Role-playing games for preschool children: why and how to play

What is role play for young children?

Children play role-playing games starting at about 2 years old. The child's partner in such a game may first be a parent or an older child. And from the age of 3 they play on their own or with other children. In the process, you can notice how much more the child opens up more and more, liberates himself, speaks more, shows more ingenuity and imagination. Of course, provided that he, in principle, plays such games, and this depends on the parents’ input.

At the beginning there will be a parent-child role play. For example, “mothers and daughters”. Well, who among us didn’t play this as a child? Or a game of buyer and seller. In such games, the child imagines himself in the place of a mother, a salesperson or a doctor, for example. In this way he tries to reproduce their actions and emotions. In such a game, a child not only puts a doll to sleep, but also learns to experience such feelings as care, tenderness, severity, and affection.

The feelings that a child acts out in such stories will manifest themselves in real life. That is, by losing care, it will be easier for such a baby to take care of someone in life.

Role-playing teaches real-life feelings and emotions.

And what is not unimportant, in such a role-playing game, we parents can see or hear things that can give us a lot to understand. For example, if in the game “kindergarten teacher”, your child in the role of teacher screams and hits children, this is a reason to think and worry. Where could he see such a pattern of behavior?

Role-playing games on the topic children come a little later, already in kindergarten. This is an important stage that helps the child to contact other children.

Lumps, bushings and flaps. What to play with a preschooler so that parents don’t get bored

Role-playing games (all these endless tea parties, pony towns and traffic jams of cars all over the room) are an important stage in a child’s development. We talked about why they are needed, what they influence, and whether adults can learn to play with RAO Academician Alexander Veraksa and researchers from the Department of Educational Psychology and Pedagogy, Faculty of Psychology, Moscow State University. M. V. Lomonosov.

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How preschoolers play

There are no mandatory games that would be interesting to all children without exception. But we can say that most often preschoolers play at family, school, work, or act out heroic, military stories, as well as scenes from cartoons, literary works and computer games. In addition, games for girls and boys may differ slightly in plot.

Boys like robots, transformers, cars, and often the plots of boys' games are connected specifically with their adventures. Girls tend to pay more attention to social relationships and building stories based on real life. There are, of course, common recurring types of plots, but their content and the variety of developments will differ from child to child.

What is a role-playing game?

As Lev Vygotsky wrote, in play a child cries like a patient, but rejoices like a player. And it is in play that a preschooler develops in the most harmonious way.

Vera Sukhikh, researcher at the Faculty of Psychology, Moscow State University. M. V. Lomonosova:

The value of mature role-playing games lies precisely in the fact that the child is simultaneously in two spaces.

Distinctive features of a mature role-playing game:

• a cooperative game in which participants create a detailed plot;
• the content of the game is the building of certain social relationships;
• The roles of children in such a game are varied.

Advanced play involves a planning stage, during which children agree on what and how they will play. And the game is built according to the logic of an imaginary situation, which allows the child to escape reality and act based on his ideas. D. B. Elkonin, characterizing the real relationships of children in the game, Fr.

And one more very important point. Playing is a purely voluntary matter; it is impossible and unnecessary to force people to play. If a child refuses an adult’s proposals, you can only try again after some time. Look for what is really relevant and interesting for the child at a particular moment. Adult participation in the game should not be directive. If a child is already passionate about a game, an adult can ask to become a participant, but to start controlling it would mean ruining the game.

Photo: shutterstock / LightField Studios

When to start playing

Parents often worry that their one-year-old or even two-year-old child does not know how to play role-playing games and does not interact with other children. He prefers to play alone, and his gaming activity is far from what the media broadcasts.

Margarita Gavrilova, researcher at the Faculty of Psychology, Moscow State University. M. V. Lomonosova,

reassures me that this is completely normal.

The ability to play - to construct interesting plots, portray characters, create a game situation from available objects - does not arise in a child immediately, but develops with age. Psychologists identify several stages of its development: from ordinary play with objects to complex games with a long plot and distribution of roles between two or more children. It’s really too early in the year to play tea party. But an adult can and should support the process of game development.

Role-playing games by age:

2–3 years

. At this age, you need to show your child how familiar objects can be used in different ways. For example, a simple banana in a game can easily become a gun, a telephone, or even a little man. A child’s ability to find different ways to use objects contributes to a rich imagination and the creation of play “substitutions.” Then the lack of the necessary toy will not become an obstacle for the child to play out the plot. And in adult life, this skill will help you find a lot of solutions to everyday and creative problems.

3–4 years.

With a preschooler of this age, you can already play out small role-playing dialogues, create and develop imaginary “as if” situations. Children willingly take on different characters. So, a child playing doctor gives injections to everyone. A girl playing mother-daughter rolls a stroller with a baby doll. To “get into character,” a child needs to learn to notice the characteristic behavior of his characters.

The adult’s task is to support the child’s play motivation and gradually enrich the plot and the child’s ideas about a particular role.

For example, when a child growls, imitating a tiger cub, you can ask him what mood the tiger cub is in today or how he ended up in a city apartment.

5 years.

Role-playing play becomes natural, children are easily drawn into it and can build plots themselves. But the participation of an adult is still important, since he can significantly enrich the game and show various game patterns or solutions. For example, offer unexpected plot twists or new ways of arranging the gaming space.

The game helps the child navigate social relationships and see any situation from the perspective of several of its participants.

An important feature of role-playing games is the child’s need for a partner. It is in the plot-role-playing game that the distribution of roles and interaction of characters first appears. The developmental value of such a game is that the child, with the help of his imagination, creates a unique play space in which he models and plays out the processes of the real world.

How long should you play?

A survey conducted among thousands of parents and grandparents showed that while grandparents enjoy playing with their grandchildren most and truly understand the importance of play, many parents tend to prefer digital gadgets in the hands of a child.

Vera Sukhikh

I am sure that it is not necessary to play with your child all day: “You can play for 15–30 minutes and not even every day. It is important that this is done regularly, that the games are varied and that the parent himself finds it interesting. The rest of the time, the child should have the opportunity to play alone or with other children. To do this, it is important to create a cozy space, with a sufficient number of toys, cubes, waste materials, fabrics that can be used to create a play space or impromptu outfits.”

We play by the rules

It’s worth getting a whole box for a role-playing game and putting “garbage” in it, like cardboard tubes, unnecessary boxes, scarves, hats, sheets, pine cones, etc. It’s good if the fabrics are of different sizes, colors, and densities. All this can be bought at a regular fabric store or collected from unnecessary items. From ordinary foil you can twist a sword, a helmet, a crown, a spaceship steering wheel, armor, precious stones and much more that you need in the game. All this encourages children to use their imagination, which means the game becomes educational.

4 simple rules for a successful game:

1.

There should be enough time to prepare for the game: figure out what to play, build houses, create costumes, start playing and develop the plot.

2.

A complex role-playing game can last from one hour to several days. Therefore, it’s great if there is an opportunity not to remove the decorations for some time.

3.

It’s good if there is enough space to freely build and move during the game, and make noise.

4.

It is not recommended to use ready-made toys and costumes as attributes for the game. It is better to adapt what is already in the environment, to use “open” materials: fabrics, ribbons, paper, foil, etc. This will enrich the child’s imagination and help him see the hidden properties of objects familiar in everyday life.

Vera Sukhikh:

A child can only play what is known to him from experience. Therefore, one of the most important tasks of parents is to enrich the child’s experience: visit new places, read new books, tell and show new phenomena, professions, situations.

Nikolay Veraksa, professor of the Faculty of Psychology of M.V. Lomonosov Moscow State University, head of the UNESCO Department of Early Childhood Care and Education:

The game should constantly include more and more new situations.
But these situations cannot be arbitrary; they must reflect the real life of adults, their culture. Children at play create situations that are relevant to the life scenarios that unfold around them. Photo: shutterstock / LightField Studios

Why do we need a game at all?

Play activity is the only thing that a preschooler essentially needs. And if it is accompanied by adults, it acquires special value. Recent studies by the Russian Academy of Education have shown that role-playing games with the participation of parents significantly influence the development of the child’s self-regulation components.

Self-regulation is the basis of human adaptability. It allows a person to behave in accordance with the rules of the situation, adapt to their changes and achieve their goals despite distractions. Self-regulation is conventionally divided into cognitive and emotional. Cognitive is associated with remembering and using information, switching from one situation to another, and restraining immediate desires. And emotional is understanding and managing emotions.

The link between self-regulation and academic achievement, such as math and reading skills, and successful social adjustment is evident as early as kindergarten. And it is the development of self-regulation that helps a child prepare for school, and subsequently be successful in adulthood. According to Alexander Veraksa, “self-regulation affects the overall ability to manage oneself, one’s emotions and behavior, work productively, maintain career development and feel happy.”

Main components of self-regulation:

• Inhibitory control (inhibition)
  helps keep attention, thoughts, and behavior on task and not distracted by irrelevant stimuli, internal or external. For example, raising your hand and waiting in line, restraining the impulse to jump up from your seat and shout out the correct answer, is a task that requires a high level of development of inhibition in the child.
• Working memory
  is a “compartment” of memory that contains information that a person is working with right now. For example, mental arithmetic requires developed working memory because it involves performing arithmetic operations on numbers that need to be remembered.
• Cognitive flexibility
  allows you to switch between different rules when performing a task, and in general, between activities and tasks. Cognitive flexibility underlies adaptability to the external environment, since it allows, for example, to quickly and adequately change one’s behavior in different circumstances.

Research has shown that where children create games, there is greater emotional engagement. And where the plot is suggested by an adult, inhibitory control develops better, because in such a game you have to wait your turn and fulfill your role consistently.

To develop self-regulation, many digital games and simulators have been developed. They are certainly attractive for parents, because the child can be left alone with the gadget. However, although progress in their development will certainly be noticeable, unfortunately, it may be limited only to the space of a particular application and will not affect the child’s real life.

Alexander
Veraksa:
Using a natural method of cognition - trial and error - a child can identify some options for using a gadget independently, without the help of adults. For example, a preschooler can independently master the game Angry Birds. Almost the entire plot of the game is that the player is presented with a situation in which birds are considered as projectiles. Bird shells are launched to destroy enemy defenses. As the player progresses, he is offered similar situations in which achieving the goal becomes more and more difficult. On the one hand, this is really a game: it has rules and a conventional situation. The child joins it voluntarily and experiences positive emotions. But in these kinds of games there is no way to agree on rules and roles. The game creates a conditional space that has no exit to the outside. The child does not have the opportunity to present in a real social environment the experience that he will gain when mastering the game. It lacks role relationships and the need to address culture and verbal communication.

And traditional games - board games, action games and role-playing games - turn out to be much more effective. A role-playing game is a much more complex activity than any game on a phone or tablet, and its developmental effect is complex and more lasting.

Photo: shutterstock/fizkes

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.

Examples of role-playing games card index (middle group) on the topic

Municipal autonomous preschool educational institution

Child Development Center - Kindergarten No. 17

Recommendation for teachers

Examples of figurative and role-playing games for the development of communication skills

Compiled by: Middle group teacher

Sheshko Oksana Alexandrovna

Examples of role-playing games

"Mail"

Goal: to introduce children to the work of the post office, to expand their understanding of work

postal workers (postman, receiving operator, telegraph operator, sorter,

driver), consolidate the ability to correctly use the attributes of the game.

Equipment: homemade parcels, postcards, telegrams, letters, envelopes,

postman bags, letter box, stamp.

Age: 4–5 years.

Preliminary work: The teacher tells the children that mail is needed so that they can contact other people, congratulate friends on the holiday with a postcard, send a telegram, letter, or parcel. Introduces different types of postal services (telephone, telegraph, Internet...), the duties of employees (serve customers, check the execution of letters, telegrams, documents, forms. At the post office, workers sort received correspondence, then trains or planes deliver mail to different parts of our country , and the postmen will take it home) and postal clients.

Invite parents to visit the post office and send a postcard.

Progress of the game:

Preparing equipment for the game: cut out pictures and texts for letters from magazines, glue envelopes, prepare forms and receipts, stamps, lay out newspapers and magazines, prepare empty boxes and bags for parcels and parcels. We offer children various plot lines:

Visitors stand in line and one by one approach the receptionist and say that they want to send a parcel, a parcel, give a telegram, buy an envelope...

Sorter - arranges letters, newspapers, magazines, and explains to the driver where to go (to the railway, to the airport...).

Receptionist – serves visitors (the role is played by the teacher).

"Treat"

Target. Developing children's ability to implement game plans. After this, the teacher helps everyone individually prepare “food” and shows the Game material. Substitute items, play utensils, toy dogs, furry collar.

Preparing for the game: Reading and discussing N. Kalinina’s story “Helpers.”

Game roles. Cook.

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

The teacher asks the children: “Who wants to play with me? I invite everyone to play: Sasha, Pavlik, Alena and Vitalik. Does Irochka want to play with us? Now I will bake you some buns. I'll bake buns and feed you. You see, I have a lot of dough in the pan.” Shows a large children's pan filled with parts of building material - yellow or red hemispheres. “There will be a lot of buns, enough for everyone. Sit here on the carpet, relax, and I’ll cook.”

The teacher seats the children so that they can see his actions. “I’ll take a large sheet (the lid of a box from a printed board game). I'll put buns on it. Valyusha makes this bun (takes one piece from the box, makes circular movements reminiscent of rolling a ball, and places it on the “sheet”). I'll roll, roll the dough, the bun is ready for Valyusha. And I’ll make this bun for Kiryusha (by calling the children’s names, the teacher keeps their attention on himself). That's all. I haven't forgotten anyone. I made buns for everyone. Now you can bake them in the oven.” Places the “leaf in the oven” and immediately takes it out. “All the buns are already baked” (puts the sheet on the table, sniffs the buns).

“They smell so delicious. Now I’ll pretend to try one.” The teacher shows how to do this in the game, says that these are tasty and sweet. Then he gives each child a treat.

"Family "

Target. Encouraging children to creatively reproduce family life in play.

Game material. Dolls, furniture, dishes, bathtub, building material, animal toys.

Preparing for the game. Observations of the work of a nanny and teacher in groups of children of the second year of life; watching mothers walk with their children. Reading fiction and looking at illustrations: E. Blaginina “Alyonushka”, 3. Alexandrova “My Bear”. Construction of furniture.

Game roles. Mother, father.

Progress of the game. The game begins with the teacher bringing a large beautiful doll into the group. Addressing the children, he says: “Children, the doll’s name is Oksana. She will live in our group. Let's build her a room together where she can sleep and play." The children, together with the teacher, build a room for the doll. After this, the teacher reminds them how to play with the doll: carry it in their arms, roll it in a stroller, in a car, feed it, change clothes. At the same time, she emphasizes that the doll should be treated with care, talk to it affectionately, and take care of it, as real mothers do.

Then the children play with the doll on their own.

When the children have played on their own for a sufficient amount of time, the teacher organizes a joint game. When organizing the game, he must take into account the relationship between boys and girls. So, while the girls feed the dolls and wash the dishes, the boys, together with the teacher, build a car out of chairs and invite the girls to go for a ride with the dolls. After this, the teacher can bring in another Doll - Oksana’s friend, the Katya doll. The teacher introduces the children to the new doll, tells how to play with it, and where both dolls will live.

"Dolls"

Target. Consolidating knowledge about different types of utensils, developing the ability to use utensils for their intended purpose. Fostering a culture of behavior while eating. Consolidating knowledge about the names of clothes. Strengthening in children the skill of undressing and folding their clothes correctly in a certain sequence.

Game material. Dolls, toy dishes, pictures depicting elements of the painting “Playing with a Doll.”

Preparing for the game. Looking at the illustration “Playing with a doll.”

Game roles. Mom, cook, nanny.

Progress of the game. Preparing for the game begins by looking at the painting “Playing with a Doll.” Children sit at two or three tables arranged in a line, facing the teacher. They look at the picture, name what they see (“They are bathing a doll”, “The girl is bathing”, “Washes the soap off the doll”, “The boy is holding a towel to dry the doll”).

After this, the teacher turns to the children: “The pictures in front of you (lie face down), turn them over. Look at your pictures and tell me who has a bathtub and who has soap? who has tights?...” The child, who has found the desired picture, places it near the large picture.

So we helped the girl in the white apron. Everything has been prepared in order to redeem the doll.”

The teacher offers the children a story based on this picture: “The children decided to buy the doll. They brought a stool, placed a bath on it, and poured warm water into the bath. Nearby, on a red bench, they placed a green sponge and soap. Separate the doll. Her clothes were neatly laid out on a large chair, and her tiny blue shoes were placed under the chair. “Now, now, be patient a little longer,” the girl in the white apron persuades the doll. “I’ll wash the soap off you, and then wipe you dry.” You see, Ilyusha is standing nearby, holding a large white towel in his hands...”

The teacher can use various options for playing with dolls. Katya doll is having lunch. There is tea, dining and kitchen utensils on the table. Katya doll is sitting at the table. The teacher says: “Children, Katya needs to be fed lunch. There are different dishes here. We will put on the table in front of Katya only what is needed for lunch.” Children take turns finding the items they need. The teacher asks what it is and why. At the request of the teacher, the children find all the objects: plates, fork, spoon, bread box, name them correctly and arrange them beautifully on the table, not forgetting to lay out the tablecloth and place the napkin holder. They wish Katya bon appetit and clear the dishes after dinner.

"Chauffeurs"

Target. Introduce children to the profession of a driver. Teach children to establish relationships in play.

Game material. Various cars, building materials, steering wheels, traffic lights, traffic controller's cap.

Preparing for the game. Observations of cars on the street, targeted walks to the car park, gas station, garage. Examination of the painting “Bus”. Learning the poem “Truck” by A. Barto. Game-activity “Chauffeurs go on a flight.” Observing the games of older children and playing together with them. Learning the outdoor game “Sparrows and a car.” Reading and looking at illustrations: “Our Street”, looking at photographs from the “Little Drivers” series. Construction of a garage from building materials.

Game roles. Driver, mechanic, gas station attendant.

Progress of the game. The teacher can start the game by walking down the street and observing cars. During the observations, the teacher draws the children’s attention to the variety of cars, to what the cars transport. After a walk, in a conversation with the children, the teacher asks them the following questions: “What cars did you see on the street? What did the cars carry? What is the name of the person who drives the car? Who regulates traffic on the streets? How do pedestrians cross the street? Then the teacher invites the children to play driver, taking on the role of a traffic controller. Children draw a road with intersections and a roadway on the ground. Boys - “drivers” “drive along the pavement”, keeping to the right side of the street. Girls - “mothers” with strollers walk along the sidewalk. Crossing the road is allowed only at intersections and only when the traffic light is green. In subsequent work, the teacher introduces children to the fact that cars are refueled with gasoline. Further clarification and systematization of knowledge allows children to identify three or four roles in games with cars: driver, mechanic, gas station attendant.

During the subsequent game, the teacher can invite the children to listen to the story of the driver doll: “There are many drivers working in the car park (garage). They are all friendly with each other. They have one very good rule - never leave a friend in trouble, help everyone and in everything: acquaintances or strangers - any driver. For example, a driver is driving and sees a car standing on the road ahead. He will definitely stop and ask what happened, and will certainly help: he will pour a little gasoline out of his car, help replace a tire, or simply take it to the trailer and

will take you to the garage. This is how our drivers live together.” Then the teacher invites the children to play the game “As if drivers are leaving for a flight” on their own.

Next time you can start the game by reading the story “How the Machine Rolled the Animals.” “There is a car standing on the road. It's blue, the body is yellow, the wheels are red. Beautiful car! The forest animals saw her, stopped and looked. Oh, yes, a car! Nice car! 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.”

Game "Fox"

Target. Developing in children the ability to take on the role of an animal.

Game material. Substitute items, toys, buns.

Preparing for the game. Getting to know the distinctive features of a fox from pictures, illustrations, reading poems and stories about a fox.

Game roles. Fox, fox cubs.

Progress of the game. The teacher turns to the children: “Let's play. I'll be Lisa. I have pointy ears (shows). You see what. Do you see the big fluffy tail? (shows an imaginary tail with a movement of his hand). Is my tail beautiful?” Then the Fox briefly tells where she lives, what she eats and what she likes to do (play with fox cubs, catch mice, etc.). Having outlined the appearance of the fox, its habits and disposition, the teacher moves on to the most important point - he encourages children to take on the role of fox cubs. This is what it looks like: “I’m bored alone. I don’t have children - little foxes with fluffy tails. They grew up, became big and ran away into the forest. If I had little foxes, I would treat them to my bread and give them candy wrappers. You see how many of them I have. Who wants to be my little fox? Someone wanted to be a fox - good! Well, those who did not want to play should not be forced under any circumstances. Let these children do what they want. The teacher continues to play with those who wish. “Little foxes, show me your ears. Do you have ponytails? (imaginary)."

“You sail, my little boat, and then return home!”

Goal: To reinforce with children the knowledge of the rules and measures of safe behavior on the water.

Program content:

1. Form a basic idea of ​​safe behavior on the water;

2. Consolidate knowledge about means of rescue (lifebuoy).

3. Develop the ability to behave correctly in an emergency situation.

Equipment: playground - ship, steering wheel, rope, anchor, lifebuoys, caps, rugs, captain's cap, sailor collars, buoys, "swimming allowed" sign, red life jacket. Progress of the game.

Let's go on a journey by sea. And for this we will board the ship.

Educator: Did you forget to take the circle and the rope?

Children: We didn’t forget, we took it.

Educator: Why do we need a circle and a rope?

Children: To save a person if he is drowning.

Children play, pretending to be people asking for help and rescuers on a ship, then the roles change.

This is where our game ends, thank you all very much.

Game “POLYCLINIC” (“HOSPITAL”)

Target:

1. Enrich, expand and systematize children’s knowledge about the medical profession and the work of the clinic.

2. Cultivate respect and gratitude for the work of doctors and nurses.

3. Activation of the dictionary: ophthalmologist, therapist, pediatrician, surgeon, procedures, thermometer, prescription.

Previous work:

Excursion to the medical office.

Supervising the work of nurses and doctors.

A teacher's story about the work of a doctor in a clinic, an ophthalmologist, a surgeon, a pediatrician, and a therapist.

Examination of photographic illustrations of the work of doctors of various specializations.

Conversation with children “How I went to see a doctor with my mother”

Puppet theater "Doctor Aibolit"

Reading stories about the work of a doctor (B. Zhitkov “Collapse”, S. Marshak “Ice Island”, etc.)

Didactic games: “Who needs what for work”, “Who can name more actions”

Manual labor: making a thermometer, phonendoscope, mustard plasters for the game “hospital”.

Progress of the game:

The roles of doctors - specialists and patients at the reception - are selected. Child patients should tell the right doctor about their illness. About the eyes - to the ophthalmologist, about the stomach - to the therapist, etc., the doctor must advise the medicine and write a prescription.

Game "HAIRDRESSER"

Target:

1. Enrich children’s knowledge about the work of a hairdresser.

2. Cultivate polite treatment and respect for the work of a hairdresser.

3. Activation of the dictionary: hairdresser, master, scissors, comb, hairstyle, hairdryer, haircut, cuts, bangs, shave, refreshes with cologne, styling foam, roll on curlers, pay money to the cash register.

Previous work:

The teacher's story about the profession of a hairdresser, about work in a hairdresser.

Examination of paintings, photo illustrations about the work of a hairdresser.

Conversation with children “How I went to the hairdresser with my mother.”

Observing the work of the master.

Reading stories by B. Zhitkov “What I saw”, S. Mikhalkov “In the hairdresser”

Manual labor: making toy scissors, combs

Progress of the game:

Hairdressers are chosen, the rest of the children go to the hairdresser to get their hair done, cut, etc.

You can use the game after an hour of sleep. When the teacher puts the children in order, braids their hair and makes ponytails.

Children can sit nearby and play with elements of imitation.

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

1. 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.
2. 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.
3. 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.
4. 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).
5. 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.
6. 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.
7. 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.
8. 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.

Collection of role-playing games

SCRIPT of a role-playing game for high school students “Career +”

Leading. Good afternoon, dear participants, guests and spectators of our unusual meeting! Why unusual - you ask. Yes, because today our leaders will try to try on unusual roles - the roles of successful leaders.

Host: Every person strives to become successful in life. But success comes only to those who have found themselves, found exactly the area where they can achieve success. The path to success in life begins at school.

Host: It is in high school that the first bricks are laid in the foundation of a person’s professional career. Why not now set yourself the goal of becoming a high-class professional in your chosen profession and the head of an enterprise, firm, or agency?

Host: And even though today we only have a game called “Career +”, but it can teach us a lot, teach us to work on ourselves, set goals and look for ways to achieve them.

Presenter: The game is a role-playing game, which means that each participant will play his role and enter into the image of a modern leader. The plots of the game will be very diverse and will allow both participants and spectators to show their abilities and creativity. Host: So, we begin. I ask the participants to take their places. The goal of becoming a leader today was set by:

Participant No. 1 – Dmitry Artemyev - leading surgeon

Participant No. 2 - Victoria Pelkina - chief director of the film studio

Participant No. 3 - Anastasia Kurmaeva - top HR manager Participant No. 4 - Ksenia Kravets - director of the gymnasium

Participant No. 5 - Victoria Belyakova - head of the pediatric department

Participant No. 6 – Dmitry Strelnikov – Chairman of the Board of Directors of a commercial bank

Leading. And now I am pleased to introduce you to our expert group that will analyze the progress of the game, mark the most interesting answers and actions of the players. Each participant is an example of a modern leader, a professional in his field.

So, as part of our expert group: 1. Svetlana Nikolaevna Kirpicheva - methodologist of the municipal institution "Methodological Office" 2. Svetlana Vladimirovna Biryukova - director of the House of Children's Creativity "Harmony", 3. Lyubov Viktorovna Nazarova - director of the Center for Children's Creativity "Firefly" 4. Oksana Aleksandrovna Abapova is the director of the Station for Young Technicians.

Presenter: Well, we’ve met our esteemed expert group, and now let’s get to know our participants better. We will call the first stage of our game (homework) this way: “Participant’s business card” Word to the participant No. 1 - Dmitry Artemyev, No. 2 - Victoria Pelkina, No. 3 - Anastasia Kurmaeva, No. 4 - Ksenia Kravets, No. 5 - Victoria Belyakova, No. 6 - Dmitry Strelnikov (participant speeches 3-5 minutes) Presenter. All participants added touches to their portrait of a leader, the expert group tried to evaluate this, and we move on to the first task. Leading. Imagine that you were invited to a television studio for the program “What is a modern leader like?” You will have to take part in a discussion on a given topic. You need to demonstrate general culture and erudition and take an active part in discussing the problem.

Question to Dmitry Artemyev: What, in your opinion, are the main qualities of a modern leader?

Question to Dmitry Strelnikov: Do you agree with the statement that a male leader is more effective than a female leader?

Question from Victoria Pelkina: Do you think the leader should be appointed or elected?

Question from Anastasia Kurmaeva: At what age can a person be promoted to a leadership position?

Question from Kravets to Ksenia: What leadership style do you follow?

Question from Victoria Belyakova: what are the pros and cons of a leadership position?

Now let's listen to our experts and how they assess the discussion that took place. Whose answers were the most original? Please, you have the floor_______

Presenter: It is believed that people judge us by the external impression that we make in the first minutes of meeting and conversation. It is personality traits such as appearance, voice and ability to communicate that can play a decisive role in your career and throughout your life.

Presenter: Next task for the players. Show your imagination and try to imagine a manager’s working day. Make a work schedule for the day.

Host: While our participants are drawing up a “Daily Work Schedule,” we will try to formulate the basic rules of business etiquette. First, let's find out what business etiquette is. I suggest answering the audience___________

Leading. Business etiquette is the rules of communication, interaction and behavior of people in the process of professional activity, as well as forms of dealing with others, types of addresses and greetings, manners and the accepted form of business clothing.

Host: So, in order to formulate the first rule, I will ask you to answer the question: What do you think business relationships should be based on? Presenter: From all of the above, Rule 1 follows: Honesty and reliability in business relationships. The desire of business people to be honest and reliable in business contacts is a manifestation of their internal orientation towards stability and maintaining long-term relationships with partners.

Presenter: Imagine that a partner agreed to supply some equipment, but did not deliver it on time, because he decided to look for more favorable conditions. Host: What rule of business etiquette did he violate?

Leading. Absolutely right, this is our second rule: Obligation. The phone number of a partner who has shown non-obligation, committed forgery or deception is crossed out from the business person’s address book or marked with a special sign. The characteristics of such a partner in the business sphere are transmitted through personal channels, and it can be difficult for him to form a positive attitude towards himself. Business reputation takes years to build, but it can be lost in a matter of minutes without the right to rehabilitation.

Leading. Let's move on to the third rule: Compliance with the norms of official subordination. How do you understand this? What is the essence of this rule?

(viewers respond) Clear subordination presupposes: power and subordination, executive discipline, control, coordination of one’s actions with the actions of other employees, a ban on the actions of a subordinate over the head of his immediate supervisor, knowledge and performance of official duties. Host: And now this is the situation: a person came to a prestigious company to get a job. Having opened his work book, the manager sees that this person changes jobs very often. Do you think this person will be hired?

Host: What rule follows from this?

Leading. So the next rule is - Devotion of employees to their institution.

Host: Now imagine, in a reputable institution a person comes to work in jeans. What does this mean?

Host: As a result, from all of the above, we can formulate the fifth rule - Compliance with norms of behavior and appearance.

Presenter: In reputable organizations you will not meet noisy and demonstratively relaxed people. They value self-esteem, efficiency, composure, and the ability to control their own emotions. Communicate in a discreet manner, professionally and informatively.

Host: And the next question for discussion. Each of you knows that in our time competition plays a major role in the economy of any enterprise and the country as a whole.

Host: There is such a modern concept: destructive competitiveness. What do you think it means?

Host: In order to understand, let’s define what competition is - it is a relationship, active competition, a struggle for existence.

Host: The concept of destructive is a violation, destruction of the normal structures of something. What should be the basis of competition?

Presenter.Rule 6. Compliance with moral standards in competition. A person should move towards a goal not through deception or betrayal, but through intellectual effort and a creative approach to business.

Host: Now let's listen to how our managers planned their working day.

Host: And again our participants will have to complete a practical task.

Conduct:

1. Surgeon Dmitry Artemyev visit the patient.

2. Director Victoria Pelkina – casting for the main role

3. Interview with Gasprom top manager Anastasia Kurmaeva to Channel 1

4. To the director of the gymnasium Kravets Ksenia, write a letter of gratitude to the sponsor.

5. The head of the pediatric department, Victoria Belyakova, dismisses an employee due to staff reduction.

6. Reception of a foreign guest at a commercial bank by the chairman of the board of directors, Dmitry Strelnikov, without an interpreter.

Presenter: We ask the participants to complete the task

A word from our experts.

Question for participants and spectators. Leading. Can anyone explain the meaning of the expression “corporate culture”?

The corporate, or organizational, culture of an institution is the interrelation of the following components: moral values; labor goals; features of business relations; psychological climate in the team; employee satisfaction or dissatisfaction with their work; availability of growth prospects for employees and a reward system; level of stability - staff turnover. Host: I invite our participants to create 5 rules that reflect the corporate culture of your institution. You have 5 minutes. Host: While our participants are drawing up a set of rules, we will continue the conversation about the features of business etiquette.

Presenter: Any leader must know the rules of business negotiations. Let's start with external attributes.

Host: What shape do you think the negotiation table should be?

Host: Do you know why business meetings are most often held at a round table?

Presenter: The round table is a symbol of union and unification. When seated in a circle, status differences are removed. If it is necessary to emphasize status differences, use square or rectangular tables. At business meetings and negotiations, business breakfasts, lunches and dinners are often organized, at which not only professional qualities are demonstrated, but also the level of a person’s culture.

Host: What are the rules of behavior during a business lunch or dinner?

Presenter: Table behavior skills need to be specially studied, since it is by how a person behaves at the table that one can give him an unmistakable assessment. You can determine his temperament, the level of development of self-control, and evaluate his attitude towards life and his partners. Presenter: Particular importance is attached to the male partner’s ability to drink alcoholic beverages. A positive impression is created about a person if he behaves calmly, freely and naturally, and maintains small talk.

Presenter. And if you find yourself at such an event and are not sure how to properly use all the variety of cutlery and how to eat this or that dish, then you should not rush, calmly observe the manners of other people or ask the waiter to cut up some exotic dish, or refuse it.

Host: Business etiquette allows you to maintain decency and not violate the “boundaries of reason” even in the presence of a business conflict.

Leading Business Etiquette is a culture to which we should all strive, because it is truly beneficial and because this is how the entire civilized business world works and lives.

Host: Now let's listen to our participants.

Presenter: What rules that make up the corporate culture did our participants choose for their establishment?

Artemyev Dmitry, Pelkina Victoria, Kurmaeva Anastasia, Kravets Ksenia, Belyakova Victoria, Strelnikov Dmitry Presenter: Let's give the floor to the experts.

Leading. Well, the last test. Every day, a manager has to find himself in a non-standard situation, in which resourcefulness, quick wits and a sense of humor save him. And we invite you to answer questions from guests and viewers. (questions and answers) Maybe the audience has questions for the guests? (questions and answers) Presenter. Well, let's summarize. “You are heavy, Monomakh’s hat,” our players, who took on the roles of leaders, probably thought today. Heavy, but not overwhelming. And today you all showed us your abilities and creativity. Therefore, I give the floor to our experts for a pleasant mission - summing up. (awarding)

Presenter: Our meeting has come to an end, and with it the role-playing game “Career +” ends. In memory of our meeting, allow me to present business folders to our participants. Let our game become the first step in the career growth of future leaders. Host: Goodbye, see you again!

How to understand a child’s attitude towards role-playing games, whether they are beneficial and whether they develop the child

• The child himself asks you to play with him and takes the initiative in choosing a plot.
• The kid has memorized the basic phrases and can now use them in the game himself, without your prompting.
• The child sometimes independently plays with toys or other children in games that you played with him.
• Your child has begun to use improvised means in the game, adapting them to the plot.
• The kid understood what “make-believe” was.

Role-playing games for preschoolers - the key to understanding the world

If you think about it, role-playing games with a plot can be imagined as a theatrical performance, where children come up with a plot and direct the actions, after which they try on fictitious roles and bring the production to life with the help of their imagination and the surroundings at hand. The development of a plot-based role-playing game occurs smoothly, having starting points, the actual development of the plot and a climax, which marks the end of the game.

Most often, the plan for the role-playing game itself is offered to children by their parents, teachers or other significant adults, on whose shoulders the organization of the plot-based role-playing game falls. But, having shown the game once, you can relax; now the children will play it on their own, complementing and changing it according to their taste and desire. Children, transforming into fictional characters, strive to understand both the mechanism of interaction between the game characters, their motives, and the essence of manipulation with any objects. The oar rows, the stethoscope allows you to listen to the lungs, the crown allows you to identify the princess or king. The doctor treats, the mother cares. Everything in the child’s head falls into place, and the essence of previously incomprehensible things becomes crystal clear.

Card index of role-playing games for children

1. Plot "Zoo"

Our goal: we replenish the child’s vocabulary, give knowledge about animals, teach their habits and sounds, and cultivate in children a love for animals.

Props: toy animals, cash register (a calculator will help you), tickets to enter the zoo, money (cut up pieces of paper), vegetables for the animals.

Plot of the game: We are going to the zoo, we go, we buy tickets at the box office, we walk around the zoo, the guide (mom or dad) tells the children about the animals, we feed the animals.

1. Plot "Kindergarten"

Our goal: to tell about the kindergarten, about its rules, about teachers and nannies, to teach children to take care in the role of educators.

Props: room (kindergarten) and all the necessary toys.

The plot of the game: we replay from the very beginning of the day, the trip to the garden, everything that usually happens in the garden, until the moment when the parents take the children home from the garden.

1. Plot “Public transport (bus)”

Our goal: to explain the tasks and responsibilities of the driver, conductor and passengers, to explain the rules of behavior in transport.

Props: chairs, tickets, money, driver’s cap

The plot of the game: we stand at the bus stop, wait for the bus, get on, buy a ticket, follow the rules of behavior, warn in advance about the desired stop.

Conditions:

1) the use of multi-character plots with a specific role structure, where one of the roles is included in direct connections with all the others; sailor captain (main) - passenger (2-3 additional roles)

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 in the plot than participants.

Children's skills:

1. Connect to the game of peers, find a role that is suitable in meaning to their roles, and during the game correlate your actions with the actions of different partners.

2. He knew how to change the initially accepted role to a new one (one of the children takes the role of Emelya, the other has to be a “pike”, and then a “king”, etc.).

Creative approach in senior and preparatory groups.

transition to a new stage - fantasy play in a purely verbal sense (without relying on objective actions or roles). Mastering a new, more complex way of building a game - collaborative plotting.

The teacher develops in children the ability to build new and varied game plots, to coordinate creative, individual, game plans with peer partners.

Game - inventing with 2 - 4 children. The teacher helps organize the preparatory period for children to play independently (discussion of roles, actions, organization of decorations). Creates conditions for director's play.

If until the age of 5.5 - 6 years the predominant place was occupied by story-based play, now a game with rules is beginning to occupy an equal place with it.

The main task is to transfer children to a new, higher level of play - to joint creative plotting

The game is fantasy (“dreamers.” N. Nosova). Creative plotting includes the child’s ability to identify holistic events, connect them in a variety of sequences, and at the same time be oriented toward peer partners.

Imagination game (2 – 4 children). You need to start playing together with children not by inventing completely new plots, but by partially changing already known ones. Gradually, the adult leads the children to increasingly complex transformations of a familiar plot.

The teacher first includes two children in the imagining game (participating in it himself as a third partner). First, you need to teach children to hear each other and continue their partner’s thoughts. A technique for remembering a famous fairy tale.

After 2-3 days, he plays with these children in a new way: they come up with a common fairy tale, but a little different. It is better to start transforming a well-known fairy tale by changing the main character, his task, the desired object or character and the obstacles in his path. The teacher gently prepares several options for himself, the beginning of a new fairy tale. It is advisable to combine fairy-tale and realistic elements in a new fairy tale. As you master the inventive game, the teacher encourages role-playing interaction (Baba Yaga is a seller, Pinocchio is the old woman Shapoklyak)

“making up real stories” (4–5 people)