Card index of role-playing games for children of primary preschool age. Kindergarten teachers, school teachers and educators

Firoza Gabibullaeva

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

MUNICIPAL AUTONOMOUS PRE-SCHOOL EDUCATIONAL INSTITUTION

NIZHNEVARTOVSK KINDERGARTEN No. 10 “SQUIRREL”

Card index of role-playing games

for younger preschool age . gr. No. 3

Educator: Gabibullaeva F. P.

Nizhnevartovsk

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 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.

Card index of role-playing games in an early age group

The curious squirrel ran closer. I looked into the body. There is no one! The squirrel jumped into the back, and the car drove off: back and forth, back and forth.

A car drove up to the bunny and buzzed: beep-beep-beep!

A bunny jumped into the car. And again the car drove: back and forth, back and forth.

A car drove up to the bear cub and buzzed: beep-beep-beep!

The little bear climbed into the back. The car drove: back and forth, back and forth. The squirrel, bunny and bear are happy!

A hedgehog climbed into the back. The car drove: back and forth, back and forth. Hooray!

The kids have ridden around and are tired.

The squirrel jumped out of the car first, followed by...? - bunny. Then he got out..? - teddy bear. And the hedgehog - he doesn’t know how to jump - just can’t get down. Got upset! The little bear, what a clever girl, returned and extended his paw to the hedgehog. Well-mannered people and animals always help each other.

As soon as the hedgehog got out of the car, it drove off. "Goodbye, blue car! Thank you!" - the animals shouted after her.”

After reading the story, the teacher can invite the children to ride the toys in cars on their own.

Game "Trip"

Target.

Teaching children to implement game plans.

Game material.

Construction material, dolls, animal toys, substitute items.

Preparing for the game.

Observation of transport during a walk, excursion to the car park, to the port, to the airport, to the train station. Reading poems and stories about transport. Making a car, plane, steamship, train, boat, bus, etc. from building materials.

Game roles.

Driver, driver, passenger.

Progress of the game.

The teacher can use different game options depending on what the game actions are aimed at.

1st option.

The teacher's play actions are aimed at children.

The teacher starts the game: “Now I’m going to build something very interesting. Who wants to help me? Please bring large cubes (modules). These are the big circles. Well done, thank you! Now please bring me a lot of chairs, they will also come in handy. It seems that everything is ready, we can start building. Do you know what I want to build for you? A car. So big... With wheels, with a body. I'll build a car and give my guys rides. Would you like me to take you for a ride in the car?” The teacher builds a car and comments on his actions. “First I’ll build a booth (takes chairs). The cabin is ready. Now I'll make the steering wheel. I'll steer. The car will go, it will take Sasha, Marina, Vadik... The steering wheel is also ready. I'll do the body. I’ll put the chairs here so that the children can sit comfortably, and I’ll make the body large so that everyone can fit in. All that remains is to attach the wheels. All. The car is ready. Come on, my dears, get into the car, let's go now. This is the place for Katya. And this is for Petya... Did everyone sit comfortably? Can I start the car? Chick-chick, the engine turned on. Do you know where I’m taking you now? To the toy store. Beep! Go. Shhhhh! Stop. We arrived at the store. I'll open the door now. Come out. Here is a store (the teacher points to a closet with toys that are arranged and dressed in an unusual way in advance: someone has a bow tied, someone has a collar, a new skirt, etc.). Lots of them in the toy store. Do you like them? Let's buy toys. I’ll buy a bunny for Vanyusha. And for you, Olenka, what toy should I buy? Well, it seems everyone has bought toys. Did I buy you any good toys? Does everyone like it? Then get in the car, let's go back to the group. Beep! Go…".

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 the 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 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.

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. 8 “Travel with Doctor Aibolit”

Goals: continue to work on developing and enriching the plots of games ; introduce children to the profession of a doctor ; 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 )

.
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. 9 “Travel with Doctor Aibolit”

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

Part II

(Children sit on chairs)

Vs: Doctor Aibolit, you’re tired, sit down and rest. Now I will be a doctor, and you sit with the children and see how I treat Masha. (Puts on a cap and robe)

V-l: Hello, doll Masha. (I encourage children to say hello )

. We were informed that you were sick. Masha, we will cure you. What do we have in our magic suitcase? Let's get a look.

V-l: Now I will measure the temperature with a thermometer. How do I measure temperature? (Thermometer)

.
I'll check the neck with a spatula. Polina, how can I check the neck? (With a spatula)
.
I'll listen to my heart beat with a tube. Ilya, why do I listen to Masha? (Pipe)
. Masha, you need to breathe loudly (breathe, don’t breathe, and the children help you.

V-l: You need to give the doll Masha a pill and some water to wash down the pill. Albina, what did I give Masha? (Tablet and water)

. Let's put her in the crib and let her sleep.

V-l: Children, do you want to become doctors and treat dolls? ( Children's )

V-l: Spin around once, twice, turn into doctors.

Card No. 10 “Travel with Doctor Aibolit”

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

Part III

V-l: Now you are doctors too. Let's go, let's treat the dolls who are sick. (Children reflect the actions of the adult, and the teacher reminds them of their sequence).

V-l: Well done! You were good doctors!

V-l: The doll Masha is no longer sick and neither are the dolls.

V-l: Children, one, two, spin around and turn into guys.

V-l: What is this? (Draws attention to the medals)

. Yes, this is Doctor Aibolit who gives you his photographs so that you remember what wonderful doctors you were.

Card No. 11 “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 ideas; 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

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

Role-playing games for children of primary preschool age.

"Feeding the doll Katya"

Target:

To consolidate children's knowledge about tableware, to activate children's speech, to cultivate a culture of behavior during meals, and a caring attitude towards the doll.

Material and equipment:

Katya doll, set of dishes in the play corner.

Progress of the game:

The game is played in the game corner. The teacher shows and tells what kind of dishes are used at lunch (deep plates for soup, shallow ones for second course, spoons, forks, cups, etc.), shows how to set the table, rules of behavior at lunch, how to use cutlery. Invites the children to feed the doll lunch.

“We’re going to kindergarten by car”

Target:

To activate and develop children’s speech, to reveal the game’s intent. Form initial skills of role behavior.

Material and equipment:

Cars

Progress of the game:

The teacher informs us that today they are going to kindergarten by car and we need to drive through crowded streets, and for this we need to know the rules (don’t drive into houses, don’t hit pedestrians, drive carefully on the roads without hitting oncoming cars, etc. ). Next, the teacher pushes the children to play actions, giving hints and monitoring the progress of the game.

“Doll Katya went to the store”

Target:

To activate and develop children’s speech, to reveal the game’s intent. Form initial skills of role behavior.

Material and equipment:

Katya doll

Progress of the game:

The teacher tells the children that the Katya doll is going to the store for groceries, but she doesn’t want to go alone because she needs to buy a lot of groceries. Then he selects helpers for the doll from among the children. "Grab your bag and let's go." Place toys, boxes, jars in your bag, commenting on your actions. “This cube will be our butter. But this box is corn flakes. The rings from the pyramid are dryers, and the parts from the designer are cookies.” Next, the teacher encourages the children to take game actions and monitors the progress of the game.

“A letter arrived at the kindergarten”

Target:

Develop dialogical speech, learn to perform several actions with one object.

Material and equipment:

Letter and teddy bear

Progress of the game:

The teacher tells the children that a letter has arrived at the kindergarten. And in this letter Misha asks very much to send him a parcel. Shall we send? Then you need to collect gifts for him. Finds out from the children what gifts Misha likes. The children are collecting a bag of gifts for Misha. Next, the teacher encourages the children to take game actions and monitors the progress of the game.

"The bunny goes to kindergarten"

Target:

To activate and develop children’s speech, to reveal the game’s intent. Form initial skills of role behavior.

Material and equipment:

Bunny

Progress of the game:

— Guys, Bunny needs to go to kindergarten, and it is very far away, so Bunny decided to go by car. Help him get to kindergarten. We need a car driver. But not everything is so simple, because you need to go through various obstacles. Next, the teacher monitors the game and places obstacles in the way of the car.

“We do the hairstyle for the doll Katya”

Target:

Develop initial skills in role behavior, connect plot actions with the name of the role.

Material and equipment:

Tools for playing hair salon

Progress of the game:

The teacher says: “The Katya doll is going to a ball and she needs a very beautiful hairstyle, so she came to your salon to see the best hairdresser.” Selects a master from among the children. Next, the teacher encourages the children to take game actions and monitors the progress of the game.

“Help Misha collect toys in kindergarten”

Target:

Orientation in a group, activation of children's dialogue speech, ability to play in small groups.

Material and equipment:

bear toy

Progress of the game:

The teacher tells the children that Misha scattered all the toys in his kindergarten and is now crying because he doesn’t remember where everything was. Let's help him. Next, the teacher prompts and guides the children’s play.

"Chicken Kindergarten"

Target:

To activate and develop children’s speech, to reveal the game’s intent. Form initial skills of role behavior.

Material and equipment:

Chickens.

Progress of the game:

— Children and chickens also want to go to kindergarten, but they don’t have a kindergarten. Let's help them! A teacher and a nanny are selected from among the children. Next, the teacher prompts and guides the children’s play.

“Doll Katya got sick”

Target

Develop initial skills in role behavior, connect plot actions with the name of the role.

Material and equipment:

Game set "Hospital"

Progress of the game:

The teacher tells the children that the doll Katya is sick. We need to call a doctor. The teacher selects a “Doctor” from the children and dresses him in a white coat and cap and invites him to examine the patient. Next, the teacher directs the children’s play and observes its progress.

“Doll Katya is going to kindergarten”

Target:

Activate children's speech, cultivate attention to their appearance, and a caring attitude towards the doll.

Material and equipment:

A set of clothes for a doll.

Progress of the game:

The teacher shows the children that the Katya doll is still sleeping, and she already needs to get ready for kindergarten. Together with the children, they lift the doll out of bed and take them to wash and brush their teeth. We choose clothes for the doll and dress it. The teacher carefully monitors the progress of the game and corrects it.

"Walk in kindergarten"

Target:

To activate and develop children’s speech, to reveal the game’s intent. Form initial skills of role behavior.

Material and equipment:

Dolls.

Progress of the game: -

Children, our dolls went for a walk. Let's show them how we walk. What do we do on a walk, and what games do we play? Next, the teacher encourages the children to take game actions and monitors the progress of the game.

"Bunny - postman"

Target:

To activate and develop children’s speech, to reveal the game’s intent. Form initial skills of role behavior.

Material and equipment:

Progress of the game:

The teacher reports that Bunny is the postman today, and he delivers mail, and if you want to send a letter or parcel, then Bunny will deliver it to its destination. Next, the teacher encourages the children to take game actions and monitors the progress of the game.

"A toy shop"

Target:

Create a cheerful, joyful mood in children, activate children's communication skills.

Material and equipment:

The game takes place in the game corner - the store.

Progress of the game:

The teacher tells the children that he is a salesman in a toy store and offers the children to buy something. He praises various toys to the children and explains how they work. Then he chooses one of the children as the seller. Then he observes the game and directs the game action.

“A toy repairman came to the kindergarten”

Target:

To lead to an understanding of the role in the game, to activate children’s communication skills and dialogue speech.

Material and equipment:

Game set "Tools"

Progress of the game:

From among the children, the teacher selects a toy repairman, dresses him in an apron and gives him a suitcase with tools. Informs the children that a toy repairman has come, whoever needs it, call the repairman. Then he observes the game and directs the game action.

“A guest came to the kindergarten”

Target:

Create a cheerful, joyful mood in children, activate children's communication skills.

Material and equipment:

cook doll

Progress of the game:

Educator: “Guys, a guest came to our kindergarten - the doll Katya, she is a cook. She needs to cook soup. But the trouble is, she forgot what vegetables are needed for the soup. Help the doll remember and choose the necessary products."

Let the kids themselves put the vegetables in the pan, add salt and stir the resulting soup with a spoon. You can treat other dolls with the finished soup.

"Haircut for Bunny"

Target:

Promote children's desire to independently select attributes for the game. Form initial skills of role behavior.

Material and equipment:

Tools for playing hairdresser, Bunny toy.

Progress of the game:

The teacher chooses a hairdresser from among the children and says that Bunny came to him for a haircut. Next, the teacher observes the game and guides it.

"Kindergarten Doctor"

Target:

The game promotes the development of communication skills and social adaptation.

Material and equipment:

Set "Hospital"

Progress of the game:

Invite the kids to play doctor. Wear a white robe or something similar. Let children bring their “baby” (a doll or stuffed animal) to the appointment. Talk kindly with the “parent” and his “child”. Ask: “What hurts you? Where does it hurt, how does it hurt?” Offer the baby to switch

roles.

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 box lid 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. 12 “Doll’s 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.

Role-playing game

In the modern world, role-playing games are used in a variety of areas of life: modeling work and combat situations, corporate recreation for staff, raising children.

A role-playing game is a joint group game in which its participants reproduce scenes from real life events, stories, and fairy tales. At the same time, participants distribute, take on and perform various social roles: mother, father, teacher, doctor, child, student, etc.

A social role is a stereotypical model of human behavior, objectively determined by the social position of an individual in the system of social or personal relations. The role is defined:

name;
social status of the individual;
the function performed in the system of social relations;
the expectations of others.

Children's play is an activity during which a child, imitating adults, perceives their values, attitudes and learns to perform certain social roles. For a child, play is the main means of primary socialization. A children's camp is the very environment in which, under the guidance of counselors (often unconsciously), an introduction to values, norms and rules of behavior occurs, first in the children's camp, and later in society.

The difference between children's role-playing games and adults is that a value system has not yet been formed in the child's mind, and knowledge of social roles is limited. While an adult in each new game realizes a socio-cultural role known to him in detail, a child only forms it, collects it “piece by piece” from individual fragments seen and heard by him in the environment around him. Thus, in the child’s mind such concepts as good and evil, strength and weakness, loyalty and cowardice, etc. will be formed.

Distinctive features of role-playing games are:

A leader is required. In role-playing games, he is the main character who is responsible for organizing the entire game process and is responsible for the development of the game plot.
The participants of the game do not compete with each other, because they have one common goal, which they can achieve only by joining their efforts. Rather, we can say that the team is playing against a given plot. Participants work together to come up with new ways to overcome difficulties and achieve a specific goal.
Unlocking the creative potential of each team member. Role-playing, of all the possible games, is the one that most forces participants to unleash their creative potential. Each individual player gets used to the image he has chosen, comes up with specific qualities and capabilities, thus controls his behavior, influences the actions of other participants and the course of the game.
No time or rules restrictions. Just as there are no limits to a child’s imagination, there are no limits to plots. If a team has lost one story several times, it can change the scene or hero and move on. You can play several actions, stop at any time and continue the next day.

The common thing in a role-playing game for all ages is that it is the same reality, which allows participants to make discoveries and simulate life situations. Moreover, regardless of the result, the punishment will not be as cruel as it could actually be.

Children's role-playing game in preschool children.

Already at the age of 5 years, the child does not simply reflect other people’s actions, but plays other people’s roles. He knows that in the game he can become whoever he wants, and not who he really is. In the imagination, the child draws a specific image and implements it in life according to all the rules (as they are formed in his mind). For example, a boy becomes a doctor who sees patients, conducts examinations, makes diagnoses, and “writes prescriptions.” At the same time, other participants are already involved in the game, with whom there is intense communication, and a point of view is defended.

Games are not limited to one plot. By the age of 5-6, a baggage of images seen on TV (cartoons, fairy tales, children's programs, etc.) and observed from adults (professional activities, everyday situations) accumulates. Then the child combines several stories into one and plays out the “little life.” For example, in the most common “daughter-mother” game, girls (and sometimes boys) and their “children” play family life: trying on clothes, cleaning the house, visiting the doctor, going to the village, etc.

A distinctive feature of this period is the appearance of a substitute object. Children already think in terms of symbols and are able to endow simple everyday objects with the properties they need: a bow turns into a crown, a pencil into a magic wand, a pillow into an enemy that can be beaten. Thus, the child develops abstract thinking, and it becomes easier for parents and teachers to explain to him the meaning of certain things and, more importantly, abstract concepts. The earlier a substitute object appears in children’s games, the faster their psychological development occurs.

Children's role-playing game in school-age children.

With the beginning of the school period of a child’s life, secondary socialization occurs. Teachers are discovering new values, there are more norms of behavior and restrictions. The number of small groups in which the child communicates becomes significantly larger (class, sports section, music school, housemates, etc.). Thus, the flow of information increases. Knowledge on each individual issue becomes deeper, the child pays more attention to details, the distinctive features of things of the same class. For example, if earlier strawberries, raspberries and blackberries were simply “berries”, now they are separate specific berries that differ in name, appearance, and taste. It’s just that gaming motivation is turning more and more into learning motivation. Through play, children learn something new faster, because... They immediately try it all on themselves. That is why, especially in junior units, role-playing games are often used for educational purposes. Children in the role of fruits, animals, numbers, letters, etc. penetrate into the essence of things, and this is deposited in them on an unconscious level.

Another distinctive feature of the age transition is behavior in games. The child is more focused on results, on defending his position. In a role-playing game, it also becomes important for him not just to play a certain plot, but also to achieve a specific position. In the games, participants compete to achieve team or individual championship. At the age of 6-9 years, a child differentiates himself from others, determines how he is different, why he is better or worse. It is important for counselors to control the game process so that all children are always on equal initial conditions. It is also advisable to monitor the games that children play. If a group plays the same game and the results are repeated, then the type of game should be changed so that other participants can show their abilities.

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. 13 “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 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 .

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.

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

1	The importance of role-playing games in the development of a preschooler
2	Types of role-playing games
3	Play of children of primary preschool age

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 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 the construction parts, their size, color, and encourages children’s 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. 6 “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”
).

Which story games should I start with?

As a rule, at 9-10 months, babies become clear and interested not only in the objects and toys themselves, but also in actions and simple scenes with their participation. Surely, you have shown your child a doll, a bear or a bunny before and said, “Look, it’s a dog, woof-woof” or “Where is the doll?” But now it is very useful to add the first role-playing games to the usual toy display.

You need to start with the simplest thing: show the baby how the doll walks, cries, eats. When showing your child the reenactment, briefly comment on your actions. As the child understands the essence of the game, more and more complex and detailed plots can be introduced. Of course, at first the child will only be a spectator watching the scene that his mother is playing in front of him, but some time will pass and the baby will slowly begin to join the game.

What other stories can you play out with your baby? Here are some ideas:

the doll walked, fell, cried, you need to feel sorry for it;
the bunny got into the car, went for a ride, then called the doll with him;
the dog danced, got tired, wanted to sleep, you need to put it in the crib under a blanket (handkerchief);
dolls drink tea;

the doll gets ready for a walk with you, gets dressed, gets into the stroller;
the doll is bathing in a small basin, rub it with a sponge, dry it with a towel;
the bear came, said hello, danced, sang a song, said goodbye and left;
the bear hit its paw, you need to treat it (wrap it in a bandage), then the paw will no longer hurt;
Tell your baby that the high chair is broken and together repair it using toy tools: a hammer, a screwdriver, etc.

All stories should be shown to the baby slowly. Something will need to be played repeatedly before the child understands the essence and can follow the development of the plot.

The game will be more interesting and varied if you use a variety of accessories and toy household items . Among the very first, it is best to purchase:

baby doll with a set of accessories: bottle, pacifier, pot, comb, spoon, plate, stroller, etc. (Ozone, My-shop)
set of toy dishes: teapot, cups, plates, spoons, etc. (Ozone, Labyrinth, My-shop)
a set of toy tools: hammer, saw, etc. (Ozone, Labyrinth, My-shop)

While walking down the street with your child, show and explain to him simple stories that unfold around him in everyday life. If earlier you would simply say “this is a boy”, “this is a bird”, “this is a dog”, now, while showing the child, you can briefly tell “The boy is riding on a swing”, “The birds are pecking at bread crumbs”, “The dog is running on the grass and barks." The older the baby gets, the more detailed your story should become.

It is very useful to act out situations seen in real life with your child. For example, if your child saw bricks being unloaded from a car, you can load the car with cubes at home, take them to another part of the room and build a tower out of them. Or, having seen your grandmother feeding pigeons on the street, you can act out the situation at home, as your favorite doll does the same. By playing with your baby in this way, you contribute to the formation of associative connections and the development of imagination.

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. 14 “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.

Features of role-playing games in a group of primary preschool age

Features of role-playing games in a group of primary preschool age.

A special form of social life for preschoolers is play, in which they unite at will, act independently, carry out their plans, and explore the world. The Program from birth to school / edited by M. Vasilyeva defines the tasks of developing and improving all types of games, taking into account the age of children: the ability to independently organize a variety of games, negotiate, distribute roles, play together, following the established rules of the game. In accordance with the content of the program, the teacher helps children master the skills necessary for full mental and personal development in organizing role-playing and other games, as well as play actions with toys and substitute objects.

Role-playing game in different age groups has its own characteristic features : The first junior group (from two to three years

The third year of a preschooler’s life is characterized as a period of development of plot-based play, which precedes plot-role play. At the beginning of the year, children's games are short-lived (3-6 minutes). What is the reason for the transition from a plot-display game, the content of which consists mainly of playful actions with objects, to a game-communication, in which children take on certain roles in accordance with the plot? It should be noted that in a plot-display game, a child, with the help of a toy, displays, first of all, the relationships between people.

Starting from early childhood, the baby gradually learns the purpose of objects in a game, in an imaginary situation; toys replace objects for him and become carriers of certain relationships between people. A toy for a child is full of meaning. At the beginning of the third year of life, the baby does not yet take on the role, but actually fulfills it, performing in relation to toys those actions that are characteristic of a certain person. Plot-role-playing games in their proper sense appear towards the end of the third year of a child’s life. Their appearance is associated with a number of conditions:

Having a variety of impressions from the environment;

Accumulation of objective game actions;

Availability of different toys;

Frequency of communication with adults;

Development of children's independence.

The first story games proceed as role-less games or games with a hidden role.

Children's actions acquire a plot character and are combined into a chain that has vital meaning. This chain, consisting of two or three actions, is repeated many times. The main content, as in objective play, is the form of the game: either as an individual game, or as a “side by side” game. Actions with objects and toys are carried out by each of the players independently, and there is still no basis for unification. Joint games are possible only with the participation of an adult. The further formation of the game is connected with the development of the plot. A more complex plot, including 2-3 links from two to three actions, arises when an adult selects toys for children that cause various interconnected actions. This is determined by the fact that at this stage of the game’s development, the object and actions with it are in the center.

For example, a girl washes a doll, a towel and a comb placed nearby, causing new actions - drying and combing.

In the second half of the third year of life, a significant leap occurs in the development of children’s story-based games—a role appears in the game. At first, it is present as if in a hidden form: the child, acting in a certain way, does not yet call himself by the name of the adult. Then the child designates his role in the game with a word (mother, doctor, driver, etc.), but only after he has performed a number of appropriate actions, and finally, at the very beginning of the game, the child takes a role for himself and designates it with a word and begins to act in accordance with this role. The emergence of a role is associated with a change in the direction of the child’s consciousness (as impressions and experience accumulate) from an object and action with it to the one who acts - the person. At the same time, thanks to the presence of the ability to transfer actions from one object to another, the ability to identify one’s actions with the actions of other people develops. This serves as the basis for the appearance of roles in children's games. Games are becoming role-playing.

In terms of content, the games of children of primary preschool age differ from the games of older children. These differences are associated with the relative limitations of experience, features of the development of imagination, thinking, and speech. The child cannot imagine the game before it starts and does not grasp the logical sequence between real events. noted that the content of the games is sketchy and illogical.

Children often repeat in the game actions with toys shown by adults and associated with everyday life, let's feed the bear, put the bear to sleep: feed again and put it to bed again. She characterized such games as action games. Moreover, interest in actions often dominates, so the goal of the game escapes the child’s field of vision. For example, a girl sat her daughters down at the table, went to cook dinner, got carried away with working with pots and pans, and her daughters were left unfed.

Features of the game for young children:

In the game, the child is captivated by actions with the toy, he does not yet have a role, he is just realizing it, simple plots with two to three interconnected actions appear in the game, the child is actively preparing to take on the role, from the age of 2.5 self-awareness begins to actively develop, child's imagination. The child begins to understand that, while remaining himself in the game, he can simultaneously perform some role

(I am Me and I am the bunny or the driver...).

Peers in the game are of little importance (the child is passionate about personal play). The baby comes into contact more often for the sake of his interests - to take possession of the toy.

For younger preschoolers, everyday activities predominate: cooking, bathing, washing, driving, etc. Then role designations associated with one or another action appear: I am a mother, I am a driver, I am a doctor. The taken role gives a certain direction and meaning to actions with objects: Mom chooses toys or objects for play that are necessary for making lunch, bathing the child. The doctor selects a pencil for treatment - a thermometer, tears up pieces of paper for mustard plasters, pours imaginary medicine from a bottle, etc. Children prefer to play the roles of those adults whose activities require certain attributes:

Mom has a set of household items.

The doctor has medical instruments and medicine.

The driver has a vehicle.

In this way, a role is played out; children of primary preschool age use toys, real objects (a spoon, a basin for bathing a doll...), as well as substitute objects (a pencil or stick becomes a knife, spoon, thermometer, syringe in the game). Role-playing interaction between the players is carried out through object-based game actions. The doctor treats the patient by measuring the temperature, giving injections, etc.

6. The teacher’s work system for the development of role-playing games for children aged 2-3 years.

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.

Researchers, in particular, note that 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. Thus, a game task can be posed directly: “Put the doll to sleep,” or 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 for it.

One game problem can be solved in different ways:

For example - “Natasha your bear wants to sleep, he’s crying.” This task posed to the child can be solved by showing or naming a game action:

“Put him to bed”; then invite the child to do it themselves.

To complicate the solution, you can offer the baby, before putting the bear (son, daughter, etc.) to drink milk, prepare a bed, a shirt.

Thus, 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, making the child want 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 activities, teach to come up with a goal in a game, select play actions for it, promote children’s desire to independently select toys and attributes for play, and 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 in 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 a joint game.

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 toy is a mute partner, it cannot suggest new play actions to the child). In didactic play with a doll, children learn various play actions and transfer them into independent play.

The teacher teaches children to play and himself participates in the game along with the child, helping the child to enter the character, i.e., to designate it with the word: “You are a driver,” “Well done Natasha, you are like a real doctor, you listen to the doll with a straw!”

The assessment in the game is always positive: “What a great guy, what a good driver, polite; what a delicious soup the guys made!”

The assessment records children's attention to roles or role-playing actions selected in accordance with this role. Younger preschoolers are mastering the functions of objects, so it is necessary to have more copies of real objects in the play corner than substitute objects.

In the group, during the period when children are awake at play, there are not play corners, but play places throughout the entire area of the group, since there is no play interaction and the child is able to play for a short time with an object that falls into his field of vision.

Most of the time, children of the third year of life run and move, so half of the group space should be freed up for movement and rolling toys.

Items for play should be located at the height of the child, be accessible, equipment should be multifunctional (for games, development of sensory and fine motor skills).

The teacher must analyze the children’s play activities, identify the causes of difficulties and offer timely assistance, plan methods and techniques for managing story-based role-playing games, as one of the most important conditions for its development.

Organizing games in kindergarten so that children’s lives are meaningful, interesting and exciting is a great creative task for the teacher.

Taking into account all the above recommendations, we tried in our 1st junior group of preschool educational institution No. 45 of the Frunzensky district to create the necessary conditions for the development of children's games; we understand well that play is one of the main means of educating preschool children. It is the duty of kindergarten workers to create the most favorable conditions for children to play, to create an environment in which each child can fully satisfy his or her need for play.

In the playroom, we arranged the furniture so that there was as much free, open space as possible. All attributes of various story games were placed in expanded form, i.e., within the child’s reach. In order for children to create their own play environment, our group has large and small floor and tabletop builders. Children, together with the teacher, depending on the plot, try to build from it any building necessary to implement the plan (a house, a fence for animals, a garage, etc.). Also, children have free access to waste materials so that children themselves can create the missing attributes for their games (see Appendix No. 1).

Boys love to play with blocks and cars, they really like to ride bicycles, and girls, in turn, in their own way try to act out various situations with baby dolls, dolls, and really like to roll various toys in strollers, imagining themselves as mothers.

Toys in the group and substitute items are selected in accordance with the age of the children and hygienic requirements. Dolls (various), cars (specialized, large and small), kitchen utensils and various household appliances (bedroom, kitchen, etc.), toys - animals. All this is freely available to children.

It is advisable to carry out children’s play activities on the basis of the teacher’s determination of those play actions that children can perform during the game, based on their experience and knowledge, as well as assuming the prospects for the development of these actions based on effective methodological guidance. To this end, we have planned an approximate volume of gaming activities for each month of the school year, as well as some methodological techniques that will help ensure the formation of these skills and abilities (see Appendix No. 2).

The system for developing gaming skills involved the constant use of such traditional techniques as explaining and demonstrating game actions, reminders, and including the teacher in children’s games to demonstrate a new game role, examples of game actions and the use of objects, to develop new game goals, and develop the plot. When developing the plot, specific games and game situations, we used such teaching methods as: looking at illustrations, conversations, didactic games and exercises, game situations, reading fiction and certain types of productive activities of children (see Appendix No. 3).

Observing the games of our children, we were convinced that the teacher must first of all teach interaction in the game and the organization of joint play of children, from the simplest paired interactions (through rolling balls, carts, cars), to interaction within the framework of a common plot (children feeding dolls in one “dining room”, they help each other prepare lunch for the dolls, set the table). This makes it possible to orient the child towards a peer, a future partner in a role-playing game, it helps to enter into a role and teaches how to conduct a dialogue.

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. 16 “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.

What role-playing games provide for preschool children

The child will not be bored alone. He will always be able to entertain himself with such a game, come up with and simulate a plot.
It is easier for a child to adapt to school dramatizations. Since he already has the skills to play such role-playing games, it will not be difficult for him to take part in various events at school.
The child will not have problems communicating or finding friends. Such active and sociable children become teachers' favorites.
If a child is accustomed to communication, to adapting to any situation, then there should be no protests against school and studies. Children are more inclined to study.
With the help of role-playing games, the child will more easily decide on his favorite school subjects, understand what he can do best and what he strives for. Children make their choice of future profession more confidently.
Role-playing games help children develop the ability to think creatively and fantasize.
He sets the goal of the game, goes to some pre-planned result. It's hard to argue with the value of this skill.
During the game, the child learns to understand his feelings and emotions and cope with them.
The vocabulary is continuously updated and enriched depending on the variety of scenarios.
Role-playing games in a child's life develop his intellect.

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. 15 “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. 17 “Hospital”

Goals: continue to introduce children to the professions of doctor and nurse; arouse interest in the professions of medical workers; develop children's 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. 18 “Katya got sick”

Goals: to diversify the role participation of children in playing with a doll ; contribute to enriching the plot of children's games ; develop children's 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)
.

Guiding role-playing games for children: where to start, how to organize the game

If your baby is now going to kindergarten or sitting with a nanny, then you can exhale, professionals will do all the work for you, or almost all of it. Role-playing games in kindergarten are organized by teachers; they know very well how to do it, what is needed for it, and most importantly, how to interest children in the game.

If everything is on your shoulders, then here are a few rules.

How to organize role-playing games for preschool children

When is it time to start playing these story games? If your child has reached about three years of age and already has a good vocabulary.
Selection of the plot. It's very simple. What is your child interested in? What toys does he like to play with the most? Ask your child what he wants to become in the future. Most often, children know the answer to this question. If not, read books on the topic “Choosing a profession.” This will guide you when choosing a topic.
Having trouble deciding on a topic? No problem. The buyer-seller game always works. Children often watch your trips to the store, they know the procedure.
Props. To fully immerse yourself in the situation, you need to select the necessary props. Well, for example, for the game “Seller-Buyer” you will need: a calculator as a cash register, money - it can just be pieces of paper or cut out numbers from the calendar. Envelope as a buyer's wallet. A set of “goods” for sale, it is advisable to select toys or items of a certain theme (stuffed toys, plastic fruits and vegetables, books).
Preparing the props can be done together with the child. Involve him in the preparation, trust him to collect items for sale, or let him cut up pieces of paper for money.
Before starting the game, make sure that your child really understands the plot, he is familiar with this situation, he understands the actions and words in this plot.
You can play. But the game will be productive and rich only if not only the child, but you yourself want to play. If you are irritated by the long preparation and generally have your own things to do, the baby will feel it and the game will not work out.
How often to play? Every day! This will only bring positive results. I repeat that the role of role-playing games in a child’s life is difficult to overestimate.

The more often a child plays such games, the more he develops business communication skills. That is, he is able to negotiate and convince, to win over to his side.

The second side of the coin: during the game, the child can get used to obeying. And this is precisely why parental participation is important at the initial stage. Parents should help a shy and timid child overcome his fear and take on the role of a leader. Here the child’s role in the role-playing game should be the main one, the leading one, but not all the time.

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. 21 “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.