Card index of role-playing games for children of primary preschool age.

Ksenia Dragunova

Card index of role-playing games for the younger group

Card No. 1 “Toys at the doctor”

Goal: to teach children how to care for the sick and use medical instruments, to cultivate attentiveness and sensitivity in children, to expand their vocabulary: introduce the concept of “hospital”

,
“sick”
,
“treatment”
,
“medicines”
,
“temperature”
,
“hospital”
.

Equipment: dolls, toy animals, medical instruments: thermometer, syringe, pills, spoon, phonendoscope, cotton wool, jars of medicine, bandage, robe and doctor’s cap.

Progress of the game:

The teacher offers to play, a Doctor and a Nurse are selected, the rest of the children pick up toy animals and dolls, come to the clinic for an appointment. Patients with various diseases come to the doctor: the bear has toothache because he ate a lot of sweets, the doll Masha pinched her finger in the door etc. We clarify the actions: The Doctor examines the patient, prescribes treatment for him, and the Nurse follows his instructions. Some patients require inpatient treatment and are admitted to the hospital. Children of older preschool age can choose several different specialists - a therapist, an ophthalmologist, a surgeon and other doctors known to children. When they get to the appointment, the toys tell them why they came to the doctor, the teacher discusses with the children whether this could have been avoided, and says that they need to take more care of their health. During the game, children watch how the doctor treats the sick - makes bandages, measures the temperature. The teacher evaluates how children communicate with each other and reminds that recovered toys do not forget to thank the doctor for the help provided.

Card No. 2 “Building a house”

Goal: to introduce children to construction professions, to pay attention to the role of technology that facilitates the work of builders, to teach children how to build a simple structure, to cultivate friendly relationships in a team, to expand children’s knowledge about the peculiarities of the work of builders, to expand children’s vocabulary: introduce the concept of “construction”

,
“bricklayer”
,
“crane”
,
“builder”
,
“crane operator”
,
“carpenter”
,
“welder”
,
“building material”
.

Equipment: large building materials, machines, a crane, toys for playing with the building, pictures depicting people in the construction profession: mason, carpenter, crane operator, driver, etc.

Role-playing game "Library"

Summary of a lesson on teaching role-playing games for children in the preparatory group for school with special needs development

Educational objectives:

• expand children’s knowledge and ideas about the librarian profession;
• establish rules of conduct in a public place;
• expand children's vocabulary and enhance speech activity.

Developmental tasks:

• develop dialogic speech in question-and-answer form;
• enrich and activate vocabulary.

Educational tasks:

• form friendly relationships in the team;
• develop a respectful attitude towards people of different professions.

Progress of activities

(The phone rings
.)

Teacher

: Hello!

Manager

: Hello, the head of the library is bothering you. A new library has opened in our area. Could you help our library?

Teacher

: Fine. We agree.

Manager

: Thank you very much. Then we are waiting for you! Goodbye.

Teacher

: Guys, we were offered to work in the library. Do you agree?

Guys

: Yes!

Teacher

: The library is very far away. We need to get to her. What type of transport can be used?

Guys

: Bus.

Teacher

: Guys, now we will go by bus, but for this we need to choose a driver. Who do you think we will choose as the driver?

Guys

: Let's choose Sasha.

Teacher

: Why will we choose Sasha as the driver?

Guys

: Because Sasha loves technology.

Teacher

: Guys, do everyone agree to choose Sasha as the driver?

Guys

: Yes, we agree.

Teacher

: Sasha, do you agree to be a driver?

Sasha

: Yes, I agree.

Teacher

: There is always a conductor on the bus. Guys, we need to choose who will be the conductor. Who will we choose as conductor?

Guys

: Artyoma!

Teacher

: Why will we choose Artyom as the conductor?

Guys

: Because Artyom counts well.

Teacher

: Artyom, do you agree to be a conductor?

Artyom

: Yes, I agree.

Teacher

: Okay, guys, let's hit the road with you.
( The guys build a bus out of chairs, sit in 2 rows, with the driver and conductor sitting in front.
)

Driver

: Hello, dear passengers!
We hit the road. Please fasten your seat belts. I ask you to maintain silence and order in the salon. Give up your seats to elders. There is a conductor in the cabin, pay for your fare. ( The conductor sells tickets to passengers
.)

Conductor

: Dear passengers, pay for your travel. The ticket price is 5 rubles. Keep your ticket until the end of your trip. Please have some money ready.

Passenger

: Here's 5 rubles for you.

Conductor

: Here is your ticket. Take it please.

Passenger

: Thank you.

Conductor

: Keep your ticket until the end of your trip.

Teacher

: Guys, while we are driving to our library, let's talk about it. What is a library?

Guys

: This is a place where books are kept, a librarian works there. This is a home for books.

Teacher

: That's right, guys! The library has two halls or two departments. Who knows what they are called?

Guys

: This is a reading room and a subscription.

Teacher

: There is a wardrobe in the library. Guys, we need to choose two librarians and a cloakroom attendant. Who wants to be a librarian?

Egor

: I want to be a librarian!

Teacher

: Why, Egor, do you want to be a librarian?

Egor

: Because I love books and I dream of working as a librarian.

Teacher

: Okay, Egor. Who else wants to be a librarian?

Maksim

: I want to be a librarian!

Teacher

: Why, Maxim, do you want to be a librarian?

Maksim

: Because I really like to read.

Teacher

: Well done, Maxim. Guys, who will be the cloakroom attendant?

Lisa

: I want to be a cloakroom attendant!

Teacher

: Okay, Lisa. Guys, there is a cafe in the library. We need a cafe worker. Who do you propose to choose as a cafe worker?

Guys

: I’m cooking.

Teacher

: Fine. Varya, do you agree to be a cafe worker?

Varya

: Agree.

Teacher

: Guys, who will you be?

Guys

: We will be readers.

Teacher

: Guys, we are approaching the library.

Driver

: Dear passengers, we have arrived – the “Library” stop. Unfasten your seat belts and go outside. Be careful, the doors are opening!

Teacher

: Guys, let's get off the bus and head to the library.
( The teacher and children get off the bus along the pedestrian crossing, holding flags
.)

Teacher

: Guys, we came to the library.

Wardrobe attendant

: Hello guys.

Guys

: Hello.
( The guys hand over their outerwear to the wardrobe
.)

Wardrobe attendant

: Here is your number, go ahead, don’t lose it, put it in your pocket.
( At the entrance to the subscription the children are met by the manager
.)

Manager

: Hello guys.

Guys

: Hello.

Manager

: I am very glad that you decided to help our library. Have you already assigned roles: who will work with whom?

Guys

: Yes, they distributed it.

Manager

: Please, librarians, take your seats. Readers, come and sign up for the library.

Library Librarian

: Everyone get in line. Hello. What is your name?

Sasha

: Hello, my name is Sasha E. (
The librarian fills out forms for all readers.
)

Library Librarian

: What book are you interested in? What kind of books do you like to read? What or who do you want to read about?

Sasha

: I love reading about technology.

Library Librarian

: Come on in, please choose, we have such books.
Next. I ask you to remain quiet in the library! ( At this time, the wardrobe attendant is cleaning the room. Readers select books and again stand in line with the librarian to write down the selected book. The forms have already been filled out.
)

Manager

: Dear readers, please note that our library has an exhibition dedicated to Yu.A. Gagarin.

Library Librarian

: Come to me, who has already chosen a book.
Next. ( Readers go into the reading room to read the selected books. The cafe worker arranges the dishes and prepares to receive visitors.
)

Manager

: Dear readers, we give the floor to our reading room librarian.

Reading room librarian

: I'll tell you about K.I.
Chukovsky. ( Tells the biography of Chukovsky
).
And now I’ll give you a quiz to find out how much you know K.I.’s fairy tales. Chukovsky. ( The librarian shows illustrations from the fairy tales of K.I. Chukovsky, and the readers name which fairy tale they are from.
)

Library Librarian

: Dear readers!
Our library has interactive Smart Floor equipment. Please go to the “Smart Floor”, we will check how you remember the heroes of K.I.’s fairy tales. Chukovsky. ( Several people. Children find the correct answers on the floor and stand on them
.)

Artyom

(
addresses the reading room librarian
): Sorry, I came across a torn book.

Reading room librarian

: Artyom, don’t worry.
Guys, now let’s go to the “Book Hospital” and together we will repair books. ( Addresses another part of the readers. The guys are helping the librarian with book repairs
.)

Manager

(
addresses the driver
): You will now be a courier, go to the warehouse and bring the books, please.
( The courier goes by car to pick up the books, picks up the books and returns to the library. The books are handed over to the circulation librarian.
)

Library Librarian

: Guys, I hope you really enjoyed playing with Smart Floor.
Well done, everyone answered correctly. Now I suggest everyone to relax and invite you to come to our cafe. ( Readers and librarians go to a cafe where delicious treats await them
.)

Manager

(
addresses everyone
): Attention! A journalist came to our library and wants to ask questions.

Journalist

: What did you like about the library?
What do you remember most? ( Children name their options. The manager hands over library cards and thanks everyone.
)

Nadezhda Morozova, teacher-speech therapist,
Tatyana Velikanova, Rozalia Tairova, teachers, MBDOU No. 101, Ulyanovsk

Progress of the game:

The teacher invites the children to guess the riddle: “What kind of turret is there, and is there a light in the window? We live in this tower, and it's called? (house)

" The teacher invites the children to build a large, spacious house where toys can live. Children remember what construction professions there are, what people do at a construction site. They look at pictures of construction workers and talk about their responsibilities. Then the children agree on building a house. Roles are distributed between the children: some are Builders, they build a house; others are Drivers, they transport building materials to a construction site, one of the children is a Crane Operator. During construction, attention should be paid to the relationships between children. The house is ready and new residents can move in. Children play independently.

Card No. 3 “Stepashka’s Birthday”

Goal: to expand children’s knowledge about the methods and sequence of table setting for a festive dinner; consolidate knowledge about cutlery, cultivate attentiveness, caring, responsibility, desire to help; expand vocabulary: introduce the concept of “holiday dinner”

,
“name day”
,
“serving”
,
“dishes”
,
“service”
.

Equipment: toys that can come to visit Stepashka, tableware - plates, forks, spoons, knives, cups, saucers, napkins, tablecloth, table, chairs.

Progress of the game:

The teacher informs the children that today is Stepashka’s birthday and offers to go visit him and congratulate him. The children take their toys, go to visit Stepashka and congratulate him. Stepashka offers everyone tea and cake and asks them to help him set the table. Children actively participate in this and, with the help of the teacher, set the table. process of the game.

Card No. 4 “Getting ready for a walk”

Goal: to develop in children the ability to select clothes for different seasons, to teach them to correctly name elements of clothing, to consolidate the general concepts of “clothing”

,
“shoes”
, cultivate a caring attitude towards others.

Equipment: dolls, clothes for all seasons (summer, winter, spring and autumn, a small wardrobe and a chair.

What are role-playing games and why are they important?

A role-playing game is a dramatization of some life situation in miniature, when children can practice shopping, try on the role of a builder or doctor, etc. At the same time, it is important for adults to maintain a balance in the degree of control over the course of action: on the one hand, to encourage the children’s independence, and on the other hand, to gently guide them when something goes wrong. For example, if a child takes parts from other children when building a rocket, he needs to explain the importance of teamwork and try to instill respect for his comrades.

Role-playing games should be given special attention already in the nursery group of the kindergarten. Children 2–3 years old are able to actively participate in treating toys, building a house for a doll, bathing or spoon-feeding a naughty baby doll.

The importance of such games is determined by several main points:

• for children this is one of the ways to understand the world;
• participation in properly structured play activities has a positive effect on the development of the child’s personality;
• By acting out simple situations, kids learn to understand cause-and-effect relationships. For example, if a bear is hungry, you need to feed it porridge, and the porridge itself needs to be cooked before that;
• the more a small child plays role-playing stories, the better he adapts to life in a group in the future;
• during the game, the foundations of emotional intelligence are laid - the most important component of personal development;
• In the game, from a baby who is barely beginning to speak, the mother can hear her own words and intonations, see herself from the outside - this helps strengthen the psychological connection between children and parents.

At first, the initiator of the role-playing game is always an adult. He sets the tone, defines the rules, directs the course of action. The older children get, the better they master the science of reproducing scenes from real life or favorite fairy tales, and they can organize such fun themselves. But the teacher or parents should still unobtrusively ensure that the “doctor” is polite to the “patient” and that the “soup” is not cooked in a toy kettle.

Progress of the game:

A new doll comes to visit the children. She meets them and wants to play. But the guys are going for a walk and invite the doll to go with them. The doll complains that she can’t get dressed, and then the guys offer her their help. Children take out doll clothes from the locker, name them, choose what they need to wear now depending on the weather. With the help of the teacher, they dress the doll in the correct sequence. Then the children dress themselves and go out for a walk with the doll. Upon returning from a walk, the children undress themselves and undress the doll in the required sequence, commenting on their actions.

Card No. 5 “Travel with Doctor Aibolit”

Goals: continue to work on developing and enriching the plots of games ; introduce children to the medical profession; teach children game actions, their implementation in a certain sequence: inspection, listening with a tube (phonendoscope)

breast, back, temperature measurement with a thermometer, treatment with tablets;

develop auditory attention, perception, memory by naming objects for treating the doll, remembering the sequence of treatment; teach to give in and exchange toys and roles; to cultivate a caring attitude towards a sick doll, interest and respect for the medical profession; strengthen the ability to perform game actions.

V-l: Children, you and I are going on an interesting journey. Do you want to travel with me? (Yes)

.

V-l: Oh, who came to us? (Children's answers)

.
That's right, this is the good doctor Aibolit. Let's say hello to him and smile at him. (Addresses Aibolit)
. Doctor Aibolit, what happened?

D.A.: The doll Masha got sick,

I didn’t eat semolina porridge,

We need to treat Masha,

Put him to bed in bed.

Vs.: Oh, I’m sorry for Masha, she’s sick.

D.A.: And to cure Masha, you need my magic suitcase, and I left it somewhere.

V-l: We need to help D.A. cure Masha, let’s go to kindergarten and look for him there. (We overcome obstacles like a stream, pebbles, etc.)

And here is your magic suitcase.

Card No. 6 “Bake pies”

Goal: to introduce children to the process of making pies and safety rules in the kitchen; teach to set game goals, perform appropriate game actions, find objects necessary for the game in the environment, lead children to independently create game plans; develop gaming skills and abilities, enrich vocabulary; cultivate respect for other people's work; consolidate the ability to unite into groups in the game , perform game actions.

Equipment: kitchen utensils, dolls, building kit parts (small balls cut in half, substitute items

Article:

The role-playing game is the first test of social forces and their first test.
Children depict people, animals, the work of a doctor, cook, driver, and others. Understanding that a game is not real life, children at the same time truly experience their roles, openly show their attitude to life, their thoughts, feelings, and perceive the game as an important and responsible matter. The task of the teacher is to teach children to play, live by common interests, and show kindness to their peers.

Role-playing games for young children usually reproduce the actions of those adults whom they observe in everyday life. To organize role-playing games in the younger group, preliminary work is carried out - a conversation with children, reading fiction, looking at illustrations.

In the younger group, the child cannot imagine the game before it starts, does not understand the logical sequence between real events. Children often repeat in the game the actions with toys shown by adults and related to everyday life, let's feed the doll Masha, put Masha to bed. We'll feed him again and put him to bed again. Interest in actions often dominates, so the goal of the game escapes the child’s sight. For example - A girl sat her doll daughters at the table, and she went off to prepare dinner, got carried away with activities with pots and pans, and her daughters were left unfed.

The peculiarities of the game of young children are that he does not yet have a role, he is only aware of it, simple plots with 2 or 3 interrelated actions appear in the game, the child is actively preparing to take on the role, self-awareness and imagination begin to actively develop child. Kids understand that while remaining themselves in the game, they can simultaneously perform some role (I am Me and I am a bunny or a driver).

Peers in the game are of little importance (the child is passionate about personal play); the child enters into contact for the sake of his own interests - to take possession of the toy. For younger preschoolers, everyday activities predominate: cooking, bathing, driving, etc. Soon role designations associated with one or another action appear: I am a mother, I am a driver, I am a doctor. The role taken gives a certain direction and meaning to actions with objects.

Children prefer to play the roles of those adults whose activities require certain paraphernalia: Mom has a set of household items, the doctor has honey. tools, medicines, the driver has a vehicle. In this way, a role is played out; children of primary preschool age use toys and real objects. The main task of the teacher is to develop gaming skills in children of the younger group that contribute to the development of independent story-based play.

The game is developmental in nature if it is organized by an adult on the principle of solving game problems.

When formulating a game task, both direct and indirect methods of pedagogical guidance can be used. So the game task can be posed directly: “Put the doll to sleep”, it can be formulated in an indirect form: “The doll wants to sleep” and then less specifically: “The doll is tired - in this case the child looks for a solution himself. The teacher must develop purposeful play activities, teach them to come up with a goal in the game and select play actions according to it.

The teacher must carefully think through a series of gradually more complex gaming tasks that he and the child will solve in joint play.

To do this, he must provide in advance leading questions, approximate tips during the game, causing the desire to solve the game problem. The teacher should teach how to perform several play actions with one object and transfer familiar actions from one object to another. Develop purposeful play activity, teach to come up with a goal in the game, select

under it play actions, to promote the desire of children to independently select toys and attributes for play, to use them as substitute objects. With the help of the teacher, children learn to perform several game actions combined into a plot. The teacher gradually leads children to understand the role of the game, develops initial skills in role-playing behavior, teaches how to connect the plot and actions with the name of the role, develops the children’s ability to interact and get along with each other in joint play. What is important is the teacher’s direct participation in the game, the child’s direct communication with the teacher and not with the toy. The teacher teaches children to play and himself participates in the game on an equal basis with the child, helping the child to enter into the character, that is, he will designate it with the word: You are a driver, well done Natasha, you are like a real doctor listening to the doll with a straw.

The rating in the game is always positive: “What a great guy, what a good driver, polite; What a delicious soup you made, well done.” The assessment records the children's attention to the role or to the role-playing action; when matched with this role, younger preschoolers in the play corner should have more copies of real objects than substitute objects. Items for play should be located at the height of the child, be accessible, and the equipment should be multifunctional.

The teacher must analyze the children, identify the cause of the difficulties and offer joint assistance, plan methods and techniques for managing the role-playing game, as one of the most important conditions for its development.

Bibliography

1. Bozhovich L.I. Personality and its formation in childhood. - M.: Pedagogy, 2007. - 471 p.
2. Vygotsky L.S. Game and its role in the mental development of a child // Questions of psychology, 1961. - No. 2. — P.62-76.
3. Zvorygina E.V. Children's first story games. M: Enlightenment. 1988
4. Mikhailenko N.Ya. Theory of plot-role-playing games. - M.: UNITY. 2010. -365 pp.
5. Elkonin D.B. Psychology of the game. — 2nd ed. - M.: VLADOS, 1999.
6. Ivankova, R. A. Planning of pedagogical work on the formation of role-playing games for children of early and preschool age // Preschool education: Traditions and modernity. - No. 4.-2002. -p.53-56.

Progress of the game:

Voss: -Children, do you want to play with me? I will bake pies. Look what I have (takes the lid off the box and puts it next to it)

.

-I will knead the dough for pies. That's it, that's it! (Mixes parts from the builder in the box.)

What do you like pies with? With jam? This pie is for you, it’s with jam (shows how to make a pie)

.

-Oh, where should I put the pies? What are we going to bake them on? (It’s good if one of the children guesses that you can use the lid of a box lying on the table for this.) Indeed, you can put pies here! Let it be a baking sheet, like in mom's kitchen.

-Sonya’s pie with jam will be here. What does Serezha like with his pie? Do you want it with cabbage or apples? Here it is, a pie with apples and Elya is making a pie, and Albina.

-We still have room, let's make another pie. Who will help me?

-Polina, knead the dough. That's how you get good at it!

-Now make a pie like I do. Place it on a baking sheet. (Offers to other children.)

There were a lot of pies. There is not a single free space left. You have to put it in the oven and let it bake. Where will we have the oven?

-Olya, where are we going to bake pies? Here? (You can use any substitutes.)

Is this a stove? Turn it on quickly! They put out the pies.

- How are our pies?

-Smell how delicious it smells.

-Olya, look, are the pies already browned?

-Of course they are ready. I'll take them out of the oven now. Be careful, it's hot!

-Help yourself. Whose pie is this? Tasty?

(I distribute pies to everyone. If the children take the “pie”

in your mouth, stop them.)

These pies turned out delicious.

We ate, but the dolls remained hungry. They want pies too

Card No. 7 “Doll Birthday”

Goals: to introduce children to the rules of table setting, table manners, and tableware; teach how to correctly find and select utensils for tea drinking;

continue to enrich the content of games; promote the unification of children for joint games; enrich vocabulary; cultivate a desire to observe norms of behavior at the table, respectful attitude towards each other.

Equipment: teaware, tablecloth, doll in an elegant dress, figurative toys (bear, hare, barrel of honey, carrot. You can use substitute items.

Progress of the game:

The teacher says that today is Katya’s doll’s birthday and she invites you to visit. Advises the children to think about what they will give Katya, how they will please her. He suggests that they can come to visit with a bear and bring a barrel of honey or with a bunny who will give Katya a delicious sweet carrot.

Then the teacher invites the children to help Katya beautifully set the table for the guests and prepare tea.

Children are going to a birthday party.

When repeating the game, you can celebrate the birthday of a bear, bunny, cat, etc.

Card No. 8 “Dolls for a walk”

Goals: continue to develop interest in playing with dolls and building materials; learn to use acquired skills in the construction of simple buildings; consolidate the ability to play together, share game material; develop children’s desire to establish relationships in play and enrich their vocabulary; cultivate interest and respect for each other, the desire to comply with norms of behavior; consolidate the ability to distribute roles; encourage children's independence.

Equipment: a set of large building materials: bricks, cubes, prisms, plates, dolls of different sizes, cars of different sizes, shaped toys: nesting dolls, hares, bears.

Card index of games as a useful tool for educators

The card index of role-playing games is a kind of cheat sheet for the teacher, which will not allow you to lose sight of important points. That is why when designing it, first of all you need to take into account ease of use, and only then aesthetics. Folders with transparent files have proven themselves well: the paper media in them is almost not subject to wear, they are easy to replace or make edits and additions to the cards.

The maximum information content of each such card is ensured by the presence of the following points:

1. Purpose of the game. All the developmental and educational functions of the game are listed here in detail (expanding vocabulary, getting to know the profession, learning the rules of etiquette, etc.).
2. Equipment. A list of main and secondary items necessary to create a game situation and implement the corresponding actions, indicating possible substitutes. It is advisable to note what parts of the props the children themselves can make (model fruits for dolls out of plasticine, cut paper bills).
3. Introduction. It is necessary to get the kids ready for the game, talk to them, for example, about what they know about being a driver or hairdresser, or whether they have ever been to a zoo. It is useful to write down a short story and a few questions for children in a card index.
4. Dictionary. Each role-playing game examines a part of some sphere of life in which characteristic words are used. For example, for the game of dressing a doll for a walk, these will be “weather”, “wind”, “sun”, “rain”. Even if all these words are already known to the baby, it is important to consolidate their association with the topic of the walk.
5. Distribution of roles. From the very beginning, you need to determine who will be who, and the maximum number of children should be involved. The variety of roles increases the older the guys are. For example, for a game of cafeteria, the younger group may have two cooks, and everyone else is designated as patrons.
6. Progress (scenario) of the game. In detail, but clearly, without distracting details, this paragraph provides approximate dialogues and the order of actions in the game. For the younger group, the script should contain no more than 1-2 plot moves. For example, for going to the store one specific purpose is chosen (buying a new dress for a doll), and the theme of a family holiday is limited to setting the table for tea and treating guests.
7. Teacher's notes. It is useful to attach a blank lined sheet of paper to the card describing the game, on which the teacher quickly notes which of the children was poorly involved in the game process, what to pay attention to next time, and similar points. In the future, thanks to these comments, the game can be adapted to a specific group of children or supplemented with new details.

Use photographs of the most successful moments of the gameplay in the design - this will enliven the card index and emphasize its uniqueness.

As children move from nursery to junior, then to middle and subsequent age groups, role-playing games become more complex and acquire new plots and details. The file of the teacher, who continues to supervise this team, is also growing. Another option is to have several folders. This is convenient if the teacher works in several groups with children of different ages.

Progress of the game:

The teacher says that the dolls want to go for a walk.

-Let's put them on for a walk. And we will ask our boys to build paths, a train, a car, a slide for our daughters, so that everyone will have fun and interesting while walking.

Children dress dolls.

The teacher asks who will build what for the dolls and what. During construction, he assigns the names of construction parts, their size, color, and encourages children’s independence and friendly play. If necessary, helps dress dolls for walks.

When the dolls are dressed and the buildings are ready, you can invite the children to walk along the paths with the dolls.

When the game is repeated, the construction of one or two new, more complex buildings is introduced. The teacher gives an example of playing with them not only with dolls, but also with other figurative toys (if you put a skirt and scarf on the pin, you get a matryoshka doll)

.

During such games, the teacher gradually leads children to joint play activities.

Card No. 9 “Bathing a doll”

Goals: to teach how to combine games with a single plot : first, the doll must be undressed, bathed, dressed, put to bed, correctly named objects and their purpose; consolidate a variety of game actions; develop gaming skills; enrich vocabulary; cultivate respectful attitude towards each other and careful attitude towards toys.

Equipment: bath, soap (brick, soap dish, towel, ladle (all items in 2-3 copies)

;
Katya doll (her are “dirty”
).

Formation of a center for role-playing games with the help of parents. Junior group

Elena Bumazhenko

Formation of a center for role-playing games with the help of parents. Junior group

Goals and objectives: to form an active position of parents in the development of children's play activities.

Achieving this goal is expected through solving the following tasks:

— Improve the quality of work of the kindergarten in interaction with parents ;

— Expand parents’ knowledge about role-playing games and their role in the development of the child;

— Develop the creative abilities of adults and children in the process of joint activities;

— To get interested in the problem of introducing a child to play in a family and kindergarten setting;

— Enrich parent-child relationships with the experience of dialogic, emotionally rich communication.

Relevance: The main thing in the work of any preschool institution is the preservation and strengthening of the physical and mental health of pupils, their creative and intellectual development, and providing conditions for personal growth. The successful implementation of this large and responsible work is impossible in isolation from the family, because parents are the first and main educators of their child from the moment of birth and for life. Effectively organized interaction with parents in preschool educational institutions , as one of the methods for developing play activities, makes it possible to significantly increase children’s independent play activities, develop play skills and imagination. It also makes the educational system of preschool educational institutions open to the active participation of parents . By gaining experience in play communication parents are freed from emotional tension in communicating with children, respect the child, his - I -, temperament, get acquainted with games and rules, develop their creative abilities, the ability to organize their activities. In the process of work, parents evaluate options for using their own experience in communicating with their child and develop constructive communication skills. Joint play between preschoolers and adults is not only the main means of child development, but also a tool that promotes mutual understanding between different generations.

We began our work by enriching the subject-game space with the goal of developing joint play and the ability to follow role-playing behavior. This work was carried out jointly with the parents of the children in the group . Parents brought attributes inherent to their profession to their children, thereby enriching the developing subject-spatial environment. Together with the teacher and parents created a playground for role-playing games “Professions of my family”

.
parents from different families came once a week for a month . They told and played out stories from their profession .
Parents, with the help of the teacher, set up a corner of their profession for the game (for example, the parent seller installed a cash register, a machine for paying for purchases with a bank card, children were given improvised banknotes, bank cards). Food and household goods were placed separately so that children learned to classify purchases, thereby enriching their vocabulary.

With the help of Dmitry Sergeevich , Seryozha Kh.’s father, the developmental spatial environment was enriched: maps, road maps, various documents (licenses, technical passports of cars, car first aid kit.

And also, with the help of parents , such attributes as road signs, traffic lights, and telephones were created.

Game name: "At the Doctor's"

.
Alisa M.’s mother, Elena Igorevna, who works as a nurse in a city clinic, was invited for this game. Elena Igorevna brought medical supplies to the group : a thermometer, a syringe, a spoon, a phonendoscope, cotton wool, empty medicine bottles, a bandage, a robe and a cap for a doctor.

Game name: "Barbershop"

.
the Beauty Salon
, was invited for this game .
For this role-playing game , with the help of Nelya Mikhailovna , the spatial environment developing the subject was enriched: fashion magazines, elastic bands and hair clips, badges for employees, empty shampoo jars, hair dyes.

Game name: "Supermarket"

.
Nikita S.’s mother, Elena Vladimirovna, who works as a cashier in a supermarket, was invited for this game. For this role-playing game , with the help of Elena Vladimirovna , the spatial environment developing the subject was enriched: overalls for sellers and cashiers, checks, bags, newspapers, price tags, scales. And also, with the help of parents , attributes such as money and account books were created. For the game we needed sets of products (plastic vegetables, fruits, waste material, sets of small toys.

Conclusion: role-playing games with their parents with great pleasure , switched roles, imagining themselves as real buyers and sellers, stood patiently in line, politely served customers and chose goods with interest. All children were involved in the game.

The parents coped well with the task: to develop gaming skills in their children in a role-playing game . We enriched our vocabulary, developed speech, imagination, and polite interaction with each other. Cooperation between the preschool educational institution and the family was organized with the aim of developing the ability to perform several game actions, united by a plot outline, the help of .

The conducted role-playing games evoked in children a feeling of joy, an emotionally positive attitude towards kindergarten, a desire to attend it, enriched them with new impressions and knowledge, encouraged active creative activity, and contributed to the development of gaming skills in children of primary preschool age.

Progress of the game:

The teacher, turning to the doll, asks:

Oh you dirty girl

Where did you get your hands so dirty?

Then he speaks to the children.

-The Katya doll got dirty. We need to buy it. What do we need for this?

When washing the doll is finished, the teacher invites Elya to dry it with a towel.

-The doll has become clean.

Then the doll is dressed and put to bed.

The game can be repeated 2-3 times with the involvement of children who have a low level of gaming skills.

Card No. 10 “Let's take the dolls for a ride in the car”

Objectives: to introduce children to the profession of a driver and the rules of safe travel on transport; teach children to unite 2-3 children for independent games, lead children to independently conceive game plots ; continue to develop the ability to transfer familiar actions with building materials to new game situations, perform actions in accordance with the role (driver, passenger)

; to cultivate interest and respect for the driver’s profession, the desire to comply with the norms of behavior in public transport.

Equipment: a set of building materials (cubes, plates, bricks, steering wheels (2-3 pieces), dolls, shaped toys (bear, hare, fox, in the construction corner the teacher has built a car in advance.

Progress of the game:

The teacher puts him on a car (made in advance from large building material)

Katya doll. Says:

-the doll wants to ride in a car. Who will be the driver?

-Thank you, Sasha, you were a good driver. Look, more guys have come to see you. They also want to play their toys. How do you ask Sasha about this? (Sasha, please give my Sveta a ride.)

-And so that you don’t have to wait long, let’s ask Vanya to be the driver too. Let's help him build a car. You bring us cubes and bricks, and Vanya and I will build. Invite passengers.

Card No. 11 “Zoo”

Goals: to ensure children's interest in role-playing games , to help create a play environment; teach children to distinguish the characteristic features of the appearance of wild animals; develop speech, enrich vocabulary, consolidate sound pronunciation; introduce the behavioral characteristics of these animals; contribute to the expansion of knowledge about animals, their appearance, characterize them from memory; fostering a kind attitude towards animals, love for them, care for them, friendly relationships in the game.

Equipment: building material (large, small Lego, a set of animals, a white coat for a doctor, a thermometer, a phonendoscope, a first aid kit, a cash register, tickets.

MAGAZINE Preschooler.RF

1. before starting the game, you need to determine the goal of this game, find out with the help of which tasks you can achieve your goal;

2. think over techniques and methods of work;

3. Before playing the game, you need to find out what the children know about the upcoming topic of the game. Let’s say we are planning to conduct a role-playing game on the theme: “Hospital” . We need to know whether children have any idea about the hospital, whether they know who works there, who goes there, etc. If children have a small stock of knowledge on this topic, as is usually the case in the 2nd junior group, then the teacher needs to replenish it.

4. before the game, it is worth involving children in the production of the necessary paraphernalia or models; 5. find out what the children of this group are interested in in order to come up with the most interesting game. If a role-playing game is carried out with the aim of learning new material, then its content should correspond to the capabilities of the children;

5. During the development of the plot, the teacher can give advice aimed at developing the game: “mother” to go with “daughter” to the “holiday” . Such tips enrich the content of the game. The teacher can also be a participant in the game, usually 2 ml. This is a must for the group. In the first long games, playing a leading role makes it possible to direct children’s imagination, influence the development of the plot, and encourage children to communicate;

6. during the role-playing game, the teacher needs to ask questions addressed to the children, which contribute to its enrichment and development; 7. pedagogical support for games should be built taking into account the gradual development of independence and creativity of the child;

8. to achieve a positive result, use surprise moments in role-playing games because This is especially interesting for children of this age; 9. The subject-game environment of a preschool institution should be constantly changing, then children will maintain interest in role-playing games;

10. After the game, you need to analyze the past game with the children. Find out what was wrong and what should have been done right. Consolidate the knowledge that children learned from the previous game;

11. After discussing the game with the children, the teacher should analyze the game from the teacher’s perspective. Did you achieve the previously set goal during the game? Find out all the pros and cons and try to take them into account in the future;

12. We must not forget that role-playing games must be carried out systematically, and not occasionally, then success in their implementation will be guaranteed.

Progress of the game:

Today the zoo came to us. At the zoo you can see different wild animals! Hurry, hurry!

There are funny animals at the zoo.

Part 2: I give children tickets to the “zoo”

.

Part 3:

- Guys, which of you was in the “zoo”

?

— Tell me, what is a zoo?

ZOO – a zoological park, a place where you can see different animals. They were brought from different countries.

— Who takes care of the animals in the zoo?

(Human)

.

- What else is he doing at the zoo? (protects, protects)

.

— What is our mini-zoo made of? Does this mean which one? (small)

.

— And so that the animals do not run away, what has been done for the animals (enclosures)

.

— What are the enclosures made of? (from Lego)

.

— A very beautiful zoo. Large and spacious.

- Let's see what animals live in our zoo? (children list)

“Our animals came to us from hot countries where it is warm in winter, and they will be cold here.

- What do you think needs to be done so that they can survive our cold winter? (build them houses)

.

— I suggest you build houses from wooden building material.

We built houses for animals. Now they are not afraid of our harsh and cold winter.

— Did you like the game at the zoo?

— Which animals piqued your interest?

—What animals would you not like to meet in the forest?

— Do you think wild animals need our help, like domestic animals?

— Why can’t you have wild animals in your apartment?

Our tour of the zoo is over, but we will come here again.

Card No. 12 “Professions”

Goals: to develop children's interest in role-playing games , to help create a play environment; enrich vocabulary, consolidate sound pronunciation; to develop in children the ability to use building floor materials and act with them in a variety of ways; consolidate previously acquired knowledge about the work of a doctor, seller, hairdresser; cultivate friendly relationships in the game.

Game card index at home

A kindergarten teacher has to supervise a whole group of children, often a very large one. Therefore, for him, the card index is a serious help in his work. But in a family where all the attention is focused on one or two kids, this is not so necessary.

Creating a home game card index is rather a pleasant joint activity for mother and child. Still, it makes sense for several reasons:

• The preschooler’s creative abilities develop, especially if his drawings and appliqué elements are used in the design;
• children's imagination is activated, in the process new ideas appear not only on the design of the card index, but also on the content of the role-playing games themselves;
• The folder is convenient for storing small elements of props - paper money, doctor's prescriptions, tickets to the zoo;
• the child’s interest in games increases - he begins to look at them in a new way, the ability to critically evaluate the behavior of others and his own develops;
• The finished card index grows with the child, new games and new photographs are added.

Such a colorful and meaningful folder will become a real family treasure and can also be useful for younger children. In addition to the folder, you can have several convenient boxes or plastic containers where gaming equipment will be stored. Each such container must be signed accordingly. This will allow you to keep your toys in order and save space in your apartment.

Make it a rule to collect props after playing with your child. This disciplines him.

Role-playing games are a serious part of the educational process. Detailed and organized, they help adults not only to keep children busy in a fun and useful way, but also to establish close contact with them and improve the atmosphere in the team. Over time, the card index of games turns into a treasure trove of experience, an indispensable assistant to the teacher.

Progress of the game:

Educator:

We build cribs, a chair, a tap for washing hands, and set the table. We carry the cubes one at a time, without disturbing anyone. The doctor, hairdresser and salesman go to their work. And the rest of the kids take care of their children. (I help develop the game, establish relationships between those who have chosen certain roles, and help implement into the game the impressions the children received earlier.)

A certain amount of game time passes.

Educator:

Evening has come in our town, the working day is over, the hospital, hairdresser, and store are closing. We put everything back in place.

All the kids did well, tell me, who were you today, Vanya? How did you take care of your son? Where did you go with him? Dasha, what did you feed your daughter? Julia, which bed did you put your daughter to sleep on? What kind of doctor was Kirill? Hairdresser? Salesman?

Card No. 13 “Hospital”

Goals: continue to introduce children to the professions of doctor and nurse; arouse interest in the professions of medical workers; develop children's speech and enrich their vocabulary; help children establish interactions in joint play; cultivate a sensitive and attentive attitude towards the patient, kindness, responsiveness, and a culture of communication.

Equipment: medical cards according to the number of children , a toy phonendoscope, a spatula, an ENT mirror, a thermometer, brilliant green, a table, 2 white coats for a doctor and a nurse, 2 white caps, cotton wool, a bandage, a syringe.

Progress of the game:

A teacher-doctor acts out a dialogue with a bunny-patient (child)

.

Doctor. The hospital opens. I am a doctor. Who came to my appointment?

Bunny patient (complaining)

.I am doctor.

At the doctor's office, sit down, patient. Tell me exactly where your pain is concentrated?

Patient. I have a cough and my ears hurt.

Doctor. Let me listen to you. Breathe deeply. (Listen to the patient with a tube.)

You are coughing a lot.
Show your ears. My ears are inflamed. Now we need to measure the temperature. Take a thermometer. High temperature. You need to take medicine. This. (gives a bottle.)
Pour into a spoon and drink every day. Did you understand?

Patient. Yes. I will take the medicine as you ordered. Thank you Doctor. Goodbye.

Card No. 14 “Katya got sick”

Goals: to diversify children’s role-playing participation in playing with a doll; contribute to enriching the plot of children's games ; develop children's speech and enrich their vocabulary; help children establish interactions in joint play; cultivate friendly relationships in the game.

Materials and equipment: spatula, phonendoscope, thermometer, medicines (substitute items are used)

;
doctor's bag, gown, cap (2-3 copies)
.

Card index of plot-role-playing games for kindergarten. Second junior group

Story-based role-playing games

Mail games. Game-situation “The package has arrived” No. 1

The teacher brings the package and tells the children that it came from the Goat’s mother. Educator: “The goat loves her kids, gives them milk, protects them from the wolf. The goat sent the children fresh sour cream. What will we send to the goat? Let's send her apples in a parcel." Children take the balls and put them in the parcel. Educator: “The goat will be happy, she will treat her kids.” The teacher gives the parcel to the children and they play independently (put different gifts in it for grandmother, for mother, for dolls).

Hospital games. Game-situation. “The Bunny Is Sick” No. 2

The teacher-doctor acts out a dialogue with the bunny - the patient. Doctor: “The hospital is opening. I am a doctor. Who came to see me?” Bunny patient (plaintively): “I’ve come.” Doctor: “Sit down, patient. Tell me exactly where your pain is concentrated?" Patient: “I have a cough and my ears hurt.” Doctor: “Let me listen to you. Breathe deeply. (Listen to the patient with a tube.) You are coughing a lot. Show your ears. My ears are inflamed. Now we need to measure the temperature. Take a thermometer. High temperature. You need to take medicine. This. (gives a bottle.) Pour into a spoon and drink every day. Did you understand?" Patient: “Yes. I will take the medicine as you ordered. Thank you Doctor. Goodbye". The game continues without the participation of an adult.

Hospital games. Game-situation “The doctor came to us” No. 3

The teacher points to the toys sitting on the sofa - a bunny, a bear, a doll, a hedgehog - and says: “What a line at the hospital! Animals, are you all sick? But the doctor left to see the sick, and there are no more doctors. What to do? We urgently need a doctor. Who will treat the sick? Lena, will you be a doctor? Will you treat sick animals? Put on a robe. Now you are a doctor. Call the sick into the office." The doctor listens to the patients, looks at the throat, gives medicine. Educator: “Doctor, we have an office in the hospital where they warm their ears and nose. I'm a nurse, I give injections. Your patients will come to me.” Patients are being received. The nurse helps the doctor: writes out a prescription, warms the ears and nose with devices, and gives injections. The teacher says: “I have to go home, my work is over. Who will be the nurse? Olya, come work for me. Bring your dolls to Olya for treatment. She gives the injections well, it doesn’t hurt at all.” The game continues without the participation of an adult.

Shop. Game-situation “doing shopping” No. 4

The teacher takes the bag and says, without addressing the children: “I’m going to the store, I need to buy flour. There's a queue at the store. What are they selling? Flour sugar. Here is the Rita doll. Rita, what do you want to buy? Flour? I'll get in line behind you. Who is our seller? (Addresses the girl.) Lisa, are you a salesman today? Rita and I came to your store.” Buyer (teacher): “Hello, I want to bake a cake, I need flour, give me one bag of flour.” Seller (child): “Here, take it.” Customer: “I still need something for the filling. I love cabbage pies. Do you have any cabbage? Seller: “Yes.” Buyer: “Give me a head of cabbage. And now I need cottage cheese, I’ll bake cheesecakes. I love cheesecakes with raisins. Do you have cottage cheese and raisins?” Seller: “Yes.” Buyer: “Are there any gingerbread cookies?” Are they mint or chocolate?” Seller: “Mint.” Buyer: “I’ll take some gingerbread.” Thank you. My daughter will be happy. She loves pies and gingerbread. Goodbye!"

Shop. Game-situation “What to wear on your feet? No. 5

The teacher turns to the doll standing barefoot: “Katya, why do you have bare feet? You might freeze! There is no one to feel sorry for you. Where is your mother? Olya, isn’t that your daughter running around barefoot? Then you won’t have much trouble with her: her throat will hurt, her temperature will rise, she won’t be able to go for walks.” (Olya approaches the doll and takes it in her arms.) Teacher: “Where are her shoes? No? Then you need to go to the store. Let's go pick out some shoes for your daughter. I work in a shoe store. There's a lot of goods there. Take the bag." The teacher and the girl go to the store. Seller (teacher): “In our store you can pick up whatever you want. What shoes do you want to buy? Boots? Buyer (child): “Yes.” Seller: “Do you prefer red or white shoes?” Buyer: "Red". Seller: “Try on the shoes for your daughter. Did they suit her? Buyer (trying on shoes for the doll): “They fit.” Seller: “Thank you for your purchase. You are happy?". Buyer: Yes. Thank you".

Salon. Game-situation Fashionable hairstyle No. 6

The teacher says: “I am a hairdresser. The queue is long, it’s hard for me to work alone. Who will work as a hairdresser with me? Lena, let's work together. The bear has come to get a haircut.” Lena works, imitating the teacher. Children come with toys or act as clients themselves. Educator: “That’s it, I’ve finished my work. I'm going to the hospital, my throat hurts. Who will take my place? Lisa, be a hairdresser for me. Will you work with Lena?” A new hairdresser—Lisa—comes and accepts clients.

Salon. Game-situation Fashionable hairstyle No. 7

The teacher asks the doll where she got such a beautiful hairstyle. The doll “answers” ​​that she went to the hairdresser. The teacher announces that he is opening a hairdresser and invites the children to visit it. Educator: “The doll Polina came to me. Polina, what do you want to do with your hair? Shall I get my hair cut? Doll: “Hairstyle.” Teacher: “Then sit down more comfortably. (Does her hair.) The hair is ready. Look in the mirror. Like?" Doll: “I like it very much.” Teacher: “Who’s next for me? Hello, Petya. Shall I cut your hair? Sit down. Here are the scissors, here is the comb. The haircut is ready. Do you like it?" Petya: “I like it.” Teacher: “Come again.”

Games with toy animals. Game-situation “Games with a Bug” No. 8

The teacher approaches the toy dog ​​and addresses the playing children: “A dog is walking near our kindergarten. I don't know what her name is. Who is her owner? Misha, maybe you? Why did you go so far, your dog got scared. Look, she has her ears flattened, looking around in fear. (The child takes the dog.) Teacher: “Dog, do you love your owner? Do you, Misha, love your dog?” Educator: “Let’s, guys, ask the dog’s owner what his name is. (The child says the name of the dog.) Her name is Zhuchka. What can she do? Bug, can you jump? Jump over the stick." (The boy holds a wand, and the teacher takes the dog and the dog “jumps over the barrier.”) Teacher: “Oh, well done, Zhuchka. One more time, one more time. Do you want to eat, Bug? Soon the owner will feed you. Where is your bowl? (The child gives the dog “food”, she “eats.”) Teacher: “Look, Mishenka, your dog is wagging its tail, whining joyfully, and caressing. She was full and cheerful. And now, Bug, you can go to bed. Where is your place? On the rug? Where's the rug? (Child shows). Then the children play with the dog on their own.

Games with toy animals. Game-situation “Animal Circus” No. 9

The teacher hangs a poster with animals on it on the board and says: “Attention, attention!
Today the circus came to us. Trained animals will perform in the circus! Hurry, hurry!” Educator: “There are funny animals in the circus: a monkey, a lion, tiger cubs. Dear viewers, would you like to buy tickets? The teacher hands out “tickets to the circus” to the children and says: “The lion performs first. He can jump: up! Once again: up! (Demonstrates a toy lion jumping over the crossbar) Well done! Let's clap." Educator: “Now the tiger comes out. He can also jump high through hoops. (Demonstrates the jump of a toy tiger.) He jumped beautifully, deftly! Let's clap for him too. The agile monkey can swing on a swing: up and down! Up down! (Demonstrates the skills of a toy monkey).” Educator: “And in the circus there is a parrot, he can sing couplets: I am a parrot, sitting on a branch, Singing songs in a cage. Take a ticket and come! The performance of the animal artists is over. Goodbye!". The animals come out to bow, the children applaud. Note.
After 1-2 days, the game can be repeated, and then leave the equipment in the group for children to play independently.

Games with dolls. Game-situation “Getting to know the dolls” No. 10

The dolls are sitting on the sofa. The teacher brings another doll and says to the sitting dolls, arousing the curiosity of the children playing nearby: “Hello, dolls. You are resting? Your friend, the doll Vera, has come to see you. Do you want to meet her? Vera the doll gets to know all the dolls. The teacher invites the children who come closer to introduce their dolls to Vera. The teacher gives the children different instructions: offer the doll Olya tea, move the doll Katya closer to the window, treat the doll Nastya with a pie. Thus, children remember the names of the dolls and name them during the game, answering the teacher’s questions: “Who sits closest to the window?” Who drinks tea? Who got the pie? Game option (for children over 2.5 years old). Children can come up with names for the dolls themselves.

Games with dolls. Game-situation “The doll Vera has a new closet” No. 11

The teacher is transporting a wardrobe in a toy car. He stops the car next to the doll corner and announces: “A new wardrobe was brought from the furniture store on a truck. Where to unload? Children run up to the car, the teacher asks the boys to help with unloading, and the girls to choose a place for the closet. The teacher praises the purchase and discusses with the children whether they brought a good wardrobe for the dolls. The children and the teacher look at it, open the doors, and discuss what can be put in the closet. Teacher (to the dolls): “Dolls, we bought a wardrobe for your new girlfriend in the store. Now Vera can store her outfits there. Vera, you have many helpers, they will collect your clothes.” Teacher (addressing the children): “Shall we help Vera? Kolya, what should we put on the shelf? A hat? Here, Vera, Kolya has a hat on his shelf, and now you have it too. Lena, where should I put the shoes? Help us, please, bring the boots. Where's the jacket? We'll hang it on a hanger. Look, Vera, everything is in its place: both clothes and shoes in the closet. You can get ready for a walk." Game option. The teacher turns to the children: “Moms, are your daughters’ clothes in order?” Children arrange their dolls' clothes themselves.

Games with dolls. Game-situation “Cleaning the room” No. 12

The teacher tells the children: “Faith has finally recovered. We can all put things in order together. Who will take the vacuum cleaner? Take it, Galya. Who's the rag? Take it, Valya. Misha, bring us some water. Let’s get started, I guess.” Educator: “Our faith is such a neat thing. She loves the room to be clean and beautiful. Vera sweeps, Valya washes the floor, Galya wipes the dust. Misha, help me move the chairs. You guys do it really well. The floor is shiny, there is no dust. Together it works quickly: one or two and it’s done! Look around - cleanliness! We have a good hostess Vera. And you guys are great - you tried. Now rest, workers."

Games with dolls. Game – situation “A new doll gets acquainted with the play corner” No. 13

The teacher brings a new doll to the group and says that her name is Christina. Children look at the doll. The teacher begins to show the doll a play area: kitchen, bedroom, etc. children help the doll get comfortable: they show kitchen utensils, the contents of wardrobes, bathing accessories, etc. Game option (for children over 2.5 years old): children are given greater independence: they can name and show objects on their own initiative.

Games with cars and other vehicles Game-situation “A car is driving down the street” No. 14

The teacher approaches the child driving a toy car and asks what he is doing and where his car is going. If the child finds it difficult, the teacher prompts him with a game situation (the car drives through the city, then into the garage). The teacher, with the help of demonstrations and advice, helps the child diversify play actions: roll the car back and forth, drive it with turns, obstacles (go around them), to a specific place or object. The teacher helps the child feel like a driver who can plan his actions: (I’ll go to the garage, I need to go to the dacha). Note. By the age of 3, the child gradually gets used to the role, calls himself a driver, that is, takes on this role.

Games with cars and other vehicles Game-situation “Car Wash” No. 15

The teacher comes up to the children playing with cars and says: “Your car drives well, Zhenya, but, in my opinion, it’s a little dusty. I have a hose, you can pour water on it and wash it. The car loves to be washed and looked after.” Educator: “Do you need a rag or a washcloth? Wet a cloth and wipe the doors, body, glass. The car was dry and shining. What a caring driver she is!”

Games with building materials. Game-situation “Let's build a tower for the princess” No. 16

The teacher brings a beautiful princess doll to the group, sits her on a chair and tells her: “Princess, your house will be built soon. We need to choose a good place. I'll call the builders. Who will build a house for the princess? Lena and Lisa, do you know where the construction site will be? Then find us a suitable place where there will be a home for the princess. (The girls find a place for a house.) Educator: “Now we need building materials. Gena and Sasha, help us, please select everything we need for construction. What do we need? (children name materials: bricks, boards, stones, sand.) Children, you will be builders. Build a good house, like a tower.” Children, together with the teacher, build a turret using a building kit and available materials. At the end of the game, the teacher shows the new house to the princess and says: “This is your new house - the tower. Are you satisfied, princess? Our builders did a good job! They can build other beautiful houses.”

We recommend watching:

Role-playing game in the younger group. Daughters - mothers Games for the development of sensory analyzers for children 3-4 years old Collective games for children of the younger group (3-4 years old) Summary of the game for kindergarten “Doll Katya got sick.” Junior group

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Progress of the game:

The teacher tells the children that her daughter is sick.

“We need to put Katya to bed and call the doctor.” I will be a doctor myself. I have a robe, a cap and tools.

-Vova, do you want to be a doctor?

-Here’s your robe, cap and tools too. Let's treat dolls together, let's start with my daughter Katya. Let's listen to her. What is needed for this? (a tube.)

-Can you hear Katya’s heart beating: “Knock-knock-knock”?

-Breathe, Katya. Now you, Vova, ask Katya to breathe deeply.

-Now let’s put a thermometer on Katya. Like this. Now let's see her throat. Where's the spoon?

-Katya, say: “A-ah-ah”

.

-You see, Vova, Katya’s throat is red and her temperature is high. Let's give her some medicine.

-Now let Katya sleep

Card No. 15 “Let’s build a house for the dolls”

Goals: to learn to select toys and attributes for play, to unite in groups of two or three for independent games; continue to develop interest in playing with dolls and building materials; develop children's speech and enrich their vocabulary; help children establish interactions in joint play; cultivate friendly relationships in the game.

Material and equipment: Set of building materials: cubes, bricks, plates; dolls of different sizes; shaped toys (hare, bear, squirrel, fox, etc.)

.

Methodological development “Organization of role-playing games with children of primary preschool age”

Methodological development

“Organization of role-playing games

with children of primary preschool age"

Content

4 Literature

1. The importance of role-playing games in the development of a preschooler.

Preschool childhood is the most important period of personality development. During these years, the child acquires initial knowledge about the life around him, he begins to form a certain attitude towards people, towards work, develops skills and habits of correct behavior, and develops a character. The main activity of preschool children is play; it develops the child’s spiritual and physical strength; his attention, memory, imagination, discipline, dexterity. In addition, play is a unique way of learning social experience, characteristic of preschool age. In play, all aspects of a child’s personality are formed and developed; significant changes occur in his psyche, which prepare the transition to a new, higher stage of development.

A special place in the activities of a preschooler is occupied by games that are created by the children themselves, these are creative or role-playing games. In them, children reproduce in roles everything that they see around them in the life and activities of adults.

In the role-playing game, a social motive is laid down. Play is an opportunity for a child to find himself in the world of adults, to understand the adult system himself.

In the role-playing game there is emotional development. Many domestic psychologists asked the following questions: “Does the child experience feelings or just portray them? What influence do they have on the formation of the child’s moral character?” A. N. Leontyev believes that in the very depths of the genesis of the game, in its very origins, there are emotional foundations.

As the game and game design become more complex, children's feelings become more conscious and complex. The game both reveals the child’s experiences and shapes his feelings. When a child imitates someone, he will convey his admiration for them, his dream of becoming the same. And at the same time, new feelings arise: responsibility for the assigned task, joy and pride when it is successfully completed.

During the course of role-playing games, the preschooler’s intellect develops. The development of a plan in a role-playing game is associated with the general mental development of the child, with the formation of his interests. Thanks to this, children's thinking and imagination become purposeful. The child's prolonged stay in one role forces him to delve deeper into the meaning of what he portrays.

Role-playing games also develop imagination and creativity. Planned, coordinated actions in long-term role-playing games are combined with improvisation. The development of gaming creativity is also reflected in how various life experiences are combined in the content of the game. Reflecting life in a game, repeating life impressions in different combinations - all this helps the formation of general ideas and makes it easier for the child to understand the connection between different phenomena of life.

L. S. Vygotsky argued that the development of children's imagination is directly related to the acquisition of speech. Children delayed in their speech development are also retarded in the development of imagination. The role of words is especially important in creating an image. The word helps the child to identify his thoughts and feelings, understand the experiences of his partners, and coordinate his actions with them. There is a two-way connection between speech and play. On the one hand, speech develops and becomes more active in the game, and on the other hand, the game itself develops under the influence of speech development. The child uses words to designate his actions, and thereby comprehends them; He also uses words to complement actions and express his thoughts and feelings. The role of the word is especially noticeable in the so-called director's games, where the child does not take on a role, as in a regular game, but moves dolls and other toys and speaks for them.

2. Types of role-playing games

Games based on everyday stories:

Games “home”, “family”, “holidays”, “birthdays”. And these games are occupied by games with dolls, through actions with which children convey what they know about their peers, adults, and their relationships.

Games on industrial and social topics

Games that reflect people's work. For these games, themes are taken from the surrounding life (school, store, library, post office, hairdresser, hospital, transport (bus, train, plane, ship), police, firefighters, circus, theater, menagerie, plant, factory, mine, construction, collective farm, army).

Games with heroic and patriotic themes

Games reflecting the heroic deeds of our people (war heroes, space flights, etc.).

Games on themes of literary works, cinema, television and radio programs:

Games based on the content of literary works, cartoons, films, etc. In these games, children reflect entire episodes from literary works, imitating the actions of the heroes, assimilating their behavior.

"Director's" games

Games in which the child makes dolls speak and perform various actions. At the same time, he acts on two levels - both for the doll and for himself, directing all actions. Participants in the game think through a scenario in advance, which can be based on episodes from familiar fairy tales, short stories, or their own lives.

3. Play of children of primary preschool age

During observations of the games of children of primary preschool age, a simple plot is observed, in which a logical sequence of actions can be traced. The child strives to define a role for himself and may become carried away by it for a while. However, children's interests are still unstable; the child often switches from one role to another, often unjustifiably changing the plot of the game.

In early preschool age, imitation plays an important role. Since a small child is characterized by emotionality, impressionability, and a desire for everything bright and unusual, enriching children with new knowledge and ideas should be lively and entertaining in order to arouse the child’s interest and desire to imitate. The teacher uses didactic games such as “Let’s dress the doll Tanya”, “It’s the doll Tanya’s birthday”, “Let’s put the doll Tanya to bed” and others. Dramatizes in faces familiar nursery rhymes and jokes; uses toys when reading fairy tales, stories, poems, creates play situations that encourage the child to continue playing.

The teacher must systematically replenish the supply of toys and playing material, taking into account the development of children's ideas and knowledge. The technique of joint play between the teacher and children, showing actions with toys and substitute objects in a play situation is extremely effective.

At this age, the child develops an interest in the play of his peers. The baby is bored playing alone, since he has no one to share his observations and experiences with. Sometimes you can observe how children meekly submit to the will of active, aggressive peers. Knowing well the characters and interests of children, the teacher must captivate them by joint actions with the toy. With age, the child develops a desire to imitate the play actions of his peers and a desire to fulfill the same role. A sufficient number of toys of the same type allows children to play “side by side.” In such a game, the prerequisites are created for instilling kindness, sensitivity, and responsiveness in a child; team life skills are formed.

Playing the main role with the child, the teacher, first of all, strives to maintain the child’s interest in the game, teaches him to play the role to the end and develop the content of the game, to coordinate his actions with the actions of his comrades; Along with this, the task of fostering friendly relationships among children is solved. The child, fulfilling his role together with the teacher, imitating him, not only comprehends and refines his knowledge about the work of adults, but also learns the norms of social behavior. When leading the game, the teacher should not suppress the child’s initiative and independence.

The game should become an interesting, exciting independent activity for children, so that each child can demonstrate their abilities in it and the ability to establish emotionally positive contacts with peers.

The outstanding researcher in the field of psychology L. S. Vygotsky emphasized the unique specificity of preschool play. It lies in the fact that the freedom and independence of the players is combined with strict, unconditional obedience to the rules of the game. Such voluntary submission to the rules occurs when they are not imposed from the outside, but arise from the content of the game, its tasks, when their implementation is its main charm.

Literature

Game and preschooler. Development of children of senior preschool age in play activities: Collection / Ed. T.I.Babaeva, Z.A.Mikhailova. – SPb.: “CHILDHOOD-PRESS”, 2004, 192 p.

Karpova E.V. Didactic games in the initial period of learning. - Yaroslavl "Academy of Development", 1997, 240 p.

Monina G.B., Gurin Yu.V. Games for children from three to seven years old. - St. Petersburg: Speech; M.: Sfera, 2008, 256 pp.

Progress of the game:

The teacher addresses the children:

-The Sveta doll came to visit us. She says she has nowhere to live. Let's build a house for Sveta. Who wants to build a house?

The teacher places the doll on the carpet.

-What are we going to build the house from? (made of bricks)

.

-How do we place the bricks? (narrow side)

.

-These will be the walls of the house, but how to make the roof? (you need to put a brick on top of the walls)

.

If the doll is tall, then the teacher shows how to build a tall house.

-Now we need to make doors so that the house is warm.

In this case, you can put one or two bricks, regardless of the size of the house built.

During the process of building a house, the teacher involves other children who are interested in playing in the work: he offers one to make a fence, another - a path to the house, etc. Encourages children to play together

Card No. 15 “Washing doll clothes”

Goals: to learn to unite in groups of two or three for independent games; contribute to the development of story-based games with dolls , enrich the content of such games.

Materials and equipment: bathtub, soap dish, soap (substitute item, washboard, iron; doll linen; rack for hanging laundry; ironing board.

Progress of the game:

The teacher addresses the children:

-You and I bathed the dolls and forgot to wash their dirty laundry. What do we need for this?

(The teacher arranges the items so that it is convenient for two (three)

. You can wash everything together in one large basin or separately in small basins - the main thing is that the children are nearby).

When everything necessary for washing is ready, the teacher asks:

-Can I wash my clothes?

-Did you forget to bring anything? (not possible because they didn’t bring water)

.

-What kind of water do we need? (warm)

.

-Let's bring water and pour it into the basin (in the basins)

.

Then the teacher shows how to wash the clothes. Children repeat the actions of the adult. Washed linen is placed in separate basins.

On the advice of the teacher, the children pour out the dirty water and pour in clean, cold water to rinse the clothes. Then the teacher explains:

-When the laundry is washed and rinsed, it must be wrung out and shaken (shows)

and hang to dry.

Children repeat all the actions of the adult. After the laundry is hung, the teacher offers to put everything back in place and prepare the irons to iron the dried laundry.

At the end of the game the teacher says:

-That’s how clean the doll’s underwear has become. We need to put it in the closet. Our daughters are used to order.

The game can be repeated 2-3 times with different children. The teacher encourages children to join together independently to play.

Card No. 16 “Family”

Goals: enriching the social play experience between children; development of gaming skills based on the plot “Family”

;
consolidate children’s ideas about the family and the responsibilities of family members; develop interest in the game; continue to teach children to distribute roles and act according to the role they have assumed, to develop the plot ;
cultivate love and respect for family members and their work. Materials: dolls, toy dishes, furniture, bed for dolls, toy tools for boys (hammer, screwdriver, etc.)