Summary of the role-playing game “My Family” in the middle group 

Summary of the role-playing game “My Family” in the middle group

author: Nikitina Inna Aleksandrovna

teacher of the Children's Educational Institution "Child Development Center - Medvedev Kindergarten No. 6 "Bell"

Summary of the role-playing game “My Family” in the middle group

"Family"

(summary of an open viewing of a role-playing game)

Program content:

1. Strengthen children’s ideas about the family and the responsibilities of family members.

2. Develop interest in the game.

3. Continue to teach children to assign roles and act according to the role they have assumed, and develop the plot.

4. Encourage children to creatively reproduce family life in games.

5. Contribute to the establishment of role-playing interactions and relationships between players in the game.

6. Learn to act in imaginary situations, use various objects - substitutes.

7. Foster love and respect for family members and their work.

Equipment.

Furniture, dishes, attributes for equipping a “family” house, a “hospital”, a “shop”, a “hair salon”, bags, caps, scarves, cell phones, wallets, a soft toy “dog”, various substitute items.

Preliminary work.

1. Conversations: “My family”, “How I help my mother”, “Who works for whom?”.
2. Examination of plot pictures, photographs on the topic.
3. Reading fiction: A. Barto “Mashenka”, “The Driver”, D. Gabe from the series “My Family”: “Mom”, “Brother”, “Work”, A. Kardashova “The Big Laundry”, “Saleswoman”, “Hairdresser”, “Doctor”, “What do you want to become, children?” (author I. Gurina), b. Zakhoder "Chauffeur"
4. Plot-role-playing games; “Family”, “School”, “Hospital”, “Shop”, “Hairdresser”.

Game roles:

mom, dad, grandma, grandpa, children (2 kids and 1 schoolboy), salesman, doctor, nurse, hairdresser, uncle and aunt.

Progress of the game:

Children enter the group and stand in front of the guests.

- Guys, guests have come to us. They want to see how big you have become and how friendly you can play.

-And you know how to play together. (Yes)

Educator: Guys, yesterday we talked about the family, looked at photographs of the family album.

-What is family? (children's answers). What do your parents, brothers, sisters do? (children's answers).

-Do you want to play the game “Family” (Yes).

“And for our game to be interesting, we must first decide: “How many family members will we have?” What will mom, dad, grandparents and children do? And their relatives: uncle and aunt?

Distribution of roles, plot development.

- Guys, don’t mind if I’m a grandmother (I tie a scarf on my head).

-Guys, besides household chores, what can members of the family do (children’s answers).

-Yes, that’s right, they can visit the hospital if they are sick. Go shopping to the store and also to the hairdresser to get a haircut or haircut.

-So we need a hospital. And who works in the hospital (doctor and nurse). Who will be the doctor and nurse?

- And also a store. Who will be the seller?

- And also a hairdresser. Who will be the hairdresser? (children choose roles at will).

- Forgot, where will the school be? And who will be the student?

(if suddenly there is a dispute when distributing roles, the teacher can distribute the children using a counting rhyme.

-Now, children, take your jobs.

The teacher in the role of grandmother begins the game.

Plots played out:

1. "Shop"

1. "Hospital"
2. "Salon"
3. "School"
4. "Dad the driver"
5. "Guests"

End of the game

: All workers put their workplaces in order and go for a visit.

Game summary

:

-Game over. Did you like the game? What did we play today? Who was who? Did you enjoy being this particular character?

-Well done guys, we have a real family.
And the game was interesting. Summary of the role-playing game “My Family” in the middle group

Summary of the plot-role-playing game “Zoo” in the middle group

Thematic role-playing game in the middle group of kindergarten
Goal: • To consolidate children’s knowledge about zoo representatives, to develop gaming skills, to engage in role-playing interaction with each other; • Form in children a respectful attitude towards the work of adults; • Develop in children a creative attitude to play, the ability to use substitute objects; • Learn to carry out your plans together; • Foster a culture of communication and friendly relationships. Preliminary work: - Conversations about the zoo, - outdoor games, - viewing presentations about animals from different countries, - finger and speech games about animals, - asking riddles about animals, - reading works by V. Chaplina, G. Skrebitsky, V. Bianchio animals - productive activities (drawing, modeling, coloring representatives of the animal world). Subject-game environment. Equipment and attributes: For construction: children's chairs with animal emblems For the zoo: animal masks, prohibitory signs in the zoo, equipment for the game “Veterinary Clinic”, cash register, tickets, equipment for the game “Shop”, broom, apron, dishes, badges. Vocabulary work: - zoo - aviary - caretaker - veterinarian Methodical techniques: - game situation, - conversation, - poetry, - didactic game: “Who was brought to the zoo”, - finger games, - musical games. Game plan: 1. Organizational moment 2. Motivation: Reading S. Marshak’s poem “Where the sparrow dined” Where did the sparrow dined?
Do you want to play at the zoo? 3. Distribution of roles and definition of game actions. 4. Construction of a zoo. 5. Import of animals. 6. Examination of animals by a veterinarian. 7. Opening of the zoo to visitors. 8. Tour of the zoo. 9. Summary of the game Game roles and actions: Seller - lays out, offers and sells goods Cashier - sells tickets Controller - checks tickets Caretaker - cares for animals Veterinarian - receives, examines, treats animals Janitor - puts the zoo area in order Security Guard - keeps order Progress of the game:

The teacher reads S. Marshak’s poem “Where the sparrow dined” -Where did the sparrow have lunch? -What is a zoo? -Do you want to play in the zoo? — In order to start playing, what should we do? 3. Distribution of roles and definition of game actions. - What profession roles will we need in the game? (zoo keeper) Educator: What duties does a zoo keeper perform? Children: Makes sure that all animals are fed on time and that their cages are clean. Educator: Who will be the zookeeper? Please go prepare your work area. Children: Veterinarian. Educator: What are the responsibilities of a veterinarian? Children: Accepts new animals, monitors their health, gives vitamins, treats sick birds and animals. Children: Cashier. Educator: What are the responsibilities of a cashier? Children: The cashier sells tickets. Educator: Who will be the cashier? Please go prepare your work area. Who else works at the zoo? Children: Controller. Educator: What duties does the controller perform? Children: Greets visitors and checks tickets upon entry. Educator: Who will take on the role of controller? Please get to work. Children: A janitor and a security guard also work there. A security guard keeps order on the territory of the zoo. A janitor cleans the zoo grounds. Educator: Who will take on the role of security guard? Please get to work. Educator: Who will take on the role of a janitor? Please prepare equipment that will be useful to you in your work. Educator: There will also be a store for visitors near the zoo and a salesperson is needed: What responsibilities does the salesperson perform? Children: He will offer and sell various goods to customers. 4. Construction of a zoo. — Who else is in the zoo besides people? Didactic game "Who was brought to the zoo." The teacher places a large picture of a truck on a typesetting canvas and reports that animals have been brought to the zoo. Next, he inserts object pictures depicting the head and tail of an animal into the slots of the truck, and invites the children to answer what kind of animal it is (as the game progresses, roles are assigned and the children go to prepare attributes for themselves). 5. Import of animals. 6. Examination of the animals by a veterinarian. The remaining children are visitors to the zoo. Let's go to the zoo as a group of friends! And let's go to the store for a treat! The plot-role-playing game “Shop” is being played. We left the store. We have a full basket. At the zoo for animals, don’t be sorry for the treats! We go and sing a song so cheerful, perky, very mischievous! (children sing the song “It’s fun to walk together”) - And here is the zoo. Let's remember the rules of behavior at the zoo. (Children's answers). Rules of conduct at the zoo You must not make noise in the zoo. You can't tease animals! You can't feed animals. You cannot put your hands into the cage. Now let's buy tickets from the cashier, present them to the controller and go look at the animals! 8. Tour of the zoo. Reading poems about animals, finger games about animals. Musical game “We are funny monkeys.” A security guard approaches: “The zoo is closing. It's time for the animals to rest!" Children say goodbye to animals. 9. Summary of the game Did you like playing “Zoo”? What roles did you play in the game? Which role was the most interesting? The song “Zoo” is played (Music and lyrics by M. Liberov).

We recommend watching:

Synopsis of a plot-role-playing game for children 3-4 years old Organization of a plot-role-playing game in a preparatory group Synopsis of a plot-role-playing game in a preparatory group A plot-role-playing game for children for the older group. Let's go visit

Similar articles:

Letter learning games for children 4-5 years old

Entertaining games for preschoolers to develop imagination

Games for developing memory for 6 year old children

Educational games for a 6 year old child

Games for children 5 years old to develop creative thinking

Organization of role-playing games in the middle group at a preschool educational institution

Transcript

1 Organization of a role-playing game in the middle group at a preschool educational institution “Game is the creative processing of experienced impressions, combining them and building from them a new reality that meets the needs and desires of the child himself” (L. S. Vygotsky). The older the child, the more complete his observations of the world around him, the richer his play. The famous psychologist L. S. Rubinstein said that in the process of play, a child not only transforms into someone else’s personality, but, entering the role, expands, enriches, and deepens his own. Psychologists believe that role-playing play is the highest form of development of children's play; in preschool age it acts as a leading activity. Role-playing games are of great importance in the mental development of a child; they develop voluntary attention and memory. The rules that are mandatory when playing a game instill in children the ability to control their behavior, limit their impulsiveness, and thereby contribute to the formation of character. While playing together with peers, children learn communication, the ability to take into account the desires and actions of others, defend their opinions, the ability to insist on their own, and also build and implement plans together. By playing various roles, the child begins to cover all aspects of various activities, which, in turn, helps develop a person’s thinking ability and perceive someone else’s point of view. Playing a role-playing game, getting used to some image, the child reproduces his impressions, rethinks and reveals them. Understanding that the game situation is imaginary, children nevertheless experience very real feelings and experiences and thereby enrich their inner world. Role-playing games for children of middle preschool age are characterized by the emergence of new topics related to the knowledge gained while reading fiction, stories from adults, watching TV shows, etc. A characteristic feature in the performance of roles and game actions is the recreation of relationships between people in the process of work. Children of this age begin to understand that in collective work it is necessary to help each other, to be attentive, and kind. However, in games one can also observe the manifestation of the negative sides of our life. The content of the game reflects the child’s attitude to the reality around him. You can observe how, while playing daughter-mother, one “mother” will constantly shout at her children and teach them, another will try on outfits, a third will take care of the children, read fairy tales to them, etc. With such games, the child shows that he is an adult relationships he considers the main thing, and what stereotype of behavior he chooses as a model of behavior and imitation. While watching a child play, you can do

2 certain conclusions about the characteristics of the development and mental state of the child, about his feelings, mood and temperament. During the game, children show their attitude to the world around them, because in the game the child is endowed with power, which he lacks in the real world. Watching a child play, you can see his fears, pain, grievances that for some reason he cannot or does not want to show to adults. Often, not knowing how to relate to any situation, the child plays out this situation over and over again, trying to take it upon himself. With the help of games, you can influence your child’s attitude, fight fears, and overcome uncertainty. The teacher should take this into account in order to direct the course of the game in the right direction in time. Children of this age love to play together. However, little life experience, lack of stability in the manifestation of moral feelings, insufficiently developed ability to sacrifice one’s desires and interests in favor of another sometimes leads to the disintegration of the game, to the destruction of established friendly contacts. By directing the game, the teacher not only helps children choose the most interesting from many proposals, but also teaches them to respect each other’s plans and be attentive to their comrades. It is important to teach the child to find a role for himself that is suitable in meaning to the roles of peers with whom he would like to play, and for this it is necessary to teach the child to change the accepted role to a new one. Typically, educators do not set themselves the task of specially developing such skills in children, focusing on enriching the content of children's play. The teacher selects a specific topic related to a certain area of ​​real life and organizes the game according to a pre-planned plot. The teacher strives to immediately include in the game exactly as many participants as he has planned roles in the plot; each is assigned actions specific to his role in the game. Striving for order in the game, the teacher kills the very spirit of the game as a free activity. Children, obeying the teacher’s command, become passive objects of his influence. Such a game, other than concretizing knowledge about (mail, construction, shops, etc.), does not develop anything in the child (neither the ability to independently correlate one’s role actions with the actions of partners, connect to their game, nor the ability to change roles during the game) . The teacher encourages children to conduct different role-playing dialogues: in joint play with the teacher, in joint play with peers. In joint play with the teacher, children are included in different role-playing dialogues, change the content of the dialogue depending on the change of roles, exchange roles with the teacher, acting in accordance with the new play position. The teacher encourages children to diversify their game plans in a self-paced role-playing game, and encourages the inclusion of new roles and events in the game plot. The teacher’s task in working with children of the 5th year of life is to transfer them to more complex role behavior in the game: to develop the ability to change their behavior in accordance with the different roles of partners, the ability to change

3 playing role and indicate your role for partners in the process of unfolding the game. These skills are the key to future creative and coordinated development of play with peers; they provide flexibility in role behavior. How can these skills be developed in children? The solution to this problem is possible in a joint game between the teacher and the children, where the adult is not a leader, but a participant, a partner of the children in this creative process. The game should unfold in a special way, so that the child “opens up” the need to correlate his role with various other roles, as well as the possibility of changing the role during the game, in order to develop an interesting plot. This is possible if the teacher meets two conditions: 1. The use of multi-personal plots with a certain role structure, where one of the roles is included in direct connections with all the others; 2. Refusal to unequivocally correspond the number of characters (roles) in the plot to the number of participants in the game: there should be more characters than participants. At the first stage, the game is structured in such a way that the child has the main role in the plot; the adult consistently changes his roles during the game. The teacher does not tell the child the plot in advance, but immediately begins the game, giving him the main role, focusing on the topic that attracts the child. If a child has his own assumptions during the game, he must accept them. The teacher enters into role interaction with many children, activates role dialogue, and “locks” the children into role interaction with each other. The whole game is in the nature of free improvisation. However, the teacher’s play with each of the children and with subgroups, stimulating flexible role-playing behavior and changing roles, produces significant changes in children’s independent activities. Children interact more freely, connect with their peers who are already playing, taking on appropriate roles. In joint and individual play with a peer, the range of play roles actualized by children expands. At the same time, children widely and creatively use the method of conditionally performing actions with story toys and substitute objects, combining previously conditioned play skills with new ones. They develop a taste for the dynamic development of the plot during the game due to the inclusion of new characters and changing game roles within a particular semantic sphere. In the game, the child not only interacts consistently with one or two peers, but also models a role-playing dialogue with a partner - a toy, with an imaginary partner, i.e. establishes various role connections in the game. Let's consider how specifically you can organize a joint game with children. It is advisable to begin such work with each child individually. The most suitable time is morning and evening hours,

4 when there are few children in the group, and the teacher can devote 7-10 minutes to the child. At the first stage, the game is structured in such a way that the child has the main role in the plot; the adult consistently changes his roles during the game. The teacher does not tell the child the plot in advance, but immediately begins the game, offering him the main role, focusing on the topic that attracts the child. For example, a boy likes to play “driver”. The teacher invites him: “Vasya, let’s play with you. Here we will have a car. Will you be the driver? And I'm a passenger." During the trip, he develops a role-playing dialogue with the “driver”, and then proposes the following plot event, requiring the appearance of a new character: “It’s like we drove to a red light, and a policeman stopped us. I will now be a policeman." After clarifying the circumstances with the “policeman,” you can introduce a third event, requiring the appearance of another character: “Let’s say there was another one driving next to your car - a truck. I'm now a truck driver. My car suddenly broke down. I’m signaling for you to stop and help fix it!” etc. If a child comes up with his own suggestions during the game, he must accept them and use them, including them in the overall scheme of the plot. When playing with a child, the teacher uses a minimum number of toys so that manipulation with them does not distract attention from role-playing interaction. A teacher does not always have real opportunities to play frequently with each child, so it is important to be able to reach several children at once with formative influences and play with a small subgroup. Roles in the game change similarly when new plot situations are introduced. The involvement of children in the game is carried out by the teacher only at their request. Children should also have complete freedom to “exit” the game. If playing with a teacher does not captivate the child, continuing it is pointless, since in this case the game already turns into a mandatory activity. The teacher does not “dictate,” but offers children this or that role or event in the game as an equal partner. Such interaction in play activities contributes to the manifestation of independence in children's activities. Preschoolers develop a taste for the dynamic development of the plot during the game due to the inclusion of new characters and changing game roles within a particular semantic sphere. In the game, children learn to model role-playing dialogue with a partner, a toy partner, or an imaginary partner, i.e. establish various role connections in the game. The teacher encourages children to show kindness in role-playing games with peers. Children learn to show good feelings in games, interest in the general plan, and act in harmony with the participants in the game.

5 All this prepares the possibility of a further transition to the joint creative construction of new game plots in older preschool age. Litvinova V.N. teacher of MBDOU "Kindergarten "Rosinka" in Biryucha"