Role-playing game in kindergarten. Group equipment

Date: 29.09.2019

Children spend a lot of time in kindergarten and their activities are very diverse: from outdoor games to quiet activities. Therefore, we tried to think over carefully, arrange and correctly place the play areas.

The group space is organized in the form of well-demarcated zones ("centers", "corners"), equipped with a large number of educational materials (books, toys, materials for creativity, educational equipment, etc.). All items are available for children. Such an organization of space allows preschoolers to choose interesting activities for themselves, alternate them during the day, and gives the teacher the opportunity to effectively organize the educational process, taking into account the individual characteristics of children.

The group has created conditions for independent motor activity children: provided an area free of furniture and toys. We tried to provide children with toys that encourage motor play (balls, hoops, jump ropes).

It's no secret that the preschooler's leading activity is a game in which his personality is formed. Needless to say that children strive to embody in games all those situations that they observe in Everyday life... The group has corners on various plot-role themes: a hairdresser, a hospital, a store, a workshop and others - this is the basis of the play area of any kindergarten. We tried to be creative in the design and organization of the corners. Role-playing games in kindergarten are an opportunity to acquaint the child with new situations, try on this or that behavior, learn how to solve important issues in a mini-version.

We love theaters very much, we are friends with them all year round:

In our group, all actors, puppeteers and dancers,

acrobats and jugglers, ballerinas, directors!

Every day and every hour we want to play for you !!

If I had seen Stanislavsky, I would have been very happy for us!

The group is equipped theater area, in which children play not only role-playing games, but also in director's games and dramatization games. Therefore, in the area of theatrical activity, various types of puppet theater are presented, a screen for showing, masks, children's drawings, natural and waste material, cuts of fabric for dressing up.

World of theater

Target: give children an idea of different types theatrical art: puppet theater, drama and comedy theater, table and finger theater, develop and encourage children's writing abilities, interest in creativity, foster a sense of confidence, independence in creativity.

Equipment: table theater toys, tickets, box office.

Age: 6-7 years old.

Game progress: the teacher informs the children that a play will take place in the theater today. Children buy tickets at the box office, go to the hall, take seats. The artists have already assigned roles among themselves. They show tabletop theater. It can be either a familiar fairy tale, or a newly invented plot. At the end of the performance, the children thank you with applause.

Theatrical performance.

Target: teach children to get used to the image, to act collectively.

Equipment: costumes or caps-masks of fairy-tale characters.

Age: 3-7 years old.

Game progress: the teacher reads a fairy tale to the children (for example, the tale “Turnip”), and then asks questions: “What did grandfather planted? Who helped the grandfather to pull out the turnip? And grandfather could pull out a turnip alone, what do you think? Which of the characters do you like more? " After discussing the fairy tale, the teacher invites the children to play theater. The teacher distributes the roles among those who wish, reads the fairy tale aloud, the actors portray it with their actions. Children who are not involved in the play become spectators. Then the children change roles - the audience becomes actors and vice versa. At the request of the children, you can play the same fairy tale or another one again.

Note: depending on the age of the children, fairy tales can be as simple, containing short remarks ("Ryaba Chicken", "Turnip"), or complex, with a large number of heroes, with long remarks.

Also, instead of costumes, you can use ordinary toys or make dolls that dress on your hand. They can be easily sewn from small colored balls on which eyes, hair are glued, and pieces of fabric from which dresses are cut. Children put their fingers into the sleeves of these dresses.

Pupil's corner in kindergarten, it should help children master the skills of writing, counting, reading; improving pronunciation skills; familiarization with the features school life, as well as the formation of the student's position.

School

Target: to clarify the knowledge of children about what they do at school, what are the lessons, what the teacher teaches. To foster a desire to study at school, respect for the work of a teacher. Expand the vocabulary of children: " school supplies"," Briefcase "," pencil case "," students ", etc.

Equipment: pens, notebooks, children's books, alphabet, numbers, board, chalk, pointer.

Age: 6-7 years old.

Game progress: the teacher invites the children to play at school. There is a conversation about why the school is needed, who works there, what the students are doing. At the request of the children, a Teacher is selected. The rest of the children are Pupils. The teacher assigns tasks to the students, they independently and diligently complete it. Another teacher is in another lesson. Children are engaged in the lessons of mathematics, mother tongue, physical education, singing, etc.

Corner of nature is not only a decoration for the group, but also a place for the self-development of children. Most of the plants are located in this corner.

Watering the garden

Target: to teach children to listen carefully to the words addressed to them, to replenish the stock of knowledge about plants.

Equipment: red chips, watering can.

Age: 3-7 years old.

Game progress: the teacher conducts a conversation with the children about the garden, asks questions: what is a vegetable garden, what grows on it, why do people plant a vegetable garden, what is needed in order for the plants in the garden to grow well? The children answer, the teacher helps, then offers to play, says: “You and I remembered so many delicious vegetables, fruits, berries. We learned that plants cannot live without water. Now let's imagine that we also have a vegetable garden, and we will water it. You just need to water carefully. " Children stand in a circle, one of them picks up a watering can and stands in the center of the circle - he will water the garden. Children walk in a circle, they say in chorus:

The rain does not come for a long time, we water the garden.

We collect water in the watering can and pour it on the garden bed ...

Children stop and take turns calling any fruits and vegetables, as well as things that do not require watering: for example, radishes, carrots, boots, chamomile, shovel, telephone. The player with the watering can must answer "watering" or "not watering". If the child is wrong, he receives a free red chip. It is not allowed to think for a long time and change the answer. Then another child acts as the waterer. The one who received such chips most of all must complete the task that the children will come up with for him.

Note: if children aged 5–7 are playing, then they need to answer quickly, without hesitation. If the child is delayed in answering, he receives a penalty chip. The game can be complicated by naming only plants. The child must determine which plants need to be watered and which not. In the event of a dispute, the answer is considered correct if the child can substantiate his answer. For example, nettle soup can be cooked. After the game, the teacher invites the children to guess riddles on the "garden" theme.

Excursion to the greenhouse

Target: to consolidate the knowledge of children about the growth and development of plants, about ways of caring for them, foster love and the desire to take care of plants.

Equipment: plants in the corner of nature.

Age: 5-7 years old.

Game progress: the teacher says that today a specialist from the greenhouse (a child chosen in advance by the teacher) came to visit us, who offers to go to his greenhouse, where you can learn a lot from the life of plants. Gardeners work in the greenhouse, they tell children how to properly care for plants, how often they need to be watered, what useful properties this or that plant has.

Our group is assigned place for visual activities so that there is good lighting and meets the requirements of SanPin. On the shelves are cups for water, pencils and felt-tip pens, coasters with brushes, paints and gouache, sheets of paper for drawing, etc. There are samples for drawing, as well as various templates and stencils. There is a box with different types and types of paper. The container contains didactic games, albums of samples for drawing and modeling, coloring.

In an art workshop

Target: to form children's ideas about the types of visual creativity, to consolidate the skills of using a brush, pencil, to develop artistic perception of works of a visual image, to foster a steady interest in visual activity.

Equipment : everything you need to work in an art workshop: pencils, brushes, paints, paper.

Age: 6-7 years old.

Game progress: an art school was opened. Drawing lessons are taught by real artists, they will teach children to draw beautifully. Those interested can go to the art workshop. Children-Teachers and children-Pupils jointly create pictures, drawings, help each other, consult. Then they look at the drawings and analyze them.

Look, beauty! And we have a game again! Everyone is playing and cutting. Everyone is allowed to comb their hair.

So the girl came. We will wash it slowly. We'll give her her hair. We have a beauty salon.

And the boys came to us. How good they are! Here's a haircut and a shave. How does it suit you.

Let's put everything in order. And let's go handsome! Come to us soon. Bring all your friends!

We not only bought toys and interior items for decorating the play area in the store, but also brought something from home. Hairdresser's corner equipped with jars of cream, bottles of shampoos and shower gels. You can bring an ordinary hairbrush, hairpins and cotton pads.

Salon

Target: to acquaint children with the profession of a hairdresser, to foster a culture of communication, to expand the vocabulary of children.

Equipment : hairdresser's robe, client's cape. Hairdresser's tools (comb, scissors, bottles for cologne, varnish, hair dryer, etc.).

Age: 4-5 years old.

Game progress: knock on the door. The doll Katya comes to visit the children. She meets all the children and notices a mirror in the group. The doll asks the children if they have a hairbrush? Her pigtail has come undone 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: for women, men, for manicure, good masters work in them, and they will quickly put Katya's hair in order. We appoint hairdressers, they take their jobs. Other children and dolls go to the salon. Katya remains very pleased, she likes her hairstyle. She thanks the children and promises to come to this particular hairdresser next time. During the game, children will learn about the duties of a hairdresser - haircut, shaving, hair styling, manicure.

One of the favorite activities for children is experimenting. For this we have created Experimentation Corner, where there are objects made of various materials: wood, iron, plastic, as well as - sand, salt, stones, magnets, different kinds paper. There is equipment for experimentation: a magnifying glass, pipettes, flashlights.

"In the scientific laboratory"

Target: expansion of ideas about the environment; develop research activities children through experimental and playful activities; encourage children to activate the necessary knowledge, their analysis, synthesis, generalization and systematization; motivate children to seek new knowledge.

Age: 6-7 years old.

The course of the game.

Children receive a letter: “Dear guys! I wish you a Happy New Year! I am sending you a doll as a gift, and her name is Sharochka. Father Frost".

- That's so Santa Claus, an inventor! He sent such an interesting toy. '' It's just not clear what Sharochka is made of? Maybe you can tell me. Do you want us to play a game where you become employees of a research laboratory? And as real scientists together we will try to carry out well-known experiments with water and air. Distribute roles, take their places. Children conduct famous experiments with air and water.

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Slide captions:

Role-playing games: characteristics, structure. Guide to role-playing games.

Feature and pedagogical value of the role-playing game. Role-playing game is a creative game that children come up with by themselves reflecting the surrounding reality in it. Features: Imaginary situations The originality of the content Compliance with the rules Social motive of the games In the role-playing game, emotional development takes place In the course of the role-playing game, the intellect of the preschooler develops In the role-playing game, imagination and creativity develops. Development of speech

Structural components of the game

A plot is a series of events that are connected by life-motivated connections. The plot reveals the content of the game - the nature of those actions and relationships that connect the participants in the events. Industrial Household Public Literary works Heroic-patriotic Director's games

The role is the basic unit of a plot-based role-playing game, the central moment uniting all aspects. Rules are the order, the prescription of actions in the game. Content is what is reproduced by the child as a central and characteristic moment of activity and relations between adults in their activity.

Stage 1 - introductory - from birth to 6 months. Is manipulative in nature. The child does as the hand allows him. Stage 2 - reflective - from 6 months to 1.5 years. The child learns ways of acting with different objects (knocks, throws, moves, rolls). Stage 3 - plot and display - from 1.5 to 3 years. The child reproduces what he has learned or seen, a role appears in action (he sets the table like a mother, but who are you? - Masha) Stage 4 - role play. The child takes on the role. Prerequisites for a role-playing game.

Formation of relationships in the game according to A.P. Usova

1 The level of disorganized behavior that leads to the destruction of the play of other children (takes away toys, breaks buildings); 2 Level of singles. It is characterized by the fact that the child does not interact with other children, but does not interfere with others' play. 3 The level of games is near. It manifests itself in the fact that 2-3 children can play at the table, but each acts in accordance with his own game. Value, the child develops an understanding of how to relate to the game of another. 4 The level of short-term communication. The child for some time subordinates his actions to the general plan and conforms them to the actions of others. 5 The level of long-term interaction based on the interest in the content of the game and in the actions that it requires. 6 The level of constant interaction based on common interests and electoral sympathies. Children are united in games, coordinating their actions with each other.

Methodology for managing role-playing games in different age groups

The principles of the formation of the game: The formation of the game takes place in the joint game of an adult and a child, where the adult is a playing partner who occupies different positions. The formation of the game takes place in the joint play of an adult and a child, but the adult at each stage conveys his own way of constructing the game in pure form: subject, role, plot-addition. In the process of playing, children must master not only play methods, but also methods of play interaction (communication). The game is two-part: 1 joint - game + adult; 2 independent game. Formation of a subject-play way of playing from 1.5 to 3 years: Formation of an objective action (play experience is better perceived from older children); Form conditional actions, their speech designation (as if, for fun). It is important to give a verbal direction. We form a chain of conditional actions using the first type of plot character - action. Use of substitute items. Action with these items. The teacher does not force the compulsory play, repeatedly refers to the same plot, but to different children.

Formation of the role-playing method of play 3-5 years the formation of individual-role behavior, taking on the role and designating the role and actions (I am a mother going for a walk with my daughter); Formation of role behavior as an exchange of speech, role actions. The formation of a role-based dialogue for this we use the method of telephone conversation. Formation of such a way of role behavior as a change of role, that is, to teach children to change a role. A role bush or role ligament appears. Teaching the ways of plot-addition 5-7 years Teach children step-by-step joint plot construction. joint retelling of familiar fairy tales. Coming up with new fairy tales based on combined events from several fairy tales. Coming up with new fairy tales based on the combination of fabulous and real events. Coming up with new fairy tales, stories about your favorite hero, coming up with the end of fairy tales, stories about yourself.

We thank you for your attention

Intensively personal development begins in preschool age. The kid acquires the first knowledge about his immediate environment. Primary ideas about other people, about work are successfully formed.

The child receives the first skills of doing the right thing, the foundations of the culture of behavior. The most important acquisition at this age stage of the child is the formation of his personal qualities, positive or negative sides character of a little man.

Foreign and Russian scientists note the important role educational process older child preschool age... Preschool education today is assigned a number of functions that, among other things, have a state significance in society.

Children - preschoolers, before entering school, reach a high level in all areas of personal development. This concerns the level of formation of the physical, intellectual, aesthetic, moral orientation of the preschool child.

Important personal aspects are revealed in activity activity. By the way, this is most effectively carried out within the framework of the preschooler's leading activities.

For preschool children, the leading activity is play. In the course of the organized guidance of the games of preschoolers, mental processes and volitional efforts are strengthened. The child deeply assimilates the norms of morality, receives social and social experience.

Role-playing games are rightfully ranked among the common types of game activities. senior preschool age is active, independent, freely interacts with children.

The role-playing type of the game helps the kid to plunge into the adult world.

What is the peculiarity of the role-playing game?

Play activities are always emotionally intense. Children of senior preschool age are passionate, show themselves in the game from a creative side, coming up with and implementing their plans.

In a game of this type, there is always a specific fantasized situation that children compose from a certain plot, invent and embody many roles. We will consider the structural components below.

The plot and types of the game

The plot of the game consists of a number of different events, combined with each other, as in real life. The game plot reveals the content. All performers of the plot have their own characters, are closely interconnected in the playing space.

The plot can be revealed with games of household, professional and social themes.

In games of a domestic nature, children of older preschool age play with a family; in games with a professional bias, children go to work, try on the role of a salesman, a doctor, etc .; in social games, children play school, library, etc.

Role-playing game content

The game concept is influenced by the level of formation of the primary ideas about people and their work.

Younger children, playing "at the doctor", for example, measure the temperature, examine the patient's neck.

It is noticed that in older groups, after preschoolers are really put in medical office vaccinations, children begin to choose a plot with such game content even more often, they give vaccinations with a toy syringe.

It is very interesting when the children start to persuade the dolls not to cry.

Three-four-year-old kids play using the heroes of fairy tales, recalling books that a teacher or one of their parents read to them.

At 4-5 years of age, children show interest in games with a different content. For example, kindergarten games. Children depict how they eat, drink from toy dishes, smacking and tapping with a spoon.

In older preschool age, the content and plot of the game are approached consciously. Features of the plot are drawn from cartoons, children's books.

What roles does the child assume in the game?

At preschool age, the child tries to control games, come up with interesting roles.

A three-year-old baby begins to imagine himself as an adult, wants to act independently. While playing, he tries to act as adults do, like parents, grandparents.

For example, girls take on the role of a mother, put dolls to sleep in a crib, and sing lullabies to them.

Boys usually play the role of dad, "go to work", "make money", "drive a car."

After "work" the kid shows how he "comes home", "reads the newspaper." Both girls and boys with their voice, speech, gestures show that they are "big".

Role-playing games - distinctive features

A distinctive feature of the play situation is that children try to mentally and verbally show their “adulthood”.

At the same time, their independence increases, which is a special feature of role play.

The organization and features of the game helps older preschool children choose a playmate and create game rules.

Children make sure that all participants strictly follow these rules.

What is the role of role-playing play for the development of a preschooler?

When children obey the rules of play, they develop the habit of doing well in different situations.

Children master moral norms, they form a positive outlook on the work of adults, and develop positive character traits.

The next favorable moments of the game will be called the development of emotions in children. Emotional development in the game it is possible because the games are always rich in emotions that the child may not have encountered in life.

Some psychologists still have questions, do older preschool children experience similar emotions while playing, or just pretend feelings?

It turns out that children portray playful feelings quite sincerely, without pretending. Children's feelings according to the plot are real and often leave their mark on the mind of the baby.

The moral qualities of the child are also successfully brought up in the game.

As a leading activity, play activity is important for the formation of the child's emotional world, contributes to the assimilation of moral norms of behavior.

Significant transformations are taking place in the older preschool child in the intellectual sphere, because in order for the organization of the game to become successful, it is necessary to come up with an idea that is associated with mental development.

If the intellect is well developed, then the plot of the game will be interesting and informative.

Features and duration of the game plot helps in the development of creativity. The plots of the games are not repeated, children come up with more and more new situations, fantasize.

At the same time, the development of the imagination and thinking of the preschooler is carried out.

With a long stay of a child in a play role, he delves into the meaning of the depicted.

Role-playing game organization tools

To make the plot of the game more meaningful, it is necessary to use various toys, objects from the play corner.

If children do not find suitable objects for the implementation of an action, then they easily replace some objects and toys with others, invent missing signs for them.

Role-playing games and speech development

A child's play activity is inconceivable without the use of speech. Through the word, the preschooler expresses his thoughts and feelings. The better the child's speech is, the richer the game plot.

The plot is carried out through speech.

The development of play and speech are interconnected. The game promotes the development of speech skills, which clearly appear during the game, but also game skills develop under the influence of speech. The kid comments on his play actions, expresses his thoughts.

The organization, characteristics and significance of role play in the communication of preschoolers is great. Children take into account each other's desires, learn to defend their plan, interact with each other.

Leadership role-playing game in kindergarten

The game cannot develop by itself. For its development, you need: a clear methodology for its implementation and competent guidance from an adult.

Older preschool children have no life experience to embody invented plots in a play space. Role-playing games require coordinated actions of the participants.

The child's narrative play activity is not planned in advance, does not follow a rigid construction plan.

The characteristics of the plot game are revealed through the freedom to choose the topic and content of the whole. Each participant definitely wants the game to be interesting and harmonious.

It is for this purpose that the methodology for conducting and guiding the game by an adult is carried out, who directs the plot situations for a more effective and successful development of game skills in preschoolers.

Role-playing games begin by expanding familiar game situations. Gradually takes on a new shade, the leadership of the games is weakened. Then you can already come up with the course of the game action.

Coming up can and should be collaborative. Older preschool children complement a friend's plan and develop a theme. The teacher should ask what the children are playing, offer to compose the elements of the game, its structural capabilities.

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Role-playing games in kindergarten

Introduction

3. Research on the problems of organization and management of role-playing games for preschoolers

Conclusion

Bibliography

Introduction

Childhood is a short but important period of personality formation. During these years, the child acquires initial knowledge about the life around him, he begins to form a certain attitude towards people, to work, the skills and habits of correct behavior are developed, character is formed.

The main activity of preschool children is a game, in the process of which the child's spiritual and physical strength is developed; his attention, memory, imagination, discipline, dexterity. In addition, play is a way of assimilating social experience, peculiar to preschool age.

N.K. Krupskaya in many articles spoke about the importance of play for understanding the world, for the moral education of children. "... Amateur imitative play, which helps to master the impressions received, is of tremendous importance, much more than anything else." The same idea is expressed by A.M. Bitter; "Play is the path of children to the knowledge of the world in which they live and which they are called to change."

In play, all aspects of the child's personality are formed, significant changes occur in his psyche, preparing the transition to a new, higher stage of development. This explains the enormous educational potential of games, which psychologists consider the leading activity of the preschooler.

A special place is occupied by games that are created by the children themselves, they are called creative or plot-based role-playing. In these games, preschoolers reproduce in roles everything that they see around them in the life and activities of adults. Creative play most fully shapes the personality of the child, therefore it is an important means of education.

1. Role-playing games as a kind of children's games

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 them, and social relations are recreated. Each such game is characterized by: theme, game design, plot, content and role.

In games, the creative imagination of a 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, he leaves the circle of familiar everyday life and feels himself an active "participant in the life of adults" (D.B. Elkonin) ...

In games, the child not only reflects the surrounding life, but also rebuilds it, creates the desired future. As L.S. Vygotsky in his works, "the child's play is not a simple memory of the experience, but the creative processing of the experienced impressions, combining them and building from them a new reality that meets the needs and desires of the child himself."

2. The educational value of the role-playing games of preschoolers

In play, all aspects of a child's personality are formed in unity and interaction. Play takes an important place in the system of physical, moral, labor and aesthetic education of preschoolers.

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

As noted by V.I. Yadeshko. - v creative games ah important and difficult process mastering knowledge, which mobilizes the child's mental abilities, 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, and express them in words.

Quite often the game serves as a pretext for communicating new knowledge to preschoolers, for expanding their horizons. With the development of interest in the work of adults, in public 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 play an important means of creating the direction 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 child's mental activity, 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. Learning requires a variety of methods. Play is one of them, and it gives good results only in combination with other methods: observation, conversation, 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. In games with rules, knowledge mobilization is required, an independent choice of a solution to a given problem.

Play is an independent activity in which children interact with their peers. They are united by a common goal, joint efforts to achieve it, and common experiences.

Play experiences leave a deep imprint on the mind of the child and contribute to the formation of good feelings, noble aspirations, 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, responsibility to comrades.

The game fosters 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 a stimulus to work: the production of the necessary attributes, design. Play is an important means of aesthetic education of preschoolers, since in this activity creative imagination, the ability to conceive, develops and develops the rhythm and beauty of movements.

A deliberate selection of toys helps to develop an artistic taste. Thus, in preschool childhood, play is the most important independent activity of the child and has great importance for his physical and mental development, the formation of individuality and the formation of a children's team.

3. Research on the problems of organization and management of role-playing games for preschoolers.

The problems of role-playing games were dealt with by D.B. Elkonin, D.V. Mvndzheritskaya, P.G. Samorukova, N.E. Mikhailenko, E.V. Zvorygin and others. Role-playing game is one of the means of mental education, which consists in the formation of symbolic actions.

A characteristic feature of the game is the use of substitute objects in it, taking on a role. The game deepens the analysis of the displayed phenomena. In the role-playing game, moral qualities of a person are formed (persistence, responsibility, kindness, honesty, independence, etc.), collective relationships (the ability to coordinate actions). Children gain emotional experience: empathy, experience. The feelings of children in the game, associated with the manifestation of initiative, creativity, are close to aesthetic feelings - this suggests that the role-playing game is a means of aesthetic education. Role-playing game influences the physical development of children: various movements are improved.

Role-playing game is the main type of the game of a preschool child. The main components of a role-playing game: an imaginary situation, plot, roles.

The plot is the reflection by children in the game of certain actions, events, relationships in the life and activities of others. Therefore, the plots depend on the era, life, geographical and other conditions. The narrower the sphere of reality that children face, the more monotonous are the plots of their games.

The plot of the game consists of the following elements: action, characters, subject situation. Plots differ in thematic content and structure. The thematic content of the plots depends on the specific living conditions of the children.

Depending on the number of elements and the type of connection between them, the following game plot structures are distinguished:

1. Plots involving one character, one action in one objective situation. The connection of elements in this structure is determined by one objective situation.

2. Plots that include several characters with the same types of actions in one objective situation. The connection of the characters is determined by one objective situation.

3. Plots that include two complementary characters interacting in one objective situation. The connection between the elements of the plot is set, as it were, through the functional interaction of the characters.

4. Plots, where, along with the functional interaction of the characters, the relationships between them are set.

Game action in form can be: Subject-substituting, depicting, designating.

The variety of plots and content determines the need to classify them: a) everyday games (everyday life of a family, kindergarten); b) games on the topic of labor; c) games with social themes. The construction of a plot by a child is influenced by: the play culture of the play group of children in which he is included; gaming tradition.

The child strives for a joint social life with adults. This desire is faced, on the one hand, with the unpreparedness of the child for its implementation, and on the other, with the growing independence of children. This contradiction is resolved in the role-playing game, as T.V. Antonova, L.P. Usova, D.B. Elkonin.

Each game has particular motives: interest in those or other events; to actions with the subject; the desire for joint activities in the society of peers attractive to the child; inventing, fantasizing, creating a special reality in the game

The motives for play are related to the age of the children and change during preschool childhood, determining the content of the game. Motives are formed under the influence of social factors and depend on impressions, knowledge that children receive from a variety of sources: everyday life experience; special, pedagogically organized familiarization with the phenomena of the surrounding reality.

The role is the vehicle for the plot. More often than not, the child takes on the role of an adult. In this case, the child identifies himself with this or that person, acts on his behalf, appropriately uses certain objects (drives a car as a driver, as a doctor gives an injection, puts a thermometer, etc.), enters into various relationships with others (listens carefully to the patient, examines him, etc.). The role is reflected in actions, speech, facial expressions, pantomime. Children are selective about the role: they take on the roles of those adults or children, whose actions and actions have caused the greatest emotional impression and interest. Most often this is a mother, educator, teacher, doctor, chauffeur, etc.

Role-playing game arises on the threshold of the third year of a child's life on the basis of object games.

The main stages of its development were identified by D.B. Elkonin.

First stage. The main content of the game is actions with objects. They are carried out in a specific sequence, although this sequence is often violated. The chain of actions is story-driven. The main plots are everyday. Actions are monotonous and often repeated. Roles are not specified. In form, it is a side-by-side or single-player game. Children willingly play with adults. Independent play for a short time. As a rule, the stimulus for the emergence of the game is a toy or a substitute object previously used in the game.

Second phase. As in the first level, the main content of the game is actions with an object. These actions unfold more fully and consistently in accordance with the role that is already indicated by the word. The sequence of actions becomes the rule. The first interaction arises between the participants based on the use of a common toy (or direction of action). Associations are short-lived. The main plots are everyday. The same game is repeated many times. Toys are not selected in advance, but children often use the same ones - favorite ones. The game unites 2-3 people.

Stage three. The main content of the game is still actions with objects. However, they are complemented by actions aimed at establishing a variety of contacts with game partners. Roles are clearly defined and assigned prior to the start of the game. Toys and objects are selected (most often during the game) in accordance with the role. The logic, nature of actions and their direction are determined by the role.

This becomes the basic rule. The game often proceeds as a joint one, although the interaction is interspersed with parallel actions of partners, not connected with each other, not related to the role. The duration of the game increases. The plots are becoming more diverse: children reflect everyday life, the work of adults, and vivid social phenomena.

Stage four. The main content of the game is a reflection of the relationships and interactions of adults with each other. The theme of the games is varied; it is determined not only by the direct, but also by the mediated experience of children. Games are collaborative, collective. The associations are stable. They are built either on the interest of children in the same games, or on the basis of personal sympathies and affections. Games of the same content are not only repeated for a long time, but also develop, enrich, exist for a long time.

The game clearly stands out preparatory stage: distribution of roles, selection of play material, and sometimes its production (homemade toys). The requirement of compliance with the life logic applies not only to actions, but also to all actions and role-playing behavior of the participants. The number of people involved in the game increases to 5-6.

These levels reflect general development role-playing game, however, in a particular age group, adjacent levels coexist.

4. Development of role-playing games during preschool age

Early preschool children play

In the course of observing the games of children of younger preschool age, Shcherbakova E.I. notes: in the games of children, there is a simple plot in which a logical sequence of actions is traced.

The child seeks to define a role for himself, may for a while get carried away by it. However, the interests of children are still unstable, the baby often switches from one role to another, often unjustifiably changes the plot of the game.

In the younger preschool age, imitation plays an important role. Since a small child is characterized by emotionality and impressionability, the desire for everything bright, unusual, the enrichment of children with new knowledge and ideas should be vivid and entertaining in order to arouse the child's interest, a desire to imitate. The teacher uses didactic games such as "Dress the doll Tanya", "The doll Tanya has a birthday", "We teach the doll Tanya to sleep", etc., dramatizes in the faces of the familiar nursery rhymes, jokes; uses toys when reading fairy tales, stories, poems, creates play situations that push the child to continue playing (the doll sits at a table served for tea, etc.).

During the observation of the work of adults, it is necessary to disclose the sequence of operations to the 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 the ideas and knowledge of children.

Reception of joint play of the teacher and children, demonstration of actions with toys, with substitute objects in a play situation is extremely effective. At this age, the child develops an interest in the play of his peers. At first, it manifests itself in relation to the toy. So, one doll has two mothers, one car has two chauffeurs. Both mothers and drivers cannot coordinate with each other their actions with the same toy due to age characteristics. One mother puts her daughter to bed, the other wants to take her out for a walk; one driver puts the dolls in the car, and the other throws them away, etc. So a quarrel arises - everyone pulls the toy to him, wants to express his desires, interests in the game, to show his feelings. It often happens that, having gained the upper hand over a friend and having obtained a toy, the child soon puts it aside.

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

Fulfilling the main role together with the child, the educator first of all seeks to maintain the child's interest in the game, teaches him to fulfill the role to the end and develop the content of the game, to coordinate his actions with the actions of his comrades; along with this, the task of fostering friendly relations among children is being solved. The child, fulfilling his role together with the teacher, imitating him, not only comprehends and refines his knowledge about the work of adults, but also assimilates the norms of social behavior.

Younger preschoolers enjoy building and often have fun building games. But first, they should develop the necessary skills, cultivate a steady interest in design.

If the kid is truly passionate about the role, he plays in earnest, 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 the necessary skills during the game, prompt some actions, communicate certain information. Lack of knowledge, skills and abilities, which are necessary to create a true play 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 play. It is necessary to interest the 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 creative play of children of this age should be occupied by the selection of appropriate play material, the technique of playing around with new toys in the form of a theatrical performance, and the creation of play situations.

An effective help in the development of the content of creative play is provided by leading questions, reminders, advice aimed at prompting children about the possible implementation of a play idea.

Such techniques as selection of costume elements together with children are also effective; telling children about a particular character; individual conversation using pictures, illustrations; advice, showing game actions in a game situation.

Leading the game, the educator should not suppress the initiative, independence of the child. All of the above methods and techniques should be aimed at making play for children an interesting, exciting independent activity, so that every 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, giving children joy and pleasure. These can be fun games with wind-up toys (mechanical, electronic), folk (moving figures of bears, chickens pecking grain, etc.), fun games with the wind, sun bunnies, etc.

Kids are very fond of playing with sand, snow, water. They sculpt "pies" and "Easter cakes" from the sand. To support their interest, the teacher shows how doll houses and garages for cars can be made from sand.

Having built one house and one garage, the teacher gives the children toys (plywood figures of people, animals, birds, various cars) and proposes to build several more houses and garages; assists babies in mastering the necessary skills. After the buildings are ready, he plays with the children.

Role-playing games for children of middle preschool age.

For the role-playing game of children 4-5 years old, it is characteristic, firstly, the emergence of new topics related to the knowledge received by the child from fiction, from the stories of adults, from television and radio broadcasts, etc. (games in travel, in a ship, sailors, military, construction, post office). Secondly, the increased interest of children in the book, in the environment contributes to the enrichment of the content of 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 of friendship, camaraderie. These ideas are reflected in the game. However, sometimes in the games of children one can observe the manifestation of the negative sides of our life. The teacher must in time to direct the course of the game in a positive direction.

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

In the play activity of a 4-5 year old child, theatrical play also finds its place. Children are happy to dramatize familiar fairy tales ("Kolobok", "Fox and Hare", "Cat, Rooster and Fox"), poems by K. Chukovsky "Telephone", "Confusion", "Aybolit", etc. At the age of 5, a child interest in bold, courageous deeds arises. He likes to dramatize stories on this topic.

Dramatizing literary works, children strive for a truthful portrayal of heroes, emotionally experiencing all the events described. A play image created from a literary work finds a way out in other games, which characterizes the level of development of creativity in children, their ability to reflect the main and typical in play.

Often, the inability to coordinate plans leads to the disintegration of the game, the destruction of friendly contacts. This feature should be taken into account when guiding 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 cultivating the ability to respect each other's plans, be attentive, and sacrifice personal desires.

In the formation of preschoolers' ability to independently distribute roles, taking into account the capabilities, interests and desires of each other, such techniques as disclosing the best to children are effective, positive qualities each child, support for his suggestions, as well as the creation of practical situations where pupils could show a sense of responsibility for the performance of the role, kindness, sensitivity, responsiveness, knowledge of moral norms of behavior.

If several children apply for the same role, the teacher should come to their aid so that, if possible, all applications are satisfied. Based on the peculiarities 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 labor of adults, and their conscientious attitude to their work. When familiarizing 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, contributes to the emergence of the 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 adult work and professions.

Along with the general methods of acquaintance with the environment, it is necessary to use specific ones that directly affect the development of the game concept, creativity, the complication of the content of the game, the enrichment of game images. These methods include the teacher's story with a demonstration of illustrative material on the theme 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 over the course of many games, he conveys personal qualities, his attitude to a particular profession, etc. through his favorite role.

Fulfillment of a favorite role in various play situations increases the duration and strength of feelings experienced by the child, strengthens the emerging friendly relationship.

Of no small importance are the educator's conversations 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 the choice of the theme of the game, the development of its content. Children are faced with the need to come to terms with each other, calmly listen to each other's opinions and choose the most interesting and exciting. They develop the ability to independently think over 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 playful image. In order for each pupil to be able, in role performance, to convey the dynamics of the actions of the person being portrayed, his emotional manifestations, actions, relationships with people, thoughts, deeds, it is necessary to give him knowledge, ideas, enriching the game image through a special selection of literary works. Beneficial influence the creation of playful images by children is individual conversations about the performance of the role, individual tasks, assignments.

The teacher, participating in the 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.

Role-playing games for senior preschool age.

In her article "Role-playing game of senior preschoolers" N.A. Korotkova. writes that a child of senior preschool age has a deepening interest in the labor affairs of adults, in the results of their labor, there is a feeling of admiration for the selfless actions 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 are characterized by a desire to fulfill their role with greater invention, inventiveness, an interest in details. They are attracted by beautiful materials, graceful designs, unusual elements of decoration of buildings. To develop the content of the game, children successfully use their technical skills, for example, create the necessary toy from a construction set (metal, plastic). They more amicably agree on the theme of the game, distribute roles among themselves without conflicts, taking into account which of them will better cope with this or that role, will create a vivid image.

At this age stage, more complex games appear, both in terms of content, use of display means real life, and by organization. These are already role-playing games that last a week, two, a month, etc., with a gradual development and complication of the content; games that deeply affect the feelings and interests of children. Their themes are mainly connected with modern life ("Cosmonauts", "Travel to the North Pole", "Travel to Antarctica", etc.) or with the fairy tales and stories most beloved by children. In these games, the content is constantly developing and becoming more complicated with the acquisition of new knowledge about life by children, with the development of skills to apply this knowledge, with the improvement of constructive skills.

Long-term plot-based creative games acquire special significance for the complex solution of the problems of mental, moral, labor and aesthetic education of children.

In a long game, the child develops skills and habits of collective life faster, and independence grows. As a result, this kind of game becomes the most effective form of organizing an interesting life for children in a preschool institution. Children get so used to the role that they often feel in it even when they no longer play. 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, in 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 collective, to help each other in the implementation of the plan, in the performance of a certain role.

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 explorer: he learns the properties and qualities of real objects, ways of acting with them, and depending on the intention, on the development of the plot, he melts life material, replaces some objects with others, combines knowledge, interweaving reality with fiction, fantasy. In the development of the plot of a game on a certain topic, a logical sequence of actions, a set of interrelated and interdependent events and phenomena of the real world are traced.

This experience, knowledge and ideas is creatively refracted by the child in play. To enrich the child's mind with a variety of ideas, a system of knowledge means to provide abundant food for the development of his imagination, for the creation of images, situations that can be realized in the game. A series of design and handicraft sessions could be conducted that share a common theme (truck manufacturing large sizes, carriages, electric locomotives, railway stations from matchboxes, cardboard, etc.).

The emergence of the long game "Traveling for animals to hot countries" may be associated with the trip of children to the zoo. To satisfy children's curiosity, the teacher specially reads excerpts from books on this topic; organizes the modeling of animals from plasticine. With the enrichment of the ideas of preschoolers, the content of the game develops and becomes more complicated. Children show more initiative, creativity and mental independence in solving practical tasks... If the teacher cares about expanding the ideas of children, the group will develop games on various subjects: "Travel to Antarctica", "Travel 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 , work of distant polar stations, flights of spaceships, etc.

The child creates playful images creatively, consciously. He not only reproduces life, blindly copies it. In the image 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 invention, which indicates the activity of the imagination. An exciting, complex game, satisfying the child's desire to participate in the events experienced by the country, gives him joy.

While supervising such games, the educator should not rush to prompt the children to solve certain problems that arise before them. Observing the games, it is necessary to establish what should be paid to the attention of children 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 games; assignments to children: watch TV programs), outline a number of activities for making homemade toys, designing from building material, provide children with plasticine, clay, scissors, glue, cardboard for free use.

A prerequisite for a long-term creative role-playing game is the ability of children to play in large groups, to advise and help each other together, to achieve the set 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 strictly follow them.

Guided tours (primary, repeated, final) can be used as basic techniques to guide long-term creative games. The main methods of guiding long-term creative play can also include conversations, stories, conversations with children with the use of illustrative material when familiarizing themselves with the 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 opinions of their comrades, to take into account both the possibilities and desires of each other.

The role of the educator in long-term creative play 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 should be careful not to suppress the initiative and creativity of children, but to promote their development in every possible way. The teacher is an older friend of children, a partner in the game, gradually helping them to apply the knowledge gained in the classroom, when completing individual tasks and assignments, encouraging mutual understanding, sensitivity, justice, and mutual assistance.

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

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

Individual conversations, viewing paintings, illustrations, photographs, reading excerpts from works of fiction help the child to reveal the playful image.

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

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

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

In winter, when constructing buildings on the site, it is necessary to provide for the possibility of such games as "Travel to Antarctica (to the North Pole)", "White Olympics", "Russian Winter Festival", as well as games based on the fairy tales "Hare's hut", "Winter animals", "Morozko" and others.

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 the transfer of text, the creation of scenery and costumes.

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

Older preschool children can already assign roles themselves.

The teacher provides the pupils with the opportunity to independently create game images, if necessary, prompts how best to fulfill the role, gives photographs, illustrations for the purpose of more detailed acquaintance with the appearance of a particular 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". Turtles - fun sledding competition; "Air football" (children try to quickly drive a paper ball into the opponent's goal with a purposeful stream of air, 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). The show by the teacher of wind-up toys on the themes "Circus", "Children in a cage", etc. can contribute to the emergence in children of the desire to prepare a circus performance themselves. The possibility of its preparation and implementation is determined by the degree of physical development of preschoolers; the presence of such physical qualities as agility, flexibility, accuracy of movements, endurance. In addition, the child must have a sense of humor. The content of preparation for this fun game should include: drawing up a circus program; the distribution of children into the roles of artists, as well as artists and decorators and the distribution of responsibilities (who will make what elements of costumes, decorations, who will issue invitations and how, etc.).

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

Play is a natural companion of a child's life, possessing great educational power, a way of learning about the world around them in this regard, folk games are of great importance - they develop children's ingenuity, 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.

5. Methods and techniques of leadership role-playing games in different age groups of kindergarten

When leading role-playing games, educators are faced with the following tasks:

development of the game as an activity (expansion of the theme of games, deepening of their content);

the use of the game in order to educate the children's collective and individual children,

Leading a role-playing game requires a lot of skill and pedagogical tact. The teacher must direct the game, without disturbing it, preserve the independent and creative nature of the game activity.

Indirect techniques - without direct intervention in the game (bringing in toys, creating a playful environment before the start of the game).

Direct methods - direct involvement of the teacher in the game (role-playing participation in the game, participation in the collusion of children, explanation, help, advice during the game, proposing a new theme for the game, etc.). The teacher influences both the choice of the topic and the development of its plot, helps children to distribute roles, filling them with moral content.

The following pedagogical approach is presented in the studies of S.L. Novoselova and E.V. Zvorygina, who developed a comprehensive method of managing the game. The integrated method of leadership is a system of pedagogical influences that contribute to the development of independent plot play of children, based on its age characteristics and the potential for the development of the child's intellect.

This method includes the following components:

Planned pedagogically active enrichment of the life experience of children;

Joint (educational) games of a teacher with children, aimed at transferring to them the gaming experience of the traditional culture of play; - timely change in the subject-game environment, taking into account the enriching life and game experience;

Activating communication between an adult and children, aimed at encouraging them to independently use new ways of solving game problems and new knowledge about the world in play.

Early age.

Direct guidance techniques. - emotional communication between an adult and a child in a joint game

Demonstration of methods of action with objects, accompanied by the speech of an adult

Joint play actions with the teacher

The inclusion of the teacher in the child's play (for solving certain game problems)

Demonstration, training in the use of substitute objects in the game, traced markers of the play space, imaginary objects

The use of an activating dialogue between the educator and the child

Suggestive questions

Selection of toys with specific properties

Consideration of household items and objects of the immediate environment, conversation about their purpose

Observing the actions of adults using household items and objects of the immediate environment

Various small errands for the child (bring a chair, hang a towel on a hook)

Connecting the baby to feasible participation in labor activities (cleaning toys, things)

Consideration of subject pictures, small plots and illustrations

Creation of a ready-made play environment (a prompting situation - a doll and a cup are placed next to each other)

Changing a familiar play situation (replacing toys, adding new ones)

Statement of a problem situation by the teacher

Conclusion: In everyday life, the child gains practical experience of operating with objects and transfers this experience into independent play. Play at an early age is for informational purposes and is a subject-play activity. By the end of an early age, the game acquires the status of a reflective game in which operations with objects are transferred to the rank of actions aimed at achieving a certain effect with the help of this object.

Younger preschool age.

The second younger group Direct guidance techniques.

Teaching the ways of game reflection of reality:

Inclusion of the teacher in the game (in order to transfer the gaming experience)

Learning game actions and role-based dialogue by example

Activating communication between the teacher and the children during the game:

Questions (Who are you? Or are you a driver? I'm late for work, give me a ride please)

Encouragement

Incentives to speak out (you ask your daughter, she is not hungry)

Help from the teacher for uniting in the game (You are probably bored alone, invite Olya, she also walks with her daughter)

Middle group

Inclusion of the educator in the game, taking on the main or secondary roles (not often)

The teacher's entry into the role-based conversation (in order to activate the role-based dialogue)

Indirect guidance techniques.

Enriching the real experience of children in vigorous activity:

Introducing vivid images and impressions into classes to familiarize yourself with the environment

Excursions, observations, meetings with people of certain professions, accompanied by a conversation with children

Creating situations that encourage the child to enter into relationships with others (assignments)

Reading works of art, dramatizing fairy tales

Watching other children play

Reminders about interesting facts from life.

Organization of the subject-game environment

Combination of toys, substitute items, role-playing attributes, imaginary toys

Introducing a new toy on Wednesday

Children making attributes for the game

Enriching children's social experiences in everyday life:

Acquaintance with others in active activity (observations, excursions, conversations, the use of TCO, reading literature, viewing illustrations and paintings)

Creation of special situations by the teacher in order to establish contacts between the child and others.

Organization of educational games by the teacher:

Theatrical games

Games like "Guess who's here?" "" Guess who I'm portraying? "

Didactic games "Who needs what for work" ...

Creation of a problematic game situation: - with the help of play equipment (attributes, decorations, items of clothing, toys) - with the help of activating communication between the teacher and children.

Encouragement

Attracting inactive children to the game.

Conclusion: Based on in-depth knowledge of the world around them, children in the game creatively implement interesting ideas. The game is undergoing changes from an image-based role-playing game to a plot-based role-playing game. By the age of 5, children are well mastering the methods of object-play actions, freely play with toys, with substitute objects, with imaginary objects, easily give verbal designations, are able to convey the characteristic features of a role using means of expression. Children are able to engage in role-based interactions for a longer time.

Senior preschool age.

Direct guidance techniques.

The inclusion of the teacher in the game, taking on a role (main or secondary) - not often, out of necessity (showing a speech sample, collective discussion of the role behavior of the players after the game).

Indirect guidance techniques.

Enriching the social experience of children through all types of activities (observation, excursions, reading fiction, watching children's TV programs, conversations)

Involvement of children in the manufacture of attributes and the design of playing fields.

Creation of conditions for the development of a creative role-playing game:

Creation of a subject-play environment (thematic play corners, typical for younger and middle age - "Hospital", "Hairdresser", where play equipment and toys are located, are not typical for older age)

The location of various play material in the butts (boxes, containers, boxes with conventional and realistic toys and attributes,

The inclusion of "semi-finished toys" from the environment for the manufacture of homemade products,

Replenishment and enrichment of the gaming environment in accordance with the knowledge gained in the classroom.

Adult help:

Recall more suitable events for the game, establish their sequence

Plan the course of the game, sequence of actions

Distribute roles, agree on an idea,

Help in solving game problems, maintaining cognitive interest in the game,

The direction of the intention and actions of children (advice, hint, question, changing the play environment)

Creation problem situations(flexible influence on the concept of the game, the development of the plot, the complication of the ways of displaying reality,

Create a game situation,

Individual work (the child does not know how to play, you can use the experience of well-playing children.

Conclusion: by the age of six, children are able to independently organize a role-playing game - choose a topic, create conditions, perform appropriate game actions and rules of behavior. The teacher uses mainly indirect methods of guiding the game.

6. Analysis of work experience (summaries of role-playing games with preschoolers) in organizing role-playing games with preschoolers

Observing the leadership of the role-playing game "Family" in a group of different ages MOU OOSh p. Popovka.

The main theme of the game is "Family", the accompanying theme is "A trip to the theater."

At first, two girls participated in the game, then 2 more people joined them, and then the rest of the group.

Ira and Dasha slowly started a game of "family" in the doll's corner.

The girls played very emotionally: they sang a song while "preparing" dinner for the dolls, smiled, talked with their "daughters", read nursery rhymes, joked. In their game, they used substitute toys: cubes in a saucepan were used as dumplings, wooden sticks were used as knives and forks, bricks were used as bread and cakes. Moreover, these toys so easily "fit" into the plot that I myself believed in their purpose.

Both girls were mothers, each had a doll - a daughter. They dressed the dolls, cooked dinner for them, fed and washed the dishes. Then Ilya joined them. Ira immediately offered him to be a driver. Ilya agreed and took the steering wheel in his hands. The plot of the game began to unfold in a different way. Both "mothers" began to collect their "daughters" in the theater. The teacher helped Ilya build a bus from chairs. Ilya, with a steering wheel in his hands, was waiting for the girls. Then Bogdan joined the game, he also wanted to go to the theater. All sat on chairs and the chauffeur "took" them. In the middle of the group, the rest of the children began to "build" a theater: they put chairs, fenced off the "stage" with building materials. All the children were already in the game. There were a lot of people who wanted to show the play, and the teacher suggested distributing the roles with the help of a counting rhyme.

...

Role-playing game: SHOP

The store is one of the most efficient and versatile spaces for RPG. Children can play the role of a seller, buyer, cashier, manager, product supplier - and the list of available roles is not limited to that. It is in the corner of the store in kindergarten that you can organize the most different games in which children will learn essential social skills.

A separate and very important function that a role-playing game in a store allows you to implement is teaching counting and mastering basic economic concepts and ideas about financial-monetary relations. In order for this to become possible, in addition to other toys, it is necessary to purchase toys such as a cash register and, of course, toy money.

Counting money, the child not only actively trains his mathematical skills, but also learns the concept of money as the most important element of everyday life. modern man... It is the financial side of the story-driven role-playing game in the store that makes it so attractive and gives it an outstanding developmental effect.

Role-playing game: HAIRDRESSER

A beauty salon or hairdresser is mandatory in every kindergarten group. As a rule, children's furniture is purchased and filled with all the necessary accessories. Purchased toys in the store can be supplemented with various shampoo, cream, cotton pads, combs, hair curlers, safety glass mirrors and much more, which fits the theme of a hairdresser and beauty salon.

An important element is a drape for the client and an apron for the employee of the hairdresser. Through these objects, children transform into their roles and begin to play them in the plot. Simple costumes can be purchased in specialized stores for preschool educational institutions or sewn by yourself.

The hairdresser's corner in the kindergarten is an island of femininity and beauty. Every girl will pay attention to him and will play there with great pleasure.

On the picture you see "Set Hairdresser" which includes everything you need: plastic accessories, hairdresser's cape. It is packed in a pink suitcase. We found this set in the store "Kindergarten"

Role-playing game: DESK corner

The notions of discipline and housekeeping begin with being on duty in kindergarten. Since learning and development in kindergarten takes place in a specially organized life, it is necessary to create a pedagogically effective situation out of this. In other words, no kindergarten can put the responsibility for organizing the life of children completely on the shoulders of adults. Even the smallest children, to the best of their ability, should be involved in the most important everyday issues, because this activity contains the most important educational element.

In the corner of the nurse on duty in kindergarten, children should familiarize themselves with the elementary rules of housekeeping, as well as learn how to handle a variety of elements of household appliances. Specially for safety reasons, toys are developed for children that are most similar to real household items and appliances, but, however, are only an imitation of them. However, this does not reduce the effectiveness of the educational process, the purpose of which is to instill in children the skills and habits of housekeeping, as well as to foster responsibility and love for order.

On the picture a set called - Game set Cinderella №4. It is produced by the old factory of plastic toys "Sovtekhstrom". The quality of the toy is good, the price is very affordable!

HOSPITAL play corner

Some of the most popular subjects for children are a polyclinic, a hospital, dental office... From childhood, kids understand the importance of such a profession as a doctor. Playing in the hospital is an integral part of children's playtime.

As a rule, specific furniture is needed to organize a corner: a children's couch and a cabinet with a red cross. If ent it is possible to organize a couch, then a locker must be required. What needs to be put there, I think, is not difficult to guess - dummies of medical instruments, jars, cotton wool, bandages and other items that children associate with a hospital. It is also a good idea to have prescription and prescription forms for your doctor to write. Doctor's kits are sold in any store, it is not difficult and not expensive to purchase them. Polesye has an excellent and wide selection, from doctor's carts to the simplest and most budgetary sets.

Role-playing game: SCIENTIFIC LABORATORY

Each age in a person's life brings us new discoveries. For a preschooler, the whole vast world around is full of mysteries and secrets, and the duty of adults is to do all they can to ensure that the knowledge of the surrounding reality for the child takes place in a fun way.

The experimenting corner in kindergarten will open doors for children to the world of elementary knowledge in the field of physics, chemistry, biology and other natural sciences.

The power of the experiment is that it clearly demonstrates to children the most important laws of nature in action. Since preschoolers do not yet have a sufficiently developed abstract and logical thinking in order to comprehend the laws of reality by formulas and scientific calculations, it is the experiment for them that becomes a conductor into the world of really useful and relevant scientific knowledge, adapted to children's perception.

On the picture you see the "Magnetic Rod". Unique equipment for kindergartens to explain the power of a magnet, its action and more. It's fun, interesting and useful! "Magnetic wands" are foreign equipment, which only today began to appear in kindergartens.

Role-playing game: TRAVEL OFFICE

A corner of the world in a kindergarten (or travel agency) actively contributes to the fact that the child learns important geographic and political-economic concepts. For children who have never been to other countries, it can be really difficult to understand the real scale of the world, and the traveler's corner successfully solves this problem. In addition, the game of travel is the strongest stimulator of interest in learning about the world around us. In addition, a travel agency can organize a game program for traveling even into space or to the bottom of the ocean.

Another unique function of a corner of the world in kindergarten is the ability to link it to the study of foreign languages, which is undoubtedly very important. For a preschooler who is studying a foreign language, it is important to get acquainted not only with the alphabet and the basic rules of grammar, but also to learn the culture and traditions of other countries, which is also successfully implemented in the space of a corner of the world in kindergarten.

On the picture you see the talking poster "Living Geography". It makes it easier for children to study and understand the nature of our Earth. This is modern equipment for home and kindergarten. In the second photo: Physical globe of the Earth, d-250 mm.

Role-playing game: MAIL

We live in the era of information dominance.

It is thanks to the fact that people have learned to communicate with each other through huge layers of time and numerous kilometers of space that humanity has been able to take a huge step in its development.

Despite the fact that now in the world information is already able to be transferred from one side of the globe to another in a split second, we must not forget that it all started with the mail. And that, despite modern technology, this area human activity is still functioning and flourishing.

Playing with mail, a child in kindergarten will not only get acquainted with the fascinating processes of information exchange, but will also understand how important these processes are.

By signing postcards and sending letters by mail, the baby will not only learn to correctly formulate his thoughts and wishes, but will also understand that, thanks to mail, not only texts or images, but also human emotions and feelings can be transmitted over great distances.

On the picture: children's role-playing costume "Mail". It includes a cap, a cape and a bag with the inscription "Mail". This is an inexpensive and practical suit. It is made of raincoat fabric, so it is easy to clean.

Role-playing game: THEATER

It is difficult to list all the advantages of theater as the most important developmental activity for a preschooler.

When children participate in a play or even just watch it, a whole series of pedagogically and psychologically important processes takes place, ranging from training in the ability to empathize and understand the emotions and feelings of other people, and ending with aesthetic education and cultural development.

No wonder A.S. Makarenko made theatrical performances in his system of education the most powerful and one of the most important means for influencing children for pedagogical and educational purposes. Perhaps the most important function of theatrical performances in a kindergarten is psychotherapeutic. By playing the role of a character, or simply empathizing with him, the child can get rid of various problems in the emotional, sensory and social spheres that inevitably arise even in preschool age.

On the picture: knitted finger theater, manufacturer IP Nikulin. Excellent quality! Characters are easy to put on a finger. They are hand-knitted. In the second and third photos: characters of the walking theater. Development of Russian manufacturers of didactic equipment "Naive World". The fingers are inserted into special loops that are sewn to the back of the doll. Wiggling your fingers - you wiggle the doll's legs. A very interesting development. Sets based on fairy tales and just individual dolls are sold in specialized stores for kindergartens.

Role-playing game: BY RUSSIAN FOLK MOTIVES

One thing distinguishes a folk toy from a modern one - the vast experience of our ancestors and their endless wisdom, which is embodied in every folk product.

Please note that the folk toy is practically immortal - children of different generations have been playing with them for hundreds and thousands of years, and no modern technology can challenge and surpass their effectiveness.

In addition, the wisdom of the people endows toys with tremendous symbolism, which is undoubtedly perceived by children at least on a subconscious level.

For example, nesting dolls symbolize the sanctity of motherhood and the continuation of the human race, and the whimsical Russian folk decorative painting that adorns almost all folk toys brings to the child information about the structure of the world, encrypted in visual and color symbols.

Thus, Russian folk toys in kindergarten are more than a means of instilling patriotism. It is also an opportunity to pass on to children the experience gained by people over a huge period of time.

On the picture: our traditional educational toy is a matryoshka.

Role-playing game: SPORT

Sports and a healthy lifestyle are what modern children need most.

Now, when society is faced with many problems, such as physical inactivity (lack of movement) in children and adults, the problem of drug addiction and alcoholism, the problem of malnutrition - sport is a real miraculous means of preventing and eradicating these negative social phenomena... Therefore, a sports corner must be present in every kindergarten and in every family.

Childhood is a wonderful time when human body still lightweight, flexible and obedient, when the child still has enough strength, energy and desire to be active, no matter if it is outdoors or in the gym.

Our duty is to give children everything they need for sports development and stimulate their interest and love for sports, for movement, for healthy way life. In addition, it is sports education that forms in children such important qualities as willpower, perseverance, determination, dedication, responsibility, discipline and team spirit.

On the picture: darts with Velcro. An excellent and interesting sports game! The task is to hit the various numbers on the board with cartoon characters with Velcro balls. The balls stick!