Role-playing game, its role in the upbringing and development of a child

The meaning of the game for a preschooler

In the game, the child practices communication skills
. The preschool period is the most important time for personality development. It is during these years that the baby receives his first knowledge about the life that surrounds him, he begins to develop his own opinion on what is happening, a certain attitude towards people and events, habits and behavior skills are formed, which forms the basis of his character. Much of the above is most often formed through play. It is through play that a child gains knowledge and develops communication skills, forms a worldview, expands his cognitive sphere of activity, and develops dexterity and discipline. Thus, the game becomes the best way for a preschooler to absorb information and social experience.

Role-playing games are of great importance for the development of a preschool child as a person.

“Role-playing games are games of a collective nature that develop children’s ability to communicate with peers.”

From about the age of three, role-playing games occupy a major place in the life of a younger preschooler. It is in this area that the child’s personality develops, the development of his cognitive processes is activated, and the foundations are laid for mastering new, more complex types of activities. While playing, preschoolers reflect in the roles they try on themselves everything they see around them: events, adult behavior patterns, etc. Participation in role-playing games allows the child to feel like a part of the children's team, to be critical of themselves and people.

Let's play at life

There is no game without a plot.
The plot is the main element of a role-playing game. There will be no game without it. The plot is the area of ​​activity that children reproduce. While playing, a preschooler reproduces actions, events, relationships from life, while his play actions (examining a patient, preparing a pie, building a house, etc.) are the main means by which he realizes the plot. The plots of the games are different.

“Did you know that game plots change over time? Their content depends on the historical period, the state of the country’s economy, natural and geographical features of the area, and cultural traditions. There are also plots of games without time, for example, in “Hospital”, “Family”, “School”.

The next important element of the game is its content , which the child embodies through a certain role. The role is the main component of the game and the means of implementing the plot. A role for a child is his position. That is, the child, accepting a role, identifies himself with some hero and lives in the game according to the principle of conformity to this role, based on his own ideas. The role is based on rules of behavior that the baby borrows from the adult world, adopting the behavior of adults. Already at three years old, the child wants to act not only independently, but also like an adult.

One of the features of role-playing games is their social orientation

Features and benefits of role-playing games:

1. Certain rules and their observance by children.
2. Social orientation of games.
3. Rich emotional palette.
4. Development of intelligence.
5. Active development of creativity.
6. Speech development.

By playing role-playing games, the baby develops intensively and diversified.

MAGAZINE Preschooler.RF

N.V. Mikhachik, teacher at MBDOU “Child Development Center – Kindergarten No. 9 “Rodnichok”, Nyandoma

“A game is in no way an exercise in some particular function. This is the form of life of a preschooler, the main means of his development and the formation of specific human abilities...” D.B. Elkonin

In the context of the implementation of the Federal State Educational Standard and the requirements for the basic general education program of preschool education, a significant difference is the exclusion of educational activities from the educational process as not corresponding to the patterns of child development at the stage of preschool childhood. It becomes urgent for preschool teachers to search for other forms and methods of working with children.

At each age, there is a leading activity, within which new types of activity arise, mental processes develop, and mental new formations arise.

Play is undoubtedly the leading activity of a preschooler. It is through play that a child learns about the world and prepares for adult life. When properly organized, the game creates conditions for the development of the child’s physical, intellectual and personal qualities, the formation of prerequisites for educational activities and ensuring the social success of the preschooler. Three interconnected lines of child development: feel-know-create harmoniously fit into the child’s natural environment - a game, which for him is both entertainment and a way of understanding the world of people, objects, nature, as well as the sphere of application of his imagination. The game acts as a kind of bridge from the world of children to the world of adults, where everything is intertwined and interconnected.

A number of conditions contribute to the successful implementation of gaming activities and increasing the effectiveness of play development in preschoolers:

1. Free and voluntary inclusion of children in the game: not imposition of games, but involvement in it.
2. Children must understand well the meaning and content of the game, its rules, and the idea of ​​each game role.
3. The game should have a positive impact on the development of the emotional-volitional, intellectual and rational-physical spheres of its participants. With the help of the organization of gaming technologies, children are given the social experience of playing (teaching gaming skills).
4. A sufficient amount of time for play and the availability of those toys that help children realize their plans, i.e. creation of an object-game environment.
5. When creating a play environment, the gender differences of children should be taken into account (the interests of both girls and boys should be respected equally); carry out timely changes in the play environment, taking into account the enriching life and play experience of children and in accordance with their interests.

There are different types of games - active, didactic, theatrical and role-playing.

Psychologists rightly believe that role-playing play is the highest form of development of children's play. The child grows and develops, and the game develops with him - from the simplest everyday plots he moves to more complex ones, reflecting all areas of human activity.

Role-playing games are of great importance in the mental development of a child, developing voluntary attention, memory, imagination, and creativity. The rules that are mandatory when playing the game instill in children the ability to control their behavior, impulsiveness, and negotiate with partners, contributing to the formation of character. While playing together with peers, children learn to communicate and the ability to take into account the desires and actions of others.

Playing a role-playing game, getting used to some image, the child reproduces his impressions, rethinks and reveals them.

The basis of the role-playing game is an imaginary or imaginary situation, which consists in the fact that the child takes on the role of an adult and performs it in a play environment created by him.

Children's independence in role-playing games is one of its characteristic features. Children themselves choose the theme of the game, determine the line of its development, decide how they will reveal the roles, where the game will unfold, etc.

Each child is free to choose the means of embodying the image.

The main structural component of a role-playing game is the plot. Without it there is no game itself. Throughout human history, the plots of children's games have changed.

The stories are divided:

• Social services (family, kindergarten)
• Production ones, reflecting the professional work of people (games of hospital, store, car, etc.).
• Public (celebration of City Day, school)

Another structural component of a role-playing game is content.

The content of the game is what is reproduced by the child as the central and characteristic moment of activity and relationships between people in their everyday and social activities (D. B. Elkonin).

The content of the role-playing game is embodied by the child through the role he takes on. A role is a means of realizing the plot and one of the main components of a role-playing game.

Every role contains its own rules of behavior, taken by the child from the life around him. Submission of the child to these rules is the most important element of role-playing play.

In the game, as in any activity of children, the teacher plays a leading role. In the game, adults teach children a lot and shape their moral qualities.

The teacher's advice and suggestions support the children's interest in the game and help bring it to the end. This is important for developing perseverance and focus in preschoolers.

When leading a role-playing game, the teacher must always remember that it is necessary to develop the initiative, independence of children, preserve their spontaneity, and the joy of play. Any kind of coercion should be excluded from the methods of managing the game, never fantasize for the child, do not invent a game for him. Only with such guidance does gaming creativity develop successfully.

Methods of managing children's play can be divided into traditional (R.I. Zhukovskaya, D.V. Mendzheritskaya) and new (N.Ya. Mikhailenko, N.A. Korotkova, E.V. Zvorygina, S.L. Novoselova)

D.V. Mendzheritskaya argued that the teacher has the right to intervene in the game if this is required in order to give her the right direction. But an adult’s intervention will only be successful when he enjoys sufficient respect and trust from children. She believed that the main way a teacher influences children’s play and raising children in play is through influence on its content, i.e. on the choice of topic, plot development, distribution of roles.

A N.Ya. Mikhailenko and N.A. Korotkova believe that in order for children to master gaming skills, the teacher must play with the children. They propose to consider the management of role-playing games as a process of gradually transferring to preschoolers increasingly complex ways of constructing a game. The transfer is carried out in joint play between an adult and children.

Techniques for directing a role-playing 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, or in proposing a new topic 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.

Watching the play of children in the second younger group, we saw that children not only play little, but also do not know how to play. This means that the child does not develop activity, imagination, creativity, or important communication skills. We set ourselves the goal of teaching children to play role-playing games. And through play, expand children’s knowledge about the work of adults. For the first acquaintance with this topic, we chose the profession of a doctor.

Based on these goals, we developed the project “Introduction to the professions of a doctor and a nurse .

Project participants: teacher, medical worker, children and parents of the second junior group.

Project type: short-term; cognitive-research; creative and informational.

Problem: Every profession is unique. Children of primary preschool age do not have clear ideas about the variety of work activities of adults. Children do not clearly understand the specifics of a doctor’s work, what objects he needs in his work, and do not know how to develop role-playing interaction - role-playing dialogue.

The relevance of the project lies in the fact that through acquaintance with the professions of a doctor and a nurse, preschoolers enrich their knowledge and ideas about the work of adults, expand their vocabulary, and also learn about the importance and significance of this profession.

The goal is to form a holistic understanding of preschoolers about the profession of a doctor and nurse through different types of children's activities.

Tasks:

• To develop in children the ability to play according to their own plans, to stimulate children’s creative activity in play.
• To form friendly relationships in the game, a sense of humanism, activity, responsibility, friendliness.
• Help create a game environment, establish interaction between those who have chosen certain roles.
• Enrich children's understanding of the profession of a doctor and nurse;
• Continue to accumulate and expand children's vocabulary;
• Develop the ability to reproduce in play various actions that children observe in life, using substitute objects;
• Develop children's creative abilities through productive activities;
• Develop activity and curiosity.

Planned result:

• Gaining knowledge about the profession of a doctor and nurse;
• Expanding children's vocabulary;
• The ability to reproduce in play various actions that children observe in life;
• Development of communication skills;
• Development of creative abilities in children.
• Development of such qualities as: curiosity, activity.

Project stages:

1. Organizational and preparatory stage

• collection of material necessary for the implementation of the project;
• development of notes of conversations, game situations;
• updating attributes for role-playing games;
• production of didactic games and manuals;
• selection of fiction;
• replenishment of the development environment;
• preparing an album with plot pictures on the topic “The work of a doctor and a nurse .

2. Practical (main) stage

• Conversations “Who will come to our aid?” , “How should you behave in a doctor’s office?” , “Why do we need vaccination?”
• Reading fiction by K. Chukovsky “Aibolit” , V. Suteev “About the hippopotamus who was afraid of vaccinations” , E. Blaginina “Sick Bunny” .
• Discussion of plots, actions of heroes.
• Excursion to the medical office.
• Game situations “Katya the doll got sick” , “So that the tooth bites” .
• Didactic games “Useful - harmful” .
• GCD "What's in the bag?"
• Looking at pictures on the topic “The work of a doctor and a nurse .
• Making a poster “What’s in a doctor’s suitcase?”
• GCD (drawing) “Onion”
• GCD (modeling) “Vegetables and fruits”
• GCD (application) “Ambulance”
• Board games: “Professions” , “Profession Lotto” .
• Parents' help in replenishing the "hospital" - sewing doctor's and nurse's gowns.
• Design of travel folders for parents on the topics: “Healthy lifestyle” , “Role-playing game” , “Role-playing games for children from 2 to 4 years old” , “Games with dolls” .

3. Final stage

• Organization of the role-playing game “Hospital”
• Exhibition of children's works
• Presentation “Introduction to the professions of a doctor and a nurse”

Observing preschoolers in their activities, we noticed that at the end of the project the children began to use the role-playing game “Hospital” and played it with great interest and success.

Children have developed basic gaming skills that allow them to deploy a number of interconnected conditional objective actions during the game and attribute them to a specific character (role).

Analyzing the results of the project, we realized that the use of role-playing games for the comprehensive development of a child and the formation of his positive personal qualities is very relevant.

List of information sources:

*

1. Elkonin D.B. Psychology of the game. M., 1978
2. Zvorygina E.V. Children's first story games. M: Enlightenment. 1988
3. Zvorygina E. Komarova N. Pedagogical conditions for the formation of role-playing games. // Preschool education. 1989 No. 5.
4. Mikhailenko N.Ya. Organization of story-based games in kindergarten: a manual for teachers / N.Ya. Mikhailenko, N.A. Korotkova. – 3rd ed., rev. – M: LINKA-PRESS, 2009.
5. Tkachenko I.V., Bogachkina N.A. I play - it means I live interestingly. M: DROFA, 2008

Types of role-playing games

• Household: “Home”, “Family”, “Mothers and Daughters”, “Holiday”, “Birthday”.
• Industrial and public: “School”, “Shop”, “Post Office”, “Beauty Salon”, “Library”, “Hospital”, “Bus”, “Train”, “Police”, “Fire Brigade”, “Construction”, "Army" and others.
• Heroic-patriotic: “Heroes of War”, “Flight into Space”, etc.
• Literary: based on the plots of literary works, cartoons, and television programs known to children
• Directing: games in which the child himself voices the dolls and performs actions for them.

Role-playing games for children 3-4 years old

The games of younger preschoolers differ in content from the games of older children.
The games of younger preschoolers differ in content from the games of older children. This is due to the insufficient experience of children, the characteristics and level of their mental and emotional development, and cognitive processes. The baby cannot yet imagine the entire gameplay in his imagination and grasp the logical chain of events following each other. Therefore, the content of children’s games at first is not entirely logical, fragmentary, and somewhat incoherent. In early childhood, children repeat simple actions with toys that adults show them.

“The games of younger preschoolers consist of everyday activities: children carry, ride, cook, bathe, etc. A little later, roles appear: I am a doctor, I am a driver, I am a mother. The chosen role directs the child’s play: now the baby chooses only those actions that are characteristic of the chosen role: for example, “mother” chooses food and dishes for preparing dinner, the doctor needs a thermometer, etc. Children use both symbolic and imaginary objects for play , and real."

At the turn of three and four years, the child’s games become more interesting. This is due to the fact that children acquire new knowledge about the world. Children are already combining various events, including in games elements of plots from their experience or children's works (fairy tales, cartoons).

For a child of middle preschool age, the choice of role becomes important: the child wants to play the role that he likes.

The plot-play activity of a 3-4 year old child is of the following nature:

• the presence of individual game actions of a gaming nature
• actual implementation of a role without naming it
• the plot is a chain of two actions
• adult participation in holding an imaginary situation.

The game “Cook” will be interesting for a 3-4 year old child.
Here are some examples of games that will be interesting for a 3-4 year old child:

1. "Let's go for a walk."

Goal: teaching a child how to select clothes for the season, learning the names of clothing items and their elements.

Contents of the game: the child prepares the doll for a walk, choosing the right clothes for it, carefully dressing the doll in the correct sequence, naming the clothes.

1. “To the store for shopping.”

Goal: teaching children to name and classify objects, expanding their vocabulary, developing a communicative culture for preschoolers, and teaching the basics of politeness.

Contents of the game: you need to distribute the roles, who is the seller, who is the buyer, and play the game in accordance with the roles. Buyers visit the store, choose purchases, and the seller politely serves them.

1. "At the doctor".

Goal: teaching the child attentiveness, sensitivity, caring for the sick, understanding the functions of medical devices, increasing vocabulary.

Progress of the game: the child plays the role of a doctor, and the toys play the role of patients. Patients come for an appointment, the doctor must examine them, make a diagnosis, prescribe and carry out treatment.

1. "The doll's birthday."

Goal: expanding the child’s knowledge about setting the table for a festive dinner, consolidating knowledge about cutlery and cutlery, instilling attentiveness, caring, responsibility, a desire to help, and expanding vocabulary.

Contents of the game: you need to tell the child that today is the Marina doll’s birthday. The child takes the toys and goes to visit the doll, congratulates her, and then the doll invites everyone to the table to treat themselves to a birthday cake and tea. The child must help the doll set the table.

1. "Home construction".

Goal: to familiarize the child with construction professions, tools and equipment that make the work of builders easier, to learn how to build a simple structure, to expand knowledge about the profession of a builder, to improve vocabulary by introducing the concepts of “building”, “builder”, “building material”.

Contents of the game: invite your child to build a spacious, bright house from cubes or other materials in which toys would live. At the same time, introduce your child to construction professions by showing thematic images and offering to play one or another profession: bricklayer, painter, carpenter, crane operator, truck driver, etc.

Article:

Goal: increasing the pedagogical competence of parents on the problem of play activities in children of middle preschool age Objectives:

• To form parents’ concept of the possibility of play as a means for the development of intellectual and cognitive activity.
• Stimulate parents' interest in joint play activities with their own child.
• Discuss the issue of organizing a play environment in kindergarten and family settings; about the advantages and disadvantages of toys.

Participants: educators, parents.

Progress of the meeting.

The song “Where does childhood go” is playing. Teacher 1: Hello, dear parents! We are glad that you put aside all your business and are present at our meeting today! Dear parents, are you in a good mood? How to give it to other people without words when they meet? How to communicate your good mood without words? Of course, with a smile. Smiled at the neighbor on the right, smiled at the neighbor on the left. A smile can warm you with its warmth, show your friendliness and improve your mood. Today we want to start our meeting with the words of Anton Semenovich Makarenko “What a child is like at play, so in many ways he will be at work when he grows up.” Educator 2: Explain how you understand Makarenko’s words? What do you think we will talk about today, what is the topic of our meeting? (Parents express their opinions) Today we want to talk to you about games with children. Theme of the meeting: Role-playing game in the life of a child” This topic was not chosen by chance, because each of you dreams that the child will grow up smart, independent, so that in the future he will be able to take a worthy place in the life of society. Children are brought up in games and other activities. By performing this or that role, they seem to prepare themselves for the future, for the serious life of adults. We can say that a game for a child is a time machine: it gives him the opportunity to live the life that he will have in many years. Educator 1: Many of us still remember our favorite toys and games. They preserved, remembering our childhood games and fun, we “return” many years ago, to our childhood. In many families, toys are passed down from generation to generation; these toys have a certain value - pleasant, good childhood memories. Dear parents, what games did you like to play as a child? (parents' answers) Teacher 2: Our children love to play. The teacher takes this feature into account when preparing and conducting classes with children. Games and game situations in the classroom are an integral part of the developmental methods of teaching preschoolers. And it is very important that in the family, parents strive to develop their children through play. Let's look at ourselves from the outside. What are we? Do we like to play with children? Do we find time for this? What do we know about our child’s games and preferences?

Ball game.

You roll the funny ball, quickly, quickly through your hands. Whoever he stayed with will answer our question. Please answer questions honestly and frankly.

• What game did you play with your child recently?
• If a child asks to play with him, your actions.
• What games does your child play most often?
• When choosing a new toy, what do you take into account, what are you guided by?
• Do you tell your child what games you played in childhood?
• If a toy breaks, what do you do in such cases?
• Where does your child play at home? What conditions have been created?
• What are your child's favorite toys?
• Who plays with the child more often: mom or dad?

And now we invite you to watch an interview with our children. And we’ll find out what our children think about the game at home (watch the video “Question and Answer”)

Educator 1: A role-playing game is considered to be one in which children themselves come up with a plot and assign roles. Actually, the plot and roles appear in the entertainment of children 4-5 years old.

The structure of a role-playing game (teachers' story while watching the video “One day in the life of a kindergarten”) The role-playing game (kindergarten is the best place to conduct it) includes the following interconnected components:

• An imaginary situation. The second reality is created after one of the players says the words “as if.”
• Plot. These are events that occur in the game: visitors to the hairdresser are waiting in line for a haircut, the doctor is seeing patients, mom is washing the dishes, etc.
• Role. During the game, the child not only acts for his hero, but lives his life. The number and variety of roles depend on the age of the players and the features of the plot.
• Relationship. This type of game is characterized by two types of relationships: gaming and real. Game interaction is a conversation between “mother” and “daughter”, a dialogue between “seller” and “buyers”, “doctor” and “patient”. Children enter into real relationships to discuss options for developing the game and challenge the behavior of the participants.
• Rules. It is only at first glance that it seems that this type of game does not contain rules. In fact, they exist, but are not expressed so clearly. So, if children play hospital, then the child playing the role of a doctor should be in a white coat, sit in the “office”, clearly follow the logic of the actions being performed: examine the “patient” and make a diagnosis. If instead he starts dancing or weighing fake vegetables, then the rules will be broken.

The listed components manifest themselves differently depending on the age of the children.

Educator 2: How do middle school children play?

Role-playing game in the middle group (as, indeed, in others) is an interpretation of what is seen and heard. Kids imitate the actions of their parents, grandparents in everyday life, a teacher and nanny in a preschool institution, a doctor in a district clinic, etc. The source that feeds the game is the surrounding world. The guys went on an excursion to the medical office, and now someone is trying to put a thermometer on a teddy bear and is looking for a nurse. We watched a cartoon or movie about sailors, and the next day the group had its own captains, boatswains and sailors. After Yuri Gagarin's flight, children tirelessly played as astronauts. The games of children aged 4-5 years are somewhat chaotic, plots and roles quickly replace each other. Kids pay attention not so much to the object as to the partner, and try to build role-playing relationships. Children manage the imaginary situation on their own; the plot consists of 3-4 game actions. Preschoolers reproduce well the intonation, facial expressions, and gestures of people, imitate animals, and try to use etiquette standards. Game associations are still unstable, participants are constantly changing. Role-playing game in the middle group is different in that children of this age strive to maintain the logic of actions. If a three-year-old child first injected the doll and then examined it, now such manipulations are disputed. So, role-playing games change according to age. The middle group is trying to bring the game closer to reality.

Teacher 1: Guiding role-playing games for children 4-5 years old.

The teacher leads the game both directly and indirectly. With direct guidance, the teacher suggests her idea, helps organize the play space, and takes on one of the roles. One should not think that the teacher is relapsing into childhood. She controls the children, but she does it unobtrusively, on behalf of the one she plays. So, in the role of a seller, the teacher invites “buyers” to describe the product they are choosing. Being a “patient”, the teacher questions the “doctor” in detail about the prescribed treatment, medications, and finds out whether additional examination is required. Role-playing games in the middle group are favorable for creating problematic situations. For example, a bear injured its leg while walking. How can I help him? Or the Katya doll invites her girlfriends for tea, but there are fewer cups than guests. What should she do? Such situations are thought through in advance, and then the teacher helps the children find solutions. The development of the role-playing game occurs depending on what the students come up with. Indirect guidance consists in the fact that the teacher broadens the horizons of children, forms new ideas in them, so that preschoolers use their accumulated experience during games. Conversations, excursions, and reading works of art contribute to the enrichment of game plots.

Teacher 2: In the game the child learns:

Dear parents, what do you think the child learns at SRI?

• Emotionally get used to, “grow into” the complex social world of adults.
• Experience the life situations of other people as your own, understand the meaning of their actions and actions.
• Realize your real place among other people.
• Respect yourself and believe in yourself. When solving game problems, children show maximum competence; they act confidently, without asking questions of an adult or asking his permission. The game is the arena of children's successes and achievements. The task of adults is to strengthen the child’s self-confidence by showing a positive attitude towards his play activities.
• Rely on one's own strength when faced with a problem: play provides children with the opportunity to set and solve their own problems. Children who have extensive play practice cope more easily with real life problems than those who play little.
• Freely express your feelings. A child living under the constant vigilant control of adults begins to behave unnaturally. He is not brave and decisive enough to reveal his true feelings, which is why his behavior becomes constrained. Barriers to communication arise. Therefore, adults should have a positive attitude towards his genuine emotions and themselves demonstrate the naturalness and purity of the relationship.
• Experience your anger, envy, anxiety and worry. In children's free games, fear, aggression and tension find a way out and weaken, which greatly facilitates real relationships between children.

SPICY DISH

Situation for analysis.

There is a children's hubbub at the site. A new boy, a five-year-old boy who entered kindergarten for the first time, looks with curiosity at the children at play: some are bringing sand, others are loading it into a car, others are building a sand city.

• You probably also want to play with them? The teacher addresses the child.
• He looks at the teacher in surprise and answers indifferently:
• Nope... I'll shoot them now!
• He deftly lifts up the toy machine gun he brought from home and aims it at the players.
• Why do you want to shoot them? The teacher turns to the boy again.
• Attack, no way... I'm a robber! Now I'm going to raid them! There are unfriendly notes in the voice.
• He should only shoot and play at war, the mother complains to the teacher in the evening.
• For such games, he seems to have no shortage of toys, the teacher notes, meaning machines made by the child from Lego, various monsters and transformers.
• Yes, of course, the mother agrees, he demands it, we have to buy it. The combat is growing, even too much.
• Have you tried switching him to other games, calmer ones? Yes, and he would like different toys, ones that are conducive to calmer games, for example...
• What for? the woman is perplexed. Let him play whatever he wants. Even in The Nightingale the Robber! What does it matter!

Questions for parents.

• In your opinion, what significance do the roles that a child takes on have in the moral development of a person? What do you think is the educational value of games?

Teacher 1: There were probably moments in your family when the child did not want to play alone. If there are adults with her, she gets carried away. As soon as you leave one, the game immediately stops. She was smaller, they thought, once she starts walking, it will become easier, she can get away with it, and she won’t have to amuse her. But the baby has all the conditions: a special corner, many interesting toys. Maybe it depends on the characteristics of the child? Questions for parents.

• Why doesn't the child want to play alone?
• How to teach a child how to play?

Educator. A 4-5 year old child needs to play together with adults. Children of this age can play travel games, play out the plots of their favorite fairy tales and cartoons. Multi-theme games are already appearing here, that is, combining several plots into one. For example, in the game “mothers and daughters” the dolls visit kindergarten, get sick, go to the store, to the post office, go on vacation, etc. It is important to guide children’s play without destroying it, to preserve the amateur and creative nature of the game, the spontaneity of experiences, and faith to the truth of the game. With children 4 to 5 years old, use indirect methods, for example, leading questions, advice, tips, introducing additional characters and roles. A greater influence on the child is exerted through the role. For example, when playing in a store, you can ask why there are no certain products, how best to package, arrange the goods, which departments to open, organize the delivery of products to people, etc. The problem of educating the preconditions of femininity in girls and masculinity in boys is relevant. To cultivate these qualities, it is advisable to form girls’ ideas about female social roles and a positive emotional attitude towards them, to connect their ideas with games, and the ability to reflect them in games. For example, you can read works with girls where the main character is female, talk about her, and emphasize her positive qualities. After the game, talk to your daughter about what the mother was like in the game: for example, affectionate, caring or, conversely, indifferent and angry. Boys can be interested in the roles of firefighters, border guards, rescuers, and police officers, and draw their attention to the positive qualities of representatives of these professions. Rely also on works of art, where the image of a positive hero is given, showing courage and bravery. Children should not be allowed to choose games with negative content, since the experiences associated with the game do not pass without a trace. You can switch the game, giving it a positive content, for example, suggest to the child: “Let dad be kind and affectionate in our game.” If it was not possible to switch the game, then you need to stop it, explaining to the child why it should not be continued. So, the game gives the child a lot of positive emotions; he loves it when adults play with him. Do not deprive him of this joy, remember that you yourself were children. Teacher 1: I would like to offer to take part in the test. "Drawing of happiness." (On the album sheet, each parent is invited to draw a “picture of happiness” (as they imagine). Educator 2: Our meeting has come to an end. We thank all the parents who took part in the discussion of such a pressing topic! And finally, we would like to know how you our meeting, what are your emotions, what maybe you learned new. Did you receive answers to your questions? What useful things did you learn at the meeting? Educator 1: Play with the children as often as possible. Welcome the expression of any feelings, but not any behavior. Support children's efforts to maintain good relationships with peers. Let's play together with our children as often as possible. Remember: play is an excellent source of strengthening the physical, spiritual, and emotional well-being of a child. Joint play between a child and an adult is not only the main means of developing a child person, but also a tool that promotes mutual understanding between different generations. Discover the world with your child! Bright and exciting toys are created specifically to encourage your child’s curiosity. Thank you for your attention!

Parent meeting decision:

• Create conditions at home for different types of games, allocating a specific place for this.
• Systematically play different games with your child (board-printed, role-playing, moving, finger games), maintain interest in games with new impressions of the surrounding reality (walks, visiting entertainment events, exhibitions).

List of used literature

1. Chirkova S.V. “Parent meetings in kindergarten”, Moscow, “VAKO” 2008.
2. Metenova N. M. “ Parent meetings. Methodology and practical materials”, Moscow, 1999.

What is fun for 5-6 year olds to play?

The games of middle and older preschoolers are characterized by the integrity of the plot and the interconnectedness of events.
A child of 5-6 years old is no longer interested in the game itself, but in the relationships between the characters. This is why children do not like to take on roles that are unpleasant or incomprehensible to them. At this age, children interact through speech, and games become very emotional. In games, dialogues are of great importance - it is with the help of them that interaction is established between the participants in the game.

The games of middle and older preschoolers are characterized by the integrity of the plot and the interconnectedness of events. The guys carefully select the plot of the game and plan its development. They react very emotionally and vividly to the events that unfold during the game. Here they show their creativity, imagine, invent.

The plot-play activity of a 5-6 year old child is characterized by:

• distribution of roles before the start of the game
• transition to role-playing actions that reflect the social functions of people
• a solid logical plot

What games might interest a 5-6 year old child?

• "In library"
• "Cosmonauts"
• "Providing medical care"
• "Family"
• “Circus” (“Magicians”, “Artists”)
• "In the cafe"
• "Trip around the world"
• "On the roads of the city"
• "Olympics"
• "In a workshop"
• "At a car service station"
• "Pharmacy"
• "Mail"
• "In airplane"
• "School"
• “At the Exhibition” and many others.

Watch a video about role-playing games in kindergarten

Remember that role-playing games in the life of preschoolers are a very important activity. In such a game, the child develops mental, creative and communication abilities. Encourage children to play and come up with new stories, help them.

Role-playing games: age characteristics and importance in a child’s life

Role-playing gives a child the opportunity to learn how to communicate effectively with other people, understand what is happening in the adult world, and also learn rules of behavior and general cultural and family values. He learns to step into another person's shoes, develops empathic skills, develops emotional intelligence, identifies with different people or characters, and develops new role models. With its help, a child can act out his feelings and experiences in difficult situations. Expert "Oh!" and child psychologist Anna Skavitina will talk about age-related features of the development of role-playing games.

Anna Skavitina, psychologist, analyst, member of the IAAP (International Association of Analytical Psychology), supervisor of the ROAP and the Jung Institute (Zurich), expert of the magazine “Psychologies”

In the kindergarten of the city N, they were waiting for a commission from the Education Department: the teachers were in a panic preparing a demonstration lesson - the role-playing game “Ship”, because all educators know that the leading activity for children is play. It is she who contributes to their development:

• in the game all mental processes are actively formed and rebuilt;
• the child learns to set a goal and follow it;
• children learn a large number of new words and expressions;
• conditions for the development of intelligence are created;
• the symbolic function of consciousness develops, especially when children use substitute objects: instead of an iron, a box of pencils;
• imagination is formed as the basis of creativity.

If the child is over three years old, then the best game for development and learning is role-playing. In it, children take on the roles of adults and, in specially created play conditions, reproduce the actions of their elders and their relationships, and also use objects that replace adult tools.

Before the commission arrived, at the command of the teacher, the children learned to build a ship from chairs, then they had to agree among themselves who played the captain, sailors, barmaid, dishwashers, passengers, cashiers, and then put everything back in its place.

And so the commission sat down on small chairs to watch and evaluate the success of the teachers’ work. The frightened children, at the teacher’s command, began to build the ship and prepare the props for the game. They assigned roles in advance so as not to quarrel in front of the commission. The game was going well until one small dishwasher had all her dishes fall overboard, and she went to collect them, climbing over the chairs (the side of the ship) straight into the open sea. The commission smiled at the girl, and she picked up the dishes from the floor and climbed back onto the ship. The pale teacher looked in horror at the child who had broken the whole game:

-Where did you go? Is there a sea there?

“The sea,” the girl agreed.

- Is it possible to collect dishes at sea?

“You can’t go into the sea, but you can do it from the floor,” she was confused.

“It’s impossible, it’s not the floor, it’s the sea,” hissed the teacher, imagining that she would definitely lose the prize.

- From the floor you can, even when it is the sea. What to play next if all the props drown? - said the most important woman in a suit and smiled at the girl.

It is quite difficult for adults to understand that an advanced role-playing game is a game in two worlds at the same time: in reality and in the imagination. The floor can remain a floor and immediately turn into the sea, or it can become the deck of a ship or space.

A developed child retains and distinguishes between reality and imagination, which is one of the most important functions of play; the teacher suggested that we immerse ourselves in the absence of differences, thereby losing control of reality. The child could not do this - and he did the right thing, since a complete loss of reality is psychosis, and not a game at all.

Children are regularly presented with demands that, due to their age, they cannot satisfy.

• Why don't you play yourself?
• Why don't you play with the guys?
• Why should I help you organize the game?

Let's look at the age-related characteristics of the development of role-playing games in children, so that fewer such demands are placed on the child.

Stages of development of a role-playing game

Imitation game

Children repeat in the game the actions that they saw in adults: rocking a doll, watering flowers, washing dishes, holding the phone to their ear and talking. Such games can be noticed in a developed child, who observes a lot of life around him, from about a year old. He imitates someone or something, but does not speak for the character: there is no imaginary situation, but there are game objects.

If adults spend a lot of time with a child, then from about 2-2.5 years old he moves on to simple role-playing games.

Simple role-playing game

The child acts out everyday situations that he often encounters: “Daughters and mothers,” “Shop,” “At a doctor’s appointment.” He tries on a certain role and tries to perform the actions that he saw in an adult; the child demands the same from his partners. In the game, role-playing behavioral stereotypes are learned, so each participant must follow the rules, for example : a child is a seller, an adult is a buyer; a child is a doctor, an adult is a patient. Often children strictly monitor this, so it is better for adults to do as required in a given game situation.

In simple role-playing games, the child talks a lot, even if he plays alone. It is better to participate in such games with two or three people; constant company is desirable for them.

To develop, a child must play. Every day. If the mother manages to find him a suitable partner in the person of the father, grandmother, nanny or older child, then she may, of course, not play. But mothers often don’t play because they don’t really understand the meaning of role-playing games, and also that playing them for a preschooler is much more useful than sorting out notebooks with copybooks and learning tasks.

Children who do not know how to play and do not play at 4-5 years old often have developmental problems - or these are children with whom they simply did not play enough: they find it more difficult to study at school, it is more difficult to make friends, they are more resistant to learning.

To promote the development of such games, talk through the actions of adults and their meaning in different situations when you are with your child. For example : “This is a doctor. He will now take your temperature to understand how you feel. The thermometer must be wiped with disinfectants. And now he will write everything down on the card so that the information is saved.” Such pronouncements additionally calm the child and allow him to feel competent if everything has been told in advance.

Role-playing game

An extended game with a sequence of actions. For example , “family trip”. First, the family packs their suitcases, then goes to the train station or airport, travels by train or flies by plane, arrives at a hotel or home, unpacks their suitcases, and their vacation begins: they go swimming in the river or sea, go on excursions and go to museums.

In such games, characters communicate, quarrel or make peace, roles are expanded and complemented, and children agree on what will happen next: “Let me be the pilot, and you the passenger?” The support of adults is important here, who teach how to deal with conflicts, help clarify the plot of the game, resolve controversial situations and participate in the preparation of props.

Children can act out unpleasant moments in life and even replay it the way they would like: the game helps them experience difficult emotions and cope with them, especially if an adult is included in it, who teaches different ways of living through emotional states.

For example : “She’s probably sad. Let her cry, and this character will feel sorry for her.” Through the game, parents can convey acceptable behavior to their child and explain how best to get out of a given situation.

Children with whom adults have played a lot easily become involved in role-playing games organized by adults at the age of 4-5 years, and from about 5 years old they begin to create such games themselves or together with their peers.

Role-playing games can be everyday ones , describing family relationships; public , allowing you to understand what representatives of different professions do; literary , when plots from cartoons, films, theatrical productions and books are acted out. It is best if children’s role-playing games cover all of the listed types.

Creative role-playing game

The child comes up with the plot himself and modifies it in the process. He may start from some life event, cartoon or computer game, but further develops with the help of his imagination. If no one bothers children and they have play partners, then they usually play throughout elementary school, thus helping themselves to learn new skills, as well as acquire and digest new knowledge.

Some parents are dissatisfied with the fact that their children are playing instead of sitting at home. They probably just don’t know that these games promote intellectual and emotional development.

In some schools, the entire educational process is built on role-playing games, because modern teachers have begun to realize that learning through play is possible not only for preschoolers.

Even adults are now learning using gamification—translating learning into games. This is by far the most effective strategy for teaching both children and adults everything from simple cooking skills to clarifying and developing economic business models. They learn languages ​​by playing dialogues in pairs, participate in personal and corporate training, and play educational computer games.

The peculiarity of the role-playing game is that the student, regardless of age, is given the opportunity to act independently and freely in a specially designed difficult situation, and having gained experience, discover his ignorance without resisting, but by trying to find out what he did not know and achieve understanding. Adults who were not taught to play as children and who did not develop interaction patterns through play have a much more difficult time coping with social life.

Parents who actively play with their children make a huge contribution to their future and to their family, preventing emotional problems in children who find it easier to overcome difficult situations in communication and learning.