Planning game activities in the senior group

Role-playing games in the senior group: a card index with goals according to the Federal State Educational Standard

By participating in games with everyday stories, children master the system of relationships in the family, learn to perform their household duties, and master self-care skills.

Let's go for a walk

Goal : to teach children, when going for a walk, to dress for the weather, to choose comfortable clothes and the necessary accessories; develop vocabulary (names of clothing items); cultivate a caring attitude towards the environment, develop skills of aesthetic contemplation.

Before the walk, the teacher informs the children that new friends have come to their group. The children are invited to get acquainted with the dolls. After this, the teacher offers to take the dolls with them for a walk, but to do this they need to help them choose the right clothes for the weather.

Children are divided into groups, each of which must dress one doll. First, they need to choose and name the items of clothing correctly (the set should include clothing for all seasons). It is advisable for children to explain their choice.

After all the clothes have been collected, you need to discuss the order of dressing the dolls and proceed to its implementation. Particular attention should be paid to buttoning clothing and tying shoelaces or ribbons.

When all groups have completed the task, the children dress themselves and go for a walk with their dolls. Returning back, they must undress the dolls while commenting on their actions.

Daughters and mothers

Goal : to encourage children to reproduce family relationships and interpret them creatively; introduce a wide range of household responsibilities; reveal the moral meaning of the actions of adults; cultivate a sense of mutual understanding and care for others.

Both boys and girls are invited to participate in the game. They usually fill the roles of parents or grandparents and other adult relatives. The role of children is given to dolls.

First, everyone must recreate the home environment together: arrange the furniture, put things away. Children also need to agree on who will perform what roles. The teacher can only observe this process and help resolve conflict situations. It is best not to let the game take its course, but to invite children to “live” specific situations:

• “Getting the children ready for kindergarten”;
• "Day off";
• "Big Cleaning"
• “Repairing a stool”;
• “At the dinner table”, etc.

The course of the game should involve not only communication between children, but also contain elements of labor. Before the game, you can read a story to the children on a family household topic, and then discuss it and offer to demonstrate the correct model of behavior in the described situation through the game.

Visiting Moidodyr

Goal : to develop hygiene skills in children, expand their knowledge about how to use hygiene items; teach daily hygiene procedures; cultivate cleanliness and a desire to take care of one’s health.

At the beginning of the game, the teacher informs the children that a package from Moidodyr was brought to their group. If necessary, you can talk about who he is, show a cartoon, or read a book of the same name and look at its illustrations.

Next, children get acquainted with the contents of the parcel and study the purpose of each item. The teacher offers, using the personal hygiene products received, to teach the dolls how to use them.

You can invite the children to act out the story of getting ready for kindergarten in the morning or dressing up in the evening before bed.

We welcome guests

Goal : teach children to prepare for receiving guests, do cleaning, and set the table correctly; develop collaboration skills; instill the need to constantly maintain cleanliness.

The teacher warns the children that children from another group will come to visit them today. Therefore, you need to be well prepared to receive them.

There are two options for playing the game:

• children are divided into groups, and each performs a separate task (clean up, set the table, think about what to do with the guests);
• children act collectively, and all tasks are completed one by one.

After preparation, the children receive guests.

This type of game also includes “I have a younger brother”, “Little pets”, “Harvesting ”.

Role-playing games on production topics

The file of plot-based role-playing games in the senior group according to the Federal State Educational Standard with goals includes scenarios on production topics. This group of games is aimed at familiarizing children with professions, characteristics of work, and basic production processes.

Morning in kindergarten

Goal : introduce children to the responsibilities of kindergarten employees; develop communication skills; cultivate respect for work and the desire to provide all possible assistance.

For this game it is necessary to carry out preliminary preparation. Children are invited to observe the actions of the staff for several days during the morning reception of pupils, breakfast or any other events intended for later reproduction.

The game begins with a conversation about what professions people work in their kindergarten. The responsibilities of each of them can be briefly discussed. After this, you should distribute roles, arrange the workplace and distribute the necessary equipment. Visitors to the kindergarten will be toys and dolls.

To begin with, children are given specific tasks: simulate a meeting with the children’s teacher, prepare breakfast and feed everyone, do morning exercises, etc. The presenter monitors the relationships between the children, teaches them to communicate politely with each other, introduces them to the established wording of greetings and voicing commands.

Shop

Purpose : to introduce the peculiarities of the professional activities of store employees; develop dialogical speech; develop skills to coordinate their actions with other peers; cultivate neatness, sociability, politeness.

At the preparatory stage, it is recommended to take a tour of the store and observe the unloading of goods, their placement on shelves, sale and purchase. You can invite the children to talk about how they and their parents make purchases in the store. If someone's parents work in a store, you need to ask about their professional responsibilities.

The game itself involves staging the following plots:

• select and buy the desired product;
• get advice from a manager;
• pack your purchases correctly;
• return defective goods.

The game can be played several times, inviting children to visit different product departments.

Hospital

Goal : to arouse interest in the professions of a doctor and nurse; expand children's knowledge about the responsibilities of medical staff; develop interviewing skills; cultivate empathy, the desire to care for others, and provide assistance.

The game may be preceded by a visit to a medical office and listening to stories on a relevant topic. Children will talk about their experience of going to the doctor.

All participants in the game are assigned to roles and discuss their responsibilities: doctor (conduct an examination, listen to complaints and prescribe treatment), nurse (provide first aid, carry out procedures), patients (depict symptoms of the disease). We must not forget about the use of special clothing.

You can play out the following stories:

• being examined by a doctor;
• sore throat;
• cut my finger;
• we go for vaccination, etc.

During the game, children should pay attention to expressing sympathy for patients and showing care for them.

The topics of such role-playing games are vast. Children really like the games “School”, “Construction site”, “Hairdressing salon”, “Beauty salon”, “Pizzeria”, “Police”, “Firemen”, “Cosmonauts”, etc.

Role-playing games on social topics

Role-playing games in the older group include plots in which various situations are played out in public places and in the company of friends. By involving children in the games of this group, they can develop skills in social behavior and communication with their peers and adults.

Zoo

Goal : teach rules of behavior in the zoo; expand knowledge about animals, their food preferences and habits; develop vocabulary (names of animals); cultivate a love for animals.

The teacher announces to the children that they will go on an excursion to the zoo and finds out what they know about this place. Next, the presenter introduces the children to the procedure for purchasing tickets and presenting them at the entrance. After explanations, this situation is played out by the children.

The main part of the game is learning about the rules of behavior at the zoo and talking about the animals they will meet there. Children especially need to pay attention to observing safety precautions when dealing with predators.

Mashenka's birthday

Goal : introduce children to the rules of receiving guests; expand knowledge about how to give and receive gifts; learn to set a festive table; develop communication skills; cultivate politeness and attentive attitude towards comrades.

The plot of the game is that Mashenka is going to celebrate her birthday and invites all the guys to visit her. This game can be divided into several parts:

• going to visit;
• select congratulations;
• we accept gifts;
• we treat guests;
• birthday entertainment.

At the end of the game, you can ask the children what they liked most about the holiday.

Street

Goal : learn the rules of behavior on the street as a pedestrian or driver; learn to recognize signs and traffic lights, respond to sound signals; develop the ability to act according to an algorithm and control your behavior; cultivate a sense of responsibility and tolerance.

The game is preceded by a lot of preparatory work. Over the course of several walks, the teacher introduces the children to the general appearance of the street, the type of buildings and their purpose, and the various cars that drive along the street (including specialized cars).

It is also recommended to look at pictures depicting the street, invite children to draw the street themselves, and make models of houses and buildings. Then these products can be used as decorations for the game.

Since street traffic is very complex, with a large number of participants and rules, it is recommended that such a game be played in the form of a story with illustrations. After the roles are assigned, the teacher begins to describe the “life” of the street, and the children stage it. In this way, it will be possible to combine disparate events into a single plot.

Replies can be as follows:

Seryozha approached the traffic light. The traffic light turned red. What should the boy do? That's right, wait. Cars drive past him.

Now the traffic light is green. What is Seryozha doing? (Moves) How should this be done correctly? (On the pedestrian crossing).

Children not only answer the teacher’s questions, but also carry out voiced actions. It is better in this game to choose two or three main characters who must complete a specific task: get to school, drive to the hospital, etc. The rest play the role of extras.

You can also offer children such games as “Let’s go to the cafe”, “We are athletes”, “Library”, “Circus” .

By taking part in role-playing games, children expand their knowledge of social relations, develop interaction skills, and learn to find solutions in various situations. Thanks to such play activities, an effective social environment is created for the children, promoting the development of each person’s personality in accordance with their individual characteristics and creative inclinations.

Marina Gladko, Denisova Tatyana Vladimirovna, Boldysheva Elena Sergeevna, speech therapists, GBDOU Kindergarten No. 74, St. Petersburg from the article Markers of the play space.

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Source: https://pedsovet.su/dou/6421_kartoteka_syuzhetno_rilevyh_igr_fgos

Recommendations for educators on play activities

• Kapralova Tatyana Nikolaevna, senior teacher

Sections: Working with preschoolers

Recommendations for educators on the development of play activities in the younger group

1. Remember! Play is an important and essential component of the life of children in kindergarten.
2. Provide every child with the opportunity to realize their needs and interests.
3. When playing with children, help them adapt to living conditions in kindergarten.
4. Formation of children’s ability to accept and verbally designate a playing role.
5. To develop in children the skills necessary for plot-based play: objective actions “make-believe”.
6. Rely on the interests of each of the children, develop themes close to them in the game (family life, kindergarten, traveling by transport, etc.), use motifs from familiar fairy tales.
7. Lead the child to understand this or my role (he himself can be someone else in the game - a mother, a driver, a doctor, etc.).
8. Encourage the child to use story toys, substitute objects (thermometer stick, etc.).
9. Include episodes of “telephone conversations” and various characters into a game on any topic to activate role-playing dialogue.
10. Encourage children's desire to bring toys to life.
    Play the role for yourself and the toy.
11. When playing with children, take the position of an equal, interested partner.
12. Induce in the child a feeling of emotional community with adults and peers, a sense of trust in them.

Recommendations for the teacher on the development of play activities in the middle group

1. The teacher constantly uses a variety of themes for children's games based on famous fairy tale and literary stories.
2. Provide conditions for free, independent individual play (director's play), support the emotional and positive state of the child.
3. To develop in children more complex gaming skills, behavior in accordance with different roles of partners, and change the playing role.
4. The teacher encourages children to play independently together in small subgroups.
5. The teacher, if necessary, helps the child to join the play of his peers, finding a meaningful role for himself.
6. The teacher places significant emphasis on role-playing dialogue
7. The teacher should be included in the joint game as a partner.
8. During the game, the teacher does not adhere to a rigid plan, but improvises, accepting the suggestions of the partner - the child regarding further events.
9. Learn to develop a joint game in small subgroups, taking into account the plot plans of the partners.
10. Teach children to relate their playing role to many other roles to develop an interesting plot.
11. To develop children's interest in play, to develop the ability to independently engage themselves in play (individual and joint with peers).
12. Use a minimum number of toys so that manipulation with them does not distract the child’s attention from role-playing interaction.
13. To develop in children new, more complex ways of constructing role-playing games.

Recommendations for educators on developing play activities with older children

(senior, preparatory groups).

1. Encourage children to use expressive means of speech and gestures when conveying the characters of the character being performed.
2. Provide conditions for children's play activities.
3. Give the child the opportunity to freely choose a game that suits his interests.
4. The teacher encourages children's initiative.
5. Can connect to the game, taking on a role that is not directly related to the plot-semantic context, can introduce a role from a different semantic context into the game (this forces children to develop the plot in a new direction).
6. The teacher promotes the development in children of initiative and independence in play, activity in the implementation of play plans.
7. Encourage the child’s desire to make the missing items for play with his own hands.
8. Pay attention to developing in children the ability to create new and varied game plots, coordinate plans with partners, come up with new rules and follow them during the game.
9. Contribute to the strengthening of children's play associations, to be attentive to the relationships that children develop in play.
10. To orient children towards cooperation in joint play, to regulate their behavior based on creative play ideas.
11. To develop children’s ability to independently organize joint play and fairly resolve conflicts that arise in the game. Use normative methods for this (queue, different types of lots).
12. To develop in children the ability to widely use the role of the game to develop a variety of plots, to be included in a game coordinated with their peers.
13. Improve children's ability to regulate behavior based on game rules.
14. The teacher gradually develops in children the ability to creatively combine various events, creating a new plot of the game.
15. The teacher supports children's interest in free improvisational play based on fairy tales and literary works, offering different forms: role-playing dramatization, puppet theater, and participating together with the children.
16. The teacher organizes with small subgroups of children (6-7 years old) a dramatization game based on ready-made plots in the form of a short performance for younger children or peers.

Recommendations for planning gaming activities

Recommendations for compiling a summary of a role-playing game

1. Objectives: educational; on the formation of the plot of the game (bus, space).

2.

Development of imagination, observation, imitation, use of knowledge, skills and abilities of children:

• educational: mastering the norms and rules of behavior in a team, following the rules according to the plot of the game;
• labor: children’s actions during the game and in preparation for the game;
• the use of artistic expression and artistic activity;
• speech development and vocabulary activation.

3. Methodological techniques for managing the game.

Participation of the teacher with younger groups of children, instructions, reminders, conversations with children, individual work with inactive children.

4. Preparation of material for this game.

5. Preparing the teacher for this game:

• study of methodological literature;
• drawing up a game plan, notes;
• preparation of attributes by children with parents.

Preliminary work with children, preparation for the game in order to present the game.

6. Children's activities in the game.

Distribution by game groups. List of rules for each game.

7. Progress of the game.

8. Result of the game. Assessment of behavior based on the plot, children's interest in continuing the game.

Recommendations for preparing role-playing games and complicating their plots

1. Using surprise moments (receipt of a letter, parcel, telegram, arrival and meeting of a guest, etc.) in order to maintain children’s interest in the game.
2. Sending a letter, a parcel with a message, with a request.
3. Reading books on the topic of the game, discussing the plot, the actions of the characters.
4. Conducting a tour on the topic of the game.
5. Observation of the work of adults in the child’s immediate environment (doctor, nurse, cook, seamstress, etc.).
6. Conducting conversations about various professions, accompanied by viewing pictures of relevant illustrations.
7. Introduction of a new role into an already familiar game, clarification of responsibilities.
8. Assisting children in organizing a play environment.
9. Playing together with children.
10. Introducing new attributes, clarifying their meaning and application options.
11. Setting problem game tasks.
12. Visiting another group, watching a similar game, discussing it.
13. The teacher's story about the games of another group.
14. Instructing children to talk with their parents about the topic of the game (why this or that profession is interesting), after which the children share with each other what they have learned.
15. Instructing parents to visit the theater, zoo, shops, etc. with their children; exchange impressions.
16. Children compose stories on the topics “How we played”, “How we can play even more interestingly”, “How we helped each other”, etc.
17. Compiling stories based on plot-shaped toys.
18. Compiling an album with children on the theme of the game.
19. Discussion with children about the plan for role-playing games.
20. Discussion of the progress and results of the game (goal: to help children understand their actions and actions in the role-playing game).
21. The use of facial studies and elements of psycho-gymnastics.
22. Involving children in the production and design of game attributes.

The main type of activity of preschool children is play, during which the child’s spiritual and physical strengths develop: his attention, memory, imagination, discipline, dexterity, etc. “Game is a unique way of mastering social experience characteristic of preschool age” (D .V. Mendzheritskaya).

The game, like a mirror, reflects the picture of the child’s understanding of the external world, his relationship to it, that is, the child’s inner world. It reveals his ability to interact with the environment, transform it and himself.

Preschool childhood is an age stage that decisively determines the further development of a person. L.I.Bozhovich, G.M.Breslav, K.Bühler, L.S.Vygotsky, A.V.Zaporozhets, G.G.Kravtsov, A.N.Leontiev, M.I.Lisina, J.Piaget, S.L. Rubinstein, D.B. Elkonin recognize that this is the period of the birth of the individual, the initial revelation of the child’s creative powers, independence and the formation of the foundations of individuality. In the game, the child himself strives to learn what he does not yet know; in the game, direct communication with peers occurs, and moral qualities develop. Unlike everyday life, where he is constantly protected (don’t run, don’t fall, wash your hands), in the game a child can do anything: sail on a ship, fly into space, teach students at school, etc. Thus, the baby, as K.D. Ushinsky pointed out, “tests his strength” by playing in the life that awaits him in the future.

The first function of the game – developmental – is important for the development of a child’s personality. The second function - compensatory - is based on the fact that the game appears as a different reality, acting as a man-made oasis in the chaos of real life.

Play has therapeutic potential. The child reveals fears, experiences inhibitions, and sometimes behaves aggressively. In the understanding of Sigmund Freud, a significant part of the game is projection: toys, as it were, replace the child himself and his environment, the player attributes his motives to them. In the game, it is not him, but the dolls - evil wizards, witches - who behave badly. By replacing an object or repeating unpleasant events from his life, the child copes with factors that frighten him and with unpleasant events. For example: by immersing a doll in water or throwing it against a wall, he expresses a feeling of jealousy towards his newborn brother, “treating” the dolls with bitter medicine, and empathizes with the game characters.

In play, a child gets acquainted with the properties of objects, while he experiments a lot; shows initiative and creativity. During play, attention, imagination, memory, thinking are formed, such important qualities as activity and independence in solving game problems are developed, children develop positive relationships and emotional and business connections with adults.

Psychologist A. N. Leontiev considered the leading activity to be one that has a special impact on the development of the child in a given age period. For young children, the leading activity is object-based activity; for children of younger and older preschool age, the leading activity is play.

There are experimental data on the development in the game of voluntary control of behavior, initial forms of intentional memorization, activity, organization, knowledge about the phenomena of social life, the actions and relationships of adults, etc.

So, we are all aware of the fact that the development of children in a preschool institution is ineffective outside of play, but we are forced to admit that play “leaves” from kindergarten, children practically do not play.

Play is the main activity of children, as well as a form of organizing children's activities. The specific content of play activities depends on the age and individual characteristics of children, is determined by the tasks and goals of the Program, this is reflected in the Preschool Education Standard. In paragraph 2.7. The Federal State Educational Standard for Preschool Education defines the features of the development of a child’s play activity:

“in infancy (2 months - 1 year) - direct emotional communication with an adult, manipulation with objects...;

at an early age (1 year - 3 years) - object-based activities and games with composite and dynamic toys...; communication with an adult and joint games with peers under the guidance of an adult...;

for preschool children (3 years - 8 years) - ... play activities, including role-playing games, games with rules and other types of games ... .”

For the development of a child, it is important to develop play activities, since this will allow achieving the formation of social and normative age characteristics (clause 4.6 of the Federal State Educational Standard for Education): “the child shows initiative and independence in play; actively interacts with peers and adults, participates in joint games. Able to negotiate, take into account the interests and feelings of others, empathize with failures and rejoice in the successes of others, adequately expresses his feelings, including a sense of self-confidence, tries to resolve conflicts; has a developed imagination, which is realized in various types of activities, and above all in the game; masters different forms and types of play, distinguishes between conventional and real situations, knows how to obey different rules and social norms...”

Gaming activity influences the formation of arbitrariness of mental processes. Thus, in play, children begin to develop voluntary attention and voluntary memory. When playing, children concentrate better and remember more. A conscious goal - to concentrate, to remember something, to restrain impulsive movement - is the earliest and easiest thing for a child to notice.

The game has a great impact on the mental development of a preschooler. Acting with substitute objects, the child begins to operate in a conceivable, conventional space in the game.

Unlike adults, children are not able to think through the upcoming work or game in all details; they outline only a general plan that is implemented in the process of activity. The teacher’s task is to develop the child’s creative abilities, purposeful imagination, and encourage him to move from thought to action in any activity.

There is the following method of comprehensive guidance

didactic game for preschoolers with intellectual disabilities. The complex method includes the following components:

— systematic enrichment of life experience;

— joint educational games between the teacher and children, aimed at imparting gaming experience and gaming skills to children;

— timely study of the gaming environment, taking into account enriching life experience; activating communication between an adult and children during their play, aimed at encouraging children to independently use new ways of solving game problems and reflecting new aspects of life in the game.

For preschool children, the methodologist offers the following guidance techniques: teaching play actions through the deployment of play activities; the teacher plays the main role; organization of games according to a plot developed by the teacher; introducing a puppet character, setting rules of behavior on his behalf; surprise appearance of a toy; creating an imaginary situation; advice, reminder; updating play corners; introduction of game training, rules of behavior; acting out an imaginary situation, introducing figurative toys.

1. So, teachers need to try not to take up the time allocated for play with other activities.

2. Create a gaming environment in accordance with age and characteristics, taking into account the level of development of children; the gaming environment should be dynamic. The attributes of the role-playing game should be located in a place easily accessible to children. Sometimes attributes are formed in a specially established order, and sometimes children are given the opportunity to create a playing environment on their own.

3. In guiding children, indirect leadership techniques occupy a large place, so as not to interfere with the child’s independent play, because Only independent role-playing play contributes to the development of the child to the greatest extent.

4. Game management should be based on the results of observation of children’s independent role-playing play.

5. The teacher should put the child in the position of an “adult” as often as possible. This helps develop independence in children.

The most effective way of leadership is the participation of the teacher himself in the game. Through the role he performs and play actions, he influences the development of the content of the game, helps to include all children in it, especially timid, shy ones, awakens in them confidence in their abilities, and evokes a feeling of sympathy for them on the part of other children.

At the end of the didactic game, the teacher notes the friendly actions of the children, the elders are involved in discussing the game, and emphasizes the positive relationships of its participants. All this contributes to the development of children’s interest in subsequent games.

Play as a specific activity is not homogeneous; each type of it performs its own function in the development of the child. There are three types of games:

1. 1. games initiated by the child (creative),
2. 2. games initiated by an adult with ready-made rules (didactic, outdoor games),
3. 3. folk games (created by the people).

Children can play four times during the day:

1. 1. before breakfast (5-40 min),
2. 2. between breakfast and classes (5-7 minutes),
3. 3. outdoors (1 hour-1 hour 30 minutes),
4. 4. after a nap (20-40 min) and evening.

1) Games before breakfast begin when the child arrives at kindergarten, are interrupted by breakfast and continue until the start of classes. The teacher’s task during this period is to rationalize the pedagogical process in such a way as to organize children’s play in effective forms and actively influence its course and the children’s relationships.

In the younger group, preference is given to games in which children could most fully satisfy their needs in play without complex personal relationships. These are games, for example, with sand and water, which can be played at any time of the year in a room or in an open area, simple construction games, during which the need may arise not only for individual, but also for joint actions, coordination of plans. These games require materials and toys that encourage children to move. In the second half of the year, role-playing games of a formal nature begin, which kids really like.

Pupils in the middle group have much more experience in play activities; they bring toys from home, diversify and complicate the games. Children quickly understand each other, realizing their plans. Games and toys shape children's feelings and thoughts, so children should be given ample opportunity to play whatever they want. The teacher corrects the game without disturbing it, preserving its amateur and creative nature, the spontaneity of experiences, and the child’s faith in the veracity of what is happening.

Pupils of the senior group are provided with ample opportunities to play role-playing, construction, didactic and outdoor games, both individually and collectively.

Children's games after breakfast are consistent with the nature and content of further activities. Before classes in speech, mathematics, and drawing, games to develop thinking, attention, and imagination are appropriate. We provide games with a different focus if the following activities require movement from children (for example, physical education).

2) For all groups of children, games are selected between classes that involve little mental stress - with small toys, a ball, a simple construction set. There is no need to regulate these games too much, but it is desirable that they give the child the opportunity to move. During breaks between classes, playing as a whole group should be avoided. This tires children. New games that require lengthy and complex explanations will also be inappropriate. The transition from play to practice should be calm and relaxed.

3) In the open air, children can continue the game they started earlier (before classes or between them), if they are interested in it, or come up with something new. It is advisable to diversify these games in every possible way, since there is a large space for active movements, so these conditions should be used as fully as possible so that the pupils can run, jump, and just have fun.

When organizing outdoor games, seasonality should be taken into account. In cold weather, they should provide sufficient load, but it does not provide for maintaining the same pace for all children, lengthy preparation, great effort, and attention. Games should quickly warm up children, but without harming their health.

Younger preschoolers are quite active, they move a lot, but their experience of motor activity is still small and monotonous. To increase activity and enrich the movements of children, appropriate conditions should be created and various objects and toys (balls, balls, cubes, jump ropes, etc.) should be used. In the spring, you can organize various races, starting with the simplest ones (“Horses”, “Grasshoppers”, “Catch the ball”, “Bring an object”, “Wider step”); jumping and jumping (“Jump higher”, “Touch the ball”, “Catch a butterfly”), climbing and crawling (crawl along a board, bench), exercises with a hoop, swing riding, cycling, fun games (“Hide and Seek”, "Blind Man's Bluff", "Soap Bubbles"). More targeted games at this age with sand and building materials are the beginning of design activity. The teacher must teach children to play, create a game situation, and communicate directly with students using direct influence methods. There is also an indirect influence through a toy and simple staging. Kids of this age enjoy role-playing games on everyday topics related to everyday life.

In the middle group, didactic games related to movement are carried out. These are riddle games where children use their movements to depict some object or action. It is advisable to carry them out after running or other active physical activity. The enrichment of role-playing games continues (for example, “Drivers”, “Family”, “Shop”, “Railroad”, “Hospital”, “Zoo”). Alternating games with and without rules contributes to the development and variety of games and their educational impact on children. Constant contact between the teacher and children, both indirect and direct, is important. Although the ability to self-organize games in the middle group is still small, it is worth relying on them, adjusting the content and conditions of the game if necessary.

In the older group, you can invite preschoolers to agree on what and how they will play before going to the playground. This will immediately give direction to their activities. Some games (sailors, pilots, astronauts) can last for weeks, gradually developing. Dramatization games (provided that the game plan and sequence of actions are determined in advance), didactic, role-playing, and outdoor games are appropriate. The teacher's intervention should be limited to advice on how best to implement the planned game. For this, passing remarks while getting ready for a walk are enough. The way children are organized is also important. For example, they can choose the leader of the game themselves using a counting rhyme, or the teacher will appoint him.

4) Games after naps in all groups take place in the room or outdoors. It is advisable to give the room in which children play completely at their disposal: the arrangement of furniture and toys is subject to the game. The teacher directs children's amateur activities, participates himself, and introduces preschoolers to a new game. If they play different types of games, educational tasks are more varied and individualized.

In the evening you can continue with construction and role-playing games created in the open air. Children accumulate enough images to play different roles, build structures, etc. The level of these games increases significantly if the teacher offers tasks. You can conduct didactic games with children, the content of which is very diverse. The combination of didactic games with other types makes it possible to achieve significant success in the comprehensive development of children. Currently, musical games in which the teacher plays a significant role would be appropriate. These are round dance games with songs, outdoor games, games to music, riddle games. The role of the educator should also be active in dramatization games.

In the summer, creative games using natural materials should be actively introduced in middle and senior groups. Dramatization games should not be ignored either, since children already have enough knowledge and experience to dramatize familiar literary works.

Older preschoolers can be offered didactic games, which in content are related to the curriculum for speech development, familiarization with the outside world, learning to count, and the like. Guessing riddles, finding parts of an object and composing it should be actively introduced, carried out both with the whole group and with individual children. On rainy days, children willingly play board games (eg checkers, chess, maze games, games with cubes, table hockey). Fun games are quite popular among older children. But you should think carefully about the content of these games, make sure that they not only entertain, but also serve pedagogical purposes.

Children love construction games. Therefore, materials for them should always be in a specially designated place so that children have the opportunity to start various games - construction, story-based, which last for several days.

A day filled with various games ends. The teacher reminds that it is necessary to put things in order among the toys, to put everything in its place. Cleaning can be given the appearance of a game, while the teacher teaches children to consistently follow the established rules for maintaining order.

The development of a child’s play activity largely depends on the correct selection of toys and aids. The group should have toys that provide all types of activity for the child. Creating conditions for all types of activities and proper guidance of the teacher during children's games contributes to the mental development and formation of the child's personality.

The main feature of the organization of educational activities in preschool educational institutions at the present stage is the departure from educational activities (classes), increasing the status of games as the main activity of preschool children.