By participating in games with everyday stories, children master the system of relationships in the family, learn to carry out their household duties, and master the skills of self-service.
Let's go for a walk
purpose: to teach children, getting ready for a walk to dress for the weather, to choose comfortable clothes and necessary accessories; develop vocabulary (names of clothing items); foster respect for the environment, develop the skills of aesthetic contemplation.
Before the walk, the teacher informs the children that new friends have come to their group. Children are invited to get acquainted with dolls. After that, the teacher offers to take the dolls with you for a walk, but for this you need to help them choose the right clothes for the weather.
Children are divided into groups, each of which must wear one doll. First, they need to choose and name the garments correctly (the set should include clothes for all seasons). It is advisable that children explain their choice.
After all the clothes are collected, you need to discuss the procedure for dressing the dolls and proceed to its implementation. Particular attention should be paid to buttoning clothes and tying laces or ribbons.
When all the groups have coped with the task, the children dress themselves and go for a walk with the dolls. Returning back, they must undress the dolls, commenting on their actions.
Daughters-mothers
purpose: encourage children to reproduce family relationships and interpret them creatively; introduce a wide range of household chores; to reveal the moral meaning of the actions of adults; foster a sense of mutual understanding, concern for others.
Both boys and girls are involved in the game. They usually take on the roles of parents or grandparents and other adult relatives. The role of children is played by dolls.
First, all together must recreate the home environment: arrange furniture, arrange things. Also, children need to agree on who will perform what roles. The teacher can only observe this process and help to resolve conflict situations. It is best not to let the game take its course, but to invite children to “live” specific situations:
- “Gathering Children to Kindergarten”;
- "Day off";
- "Big cleaning";
- "We are repairing a stool";
- At the dinner table, etc.
The course of the game should involve not only communication between children, but also contain elements of labor. Before the game, you can read to the children a story on a family everyday theme, and then discuss it and offer to demonstrate the correct model of behavior in the described situation through the game.
Visiting Moidodyr
purpose: to form hygienic skills in children, to expand their knowledge of the methods of using hygiene items; teach to perform daily hygiene procedures; educate cleanliness, the desire to take care of your health.
At the beginning of the game, the teacher informs the children that a package from Moidodyr was brought to their group. If necessary, you can talk about who he is, show a cartoon or read a book of the same name and look at its illustrations.
You can invite the children to act out the plot of the morning gathering in the kindergarten or evening dress before going to bed.
We meet guests
purpose: to teach children how to prepare to receive guests, do cleaning, set the table correctly; develop collaboration skills; instill the need to constantly maintain cleanliness.
The teacher warns the children that children from another group will come to visit them today. Therefore, you need to prepare well for their reception.
There are two options for the game:
- children are divided into groups, and each performs a separate task (clean, set the table, think over what to do with the guests);
- children act collectively, and all tasks are performed in turn.
After preparation, the children receive guests.
This type of games also includes such "I have a younger brother", "Little pets", "Harvesting».
Role-playing games on production topics
The card file of plot role-playing games in the senior group according to the Federal State Educational Standard with goals includes scenarios on production topics. This group of games is aimed at acquainting children with professions, peculiarities of work, basic production processes.
Morning in kindergarten
purpose: to acquaint children with the responsibilities of kindergarten staff; ; foster respect for work, the desire to provide all possible help.
For this game, preliminary preparation is required. Children are encouraged to observe the actions of the staff for several days during the morning reception of pupils, breakfast or any other events intended for later playback.
The game begins with a conversation about what professions people work in their kindergarten. You can briefly discuss the responsibilities of each of them. After that, the distribution of roles should be carried out,. The kindergarten will be visited by toys and dolls.
To begin with, the children are given specific tasks: to simulate a meeting with a teacher of children, to cook breakfast and feed everyone, to do morning exercises, etc. The presenter monitors the relationship between children, teaches them to communicate politely with each other, introduces the established formulations of greetings, voice commands.
Score
purpose: to acquaint with the peculiarities of the professional activity of store employees; develop dialogical speech; develop skills to coordinate their actions with other peers; bring up accuracy, sociability, politeness.
At the preparatory stage, it is recommended to take an excursion to the store and observe the unloading of goods, placing them on the shelves, selling and buying. You can invite the children to talk about how they shop with their parents in the store. If someone's parents work in a store, you need to ask about their professional responsibilities.
- choose and buy the desired product;
- get advice from the manager;
- pack your purchases correctly;
- return a defective product.
The game can be played several times, inviting children to visit different product departments.
Hospital
purpose: arouse interest in the professions of a doctor, a nurse; increase children's knowledge of the responsibilities of health care providers; develop the ability to conduct a survey; foster empathy, the desire to take care of others, to help.
The game may be preceded by a visit to the medical office, listening to stories on the relevant topic. Children will talk about their experiences with the doctor.
All participants in the game are assigned to roles and discuss their responsibilities: doctor (to conduct an examination, listen to complaints and prescribe treatment), nurse (provides first aid, performs procedures), patients (depicts symptoms of the disease). We must not forget about the use of overalls.
You can play out the following stories:
- on examination by a doctor;
- sore throat;
- cut my finger;
- we go for vaccination, etc.
During the game, the attention of children should be drawn to the expression of sympathy for patients, the manifestation of care for them.
The subject matter of such role-playing games is extensive. Children love games "School", "Construction", "Hairdresser", "Beauty Salon", "Pizzeria", "Police", "Firefighters", "Cosmonauts" etc.
Role-playing games on social topics
Role-playing games in the older group include plots in which various situations are played out in public places, a company of friends. By attracting children to the games of this group, you can form their skills of social behavior, communication with their peers and adults.
Zoo
purpose: teach the rules of conduct in the zoo; expand knowledge about animals, their food preferences and habits; develop vocabulary (names of animals); foster a love for animals.
The teacher announces to the children that they will go on an excursion to the zoo and finds out that they know about this place. Further, the presenter introduces the children to the procedure for buying tickets and presenting them at the entrance. After the explanation, this situation is played out by the children.
The main part of the game is getting to know the rules of behavior in the zoo and talking about the animals they will meet there. Especially it is necessary to draw the attention of children to the observance of safety measures when dealing with predators.
Mashenka's birthday
purpose: to acquaint children with the rules for receiving guests; expand knowledge of how to give and receive gifts; teach how to set a festive table; to form communication skills; cultivate politeness, an attentive attitude towards comrades.
The plot of the game is that Mashenka is going to celebrate her birthday and invites all the guys to her place. This game can be divided into several parts:
- we are going to visit;
- we select congratulations;
- we accept gifts;
- treating guests;
- birthday entertainment.
At the end of the game, you can ask the children what they liked most about the holiday.
The outside
purpose: learn the rules of behavior on the street as a pedestrian or driver; to learn to recognize signs and traffic signals, to react to sound signals; develop the ability to act according to the algorithm, control your behavior; foster a sense of responsibility, tolerance.
The game is preceded by a lot of preparatory work. During several walks, the teacher acquaints children with the general view of the street, the type of buildings and their purpose, various cars that drive along the street (including specialized vehicles).
Since the traffic is very complex, with a large number of participants and rules, it is recommended to conduct this game in the form of a story with illustrations. After the roles have been assigned, the teacher begins to describe the “life” of the street, and the children stage it. Thus, it will turn out to combine disparate events into a single plot.
The responses can be as follows:
Seryozha approached the traffic light. A red light came on at the traffic light. What does the boy need to do? That's right, wait. Cars pass by him.
The traffic light is now green. What is Seryozha doing? (Switching over) How should this be done correctly? (On a pedestrian crossing).
Children not only answer the questions of the teacher, but also carry out the voiced actions. It is better to choose two or three main characters in this game, who must complete a specific task: get to school, drive to the hospital, etc. The rest play the role of extras.
You can also offer children such games. "We are going to a cafe", "We are athletes", "Library", "Circus".
Taking part in role-playing games, children expand their knowledge of social relations, form interaction skills, learn to find ways out in various situations. Thanks to such play activities, an effective social environment is created for children, contributing to the development of the personality of each in accordance with their individual characteristics and creative inclinations.
Text: Marina Gladko, Photo: Denisova Tatyana Vladimirovna, Boldysheva Elena Sergeevna, speech therapists, GBDOU Kindergarten №74, St. Petersburg from the article.
Card file of role-playing games for preschoolers
Development of gaming activities.Main goals and objectives:
Creation of conditions for the development of children's play activities. Formation of playing skills, development of cultural forms of play. Comprehensive education and harmonious development of children in play (emotional, moral, mental, physical, artistic and aesthetic and social and communicative). Development of independence, initiative, creativity, self-regulation skills; the formation of a benevolent attitude towards peers, the ability to interact, negotiate, independently resolve conflict situations.
Role-playing game "Shop"
Purpose: to teach children to classify objects according to common characteristics, to foster a sense of mutual help, to expand the vocabulary of children: to introduce the concepts of "toys", "furniture", "food", "dishes".Equipment:all toys depicting goods that can be bought in the store, located in the window, money.
Age: 3-7 years old.
Game progress: the teacher offers the children to place in a convenient place a huge supermarket with such departments as vegetable, grocery, dairy, bakery and others, where customers will go. Children independently distribute the roles of sellers, cashiers, sales workers in departments, sort goods into departments - food, fish, bakery products,
meat, milk, household chemicals, etc. They come to the supermarket for shopping with their friends, choose a product, consult with sellers, pay at the checkout. During the game, the teacher needs to pay attention to the relationship between sellers and buyers. The older the children are, the more departments and products there can be in the supermarket.
Role-playing game "Toys at the doctor's"
Purpose: to teach children to care for the sick and to use medical instruments, to educate children in attentiveness, sensitivity, to expand vocabulary: to introduce the concepts of “hospital”, “sick”, “treatment”, “medicine”, “temperature”, “hospital”.Equipment:dolls, toy animals, medical instruments: thermometer, syringe, pills, spoon, phonendoscope, cotton wool, medicine jars, bandage, gown and cap for a doctor.
Age: 3-7 years old.
Game progress:the teacher offers to play, the Doctor and the Nurse are chosen, the rest of the children pick up toy animals and dolls, come to the clinic for an appointment. Patients with various diseases turn to the doctor: the bear has a toothache because he ate a lot of sweets, the doll Masha pinched her finger on the door, etc. Clarifying the steps: The doctor examines the patient, prescribes treatment for him, and the Nurse follows his instructions. Some patients require inpatient treatment, they are admitted to the hospital. Older preschool children can choose from several different specialists - therapist, ophthalmologist, surgeon and other doctors known to children. When they get to the appointment, the toys tell why they got to the doctor, the teacher discusses with the children whether this could have been avoided, and says that you need to take more care of your health. During the game, children observe how the doctor treats patients - makes bandages, measures the temperature. The teacher assesses how the children communicate with each other, reminds that the recovered toys do not forget to thank the doctor for the help provided.
Role-playing game "Pharmacy"
Purpose: to expand knowledge about the professions of pharmacy workers: a pharmacist makes medicines, a cashier-seller sells them, the head of a pharmacy orders the necessary herbs and other drugs for making medicines, to expand the vocabulary of children: “medicines”, “pharmacist”, “ordering”, “medicinal plants ".Equipment: toy pharmacy equipment.
Age: 5-7 years old.
Game progress: a conversation is held about what professions people work in a pharmacy, what they do. We are getting acquainted with the new role - Pharmacy Manager. She receives medicinal herbs from the population and transfers them to Pharmacists so that they can prepare medicines. The Manager helps the Pharmacy Workers and Visitors to understand difficult situations. Medicines are issued
strictly according to recipes. Roles are assigned by children independently, at will.
Role-playing game "Building a House"
Purpose: to introduce children to construction professions, to pay attention to the role of technology that facilitates the work of builders, to teach children to build a construction of a simple structure, to foster friendly relations in a team, to expand children's knowledge about the peculiarities of construction workers, to expand the vocabulary of children: introduce the concepts of "construction", "bricklayer "," Crane "," builder "," crane operator "," carpenter "," welder "," building material ".Equipment: large building materials, cars, a crane, toys for playing with a building, pictures depicting people of the construction profession: bricklayer, carpenter, crane operator, driver, etc.
Age:3-7 years old.
Game progress: the teacher asks the children to guess the riddle: “What kind of turret is there, and the light is on in the window? We live in this tower, and it is called ...? (house)". The teacher suggests that the children build a large, spacious house where toys could settle. Children remember what kind of construction professions are, what people do at a construction site. They look at the pictures of the builders and talk about their responsibilities. Then the children agree to build a house. Roles are distributed among the children: some are Builders, they build a house; others are Drivers, they bring building materials to a construction site, one of the children is a Crane Operator. During construction, attention should be paid to the relationship between children. The house is ready, and new residents can move in there. Children play on their own.
Role-playing game "Zoo"
Purpose: expand children's knowledge about wild animals, their habits, lifestyle, nutrition, foster love, humane attitude towards animals, expand the vocabulary of children.Equipment: toy wild animals familiar to children, cages (made of building material), tickets, money, box office.
Age: 4-5 years old.
Game progress: the teacher informs the children that a zoo has arrived in the city, and offers to go there. Children buy tickets at the box office and go to the zoo. There they look at the animals, talk about where they live, what they eat. During the game, the attention of children should be drawn to how to handle animals, how to care for them.
Role-playing game "Kindergarten"
Purpose: to expand the knowledge of children about the purpose of the kindergarten, about the professions of those people who work here - educator, nanny, cook, music worker, to educate children in the desire to imitate the actions of adults, to take care of their pupils.Equipment: all toys needed to play kindergarten.
Age: 4-5 years old.
Game progress: the teacher invites children to play in kindergarten. If desired, we assign children to the roles of the Educator, Nanny, Music Director. Dolls and animals act as pupils. During the game, they monitor relationships with children, help them find a way out of difficult situations.
Role-playing game "Hairdresser"
Purpose:to introduce children to the profession of a hairdresser, to foster a culture of communication, to expand the vocabulary of children.Equipment: hairdresser's robe, client's cape, hairdresser's tools - comb, scissors, bottles for cologne, varnish, hair dryer, etc.
Age: 4-5 years old.
Game progress: knock on the door. The doll Katya comes to visit the children. She meets all the children and notices a mirror in the group. The doll asks the children if they have a comb? Her pigtail has come undone and she would like to comb her hair. The doll is offered to go to the hairdresser. It is clarified that there are several rooms there: for women, men, for manicure, good masters work in them, and they will quickly put Katya's hair in order. We assign
Hairdressers, they take their jobs. Other children and dolls go to the salon. Katya remains very pleased, she likes her hairstyle. She thanks the children and promises to come to this particular hairdresser next time. During the game, children will learn about the duties of a hairdresser - haircut, shaving, hair styling, manicure.
Role-playing game "In the Library"
Purpose: expand the horizons of children, teach children how to use the library services correctly, apply the knowledge of literary works previously obtained in the classroom, consolidate knowledge about the librarian profession, foster respect for the librarian's work and respect for the book, expand the vocabulary of children: "library", "profession" , "Librarian", "reading room".Equipment: books familiar to children, a box with pictures, a file cabinet, pencils, sets of postcards.
Age: 5-6 years old.
Game progress: the teacher invites the children to play in the library. All together they remember who works in the library, what they do there. Children themselves choose 2-3 Librarians, each of them has several books. The rest of the children are assigned to
several groups. Each group is served by one Librarian. He shows many books, and in order to take a book he likes, the child must name it or briefly tell about what is written in it. You can tell a poem from a book that the child takes. During the game, they give advice to children who find it difficult to choose a book. The librarian needs to be more attentive to visitors, to show illustrations for books he likes. Some children wish to stay in the reading room to look at sets of pictures, postcards. They share their impressions. At the end of the game, the children tell how they played, what books the Librarian offered them, talk about what they liked the most.
Role-playing game "Cosmonauts"
Purpose:expand the subject matter of story games, introduce them to the work of astronauts in space, foster courage, endurance, expand the vocabulary of children: "outer space", "cosmodrome", "flight", "open space".Equipment: spaceship and building material, seat belts, space tools, toy cameras.
Age: 5-6 years old.
Game progress: the teacher asks the children if they would like to go to space? What kind of person does it take to fly into space? (Strong, courageous, dexterous, clever.) He suggests going into space to leave a satellite there, which will transmit weather signals to Earth. You will also need to take photos of our planet from space. All together remember what else you need to take with you so that nothing could happen during the flight. Children play up the situation. They complete the task and return to Earth. The roles of Pilots, Navigator, Radio Operator, Captain are assigned at the request of the children.
Role-playing game "Family"
Purpose: to form an idea of \u200b\u200bcollective management of the economy, family budget, family relationships, joint leisure activities, foster love, a benevolent, caring attitude towards family members, interest in their activities.Equipment: all toys necessary for playing with the family: dolls, furniture, dishes, things, etc.
Age: 5-6 years old.
Game progress: the educator invites children to "play with the family." Roles are assigned at will. The family is very large, Grandma has a birthday. Everyone is busy about arranging a holiday. Some family members buy groceries, others prepare a festive dinner, set the table, and still others prepare an entertainment program. During the game, you need to observe the relationship between Family members, help them in time.
Role-playing game "In a cafe"
Purpose: to teach the culture of behavior in public places, to be able to fulfill the duties of a cook, a waiter.Equipment: necessary equipment for a cafe, doll toys, money.
Age: 5-6 years old.
Game progress: Buratino comes to visit the children. He met all the children, made friends with other toys. Buratino decides to invite his new friends to a cafe to treat them to ice cream. Everyone goes to the cafe. There they are served by waiters. Children learn how to place an order correctly, thank you for the service.
Role-playing game "Around the World"
Purpose:expand the horizons of children, consolidate knowledge about parts of the world, different countries, foster the desire to travel, friendly relationships, expand the vocabulary of children: "captain", "travel around the world", "Asia", "India", "Europe", "Pacific Ocean ".Equipment: ship made of building material, steering wheel, binoculars, world map.
Age: 6-7 years old.
Game progress: the teacher invites the children to go on a trip around the world by ship. Optionally, children are chosen for the roles of Captain, Radio Operator, Sailor, Warrant Officer. We consolidate knowledge of what these people are doing on the ship - their rights and responsibilities. The ship sails across Africa, India, and other countries and continents. Sailors have to deftly control the ship so as not to collide with the iceberg, to cope with the storm. Only well-coordinated work and friendship help them cope with this test.
Role-playing game "On the city roads"
Purpose: to consolidate the knowledge of children about the rules of the road, to introduce them to a new role as a traffic controller, to bring up endurance, patience, attention on the road.Equipment: toy cars, flags for the traffic controller - red and green.
Age: 5-7 years old.
Game progress: children are offered to build a beautiful building - a theater. Choosing a place to build. But first you need to transport the building material to the right place. Drivers can easily cope with this. Children take cars and go for building materials. But here's the bad luck - the traffic lights don't work on the main roads. To avoid an accident on the road, it is necessary that the traffic of cars be controlled by a traffic controller. Choosing a Regulator. He becomes in a circle. He is holding red and green flags. The red flag is "stop", the green flag is "go." Everything will be all right now. The traffic controller controls the traffic.
Role-playing game "Traffic rules"
Purpose:continue to teach children to navigate by road signs, follow traffic rules. To educate the ability to be polite, attentive to each other, to be able to navigate in a traffic situation, to expand the vocabulary of children: "traffic police post", "traffic light", "traffic violation", "speeding", "fine".Equipment: toy cars, road signs, traffic lights; for a traffic police officer - a police cap, a stick, a radar; driver's licenses, technical certificates.
Age: 6-7 years old.
Game progress: children are asked to choose traffic police officers to keep order on the city's roads. The rest of the children are motorists. At will, children distribute among themselves the roles of petrol station workers. During the game, children try not to violate traffic rules.
Role-playing game "We are athletes"
Purpose: to give children knowledge about the need to play sports, to improve sports skills - walking, running, throwing, climbing. To develop physical qualities: quickness, dexterity, coordination of movements, an eye, orientation in space.Equipment: medals to winners, a billboard to showcase the number of points earned, sports equipment - balls, skipping ropes, skittles, rope, ladders, benches, etc.
Age: 6-7 years old.
Game progress: the teacher invites the children to hold a competition in different sports. At the request of children, judges, organizers of the competition are chosen. The rest of the children are athletes. Everyone independently chooses the kind of sport in which they will compete with their rivals. The judges will award points for completing the task. The game ends with the awarding of the winners.
Role-playing game "At the car service station"
Purpose: expand the theme of construction games, develop constructive skills, be creative, find a good place to play, introduce you to a new role - a car repair mechanic.Equipment:building material for building a garage, locksmith tools for car repair, equipment for washing and painting cars.
Age: 6-7 years old.
Game progress: inform the children that there are a lot of cars on the roads of the city and these cars break down very often, so we need to open a car service station. Children are offered to build a large garage, equip a place for a car wash, choose employees, service personnel. They are introduced to a new working profession - a mechanic for the repair of machines (motor, steering, brakes, etc.).
Role-playing game "Border Guards"
Purpose: continue to acquaint children with military professions, clarify the daily routine of servicemen, what is their service, foster courage, dexterity, the ability to clearly follow the orders of the commander, expand the vocabulary of children: "border", "post", "security", "violation", "Alarm", "border guard", "dog breeder".Equipment:border, border post, machine gun, border dog, military caps.
Age: 6-7 years old.
Game progress: the educator invites children to visit the state border of our Motherland. A conversation is held about who is guarding the border, for what purpose, how the border guard service is going on, what is the daily routine of a military man. Children on their own
distribute the roles of the Military Commander, Head of the Border Outpost, Border Guards, Dog Breeders. In the game, children apply the knowledge and skills acquired in previous lessons. It is necessary to draw the attention of children to support and friendly mutual assistance.
Role-playing game "School"
Purpose: to clarify the knowledge of children about what they do at school, what are the lessons, what the teacher teaches, to foster a desire to study at school, respect for work; vocabulary of children: "school supplies", "portfolio", "pencil case", "students", etc. .d.Equipment:pens, notebooks, children's books, alphabet, numbers, board, chalk, pointer.
Age:6-7 years old.
Game progress: the teacher invites the children to play at school. There is a conversation about why the school is needed, who works there, what the students are doing. A Teacher is chosen at the request of the children. The rest of the children are Pupils. The teacher assigns tasks to students, they independently and diligently complete it. Another teacher is in another lesson. Children take lessons in mathematics, mother tongue, physical education, singing, etc.
Role-playing game "Space Adventure"
Purpose: teach to apply your knowledge and skills in practice, create a friendly atmosphere between children, develop their responsibility, interest, expand their vocabulary - "space", "planet", "Mars", "outer space", "zero gravity", "cosmodrome" ...Equipment: spaceship, medical instruments for a doctor, posters of views of our planet from space.
Age: 6-7 years old.
Game progress: the guys are told that in a few minutes the spaceship will start. Those interested can become space tourists. But in order to fly into space, you need to think about what qualities you need to possess? (Be smart, brave, strong, kind, cheerful.) And you also need to be healthy. Anyone who decides to go into space must pass a medical commission. The doctor examines the tourists and issues a permit. Children choose the Pilot, the Doctor on the ship, the Navigator. Everyone is ready to fly. The dispatcher announces the start. Passengers fasten their seat belts. From a height, children look at (pictures) the view of the planet Earth, talk about why it is called the blue planet (most of it is covered with water). Children tell what they know oceans, seas, mountains. The spacecraft makes a stop on the planet Mars. Tourists go out, inspect the planet, draw conclusions about the existence of life on this planet. The ship flies on. Next stop is Jupiter. Tourists again examine the planet, share their knowledge and impressions. The ship returns to Earth.
Role-playing game "We are military scouts"
Purpose: develop the theme of paramilitary games, teach children to perform tasks exactly, be attentive, careful, foster respect for military professions, a desire to serve in the army, expand the vocabulary of children - "intelligence", "scouts", "sentry", "security", " soldiers ".Equipment:elements of military clothing for children, weapons.
Age:6-7 years old.
Game progress: the teacher suggests remembering films, stories about the life of military intelligence officers, invites children to play them. Children distribute among themselves the roles of Scouts, Sentinels, Commanders, Guard Soldiers, determine goals and objectives, and monitor their implementation.
Anna Voloshina
Consultation for educators "Role-playing game in a preschool educational institution"
Consultation for educators on the topic:
« Role-playing game in a preschool educational institution»
Preschool childhood is a short but important period of personality formation. During these years, the child acquires initial knowledge about the world around him, a certain attitude towards people and work begins to form in him, habits of correct behavior are developed, and character is formed. A special place is occupied by games that are created by the children themselves - role-playing... In these in games, preschoolers play all thatwhat they see around them in the life and activities of adults.
In play, all aspects of the child's personality are formed, significant changes occur in his psyche, preparing the transition to a new, higher stage of development. This explains the huge educational possibilities of the game, which psychologists consider the leading activity of the preschooler.
Game features:
In the first youngest group, it is necessary to encourage games in which children imitate the activities of others. people: mom cooks lunch, feeds the children, dad makes something, the driver drives the car. At the same time, children learn the purpose of the simplest tools and begin to master by them: dig with a shovel, hammer down with a hammer, rake them with a rake.
By imitating adults, the child produces certain labor actions: sweeps the floor, dresses and undresses the doll, rolls it in the stroller. It promotes assimilation
and consolidation of work skills and skills acquired outside the game. Observe the child's play, find out which actions are more difficult for him and help him master them.
Take care of conditions for games, toys that teach children to work, there should be sufficient quantity: clothes for dolls, items for cleaning the room, strollers, sets of dishes, shovels, scoops, etc.
Younger preschoolers still playusually alone. In their subject and construction games, they improve perception, memory, imagination, thinking and motor abilities. Plot - role play of children of this age is usually reproduce the actions of those adults whom they observe in everyday life.
In the second younger group, the development of games related to work activities continues, in which children reflect the life and activities of people. Labor actions are still imitative, imitative in nature, but they are becoming significantly more: Teach the bus driver not only to drive the car, open and close doors for passengers, refuel the engine with gasoline, and, if necessary, make repairs. In this group, children show creativity and imagination, using objects instead of missing ones. attributes: an ordinary cord - a stethoscope at the "doctor" for listening to the patient, but it can also be a telephone. Developing children's interest in adult work, pay attention of children not only to certain actions, but also to the results labor: the room became clean, the paths on the site were cleared.
Gradually, by the middle period of preschool childhood, games become cooperative, and more and more children are included in them. The main thing in these games are not reproduction behavior of adults in relation to the objective world, and the imitation of certain relationships between people, in particular - role-playing. Children identify the roles and rules on which these relationships are built, strictly monitor their observance in the game and try to follow them themselves.
The games of children of the middle group are much more varied in their own way. content: to the hospital, to the ship, to the builders, professions more complex: doctor, salesman, builder, hairdresser If the teacher is interested in the invention of children, then they begin to listen to the opinion of their comrades, to reckon with them. Everyone finds something to their liking.
By stimulating the development of games on work topics, the teacher picks up toys... Middle and senior preschool age plot - role-playing games are developing, but at this time they already differ in a wide variety of topics, roles, game actions. Many objects of a natural nature used in the play of younger preschoolers are here replaced by conditional ones, and the so-called. symbolic a game... For example, a simple cube, depending on the game and the role assigned to it, can symbolically represent various pieces of furniture, a car, and people and animals.
A special role in the game is given to the exact observance of the rules and relations, for example, subordinate ones. This is where leadership first appears, and children begin to develop organizational skills and abilities.
Children of the older group reproduce in the game not only the labor actions of adults, but also the relationship of people at work. Along with games of previous childrenreflecting the life of a family, kindergarten, the work of people of certain professions, children of this age willingly play into more complex games, reflecting the nature of the work of representatives of different professions, their relationships. But no matter how varied the set of ready-made toys is, you always need to do something with your hands to play. If children have clear ideas about this or that type of work, they can do a lot with their own hands.
In the preparatory group, acquaintance with the work of adults becomes much more complicated and requires the use of more diverse methodological techniques. First of all, you should establish the level of knowledge of children about the activity parents: in which company they work, what is the name of their position and what are their job responsibilities, what type of products the company produces or what type of services they provide.
Forming an active interest in the labor activity of adults, attention should be paid to children's ideas about the moral side labor: What benefits do parents bring with their work? What do all people work for? Why do the chefs try to cook delicious food, and the seamstress make beautiful clothes?
The task of the teacher is to make children want to learn as much as possible about the profession they are interested in. Gradually, children are imbued with the awareness that people who perform different jobs at the same enterprise participate in a common cause.
for preparation and planning plotrole-playing games and complicating them plots.
1. Use of surprise moments (receiving a letter, parcel, telegram, arrival and meeting of a guest, etc.) in order to maintain children's interest in the game.
2. Sending a letter, parcel with a message, with a request.
3. Reading books on the topic of the game, discussion plot, the actions of the heroes.
4. Viewing a film strip, cartoon on the theme of the game.
5. Conducting an excursion on the theme of the game.
6. Observation of the work of adults in the immediate environment of the child (doctor, nurse, cook, seamstress, etc.).
7. Conducting conversations about various professions, accompanied by viewing the relevant illustrations.
8. Introduction of a new role into the game already familiar to children, clarification of responsibilities.
9. Assisting children in organizing a play environment.
10. Sharing with children a game.
11. Introduction of new attributes, clarification of their meaning, application options.
12. Statement of problematic game tasks.
13. Visiting another group, watching a similar game, discussing it.
14. Story the teacher about the games of children of another group.
15. Instructing the children to talk to their parents about the game (what is interesting about this or that profession, after which the children share with each other what they have learned.
16. Assigning parents to visit theater, zoo, shops, etc. with their children; exchange impressions.
17. Children composing stories on topics "Like us were playing» , “How can playing even more interesting» , "How we helped each other" and etc.
18. Composing stories for plot-shaped toys.
19. Drawing up an album on the theme of the game with children.
20. Discussing the plan with the children role-playing game.
21. Discussion of the course and results of the game ( target: help children understand their actions and deeds in role-playing game).
22. Using mimic sketches, elements of psycho-gymnastics.
23. Involvement of children in the manufacture and design of attributes.
Role educator in the game maybe different: he can be a direct participant in the game, an advisor, an assistant, etc. But in all cases educatorbeing attentive to the intentions and aspirations of children, without suppressing their initiative and independence, influences the content of games, creates conditions for their deployment, for the development of children's ingenuity and creativity. He helps children establish relationships of friendship and mutual assistance.
Nomination: role-playing games in kindergarten class notes
Position: educator
1.Zoo.
Purpose: expand children's knowledge about wild animals, their habits, lifestyle, nutrition, foster love, humane attitude towards animals, expand the vocabulary of children.
Equipment: toy wild animals familiar to children, cages (made of building material), tickets, money, box office.
Game progress: the teacher informs the children that a zoo has arrived in the city, and offers to go there. Children buy tickets at the box office and go to the zoo. There they look at the animals, talk about where they live, what they eat. During the game, the attention of children should be paid to how to handle animals, how to care for them.
2. Kindergarten.
Purpose: to expand the knowledge of children about the purpose of the kindergarten, about the professions of those people who work here - educator, nanny, cook, music worker, to educate children in the desire to imitate the actions of adults, to take care of their pupils.
Equipment: all the toys you need to play in kindergarten.
Game progress: the teacher invites children to play in kindergarten. If desired, we assign children to the roles of the Educator, Nanny, Music Director. Dolls and animals act as pupils. During the game, they monitor relationships with children, help them find a way out of difficult situations.
- A family.
Purpose. Development of interest in the game. Formation of positive relationships between children.
Game material... Doll - baby, attributes for the equipment of the house, doll clothes, dishes, furniture, substitute items.
Game progress.
The teacher can start the game by reading the artistic work of N. Zabila "Yasochkin Garden", at the same time a new doll Yasochka is added to the group. After reading the story, the teacher invites the children to play the way Yasya does, helps to prepare toys for the game.
The educator may then invite the children to dream up how they would play when they were alone at home.
In the following days, the teacher and the children can equip a house on the playground in which Yasochka will live. To do this, you need to clean the house: wash the floor, hang curtains on the windows. After that, the teacher can talk in the presence of children with the parents of a recently ill child about what he was sick with, how mom and dad took care of him, how they treated him. You can also play an activity with a doll ("Yasochka caught a cold").
Then the teacher invites the children to play independently in the "family", observing the game from the side.
With the subsequent conduct of the game, the teacher can introduce a new direction, invite the children to play, as if it was Yasha's birthday. Before that, you can remember what the children did when someone in the group had a birthday party (children secretly prepared gifts: they drew, sculpted, brought postcards, small toys from home. read poetry). After that, the teacher invites the children to mold bagels, cookies, sweets - a treat in a modeling lesson, and in the evening to celebrate Yasochka's birthday.
In the following days, many children can already develop various options for celebrating their birthday in independent games with dolls, saturating the game with their own experience gained in the family.
In order to enrich children's knowledge about the work of adults, the educator, having previously agreed with the parents, can instruct the children to help their mother at home and prepare food, clean the room, do the laundry, and then tell about it in kindergarten.
For the further development of the “family” game, the teacher finds out which of the children has younger brothers or sisters. You can read the book by A. Barto "Younger brother" to children and look at the illustrations in it. The teacher brings a new baby doll and everything necessary to care for it to the group and invites the children to imagine as if each of them has a little brother or sister, to tell how they would help their mother take care of him.
The educator can also organize a family game for a walk.
The game can be offered to a group of three children. Distribute the roles: "mom", "dad" and "sister". The game focuses on the baby doll "Alyosha" and new kitchen utensils. Girls can be offered to clean the playhouse, rearrange the furniture, choose a comfortable place for "Alyosha" cradle, make a bed, swaddle the baby, put him to bed. "Dad" can be sent to the "bazaar", bring grass - "onions". After that, the teacher can include other children in the game as they wish and offer them the roles of "Yasochka", "Dad's friend - a driver" who can take the whole family to the forest to rest, etc.
The teacher should provide children with independence in the development of the plot, but also carefully monitor the game and skillfully use the role relationships of children to strengthen real positive relationships between them.
The teacher can end the game with a proposal to go (the whole family has lunch in a group.
The teacher, together with the children, can constantly develop the plot of the game in the "family", intertwining with games in "kindergarten", in "chauffeurs", "mothers and fathers", "grandmothers and grandfathers". Participants in the "family" game can take their children to a "kindergarten", take part in (matinees, "birthdays", fix toys; "mothers and fathers" with children as passengers go on a bus for a country walk in the forest, or the "chauffeur" to take the mother and her sick son by ambulance to the "hospital", where he is received, treated, cared for, etc.
- Bath day.
purpose... Development of interest in the game. Formation of positive relationships between children. Fostering in children a love of cleanliness and tidiness, a caring attitude towards the younger.
Game material
Game roles... Mother, father.
Game progress... The teacher can start the game by reading the work "Grimy Girl" and "Bathing" from A. Barto's book "Younger Brother". Talk about the content of the texts. After that, it is advisable to show the children the cartoon by K. Chukovsky "Moidodyr", to look at the paintings by E. I. Radina, V. A. Ezikeeva "Playing with a doll." And also to conduct a conversation "How we swam", in which to fix not only the sequence of bathing, but also to clarify the children's ideas about the bathroom equipment, about how attentively, caringly, affectionately mothers and fathers treat their children. Also, the teacher can involve children, together with their parents, to take part in the manufacture of attributes, equipping a large bathroom (or bath) for dolls.
With the help of parents and with the participation of children, you can build a towel rack, a lattice under your feet. Children can design soap boxes. Benches and chairs for the bathroom can be made of large building material, or you can use highchairs and benches.
During the game, the teacher tells the children that they cleaned the play corner very well yesterday; washed all the toys, arranged them beautifully on the shelves. Only the dolls remain dirty, so you need to wash them. The teacher offers to arrange a bath day for them. Children put up a screen, bring baths, basins, build benches and chairs from building material, put a lattice under their feet, find combs, washcloths, soap, soap dishes. Here the bath is ready! Some "mothers" are in a hurry to start bathing without having prepared clean clothes. For dolls. The teacher asks them: "What will you change your daughters into?" “Moms” run to the closet, bring clothes and put them on chairs. (Each doll has its own clothes). After that, the children undress and bathe the dolls: in the bath, under the shower, in a basin. If the need arises, the educator helps the children, makes sure that they take care of the dolls, call them by name; reminds that you need to bathe carefully, carefully, do not pour water into your "ears". When the dolls are washed, they are dressed, combed. After bathing, children pour out the water, clean the bathroom.
- Big washing.
Purpose. Development of interest in the game. Formation of positive relationships between children. Fostering in children respect for the work of the washerwoman, careful attitude to clean things - the result of her labor.
Game material... Screen, basins, baths, building material, play bath accessories, substitute items, doll clothes, dolls.
Game roles. Mom, dad, daughter, son, aunt.
Game progress... Before starting the game, the teacher tells the children to observe the work of the mother at home, to help the spa during the wash. Then the teacher reads the story by A. Kardashova "Big wash".
After that, if the children do not have a desire to play the game on their own, then the teacher can offer them to arrange a "big wash" or take out a bath and linen to the site.
Further, the teacher offers the children the following roles "mom", "daughter", "son", "aunt", etc. You can develop the following plot: the children have dirty clothes, you need to wash all the clothes that get dirty. “Mom” will direct the washing: which clothes should be washed first, how to rinse the laundry, where to hang the laundry, how to iron it.
The educator must skillfully use role relationships during play to prevent conflict and form positive, real relationships.
During the subsequent conduct of the game, the teacher can use another form: the game of "laundry". Naturally, before this, appropriate work should be carried out to familiarize with the work of the washerwoman.
During an excursion to the kindergarten laundry, the teacher introduces the children to the work of the washerwoman (washes, turns blue, starch), emphasizes the social significance of her work (she washes bed linen, towels, tablecloths, dressing gowns for kindergarten employees). The washerwoman tries very hard - everyone is pleased with the snow-white linen. Washing machine, electric irons facilitate the work of the washerwoman. The excursion helps to instill in children respect for the work of the washerwoman, respect for clean things - the result of her labor.
The reason for the emergence of the game in the "laundry" is often the introduction of the teacher into the group (or area) of objects and toys necessary for washing.
Children are attracted to the role of “washerwoman” because they are “interested in washing,” especially in the washing machine. To prevent possible conflicts, the teacher invites them to work in the first and second shifts, like in a laundry.
- Bus (Trolleybus).
purpose... Consolidation of knowledge and skills about the work of a driver and a conductor, on the basis of which the children will be able to develop a plot, creative game. Acquaintance with the rules of conduct on the bus. Development of interest in the game. Formation of positive relationships between children. Raising children's respect for the work of the driver and conductor.
Game material... Construction material, toy bus, steering wheel, cap, policeman's stick, dolls, money, tickets, wallets, conductor's bag.
Game roles... Driver, conductor, controller, policeman-traffic controller.
Game progress... The teacher needs to start preparing for the game by observing the buses on the street. It is good if this observation is carried out at a bus stop, since here children can observe not only the movement of the bus, but also how passengers enter and leave it, and see the driver and the conductor through the windows of the bus.
After such observation, which is led by the teacher, attracting and directing the attention of children, explaining to them everything they see, you can invite the children to draw a bus in class.
Then the teacher needs to organize a toy bus game in which the children can reflect their impressions. So, you need to make a bus stop where the bus will slow down and stop, and then hit the road again. Small pupae can be put on the bus at a stop and taken to the next stop at the other end of the room.
The next stage in preparation for the game should be a trip for children on a real bus, during which the teacher shows and explains a lot to them. During such a trip, it is very important that children understand how difficult the driver's job is, and observe it, understand the meaning of the conductor's activities and see how he works, how he behaves politely with passengers. In a simple and accessible form, the teacher must explain to the children the rules of behavior for people on the bus and other types of transport (if you have been given a seat, thank you; give way to an old man or a sick person who finds it difficult to stand; do not forget to thank the conductor when he gives you a ticket; sit down to free space, and do not necessarily require a seat by the window, etc.). The teacher must necessarily explain each rule of conduct. Children need to understand why an old man or a disabled person needs to give up a seat, why they cannot demand a better seat by the window. Such an explanation will help children practically master the rules of behavior on buses, trolleybuses, etc., and then, becoming entrenched in the game, they will become a habit, become the norm of their behavior.
Another important point while traveling on a bus is to explain to children that trips are not an end in themselves, that people do not make them for the pleasure they get from the ride itself: some go to work, others to the zoo, others to the theater, and others to doctor, etc. The driver and the conductor by their work help people to quickly get to where they need to, so their work is honorable and you need to be grateful to them for it.
After such a trip, the teacher must conduct a conversation with the children about the picture of the corresponding content, having previously carefully examined it with them. When analyzing the content of the picture with the children, you need to tell which of the passengers depicted on it is going where (grandmother with a big bag goes to the store, mother takes her daughter to school, uncle with a portfolio - to work, etc.). Then, together with the children, you can make the attributes that will be needed for the game: money, tickets, wallets. The teacher also makes a bag for the conductor and a steering wheel for the driver.
The last stage in preparation for the game can be watching a movie that shows the ride on the bus, the activities of the conductor and the driver. At the same time, the educator must explain to the children everything that they see, and be sure to ask them questions.
After that, you can start the game.
For the game, the teacher makes a bus by moving the chairs and placing them in the same way as the seats on the bus. The entire structure can be fenced off with bricks from a large building set, leaving the front and rear doors for the embarkation and disembarkation of passengers. At the rear end of the bus, the teacher makes a conductor's place, in the front driver's seat. In front of the driver is the steering wheel, which is attached either to a large wooden cylinder from the building kit or to the back of a chair. Purses, money, bags, dolls are given to children to play. Ask the driver to take his seat, the conductor (educator) politely invites passengers to get on the bus and helps them to get comfortable. Thus, for passengers with children, he offers to take the front seats, and for those who did not have enough seats, he advises them to hold on so as not to fall while driving, etc. Placing passengers, the conductor simultaneously explains to them his actions (“You have son. It’s hard to hold him. You have to sit down. Give up, perhaps a hundred, a seat, otherwise the boy’s hard to hold. Grandfather also needs to give up his seat. He’s old, it’s hard for him to stand. And you are strong, you give way to grandfather and hold on to your hand here, and you can fall when the bus is going fast ”, etc.). Then the conductor hands out tickets to passengers and, along the way, finds out which of them is going where and gives the signal to depart. On the way, he announces stops ("Library", "Hospital", "School", etc.), helps to get off the bus and get into it for elderly people, disabled people, gives tickets to newcomers, keeps order on the bus.
Next time, the teacher can assign the role of a conductor to one of the children. The teacher guides and fu, now becoming one of the passengers. If the conductor forgets to announce stops or during the departure of the bus, the teacher reminds about this, and without disrupting the course of the game: “What is the stop? I have to go to the pharmacy. Please tell me when to get off ”or“ You forgot to give me a ticket. Please give me a ticket ”, etc.
Some time later, the teacher can introduce into the game the role of a controller, checking whether everyone has tickets, and the role of a traffic policeman, who either allows or prohibits the movement of the bus.
Further development of the game should be directed towards combining it with other plots and connecting to them.
- Chauffeurs
Purpose. Consolidation of knowledge and skills about the work of the driver, on the basis of which the children will be able to develop a plot, creative game. Development of interest in the game. Formation of positive relationships between children. Raising children's respect for the work of the driver.
Game material... Cars of various brands, a traffic light, a petrol station, building materials, steering wheels, a cap and a stick of a policeman-traffic controller, dolls.
Game roles... Chauffeurs, mechanic, gas station, dispatcher.
Game progress... The teacher should begin preparing for the game by organizing special observations for | chauffeur activities. They should be guided by the teacher and accompanied by his story, explanation. A very good reason for the first detailed acquaintance of children with the work of a driver can serve as an observation of how food is brought to the kindergarten. Shown and explaining how the driver brought food, what he brought and what of these products will then be prepared, you need to inspect the car with the children, including the driver's cabin. It is advisable to organize constant communication with the driver who brings food to the kindergarten. Children watch him work, help unload the car.
The next step in preparing for the game is observing how food is brought to nearby stores. Walking with the children down the street, you can stop at one or another store and watch how the brought products are unloaded: milk, bread, vegetables, fruits, etc. As a result of this observation, the children should understand that being a driver is completely does not mean just turning the steering wheel and humming that the chauffeur drives a car in order to bring bread, milk, etc.
Also, before the start of the game, the teacher organizes excursions to the garage, to the gas station, to a busy intersection where there is a police officer.
It is advisable for the teacher to conduct another excursion to the garage, but not to any garage, but to the one where the father of one of the pupils of this group works as a chauffeur, where the father will tell about his work.
Emotionally colored ideas of children about the work of their parents and its social benefits are one of the factors that induce a child to take on the role of a father or mother, to reflect their activities in everyday life and at work in play.
The impressions received by children during such walks and excursions must be consolidated in a conversation about a picture or postcards. In the course of these conversations, the educator must emphasize the social significance of the driver's activities, emphasize the importance of his activities for others.
The educator can then arrange a play on the toy cars. For example, children are given vegetables, fruits, bread and confectionery, furniture made of paper that they fashioned in class. The teacher advises taking food to the kindergarten, goods to the store, transporting furniture from the store to a new house, rolling dolls, taking them to the dacha, etc.
To enrich the experience of children, their knowledge, it is necessary to show the children on the street different cars (for transporting milk, bread, trucks, cars, fire, ambulance, if possible, show the cars in action that water the streets, sweep, sprinkle with sand), explaining the purpose of each of them. At the same time, the teacher must emphasize that everything that these cars do can be done only thanks to the activity of the driver.
The teacher should also consolidate the knowledge gained by children during walks and excursions, examining with them pictures depicting a street with various types of cars, and in an active game with an element of the plot. For this game, you need to prepare cardboard steering wheels and a stick for the traffic controller. The essence of the game is that each child, driving the steering wheel, moves around the room in the direction that the policeman points to him with his wand (or hand). The traffic controller can change the direction of movement, stop transport. This simple game, when well organized, is a lot of fun for children.
One of the stages in preparing children for a story game can be watching a movie showing a specific case of a driver's activity and different types of cars.
At the same time, for two weeks, it is advisable to read several stories from the book by B. Zhitkov “What have I seen?”, To conduct several classes on designing from building materials (“Garage for several cars”, “Truck”), followed by playing with buildings. It is good to learn with children the outdoor game "Colored cars" and the musical and didactic game "Pedestrians and taxis" (music by M. Zavalishina).
On the site, children, together with the teacher, can decorate a large truck with multi-colored flags, carry dolls on it, build bridges, tunnels, roads, garages in the sand for walks.
The game can be started in different ways.
The first option could be as follows. The teacher invites the children to move to the country house. First, the teacher warns the children about the upcoming move and that they need to pack their things, load them into the car and sit down themselves. The caregiver then appoints a driver. On the way, be sure to tell the children about what a car is passing by. As a result of this move, the doll corner moves to another part of the room. Having disassembled things in the country and settled in a new place, the teacher will ask the driver to bring food, then take the children to the forest for mushrooms and berries, or to the river to swim and sunbathe, etc.
Further development of the game should go along the line of connecting it to other game themes, such as "Shop", "Theater". "Kindergarten", etc.
Another option for the development of this game may be the following. The teacher takes on the role of a "driver", inspects the car, washes it, with the help of children, refills the tank with gasoline. Then the "dispatcher" writes out a waybill, which indicates where to go and what to transport. The "chauffeur" leaves for the construction of a residential building. Then the plot develops in this way: the chauffeur helped build the house.
Then the teacher introduces into the game several roles of "drivers", "builders". The children, together with their teacher, are building a new home for Yasi and her mom and dad.
The teacher then encourages the children to play on their own and reminds the children that they themselves can play however they want.
During the subsequent game of "chauffeurs", the teacher brings in new toys - cars of various brands that he makes together with the children, a traffic light, a gas station, etc. Also, children together with the teacher can make new missing toys (tools for car repair, a cap and a stick a policeman-traffic controller), improve ready-made toys (attach a trunk to a passenger car or an arc to a bus using plasticine, turning it into a real trolleybus). All this contributes to maintaining interest in the device, purpose and methods of using the toy in the game.
At this age, children's games of "chauffeurs" are closely intertwined with games of "construction", since chauffeurs help build houses, factories, dams.
- Score.
Purpose: to teach children to classify objects according to common characteristics, to foster a sense of mutual help, to expand the vocabulary of children: to introduce the concepts of "toys", "furniture", "food", "dishes".
Equipment: all toys depicting goods that can be bought in the store, located in the window, money.
Game progress: the teacher offers the children to place in a convenient place a huge supermarket with such departments as vegetable, grocery, dairy, bakery and others, where customers will go. Children independently distribute the roles of sellers, cashiers, sales workers in departments, sort goods into departments - food, fish, bakery products, meat, milk, household chemicals, etc. They come to the supermarket for shopping with their friends, choose a product, consult with sellers, pay at the checkout. During the game, the teacher needs to pay attention to the relationship between sellers and buyers. The older the children are, the more departments and products there can be in the supermarket.
- At the doctor's.
purpose: to teach children to care for the sick and to use medical instruments, to educate children in attentiveness, sensitivity, to expand vocabulary: to introduce the concepts of “hospital”, “sick”, “treatment”, “medicine”, “temperature”, “hospital”.
Equipment: dolls, toy animals, medical instruments: thermometer, syringe, pills, spoon, phonendoscope, cotton wool, medicine jars, bandage, dressing gown and cap for a doctor.
Game progress: the teacher offers to play, the Doctor and the Nurse are chosen, the rest of the children pick up toy animals and dolls, come to the clinic for an appointment. Patients with various diseases come to the doctor: the bear has a toothache because he ate a lot of sweets, the doll Masha pinched her finger on the door, etc. We clarify the steps: The doctor examines the patient, prescribes treatment for him, and the Nurse follows his instructions. Some patients require inpatient treatment, they are admitted to the hospital. Older preschool children can choose from several different specialists - therapist, ophthalmologist, surgeon and other doctors known to children. When they get to the appointment, the toys tell why they got to the doctor, the teacher discusses with the children whether this could have been avoided, and says that you need to take more care of your health. During the game, children observe how the doctor treats patients - makes bandages, measures the temperature. The teacher assesses how the children communicate with each other, reminds that the recovered toys do not forget to thank the doctor for the help provided.
- Building a house.
Purpose: to introduce children to construction professions, to pay attention to the role of technology that facilitates the work of builders, to teach children to build a construction of a simple structure, to foster friendly relations in a team, to expand children's knowledge about the peculiarities of construction workers, to expand the vocabulary of children: introduce the concepts of "construction", "bricklayer "," Crane "," builder "," crane operator "," carpenter "," welder "," building material ".
Equipment: large building materials, cars, a crane, toys for playing with a building, pictures depicting people of the construction profession: bricklayer, carpenter, crane operator, driver, etc.
Game progress: the teacher invites the children to guess the riddle: “What kind of turret is there, and the light is on in the window? We live in this tower, and it is called ...? (house)". The teacher suggests that the children build a large, spacious house where toys could settle. Children remember what kind of construction professions are, what people do at a construction site. They look at pictures of the builders and talk about their responsibilities. Then the children agree to build a house. Roles are distributed among the children: some are Builders, they build a house; others are Drivers, they bring building materials to the construction site, one of the children is a Crane Operator. During construction, attention should be paid to the relationship between children. The house is ready, and new residents can move in there. Children play on their own.
- Barbershop.
purpose: to introduce children to the profession of a hairdresser, to foster a culture of communication, to expand the vocabulary of children.
Equipment: hairdresser's robe, client's cape, hairdresser's tools - comb, scissors, bottles for cologne, varnish, hair dryer, etc.
Game progress: knock on the door. The doll Katya comes to visit the children. She meets all the children and notices a mirror in the group. The doll asks the children if they have a comb? Her pigtail has come undone and she would like to comb her hair. The doll is offered to go to the hairdresser. It is clarified that there are several rooms there: for women, men, for manicure, good masters work in them, and they will quickly put Katya's hair in order. We appoint hairdressers, they take their jobs. Other children and dolls go to the salon. Katya remains very pleased, she likes her hairstyle. She thanks the children and promises to come to this particular hairdresser next time. During the game, children will learn about the duties of a hairdresser - haircut, shaving, hair styling, manicure.
- Ambulance.
Purpose: arouse children's interest in the professions of a doctor, nurse; to bring up a sensitive, attentive attitude to the patient, kindness, responsiveness, culture of communication.
Roles: doctor, nurse, ambulance driver, patient.
Game actions: The patient calls 03 and calls an ambulance: he gives his name, age, address, complaints. An ambulance is coming. The doctor and the nurse go to the patient. The doctor examines the patient, listens carefully to his complaints, asks questions, listens with a phonendoscope, measures the pressure, looks at the throat. The nurse measures the temperature, follows the doctor's instructions: gives medicine, injections, treats and bandages the wound, etc. If the patient feels very unwell, he is taken away and taken to the hospital.
Preliminary work: Excursion to the medical office d / s. Observing the work of a doctor (listening with a phonendoscope, looking at the throat, asking questions). Listening to K. Chukovsky's fairy tale "Doctor Aibolit" in the recording. Excursion to the children's hospital. Observation of the ambulance. Reading lit. works: Y. Zabila "Yasochka caught a cold", E. Uspensky "We played in the hospital", V. Mayakovsky "Who to be?" Examination of medical instruments (phonendoscope, spatula, thermometer, tonometer, tweezers, etc.). Didactic game "Yasochka caught a cold". Conversation with children about the work of a doctor, nurse. Examining illustrations about a doctor, honey. sister. Modeling "Gift for the sick Yasochka". Making attributes for the game with the children with the involvement of parents (dressing gowns, hats, recipes, medical cards, etc.)
Game material: telephone, bathrobes, hats, pencil and paper for recipes, phonendoscope, tonometer, thermometer, cotton wool, bandage, tweezers, scissors, sponge, syringe, ointments, tablets, powders, etc.
- Veterinary clinic.
Purpose: arouse children's interest in the profession of a veterinarian; to bring up a sensitive, attentive attitude towards animals, kindness, responsiveness, a culture of communication.
Roles: veterinarian, nurse, nurse, veterinary pharmacy worker, people with sick animals.
Game actions: Sick animals are brought and brought to the veterinary hospital. The veterinarian accepts patients, listens carefully to the complaints of their owner, asks questions, examines the sick animal, listens with a phonendoscope, measures the temperature, makes an appointment. The nurse writes the prescription. The animal is taken to the treatment room. The nurse gives injections, treats and bandages wounds, lubricates with ointment, etc. The nurse cleans the office, changes the towel. After receiving the sick animal, the owner of the sick animal goes to the veterinary pharmacy and buys the medicine prescribed by the doctor for further treatment at home.
Preliminary work: Excursion to the medical office d / s. Observing the doctor's work (listening with a phonendoscope, looking at his throat, asking questions) Listening to K. Chukovsky's fairy tale "Doctor Aibolit" in the recording. Examination with children of illustrations for K. Chukovsky's fairy tale "Doctor Aibolit". Reading lit. works: E. Uspensky "We played in the hospital", V. Mayakovsky "Who to be?" Examination of medical instruments: a phonendoscope, a spatula, a thermometer, tweezers, etc. Didactic game "Yasochka caught a cold". A conversation with children about the work of a veterinarian. Drawing "My favorite animal" Making with children attributes for the game with the involvement of parents (robes, hats, recipes, etc.)
Game material: animals, bathrobes, hats, pencil and paper for recipes, phonendoscope, thermometer, cotton wool, bandage, tweezers, scissors, sponge, syringe, ointments, tablets, powders, etc.
- Polyclinic.
Purpose: disclosing the meaning of the activities of medical personnel to develop in children the ability to take on roles. develop interest in the game. to form positive relationships between children. fostering in children respect for the work of a doctor.
Game material: play set "Puppet doctor", substitute items, some real items, doctor's cap, robe, doll.
Situation 1 The caregiver offers the child the additional role of the patient, and he himself takes the main role of the doctor. Educator: "let's play Doctor": I will be a doctor, and you will be a patient. Where will the doctor's office be? Come on, as if this is an office (puts a screen) And what does a doctor need? (with the help of an adult, the child lays out the medical supplies from the first-aid kit on the table). And this is a jar of ointment, and this is a syringe ... "(Gradually, the child begins to name and arrange what is needed). The teacher puts on a cap and a white robe: “I am a doctor. Come to my appointment. Come in, hello. Do you have a sore throat or tummy? When did you get sick? Let's see the neck. Open your mouth. say ah-ah-ah. Ay, ay, what a red neck. Lubricate now, does it hurt? Does your head hurt?
Playing with one child attracts the attention of other children. The teacher, noticing the children watching the game, says: “Did you also get sick? Get in line, sick, Wait. "
Situation 2 The teacher plays a doctor, two children are sick. Educator "Now let's play like this. like I'm a doctor. I'm in my office. I have a phone, you are ill, call me and call the doctor, dzin, dzin! My phone rings. Hello! the doctor listens. who called? Girl Katya? Do you feel sick? Do you have a headache or tummy pain? Did you measure the temperature? How tall! Tell me Katya, where do you live?
I will come to you. I will treat you. Until then, drink raspberry tea and go to bed. Goodbye! My phone rings again. Hello, who's calling? Boy Dima? What are you complaining about? Runny nose? Long ago ill? Did you instill drops or take pills? Does not help? Come to me today. I'll prescribe another medicine for you. Goodbye!
Situation 3. The doctor himself calls patients, finds out how they are using themselves, gives advice. In the process of talking on the phone, the teacher uses a system of alternative and prompting questions that show the variability of play actions and contribute to the further development of creativity.
- "The wind walks on the sea and the boat urges on."
purpose: Reinforce with children knowledge of the rules and measures of safe behavior on the water.
Software content: Form an elementary understanding of safe behavior on the water; to consolidate knowledge about ways to help a drowning man, to consolidate children's knowledge about animals that live in hot countries; educate the ability to behave correctly in an emergency.
Equipment: construction kit with large parts, steering wheel, rope, anchor, lifebuoys, peakless caps, mats, cap for the captain, sailor collars, buoys, sign "swimming allowed" red life jacket, pictures of animals from hot countries, palm trees, toys, hats for passengers ...
Game progress:
We really love it when guests come to us. Look how many there are today, every morning we say to each other: "Good morning" so that we have a good day, so that we have a good mood. Let's say these morning magic words to our guests: "Good morning"
The teacher reads a poem:
What is summer?
It's a lot of light
This field, this forest
These are thousands of miracles!
Educator: In the summer it is warm and even hot, so many people will rest at the sea, by the river, lake or pond. Let us and we go on a journey across the sea. And for this we will build a ship.
Children with the help of a teacher build a ship from a construction kit
Educator: Did you forget to take the circle, the rope?
Children: Didn't forget to take it.
Educator: Why do we need a circle and a rope?
Children: To save a man if he drowns.
Educator: Right. Almaz will be the captain on our ship. He will put on a cap and take a telescope, and Ruzal, Azamat, Azat, Damir - they will be sailors, they will wear peakless caps and sailor collars. The rest of the children are passengers. Put on hats, pick up "daughters" / dolls /, take handbags with rugs.
Captain: gives the command. Take your seats on the ship. The ship is sailing away. Give up mooring lines, raise anchor!
The ship "sails" Children sing the song "Chunga-changa". At the end of the song put up a sign "Swimming is allowed" and buoys.
Educator: Look guys, a wonderful place, this is a beach, you can moor, swim and sunbathe.
Captain: Moor to the shore! Drop anchor!
The teacher with the children “goes ashore” and explains that this is a beach and that you can swim only on the beach, as this is a place specially equipped for swimming. In this place, the bottom has been checked and cleaned, the shore has been prepared, lifeguards, a medical worker are on duty, the bathing area is fenced with buoys, for which you cannot swim.
We choose who will be on duty at the tower and watch the swimmers, i.e. (lifeguard)
In case of danger, he will rush to help, taking a life preserver. A child rescuer puts on a red life jacket.
Educator: And I will be a nurse who is on duty on the beach and makes sure that vacationers do not get sunburn.
Children, let's show how we arrived here on a ship, and now let's swim like real dolphins on the sea waves (imitation of dolphin movements) we bathed, we get out of the water, spread the rugs and “sunbathe”. First, we lie on our back, then we roll over onto our tummies.
Guys, can you be in the sun for a long time?
You can get sunstroke and skin burns.
Educator: Dear tourists, after resting and swimming, take your places on the deck. Our journey continues.
Captain: Raise the anchor! Give up the mooring lines! Heading for hot countries!
during the "trip" the teacher reads riddle poems about animals in hot countries. Palm trees and an easel with pictures of animals are placed
Educator: Guys, so we sailed to hot countries. Look guys what animals live here. Come on, guys, we will depict them now.
1. We stand in a circle and show how the elephant walks.
2. How a monkey climbs for bananas.
3. Now let's show a roaring tiger.
4. How the kangaroo jumps.
Okay, well done. Guys, but not only animals live here, but also people who dance a beautiful dance called "Lambada" live here. Let's try to dance it.
Well, it's time to have a rest and on the way back.
Captain: Raise the anchor! Give up the mooring lines! Heading back!
Educator: Oh, look, "man" in the water! hurry up to throw your lifebuoy!
Captain: Man overboard! Throw a lifebuoy!
The sailors throw the lifebuoy on the rope and pull out, rescue the "daughter" / doll /. Passengers thank the captain and sailors.
Educator: Guys, this will never happen if you and your friends follow the rules of conduct on the water.
Well, if suddenly, for some reason, a person turns out to be overboard, he can be helped by throwing a lifebuoy, an air mattress, a log, a stick, a board, even a ball. You don't have to throw yourself into the water. You can help a drowning man by shouting out loud "Man is drowning!" and call adults for help.
And in order to remember well the object with which you can save a drowning man, we will learn a poem that Aliya G. has already learned.
If someone is drowning in the river,
If it goes to the bottom,
Throw him a rope, circle
A stick, a board or a log ...
Now, you and I are well aware of the rules of conduct on the water, and our ship returned safely from the trip!
Let's thank the captain and the sailors for an interesting journey and a safe return home / children thank the ship's crew /. And let's go down from the ship to the shore.
16. Travel around the city.
Tasks: ▪ to consolidate the ability to carry out game actions according to speech instructions, to act with imaginary objects, to use substitute objects,
▪ continue to develop speech,
▪ to replenish the idea of \u200b\u200bthe city, professions.
Materials:
▪ driver's cap, steering wheel,
▪ signboard "cash desk", cafe "Fairy Tale", "Sports Palace",
▪ uniform: park employees, instructor, waiter,
▪ hats are animals,
▪ carousel,
▪ building material.
Preliminary work:
▪ target walk along Kirov street and Leningradskaya embankment,
▪ viewing the photo album "Our beloved city",
▪ viewing the multimedia presentation "City Walks",
▪ study of traffic rules,
▪ role-playing game "We are driving, driving, driving ...",
▪ acquaintance with the work of the employees of the park, physical education instructor, waiter,
▪ learning games and songs, role-playing words and actions.
Game progress.
Children with a teacher are building a bus.
Leading. Guys, I want to invite you to go on a tour. Do you agree? (children's answers). Then get on the bus rather. I will be a guide, and Yegor will be a driver (children take seats on the bus).
Bus driver. Attention, the bus is leaving! Fasten your seat belts.
The audio recording "Bus" sounds.
Chauffeur. Stop "Palace of Sports".
Leading. Let's go there. Tell me guys, what are people doing in the sports palace? (Children's answers). Who conducts the training? Instructor.
Denis. Hello, I am your physical education instructor, I suggest you strengthen your health, let's take care of St. John's wort (children put on animal hats). Get on the flowers!
Children stand on flowers and perform movements to the music.
Leading. Is your health okay?
Children's answer. Thank you charging.
The leader and children thank the instructor.
Leading. I will ask everyone to take the bus, our city tour continues.
Chauffeur. Caution, doors are closing, fasten your seat belts. Next stop "Amusement Park".
Fun bus
Run along the path
And to the amusement park
You bring us.
Leading. There are many swings
And the magician is waiting
There are carousels
Cheerful people.
The song "Bus" sounds one verse.
Chauffeur. Stop "Amusement Park".
Leading. We leave slowly, do not push.
Park Director. Hello, I am the director of the park, I invite you to ride on our merry roundabouts, but first I ask you to purchase a ticket at the box office (gestures to the box office).
Children go to the ticket office and buy tickets. The game "Carousel" is held.
Director. Well, how did you like it in our park? (children's answers). Would you like to drop by the Skazka children's cafe? (children's answers)
Leading. Guys, the cafe is on the other side of the street and we have to go across the road. And what is the correct way to cross the road? (children's answers). Get up in pairs, I will go in front with a red flag, and Misha - behind our column. Look, do not lag behind, otherwise you will get lost in the city.
We walk the streets
We are leading each other by the hand.
We want to see everything
We want to know about everything.
Children on a pedestrian crossing go across the road.
Leading. Here we are.
Waiter. Hello, please make your order. Here's a menu.
Leading. Let's order juice (a box of juice for everyone).
Waiter. Will be done.
The waiter brings the juice, the children drink, thank the waiter and leave the cafe.
Leading. This is where our tour ends. Please take your seats on the bus, buckle up - we are going back to kindergarten (children get on the bus, sing a song).
Chauffeur. Stop kindergarten "Smile".
Children get off the bus, thank the driver and the guide, the teacher invites the children to tell their relatives about the excursion.
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Role-playing games in kindergarten
Introduction
3. Research on the problems of organization and management of role-playing games for preschoolers
Conclusion
Bibliography
Introduction
Childhood is a short but important period of personality formation. During these years, the child acquires initial knowledge about the life around him, he begins to form a certain attitude towards people, to work, the skills and habits of correct behavior are developed, character is formed.
The main activity of preschool children is play, in the process of which the child's spiritual and physical strength is developed; his attention, memory, imagination, discipline, dexterity. In addition, play is a unique way of assimilating social experience, characteristic of preschool age.
N.K. Krupskaya in many articles spoke about the importance of play for understanding the world, for the moral education of children. "... Amateur imitative play, which helps to master the impressions received, is of tremendous importance, much more than anything else." The same idea is expressed by A.M. Bitter; "Play is the way for children to learn about the world in which they live and which they are called to change."
In play, all aspects of the child's personality are formed, significant changes occur in his psyche, preparing the transition to a new, higher stage of development. This explains the enormous educational potential of games, which psychologists consider the leading activity of the preschooler.
A special place is occupied by games that are created by the children themselves, they are called creative or plot-based. In these games, preschoolers reproduce in roles everything that they see around them in the life and activities of adults. Creative play most fully forms the personality of the child, therefore it is an important means of education.
1. Role-playing games as a kind of children's games
Role-playing creative games are games that children themselves come up with. The games reflect the knowledge, impressions, ideas of the child about the world around them, and social relations are recreated. Each such game is characterized by: theme, game design, plot, content and role.
In games, the creative imagination of a child is manifested, who learns to operate with objects and toys as symbols of the phenomenon of the surrounding life, comes up with various combinations of transformation, through the role he takes on, he leaves the circle of familiar everyday life and feels himself an active "participant in the life of adults" (D.B. Elkonin) ...
In games, the child not only reflects the surrounding life, but also rebuilds it, creates the desired future. As L.S. Vygotsky in his works, "the child's play is not a simple memory of the experience, but the creative processing of the experienced impressions, combining them and building from them a new reality that meets the needs and attractions of the child himself."
2. The educational value of the role-playing games of preschoolers
In play, all aspects of a child's personality are formed in unity and interaction. Play occupies a large place in the system of physical, moral, labor and aesthetic education of preschoolers.
The game is of great educational value, it is closely related to learning in the classroom, with observations of everyday life.
As noted by V.I. Yadeshko. - in creative games, an important and complex process of mastering knowledge takes place, which mobilizes the child's mental abilities, his imagination, attention, memory. Playing roles, depicting certain events, children reflect on them, establish a connection between various phenomena. They learn to independently solve game problems, find the best way to implement their plans, use their knowledge, and express them in words.
Quite often the game serves as a pretext for communicating new knowledge to preschoolers, for expanding their horizons. With the development of interest in the work of adults, in public life, in the heroic deeds of people, children have their first dreams of a future profession, the desire to imitate their favorite heroes. All this makes play an important means of creating the direction of the child's personality, which begins to take shape in preschool childhood.
Creative play cannot be subordinated to narrow didactic goals; with its help, basic educational tasks are solved.
An interesting game increases the child's mental activity, and he can solve a more difficult problem than in class. But this does not mean that classes should be conducted only in the form of a game. Learning requires a variety of methods. Play is one of them, and it gives good results only in combination with other methods: observation, conversation, reading, etc.
While playing, children learn to apply their knowledge and skills in practice, to use them in different conditions. In creative games, there is a wide scope for invention and experimentation. In games with rules, knowledge mobilization is required, an independent choice of a solution to a given problem.
Play is an independent activity in which children interact with their peers. They are united by a common goal, joint efforts to achieve it, common experiences.
Play experiences leave a deep imprint on the child's mind and contribute to the formation of good feelings, noble aspirations, and skills of collective life. The task of the educator is to make each child an active member of the play team, to create relationships between children based on friendship, justice, responsibility to comrades.
The game fosters interest and respect for the work of adults: children portray people of different professions and at the same time imitate not only their actions, but also their attitude to work, to people. Often the game serves as a stimulus to work: making the necessary attributes, designing. Play is an important means of aesthetic education of preschoolers, since in this activity creative imagination, the ability to conceive, develop and develop the rhythm and beauty of movements.
A deliberate selection of toys helps to develop an artistic taste. Thus, in preschool childhood, play is the most important independent activity of a child and is of great importance for his physical and mental development, the formation of individuality and the formation of a children's team.
3. Research on the problems of organization and management of role-playing games for preschoolers.
The problems of role-playing games were dealt with by D.B. Elkonin, D.V. Mvndzheritskaya, P.G. Samorukova, N.E. Mikhailenko, E.V. Zvorygin and others. Role-playing game is one of the means of mental education, which consists in the formation of symbolic actions.
A characteristic feature of the game is the use of substitute objects in it, taking on a role. The game deepens the analysis of the displayed phenomena. In the role-playing game, moral qualities of a person are formed (persistence, responsibility, kindness, honesty, independence, etc.), collective relationships (the ability to coordinate actions). Children gain emotional experience: empathy, experience. The feelings of children in the game, associated with the manifestation of initiative, creativity, are close to aesthetic feelings - this suggests that the role-playing game is a means of aesthetic education. Role-playing game influences the physical development of children: a variety of movements are improved.
Role-playing game is the main type of the game of a preschool child. The main components of a role-playing game: an imaginary situation, plot, roles.
The plot is the reflection of certain actions, events, relationships in the life and activities of others by children in the game. Therefore, the plots depend on the era, life, geographical and other conditions. The narrower the sphere of reality that children face, the more monotonous are the plots of their games.
The plot of the game consists of the following elements: action, characters, subject situation. Plots differ in thematic content and structure. The thematic content of the plots depends on the specific living conditions of the children.
Depending on the number of elements and the type of connection between them, the following game plot structures are distinguished:
1. Plots that include one character, one action in one objective situation. The connection of elements in this structure is determined by one objective situation.
2. Plots that include several characters with the same types of actions in one objective situation. The connection of the characters is determined by one objective situation.
3. Plots that include two complementary characters interacting in one objective situation. The connection between the elements of the plot is set, as it were, through the functional interaction of the characters.
4. Plots, where, along with the functional interaction of the characters, the relationships between them are set.
Game action in form can be: Subject-substituting, depicting, designating.
The variety of plots and content determines the need to classify them: a) everyday games (family life, kindergarten); b) games on the topic of labor; c) games with a social theme. The construction of a plot by a child is influenced by: the play culture of the play group of children in which he is included; gaming tradition.
The child strives for a joint social life with adults. This desire is faced, on the one hand, with the unpreparedness of the child for its implementation, and on the other, with the growing independence of children. This contradiction is resolved in a role-playing game, as T.V. Antonova, L.P. Usova, D.B. Elkonin.
Each game has particular motives: interest in those or other events; to actions with the subject; the desire for joint activities in the society of peers attractive to the child; inventing, fantasizing, creating a special reality in the game
The motives of play are related to the age of the children and change during preschool childhood, determining the content of the game. Motives are formed under the influence of social factors and depend on impressions and knowledge that children receive from a variety of sources: everyday life experience; special, pedagogically organized familiarization with the phenomena of the surrounding reality.
The role is the vehicle for the plot. More often than not, the child takes on the role of an adult. In this case, the child identifies himself with this or that person, acts on his behalf, appropriately uses certain objects (drives a car as a driver, as a doctor gives an injection, puts a thermometer, etc.), enters into various relationships with others (listens attentively to the patient, examines him, etc.). The role is reflected in actions, speech, facial expressions, pantomime. Children are selective about the role: they take on the roles of those adults or children, whose actions and actions have caused the greatest emotional impression and interest. Most often this is a mother, educator, teacher, doctor, chauffeur, etc.
Role-playing game occurs on the threshold of the third year of a child's life on the basis of object games.
The main stages of its development were identified by D.B. Elkonin.
First step. The main content of the game is actions with objects. They are carried out in a specific sequence, although this sequence is often violated. The chain of action is story-driven. The main subjects are everyday. Actions are monotonous and often repeated. Roles are not specified. In form, it is a side-by-side or single-player game. Children willingly play with adults. Independent play for a short time. As a rule, the stimulus for the emergence of the game is a toy or a substitute object previously used in the game.
Second phase. As in the first level, the main content of the game is actions with an object. These actions unfold more fully and consistently in accordance with the role that is already indicated by the word. The sequence of actions becomes the rule. The first interaction occurs between the participants based on the use of a common toy (or direction of action). Associations are short-lived. The main subjects are everyday. The same game is repeated many times. Toys are not selected in advance, but children often use the same ones - favorite ones. The game unites 2-3 people.
Stage three. The main content of the game is still actions with objects. However, they are complemented by actions aimed at establishing a variety of contacts with game partners. Roles are clearly defined and assigned prior to the start of the game. Toys and objects are selected (most often during the game) in accordance with the role. The logic, nature of actions and their direction are determined by the role.
This becomes the basic rule. The game often proceeds as a joint one, although the interaction is interspersed with parallel actions of partners who are not connected with each other and are not related to the role. The duration of the game increases. The plots are becoming more diverse: children reflect everyday life, the work of adults, and vivid social phenomena.
Fourth stage. The main content of the game is a reflection of the relationships and interactions of adults with each other. The theme of the games is varied; it is determined not only by direct, but also by mediated experience of children. Games are collaborative, collective. The associations are stable. They are built either on the interest of children in the same games, or on the basis of personal sympathy and affection. Games of the same content are not only repeated for a long time, but also develop, enrich, exist for a long time.
The preparatory stage is clearly distinguished in the game: the distribution of roles, the selection of play material, and sometimes its production (homemade toys). The requirement of compliance with the life logic applies not only to actions, but also to all actions and role behavior of the participants. The number of people involved in the game increases to 5-6.
These levels reflect the general development of the role-playing game, but in a particular age group, adjacent levels coexist.
4. Development of role-playing games during preschool age
Early preschool children play
In the course of observing the games of children of younger preschool age, Shcherbakova E.I. notes: in the games of children, there is a simple plot, which traces a logical sequence of actions.
The child seeks to define a role for himself, may for a while get carried away by it. However, the interests of children are still unstable, the baby often switches from one role to another, often unjustifiably changing the plot of the game.
In the early preschool age, imitation plays an important role. Since a young child is characterized by emotionality and impressionability, the desire for everything bright, unusual, the enrichment of children with new knowledge and ideas should be lively and entertaining in order to arouse the child's interest, a desire to imitate. The teacher uses didactic games such as "Dress up Tanya's doll", "Tanya's doll has a birthday", "Teaching Tanya's doll to sleep", etc., dramatizes nursery rhymes and jokes familiar to children; uses toys when reading fairy tales, stories, poems, creates play situations that push the child to continue playing (the doll sits at the table served for tea, etc.).
During the observation of the work of adults, it is necessary to disclose to the children the sequence of operations, if possible involve them in this process. The educator must systematically replenish the stocks of toys and play material, taking into account the development of children's ideas and knowledge.
Reception of joint play of the teacher and children, demonstration of actions with toys, with substitute objects in a play situation is extremely effective. At this age, the child develops an interest in the play of his peers. At first, it manifests itself in relation to the toy. So, one doll has two mothers, one car has two chauffeurs. Both mothers and drivers cannot coordinate with each other their actions with the same toy due to age characteristics. One mother puts her daughter to bed, the other wants to take her out for a walk; one driver puts the dolls in the car, and the other throws them away, etc. This is how a quarrel arises - everyone pulls the toy to himself, wants to express his desires, interests in the game, to express his feelings. It often happens that, having gained the upper hand over a friend and getting a toy, the child will soon put it aside.
Mukhina V.S. notes that in working with children 2--3 years old, one of the important tasks is the education of the simplest skills of joint play. Therefore, it is necessary to help kids develop the content of games in which associations of several (2-3) people are possible.
Fulfilling the main role together with the child, the educator first of all seeks to maintain the child's interest in the game, teaches to fulfill the role to the end and develop the content of the game, to coordinate his actions with the actions of his friends; along with this, the task of fostering friendly relations among children is being solved. The child, fulfilling his role together with the teacher, imitating him, not only comprehends and refines his knowledge of the work of adults, but also assimilates the norms of social behavior.
Younger preschoolers enjoy building and often have fun building games. But first, they should develop the necessary skills, cultivate a steady interest in design.
If the kid is truly passionate about the role, he plays seriously, sincerely experiencing all the feelings of his hero. Therefore, it is necessary in every possible way to support his interest in a certain role, to teach the necessary skills during the game, prompt some actions, communicate certain information. Lack of knowledge, skills and abilities that are necessary to create a true play image in a collective game leads to the disintegration of the game, to the rejection of the role.
The development of the content of children's games is significantly influenced by the manufacture of homemade toys. Such a toy makes the child's play interests more stable, helps to unite children in play. It is necessary to interest the kids in the process of making toys. The teacher can make some attributes necessary for this or that game in front of the children.
A special place in the management of the plot-role creative play of children of this age should be occupied by the selection of appropriate play material, the method of playing up new toys in the form of a theatrical performance, and the creation of play situations.
An effective help in the development of the content of creative play is provided by leading questions, reminders, advice aimed at prompting children about the possible implementation of the play idea.
Such techniques as selection of costume elements together with children are also effective; telling children about this or that character; individual conversation using pictures, illustrations; advice, showing game actions in a game situation.
In leading the game, the educator should not suppress the initiative, independence of the child. All of the above methods and techniques should be aimed at making the game for children an interesting, exciting independent activity, so that every child can show his abilities in it, the ability to establish emotionally positive contacts with peers.
In the younger groups, fun games are also organized, giving children joy and pleasure. It can be fun games with wind-up toys (mechanical, electronic), folk (moving figures of bears, chickens pecking grain, etc.), fun games with the wind, sun bunnies, etc.
Kids love playing with sand, snow, water. They sculpt "pies" and "Easter cakes" from sand. To support their interest, the teacher shows how doll houses, garages for cars can be made of sand.
Having built one house and one garage, the teacher gives the children toys (plywood figures of people, animals, birds, various cars) and proposes to build several more houses and garages; assists kids in mastering the necessary skills. After the buildings are ready, he plays with the children.
Role-playing games for children of middle preschool age.
For the role-playing game of children 4-5 years old, it is characteristic, firstly, the emergence of new topics related to the knowledge received by the child from fiction, from the stories of adults, from television and radio broadcasts, etc. (games in travel, in a ship, sailors, military, construction, post office). Secondly, the increased interest of children in the book, in the environment contributes to the enrichment of the content of previous games. A child of this age has an increased interest in the relationship of people at work. Children begin to understand that in joint collective work it is necessary to help each other, be attentive, kind; they have ideas of friendship, camaraderie. These ideas are reflected in the game. However, sometimes in the games of children one can observe the manifestation of the negative sides of our life. The teacher must in time to direct the course of the game in a positive direction.
Games with new content require special attention of the teacher. It is important, on the one hand, to maintain children's interest in the game, on the other, to direct their communication.
In the play activity of a 4-5 year old child, theatrical play also finds its place. Children are happy to dramatize familiar fairy tales ("Kolobok", "Fox and Hare", "Cat, Rooster and Fox"), poems by K. Chukovsky "Telephone", "Confusion", "Aibolit", etc. At the age of 5, a child there is an interest in bold, courageous deeds. He likes to dramatize stories on this topic.
Dramatizing literary works, children strive for a truthful portrayal of heroes, emotionally experiencing all the events described. The play image, created from a literary work, finds a way out in other games, which characterizes the level of development of creativity in children, their ability to reflect the main, typical in play.
Often, the inability to coordinate plans leads to the disintegration of the game, the destruction of friendly contacts. This feature should be taken into account when guiding the game. It is necessary to help children choose the most interesting from many proposals and at the same time use others as much as possible, thereby bringing up the ability to respect each other's plans, be attentive, and sacrifice personal desires.
In the formation of preschoolers' ability to independently distribute roles, taking into account the capabilities, interests and desires of each other, such techniques as revealing the best, positive qualities of each child to children, supporting his proposals, as well as creating practical situations where pupils can show a sense of responsibility for role performance, kindness, sensitivity, responsiveness, knowledge of moral norms of behavior.
If several children apply for the same role, the teacher should come to their aid so that, if possible, all applications are satisfied. Based on the peculiarities of the development of the game, in the middle group, leadership methods should be aimed at enriching children with impressions, knowledge about the events taking place in our country, about the social essence of the collective labor of adults, and their conscientious attitude towards their work. When familiarizing with the environment, it is necessary to use methods and techniques that help the child emotionally experience the situation of labor actions with which he is currently being introduced. The connection of emotions with thinking and imagination in the process of cognition helps to focus the child's attention on the perception of specific facts, images, actions, enhances the feelings experienced by children, and contributes to the emergence of the desire to act on their own. Dramatization of literary works in the process of ethical conversations, meetings with people of different professions, didactic games, excursions provide not only the accumulation of knowledge, but also the development of children's feelings, the formation of a positive attitude towards adult work and professions.
Along with the general methods of familiarization with the environment, it is necessary to use specific ones that directly affect the development of the game concept, creativity, complication of the content of the game, and the enrichment of game images. These methods include the teacher's story with a demonstration of illustrative material on the theme of the game.
In the 5th year of life, children have favorite roles. Depicting a specific or invented person in the game, the child seeks to realize his own knowledge, ideas about his actions, feelings, thoughts, deeds. And over the course of many games, he conveys through his favorite role personal qualities, his attitude to a particular profession, etc.
Fulfillment of a favorite role in various play situations increases the duration and strength of feelings experienced by the child, consolidates the emerging friendly relationship.
Of no small importance are the teacher's conversations about the further course of the game, conversations-stories about the possible actions of children in one role or another. Such conversations contribute to the formation of independence in the choice of the theme of the game, the development of its content. Children are faced with the need to come to terms with each other, calmly listen to each other's opinions and choose the most interesting and exciting. They develop the ability to independently think over the further course of the game, plan what needs to be done, what toys they need, how to use building material.
Special attention on the part of the teacher requires assistance to the child in creating a playful image. In order for each pupil to be able, in role performance, to convey the dynamics of the actions of the person being portrayed, his emotional manifestations, actions, relationships with people, thoughts, deeds, it is necessary to give him knowledge, ideas, enriching the game image through a special selection of literary works. The creation of playful images by children is beneficially influenced by individual conversations about the performance of the role, individual tasks, assignments.
The teacher, participating in games, can take on the main, leading role or be one of the ordinary participants, but in any case he must lead the game, direct the initiative and creativity of children.
Role-playing games for senior preschool age.
In her article "Role-playing game of senior preschoolers" Korotkova N.А. writes that a child of older preschool age has a deepening interest in the labor affairs of adults, in the results of their labor, there is a feeling of admiration for the selfless actions of people, a desire to imitate them. The games of children of this age are characterized by games with a heroic plot.
Children of the 6th year of life are characterized by a desire to fulfill their role with greater invention, ingenuity, an interest in details. They are attracted by beautiful materials, graceful designs, unusual elements of decoration of buildings. To develop the content of the game, children successfully use their technical skills, for example, create the necessary toy from a construction set (metal, plastic). They more amicably agree on the theme of the game, distribute roles among themselves without conflicts, taking into account which of them will better cope with this or that role, will create a vivid image.
At this age stage, more complex games appear, both in content, the use of means of displaying real life, and in organization. These are already role-playing games that last a week, two, a month, etc., with a gradual development and complication of content; games that deeply affect the feelings and interests of children. Their themes are mainly connected with modern life ("Cosmonauts", "Travel to the North Pole", "Travel to Antarctica", etc.) or with the fairy tales and stories most beloved by children. In these games, the content is constantly developing and becoming more complicated with the acquisition of new knowledge about life by children, with the development of skills to apply this knowledge, with the improvement of constructive skills.
Long-term plot-based creative games acquire special significance for the complex solution of the problems of mental, moral, labor and aesthetic education of children.
In a long game, the child develops skills and habits of collective life faster, and independence grows. As a result, this kind of game becomes the most effective form of organizing an interesting life for children in a preschool institution. Children get so used to the role that they often feel themselves in it even when they no longer play. In such cases, it is easier to influence the child through his favorite image.
In such a game, the child shows more independence, imagination, creativity in the choice of actions, in the distribution of roles, in the use of auxiliary materials. The teacher needs to use this factor to educate children in the ability to coordinate their interests with the interests of the collective, to help each other in the implementation of the plan, in the performance of a certain role.
Long-term creative role-playing game is fraught with colossal opportunities for the development of a child's thinking.
The child's actions with objects are transformative. In play, he is a tireless explorer: he learns the properties and qualities of real objects, ways of acting with them, and, depending on the intention, on the development of the plot, he melts life material, replaces some objects with others, combines knowledge, interweaving reality with fiction, fantasy. In the development of the plot of the game on a certain topic, a logical sequence of actions, a set of interrelated and interdependent events and phenomena of the real world are traced.
This experience, knowledge and understanding is creatively refracted by the child in play. To enrich the child's mind with a variety of ideas, a system of knowledge means to provide abundant food for the development of his imagination, for creating images, situations that can be realized in the game. You can conduct a series of design and manual labor lessons related to a common theme (making large trucks, wagons, electric locomotives, train stations from matchboxes, cardboard, etc.).
The emergence of the long game "Traveling for animals to hot countries" may be associated with the trip of children to the zoo. To satisfy children's curiosity, the teacher specially reads excerpts from books on this topic; organizes the modeling of animals from plasticine. As the ideas of preschoolers are enriched, the content of the game develops and becomes more complex. Children show more initiative, creativity and mental independence in solving practical problems. If the teacher cares about expanding the ideas of children, the group will develop games on various plots: "Travel to Antarctica", "Travel to hot countries", etc. The work of the imagination helps the child to clearly and distinctly imagine the seas, oceans, ships sailing on them, icebergs , work of distant polar stations, flights of spaceships, etc.
The child creates playful images creatively, consciously. He not only reproduces life, blindly copies it. In the image of certain situations, heroes, children bring many elements of creativity, freely combining the impressions of life with the content of fairy tales, stories, adding their own invention, which indicates the activity of imagination. A fun, complex game, satisfying the child's desire to participate in the events experienced by the country, gives him joy.
While supervising such games, the educator should not rush to prompt children to solve certain problems that arise before them. Observing the games, it is necessary to establish what should be paid to the attention of children during classes (especially in classes to familiarize themselves with various phenomena of the surrounding life, with the flora and fauna). The teacher should strive to direct the attention of pupils to the essential aspects of this or that social phenomenon, to help understand the simplest connections and dependencies between them. It is also necessary to think over methods and techniques that contribute to the further development of a particular game (selection of pictures, board-printed games; instructions for children: watch programs on television), outline a number of activities for making homemade toys, designing from building material, giving children free the use of plasticine, clay, scissors, glue, cardboard.
A prerequisite for a long-term creative role-playing game is the ability of children to play in large groups, to consult and help each other together, to achieve their goal together.
It is also necessary that children love to play, so that they have the skills to outline a topic, select means for displaying and developing an idea, assign roles, taking into account the capabilities and desires of each participant in the game, establish rules and strictly follow them.
Guided tours (primary, repeated, and final) can be used as basic techniques to guide long creative games. The main methods of guiding long-term creative play can also include conversations, stories, conversations with children using illustrative material when familiarizing with the events of modern life. The active participation of children in the distribution of roles contributes to the education of collectivist feelings. Children learn to reckon with the opinions of their friends, to take into account both the possibilities and desires of each other.
The role of the educator in long-term creative play is ambiguous. At first, the teacher can take on a leading, leading role if the children have insufficiently developed organizational skills, there is no proper experience. At the same time, the leadership of the teacher should be careful not to suppress the initiative and creativity of children, but to contribute in every possible way to their development. The teacher is an older friend of children, a partner in the game, gradually helping them to apply the knowledge gained in the classroom, when performing individual tasks and assignments, encouraging mutual understanding, sensitivity, justice, and mutual assistance.
At the subsequent stages, advice, reminders, suggestions, a targeted selection of game material, tasks aimed at developing the content of the game, the formation of cognitive interests and organizational skills in children are used. During the year, you can conduct about 6 long-term creative games with the aim of consistently improving children's self-organization skills.
The following methods and techniques contribute to the development of long-term play, upbringing of mental activity, moral feelings and skills of self-organization in children: conversations before the start of the game about its course, summing up the results of the game and planning its further development together with children; reminders, advice, instructions, instructions, tasks. The teacher teaches pupils to independently use building materials and constructors in games, making homemade toys, using the skills of drawing, modeling, dancing, and singing.
Individual conversations, examining paintings, illustrations, photographs, reading excerpts from works of fiction help the child to reveal the playful image.
Games with natural materials are held with older children. The teacher, by showing photographs, pictures, reminders, advice, directs preschoolers to independent actions with sand, so that they show initiative, invention, and ingenuity when constructing buildings. You can invite children to build buildings on the theme "What do people ride on." One group of children is building an airfield, another is a railway station, the third is a river port, and if you give them sand combined with clay, then little builders can make a navigable river, dig canals, install locks, etc.
For playing with sand and clay, various additional materials are required - wood trimmings, pegs, cords, plywood figures of people, animals, trees, various cars, etc. Some of the toys preschoolers can make themselves, for example boats, planes, railroad cars, etc.
Snow structures can be large and small - on tables. Large buildings can be united by a common theme "North Pole" or "Zoo", "Stadium", etc. The teacher teaches pupils to make bricks from snow and fold house walls from them, pack snow, make ice paths for sliding, shafts; sculpt the figures of animals; to make colored pieces of ice to decorate buildings, for windows of houses, etc. For large buildings made of snow, a base is required. For it, you can use boards, boxes, plywood boards, thick cardboard, wooden slats, etc.
In winter, when constructing buildings on the site, it is necessary to provide for the possibility of such games as "Travel to Antarctica (to the North Pole)", "White Olympics", "Russian Winter Festival", as well as games based on fairy tales "Hare's hut", "Winter hut of animals", "Morozko" and others.
Like younger children, older preschoolers love theatrical games based on literary works. The main thing in the management of dramatization games is the choice of a literary work, work with children on the expressiveness of the text transmission, the creation of scenery and costumes.
Literary works for the games of preschoolers must meet the following requirements: ideological orientation, dynamic plot, the presence of dialogues. If, during the initial acquaintance with the work, the children became interested in it, during the second reading it is necessary to highlight the speech of the characters most expressively, help to correctly evaluate their actions, and establish the sequence of events. To make it easier for children to memorize the text, to emphasize the dynamics of events, in some cases the teacher excludes episodes of a descriptive nature during repeated reading.
Children of older preschool age can already assign roles themselves.
The teacher provides pupils with the opportunity to independently create game images, if necessary, suggests how best to fulfill the role, gives photographs, illustrations for the purpose of more detailed acquaintance with the appearance of a particular character, organizes listening to records.
Fun games in the senior and preparatory groups for school can be in the nature of fun relay races, competitions, attractions with the participation of 2 or more teams: "Sled relay". Turtles - fun sledging competition; "Air football" (children with a purposeful stream of air try to quickly drive a paper ball into the opponent's goal, and the opponent, blowing on a light paper ball, tries to seize the initiative; as soon as the ball is in the goal, the score is opened). The show by the teacher of wind-up toys on the themes "Circus", "Children in a cage", etc. can contribute to the emergence in children of the desire to prepare a circus performance themselves. The possibility of its preparation and implementation is determined by the degree of physical development of preschoolers; the presence of such physical qualities as agility, flexibility, accuracy of movements, endurance. In addition, the child must have a sense of humor. The content of preparation for this fun game should include: drawing up a circus program; the distribution of children into the roles of artists, as well as artists and decorators, and the distribution of responsibilities (who will make what elements of costumes, decorations, who will issue invitations and how, etc.).
These theatrical games are prepared and held with the active participation of the educator.
Play is a natural companion of a child's life with great educational power, a way of knowing the world around them in this regard, folk games are of great importance - they develop children's ingenuity, introduce them to the life and life of the people, traditions. Folk games are a traditional means of pedagogy, they clearly reflect the way of life of people, their way of life, work.
5. Methods and techniques of leadership role-playing games in different age groups of kindergarten
When guiding role-playing games, educators are faced with the following tasks:
development of the game as an activity (expansion of the theme of games, deepening of their content);
the use of the game in order to educate the children's collective and individual children,
Leading a role-playing game requires great skill and pedagogical tact. The educator must direct the game without disturbing it, preserve the independent and creative nature of the game activity.
Indirect techniques - without direct interference into the game (bringing in toys, creating a playful environment before the start of the game).
Direct techniques - direct involvement of the teacher in the game (role-playing participation in the game, participation in the collusion of children, explanation, help, advice during the game, proposing a new theme of the game, etc.). The teacher influences both the choice of the topic and the development of its plot, helps children to distribute roles, filling them with moral content.
The following pedagogical approach is presented in the studies of S.L. Novoselova and E.V. Zvorygina, who developed a comprehensive method of managing the game. The integrated method of leadership is a system of pedagogical influences that contribute to the development of independent plot play of children, based on its age characteristics and the potential for the development of the child's intelligence.
This method includes the following components:
Planned pedagogically active enrichment of children's life experience;
Joint (educational) games of a teacher with children, aimed at transferring to them the gaming experience of the traditional culture of play; - timely change in the subject-game environment, taking into account the enriching life and game experience;
Activating communication between adults and children, aimed at encouraging them to independently use new ways of solving game problems and new knowledge about the world in play.
Early age.
Direct guidance techniques. - emotional communication between an adult and a child in a joint game
Demonstration of methods of action with objects, accompanied by the speech of an adult
Joint play actions with the teacher
The inclusion of the teacher in the child's play (for solving certain game problems)
Demonstration, training in the use of substitute objects in the game, traced markers of the playing space, imaginary objects
The use of an activating dialogue between the educator and the child
Suggestive questions
Selection of toys with specific properties
Consideration of household items and objects of the immediate environment, conversation about their purpose
Observing the actions of adults using household items and objects of the immediate environment
Various small errands for the child (bring a chair, hang a towel on a hook)
Connecting the baby to feasible participation in labor activities (cleaning toys, things)
Consideration of subject pictures, small plots and illustrations
Creation of a ready-made play environment (a prompting situation - the doll and the cup are placed next to each other)
Changing a familiar play situation (replacing toys, adding new ones)
Statement of a problem situation by the teacher
Conclusion: In everyday life, the child acquires practical experience of operating with objects and transfers this experience into independent play. Play at an early age is for informational purposes and is a subject-play activity. By the end of an early age, the game acquires the status of a reflective game in which operations with objects move to the rank of actions aimed at achieving a certain effect with the help of this object.
Younger preschool age.
Second junior group Direct leadership techniques.
Teaching the ways of game reflection of reality:
Inclusion of the teacher in the game (in order to transfer the gaming experience)
Learning game actions and role-based dialogue by example
Activating communication between the teacher and children during the game:
Questions (Who are you? Or are you the driver? I'm late for work, give me a ride please)
Encouragement
Incentives to speak out (you ask your daughter, she is not hungry)
Help of the teacher for uniting in the game (You are probably bored alone, invite Olya, she also walks with her daughter)
Middle group
Inclusion of the educator in the game, taking on the main or secondary roles (not often)
The teacher's entry into the role-based conversation (in order to activate the role-based dialogue)
Indirect guidance techniques.
Enriching the real experience of children in vigorous activity:
Introducing vivid images and impressions into classes to familiarize yourself with the environment
Excursions, observations, meetings with people of certain professions, accompanied by a conversation with children
Creating situations that encourage the child to enter into relationships with others (assignments)
Reading works of art, dramatizing fairy tales
Watching other children play
Reminders of interesting facts from life.
Organization of the subject-game environment
A combination of toys, substitute items, role attributes, imaginary toys
Introducing a new toy on Wednesday
Children making attributes for the game
Enriching children's social experience in everyday life:
Acquaintance with others in active activity (observations, excursions, conversations, the use of TCO, reading literature, viewing illustrations and paintings)
Creation of special situations by the teacher in order to establish contacts between the child and others.
Organization of educational games by the teacher:
Theatrical games
Games like “Guess who's here? "" Guess who I'm portraying? "
Didactic games "Who needs what for work" ...
Creation of a problematic game situation: - with the help of play equipment (attributes, decorations, items of clothing, toys) - with the help of activating communication between the teacher and children.
Encouragement
Attracting inactive children to the game.
Conclusion: Based on in-depth knowledge of the world around them, children in the game creatively implement interesting ideas. The game is undergoing changes from an imaginative role-playing game to a plot-based role-playing game. By the age of 5, children are well mastering the methods of object-play actions, they freely play with toys, with substitute objects, with imaginary objects, they easily give verbal designations, are able to convey the characteristic features of the role using means of expression. Children are able to engage in role-based interactions for a longer time.
Senior preschool age.
Direct guidance techniques.
The inclusion of the teacher in the game, taking on a role (main or secondary) - not often, out of necessity (showing a speech sample, collective discussion of the role behavior of the players after the game).
Indirect guidance techniques.
Enriching the social experience of children through all types of activities (observation, excursions, reading fiction, watching children's TV programs, conversations)
Involvement of children in the manufacture of attributes and the design of playing fields.
Creating conditions for the development of a creative role-playing game:
Creation of a subject-play environment (thematic play corners typical for younger and middle age - "Hospital", "Hairdresser", where play equipment and toys are located, are not typical for older age)
The location of various play material in the butts (boxes, containers, boxes with conventional and realistic toys and attributes,
The inclusion of "semi-finished toys" from the environment for making homemade products,
Replenishment and enrichment of the gaming environment in accordance with the knowledge gained in the classroom.
Adult help:
Recall more suitable events for the game, establish their sequence
Plan the course of the game, sequence of actions
Distribute roles, agree on an idea,
Help in solving game problems, maintaining cognitive interest in the game,
The direction of the intention and actions of children (advice, hint, question, changing the playing environment)
Creation of problematic situations (flexible influence on the concept of the game, development of the plot, complication of the ways of displaying reality,
Create a game situation,
Individual work (the child does not know how to play, you can use the experience of well-playing children.
Conclusion: by the age of six, children are able to independently organize a role-playing game - choose a topic, create conditions, perform appropriate game actions and rules of behavior. The teacher uses mainly indirect methods of guiding the game.
6. Analysis of work experience (summaries of the conduct of role-playing games with preschoolers) on the organization of role-playing games with preschoolers
Observing the leadership of the role-playing game "Family" in a group of different ages MOU OSH p. Popovka.
The main theme of the game is "Family", the accompanying one is "A trip to the theater".
At first, two girls participated in the game, then 2 more people joined them, and then the rest of the group.
Ira and Dasha slowly started a game of "family" in the doll's corner.
The girls played very emotionally: they sang a song while “preparing” dinner for the dolls, smiled, talked with their “daughters”, read nursery rhymes, joked. In their game, they used substitute toys: cubes in a saucepan were used as dumplings, wooden sticks were used as knives and forks, bricks were used as bread and cakes. Moreover, these toys so easily "fit" into the plot that I myself believed in their purpose.
Both girls were mothers, each had a doll - a daughter. They dressed dolls, cooked dinner for them, fed and washed the dishes. Then Ilya joined them. Ira immediately offered him to be a driver. Ilya agreed and took the steering wheel in his hands. The plot of the game began to unfold in a different way. Both "mothers" began to collect their "daughters" in the theater. The teacher helped Ilya build a bus from chairs. Ilya was waiting for the girls with a wheel in his hands. Then Bogdan joined the game, he also wanted to go to the theater. All sat on chairs and the driver took them. In the middle of the group, the rest of the children began to "build" a theater: they put chairs, fenced off the "stage" with building materials. All the children were already in the game. There were many who wanted to show the play, and the teacher suggested distributing the roles with the help of a counting rhyme.
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