Methods of pedagogical guidance of plot-role-playing games for preschool children

Kashina E.V.

Currently, much attention is paid to the problem of socialization in the development and education of preschool children.

The process of socialization begins in childhood and continues throughout life. The child strives for active activity, and it is important not to let this desire fade away; it is important to promote his further development. The more complete and varied a child’s activity is, the more significant it is for the child and the more consistent with his nature, the more successful his development is. That is why games and active communication with others - with adults and peers - are the closest and most natural for a preschooler.

The plot-role-playing game is the first test of social forces and their first test.

The uniqueness of children's play requires great delicacy from an adult in the pedagogical guidance of this activity. He must become a benevolent participant in the game, regardless of whether he takes on any role or not.

What is the content of a teacher’s work in nurturing creative abilities in preschool children in role-playing games?

The teacher’s skill is most clearly demonstrated in organizing children’s independent activities. How to direct each child to a useful and interesting game without suppressing his activity and initiative? How to alternate games and distribute children in a group room or area so that they can play comfortably without disturbing each other? How to eliminate misunderstandings and conflicts that arise between them? Both the comprehensive education of children and the creative development of each child depend on the ability to quickly resolve these issues.

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

• development of games as an activity (expanding the themes of games, deepening their content);

• using the game to educate children's groups and individual children,

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

Preschool pedagogy describes many methods and techniques of influencing children, the choice of which depends on the specific situation.

There are methods and techniques that help enrich the content of the game: the teacher plays the main role; individual play between the teacher and the child, with the teacher playing the main role; introducing figurative toys; parallel game technique; role-playing game with continuation; activating communication between an adult and children during their play, aimed at awakening and independent application by children of new ways of solving a game problem, at reflecting new aspects of life in the game; telephone game; playing out scenes of life in kindergarten with the help of dolls; playing out imaginary situations with children. And also those that contribute to the regulation of gaming relationships: games that facilitate adaptation (“come visit me”), the participation of the teacher in the game (the main role); use of a multi-character plot (2 doctors, 2 drivers); introducing a puppet character, setting rules of behavior on his behalf; creation of multi-age play triads.

Methodological methods and techniques give results and bear fruit only in those cases if the teacher applies them systematically, takes into account the general trends in the mental development of children, the patterns of formed activity, if he knows and feels each child of his group well

The teacher’s task in working with older children is to expand and deepen their play interests and create conditions that encourage children to be creative. The teacher, with his advice, suggestions, and questions, should guide the children to find an independent way out of difficult situations. Gradually, the teacher moves from being a direct participant in the game to the role of an adviser in it. In addition, the teacher consistently leads children to the use of all previously undeveloped play tools, the production of play aids, the introduction of toys with the obligatory discussion of the issue of how these toys are used. In the future, the teacher, when working with older children, teaches them to transfer the acquired knowledge into play and continues to develop their basic planning and organizational skills.

The teacher must guide the game without destroying it, preserve the amateur and creative nature of children’s play activities, the spontaneity of experiences, and faith in the truth of the game. The teacher influences the play concept and its development, enriching the content of children’s lives: it expands their ideas about the life of adults, about the relationships between people, and thereby concretizes the content of a particular play role.

However, in expanding the knowledge and understanding of preschoolers, it is necessary to observe moderation. An overabundance of impressions can lead to superficial reflection in games of the unimportant and random, to their instability, and lack of organization.

A game is a means through which children demonstrate their independence during the distribution of roles and actions during the game. The child lives in the game. And the task of educators is to become a guide and link in the child-game chain, tactfully supporting the leadership to enrich the children’s gaming experience.

Senior preschool age

Direct Leadership Techniques

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

Indirect Leadership Techniques

– enriching children’s social experience through all types of activities (observations, excursions, reading fiction, watching children’s TV shows, conversations)

— involving children in the production of attributes and design of playing fields.

Creating conditions for the development of creative role-playing games:

— creation of an object-game environment;

— use of a modern storage system (arrangement of game material in containers);

- inclusion of “semi-finished toys” into the environment for making homemade products;

— replenishment and enrichment of the gaming environment in accordance with the knowledge acquired in the classroom.

Adult help

- remember events that are more suitable for the game, establish their sequence;

— plan the course of the game, the sequence of actions;

— distribute roles, agree on plans;

— assistance in solving game problems, maintaining cognitive interest in the game;

- watching children play;

- direction of children’s plans and actions (advice, hint, question, change in the play environment);

— creation of problematic situations (flexible influence on the game concept, plot development, complication of ways of displaying reality;

- create a game situation;

- individual work (if the child does not know how to play, you can use the experience of children who play well).

Methods and means of guiding children's play activities

The process of leading a role-playing game should be structured so that the development of gaming skills is organically combined with training and education. Based on this principle, scientists distinguish 3 groups of methods (T.A. Markova, V.G. Nechaeva, S.L. Novoselova, etc.).

The first group of methods is associated with enriching children with knowledge, impressions, and ideas about the life around them. These include observations; excursions (initial, repeated, final); meetings with people of different professions; emotionally expressive reading of fiction; conversation; conversation-story using illustrative material about the work of adults and their relationships in the process; the teacher’s story, accompanied by a demonstration of specially selected photographs, paintings, reproductions about events taking place in the country; children compiling stories on certain topics related to observations of life around them; individual conversations with children, clarifying the knowledge and ideas of preschoolers about the phenomena of social life, about moral categories; staging literary works using toys and puppet theater characters; ethical conversations.

The second group is methods that promote the formation and development of gaming activities. Among them, an important place is occupied by the direct participation of the teacher in creative play: playing with one child, playing a leading or secondary role. In addition, the teacher makes extensive use of helping children implement the knowledge acquired in the classroom through suggestions, reminders, advice, selection of game material, conversation about the concept of the game, development of its content, and summing up.

The teacher takes into account the individual characteristics of the child; if he is confident in himself, it is important to teach him to critically evaluate his answers. If you are shy and indecisive, you need to support any initiative.

In order to develop children's skills and abilities to independently organize play, assignments are also used; tasks (on selecting gaming materials, making homemade toys, etc.); conversations; encouragement, explanations, questions aimed at suggesting to children the possible implementation of the plan, defining game actions.

Skills necessary for a child, such as determining a role for oneself and bringing it to the end of the game, are formed through advice, individual tasks, and assignments; attracting illustrative material, reading excerpts from literary works characterizing a particular character; individual conversations about the role; making costume elements for his role together with the child.

An important task is to develop in children the ability to independently assign roles, taking into account the capabilities, interests and desires of everyone. Therefore, the teacher must study well the characters, inclinations and habits of his pupils and constantly help children get to know each other better, drawing their attention to the positive aspects of each child’s personality. To solve this problem, you can use a technique such as holding competitions for the best design of costume elements, for interesting proposals regarding role-playing actions, for the expressiveness of speech, facial expressions, and gestures.

The third group of methods is associated with teaching children to construct from building materials and play with buildings, and make toys.

An important role is played by teaching children the ability to make toys from paper by folding (boats, steamships, animals, cameras, benches, glasses, etc.), from thin cardboard according to patterns; making toys from natural and additional materials (reels, cardboard boxes of various shapes and sizes, etc.

An important role for the development of the game is the ability of children to use substitute objects (a brick instead of soap, etc.); the more substitute objects children bring, the more interesting and meaningful the game.

Play is a special activity that blossoms in childhood and accompanies a person throughout his life. It is not surprising that the problem of play has attracted and is attracting the attention of researchers, not only teachers and psychologists, but also philosophers, sociologists, ethnographers, and biologists.

It is now generally accepted that play is the leading activity of a preschool child. For young children, the leading activity is object-based activity; for children of younger and older preschool age, the leading activity is play.

Techniques for managing the game can be direct and indirect.

Direct guidance involves direct adult intervention in children's play. It can be expressed in role-playing participation in the game, in participation in the collusion of children, in clarification, in providing assistance, advice during the game 7ffa or in proposing a new theme for the game.

Indirect guidance of play is especially fruitful when working with preschool children. The teacher expresses his judgments while playing with children exclusively in the form of advice, without demanding strict obedience.

An adult should give children examples of communication with various people, standards of emotional experiences, carefully monitor the children’s reactions, try to direct their communications, and promote adequate and emotional communication during the game. During learning to play, an adult performs the functions of an organizer and leader of gaming activities.

It is impossible to teach a game other than by playing with a child.

• The game should be free from themes and regulation of actions imposed by adults “from above.” The child must have the opportunity to master the increasingly complex “language” of play - the general ways of its implementation, increasing the freedom to creatively realize his own ideas.

Play should be a joint activity of the teacher and children, where the teacher is a playing partner, so that play at all age stages is an independent activity of children.

To develop gaming activities, it is necessary to fulfill several conditions: the creation of a subject-development environment, the availability of a certain time in the daily routine and the professionalism of teachers. Without these conditions being met, it is impossible to develop children's creative, amateur play.

Didactic play is one of the important methods of active learning for children, and the game situation, as a rule, is taken based on the methodological basis of the lesson. The role of each participant in the game is clearly defined, there are rules and a certain rating system, and the game provides for a strict and step-by-step procedure.

Games not only influence the physical and mental development of preschool children, they are also one of the important means of education.

In order for the game to perform an organizing function in the pedagogical process, the teacher needs to have a good idea of what tasks can be solved in it.

Based on the characteristics of the type of game, the tasks that can be solved with its help, the level of development of play activity in children, the teacher determines the extent of his participation in it, management techniques in each specific case.

However, when directing the game towards solving educational problems, one should always remember that it is a kind of independent activity of a preschooler. In play, a child has the opportunity to demonstrate independence to a greater extent than in any other activity: he chooses the plots of the game, toys and objects, partners, etc.

Bike

Now my favorite toy is a bicycle. My parents gave it to me last New Year, and we rode with the whole family (mom and dad also have bicycles). We went to the dacha and rode around the field together. It was unforgettable: a warm sunny day, wild flowers, a light breeze and we were racing on our bikes, laughing merrily. And then we went to Crimea and there we also rode along mountain serpentine roads. To be honest, it was scary, but very interesting, and most importantly - incredibly beautiful, because you could see the sea from the serpentine road. I will probably never forget that trip.

For my next birthday, my parents promised to give me a computer. I'm looking forward to it. I really want to understand many programs, I can work with videos, music and pictures. I am sure he will help me with my studies, because I will be able to prepare essays and search for the necessary information. Of course, if mom allows it, I will play games on it. My friends often discuss different computer games, and I have nothing to say to them, but now everything will change. I don’t plan to spend a lot of time on this activity; I think the bike will remain in first place for me.

Essay Airplane - my favorite toy 5th grade for a boy

For my birthday, my parents gave me a brand new, big, beautiful plane that can fly on its own! It has a special control panel with which you can set the movement of the aircraft and determine the direction. The plane itself is very nice. It is covered in gray paint, has rounded wings, and has a pointed nose on the front. I use one of the soldiers as a pilot. There is a large star on the side of the plane.

I usually launch the plane outside, in the yard, when we are walking with friends. Everyone really likes my new toy and everyone wants to control it too. Sometimes I give them the remote control. Also, I almost always take my plane to nature, to barbecues, when we go to the river, to the forest. He's a lot of fun! Even parents sometimes ask me for a plane so they can play themselves!

Favorite toy My big hare 5th grade essay for a girl

I have many toys. But there is only one favorite. This is a big hare. They gave it to me a long time ago. I was very little. As my mother said, for the first anniversary. My mother also recalled how I would sit with the hare, sit comfortably between his paws and sit for hours, looking at pictures in a book or playing with other toys. Even now I love to nestle between Bunny’s big paws. It seems to me that he is hugging me tenderly. This makes you feel warm and cozy. Leaning back on the hare's stomach, you can read books (this is my favorite pastime) or watch TV. The hare in these cases is like the back of a chair. Only some warmth emanates from my toy, as if I were leaning against a warm radiator. Even in winter, I bask against his belly or lie right on top of him and watch my favorite fairy tales. And lying on it is really comfortable. The hare is large, more than a meter in height with a wide back. Once upon a time it seemed simply huge to me. Now, of course, I have outgrown it, but I haven’t stopped lying on it. My bunny's ears are long, fluffy, with soft tufts at the tips. The paws are large. Once upon a time there was a bag of gifts in one of his paws. I remember how I always wanted to know what he brought. I was as tall as him then. I often pulled the bag towards me, but could not pick it up. Mom said more than once that the bunny holds his knapsack tightly because he doesn’t want me to look at his gifts. That day I decided to see the contents of the bag at all costs. I took my mom's scissors and just cut it off. Imagine my disappointment when I saw pieces of cotton wool inside! I was angry with the hare for a long time and did not approach him, because I thought that he hid the gifts so as not to share with me. Now it’s funny for me to remember how I sat him separately from other toys and said that he was punished until he showed what was in his bag. Over the years, my bunny no longer looks as elegant as before. Now it is not bright pink, but pale pink. The fluffy fur has become worn or matted here and there. The vest and pants are frayed. The bunny was torn in several places, and I stitched up my friend. But my Bunny is still more valuable to me than the newest and most beautiful toys. I can’t even explain why I liked him so much. But this is my favorite toy that I don’t want to part with.

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Essay Favorite toy - teddy bear, grade 4

My favorite toy is the teddy bear Tusya. My dad gave it to me when I was 5 years old. Since then I have not parted with him. When I was little, I always took him to bed with me.

My little bear's name is Tusya. He has very cheerful blue eyes, a wide smile and small funny ears. Inside the bear there are special balls for finger development. I love going through them. The warm fur of a bear cub and the rolling of these little balls calm a person when he is nervous.

Now, of course, Tusya no longer looks the same as she was given as a gift. He broke down a couple of times. Mom sewed it up, and I helped.

And now, when I am writing my story about my favorite toy, Tusya is sitting on my lap. I love my toy very much and never put it down.

Example 1

My first favorite toy was a teddy bear. We called him a rather unusual name - Mikhail Ivanovich. He became my best friend 2973 when I was still very little. Mikhail Ivanovich was given to me by my grandparents for my second birthday. I immediately liked this teddy bear, and I did not let him out of my little hands. Together we fell asleep, ate and even walked. You could say I grew up with my plush friend. Together we were happy and sad. Mikhail Ivanovich is not very large, but in childhood he seemed to me like a huge brown bear. He, like a real bear, has two small round ears, black eyes and a nose. On his neck was a red checkered bowtie. My little bear also had velvet inserts on his paws, like palms, in a delicate beige color. And at the back there is a small cute tail. Mikhail Ivanovich always seemed to me the most beautiful bear in the whole wide world. When I grew up, I had my beloved little sister Angelina, who also really liked my teddy bear. I decided to give my old friend to her, because I had already become an adult. I am pleased to watch how my sister Angelina plays with Mikhail Ivanovich, and he, in turn, serves as her best friend and guards her sleep.

Bear Bagel

I am sure that every child has a favorite toy, and even when a person becomes an adult, he carefully keeps this toy and the fond memories will remain with him for the rest of his life. I also have a favorite toy that is five years old, but I know for sure that it will always be the most beloved and dear to my heart.

In my essay I will talk about a large teddy bear named Bagel, which my dad gave me. I was five at that time and, by the way, the bagel became my birthday present. But first things first. My dad often goes on business trips. He has such a difficult job because of which he constantly has to be away from home. It was the same that year. I remember how upset I was that my dad would miss my birthday, and although I tried not to show it, it was written on my face that I was upset. But what can you do? Dad had to leave for a month, the third week of which was my holiday.

I remember that morning. Usually, my parents wake me up early and give me gifts, but on this birthday I woke up on my own. And what a surprise and happiness I had when I saw a huge bear opposite the bed. I have always been a miniature girl and compared to me the bear seemed even bigger. I quickly got out of bed and ran to the toy, I wanted to pick it up, but I couldn’t do it. In his paw was a note, after reading which I realized that it was a gift from my beloved dad. It was as if I was in his arms. It was very nice and touching. But I was even more delighted when mom and dad entered the room. He returned early from a business trip and brought me such a huge gift.

It was the best birthday ever. We came up with a name for him together, I don’t remember why we decided to call him Bagel. This was my fantasy and this handsome blue plush has been in my room for five years. He is very big, soft, pleasant to the touch, and every time dad leaves, looking at Bagel, I feel that dad is nearby. And the bear also has extraordinary eyes, they seem to be real. When I feel sad, I can talk to him, share my experiences, hug him tightly, and I immediately feel good and cheerful. This is how you can find a true friend in the form of a toy.

Ballerina in a box

I have a very good toy, or rather it’s not really a toy, it’s a box with a dancing ballerina to music. I inherited this magic box from my great-grandmother, who dreamed of becoming a ballerina as a child, but became a seamstress on the instructions of her mother. My great-grandmother gave the box to my mother as a souvenir, but after my great-grandmother passed away, my mother gave me this music box. For memory!

The box is upholstered in marsh green velvet. On the sides of the box there are very beautiful patterns of nature, these patterns are imitation gold. The frame on the lid of the box is also imitation gold. In the box itself there is a mirror on the lid, although it is already darkened, but you can see yourself, although not clearly. In the box itself, there is velvet for storing jewelry, inserts for rings and a department for chains and bracelets. The box looks expensive and rich. But at that time it was very expensive, I don’t know how my great-grandmother got it, because she was not from a rich family. Let this be a secret that we will never know again.

When my mother gave me the box, at first I didn’t understand what it was, but when I opened it and lovely music began to play, which you rarely hear anywhere, it was unique, inimitable, charming. And a little graceful ballerina danced to this wonderful music, I liked her so much that I could watch her for hours, which is exactly what I did. I realized what it was. I walked with this “magic” box almost everywhere, I liked the sound of the music, and even more the graceful ballerina, and then one fine day, I realized that I really wanted to be a ballerina as graceful. I asked my mother to send me to ballet, but my mother did not immediately agree because she was worried about me and that I needed to study a lot to learn to dance. I vowed that I would try my best.

Mom sent me to ballet. Several years have passed, and I am a famous ballerina and today my mother will come to watch my performance. I usually worry, but before going on stage I open the box, listen to music and watch the ballerina and quietly whisper: - Now I’m just like you! , and the fear disappears. I made my grandmother’s dream come true, and this is the best thing that can happen in life!