Coursework: Role-playing games in kindergarten. Role-playing games - distinctive features

Role-playing game for preschoolers

Role-playing game Supermarket

Urozaeva Elvira Anvarovna, teacher MBDOU for children garden №13 combined type, Ufa, Republic of Bashkortostan

Material Description: The material can be used by educators with older children preschool age. This development will help educators organize a role-playing game in a group setting, consistently organize a game, and expand children's ideas.

PURPOSE OF THE GAME
1. Contribute to the development of the ability to expand the plot based on the knowledge gained in the classroom and in Everyday life.
2. Expand children's knowledge about the work of store workers.
3. Give an idea of ​​the different departments in the store.
4. Expand vocabulary, improve verbal communication skills.
5. Continue to teach before the start of the game to agree on the topic, distribute roles, prepare the necessary conditions for Game.
6. Improve counting skills.
7. Improve the dialogic form of speech.
8. Cultivate friendly relationships in the game.

ROLES IN THE GAME
Seller - 1 - 2 children.
Forwarder - 1 child.
Loader - 1 child.
Driver - 1 child.
Cashier - 1 child.
The buyers are children.

STAGES OF DEVELOPMENT AND IMPLEMENTATION OF THE PROJECT
STORY - ROLE GAME "SHOP"
1. Setting goals for the game.
2. Involving children in solving these goals.
3. Create a game plan.
4. Discuss the plan with the children.
5. Collection of material.
6. Working with parents.
7. Preliminary work - classes, games, conversations, excursions, observations.
8. Self creative work children.
9. The result of the work is a role-playing game "Shop".

PRELIMINARY WORK
- Conversation “What is porridge made of”, “Where did the bread come from?”
- Excursion to the store.
-Reading literary works: S.Mikhalkov "Crystal Vase", E.Uspensky "Bird Market", V.Berestov "In the toy store", L.Petrushevskaya "Pig Peter and the store".
-Direct educational activities: "Vegetables and fruits on our table", "Teaching storytelling: role-playing game "Shop".
-Drawing "Vegetables and fruits", plot drawing "Shop".
- Application "Which cars bring products to the store."
- Didactic game "Wonderful bag", "What is it made of?", "Where can I buy it?" , "What's gone?" , "What's extra?" , "On an excursion to the store", "All works are good."
This preliminary work contributes to:
- improvement of dialogic speech:
- acquaintance of children with the work of the seller, her labor actions: listens, weighs, counts, knocks out a check, gives change;
- expanding the understanding of the different departments in the store;
- expanding the idea of ​​adult work.
- clarification of children's ideas about the appearance and taste of vegetables and fruits, how to use them for food.

OPTIONS AND PLOTS OF THE GAME "SHOP"
1. Shop "Toys".
2. Shop "Furniture".
3. Shop "Dishes".
4. Shop "Food".
5. Shop "Clothes".
6. Market "Vegetables and Fruits".
7. Supermarket.
LINK WITH OTHER STORY-ROLE PLAYING GAMES.
- family
- dining room
- garage
- vegetable warehouse
Objectives: to develop the ability to expand the plot based on the knowledge gained in the classroom and in everyday life; to form the right relationships in the team; develop creativity.

OBJECT-GAME ENVIRONMENT
1. Cash register.
2. Scales.
3. A set of dummies "Vegetables - fruits".
4. Models of products.
5. Wallets.
6. Packages, bags.
7. Abacus.
8. Money.
9. Price tags.
10. Showcase.
11. Bathrobes - aprons, caps.

Nomination: role-playing games in kindergarten class notes

Position: educator

1. Zoo.

Target: expand children's knowledge about wild animals, their habits, lifestyle, nutrition, cultivate love, humane treatment of animals, expand children's vocabulary.

Equipment: toy wild animals familiar to children, cages (made of building material), tickets, money, cash desk.

Game progress: the teacher informs the children that the zoo has arrived in the city, and offers to go there. Children buy tickets at the box office and go to the zoo. They examine animals there, talk about where they live, what they eat. During the game, children should pay attention to how to treat animals, how to care for them.

2. Kindergarten.

Target: to expand children's knowledge about the purpose of the kindergarten, about the professions of those people who work here - an educator, nanny, cook, music worker, to instill in children a desire to imitate the actions of adults, to treat their pupils with care.

Equipment: all the toys you need to play in kindergarten.

Game progress: The teacher invites the children to play in kindergarten. At will, we assign children to the roles of the Educator, Nanny, Musical Director. Dolls and animals act as pupils. During the game, they monitor relationships with children, help them find a way out of difficult situations.

1. Family.

Target. 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, utensils, furniture, substitute items.

Game progress.

The teacher can start the game by reading the work of art by N. Zabila "Yasochka's garden", at the same time a new Yasochka doll is introduced into the group. After reading the story, the teacher invites the children to play the way Yasya helps to prepare toys for the game.

Then the teacher can invite the children to dream up how they would play if they were left at home alone.

In the following days, the teacher, together with 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 ill with, how mom and dad took care of him, how they treated him. You can also play a lesson with a doll (“Yasochka caught a cold”).

Then the teacher invites the children to play the "family" on their own, watching the game from the side.

During the subsequent game, the teacher can introduce a new direction, invite the children to play, as if Yasha had a birthday. Before that, you can remember what the children did when someone in the group celebrated a birthday (the children secretly prepared gifts: they drew, sculpted, brought postcards, small toys from home. At the holiday, they congratulated the birthday man, played round dance games, danced, read poetry). After that, the teacher invites the children to make bagels, cookies, sweets - a treat in the modeling lesson, and in the evening celebrate Yasochka's birthday.

In the following days, many children can already develop various options for celebrating a birthday in independent games with dolls, saturating the game. own experience acquired in the family.

In order to enrich the knowledge of children about the work of adults, the educator, having previously agreed with the parents, can instruct the children to help their mother at home and cook food, clean the room, do laundry, and then talk about it in kindergarten.

To further develop the game in the "family", the teacher finds out which of the children has younger brothers or sisters. Children can read A. Barto's book "The Younger Brother" and look at the illustrations in it. The teacher brings a new baby doll and everything necessary to take care of it to the group and invites the children to imagine that each of them has a little brother or sister, to tell how they would help their mother to take care of him.

The teacher can also organize a game in the "family" for a walk.

The game can be offered to a group of three children. Distribute the roles: "mom", "dad" and "sister". The focus of the game is the baby doll "Alyosha" and the new kitchenware. Girls can be offered to clean the playhouse, rearrange the furniture, choose a comfortable place for Alyosha's cradle, make a bed, swaddle the baby, put him to bed. "Papa" can be sent to the "bazaar", bring grass - "onion". After that, the teacher can include other children in the game at their request and offer them the roles of "Yasochka", "dad's friend - 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-playing relationships of children to strengthen real positive relationships between them.

The teacher can finish the game with an offer to go (the whole family has lunch in a group.

The plot of the game in the "family" the educator together with the children can constantly develop, intertwining with games in the "kindergarten", in "chauffeurs", "moms and dads", "grandparents". Participants in the “family” game can take their children to the “kindergarten”, take part in (matinees”, “birthday parties”, repair toys; “moms and dads” with children as passengers go on a bus for a country walk in the forest, or a “chauffeur” to take a mother with a sick little son to the “hospital” in an ambulance, where he is received, treated, cared for, etc.

1. Bath day.

Target. Development of interest in the game. Formation of positive relationships between children. Raising in children a love for cleanliness and tidiness, a caring attitude towards the younger ones.

game material

Game roles. Mother, father.

Game progress. The teacher can start the game by reading the work "Dirty 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 of K. Chukovsky "Moydodyr", to consider the paintings and E. I. Radina, V. A. Ezikeyeva "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 ideas of children about 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 grate under your feet. Children can construct soap boxes. Benches and chairs for the bathroom can be made of large building material, or you can use highchairs, 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 were 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, chairs from building material, put a grate under their feet, find combs, washcloths, soap, soap dishes. Here is the bath and ready! Some "mothers" Are in a hurry to start bathing without preparing 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 the basin. If necessary, the teacher 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 the "ears". When the dolls are washed, they are dressed and combed. After bathing, the children pour out the water, clean the bathroom.

1. Big washing.

Target. Development of interest in the game. Formation of positive relationships between children. Raising in children respect for the work of the laundress, respect for pure things- the result of her work.

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 asks the children to watch the work of their mother at home, to help the spa during the wash. Then the teacher reads A. Kardashova's story "The 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” themselves or take out a bath and linen to the site.

Next, the teacher offers the children the following roles: “mother”, “daughter”, “son”, “aunt”, etc. You can develop the following plot: the children have dirty clothes, you need to wash all the clothes that are dirty. “Mom” will manage the laundry: what clothes should be washed first, how to rinse the laundry, where to hang the laundry, how to iron.

The educator must skillfully use role-playing relationships during the game to prevent conflict and form positive real relationships.

During the subsequent conduct of the game, the teacher can use a different form: the game of "laundry". Naturally, before this, appropriate work should be carried out to familiarize oneself with the laundress's work.

During an excursion to the laundry of the kindergarten, the teacher introduces the children to the work of the laundress (washes, turns blue, starches), emphasizes the social significance of her work (she washes bed linen, towels, tablecloths, bathrobes for kindergarten employees). The laundress tries very hard - snow-white linen is pleasant for everyone. Washing machine, electric irons facilitate the work of the laundress. The excursion helps to educate children in respect for the work of the laundress, respect for clean things - the result of her work.

The reason for the appearance of the game in the "laundry" is often the introduction by the educator into the group (or to the site) of objects and toys necessary for washing.

Children are attracted to the role of "laundress" because they are "interested in doing laundry", especially in the washing machine. To prevent possible conflicts, the teacher invites them to work in the first and second shifts, as in a laundry.

1. Bus (Trolleybus).

Target. Consolidation of knowledge and skills about the work of the driver and conductor, on the basis of which the children will be able to develop a plot, creative game. Familiarity with the rules of conduct on the bus. Development of interest in the game. Formation of positive relationships between children. Raising in children 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, bag for the conductor.

Game roles. Driver, conductor, controller, policeman-regulator.

Game progress. The educator 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 an observation, which is led by the educator, attracting and directing the attention of the children, explaining to them everything that they see, you can invite the children to draw a bus in class.

Then the teacher should organize a game with a toy bus in which the children could 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 dolls can be put on a bus stop at a bus stop and taken to the next stop at the other end of the room.

The next step in preparing for the game should be the trip of 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 the children understand how difficult the work of the driver is, and watch it, understand the meaning of the conductor’s activity and see how he works, how he politely behaves with passengers. In a simple and accessible form, the teacher should explain to the children the rules of behavior for people on the bus and other modes of transport (if you have given up your seat, thank; yourself 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 a free seat, and do not necessarily demand a seat by the window, etc.). The teacher must explain each rule of conduct. It is necessary that the children understand why an old man or a disabled person must give way to a seat, why one cannot demand a better seat by the window for oneself. Such an explanation will help children practically master the rules of behavior in buses, trolleybuses, etc., and then, gaining a foothold in the game, they will become a habit, become the norm of their behavior.

Another one from important points while traveling by bus - 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 go to the zoo, others go to the theater, others go to the doctor, etc. The driver and the conductor with their work help people 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 should conduct a conversation with the children on the picture of the corresponding content, after carefully examining it with them. When analyzing the content of the picture with the children, you need to tell which of the passengers depicted on it goes where (grandmother with a big bag - to the store, mother takes her daughter to school, uncle with a briefcase - 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, in addition, makes a bag for the conductor and a steering wheel for the driver.

The last step in preparing for the game may be watching a movie that shows the bus ride, the activity of the conductor and the driver. At the same time, the teacher must explain to the children everything that they see, and by all means 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 the way the seats are on the bus. The entire structure can be fenced with bricks from a large building set, leaving front and rear doors for boarding and disembarking passengers. At the rear end of the bus, the teacher makes the conductor's seat, at the front, the driver's seat. In front of the driver is a steering wheel that is attached either to a large wooden cylinder from a building kit or to the back of a chair. Children are given wallets, money, bags, dolls to play with. Ask the driver to take his seat, the conductor (teacher) politely invites the passengers to enter the bus and helps them get comfortable. So, he offers passengers with children to take the front seats, and for those who did not have enough seats, he advises to hold on so as not to fall while riding, etc. Placing passengers, the conductor along the way explains to them his actions (“You have son. It's hard to hold him. You need to sit down. Give up, perhaps, a hundred and a place, otherwise it's hard to hold the boy. Grandfather must also give way. He is old, it is difficult for him to stand. And you are strong, you give way to grandfather and hold on with your hand you can fall when the bus is moving fast”, etc.). Then the conductor distributes tickets to passengers and along the way finds out which of them is going where and gives a signal to depart. On the way, he announces stops (“Library”, “Hospital”, “School”, etc.), helps the elderly and the disabled get off the bus and enter it, gives tickets to those who have entered again, keeps order on the bus.

AT next time the teacher can entrust the role of the conductor to one of the children. The teacher directs and fu, now becoming one of the passengers. If the conductor forgets to announce stops or send the bus on time, the teacher reminds of this, and without disturbing the course of the game: “What stop? I need to go to the pharmacy. Please tell me when to leave” or “You forgot to give me a ticket. Give me a ticket, please,” etc.

Some time later, the teacher can introduce into the game the role of a controller who checks whether everyone has tickets, and the role of a policeman-regulator who either allows or forbids the movement of the bus.

The further development of the game should be directed along the line of combining it with other plots and connecting to them.

1. Chauffeurs

Target. Consolidation of knowledge and skills about the work of the driver, on the basis of which the guys will be able to develop a plot, creative game. Development of interest in the game. Formation of positive relationships between children. Raising in children respect for the work of the driver.

game material. Cars of various brands, a traffic light, a gas station, building materials, steering wheels, a cap and a stick of a traffic controller, dolls.

Game roles. Chauffeurs, mechanic, gas tanker, dispatcher.

Game progress. Preparation for the game teacher should begin with the organization of special observations for | driver activities. They should be directed 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 is to observe how food is brought to kindergarten. Showing and explaining how the driver brought food, what he brought and what of these products they will then cook, it is necessary to inspect the car with the children, including the driver's cab. 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 to observe how food is brought to neighboring stores. Walking down the street with children, 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 such observation, the children should understand that being a driver is not at all does not mean just turning the steering wheel and honking that the driver is driving 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 traffic controller.

It is advisable for the educator 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 driver, where the father will tell about his work.

Emotionally colored ideas of children about the work of parents, its social benefits are one of the factors that encourage a child to take on the role of a father or mother, to reflect in the game their activities in everyday life and at work.

The impressions received by children during such walks and excursions must be consolidated in a conversation on the basis of a picture or postcards. In the course of these conversations, the educator needs to emphasize the social significance of the driver's activities, to emphasize the significance of his activities for others.

Then the teacher can arrange to play with toy cars. For example, children are given vegetables, fruits, bread and confectionery products fashioned by them in the classroom, furniture made of paper. The teacher advises taking food to kindergarten, goods to the store, moving furniture from the store to a new house, driving 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 engines, ambulances). medical care, if possible, to show in action the machines watering the streets, sweeping, sprinkling sand), explaining the purpose of each of them. At the same time, the teacher must emphasize that everything that these machines do can only be done thanks to the activity of the driver.

The teacher should also consolidate the knowledge gained by the children during walks and excursions, examining with them pictures depicting a street with various types of cars, and in an outdoor game with a plot element. 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 the transport. This simple game when well organized, it gives children a lot of joy.

One of the stages in preparing children for a story game can be watching a movie showing some specific case of the driver's activity and different types of cars.

At the same time, for two weeks, it is advisable to read several stories from B. Zhitkov’s book “What did I see?”, Conduct several classes on designing from building material (“Garage for several cars”, “Truck”), followed by playing with buildings. It is good to learn with children the mobile game “Colored Cars” and the musical and didactic game “Pedestrians and Taxi” (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 on walks.

The game can be started in different ways.

The first option could be next. The teacher invites the children to move to the country. First, the teacher warns the children about the upcoming move and that they need to pack their belongings, load them into the car and sit down themselves. After that, the teacher appoints a driver. On the way, be sure to tell the children about what the car is passing by. As a result of this move, the puppet corner moves to another part of the room. Having sorted out things at the dacha 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, and with the help of the children fills the tank with gasoline. Then the "dispatcher" writes out waybill, which indicates where to go and what to transport. The "chauffeur" leaves for the construction of a residential building. Further, the plot develops in this way: the driver helped build the house.

Then the teacher introduces several roles of "drivers", "builders" into the game. The children, together with the teacher, are building a new house for Yasya and her mom and dad.

After that, the teacher encourages the children to play on their own and reminds the children that they themselves can play as they want.

During the subsequent game of “chauffeurs”, the teacher brings in new toys - cars of various brands that he makes 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 policeman-regulator), improve ready-made toys (attach the trunk to passenger car or an arc to the bus, turning it into a real trolleybus). All this contributes to maintaining interest in the device, purpose and ways of using the toy in the game.

At this age, children's "driver" games are closely intertwined with "construction" games, as drivers help build houses, factories, dams.

1. Score.

Target: to teach children to classify objects according to common features, to cultivate a sense of mutual assistance, 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 a store, located in a window, money.

Game progress: the teacher offers the children to place a huge supermarket in a convenient place with departments such as vegetables, 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 goods, 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, the more departments and goods can be in the supermarket.

1. At the doctor's.

Target: teach children how to care for the sick and use medical instruments, educate children in attentiveness, sensitivity, expand vocabulary: introduce the concepts of “hospital”, “sick”, “treatment”, “medicines”, “temperature”, “hospital”.

Equipment: dolls, toy animals, medical instruments: a thermometer, a syringe, tablets, a spoon, a phonendoscope, cotton wool, medicine jars, a bandage, a dressing gown and a bonnet for a doctor.

Game progress: the teacher offers to play, the Doctor and the Nurse are selected, the rest of the children pick up toy animals and dolls, come to the clinic for an appointment. Patients with various diseases go to the doctor: the bear has a toothache because he ate a lot of sweets, the Masha doll pinched her finger in the door, etc. We specify the actions: 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. Children of senior preschool age can choose several different specialists - a therapist, an ophthalmologist, a surgeon and other doctors known to children. Getting to the reception, the toys tell why they went to the doctor, the teacher discusses with the children whether this could have been avoided, says that you need to take more care of your health. During the game, children watch how the doctor treats patients - makes dressings, measures the temperature. The teacher evaluates how the children communicate with each other, reminds that the recovered toys do not forget to thank the doctor for the help provided.

1. We are building a house.

Target: introduce children to construction professions, pay attention to the role of technology that facilitates the work of builders, teach children how to build a building of a simple structure, cultivate friendly relations in a team, expand children's knowledge about the features of builders' work, expand children's vocabulary: introduce the concepts of "building", "mason "," crane”, “builder”, “crane operator”, “carpenter”, “welder”, “building material”.

Equipment: large building material, cars, crane, toys for playing with the building, pictures of people in 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 standing, but is the light on in the window? We live in this tower, and it is called ...? (house)". The teacher invites the children to build a large, spacious house where the toys could live. Children remember what construction professions are, what people do at a construction site. They look at pictures of builders and talk about their duties. Then the children agree on building a house. Roles are distributed between children: some are Builders, they build a house; others are Drivers, they deliver 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. Children play on their own.

1. Salon.

Target: to introduce children to the profession of a hairdresser, to cultivate a culture of communication, to expand the vocabulary of children.

Equipment: a dressing gown for a hairdresser, a cape for a client, hairdresser's tools - a comb, scissors, bottles for cologne, varnish, hair dryer, etc.

Game progress: knock on the door. Doll Katya comes to visit the children. She gets to know all the children and notices a mirror in the group. The doll asks the children if they have a comb? Her pigtail was untangled, 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: women's, men's, 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 is very pleased, she likes her hairstyle. She thanks the children and promises to come to this hairdresser next time. During the game, children learn about the duties of a hairdresser - cutting, shaving, styling hair in a hairstyle, manicure.

1. Ambulance.

Target: arouse in children an interest in the professions of a doctor, a nurse; to cultivate a sensitive, attentive attitude to the patient, kindness, responsiveness, a culture of communication.
Roles: doctor, nurse, ambulance driver, patient.
Game actions: The patient calls 03 and calls an ambulance: he gives his full name, age, address, complaints. The ambulance arrives. The doctor and nurse go to the patient. The doctor examines the patient, carefully listens to his complaints, asks questions, listens with a phonendoscope, measures pressure, looks at the throat. The nurse measures the temperature, follows the instructions of the doctor: gives medicine, gives injections, treats and bandages the wound, etc. If the patient feels very unwell, he is picked up and taken to the hospital.
Preliminary work: Excursion to the medical office d / s. Observation of the work of a doctor (listens with a phonendoscope, looks at the throat, asks questions). Listening to K. Chukovsky's fairy tale "Doctor Aibolit" in a recording. Excursion to the children's hospital. Surveillance of an ambulance. Reading lit. works: I. Zabila “Yasochka caught a cold”, E. Uspensky “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, a nurse. Consideration of illustrations about the doctor, honey. sister. Modeling "Gift for sick Yasochka". Making with children attributes for the game with the involvement of parents (robes, hats, recipes, medical cards, etc.)
Game material: telephone, bathrobes, hats, pencil and prescription paper, phonendoscope, tonometer, thermometer, cotton wool, bandage, tweezers, scissors, sponge, syringe, ointments, tablets, powders, etc.

1. Veterinary hospital.

Target: arouse in children an interest in the profession of a veterinarian; to cultivate 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 to the veterinary clinic. The veterinarian receives patients, carefully listens to the complaints of their owner, asks questions, examines a sick animal, listens with a phonendoscope, measures the temperature, and makes an appointment. The nurse writes a 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 the reception, 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. Observation of the work of a doctor (listens with a phonendoscope, looks at the throat, asks questions) Listening to K. Chukovsky's fairy tale "Doctor Aibolit" in a recording. Consideration with children of illustrations for the fairy tale by K. Chukovsky "Doctor Aibolit". Reading lit. works: E. Uspensky "Played in the hospital", V. Mayakovsky "Whom to be?". Examination of medical instruments: phonendoscope, spatula, thermometer, tweezers, etc. Didactic game "Yasochka caught a cold." 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, prescription pencil and paper, phonendoscope, thermometer, cotton wool, bandage, tweezers, scissors, sponge, syringe, ointments, tablets, powders, etc.

1. Polyclinic.

Target: disclosure of the meaning of activity medical staff to develop in children the ability to take on roles. develop interest in the game. build positive relationships with children. education in children of respect for the work of a doctor.

game material: game set "Puppet Doctor", substitute items, some real items, a doctor's hat, a dressing gown, a doll.

Situation 1 The educator offers the child the additional role of a patient, while he himself takes on the main role of a 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 up a screen) What does a doctor need? (with the help of an adult, the child lays out medical supplies from the first-aid kit on the table). And this is our jar of ointment, and this is a syringe ... ”(Gradually, the child himself begins to name and arrange the necessary). The teacher puts on a hat and white bathrobe: "I'm a doctor. Come see me. 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 a-a-a-a. Ai, ai, what a red neck. Now let's lubricate, doesn't it hurt? Don't you have a headache?

Playing with one child attracts the attention of other children. The teacher, noticing the children watching the game, says: “Do you also have something sick? Get in line, sick people, 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 sick, call me and call the doctor, ding, ding! My phone is ringing. Hello! the doctor is listening. who called? Katya girl? You are sick? Do you have a headache or stomachache? Did you take your temperature? What a high! Tell me Katya, where do you live?

I come to you. I will treat you. In the meantime, drink tea with raspberries and go to bed. Goodbye! My phone rings again. Hello, who's calling? Boy Dima? What are you complaining about? Runny nose? Have you been sick for a long time? Did you take drops or take pills? Does not help? Come see me today. I'll prescribe another medicine for you. Goodbye!

Situation 3. The doctor himself calls the patients, finds out how they feel about themselves, gives advice. In the process of talking on the phone, the educator uses a system of alternative and prompting questions that show the variability of game actions and contribute to the further development of creativity.

1. "The wind walks on the sea and the boat drives."

Target: To consolidate with children knowledge of the rules and measures of safe behavior on the water.

Program content: form elementary representation about safe behavior on the water; consolidate knowledge about how to help a drowning person, consolidate children's knowledge about animals that live in hot countries; educate the ability to behave correctly in an emergency.

Equipment: building set with large parts, steering wheel, rope, anchor, life buoys, peakless caps, mats, cap for the captain, sailor collars, buoys, “swimming allowed” sign red life jacket, pictures of animals from hot countries, palm trees, toys, hats for passengers .

Game progress:

We 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 all day, so that we have a good mood. Let's say these morning magic words to our guests: "Good morning"

The teacher reads the poem:

What is summer?

That's a lot of light

This is a field, this is a forest,

It's a thousand wonders!

Educator: It is warm and even hot in summer, so many people will relax on the sea, near a river, lake or pond. Let's go on a journey by sea. And for this we will build a ship.

Children with the help of a teacher build a ship from a building kit

Educator: Did you forget to take a circle, a rope?

Children: Do not forget to take.

Educator: Why do we need a circle and a rope?

Children: To save a person if he drowns.

Educator: Right. Almaz will be the captain on our ship. He will put on a cap and take a spyglass, and Ruzal, Azamat, Azat, Damir will be sailors, they will put on peakless caps and sailor collars. The rest of the children are passengers. Put on hats, pick up "daughters" / dolls /, take bags with rugs.

Captain: gives a command. Take your seats on the ship. The ship is sailing. Give up the moorings, raise the anchor!

The ship "floats" Children sing the song "Chunga-changa". At the end of the song, put up the 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 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 and a medical worker are on duty, the swimming area is fenced with buoys, beyond which you cannot swim.

We choose who will be on duty on the tower and watch the swimmers, i.e. (lifeguard)

In case of danger, he will rush to help, taking a life buoy. The 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 sailed here on a ship, and now let's swim like real dolphins in the sea waves (imitation of dolphin movements) swim, get out of the water, spread the rugs and “sunbathe”. First we lie on our backs, then we roll over on our tummies.

Guys, can you stay in the sun for a long time?

You can get sunstroke and burns on the skin.

Educator: Dear tourists, after resting and swimming, take your seats on the deck. Our journey continues.

Captain: Raise anchor! Give away the moorings! Heading to hot countries!

during the "journey" the teacher reads riddle poems about the animals of 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, let's draw them now.

1. Stand in a circle and show how the elephant walks.

2. Like a monkey climbs for bananas.

3. Now let's show a growling tiger.

4. How a kangaroo jumps.

Okay, well done. Guys, not only animals live here, but also people who dance a beautiful dance called "Lambada". Let's try to dance it.

Well, it's time to rest and go back.

Captain: Raise anchor! Give away the moorings! Heading back!

Educator: Oh, look, the “man” is in the water! quickly throw a lifeline!

Captain: Man overboard! Throw a lifeline!

Sailors throw a life buoy on a rope and pull it out, save the "daughter" /doll/. Passengers thank the captain and sailors.

Educator: Guys, this will never happen if you and your friends follow the rules of behavior on the water.

Well, if suddenly, for some reason, a person is 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 jump into the water yourself. You can help a drowning person by yelling loudly "The man is drowning!" and call an adult for help.

And in order to remember the subject well, with the help of which you can save a drowning person, we will learn a poem that Aliya G. has already learned.

If someone drowns in the river,

If he goes to the bottom

Throw him a rope, a circle,

A stick, a board or a log ...

Now, we are well aware of the rules of behavior on the water, and our ship has safely returned from the trip!

Let's thank the captain and sailors for an interesting journey and a safe return home /children thank the crew of the ship/. And we will go down from the ship to the shore.

16. Travel around the city.
Tasks:▪ consolidate the ability to perform game actions according to verbal instructions, act with imaginary objects, use substitute objects,
▪ continue to develop speech,
▪ to replenish the idea of ​​the city, professions.

Materials:
▪ driver's cap, steering wheel,
▪ signboard "cash desk", cafe "Skazka", "Palace of Sports",
▪ Uniform: park employees, instructor, waiter,
▪ hats are animals,
▪ carousel,
▪ building material.

Preliminary work:
▪ targeted walk along Kirova street and Leningradskaya embankment,
▪ viewing the photo album "Our beloved city",
▪ viewing the multimedia presentation "Walking around the city",
▪ learning the rules of the road,
▪ role-playing game “We are going, we are going, we are going…”,
▪ familiarization with the work of park employees, 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. I will be the tour guide, and Yegor will be the driver (children take seats on the bus).
Bus driver. Attention, the bus is leaving! Fasten your seat belts.
The audio recording of "Bus" sounds.
Chauffeur. Stop "Palace of Sports".
Leading. Let's go there. And tell the guys what people are doing in the sports palace? (Answers of children). And who does the training? Instructor.
Denis. Hello, I am your physical education instructor, I suggest you improve your health, let's do animal 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 charger.
The leader and children thank the instructor.
Leading. I'll ask everyone to get on the bus, our tour of the city continues.
Chauffeur. Be careful, the doors are closing, fasten your seat belts. Next stop is Amusement Park.

funny 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. Slowly we go out, do not push.

Park director. Hello, I am the director of the park, I invite you to ride on our fun carousels, but first I ask you to purchase a ticket at the box office (gestures to the box office).
Children go to the box office and buy tickets. The game "Carousel" is being played.
Director. Well, how did you like our park? (children's answers). Would you like to look into the children's cafe "Skazka"? (children's answers)
Leading. Guys, the cafe is on the other side of the street and we have to go across the street. What is the right way to cross the road? (children's answers). Get up in pairs, I will go in front with a red flag, and Misha will go behind our column. Look, keep up, otherwise you will get lost in the city.

We walk the streets
We lead each other by the hand.
All we want to see
We want to know about everything.

Children by pedestrian crossing go across the road.

Leading. Here we come.
Waiter. Hello, please place your order. Here is the menu for you.
Leading. Let's order juice (a box of juice for each).
Waiter. Will be done.
The waiter brings 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".
The children get off the bus, thank the driver and the guide, the teacher invites the children to tell their families about the tour.

Send your good work in the knowledge base is simple. Use the form below

Good work to site">

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.allbest.ru/

Role-playing games in kindergarten

Introduction

3. Research on the problems of organizing and managing role-playing games for preschoolers

Conclusion

Bibliography

Introduction

Childhood is a short but important period of personality development. During these years, the child acquires initial knowledge about the life around him, he begins to form a certain attitude towards people, to work, skills and habits of correct behavior are developed, and character develops.

The main activity of preschool children is a game, during which spiritual and physical forces child; his attention, memory, imagination, discipline, dexterity. In addition, the game is a peculiar way of assimilation of social experience, characteristic of preschool age.

N.K. Krupskaya in many articles spoke about the importance of the game for the knowledge of the world, for the moral education of children. "... Amateur imitative play, which helps to master the impressions received, is of great importance, much more than anything else." The same idea is expressed by A.M. Bitter; "The game is the way for children to learn about the world in which they live and which they are called to change."

All aspects of the child's personality are formed in the game, 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 a preschooler.

A special place is occupied by games that are created by the children themselves, they are called creative or role-playing games. 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 him, social relations are recreated. Each such game is characterized by: theme, game plan, 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 life around him, comes up with various combinations of transformation, through the role he takes on, leaves the circle of familiar everyday life and feels like an active "participant in adult life" (D.B. Elkonin) .

In games, the child not only reflects the surrounding life, but also rebuilds it, creates a desired future. As L.S. wrote Vygotsky in his works, "a child's play is not a simple recollection of the experienced, but the creative processing of the experienced impressions, combining them and building from them a new reality that meets the needs and inclinations of the child himself."

2. The educational value of role-playing games for preschoolers

In the game, all aspects of the child's personality are formed in unity and interaction. The game takes great place in the system of physical, moral, labor and aesthetic education of preschool children.

The game is of great educational importance, it is closely related to learning in the classroom, with observations of everyday life.

As Yadeshko V.I. - in creative games ah, an important and complex process of mastering knowledge takes place, which mobilizes the mental abilities of the child, 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 implementation of the plan, use their knowledge, express them in a word.

Often, the game serves as an occasion to communicate new knowledge to preschoolers, to expand their horizons. With the development of interest in the work of adults, in social 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 the game an important means of creating the orientation of the child's personality, which begins to take shape in preschool childhood.

Creative play cannot be subjected to narrow didactic purposes, with its help, the main educational tasks are solved.

An interesting game increases the mental activity of the child, 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. Teaching requires the use of a variety of methods. The game 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, a wide scope for invention and experimentation opens up. Games with rules require the mobilization of knowledge, independent choice solution of the task.

The game is an independent activity in which children enter into communication with their peers. They are united by a common goal, joint efforts to achieve it, common experiences.

Game experiences leave a deep imprint in the mind of the child and contribute to the formation of good feelings, noble aspirations, 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, and responsibility to comrades.

The game brings up interest and respect for the work of adults: children portray people different professions and at the same time they imitate not only their actions, but also their attitude to work, to people. Often the game serves as an incentive to work: the manufacture of the necessary attributes, design. The game is an important means of aesthetic education of preschoolers, since this activity manifests and develops creative imagination, the ability to plan, the rhythm and beauty of movements develop.

A deliberate selection of toys helps to form an artistic taste. Thus, in preschool childhood, play is the most important independent activity of the child and has 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 organizing and managing role-playing games for preschoolers.

The problems of the role-playing game were dealt with by D.B. Elkonin, D.V. Mvndzheritskaya, P.G. Samorukova, N.E. Mikhailenko, E.V. Zvorygin and others. The plot-role-playing game is one of the means of mental education, which lies in the formation of symbolic actions.

A characteristic feature of the game is the use of substitute objects in it, taking on roles. The game deepens the analysis of the displayed phenomena. In the role-playing game, the moral qualities of the individual (persistence, responsibility, kindness, honesty, independence, etc.), collective relationships (the ability to coordinate actions) are formed. Children acquire emotional experience: empathy, experience. The feelings of children in the game, associated with the manifestation of initiative, creativity, are close to aesthetic feelings - this indicates that the role-playing game is a means of aesthetic education. The role-playing game has an impact on the physical development of children: various movements are improved.

The role-playing game is the main type of game for a preschool child. The main components of the role-playing game: imaginary situation, plot, roles.

The plot is a reflection by children in the game of certain actions, events, relationships on the life and activities of others. Therefore, the plots depend on the era, life, geographical and other conditions. The narrower the sphere of reality that children encounter, the more monotonous the plots of their games are.

The plot of the game consists of the following elements: action, characters, object situation. Plots differ in thematic content and structure. The thematic content of the stories depends on the specific living conditions of 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 relationship of the characters is determined by one objective situation.

3. Plots that include two complementary characters interacting in the same 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 characters, relationships between them are given.

Game action in form can be: Subject-replacing, depicting, denoting.

The variety of plots and content determines the need to classify them: a) everyday games (life of the family, kindergarten); b) games on the theme of labor; c) games with a social theme. The construction of the plot by the 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 striving collides, on the one hand, with the unpreparedness of the child for its implementation, on the other hand, with the growing independence of children. This contradiction is resolved in a role-playing game, as noted by T.V. Antonova, L.P. Usova, D.B. Elkonin.

Each game has private motives: interest in certain events; to actions with the subject; the desire for joint activities in a society of peers attractive to the child; inventing, fantasizing, creating a special reality in the game

The motives of the game are associated with the age of the children and change - throughout preschool childhood, determining the content of the game. Motives are formed under the influence of social factors and depend on the impressions, knowledge that children receive from a variety of sources: everyday life experience; special, pedagogically organized acquaintance with the phenomena of the surrounding reality.

The role is a means of realizing the plot. Most often, the child assumes the role of an adult. At the same time, the child identifies himself with this or that person, acts on his behalf, appropriately uses certain objects (drives a car like a driver, like a doctor gives an injection, puts a thermometer, etc.), enters into various relationships with other people around (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 deeds caused the greatest emotional impression and interest. Most often, this is a mother, educator, teacher, doctor, driver, etc.

Role-playing game arises on the threshold of the third year of a child's life on the basis of subject games.

The main stages of its development were identified by D.B. Elkonin.

First stage. The main content of the game are actions with objects. They are carried out in a certain sequence, although this sequence is often violated. The action chain is story-driven. The main subjects are household. Actions are monotonous and often repeated. Roles are not defined. In form it is a game near or Single player game. Children love to play with adults. Independent play for a short time. As a rule, the stimulus for the emergence of the game is a toy or substitute object previously used in the game.

Second phase. As in the first level, the main content of the game is actions with the object. These actions are deployed more fully and consistently in accordance with the role, which is already indicated by the word. The sequence of actions becomes the rule. There is the first interaction between the participants based on the use of a common toy (or direction of action). Associations are short-lived. The main subjects are household. The same game is repeated over and over again. Toys are not selected in advance, but children often use the same ones - their favorite ones. The game is played by 2-3 people.

Third stage. The main content of the game is still actions with objects. However, they are supplemented by actions aimed at establishing various contacts with partners in the game. The roles are clearly defined and assigned before the game starts. 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 ground rule. The game often proceeds as a joint one, although the interaction is interspersed with parallel actions of partners who are not related to each other, not correlated with the role. The duration of the game is increased. The plots become more diverse: children reflect the life, 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 the direct but also by the mediated experience of the children. Games are collaborative, collective. Associations are stable. They are built either on the interest of children in the same games, or on the basis of personal sympathies and affections. Games of the same content are not only repeated for a long time, but also developed, enriched, exist for a long time.

The preparatory stage is clearly distinguished in the game: the distribution of roles, the selection of game material, and sometimes its production (homemade toys). The requirement of compliance with the life logic extends not only to actions, but also to all actions and role behavior of participants. The number of people involved in the game increases to 5-6.

These levels reflect general development role-playing game, however, in a particular age group, adjacent levels coexist.

4. The development of role-playing games throughout preschool age

The game of children of primary preschool age

In the course of observing the games of children of primary preschool age, Shcherbakova E.I. notes: in the games of children there is a simple plot in which a logical sequence of actions can be traced.

The child seeks to define a role for himself, may be carried away by it for some time. However, the interests of children are still unstable, the kid often switches from one role to another, often unjustifiably changes the plot of the game.

In early childhood, imitation plays an important role. Insofar as little child characterized by emotionality, impressionability, the desire for everything bright, unusual, enriching children with new knowledge and ideas should be lively and entertaining in order to arouse interest in the baby, the desire to imitate. The teacher uses didactic games such as "Let's dress the Tanya doll", "Tanya's doll has a birthday", "We teach the Tanya doll to sleep", etc., dramatizes nursery rhymes and jokes familiar to children in the faces; uses toys when reading fairy tales, stories, poems, creates game situations that push the child to continue the game (the doll sits at a table served for tea, etc.).

During observations of the labor of adults, it is necessary to disclose the sequence of operations to children, and, if possible, involve them in this process. The teacher must systematically replenish the stocks of toys and play material, taking into account the development of the ideas and knowledge of children.

Extremely effective reception joint game teacher and children, showing in a game situation actions with toys, with substitute objects. At this age, the child has an interest in the game of peers. At first, it manifests itself in relation to the toy. So, one doll has two mothers, one car has two drivers. Both mothers and drivers cannot coordinate their actions with each other with the same toy due to age characteristics. One mother puts her daughter to bed, another wants to take her 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 towards himself, wants to express his desires, interests, to show his feelings in the game. It often happens that, having gained the upper hand over a friend and got a toy, the child soon puts it aside.

Mukhina V.S. notes that in working with children 2-3 years old, one of the important tasks is to develop the simplest skills of playing together. Therefore, it is necessary to help kids develop the content of games in which associations of several (2--3) people are possible.

Playing the main role together with the child, the educator, first of all, seeks to maintain the child's interest in the game, teaches him to fulfill the role to the end and develop the content of the game, to coordinate his actions with the actions of his comrades; along with this, the task of educating children in friendly relations 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 learns the norms of social behavior.

Preschoolers love to build and often have fun building play. But first, they should form 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 him the necessary skills during the game, to suggest some actions, to report certain information. The lack of knowledge, skills and abilities that are necessary to create a true game 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 the game. It is necessary to interest kids in the process of making toys. The teacher can, in front of the children, make some of the attributes necessary for a particular game.

A special place in the management of the plot-role-playing creative game of children of this age should be occupied by the selection of appropriate game material, the method of playing with new toys in the form of a theatrical performance, and the creation of game situations.

Effective assistance in the development of the content of a creative game is provided by leading questions, reminders, and advice aimed at prompting children about the possible implementation of the game plan.

Effective and such techniques as the selection together with the children of the elements of the costume; telling children about a particular character; individual conversation on pictures, illustrations; advice, showing game actions in a game situation.

Leading the game, the teacher should not suppress the initiative, independence of the child. All the above methods and techniques should be aimed at making the game an interesting, exciting independent activity for children, so that each 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 that bring joy and pleasure to children. These can be fun games with clockwork toys (mechanical, electronic), folk toys (moving figures of bears, chickens pecking grain, etc.), fun games with wind, sunbeams, etc.

Kids love to play with sand, snow, water. They sculpt "pies", "pastry" out of sand. To support their interest, the teacher shows how to make doll houses, car garages out of sand.

Having built one house and one garage, the teacher gives the children toys (plywood figures of people, animals, birds, various cars) and suggests building several more houses and garages; assists children 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 plot-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 programs, etc. (games of travel, ship, sailors, military, construction, mail). Secondly, the increased interest of children in the book, in the environment contributes to the enrichment of the content of the 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, to be attentive, kind; they have ideas about friendship, camaraderie. These ideas are reflected in the game. However, sometimes in the games of children one can observe the manifestation of the negative aspects of our life. The teacher should direct the course of the game in a positive direction in time.

Games with new content require special attention of the teacher. It is important, on the one hand, to support children's interest in the game, on the other hand, to direct their communication.

In the play activity of a child of 4-5 years old, theatrical play also finds its place. Children are happy to dramatize familiar fairy tales (“Gingerbread Man”, “Fox and Hare”, “Cat, Rooster and Fox”), K. Chukovsky’s poems “Telephone”, “Confusion”, “Aibolit”, etc. At the age of 5, the child there is an interest in bold, courageous deeds. He likes to dramatize stories on the subject.

Dramatizing literary works, children strive for a truthful depiction of heroes, emotionally experience all the events described. The game image, created on the basis of a literary work, also 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 the game.

Often the inability to coordinate ideas leads to the disintegration of the game, the destruction of friendly contacts. This feature should be taken into account when managing 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 educating the ability to respect each other's intentions, to be attentive, to give up personal desires.

In shaping the ability of preschoolers to independently distribute roles, taking into account the capabilities, interests and desires of each other, such techniques are effective as revealing to children the best, positive qualities of each child, supporting his proposals, as well as creating practical situations where pupils could show a sense of responsibility for performance of the role, kindness, sensitivity, responsiveness, knowledge of moral standards of behavior.

If several children apply for one role, the teacher should come to their aid so that, if possible, all applications are satisfied. Based on the development of the game, 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, their conscientious attitude to their work. When getting acquainted with others, it is necessary to use methods and techniques that help the child emotionally experience the situation of labor actions with which he this moment introduce. 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 a 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 the work of adults, towards 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, complicating the content of the game, and enriching the game images. Such methods include the story of the teacher with the demonstration of illustrative material on the topic 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 for many games, he conveys through his favorite role personal qualities, his attitude to a particular profession, etc.

The fulfillment of a favorite role in various game situations increases the duration and strength of the feelings experienced by the child, and strengthens the emerging friendly relationships.

Equally important are the conversations of the educator 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 choosing the theme of the game, the development of its content. Children are faced with the need to negotiate among themselves, calmly listen to each other's opinions and choose the most interesting, exciting. They develop the ability to independently think through 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 game image. In order for each pupil to be able to convey in role-playing the dynamics of the actions of the depicted person, his emotional manifestations, actions, relationships with people, thoughts, deeds, it is necessary, through a special selection of literary works, to give him knowledge, ideas that enrich the game image. The creation of game 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 of senior preschool age.

In her article "The role-playing game of older preschoolers" Korotkova N.A. writes that a child of older preschool age has a deepening interest in the labor affairs of adults, in the results of their work, there is a feeling of admiration for the selfless deeds 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 tend to want to fulfill their role with more imagination, ingenuity, interest in details. They are attracted by beautiful material, graceful designs, unusual elements of decoration of buildings. To develop the content of the game, children successfully use their technical skills, for example, to create the necessary toy from the designer (metal, plastic). They more amicably agree on the theme of the game, without conflicts, distribute roles among themselves, taking into account which of them will better cope with this or that role, create a vivid image.

At this age stage, more complex games appear, both in terms of content, the use of display means real life as well as 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", "Journey to the North Pole", "Journey to Antarctica", etc.) or with fairy tales and stories most beloved by children. In these games, the content is constantly evolving and becoming more complex as children acquire new knowledge about the life around them, with the development of skills to apply this knowledge, with the improvement of constructive skills.

Long-term role-playing creative games are of particular importance for complete solution tasks of mental, moral, labor and aesthetic education of children.

In a long game, the child develops the skills and habits of collective life faster, and independence grows. As a result, this kind of game becomes the most effective form of organization. interesting life children in preschool. Children get used to the role so much that they often feel in it even when they are no longer playing. 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, 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 team, to help each other in the implementation of the plan, in the performance of a certain role.

A long-term creative role-playing game is fraught with tremendous opportunities for the development of a child's thinking.

The child's actions with objects are transformative. In the game, he is a tireless researcher: he learns the properties and qualities of real objects, ways of working with them, and, depending on the plan, on the development of the plot, he melts life material, replaces some objects with others, combines knowledge, intertwining 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 interconnected and interdependent events and phenomena of the real world can be traced.

This experience, knowledge and ideas are creatively refracted by the child in play activities. Enriching the child's mind with a variety of ideas, a system of knowledge means giving abundant food for the development of his imagination, for creating images, situations that can be realized in the game. It is possible to conduct a series of construction and handicraft classes related to a common theme (making trucks large sizes, wagons, electric locomotives, railway stations from matchboxes, cardboard, etc.).

The emergence of the long-term game "Traveling for animals to hot countries" may be associated with the trip of children to the zoo. To satisfy the child's curiosity, the educator specially reads excerpts from books on this topic; organizes modeling of animals from plasticine. As the ideas of preschoolers are enriched, the content of the game develops and becomes more complicated. Children are more proactive creativity and mental independence in solving practical problems. If the teacher cares about expanding the ideas of children, the group will develop games on a variety of subjects: "Journey to Antarctica", "Journey 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 , operation of distant polar stations, flights spaceships etc.

The child creates game images creatively, consciously. He not only reproduces life, blindly copies it. In the depiction 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 fiction, which indicates the activity of the imagination. A fascinating, complex in content game, satisfying the desire of the child to participate in the events experienced by the country, gives him joy.

Leading such games, the educator should not rush to prompt the children to solve certain problems that arise before them. Watching games, it is necessary to establish what children should pay attention to 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 a particular social phenomenon, to help understand the simplest connections and dependencies between them. It is also necessary to consider methods and techniques that contribute to further development one or another game (selection of pictures, board-printed games; instructions for children: watch TV shows), outline a number of classes on making home-made toys, constructing from building material, provide children with free use of plasticine, clay, scissors, glue, cardboard .

A prerequisite for a long-term role-playing creative game is that children have the ability to play in large groups, to consult together and help each other, to achieve the 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, distribute roles taking into account the capabilities and desires of each participant in the game, establish rules and clearly follow them.

To guide long-term creative games, excursions (primary, repeated, final) can be used as the main methods. The main methods of managing a long-term creative game can also include conversations, stories, conversations with children using illustrative material when familiarizing themselves 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 opinion of their comrades, to take into account both the possibilities and desires of each other.

The role of the educator in a long-term creative game 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 must be careful not to suppress the initiative and creativity of children, but in every possible way to contribute to their development. The teacher is the oldest friend of the children, a partner in the game, gradually helping them to apply the knowledge gained in the classroom when performing individual assignments and instructions, encouraging mutual understanding, sensitivity, justice, mutual assistance.

At the subsequent stages, tips, reminders, suggestions, targeted selection of game material, tasks aimed at developing the content of the game, forming children's cognitive interests, organizational skills are used. During the year, you can spend about 6 long-term creative games with the intention of consistently improving children's self-organization skills.

The following methods and techniques contribute to the development of a long game, the education of children's mental activity, moral feelings and self-organization skills: conversations about its progress before the start of the game, summing up the results of the game and planning its further development together with the children; reminders, advice, instructions, assignments, assignments. The teacher teaches pupils to independently use building materials and constructors in games, make homemade toys, use skills in drawing, modeling, dancing, singing.

Individual conversations, looking at pictures, illustrations, photographs, reading excerpts from works of fiction help the child to reveal the game image.

Older children play with natural materials. The teacher, by showing photographs, pictures, reminders, advice, directs preschoolers to independent actions with sand, so that when building buildings they show initiative, invention, ingenuity. You can invite children to build buildings on the theme "What people ride." One group of children builds an airfield, another a railway station, a third a river port, and if you give them sand combined with clay, then small builders can make a navigable river, dig canals, install locks, etc.

Playing with sand and clay requires different additional material - wood trimmings, pegs, cords, plywood figurines of people, animals, trees, various cars, etc. railway and etc.

Buildings made of snow can be large and small - on tables. Large buildings can be combined with the common theme "North Pole" or "Zoo", "Stadium", etc. The teacher teaches pupils to make bricks from snow and build walls of houses from them, compact snow, make ice paths for sliding, ramparts; sculpt figures of animals; make colored ice to decorate buildings, for windows of houses, etc. For large buildings from snow, a base is required. For it, you can use boards, boxes, plywood panels, thick cardboard, wooden slats, etc.

In winter, when constructing buildings on the site, it should be possible to provide for the possibility of such games as "Journey to Antarctica (to the North Pole)", "White Olympics", "Russian Winter Festival", as well as games based on the fairy tales "Hare hut", "Wintering of animals", "Morozko", etc.

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 text transmission, the creation of scenery and costumes.

Literary works for games of preschoolers must meet the following requirements: ideological orientation, dynamism of the plot, the presence of dialogues. If during the initial acquaintance with the work the children became interested in it, when reading it again, one should most expressively highlight the speech of the characters, help to correctly assess their actions, and establish the sequence of events. In order to make it easier for children to memorize the text, to emphasize the dynamics of events, in some cases the educator, when re-reading, excludes episodes of a descriptive nature.

Children of senior preschool age can already assign roles themselves.

The teacher provides the pupils with the opportunity to independently create game images, if necessary, suggests how best to fulfill the role, gives photographs, illustrations in order to get more detailed acquaintance with the appearance of a particular character, organizes listening to recordings.

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 race”. "Turtles" - a fun sledding 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 opens). Showing clockwork toys by the teacher on the themes “Circus”, “Children in a Cage”, etc., may contribute to the desire of children to prepare a circus performance themselves. The possibility of its preparation and implementation is determined by the degree physical development preschoolers; the presence of such physical qualities as dexterity, flexibility, accuracy of movements, endurance. In addition, the child should have a sense of humor. The content of preparation for this fun game should include: drawing up a circus program; the distribution of children to the roles of artists, as well as artists and decorators and the distribution of responsibilities (who will make what elements of costumes, scenery, who will issue invitation cards and how, etc.).

These theatrical games are prepared and held with the active participation of the educator.

The game is a natural companion of a child’s life, which has great educational power, a way of knowing the world around us in this regard, folk games are of great importance - they develop ingenuity in children, 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 for managing role-playing games in different age groups kindergarten

When managing role-playing games, educators are faced with the following tasks:

development of the game as an activity (expansion of the subject of games, deepening of their content);

the use of the game in order to educate the children's team and individual children,

The management of a role-playing game requires great skill and pedagogical tact. The educator must direct the game without disturbing it, maintain the independent and creative nature of the game activity.

Indirect techniques - without direct intervention in the game (bringing in toys, creating a game environment before the start of the game).

Direct methods - the direct involvement of the teacher in the game (role-playing participation in the game, participation in the collusion of children, clarification, help, advice during the game, proposal new topic games, etc.). The teacher influences both the choice of the topic and the development of its plot, helps the 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. Complex method leadership is a system of pedagogical influences that contribute to the development of independent plot play of children, based on its age characteristics and potential development of the child's intellect.

This method includes the following components:

Planned pedagogically active enrichment life experience of children;

Joint (educational) games of the teacher with children, aimed at transferring the gaming experience of the traditional culture of the game to them; - timely change in the subject-game environment, taking into account the enriching life and gaming experience;

Activating communication between an adult and children, aimed at encouraging them to independent use in the game of new ways of solving game problems and new knowledge about the world.

Early age.

Direct leadership. - 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 activities with the educator

Inclusion of the educator in the child's game (to solve certain game problems)

Demonstration, training in the use of substitute objects in the game, traced markers of the game space, imaginary objects

Application of the activating dialogue of the educator with the child

prompting questions

Selection of toys with certain properties

Consideration of household items and objects of the immediate environment, a conversation about their purpose

Observation of the actions of adults using household items and objects of the immediate environment

A variety of small tasks for the child (bring a chair, hang a towel on a hook)

Connecting the baby to feasible participation in labor activities (cleaning toys, things)

Examination of subject pictures, small plots and illustrations

Creating a ready-made game environment (prompting the situation - the doll and the cup are placed side by side)

Changing a familiar game situation (replacing toys, adding new ones)

Statement of the problem situation by the teacher

Conclusion: In everyday life, the child acquires practical experience in operating with objects and transfers this experience into an independent game. The game at an early age is exploratory in nature and is a subject-play activity. By the end of an early age, the game acquires the status of a display game in which operations with objects pass into the rank of action aimed at achieving a certain effect with the help of this object.

Junior preschool age.

Second junior group Direct leadership.

Teaching ways of game reflection of reality:

The inclusion of a teacher in the game (in order to transfer game experience)

Teaching game actions and role-playing dialogue by example

Activating communication of the teacher with the children during the game:

Questions (Who are you? Or are you a driver? I'm late for work, give me a lift please)

promotion

Motivations for statements (You ask your daughter, she is not hungry)

Help of the teacher to unite 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)

Entry of the educator into a role-playing conversation (in order to activate the role-playing dialogue)

Techniques of indirect leadership.

Enriching the real experience of children in active activities:

Bringing vivid images and impressions into the classroom to familiarize yourself with the surroundings

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 dramatization of fairy tales

Watching other children play

Reminders about interesting facts from life.

Organization of the subject-game environment

Combination of toys, substitute items, role-playing attributes, imaginary toys

Introduction of a new toy into the environment

Making children's attributes for the game

Enriching the social experience of children in everyday life:

Familiarization with others in vigorous activity (observations, excursions, conversations, use of TSO, reading literature, looking at illustrations and paintings)

Creation by the teacher of special situations in order to establish contacts between the child and others.

Organization of educational games by the educator:

Theatrical games

Games like “Guess who's here? "Guess who I'm impersonating? »

Didactic games "Who needs what for work" ...

Creation of a game problem situation: - with the help of gaming equipment (attributes, decorations, clothing, toys) - with the help of activating communication between the teacher and children.

promotion

Involvement of inactive children in the game.

Conclusion: Based on in-depth knowledge of the world around them, children creatively realize interesting ideas in the game. The game is undergoing changes from a figurative role-playing game to a role-playing game. By the age of 5, children master the methods of object-playing actions well, play freely with toys, with substitute objects, with imaginary objects, easily give verbal designations, and are able to convey the characteristic features of the role using expressive means. Children are able to engage in role-playing interaction for a longer time.

Senior preschool age.

Direct leadership.

The inclusion of a teacher in the game, taking on a role (main or secondary) - not often, if necessary (showing a speech sample, collective discussion of the role-playing behavior of the players after the game).

Techniques of indirect leadership.

Enriching the social experience of children through all types of activities (observations, excursions, reading fiction, watching children's TV shows, talking)

Involving children in the manufacture of attributes and the design of the playing fields.

Creation of conditions for the development of a creative role-playing game:

Creation of a subject-play environment (thematic play corners typical for younger and middle ages - “Hospital”, “Hairdresser”, where play equipment and toys are characteristically located, are not typical for older age)

The location of a variety of game material in butts (boxes, containers, boxes with conditional and realistic toys and attributes,

Inclusion in the environment of "semi-finished toys" for the manufacture of homemade products,

Replenishment and enrichment of the gaming environment in accordance with the knowledge gained in the classroom.

Help from an adult:

Recall events that are more suitable for the game, set their sequence

Plan the course of the game, the sequence of actions

Distribute roles, agree on a plan,

Help in solving game problems, maintaining cognitive interest in the game,

Direction of the intention and actions of children (advice, hint, question, change in the playing environment)

Creation of problematic situations (flexible impact on the concept of the game, development of the plot, complication of ways to display 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 conduct. The teacher uses mainly indirect methods of managing the game.

6. Analysis of work experience (summaries of conducting role-playing games with preschoolers) in organizing role-playing games with preschoolers

Observation of the management of the plot-role-playing game "Family" in the age group of the MOU OOSH p. Popovka.

The main theme of the game is "Family", the accompanying theme is "A trip to the theater".

First, two girls participated in the game, then 2 more people joined them, and then the rest of the group.

Ira and Dasha slowly launched the game of "family" in the puppet 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 toys - substitutes: cubes in a pan were used as dumplings, wooden sticks - knives and forks, bricks - bread and cakes. Moreover, these toys “fit” into the plot so easily that I myself believed in their purpose.

Both girls were mothers, each had a doll - a daughter. They dressed the dolls, prepared dinner for them, fed them 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 differently. Both "mothers" began to gather their "daughters" to the theater. The teacher helped Ilya build a bus out of chairs. Ilya was waiting for the girls with the steering wheel in his hands. Then Bogdan joined the game, he also wanted to go to the theater. Everyone sat on chairs and the driver "carried" them. In the middle of the group, the rest of the children began to “build” the theater: they put chairs, fenced off the “stage” building material. All the children were already in the game. There were a lot of people who wanted to show the play, and the teacher offered to distribute the roles with the help of a counting rhyme.

...

Similar Documents

Theoretical basis role-playing game as a means of comprehensive development of the child. Structure, content and types of role-playing game, game management. Features and development of a role-playing game in different periods preschool and school childhood.

term paper, added 01/17/2010


Traditional approaches to the management of role-playing games for preschoolers. Analysis of the requirements of educational programs for raising children in role-playing games. Pedagogical conditions the influence of the role-playing game on the moral education of children.

thesis, added 09/13/2012


The structure and stages of development of the role-playing game. Spiritual and physical powers of the child. The influence of the role-playing game on the formation of positive relationships among children. Methods and techniques for leading the role-playing game for older preschool children.

term paper, added 03/08/2012


Play as a leading activity in preschool age. Prerequisites for the emergence of role-playing within the objective activity of a young child. The development of the role-playing game, its structure and character. Management of role-playing games.

abstract, added on 01/07/2017


Characteristics of the role-playing game of preschoolers, its structure, content, significance for the development of the child's personality. Guide Features gaming activity by an adult. The basis of play relationships in children of different age groups.

abstract, added 01/13/2011


Role-playing game as a school of arbitrary behavior. The study of the role of role-playing games in the mental development of children of middle preschool age. Analysis of methodological and practical work on the development of will among preschoolers in the middle group of kindergarten.

term paper, added 10/30/2013


Pedagogical value didactic games in the development of preschool children. The concept of a didactic game, its structure, features and place in pedagogical process preschool. The use of didactic games in different age groups.

control work, added 08/12/2013


Games initiated by the child. The role-playing game is the main type of game for a preschool child. Organization of a plot game in kindergarten: scenarios and the course of conducting several classes on a specific topic in senior group kindergarten.

test, added 06/26/2013


Theoretical foundations for the development of creativity in children of senior preschool age in the game. Problems of development of children's creativity. Features of the development of creative abilities of preschoolers. The role of the teacher in the development of creativity of preschoolers in the game.

thesis, added 14.02.2007


Singing as a kind of children's performing musical creativity. Characteristics of the child's singing activity, its main types. Age features hearing and voice. The educational value of singing in kindergarten. Methods and techniques for teaching preschoolers.

Goals.

1. To consolidate children's knowledge about the theater, about theater workers, to teach children to act in accordance with the role they have assumed.

2. To form a friendly attitude between children, moral and ethical standards of behavior.

3. Develop dialogical speech, expressiveness of the performance of the role.

4. Develop imagination, the ability to jointly deploy the game, negotiate and discuss the actions of all the players.

Preliminary work:

• trip of parents with children to the theater;
• a conversation about the theaters of our city as cultural institutions;
• examining postcards with theaters of the city;
• viewing posters and programs;
• conversation about the rules of conduct in the theater;
• production of attributes for the game: tickets, programs, poster, cash desk, sign "buffet", tailoring of an apron and headdress for the barmaid, production of "confectionery" for the buffet;
• production of puppets for the performance (ant and dragonfly);
• subject-game environment.

Equipment:

• details for the buffet - a sign "buffet", cash desk, money, products (cakes, chocolates, juices, sweets), an apron, a cap, doll utensils (cups, teapots, saucers, a tray);
• details for the flower seller - flowers, money;
• details for the cash desk - cash desk, calculator, money;
• details for the controller - chairs, numbers.

Game progress:

Child - What kind of house, what kind of house -

You will see a fairy tale in it,

Dancing, music and laughter -

Presentation for everyone.

More in this establishment

Actors are always working.

And the performance is on stage

And watchmen meet us.

If you buy a ticket

You can watch ballet.

There is also an intermission -

Break to rest

And not just relax

And look at the buffet.

You can watch the play here...

What kind of house is this, please?

Children: Theatre.

Let's remember what theaters are? (Dolls, cats, shady, drama, desktop, finger, planar ......) Guys, what is the poster for? (In order to know what and when the performance will be.) Let's remember who works in the theater? (Cashier, director, costume designer, make-up artist, actor, barmaid, cloakroom attendant, controller, decorator, stage workers ...) What rules should visitors follow in the theater? (Come at least 20 minutes before the performance, do not talk, do not interfere with other spectators watching the performance, do not bring food to the hall, do not get up or walk during the performance, do not talk loudly ......)

How do we dress for the theatre?

The theater is a temple of culture and you need to behave there culturally.

And now I suggest you guys play theater. What do you need to play? (Distribute roles.) Distribute roles.

Educator: What are the duties of the controller?

Children: checks tickets with spectators, helps them find their place.

Teacher: Who will be the controller? Please go get your workspace ready.

Educator: What are the duties of a cashier?

Children: The cashier sells tickets.

Educator: Who will be the cashier? Please go get your workspace ready.

Who else works in the theater?

Children: Barmaid. She puts the goods on the counter, sells them during the intermission and before the performance.

Educator: Who will take on the role of a barmaid? Please get to work. (We also distribute the roles of a cloakroom attendant, a flower girl.)

Educator: Without whom there can be no theater and why?

Children: Without actors and director.

While we have time, let's you be the actors, and I'm the director.

In an even circle one after another

We go step by step

I turn you into cockerels, (One child helps to put hats on all the children.)

Do it like this now. (They clap their hands on their sides and shout to the crow.)

Oh, handsome - a cockerel on top of a scallop

Raise your legs higher through the stick step. (Walking with high knees.)

In an even circle, one after another, we go step by step

I turn you into hedgehogs. (The make-up artist draws noses with makeup.)

Do it like this now. (Running snake.)

Guys, who chooses the costumes for the actors? (Dresser.)

And who does the makeup? (Make-up artist.)

Educator: And we will be spectators. What do we do?

Children: Buy tickets, buy programs, go to the buffet, after the second call we will take our seats in the hall, clap our hands, give flowers to the artists.

Educator: Let's put ourselves in order, fix our hair

Children play according to assigned roles. Visitors buy tickets at the box office and pay with cards. They go to the locker room, who undresses, who rents binoculars, who buys flowers, and who visits the buffet. The teacher approaches the children, watches how they cope with their duties, helps if necessary. Children order in

The first bell rings, the second, the third. Spectators take their seats.

The performance begins.

It turns out, the leading girl and says: We are glad to welcome you to our puppet theater. Today we invite you to watch a performance based on Krylov's fable "The Dragonfly and the Ant" After the words of the author - (as winter rolls in the eyes) I turn on the recording of the song "White Snowflakes". At the end of the performance, the ant will take pity and let the dragonfly into the house on the condition that she will help him with the housework.

The performance ends with the words of the presenter: "A fairy tale of lies, but in it there is a hint of a good fellow and a red maiden lesson."

It's time for parting

But let's not be sad goodbye

We are always happy to meet again.

Theater of Miracles says "goodbye!"

Artists take the stage, the audience clap their hands, shouting: “Bravo!” present flowers to artists. The artists bow and go backstage with flowers.

Children go to the closet to collect their things.

(The teacher asks all the children to come to her.)

Teacher: What did you like the most?

(Children say what they liked best about the game. The teacher summarizes the statements of the children, thanks all the players.)

One of the children reads a verse

It's good to have a theatre!

He was and will be with us forever

Always ready to assert

That everything in the world is human.

Everything is fine here - gestures, masks,

Costumes, music, game.

Here our fairy tales come to life

And with them the bright world of goodness!

Guys, we haven't finished our game. There are many more interesting performances, and we will visit there again, where new heroes and another troupe of artists will be waiting for us.