The introduction in kindergartens of the systematic teaching of children in the classroom as the main form of organizing the mental education of preschoolers was the most important stage in the development of domestic preschool didactics. The number of classes for different age groups is determined by the “Kindergarten Education Program”. The organization of their conduct requires the definition and observance of hygiene standards and correct
the use of pedagogical tools - techniques, methods, teaching aids. The main structural components of the lesson are:
organization of children, or the introductory part of the lesson, when it is necessary to focus the attention of children, to arouse their interest in upcoming activities;
the main part of the lesson, which provides for the actual process of transferring knowledge to children and their active activity;
the final part, connected with summing up the results of children's activities, analysis and assessment of the completed children's work.
It is important to remember that at each lesson the teacher carries out interrelated tasks of education and training. So, teaching children the ways of drawing, he teaches them to consistently analyze the subject, describe what they see, talk about the methods of action, carefully use paint, not interfere with a friend, clean everything up at the end. Therefore, in the classroom on visual activity, you can find out what the children's ideas about the outside world are, how freely they express their thoughts, what is their vocabulary.
You can learn about the level of moral ideas of children from statements, remarks, when evaluating the work performed, etc. Therefore, in each viewed lesson, as in a mirror, the level of work with children in all sections of the program will be reflected. Three conditions determine the success of the teacher's training: good knowledge of the program, mastery of teaching methods, knowledge of the age and individual characteristics and capabilities of children in their group. AAAAAAAAAAAAAAAAAAAAAAAAAAA
To control the teacher and provide him with methodological assistance, the head must know the programs of all age groups and teaching methods, understand the psychophysiological characteristics of preschool children, be aware of new scientific research and advanced pedagogical experience.
6. Models and types of education for preschool children
Modern models of preschool education: traditional (authoritarian, educational and disciplinary model) and personality-oriented. Traditional: the goal is to equip children with knowledge, abilities and skills (ZUN), instill obedience, reproductive activity. The results of preschool education were assessed by the amount of knowledge: it was believed that the more "invested" in the child, the more successfully he was taught.
A distinctive feature of the educational and disciplinary model was the uniformity of the content, methods and forms of teaching, i.e. training was carried out according to uniform programs, curricula and manuals. Methods of communication - instructions, explanations, prohibitions, demands, threats, punishments. The task of the teacher is to implement the program, to meet the requirements of the leadership and regulatory authorities. The child is the object of the application of the forces of the educational system. The center of the pedagogical process is the frontal forms of work with children, the classroom-lesson system, the activity of children is suppressed, the game is strictly regulated and infringed upon. Results: mutual alienation of adults and children, loss of initiative by children, negativism.
The acute need of modern society for people with independent, creative thinking prompted scientists (Sh.A. Amonashvili, V.V.Davydov, V.A. ... The purpose of such training is to develop intellectual; spiritual, physical abilities, interests and motives of activity, including educational (i.e., the personal development of a child), finding himself as a unique individuality. To achieve this goal, a child, starting from the early years of life, should maintain a desire to join the world of human culture by mastering the means and methods that are transferred to him, necessary for this initiation. The teacher needs to organize children and involve them in an active process of solving cognitive and practical problems, during which each child could feel his growth, the joy of creativity and improvement.
The personality-oriented model of interaction between the teacher and the child has its own pedagogical technology: the transition from explanation to understanding, from monologue to dialogue, from social control to development, from management to self-government. At the same time, training is implemented in joint activities, cooperation between the educator and the children, in which the educator is an assistant, advisor, senior friend
Modern researchers note that the actual upbringing and educational process in kindergarten involves the construction of a model of personality-oriented interaction between a teacher and a preschooler based on the following positions of its participants:
subject-object model - an adult is in relation to children in the position of a teacher, setting certain tasks for them and proposing specific ways and actions to resolve them;
object-subjective model - an adult creates the surrounding developmental environment, a kind of objective world in which children act freely and independently;
subject-subject model - the position of equal partners included in common joint activities.
All the presented models take place in the real pedagogical process of preschool educational institutions, and their use depends on the need to solve various educational and educational problems. In this regard, in modern works, various forms of organizing the learning process are considered, associated with these positional models and are subdivided into three types, respectively:
1. Direct acquaintance of children with the means and methods of cognition or reflection of the surrounding reality.
Direct teaching - the educator defines a didactic task, sets it for the children, gives a model for implementation, in the course of completing the assignment directs the activity of each child to achieve a result.
2. Transfer of information from children to adults, when children act independently, and an adult observes their activities.
Methods of activity. A problematic situation is created, which the child cannot solve with the help of existing knowledge and skills, including cognitive ones. To do this, he must turn over his experience, establish other connections in it, master new ZUN3. Equal search by adults and children as subjects of activity for a solution to the problem through observation, discussion and experimentation.
Indirect learning consists in the fact that the teacher organizes the subject-material environment on the basis of the collected data on the development of children: he sequentially selects certain means with which to optimize the process of mastering new ZUN (books, toys, etc.). Then it is necessary to include these means in the activities of children, enrich its content, influence the development of communication, business cooperation. (for example, the children exchange their impressions about where they were in the summer, and the teacher takes out an atlas and visually searches, examines and studies together).
The main structural components of the lesson are:
1. Organization of children, or the introductory part of the lesson, when it is necessary to concentrate the attention of the children, to arouse their interest in the upcoming activity.
The main didactic tasks, which are set and solved by the teacher at the beginning of the lesson, are to arouse interest in the content, to collect the attention of children and to formulate the task in an accessible way. An effective method of attracting the involuntary attention of children is the play method. The organization of activities in the conditions of creating a play situation is most consistent with the capabilities and characteristics of preschoolers. In the conditions of the game, it is easier for the teacher to activate the attention of children, to keep it on the proposed content.
2 .Main part classes, providing for the actual process of transferring knowledge to children and their active activities.
In accordance with the goal, a work plan is built, a search for a solution is deployed, the definition of the existing knowledge, skills, and those that have to be learned to achieve the goal. The practical stage of the lesson corresponds to the plan and educational program objectives.
3.The final part , associated with summing up the results of children's activities, analysis and assessment of the completed children's work.
At the end of the lesson with preschoolers, the general result of cognitive activity is formulated. It should be ensured that the final discussion was the result of the efforts of the children themselves, encouraging an emotional assessment of the lesson.
In the final part, an assessment of educational activity, educational skills of the group as a whole, as well as individual children is given / differentiated assessment of activity can be introduced already in the middle preschool age.
Methods:
1. Visual methods include organizing observations; display of objects, paintings, illustrations; the use of TCO and teaching aids.
2. Verbal methods are used in close connection with a word, an explanation. With the development of visual-figurative thinking in older preschool children, demonstration is replaced by explanation, and the teacher more often uses the method of explanation, storytelling, conversation, reading.
3. Practical methods are associated with the application of knowledge in practical activities, the mastery of skills and abilities through exercises.
4. Game methods - didactic games, dramatization games, outdoor games, episodic game techniques (riddles, imitation exercises, game actions, etc.).
FEMP techniques:
1. Demo (usually used when reporting butout knowledge).
Instruction (used in preparation for independentwork).
Explanation, indication, explanation (used to prevent, identify and eliminate errors).
Questions for children.
Verbal reports of children.
Subject-practical and mental actions.
Monitoring and evaluation.
Requirements for the teacher's questions:
accuracy, concreteness, laconicism;
logical sequence;
variety of wording;
a small but sufficient amount;
avoid prompting questions;
skillfully use additional questions;
give children time to think ...
Requirements for children's answers:
short or complete, depending on the nature of the question;
to the question posed;
independent and conscious;
precise, clear;
loud enough;
grammatically correct ...
Types of physical education minutes:
1. Poetic form (it is better for children not to speak, but to breathe correctly) - usually performed in the 2nd junior and middle groups.
2. A set of physical exercises for the muscles of the arms, legs, back, etc. (it is better to perform with music) - it is advisable to carry out in the older group.
3. With mathematical content (used if the lesson does not carry a large mental load) - it is more often used in the preparatory group.
4. Special gymnastics (finger, articulation, for the eyes, etc.) - is regularly performed with children with developmental problems.
MADOU Kindergarten number 27 "Hope"
urban district city Oktyabrsky RB
"The structure and methods of conducting organized educational activities at FEMP"
Compiled by S.O.Saitova, educator
the highest qualification category
Oktyabrsky, 2017
the technical performance of the actions necessary in a particular case, brought to perfection through constant repetitions. Skills - the ability to independently perform specific actions using acquired skills. Knowledge is a reflection of the surrounding reality by a preschooler in the form of assimilated concepts.
The originality of teaching children of early preschool age. The high rates of development of preschool children, including mental development, require differentiation of learning in different age groups. At the same time, the originality of teaching is manifested in the main components of the educational process: its content, structure, methods and forms of organization.
In the first year of life, the main tasks are: the development of the child's sensorics, that is, the formation of sensations and perceptions: visual, tactile, auditory; development of objective actions; development of movements; development of children's speech.
In the process of solving these problems, under the teaching influence of adults, children need to develop the ability to recognize objects, understand the speech of an adult, actively use some sound combinations and the first words. The process of teaching children in the second year of life becomes more purposeful and systematic. In the course of training, the same tasks are solved as in the first year of life. However, the orientation of children in the environment becomes more specific. Children learn to distinguish and name objects in their immediate surroundings, to highlight some, especially clearly presented qualities, to recognize plants, to carry out various actions with objects.
The whole process of the formation of ideas takes place in indissoluble unity with the mastery of speech. An important section of training at this stage is musical education and the development of basic movements. In a word, the content of teaching children of the second year of life acquires a versatile orientation. It provides the first orientation of children in the world around them, the development of their speech and the formation of initial cognitive and practical skills and abilities.
Forms and methods of teaching young children. Early age is a very important stage in the life of a preschooler. From the moment of birth to the end of the primary preschool age, the child manages to do a gigantic work: he learns to handle various things around him, to walk, to establish emotional contact with loved ones (parents, older brothers and sisters, teachers of junior preschool institutions), to understand his native speech, acquires initial skills communication. It is very important that by the end of this period the child already feels himself as an independent person, and not only as a part of the surrounding reality. The concept "I myself" is already available to him.
In the structure of the process of teaching children of this age, parts are clearly distinguished, aimed at solving two problems: orientation of children in new objects, their properties and actions with them; subsequent development of ideas and actions.
To solve the first problem, an adult uses examination (observation) of objects, pictures and demonstration of actions with toys and objects, accompanying all this with a clear naming and explanation. In the course of observing and perceiving the course of action, children are encouraged to actively use the word. In kindergarten, these classes are held with small subgroups 2-3 times during the day.
At the same time, the organization of independent activities of children with objects and toys continues. At the same time, an adult continues learning, if necessary, uses both "joint" action - with the subject, and the demonstration of the action, accompanying them with a word. However, it is necessary to support and encourage the independence of children. The initial demonstration of actions with an object is carried out fractionally - the demonstration of one of the operations is accompanied by the organization of the child's actions. Then a holistic display is possible with the subsequent adjustment of the child's independent activity. As a result, by the beginning of the third year of life, the elementary foundations of the initial educational skills are formed in children: acting on the instructions of adults, master the content offered to them.
During preschool childhood, the child must acquire a certain amount of knowledge, abilities and skills. Knowledge is the result of cognitive activity, and therefore their nature is determined by the nature of knowledge of preschoolers. The development of preschool children presupposes their constant interaction with the world around them. This interaction should be as diverse as possible so that the preschooler can realize his abilities and creativity as successfully as possible.
It is important for educators and educators working with preschool children to know that their main task is not to "fit" children to master learning skills, but to create favorable conditions for the development of their abilities and even talents. In this case, the types of education that are most suitable for preschoolers should be used. It can be a variety of educational games, staging children's performances, classes in circles on various topics. Teamwork is very important.
An essential feature of the cognitive activity of preschoolers is its visual-effective and visual-figurative character. Therefore, the knowledge of preschoolers exists in the form of representations, images reflecting cognized objects, phenomena, some of their features, the child's actions with them. In this regard, the child's knowledge is characterized as fragmentary, incomplete, fragmentary, poorly generalized, not related to each other.
The organization of the process of teaching children is based on the leading principles of didactics. Their use is due to the age and psychophysiological characteristics and capabilities of children of this age. As in school, teaching in kindergarten is aimed at the all-round development of the child's personality. Influencing the formation of the leading types of activities of children - games, educational, cognitive, labor, visual - training becomes the most important means of comprehensive education of the child's personality. A specific feature of teaching in kindergarten is the relationship between learning and the daily activities of children, their play and work.
The decisive role of visual-effective and visual-figurative thinking of a preschooler puts forward the principle of visibility to one of the leading places in the organization of teaching. Its significance is enhanced by the nature of the preschooler's knowledge, the main content of which is formed at the level of ideas as a result of direct perception of objects and phenomena of social life and nature, observation of the activities of adults. It is very important to know that in a new environment, a child learns to follow generally accepted rules by the example and reminder of an adult (teacher, educator). It is necessary to purposefully consolidate the already familiar rules of communication with adults, such as the need to say hello, to say goodbye, to show a polite and benevolent attitude towards acquaintances, loved ones, parents, educator.
The principle of activity and independence is associated with the use of such techniques and teaching methods in which the child feels the need to more fully and deeper learn the world around him. At the same time, he shows an active desire for independent actions. This is expressed in the fact that he is persistent in the implementation of the planned affairs, seeks to learn new actions, to acquire new knowledge. Using this principle, it is important to encourage a preschool child to ask questions about himself, his loved ones, about the world around him, as well as develop the ability to speak out about himself, his mood, well-being, and his desires. The child should be encouraged to communicate on cognitive topics with peers and elders.
The principle of systematicity and consistency in teaching requires, first of all, the establishment of the logic of the content with the proposed knowledge, skills, and abilities. In the learning process, systematicity and consistency are ensured by clear planning of the learning process, breaking its content into separate parts, establishing a connection between each stage with another, with the learning content in other sections.
The originality of the sequence and systematic nature of teaching preschoolers is manifested in small volumes of content offered for simultaneous assimilation, in frequent and repeated repetition of content with a slight increase in volume and complication. The systematic nature and consistency of teaching preschoolers ensure the strength of their assimilation of knowledge, skills and abilities.
12. Methodology for conducting classes with older preschool children
Classes at preschool educational institutions are the main form of education. The rest of the forms are used to enrich the experience and prepare children for the assimilation of the lesson.
Classes are given a strictly fixed time in the life of the children. As a rule, these are the morning hours, when the mental and physical performance of children is at its highest. The number of classes increases gradually, as children move from group to group. When combining classes, the degree of difficulty and the nature of the activities of children in each of them are taken into account.
As a rule, by the time they reach the senior preschool age (6-6.5 years), the majority of children develop intellectual opportunities for learning at school. This is manifested in the fact that preschoolers significantly increase the possibilities of mental activity. They are quite well versed in the surrounding reality.
At this stage, it is important to form skills such as the desire to learn as much as possible new about the world around and be able to systematize the knowledge gained, as well as clearly explain the result of the knowledge gained. It is necessary to encourage the ability of preschoolers to perform simple practical and theoretical tasks, achieve a visual goal, follow the train of thought of the teacher, learn the general rules for constructing practical and theoretical tasks.
Striving to develop creativity and imagination is essential. It is important for a preschooler to understand that he is moving to a more complex stage of social relationships, where he will be assigned the role of not educating
The entire program consists of four stages, and each of them has a high degree of independence, is aimed at solving problems independent of the content of other stages, that is, partial. If desired, the client can place an order for his participation not in the entire program, but only in some stages or in one.
One stage is given 5 hours of time with one break.
Each lesson (stage) consists of four to five steps. The duration of one step is about one hour. Each step consists of two components: enlightening and implementation - about 30 minutes each. In the educational part, certain information is issued, the consolidation of which occurs in the implementation part.
The first stage is devoted to the study of body language: the meaning of individual gestures, the meaning of gesture combinations, contextual meaning, and how best to win people over to you.
The second stage is aimed at improving the verbal capabilities of clients: developing the acoustic characteristics of speech, mastering intonations and rhetorical turns.
The third stage is aimed at changing the stereotype of communication and establishing social contacts, namely, developing the ability and skills of self-giving in communication and, in general, in interaction with other people, that is, at the transition from their problems and needs to the interests of a partner.
The fourth stage is completely devoted to the ethics of professional and organizational activities: how to best present oneself in absentia, business ethics skills, business person's accessories, etc.
Training program.
The first training seminar. Body language: understanding other people's gestures, liking oneself with one's own.
2) First step: learning hand gestures.
a) Protective gestures: it tells about the types of protective gestures (crossing arms, legs, etc.), the material is consolidated in the form of an analysis of the poses of those present, the exercise "Close in different ways" and an analysis of the game being played.
b) Dominance gestures: describes the types of dominance gestures (turning the hand when shaking hands, pointing fingers, etc.), fixing (similar to the previous one).
c) Touch gestures: talks about the types and meanings of touch gestures (rubbing the nose, eyes, picking up, etc.), consolidation.
d) Other hand gestures: the same.
3) Second step: study the different positions of the head, body and legs.
a) Protective gestures: describes the types of protective gestures (turning, etc.), securing.
b) Head gestures: describes the types of head gestures (tilting, turning), fixing.
c) Zonal location, direction and inclinations of the body: it tells about the meanings of body movements, fixing.
d) Other body positions.
4) Third step: other gestures, movements and signals.
a) Manipulation of various objects: it tells about the meaning of manipulating certain objects (glasses, cigarettes, etc.), consolidation.
B) Eye movements: it tells about the meaning of the direction of the gaze, the open-closeness of the eyes, etc., consolidation. c) Movements associated with the courtship process: it tells about the benefits of knowledge and the ability to use courtship movements in some cases of self-presentation, reinforcement.
5) Fourth step: mirroring and other ways of being attracted to yourself.
a) Demonstration of open poses: repetition of types of protective gestures, teaching open gestures and postures, consolidation.
b) Expression of interest: repetition of gestures that reflect disinterest and interest, talk about combinations of gestures of interest, reinforcement.
c) Mirroring: it tells about mirroring the partner's gestures as the most successful way of being closer to oneself, fixing (everyone breaks up into pairs and plays mirroring).
6) The fifth step (takes all the time from the end of the fourth step to the end of the training): acting out situations of real training.
A token system is used. The presenter is the customer of a certain service (for example, to solve an arithmetic problem for some time) and chooses a "manager" from those present (that is, the one who will choose a specific performer / performers).
The "manager" should, based on the type of task (the leader describes the task only in general terms) and the ability of those present to choose the performer / performers. The "manager" conducts an interview with each present within one minute. In case of successful completion of the task, the leader gives the "manager" a certain amount of tokens, which he himself, on the basis of an agreement with the performers, and distributes.
10-15 minutes before the end of the training seminar, all those present at it express their opinion about it and about their successes and failures in the process of playing out situations.
Second training seminar. Rhetoric: finding your own speech style.
1) Acquaintance, introduction (10 min.).
2) First step: development of acoustic characteristics of speech.
a) Describes the main problems associated with speech defects: quiet speech, nosality, non-use of the chest resonator, etc.
b) Each participant recites a poem; after each presentation, the presenter analyzes the acoustic characteristics of the speaker's speech, suggests exercises for self-improvement.
c) The game "Cup of the owners of a good voice" is being played:
the same prose text is read in pairs (an excerpt from Ecclesiastes).
3) The second step: the use of different intonations in the psychological impact on another person.
a) It tells about the methods of psychological influence and the corresponding intonations: suggestion, persuasion, proof, order, change of state.
b) All participants are divided into pairs. For each pair, there is a topic for discussion on which there are controversies. Within 10 minutes (two minutes for each method), an argument occurs with the use of intonations inherent in one of the methods of psychological influence.
c) There is a joint discussion of the situations in which these or those methods are acceptable.
4) The third step: features of the construction of the material presented.
a) It tells about the different styles of constructing the material presented: dramatic, satirical, detective, tragic, thriller style, love, comedy, historical, action style, essay, scientific, fantastic, philosophical, pathetic, ideological, documentary.
b) Each participant in turn tells the content of a story or story (one for all - for example, "Mumu" by Turgenev). Before telling the story, each participant chooses one of 16 styles and motivates his choice out loud.
5) The fourth step: similar to the fifth step of the previous training seminar, only the entire emphasis when "applying for a job" is placed on the stylistic construction of a story about oneself and one's abilities.
6) Fifth, final step: each participant should tell about the past training seminar in the style that he chose and stated.
Third training seminar. The power of the giver: "I never take anything, I only give!"
1) Acquaintance, introduction (10 min.).
2) First step: techniques to reduce emotional stress.
a) Nine factors that help / hinder the reduction of emotional stress in communication are described (positive and negative poles are given):
b) Participants are divided into pairs, in each of them a discussion of any controversial topic takes place for 5 minutes: about the weather, about politics, about raising children, etc. Then each person evaluates himself for each factor (+, - or 0) and says that he was prevented from using all the factors.
3) Second step: achievement motivation.
a) Explains what achievement motivation is and why it is good.
b) Compilation of projective stories using the categories of achievement motivation.
4) The third step: "What can you give to the interlocutor?"
a) There is a collective discussion of what can be given to the interlocutor in a conversation that is interesting, exciting,
b) Teaching the "art of chips": the participants sit in a circle and begin to "move the chips" one by one, that is, interesting, unexpected or new ideas or thoughts presented in a new way, which for some time make the interlocutor think seriously, be distracted by some then, albeit a short time. All those present evaluate the idea by whether it is a "chip" or not. Anyone who has put forward a "nefishka" is out of the game. The last two players are declared "chip players of the year". Depending on the time, the game may repeat itself.
5) The fourth step: similar to the fifth step of the first training seminar, only with the specifics of "giving".
Fourth training seminar. Ethics of a professional: not only to be a professional, but also to look like.
1) Acquaintance, introduction (10 min.).
2) First step: The appearance of a business person.
a) Describes the modern requirements for the appearance of a business person: clothes, gait, etc.
b) Consolidation of material: gait, manner of movement, etc.
3) Second step: Business person accessories.
a) It tells about the accessories of a business person and the art of using them to a minimum.
b) Discussion.
4) Third step: ethics of business communication.
a) It tells about the ethics of business communication: talking on the phone, making appointments, greetings and goodbyes, etc.
b) Role-playing situations to consolidate the material.
c) Discussion.
a) It tells about how to find the best qualities in yourself and forget about the shortcomings.
b) All participants take turns talking about their merits. There is a discussion about which qualities are absolute merits and which are relative or questionable.
c) Describes the methods of self-presentation in absentia: mailing of business cards, self-presentation sheets (resume), as well as ways of placing advertising material and methods of presentation.
d) Each participant draws up a self-presentation sheet for himself, after which a joint discussion of the self-presentation sheets takes place.
Vocational guidance game "Traps - traps"
The aim of the game is to raise the level of awareness of possible obstacles (traps) on the way to professional goals and the idea of ways to overcome these obstacles.
This game exercise is carried out in a circle, the number of participants is from 6-8 to 12-15. Time is 20-30 minutes.
The procedure includes the following steps:
1. Together with the group, a specific professional goal is determined (admission to a specific educational institution; graduation from this institution, registration for a specific job or a specific professional achievement, including building a career and receiving awards, prizes, etc. ...).
2. A volunteer is selected in the group who will “represent” some fictional person (if the volunteer wishes, he can also represent himself ...). In this case, for a fictional person, it is necessary to immediately determine his main characteristics: gender, age (it is desirable that the age corresponds to the age of the majority of those present, which will make the exercise more relevant: for the players), education, marital status, etc. But such characteristics should not be too many!
3. General instruction: “Now everyone, already knowing what goals our main (fictional or real) hero is striving for, will have to identify (or invent) some difficulties for him on the way to a professional goal. We pay special attention to the fact that difficulties can be both external, emanating from other people or from some circumstances, and internal, imprisoned in the person himself (for example, in our main character) and it is about these internal difficulties that many often forget ... It is advisable to identify even two or three such difficulties-traps in case other participants come up with similar difficulties (so as not to repeat themselves). While highlighting such difficulties, everyone should definitely think about how to overcome them. The main player will also be given time to highlight a few of the most likely challenges to their goal and also prepare to answer how they are going to overcome them.
After that, in turn, each will name one trap difficulty, and the main player will immediately (without thinking) say how this difficulty could be overcome. The player who named this difficulty will also have to say how it could be overcome. The facilitator, with the help of a group, will determine (by voting or other procedures) whose option to overcome this difficulty turned out to be the most optimal. The winner (the main player or the representative of the group) will receive a prize - a "plus" sign. If by the end of the game the main player has more advantages, it means that he was able to overcome the main difficulties (traps, traps) on the way to his goal. "
4. Further, the players, including the main character, highlight the main difficulties on the way to the intended goal on their sheets of paper. We remind you that difficulties are not only external, but also internal (the latter often turn out to be an even more significant obstacle-trap on the way to their goals ...).
5. Everyone in turn calls me a difficulty. If it turns out that some difficulty will be clearly contrived (for example, a conversation with the Lord God himself on the eve of a responsible exam ...), then the group itself must decide whether to discuss such a difficulty or not.
6. Immediately the main player tells how he is going to overcome it.
7. After him, the player who named this difficulty speaks about his version of overcoming the difficulty.
8. The facilitator, with the help of the rest of the players, determines whose variant of overcoming the difficulty turned out to be more optimal, interesting and realistic.
9. Finally, the general result is summed up (whether the main character managed to overcome the named difficulties or not). With a general summing up, you can also see if, at the preparatory stage, the main player was able to highlight those difficulties (on his piece of paper) that the other participants were already proposing to him in the game.
During this exercise, interesting discussions can arise, the participants often have a desire to share their life experiences, etc. Of course, the facilitator should encourage such an exchange of experience, but at the same time make sure that the game is dynamic and does not get bogged down in irrelevant details.
Career guidance game "One day in the life"
(This exercise is a modification of the well-known game "Story from nouns", which was adapted by us to the problem of professional self-determination.)
The meaning of the game exercise is to increase the participants' level of awareness of the typical and specific in the professional activity of a particular specialist.
The exercise is carried out in a circle. The number of players is from 6-8 to 15-20. Time - from 15 to 25 minutes. The main stages of the technique are as follows:
1. The presenter determines, together with the rest of the players, which profession would be interesting to consider. For example, the group wanted to consider the profession of “fashion model”.
2. General instruction: “Now we will jointly try to compose a story about a typical working day of our employee - a photo model. This will be a story of only nouns. For example, a story about a teacher's working day could be like this: bell - breakfast - bell - lesson - poor students - question - answer - three - teacher's room - director - scandal - lesson - excellent students - bell - home - bed. In this game we will see how well we imagine the work of a photo model, and also find out if we are capable of collective creativity, because in the game there is a serious danger of some unfortunate touch (inappropriately called "for fun's sake", a stupid noun) to spoil the whole story ...
An important condition: before naming a new noun, each player must repeat everything that has been named before him. Then our story will be perceived as a complete work. In order to better memorize the named nouns, I advise you to carefully look at all the speakers, as if linking the word with a specific person. "
3. The presenter can say the first word, and the rest of the players name their nouns in turn, be sure to repeat everything that was called before them. If there are not many players (6-8 people), then you can go through two circles, when each will have to name two nouns.
4. When summarizing the results of the game, you can ask the participants whether the story is complete or not? Has someone messed up the general story with their unfortunate nouns? If the story turned out to be confusing and chaotic, then you can ask one of the players to tell in their own words what the story was about, what happened there (and did it happen?). You can also discuss how truthfully and typically the work day of the professional in question was presented.
Experience shows that the game is usually quite interesting. Participants are often in creative tension and may even get a little tired, so this game exercise should not be carried out more than twice.
No less interesting can be carried out a similar exercise, but on the topic "DREAM FROM LIFE ..." of such and such a specialist. In this case, a more creative and violent fantasy of the participants is possible, since we are talking about an unusual, almost “mystical” situation associated with the mysterious world of dreams ...
These exercises turn out to be interesting and useful even when working with specialists and. For example, in the training program for professional consultants, you can first include the exercise “One working day in the life of a professional consultant”, and then - “A dream from the life of a professional consultant”.
Especially useful for both the school professional advisor and the professional advisor of the employment service would be game exercises on the themes “A Day in the Life of the Unemployed” and “A Dream in the Life of the Unemployed” (a graduate of a school of the era of “democratic transformations” and an unemployed adult from the same era ... ).
Vocational guidance game "Finding Benefit"
Purpose: understanding the benefits and prospects of professional development of a former military serviceman in a market economy.
1) Participants are divided into 2-3 groups. Each group chooses a profession from the list offered in the course of acquaintance with information professiograms (the profession should be one of those in demand on the modern labor market in Moscow, for example, a manager, etc.). Further, each group is given the task to present themselves in it, their capabilities, working conditions, work collective, prospects, benefits, etc.
2) After everyone has imagined who, by whom, where and how he works, the participants are invited to come up with and indicate: what needs (physical, safety, social, selfish, self-actualization) can each participant satisfy in the chosen profession?
For a table to fill out during the game, see Appendix 2.
Need:
How is it satisfied?
Within the functionality of the profession or on my own initiative?
3) Each group gives a presentation chosen profession, listing the benefits that it can provide. System evaluating next:
Physical needs - the satisfaction of each is estimated at 1 point.
Security needs = +2 points. ...
Social needs = +3 points.
Selfish needs = + 4 points.
Self-actualization needs = + 5 points.
Personal initiative = + 2 points.
Taking responsibility for the initiative taken = +2 points.
Inability to prove the reality and realism of ideas = - 2 points.
Inconsistency of personal initiatives with the goals of the organization = - 3 points.
4) Summing up the results of the game with congratulations to the winners.
Vocational guidance game "Profession - specialty"
This game technique is aimed at increasing the participants' level of awareness of such concepts as specialization within a particular profession and at increasing awareness of the diversity of professional work.
The game exercise can be carried out both in a circle (from 6-8 to 15-20 participants), and in work with the whole class. In time, it takes from 10 to 15-20 minutes. The general procedure is as follows:
1. The participants are explained how the concepts of profession and specialty relate: profession - a group of related specialties (for example, a profession-teacher, specialty - a physical education teacher, etc.).
2. Instruction: "Now the professions will be named, and you will need to name the corresponding specialties one by one." If one of the players names dubious specialties or is frankly mistaken, he can be asked clarifying questions. Small discussions and discussions are allowed. It is desirable that the presenter himself navigate the professions under discussion, that is, even before the game he would try to name the corresponding specialties.
It is possible to complicate the game procedure somewhat by inviting the participants to name their specialties not in turn, but according to the principle of “ping-pong” (the player who has just named the specialty himself determines who should name the next specialty, etc.). Such complication, although it introduces some confusion into the game, makes many to be in creative tension.
Frankly, this exercise is not very interesting, so it should not be carried out for a long time. It is important for the facilitator not to miss the moment when to stop. But the benefits of the exercise are undoubted and the professional consultant should not completely abandon it.
By a similar principle, you can build other game exercises: PROFESSION - AN EDUCATIONAL INSTITUTION (called a profession, and the participants must say where you can actually acquire it); PROFESSION - MEDICAL CONTRAINDICATIONS (for this profession); PROFESSION-REQUIRED QUALITIES (the problem of professionally important qualities), etc.
To increase the activating capabilities of this exercise, you can divide the group (class) into teams and arrange a competition between them, who will name the specialties corresponding to the named profession (educational institutions, medical contraindications, professionally important qualities ...).
Vocational guidance game "The most - the most"
The technique serves to increase the level of orientation in the world of professional work and to better understand the characteristics of professions associated with prestige.
The activity can be done in a circle or with an entire class. For a circle, the number of participants is from 6-8 to 10-15. In time, the exercise takes from 15 to 25-30 minutes. The exercise procedure includes the following main steps:
1. Instruction: “Now you will be offered some unusual characteristics of the professions, and you will have to take turns calling those professions that, in your opinion, are most suitable for this characteristic. For example, the characteristic is the most monetary profession, - which professions are the most monetary? .. ”.
2. The moderator names the first characteristic, and the participants immediately in turn (in a circle) offer their options. If someone has doubts about the name of the most-most (or close to the most-most), then you can ask clarifying questions.
If the exercise is conducted with a class, then after the facilitator names the first unusual characteristic, the participants simply from their seats offer options for the most suitable professions. The facilitator writes out 3-5 of the most “sounded” options on the blackboard, after which a small discussion and highlighting of the “very-very” profession is organized.
An important element of this exercise is discussion. The facilitator should show respect for the views of the various participants, as assessments can (and should) be subjective. In the meantime, the selection of some of the “most-most” professions should be based on objective knowledge about them. For example, if the most monetary profession is called - a deputy, then you can check with the student, but does he know how much the deputies earn (in comparison with other highly paid professions)? It is possible in the course of the discussion to jointly determine which profession can be considered monetary in general, etc.
In order for the exercise to be more interesting, the facilitator must in advance select the most unusual characteristics of the professions that should intrigue the participants. These can be, for example, such characteristics: “the greenest profession”, “the sweetest profession”, “the hairiest profession”, “the most indecent profession”, “the most childish profession”, “the funniest profession”, etc. In a sense, this exercise is close to the well-known game of "association", since the participants actually have to associate professions with unusual characteristics.
Career guidance game "Creation of the world"
Target: creative self-disclosure of participants and increasing their competence in the field of social adaptation in the process of finding a job.
Required material: Whatman paper, scissors, glue, colored markers. I 1. After the "world is created", the trainer cuts the Whatman sheet into a number of parts equal to the number of working subgroups. Then he shuffles and confuses the cut parts, after which he distributes one part of the "created world" to each subgroup with the following task:
Describe the inherited part of the created the world;
Give everything the necessary names;
Emphasize salient features;
Political system;
Areas of activity;
Import and export items;
Approximate population;
What the population does, the most demanded profession;
Is there unemployment, prospects for the development of the labor market;
Cultural traditions (anthem, flag, slang, myths, legends, norms, rules, standards of life and behavior, what a foreigner needs to know and be able to do to get into the state, etc.).
Time for completing the task is 30 minutes.
2. The presentation of the participants of each of the subgroups takes place on the following scheme: a story about your state, real prospects of state development from the perspective of a map of demanded professions, willingness to cooperate, the reality of emigrants' penetration into the country, etc.
3. At the end of the presentation, there is a discussion of the aspects "Joint creation "and general responsibility for the existence and development of the world, grade dynamics and prospects of further world development.
Vocational guidance game "Sleeping City"
This game exercise (or rather a game) is intended to increase the participants' level of awareness of the peculiarities of labor activity in the most prestigious areas of activity at the moment, taking into account the specifics of the period experienced by the country. Initially, this game was developed to help high school students in a more informed choice of a profile for further professional education at a private international university called "MUSPO".
The game can be conducted both with a group of 12-15 people, and with the whole class and is designed for students in grades 9-11. Experience has shown that this game procedure can be effective when working with adults and even when working with professional psychologists and professional consultants. In terms of time, the technique usually takes about an hour, although often participants are ready to play for an hour and a half.
The game procedure is built on the principle of traditional business games and includes the following main stages:
1. General instructions: “In a certain city (if the game is played in a specific Russian city, it would be better to say:“ in a city like yours ... ”) some evil forces have bewitched all residents, turning them into sluggish ones, almost sleeping creatures. To wake people up, it is necessary to somehow kindle a spark of life in them. To do this, it is necessary to offer residents simple and understandable, but at the same time realistic programs to improve their lives. According to the terms of the game, our class (or group) must, during the lesson, develop such programs in the following areas: 1 - order and tranquility in the city, reducing the number of crimes and offenses (legal aspects); 2-better management of the city (mayoral power, management); 3 - revitalizing economic life, increasing the welfare and employment of residents (economy in the broadest sense); 4 - happiness of residents, help in solving family and personal problems, help in finding the meaning of life (psychological aspects); 5 - the health of residents, the prevention of diseases and perversions, the solution of environmental problems (medicine). (Depending on the specific situation, the host of the game can change or supplement the list of programs. business ”,“ development of trade and services ”,“ science and education ”, etc. It is important that there are not too many such programs, at least no more than 5-7 pieces. Otherwise, the game will become too cumbersome.). Now we will break down into commands in accordance with the listed programs, try to compose such programs and see further what we get, i.e. can we wake up the inhabitants of the city. But at the same time, we must fulfill an important condition: if at least one of the programs is not developed by anyone at all, then the sleeping residents will not even want to listen to us, not that they will wake up. ”
2. The facilitator briefly writes down the names of the programs on the blackboard (order, management, economics, people's happiness, health). Then he offers to raise their hands to those participants who would like to work on the first program (order), and writes out the number of those who wish on the board. After that, those who want to work on the second program, etc. If it turns out that there are no applicants for some program at all, then it will be necessary to remind that in this case the game will not work.
3. Next, the leader places all teams at separate tables and gives the next task; “Within 10-15 minutes, each group should identify 5 main tasks on a piece of paper to implement their program. At first, you can write out not 5, but more such cases, but then in the process of group discussion it is necessary to leave only 5 most important areas of work. Moreover, all the selected cases (areas of work) must be realistic, i.e. it is necessary to take into account the real situation (about the same as in your city at the moment ...). It is desirable that the proposed programs be less reminiscent of what are usually offered by the so-called economic and political "leaders", i.e. try to suggest more sensible programs ... After that, each group will have to determine which of its participants will speak on behalf of this group (present the developed program) and answer the questions of the rest of the participants in the game ”.
4. Participants get to work. For some time, the presenter does not interfere in the discussions and only notes on clarifying questions, and then more and more often reminds the participants about the expiring time and that in each group a speaker (or two speakers) should be selected who would present their draft program.
5. Finally, the presenter and from each group present their programs and answer questions. To make this stage more interesting, the presenter should also be ready to ask questions in cases where students suddenly become confused and stop asking their questions to the speakers. Therefore, the facilitator should first prepare a small list of sensitive issues for each group. At this stage, it is especially important to maintain a high dynamic of the discussion. The experience of this game has shown that the students conduct the discussion quite seriously and with interest. For example, many programs have often proved to be less realistic due to “funding problems” or “poor training” ...
6. When summing up, all the participants themselves must determine, but to each group, to what extent the proposed programs were thoughtful, realistic, interesting and to what extent they managed to make these programs consistent with each other ... If most of the programs satisfy these conditions, then we can say that the inhabitants of the city, if they do not wake up completely, then at least open their eyes and “stretch” ...
The effect of this game can be enhanced if, during the discussion, the participants' statements are filmed on a video camera, and after the end of the game procedure, you watch the video. But at the same time, two people will have to conduct the game: the presenter and the operator, and the time of the game (along with viewing the recording) can increase to 1.5-2 hours.
The use of video equipment allows students to look at themselves from the outside, assess how well they understand the features of professional activity, but the program under discussion, how convincing they are at all, etc. Often, the use of video forces many participants to act more responsibly (under the all-seeing and memorizing “eye of the camera”), although it may turn out that someone, on the contrary, wants to curl up in front of the video camera ... in the first minutes of watching the video, the students will even “fool around” a little, because the very fact of seeing oneself on the screen may surprise many, and therefore the presenter should be more calm about the stormy, emotional viewing of the game in the first minutes of the video demonstration. Sometimes it is even recommended to use these recordings for re-viewing (after a certain time), when the initial emotions subside a little.
Career guidance game "Trial of the unemployed"
The goal of the game is to help the participants develop a constructive attitude towards unemployment, create conditions for an active search for a way out of a negative situation, as well as create the prerequisites for the formation of adequate self-esteem.
Experience shows that the game process followed by discussion of the results helps the unemployed person to overcome the existing subjective barriers to success and helps to treat himself and his competitiveness in the labor market more realistically.
Discussion topic - Success.
The group is invited to discuss:
What is "success"?
What is “success” for a person who has lost their job ?;
Is the unemployed state an obstacle for a person on the path to success?
Is the feeling of your own failure related to the loss of professional significance ?;
What prevents an unemployed person from being successful in life ?;
Further, the group is asked to come up with a kind of legend, that is, a life description of a typical unemployed according to the following scheme: family, education, stages of working life, job loss, finding a new job, attitude towards society, employment service, etc.
After that, the group is divided into teams: a participant is selected who will play the role of the "defendant", groups of "defense", "accusations", "jurors" are formed.
The "prosecution" will have to come up with as many arguments as possible to prove that it is the "defendant" who is to blame for the fact that at a certain stage he became unsuccessful in life (according to the invented legend).
The "defense", as it should, gives evidence in favor of the "defendant", considering that the "defendant" cannot be fully responsible for his failure. Objective processes in society create unfavorable conditions for a stable and successful working life.
Each of the parties to the trial can "invite witnesses" to "testify" in defense or against the defendant.
"Jurors" in the course of the case have the right to ask any clarifying questions to the parties "prosecution" and "defense".
The hearing of the case also includes the so-called "last word of the" defendant ", in which he is asked to formulate and present a new assessment of the problem to the court, to take a more objective view of the positive and negative aspects of the unemployment situation, to really assess the possibilities and prospects of his employment and further professional development.
Then the court issues its verdict - "guilty" or "not guilty" "defendant" in the fact that he is unemployed today. If “guilty”, then the verdict is in the form of mandatory practical measures prescribed to the “defendant” for successful employment. If "not guilty", then the sentence may be of a recommendatory nature in the form of a system of measures that will help an unemployed person on the way to his job.
The conclusion is followed by a discussion in the group of the results and a summing up of the results of the game.
It should be noted that such a group form of work with the unemployed makes it possible to comprehensively solve the key problems that hinder successful employment.
Career guidance game "Guess the profession"
The purpose of this exercise is to acquaint the participants with the scheme for analyzing professions (As a basis for the proposed version of the scheme for analyzing professions, an expanded and modified “formula of professions” developed by EA Klimov was used - see Klimov EA How to choose a profession. - M Education , 1990. - 159 s.).
The exercise is conducted with a class or group, and can be used in individual work. In time, it takes about an hour. At the same time, it takes about 30-40 minutes to prepare for the game, and 10-15 minutes to the game itself.
The procedure includes the following main steps:
1. The facilitator asks to name the students in the class (group) of a profession that everyone knows well. For example, the profession is a taxi driver.
2. Then the facilitator addresses the class with the following task: “Imagine that I“ fell off the moon ”and know nothing about earthly professions, although I understand everything in Russian .., try to explain to me what kind of profession it is (for example, - a taxi driver, ie what the students named earlier) ”. Usually the participants in the game name 8-12 characteristics of the profession, which are far from exhaustive and they themselves admit that they seem to know what to talk about, but have forgotten. Sometimes students ask to be asked leading questions. The meaning of this stage is to form a desire among students to get acquainted with a scheme that would allow them, without getting confused, to talk about any profession.
3. The facilitator invites the students to store in their notebooks the scheme for the analysis of the profession (see Table 1). Immediately, in the course of writing down the table, the presenter shows how it would be possible to analyze the profession just discussed (for example, a taxi driver), which caused certain difficulties for the participants in the game. The task of this stage is not so much to analyze the profession (taxi driver, for example), but to show it to the students; that the scheme is actually simple and with its help it is enough to analyze various types of labor activity. Therefore, you should not argue a lot at this stage and it is better to finish it as quickly as possible so that the participants have a feeling that this scheme is easy to use.
4. After the first acquaintance with the scheme for the analysis of professions, all participants are divided into pairs (in a regular class, many already sit in pairs) and the players are offered the following: 1 - first, everyone thinks of a specific profession and so that the partner does not see it, writes it out somewhere ; 2 - each player “codes” the envisioned profession using the characteristics of the profession analysis scheme in a free column on his table; 3 - players exchange notebooks with coded and professions;
4 - each player, using his partner's notebook, tries to guess the hidden (coded) profession for about 5-10 minutes and offers 3 options for guessing (if at least one option is correct or close to the correct answer, then it is considered that the profession has been guessed).
If the profession has not been guessed and during the discussion the Pars players find out that a significant part of the characteristics of the profession was named (coded) incorrectly, then the one who could not correctly code the profession is to blame.
This exercise can be used in working with a micro group (3-5 people), when everyone thinks of his own profession, after which, in turn, these professions are guessed by all participants. For example, a player who makes a choice of a profession reads out its characteristics himself, and each of the other participants names in turn their own answers. Working with a microgroup allows you to more objectively and calmly organize a discussion of the professions that have been conceived.
The exercise can also be used in individual work as an element of professional counseling. If a student turned to a psychologist with a request to clarify the sludge and check an already made choice, then you can offer him to guess (encode) the already chosen profession according to the scheme, having previously introduced the student to the very scheme of the analysis of professions. And then the professional consultant will act as a guessing agent. It can be important in such work to discuss professions that correspond to the characteristics that the teenager himself wrote out and which, most likely, attract him most of all in his future work. Such a discussion can be used to correct the student's ideas about the profession that is most attractive to him.
If the student does not know at all what he wants, then the professional consultant first again acquaints him with the scheme for analyzing professions, then invites him to write out the most attractive characteristics of the profession, and only after that both the professional consultant and the teenager try to write 3-5 on separate sheets of paper. professions that meet these attractive characteristics. those. as if trying to guess the coded profession.
Table 1.
Profession analysis scheme (list of main characteristics of professions)
| Characteristics of professions | Place for the first example of the profession "taxi driver" | A place for coding a hidden profession |
| Subject of labor: 1 - animals, plants (nature) 2 - materials 3 - people (children, adults) 4 - technology, transport 5 - sign systems (texts, information in computers ...) 6 - artistic image | people technology, transport | |
| Labor goals: 1 - control, assessment, diagnosis 2 - transformative 3 - inventive 4 - transportation 5 - service 6 - self-development | transportation service | |
| Means of labor: 1 - manual and simple devices 2 - mechanical 3 - automatic 4 - functional (speech, facial expressions, sight, hearing ...) 5 - theoretical (knowledge, ways of thinking) 6 - portable or stationary means | mechanical functional | |
| Working conditions: 1 - household microclimate 2 - large rooms with people 3 - normal production workshop 4 - unusual working conditions (special regime of humidity, temperature, sterility) 5 - extreme conditions (risk to life and health) 6 - work outdoors 7 - work while sitting, standing, in motion 8 - home office | extreme sitting | |
| The nature of communication in work: 1 - minimal communication (individual labor) 2 - clients, visitors 3 - an ordinary team (the same persons ...) 4 - work with audiences 5 - pronounced discipline, subordination in work | clients | |
| Responsibility at work: 1 - material 2 - moral 3 - for the life of people's health 4 - unexpressed responsibility | life and health | |
| Features of work: 1 - big salary 2 - benefits 3 - "temptations" (the ability to take bribes, steal ...) 4 - exquisite relationships, meetings with celebrities 5 - frequent business trips 6 - the finished result of work (you can admire) | the temptations of meeting famous people. | |
| Typical difficulties: 1 - nervous tension 2 - occupational diseases 3 - swearing and foul language are common 4 - the possibility of being behind bars (in prison) 5 - low prestige of work | nervous stress of occupational disease mate and foul language | |
| Minimum level of education for work: 1 - without special education (after school) 2 - primary vocational education (SPTU) 3 - secondary vocational education (technical school) 4 - higher vocational education (university) 5 - completed a degree (postgraduate study, academy ...) | initial vocational |
Career guidance game "Chain of professions"
The exercise is used to develop the ability to highlight what is common in various work activities. This skill can be useful in cases when a person, focusing on specific characteristics of work, severely restricts himself in his choice (as if “fixating” on one or two professions with these characteristics), but the same characteristics can be found in many professions.
It is better to carry out the exercise in a circle. The number of private traders is from 6-8 to 15-20. Carrying out time from 7-10 to 15 minutes. The main steps are as follows:
1. Instruction: “Now we will build a" chain of professions "in a circle. I will name the first profession, for example, a metallurgist, the next one will name a profession that is somewhat close to a metallurgist, for example, a cook. The next one names a profession close to a cook, etc. It is important that everyone is able to explain what the similarities of the named professions are, for example, both the metallurgist and the cook deal with fire, with high temperatures, with ovens. When determining the similarity between different professions, one can recall the scheme for analyzing the profession, for example, similarity in terms of working conditions, in means, etc. (see section 6. Guess the profession, where the scheme for analyzing professions is presented) ”.
2. In the course of the game, the facilitator will sometimes ask clarifying questions, such as: "What is the similarity between your profession and the one just named?" The final decision on whether the profession is aptly named or not is made by the group.
3. When discussing the game, it is important to draw the attention of the participants to the fact that sometimes interesting common lines of similarity can be found between the most different professions. For example, if at the beginning of the chain there are professions related to metalworking (as in our example), in the middle - with vehicles, and at the end - with ballet (to confirm what has been said, we give an example of a similar chain: metallurgist-cook - butcher - locksmith (also - cuts, but metal) - car mechanic - taxi driver - pop satirist (also "talking teeth") - drama theater actor - ballet dancer, etc.). Such unexpected connections between various professions indicate that one should not be limited to only one professional choice, because very often what you are looking for in one (only one !?) profession may turn out to be in other, more accessible professions ...
Experience shows that usually the game should not be played more than twice. it can bore players.
Sometimes the similarities between professions are almost humorous in nature, for example, what could be in common between the professions of a trolleybus driver and a professor at a university? It turns out that both have the opportunity to speak in front of audiences, and even the trolleybus driver has a wider audience (how many people only pass through the trolleybus salon during rush hours? ..). If schoolchildren point to similar, or even even more cheerful, lines of similarity between professions, then in no case should they be condemned for such creativity - this is one of the indicators that the game is working out.
Vocational guidance game "Person - profession"
The goal of the game is to learn at an associative, figurative level to relate a person (including himself) with professions and, thus, increase the students' readiness to distinguish between professional stereotypes.
The game is played in a circle and is designed for the number of players from 6-8 to 15-20. The time of one playing is from 7-10 to 15 minutes.
The procedure involves the following main steps:
I. General instruction: “Now we will guess any of those sitting in the circle, and someone will try to guess this person. But he will guess with the help of one single question: with what profession this person (hidden) is associated, i.e. The general appearance of a person which profession resembles the most? Each in a circle will have to name the most suitable profession for the envisioned. Professions can be repeated. After that, the guessing person will have the opportunity to think a little (about 30-40 seconds) and name their own answers. I wonder which option will be correct? "
2. At will, a volunteer is selected - the one who guesses and goes to the corridor for a while, and the rest quickly and quietly (!) Choose any of those present. At the same time, the guessing person himself can be enigmatic, because after returning from the corridor, he will also sit in a circle during the game.
3. You invite the guessing person, sits down in a circle and begins to everyone, but the queues ask the question: "What profession is the hidden person associated with?" Everyone should give a quick answer (the answer must be correct and at the same time not be an overt hint).
4. After everyone has given their options for associations, the guessing person thinks a little and begins to name those who, in his opinion, are most consistent with the named professions. If there are not many players (6-8 people), then the guesser can turn to the participants with the same question again, i.e. how to go through the second circle.
5. The discussion is organized as follows. If someone was named by mistake, then you can ask him how much his self-image corresponds to the named professions, i.e. Is the guessing one really so wrong? You can ask the person who was actually asked if he agrees with the named professions (how much they correspond to his own idea of himself, of his image ...). You can ask the guesser (when he will already know who was actually guessed), whose answers-professions helped, and whose ones prevented him from guessing.
Procedure "Probabilistic characteristics of a career"
Instructions: Estimate the likelihood of “unsuccessful career” events happening in “my real career”. The probability of the event occurring is estimated from 0 to 1. If you think that the event of an “unsuccessful career” can never and under no circumstances occur in “my real career”, then its probability is 0. If you think that the event of an “unsuccessful career” "Happened in your life or will definitely happen, then its probability is 1. If you think that the event" unsuccessful career "can happen in" my real career ", but it all depends on many factors (from you personally, from the prevailing circumstances, from luck or bad luck, etc.), then you need to make a forecast and estimate the probability of this event occurring from 0 to 1 (for example: 0.43).
Column # p / p indicates the numbers of events from 1 to 10 in the order in which they are given in the table: "unsuccessful career". Therefore, it is not necessary to write the names of events.
UNSUCCESSFUL CAREER
| № | Event | Scope of the event | |
SUCCESSFUL CAREER
| № | Event | The probability of the event | Scope of the event |
Instructions: Estimate the likelihood of each of the 10 events of "my real career" happening in a "unsuccessful career" and in a "successful career". The probability of the event happening is estimated from 0 to 1. If you think that the event of "my real career" can never and under no circumstances happen in the "unsuccessful career" or "successful career", then its probability is equal to 0. If you consider, that the event "my real career" happened (will certainly happen) in an "unsuccessful career" or in a "successful career", then its probability is 1. If you think that the event "my real career" can occur in an "unsuccessful career" or " successful career ", but it all depends on many factors (from you personally, from the prevailing circumstances, from luck or bad luck, etc.), then you need to make a forecast and assess the probability of this event from 0 to 1 (for example: 0 , 43).
Column # p / p shows the numbers of events from 1 to 10 in the order in which they are given in the table: "my real career." Therefore, it is not necessary to write the names of events.
| № | Events of my real career | The likelihood of an event happening in an unsuccessful career | The likelihood of an event happening in a successful career |
The procedure "Life events and the personal internal control system of an employee"
"Lines of Life through the Eyes of a Psychologist" edited by A.A. Kronika "School-Press". M., 1993).
Purpose: vocational guidance of group members.
Handout: blank table for individual filling on sample (see. application 1).
1) Participants are invited to recall the significant events of their working life, breaking it down into periods of 5-10 years, and fill out the table in accordance with the semantic content indicated in it:
What qualities of character appeared as a result of this or that event in the life of each member of the group?
How - positively or negatively - each participant evaluates each individual quality indicated in the table and does it refer, in the participant's opinion, to the professionally important or professionally significant qualities of his personality?
2) After filling out the table according to the specified sample, the trainer invites each participant to write out 7-9 of the most professionally important qualities in his opinion.
3) After individual work on drawing up a list of ICRs by each participant, the trainer proposes to proceed to the stage of group work, which is as follows:
Each participant takes turns reading aloud. on the group of qualities, chosen by him as professionally significant;
The rest of the group members listen attentively and then report on the associations that have come to everyone's mind on the topic: where a person could be in demand and had the opportunity to work successfully with the declared PVR;
The participant presenting the CVC evaluates the proposed ways of possible professional implementation and decides for himself: is this associative career guidance enough for him; if yes, the group hears the next participant;
If the associative information is not enough or it does not satisfy the participant - the presenter of the PVC, then he can add another, in his opinion, important quality from the table or remove one quality from the previously presented list; thereafter, the group association procedure is repeated;
The result of the work can be the relative satisfaction of each participant with the results of associative career guidance in the field of professions and interest in the possibilities of applied use of the information received on the ways of professional implementation in the labor market.
4) Discussion of the results in the group (if necessary).
Locus of control procedure
Target - analysis of the influence of internal and external forces on a career.
Instructions: 1. Many different events take place in our life. We attribute some events to the category of “success”, other events refer to the category of “failure”, for some events we have no reason to classify them as “success” or “failure”.
Please rate each of the 10 events of "unsuccessful", "successful" and "my real career". If you classify the event as "success", then put the letter "U" in the appropriate box. If you classify the event as “failure”, then put the letter “H” in the appropriate box. If you find it difficult to classify the event as "success" or "failure", then put the letter "O".
2. Some people tend to believe that significant events occurring with them are the result of the action of external forces - chance, other people, etc. Others interpret significant events as the result of their own activities, their own efforts and abilities.
The numbers mean the following:
1- Very complete coincidence with the left concept
2- Almost complete coincidence with the left concept
3- Some overlap with the left concept
4- Equally removed from both concepts
5- Some overlap with the right concept
6- Almost complete coincidence with the right concept
7- Very complete coincidence with the right concept
Unsuccessful career
| Event no. | Assignment of an event to the categories: "U", "N", or "O" | The event is the result of the action of external forces | The event is the result of its own activity |
