Thematic control “Organization of a story game” educational and methodological material on the topic

Thematic control “Organization of a story game” educational and methodological material on the topic

Plan for thematic control on the topic:

"Organization of a story game"

Dates: April 10 – 21, 2022

Performers: head Kharchikova E.Zh., deputy head of the VMR Storozhenko E.Ya., senior teacher Gamolka S.Yu.

Purpose: to determine the effectiveness of educational work in preschool educational institutions on organizing role-playing games with preschool children.

Tasks:

1. Study the documentation of teaching staff on planning and directing role-playing games for preschoolers.

2. Assess the work of the teaching staff in organizing the management of role-playing games for children in different age groups.

3. Summarize the system of work and determine the prospects for the activities of the teaching staff in organizing the role-playing game.

Questions to be checked:

1. Analysis of teacher guidance in children's play activities.

1. Analysis of the conditions created in the group for children’s play activities.

1. Professional knowledge and skills of the teacher in organizing children's play activities.
2. Assessment of forms of interaction with parents on the problem of gaming.

Basic forms and methods of control

1. Observation of teachers
2. Interview with teachers

Assessment Toolkit

1. Analysis of teacher guidance in children's play activities.
2. Analysis of the conditions created in the group for children’s play activities.
3. Identification of the level of gaming knowledge, skills and abilities in children.

Head of MBDOU

“Ilan kindergarten No. 50” E.Zh. Kharchikova

Final certificate of results

thematic control

Topic: “Organization of a story game”

The thematic inspection took place from April 10 to April 21, 2022 in accordance with the annual plan of educational work for the 2016-2017 academic year in all age groups.

By order of preschool educational institution No. 15 dated April 3, 2022, a commission was created consisting of:

Kharchikova E.Zh.. - chairman of the commission, head of the MBDOU;

Gamolka S.Yu. - member of the commission, Art. teacher

Storzhenko E.Ya. – member of the commission, deputy head. VMR

1. An assessment of the teacher’s management of children’s play activities showed:

• When guiding game activities, teachers use game management techniques, pedagogical tact, and the emotional factor.
• The methodology of the game is followed. But the results are not summed up and the past game is not discussed, and in all groups no preliminary work is carried out before the game. In the older group, teacher Sukharkova N.M., there were errors in the methodology of the game: there was no setting of tasks and goals of the game, design of the development of the game, few techniques were used to develop activity and attract all children to the game.
• Interconnection with other activities was carried out partially.
• Almost all teachers have sufficient knowledge of the peculiarities of organizing a story-based game in each age group. But if board games are widely used in our kindergarten and are popular with teachers, then children mostly play role-playing games, left to their own devices, while teachers monitor discipline at this time, going about their business.

1. An assessment of the conditions created in the group for children’s play activities showed:

• Conditions for children's play activities have been created in all groups of preschool educational institutions. The play centers are equipped with everything necessary, are in an aesthetically pleasing condition, and are located and stored in a place accessible for use by children. But there is no variety or zest in creating conditions for role-playing games.
• In all groups, teachers develop in children a sense of responsibility for preserving toys and the ability to put them in order, and follow the rules for using toys.
• In all groups, parents take an active part in making attributes for play activities: this includes sewing special clothes for roles, beds and clothes for dolls, purchasing containers for storing attributes, and making the attributes themselves for games.
• Role-playing games are planned systematically in all groups. Recommendations for planning the required number of games, thematic diversity, and matching the goals of the games with respect to age characteristics are taken into account and implemented by teachers.

1. Assessment of gaming knowledge, skills and abilities in children showed:

• The level of development of playing qualities in all groups corresponds to age. In the younger group, children are actively taught the ability to invent and act out a simple plot, take on a role and perform role-playing behavior. Self-service skills are not fully developed; children do not know how to independently tidy up the attributes, equipment, and toys they use after finishing the game. In the older group, children play out only one plot; the introduction of an additional plot and roles complicates the development of the game. Not all children master the distribution of roles - they simply wedge themselves into the game and, if the players do not object, play in concert with them or in parallel. Substitute items are actively used in this group. Children play with enthusiasm and desire, and are well oriented in the play space of the group. In the pre-school group, children are able to clearly assign roles and perform role-playing behavior, set a goal and find the means to achieve it. Children feel a sense of responsibility for fulfilling the role assigned to them, but without the teacher’s prompting, the plot of the game does not develop; children are carried away by one game action that is of interest to them.
• In all groups, children have a sense of responsibility for fulfilling the role assigned to them, fulfill ethical standards of behavior during play, follow the rules for using toys, and do not know how to complete the game.

Based on the results of thematic control, the following conclusions can be drawn:

• The level of development of role-playing games and work in this direction by the teaching staff can be assessed as average. And the conditions for the game, and the preparedness of teaching staff, and planning, and cooperation with parents - all these areas require close attention and in-depth work of the entire team.

• An assessment of the conditions created in the group for children’s play activities showed that the conditions were created in all groups of preschool educational institutions, but required diversity.
• Basically, children's gaming knowledge, skills and abilities are formed. Children play actively and with interest, following the rules.

Recommendations:

1. To improve the conditions for play activities that provide a new quality of education.

1. To study the theoretical basis for organizing a role-playing game in accordance with the Federal State Educational Standard.

1. Involve parents in organizing gameplay in preschool educational institutions.

Head of MBDOU

“Ilan kindergarten No. 50” E.Zh. Kharchikova

Deputy Head VMR E.Ya. Storozhenko

Senior teacher S.Yu. Gamolka

My kindergarten

1. Name. “The state of development of play activity of children of younger and early age”
2. Target. Find out the state of work on play activities in preschool institution N
3. Terms of conduct. From ___ to ___
4. Thematic control plan.

Working materials for control: – Indicators of the development of play activity at different stages of preschool childhood. -Diagnostics of game development. -Questionnaire of professional skills of a teacher. - Map of analysis of self-education of educators - Protocol of examination of the subject-development environment. -Map of analysis of visual information for parents.

Visual information analysis map for parents

Map of self-education analysis for educators

Indicators of development of play activity of early and younger ages

Teacher professional skill map

Protocol for examining the subject-development environment

Questionnaire of professional skills of teachers on the topic “Development of play activities of children of early and early preschool age”

Dear teachers! Please mark the answer that suits you best.

1. What is the leading activity in young children?

A. Subject activity B. Educational activity C. Game activity D. Communication activity

2. What is the leading activity in preschool children?

A. Subject activity B. Educational activity C. Game activity D. Communication activity

3. What is the play of a young child based on?

A. On the desire to learn new things B. On the desire to get joy from playing C. On the desire to communicate with other children D. On the desire to explore toys and objects

4. What is the play of a preschool child based on?

A. On the desire to learn new things B. On the desire to get joy from playing C. On the desire to communicate with other children D. On the desire to explore toys and objects

5. What do you think is the purpose of children's play?

A. The goal is the process of play itself B. The goal is the child’s ability to play with objects C. The goal is the ability to share toys and communicate with other children D. The goal is to develop the child’s imagination

6. When is a young child’s play most effective?

A. In the child’s independent activity B. In partnership between the child and an adult C. With the teaching guidance of an adult D. Neutral observation of an adult and assistance as needed

7. When is the play of a preschool child most effective?

A. In the child’s independent activity B. In partnership between the child and an adult C. With the teaching guidance of an adult D. Neutral observation of an adult and assistance as needed

Further questions require a free answer.

8. List the types of games you know

_____________________________________________________________

9. What methods and techniques do you use in your work to develop children’s play activities?

_____________________________________________________________

Author: Yulia Nikolaevna Tarasova , senior teacher, State budgetary educational institution secondary school N2107, structural unit N1277, Moscow.

MAGAZINE Preschooler.RF

on the topic: “State of the work of the structural unit of the Zhemchuzhinka kindergarten on the development of constructive activities of preschoolers and the formation of prerequisites for the development of technical creativity” from November 5 to November 16, 2022

Thematic control “The state of work on the development of constructive activities of preschoolers and the formation of prerequisites for the development of technical creativity”

Authors: Fattakhova Natalya Vyacheslavovna, senior teacher

Grigorieva Irina Nikolaevna, methodologist

MBU "Gymnasium No. 39" structural unit of the Kindergarten "Zhemchuzhinka" city of Togliatti, Samara region

Purpose of control: To find out the state of work of the kindergarten “Zhemchuzhinka” in developing the constructive activities of preschoolers and creating the prerequisites for the development of technical creativity, to determine the reasons and factors influencing the quality of pedagogical work in this area

Control issues

Position

about viewing corners of design and technical creativity

1. General provisions

1. 1. Review of corners of design and technical creativity (hereinafter referred to as Review), as well as materials of teachers providing work in the direction, is carried out in accordance with the annual task of the kindergarten (and the annual work plan of the kindergarten.

1. 2. Within the framework of the Review, materials, play equipment, construction sets and construction sets, information materials for children, didactic and educational games that promote the development of constructive activities with different materials, engineering thinking, ideas about the technical professions of an adult, and the development of technical prerequisites will be studied. abilities (spatial thinking, fine motor skills and coordination of movements, mental qualities, etc.)

1. 3. These regulations determine the procedure and conditions for organizing the Review.
2. Objectives

The objectives of the Review are:

• assessment and analysis of the work of teachers of all age groups in the direction of developing the constructive activities of preschool children and the formation of prerequisites for the development of technical creativity;
• replenishment in groups of a subject-developing environment that encourages the development of constructive activity and technical creativity of preschoolers.

3. Dates of the Review

3. 1. The review is held from 15, 2022 to 16, 2022.

3. 2. Summing up 20, 2022

4. Organization of the Review and conditions for its holding

4. 1. Participants of the Review are teachers of all age groups of the kindergarten, including early age groups

4. 2. To conduct the Review and provide methodological assistance to teachers, the composition of the organizing committee is approved in the person of:

• F.I. O. - head of a structural unit
• F.I. O. – methodologist

— F.I. O. – senior teacher

— F.I. O. – teacher-psychologist.

4. 3. Members of the organizing committee also act as experts (jury) of the Show

5. Evaluation criteria

5. 1. Corners for the design and development of technical creativity, the work of teachers in the corners are assessed according to the following indicators:

• Availability and variety of construction sets, their age appropriateness;
• Availability of modern construction sets (Lego and similar) with moving parts, elementary units (gears, levers) for creating mechanisms;
• Availability of various types of waste material, which is recommended for children for construction;
• Availability (storage) of samples of constructive creativity of children in the group;
• Availability of diagrams, algorithms, plans, drawings as the basis for construction and design in accordance with age;
• Availability of albums with images of various designs and buildings for viewing;
• The presence of complex toys in the group (cars and special equipment, animated programmed and interactive toys, children's netbooks, etc.);
• The presence in the group of didactic and educational games that promote the development of creative abilities and thinking (for classification, comparison, ranking, etc.);
• The presence in the group of educational games by Nikitin, Voskobovich, Dienesh, similar ones that contribute to the development of mental qualities and logical operations;
• The presence in the group of technically oriented literature for children, encyclopedias, stories of discoveries, etc.;
• The presence in the group of games, objects and puzzles, selections of materials with tasks that contribute to the development of fine motor skills of the hands, achieving purposefulness and accuracy of movements (in accordance with age);
• Availability of materials for experimentation, hypotheses, generalization, analysis;
• Availability of materials for organizing technically-oriented role-playing games related to the professions of a builder, engineer, architect, driver, etc.;
• Availability of materials for introducing a group of technical professions - illustrations, videos, texts;
• Availability of results of projects in the area, presented in the form of “piggy banks” of materials,
• Availability of space for exhibiting preschool children's buildings.
• Availability of methodological materials and manuals that provide targeted work in the direction.

5. 2. The assessment is carried out collectively by all experts of the Review;

5. 3. Completion of each point is assessed on a five-point system, comments are recorded in the protocol.

5. 4. Review and evaluation is carried out on the basis of and taking into account the age characteristics of children reflected in the teacher’s work program, in programs and methodological recommendations for organizing activities in accordance with age

6. Summing up the Review

6. 1. Based on the results of the Review, a protocol and analytical report are drawn up; the results are presented at the pedagogical council on the topic of control

6. 2. Based on the results of the Review, the head of the educational institution assigns incentives or penalties

6. 3. Based on the results of the analysis of the Review materials, participants receive recommendations for improving work in the area.

Help-analysis “Organization of gaming activities during the day”

Help analysis

on the topic: “Organization of gaming activities during the day”

In accordance with the annual work plan of the MBDOU d/s “Kolosok” Art. Krasnoyarsk for the 2017-2018 academic year. control was carried out for a year.

Form of control: operational control

The purpose of the test: to study the state of educational work of the teacher with children in the process of joint play activities in different age groups.

Date: from 08.11.2017 to 09.11.2017

Object of control: educational work with children during games in different age groups.

In MBDOU d/s "Kolosok" Art. Krasnoyarsk 4 preschool groups:

Junior group - teachers Kharitonova E.A., Solovyova V.V.

Middle group – teachers Averyanova T.V., Tumanyan O.A.

Senior group - teachers Ryazantseva N.V., Sidorova E.F.,

Preparatory group - teachers Rogova G.A., Skoda S.N.,

Multi-age short-term stay group.

The inspection was carried out by senior teacher Malenkaya N.A.

1. Study of the subject-development environment

showed that in all kindergarten groups certain conditions were created for organizing children's play activities. In particular, the subject-development environment meets aesthetic, hygienic, and safety requirements. All groups have enough space for children to play. Various themed corners are decorated and highlighted in the play area. There is a variety of paraphernalia for story games and dramatization games. All preschool groups are provided with toys and materials for story games. There are toys for director's play: small dolls, clothes and objects for operating with them.

Corners for children's games are zoned; the paraphernalia for each type of game includes the necessary set of play equipment, both purchased in a store and made by teachers. There are dress-up corners and large boxes with substitute items. Toys are freely available to children and are age appropriate. Play equipment is carefully selected according to the theme, the rules for children’s use of toys are observed, and after games they are put back in their place.

All preschool teachers, if possible, try to update the subject-development environment and replenish it with new toys and aids. However, at the same time, there is an insufficient manifestation of initiative and creative search by teachers, a lack of non-standard thinking to update the subject-development environment.

2. Observation of the play activities of pupils

different age groups:

When organizing play activities in the younger group by teacher Kharitonova E.A. Several games were organized, which harmoniously succeeded each other. The teacher supervises play activities and supports children’s initiatives in independent construction activities and, if necessary, corrects their actions. There were shortcomings in following the structure of the game: the teacher missed such points as motivation and analysis of results. Instructions and explanation of the rules of the game were clear, accessible, and controlled throughout the game. The material for the games was prepared in advance.

Recommendations:

stick to the structure of the game.

The organization of the role-playing game in the middle group was carried out by teacher O.A. Tumanyan. in a group format. The teacher organized the game “A Trip to a Flower Shop,” during which the following social and communicative tasks were solved: the ability to give in to each other, communicate with peers; the formation of independence, purposefulness and self-regulation of one’s own actions; formation of positive attitudes towards various types of work. The teacher was a participant and partner in the game, carried out the appropriate selection of game roles, and suggested a theme for the game. The structure of the game was respected, but the children's motivation was more like goal setting. The teacher did not sufficiently orient the children towards each other, and used more orientation towards actions and rules. No conditions were created for children to show initiative.

Recommendations:

actively use children’s motivation; create conditions for the manifestation of initiative, children's ideas, creative invention; orient children more towards interacting with each other.

In the senior group, the teacher is Sidorova E.F. A role-playing game “Family” was organized using building materials and toys. The teacher helped the children assign roles, avoiding conflict, and was a participant and active partner in the game. During the game, the teacher solved the problems of social and communicative development: the assimilation of norms and values ​​accepted in society, the formation of a respectful attitude towards the family, a sense of responsibility, empathy and responsiveness; the formation of independence, purposefulness and self-regulation of one’s own actions. The teacher, by asking questions, encourages children to develop the plot and initiates their creative actions. There was a lack of orientation between the children and their interaction with each other. The children were more focused on interacting with the teacher, turning to her and interrupting each other. Some children were mainly engaged in activities with toys.

Recommendations:

orient children to interact with each other; stimulate children's own speech skills.

Teacher of the preparatory school group Rogova G.A. Organized the role-playing game “Cosmonauts” in a group form. The quality of the organization and conduct of the game was at a high level: the structure of the game was fully respected, the children were motivated, the teacher introduced an element of surprise (a letter coming from Aliens), which always attracts children very much. In the game, the teacher performed an observational and guiding function, which stimulated children’s independence, self-regulation of behavior and, most importantly, the need to communicate with each other and independently plan their activities and solve problem situations. The teacher diverts the child’s attention from toys to interaction with a partner, orients children towards each other, encourages children to make interesting proposals, notices emerging conflicts in a timely manner, and helps children resolve them. Throughout the game, children are taught their own speech skills, safety precautions, and rules of behavior.

The analysis showed that in each age group conditions have been created for conducting didactic games. A review of the didactic games showed that the teachers prepared the necessary material for the planned games and thought out the placement of the children. The games offered to children contained the main structural components: a didactic task, consisting of a game and an educational one; game rules; game actions; end of the game, summing up.

All preschool teachers carry out constant and purposeful work to teach children various types of games.

At the same time, more attention should be paid to individual work with students when teaching them games and conducting games. Musical and didactic games are rarely held. The time allocated for gaming activities is not fully used.

3. Analysis of plans for educational work of teachers

for the 2022 academic year showed that the play activities of pupils during the day are planned purposefully and systematically. Teachers are working on the development of story-based role-playing games in accordance with the educational program of the MBDOU d/s "Spikelet" of Krasnoyarskaya station, developed on the basis of the program "From birth to school" edited by N.E. Veraksa, T.S. Komarova, M. A. Vasilyeva, using the technology of gaming activity N. Mikhailenko. Various types of games are planned for the week in teachers’ calendar (daily) plans. Each group has long-term plans for role-playing games. Documentation of teachers' calendar plans is maintained accurately.

An analysis of the planning of play activities in all groups showed that planning does not always take into account the previous and subsequent activities of children, which should be presented in the form of reading fiction, looking at paintings, pictures, illustrations in books, in cognitive cycle classes, various conversations, situations, when getting acquainted with the professions of adults. And these types of activities enrich children’s cognitive experience and increase their vocabulary. Fantasy games are planned in a long-term plan, but are not reflected in the calendar plan. The tasks do not include training children in game actions, which affects the content of the game itself. Insufficient attention is paid to planning individual, prior work with children, and methodological techniques for organizing games are not clearly disclosed. In addition, the relationship between the activities of the teacher and the independent activities of children in the process of organizing games in the afternoon is not visible. There are few music games planned. Teachers hardly plan to organize a theatrical game.

4. Interaction between kindergarten and family

on the organization of children's play activities is carried out in accordance with the annual plan of the preschool educational institution and the plan of educational work of group teachers. In the parent corners there is information about the importance of play in a child’s life (moving folders, booklets). However, the plans for the educational work of group teachers do not sufficiently cover work with parents on teaching children various games and gaming activities in general.

Based on the monitoring carried out, the following conclusions can be drawn:

1. In groups, the necessary conditions have been created for the development of children’s play activities, but the basic requirements for organizing the subject environment are not always met.

2. Pupils of preschool educational institutions have sufficient knowledge and skills to organize play activities in accordance with the age of the children. However, the level of development of children's play activity in the older group does not correspond to age characteristics and requirements of educational educational programs.

3. There are certain shortcomings in how teachers guide children’s independent play activities in the afternoon.

4. Planning is carried out purposefully, systematically, in accordance with the requirements of the program being implemented and taking into account the age characteristics of children. Insufficient attention is paid to planning prior and individual work with children during joint play activities.

5. Few musical educational games are planned. Teachers hardly plan to organize a theatrical game.

6. When organizing work with parents on this issue, little attention is paid to holding joint meetings to exchange experiences among parents.

Based on the control results and conclusions drawn, it is recommended:

To educators:

1. Work on the development of play activities of preschool children:

- plan in accordance with program requirements and age characteristics of children;

• adhere to the structure of the game;
• actively use children’s motivation;
• create conditions for the manifestation of initiative, children's ideas, creative invention;
• orient children more towards interacting with each other;
• when assigning roles, pay attention to personal characteristics;
• stimulate children's own speech skills.

The deadline is constant.

2. Continue work on filling the play areas with waste material and substitute items. Deadline – until December 31, 2017.

3. Work on the development of play activities of preschoolers should be planned in accordance with program requirements and age characteristics of children. The deadline is constant.

4. Pay special attention to previous and individual work with children during play activities: carry out preliminary work before teaching play activities: conversations, excursions, reading fiction, conversations about the work of adults, about relationships between people in everyday life and at work. The deadline is constant.

5. Recommend the following methodological guide to teachers of the senior group for individual study: “Organization of a story-based game in kindergarten” by N.Ya. Mikhailenko. Deadline – until December 31, 2017.

6. With older preschoolers, plan the mandatory production and repair of play attributes.

7. Work with parents in close cooperation. Use modern forms of interaction (round table meetings, watching videos, visual “magazines”, etc.). The deadline is constant.

Senior teacher ________ N.A. Malenkaya

09.11.20107