Socio-gaming approach to education and training

Representations of the features of the socio-play style of learning developed in the 1970s as a result of combining two areas of pedagogical research ^[6] :

• the experimental practice of the same age primary education, created at the 91st school in Moscow by the staff of the Laboratory of the younger student of the Scientific Research Institute of Psychology of the Academy of Pedagogical Sciences of the USSR E. E. Shuleshko and L. K. Filyakina;
• adaptation to the conditions of ordinary lessons in any school subject of theatrical pedagogy and theatrical "theory of action" techniques developed by P. M. Ershov based on the system of K. S. Stanislavsky (which was done by the staff of the Theater Laboratory of the Institute of Art Education (IHO) of the Academy of Pedagogical Sciences of the USSR A P. Ershov and V. M. Bukatov ).

In the course of the work, the usual ideas about the tasks of theatrical pedagogy at school were qualitatively rethought. In particular, the emphasis was shifted from the "acting" skills of the teacher to his ability to understand his behavior and understand the behavior of children:

“The school does not need theatrical expressiveness that pedagogical universities appeal to, inviting professional actors or teachers from theatrical universities to work with students. Directors on the stage seek to show the struggle of ideas and opinions. And the sharper the struggle, the more expressive. At school, the “struggle” of ideas, opinions, and interests proceeds quite differently: the quieter and more careful, the more useful and effective. In the theater, a good actor expresses himself in an image. A good teacher is busy with another. He captures the images with which the child is trying to express himself. The teacher is a mirror, not a pose in front of him ” ^[7] .

By the 1980s, the practice of socio-gaming approaches took shape and became widespread in many regions of the USSR; by the beginning of the 1990s, its current name was assigned to it and the first printed works dedicated to it were published ^[8] .

In different years, teachers-researchers made a significant contribution to the development of socio-gaming approaches: L. K. Filyakina, S. V. Plahotnikov, M. V. Gankina, N. V. Zherebilova, L. P. Anshukova, and O. P. Travina et al. Toward the end of the 1980s, A. P. Ershov - Head. Laboratory of the Theater of IHO RAO - began to collaborate with the international association Drama in Education, exchanging experience in the widespread use of theater art in the school ^[9] .

Thus, the “socio-gaming approach” can be considered, firstly, as one of the Russian versions of the international movement “theater in education” ( English Theater in education ). Secondly, it is closely connected with the principles and practice of contemporary education , making up one of its important aspects (in any case, in the pedagogy of EE Shuleshko ) ^[10] . On the third hand, the socio-gaming approach has established itself as a tool for accumulating and rethinking various professional and cultural experiences for pedagogical purposes (the initial repertoire of games and pedagogical techniques over the past few decades has been constantly enriched by theater, folklore, children’s, didactic and other games, numerous elements of the successful experience of many teachers, opening up new professional opportunities for teachers).

• The motor activity of students ^[12] .
• Change of staging, roles, tempo-rhythm in the lesson.
• Work of students in small groups ^[13] .

The key tasks of the teacher in the lesson or the tutor in the lesson are directly related to these rules: “move, see, hear yourself; move, see, hear others ” , as well as the principle of withdrawing from the teacher an evaluating, judicial role and transferring it to students ^[14] .

From the point of view of the creators and followers of socio-gaming approaches to learning, the specificity of pedagogical work arises when the teacher’s work is based on his attention to interaction with children, their communication with each other and with the teacher.

In this case, methods that allow one to “get a grasp” in the behavior of others and control one's own behavior are especially relevant. Thanks to them, teachers in the planning and implementation of their actions can foresee the variability of the possible responses of students. One of the means of understanding the “language of action” is five parameters from the theatrical theory of action ^[15] , developed by P. M. Ershov :

1. nature of distribution of the initiative: offensive-defensive pedagogy or pedagogy of trust ;
2. nature of interaction: positional or business style of relations;
3. ideas about the community of interests: friendliness or hostility of behavior;
4. image of the balance of power: a demonstration of strength or weakness ;
5. informative orientation of training: to obtain or issue information? ^[sixteen]

Along with this, the focus of attention is on the direction of verbal actions ; in this case, more complex methods of influence are reduced to eleven initial more simple, “initial”, a kind of “alphabet” of verbal actions ^[17] :

1. call - the impact on attention ;
2. encourage / shorten - the impact on the feelings (emotions) of the partner;
3. to warn / surprise - impact on the imagination ;
4. recognize / affirm - the effect on memory ;
5. explain / get off - the impact on thinking ;
6. order / request an impact on the will .

The system of these and other parameters allows the teacher to analyze and consciously change their behavior depending on the educational tasks and their understanding of what is happening with the students.

• Get ready for your own mistakes.
• Do not “chew” the meaning of the assignment.
• Pay attention to interesting surprises.
• Learn to see valuable clues in childhood failures.
• Learn to enjoy the noise.
• Try not so much to teach and teach as to listen to your students
• Try to see in front of you in the lesson, not the only goal, but the many possible ones ("If you chase after 133 hares, you look, you can catch a dozen) ^[18] .

The socio-gaming approach aims to improve the usual educational activities in schools and kindergartens by restoring students' lively interest in what is happening in the classroom and returning teachers to believe in themselves, in their individual intuition ^[19] .

The creators of socio-game pedagogy believe that to make the learning environment more human and appropriate for the child's psyche is often helped not so much by teachers that are incomprehensible to teachers, as “well-forgotten old”. In this case, we are talking about a return to tradition, not officially ministerial, but people's-human. The focus is on the restoration of the natural interconnections of the pedagogy of cooperation and the pedagogy of the people and such an interpretation of the pedagogical classics that becomes effective when modern readers come to the ideas expressed by great educators independently ^[20] .

On the other hand, the socio-gaming approach advises teachers to return to the past more often, recalling themselves at school age in order to sympathize with the conditions in which modern children have to work ^[21] . On the whole, the socio-gaming approach advocates the rehabilitation of the teacher’s methodological independence, presenting his methods and techniques as not a model, but resources, a “ground”, the basis for independent methodological searches and professional development.

“The union of children with adults begins with equality of interest. In order for children to become interested in any game exercise, the teacher himself, who gives game commands, should be enthusiastic. And this happens when he is pulled up, assembled, ready to laugh, get upset, worry, make mistakes and correct himself along with the children doing the exercises. Then equality arises in the game, then union also arises ” ^[22] .

“For socio-game pedagogy, first of all, it’s important ... to remove the fear of error from the teacher. And fear disappears in a situation of cooperation, equality and a benevolent attitude towards the mistakes of employees. <...> "The infallible know-it-all" is closed to new information, it only needs to confirm its significance and infallibility. And our task is to change this position to the position of the student. The first stage of classes in socio-game pedagogy pursues precisely this chain - to enable <...> from the inside to see what is happening with those we teach, to look at ourselves from the outside ” ^[23] .

“A child must try and try a large number of decisions in practice, and he will be able to judge their feasibility only if possible to compare himself with others, and the results of his actions with the successes or failures of other children ... Such an assessment worked out by his own efforts is much more useful for the child’s development than the assessment of "good" and "not good" by the teacher. Therefore, from the standpoint of the socio-gaming approach, teacher explanations, prescriptions, and evaluations of children's actions are the least desirable way of organizing their work and communication ” ^[24] .

• Bukatov V.M., Ershova A.P. I am going to a lesson: A reader of playing techniques of instruction. M .: First of September, 2000.
• Bukatov V.M. Secrets of didactic games. Psychology. Methodology Discipline. SPb: Speech, Educational projects 2010.
• Bukatov V. M., Gankina M. V. Directing school everyday life in fictional short stories, unexpected tips and boring recommendations / Library of “First of September” (6 issue). M., 2006 / El publ. http://setilab.ru/modules/article/view.article.php/197
• Bukatov V. M. Shishel-mous took and left. The handbook of the educator on socio-gaming technologies in senior and preparatory groups of the kindergarten. St. Petersburg: Agency for Educational Cooperation, 2008.
• Bukatov V. M., Ershova A. P. Non-boring lessons in physics, mathematics, geography, chemistry and pedagogy. Handbook of socio-game pedagogy. K .: School of Light, 2005.
• Bukatov V.M., Ershova A.P. An anthology of socio / game learning techniques in primary school lessons. St. Petersburg: School League, 2013.
• Bukatov V.M., Ershova A.P. Non-boring lessons. A comprehensive presentation of the socio / gaming learning technologies. St. Petersburg: School League, 2013.
• Gankina M.V. Grammatical kit. Emergency spelling assistance. M .: Genesis, 2010.
• Gankina M.V., Ershova A.P. About how useful it is for a teacher to visit the pupil’s shoes. Workshop on pedagogical skills. M .: Chistye Prudy, 2008.
• Ershova A.P. Lessons from the theater at lessons in the school: Theater training for schoolchildren I — XI classes. M., 1990.
• Ershov P. M. The Art of Interpretation: in 2 books. Dubna, 1997
• Ershov P. M., Ershova A. P., Bukatov V. M. Communication in the lesson, or Directing teacher behavior. 2nd ed. M .: Moscow Psychological and Social Institute, 1998.
• Ershova A.P., Bukatov V.M. Directing the lesson, communication and teacher behavior. M .: Flint, 2006 (and subsequent editions).
• Ershova A.P., Bukatov V.M. Return to talent: Educators on the socio-play style of work. Krasnoyarsk, 1999.
• Ershova A.P., Bukatov V.M. Theater stage of school didactics / El. publ. http://biblioteka.teatr-obraz.ru/page/ershova-ap-bukatov-vm-teatralnye-podmostki-shkolnoy-didaktiki-istoriya-socioigrovoy-pedagogiki
• Ershova A.P., Gutina O.M. Teacher as a student. Fundamentals of socio-gaming seminars for teachers / email. publ. on the website of the Theater Library: http://biblioteka.teatr-obraz.ru/page/ershova-ap-gutina-om-uchitel-v-roli-uchenika-osnovy-socioigrovyh-seminarov-dlya-pedagogov
• Pocket Encyclopedia of Socio-gaming Techniques for Teaching Preschoolers: A Reference Guide for Teachers of Senior and Kindergarten Preparatory Groups / Ed. V. M. Bukatova. SPb: educational projects; M .: Research Institute of School Technologies, 2008 (and subsequent editions).
• Rusakov A. S. The era of great discoveries in the school of the nineties. SPb .: Educational Cooperation Agency, 2005 / El. publ. http://altruism.ru/sengine.cgi/5/7/8/22/5/5/7
• Manual corner. Book one. About the general organization of the life of children and adults in kindergarten and elementary school / ed. A. Rusakova, M. Gankina. SPb .: Educational projects, 2011.
• Filyakina L.K. Mathematical Variations. M .: MCCNMO, St. Petersburg: School League, 2013.
• Shuleshko E. E., Ershova A. P., Bukatov V. M. Socio-game approaches to pedagogy. Krasnoyarsk, 1990.
• Shuleshko E. E. Understanding literacy. Book one. Conditions for success. SPb .: Educational projects, 2011.

Internet Resources

• Open Lesson website: http://www.openlesson.ru
• Class Theater website: http://www.klass-teatr.ru
• training course "Pedagogy as the direction of children's interest": http://setilab.ru/modules/courses/view.category.php/6