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17CLASSIFICATION AND RECOMMENDATIONS ON USING GAMES TO DEVELOP SPEAKING SKILLS OF PRESCHOOL
LEARNERS Ayubova S.M.
Ayubova Saida Musadjanovna - Teacher, DEPARTMENT OF ENGLISH, GULISTAN STATE UNIVERSITY, GULISTAN, REPUBLIC OF UZBEKISTAN
Abstract: the article provides a classification of games used in teaching preschool students to speak, and also provides brief recommendations on each point of the proposed classification of games. It turns out that play takes the form of an activity oriented towards the zone of proximal development, combining a pedagogical goal with an attractive content and form for the child.
Keywords: game, speaking skills, preschool learner, methodology, classification.
The methodology for conducting direct educational activities in a preschool institution should be built taking into account the age and individual characteristics of the structure of the linguistic abilities of children and be aimed at their development. Communication in a foreign language should be motivated and focused. It is necessary to create in the child a positive psychological attitude to foreign language speech, and the way to create such a positive motivation is to play. Play is both a form of organization and a method of teaching; it creates favorable conditions for mastering language skills and speech skills. Playing in teaching a foreign language does not oppose educational activity, but is organically linked to it. Games in direct educational activities should not be episodic and isolated. An end-to-end play technique is needed that combines and integrates other activities in the process of language learning [1]. The game methodology is based on the creation of an imaginary situation and the adoption by a child or teacher of a particular role.
Educational games are divided into situational, competitive, rhythmic-musical and artistic.
1) Situational are role-playing games that simulate communication situations on a particular occasion. Role-playing is a play activity during which children play certain roles, various life situations are played out, for example, a seller-buyer, a doctor-patient, an actor and his admirer, etc. They, in turn, are divided into games of a reproductive nature, when children reproduce a typical, standard dialogue, applying it to a particular situation, and improvisational games that require the application and modification of various models.
2) Most games that promote vocabulary and literacy are considered competitive. The winner in them is the one who has the best command of the language material. These are all kinds of crosswords, '' auctions '', board-printed games with linguistic tasks, command execution. Crosswords can be on any topic: animals, fruits, vegetables, furniture, toys, etc. There are different teams. In the classroom, children can play the game: "Simon says" -the purpose of this game is to develop cognitive interests. Children stand next to the teacher. The task of the children is to follow the commands of the teacher. For example: Hands up! Sit down! Jump! Run! Etc. In the course of this game, lexical material of various topics is used.
3) Rhythmic-musical games are all kinds of traditional games such as round dances, songs and dances with a choice of partners, which contribute not so much to mastering communication skills, but to improve the phonetic and rhythm-melodic aspects of speech and immersion in the spirit of the language, for example: " Nuts and May '', "What's your name", "I like my friends", "Heard, shoulders, knees and toes", etc.
4) Artistic, or creative, games are a type of activity that stands on the border of play and artistic creativity, the path to which lies for the child through play. They, in turn, can be
divided into: dramatizations (ie staging small scenes in English) "In the forest" - for example: a chanterelle and a bear meet in the forest, and a little dialogue is played out (Hello! I'm fox. I can run. I like fish); "Little Red Riding Hood" and others; visual games (graphic dictation, coloring pictures, etc.); verbal and creative (collective composition of small fairy tales, selection of rhymes).
When choosing or inventing a game to be included in the lesson, the following rules must be observed: 1) Before starting the game, answer the following questions: what is the purpose of the game, what should the child learn in it? What speech action should he perform? 2) Having answered these questions, try to turn into a child yourself and come up with an interesting situation in which a statement according to such a model could arise. 3) Think about how to describe this situation to the child in such a way that he immediately accepts it [2].
In conclusion, we note that in the conditions of preschool education, the teacher cannot only be the organizer of the game - he must play with the child, because children play with great pleasure with adults and because the game atmosphere is destroyed under the gaze of an outside observer.
References
1. Гусева Л.П. Играем, учим, мастерим - мы английский знать хотим. Ростов на Дону: Феникс, 2009.
2. Трофимова Г.С. Педагогические основы обучения иностранным языкам. Ижевск: изд-во Удмуртского университета, 1999.
О ПРАВОВОЙ КОМПЕТЕНТНОСТИ ПЕДАГОГОВ-ПСИХОЛОГОВ В КОНТЕКСТЕ ИХ ПРОФЕССИОНАЛЬНОЙ ПОДГОТОВКИ В ВУЗАХ Слепнев С.А.
Слепнев Сергей Алексеевич - студент-магистрант, кафедра непрерывного психолого-педагогического образования, Институт гуманитарных наук Ивановский государственный университет, г. Иваново
Аннотация: в данной статье рассматриваются особенности профессиональной подготовки педагогов-психологов, а также правовая компетентность как составная часть такой профессиональной подготовки.
Ключевые слова: психология, право, профессиональная подготовка, педагог-психолог.
