How useful are role-playing games for preschoolers? Plot-role zones in the kindergarten group.

Role-playing game for preschoolers

Role-playing game Supermarket

Urozaeva Elvira Anvarovna, teacher of MBDOU kindergarten No. 13 combined type, Ufa, Republic of Bashkortostan

Material Description: The material can be used by educators with children of older preschool age. This development will help educators organize a role-playing game in a group setting, consistently organize a game, and expand children's ideas.

PURPOSE OF THE GAME
1. Contribute to the development of the ability to expand the plot based on the knowledge gained in the classroom and in Everyday life.
2. Expand children's knowledge about the work of store workers.
3. Give an idea of ​​the different departments in the store.
4. Expand vocabulary to improve verbal communication skills.
5. Continue learning to coordinate the topic, distribute roles, prepare the necessary conditions for the game before the start of the game.
6. Improve counting skills.
7. Improve the dialogic form of speech.
8. Cultivate friendly relationships in the game.

ROLES IN THE GAME
Seller - 1 - 2 children.
Forwarder - 1 child.
Loader - 1 child.
Driver - 1 child.
Cashier - 1 child.
The buyers are children.

STAGES OF DEVELOPMENT AND IMPLEMENTATION OF THE PROJECT
STORY - ROLE GAME "SHOP"
1. Setting goals for the game.
2. Involving children in solving these goals.
3. Create a game plan.
4. Discuss the plan with the children.
5. Collection of material.
6. Working with parents.
7. Preliminary work - classes, games, conversations, excursions, observations.
8. Independent creative work of children.
9. The result of the work is a role-playing game "Shop".

PRELIMINARY WORK
- Conversation “What is porridge made of”, “Where did the bread come from?”
- Excursion to the store.
-Reading literary works: S. Mikhalkov “Crystal Vase”, E. Uspensky “Bird Market”, V. Berestov “In the Toy Store”, L. Petrushevskaya “Pig Peter and the Store”.
-Direct educational activities: "Vegetables and fruits on our table", "Teaching storytelling: role-playing game "Shop".
-Drawing "Vegetables and fruits", plot drawing "Shop".
- Application "Which cars bring products to the store."
- Didactic game "Wonderful bag", "What is it made of?", "Where can I buy it?" , "What's gone?" , "What's extra?" , "On an excursion to the store", "All works are good."
This preliminary work contributes to:
- improvement of dialogic speech:
- acquaintance of children with the work of the seller, her labor actions: listens, weighs, counts, knocks out a check, gives change;
- expanding the understanding of the different departments in the store;
- expanding the idea of ​​adult work.
- clarification of children's ideas about the appearance and taste of vegetables and fruits, how to use them for food.

OPTIONS AND PLOTS OF THE GAME "SHOP"
1. Shop "Toys".
2. Shop "Furniture".
3. Shop "Dishes".
4. Shop "Food".
5. Shop "Clothes".
6. Market "Vegetables and Fruits".
7. Supermarket.
LINK WITH OTHER STORY-ROLE PLAYING GAMES.
- family
- canteen
- garage
- vegetable warehouse
Objectives: to develop the ability to expand the plot based on the knowledge gained in the classroom and in everyday life; to form the right relationships in the team; develop creativity.

OBJECT-GAME ENVIRONMENT
1. Cash register.
2. Scales.
3. A set of dummies "Vegetables - fruits".
4. Models of products.
5. Wallets.
6. Packages, bags.
7. Abacus.
8. Money.
9. Price tags.
10. Showcase.
11. Bathrobes - aprons, caps.

Play is the most important activity in a child's life. And the games that children create on their own occupy a very special place. They are called role-playing. In them, children reproduce everything that they see around: various manifestations of life, the activities of adults. So the child begins to socialize, that is, to join the children's team, modeling their behavior, developing communicative and leadership qualities, evaluating their actions and peers. Read in our article about the features, meaning and benefits of role-playing games for preschool children.

The value of play for a preschooler

In the game, the child develops communication skills

The preschool period is the most important time for personal development. It is during these years that the baby receives the first knowledge about the life that surrounds him, he begins to develop his own opinion on what is happening, a certain attitude towards people and events, habits and behavioral skills are formed, which form the basis of his character. Much of the above is most often formed with the help of the game. It is in the game that the child gains knowledge and develops communication skills, forms a worldview, expands the cognitive sphere of activity, develops dexterity and discipline. Thus, the game becomes the best way for the preschooler to assimilate information and social experience.

Role-playing games are of great importance for the development of a preschool child as a person.

“Role-playing games are games of a collective nature that form children's ability to communicate with peers.”

From about the age of three, the role-playing game occupies the main place in the life of a younger preschooler. It is in this area that the personality of the baby develops, the development of his cognitive processes is activated, the foundations are laid for mastering new, more complex activities. When playing, preschoolers reflect in the roles that they try on themselves everything that they see around: events, adult behavior patterns, etc. Participation in a role-playing game allows the child to feel like a part of a children's team, to be critical of himself and people.

We play life

There is no game without a story

Plot- the main element of the role-playing game. There will be no game without him. The plot is the area of ​​activity that children reproduce. While playing, a preschooler reproduces actions, events, relationships from life, while his playing actions (examining a patient, cooking a pie, building a house, etc.) are the main means by which he implements the plot. The plots of the games are different.

“Did you know that over time, the plots of games change? Their content depends on the historical period, the state of the country's economy, the natural and geographical features of the area, and cultural traditions. There are also plots of games without time, for example, in the "Hospital", "Family", "School".

The next important element of the game is its content, which the child embodies with the help of a certain role. Role is the main component of the game and a means of implementing the plot. The role for the child is his position. That is, the kid, taking on a role, identifies himself with some kind of hero and lives in the game according to the principle of matching this role, based on his own ideas. The role is based on the rules of behavior that the baby borrows from the adult world, adopting the behavior of adults. Already at the age of three, the baby wants to act not only independently, but also as an adult.

One of the features of role-playing games is their social orientation.

Features and benefits of a role-playing game:

1. Certain rules and their observance by children.
2. Social orientation of games.
3. Rich emotional palette.
4. The development of intelligence.
5. Active development of creativity.
6. Speech development.

Playing role-playing games, the baby develops intensively and diversified.

Types of role-playing games

• Household:"Home", "Family", "Daughters-mothers", "Holiday", "Birthday".
• Industrial and public:"School", "Shop", "Post Office", "Beauty Salon", "Library", "Hospital", "Bus", "Train", "Police", "Fire Brigade", "Construction", "Army" and other.
• Heroic-patriotic:"Heroes of War", "Space Flight", etc.
• Literary: based on the plots of literary works known to children, cartoons, television programs
• Director's credits: games in which the child himself voices the dolls and performs actions for them.

Role-playing games for children 3-4 years old

The games of younger preschoolers differ in content from the games of older children.

The games of younger preschoolers differ in content from the games of older children. This is due to the insufficient experience of children, the characteristics and level of their mental and emotional development, the processes of the cognitive sphere. The baby is not yet able to imagine in his imagination the whole game process and catch the logical chain of successive events. Therefore, the content of children's games at first is not entirely logical, fragmentary, somewhat incoherent. In early childhood, babies repeat simple actions with toys that adults show them.

“The games of younger preschoolers consist of everyday activities: children carry, ride, cook, bathe, etc. A little later, roles appear: I am a doctor, I am a driver, I am a mother. The chosen role directs the child’s play: now the baby chooses only those actions that are characteristic of the chosen role: for example, “mother” chooses food and utensils for cooking dinner, the doctor needs a thermometer, etc. Children use both symbolic and imaginary objects for play. , and real.

At the turn of three and four years, the child's games become more interesting. This is due to the fact that children have new knowledge about the world. Children are already combining various events, including elements of stories from their experience or children's works (fairy tales, cartoons) in games.

For a child of middle preschool age, the choice of role becomes important: the baby wants to play the role that he likes.

The plot-playing activity of a child of 3-4 years old is as follows:

• the presence of separate game actions of a game nature
• the actual implementation of the role without its name
• the plot is a chain of two actions
• participation of an adult in holding an imaginary situation.

The game "Cooks" will be interesting for a child of 3-4 years old

Here are some examples of games that will be interesting for a child of 3-4 years old:

1. "Let's go for a walk."

Target: teaching a child to select clothes for the season, learning the names of clothing items, their elements.

1. "To the store for shopping."

Target: teaching children to name and classify objects, expanding their vocabulary, forming a communicative culture of preschoolers, educating the basics of politeness.

1. "At the doctor".

Target: teaching the child attentiveness, sensitivity, patient care, understanding the functions of medical devices, increasing vocabulary.

Game progress: the child is the doctor, and the toys are the patients. Patients come to the appointment, the doctor must examine them, make a diagnosis, prescribe and treat them.

1. Doll's Birthday.

Target: expanding the child's knowledge about table setting for a festive dinner, consolidating knowledge about cutlery and utensils, educating attentiveness, caring, responsibility, desire to help, expanding vocabulary.

1. "Home construction".

Target: familiarization of the child with construction professions, tools and equipment that facilitate the work of builders, teaching the construction of a simple structure, expanding knowledge about the profession of a builder, improving vocabulary by introducing the concepts of "building", "builder", "building material".

Games of middle and older preschoolers are characterized by the integrity of the plot and the interconnectedness of events.

A child of 5-6 years old is already interested not in the game itself, but in the relationship between the characters. That is why children do not like to take on roles that are unpleasant or incomprehensible to them. At this age, children interact through speech, and games become very emotional. In games great importance have dialogues - it is with the help of them that the interaction between the participants in the game is established.

The games of middle and older preschoolers are characterized by the integrity of the plot and the interconnectedness of events. The guys deliberately select the plot of the game, plan its development. They react very emotionally and vividly to the events unfolding during the game. Here they show their creative abilities, imagine, invent.

The plot-playing activity of a 5-6 year old child is characterized by:

• distribution of roles before the start of the game
• transition to role-playing activities that reflect the social functions of people
• whole logical plot

What games might interest a child of 5-6 years old?

• "In library"
• "Cosmonauts"
• "Providing medical care"
• "Family"
• "Circus" ("Magicians", "Artists")
• "In the cafe"
• "Trip around the world"
• "On the Roads of the City"
• "Olympiad"
• "In a workshop"
• "At a car service station"
• "Pharmacy"
• "Mail"
• "In the airplane"
• "School"
• "At the Exhibition" and many others.

Remember that role-playing games in the life of preschoolers are a very important activity. In such a game, the child develops mental, creative and communication skills. Encourage children to play and come up with new stories, help them.

Card file of role-playing games for preschoolers

Development of gaming activity.
Main goals and objectives:
Creation of conditions for the development of children's play activities. Formation of game skills, development of cultural forms of the game. Comprehensive upbringing and harmonious development of children in the game (emotional-moral, mental, physical, artistic-aesthetic and socio-communicative). Development of independence, initiative, creativity, self-regulation skills; formation of a benevolent attitude towards peers, the ability to interact, negotiate, independently resolve conflict situations.

Plot - role-playing game "Shop"

Target: teach children to classify objects according to common features, cultivate a sense of mutual assistance, expand the vocabulary of children: introduce the concepts of "toys", "furniture", "food", "dishes".
Equipment: all toys depicting goods that can be bought in a store, located in a shop window, money.
Age: 3–7 years.
Game progress: the teacher offers the children to place in a convenient place a huge supermarket with departments such as vegetables, grocery, dairy, bakery and others, where buyers will go. Children independently distribute the roles of sellers, cashiers, sales workers in departments, sort goods into departments - food, fish, bakery products,
meat, milk, household chemicals etc. They come to the supermarket for shopping with their friends, choose goods, consult with sellers, pay at the checkout. During the game, the teacher needs to pay attention to the relationship between sellers and buyers. The older the children, the more departments and goods can be in the supermarket.

Plot - role-playing game "Toys at the doctor"

Target: teach children how to care for the sick and use medical instruments, educate children in attentiveness, sensitivity, expand vocabulary: introduce the concepts of “hospital”, “sick”, “treatment”, “medicines”, “temperature”, “hospital”.
Equipment: dolls, toy animals, medical instruments: a thermometer, a syringe, pills, a spoon, a phonendoscope, cotton wool, medicine jars, a bandage, a dressing gown and a bonnet for a doctor.
Age: 3–7 years.
Game progress: the teacher offers to play, the Doctor and the Nurse are selected, the rest of the children pick up toy animals and dolls, come to the clinic for an appointment. Patients with various diseases go to the doctor: the bear has a toothache because he ate a lot of sweets, the Masha doll pinched her finger in the door, etc. We specify the actions: the Doctor examines the patient, prescribes treatment for him, and the Nurse follows his instructions. Some patients require inpatient treatment they are admitted to the hospital. Children of senior preschool age can choose several different specialists - a therapist, an ophthalmologist, a surgeon and other doctors known to children. Getting to the reception, the toys tell why they went to the doctor, the teacher discusses with the children whether this could have been avoided, says that you need to take more care of your health. During the game, children watch how the doctor treats patients - makes dressings, measures the temperature. The teacher evaluates how the children communicate with each other, reminds that the recovered toys do not forget to thank the doctor for the help provided.

Role-playing game "Pharmacy"

Target: expand knowledge about the professions of pharmacy workers: a pharmacist makes medicines, a cashier-seller sells them, a pharmacy manager orders desired herbs and other preparations for the manufacture of medicines, expand the vocabulary of children: "drugs", "pharmacist", "order", "medicinal plants".
Equipment: toy pharmacy equipment.
Age: 5–7 years.
Game progress: a conversation is held about what people of what professions work in a pharmacy, what they do. We are getting acquainted with a new role - the Head of the pharmacy. She accepts medicinal herbs from the population and gives them to Pharmacists to prepare medicines. The manager helps Pharmacy Employees and Visitors to sort out difficult situations. Medicines are issued
strictly by prescription. Children distribute the roles independently, at will.

Role-playing game "Building a house"

Target: introduce children to construction professions, pay attention to the role of technology that facilitates the work of builders, teach children how to build a building of a simple structure, cultivate friendly relations in a team, expand children's knowledge about the features of builders' work, expand children's vocabulary: introduce the concepts of "building", "mason ”, “crane”, “builder”, “crane operator”, “carpenter”, “welder”, “building material”.
Equipment: large building material, cars, crane, toys for playing with the building, pictures of people in the construction profession: bricklayer, carpenter, crane operator, driver, etc.
Age: 3–7 years.
Game progress: the teacher invites the children to guess the riddle: “What kind of turret is standing, and the light is on in the window? We live in this tower, and it is called ...? (House)". The teacher offers the children to build a large, spacious house where toys could live. Children remember what construction professions are, what people do at a construction site. They look at pictures of builders and talk about their duties. Then the children agree on building a house. Roles are distributed between children: some are Builders, they build a house; others are Drivers, they deliver building materials to the construction site, one of the children is a Crane Operator. During construction, attention should be paid to the relationship between children. The house is ready, and new residents can move in. Children play on their own.

Plot - role-playing game "Zoo"

Target: expand children's knowledge about wild animals, their habits, lifestyle, nutrition, cultivate love, humane treatment of animals, expand children's vocabulary.
Equipment: toy wild animals familiar to children, cages (made of building material), tickets, money, cash desk.
Age: 4–5 years.
Game progress: the teacher informs the children that a zoo has arrived in the city, and offers to go there. Children buy tickets at the box office and go to the zoo. They examine animals there, talk about where they live, what they eat. During the game, children should pay attention to how to treat animals, how to care for them.

Plot - role-playing game "Kindergarten"

Target: expand children's knowledge of the appointment kindergarten, about the professions of those people who work here - an educator, a nanny, a cook, a music worker, to instill in children a desire to imitate the actions of adults, to treat their pupils with care.
Equipment: all the toys you need to play in kindergarten.
Age: 4–5 years.

Game progress: The teacher invites the children to play in kindergarten. At will, we assign children to the roles of the Educator, Nanny, Musical Director. Dolls and animals act as pupils. During the game, they monitor relationships with children, help them find a way out of difficult situations.

Plot - role-playing game "Hairdresser's"

Target: to introduce children to the profession of a hairdresser, to cultivate a culture of communication, to expand the vocabulary of children.
Equipment: dressing gown for a hairdresser, cape for a client, hairdresser's tools - a comb, scissors, bottles for cologne, varnish, hair dryer, etc.
Age: 4–5 years.
Game progress: knock on the door. Doll Katya comes to visit the children. She gets to know all the children and notices a mirror in the group. The doll asks the children if they have a comb? Her pigtail was untangled, and she would like to comb her hair. The doll is offered to go to the hairdresser. It is clarified that there are several rooms there: women's, men's, manicure, good masters work in them, and they will quickly put Katya's hair in order. Assign
Hairdressers, they take their jobs. Other children and dolls go to the salon. Katya is very pleased, she likes her hairstyle. She thanks the children and promises to come to this hairdresser next time. During the game, children learn about the duties of a hairdresser - cutting, shaving, styling hair in a hairstyle, manicure.

Plot - role-playing game "In the library"

Target: broaden the horizons of children, teach children how to use the services of the library correctly, apply the knowledge of literary works previously obtained in the classroom, consolidate knowledge about the profession of a librarian, cultivate respect for the work of a librarian and careful attitude to the book, to expand the vocabulary of children: “library”, “profession”, “librarian”, “reading room”.
Equipment: books familiar to children, a box with pictures, a card file, pencils, sets of postcards.
Age: 5–6 years old.
Game progress: The teacher invites the children to play in the library. Everyone together remembers who works in the library, what they do there. Children themselves choose 2-3 Librarians, each of them has several books. The rest of the children are divided into
several groups. Each group is served by one Librarian. He shows many books, and in order to take a favorite book, the child must name it or briefly describe what is written in it. You can tell a poem from a book that the child takes. During the game, they give advice to children who find it difficult to choose a book. The librarian needs to be more attentive to visitors, show illustrations for the books they like. Some children wish to stay in reading room to view sets of pictures, postcards. They share their experiences. At the end of the game, the children tell how they played, what books the Librarian offered them, and what they liked the most.

Plot - role-playing game "Cosmonauts"

Target: expand the subject story games, introduce the work of astronauts in space, instill courage, endurance, expand the vocabulary of children: " space”, “cosmodrome”, “flight”, “open space”.
Equipment: spacecraft and building material, seat belts, spacecraft tools, toy cameras.
Age: 5–6 years old.
Game progress: the teacher asks the children if they would like to go to space? What kind of person do you need to be to fly into space? (Strong, brave, dexterous, smart.) He suggests going into space to leave a satellite there that will transmit weather signals to Earth. It will also be necessary to take photographs of our planet from space. Together they remember what else they need to take with them so that nothing could happen during the flight. Children play the situation. They complete the mission and return to Earth. The roles of Pilots, Navigator, Radio Operator, Captain are distributed at the request of the children.

Plot - role-playing game "Family"

Target: to form an idea of ​​collective housekeeping, the family budget, family relationships, joint leisure activities, to cultivate love, a friendly, caring attitude towards family members, and interest in their activities.
Equipment: all the toys needed for family play: dolls, furniture, dishes, things, etc.
Age: 5–6 years old.
Game progress: The teacher invites the children to "play in the family." Roles are distributed as desired. The family is very large, Grandma has a birthday coming up. Everyone is busy about arranging a holiday. Some Family members buy food, others prepare a festive dinner, set the table, and others prepare an entertainment program. During the game, you need to observe the relationship between family members, help them in time.

Plot - role-playing game "In a cafe"

Target: to teach the culture of behavior in public places, to be able to perform the duties of a cook, a waiter.
Equipment: necessary equipment for cafes, toys-dolls, money.
Age: 5–6 years old.
Game progress: 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.

Plot - role-playing game "Around the world trip"

Target: expand the horizons of children, consolidate knowledge about parts of the world, different countries, cultivate a desire to travel, friendships, expand the vocabulary of children: "captain", "travel around the world", "Asia", "India", "Europe", "Pacific Ocean".
Equipment: ship made of building material, steering wheel, binoculars, world map.
Age: 6–7 years old.
Game progress: The teacher invites the children to go to trip around the world on the ship. At will, children are chosen for the roles of Captain, Radio Operator, Sailor, Midshipman. We consolidate knowledge about what these people do on the ship - their rights and obligations. The ship sails through Africa, and India, and other countries and continents. Sailors have to deftly manage the ship so as not to collide with an iceberg, to cope with a storm. Only well-coordinated work and friendship help them cope with this test.

Plot - role-playing game "On the roads of the city"

Target: consolidate children's knowledge of the rules of the road, introduce them to a new role - a traffic controller, cultivate endurance, patience, attention on the road.
Equipment: toy cars, flags for the traffic controller - red and green.
Age: 5–7 years.
Game progress: children are offered to build a beautiful building - a theater. Choose a place to build. But first you need to transport the building material to the right place. Drivers in cars can easily cope with this. Children take cars and go for building materials. But here's the failure - the traffic lights do not work on the main roads. To avoid an accident on the road, it is necessary that the movement of cars is controlled by a traffic controller. Choose a Regulator. He becomes a circle. He has red and green flags in his hands. The red flag is "stop", the green flag is "go". Now everything will be all right. The traffic controller controls traffic.

Plot - role-playing game "Rules of motion"

Target: continue to teach children to navigate by road signs, to follow the rules of the road. To educate the ability to be polite, attentive to each other, to be able to navigate in a traffic situation, to expand the vocabulary of children: “traffic police post”, “traffic light”, “traffic violation”, “speeding”, “fine”.
Equipment: toy cars, road signs, traffic lights; for a traffic police officer - a police cap, stick, radar; driver's licenses, technical cards.
Age: 6–7 years old.
Game progress: children are offered to choose traffic police officers to keep order on the roads of the city. The rest of the children are motorists. At will, children distribute the roles of gas station workers among themselves. During the game, children try not to violate the rules of the road.

Plot - role-playing game "We are athletes"

Target: to give children knowledge about the need for sports, improve sports skills - walking, running, throwing, climbing. Develop physical qualities: speed, agility, coordination of movements, eye, orientation in space.
Equipment: medals for the winners, a billboard to demonstrate the number of points earned, sports equipment - balls, jump ropes, skittles, rope, ladders, benches, etc.
Age: 6–7 years old.
Game progress: The teacher invites the children to hold a competition in different sports. At the request of the children, judges and organizers of the competition are chosen. The rest of the kids are athletes. Everyone independently chooses the sport in which he will compete with rivals. The judges award points for completing the task. The game ends with the awarding of the winners.

Plot - role-playing game "At the car service station"

Target: expand the theme of building games, develop constructive skills, show creativity, find a good place to play, introduce a new role - a car repairman.
Equipment: building material for building a garage, locksmith tools for car repair, car washing and painting equipment.
Age: 6–7 years old.
Game progress: inform the children that there are a lot of cars on the roads of the city and these cars break down very often, so we need to open a car service station. Children are offered to build a large garage, equip a place for car washing, choose employees, service staff. They are introduced to a new working specialty - a mechanic for the repair of machines (motor, steering, brakes, etc.).

Plot - role-playing game "Border guards"

Target: continue to acquaint children with military professions, clarify the daily routine of military personnel, what their service consists of, cultivate courage, dexterity, the ability to clearly follow the orders of the commander, expand the vocabulary of children: “border”, “post”, “guard”, “violation”, "alarm", "border guard", "dog breeder".
Equipment: border, border post, machine gun, border dog, military caps.
Age: 6–7 years old.
Game progress: the teacher invites the children to visit the state border of our Motherland. A conversation is held about who guards the border, for what purpose, how the service of the border guard goes, what is the daily routine of a military man. Children on their own
distribute the roles of the Military Commander, Head of the Border Outpost, Border Guards, Dog Breeders. In the game, children apply the knowledge and skills acquired in previous classes. It is necessary to draw the attention of children to support and friendly mutual assistance.

Plot - role-playing game "School"

Target: to clarify children's knowledge of what they do at school, what lessons there are, what the teacher teaches, to instill a desire to study at school, respect for work children's vocabulary: "school supplies", "briefcase", "pencil case", "students", etc. d.
Equipment: pens, notebooks, children's books, alphabet, numbers, blackboard, chalk, pointer.
Age: 6–7 years old.
Game progress: The teacher invites the children to play school. A conversation is held about why the school is needed, who works there, what the students do. At the request of the children, a teacher is chosen. The rest of the children are students. The teacher sets tasks for the students, they independently and diligently complete it. Another teacher in another lesson. Children are engaged in the lessons of mathematics, their native language, physical education, singing, etc.

Plot - role-playing game "Space adventure"

Target: teach to apply their knowledge and skills in practice, create a friendly atmosphere between children, develop their responsibility, interest, expand their vocabulary - “space”, “planet”, “Mars”, “outer space”, “weightlessness”, “cosmodrome” .
Equipment: spaceship, medical instruments for a doctor, posters of views of our planet from space.
Age: 6–7 years old.
Game progress: the children are announced that in a few minutes the spaceship will start. Those who wish can become space tourists. But in order to fly into space, you need to think about what qualities you need to have? (To be smart, brave, strong, kind, cheerful.) And you also have to be healthy. Those who decide to go into space must pass a medical examination. The doctor examines tourists and writes out permission. Children choose the Pilot, the Doctor on the ship, the Navigator. Everyone is ready to fly. The dispatcher announces the start. Passengers fasten their seat belts. From a height, children consider (pictures) a view of the planet Earth, discuss why it is called the blue planet (most of it is covered with water). Children tell what they know about oceans, seas, mountains. The spacecraft makes a stop on the planet Mars. Tourists go out, inspect the planet, draw conclusions about the existence of life on this planet. The ship flies on. Next stop is Jupiter. Tourists once again inspect the planet, share their knowledge and impressions. The ship returns to Earth.

Plot - role-playing game "We are military scouts"

Target: develop the theme of paramilitary games, teach children to complete tasks exactly, be attentive, careful, cultivate respect for military professions, a desire to serve in the army, expand the vocabulary of children - “intelligence”, “scouts”, “sentry”, “security”, “ soldiers."
Equipment: elements of military clothing for children, weapons.
Age: 6–7 years old.
Game progress: the teacher offers to remember films, stories about the life of military intelligence officers, invites children to play them. Children distribute among themselves the roles of Scouts, Sentinels, Commanders, Security Soldiers, determine goals and objectives, monitor their implementation.

The game is the leading activity of a preschooler. Role-playing games reflect children's ideas about the world around them, relationships and professional duties of people. The child is transferred from the daily routine: trying on an interesting role, using images of memory and fantasy to act in a fictional situation. The role-playing game not only entertains the child, but is also an element of the educational process in kindergarten.

Goals and objectives of the role-playing game in kindergarten

The essence of the role-playing game is the child inventing a fictional situation, choosing attributes and acting in accordance with the plan.

The children are playing in the toy store. Goods (toys) are placed on the table, price tags are attached to them (provided that the children are already familiar with numbers and numbers; these can be ready-made stickers or self-signed leaflets). On the "counter" there is a toy cash register with banknotes and coins. Children are assigned roles: seller, cashier, buyers. A fictitious situation should be played out: the choice of goods by buyers, the help of the seller, making a purchase at the checkout.

According to child psychologists and teachers, interest in a role-playing game arises by the age of three. This is due to the fact that in the first years of life the child accumulates ideas about the world, learns to act with objects, and develops coordination of movements. However, the initial elements of the role-playing game can be traced in the independent activities of children aged 2–3 years, when the kids reproduce what they see in everyday life in actions with toys.

The initial role-playing game consists of reproducing the actions of adults seen by the baby in everyday life.

When the author of this article became a mother for the second time, the first son was barely a year and a half. Naturally, the older child watched the baby and how the parents take care of him: bathe, swaddle, bottle feed, put to bed. And at the age of two, the son repeated scenes of everyday life with toys. He rocked the bear cub in his arms and hummed a lullaby, gave him a pacifier and a rattle, rolled him in a stroller. That is, the child tried on the role of a parent.

In preschool childhood, the game is educational in nature: with its help, important personal qualities are formed and mental abilities develop. The role-playing game is one of the main teaching methods: a culture of relationships within the team is laid, respect for the work of adults and various professions is instilled, simple social competencies are laid (how to behave in society). The purpose of conducting role-playing games with preschoolers is the versatile development of the child's personality in a fictional situation.

Play has been a form of learning since ancient times.

Jan Amos Comenius

https://nsportal.ru/detskiy-sad/raznoe/2012/05/11/aforizmy-ob-igre-i-obuchenii

Table: objectives of the role-playing game

Age category of children	Tasks
3–4 years	Formation of the ability to act in accordance with the proposed scenario. The development of fantasy, the ability to come up with a simple plot in a fictional situation. Enrichment of active vocabulary.
4–5 years	Development of communication skills. Formation of the ability to independently distribute roles, select items for the game. Enrichment of the social experience of children (rules of conduct in the library, store, public transport, clinic, etc.). Development of the skill of dialogical speech.
5–6 years	Development of the ability to independently determine the rules, improvise during the game. Encouragement to use images and plots works of art in games (from fairy tales and stories, films and cartoons). Activation of dialogic speech.
6–7 years	The development of children's creative abilities: the desire to use musical instruments in the game, add elements of dance, singing. Creating a sustainable interest in the professional activities of adults (playing police officers, rescuers, doctors, astronauts, scientists, etc.). Creating motivation to make scenery and attributes for future games.

In a role-playing game, children consolidate knowledge about the profession (salesperson-cashier) and learn the culture of shopping

Types of role-playing games

According to the direction of the learning goal and ways to achieve it, role-playing games are divided into creative, story-didactic and interactive.

• In a creative role-playing game, children fantasize as much as possible, not just copy the behavior of adults in specific situations. life situations, but show their own variant of actions in conditions of fictitious circumstances. Children are reincarnated according to the game plan: they become circus performers, scientists in the laboratory, surgeons, fashion designers. There are no limits for the imagination of children in creative games. By collusion, they act in everyday situations: a bus ride, a trip to the theater or a museum, lunch in a cafe. Or they can be transferred to plots from films and books: become paleontologists at excavations, fly to Mars, invent a time machine.
  

  The creative game "Journey into Space" begins with the fact that one of the pupils declares himself a captain and offers to fly to the moon. The guys agree: the boys build a spaceship (from chairs or soft modules), the girls collect supplies for the journey. When everything is ready, the captain commands: "Let's go!", and the journey begins. The guys talk about what they see in imaginary windows, show the action in zero gravity. Suddenly, a breakdown occurs, the ship lands on the nearest planet, astronauts explore unknown territory.

  

  Pupils independently developed an idea, prepared items for the game and assigned roles

• The plot-didactic game is a game form of education, it synthesizes the creative activity of children with the study of visual materials, the practical application of the knowledge gained in the classroom. The teacher always manages the game of this type: he voices the duties for each role, observes the course of the game, and corrects the performance of the didactic task. Plot-didactic games are built on the basis of creative games already familiar to children: "Shop", "Kindergarten", "Bank", "Dining Room". The game acquires additional content: cognitive (the difference between fruits and vegetables in the game "Dining Room" or "Garden"), mathematical (count the number of items in a game situation), linguistic (relevant for groups in which the national language is being studied).
  

  The children of the author of the article love to play in the "Supermarket". The eldest son is preparing to enter school, knows how to add and subtract within 100 - he acts as a cashier, lays out toy banknotes in the cells. My daughter is learning to write, she draws up price tags for goods, her role in the game is the buyer. The scenario of the game is classic: the buyer picks up goods in the cart, the cashier punches, the purchase is made. The didactic content of the game is to train the daughter's ability to write numbers and improve the son's computational operations (addition and subtraction).

  

  In the game, there is a practical application of mathematical knowledge: get the amount (addition of the denomination of banknotes or the cost of goods), count the change

• The organization of interactive games is due to the introduction of technical means in the educational process of preschool educational institutions (the use of ICT). The use of an interactive whiteboard in role-playing games enriches the gaming experience of preschoolers. Photos of real places (sea, tropical landscapes, cities and representatives of distant countries) and fantastic stories (illustrations of a magical land, the era of dinosaurs, alien races) are projected onto the screen.
  

  On the interactive board during the role-playing game "Space Journey" video clips of the rocket launch and the crew's stay inside the ship are shown. Landscapes of various cosmic phenomena are used to develop the game plot: meteor shower, comet flight, black hole. Pupils are invited to complete tasks on the interactive whiteboard on the topic of previous classes: crew members consolidate knowledge about the rotation of the planets, the structure of the solar system.

  

  Space landscapes are projected onto the board in order to maximize children's immersion in the game environment and to consolidate knowledge in small didactic tasks.

According to the theme, role-playing games are conditionally divided into business, modern, games for the interests of boys and girls.

• A business game is a recreation by children of the content of the professional activities of adults. The interaction between the participants of the game reflects the model of cooperation between managers and specialists. Business games are aimed at forming a culture of relations in society and primary ideas about professional ethics. Children must understand that not only bosses, captains, directors are important, but also every member of the team. Responsibility in the performance of professional duties and coherence in the work of the team is the key to successful work (in a kindergarten - work-play).
  

  Examples of business games for younger and middle preschoolers: "Hairdresser", "Grocery Store", "Cafe", "Post Office", "Garage", "On the Bus", "Journey by Ship".
  Business games for older preschoolers require the ability to act in collusion and in a coordinated manner: "Operating Room", "School", "Experimental Laboratory", "Rescue Brigade", "Editorial Office / Journalists", "Space Crew".

  

  Children act within the framework of roles - auto mechanics, driver

• The modern role-playing game is based on real life plots of the 21st century. Children's consciousness is absorbent: the places visited by the child are stored in memory, how it is customary for adults to behave in them, what roles they play in the functioning of various enterprises. The world of adults is changing, children learn about the structure of modern society and new professions, including from television programs. The theme of children's games is expanding, new attributes are appearing. And we can watch how children play "Office", "Real Estate Agency", "Hypermarket", "Mobile communication salon", "Travel company", "Design Studio", "Modeling Agency", "Management Company", " Animal shelter”, etc.
  

  The modern role-playing game "Sberbank" copies the model of professional relationships "bank operator - client". The game is suitable for older preschoolers who have an idea about the provision of services in a savings bank (visited with their parents): paying receipts, issuing a bank card, issuing cash, transferring funds, etc. The teacher makes some attributes for the game together with the guys: a terminal and an ATM (stick on print-out boxes with buttons), badges for operators, banknotes and coins.

  

  For the game, old bank cards, a keyboard and a telephone, fake banknotes and a terminal are used.

• Games are divided by interests - for boys and for girls - at the age of 4–5 years. Girls like to model the role of mother, housewife, traditionally female professions (nurse, nanny, educator, canteen employee). Role-playing games for girls require a small space and a sufficient number of dolls and attributes for them (carriages, cribs, dishes, clothes). Boys reproduce in games the male model of behavior: protection of the population (military-themed games, policemen, firefighters), construction, occupations with equipment and transport.
  

  The writer of this line observes every evening several companies in the older group, which her son visits. Girls play in the "Fashion House", " Nail salon”, “Daughters-mothers” in the corner of gaming activities. Whereas the plot-role-playing games of boys have a larger scope and go beyond the play area: their games are mobile and often noisy. Favorite games of the son and classmates are "Policemen and thieves", "Builders", "Motorists and inspector".

  

  It is interesting for boys to play builders with the involvement of special equipment, overalls and tools

  With older preschoolers, the teacher needs to organize joint role-playing games for boys and girls in order to form an idea of ​​the importance of interaction between men and women in everyday life, of professionalism, regardless of gender. In the games "Family" and "Meet the guests" children try on different age roles (babies, parents, aunts and uncles, the older generation of relatives), develop a culture of communication with adults, with guests, remind that household chores are done by all family members (mother cooks , erases, irons, dad repairs, makes repairs, children help). The patriotic preparation of the pupils is facilitated by playing "War": the children realize the importance of each participant in this difficult situation, the girls are assigned roles in the camp kitchen and the medical aid station.

  

  Both girls and boys participate in games of a military-patriotic orientation, because everyone can help their homeland

When to Role Play

Role-playing games are usually held between classes and during free time in the afternoon. You can play the game while walking.

Often role-playing games are included in the structure of speech and creative activities. The role of the educator is to pronounce the conditions and plan of the game and to control the actions of the children, since the game in this case is a learning tool.

Role-playing game acts as a means of speech development. At the speech lesson, children study visual materials on the named topic, talk with the teacher, learn new words and explain their meaning. The teacher offers to immerse in the topic and play, actively using new words in the dialogues.

The role-playing game "At the doctor's appointment" is used in a speech lesson on the topic "Polyclinic" in the middle group. Children assign roles: dentist, pediatrician, optometrist, patients. The teacher gives the task: in the dialogue between the doctor and the patient, words on the topic of the lesson should be used (titles medical specialties, "examination", "symptoms", "diagnosis", "prescription").

In a role-playing game, children apply the knowledge gained in a speech lesson on medical topics.

To activate imagination and develop talents, role-playing games are held in creative classes: music, choreography and theatrical activities. After familiarizing children with a certain group of musical instruments, they are invited to play the game "Wind / string / folk ensemble", in preparatory group role-playing in a musical lesson becomes more complicated.

Playing in the preparatory group "Symphonic Orchestra" assumes that the pupils know the professional duties of a conductor and his interaction with all the members of the orchestra. To play the roles of musicians (violinists, flutists, drummers, etc.), children must be familiar with all groups of instruments and how to play them.

Musical classes and especially choreographic circle classes include role-playing games-dances. Children perform movements to the music in accordance with the theme of the composition: “On the edge of the forest” - children depict bunnies, foxes, cubs, “Saber Dance” - improvisation on a military plot, “Lumberjacks”, “Mowers” ​​- modeling in the dance of labor activity.

To the music, children move in accordance with the plot of the dance: the wolf catches the rabbits

Also, the role-playing game is the first step in the theatrical activity of preschoolers. Children play dramatizations based on literary works (in theater corner or a circle of additional education): “Teremok”, “Turnip”, “Fox and Hare”, “Moydodyr”, etc.

A dramatization game is based on a fairy tale known to children

Conducting role-playing games in kindergarten

The organization of role-playing games begins with the preparation of attributes and toys. For younger preschoolers, items for specific games are selected by the educator and placed in the play area in free access, which stimulates interest in developing independent activities. For children 4–7 years old, attributes are stored in the play area in sections / boxes by topic (“Dishes”, “Tools”, “Medicine”). The children of the older groups are happy to make materials for games with their own hands: cardboard swords, plasticine products, drawn substitute pictures.

The play activity of younger preschoolers is activated using a ready-made set for a role-playing game

Methodology for organizing a role-playing game

The teacher gets acquainted with a long-term plan for the development and enrichment of play activities, reveals the personal interests of children and the ability to independently think through the plot. Taking into account the received data, he proceeds to organize a role-playing game in a group.

1. Choosing a game theme, drawing up an approximate game plan with possible plot options.
2. Preparing the game environment: furniture items, game attributes and substitutes, costume details, materials for making objects on your own according to the plan.
3. Creating motivation and starting the game:
   • the educator creates a game or problem situation (“Guys, Cheburashka has never been to the circus, shall we show him a performance?”, “The inhabitants of the island of Chunga-Changa invite us to visit!”, “The dolls have accumulated a lot of dirty clothes, we’ll arrange a laundry for them!” );
   • holding a short conversation on the topic of the game (“What numbers are performed in the circus?”, “What is needed for a sea voyage?”, “What household appliances are there in the laundry?”);
   • a guide to the game (for younger preschoolers - direct, for older children - indirect): distribution of roles, designation of an approximate plot;
4. Maintaining the game situation: control over the emotional state of all participants in the game, tips to enrich the plot, encouragement;
5. Completion of the game: analysis of the roles performed, the embodiment of the plot idea, praise for initiative and the manifestation of fantasy.

Video: organizing a role-playing game in kindergarten at all age stages

https://youtube.com/watch?v=RQ_AAg7vfdE Video can't be loaded: Role-playing game in a modern kindergarten (https://youtube.com/watch?v=RQ_AAg7vfdE)

Card index of role-playing games - table

Age group	Methodological techniques	Approximate topic
First junior (nursery)	Role-playing pair interaction: the educator as a partner in the game develops the child's abilities, plays a "leading" role.	Everyday subjects: “Home”, “Family”, “Mom and Baby”, “Family Tea Party”, “Animal Exhibition” (with plush toys), “Dinner for Dolls”. Professions of people: "Shop", "Post", "Driver and Passenger", "Builders", "At the hairdresser's".
Second junior	Role Dialogue: with a teacher; with a classmate.	Household: “Birthday”, “Holiday with the family”, “Going for a walk”, “Zoo” (with substitute toys or animal masks). Business: "At the doctor's appointment", "Hospital for dolls", "Chefs", "Toy store", "Postman". On the themes of literary works: plots folk tales"Mitten", "Fox and Hare", "Teremok", "Gingerbread Man", based on the author's fairy tales "Journey with Aibolit", "Moydodyr visiting the guys."
Medium	The construction of the game is based on the ability to change the role of the same child during one game: at the initial stage of mastering a new way of playing, the educator is a partner, helping the children (“Now I am also a bus passenger. Now I am a conductor / traffic inspector / gas station worker / car mechanic”); games with a partner and in small subgroups.	Household: “We have a baby in our family”, “Mom's holiday”, “Big wash” / “General cleaning”, “Bath day” (with dolls), “In the subway”. Business: "Truck Drivers", "Department Store", "Construction" (houses, bridges, towers, fortresses), "Ambulance health care”, “In the pharmacy”, “Veterinary center”, “Sailors and fishermen”, “In the circus”. Literary: "Postman Pechkin in Prostokvashino", "Journey to Cheburashka at home", "Holiday on the island of Chunga-Changa". Heroic-patriotic: "Firefighters".
Older	Children develop the ability to act in a role-playing game according to the “Semantic Bush” principle: one child changes several roles per game. An educational element in the game for older preschoolers is the introduction of a non-standard character (Baba Yaga in the hairdresser, Gena the crocodile in the museum, Cheburashka in space, etc.).	Household: “Moving to a new apartment” / “Housewarming”, “Rules of the road”. Business: “In kindergarten” (dolls replace pupils, children play professional roles - educator, manager, nanny, supply manager, etc.), “Procedure room” / “Trauma center”, “In the savings bank” / “Bank”, “Designer studio”, “Autoservice”, “Fashion Studio”, “Photo Salon”, “Beauty Salon”/“Manicure Studio”, “Library”. Literary: "The Gray Neck", "The Frog Princess", "Dunno in the Flower City". Heroic-patriotic: "Rescuers", "Border", "Fortress Defense", "Satellite Launch".
preparatory	Role-playing games are built by children 6–7 years old according to the principle of inventing: "loosening" the plot of a familiar fairy tale; inventing a new fairy tale; telephone conversations; inventing real stories from life.	Household: "Walking around the city", "Excursion to the museum", "New Year with the family", "Repair in the apartment", "Participate in a subbotnik", "Our pets". Business: "Correspondents", "Cafe", "In the theater", "City of masters", "In the office", "Travel agency", "Communication salon", "Fashionista - atelier for a lady", "On television", "School" , "Railway station" / "At the airport". Literary: "Wintering", "Chuk and Gek", "In Search of Snowdrops", "The Princess and the Pea". Heroic-patriotic: “Rescue Service” / “Ministry of Emergency Situations”, “Police Station”, “GIBDD”, “Yuri Gagarin's Flight”, “Landing on the Moon”. Directing: children teach the characters of the puppet or finger theater to play their roles.

Temporary game plan in kindergarten

The provisions of SaNPin on the organization of the work regime in the preschool educational institution do not contain direct instructions on the duration of the play activity of preschoolers. Since the role-playing game organized by the teacher is considered a form of education in kindergarten, we equate its duration to the temporary norms of educational and physical education classes.

Table: approximate time plan of games

Subject, group	Beginning of the game	Main part of the game	End of the game	Total duration
"At the reception in the clinic", the first junior group	The teacher invites the children to play the "Polyclinic", shows the doctor's office, assigns roles (doctor, patients waiting in line with various complaints), speaks exemplary partner dialogues with the children. 2-3 minutes	Children in pairs act out dialogues (“What are you complaining about?”, “Doctor, it hurts ...”, “Let's conduct an examination”, “I prescribe you ...”); the role of the doctor is transferred several times to different pupils. 9–10 minutes	The teacher praises the children, asks about the moments they like, asks to put the toys in their places. 2-3 minutes	15 minutes
"Ride on the subway", middle group	The primary distribution of roles, the guys try to think through the plot on their own, select the attributes. 3-4 minutes	The teacher prompts the pupils to change roles, directs the plot, suggests using additional game materials. 12–14 minutes	Discussing the game as a whole, expressing impressions, planning options to enrich the story 2–5 minutes	20 minutes
"On the Border", preparatory group	Distribution of roles, drawing up a game plan, preparing a place, making some attributes for the game, reincarnation in the dressing corner. 4–7 minutes	Building a story according to the ideas of the students. 18–23	Analysis of the game: what attributes were missing, how to improve, diversify the plot, what to add in costumes. 3-5 minutes	30 minutes

If the teacher sees the interest of the children in a longer game and does not observe signs of overwork or excessive overexcitation, it is worth slightly increasing the time for the game.

Video: role-playing game "Journey into space" in the preparatory group (30 minutes)

Synopsis of the role-playing game "Beauty Salon" in the middle group - table

Target	To improve the ability of children to unite in the game, distribute roles, perform game actions. Develop the ability to select items and attributes for the game. Raise respect for the work of beauty salon workers. To form the ability to communicate kindly with peers, to reckon with the interests of comrades. To expand children's ideas about the work of adults (hairdresser, manicurist, cleaner).
Equipment	Substitute items, waste material, sets of special toys "Children's hairdresser", towels, aprons, peignoirs, children's toys for cleaning, a screen, a tape recorder, badges.
preliminary work	Excursion to a beauty salon, conversation with employees, viewing illustrative material, making attributes for the game.
Game Guide	- Children, today we will go to a very interesting event that will take place in our beloved city of Serpukhov. Let's put on jackets, hats (showing), stand in pairs. Be careful and attentive on the street (phonogram "Street noise" sounds). - Here we come. Here, on this beautiful day, a new beauty salon "Cinderella" opens. And we will be its first visitors. - Tell me, children, why do we need beauty salons? (children's answers) - What do people do in a beauty salon? (children's answers) Who works in the salon? (hairdresser, manicurist, cosmetologist, massage therapist, cleaner). Let's go to Cinderella. The doors are open for visitors to the salon! (sounds solemn music). - Look, what a beautiful and cozy salon! This is a comfortable waiting room for customers, where you can look at fashion magazines and choose a beautiful haircut and hairstyle. This is the hall where hairdressers work. What kind of work do hairdressers do? What do they need to work? (children's answers) - Liza told about the work of a hairdresser better than others. You will work as a master behind this chair (showing). And the second master will be Kostya. I noticed that he really likes this profession. Here is your workplace behind this chair (showing). Remember? Let's get through farther. This is a nail salon. What is the name of the master who works here? (manicurist) What is she doing? Who among you could work as a manicurist? - Okay, Katya, you will work in a manicure parlour. You told me that there is also a cleaning lady working in the salon. What she does is very important. The cleaning lady keeps the salon clean and tidy. And when the salon is clean and tidy, customers like it. It's always nice to be in a place like this. Hairdressers are grateful for her work. Which one of you guys could fill this role? Who can be entrusted with this responsible task? You, Arina, will be the cleaner. And with your permission, I will become the mistress of the Cinderella salon. I will watch your work and help. - So, our hairdressers are Liza and Kostya, the manicurist is Katya, the cleaner is Arina, and the rest are visitors. Sit in armchairs and on the sofa, look at magazines. Remember to be quiet and calm, wait for the master to invite you. And you take everything you need for work and go to your chairs. Be attentive, polite and friendly with customers. Handle equipment with care. Our salon is up and running! (music plays). Perform game actions. - Children, the working day ends, it's time for us to close the beauty salon. Tomorrow he will surely open his doors to you. What roles did you like to play? - What was interesting in the game? - Which of you would like to work in a beauty salon when you become adults?

In a role-playing game, children learn to master the elements of new professions, for example, a nail service master

Attributes and visual material for games

There are many ideas on how to diversify children's games with the help of various attributes and design options. Items and substitute toys for a role-playing game are easy to make with your own hands, including from waste material. Pupils and parents should be involved in replenishing the material base of the play corner.

Video: attributes for role-playing games

https://youtube.com/watch?v=CyranziRHJw Video can’t be loaded: Attributes for role-playing games in kindergarten (https://youtube.com/watch?v=CyranziRHJw)

Photo gallery: ready-made sets for games

Overalls and tools for building games Phonendoscope, other tools and vials for playing the role of a doctor Cash register, basket and goods for playing in a supermarket / store Menu and set of products for playing in a cafe Set of dishes for playing in a family, kitchen, restaurant
Tools for haircuts, styling and hairstyles

The toys in ready-made sets are functional: a calculator is built into the cash register, burners on the stove light up, the hair dryer makes noise and blows, the drill rotates at the drill, etc. These attributes for games are the most accurate copies of real appliances and tools, they are bright and comfortable.

Photo gallery: attributes from waste material

Attributes for playing a space journey Attributes for playing a grocery store or cafe Attribute for playing a construction site or repairing an apartment Attributes for playing correspondents Attribute for playing office, agency Attributes for playing kitchen, cafe, farm Attribute for playing a polyclinic Attribute for beauty/nail salon games

The use of homemade items in games creates genuine interest in children and stimulates the imagination. Children often create simple substitute items for games themselves: sticks as sabers, elements from the designer as construction tools, etc. Waste material is used to enrich the playing environment: vials and jars - for playing in a pharmacy and treatment room, empty bottles and boxes with labels - for filling the shelves of a grocery store, bottles for shampoos, nail polishes - for a beauty salon.

Photo gallery: role-playing costumes

Ready-made costumes for role-playing games can be placed in a dressing corner or a play area A simple version of do-it-yourself role-playing costumes: decorate aprons with special designations of professions Attributes and elements of costumes for playing on a sea voyage Do-it-yourself astronaut costume

Children love to transform, try on elements of overalls: caps, construction helmets, aprons, hats. Role-playing costumes for children's games are easy to make on your own: add a symbolic designation of professions to the aprons, make hats or masks of heroes for story-based dramatization games.

A case from the life of the author of the article: children came up with a game about superheroes. There were no special masks or clothes at home, and the imagination immediately turned on! The superhero mask was made from a piece of dark fabric with slits for the eyes. The wonder girl costume is made up of a mother's T-shirt and a plastic sheet hat.

Children are incredible dreamers, they make costumes from simple things and can imagine themselves as anyone.

Photo gallery: design of the gaming environment

Windowed pharmacy display case handmade using printed images of medicines (flyers available at any pharmacy) Filling with real items (fabric samples, sewing supplies, magazines with patterns) encourages children to get to know the atelier's device. for a modern game, it can be made from an ordinary box The most important thing in a marine-themed game environment is the presence of a ship The game environment consists of home-made items with the symbols of the Russian Post For a modern role-playing game, technical items are used, and drawings of children are used to decorate the game office The game environment is filled real objects (tools and devices) and an important homemade attribute - a table for assessing vision

As mentioned above, gaming activity is booming with the use of real objects and junk material. Children try to bring their games as close to reality as possible. Therefore, in the design of the gaming environment, it is desirable to use non-working household and technical appliances, magazines and books, empty containers with labels, plates with logos of existing companies.

Analysis of the role-playing game

In order to identify the effectiveness of the organizational abilities of the educator in role-playing games and adjust the plan for further activities, the teacher analyzes the game.

The protocol is drawn up according to the following criteria:

1. Correspondence of the theme and content of the game to the interests of the pupils and the level of their playing skills.
2. Conformity preparatory phase age group of children.
   

   The playing environment, the choice of attributes and the plot plan are thought out by the educator - for younger children. Children independently selected the attributes from the proposed ones and outlined a game plan - average age. In accordance with the theme of the game, the pupils themselves prepared the subject conditions, made the material and attributes, assigned roles and unfolded the plot - older preschoolers.

3. Description of methods for managing the course of gaming activities, their effectiveness.
4. What tasks were implemented in the game.
5. Evaluation of the activities of pupils:
   • means of embodying roles (use of costumes, facial expressions, gestures, expressiveness of speech);
   • use of attributes;
   • communicative aspect in the game (interaction with a partner, help, absence of conflict situations).
6. Completion of the game: the logical ending of the game plot, emotional condition children (signs of overwork, high spirits, desire to develop the plot of the game in the future).
7. The direction of the subsequent work of the educator: adjustment / improvement of the methodology for conducting the game, by what means to enrich the playing experience of children.

Competent organization of gaming activities in kindergarten contributes to the development of personal qualities of pupils. In role-playing games, children expand their understanding of adult relationships, form primary professional competencies, and imbued with respect for human work. Children show initiative in developing stories on everyday and fantastic topics, reveal their creative potential, reincarnating in the assigned role.

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MINISTRY OF EDUCATION AND SCIENCE

REPUBLIC OF KAZAKHSTAN

KARAGANDA STATE UNIVERSITY AFTER N. E.A.BUKETOVA

PEDAGOGICAL FACULTY

Department of Theory and Methods of Preschool

and psychological and pedagogical training

Role-playing games in kindergarten

Coursework in Pedagogy

Completed by: student Wed 21 gr. DO&V

Denisenko Elena Vladimirovna

Scientific adviser:

Sankhaeva Aliya Nurmagambetovna

Karaganda 2008

INTRODUCTION

Chapter I Theoretical basis role-playing game

1.1 Role-playing game as a means of comprehensive development of the child

1.2 Structure, content and types of role-playing game

1.3 Leading a role-playing game

Chapter II. The development of a role-playing game in different periods of preschool childhood

2.1 The game of children of primary preschool age

2.2 Role-playing games for children of middle preschool age

2.3 Role-playing games for older preschool children

CONCLUSION

LIST OF USED LITERATURE

INTRODUCTION

Modern transformations in society, new strategic guidelines in the development of the economy, the openness of society, its rapid informatization and dynamism have radically changed the requirements for education. The education systems of most of the leading countries of the world responded to these challenges by basing the goals, content and technologies of education on the expected results. The main goal of education is not a simple set of knowledge, skills and abilities, but professional competence based on them - the ability to independently obtain, analyze and effectively use information, the ability to rationally live and work in a rapidly changing world.

The pedagogical community is faced with the global task of creating, testing and implementing a new model of education, the basic principles of which are indicated in the "Concept for the development of education in the Republic of Kazakhstan until 2015".[ 1 ]

The concept of education development was developed in accordance with the Constitution of the Republic of Kazakhstan, the Law of the Republic of Kazakhstan "On Education", the Convention on the Rights of the Child. The concept defines education as a national priority. Pre-school education and training is the first level of continuous education, which creates a developing environment for the full formation of the child's personality, taking into account age and individual characteristics. [ 1,2, 3, 4 ]

In the light of all the above, the theme of the development of a role-playing game does not lose its relevance today, since the game is the leading activity of preschool children.

The game is the most accessible type of activity for children, a way of processing impressions and knowledge received from the outside world. The game clearly manifests the features of the child's thinking and imagination, his emotionality, activity, and the developing need for communication.

An outstanding researcher in the field of psychology, L. S. Vygotsky, emphasized the unique specifics of preschool play. It lies in the fact that the freedom and independence of the players is combined with strict, unconditional obedience to the rules of the game. Such voluntary obedience to the rules occurs when they are not imposed from outside, but arise from the content of the game, its tasks, when their fulfillment is its main charm.[ 5 ]

Characteristic of games, especially plot-role-playing ones, is the presence of two types of relationships between children: imaginary, corresponding to the plot, role, and real relationships of participants in a joint game.

Mendzhritskaya D.V., in her book "Educator about children's play", says that already in early childhood the child has the greatest opportunity, it is in the game, and not in any other activity, to be independent, to communicate at his own discretion with peers, choose toys and use miscellaneous items, overcome certain difficulties logically related to the plot of the game, its rules.[ 5 ]

The older the children get, the higher the level of their general development, the more valuable the game (especially pedagogically directed) for the development of amateur forms of behavior: children have the opportunity to outline the plot themselves or organize games with rules (didactic, mobile), find partners, set goals and choose means to achieve their goals. Amateur play requires the child to be able to establish relationships with comrades. In these informal children's associations, different traits of the child's character, his habits, interests, ideas about the environment, various skills, for example, the ability to independently find a way out of problems that arise in the game, are manifested. problem situations, guided by known norms and rules of conduct, or the ability to independently organize real (and not imaginary) labor activity to solve game problems.

Play is the child's true social practice, his real life in the society of his peers. [ 6 ]

Many teachers and psychologists studied the features of the role-playing game of a preschooler: Vygotsky L.S., Mendzhritskaya D.V., Venger L.A., Mukhina V.S., Vasilyeva M.A., Shcherbakova E.I., Russkova L.V., Korotkova N.A. Matskevich M., Novosyolova S.L. [5, 6, 7, 8, 9, 10, 11, 12.15]

Object of study is a purposeful pedagogical process.

Subject of study is a role-playing game for a preschooler.

Purpose of the study: to study the features and peculiarities of the development of the plot-role-playing game of a preschooler.

Research objectives:

1. Analysis of psychological and pedagogical literature on the research problem.

2. Studying the structure of the role-playing game.

3. Analysis of the features of the development of the role-playing game in different age groups.

CHAPTER I. Theoretical foundations of the role-playing game

1.1 Role-playing game as a means of comprehensive development of the child

Role-playing creative games are games that children themselves come up with. The games reflect the knowledge, impressions, ideas of the child about the world around him, social relations are recreated. Each such game is characterized by: theme, game plan, plot, content and role.

In games, the creative imagination of the child is manifested, who learns to operate with objects and toys as symbols of the phenomenon of the surrounding life, comes up with various combinations of transformation, through the role he takes on, leaves the circle of familiar everyday life and feels like an active "participant in adult life" (D. B. Elkonin) .[ 6 ]

In games, the child not only reflects the surrounding life, but also rebuilds it, creates a desired future. As L. S. Vygotsky wrote in his works, “a child’s play is not a simple recollection of what he has experienced, but a creative processing of the experienced impressions, combining them and building a new reality from them that meets the needs and inclinations of the child himself.”[ 5 ]

In the game, all aspects of the child's personality are formed in unity and interaction.

The game occupies a large place in the system of physical, moral, labor and aesthetic education of preschool children.

The game is of great educational importance, it is closely related to learning in the classroom, with observations of everyday life.

As Yadeshko V.I. - in creative games, an important and complex process of mastering knowledge takes place, which mobilizes the mental abilities of the child, his imagination, attention, memory. Playing roles, depicting certain events, children reflect on them, establish a connection between various phenomena. They learn to independently solve game problems, find the best way to implement their plans, use their knowledge, express it in words. [ 6 ]

Often, the game serves as an occasion to communicate new knowledge to preschoolers, to expand their horizons. With the development of interest in the work of adults, in social life, in the heroic deeds of people, children have their first dreams of a future profession, the desire to imitate their favorite heroes. All this makes the game an important means of creating the orientation of the child's personality, which begins to take shape in preschool childhood.

Creative play cannot be subordinated to narrow didactic goals; with its help, the main educational tasks are solved.

An interesting game increases the mental activity of the child, and he can solve a more difficult problem than in class. But this does not mean that classes should be conducted only in the form of a game. Teaching requires the use of a variety of methods. The game is one of them and it gives nice results only in combination with other methods: observations, conversations, reading, etc.

While playing, children learn to apply their knowledge and skills in practice, to use them in different conditions. In creative games, a wide scope for invention and experimentation opens up. Games with rules require the mobilization of knowledge, an independent choice of solving the problem.

The game is an independent activity in which children enter into communication with their peers. They are united by a common goal, joint efforts to achieve it, common experiences. Game experiences leave a deep imprint in the mind of the child and contribute to the formation of good feelings, noble aspirations, and skills of collective life. The task of the educator is to make each child an active member of the play team, to create relationships between children based on friendship, justice, and responsibility to comrades.

The game brings up interest and respect for the work of adults: children portray people of different professions and at the same time imitate not only their actions, but also their attitude to work, to people. Often the game serves as an incentive to work: the manufacture of the necessary attributes, design.

The game is an important means of aesthetic education of preschoolers, since this activity manifests and develops creative imagination, the ability to plan, the rhythm and beauty of movements develop. A deliberate selection of toys helps to form an artistic taste.

Thus, in preschool childhood, the game is the most important independent activity of the child and is of great importance for his physical and mental development, the formation of individuality and the formation of a children's team.

1.2 Structure, content and types of role-playing game

The relationship of the image, the game action and the word is the core of the game activity, serves as a means of reflecting reality.[ 8 ]

The main structural elements of the game are: game concept, plot or its content; game actions; roles; rules that are dictated by the game itself and are created by children or suggested by adults. These elements are closely related.

game plan- it general definition what and how children will play.

It is formulated in speech, reflected in the game actions themselves, formed in the game content and is the core of the game. According to the game design of the game, the following groups can be divided: reflecting everyday phenomena (games in the “family”, in the “kindergarten”, in the “polyclinic”, etc.); reflecting creative work (construction of the subway, construction of houses,.); reflecting social events, traditions (holidays, meeting guests, traveling, etc.). Such a division of them, of course, is arbitrary, since the game can include a reflection of various life phenomena.

The structural feature and center of the game is role performed by the child. According to the value that belongs to the role in the process of playing, many of the games are called role-playing or role-playing. A role is always related to a person or animal; his imaginary deeds, actions, attitudes. The child, entering into their image, plays a certain role. But the preschooler does not just play this role, he lives in the image and believes in its veracity. Depicting, for example, a captain on a ship, he does not reflect all of his activities, but only those features that are necessary during the game: the captain gives commands, looks through binoculars, takes care of passengers and sailors. In the process of playing by the children themselves (and in some games by adults) regulations, determining and regulating the behavior and relationships of the players. They give the games organization, stability, fix their content and determine the further development, the complication of relations and relationships.

All these structural elements games are more or less typical, but they have different meaning and relate differently to different types games.

Role-playing games: differ in content (reflection of everyday life, work of adults, events of social life); by organization, number of participants (individual, group, collective); by type (games, the plot of which is invented by the children themselves, dramatization games - playing out fairy tales and stories; construction).

1.3 Leading a role-playing game

"The necessary elements that provide interesting play activities, the development of cognitive interests and moral qualities of the child are knowledge - action - communication. A special role belongs to the educator. It is from the personality of the teacher, his knowledge, skills, professional skills and ability to creatively organize the management of children's play activities depends on its use for the purposes of the comprehensive development of the personality of the child "- Russkova L.V. [ 11 ]

The process of directing a plot-role-playing creative game should be built in such a way that the development of playing skills and abilities is organically combined with training and education, including labor education. Based on this principle, 3 groups of methods can be distinguished.

First group of methods associated with the enrichment of children with knowledge, impressions, ideas about the surrounding life. These include observations; excursions (primary, repeated, final); meetings with people of different professions; emotional and expressive reading of fiction; conversation; a conversation-story using illustrative material about the work of adults and their relationships in the process of it; the teacher's story, accompanied by a demonstration of specially selected photographs, paintings, reproductions of events taking place in the country; children compiling stories on certain topics related to observations of the surrounding life; individual conversations with children, clarifying knowledge, ideas of preschoolers about the phenomena of social life, about moral categories; dramatization of literary works using toys, puppet theater characters; ethical conversations.

Second group- these are methods that contribute to the formation and development of gaming activities. Among them, an important place is occupied by the direct participation of the educator in the creative game: playing with one child, playing a leading or secondary role. In addition, the teacher makes extensive use of helping children to implement the knowledge gained in the classroom through suggestions, reminders, advice, selection of game material, conversations about the idea of ​​the game, development of its content, and summing up.

The teacher takes into account individual characteristics If a child is self-confident, it is important to teach him to critically evaluate his answers. If you are shy and indecisive, you need to support any initiative.

In order to educate children in the skills and abilities of independent organization of the game, assignments are also used; assignments (for the selection of game material, for the manufacture of homemade toys, etc.); conversations; encouragement, clarification, questions aimed at prompting children about the possible implementation of the plan, the definition of game actions.

Such necessary for the child skills, like defining a role for oneself and bringing it to the end of the game, are formed through advice, individual tasks, assignments; attracting illustrative material, reading excerpts from literary works that characterize a particular character; individual conversations about the role; making together with the child elements of the costume for his role.

An important task is to educate children in the ability to independently distribute roles, taking into account the capabilities, interests and desires of each. Therefore, the teacher should study well the characters, inclinations and habits of his pupils and constantly help the children to get to know each other better, drawing their attention to the positive aspects of the personality of each child. To solve this problem, you can use such a technique as holding competitions for the best inventing elements of a costume, for interesting proposals regarding role-playing actions, for the expressiveness of speech, facial expressions, and gestures.

Third group of methods associated with teaching children how to design from building material and play with buildings, making toys. This group includes such methods and techniques as the joint implementation of buildings by the educator and children; examining the model of the educator, showing design techniques; use of photographs of children's buildings, diagrams, tables; the use of thematic tasks such as "Let's build a street in our city", "Let's build a metro", etc.; selection of material for beating buildings.

An important role is played by teaching children the ability to make paper toys by folding (boats, steamers, animals, cameras, benches, glasses, etc.), from thin cardboard according to patterns; production of toys from natural and additional materials (coils, cardboard boxes of various shapes and sizes, etc.); the use of thematic tasks: to make beautiful furniture for new settlers, carousels and other equipment for the playground (city building game), etc.

An important role for the development of the game is played by the ability of children to use objects - substitutes (a brick instead of soap, etc.), the more substitute objects the children bring in, the more interesting and meaningful the game is.

The use of the methods and techniques described above depends on age features children on the level of development of their playing skills.

CHAPTER II. The development of a role-playing game in different periods of preschool childhood

2.1 The game of children of primary preschool age

In the course of observing the games of children of primary preschool age, Shcherbakova E.I. notes: in the games of children there is a simple plot in which a logical sequence of actions can be traced. The child seeks to define a role for himself, may be carried away by it for some time. However, the interests of children are still unstable, the kid often switches from one role to another, often unjustifiably changes the plot of the game.[ 10 ]

In junior preschool age imitation plays a big role. Insofar as little child characterized by emotionality, impressionability, the desire for everything bright, unusual, enriching children with new knowledge and ideas should be lively and entertaining in order to arouse interest in the baby, the desire to imitate. The teacher uses didactic games such as "Let's dress the Tanya doll", "Tanya's doll has a birthday", "U, we press Tanya's doll to sleep", etc., dramatizes nursery rhymes and jokes familiar to children in the faces; uses toys when reading fairy tales, stories, poems, creates game situations that push the child to continue the game (the doll sits at a table served for tea, etc.)

During observations of the labor of adults, it is necessary to disclose the sequence of operations to children, and, if possible, involve them in this process. The teacher must systematically replenish the stocks of toys and play material, taking into account the development of children's ideas and knowledge.

Mukhina V.S. notes that in working with children 2-3 years old, one of the important tasks is to develop the simplest skills of playing together. Therefore, it is necessary to help kids develop the content of games in which associations of several (2-3) people are possible.

Performing with the child leading role, the educator, first of all, seeks to maintain the child's interest in the game, teaches you to play the role to the end and develop the content of the game, coordinate your actions with the actions of your comrades; along with this, the task of educating children in friendly relations is being solved. The child, fulfilling his role together with the teacher, imitating him, not only comprehends and refines his knowledge of the work of adults, but also learns the norms of social behavior.

Preschoolers love to build and often have fun building play. But first, they should form the necessary skills, cultivate a steady interest in design.

If the kid is truly passionate about the role, he plays seriously, sincerely experiencing all the feelings of his hero. Therefore, it is necessary in every possible way to support his interest in a certain role, to teach him the necessary skills during the game, to suggest some actions, to report certain information. The lack of knowledge, skills and abilities that are necessary to create a true game image in a collective game leads to the disintegration of the game, to the rejection of the role.

The development of the content of children's games is significantly influenced by the manufacture of homemade toys. Such a toy makes the child's play interests more stable, helps to unite children in the game. It is necessary to interest kids in the process of making toys. The teacher can, in front of the children, make some of the attributes necessary for a particular game.

A special place in the management of the plot-role-playing creative game of children of this age should be occupied by the selection of appropriate game material, the method of playing with new toys in the form of a theatrical performance, and the creation of game situations.

Effective assistance in the development of the content of a creative game is provided by leading questions, reminders, and advice aimed at prompting children about the possible implementation of the game plan.

Effective and such techniques as the selection together with the children of the elements of the costume; telling children about a particular character; individual conversation on pictures, illustrations; advice, showing game actions in a game situation.

Leading the game, the teacher should not suppress the initiative, independence of the child. All the above methods and techniques should be aimed at making the game an interesting, exciting independent activity for children, so that each child can show his abilities in it, the ability to establish emotionally positive contacts with peers.

In the younger groups, fun games are also organized that bring joy and pleasure to children. These can be fun games with clockwork toys (mechanical, electronic), folk toys (moving figures of bears, chickens pecking grain, etc.), fun games with wind, sunbeams, etc.

The teacher himself comes up with funny adventures of clockwork toys, combining them with one theme.

Kids love to play with sand, snow, water. They sculpt "pies", "pastry" out of sand. To support their interest, the teacher shows how to make houses | for dolls, garages for cars out of sand. Having built one house and one garage, the teacher gives the children toys (plywood figures of people, animals, birds, various cars) and suggests building several more houses and garages; assists children in mastering the necessary skills. After the buildings are ready, he plays with the children.

For games with water, large basins or inflatable containers are used so that 4-5 children can be around them, floating toys (for example, ducks, etc.). The teacher prompts and shows the kids how interesting it is to play with ducks and ducklings, what funny actions ducklings can do on the water, how their mother teaches them to swim and hide when they sense danger. The teacher can make paper boats, boats and arrange a fun competition between the children: whose boat will swim faster to the opposite edge of the pelvis.

Children's games with snow should begin with an acquaintance with its properties. Children throw snow from place to place, rake it into small piles, transport it on sleds. At first, the educator himself builds a hill for the dolls, a car, a bench, gives them toys: dolls in winter clothes, animals, doll sledges, small wooden spatulas, etc. He advises the kids to make another hill themselves: after all, all the dolls want to ride on a sled.

The teacher, together with the children, makes rooms fenced off from each other by snow ramparts with doors. These buildings are used for family games, kindergarten, etc.

2.2 Role-playing games for children of middle preschool age

For the plot-role-playing game of children 4-5 years old, it is characteristic, firstly, the emergence of new topics related to the knowledge acquired by the child from fiction, from adult stories, from television and radio programs, etc. (playing travel, ship, sailors, military, construction, mail). Secondly, the increased interest of children in the book, in the environment contributes to the enrichment of the content of the previous games. A child of this age has an increased interest in the relationship of people at work. Children begin to understand that in joint collective work it is necessary to help each other, to be attentive, kind; they have ideas about friendship, camaraderie. These ideas are reflected in the game. However, sometimes in the games of children one can observe the manifestation of the negative aspects of our life. The teacher should direct the course of the game in a positive direction in time.

Games with new content require special attention of the teacher. It is important, on the one hand, to support children's interest in the game, on the other hand, to direct their communication.

In the play activity of a child of 4-5 years old, theatrical play also finds its place. Children are happy to dramatize familiar fairy tales (“Gingerbread Man”, “Fox and Hare”, “Cat, Rooster and Fox”), K. Chukovsky’s poems “Telephone”, “Confusion”, “Aibolit”, etc. At the age of 5, the child there is an interest in bold, courageous deeds. He likes to dramatize stories on the subject.

Dramatizing literary works, children strive for a truthful depiction of heroes, emotionally experience all the events described. The game image, created on the basis of a literary work, also finds a way out in other games, which characterizes the level of development of creativity in children, their ability to reflect the main, typical in the game.

Often the inability to coordinate ideas leads to the disintegration of the game, the destruction of friendly contacts. This feature should be taken into account when managing the game. It is necessary to help children choose the most interesting from many proposals and at the same time use others as much as possible, thereby educating the ability to respect each other's intentions, to be attentive, to give up personal desires.

In shaping the ability of preschoolers to independently distribute roles, taking into account the capabilities, interests and desires of each other, such techniques as revealing the best to children are effective, positive qualities each child, supporting his proposals, as well as creating practical situations where pupils could show a sense of responsibility for fulfilling the role, kindness, sensitivity, responsiveness, knowledge of moral standards of behavior.

If several children apply for one role, the teacher should come to their aid so that, if possible, all applications are satisfied. Based on the characteristics of the development of the game, in the middle group, leadership methods should be aimed at enriching children with impressions, knowledge about the events taking place in our country, about the social essence of the collective work of adults, their conscientious attitude to their work. When getting acquainted with the environment, it is necessary to use methods and techniques that help the child emotionally experience the situation of labor actions with which he is currently being introduced. The connection of emotions with thinking and imagination in the process of cognition helps to focus the child's attention on the perception of specific facts, images, actions, enhances the feelings experienced by children, and contributes to the emergence of a desire to act on their own. Dramatization of literary works in the process of ethical conversations, meetings with people of different professions, didactic games, excursions provide not only the accumulation of knowledge, but also the development of children's feelings, the formation of a positive attitude towards the work of adults, towards professions.

Along with the general methods of familiarization with the environment, it is necessary to use specific ones that directly affect the development of the game concept, creativity, complicating the content of the game, and enriching the game images. Such methods include the story of the teacher with the demonstration of illustrative material on the topic of the game.

In the 5th year of life, children have favorite roles. Depicting a specific or invented person in the game, the child seeks to realize his own knowledge, ideas about his actions, feelings, thoughts, deeds. And for many games, he conveys through his favorite role personal qualities, his attitude to a particular profession, etc.

The fulfillment of a favorite role in various game situations increases the duration and strength of the feelings experienced by the child, and strengthens the emerging friendly relationships.

Equally important are the conversations of the educator about the further course of the game, conversations-stories about the possible actions of children in one role or another. Such conversations contribute to the formation of independence in choosing the theme of the game, the development of its content. Children are faced with the need to negotiate among themselves, calmly listen to each other's opinions and choose the most interesting, exciting. They develop the ability to independently think through the further course of the game, plan what needs to be done, what toys they need, how to use building material.

Special attention on the part of the teacher requires assistance to the child in creating a game image. In order for each pupil to be able to convey in role-playing the dynamics of the actions of the depicted person, his emotional manifestations, actions, relationships with people, thoughts, deeds, it is necessary, through a special selection of literary works, to give him knowledge, ideas that enrich the game image. The creation of game images by children is beneficially influenced by individual conversations about the performance of the role, individual tasks, assignments.

The teacher, participating in games, can take on the main, leading role or be one of the ordinary participants, but in any case, he must lead the game, direct the initiative and creativity of children.

Children are not always satisfied with the finished toy, they often have a desire to make their own attributes for the game. A handmade toy gives a child creative joy, fosters interest in the creative process and, of course, contributes to the development of the content of the game.

2.3 Role-playing games of senior preschool age

In her article "The role-playing game of older preschoolers" Korotkova N.A. writes that a child of older preschool age has a deepening interest in the labor affairs of adults, in the results of their work, there is a feeling of admiration for the selfless deeds of people, a desire to imitate them. The games of children of this age are characterized by games with a heroic plot.

Children of the 6th year of life tend to want to fulfill their role with more imagination, ingenuity, interest in details. They are attracted by beautiful material, graceful designs, unusual elements of decoration of buildings. To develop the content of the game, children successfully use their technical skills, for example, to create the necessary toy from a designer (metal, plastic). They more amicably agree on the theme of the game, without conflicts, distribute roles among themselves, taking into account which of them will better cope with this or that role, create a vivid image.

At this age stage, there are more challenging games, both in terms of content, the use of means of displaying real life, and in terms of organization. These are role-playing games that last a week, two, a month, etc., with a gradual development and complication of content; games that deeply affect the feelings and interests of children. Their themes are mainly related to modern life ("Cosmonauts", "Journey to North Pole"," Journey to Antarctica ", etc.) or with the most favorite children's fairy tales, stories. In these games, the content continuously develops and becomes more complicated as children acquire new knowledge about the life around them, with the development of skills to apply this knowledge, with the improvement of constructive skills.

Long plot-role-playing creative games are of particular importance for the integrated solution of the problems of mental, moral, labor and aesthetic education of children.

In a long game, the child develops the skills and habits of collective life faster, and independence grows. As a result, this kind of game becomes the most effective form organizations interesting life children in preschool. Children get used to the role so much that they often feel in it even when they are no longer playing. In such cases, it is easier to influence the child through his favorite image.

In such a game, the child shows more independence, imagination, creativity in the choice of actions, in the distribution of roles, and the use of auxiliary materials. The teacher needs to use this factor to educate children in the ability to coordinate their interests with the interests of the team, to help each other in the implementation of the plan, in the performance of a certain role.

A long-term creative role-playing game is fraught with tremendous opportunities for the development of a child's thinking.

The child's actions with objects are transformative. In the game, he is a tireless researcher: he learns the properties and qualities of real objects, ways of working with them, and, depending on the plan, on the development of the plot, he melts life material, replaces some objects with others, combines knowledge, intertwining reality with fiction, fantasy. In the development of the plot of the game on a certain topic, a logical sequence of actions, a set of interconnected and interdependent events and phenomena of the real world can be traced.

This experience, knowledge and ideas are creatively refracted by the child in play activities. Enriching the child's mind with a variety of ideas, a system of knowledge means giving abundant food for the development of his imagination, for creating images, situations that can be realized in the game. It is possible to conduct a series of construction and handicraft classes related to a common theme (making trucks large sizes, cranes, wagons, electric and diesel locomotives, railway stations from matchboxes, cardboard, etc.).

The emergence of the long-term game "Traveling for animals to hot countries" may be associated with the trip of children to the zoo. To satisfy the child's curiosity, the educator specially reads excerpts from books on this topic; organizes modeling of animals from plasticine, etc. As the ideas of preschoolers are enriched, the content of the game develops and becomes more complicated. Children show more initiative, creativity and mental independence in solving practical problems. If the teacher cares about expanding the ideas of children, the group will develop games on a variety of subjects: "Journey to Antarctica", "Journey to hot countries", etc. The work of the imagination helps the child to clearly and distinctly imagine the seas, oceans, ships sailing on them, icebergs , the work of distant polar stations, flights of spacecraft, etc.

The child creates game images creatively, consciously. He not only reproduces life, blindly copies it. In the depiction of certain situations, heroes, children bring many elements of creativity, freely combining the impressions of life with the content of fairy tales, stories, adding their own fiction, which indicates the activity of the imagination. A fascinating, complex in content game, satisfying the desire of the child to participate in the events experienced by the country, gives him joy.

Leading such games, the educator should not rush to prompt the children to solve certain problems that arise before them. Watching games, it is necessary to establish what children should pay attention to during classes (especially in classes to familiarize themselves with various phenomena of the surrounding life, with the flora and fauna). The teacher should strive to direct the attention of pupils to the essential aspects of a particular social phenomenon, to help understand the simplest connections and dependencies between them. It is also necessary to think over methods and techniques that contribute to the further development of a particular game (selection of pictures, board-printed games; instructions for children: watch television programs), outline a number of classes for making homemade toys, constructing from building material, provide children with free use of plasticine, clay, scissors, glue, cardboard.

A prerequisite for a long-term role-playing creative game is that children have the ability to play in large groups, to consult together and help each other, to achieve the goal together.

It is also necessary that children love to play, so that they have the skills to outline a topic, select means for displaying and developing an idea, distribute roles taking into account the capabilities and desires of each participant in the game, establish rules and clearly follow them.

To guide long-term creative games, excursions (primary, repeated, final) can be used as the main methods. The main methods of managing a long-term creative game can also include conversations, stories, conversations with children using illustrative material when familiarizing themselves with events. modern life. The active participation of children in the distribution of roles contributes to the education of collectivist feelings. Children learn to reckon with the opinion of their comrades, to take into account both the possibilities and desires of each other.

The role of the educator in a long-term creative game is ambiguous. At first, the teacher can take on a leading, leading role, if the children have insufficiently developed organizational skills, there is no proper experience. At the same time, the leadership of the teacher must be careful not to suppress the initiative and creativity of children, but in every possible way to contribute to their development. The teacher is an older friend of the children, a partner in the game, gradually helping them to apply the knowledge gained in the classroom in the performance of individual tasks and assignments, encouraging mutual understanding, sensitivity, justice, and mutual assistance.

At the subsequent stages, tips, reminders, suggestions, targeted selection of game material, tasks aimed at developing the content of the game, forming children's cognitive interests, organizational skills are used. During the year, you can spend about 6 long-term creative games with the intention of consistently improving children's self-organization skills.

The following methods and techniques contribute to the development of a long game, the education of children's mental activity, moral feelings and self-organization skills: conversations about its progress before the start of the game, summing up the results of the game and planning its further development together with the children; reminders, advice, instructions, assignments, assignments. The teacher teaches pupils to independently use building materials and constructors in games, make homemade toys, use skills in drawing, modeling, dancing, singing.

Individual conversations, looking at pictures, illustrations, photographs, reading excerpts from works of fiction help the child to reveal the game image.

Older children play with natural materials. The teacher, by showing photographs, pictures, reminders, advice, directs preschoolers to independent actions with sand, so that when building buildings they show initiative, invention, ingenuity. You can invite children to build buildings on the theme "What people ride." One group of children is building an airfield, another a railway station, a third a river port, and if you give them sand combined with clay, then small builders can make a navigable river, dig canals, install locks, etc.

Playing with sand and clay requires a different additional material- tree trimmings, pegs, cords, plywood figurines of people, animals, trees, various cars, etc. Preschoolers can make some of the toys themselves, for example, boats, planes, railroad cars, etc.

Buildings made of snow can be large and small - on tables. Large buildings can be combined with the common theme "North Pole" or "Zoo", "Stadium", etc. The teacher teaches pupils to make bricks from snow and build walls of houses from them, compact snow, make ice paths for sliding, ramparts; sculpt figures of animals; make colored ice floes to decorate buildings, for house windows, etc. For large snow structures, a base is required. For it, you can use boards, boxes, plywood panels, thick cardboard, wooden slats, etc.

In winter, when constructing buildings on the site, it should be possible to provide for the possibility of such games as "Journey to Antarctica (to the North Pole)", "White Olympics", "Russian Winter Festival", as well as games based on the fairy tales "Hare hut", "Wintering of animals", "Morozko", etc.

Like younger children, older preschoolers love theatrical games based on literary works. The main thing in the management of dramatization games is the choice of a literary work, work with children on the expressiveness of text transmission, the creation of scenery and costumes.

Literary works for games of preschoolers must meet the following requirements: ideological orientation, dynamism of the plot, the presence of dialogues. If during the initial acquaintance with the work the children became interested in it, when reading it again, it is necessary to highlight the speech of the characters most expressively, help to correctly assess their actions, and establish the sequence of events. In order to make it easier for children to memorize the text, to emphasize the dynamics of events, in some cases the teacher, when re-reading, excludes episodes of a descriptive nature.

Children of senior preschool age can already assign roles themselves.

The teacher provides the pupils with the opportunity to independently create game images, if necessary, suggests how best to fulfill the role, gives photographs, illustrations in order to become more familiar with appearance of this or that character, organizes listening to records.

Fun games in the senior and preparatory groups for school can be in the nature of fun relay races, competitions, attractions with the participation of 2 or more teams: "Sled relay race". "Turtles" - a fun sledding competition; "Air football" (children with a purposeful stream of air try to quickly drive a paper ball into the opponent's goal, and the opponent, blowing on a light paper ball, tries to seize the initiative; as soon as the ball is in the goal, the score is opened). Showing clockwork toys by the educator on the themes “Circus”, “Children in a Cage”, etc. may contribute to the desire of children to prepare a circus performance themselves. The possibility of its preparation and implementation is determined by the degree of physical development of preschoolers; having such physical qualities like agility, flexibility, accuracy of movements, endurance. In addition, the child should have a sense of humor. The content of preparation for this fun game should include: drawing up a circus program; the distribution of children to the roles of artists, as well as artists and decorators and the distribution of responsibilities (who will make what elements of costumes, scenery, who will issue invitation cards and how, etc.).

These theatrical games are prepared and held with the active participation of the educator.

The game is a natural companion of a child's life with great educational power, a way of knowing the world around us in this regard, folk games are of great importance - they develop ingenuity in children, introduce them to the life and life of the people, traditions. Folk games are a traditional means of pedagogy, they clearly reflect the way of life of people, their way of life, work.

Kazakhstan is a multinational country, so children of different nationalities attend kindergartens, communicating with each other, they tell fairy tales, draw, sing, dance, play, introducing elements of national culture into their activities.

The teacher helps older preschoolers to understand that people of different nationalities are united by love for the country in which they live, Kazakhstan, a sense of tolerance, interest in its multinational culture and art.

Showing illustrations, reading works of art about the life of the peoples of Kazakhstan, helps the educator in organizing role-playing games, children enjoy playing games like "Our village", "On dzhailau", the holiday "Friendship of the peoples of Kazakhstan", etc.

CONCLUSION

The game streamlines not only the behavior of the child, but also his inner life, helps to understand himself, his attitude to the world. This is practically the only area where he can take the initiative and creative activity. And at the same time, it is in the game that the child learns to control and evaluate himself, to understand what he is doing and learns to act correctly. It is the independent regulation of actions that turns the child into a conscious subject of life, makes his behavior conscious and arbitrary.

Childhood is not only the happiest and most carefree time of a person's life. This is the period of the most intensive formation of personality, something that did not work out in childhood can no longer be made up for by an adult.

Plot - role-playing games in combination with other educational means are the basis for the formation of a harmoniously developed active personality, able to find a way out of a critical situation, make a decision, take the initiative, i.e. acquire those qualities that are necessary in the future life.

Having studied and analyzed the psychological and pedagogical literature, we can draw the following conclusions:

1. The leading activity of preschool age is a role-playing game. It is in it that the main neoplasms of this age are formed and most effectively develop: creative imagination, imaginative thinking, self-awareness.

2. Of particular importance is the game for the formation of various forms of arbitrary behavior of children. Arbitrary attention and memory, subordination of motives and purposefulness of actions develop.

3. The plot-role-playing game goes through a long and complex path of development, starting at the younger preschool age with the simplest role-playing game and the game "nearby", at the older preschool age it reaches its highest development, transforming into a long collective creative game with an extended storyline.

4. Plot - role-playing game should correspond to modern activities. in connection with the development of scientific and technological progress, a lot of new technology appears, a lot of new things in people's lives - the task of the educator is to create conditions for reflecting this in the plot-role-playing games of children.

1. It is necessary to create conditions for playing activities in a group, taking into account the place, time in the daily routine, create a material and game base: toys, manuals, attributes, substitute items, waste material that is used by children during role-playing games.

2. Enrich the content of the children's game using various methods and techniques such as: observations, excursions, meetings with people of different professions, reading fiction, the teacher's story about the work of adults, the use of illustrations, dramatization of literary works, ethical conversations, the direct participation of the teacher in the game, suggestions, advice, clarifications, questions aimed at prompting children about the possible implementation of the plan, joint implementation of buildings with children, showing design techniques, etc.

List of sources used

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