Directing games: in junior, preschool, preparatory groups

Directing games in kindergarten are entertainment for preschoolers, in which the child independently develops an action plan, thinks through the game script, comes up with main and secondary characters, and gives them names. He chooses how the game will end and makes up the rules. The baby plays the role of each toy.

The game, which a child plays in the presence of experienced professional teachers, tells about his emotional state, level of intelligence and development, experiences and aspirations.

Age for directing exercises

The baby has been involved in directing games since birth. Every parent watched how children controlled dolls, which they gave names, built dialogues between them and created a thoughtful plot for the game. Children who have learned to walk take soft toys with them to bed, put them to bed, ride them on cars or take them for a walk.

Theatrical performances in kindergarten help teachers understand the family environment in which the child lives. If he creates conflicts during the game, then most likely the family situation is turbulent.

"Director's play, its features and significance for the development of a preschool child"

Director's play and its features

and importance for the development of a preschool child

Director's play is a special type of individual play, which is built by the child on two levels: for himself as a director and for a toy endowed with a specific role. The child comes up with a story, which he acts out with the help of dolls or other objects, acting and speaking for them. Director's play. promotes the development of speech, thinking, imagination.

K.N. Polivanova

The first game of a preschool child is director's play, which is a type of children's game and appears in the life of a preschooler after about two years.

This type of children's play is the least studied. Interest in it has arisen in the last decade. D.B. Elkonin called director's games a special type of individual child's play. Due to their originality, they are of particular interest for the psychology of children’s play, since it is in the director’s play that the child’s personal characteristics are revealed.

According to E. E. Kravtsova, director’s play in preschool age is not only the initial stage of game development, followed by figurative-role-playing, plot-role-playing and other types of games, but it (director’s play) completes the development of play in preschool age, collects the most important achievements of other types of games; it is in it, like a focal point, that all the features of the child’s imagination are manifested.

A preschooler's director's play is an individual game, during which the child creates play situations with toys and substitute objects. Of course, every child should be involved in group games, children should feel and understand other people, but this does not mean that there should not be individual games in kindergarten. Even the most sociable child periodically has the desire to make a building on his own or play with his favorite toy.

Pedagogical value of director's games:

– promotes the child’s social development, the ability to perceive and understand life situations, imagine relationships between people, their actions and deeds;

– help children gain gaming experience and thereby create the prerequisites for the transition to developed role-playing games;

– develop the child’s independence, the ability to occupy himself in a new life situation;

– help to acquire the skills and abilities necessary to organize independent theatrical activities;

– are a means of developing adequate self-esteem in a child - a necessary component of educational activity and an indicator of readiness for schooling;

– help children overcome communication difficulties, uncertainty, fearfulness, shyness, and isolation. This is the main accessible type of games for children raised in families and disabled children; children who have difficulty adapting to social forms of education;

– provide an opportunity to develop children’s individual characteristics and play creativity. Unfettered by gaming stereotypes and the demands of peers, the child departs from the learned model in constructing the plot. He independently models a new situation from elements of familiar plots.

Features of the director's game:

1. The child himself creates the plot of the game, which is based on the child’s personal experience. As a rule, the game reflects an event that made a lasting impression on the child (for example, a visit to a children's clinic, or a birthday celebration, or some kind of street incident). Very often, the plot of the game becomes the child’s knowledge obtained from cartoons, fairy tales, children’s programs or stories of other people. In the director's game, the child himself comes up with a script for his “performance”, i.e. is a director, he himself selects the performers of the roles and plays the roles for them.

2. Toys and objects that the child has chosen for play perform both direct and portable functions. In other words, very often in director’s games, children use so-called substitute objects. For example, a sofa cushion turns into a horse on which a child rides on a long journey, or a comb becomes a microphone for a doll that gives a concert on stage (in the role of which the sofa acts), etc.

3. The main component of the director's play is the child's speech. The baby enjoys expressively imitating adults. During play, a child’s speech may change in intonation, volume, tempo, and rhythm of statements. For example, a girl plays Kuzya the brownie and the hostess. The hostess baked pancakes and invited guests to her home. So, the girl spoke for Kuzya in a rougher voice, and for the hostess she spoke in a thin voice.

The speech can also be an announcer - text behind the scenes. For example: “Masha’s doll’s birthday” Mom said thank you for the gifts, the guests began to sit down at the table, etc.

Speech can be evaluative. For example: the guests are good, they brought me a lot of gifts.

4. As a rule, a children's director's play uses many characters, but the child acts with only 3–4 toys. For example, in the game “Concert”, a child places many toys that play the role of spectators, as well as artists, but he plays only with the active “artists” who perform; the rest of the toys take a passive position in the “auditorium”.

One excellent example of director's acting is given in the diaries of V.S. Mukhina. The child, having placed toys around him, lies quietly among them for about an hour, without touching them and without performing any external actions. When asked what he was doing, whether he was sick, he answered: “No. I'm playing." “How do you play?” “I look at them and wonder what’s happening to them.”

All of these are manifestations of the director’s play, which is not always noticed and correctly assessed by an outside observer.

The main task of the teacher

in the development of director's play - to guide children's play activities, enrich other types of play activities that contribute to the formation of director's play.

Pedagogical guidance during the game has its own characteristics:

it contributes to the development of its concept, expansion of content, clarification of game actions, roles, and the manifestation of friendly relations. The teacher must strive to ensure that these relationships are consolidated and become real relationships between children outside the game. In no case should management of the game be intrusive and cause preschoolers to protest and quit the game. Leading questions, advice, and recommendations are appropriate.

The teacher exerts an educational influence through the roles performed by children. For example, he asks a child who plays the role of a manager in a store game, where is the cash register, who is the cashier, why certain items are missing, is it convenient for the buyer to choose what he wants to buy, who will wrap the purchases, prompts that the buyers thank the seller, and the seller politely invites you to come to the store for shopping.

The most effective way of leadership is the participation of the teacher himself in the game. Through the role he performs and play actions, he influences the development of the content of the game, helps to include all children in it, especially timid, shy ones, awakens in them confidence in their abilities, and evokes a feeling of sympathy for them on the part of other children.

At the end of the game, the teacher notes the friendly actions of the children, the elders are involved in discussing the game, and emphasizes the positive relationships of its participants. All this contributes to the development of children’s interest in subsequent games.

The teacher must analyze the game, evaluate its educational impact on children and think about ways to further guide the role-playing games of the children in his group, instilling in them collective principles.

Advantages of the game:

– Director’s games allow the child to practice relationships and communication in the process of acting with dolls. Unlike a partner, dolls do not require a high level of communication from the child - it’s easier with them.

– When acting as a director, you don’t need to take into account your partner’s position, you don’t need to adapt to him. Here the child remains himself, he does not need to obey any general requirements, he comes up with his own rules and fulfills them himself, shows his creativity, his knowledge.

Scientists show that director's play is typical for children: those who do not attend preschool, those who are often ill, those with severe speech impediments, those who are withdrawn and inactive, and those who do not adapt well to preschool. Such children are prone to solitude, and the need for play is expressed through director's play.

Director's play manifests itself at the beginning of the 4th year of life. It is a prerequisite for a role-playing game. The game is based on personal experience. The plot is very poor. Children perform only well-known actions (feed the doll, put it to bed, wash it, etc.) Most often, children of the 2nd junior group have only two characters.

At the 5th year of life, the game is based on stories from fairy tales and cartoons, and the number of characters increases. Role-playing and evaluative statements appear in speech (cunning fox, evil wolf). At the age of 4-5, preschoolers begin a period of good role-playing play, but director's play remains widespread, because has the above advantages.

At an older age, there is a noticeable increase in gaming skills. Substitute objects are often used, the role of the toy is not fixed (for example, a dog can be both a lion and a monster), the plot is richer and more dynamic, and the child’s vocabulary is expanded and activated.

During the director's play, the child should under no circumstances be disturbed, pressure should be applied, the child should be compared with other children, his manifestations should be judged, or his feelings and emotions should be ignored. It is necessary to provide children with freedom and the opportunity to show inner activity. Therefore, it is necessary to create an individual space, provide them with space and time.

For the successful development of director's acting, it is necessary to create a number of conditions:

The first of these is the child’s individual space for play. Various screens will help to do this, both ready-made and made by parents; they can be in the form of a curtain, in the form of a folding book, flexible, and, if necessary, taking on different shapes. But the most favorite place for children to play individually are cardboard boxes.

The second necessary condition is that the child has small play material. Now on sale there are sets of small toys united by one theme (“Zoo”, “Pets”, “Army”, etc.). If it is not possible to purchase these sets, then you can make toys for director’s play yourself, using paper, glue and paints. Children will treat toys made together with their parents with more love and take care of them.

And finally, the third, most important condition for organizing a director’s game is skillful management of the development of this game. Adults help children find interesting activities. The tasks given by adults can serve as an impetus for directing; they develop and enrich the plot created by children. Often adults can be in the role of a spectator, but not a passive one, but one who is interested in what is happening, asks for clarification of certain actions, and emotionally responds to the events taking place in the game.

Fulfillment of all conditions will ensure the successful development of directing acting in preschool and family settings.

Thus, the skillful organization of director's play, the creation of the necessary conditions for its development, contribute to the acquisition of gaming skills by children, the formation of the child's personality, his social competence and the education of humanity.

The importance of director's games for preschoolers

The essence of director's games in a preschool institution (DOU) is the following goals:

Teaching children free, open communication.
Encouraging preschoolers to be the first to engage in dialogue.
Teaching children to formulate sentences and express thoughts meaningfully and accurately.
Teaching children to listen carefully to their interlocutor.
Formulation of independence in preschoolers, the ability to make choices.

In preschool educational institutions there are usually decorations with the help of which children embody the scenario that they came up with on their own. Performances for preschoolers are important because in their absence, the child will not be able to fully socialize and become a full-fledged member of society.

Each preschool institution has a card index of theatrical games, with the help of which educators engage in the development of children.

Director's play

But let's return to the topic: how to teach a child to play

How is the game developing in general, what transformations is it undergoing? Many mothers say that there was a period in their baby’s life when mother’s favorite toys were pots, lids, and frying pans. Many of them get irritated: they are spinning under their feet. At first, the child simply manipulates the pots and pans. Then the first plot-based games appear - the child repeats the individual actions of the mother.

These display play activities are incredibly important because they create the basis for further development. And then the chain of games develops:

director's
role-playing,
game with rules
and again the director's.

Games for the younger group

Pupils of the junior group of a preschool institution are not able to implement the situation proposed by the teacher with the help of decorations. Therefore, give them freedom of action by first showing your own example of character control.

In the younger group, play the following games:

Reproduction of the fairy tale "Kolobok". The task of teachers is to independently make characters out of paper or fabric. Get the kids interested by doing a demonstration. Recreate the fairy tale, voicing the characters believably, calling them by name and speaking in different voices. When you show the children the performance, invite them to play the same game. If you interest them, they will willingly improvise, giving the heroes other character traits.
Game for the second younger group “Transformation”. Take a subject that the children know. Place the kids in a circle and pass the object to each person in turn. When it is in his hands, he must deal with the object in his own way. For example, a pen will become a screwdriver, a stick, a brush, a thermometer, a comb, a ball will become an apple, a stone or a kolobok, a book will become a chocolate bar, etc.

Preschoolers know how to improvise, but to do this they need the example of an older friend. Before involving children in the gameplay, show them how to play correctly by example.

How does a baby learn to play?

Substitute items

How to find out whether a child has his first director's play or not? Take a closer look: if a child, instead of a phone, picks up a brick and, putting it to his ear, says something, or moves the brick around the table, making the sounds of a running motor, or does something else similar, this is great.

You are watching the first game actions of the director's game. They differ from simple manipulations with toys in that the baby transfers functions from one object to another. As teachers say, he begins to use substitute objects. Rejoice, you are being shown the first manifestations of imagination - the highest of the highest mental functions.

Director's play appears in three-year-old children and is characterized by the primitiveness of the plot and short duration. But don’t let this bother you, hard trouble is the beginning.

Fairy tale

Fairy tales acquire special significance in teaching a child how to play. They are especially important for the first director's games. A director's game always has a plot (that's why it's a game). It is difficult for a small child to come up with it on his own. A fairy tale or cartoon helps him.

The child does not listen to fairy tales. This also happens. Therefore, tell them using puppet theater. You can see what they are in the video here. When a word at three years old (and older) is based on some image (picture, object), it is perceived as if at a higher level, because both hemispheres of the brain are involved in the work.

A fairy-tale plot-scenario helps the child learn to come up with mise-en-scène - to imagine a sequence of actions in space, in other words. At first, the director's play will be based on the fairy tale verbatim. But over time, the baby will learn to overcome this given plot. Let me give you an example of an already quite developed director’s acting.

Games for the middle group

Preschoolers 4–5 years old already know the properties of surrounding objects, they know fairy tales, and they are aware of the consequences of some of their actions. Games suitable for them:

Act out the plot of the fairy tale “Masha and the Bear”. Choose children who are suitable for the role of Masha, the bear, introduce secondary roles: bunny, hedgehog, etc. Children will improvise, since the fairy tale is already familiar to them, but teachers must motivate them. Dress the kids in appropriate costumes and tell the plot of the fairy tale during the game so that the kids don’t get confused. You act as the leader.
Play with the guys, sitting in a circle. Ask to imagine yourself as a bunny (or other character) and tell about yourself. Do this with each child in the group.

With the help of such exercises, children in the middle group will learn to combine words and actions, work in a team and formulate thoughts when conducting a dialogue.

Directing play as a means of developing communication skills in older preschoolers.

The child, like the director, imagines how different characters will interact and what will happen as a result of this. He looks at imaginary events and evaluates them from different positions. Having learned to act from different points of view in the director's game, the child more easily masters communication with peers as an activity of value in itself.

The object world of director's play is extremely diverse: these include toys and various objects to which the child transfers the functions of those toys that are not enough to implement the plot. This indicates that in director's play the child masters the ability to transfer functions from one object to another, a substitution mechanism appears, thanks to which the formation of genuine play - symbolic activity - occurs.

Director's play in older preschool age acquires a collective character. True, there are not many participants in it - no more than two to four. And together they form a single whole. Together they come up with a plot, present it in detail, and play many roles. But in order for this kind of game to take place, it is necessary to feel each other subtly, be able to understand each other perfectly, and have common interests and inclinations.

Director's play, like other creative games, is of a social nature and is built on the child's ever-expanding understanding of the life of adults. A new sphere of reality that a preschooler masters in this game is the motives, meanings of life and activities of adults. The child's behavior is mediated by the image of another person. The preschooler takes the point of view of different people and enters into relationships with other players that reflect the real interaction of adults. At the same time, the ability to display in the game relationships between people, ways of behavior in various situations, ideas about which children draw from the stories of adults, books read, fairy tales, and films watched, grows. Thus, not only the rules of behavior are revealed to the child, but also their meaning for establishing and maintaining positive relationships with other people.

So, director's play is one of the means of fostering a humane attitude towards peers as part of the social development of a preschool child - like a mirror, it reflects the child's communication experience in real life.

There are several approaches to directing acting. Let's look at each of them.

Methodology for directing director's games Solntseva O.V.

In his works, the author identifies two technologies for organizing games.

1. Pedagogical technology for organizing director's games based on ready-made content (for children with an insufficient level of mastery of story-based games).

Games for older children

Games for older preschoolers teach children not only to speak like the characters, but also to feel their emotions. Children realize that they must believably portray the character entrusted to them.

Theatrical games for the senior group:

Ask the guys to split up into pairs. Give one child in a pair a magic wand (any suitable object). Let him ask a friend: “What can I do to make you feel good?” and touches it with a magic wand. He answers what he would like. For example: “Dance” or “Sing.” Here kids have unlimited choice. Later the guys change roles.
Divide the children into 2 teams. One team will portray animals. Each kid must move, scream and act like a zoo animal, while the second group will walk around the makeshift zoo and take pictures of the animals. Later the teams switch roles.
Draw a strip no more than 40 cm wide on the floor or asphalt. Explain to the children that this is a bridge that they need to cross so as not to fall into a deep ravine. Two people can walk on the bridge from different sides to prevent it from overturning. The guys independently agree on the pace at which they walk and carefully pass each other in the middle of the bridge.

Older preschoolers learn to negotiate among themselves with the help of director's productions, interact and find a compromise.

Summary of the director's game "Mishkin's Birthday" in the senior group of kindergarten

Director's play

"Mishkin's Birthday"

in the senior group

Director's game "Mishkin's Birthday" in the senior group

Target:

Teach children to communicate freely and easily enter into dialogue;
show what speech etiquette is; teach children to speak expressively, meaningfully, and listen to their interlocutors; Show children what it means to “make decisions”
by creating artificial situations in which a choice must be made.

Program content:

Educational objectives:

To develop the ability of children to act according to a ready-made plot, to build dialogue with a partner.

Enrich children's gaming experience and experience interacting with toys.

Activate children's speech, imagination, thinking.

Developmental tasks:

Develop constructive abilities (activity planning).

Develop the ability to select play materials and distribute toys.

To develop interest in directing games and the creative abilities of children.

Educational tasks:

Cultivate friendships among children during the game

Equipment:

an envelope with a letter, toys (bear, hare, fox, bees, beehive),

playing field (flower meadow, forest), small construction set, doll dishes.

Progress of the game

The guys play in a group. The teacher comes in with an envelope in his hands.

Educator:

Guys, today we received a letter to our group. Want to read it?

Children:

Yes!

Children sit next to the teacher on the carpet.

Educator:

This letter was sent to us by the senior group children from kindergarten No. 120. This is what they write:

"Hello guys! In kindergarten we love to play. We have many interesting toys. Yesterday we came up with an interesting story.

Toptygin the bear had a birthday! He invited his friends to the holiday - a bunny and a fox. Friends began to think about what to give Mishka for his birthday!

The bunny said: “I figured it out!” Let’s give honey to the bear!” The fox asked: “Where can we find him?” Then the hare replied: “We will go to a flower meadow and ask the bees to collect flower nectar, and then make honey.”

A cheerful bunny and a fox went through the forest to a flower meadow. When the animals came to the clearing, they saw bees circling over the flowers. And then the fox asked the bee: “Hello! Could you give us some honey as a gift to our friend?”

The bee replied: “With pleasure!” All the bees began to collect nectar together. Then they made honey from it and gave it to the hare and the fox. The animals thanked the bees and went to visit the bear.

Mishka was very happy with this gift. He seated the guests at the table and began to treat them with sweets. It was a wonderful birthday!!!

Guys, can you have such a story? Do you have such toys? Please write us the answer!”

Educator:

Guys, what do you think, can you and I make such a game? Do we have such toys?

Children

: Yes! We have such toys!

Educator:

Guys, let's first determine what we need for the game and where we will play with you?

Children determine a comfortable place to play (table or carpet).

Children:

To play we need toys: hare, bear, fox, bees. We also need a beehive and a flower meadow.

Children select appropriate equipment.

Next, the proposed situation is played out.

After the game, the teacher, together with the children, analyzes the activity.

Educator:

You did great! You did a great job! Did you like this game? What do you think, is it more interesting to play alone or with friends?

Children's answers.

After the game (or the next morning), the teacher and the children write

response to the letter.

Self-analysis of directing acting and communication:

Target:

What was done well

: before the game, special attributes were selected with the help of which the children were able to reproduce the situation they had invented. Directing is a great way to develop children's imagination and thinking. At the end of the game, the children expressed a desire to play in a puppet show, make mitten dolls or dolls on sticks.

The children enjoyed reading the letter to them from kindergarten themselves. The next day, we all wrote a response letter together, in which we said that we also came up with our own story about a bear, a bunny, a fox and a bee.

There were no difficulties during the game.

Games for preparatory group

The children who will soon go to school already know and know a lot. Games for them are aimed at strengthening social skills and learning to communicate with adults. They are a continuation of the director's games of the older group. In the preparatory group, play the following games with your children:

The teacher connects the right palm with the child’s left palm, and the left palm with the baby’s right palm. In this position, the couple avoids obstacles in the room. Obstacles include tables, chairs, pillows, etc.
Ask the children to draw a picture that embodies the plot of their favorite fairy tale. After this, the child tells what he drew and explains the story that he captured in the drawing.
Watch a cartoon with the guys that lasts up to 5 minutes. Prepare costumes and other props in advance. After watching, invite the children to play the cartoon. Assign roles between them, dress them in costumes and give the children the opportunity to improvise.

Project "Development of Director's Game"

Problems of development of the subject position of preschoolers

in creative play activities.

Play occupies an important place in the life of a preschooler, being the predominant type of his independent activity. Classically, preschool age is defined as a period of role-playing play. The child’s basic needs are realized in it: the desire for self-realization, knowledge, communication, active participation in the lives of adults, etc.

The child’s mastery of the subject position in creative play activities consists of:

independence and creativity in plot construction,
searching for ways to implement game plans,
creating expressive game images,
communication about the construction and development of the plot.

In modern concepts of play activity (L.A. Wenger, E.M. Gasparova, N.A. Korotkova, N.Ya. Mikhailenko, etc.) it has been proven that at the 6-7th year of life children begin the intensive development of director’s play, which turns into an expanded form of collective activity. This is a type of story games, the specificity of which is that the child organizes the activity as if from the outside, like a director, building and developing the plot, controlling the toys and voicing them. The child’s special internal position in the director’s game allows him to control the objective situation, see the situation as a whole and at the same time be distant from it. This means that the development of director’s play makes an invaluable contribution to the development of the child’s personality, contributing to the transition to a new level of imagination (E. E. Kravtsova).

Unlike role-playing games, director's games are based on broader social experience - impressions received from fairy tales, cartoons, and television films. The complex plots involve many interconnected real and fantasy characters.

Currently, there are many problems associated with organizing creative play activities for preschoolers in kindergarten:

Managing the games of preschoolers in kindergarten bears the imprint of excessive didacticism. Often the game is played as an organized activity, where the teacher leads, regulates, and prescribes actions.
The level of teachers' knowledge of modern technologies for developing creative play is insufficient.
The content of creative games is outdated, while mass culture actively influences children and changes the themes of children’s gaming interests. Modern preschoolers show interest in computer games, advertising, television series, and public events. This requires the teacher to carefully study the children’s current play interests and be ready to direct them in the right direction.
The conditions of the subject-development environment do not always contribute to the development of active, independent play activity of preschoolers.
The results of the diagnostics of the development of creative play activity of children of senior preschool age showed that the subjective position of preschoolers in the game is characterized by weak expression and instability, as evidenced by the low effectiveness of play communication. Not all children can coordinate play plans with their peers and have difficulty constructing a plot and indicating their play position.

Thus, there is a contradiction between the recognition of the intrinsic value of the plot-based director’s game, the understanding of its developmental potential and the real level of development of active, varied, independent creative play of preschoolers.

The existing problems determine the relevance of introducing modern technologies for the development of creative play activities into the practice of educational work in kindergartens. Of particular interest in this regard is the step-by-step pedagogical technology aimed at helping children aged 6-7 years to master the position of the subject of a plot director's game.

II.Project type

Social-personal, creative, short-term.

III . Project implementation period.

1 month.

IV . Project goal .

To promote older preschoolers’ mastery of the position of a subject of creative play activity through the implementation of a step-by-step pedagogical technology for the development of director’s play.

VI.Project objectives.

Creating pedagogical conditions for increasing the independence and creativity of preschool children in putting forward a game plan, in using plot structure as a way of constructing a game, in creating expressive game images, and directing game communication to peers includes:

updating children's gaming experience in a joint story game;

accumulation in children of the content of play activities to master the skill of plotting, combining various events, conveying the expressiveness of play images, emotional states of characters;
stimulating children's independent play, optimizing their play communication;

VII . Stages of implementation of pedagogical technology

development of director's acting.

The work is being carried out in stages.

The child’s participation in the game depends on whether he can propose the theme of the game, the content of the game role, plot twists, interest his peers in his initiative and accept his partner’s suggestions. These problems were solved at the first stage.

Stage
I. Target

–
updating children’s gaming experience in a joint story game.
When organizing work at the first stage, several problems are solved.

1. Develop in children the ability to determine the theme of a future game and plan game events.

At the beginning of the work, play material that is well known to children is used. In conversations

With children, pay attention to toys, both familiar and those that the children have not used before.
It is proposed to tell what games you can play with these toys. advertises the toy
with a story and demonstration, then children are involved in the advertisement. Tasks of this type help children formulate the theme of the game.

2. To enhance gaming experience and imagination

children use
the game exercise “Letter to Friends”.
Together with the guys, write a letter to the children from the senior “Friends” group. It tells us what toys our group has, how we play with them, what favorite games the guys in our group have, and how we play them. Ask the guys from the “Friends” group to talk about their games.

Children in the older group send an answer written using pictograms. The answer interests the children and is actively discussed. During the conversation, the guys answer the following questions:

Did you like the games of the guys from the group “Friends”? Why?
Which characters did you like best?
What are their personalities?
What toys and items are needed in this game?

Next, children are invited to select the necessary toys and materials, and then play the same game. After the game, it is emphasized that it is interesting to play when all participants can agree and play together. To understand the success of the joint game, it was described in a response letter to the children of the “Friends” group.

The correspondence made it possible to prepare the introduction of games and game exercises aimed at solving the following problem.

3. Development of skills to jointly come up with a plot during the game.

To solve this problem, techniques were used for

development of the game as a joint activity:

Inclusion in play subgroups of children who can more actively organize play,
inclusion of a teacher in the game to perform secondary roles,
inviting children to use counting rhymes, establishing turns, etc. to coordinate the theme and course of the game,
involving children in joint discussion of the plot,
for inactive children an offer to try themselves as role players,
creating a “success situation” for shy, timid children.

4. Development in children of the ability to connect play actions into a common sequential chain.

A set of pictures was used depicting situations: “Children are walking in the forest,” “Mom reprimands the boys,” “Dad is walking with the children in the zoo.”

After looking at the picture, the guys come up with what happened before this event and what will happen next. After a joint discussion, children choose characters and play out these situations in the game.

5. To improve intensive play communication in children, coordination of plans

The game “Merry Journey”
was organized For this game, children bring their favorite toys from home. Divided into two teams “Players” and “Fantasists”, the guys go on an imaginary journey on “two passenger trains”. The “trains” made stops along the way, where each team was given the same tasks.

Come up with interesting themes for the game.
Talk about how they will play these games.
Distribute roles, toys, select materials, develop an invented game and show it to the other team. The team that comes up with not only the most interesting game, but also the most friendly, wins.

At the first stage, children, with the help of a teacher, and some on their own, can formulate the theme of the game, develop the game plot along the way, select the necessary game material, and explain their plan to their partners. Children develop the skills necessary to participate in joint games, the ability to agree on the theme of the game with activity partners

An important result of the first stage is that children with a low level of initiative independently prepare to participate in joint play with peers.

II
.
Target

–
accumulation of the content of gaming activities in children to master the skill of plotting and creating new images of game characters.
To enrich the content of gaming activities, use the literary fairy tale by M. Maeterlinck “The Blue Bird”.

The heroes of this tale are an ordinary boy Tiltil and a girl Mytil, very similar to the guys themselves. Life situations in the fairy tale are close to the experience of children, but are presented in an interesting, entertaining form. Magical heroes and transformations that occur in fairy tales are also attractive to children.

Work starts with reading a fairy tale
. To activate children's descriptive and narrative speech, the characters' characters and their experiences are discussed in detail, and the children's attitude towards the heroes of the work is clarified.
To consolidate ideas about the characters of a fairy tale, it is used game exercise: “Verbal portrait
”, in which children made up stories about the heroes. Children sketch the fairy tale characters they like.
IN games-sketches
children depict the facial expressions of fairy tale characters in various situations, for example:
What was the face of the girl and the boy when the fairy Berylyuna appeared? Show me. Why did they have such faces?
What happened to the children when they entered the Land of Memories. What were their faces like?
What the cat Tiletta looked like when the heroes entered the kingdom of Night. Why was she like this?
How did the children feel when they came up and opened the door where War was hiding? Show me. What did the children do with this door?
What kind of faces did the children have when all the bluebirds disappeared? Show me. Why did this happen?

The development of director's play presupposes the need to create a play environment

with the obligatory inclusion of children's productive activities in the game.

To enrich the subject-game environment, the group develops game material: layouts

(“Children’s House”, “Fairytale Country” - forest, sea, castle). Layouts serve as “semantic fields”, spaces in which game events unfold.

The play environment is complemented by children's activity products.

Children independently made objects that “came to life” in the fairy tale: bread, water, fire, wells with “living” and “dead” water, birds, using improvised and waste materials. The children play with the made figures on the playing fields, as they please.

Next, conditions are created for joint plotting and coming up with options for continuing the plot of the fairy tale.

The work used word games and modeling.

Game "Imagine"

to develop the ability to change elements of a familiar plot. Children choose one of the travels, adventures of Tiltil and Mytili and all together tell it in a new way, come up with their own options for the further development of events.

In the game "Twisting a Fairy Tale"

Children are invited to compose complete stories. We need to talk about the new adventures of the heroes.

Dialogue games

contribute to the development in children of the ability to listen and accept the plans of their peers, and make proposals for changing the plot. Interesting ideas are discussed in more detail. The teacher acts as a coordinator, helping to connect children's plans into a single plot and find a way out of controversial situations.

The guys figured out the game rules

, allowing you to improve your ability to negotiate and act together:

Don't take toys away from each other.
Be able to negotiate how to play.
Distribute roles using a counting rhyme.
The rule violator is eliminated from the game.

Using a variety of layouts and heroes in the game helps to “shaken” closed gaming associations and include new members in them. Some children control multiple characters, which helps develop interest in the game.

To further develop the plot, new layouts are being introduced

: “island on the sea”, “fairy-tale kingdom castle”, “swamp”, “knight’s fortress”, etc. Layouts, as “space markers of the imaginary world” act as a “trigger” that help reveal new content of gaming activities based in the struggle between good and evil.

Introduction of new layouts, widespread use of placeholders

helps enrich the plots of children's games.

At the 2nd stage, children gradually master the skill of plotting, and the content of games expands. The guys communicate more actively with each other about the game, and establish agreements on plot twists.

III
.
The goal is to create conditions for the further development of children’s independent games and optimize their gaming communication.

To solve this problem, children were asked to come up with a new country.

, where you can find the Blue Bird, which will help the sick daughter of the Fairy Berylune.

Children actively participate in creating new game layouts

as co-authors. Based on their proposals, the “Land of Happiness” is created.

The children come up with ideas about who can live in it. They decide that it will be the Fairy of Happiness, who owned the Blue Bird. The children themselves make the road to the castle of the Fairy of Happiness, cut out flowers for the flower meadow, butterflies, ladybugs, apples of paradise for the Fairy’s garden, and strange birds.

Having prepared the material, the children themselves act out the new plot of the fairy tale.

, which ended with the finding of the Blue Bird. To do this, the heroes of the fairy tale fulfilled the three wishes of the Fairy of Happiness:

watering flowers in a magical meadow (Water helped);
they burn garbage in the Garden of Eden (Fire helped);
feeding strange birds in the Garden of Eden (Bread helped).

The role of the educator at this stage is changing. The position of a “partner” or “assistant” is replaced by the position of an “observer” of the course of events, a “consultant” to whom children turn in case of difficulties. This is due to children demonstrating greater independence in play.

VIII . Results of the project implementation.

Based on the results of the work, it can be noted that all the students in the group mastered the position of subjects of gaming activities.

On their own initiative, children engage in joint directorial games. Inactive children willingly take part in joint games with their group mates.
Most of the children in the group are able to put forward a game idea.
The children have successfully mastered the technique of plotting. Children actively discuss possible options for game events and consistently build complete game situations.
They successfully cope with the role they take on, act and speak on behalf of the characters. They show imagination and creativity in creating images of characters, use expressive gestures, facial expressions, speech intonations, and commentary speech.
Most children create their own play environment, arrange layouts, and use substitute objects.
The children's communication is positively directed. Children address each other by name, strive to coordinate plans, and take into account the interests and desires of their partners. Characteristic is the use of requests, suggestions in communication with comrades, and a positive emotional attitude.

The introduction of pedagogical technology in working with children in the preparatory group helps to obtain a positive result. It lies in the possibility of children’s self-discovery in play, based on their individual characteristics, the formation of a children’s gaming community in which every child can find his place.

The implementation of this project contributes to the development of such basic personal qualities in students as activity, initiative, independence, creativity based on socially valuable ways of communication.

IX.
Project support

M.A. Vasiliev “Program of education and training in kindergarten”;
Bure R.S., Social and moral education of preschool children. Toolkit. M., 2011;
Veraksa N.E., Veraksa A.N., Project activities for preschoolers. Toolkit. M., 2008
Ethical conversations with children 4-7 years old. Toolkit. M., 2010
Designing from paper in kindergarten I.V. Novikova M., 2008

Drawing, application, design in kindergarten E.A. Korotkova M., 2009
Visual arts classes in kindergarten. Preparatory group. Program, notes. G.S. Shvaiko “Vlados” 2006
Visual activity and artistic work using modern materials in the preschool educational institution E.V. Potapova Childhood - Press 2012
Learning to make postcards N.V. Shaidurova Childhood - Press 2012

10. Educational field “Artistic creativity”

A.M.Verbenets. Childhood – Press 2012

11. Literary fairy tale by M. Maeterlinck “The Blue Bird”.

Conditions for successful production

To interest preschoolers, you need to:

Give them positive impressions about life.
Create comfortable conditions by providing props and costumes.
Give the guys time to improvise.
Show an example of an interesting production.

Teachers are not only presenters, they provide complete guidance over children’s games so that children do not enter into conflict situations.
The purpose of the exercises is to teach children to live among people in comfort, and not in tension. Properly implemented performances develop the child as a strong personality. Previous articlePreviousNext articleNext