Presentation for the report "Game technologies in the practice of work of an after-school teacher." Presentation on the topic "interaction between gaming and educational-cognitive activities of children during the organization of leisure activities for children in the urban educational institution. Outdoor games

g.o. Podolsk

Bushkova S.V.

primary school teacher

Gaming technologies in the work practice of a GPA teacher

Psychologists have long been studying the games of children and adults, looking for their functions, specific content, and comparing them with other types of activities. The need for play is sometimes explained as the need to give vent to excessive vitality.

Play is an important means of education. When working in an extended day group, one of the main tasks for me is to ensure that the hours free from completing school assignments are filled in a reasonable and interesting way.

Play, along with work and study, is one of the main types of human activity, an amazing phenomenon of our existence. By definition, a game is a type of activity in situations aimed at recreating and assimilating social experience, in which self-control of behavior is developed and improved.

In light of the implementation of the Federal State Educational Standard, it is necessary to ensure that children grow up not only as conscious and healthy members of society, but also, necessarily, proactive, thinking, and capable of a creative approach to business.

Therefore, at present, one of the main goals of educational work is the formation of children's intellect, and the basis for the development of mental abilities at primary school age is the targeted development of cognitive mental processes: attention, imagination, perception, memory, thinking. In such conditions, the task of an after-school teacher is extremely important. day (GPA), where many children spend most of their time.

Educational games aimed at developing children’s intellectual and creative abilities come to the aid of the teacher:

observation, flexibility, ability to analyze, compare, use analogy, think logically;

skills to find dependencies and patterns, classify and systematize material, find errors and shortcomings;

the ability to combine, spatial representation and imagination, the ability to foresee the results of one’s actions; stable attention, well-developed memory

Play, along with work and study, is one of the main types of human activity, an amazing phenomenon of our existence.

By definition, a game is a type of activity in situations aimed at recreating and assimilating social experience, in which self-control of behavior is developed and improved.

Gaming technology is built as a holistic education, covering a certain part of the educational process and united by common content, plot, character.

Gaming technology includes:

games and exercises that develop the ability to identify the main, characteristic features of objects, compare and contrast them;

groups of games to generalize objects according to certain characteristics;

groups of games, during which primary schoolchildren develop self-control, speed of reaction to words, phonemic awareness, ingenuity, etc.

At the same time, the game plot develops in parallel with the main content of training, helps to intensify the educational process, and master a number of educational elements.

Research conducted by physiologists and psychologists proves that a child can independently control his intellectual loads, especially in free play activities.

In human practice, gaming activity performs the following functions:

entertaining(this is the main function of the game - to entertain, give pleasure, inspire, arouse interest);

communicative: mastering the dialectics of communication;

self-realization in the game as a testing ground for human practice;

play therapy: overcoming various difficulties that arise in other types of life;

diagnostic: identification of deviations from normative behavior, self-knowledge during the game;

correction function: making positive changes to the structure of personal indicators;

socialization: inclusion in the system of social relations, assimilation of the norms of human society.

Psychologists have long been studying the games of children and adults, looking for their functions and specific content, comparing them with other types of activities. The need for play is sometimes explained as a necessity give vent to excessive vitality.

Based on the nature of the pedagogical process, the following groups of games are distinguished:

teaching, training, controlling and generalizing;

cognitive, educational, developmental;

reproductive, productive, creative;

communicative, diagnostic, career guidance, psychotechnical, etc.

Classification of pedagogical games

Didactic: expansion of horizons, cognitive activity; application of ZUN in practical activities; formation of certain skills and abilities necessary in practical activities: development of general educational skills; development of labor skills.

Educators: fostering independence and will; the formation of certain approaches, positions, moral, aesthetic and ideological attitudes; fostering cooperation, collectivism, sociability, and communication.

Educational: development of attention, memory, speech, thinking, the ability to compare, contrast, find analogies, imagination, fantasy, creative abilities, empathy. reflection, ability to find optimal solutions; development of motivation for educational activities.

Socializing: familiarization with the norms and values of society; adaptation to environmental conditions; stress control, self-regulation; communication training; psychotherapy.

By type of activity, games are divided into:

physical (motor)

intellectual (mental)

labor

social

psychological.

A game - an important means of education. When working in an extended day group, one of the main tasks for me is to ensure that the hours free from completing school assignments are filled in a reasonable and interesting way.

Municipal educational institution

"Secondary school No. 21"

g.o. Podolsk

Organization of activities of an extended day group in the conditions of the Federal State Educational Standard

(speech at the city methodological association)

Bushkova S.V.

primary school teacher

Modern requirements for organizing an extended day group in elementary school are fundamentally different from those that were presented literally one generation ago.

When choosing a school, modern fathers and mothers often ask whether the school has an extended day group. This is due to the fact that adults’ busy lives do not allow them to pick up younger students immediately after school. Many parents change jobs and adjust their schedule to the school regime. All this is acceptable when possible. Most parents work and cannot pick up their children from school at lunchtime. Very often grandparents come to the rescue, for whom this process becomes a kind of work. The question of who and where to leave the child in the afternoon is very pressing for many. On the one hand, leaving a child alone at home without supervision for the whole day is risky. On the other hand, there are a large number of children in an after-school group, and the child cannot rest and relax, or be alone for a while in silence. .

Parents have many questions about the after-school group. How is the second half of the day organized for primary school students attending GPD? Are there additional clubs and sections? Do children do homework? What is the maximum number of children who can attend an after-school group? Should parents be charged for afternoon childcare?

I will try to answer these questions based on modern requirements for organizing an extended day group in an educational institution.

The Law “On Education in the Russian Federation” introduced a new concept of “child care and supervision”, which means a set of measures to organize nutrition and household services for children, ensure their compliance with personal hygiene and daily routine(Clause 34 of Article 2 of the Federal Law of the Russian Federation of December 29, 2012 (hereinafter referred to as the Federal Law of the Russian Federation “On Education in the Russian Federation”). Appendix 6 to (hereinafter referred to as SanPiN 2.4.2.2821–10) provides detailed recommendations for the organization and regime extended day groups.

How should the second half of the day be organized for younger schoolchildren who are supervised at school?

Mandatory in the afternoon for children attending an extended day group are meals, walks, self-study, group work, and physical education and health activities. And for first-graders, sleep is mandatory, at least 1 hour.

Particular attention in the requirements of SanPiN 2.4.2.2821–10 is paid to the organization of physical education and recreational activities in the GPA. Such activities include a walk of at least 2 hours, outdoor games. It is even possible to do socially useful work on school grounds if it is provided for in the educational program. For children attending an extended day group, the school should organize classes in clubs and sections. Club work in extended day groups should take into account the age characteristics of students and ensure a balance between motor-active and static activities (clause 10.29 of SanPiN 2.4.2.2821–10).

For first-graders, it is recommended to organize naps and games in the afternoon. Sanitary rules 2.4.2.2821–10 provide for the allocation of an additional universal room where 1st grade students can play and sleep. In newly constructed buildings, special rooms are allocated for extended day groups. Organizing separate classrooms for first-graders attending the GPA in most old-style schools is quite problematic.

The teacher-educator organizes the daily routine of students, assists them in studying, organizing self-training and leisure, as well as in obtaining additional education, involving them in sports sections, clubs and other interest groups.

When doing homework in an after-school group, there are some important points to note:

start self-preparation no earlier than 15–16 hours;

limit the duration of homework so that the time spent on completion does not exceed (in astronomical hours): in grades 2 - 3 - 1.5 hours, in grades 4 - 5 - 2 hours;

provide students with the opportunity to take arbitrary breaks upon completion of a certain stage of work;

provide students who have completed their homework before the rest of the group with the opportunity to begin activities of interest.

It is worth noting that the time spent on completing homework for schoolchildren not only in a group, but also at home should not exceed the specified standards. The most difficult area of activity for a teacher in an extended day group is organizing self-training. The success of self-preparation largely depends on the consolidation carried out during the lesson, so the educator needs to find out from the teacher information about how the students have mastered the material being studied, which will greatly facilitate their work.

It is better if the following order of assignments is established in the after-school group:

start with the most difficult task;

alternate activities;

finish with easier tasks.

The teacher organizes the work of children during self-study, monitors discipline, and takes under his care schoolchildren who are lagging behind in their studies.

Workers and teachers maintain documentation of children’s attendance at the after-school group.

How are after-school groups staffed?

Extended day groups are staffed depending on the number of applications from parents. Upon admission to school, and at the beginning of each school year, parents submit applications to the class teacher. It is recommended that extended day groups be composed of students from the same class or parallel classes. Previously, both sanitary and hygienic requirements and the Model Regulations “On General Educational Institutions” indicated how many students should be in an extended day group. This number was 25 children. Only if there were 25 applications from parents, funding for after-school groups was opened. To date, neither the “Sanitary and Epidemiological Requirements for the Conditions and Organization of Education in General Educational Institutions” SanPiN 2.4.2.2821–10, nor the Federal Law “On Education in the Russian Federation” indicate specific figures. Resolution “On approval of standard regulations on general education institutions” No. 196 of March 19, 2001 has lost legal force. In the constituent documents of an educational organization, you can find a clause stating that groups are opened if the administration has at least 25 applications from parents for a place in the GPA.

One of the most discussed issues at the beginning of the school year was the issue of paid child care and supervision at school. The Law “On Education in the Russian Federation” allows payment for supervision and care of children in organizations engaged in educational activities. This Law also provides for categories of citizens from whom such fees are not charged - these are orphans, disabled children, children without parental care (Article 65 of the Federal Law of the Russian Federation “On Education in the Russian Federation”). It is illegal to charge fees for the maintenance of property of state and municipal educational organizations. The Federal Law “On Education in the Russian Federation” determines the volume of state financial support for educational organizations (Articles 8,9 of the Federal Law “On Education in the Russian Federation”). Subjects of the Russian Federation and municipalities are assigned responsibilities for organizing and financially providing free, accessible education within the limits of state standards. There are no obligations to finance supervision and care. An educational organization must only create conditions for the supervision and care of children, the maintenance of children in state and municipal educational organizations of the constituent entities of the Russian Federation.

If childcare services are provided outside the framework of the basic general education program, then the teacher’s work cannot be financed through subsidies. In this case, there are two options for financing it:

or the founder introduces such a service as a free service for the population and gives instructions for its provision with financing from the budget. Theoretically, the right to receive such a service free of charge may be provided for by regulatory legal acts of a constituent entity of the Russian Federation or a municipal entity (for example, as one of the forms of social support for the population).

or the service is provided on a paid basis, in which case it is financed exclusively from income-generating activities (for example, parental fees for childcare). The founder, when setting a fee for supervision and care, has the right to set any amount of this fee, including the decision not to charge a fee.

What problems may arise when primary schoolchildren attend GPA?

Parents did not manage to pick up the child on time

This is a rather difficult situation to resolve, since there is a teacher’s work schedule, after which his personal time begins, during which he should not work. What to do if parents are delayed? It is necessary to contact the GPD teacher and inform them that they will come for the child later. But the parent should take into account that the teacher should not wait for the student’s parents to arrive in their free time. A GPD teacher works according to an approved schedule and is not obliged to perform his work duties outside of this schedule (this work is not paid, therefore, no one can oblige the teacher to perform his duties overtime). This situation can only be resolved if all participants in the educational process understand each other.

A child was injured in a police station

Parents should know that the educational institution bears responsibility for the life and health of the child, while the child is under the supervision of a teacher or GPA teacher. If a child is injured during self-study, in the canteen at lunch, or while out for a walk, then the educational institution is responsible for these injuries. If a child walked on the school grounds after school, he has a statement from his parents that he independently leaves school, then his parents bear responsibility for the life and health of the child.

Let us turn to the Federal Law “On Education in the Russian Federation”. This law contains an article that entrusts the protection of student health to the organization carrying out educational activities. Health protection means ensuring the safety of students during their stay in an educational organization (clause 8, part 1, article 41 of the Federal Law of the Russian Federation “On Education in the Russian Federation”). Also, the school must ensure recording and investigation of accidents involving students during their stay in an educational institution (Part 4, Article 41 of the Federal Law of the Russian Federation “On Education in the Russian Federation”).

The teacher does not check the child’s homework

The teacher is not a teacher, he does not explain the subject, does not instruct how to complete tasks, does not control their implementation, he only helps students complete the teacher’s tasks.

At what age can a student leave school independently?

Most often, junior schoolchildren are taken from an educational institution by their parents. In the first and second grades, there are rarely cases when children leave school on their own. In the third and fourth grades, children are quite capable of walking from school to home alone. They can do this only with a written statement from the parents. In the statement, the parents indicate that they allow their child to get home alone and take responsibility for the life and health of the children. If the class teacher does not have such a statement, then the student is under the supervision of the teacher until the parents arrive. Only parents can decide at what age their children will go home unaccompanied by adults. Modern means of communication allow fathers and mothers to completely control this process. The educational process is a collaboration of all services, one of which is the after-school group. The common task of parents, teachers and educators is to create conditions for the development of the child. The development result will be high if they are united in their requirements.

The extended day group is entrusted with an important task, which allows them to properly organize the free time of younger schoolchildren and make their leisure time organized and meaningful. The teachers are fluent in the methods of teaching children. They strive to instill in every child a love of knowledge, the ability to think independently and overcome difficulties, and develop a sense of responsibility. They patiently and persistently teach children justice, kindness, and an understanding of beauty; they make the children feel the joy of moving forward, the satisfaction of successfully completed work, of a good deed. They know perfectly the psychological characteristics of a primary school student and the age characteristics of each period. This allows you to accurately dose loads and rest, find the right tone of communication and intelligible forms of presentation for any situation.

The success of educational work as a whole depends on how the life and activities of a child in an after-school group are organized, how correctly the content, types of activities, its forms and their combination are selected in a single system of educational influence.

Municipal educational institution

"Secondary school No. 21"

g.o. Podolsk

Health-saving technologies in the practice of work of an after-school teacher

(speech at the city methodological association)

Bushkova S.V.

primary school teacher

Health-saving technologies in the GPA.

Health saving technology is a system of work for a health-improving space to preserve and develop the health of its participants – both adults and children.

This applies not only to physical education lessons, but also to other academic subjects, educational work, the psychological and medical services of the educational institution, and educational work in the GPA.

Health goal: Searching for optimal means of preserving and strengthening the health of class students, creating the most favorable conditions for developing in younger schoolchildren an attitude towards a healthy lifestyle as one of the main ways to achieve success. Teach children to be healthy in soul and body, to strive to create their own health, using knowledge and skills in accordance with the laws of nature, the laws of existence.

Tasks:

1. Prevention of bad habits.

2. Creating conditions to ensure the health of students, their full physical development and the formation of a healthy lifestyle.

3. Expanding the horizons of schoolchildren in the field of physical education and sports.

4. Education of parents in matters of maintaining the health of children.

5.Formation in children of the motivational sphere of hygienic behavior and safe life.

Expected result:

A physically, mentally, morally healthy graduate of primary school who adequately assesses his place and purpose in life.

Health-saving technologies in an extended day group (EDC).

In an extended day group, healthy moments are especially important and necessary, since in the first half of the day children mostly sit at their desks. Their eyes, fingers, back muscles get tired, they distort their spine, bend their legs, support their heads with their hands, etc., and in the GPA children again have to sit at their desks during self-study, during classes in clubs, etc. To relax, children need motor moments and activities that would allow them to rest and relax, communicate freely with each other, listen to themselves and benefit their body.

In order to maintain a balance of physical activity, a schoolchild must take 23-30 thousand steps daily, and in the 21st century our children do not complete even 1⁄4 of this figure; it is imperative to take a break between school classes and preparing homework.

According to Russian scientists, 51% of children do not go outside at all upon returning from school, 73% do not take a break between preparing lessons, about 40% of children are overweight.

Our school has sufficient experience in working in the field of health conservation with participants in the educational process:

Health-saving technologies have been introduced into the educational process;

From a health-preserving perspective, students’ academic workload is planned; GPA operating moments

The necessary sanitary and hygienic conditions have been created in the school and classrooms;

There is a gym.

There is a mandatory dynamic pause

The systematic use of health-saving technologies leads to an improvement in the mental and emotional state of children. The main thing in carrying out health-improving moments is systematicity, accessibility, and interest of children.

The priority areas for protecting the health of children during their stay in the GPA are:

Health and healthy lifestyle;

Maintaining a daily routine;

Compliance with personal hygiene rules;

Sanitary education activities (conversations);

Meals – breakfast, set lunch,

Various forms of physical education: (sports hours, outdoor games, outdoor breaks, physical exercises.)

Studying the basics of life safety during emergencies and traffic rules;

A mandatory one-hour walk in the fresh air with physical activity.

Physical exercise and, above all, movement are one of the main means of preserving and strengthening the health and comprehensive physical development of children. They are important for the development of all body systems: nervous, cardiovascular, respiratory, musculoskeletal.

Through movements, children learn about life and the world around them, so there should be enough movements in children’s lives for normal growth and development, but there should not be too much of them in order to avoid overloading the child’s body. The natural need for movement, the great motor activity inherent in the child’s body, needs to be encouraged and regulated, creating a special motor mode. All this is taken into account when drawing up the daily routine, weekly workload and GPA work plan.

Activities at the GPA include walking. On play walks, children can play the well-known games “The Sea Is Troubled,” “The Third Wheel,” “Owl,” etc. These games are dynamic, they satisfy the child’s need for movement. As a recreation, you can play the game “Day and Night”. A walk can be educational, where knowledge is combined with movement along a pre-designed route.

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Khopina Tatyana Aleksandrovna teacher of the GPD Makeevka general educational organization of I-III levels No. 47 Interaction of play and educational-cognitive activities of children during the organization of leisure activities for children in the GPD

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Currently, one of the main goals of educational work is the formation of children's intelligence, and the basis for the development of mental abilities at primary school age is the targeted development of cognitive mental processes: attention, imagination, perception, memory, thinking. Games are of great importance in raising children, expanding their horizons about the world around them, instilling a love of reading books and interest in learning. Game is one of the sources of speech and mental development of children, helps to consolidate knowledge, awakens interest in learning new things, and develops curiosity. The game occupies a significant place in the first years of children's education at school; at the beginning, students are only interested in the form of the game itself, and then the material without which it is impossible to participate in the game.

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The inclusion of games and playful moments makes the learning process interesting and entertaining, creates a cheerful working mood in children, and makes it easier to overcome difficulties in mastering educational material. During the game, students quietly perform various exercises where they themselves have to compare, perform arithmetic operations, practice mental calculation, and solve problems. The game puts students in search conditions, awakens interest in winning, therefore, children strive to be fast, resourceful, accurately complete tasks, and follow the rules of the game. In games, especially collective games, a child’s moral qualities are also formed. During the game, children learn to help their comrades, take into account the opinions and interests of others, and restrain their desires. Children develop a sense of responsibility, collectivism, discipline, will, and character.

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1. Outdoor games 2. Role-playing games 3. Computer games 4. Didactic games Types of games

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This is the most important means of physical education for children at school age. They always require active motor actions from the players, aimed at achieving a conditional goal specified in the rules. Experts note that the main features of schoolchildren’s outdoor games are their competitive, creative, collective nature. They demonstrate the ability to act for the team in constantly changing conditions. The importance of outdoor games in moral education is great. They develop a sense of comradely solidarity, mutual assistance, and responsibility for each other’s actions. Outdoor games

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occupy a special place in the moral education of a child. They are predominantly collective in nature, because they reflect the essence of relations in society. They are divided into role-playing games, dramatization games, and director's games. The plot may include theatrical children's parties, carnivals, construction games and games with elements of labor. In these games, based on life or artistic impressions, social relationships and material objects are freely and independently reproduced, or fantastic situations that have no analogue in life are played out. The main components of a role-playing game are theme, content, imaginary situation, plot and role. 2. Role-playing games

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have an advantage over other forms of games: they clearly demonstrate role-playing ways of solving game problems, for example, they dynamically represent the results of joint actions and communication of characters, their emotional reactions to success and failure, which is difficult to discern in life. Folk tales and works of folklore can serve as examples of such games. In them, children gain experience of moral behavior in a wide variety of living conditions. Such games help to avoid cliches and standards in assessing the behavior of different characters in different situations. Children practically learn means of communication, ways of communicating and expressing emotions. All computer programs for children should be positively morally oriented, contain elements of novelty, but in no case should they be aggressive or cruel. 3. Computer games

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differ in educational content, cognitive activity of children, game actions and rules, organization and relationships of children, and the role of the teacher. The listed signs are inherent in all games, but in some, some are more pronounced, in others, others. Games are often related to the content of training and education. In this classification, the following types of games can be presented: - games for sensory education, - verbal games, - games for familiarization with nature, - for the formation of mathematical concepts 4. Didactic games

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Travel games. Errand games. Guessing games. Riddle games. Conversation games (dialogue games). Types of didactic games:

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have similarities with a fairy tale, its development, miracles. The travel game reflects real facts or events, but reveals the ordinary through the unusual, the simple through the mysterious, the difficult through the surmountable, the necessary through the interesting. All this happens in play, in play actions, it becomes close to the child and makes him happy. The purpose of the travel game is to enhance the impression, to give the educational content a slightly fabulous unusualness, to draw children’s attention to what is nearby, but is not noticed by them. Travel games sharpen attention, observation, understanding of game tasks, make it easier to overcome difficulties and achieve success. Travel games are always somewhat romantic. This is what arouses interest and active participation in the development of the game’s plot, enrichment of game actions, the desire to master the rules of the game and get a result: solve a problem, find out something, learn something. The role of the teacher in the game is complex, it requires knowledge, readiness to answer children’s questions while playing with them, and to conduct the learning process unnoticed. A travel game is a game of action, thought, and feelings of a child, a form of satisfying his needs for knowledge. The name of the game and the formulation of the game task should contain “calling words” that arouse children’s interest and active play activity. In a travel game, many ways of revealing cognitive content are used in combination with gaming activities: setting problems, explaining how to solve them, sometimes developing travel routes, solving problems step by step, the joy of solving them, meaningful rest. The journey game sometimes includes a song, riddles, gifts and much more. Travel games

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have the same structural elements as travel games, but they are simpler in content and shorter in duration. They are based on actions with objects, toys, and verbal instructions. The game task and game actions in them are based on a proposal to do something: “Help Pinocchio put punctuation marks”, “Check Dunno’s homework.” Errand games

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Guessing games “What would happen..?” or “What would I do...”, “Who would I like to be and why?”, “Who would I choose as a friend?” etc. Sometimes a picture can serve as the beginning of such a game. The didactic content of the game lies in the fact that children are given a task and a situation is created that requires comprehension of the subsequent action. The game task is inherent in the title itself: “What would happen..?” or “What would I do...”. Play actions are determined by the task and require children to perform expedient intended actions in accordance with the set conditions or created circumstances. Children make assumptions that make statements or generalized evidence. These games require the ability to correlate knowledge with circumstances and establish causal relationships. They also contain a competitive element: “Who can figure it out faster?”

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Riddle games The origin of riddles goes back a long way. Riddles were created by the people themselves, included in rites, rituals, and included in holidays. They were used to test knowledge and resourcefulness. This is the obvious pedagogical focus and popularity of riddles as smart entertainment. Currently, riddles, telling and guessing, are considered as a type of educational game. The main feature of a riddle is an intricate description that needs to be deciphered (guessed and proven). The description is concise and often takes the form of a question or ends with one. The main feature of the riddles is the logical task. The methods for constructing logical tasks are different, but they all activate the child’s mental activity. Children love riddle games. The need to compare, remember, think, guess - brings the joy of mental work. Solving riddles develops the ability to analyze, generalize, and develops the ability to reason, draw conclusions, and draw conclusions.

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Conversation games (dialogues) Conversation games are based on communication between the teacher and children, children with the teacher and children with each other. This communication has a special character of play-based learning and play activities for children. In a game-conversation, the teacher often starts not from himself, but from a character close to the children, and thereby not only preserves playful communication, but also increases his joy and desire to repeat the game. The educational and educational value lies in the content of the plot-theme of the game, in arousing interest in certain aspects of the object of study reflected in the game. The cognitive content of the game does not lie “on the surface”: it needs to be found, extracted, discovered, and as a result learned something.

The game is a constant companion of childhood, a huge bright window through which a life-giving stream of ideas and concepts about the surrounding world flows into the child’s spiritual world. This is a unique phenomenon of universal human culture, its source and peak, the core of leisure. The game diversifies and enriches children's leisure time, recreating the integrity of existence. By playing with children we learn to understand and trust each other. And trust is the shortest way to the heart of a little person! The presentation shows gaming technologies used in the work of an extended day group, in extracurricular activities, and on walks.

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Municipal educational institution "Secondary school No. 3 in Sovetsky" RME "GAME TECHNOLOGIES IN THE EDUCATIONAL ACTIVITIES OF SCHOOLCHILDREN IN AN EXTENDED DAY GROUP"

GAME PEDAGOGICAL TECHNOLOGY is the organization of the pedagogical process in the form of various pedagogical games, the consistent activity of the teacher in: - selection, development, preparation of games; - inclusion of children in play activities; - implementation of the game itself; - summing up the results of gaming activities.

THE MAIN GOAL OF GAME TECHNOLOGY is to create a complete motivational basis for the formation of skills and abilities in the activities and development of children.

TASKS OF GAME TECHNOLOGY 1. To achieve a high level of motivation, a conscious need for knowledge and skills through the child’s own activity. 2. Select means that enhance children’s activities and increase their effectiveness. 3. Make the educational process manageable.

TYPES OF PEDAGOGICAL GAMES 1. by type of activity - motor, intellectual, psychological, career-oriented, etc.; 2. by the nature of the pedagogical process - teaching, training, controlling, cognitive, educational, developmental, diagnostic; 3. by the nature of the gaming methodology - games with rules; games with rules established during the game; games where one part of the rules is specified by the conditions of the game and is established depending on its progress; 4. in terms of content - musical, mathematical, socializing, logical, etc.; 5. by gaming equipment - tabletop, computer, theatrical, role-playing, director's, etc.

FUNCTIONS * Entertaining * Sociocultural * Self-realization in the game * Communicative * Diagnostic * Game therapy * Developmental

APPLICATION OF TECHNOLOGY When using gaming technologies in working with children, you need to be friendly, provide emotional support, create a joyful environment, and encourage any invention and fantasy of the child.

DEVELOPMENT WITH THE HELP OF GAME TECHNOLOGIES In activities with the help of gaming technologies, children develop mental processes: - perception, - attention, - memory, - imagination, - thinking.

Entertaining games (competitions, station games, tournaments, quizzes, KVN, holidays) "Konga Payrem" holiday

Outdoor games (group, team, relay races, competitions) game - “Forged chains” “HEROMATED NUTS”

Sedentary games (riddles, charades, rebuses, puzzles)

Imitative games (dramatizations, magic tricks)

Construction games (constructors, buildings made of snow, sand)

Musical games (singing games, round dances)

Board games (puzzles, cut-out pictures, chess, checkers)

DEAR TEACHERS! PLAY WITH YOUR CHILDREN CONSTANTLY, BECAUSE GAME IS EXACTLY THE TYPE OF ACTIVITY THAT A CHILD IS MOST ACCESSIBLE. IT IS IN PLAY THAT A CHILD IS ABLE TO MASTER A LARGE AMOUNT OF KNOWLEDGE, ABILITIES AND SKILLS AND TO REALIZE THEMSELVES!

THANK YOU FOR YOUR ATTENTION

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“The fairy tale is a lie, but there is a hint in it! A lesson to good fellows” (A.S. Pushkin) Methodological development: Travel game “Through the pages of your favorite fairy tales” Purpose: to generalize and systematize...

Choosing an organized system for junior schoolchildren in an extended day group

Organization of children's leisure time

The need for an organized walk

Educational event

Collective creative work (CTD)

Quiz tournament

"Knowledge Auction"

Creative competition

Holiday

A game

Good everywhere depends on the fulfillment of two conditions:

Correctly establishing the ultimate goal of any kind of activity;

Finding appropriate means leading to the final goal.

Aristotle

The most complex and pressing problem at the present time is the education of the younger generation. The problem of revealing the individuality of each child cannot be solved outside of the activities that are organized in free time from academic work.

Currently, it is necessary, first of all, to take into account the natural needs of younger schoolchildren. It is the satisfaction of these needs (from the position of pedagogical expediency) that should become the basis for their comprehensive development.

Children love to play, they listen carefully (or read themselves) to fairy tales, empathizing with the characters, they love to draw, they want to run, and they readily carry out many assignments.

All children also have a need for mental activity, for cognition, which, however, develops and strengthens only when intellectual tension brings joy and positive emotions to the child, when cognitive activity corresponds to the individual inclinations, interests and capabilities of the child.

Of course, in terms of content, the children’s activities in their free time from lessons should be attractive and correspond to the diverse interests of the child; in terms of organization - rely on the initiative and self-government of children, provide the opportunity to freely choose the content and forms of activity as far as appropriate.

It is important to think about the children’s rest, both indoors and outdoors, since one of the goals of the walk is to satisfy the motor needs of the pupils.

1 Choosing an organized system for junior schoolchildren in an extended day group

The basis of the educational process is the joint activity of the teacher with the students of the classes, which:

Solve educational and educational tasks in their unity;

Creates a natural, relaxed environment for the development of a free creative personality;

Based on the needs and interests of each individual child and each class;

Promotes self-development of the individual, the realization of his creative potential; creates necessary and sufficient conditions for the activation of the individual to solve his own problems;

Has a stimulating nature;

Aimed at developing a positive attitude of students towards socio-cultural values (man, society, nature, etc.) and the value foundations of life (Good, Truth, Beauty).

The most important thing in the work of a teacher is the use of the principle

"Do no harm".Therefore, in my work, I consider the most important thing to be cooperation with children.It is necessary to give them the opportunity to put forward and use new, non-standard ideas.

Goals and objectives:

To form independent cognitive activity of students when planning their work outside of school hours;

To teach students rational methods of perceiving and processing information in extracurricular activities and when preparing homework;

Develop student self-government that promotes students’ acquisition of social experience and the development of their social activity;

Promote the development of independence, initiative, and creativity in a team.

The extended day regimen should be conducive to the successful implementation of educational work in the extended day group, which aims to impart to pupils the fundamentals of a culture of behavior, mental, ethical and aesthetic activity in accordance with the ideal of comprehensive and harmonious development.

The content, forms, methods and means are aimed at solving the problem: to develop and form the cognitive skills of children in an extended day group during active recreation.

Active recreation is a multifaceted activity for students. The main purpose is to fill free time after classes. It appears in individual and collective forms.

The first is fragmented into small parts during an extended day. Collective leisure activities on different days of the week take up to 30% of the time students spend in the extended day program.

The need to introduce the latter into the regime is dictated by considerations of the pupil’s satisfaction in physical activity, as well as the need for communication and emotional release.

The need for movement plays an important role in the development of a child of primary school age. Motor activity has a close connection with the formation of a child’s personality and self-awareness. Children who are forced not to go outside for a long time become irritable, whiny, and touchy.

A teacher who organizes leisure activities has at his disposal a powerful means of influencing students during extracurricular hours.

I use leisure activities in various combinations.

So, I consider it advisable to remove self-preparation from the extended day group mode once a week on the eve of the day off. I have been using this technique every Friday for 5 years now. On this day we take long walks and excursions, and at this time we visit museums and exhibitions.

The series “The City I Live in” is being studied purposefully. The goals set at the beginning of the school year are gradually being achieved. On this day I organize holidays, the results of a collective creative work are summed up.

In the after-school group, the children play enthusiastically and get to know each other quite quickly, changing roles. The role of the leader is learned by almost every child.

We learn games that are calm and active.

For example, quiet games include “Explainers”, “Say a word”, “Cat and mouse”, “Guess who it is?” “Animal Cubs”, “Field of Miracles”, “Make a New Word” and others.

Outdoor games include : “The Third Wheel”, “Hot Potato”, “Dodgeball”, “Hopscotch”, “Rubber Bands”, “Day and Night”, “Red Ink”, “Tag”, “Football” and others.

For many years I have been spending club hours with the pupils of the after-school group. I think through their content in advance, so that they are educational, developmental in nature, and broaden the children’s horizons. At the same time, I plan a variety of topics.

I carry out systematic work to foster independence and a culture of behavior in the after-school group, since external culture largely depends on internal culture. But the external side of behavior also influences internal culture - it forces a person to be self-possessed, collected, and able to control himself.

To do good, you need to make efforts, first of all - mental efforts, you need to tear yourself away, give, and not take. In developing a culture of behavior, a significant place is occupied by the development of skills and habits.

It is in the elementary grades that the foundations of neatness, politeness, accuracy are laid, good manners and the ability to behave culturally are instilled. If basic norms are not instilled in children from an early age, then this gap has to be filled later. The child’s personal experience is still very poor; the child is often impolite only due to ignorance of when, where and how to act.

I consider it my task to help a child master a culture of behavior. After all, the culture of behavior in many cases is closely connected with moral norms. Thus, many specific rules of politeness, attentiveness, and tact are based on the moral principles of society - humanism, collectivism, friendship, responsibility for one’s actions.

The extended day group reflects the good manners of our students like nowhere else. Every month such events as “The ABC of Behavior”, a game - a journey “On the Sea of Politeness”, ethical conversations, performances: “In the theater”, “Polite words”, “Remember about others” are held.

I completely agree with M.P. Osipova, who believes that the main directions of work on behavioral culture are:

1. Behavior at school:a) at recess, b) at school holidays, c) in class.

2. Behavior at home: a) neatness and modesty in clothing, b) the ability to help adults, c) order in the children's corner, d) behavior at the table, e) polite words.

3. Behavior on the street: a) your entrance, b) the yard, c) you are going for a walk, d) the rules of street behavior, e) relationships with adults and peers.

4. Behavior in public places: a) in transport. b) in the cinema, in the theater, in a museum, at an exhibition, c) at a party.

I attach great importance to developing independence skills and the ability to think outside the box, since independence is a special type of activity.

Shalva Amonashvili writes:« Independence is a valuable personal quality, and it needs to be nurtured, developed and formed, but at the same time it needs to be tempered in the fire of morality, children should be aimed at solidarity and mutual assistance».

The essence of the moral basis of independence is that people help each other achieve success, overcome difficulties, and create good for the benefit of society.

General development is the support of independence. To be able to express doubt (with arguments, reasoning), to be able to pose a question, to be able to evaluate the efforts and results of a friend’s work, to be able to plan the line of one’s educational and cognitive activity - this is the focus in nurturing independence.

In the extended day group, independent educational activities (classes, self-study) are organized, where children, mastering the basics of knowledge, acquiring skills and abilities, manifest themselves as students.

In general development classes with the same composition, a different pedagogical situation arises - everyone chooses an activity for themselves in accordance with their interests and developing abilities, so children in such activities are more active and show creativity.

Independence is self-esteem.

The leading principle is the principle of conformity to nature. Here it is advisable to conduct circular conversations.

For example:

1. What I like most about myself...

2. I would like to be...

3. My favorite game...

4. I think my name means...

5. I would like to know about...

6. I feel happy when...

7. I feel sad when...

8. I want to become more...

9. I hope that someday...

10. If I could be some kind of animal...

11. If I could teach everyone one thing, then...

Fostering independence requires organizing children's activities in such a way that will ensure success and effectiveness.

Children act without the direct guidance and control of the teacher. Children must be prepared for independent activities; they must be taught to work in a team without adults. This way they can distribute responsibilities and roles themselves...

Children initially need help in solving a problem, in resolving a conflict.

I like to use communication games in my work.

The significance of these games is especially great when meeting children. These games are appropriate to use during holidays, KTD, as an integral part of an educational event. These games are loved by children and are quickly learned. In the application I indicate the children's favorite games.

I would like to dwell on the self-education of an afterschool teacher. I consider it advisable to constantly monitor scientific advances in this area.

To accomplish the above tasks, I constantly improve my professional level through seminars, close cooperation with families and psychological services, through organizing the interaction of the school’s teaching staff, as well as through preparing and conducting methodological associations, and constantly monitoring news in periodicals.

I consider attending events of colleagues to be a necessary condition for self-education. This is still relevant, because only a specialist in this field can fruitfully contribute to improving the methodological and pedagogical skills of educators through prompt information about literature that reflects the latest pedagogical technologies, advanced pedagogical experience, and new approaches in the organization of public education.

I think that children should be treated like adults, encouraging independence and other qualities necessary for adulthood. I value friendly exchanges that create an atmosphere of trust and respect for the other person's position. It is necessary to maintain mutual understanding in the team, to try to find the relationship between various teachings and theories, usually of a spiritual and humanitarian nature.

I try to maintain a democratic attitude towards children, correctly and skillfully organize everyday life, and fill every day with interesting and useful activities.

Only the correct organization of free time for students in an extended day group forms a comprehensively developed Personality.

2 Organization of children's leisure time

Leisure is the part of non-working time remaining after performing essential duties.

The most common classification of forms of educational work, proposed by V.S. Bezrukova and E.V. Titova - this is an event, a business, a game.

Scientists such as I.P. Ivanov, I Podlasov, N.E. Shchurkov distinguishes the following forms: educational event, collective creative activity, holiday, game.

In my work I rely on the following classification:

Educational event;

Collective creative work;

Holiday;

A game;

Club hour.

The feasibility of such qualification is confirmed by the Orientir experimental model under the leadership of M.P. Osipova.

1) About the need for an organized walk

A walk is an active recreation organized outdoors and consists of games of low and medium mobility.

Walking has a beneficial effect on the functional state of the central nervous system of students.

Conducting a walk requires the same thoughtfulness and preparation as all other activities. It needs to be made meaningful and interesting. And this requires variety in walking, taking into account physical activity, and rational alternation of activities. The alternation of activities increases interest specifically in a collective walk, where the teacher solves two problems at once: to ensure an interesting time spent and to help strengthen the team.

For a number of years I have been leading excursions and long walks.

I divide all outdoor activities into groups:

Natural history excursions (“Forest Kingdom”, “The leaves are falling again in the gardens”, “In the footsteps of birds”, “How beautiful this world is”, “Winter’s Tale”);

Social science excursions (“The work of workers at school”, “The city in which I live”);

Workshop walks (“Red, yellow, green”, “Rules of behavior in nature”);

Creative walks (“Autumn Dream”, “There is in the original autumn”, “The amazing is nearby”);

Pathfinder walks: (“Find the treasure”, etc.)

2) Educational event

Activities include events, classes, meetings with interesting people, excursions.

What are the goals and objectives of each educational event?

The goal is always attitude. But with the help of one event you cannot form an attitude (needs, motives, actions, actions).

The objectives of an educational event are what is real and achievable (emotions, reactions, behavioral actions). An educational event is part of the goal, as a result of all educational work.

Each event follows a specific structure.

The first stage is preparatory, the purpose of which is to make children want to participate in the event.

The task of the second stage: creating a psychological mood, creating readiness for the upcoming work. Here it is advisable to use an introductory word, a musical fragment. The design of the class in which the event is held is important.

The third stage is substantive. On it, the achievement of a substantive result is achieved: children participate in dialogue, listen to the teacher, interact with the world and show their attitude towards it.

The fourth stage is an emotional, clear conclusion of the event. Its essence is to evoke and enhance positive feelings and satisfaction about the event.

The children especially liked the educational activities “Tsvetik-Semitsvetik”, “Let’s compliment each other”, “My rights are my freedom”, “Arithmetic mosaic”, “Rules of an honest dispute”, “Three A’s at a traffic light”.

Over the years, I have structured my educational work in such a way that a variety of forms are combined.

3) Collective creative work (CTD)

MethodologyKTD was developed by I.P. Ivanov.

KTD is a business that is conceived, planned, and carried out by the children themselves for the benefit of their team and the people around them.

The first stage is the preliminary work of the teacher. At this stage, I set a goal, determine the place of CTD in the system of other forms of educational work.

The second stage is collective planning. The teacher conducts a starting conversation, during which it is discussed how and for whom to conduct CTD. Then work is carried out in micro groups - discussing the case.

I help some groups with guiding questions, hints, advice, encouragement, and suggestions to choose from several options. Sometimes disputes arise at this stage.

The third stage is collective preparation, where the final version of the case is developed and assignments are distributed in microgroups. Surprises and interesting finds are encouraged.

The fourth stage is the collective implementation of the plan. Each microgroup demonstrates what they have prepared.

The fifth stage is analysis, which helps to identify the significance of this KTD using questions like:

“What was good and why? What do you need to consider for the future? The main thing is to organize a discussion in small groups and listen to the children’s opinions.

The sixth stage is the continuation of what was started in other forms of activity.

I use KTD in a mixed-age group or with children in second and third grades. The guys love this form of work because here they feel more mature.

In recent years, such KTDs as “Journey on the Sea of Politeness”, “Journey to the Land of Fairy Tales”, “From Winter to Autumn”, “Portrait of a Cultured Person”, “Good Deeds to the Land of Kindness”, “Knowledge Auction”, creative contest.

A competition is a competition between two or more participants in any type of activity.

For example, a holiday crafts competition, a Munchausen “liar” competition, a pantomime competition.

a) Quiz tournament

A quiz tournament is a KTD, which involves a competition in the erudition of several teams and combines the features of a tournament (teams take turns attacking and defending) and a quiz.

Pupils look for and ask questions that involve entertaining tasks and cognitive tasks.

In preparation for the quiz tournament, children are divided into teams, come up with names for them, and agree on the number and topic of questions.

In my work I use the following methods for conducting a quiz tournament: “In a circle” or “Chain”.

Questions on the same topic are asked in turn.

During the game, you should remember that the main thing in it is not the competition “Who is more”, but the ability to work together and harmoniously.

When summing up the results, I note the most interesting questions and thank the most active ones.

When writing questions for educational quizzes, you should adhere to the following rules:

The question cannot be turned into a task requiring a complete answer;

The question must not be stupid;

The question cannot require enumeration;

A question cannot consist of several questions.

In my work I use the following quizzes: “Race for the Leader”, “Running Minutes”; competitions: “Cross-question”, “15 KVA”, “Two Captains”, “How to become a Superman”, “Interesting Questions”, “I Love My Land”.

b) “Knowledge Auction”

This is a CTD that combines collective cognitive play and competition.

Children invent and secretly make several giant objects for others.

When preparation is complete, all items are put up for auction.

An assistant is selected who will count points, reminiscent of the rules of the game: an item can be purchased by any team in exchange for knowledge.

The team that put it up for auction can purchase the item. Consequently, even a weak but friendly team can win.

In my work I use the following “Knowledge Auctions”: “Vegetables and Fruits, “Games and Toys”, “Fairy-Tale Characters”, “Magic Words”, “Name Auction”.

It is quite logical to use the auction as an integral part of holidays and intellectual games.

c) Creative competition

A competition is a competition between two or more participants in any type of activity. There is a reward for winning the competition. I think it makes sense to reward kids with interesting cards. So, luck cards are successful. Even after several years, the child remembers some kind of prize.

CREATIVE COMPETITION -means original, non-standard. Here participants compete in activities that are characterized by creativity.

I use the following competitions in my work: “If I were a wizard”, “Eloquence”, “Cobweb”, “Five Minute Scholars”, “Profession Fair”, “Space Menu”, “Letter about People to Residents of Other Planets”, “Travel to the Country” Landscape".

When organizing a creative competition, scientists (S.P. Afanasyev, S.V. Komorin, A.I. Timonini, others) name 10 main components of success that should be remembered.

This:

interestingtasks;

beautifuldecor;

materialsecurity;

musicalaccompaniment;

resourcefulleading;

competentjury;

emotionalspectators;

executiveassistants;

Prepared thinkersteams;

prizesForspectators.

The most difficult thing in the competition is to come up with tasks that should awaken the imagination.

The competition begins with an introductory speech by the presenter. In conclusion - words of gratitude to all participants.

The following competitions were the most interesting: “Cobweb”, “Red, Yellow, Green”, “Easy as Easy”, “Warm-Up”.

d) Holiday

A holiday is a special form of educational work, including various types of children’s activities. Therefore, the holiday is considered the core form of work, around which and in close connection with it, CTD, events, games, etc. are organized.

My students prepare for the holiday with great desire: they come up with costumes, love surprises, surprises, and unique prizes.

It is very important that every child is able to demonstrate their talents, abilities, and hobbies. It is necessary for the child to be able to feel his importance.

I.P. Ivanov gives an apt definition of the holiday:

“A holiday is the active attitude of children, their creative participation in organizing and holding the celebration, in all games, inventions, and fun. The holiday is a complex of educational, sports, and gaming activities. And the main thing - in each of them - is creativity, invention in design and in the deeds themselves."

Children are most happy about the holiday when they learn something new and when they make their parents happy. Often it is at a holiday that a child asserts himself.

It is possible to satisfy these wishes of children if:

The content and form of the holiday corresponds to the age of the children;

The holiday is the result of a certain practical activity of children and adults;

The holiday acts in unity with other forms of educational work (conversation, excursion, KTD and others) and is the core activity around which group and individual activities of children and adults unfold.

As for the content of the holiday, it involves a variety of activities (games, songs, dances, competitions, etc.)

I think it is advisable to make the holiday bright and memorable.

Everyone must be given the freedom to choose a role, occupation, and method of action.

When holding a holiday, it is necessary to take into account important aspects of preparing and holding the holiday.

Often what is important for a child is the preparation for the holiday, and not the holiday itself. It is important for children of primary school age to be significant and appreciated by their elders: parents, teachers, educators, as well as the school administration.

I consider it necessary to evaluate and encourage each child - after all, praise is important for children of this age.

Invitation for guests

Children take making invitations very seriously. Most often they make postcards. Sometimes their parents help them.

Contents and organization of the holiday

Its organization also corresponds to the content of the holiday: all participants in the holiday should have fun, joy, and comfort, so impromptu is important. This does not mean that there should be no “blanks”. They are needed, but in moderation.

End of the holiday

To be successful, the end of the holiday should be no less bright and attractive than the beginning. The guys really love to take pictures as a souvenir.

It is not for nothing that in the explanatory dictionary, along with other definitions of the holiday, the following is listed:a day of joy and celebration about something. Holidays are always associated with joy.

Particularly interesting and loved by children are such holidays as “Toy Day”,
“Golden Autumn”, “Fairytale Day”, “Christmas Gatherings”, “Maslenitsa”.

d) Game

Many scientists have devoted their research to the study of children's play. The authors are unanimous thatplay is an internal need for children to be active, a means of understanding the world.

"In childhood, as A.S. said Makarenko,play is a norm of life, a child plays even when he is doing something serious». That is why play is the main activity of my students.

Each game performs certain functions. The game contains great educational opportunities, as it is always welcome.

Play, especially role-playing, has a huge impact on a child’s development: the motivational-consumer sphere, overcoming “Cognitive egocentrism.”

Games create great opportunities for developing children's organizational skills and abilities.

A. Einstein said:“Understanding the atom is child's play compared to understanding child's play. If you think about what makes your life boring and monotonous, you will most likely have to focus on the main reason - lack of variety. Any game makes a child’s life richer, expanding experience far beyond what can be experienced in everyday life. Games help a child master many useful functions, develop abilities and important qualities in life. But the main thing he learns in the game is to be human.

Adults should approach the game more carefully and be more patient.”

I completely agree with scientists such as M.P. Osipov and I.A. Melnichuk, who divide the games as:

Cognitive:Andgame competitions, travel games, “Field of Miracles”, “Lucky Chance”, “Discord”, “Oh, Lucky!”, “Who Wants to Get a Prize”, etc.

- Intelligent:Small logic tasks for children. These include puzzles and crosswords.

At first glance, it seems that their implementation is not difficult for the child. In fact, they strain all their minds and strength to solve the problem, and not all of them succeed. Therefore, it is especially important to approach children very individually, taking into account the child’s level of development; Games should be diversified in terms of difficulty so that each student feels important and can demonstrate their intelligence.

It is necessary to give a significant amount of time for reflection, and not to rush into an answer.

Role-playinggames for younger schoolchildren have their own characteristics. For example, they are short in duration and involve a small number of people.

My students enjoy playing games: “School”, “Shop”, “My Family”.

MovableGames are not only a form of active recreation for children, but also a means of introducing a child to a healthy lifestyle.

The favorite outdoor games of children in the after-school group for many years have been games with a ball and a jump rope.

I consider it advisable to involve children in active, emotional games and competitive games, relay races, which develop their ingenuity, intelligence, speed of reaction, and reduce stiffness and emotional inhibition.

In my work I use games such as “Trappers”, “Fishermen”, “Change”, “Colors”, “Storks”, “Turtles”, “Traffic Light”, “Cosmonauts”, “Don’t Take Black and White”, “Yes and no, don’t say”, “Stand still”, “Squirrels, nuts, cones”.

Throughout life, a person should be given a choice of actions in certain life situations and helped to form moral experience.

The teacher of an extended day group needs to skillfully direct the children’s activities and actively fill the “free space”.

I believe that those who adhere to the following principles in their work will be able to create and consolidate positive patterns of behavior:

Diagnosis and regulation of behavior of younger schoolchildren.

Moral and humanistic orientation in work.

Understanding and sympathy. This is especially important when working with children from single-parent families.

Timeliness of psychological and pedagogical assistance and support.

Involvement in collective activities.

Creating situations in which the child can achieve success, using all incentives.

I would like to end with the words of François Villon:

Who looks at himself -

sees his face,

Who sees his own face -

knows his worth

Who knows his own worth -

he is strict with himself

Who is strict with himself -

he is truly Great.

List of sources used

Agapova I.A., Davydova M.A. Modern holidays: Scenarios of educational affairs in elementary school. - M. TC Sfera, 2004
Kovalko V.I. Health-saving technologies in elementary school. 1-4 grades. M.: "VAKO", 2004
Minskin E.M. Games and entertainment in an after-school group: A manual for teachers. - M.: Education, 1983
Osipova M.P., Butrim G.A., Melnichuk I.A. Working with parents: A manual for primary school teachers in general education institutions. - Mn.: Ecoperspective, 2003
Osipova M.P., Kozlovich S.I., Panasevich Z.M. Education: Allowance. - Mn.: Book House; Ecoperspective, 2004
Popova I.N., Isaeva S.A., Romashkova E.I. Organization and content of work in an extended day group: Primary school. - M.: Iris-press, 2004