children around him again and invites them to guess who was portraying whom. If the children cannot guess, the teacher asks the children to show their toy one by one, walking around the room.

You need to end the game at the moment when you notice that the children are tired of it, begin to wander around the group, and deviate from the rules of the game. It is necessary to gather the children around you and, informing them that the game is over, offer to say goodbye.

"Common Circle"

Target : a transition to direct communication, which involves abandoning the usual verbal and objective methods of interaction.

Rules : prohibition of conversation between children.

Progress: The teacher gathers the children around him. “Let’s sit on the floor now, but so that each of you can see all the other guys and me, and so that I can see each of you. (The only correct solution here is to create a circle.) When the children sit in a circle, the adult says: “And now, to make sure that no one is hiding and I see everyone, and everyone sees me, let each of you say hello with your eyes to everyone in the circle.” . I’ll start first, when I say hello to everyone, my neighbor will start saying hello.” (The adult looks into the eyes of each child in a circle and slightly nods his head; when he has “greeted” all the children, he touches his neighbor’s shoulder, inviting him to say hello to the children).

"Transitions"

Target: distract children from fixation on their own self and focus on the attitude of their peers towards themselves and draw their attention to the peer in itself, outside the context of their relationship. Developing the ability to see another, to feel community, unity with him.

Rules: Be as focused as possible.

Progress: A) Children sit in a circle. The teacher asks the children to look carefully at each other: “Each of you has a different hair color. Now change places so that the one on the far right, on this chair, sits the one with the most blonde hair, next to him was the one with darker hair, and on the far right, on this chair, sat the one with the darkest hair. No noisy discussions. Let's start." An adult helps the children, approaches each of them, touches their hair, and consults with the others on where to place him. B) The task is the same, but the children must change eye color.

"Mirror"

Target: distract children from fixation on their own self and focus on the attitude of their peers towards themselves and draw their attention to the peer in itself, outside the context of their relationship. Developing the ability to see another, to feel community, unity with him.

Rules : Be as focused as possible.

Progress: The adult, having gathered the children around him, says: “Probably each of you has a mirror at home. Otherwise, how could you know what you look like today, whether a new suit or dress suits you? But what to do if you don’t have a mirror at hand? Let's play in mirrors today. Stand in pairs opposite each other (an adult helps the children break into pairs). Decide which of you is a person and which of you is a mirror. Then you will switch roles. Let the person do what they usually do in front of the mirror: wash, comb their hair, do exercises, dance. The mirror must simultaneously repeat all the person’s actions. You just need to try to do it very accurately, because there are no inaccurate mirrors! Ready? Then let's try it! The teacher pairs up with one of the children and copies all his movements, setting an example for the others. Then he invites the children to play on their own. At the same time, he monitors the progress of the game and approaches pairs that are not doing well.

"Stubborn Mirror"

Target

Rules: Be as focused as possible.

Progress: Having gathered the children, the teacher says: “Can you imagine, you wake up in the morning, go into the bathroom, look in the mirror, and it repeats your movements in reverse: you raise your hand, and it lowers it, you turn your head to the left, and it turns to the right, you close one eye, and it is the other. Let's play with these mirrors. Break into pairs. Let one of you be a man and the other a stubborn mirror. Then you will switch roles." An adult helps the children divide into pairs and assign roles. Then, having chosen one child, the teacher invites him to do something, and he himself repeats all his movements in reverse. After this, children play independently under the supervision of a teacher who helps them in case of difficulties.

"Prohibited Movement"

Target: distract children from fixation on their own self and focus on the attitude of their peers towards themselves and draw their attention to the peer in itself, outside the context of their relationship. Developing the ability to see another, to feel community, unity with him.

Rules : Be as focused as possible.

Move : Children stand in a semicircle. The teacher stands in the center and says: “Watch my hands. You must exactly repeat all my movements, except for one: down. As soon as my hands go down, you should raise yours up. And repeat all my movements after me.” The adult makes various movements with his hands, periodically lowering them down, and makes sure that the children follow the instructions exactly. If children like the game, you can invite anyone who wants to act as a presenter instead of the teacher.

"Princess Nesmeyana"

Target: Teach children to see and emphasize the positive qualities and virtues of other children.

Rules : Speak only good words that bring joy to your peerProgress: Children sit in a circle. Educator: “Let everyone come up to the Nesmeyana Princess and try to console her and make her laugh. The princess will try her best not to laugh. The one who can make the princess smile wins.” Then the children change roles.

"If I Were King"

Target: Teach children to see and emphasize the positive qualities and virtues of other children.

Rules : Speak only good words that bring joy to your peerProgress: Children sit in a circle. “Do you know that kings can do anything? Let's imagine what we would give to our neighbor if we were kings. Did you come up with it? Then let everyone in a circle say what gift they would give. Start with the words: “If I were a king, I would give it to you.” Come up with gifts that could truly please your neighbor, because what boy would be happy if he was given a beautiful doll? - but if it’s a flying ship. Oh, by the way, don’t forget to thank the king for the gift, because only after that you can become a king yourself and give your neighbor your own gift.”

"Listen to the clapping"

Target . Development of attention and voluntary behavior.

Children move freely around the room, but when the leader claps, they must stop and turn into a stork(raise one leg, arms to the sides), They should react to two claps by turning into a frog (sit down, heels together, toes apart, hands between the toes). three claps allow you to move freely again.

A comment: The game helps in developing voluntary attention, the ability to quickly switch from one type of action to another.

"Magic Transformations"

Target. Development of imagination, ability to transform.

Children are offered to “transform” into berries, fruits, a steamboat, a toy, etc.Adult (or one of the children) begins the game with the words: “We are entering...(pause - for the children to concentrate) garden…(pause - each child must decide what kind of fruit he will be). One two Three!" After this command, the children take the form of the intended fruit.

A comment: adult(or the leader is a child) must creatively approach the further continuation of the game. He needs to come up with some kind of story involving children. But first, he must, of course, guess who has turned into whom.

"What do you hear"

Target . Development of the ability to concentrate, correlate sounds and actions.

The adult invites the child to listen and remember what is happening outside the door. Then the child must tell what he heard. After this, they also pay attention to the window, then back to the door. Subsequently, the child must tell exactly what happened outside the window and outside the door.

A comment : The adult himself must focus on the sounds in order to help the children in case of difficulty or correct them in case of mistakes.

You can make the task more difficult by asking the children to take turns telling the story.

“Four forces"

Target. Development of attention.

Children sit in a circle. The presenter invites them to lower their hands when they hear the word “earth”, to stretch them forward when they say “water”, to lift them up when they say “air”, and to rotate their hands when they say “fire”. Whoever makes a mistake leaves the game.

Comments: the adult takes an active part in the game. After the children have mastered the movements, the adult can deliberately knock down the children, making mistakes. For example, say: “Air!” – but to show the movement of the “earth”.

“Hot ball"

Target. Development of attention, reaction speed, motor dexterity.

Children stand in a circle, very close to each other. They pass the ball to each other quickly, trying not to drop it. The one who misses the ball is out of the game. The last two remaining children win.