Plan

1. General principles of leadership role-playing games for children of senior preschool age.

2. Pedagogical principles for organizing a story game in kindergarten.

3. The role of role-playing games in the development of children.

4. Description of role-playing games for children of senior preschool age.

5. List of references.

"Play with me!" - How often do we hear this request from our children. And how much joy they get when we agree to be sick for at least a few minutes or a passenger, a student or a gray wolf. Let's face it, most often, when playing with a child, we follow his desire: he himself tells us what to do.

From year to year, the role of public preschool education is increasing. Today it performs a number of social functions of national importance. By the time they enter school, our pupils reach a high level of physical, mental, moral, labor, and aesthetic development.

The personal qualities of the child are formed in vigorous activity, and above all in the one that is leading at each age stage, determines his interests, attitude to reality, especially relationships with people around him. At preschool age, such a leading activity is the game. Already at the early and younger age levels, it is in the game that children have the greatest opportunity to be independent, communicate with their peers at will, realize and deepen their knowledge and skills. The older the children become, the higher the level of their general development and upbringing, the more significant is the pedagogical focus of the game on the formation of behavior, relationships between children, on the upbringing of an active position. N.K. Krupskaya wrote: “For children of preschool age, the game is of exceptional importance: the game for them is study, the game for them is work, the game for them is a serious form of education. The game for preschoolers is a way of knowing the environment. While playing, he studies colors, shapes, material properties, spatial relationships… studies plants, animals.”

Through the game, the child enters the world of adults, masters spiritual values, learns previous social experience. We can assume that in the game the child receives the first lesson in collective thinking. This circumstance is of fundamental importance if it is taken into account that the future of the child is connected with socially useful labor, the main quality of which is the joint, collective solution of problems aimed at achieving a common goal.

Educators widely use games with rules in practice - mobile and didactic, plot-didactic, which help children to better absorb knowledge, consolidate the skills gained in the classroom. Recently, in preschool institutions, educators have begun to turn to folk games more often, which contribute to the development of dexterity, strength, work skills, teach them to think, and carry a great educational charge.

Theatrical games occupy a special place in the life of children. How many genuine experiences, hot feelings! But such games are valuable not only by the strength and sincerity of experiences: they have a lot of ingenuity, fiction, fantasy, and creativity. Given this, educators create all the necessary conditions for the manifestation and development of artistic abilities in children.

Role-playing games for older preschoolers.

Game activity at the senior preschool age becomes even more complicated. Children at this age should develop the ability to unite in a game, agree on a sequence of joint actions, and display the characteristic features of a game image. The content of children's games is not only regime moments, but also various holidays, excursions, work of adults. Interest in games with a social theme is especially growing.

The leading motive of the game in the senior preschool age is cognitive interest, manifested in the desire to know the surrounding reality. The formation of stable cognitive interests is possible only by expanding children's ideas about the surrounding life, about the work of adults, which children imitate in their games.

The content of play activity, determined by the knowledge of the surrounding life, is also the most important condition for educating a child in play. The only thing is that not every game can morally develop a child. Only a “good” game can perform such a function. There are a number of criteria that characterize it. The main criteria for such a game in older preschool age is the enthusiasm for games, the content of which reflects characteristic social phenomena (long stay in roles, compliance of behavior with the taken role of an adult); the content of the goals of the game; a variety of plots and roles (the desire to play the role of an adult in any profession); manifestation of moral feelings (empathy, joy from communication, from the results achieved).

The level of children's play is directly dependent on the guidance of play activities by the educator, who passes on their moral experience to children and introduces them to the social life of adults.

A child of senior preschool age should carefully choose the theme of the game, outline its plan, an approximate sequence of actions, that is, the child should generally represent the events depicted. Children at this age should assign roles, although even here the help of a teacher is required.

Condemnation of the content of the game, the course of development, the distribution of roles is the first stage of the game (preliminary condemnation). The way children want to play “travels”. The teacher asks: “Where will your ship go?” Children begin to argue: one says - to Moscow, others - to the north. Serezha offers - along the Dnieper to Kyiv. The children agree with him. A well-timed question makes it possible to determine the theme of the game.

In older groups, there can be no single way of assigning roles. It depends primarily on the content of the game, on the composition of the children playing. This can be a collective condemnation with the participation of the educator, and the election of an organizer (with the general consent of the children), who appoints who each participant will be.

During the development of the plot, the teacher can give advice aimed at developing the game:

- "mother" - to advise to go with the "daughter" to the "holiday",

- "sailors" to be reminded that it is possible to transport goods, and not just people.

Such tips enrich the content of the game.

The teacher can also be a participant in the game. In the first long games, playing a leading role makes it possible to direct the imagination of children, influence the development of the plot, encourage children to communicate, and guide their behavior in a playful way.

Creative games usually arise in connection with the development of an educational topic. Thematic planning is at the heart of the systematization of educational material. This ensures such a construction of the pedagogical process, in which the interconnected formation of moral ideas and their transfer to the experience of gaming activity is carried out. In this process, various forms of classes are used: excursions, conversations, reading fiction, looking at paintings, illustrations, modeling, drawing, designing thematic albums.

The gaming interests of older preschoolers are characterized by a significant passion for games with cognitive content, including public ones: “collective farm”, “factory”, “polyclinic”, “railway”, “construction”

Program content

Type and nature of activity

To expand the knowledge of children about the work of a nurse and a kindergarten doctor. Raise interest and respect for their work. Encourage the development of children's ability to apply the acquired knowledge in the game. Clarify children's knowledge about the work of a laundress. Raise respect for her work. Arouse the desire to keep the clothes of dolls in order and cleanliness. To deepen children's knowledge about the work of a cook. Cultivate respect for his work. To arouse in children the desire to do something useful and pleasant for others. Clarify and summarize the knowledge of children about kindergarten workers (janitor, laundress, cook, etc.). To develop in children feelings of gratitude for the work of adults for them, the desire to provide them with all possible assistance. Develop the ability to apply the acquired knowledge in a collective creative game.

Excursion to the doctor's office. Introduction of attributes for the organization of the game in the "children's doctor". Reading (in the evening) A. Kardashova's story "Our Doctor". Observation of the work of the laundress. Organization of children's work (in the evening) - washing of doll linen. A tour of the kitchen. Conduct a lesson "Bake buns for ourselves and the kids." Modeling (in the evening) products for playing "cook". Conversation "Who and how works in our kindergarten." drawing on the subject. Introduction of attributes for the organization of a collective game in the "kindergarten".

The following description of a long game in "kindergarten" reflects the work and relationships of adults in kindergarten.

... Valya did exercises with the dolls, then sat them down for breakfast: "Let's have a quick meal, otherwise we need to go to the doctor for an examination."

After breakfast, the "doctor" and "nurse" carefully examined the children.

Dasha: “Alina has wheezing. Put her to bed and call grandma."

Masha "teacher" went to make a phone call: "Your daughter is sick, she needs to be picked up from kindergarten."

Anya, as the “head” of the kindergarten, turning to Valya, says: “My child also fell ill, yesterday the temperature was 38.5. And I have so much work to do."

Valya immediately gives an answer: “My daughter also fell ill yesterday, her head was very hot, and there was no one at home. I'll take it to my sister tomorrow." Then I went to the "doctor's" office, where the examination of the children continued. Here Katya began to cry, and the "doctor" said: "Don't cry, little one, you won't be hurt."

After the medical examination, the "children" went to a "musical lesson". After some time, Dima approached the players and asked the "head": "Can I play kindergarten with you?"

Anya: "You will be Uncle Misha, go fix the taps, because water flows all the time."

Dima went to the opposite wall of the room and, taking a cube, began to “repair” the crane.

One of the most favorite games continues to be the game of "family". Relationships between family members become the subject of children's feelings. As the study of A.A. Antsiferova, the plot of games like “It’s like we have a baby at home”, “It’s like dad and grandfather are at home, but mom is not at home”, “Mom’s holiday”, “Feast in the family”, “Doll’s birthday” is the main formation of valuable moral feelings (humanity, love, sympathy, etc.). For example, one of the favorite games of children is “as if mother is not at home.”

Stasik. I am a grandfather. I went to work. We are building nurseries there.

Vadim. Let's take Alina to the nursery.

Vania. And who will be with her?

Stasik. Educator. (Takes the doll Alina and hands it to the teacher, and after a while takes the doll).

Stasik. Already evening. Mom will be home from work soon.

Vadim. Did you bring Alina? Let's have dinner now.

Vania. I have everything ready, let's have dinner for Alina (puts a plate of food on the table).

Everyone ate, thanked grandfather: “Thank you. Grandfather!"

Stasik. I will go to the store and buy something for Alina.

Vania. Turn off the TV, it's time for your daughter to sleep.

At the senior preschool age, children show great interest in the games “Journey along the river (lake, sea, etc.)”

Zoo.

The game starts with building a zoo. One group of children is engaged in the construction of cages, a pool, a kitchen, an office for a veterinarian; the other - in different places of the group room builds reserves, a corner of the desert, the North Pole, taiga, etc. they build together, with great interest, leading the revival of conversations: how many animals can be placed in the zoo? Which of them is the strongest? How does the horse sleep? What animals are the most interesting? and etc.

When everything is ready to receive unusual guests, the guides receive travel sheets from the director of the zoo indicating the route of travel and the number of animals needed for the zoo.

Director (Kolya). Fellow guides, where are you going to pick up the animals?

Zhenya. I go to the desert for camels.

Maksim. And I'm after the bears, into the taiga.

Misha. I am in the Black Sea for a dolphin.

Director. Gives the boys directions.

Director. Let one of you catch a camel for the zoo, and the other will catch bears.

The guides choose the appropriate mode of transport and go to different reserves: one follows the camels to the desert by train, the other follows the bears to the taiga by plane, the third follows the dolphin to the Black Sea by boat.

And in the zoo, children continue to work. Everyone is preparing for the meeting of the animals: the workers arrange the cages, wash the floor, the cooks think over the daily diet, the doctor prepares the medicines.

Soon, guides Zhenya and Maxim drive up to the zoo. They are met by the director of the zoo and a doctor. Doctor Polina examines the animals and is pleased to report that they are healthy and can be let into the zoo. After asking about the journey and the well-being of the animals, the director asks, specifies how many animals were brought.

Director. You are good guides. Now the animals need to be placed and fed.

Maxim places the bears in a cool cage, while Zhenya arranges for the camels in one of the zoo's sunny areas. Then they ask the workers to feed the animals, and they themselves go to rest before the next flight.

Children play for a long time, with great pleasure and interest. Everyone is busy with their own business: who washes the cages, who takes the animals for a walk, who organizes an excursion for the kids, etc. children play until it closes for a "cleaning day".

The game in the "Zoo" becomes an exciting collective activity for children. The educator supports this game and helps the players to develop its content. New roles appear (tour guide, electrician, animal trainer, etc.).

It is known that the work of people on the river is typical for many cities in our country. Therefore, familiarization of children with the river at senior preschool age makes it possible to show the connection between the work of rivermen of their native land and the work of people of different professions. The accessibility of observing this labor enables children to imagine both the labor process itself and the relationships of adults in it.

The role of the educator is to systematically and systematically communicate to children information about the activities and relationships of rivermen. Work in the senior and preparatory groups was carried out according to the plan below.

Familiarization with others and speech development	artistic literature	artistic activity	and attributes
Senior group
Excursions to the port, on the boat along the Dnieper. Formation of ideas about the port, about the well-coordinated work of the crew members of the ship (to reveal the fascinating and difficult aspects of their profession). Conversations about the work of adults. To consolidate the idea of ​​​​children about the work of adults on the ship, their relationship. Cause good feelings, a desire to imitate the brave and friendly rivermen. Excursion to the river station. To consolidate the ideas of children about the work of adults at the river station, to show its significance in the life of the people of the city (the work of a cashier, seller, duty officer). Examination of the painting “On the Dnieper” (series “Pictures from the surrounding life”, author V. Boyko, G. Golovan, L. Ostapovich; artist M Chernokapsky). To deepen children's ideas about their river, about river transport (passenger and cargo), about the types of work adults use in this transport. To instill in children a sense of pride for their land, for its workers.	Reading excerpts, examining illustrations from the books of M. Markov "About the Topka-sailor", V. Mayakovsky "Who to be"; S. Sakharny "Two radio operators". Reading excerpts from B. Zhitkov's book "What I saw." Reading excerpts from S. Kozlov's book "In the Port".	Construction of the building material of the ship, the building of the river station, the pier. Making an album about ships on the Dnieper, about the work of rivermen. Thematic drawing "Our port", port buildings, ship modeling.	Various ships: barges, boats, boats, ships, rockets, self-propelled guns. Binoculars, steering wheel, horn, anchor, life buoys, gangway, mast. Captain's cap, peakless cap.

In the older group, children will learn what a port is. During the excursion, the teacher tells the children that the port is a special place for mooring ships. The port area is large. Its facilities are located both on the shore and on the water. Children watch the arrival and departure from the berths of cargo and passenger ships.

During subsequent visits to the port, the children observed the passenger ship. They examined it, repeated the name of the individual parts of the vessel (board, bow, captain's bridge, gangway, mast). Here, the children watch the work of the sailors (the sailor cleans and delivers the gangway, makes tidying up on the deck, explains to the passengers how to get off at the pier). When observing the work of the sailors, the teacher draws the attention of the children to the coherence of their actions, mutual assistance, and the precise execution of all the captain's commands. Caring attitude towards passengers.

Children's communication with the captain helps children find out where they can sail along the Dnieper from our port and where the ships arrive from.

In order to enrich children's ideas about the work of adults in the river port, they also observe the work of a cashier, buffet sellers, a bookstand, postal workers, and a station attendant. At the same time, the teacher brings the children to the idea of ​​the importance of the work of people of different professions.

Conducting excursions contributes to the enrichment of children's knowledge, to awaken their curiosity. However, for a deeper understanding of the work of rivermen, their relationship, observations alone are not enough. A special place is occupied by fiction, which allows you to give the child reliable knowledge, through the prism of which he is aware of the phenomena observed in life. Let us give an example of a lesson, during which excerpts from the books of M. Markov “About the Topka-sailor”, F. Lev “We ​​are sailing on a self-propelled gun” were used.

The most important person on a ship is the captain. All members of the team are subordinate to him. He stands on the captain's bridge, which is called the navigation: from here they control the course of the ship. Here the steering wheel is turned, and here are all the instruments by which you can determine where the ship is when the coast is not visible.

The captain sees signal lights ahead - white and green. He knows that this is a self-propelled gun with oil coming towards him. And if he sees only a white light, it means that a passenger ship is coming.

The captain sees a green light flashing in the distance. He knows it's a lighthouse on the shore. A captain must know a lot.

After reading, looking at the illustrations, the children answer the questions: Who is in charge on the ship? Who is under the command of the captain? What does the captain see from the navigation bridge? How does he know which ships are coming towards him?

Educator: Here you are, Andrei, captain, see? A ship is coming towards, and a white light is on the match. What is this ship?

Andrei: This is a passenger ship.

Educator: Right. Kolya, what if there were white and green lights at the match?

Kolya: It would be a self-propelled gun. She carries oil products.

When looking at illustrations depicting various ships, children are asked questions: What are cargo ships? What are they transporting?

The acquired knowledge is primarily reflected in constructive activities (construction of ships, berths, station).

To enrich the game actions, conversations and stories of children about games are used. In the process of storytelling, children's ideas are updated, the work of the imagination is intensified, creative game ideas arise, and children's speech improves. Establishing a connection between classes, where children talked about their games, with game creativity, mutually enriches the game and cognitive activities of preschoolers.

Children, for example, are invited to tell how they would play with toys (the set includes boats, ships, cars).

Yura: With Slava, I would build a pier. And then he drove the ore to the self-propelled gun. Self-propelled gun would carry ore along the Dnieper.

Zhenya: Yan and I would build a pier. And then they carried food to the pioneer camp on a barge.

Edik: Together with Vadim, Yan and Slava, I would build a cargo and passenger port. A barge with ore would float along the river, we would meet it and unload it. And cars would carry ore to our factories.

The teacher's questions addressed to the children during the game also contribute to its enrichment and development. So, a port, a barge was built. The question “Where is the barge towed to? What is she carrying?" makes children remember what they know about the movement along the Dnieper. An effective way to guide a children's game is to use a map-scheme of the Dnieper.

In order to consolidate children's interest in the river, in the transport moving along it, the children look at illustrations, the teacher reads fiction.

The compilation of stories by children on the topic “What ships we saw on the Dnieper” contributes to the systematization of children's impressions. The knowledge acquired by children is reflected in modeling, drawing, and design. Children draw, sculpt, build not just ships, but motor ships, self-propelled guns, rockets, tankers. All vessels molded from multi-colored plasticine have different “lights”.

There are guys who are attracted to games mainly by the opportunity to build. There, the game "Port" unites children who love to design. Here is an example of one of these games.

Andrey, Slava, Vitya cost the port: the building of the river station, a book kiosk, a shop, a cash desk, a pier. Long plates depicted the Dnieper. Ira, Yulia, Vitya built a motor ship and placed "passengers"-dolls on it. During the construction process, the children needed to consult with each other, to help a friend.

Ideas about the work of the crew of the ship, about where you can sail, enrich the game with new content. The "Captain" keeps order on the ship, clearly gives orders, controls their implementation. In the game, the children reflect the friendly work of the team: at the stops, the “boatswain” manages the cleaning on the ship, the “sailors”, following his order, diligently clean up the deck, the “cook” feeds the team with lunches on time, the ship’s “doctor” examines the team. In this game, children have the opportunity to combine several storylines. “Post office”, “shop”, first-aid post, etc. appear.

The game "Journey along the Dnieper" united several groups of children. Some built the ship, others built the port, others worked in the port, the fourth made up the crew of the ship and passengers, preparing for the journey. At the same time, in such a game, everyone has the opportunity to act in accordance with their interests, skills, and abilities. In games, children went to achieve socially significant goals (build a pier for passengers, meet guests, help fishermen, etc.).

As a result of the development of the game, which reflects the knowledge of children about the nature of the work of rivermen in their native land, their relationships, children's interest in the content of labor is becoming ever wider.

In the preparatory group, the content of the game in "travel" is further developed. The educator clarifies and expands the life ideas of children, forms ideas about the types of river transport, about the importance of adult work in the port for cities and villages of the republic, the country. So, in kindergartens in Zaporozhye, children are told that ships bring ore, timber, and crushed stone to the city. From ore, for example, at metallurgical plants, metal is smelted, from which machine tools, machines, and dishes are made. All these products are sent to cities, villages, settlements of our country. The teacher summarizes in a conversation: “We really need such ships. The factories of our city would not be able to work without them. Just imagine, children, that wood or sand was not brought to our city. But metal and bread were not transported from our port to other cities. What would happen then? Summarizing the statements of the children, the teacher says: “That's right, we need a port. Cities and villages of our country help each other. From our port, as well as from many ports of the country, the necessary cargoes are sent to cities and villages, where they are very much expected.”

The game "Journey along the Dnieper" combines several forms of children's activities: modeling, drawing, work, role-playing and building games. Some sculpt ships, barges, vegetables, or become passengers, rivermen, residents of imaginary cities; others build wharfs, riverboats, etc.

This makes it possible for children to rebuild and join one or another group of players, based on their own interests.

The game awakens curiosity in children, the desire to learn as much as possible.

The children decided to go on a trip along the Dnieper. The first group sculpted cars, the second - built a pier and a self-propelled gun.

The “captain” of the self-propelled gun Andrey, before loading the cars, calls the plant: “Comrade director, where are the cars? The self-propelled gun is already ready to sail."

Sasha is in charge of loading. He commands: "Be careful not to damage the cars, they still have a long way to go." Cars are carefully put on a self-propelled gun by a crane (children are very careful about the products of their activities).

"Movers" help to install them. "Captain" Andrei gives the command to the "sailors": "Full speed ahead!".

Self-propelled gun goes on the road. Along the way, she begins to sink - a hole. "Sailors" dive into the water, weld the bottom of the self-propelled gun. One of them says: "That's all right, not a single car was missing."

In the game "Journey along the Dnieper" children took on several roles. In the older group, these were mainly the roles of rivermen. The most significant aspects of the working life of the people of their native land, the direction of their actions and deeds, were reflected in the long-term collective game. In games, children went far beyond the borders of their native land, into the wide world of their native country.

However, children's perception at the senior preschool age is accessible not only to the directly observed labor of adults, but also to more complex productive labor, awareness of its social significance.

We hope that the games we have developed will help develop a child's correct speech, vocabulary, logic, thinking and outlook, self-confidence and other positive qualities of mental activity.

Thus, the development of characteristic games based on initial interests in the environment is the basis for the formation of large playing teams.

In conclusion, let us recall the wonderful words of A.S. Makarenko: “The game is important in the life of a child, it has the same meaning as an adult has an activity, work, service. What a child is in play, such is in many respects he will be in work when he grows up. Therefore, the upbringing of the future figure takes place primarily in the game. And the whole history of an individual person, as a doer and worker, can be represented in the development of play and in its gradual transition into work.

Literature

1. E. L. Agaeva, V. V. Brofman, A. I. Bulocheva, et al.; Ed. Dyachenko O. M. Agayeva. What does not happen in the world? - M: Enlightenment 1991.- 64 p.

2. Boychenko N.A., Grigorenko G.I., Kovalenko E.I., Shcherbakova E.I. Plot - role-playing games for preschoolers. - K .: Glad. school, 1982. - 112 p.

3. Mikholenko N.Ya, Korotkova N.A. Organization of a plot game in kindergarten: A guide for the teacher. 2nd ed., rev. - M: Publishing house "Gnome and D", 2001. - 96 p.

4. Tveritina E.N., Barsukova L.S.; Ed. Vasilyeva. Management of children's games in preschool institutions - M .: Education, 1986 - 112p.

Volkova Irina Mikhailovna
Job title: a kindergarten teacher
Educational institution: MADOU kindergarten №25
Locality: Armavir city, Krasnodar Territory
Material name: methodical development
Subject:"Organization of a role-playing game in a preschool educational institution"
Publication date: 30.06.2017
Chapter: preschool education

Workshop for teachers

"Organization of the plot-role-playing

preschool games"

1. Update the theoretical knowledge of teachers about the meaning

role-playing game in the development of a preschooler.

2. Identify common problems that teachers and

pupils in the organization and deployment of the role-playing

games and their causes.

3. Increase the level of competence of teachers in practical

issues of organizing a role-playing game in preschool

educational institution.

Seminar progress:

Introductory remarks “The importance of the role-playing game in development

preschoolers"

The game occupies an important place in the life of a preschooler, being the leading

kind of independent activity. In national pedagogy

and psychology, the game is seen as an activity that has a very

important for the development of preschool children.

Psychologists rightly believe that the role-playing game is the highest

form of development of children's play. Role-playing games have

of great importance in the mental development of the child, developing

arbitrary attention, memory, imagination, creativity.

The rules that are mandatory when playing a game are brought up in children

the ability to regulate one's behavior, limit impulsiveness,

to negotiate with partners, contributing to the formation,

personal qualities, character.

While playing together with peers, children learn to communicate,

the ability to take into account the wishes and actions of others, to defend one's own

opinion, if necessary, insist on one’s own, and also jointly

make and implement plans.

Playing different roles, the child reproduces his impressions,

rethinks and reveals them. Realizing that the game situation

imaginary, children nevertheless experience real feelings and

thus enrich their inner world.

Expanding games of various subjects, the child embraces

various spheres of reality, which contributes to the development of its

ideas about the environment.

How does a role play come about? Is it necessary to teach a child to play or is it

does the process happen on its own?

Stages of development of a role-playing game

To form the skills of a role-playing game, you need

certain skills, the development of which is facilitated by two types of

children's play: directing and figurative-role-playing. In junior

At preschool age, children master the director's game - in this

in the game they beat the plots observed in everyday life, and

also begin to transfer the functions of one subject to another

(use of substitute items): a cube - a machine, a box -

garage. In this type of game, the child acquires an important ability - to see

whole without constituent elements, thus developing its

imagination.

From about the age of three, a new type of game appears - figuratively - role-playing.

The child begins to imitate various fairy-tale characters,

animals, people.

As the child gets older, he needs

"copy" not only the actions, but also the behavior of adults, he learns

use objects not only for their intended purpose, but also in

according to the intent of the game. This is no longer a blind repetition

actions, but an individual, emotionally colored action.

The game becomes longer, the number of

actions performed, relationships between role performers

are clearly defined even before the start of the game and becomes its main

line. In children of older preschool age, the game is preliminarily

planned, its rules are discussed, the children carefully

observe how the actions of the players obey the generally accepted

rules.

Consider the main stages - or levels - of the development of a role-playing game.

The first stage: games in separate actions of adults.

Games like "rocking the baby", "putting food on a plate",

"driving a car" and the like. The child imitates what he sees

action of an adult, but not with a real baby or a car, but with their

game substitutes.

The second stage: simple role-playing games.

"Daughters-mothers", "visiting a doctor", "arrival of guests", "purchase

products in the store" - playing these and similar

everyday situations refers to the level of simple role-playing games.

There is already a full-fledged game situation and taking over

roles of adults: in the game, the child becomes either mom, or dad, or

a doctor, then a bus driver. At this stage, the baby is completely

identifies himself in the game with the role and strives to accurately reproduce

those actions that he saw in life or on the screen. He is the same

requires from the partner in the game, otherwise the child starts

resent: "You're playing wrong!"

The third stage: role-playing games.

The plot of the game is a coherent sequence of game situations. From

games of the previous stage, role-playing games are distinguished by the fact that

one game situation smoothly flows into another, associated with it

within the meaning of. For example, a game of "a trip to the country" can proceed like this:

first, all together "go to the dacha" by "car" or by "train",

then "daddy" digs or waters the beds, "mom" cooks "food", and

"children" catch "grasshoppers", then all together "go to the forest" for berries

This complication of the structure of the game is an important sign of the development

consciousness of the baby, an indicator of his ability to connect different

life situations into a single whole and to carry out in them

consistent line of conduct. Game plots can be taken from

life or from a book, may be prompted by new toys or

offered to adults.

Fourth stage: creative story games.

From the games of the previous stage, creative story games are different

the fact that the child begins to invent the plots of games and

modify them in the course of actions, and does not reproduce in advance

a well-known story taken from life, a book or a movie. Thanks to

this world of human life appears before him as a huge

space of possibilities.

Also, your attention is offered the stages of development of the game in

different age periods.

Game character

action

Role fulfillment

Story development in

imaginary

situations

Separate gaming

actions that carry

conditional

carried out

in fact, but not

called

The plot is a chain of

two actions

imaginary

situation

holds an adult

interconnected

game action,

having a clear

role character

The role is called

children can along the way

role changing games

Chain of 3-4

interconnected

action / children

on one's own

hold back

imaginary

situation

Transition to role-playing

actions

displaying

social

functions of people

distributed up to

start playing, kids

stick to

its role in

throughout

Game chain

action,

united by one

relevant

real logic

adult actions

Display in

game actions

relations between

(subordination,

cooperation).

Gaming technique

action is conditional

Not only roles, but

and the concept of the game

blurt out

children before her

The plot is based on

imaginary

situations, actions

varied and

correspond

real

relations between

Slide 5. Problems of organizing a role-playing game in a preschool educational institution

In kindergarten, the game does not reach the proper level, gradually disappears

from their life. To understand the reasons for this situation,

several closely related issues need to be resolved:

What should be the game at different stages of preschool childhood;

What is the specificity of pedagogical influences in relation to the game;

What is to be assessed - the activities of the educator in organizing

children's games, thematic content of the game or game skills

The educational process in preschool education

The institution has two components:

The activities of children in conditions of control and guidance from outside

adult - mainly in direct educational

activities;

Independent activity.

To conduct GCD, the educator has notes,

specific guidelines that define which tasks

should be placed in front of children and how to exercise control over their

execution.

What happens to the game? Often there is a situation where

the teacher begins to "conduct" the game in the same way as

direct educational activity, that is

regulates, assigns to each his own place, prescribes actions,

evaluates etc. . Thus, in the group there is a learned

repertoire of story games: for each there is a set of toys and

attributes.

There is a tendency to reduce the game to "organized mass

actions" from preschool teachers.

It is possible that this form of organization of children's activities

was the only possible at the initial stage of formation

national pedagogy, when children from semi-literate families

it was necessary to attach to knowledge, culture. home environment

contributed little to this, and the pedagogical process was so

not divided, that it was difficult to understand where and how to give children

knowledge, and where they should be able to act freely.

The life of a modern preschooler is quite filled with books,

television, adult communication outside the kindergarten, and in

forms are highlighted in the educational process of the kindergarten

interactions (GCD, conversations, etc.) on which tasks are solved

teaching children knowledge. All this allows the story game

get rid of the purely didactic function of "working through knowledge".

This was pointed out by A.P. Usova.

And the misunderstood "collective nature" of the game leaves no room for

for the creative individuality of the child, the variety of forms and

role-playing game - "chamber" activity. Elder

preschoolers, if they realize their own ideas, and not

the game plan imposed by the educator, unable to independently

maintain interaction in a group of more than 3-5 participants.

Why is the “ideal” of a role-playing game so tenacious as

"collective elaboration of knowledge"? Because it is easy to reach and

does not require the creative work of the teacher.

What adjustments can be made to the prevailing "ideal" plot-

role-playing game and the form of its organization in kindergarten?

Techniques for managing the role-playing game of children.

At each age stage, the pedagogical process of organization

games should be two-part in nature: the formation of game

skills in the joint game of the educator with children and the creation of conditions

for independent children's play.

Another thing is that with a change in the age of children, the form should change.

joint game of the educator, methods of leading the role-playing

children's play.

There are two groups of techniques for managing a role-playing game:

direct and indirect.

Direct methods include methods of direct participation of an adult in

playing together with children as a partner:

taking on a role;

clarification;

assistance in resolving a dispute;

showing different ways to play.

Indirect - creating conditions for the activation of an independent game

Equipment and creative transformation of the subject-developing

Formation of a system of necessary knowledge about reality,

reflected in the game;

Creation of a game situation;

Watching children play.

An integrated approach to the organization of a role-playing game.

For the full development of a role-playing game in any

preschool age approach to its organization should be

complex, include the following components:

1. Familiarization of preschoolers with the outside world in the process of their

active activity.

2. Organization of a developing dynamic subject-game environment.

3. Communication between an adult and children during the game.

4. Integration in the work of preschool teachers.

We have already talked about all the components before, we did not touch only

the issue of organizing a subject-developing environment.

As you know, one of the important conditions for the activation

children's independent play is to ensure their

appropriate toys, play material. Especially

great importance of game material and its organization by the educator

have at the stages of early and younger preschool age, when

not yet an internal design, but an external subject-play environment in

greatly stimulates and supports the process

independent play of children. Older children in independent

game are already guided by an internal plan and independently

can organize a game environment. However, they also need

plot toys and various polyfunctional

materials that help to designate a particular game situation.

Role-playing game "Hospital".

The goal is to expand children's knowledge about the profession of a doctor: what does a doctor do,

whom he treats, what he treats. Cultivating a caring attitude

toys

The structure of the plot - role-playing game:

Plot (sphere of reality: family life, work of adults, events

in the country, etc.);

age - adult relationships);

Role - the child's playing position, consisting in identifying them

yourself or another participant in the game with any character

imaginary situation;

imaginary situation

Rules

Stages of the organization of the role-playing game on the example of the game "Hospital".

Stage 1 - preparatory.

Block 1. Development in children of interest in the work of a doctor, medical business -

treatment of people. The preparatory stage includes cognitive

training related to the formation of a system of necessary

Implemented in two directions:

teacher - children;

teacher - parents - children

Purpose: to create and determine the degree of children's interest in the game.

The direction of the teacher is children.

Implemented through conversations with children, reading fiction

literature, excursions to the hospital, or watching video materials

about the hospital, looking at pictures, illustrations, medical

tools.

Direction teacher - parents - children.

Organization of stories of specialists (parents). stories

must be agreed with the educator and accompanied by a demonstration

tools and actions with them.

Formation of emotional interest.

Purpose: to determine the desire and willingness to play hospital.

There is a conversation about what the children know about the hospital.

It is proposed to come up with a name for the game (options). Motivational

the component of this block includes motivational training,

aimed at developing motives and positive attitudes

(development of the need to play in the hospital under the impression of knowledge

about the hospital, development of motivation for self-realization through the game).

stage. Joint planning.

Objective: Make a game plan.

Together with the children, the teacher draws up a game plan. teacher

writes down the proposed roles and items for the game

"Hospital".

All the names of the children who made suggestions are recorded.

Children can also make entries. Preschoolers are encouraged to come up with

and draw the emblem of the game. Children choose a place where they will be

pass the game (place in the group).

Preparing for the game.

Purpose: to prepare the equipment for the game.

At this stage, the children prepare the necessary attributes for the game.

There is close cooperation with parents. To parent

corner placed information about the upcoming game. They

make the material necessary for the game on their own,

together with children, present extra toys as a gift.

All the proposed material is compiled with a view to

the future to introduce new roles, where the proposed

attributes.

Purpose: to coordinate their actions with the participants in the game, to educate

Ability to resolve disputes independently and fairly

to form initiative, friendliness, empathy.

The operating component includes the operating

training aimed at developing and consolidating a system

skills and actions of children related to the realization of their potential

in play activities.

The teacher supervises this activity.

Is the number of required attributes sufficient, is it convenient for

children's actions, they are placed, whether the place for the game is well chosen.

How do children cope with their roles, do they act in

in accordance with the plot and rules of the game. How complete

children display phenomena and facts familiar to them, which still requires

clarification of how creativity and initiative of children are manifested along the way

creating a game image. Takes into account that in the presence of friendly

relationships and other positive qualities

a child with undeveloped organizational skills is not always

able to build positive relationships

joint activities. Such a child is added to active

children as an assistant, for example: doctor's assistant - nurse.

That is, it supports the emotional comfort of children in the game.

Game analysis.

Purpose: Summing up and evaluation (self-assessment) of the game.

Mark the most interesting moments, praise all the children. Give

children the opportunity to express how they feel when playing

ended. What do they want to say to their comrades? How can

make this game go on? (introduce new roles, new

attributes, etc.) Where can I get new equipment? (make, ask

help from parents, in the next group), etc.

The reflective component includes reflective preparation,

aimed at developing mechanisms of self-awareness,

self-diagnosis (self-observation, reflection).

The spiritual component includes spiritual training,

designed to help and take an orientation towards universal

moral values ​​that interpersonal

interaction.

All work is based on the principles of personal and spiritual

oriented dialogic communication developed in

humanistic pedagogy and psychology: valuelessness, acceptance,

support, ensuring psychological safety and

personal growth; compliance with the content of the program

the needs and abilities of each child; provision of conditions

emotional self-expression of each participant in the process

creative activity, in this case - the game; focus on

development of creative abilities.

Role-playing game "Barbershop"

The goal is to expand children's knowledge about the profession of a hairdresser and

cultivating a friendly relationship with each other

Role-playing game "Mothers and Daughters".

The goal is to introduce children to household chores,

the importance of the work of parents at home. Education and inculcation of skills

economic labor

Summarizing.

I would like to end our seminar with the words of famous Russian

teachers about the specificity of the role-playing game and its role in

development of a preschooler, how do you understand them?

“It is important that children invent games themselves, set goals for themselves:

build a house, cook dinner, go to Moscow… During the game

the child learns to overcome difficulties, learns the environment,

looking for a way out. Such games produce children-

organizers who are able to stubbornly strive for their goal, to captivate

other…”

N.K. Krupskaya

“Play is the child of labor. But not everyone, but more or less complex,

requiring training, training ... "

D.B. Elkonin

There is no, and cannot be, full-fledged mental development without play.

The game is a huge bright window through which to the spiritual world

the child is infused with a life-giving stream of ideas, concepts. A game

- this is a spark that ignites the flame of inquisitiveness and curiosity.

Ponomareva Ludmila Georgievna

caregiver

MADOU child development center -

kindergarten No. 146 of the city of Tyumen

The game is the main activity of preschool children. It is of great importance for the intellectual and social - personal development of the child, since the game situation requires from everyone included in it a certain ability to communicate, as well as to clarify his knowledge of the environment. The game, like no other activity, due to its specificity, provides children with activity, independence, self-expression, amateur performance.

A wonderful teacher and scientist D. B. Elkonin said: "... the game arises from the conditions of the child's life in society and reflects these conditions ...". His words now take on special relevance. Watching the games of children, we notice that they reflect modern reality: they play not in the “Shop”, but in the “Supermarket”, not in the “Barbershop”, but in the “Beauty Salon”, etc.

The kindergarten and parents should help the child to correctly comprehend new phenomena and concepts, new words and phrases, introduce him to the social and objective world, various professions, the world of spiritual and social values, so that in preschool childhood the child can use this knowledge in the game, and in the future he could easily adapt to reality.

"The source of all good lies in the game and comes from it" - Fröbel Fr. - German educator

Play is the highest stage of child development, the development of a person of this period; for it is an arbitrary depiction of the inner world, a depiction of it according to its own necessity and need, which is already expressed by the word itself. The game is the purest and most spiritual manifestation of a person at this stage, and at the same time it is the archetype and copy of all human life, the inner, hidden natural life, both in man and in all things; therefore, the game gives rise to joy, freedom, contentment, peace in oneself and around oneself, peace with the world. All good things are in and out of the game.

A child who plays independently, calmly, persistently, even to the point of bodily fatigue, will certainly become just as capable, calm, persistent, selflessly caring for someone else's and his own good. Isn't the child at play the best manifestation of the child's life of this time? Or a child who discovered his whole nature in the game and fell asleep in the middle?

The game of this time, as was casually noted above, is not empty fun, it has a high meaning and deep meaning; take care of it, develop it, take care and protect it! The calm, penetrating look of a true connoisseur of people in the spontaneously chosen play of a child clearly sees his future inner life. The games of children are, as it were, the essence of almost all future life, because in them the whole person develops and manifests itself in his most subtle inclinations, in his inner feeling.

Many adults think that all the activity of a child in the first years of life is that he eats, sleeps, runs around to no avail, and amuses himself. This representation is incorrect. The human child differs from any, even the most intelligent animal cub, in that it early begins to peer inquisitively into everything around it, to listen. It early begins to think, ask questions, demand an answer, or give itself unpretentious answers. Around the child is the life of adults with its vanity, change of joy and sadness, with its work, worries, successes, failures. For the most part, this life is incomprehensible to the child, inaccessible to him. Meanwhile, the child, like an adult, strives to live a varied life, to experience a lot, to experience a lot for himself, to think about a lot. And he not only aspires, but can live such a diverse life. And only such a life is full for the child, interesting, gives him happiness, creates in him a joyful feeling of enjoying life.

But what does a child need so that he can live a bright, joyful, varied life? What can awaken various feelings already dormant in a child, give impetus to his thoughts, fill his whole existence with pleasant, fascinating content? The answer for us is clear - a toy. The toy gives the child the opportunity to live a real, interesting, full life. With the help of toys in role-playing games, he builds his own little world, his kingdom, where he is the master. He is the same as adults: a master, an engineer, a driver, a builder, a doctor, a pilot, a head of a kindergarten; loving but strict father...

I have been working in a kindergarten for 15 years, I watch children's play with great interest: what games children play during the day, how they play, how they communicate. From the observations, I concluded: at any age, a role-playing game for a child is the main activity, a form of life organization, a means of comprehensive development. In the learning process, it is a secondary stage. In organized educational activities and in everyday life, children acquire extensive knowledge about the environment. During the game, they learn to independently apply this knowledge in accordance with its rules. Thanks to this, their knowledge and ideas become more conscious and clear.

Before me, as a kindergarten teacher, the task is to rally the children's team, to teach children to play. Our group included 30 kids with different characters: silent, talkative, fighters and bullies. For most children, the kindergarten group is the first children's society where they acquire the initial skills of collective relations. It is necessary to teach the child to live by common interests, to obey the demand of the majority, to show goodwill towards peers. Therefore, I set myself the goal of educating this feeling in children from the first days of being in kindergarten and decided to use role-playing games for this purpose. Playing with children, watching games, I found out how children manifest themselves in them. It helped me chart specific ways to interact with each child.

I have set myself the following tasks:

• teach a child to play;
• to promote the unification of children in the game;
• tactfully manage the choice of game;
• teach children to follow the rules during the game;
• cultivate a sense of goodwill, mutual assistance.

I carry out work on the development of plot-role-playing games in two directions:

• Creation of the necessary gaming environment.
• Direct supervision of children's games.

With the help of parents, a play environment was equipped. Beautiful elegant dolls, furniture, various utensils quickly attracted the kids, and they began to act with them in a variety of ways: roll, feed, lay, etc. They played both in the morning and after daytime sleep. It was important that our kids learned to perform several interconnected actions. To this end, I made extensive use of questions prompting new actions. A large place was given to showing actions with certain toys. For example, in order to attract the attention of children, I start playing with a doll, combining several plots that are accessible to the understanding of children: “I feed the doll”, “I put it to bed”. Children closely observe my actions. Continuing to play, I pass the doll to the children, verbally directing the further course of events.

To enrich the games of children, I select simple plots for dramatizations with a doll. For example: mother and daughter came home from a walk. The daughter wants to eat. Mom cooked porridge, fed her daughter. Such dramatizations help children to independently choose the game "Mothers and Daughters", and additional attributes and substitute items enrich its content.

I use display games extensively in my work. So, while playing with the doll, I said: "Our Katya wants to take a walk, let's help her get dressed." While dressing, we examine the clothes of the doll, name it. Then I sequentially dress the doll. Children are watching my actions. To consolidate the skills, I suggest repeating my actions. At first, the children needed my help, and then they learned how to dress and undress the dolls on their own. At the same time, I paid attention to the fact that clothes should be taken and folded neatly. The accumulated experience helps children to actively participate in the game. And as a result of joint play activities, children learned to transfer play actions from one toy to another.

In terms of educational work, I pay great attention to the formation of an independent, more detailed plot-representative game of children with different toys, I plan special events for the development of the first plot-role-playing games.

In the younger group, the plot of the game was simple, in the middle group it gradually becomes more complicated, I introduce new game actions: the mother washes the clothes, bathes the doll, treats her, walks with her, etc.

However, for the development of games, it is not enough just to equip the group with good game material. It is also necessary to have a variety of impressions about the surrounding reality, which children reflect in their play. At the beginning of the younger group, most children reproduce only objective actions, many of them simply manipulate toys. My task is to direct children to the enrichment of game actions, to the development of the game plot. For this purpose, in the younger group, we conducted observations with children at the work of a nanny; in the middle group, they organized excursions and targeted walks, during which they paid attention to the labor activities of the cook, nurse, driver, and janitor. During the observation, she drew the attention of the children to the fact that the cook had prepared a delicious breakfast, lunch, dinner. Introduce the children to the names of the dishes. Subsequently, while playing, the children did not just put pots on the stove, but “cooked” soup, compote, talking about what products they used in preparing these dishes and that is why everything is so tasty.

At first, when some children did not know each other, they played alone and rather monotonously. I tried to help them unite into a single team. By the end of the younger group and in the middle group, the children learned to play in small groups, and they began to show attention to each other, goodwill, learned to give up toys to their comrades. There are fewer conflicts.

As my observations show, by the age of 5, the heyday of role-playing has come! Now we have an older group, children actively interact in the game, unite in groups. Game interests are stable. They can play for hours, days, weeks in games with the same plot, and each time from the beginning. Children play more confidently on their own. If as kids they took me into the game with great pleasure, even giving me the main roles, now they take on all the main roles. My role is that of hidden leadership. This allows children to feel like adults, "masters" of the game. In children's games, leaders appeared who "move" the plot. The rest agree with the leader and usually follow suit. Disagreements are extremely rare, and they have learned to resolve them on their own.

With the help of parents, we designed several role-playing games: "Ship", "Supermarket", "Veterinarian", "Traffic", "Home", "Beauty Salon".

While playing, children communicate, learn how to behave in a public place. What is valuable in the game is that you can create difficult situations and arouse in the kids a desire to help each other. For example, in the game "Mothers and Daughters" you can combine several socio-role-playing games. Time and place are very important. As in ordinary life, every little thing is first thought out, discussed, and then carried out. I suggest the scenario, but in the course of the game something may change. For example, a “mother” takes her “daughter” to kindergarten, she drives a car to work herself, and “grandmother” takes care of the house. In the evening they gather, drink tea, talk, and all go by bus to the theater together. In the theater, they sit in the auditorium, and on the stage, children sing, read poetry, and show a fabulous performance. When the concert ends, everyone goes home, has dinner, prepares for the next day. So, we see a scene from our life, only in children everything is embellished a little, simplified, the sharp corners of conflicts are smoothed out. We can play such a game for more than one day, we stretch it for two or even three days, and then we can start all over again, but the children change roles.

The group has created conditions in which each child could express their emotions, feelings, desires and views, not only in ordinary conversation, but also in public, without being embarrassed by the presence of outsiders. Theatrical games can play a huge role in this. The role played, the remarks made put the child in front of the need to explain clearly, clearly and understandably. The child improves dialogical speech, its grammatical structure. The theater is associated with a fairy tale, and thanks to a fairy tale, a child learns the world not only with his mind, but also with his heart.

In order for the role-playing game to develop, it is necessary to give children knowledge about the environment, to promote the development of imagination. For this purpose, I use didactic games. (Application). They contain a complex of diverse activities of the child: thoughts, feelings, experiences, the search for active ways to solve the game problem. With the help of such games, children learn the ability to compare, classify, generalize, analyze, draw conclusions ...

Didactic games are a complex phenomenon, but they clearly reveal the main elements that characterize the game as a form of learning and gaming activity at the same time. The role of the didactic game in enriching the vocabulary of children is especially great and is one of the most important means of working on speech. Therefore, in front of me, because it is I (the educator) who directly manages the game, the task is not only to acquaint children with new words, but also to achieve their use in coherent speech. A didactic game is necessary, as it creates a positive emotional background. It is in it that the social skills necessary for children are formed, it makes the life of the child exciting, corresponding to his needs.

In our group, a play environment has been created taking into account the needs of the child in various activities, in which children can play on their own, at the same time, without interfering with the games of other children. I see that our children really like didactic games, because. they are easy to organize, do not require costs and additional items, they can be done at any moment. Each didactic game is a child's communication with an adult, with a peer - this is a school in which he learns to rejoice and endure his failures. Friendliness, a joyful atmosphere, fiction and fantasy are necessary in the game, only in this case the games will be useful for the development of the child.

I really like to play with children, with full dedication. The main thing in the game is to preserve the immediacy of the game, to make the life of our pupils interesting and meaningful, filled with vivid impressions, and so that the skills acquired in theatrical, didactic and role-playing games, the children could apply in everyday life. I am constantly looking for new techniques that allow children to learn new games with interest and quality.

Positive results in the development of children through play can be achieved by acting in close contact with parents, enriching them with knowledge about the features of the child's play activities. In order to choose the right direction in working with parents, I conducted a survey in the younger group (Application). An analysis of the answers helped to clarify a number of questions on which parents need to be clarified, to outline a work plan. The group designed a stand "Children play". Prepared a number of consultations: “Play and a toy in a child’s life”, “What your child’s favorite toys talk about”, “The meaning of a role-playing game in the life of a preschooler”, “Who does your child play with”, etc. . (see Attachment) All this work contributes to the development of parents' interest in the play activities of children. They correctly perceive all the recommendations, which helps me a lot in my work.

Application

Annex 1

Photo report about the group.

And let's, dear colleagues, we will go on a journey through our group. It's called "The Nest".

Here we have a big "Bus"

Kachu, I'm flying at full speed.

I am the driver and the motor itself!

I press the pedal

and the car rushes into the distance.

Here we have "Beauty saloon"

It's bright and interesting here.

Mirrors, perfumes and armchairs, a large hall,

But apparently, even

Better than your trellis.

"Supermarket"

And now we are in the "supermarket" -

All products on display:

Tea, sweets, sausage -

Eyes pop up.

Come buy

Give money to the cashier.

Look, here we have "Hospital"

Always attentive, with love

Our doctor is treating you guys.

When your health improves

He is the happiest of all!

"Veterinarian"

Come here for treatment

Lion, dog and wolf...

And here we have "Construction site".

The whole area knows the builder,

He is an excellent master

With his team, he

Builds a brick house.

House among other houses

And leaner and taller.

They speak up to the clouds

The house will get a roof.

"House"

Now you see how many interesting things are in our group.

Children can play wherever they like.

Application No. 2

Didactic games.

"Find a cub for mom"

MOVE: The teacher draws the attention of the children to the car that brought the guests, and says: “Once a calf, kitten, puppy and foal ran away from their mother and got lost; the alarmed mothers went by car to look for them. The kitten, he was the smallest, stumbled and meowed. How did he meow? (Choral and individual answers) The cat heard him and called: "Meow-meow."

The teacher invites one of the children to take a cat from the back of the car (find it among other "mothers"), together with this toy, go to the table on which there are pictures of a kitten, foal, calf and puppy, and choose a cat cub.

Similarly, children perform three other tasks - to choose the right picture

"Wonderful bag"

PURPOSE: to teach children to recognize objects by characteristic features.

MOVE: Organizing the game, the teacher selects objects familiar to the children. Having planted the children in a semicircle, so that all objects are clearly visible to them, the adult conducts a short conversation. Then he asks several kids to repeat the names of objects, answer what they are for.

Now we will play. The person I call must guess what I will put in the bag. Masha, look carefully at those items that are on the table. Remember? Now turn away! I'll put the toy in the bag, and then you can guess what I put in. Put your hand in the bag. What lies there? (Child's answer) You correctly named the object. Other children can be called in this way.

In order to increase the complexity of the game, another rule is proposed: several toys are placed in a bag. None of the children know about them. The called child, putting his hand into the bag and feeling for one of the toys, talks about it. The bag will open if the children recognize the toy from the description.

“What would happen if they disappeared from the forest…”

Stroke: The teacher suggests removing insects from the forest:

What would happen to the rest of the inhabitants? What if the birds disappeared? What if the berries were gone? What if there were no mushrooms? What if the hares left the forest?

It turns out that it was not by chance that the forest gathered its inhabitants together. All forest plants and animals are connected to each other. They cannot do without each other.

"Which plant is gone?"

Course: Four or five plants are placed on the table. Children remember them. The teacher invites the children to close their eyes and removes one of the plants. Children open their eyes and remember which plant was still standing. The game is played 4-5 times. You can increase the number of plants on the table each time.

"Where does it ripen?"

Purpose: to learn to use knowledge about plants, to compare the fruits of a tree with its leaves.

Move: two branches are laid out on the flannelograph: on one - the fruits and leaves of one plant (apple tree), on the other - the fruits and leaves of different plants (for example, gooseberry leaves, and pear fruits) The teacher asks the question: “Which fruits will ripen and which will not ? children correct the mistakes made in drawing up the drawing.

"Guess what's in your hand?"

Move: Children stand in a circle, hands held behind their backs. The teacher lays out models of fruit in the hands of the children. Then he shows one of the fruits. Children who have identified the same fruit in themselves, on a signal, run up to the teacher. It is impossible to look at what lies in the hand, the object must be recognized by touch.

"Flower shop"

Purpose: to consolidate the ability to distinguish colors, name them quickly, find the right flower among others. Teach children to group plants by color, make beautiful bouquets.

Game progress: Children come to the store, where a large selection of flowers is presented.

Option 1.

On the table is a tray with multi-colored petals of various shapes. Children choose the petals they like, name their color and find a flower that matches the selected petals both in color and in shape.

Option 2.

Children are divided into sellers and buyers. The buyer must describe the flower he has chosen in such a way that the seller immediately guesses which flower he is talking about.

Option 3.

From flowers, children independently make three bouquets: spring, summer, autumn. You can use poems about flowers.

Fairy tale game "Fruits and vegetables"

Visual material: pictures of vegetables.

Stroke: The teacher says: “One day a tomato decided to assemble an army of vegetables. Peas, cabbage, cucumber, carrots, beets, onions, potatoes, turnips came to him. (The teacher alternately puts pictures of these vegetables on the stand) And the tomato told them: “There were a lot of people who wanted it, so I put this condition: first of all, only those vegetables will go to my army, in the name of which the same sounds are heard as in mine - pommiidoorr.

What do you think, children, which vegetables responded to his call?

Children name, highlighting the necessary sounds with their voices: peas, carrots, potatoes, turnips, cucumbers, and explain that these words have the sounds p, p, as in the word tomato. The teacher moves pictures of the named vegetables on the stand closer to the tomato. Conducts tomato various workouts with peas, carrots, potatoes, turnips. Good for them! And the rest of the vegetables were sad: the sounds that make up their names do not fit the sounds of the tomato, and they decided to ask the tomato to change the condition. The tomato agreed: “Be your way! Come now those who have as many parts in their name as in my name.”

What do you think, children, who now responded?

Together it turns out how many parts are in the word tomato and in the name of the remaining vegetables. Each respondent explains in detail that the words tomato and, for example, cabbage have the same number of syllables. Pictures depicting these plants also move towards the tomato.

But even more saddened were onions and beets. Why do you think kids? Children explain that the number of parts in the name is not the same as that of a tomato, and the sounds do not match.

How to help them. Guys? What new condition could the tomato offer them so that these vegetables would also enter his army?

The teacher should lead the children to formulate such conditions themselves: “Let those vegetables come in whose name the stress is in the first part” or “We accept into the army those whose names contain the same sounds (onions, beets)”. To do this, he can invite children to listen and compare where the stress is in the remaining words - the names of vegetables, compare their sound composition.

All vegetables became warriors, and there were no more sorrows! - concludes the educator

Distribution of fruits by color

Stroke: The teacher invites the children to distribute the fruits by color: put fruits with a red tint on one dish, yellow on the other, and green on the third. The game character (for example, Winnie the Pooh) also participates in this and makes mistakes: for example, he puts a yellow pear with green fruits. The teacher and the children kindly and delicately point out the mistake of the bear cub, name the shades of color: light green (cabbage), bright red (tomato), etc.

Distribution of fruits according to shape and taste

The teacher offers the children to lay out the fruits differently, in shape: round - on one dish, oblong - on another. After clarification, he gives the children the third task: distribute the fruits to taste - put sweet fruits on one dish, unsweetened fruits on the other. Winnie the Pooh rejoices - he loves everything sweet. When the distribution is over, he puts a dish with sweet fruits to himself: “I really love honey and everything sweet!” “Winnie the Pooh, is it good to take all the most delicious for yourself? - says the teacher. Children also love sweet fruits and vegetables. Go wash your hands, and I will cut fruits and vegetables and treat everyone.”

"Earth, water, fire, air"

Move: The players stand in a circle, in the middle is the leader. He throws the ball to one of the players, while uttering one of four words: earth, water, fire, air. If the driver said "land", the one who caught the ball must quickly name the one who lives in this environment; the player answers the word “water” with the name of fish, the word air with the name of birds. At the word “fire,” everyone should quickly turn around several times, waving their hands. Then the ball is returned to the driver. The one who makes a mistake is out of the game.

"Protect nature"

Stroke: On a table or typesetting canvas, pictures depicting plants, birds, animals, humans, sun, water, etc. The teacher removes one of the pictures, and the children must tell what will happen to the remaining living objects if there is no hidden object on Earth. For example: he removes a bird - what will happen to the rest of the animals, to a person, to plants, etc.

"What's First, What's Later"

Action: With the help of card games, books, introduce the child to the words "first" and "then." When he begins to understand the meaning of these words, invite him to continue the phrases: first they pour compote, then they drink, first they put on a jacket, then a jacket, etc. Then start to confuse the child, let him look for your mistakes in speech. First, the carrots are put in the soup, then they are washed and cleaned, etc. Change places with the baby, he starts the phrase - you finish.

Annex 3

Questionnaire

Parent's last name

1. Does your child often play at home?

2. What, what games does your child play?

3. What toys are the most interesting for him?

4. What is your child's favorite game.

5. What are the sources of the game's plots (TV series, cartoons, adult stories, etc.)?

6. Do you play with your child? With whom does the child play most often - with mom or with dad?

7. Do you offer your child the games of your childhood? Which?

8. During a walk with which of the children does your child prefer to play (with boys, with girls)?

What does your child like to play outside?

9. If there are children of different sexes in the family: please tell us how they interact with each other: do they like to play together, what games;

do they often have conflicts, because of what; Do they have common interests, games (what)?

When analyzing the answers of parents, one should pay attention to what games the child prefers to play at home, what are the sources of their origin. With parents or with a child, what gender he likes to play, whether the plots and features of the child’s play are repeated in kindergarten and in the family. If there are children of different sexes in the family, then it is important to pay attention to how they interact with each other in play activities.

Appendix 4

Consultation for parents on the topic "Play and toys in the life of a child."

The game, as an independent children's activity, is formed in the course of the upbringing and education of the child, it contributes to the development of the experience of human activity. The toy, in this case, acts as a kind of standard of those objects, the purpose of which is to find out and master the various actions with which it is necessary for the child. The game, as a form of organization of children's life, is important because it serves the formation of the child's psyche, his personality.

Game and toy are inseparable from each other. A toy can bring a game to life, and a game sometimes requires a new toy to develop. And it is no coincidence that children's games involve toys bought in a store, but also made by educators, parents or the children themselves. Toys can be very diverse, but all of them must meet certain pedagogical and artistic and aesthetic requirements.

At each age, a child needs toys that are different in their subject matter and purpose: plot toys (dolls, animal figurines, furniture, dishes), technical toys (transport, constructors, etc.), tool toys (hammer, screwdriver, sweeping brush, rake, shovel, in other words, toys that imitate the simplest means of labor for adults), fun toys: theatrical, musical. Large-sized toys such as scooters, children's cars, tractors, large easily transformable construction kits contribute to the fight against hypodynamia, teach the child movements and orientation in space. Sitting at the table, it is more convenient for a child to play with small toys that are clearly visible from all sides. For games on the floor, larger toys are needed, commensurate with the growth of the child in a sitting and standing position. Outdoor games in the yard require large toys, small ones are not suitable. The selection of toys is closely connected with the tasks of the aesthetic and moral education of the child, with his desire for collective play, in which he uses all the toys together with all the children. When selecting toys, age-related patterns of development of play activities should be taken into account. Not all children have the opportunity to see live animals and birds. Books, toys, television help to get acquainted with them. It is very important that the selection of toys contributes to the formation of the correct ideas about the environment in the child. It is desirable that the toys are brought into the game by an adult. He interests the child in the plot of a joint game, asks him questions, encourages him to “communicate” with a new toy. Is the doll awake? Treat her with compote." A toy for a child is full of meaning.

Children of four or five years of age carry out play actions most often with the help of toys, but their play actions can already be indicated by both a gesture and a word. At this age, those items that in practical pedagogy are usually called attributes are of particular importance: all kinds of hats, beads, aprons, bathrobes. During this period, toys are needed that reflect the specifics of a particular profession. For the captain, the ship is not as important as having a telescope, binoculars, and a cap. The doctor needs a dressing gown, a table for the reception, a thermometer wand, a syringe, and patients are certainly needed who patiently endure the care of the doctor and nurse. These patients may be large dolls. Sick "children" should have their own "mums" and "dads".

Proper management of the game by adults makes it meaningful, truly leading at preschool age, significantly expanding the horizons of the child.

However, no abundance of toys, which, it would seem, allows unfolding the most story-driven games, will not replace the child's playmates. The forced need to play alone, sometimes, can lead to overexcitation of his nervous system. Playing alone, the child is excited by the abundance of roles taken on. Naturally, after the game, he will be overly mobile, irritable, "noisy". But the same game in a group of peers does not cause a similar reaction in the child.

Many children use not only toys in the game, but also adapt other objects for this. A sofa can become a steamer, chairs can become train cars, cones can become funny hedgehogs. Such use of objects in the game indicates a high level of intelligence of the child, the development of his imagination. Unfortunately, not all adults understand this. It is necessary to enrich the game with homemade toys, including those made from natural, waste material.

The game develops and pleases the child, makes him happy. In the game, the child makes the first discoveries, experiences moments of inspiration. The game develops his imagination, fantasy, and, consequently, the ground is created for the formation of an enterprising, inquisitive personality. The game for the child is a sure remedy for idleness, leading to lethargy, aimlessness of behavior. For a good, fun game, a child needs a good toy. Choose wisely for your child.

Application No. 5

Consultation for parents "A toy in a child's life"

Let's remember our childhood, What happens at once? Of course, warm mother's hands, and a favorite teddy bear (doll, bunny, etc. - everyone has their own). Most people associate childhood with toys. But, in addition to personal value for each of us, the toy has a universal value, as it is a creation no less grandiose than a computer. In addition, there is no teacher and educator in the world more competent and cheerful at the same time. Therefore, at least adults need to take the choice of toys very seriously. So let's start with the smallest ones. In the first days and months of his life, the child's ability to know the world around him is limited. The whole world for the baby lies in the mother of her smile. And through communication with her, the child gets acquainted with the first objects and toys. During this period, the baby needs all kinds of rubber rings, rattles, pendants. They should be bright and be in the field of view of the child, as the toy should attract the attention of the child. A little later, with the development of grasping, the baby should be able to act with the object: knock it, throw it. It's good if the toy is sounding. At 6-9 months, you can add the so-called toys - inserts that allow the child to develop intellectually. Gradually, animals and baby dolls made of rubber can be introduced into the baby's objective world. They should have large components and well-drawn facial details. At 9-12 months old, you can please your child with clockwork fun toys: pecking chickens, drumming hares. At 10-12 months, the child needs pyramids of 3-5 rings and cubes. Many parents are alarmed by the fact that during this period the child literally pulls everything into his mouth. Do not be afraid: firstly, the baby is just teething, and secondly, the mouth is the same means of knowledge for the child as hands and eyes, you only need to remember the hygiene of toys.

At the age of 1 to 3 years, the baby becomes more independent, he has the opportunity to move independently. But the joy of the baby is the problem of the parent! So that your favorite vases, sets and books continue to serve you, remove them from the eyes of the child, do not provoke him to "exploits". During this period, you can already buy a fur toy for your child, with which he will fall asleep wonderfully. A large box and your help will help the baby remember that the toys need to be put away.

By the age of 3, the baby begins to learn the functional purpose of objects. And where, if not in the game, can he most sensitively learn that they are sitting on a chair and eating from a plate? Therefore, it is necessary to expand the set of children's toys with dishes and furniture. It should be close in size to the child, but be lighter. The child strives to live an adult life, so help him. A toy display of real life will allow the child to easily get used to the group of peers and fully develop both emotionally and intellectually. By the age of 3, the toys that a child has should grow in size: a big doll, a big car, a big toy animal. The set of toys must include all kinds of pyramids, designers. These toys themselves tell the child how to act with them. For example, a pyramid with a cone-shaped rod will not allow the child to randomly string rings, he will have to understand the principle of collecting the pyramid. Or we all know nesting dolls. If at least one of them is placed incorrectly by a child, nesting dolls will not be inseparable sisters. Also during this period, it is necessary to introduce various board-printed games into the life of the child.

By the age of 4-5, the child's keenest interest begins to arouse all kinds of sets of families, soldiers, animals. The child begins to invent various options for games with them. In general, at this age, all types of toys begin to be available to the child: a doll, and building material, and puzzles, and attributes of professional activity, and various technical toys. Game preferences begin to be divided by gender: boys choose cars and weapons, and girls choose dolls and everything connected with them. But both of them continue to develop interest in various types of mosaics and lotto. By the age of 6, the child awakens interest in modeling, designing, that is, in those games that allow him to make something with his own hands.

All of the above toys can be attributed to the so-called "ready-made forms", i.e. these toys are made in a factory way and they already have a functional purpose. But there is another, no less important group - substitute objects. It includes, from the point of view of an adult, completely unnecessary things, or rather, garbage, but for a child it is the most valuable material for the development of imagination and creativity. These are all kinds of shreds, rags, boxes, stumps of planks or sticks, circles, fragments of something, etc.

The introduction of these items is advisable from 2-3 years old, since it is during this period that active speech develops, and substitute items put the baby in front of the need to name them with a word that actually exists and is accepted in relation to this or that object. In addition, they contribute to the expansion of living space by introducing an imaginary situation (this is a wonderful "as if"!). You say: “All this is good, but each of the listed toys costs money and not every family can afford them!” Yes, it certainly is. But it is important to remember the rule: Toys should be chosen, not collected! Naturally, you can not help but buy some toys for your child. But if you wish, you can make all the toys with your own hands and look for a child, they will be no less beautiful and valuable than those bought in a store. Turn on your imagination - and you will succeed. Firstly, dad can make magnificent doll furniture from scraps of wood, make a typewriter, secondly, mom can sew a magnificent doll and clothes for her from leftover yarn or fabric, thirdly, lotto and puzzles can be cut out from newspapers and magazines . On the one hand, this is a budget saving, and on the other hand, it is a good opportunity for family reunification. I would like to dwell on one more thing - the choice of toys.

If you want to buy your child a new toy, follow these 4 rules. The toy must be:

• Safe (look at the quality of workmanship, the material from which it is made)
• Aesthetically pleasing
• Age appropriate
• Multifunctional (the more actions a child can perform with a toy, the better; of course, this does not apply to rattles for babies) In conclusion, we need to remind you, dear parents, that no, even the best toy, can replace live communication with your beloved dad and mom!
  

Application No. 6

Advice for parents "What your child's favorite toys say"

Do you want to know who your baby will become? Take a look at his favorite toys. A toy for a baby is not just fun, it is a reduced model of the world around.

While playing, the child learns to act, think and build their relationships with other people. Therefore, toy preferences allow not only to get to know his character better, but also to look into the future.

Constructor

Children who prefer to mess with the designer are stubborn, diligent and patient. Designing develops logic, teaches you to concentrate, teaches you to be independent. A child who builds a building with a constructor with pleasure, as a rule, loves the exact sciences. These are future mathematicians, programmers, system administrators or architects.

Soldiers

Soldiers are a favorite toy for many boys. Playing with soldiers contributes to the development of a full-fledged personality, because it is not just a game, but a whole toy army that requires strategy, hierarchy, develops interest in children and teaches you to look at everything from the outside. Children with the makings of leaders love the game with soldiers, and it’s hard to say who they will become in the future, but your baby will definitely not remain on the “secondary” roles.

cars

Cars are played by children who want to grow up faster, copy the behavior of adults, especially men. For kids, drivers are strong and interesting people who can effortlessly drive large iron cars. Of course, cars are not an intellectual game, as they do not give scope for creativity, so such a pastime is often manipulative in nature. Children who prefer cars rarely achieve great heights in life. In order to develop or instill other abilities in your baby, switch him to other toys.

Stuffed Toys

A nursery filled with soft toys characterizes a sociable baby for whom communication with other people is more interesting than objects or phenomena. Toys, as a rule, "humanize" - they are fed, put to bed. In addition, a soft toy is an ideal friend: kind and sympathetic, who always behaves correctly. Soft toys are loved by future humanists - philologists, journalists, social workers.

Dinosaurs

Extinct monsters are usually interested in children already at an older age. Interest, as a rule, appears after school lessons or visiting a museum. Such children are smart and inquisitive, they grasp everything on the fly. Toddlers begin to systematize the data they have received - watching movies about dinosaurs, reading books about them and cutting out images from magazines. Before you is a future researcher. Most likely the scope of his interests is the natural sciences (biology, chemistry, physics)

Dolls for a boy, cars for a girl

If such a hobby was not long, you can not consider it as a system. If you observe the baby's constant interest in toys of the opposite sex, this behavior is really alarming.

Usually a boy plays with dolls in two cases: when he grows up in an incomplete family or finds it difficult to find a common language with his peers. It is not superfluous to show such a child to a psychologist.

The opposite case - a girl who enthusiastically plays cars - is less common. Usually this speaks of impulsiveness, impulsiveness and an excess of energy that cannot be splashed out in calm girlish games.

Annex 7

Consultation for parents "Let's play ...?"

Your child is five years old. This is already a reasonable little man who knows a lot, can do a lot, sometimes even knows how to read. And how do children play after five years? Maybe they no longer need the game and their more serious activities should be translated?

No, and older preschoolers play and need adults to play with them from time to time. Even when a child moves from kindergarten to school, the game does not disappear, it takes up less space in the child's life, but he still needs it for emotional well-being, self-expression and self-affirmation, and finally, for communication with peers. Your child's friends do not just come to visit him, like adults - to talk, exchange impressions, but to play (a typical request of a child: “Mom, can Masha come to play with me?”).

How do children of five or seven years old play? The plot game of the child becomes diverse.

Often there is a special game - disguise, where the matter does not reach the game. Girls who decide to play princesses can dress up for a long time, trying on mother's dresses and shoes, and boys - father's soldier's belt or cap.

The desire to reflect the world in their games takes the form of a director's game, where the child, without changing himself, acts as the director of this world. For example, playing with soldiers, making doll houses. Children become biased in choosing appropriate toys. If earlier they were pleased with any new toy, now they are asking to buy exactly the one that is needed for the game, the missing one. The girls have a desire to fully equip the house for small dolls (doll furniture is placed, appropriate shreds are selected to decorate the doll room, etc.). Construction, modeling, paper cutting of missing items are included in the game.

At 5-6 years old, a child often plays, in an imaginary world, the so-called fantasy game. Moreover, the game can be, only verbally framed, be a pure work of the imagination. And then adults begin to convict the child of a lie, but this is not so - this is also a game. For example, your son begins to tell how he and his group went to Disneyland, how much fun they had. Do not rush to scold him - he plays, lives a fictional event. Surely, every adult in childhood had a fictional character with whom he experienced many periods of his life.

So, the plot game of children 5-7 years old has extremely diverse forms. And here the question arises: does an adult need to connect to the child's game if he already knows how to play?

Undoubtedly, because the child experiences difficulties in inventing plots and their deployment, in the so-called plot construction. After all, a journey involves preparation for it, a variety of routes, and a multitude of adventures ... how can one come up with all this! This is where an adult should come in. With his life experience (playing on everyday topics), with his literary experience (playing on fairy-tale themes), with encyclopedic knowledge and the ability to get the missing ones (books, the Internet ..). And also a game-notion: invent it yourself and push the children to do it! In addition to an interesting game, you will also develop your child's imagination!

Appendix 8

Consultation for parents "The importance of a role-playing game in the life of preschoolers"

The game occupies a very important, if not central, place in the life of a preschooler, being the predominant form of his independent activity. In domestic psychology and pedagogy, the game is considered as an activity that is of great importance for the development of a preschool child; it develops actions in representation, orientation in relations between people, initial skills of cooperation.

Free story play is the most attractive activity for preschool children. Its attractiveness is explained by the fact that in the game the child experiences an internally subjective feeling of freedom, subjection to things, actions, relationships - everything that resists in practical productive activity is given with difficulty. This state of inner freedom is associated with the specifics of the plot game - action in an imaginary, conditional situation. The plot game does not require a real, tangible product from the child, everything in it is conditional, everything is “as if”, “pretend”.

All these "opportunities" of the plot game expand the practical world of the preschooler and provide him with inner emotional comfort. This is due to the fact that in the game the child recreates the spheres of life that interest him with the help of conditional actions. First, these are actions with toys that replace real things, and then - visual, speech and imaginary actions (performed in the inner plane, in the "mind").

The game is important not only for the mental development of the child, but also for the development of his personality: taking on various roles in the game, recreating the actions of people, the child is imbued with their feelings and goals,

empathizes with them, begins to navigate between people.

The game also has a great influence on the development of children's ability to interact with other people: firstly, by recreating the interaction of adults in the game, the child learns the rules of this interaction, and secondly, in a joint game with peers, he gains the experience of mutual understanding, learns to explain his actions and intentions, to coordinate them with other people.

However, the game fulfills its developmental functions to the fullest if it becomes more and more complicated with age, and not only in terms of its thematic content.

Appendix 9

Advice for parents "Who does your child play with?"

The kid grows up, he becomes interested in games in the company. Some kids are willing to play and love to communicate with everyone, other kids are very selective, and their parents notice that the child chooses some children to play with and ignores others. And no amount of persuasion: “look, what a good boy, play with him,” do not help. Why is this happening? What does the child's choice of a friend or friends with certain qualities and behavior patterns indicate? This is largely due to temperament and character, but the choice of the child is also influenced by his emotional development, internal problems.

So, let's analyze the choice of the child.

Age

If the child easily makes contact with any age category.

There are few such children, and if your child belongs to this category, he has “social intelligence”, i.e. communication talent. He does not have such problems as anxiety, fears, low self-esteem, shyness.

The child prefers to play with peers.

The child likes to play with children who are older than him.

There may be several reasons: the child is ahead of the intellectual development of his peers, he has "outgrown" their games, interests; the child does not have a well-developed ability to communicate “on an equal footing”. Often these are the only children in the family who do not attend kindergartens, brought up by family idols. They expect indulgence, concessions, they do not know how to reckon with the opinion of another child. And older children find this behavior amusing.

The child prefers to play with babies.

In such games, the older child feels skillful, experienced. Girls especially like to mess with babies, this is due to the formation of role behavior (girls “try on” the roles of mother, teacher, mentor, etc.). Although playing with a baby is useful, it is worth considering if at the same time the child practically does not play with peers. A possible reason is that peers do not accept him (transfer to another school, insufficiently developed communication skills, etc.). In this case, the child needs the help of parents or a psychologist.

The child only plays with adults.

Often such children - "home" who do not attend the children's group, imitate close adults in everything ("adult" speech, sedate behavior, lack of children's games and fun). The consequence of such behavior is the inability to communicate with peers, the emergence of problems in communication later, at school.

Toddlers under 2 years old do not care who plays with them - a boy or a girl.

Around 3 years old, the child begins to realize his gender (I am a girl / boy), so 3-4-year-old children may prefer to play with babies of the same gender. Yes, and the games for boys and girls begin to differ, if the former like to play with cars, the designer, then the latter (girls) focus on dolls, soft toys, mini-copies of household appliances. Boys play active, noisy games more often than girls.

If a child is interested in playing with children of the opposite sex, is it worth considering that he is lagging behind in development or is he developing incorrect role behavior? When a 4-year-old boy plays with dolls from time to time, while not forgetting about "boy" games, and in a role-playing game he chooses male roles - dad, driver, etc., then, most likely, he simply copies the actions of his peers (girls). At this age, children tend to imitate, they try to repeat, copy the actions of other children, the behavior of adults seen on TV. If a boy avoids “boyish” games and entertainment, staunchly prefers the company of girls, adults need to think about it. Behind such behavior may lie serious problems arising from mistakes in upbringing, internal fears of the child. You need to pay attention to how often the boy communicates with his dad, grandfather (does he have an example of worthy male behavior); whom the mother wanted during pregnancy - a son or a daughter, how this is reflected in her attitude towards the child. The same applies to girls, the stubborn refusal of "girlish" games can indicate a number of problems in the emotional state.

At 5-6 years old, the desire for various games becomes more and more pronounced. But against the background of the division of games according to "sex" roles, interest in the opposite sex is increasing. Children can play together, but boys will choose male roles and girls will choose female roles, or the roles will not have gender differences at all (for example, playing in a store). If at this age a child prefers to play with children of the opposite sex, he may be trying to live up to the expectations of an adult! For example, a mother likes that her son is calm, gentle, she encourages such behavior, thereby imposing on him the features of female behavior; or dad admires that his daughter knows how to stand up for herself, he teaches her aggressive games, and the girl strives not to disappoint her father's expectations.

From the age of 6-7, girls and boys become more tolerant of each other. They are united by the common role of students, school interests. They play outdoor games together at recess. Therefore, if at this age a child likes to play with children of the opposite sex, this is not an indicator, although most children in games retain a preference for children of the same sex.

Bibliography.

1. L.F. Ostrovskaya "Toys and manuals for kindergarten".
2. Journal "Preschool education" № 7 2012
3. Zvorygina E.V. "Toddlers' First Story Games". Moscow, Enlightenment, 1988
4. Anikieva N.P. "Education by play". M., Enlightenment, 1007.
5. Boguslovskaya Z.M., Smirnova E.O. "The role of play in the moral development of the child." M., Enlightenment, 1991.
6. N.F. Gubanov "Game activity in kindergarten."
7. Bodaleva A.A., Spivakovsky A.S. "Popular Psychology for Parents". M., 1998
8. Elkonin D.B. "Psychology of the Game". M., Pedagogy, 1978

"Certificate of Publication" Series A No. 0000833

We invite teachers of preschool education in the Tyumen region, YaNAO and Khanty-Mansi Autonomous Okrug-Yugra to publish their methodological material:
- Pedagogical experience, author's programs, teaching aids, presentations for classes, electronic games;
- Personally developed notes and scenarios of educational activities, projects, master classes (including video), forms of work with families and teachers.

Why is it profitable to publish with us?

Gubar T.V., educator MBDOU d / s No. 10 st. Kanevskaya, Kanevsky district

Card number 1 "Home, family"

Tasks: Encourage children to creatively reproduce family life in games. To improve the ability to independently create a game environment for the intended plot. To reveal the moral essence of the activities of adults: a responsible attitude to their duties, mutual assistance and the collective nature of work.

Roles: mom, dad, kids, grandma, grandpa.

Game actions: Game problem situations: "When mom and dad are not at home" (taking care of the younger ones, doing feasible homework), "We are preparing for the holiday" (joint business with family), "We meet guests" (rules for receiving guests, behavior at a party), “Our day off”, etc. Bring elements of labor into the game: washing doll linen, mending clothes, cleaning the room. During the game, select, change toys, objects, design a game environment using a variety of auxiliary material, use your own homemade products, use natural material.

Preliminary work: Reading the story of V. Oseeva "The Magic Word" and the subsequent conversation. Task for children: to learn at home about the work of parents. A conversation about the work of parents using illustrated material. Creation of the album "Our fathers and mothers are working." Looking at family photos. Dramatization of S. Mikhalkov's poem "What do you have?". Compilation of children's stories on the topic "How I live at home." Conversation on the topic "How I help adults" with the participation of Petrushka. Making attributes for the game with children.

Game material: household items, dolls.

Card number 2 "Kindergarten"

Tasks: expand and consolidate children's ideas about the content of the labor activities of kindergarten employees.

Roles: educator, junior educator, speech therapist, manager, cook, music director, sports director, nurse, doctor, children, parents.

Game actions: The teacher receives children, talks with parents, conducts morning exercises, classes, organizes games ... The junior teacher keeps order in the group, assists the teacher in preparing for classes, receives food ... The speech therapist deals with children with sound production, speech development ... Music. the leader conducts the music. class. The doctor examines the children, listens, makes appointments. The nurse weighs, measures the children, gives vaccinations, injections, gives pills, checks the cleanliness of the groups, the kitchen. The cook prepares food, gives it to the teacher's assistants.

Game situations:“Morning reception”, “Our classes”, “On a walk”, “At a music lesson”, “At a physical education lesson”, “Doctor's examination”, “Lunch in a kindergarten”, etc.

Preliminary work: Supervision of the work of the educator, assistant educator. Conversation with children about the work of a teacher, assistant teacher, cook, nurse and other kindergarten workers. Excursion-inspection of the musical (physical education) hall followed by a conversation about the work of the muses. leader (gym teacher.). Excursion-examination of honey. office, observation of the work of a doctor, conversations from the personal experience of children. Inspection of the kitchen, a conversation about technical equipment that facilitates the work of kitchen workers. Game-dramatization based on the poem by A. Barto using toys. Compilation of children's stories on the topic "My best day in kindergarten." Reading the story of N. Artyukhova "Compote" and a conversation about the work of the duty officers. Showing with the help of Petrushka skits on the topics “Our life in kindergarten”, “Good and bad deed”. Selection and production of toys for the roles of muses. worker, cook, assistant educator, nurse.

Game material: children's notebook, dolls, furniture, kitchen and dining utensils, cleaning kits, honey. tools, clothes for a cook, a doctor, a nurse, etc.

Card number 3 "School"

Tasks: Expand children's knowledge about school. Help children in mastering the expressive means of realizing the role (intonation, facial expressions, gestures). Independently create a game environment for the intended game. Contribute to the formation of the ability to creatively develop the plots of the game. Help children learn some moral standards. Cultivate fair relationships. Strengthen forms of courtesy. To cultivate friendship, the ability to live and work in a team.

Roles: students, teacher, school director, head teacher, technician.

Game actions: The teacher leads the lessons, the students answer questions, tell, count. Director (head teacher) is present at the lesson, makes notes in his notebook (the educator in the role of director can call the teacher to his office, give advice), the head teacher makes the schedule of lessons. The technician monitors the cleanliness of the room, gives a call. To teach how to build a game according to a preliminary collectively drawn up plan-plot. Acting as an equal partner or performing the main (minor) role, indirectly influence the change in the gaming environment, lead the correction of gaming relations. Encourage the construction of interconnected buildings (school, street, park), correctly distribute the responsibilities of each participant in the collective activity.

Preliminary work: Excursion to the school (inspection of the school building and school grounds, inspection of the classroom). Interview with a 1st grade teacher. Conversation with children about the excursion. A conversation about school supplies using illustrated material.

preliminary work: Riddles about the school, school supplies. Reading to children the works of S. Marshak “The First of September”, Aleksin “The First Day”, V. Voronkova “Girlfriends Go to School”, E. Moshkovskaya “We Play School”. Memorizing poems by A. Alexandrova "To School", V. Berestov "Counting". Meeting with kindergarten graduates (leisure organization). Production of attributes for the game (briefcases, notebooks, baby books, timetables…)

game material: briefcases, books, notebooks, pens, pencils, pointer, maps, blackboard, teacher's table and chair, globe, teacher's magazine,

bandages for attendants.

Card number 4 "Library"

Tasks: display knowledge about the surrounding life in the game, show the social significance of libraries; to expand ideas about library employees, to consolidate the rules of conduct in a public place; familiarize with the rules for using the book; arouse interest and love for books, cultivate a careful attitude towards them.

Roles: librarian, readers.

Game actions: Formulation of readers' forms. Acceptance of applications by the librarian. Working with a file. Issuance of books. Reading room.

Preliminary work: Excursion to the library followed by a conversation. Reading the work of S. Zhupanin "I am a librarian", the opening of the "Book Workshop" for the repair of books. Making pockets in books and forms. Exhibition of drawings based on the works read.

Game material: forms, books, file cabinet.

Card number 5 "Ambulance"

Tasks: arouse in children an interest in the professions of a doctor, a nurse; to cultivate a sensitive, attentive attitude to the patient, kindness, responsiveness, a culture of communication.

Roles: doctor, nurse, ambulance driver, patient.

Game actions: The patient calls 03 and calls an ambulance: he gives his full name, age, address, complaints. The ambulance arrives. The doctor and nurse go to the patient. The doctor examines the patient, carefully listens to his complaints, asks questions, listens with a phonendoscope, measures pressure, looks at the throat. The nurse measures the temperature, follows the doctor's instructions: gives medicine, gives injections, treats and bandages the wound, etc. If the patient feels very unwell, he is taken and taken to the hospital.

Preliminary work: . Listening to K. Chukovsky's fairy tale "Doctor Aibolit" in a recording. Excursion to the children's hospital. Surveillance of an ambulance. Reading lit. works: I. Zabila “Yasochka caught a cold”, E. Uspensky “Played in the hospital”, V. Mayakovsky “Who to be?”. Examining medical instruments . Didactic game "Yasochka caught a cold." Conversation with children about the work of a doctor, a nurse. Consideration of illustrations about the doctor, honey. sister. Modeling "Gift for sick Yasochka". Making with children attributes for the game with the involvement of parents (robes, hats, prescriptions, medical cards, etc.)

Game material: telephone, bathrobes, hats, pencil and prescription paper, phonendoscope, tonometer, thermometer, cotton wool, bandage, tweezers, scissors, sponge, syringe, ointments, tablets, powders, etc.

Card number 6 "Hospital"

Tasks: arouse in children an interest in the professions of a doctor, a nurse; to cultivate a sensitive, attentive attitude to the patient, kindness, responsiveness, a culture of communication. To form in children the ability to take on a role and perform appropriate game actions,

Roles: Doctors, nurses, patients, nurses.

Game actions: The patient is admitted to the hospital. The doctor examines patients, carefully listens to their complaints, asks questions, listens with a phonendoscope, measures pressure, looks at the throat, makes an appointment, measures temperature, writes out prescriptions. The nurse in the treatment room makes injections, dressings, treats wounds, etc. The nurse cleans the rooms, changes linen.

Preliminary work: Excursion to the medical office d / s. Supervision of the doctor's work (listens with a phonendoscope, looks at the throat, asks questions). Listening to K. Chukovsky's fairy tale "Doctor Aibolit" in a recording. Reading lit. works: I. Zabila “Yasochka caught a cold”, E. Uspensky “Played in the hospital”, V. Mayakovsky “Who to be?”. Examining medical instruments (phonendoscope, spatula, thermometer, tonometer, tweezers, etc.). Conversation with children about the work of a doctor, a nurse. games-classes "The doll got sick", "Recovery of the doll and meeting her children"; Consideration of illustrations about the doctor, honey. sister. Making with children attributes for the game with the involvement of parents

Game material: Bathrobes, hats, prescription pencil and paper, phonendoscope, blood pressure monitor, thermometer, cotton wool, bandage, tweezers, scissors, sponge, syringe, ointments, tablets, powders, etc.

Card number 7 "Polyclinic"

Tasks: To arouse in children an interest in the profession of a doctor. To cultivate a sensitive, attentive attitude to the patient, kindness, responsiveness, a culture of communication.

Roles: doctor, nurse, receptionist, nurse, patients.

Game actions: The patient goes to the reception, takes a ticket to the doctor, goes to the reception. The doctor receives patients, carefully listens to their complaints, asks questions, listens with a phonendoscope, measures pressure, looks at the throat, makes an appointment. The nurse writes the prescription, the doctor signs it. The patient goes to the treatment room. The nurse gives injections, bandages the wounds, lubricates with ointment, etc. The nurse cleans the office, changes the towel.

Game situations:“At the appointment of an ENT doctor”, “At the appointment of a surgeon”, “At the appointment of an ophthalmologist”, etc.

Preliminary work: Excursion to the medical office d / s. Supervision of the work of a paramedic (listens with a phonendoscope, looks at the throat, asks questions). Listening to K. Chukovsky's fairy tale "Doctor Aibolit" in a recording. Excursion to FAP. Reading lit. works: I. Zabila “Yasochka caught a cold”, E. Uspensky “Played in the hospital”, V. Mayakovsky “Who to be?”. Examining medical instruments (phonendoscope, spatula, thermometer, tonometer, tweezers, etc.) Didactic game "Masha caught a cold." Conversation with children about the work of a doctor, a nurse. Consideration of illustrations about the doctor, honey. sister. Modeling "Gift for sick Masha". Making with children attributes for the game with the involvement of parents (robes, hats, prescriptions, medical cards, coupons, etc.)

Game material: gowns, hats, pencil and prescription paper, phonendoscope, tonometer, thermometer, cotton wool, bandage, tweezers, scissors, sponge, syringe, ointments, tablets, powders, etc.

Card number 8 "Veterinary clinic"

Tasks: arouse in children an interest in the profession of a veterinarian; to cultivate a sensitive, attentive attitude towards animals, kindness, responsiveness, a culture of communication.

Roles: veterinarian, nurse, nurse, veterinary pharmacy worker, people with sick animals.

Game actions: Sick animals are brought to the veterinary clinic. The veterinarian receives patients, carefully listens to the complaints of their owner, asks questions, examines a sick animal, listens with a phonendoscope, measures the temperature, and makes an appointment. The nurse writes a prescription. The animal is taken to the treatment room. The nurse gives injections, treats and bandages wounds, lubricates with ointment, etc. The nurse cleans the office, changes the towel. After the reception, the owner of the sick animal goes to the veterinary pharmacy and buys the medicine prescribed by the doctor for further treatment at home.

Preliminary work: Excursion together with parents and children in Vet. hospital.. Observation of the work of a doctor. Listening to K. Chukovsky's fairy tale "Doctor Aibolit" in a recording. Consideration with children of illustrations for the fairy tale by K. Chukovsky "Doctor Aibolit". Reading lit. works: E. Uspensky "Played in the hospital", V. Mayakovsky "Whom to be?". Examination of medical instruments: phonendoscope, spatula, thermometer, tweezers, etc. Conversation with children about the work of a veterinarian. Drawing "My favorite animal" Making with children attributes for the game with the involvement of parents (robes, hats, recipes, etc.)

Game material: animals, bathrobes, hats, prescription pencil and paper, phonendoscope, thermometer, cotton wool, bandage, tweezers, scissors, sponge, syringe, ointments, tablets, powders, etc.

Card number 9 "Pharmacy"

Tasks: arouse in children an interest in the profession of a pharmacist; to cultivate a sensitive, attentive attitude to the patient, kindness, responsiveness, a culture of communication.

Roles: driver, pharmacy staff (pharmacists)

Game actions: The driver brings medicines to the pharmacy. Pharmacy workers put them on the shelves. People come to the pharmacy for medicines. The prescription department sells prescription drugs. Here they make potions, ointments, drops. Some visitors talk about their problems and ask what medicine is better to buy, the pharmacist advises. In the phytodepartment they sell medicinal herbs, fees.

Preliminary work: Excursion to the medical office d / s. Excursion to the pharmacy. Conversation with children about the excursion. Listening to K. Chukovsky's fairy tale "Doctor Aibolit" in a recording. Reading lit. works: I. Zabila “Yasochka caught a cold”, E. Uspensky “Played in the hospital”, V. Mayakovsky “Who to be?”. Examining medical instruments (phonendoscope, spatula, thermometer, tonometer, tweezers, etc.). Didactic game "Yasochka caught a cold." Consideration of a set of postcards "Medicinal plants". Consideration of medicinal plants in the kindergarten area, in the meadow, in the forest. Riddles about medicinal plants. Making with children attributes for the game with the involvement of parents (robes, hats, recipes, potions.)

Game material: bathrobes, hats, recipes, honey. tools (tweezers, spatula, pipette, phonendoscope, tonometer, thermometer, syringe, etc.), cotton wool, bandage, ointments, tablets.

Card number 10 "Circus"

Tasks: to consolidate children's ideas about cultural institutions, rules of conduct in public places; to consolidate knowledge about the circus and its workers.

Roles: ticket attendants, buffet workers, circus director, artists (clowns, trainer, magician, acrobat, etc.).

Game actions: Buying tickets, coming to the circus. Buying attributes. Preparation of artists for the performance, preparation of the program. Circus performance with intermission. Photographing.

Preliminary work: Examining illustrations about the circus. A conversation on the personal impressions of children about visiting the circus. Excursion to the circus. Reading of the works "The Girl on the Ball" by V. Dragunsky, "The Circus" by S. Marshak, "My Cat's Friends" by Yu. Kuklachev. Making attributes for the game (tickets, programs, posters, garlands, flags, etc.)

Game material: posters, tickets, programs, costume elements, attributes (spouts, caps, whistles, soap bubbles, "ears"), garlands, flags, attributes for circus artists (ropes, hoops, balls, maces), make-up, cosmetic sets, overalls for ticket attendants, buffet workers, etc.

Card number 11 "Zoo"

Tasks: to expand children's knowledge about wild animals: to cultivate kindness, responsiveness, a sensitive, attentive attitude towards animals, a culture of behavior in public places.

Roles: builders, driver, loaders, animals, zoo workers, veterinarian, cashier, zoo visitors.

Game actions: Builders are building a zoo. The driver brings the animals. Loaders unload, put cages with animals in place. Zookeepers take care of the animals (feed, water, clean in cages). Veterinarian examining animals (measures temperature, listens with a phonendoscope), heals the sick. The cashier sells tickets. The guide conducts a tour, talks about animals, talks about security measures. Visitors buy tickets, listen to a guide, watch animals.

Preliminary work: Reading literary works about animals. Examining illustrations about wild animals. Listening to K. Chukovsky's fairy tale "Doctor Aibolit" in a recording. Consideration with children of illustrations for the fairy tale by K. Chukovsky "Doctor Aibolit". Children's stories "How we went to the zoo" The teacher's story about the work of a veterinarian at the zoo. Conversation with children about the rules of safe behavior in the zoo. Drawing "What I saw at the zoo." Collective modeling "Zoo" Making attributes for the game with children.

Game material: large building material, wild animals (toys), utensils for feeding animals, cleaning equipment (buckets, brooms, scoops), bathrobes, hats, sanitary bag (phonendoscope, thermometer, cotton wool, bandage, tweezers, scissors, syringe, ointments, money.

Card number 12 "Farm"

Tasks: Introduce the new game to specialists working in the farm; the importance of the farmer's work for people.

Game actions: morning comes, the milkmaid hurries to water and milk the cows, the tractor driver starts the tractor and goes to the field, the canteen is working, the wind. clinic.

Preliminary work: view doc. stories about the life of farm workers, reading thin. literature, production of attributes for the game.

Game material: models of animals, aprons, cans, building material.

Card number 13 "Cafe"

Tasks: to teach a culture of behavior in public places, to be able to fulfill duties

cook, waiter.

Game actions: Pinocchio comes to visit the children. He met all the children, made friends with other toys. Pinocchio decides to invite his new friends to a cafe to treat them to ice cream. Everyone goes to the cafe. Waiters serve them there. Children learn how to place an order correctly, thank you for the service.

game material: necessary equipment for a cafe, doll toys, money.

Card number 14 "Theater"

Tasks: Consolidation of children's ideas about the theater. Development of interest in the game. Formation of positive relationships between children.

Game actions: children are going to the theatre, taking money for a ticket, preparing attributes, going on a trip. Discuss what will go to the theater. The guide conducts a tour, the driver repairs the bus on the trip. The cashier sells tickets, the actors show the performance. Adding satellites to the plot of games: "Cafe", "Beauty Salon", "Transport", etc.

Preliminary work: watching a puppet show. Reading poems about the theater. Joint games with children. Production of attributes for the theater. Watching a film about the theater.

Game material: A screen, glove puppets, game attributes: money, wallets, tickets, large signs "Theater", "Cashier". Attributes to games - companions.

Card number 15 "Sewing studio"

Tasks: to expand and consolidate children's knowledge about working in a sewing studio, to form an initial idea that a lot of work is spent on making each item, to strengthen social behavior skills, to thank for the help and care provided, to develop and strengthen friendly relations between children.

Roles: fashion designer, cutter, seamstress, embroiderer, ironer, storekeeper, cashier-receiver.

Game actions: choosing a style, advice, making an order, taking measurements, laying out patterns and cutting, trying on, sewing products, finishing them, embroidery, ironing, a seamstress delivers finished products to a warehouse, paying for an order, receiving an order.

Preliminary work: Excursion to the sewing studio. Talk to the children about what they saw on the tour. Watching the work of the housekeeper in kindergarten (repairs clothes). Meeting with employees of a sewing studio (parents), conversation. Reading of works: S. Mikhalkov "The tailor's hare", Viktorov "I sewed a dress for my mother", Grinberg "Olin apron". Didactic game "What do you have woolen?" Examining tissue samples. Conversation "What fabric can be sewn from?" Production of the album "Samples of fabrics". Looking at fashion magazines. Application "Doll in a beautiful dress." Manual labor "Sew on a button". Making attributes for the game with the involvement of parents (showcase, ironing boards, sets of fabrics, buttons, threads, pattern patterns, etc.)

Game material: a variety of fabrics on display, sets containing threads, needles, buttons, thimbles, 2-3 sewing machines, scissors, patterns (patterns), measuring tape, cutting table, irons, ironing boards, aprons for seamstresses, fashion magazine, dressing table, receipts.

Anna Voloshina
Consultation for educators "Role-playing game in a preschool educational institution"

Consultation for educators on the topic:

« Role-playing game in preschool»

Preschool childhood is a short but important period of personality development. During these years, the child acquires initial knowledge about the world around him, he begins to form a certain attitude towards people, to work, habits of correct behavior are developed, and character develops. A special place is occupied by games that are created by the children themselves - role-playing. In these games, preschoolers reproduce in roles all that what they see around them in the life and activities of adults.

All aspects of the child's personality are formed in the game, significant changes occur in his psyche, preparing the transition to a new, higher stage of development. This explains the huge educational opportunities of the game, which psychologists consider the leading activity of a preschooler.

Game features:

In the first younger group, it is necessary to encourage games in which children imitate the activities of others. of people: mom cooks dinner, feeds the children, dad makes something, the driver drives the car. At the same time, children learn the purpose of the simplest tools and begin to master them: they dig with a shovel, beat with a hammer, rake with a rake.

Imitating adults, the child produces in the game certain labor actions: sweeps the floor, dresses and undresses the doll, rolls it in a stroller. This promotes the absorption

and consolidating labor skills and abilities acquired outside the game. Watch your child play, find out which actions are more difficult for him and help him master them.

Take care of the conditions for games, toys that teach children to work, there should be sufficient quantity: clothes for dolls, items for cleaning the room, strollers, sets of dishes, shovels, scoops, etc.

younger preschoolers still playing usually alone. In their subject and construction games they improve the perception, memory, imagination, thinking and motor abilities. plot- role-playing games of children of this age are usually reproduce the actions of those adults they observe in everyday life.

In the second younger group, the development of games related to work activities continues, in which children reflect the life and activities of people. Labor actions are still imitative, imitative in nature, but they are becoming significantly more: teach the bus driver not only to drive the car, open and close the doors for passengers, refuel the engine with gasoline, and make repairs if necessary. In this group, children show creativity and imagination, using objects instead of missing ones. attributes: an ordinary cord - a stethoscope at the "doctor" to listen to the patient, but it can also be a telephone. Developing in children an interest in the work of adults, draw the attention of children not only to certain actions, but also to the results labor: the room became clean, the paths on the site were cleared.

Gradually, by the middle period of preschool childhood, games become collaborative, and more and more children are included in them. The main thing in these games not reproduction behavior of adults in relation to the objective world, and the imitation of certain relationships between people, in particular - role-playing. Children identify the roles and rules on which these relationships are built, strictly monitor their observance in the game and try to follow them themselves.

The games of children of the middle group are much more diverse in their own way. content: to the hospital, to the steamer, to the builders, professions more complex: doctor, seller, builder, hairdresser If the teacher treats the invention of children with interest, then they begin to listen to the opinion of their comrades, to reckon with them. Everyone finds something to their liking.

Stimulating the development of games on labor topics, teacher selects toys. In middle and senior preschool age plot- role-playing games are developing, but at this time they are already distinguished by a wide variety of topics, roles, game actions. Many items of a natural nature used in the play of younger preschoolers are replaced here by conditional ones, and the so-called symbolic a game. For example, a simple cube, depending on the game and the role assigned to it, can symbolically represent various pieces of furniture, a car, people, and animals.

A special role in the game is assigned to the exact observance of the rules and relationships, for example, subordinate ones. Here for the first time leadership appears, children begin to develop organizational skills and abilities.

Children of the senior group reproduce in the game, not only the labor actions of adults, but also the relationship of people at work. Along with games of previous children reflecting the life of a family, a kindergarten, the work of people of certain professions, children of this age willingly play into more complex games, reflecting the nature of the work of representatives of different professions, their relationship. But no matter how varied the set of ready-made toys, you always need to do something with your hands to play. If children have clear ideas about a particular type of labor, they can do a lot with their own hands.

In the preparatory group, familiarization with the work of adults is much more complicated and requires the use of more diverse methodological techniques. First of all, it is necessary to establish the level of knowledge of children about the activity parents: at what enterprise they work, what is the name of their position and what are their job responsibilities, what type of product the company produces or what type of service is provided.

Forming an active interest in the work activity of adults, one should pay attention to the ideas of children about the moral side labor What benefits do parents bring with their work? Why do all people work? Why do cooks try to cook delicious food, and seamstresses make beautiful clothes?

The task of the teacher is to arouse in children the desire to learn as much as possible about the profession that interests them. Gradually, children are imbued with the consciousness that people doing different jobs at the same enterprise are participating in a common cause.

preparation and planning plot role-playing games and their complication stories.

1. Use surprise moments (receipt of a letter, parcel, telegram, arrival and meeting of a guest, etc.) in order to keep children interested in the game.

2. Sending a letter, a parcel with a message, with a request.

3. Reading books on the topic of the game, discussion plot, the actions of heroes.

4. Viewing a filmstrip, cartoon on the theme of the game.

5. Conducting an excursion on the theme of the game.

6. Observation of the work of adults in the immediate environment of the child (doctor, nurse, cook, seamstress, etc.).

7. Conducting conversations about various professions, accompanied by the examination of relevant illustrations.

8. Introduction to the game of a new role already familiar to children, clarification of responsibilities.

9. Assisting children in organizing a play environment.

10. Joint with children a game.

11. Introduction of new attributes, clarification of their meaning, application options.

12. Statement of problem game tasks.

13. Visiting another group, watching a similar game, discussing it.

14. Story educator about the games of children of another group.

15. Instructing children to talk with their parents about the topic of the game (what is interesting about this or that profession, after which the children share with each other what they have learned.

16. Instructing parents to visit the theater, zoo, shops, etc. with their children; exchange experiences.

17. Making children stories on topics "Like us were playing» , "How can play even more interesting» , How We Helped Each Other and etc.

18. Compilation of stories according to plot-shaped toys.

19. Drawing up an album with the children on the subject of the game.

20. Discussing the plan with the children role-playing game.

21. Discussion of the course and results of the game ( target: to help children realize their actions and deeds in role-playing game).

22. Use of facial sketches, elements of psycho-gymnastics.

23. Involving children in the manufacture and design of attributes.

Role educator the game may be various: he can be a direct participant in the game, an adviser, assistant, etc. But in all cases educator, attentive to the ideas and aspirations of children, without suppressing their initiative and independence, influences the content of games, creates conditions for their deployment, for the development of children's ingenuity, creativity. It helps children to establish relationships of friendship and mutual assistance.