Presentation on the theme of the game in the socialization of the student. Development of social activity of the student

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The social nature of the content of games and play activities is due to the fact that the child lives in society. Already from the first months of life, he strives to communicate with others, gradually mastering the language - a powerful means of communication and assimilation of social experience. The child wants to be an active participant in the life of adults, but this need does not yet correspond to his capabilities. In the game, imitating the actions of the elders, empathizing with their joys and sorrows available to him, he joins the surrounding life in such a peculiar way.

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The study of the psychological foundations of gaming activity in our country was started back in the 1920s by L.S. Vygotsky. Subsequently, Vygotsky's ideas were developed by such well-known domestic psychologists as A.N. Leontiev and D.B. Elkonin. Much attention was paid to the problems of studying the game by K.D. Ushinsky and A.S. Makarenko. In modern domestic science, many scientists are engaged in the study of the game as a special type of activity - A.V. Zaporozhets, L.A. Abrahamyan, T.V. Antonova, S.L. Novoselova, M.A. Vasilyeva, A.A. Lublinskaya and many others.

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Communication between a preschooler and peers unfolds mainly in the process of playing together. Playing together, children begin to take into account the desires and actions of another child, defend their point of view, build and implement joint plans. Therefore, the game has a huge impact on the development of children's communication during this period.

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Games of experimentation, plot-amateur Educational: didactic, mobile; leisure Ritual, training, leisure Classification of games

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A plot-role-playing game is an activity in which children take on the labor or social functions of adults and, in specially created gaming, imaginary conditions, reproduce (or model) the life of adults and the relationship between them.

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Conditions for ensuring social activity in the game Teacher: Anticipating the game, introduces children to the available activities of adults, as a model of moral relations (the doctor heals, he is polite, kind, knows a lot about diseases, etc.) Picks up toys, a game environment, encourages attributes children to play collectively, to display moral relations in game roles. Turning to the performers of roles, it activates moral motives in behavior. Based on the rules of the collective game, he teaches to observe the order in the distribution of roles - regulates the organizational relations of children. Encourages children to join groups in which children with a high level of development of play and communication have a positive influence

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Levels of development of a role-playing game The first stage The main content of the game is actions with an object. These actions are deployed more fully and consistently in accordance with the role, which is already indicated by the word. The sequence of actions becomes the rule. There is the first interaction between the participants based on the use of a common toy (or direction of action). Associations are temporary. The main plots are domestic. The same game can be repeated many times.

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Levels of development of the role-playing game The second stage The main content of the game is actions with objects. They are carried out in a certain sequence, although this sequence is often violated. The action chain is story-driven. The main plots are domestic. Children's actions are monotonous and often repeated. Roles are not defined. In form it is a side by side game or a single game. Children love to play with adults. Self-play is short-lived. As a rule, the stimulus for the emergence of the game is a toy or substitute object that was previously used in the game.

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Levels of development of the role-playing game The third stage The main content of the game is also actions with objects. However, they are supplemented by actions aimed at establishing various contacts with partners in the game. The roles are clearly defined and assigned before the game starts. Toys and objects are selected (most often during the game) in accordance with the role. Logics; the nature of actions and their direction are determined by the role. This becomes the ground rule. The game often proceeds as a joint one, although the interaction is interspersed with parallel actions of partners who are not related to each other, not correlated with the role.

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Levels of development of the role-playing game The fourth stage The main content of the game is a reflection of the relationships and interactions of adults with each other. The theme of games can be varied: it is determined not only by the direct, but also by the mediated experience of children. Games are collaborative, collective. Associations are stable. They are built either on the interest of children in the same games, or on the basis of personal sympathies and affections. Games of the same content are not only repeated for a long time, but also developed, enriched, exist for a long time.

The modern concept of modernization of a general education school involves the orientation of education not only to the assimilation of a certain amount of knowledge by students, but also to
development of his personality, his cognitive and creative
abilities.
Modernization strategy
education:
competitiveness;
competence;
mobility;
carrying capacity
responsibility.

The result for the individual is success, social competitiveness.

Socialization is the process and result of the child's appropriation of social experience as his psychological intellectual and

personal
development.
Social experience is always the result of the actions of the child, active
interaction with the outside world. Mastering the social world means
not just to assimilate the amount of information, knowledge, skills, samples, but to possess,
own the way of activity and communication, the result of which he
is an.

The social experience of the child is the result of his socialization and upbringing. The acquisition of social experience occurs in three

interconnected paths.
Second, mastery
social experience
implemented as
purposeful
process: education,
education, training.
First, it goes
spontaneously
Third, social
child experience
develops and
spontaneously.

Working with primary school children, we, together with teachers, set ourselves the following tasks in the socialization of the child's personality:

Adapt
Help
to kid
formiro
and
use
make your own
socially
th experience;
important but
complex
vital
phenomena and give
children about them
representation
fence
children from
antisocial influences,
build skills
survival and spiritual
confrontation.
Help
smooth
manifestations of social and
material stratification in the nursery
environment, to educate children the basics
humanistic personal position in
conditions of property inequality;
to kid
contact your
life experience on
reflective level,
make it an object
self-knowledge,
introspection.

Work on the development of social activity will help the child:

acquire a clear understanding of the rules and
the rules that exist in society;
learn to feel and understand others
of people;
join the community
values: goodness, beauty, health,
happiness;
see the value of each and everything living
and growing on the ground;
gain self-confidence;
learn to make decisions and achieve
results according to
the set goal.

First, the concept of
to himself, his place in the school
team. Games contribute to this
trainings, group work, reading and
discussion of books, role-playing games,
drawing, working with pictograms.
Games: "I am a student", "Find a pair",
"Introduction", "Greeting",
"Talking on the phone".
Drawing on the themes: "My family", "Who
dear to me”, “Beautiful and ugly”,
drawing yourself

Tasks

The development of civics in children
self-awareness.
The formation of such
personality traits like
initiative, activity,
practicality.
Formation of ecological
consciousness and responsibility for
life of future generations.
Increasing the value of health,
healthy
lifestyle.
Formation of a positive
systems of moral and
spiritual values.
Involving children in joint
labor activity.

Formation of self-esteem, awareness of one's "I".

Conversation on the topic "Who are you? Which
you?"
Game "Magic
shop".
What do I believe?
What do I know? What can I do?
mercy courage courage nobility What actions do I do?
Who I want to be?
love joy purposefulness
How can I help my loved ones?
Homeland?
luck honesty tenderness success
Who or what helps you
to become better?
What would you like
What act do you never
"buy"?
will you do?
What are your shortcomings
What can you teach
younger?
or wanted trouble
Games "Hot chair", "Day
to "exchange" for
birth."
is in the store?

What beautiful and ugly things did you see on your way to school today?

How to do better?

Why is this needed? The main motto of our joint affairs:
Who if not us,
For whom?
When, if not now,
Who will be
Our life is in our hands.
participate?
With whom together?
Who will help us?
Which
results we
strive?

In the course of working on the problems they were interested in, the guys learned:

set a goal and go
to its achievement
available
means,
work in a team,
attract to your
adult affairs,
agitate
defend one's
point of view.

Landscaping and landscaping of the school territory,
holding Saturdays.
Action "Clean Rivers".

Caring for the Elderly
Organization of comradely mutual assistance

Conducting interviews, competitions,

Issue of thematic booklets, collections
for students, publications in newspapers

Project work
"Plant a tree"
"Dressing room for school"

Indicators of formation of oversubject concepts

level of formation
moral culture;
civil
identity and civil
responsibility;
level of development of patriotic
feelings;
level of formation
tolerance.

Techniques

"Evaluation of the level
civil
self-awareness of students”;
"Self-analysis (analysis) of personality";
"Scale of conscientiousness";
"Method for studying
socialization of the individual
student"

Assessment of key competencies of students

"How do I rate my health";
"Thinking about Life Experience"
(junior students);
"Assessment of the level of conflict";
Test "Assessment of communicative
skills";
Methodology for studying personality type in
communication;
"Assessment of the level of sociability";

"Turnip" (formation
competencies with / improvement,
c/regulation, c/development,
personal and subject reflection);
Motives for the participation of schoolchildren in
activities;
"Position of the student", "Attitude towards
learning” (learning motivation).

Assessment of social experience

"Assessment of the level of creative
potential";
"Orientation of personality";
"School anxiety";
"Study of self-esteem";
"Conflict Style"

SPEECH Formation of a role-playing game as a means of socialization of students in the “Special Child” classes Nowadays, the number of children with disabilities is growing. The upbringing and education of such children requires a special approach on the part of teachers, doctors, defectologists, speech therapists. In working with children with disabilities, its practical orientation is of great importance. The main form of influence on the child is organized classes in which the leading role belongs to the teacher. Children with disabilities are inert, a little emotional, so adults need to create in children a positive emotional attitude towards the proposed activity. The game serves this purpose. It is the main activity of children with disabilities. Game activity is of great importance for the formation of relations in the children's team, the formation of independence, a positive attitude towards work, the formation of stereotypes of behavior. The game has a great influence on the mental development of the child, on the formation of his personality. In children with disabilities, it is necessary to develop visual forms of thinking, using special didactic games, role-playing games, exercises and practical problem situations for this. The development of the game goes through several stages: - the first stage is to play together with an adult; - at the second stage, children learn to act independently and can transfer the acquired knowledge to other subjects; - at the third stage, a visual game appears, the child copies actions with objects that he sees in ordinary life. The teacher plays an important role in the development of such children. When teaching children with disabilities to play, it is necessary to apply a personal, differentiated approach to each child. Of great importance for the development of children with disabilities is the formation of a clear idea of ​​the objects of the immediate environment, it is necessary to form a correct idea of ​​the objects, their significance in human life. In order to teach a child to use objects and consolidate his knowledge about them, it is very good to use role-playing games, during which the child develops practical experience. It is possible to teach a child with disabilities to play a role-playing game, but this is a very complex, painstaking process. By taking on a role in the game, the adult can control the game, directing the child's actions in the right direction. To begin with, these should be simple, short game moments (feed the doll, wash the dishes, etc.). An adult must constantly comment on all actions, show them clearly, without loading them with a variety of actions.

Role-playing games are the most important tool that helps a child to adapt to this world, learn how to behave in different places and situations. There is a huge number and variety of role-playing games, and an adult, together with a child, can always come up with a new, interesting and relevant at the moment. In role-playing games, a child can play with the guys or alone, guided by teachers who should help set the theme of the game, demonstrate the necessary actions, and show what needs to be done. An adult must guide the actions of children with speech, show how to correct mistakes, and sometimes perform actions together with the child (controlling his hands). Emotional manifestations that arise in a specific game situation can be strengthened and generalized. It is very important that during the game the child has positive emotions (delight, interest, surprise). You need to praise more often when he makes progress. Negative emotions can discourage the desire to play in the future. Negative emotions occur more often when children cannot organize play. This is where the help of an adult should follow. With positive emotions about game situations, children will increasingly return to them, thereby consolidating new knowledge, skills, and abilities. To teach a child to be open to this world, to communicate, to acquaint him with various life situations, role-playing games will help, during which he will be able to be the hero of those life situations that await him in the future. The performance of a certain role puts the child in front of the need to act not as he wants, but as prescribed by the role, obeying social norms and rules of behavior. The child takes the position of another person, and not one, but different. Within the same plot, the baby “looks” at the situation through the eyes of several people. Today the girl plays the role of mother, and tomorrow - daughter. She understands how important it is for a mother to take care of her children, and how necessary it is for her daughter to be obedient. Thus, not only the rules of behavior are revealed to the child, but also their significance for establishing and maintaining positive relationships with other people. The need to follow the rules is recognized, that is, a conscious obedience to them is formed. The plot-role-playing game allows the kid to understand the motives of the labor activity of adults. If initially in the choice of a role the main place is occupied by its external attractiveness: clothes, objects, then in the course of the game its social benefits are revealed. Now the child understands that the teacher brings up children, the doctor treats them.

The game always involves the creation of an imaginary situation, which is its plot and content. The plot is the area of ​​activity that is modeled by children in the game, and, therefore, the choice of plot is always based on certain knowledge. That is why, throughout the entire preschool age, games in the "family" are favorite for children, since they themselves are daily included in such relationships, which means they have the most complete picture of them. Gradually, children begin to introduce plots from their favorite fairy tales and movies into their games. The games intertwine real and fairy tales. Professional, and then social, join everyday subjects. The richness and variety of the plot is closely related to the richness of children's imagination. The game, being a reflection of social life, has a significant impact on the comprehensive development of the child. With the direct guidance of the teacher in games, the skills of collective life are formed: the ability to act together, to help each other. If the child is passionate about his idea, his role, play relationships win. If he is indifferent to the game, a different picture is observed: the role has little effect on his behavior, his relationship with his comrades. The game does not completely replace the traditional forms and methods of teaching, but it complements them, allowing you to more effectively achieve the goal and objectives of the lesson. Analyzing all of the above, we can conclude that: - in the role-playing game, the vocabulary of children with disabilities is actively enriched and developed; - the correct attitude to the phenomena of social life, nature, objects of the surrounding world is formed; - knowledge about people of different professions and nationalities, ideas about labor activity are systematized and deepened; - the game helps children to adapt to the world around them, to form the child's need to influence the world, to become the "master" of their activities; - the essence of the game lies in the fact that it is not the result that is important in it, but the process of experiences associated with game actions. - only the game that captures a child with disabilities, develops his mental operations and volitional qualities, awakens strong feelings. List of used literature: 1. Alferova G.V. New approaches to correctional and developmental work with children with disabilities // Defectology S Bitov A.L. The Special Child: Research and Help Experience. Problems of integration and socialization. - M., Vygotsky L. S. The game and its role in the mental development of the child // Questions of Psychology, S Golovanova N. F. Socialization and education of the child. Textbook for students of higher educational institutions. - St. Petersburg. : Speech, Zvorygina E.V. The first story games for kids. M: Enlightenment

Completed by: T.N. Smirnova teacher-defectologist of the 1st qualification category MBSKOU SKOSH 3 Berezniki 2014 Berezniki 2014

The game is the main activity of children with disabilities

The socialization of the student is realized only in the unity of the teaching, developing and educating activities of the teacher.

Directions for the development of the child at school: development of intelligence, emotional sphere, resistance to stress, self-confidence, self-acceptance, positive attitude towards the world and acceptance of others, independence, autonomy, self-actualization motivation, self-improvement.

• In educational activities - collective (project activities), intellectual and role-playing games, theatrical games and exercises, group reading, discussion of what has been read, drawing, work with proverbs, work in groups, etc.
• In extracurricular activities - preparation and participation in holidays, class hours, labor activity, execution of instructions (student self-government), KTD (project activity).

• know how to listen to others;
• do not interrupt, listen;
• we address each other by name;
• the opinion of your comrade can also be correct - learn to listen to him carefully;
• smile more - life will become brighter from a smile;
• do good, help a friend, share your knowledge;
• learn patience: quarreled - make peace;
• if guilty, learn to ask for forgiveness, learn to forgive yourself.

• the ability to ask (to find out the points of view of other students, to make a request to the teacher in a situation of "deficit" of information or methods of action);
• the ability to control the voice (speak clearly, adjusting the volume of the voice depending on the situation, so that everyone can hear);
• the ability to express one's point of view (it is clear for everyone to formulate their opinion, to prove it with reason);

• the ability to negotiate (to choose the most correct, rational, original decision, reasoning in a benevolent atmosphere).

conclusions

Through the use of various forms and methods of socialization:

• children have an emotionally positive perception of school and teaching;
• improving self-control skills;
• the ability to behave in a non-standard situation is formed;
• increased self-esteem;
• there is a feeling of self-satisfaction, respect for another person;
• the social experience of the student is formed.

Creative success to you

in education and

socialization

the rising generation!

• Communication actions:

• Communication as interaction: task "Left and right sides" by J. Piaget; Communication as cooperation: task "Mittens" G. A. Zuckerman; Communication as a condition of ineriorization: task "Road to the house" (modified version of the method "Architect-builder");
• Communication as interaction: task "Left and right sides" by J. Piaget;
• Communication as cooperation: task "Mittens" G. A. Zuckerman;
• Communication as a condition of ineriorization: task "Road to the house" (modified version of the method "Architect-builder");
• Personal actions:
• 2.1 Moral - ethical orientation: coordination of three norms: responsibility, fair distribution, mutual assistance - and consideration of the type of compensation "J. Piaget's Bun";
• 2.2 Self-determination: the methodology "Who am I?" M. Kuhn (self-assessment);
• Regulatory actions: laying out a pattern from cubes (P. Ya. Galperin);
• Cognitive actions: the technique "Unfinished fairy tale".
• Diagnosis plan.
• stage. Introductory diagnostics (September-October of the academic year);
• stage. Intermediate diagnostics (March-April of the academic year);
• stage. Final diagnostics (March - April of the academic year). Children are 8-9 years old.

Optional "I and the world"

• Involvement of younger students in various forms of activity;
• Creation of conditions for self-expression and self-development;
• Creation of conditions for the organization of joint leisure of children and parents.

Topic 1. "Life on Earth"

Values: life; native land, reserved nature, planet Earth.

Topic 2. "Life and health of a person"

Values: physical health, social health (health of family members and school staff), active, healthy lifestyle.

Topic 3. "Motherland - Russia - a small motherland"

Values: love for Russia, for one's people, for one's small homeland, service to the Fatherland, rule of law, civil society, duty to the Fatherland, older generations, family.

Topic 4. "The price of politeness."

Values: moral choice, beauty, harmony, aesthetic development.

Topic 5 “Love, friendship, mercy. A man among men."

Values: meaning of life, justice, mercy, honor, dignity, love, respect for parents, care for elders and younger, freedom of conscience and religion .

Topic 6. "Human rights and ways to protect them."

Values: law and order, interethnic peace, freedom and responsibility.

Topic 7. "Individuality of a person, his honor and dignity."

Values: freedom of conscience and religion, trust in people.

Topic 8 "Labor and its results"

Values: diligence, creativity, knowledge, truth, creation, purposefulness, perseverance in achieving goals, thrift.

Socialization is the process of becoming a personality, its training, education and assimilation of social norms, values, attitudes, patterns of behavior inherent in a given society. The family is the most important institution for the socialization of the younger generations, the personal environment for the life and development of the child. The school is the center of the educational space. It is in the tradition of the Russian school to create for the child a “social situation of development” (L.S. Vygotsky), an environment of communication, a field of activity that cannot be replaced by even a very interesting lesson.

Objectives 1. Educational - to teach parents to see and understand the changes that are happening to their children. 2. Advisory - a joint psychological and pedagogical search for methods of effective influence on the child in the process of acquiring social and educational skills. 3. Communicative - enrichment of family life with emotional impressions, experience of the culture of interaction between the child and parents.

Direction and forms of interaction between family and school 1. Study of the conditions of family education. 2. Informing parents about the content of the educational process. 3. Psychological and pedagogical education of parents. 4. Interaction with the parent committee. 5. Joint activities of parents and students.

Type I: families with a high level of moral relations Type III: conflict families Type II: families with normal relations

Parameters of family socialization The socio-cultural parameter depends on the educational level of the parents and their participation in society. The socio-economic parameter is determined by the property characteristics and employment of parents at work. The technical and hygienic parameter depends on living conditions, home equipment, and lifestyle features. The demographic parameter is determined by the structure of the family.

Implementation of the system of interaction between the family and the school Thematic meetings by class Working with families of students who are on intra-school supervision Advisory work Working with socially disadvantaged families Involving parents in the work to eradicate bad habits CONTENTS

Grade 3 The value of communication in the development of personal moral qualities of the child. Labor participation of the child in family life. Its role in the development of personal qualities. Nothing costs us so cheaply and is not valued so dearly as politeness. Family traditions: past, present, future.

Grade 1 What does it mean to be responsible Dad, mom, I are a sports family Family tree The result of the implementation: 1. The formation of self-awareness, a positive attitude towards oneself, towards classmates. 2. Formation of one's own behavior in the team, character. 3. Manifestation of the inner position of the student. 4. Identification of the potential opportunities of schoolchildren.

Grade 2 My family responsibilities Healthy family Family holidays The result of the implementation: 1. The desire to establish new relationships with peers and adults. 2. The manifestation of an internal position. 3. Formation of skills of the internal position. 4. Formation of moral concepts

Grade 3 My family is ... A healthy mind in a healthy body The world is around me. What is he? Implementation result: 1. Formation of moral concepts. 2. Understanding the most important universal values, such as friendship, the ability to appreciate and cherish friendship. 3. Accumulation of experience in moral behavior. 4. Awareness of the importance of moral qualities in a person's life, such as honesty, decency, mutual respect.

Grade 4 What do I feel when my relatives are not around Dad, mom, I am a reading family When we are together The result of the implementation: 1. Formation and development of positive universal human qualities of a person. 2. Formation in children of responsibility for their health. 3. Accumulation and enrichment of the experience of children's moral behavior by organizing their practical activities. 4. Decreased aggressiveness in the behavior of students.