Organization of role-playing games in 1 younger group.
Subject-based development environment in groups.
Role-playing games.Teach children to show interest in the playful activities of their peers; help play nearby, do not interfere with each other.
Learn to perform several actions with one object and transfer familiar actions from one object to another; with the help of an adult, perform several game actions united by a plot outline. Promote children’s desire to independently select toys and attributes for play, and use substitute items.
Lead children to understand the role in the game. Form initial skills of role behavior; learn to connect plot actions with the role.
Develop the prerequisites for creativity.
Games with dolls:
– feeding dolls;
– bathing;
– going to bed;
– dolls get dressed for a walk;
– dolls for a walk;
– lunch for dolls;
- the doll is sick;
– room for a doll;
– dolls go to kindergarten;
– the dolls are resting (watching TV, reading, listening to music, going on a visit, on a holiday, going to the dacha, to the sea).
Name of the game, content of PPRS | Group No. 1 | Group No. 2 | Group No. 3 |
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“Family”, “Cooking dinner”, “Let’s treat the doll to tea”, “We receive guests”, “Help the dolls set the table”, “Katya’s doll has a birthday”, “Let’s help the cook prepare soup”, “Matryoshka came to visit us” ", "Toys have a holiday" Target: To consolidate children's knowledge about tableware, to activate children's speech, to cultivate a culture of behavior during meals, and a caring attitude towards the doll. |
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Doll Katya ( Dolls: soft stuffed, plastic; imitating a child 2–3 years old (40–50 cm), with movable body parts – boy, girl; imitating a baby (baby), nesting dolls, toys | ||||||||
Attributes for creating an interior: a full set of tableware and teaware, commensurate with the size of the dolls, plastic vases, a telephone, a watch, models of food, vegetables and fruits. Substitute items (counting sticks instead of spoons, plastic circles instead of plates, etc.). | ||||||||
play corner | ||||||||
“We are going to kindergarten by car”, “Garage”, “Children are crossing the street”, “Toys are walking along the path”, “The car is driving along a long and short path”, “We are builders”, Cars and traffic lights”, “A trip to bus" Games with cars and other vehicles: – the car is driving down the street; – car wash; - car repairs; – refueling the car; – a passenger car is carrying a guest; takes friends for rides; – a truck carries cargo (to a construction site, to a garage) The bus carries passengers Target: |
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Various machines, set of tools: wrench, hammer, screwdrivers, pump, hose, construction set, intersection layout, traffic light, steering wheels | ||||||||
“Shop”, “The children came to the store”, “Toy store”, “Clothing store”, “Katya the doll went to the store” Target: To activate and develop children’s speech, to reveal the game’s intent. Form initial skills of role behavior. |
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toys scales; jars, small bottles made of plastic, cardboard, plates with sets of products; sets of vegetables, fruits, bags, wallets. | ||||||||
“Bathing doll Katya”, “Washing doll Katya’s dress” Goal: to teach how to correctly name objects and bathing accessories, to cultivate emotional responsiveness (pleasant memories of the doll) |
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Towel, bath | ||||||||
Soap, doll, clothespins, rope | ||||||||
“Hairdresser”, “Doing the hairstyle of the doll Katya” Target: Develop initial skills in role behavior, connect plot actions with the name of the role. |
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Tools for playing hair salon(dressing table with mirror, combs, brushes (made of cardboard, plywood, linoleum), toy sets for hairdressing salons | ||||||||
“Help Misha collect toys in kindergarten”, Helpers”, “Let’s help the nanny sweep the floor”, “Let’s put things in order in the doll’s room”, Target: Orientation in a group, activation of children's dialogue speech, ability to play in small groups. |
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bear toy, hostess set | ||||||||
"Let's feed the birds", "Cockerel and his family" Target: To activate and develop children’s speech, to reveal the game’s intent. Form initial skills of role behavior. |
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Birds, cockerel, hen, chicks | ||||||||
“Let’s dress the doll Katya for a walk”, “The dolls are walking” Target: activate children's speech, cultivate attention to their appearance, caring attitude towards the doll. |
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A set of clothes for a doll. Laundry: ironing board, irons. Didactic doll (40–50 cm).A doll equipped with all the items of the lower and outerwear child, used in different seasons, as well as accessories (handkerchiefs, beads, ribbons, brooches, etc.). | ||||||||
Target: Promote children's desire to independently select attributes for the game. Form initial skills of role behavior. |
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Tools for playing hair salon, | ||||||||
toy Bunny | ||||||||
“Pets behind a fence”, “Building a fence for animals” Target: To activate and develop children’s speech, to reveal the game’s intent. Form initial skills of role behavior. |
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Pet figurines, | ||||||||
"Meeting with the Doctor" Target: The game promotes the development of communication skills and social adaptation. |
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Set "Hospital" | ||||||||
doctor doll in professional clothes with a symbol (medicine - red cross) | ||||||||
" Kindergarten" Goal: To contribute to enriching children's gaming experience by combining individual actions into a single storyline. |
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Dolls, toy dishes, furniture, substitute items | ||||||||
Summary of a lesson on the development of gaming activities (role-playing games) in the younger group
Program content:1 Teach children the simplest forms of role interaction, demonstrate examples of meaningful role-playing dialogues.
2 Develop children’s speech activity, reflecting their role behavior.
3 Instill in the child a desire to play with peers.
Preliminary work:
1 Reading the work of K. I. Chukovsky “Aibolit”.
2 Excursion to the medical office.
3 Conversation with children about the culture of behavior in public places (hospital, store, hairdresser).
4 Playing out individual game plots: my daughter got sick; birthday; buying groceries in a store; travel by bus; haircut at the barbershop.
5. D/i “Family”; "Mom's Helpers"; "Professions"; "Who needs what."
Creation play areas and game attributes:
- “Family”: table with chairs, dishwasher, stove, microwave, vacuum cleaner, cribs with bedding, washing machine, mixer, kettle, dishes, dolls, dishwashing set.
- “Hospital”: a table for a doctor, a couch for patients, gowns, medical instruments.
- “Store”: grocery counter, cash register, scales, vegetables, fruits, boxes of sweets, milk, tea, jars of yogurt, etc.
- “Hairdresser”: set for a hairdresser: hair dryer, curlers, comb, cosmetic bag, bottles of shampoo, creams, etc.
- “Car service”: cars, various tools, steering wheels.
- Various items - substitutes, bags, baskets.
Teacher's methodological assistance:
1 The teacher enters into role-playing interaction, gives examples of role-playing dialogues, then involves the children.
2 Inclusion of inactive children in the game.
3 Orientation towards gaming relationships: address each other by role, designate your role for your partner in the process of developing the game, reinforce your role with appropriate gaming actions.
4 The use of substitute objects, which helps to reduce game actions, making them conditional.
5 Extended speech dialogues, introduction of adjectives, adverbs, participial phrases, addresses, etc.
6 Observation of the nature of the game: the flow of the plot, the variety of game actions, the speech activity of children.
Content:
Teacher: Attention attention! In our group it opens up very good store. It will sell various things for doctors, hairdressers, mothers, and drivers that will be useful to you. There is something interesting for everyone. Come to me!
(The teacher rings the bell)
- The store is open. Hello! Welcome to my store! Please pass! Don't rush, get in line. “If you hurry, you’ll make people laugh! ", "The quieter you go, the further you'll get! " There are a lot of things, enough for everyone.
- Who is first? What did you choose? Do you want to buy a syringe and tube? So you are a doctor? Now I will wrap your purchase to make it easier for you to deliver it. Pay three rubles. Where will your hospital be? Do you need anything else for the hospital? I'll call you when the medicine arrives. Just don't forget to leave me your phone number.
- Who is next? What have you chosen, what do you want to buy? Cookie? You have
son or daughter? Maybe you need something else for your daughter? I have very tasty, thick yogurt and ripe, juicy apples. Apples are green, red, yellow. Which one does your daughter like best? And so on.
(Teacher-seller sells items for doctor, driver, hairdresser)
During the game, the teacher moves from one child to another, takes his daughter - a doll, goes with her to “guest for tea”, to a cafe, rides the bus, goes to the hospital, to the hairdresser. As the game progresses, the teacher can assign new roles to the children, for example, bus conductor, grocery delivery, car service, etc.
Contents of role-playing interaction in the game "Workshop"
A) Hello, please tell me, is the workshop open? What can you fix (fix? My tape recorder is broken (iron, vacuum cleaner, car, could you help me, can you repair it? My daughter and I were listening to the fairy tale “Kolobok” on the tape recorder and suddenly the sound disappeared completely. What could it be? , we are completely confused and don’t know what to do, so we decided to turn to you. (The child – the “master” is repairing the thing he brought).
- Let's listen, is there any sound? Yes, there is sound. Thank you very much. How much should I pay you for your work?
B) Hello! What's broken? The engine is making a loud noise, perhaps it has failed? Disorder. Let's take a closer look. Yes, it really is broken. (The teacher - “master” repairs and asks: “Tell me, how did you drive so fast that even the iron nuts flew off? There were sharp turns, of course. I’ll fix the engine for you quickly, all that’s left is to tighten one nut. The engine is ready, it’s just like new and even better. Check how it works, be careful, take your time. Or maybe you can inflate the tire yourself? Help me, please, I have limited time. Goodbye. If your car breaks down, call me on the phone, no don't be embarrassed. I'll be happy to advise you on how best to fix the car").
Contents of role-playing interaction in the game "Hospital"
Patient: Hello, Doctor! Help me please, I'm sick
daughter. I am very upset about her condition. Maybe this is some kind of dangerous disease?
Doctor: Hello, please sit down and tell me what happened to your daughter. What are her symptoms? How does the disease manifest itself?
Patient: She is coughing very hard, as if she has a lump stuck in her throat.
Doctor: Or maybe she drank cold juice in a hurry? Let me listen to your sick daughter. Have you already treated your daughter? Tell me how. Have you tried any folk remedies? Here’s something else I’m thinking: it’s spring outside – sometimes it’s cool, sometimes it’s hot, sometimes the wind is blowing, maybe you dressed your daughter too lightly? They didn’t put a windproof jacket on her, but walked in a thin jacket? Or she had too much on her head warm hat, she sweated, and then she got a cold. I am prescribing cough syrup and mustard plasters for you. Go to the nearest pharmacy and buy it. And when you come home, put your daughter to bed. Give her medicine 3 times a day after 4 hours and put on mustard plasters. Be careful not to burn her skin, you need to maintain the exact time - 5 minutes. Goodbye, get well soon.
- Who is next? What happened to your child? How did he hurt his leg? Poor him. Now he is in so much pain that nothing makes him happy. Did you give him painkillers? Here is a wonderful ointment and a sterile bandage. Apparently there is no fracture. There is only a severe bruise that worries him. Let's make a bandage. When you come home, put the patient to bed. If you cry a lot, call me on the phone. You can do this even late at night, I will tell you what you can do to relieve the pain. Goodbye, get well soon.
Contents of role-playing interaction in the game "Mail"
-Ding, ding! Hello, you have received a package with a gift for your son’s birthday. I hope she arrived on time? Your grandmother came and asked me to give my grandson this greeting card.
Would you like to convey something to your grandmother, because she lives in another city, and you do not have the opportunity to meet often. Okay, I'll say that you thank her for such a wonderful gift. Goodbye.
Contents of role-playing interaction in the game "Barbershop"
- Hello, I decided to go to your hairdresser because I want to change my hairstyle. I would like to do fashionable haircut and to my daughter. Could you advise me something? Fine. What shampoo should I wash my hair with to keep my hair soft and fluffy? And for my daughter? Thank you, this shampoo is really better, if it gets into the eyes, it does not cause irritation and does not sting the eyes. Thank you very much for the advice. I am so grateful to you!
Goodbye.
STORY ROLE GAMES
group early age
Hospital games.
Target: teach children how to care for the sick and use medical instruments, cultivate attentiveness and sensitivity in children, expand their vocabulary: introduce the concepts of “hospital”, “patient”, “treatment”, “medicines”, “temperature”, “hospital”.
Game-situation. "The Bunny Is Sick" No. 1
The teacher-doctor acts out a dialogue with a bunny-patient (toy).
Doctor. The hospital opens. I am a doctor. Who came to my appointment?
Bunny patient (complainingly). I am a doctor.
Doctor. Sit down, patient. Tell me exactly where your pain is concentrated?
Patient. I have a cough and my ears hurt.
Doctor. Let me listen to you. Breathe deeply. (Listen to the patient with a tube.) You are coughing a lot. Show your ears. My ears are inflamed. Now we need to measure the temperature. Take a thermometer. High temperature. You need to take medicine. This. (gives a bottle.) Pour into a spoon and drink every day. Did you understand?
Patient. Yes. I will take the medicine as you ordered. Thank you Doctor. Goodbye.
Game-situation “The doctor came to us” No. 2
The teacher points to the toys sitting on the sofa - a bunny, a bear, a doll, a hedgehog - and says:<(Какая очередь в больнице! Зверя- та, вы все заболели? Но доктор уехал к больным, а больше врачей нет. Что делать? Нам срочно нужен доктор. Кто будет лечить больных? Лена, ты будешь доктором? Полечишь больных зверюшек? Надевай халат. Теперь ты доктор. Зови больных в кабинета.
“doctor” listens to patients, looks at their throats, gives medicine.
Educator. Doctor, we have an office in the hospital where they warm your ears and nose. I'm a nurse, I give injections. Your patients will come to me.
Patients are being received. The nurse helps the doctor: writes out a prescription, warms the ears and nose with devices, and gives injections.
The teacher says:<(Я должна уйти домой, моя работа закончилась. Кто будет медсестрой? Оля, иди работать за меня. Приводите к Оле кукол лечиться. Она делает уколы хорошо, совсем не больно.
Game continues.
Games to the store
Target: teach children to classify objects according to common characteristics, cultivate a sense of mutual assistance, expand children’s vocabulary: introduce the concepts of “toys”, “furniture”, “food”, “dishes”. "clothes, shoes".
Game-situation “doing shopping” No. 1
The teacher takes the bag and says, without addressing the children: “I’m going to the store, I need to buy flour. There's a queue at the store. What are they selling? Flour sugar. Here is the Rita doll. Rita, what do you want to buy? Flour? I'll get in line behind you. Who is our seller? (Addresses the girl.) Lisa, are you a salesman today? Rita and I came to your store.”
Buyer (educator). Hello, I want to bake a cake, I need flour. give me one packet of flour.
P kinda vets (child). Here, take it.
Buyer. I still need something for the filling. I love cabbage pies. Do you have any cabbage?
Salesman. Eat.
Buyer. Give me a head of cabbage. And now I need cottage cheese, I’ll bake cheesecakes. I love cheesecakes with raisins. Do you have cottage cheese and raisins? Salesman. Eat.
Buyer. Do you have any gingerbread? Are they mint or chocolate? Salesman. Mints.
Buyer. I'll take some gingerbread. Thank you. My daughter will be happy. She loves pies and gingerbread. Goodbye!
Game-situation “What to wear on your feet? No. 2
The teacher turns to the doll standing barefoot: Katya, why do you have bare feet? You might freeze! There is no one to feel sorry for you. Where is your mother? Olya, isn’t that your daughter running around barefoot? Then you won't have much trouble with her: her throat will hurt, her temperature will rise, she won't be able to go for walks. (Olya approaches the doll and takes it in her arms.) Where are her shoes? No? Then you need to go to the store. Let's go pick out some shoes for your daughter. I work in a shoe store. There's a lot of goods there. Take your bag.
The teacher and the girl go to the store.
Seller (educator). In our store you can pick up everything you want. What shoes do you want to buy? Boots?
Buyer (child). Yes.
Salesman. Do you prefer red or white boots?
Buyer. Reds.
Salesman. Try on your daughter's shoes. Did they suit her?
Buyer (trying on shoes for the doll). Come over.
Salesman. Thank you for your purchase. You are happy?
Buyer. Yes. Thank you.
Hair salon games
Target: introduce children to the profession of a hairdresser, cultivate a culture of communication, and expand children’s vocabulary.
Game-situation Fashionable hairstyle No. 1
Option 1. The teacher asks the doll where she got such a beautiful hairstyle. Doll<ютвечает», что ходила в парикмахер- скую. Воспитатель сообщает, что открывает парикмахерскую и приглашает ребят посетить ее.
Educator. The Polina doll came to me. Polina, what do you want to do with your hair? Haircut? Hairstyle. Then sit down comfortably. (does her hair.) The hair is ready. Look in the mirror. Like? Goodbye. Who's next for me? Hello, Petya. Should I cut you off? Sit down. Here are the scissors, here is the comb. The haircut is ready. Do you like it? Come again.
Option 2 The teacher says: “I am a hairdresser. The queue is long, it’s hard for me to work alone. Who will work as a hairdresser with me? Lena, let's work together. Here the bear came to get a haircut>.
Lena works, imitating the teacher. children come with toys or act as clients themselves.
Vosp i tatel. That's it, I finished work. I'm going to the hospital, my throat hurts. Who will take my place? Lisa, be a hairdresser for me. Will you work with Lena?
A new hairdresser, Lisa, arrives and accepts clients.
Games in mail
Target: introduce children to the profession of a postman, cultivate a culture of communication, and expand children’s vocabulary.
Game-situation “The postman brings a telegram”
The teacher plays the role of a postman. He knocks on the door and says: “Open the door for the postman! Lena, open the door for me, please. Hello children, I am the postman, do you recognize me? I have a cap and a shoulder bag. I'm bringing the mail. You have received a letter:
Dear children, I congratulate you on the New Year, your Grandfather Frost.” Do you know who Grandfather Frost is? He brings gifts to the children. Here's another letter. It was written by Katya's grandmother. She invites Katya to the village to visit. Katya, read the letter. Who wants to write grandma a letter? Write, I will send a letter by mail.
Game-situation “The package has arrived.”
The teacher brings the package and tells the children that it has arrived (UG of the Goat’s mother. He says: “The Goat loves her kids, gives them milk to drink, protects them from the wolf. The Goat sent the children fresh sour cream. What will we send to the goat? Let’s send her apples in a parcel.” children take the balls and put them in the parcel) The goat will be happy and treat her kids>.
The teacher gives the children the parcel and they play independently:
They put different gifts in it (for grandmother, for mother, for dolls).
Games with toy animals
Target: expand children's knowledge about wild animals, their habits, lifestyle, nutrition, cultivate love and humane attitude towards animals, expand children's vocabulary.
Game-situation “Games with a Bug”
The teacher approaches the toy dog and addresses the playing children: “Near our kindergarten the dog is walking. I don't know what her name is. Who is her owner? Misha, is that you? Why did you go so far, your dog got scared. Look, she has her ears flattened, looking around in fear. (The child takes the dog.) Dog, do you love your owner? Do you, Misha, love your dog? Let's, guys, ask the dog's owner what his name is. (The child says the name of the dog.) Her name is Zhuchka. What can she do? Bug, can you jump? Jump over the stick (The boy holds the stick, and the teacher takes doggie-and-doggie“jumps over the barrier.”) Well done, Zhuchka. One more time, one more time. Do you want to eat, Bug? Soon the owner will feed you. Where's your bowl? (The child gives the dog “food”, she “eats”.) Look, Mishenka, your dog is wagging its tail, whining joyfully, and caressing. She was full and cheerful. And now, Bug, you can go to bed. Where is your place? On the rug? Where's the rug? (The child shows.) Next, the children play with the dog on their own.
Game-situation “Circus of Animals”
The teacher hangs a poster with animals on it on the board and says: “Attention, attention! Today the circus came to us. Trained animals will perform in the circus! Hurry, hurry!
There are funny animals in the circus: Monkey, lion, tiger cubs. “Dear viewers, would you like to buy tickets?”
The teacher hands out “tickets to the circus” to the children and says: “The lion performs first. He can jump: up! Once again: up! (Demonstrates a toy lion jumping over the crossbar) Well done! Let's clap.
Now the tiger comes out. He can also jump high through hoops. (Demonstrates the jump of a toy tiger.) He jumped beautifully, deftly! Let's clap for him too. An agile monkey can swing on a swing:
up down! Up down! (Demonstrates the skills of a toy monkey.) And here is a parrot, he can sing couplets:
I'm a parrot, sitting on a branch,
I sing songs in the cage.
Take a ticket
And come!
The performance of the animal artists is over. Goodbye!" The animals come out to bow, the children applaud. Note. After 1-2 days, the game can be repeated, and then leave the equipment in the group for children to play independently.
Games with dolls
Goals
Game-situation “Getting to know the dolls”
The dolls are sitting on the sofa. The teacher brings another doll and says to the sitting dolls, arousing the curiosity of the children playing nearby: “Hello, dolls. You are resting? Your friend, the doll Vera, has come to see you. Do you want to meet her?” Doll Vera gets to know all the dolls. The teacher invites the children who come closer to introduce their dolls to Vera. The teacher gives the children different instructions: offer the doll Olya tea, move the doll Katya closer to the window, treat the doll Nastya with a pie. In this way, children remember the names of the dolls and call them during the game, answering the teacher’s questions: “Who sits closest to the window?” Who drinks tea? Who got the pie?
Game option (for children over 2.5 years old). Children can come up with names for the dolls themselves.
Game-situation “The doll Vera has a new closet”
The teacher is transporting a wardrobe in a toy car. Stops
car next to the doll corner and announces: “A new wardrobe was brought from the furniture store on a truck. Where to unload?” Children run up to the car, the teacher asks the boys to help with unloading, and the girls to choose a place for the closet. He praises the purchase and discusses with the children whether they brought a good wardrobe for the dolls. The children and the teacher look at it, open the doors, and discuss what can be put in the closet.
Teacher (for dolls). Dolls, we bought a wardrobe for your new girlfriend in the store. Now Vera can store her outfits there. Vera, you have many helpers, they will collect your clothes (Addresses the children.) Shall we help Vera? Kolya, what should we put on the shelf? A hat? Here, Vera, Kolya has a hat on his shelf, and now you have it too. Lena, where should I put the shoes? Help us, please, bring the boots. Where's the jacket? We'll hang it on a hanger. Look, Vera, everything is in its place: both clothes and shoes in the closet. You can get ready for a walk
Game option. The teacher turns to the children: (“Moms, are your daughters’ clothes in order?” the children themselves lay out the clothes of their dolls.
Game-situation “Cleaning the room”
The teacher tells the children: Vera has finally recovered. We can all put things in order together. Who will take the vacuum cleaner? Take it, Galya. Who's the rag? Take it, Valya. Misha, bring us some water. Let's get started, I guess. Our faith is so neat. She loves the room to be clean and beautiful. Vera sweeps, Valya washes the floor, Galya wipes the dust. Misha, help me move the chairs. You guys do it really well. The floor is shiny, there is no dust. Together it works quickly: one or two and you're done! Look around - cleanliness! We have a good hostess Vera. And you guys are great - you tried. Now rest, workers."
Games with cars and other vehicles
Goals: introduce children to the profession of a driver and the rules of safe travel on transport; teach children to unite 2-3 children for independent games, lead children to independently conceive game plots. Perform actions in accordance with the role (driver, passenger); to cultivate interest and respect for the driver’s profession, the desire to comply with the norms of behavior in public transport.
Game-situation: A car is driving down the street"
The teacher approaches the child driving a toy car, the teacher asks what he is doing, where his car is going. If the child finds it difficult. tells him a game situation: the car goes through the city, then to the garage. The teacher, with the help of demonstrations and advice, helps the child diversify play actions: roll the car back and forth, drive it around turns, obstacles (go around them). to a specific place or object. Helps the child feel like a driver who can plan his actions (“I’ll go to the garage,” I need to go to the dacha.. Note: By the age of 3, the child gradually gets used to the role, calls himself a driver, that is, takes on this role for himself.
Game-situation “Car Wash”
The teacher approaches the children playing with cars and says:
“Your car drives well, Zhenya, but I think it’s a little dusty. I have a hose, you can pour water on it and wash it. The car loves to be washed and looked after. Do you need a cloth or washcloth? Wet a cloth and wipe the doors, body, glass. The car was dry and shining. What a caring driver she is!”
Game-situation “The car wants to be clean” No. 3
The teacher approaches a row of toy cars and, unobtrusively attracting the attention of the children, says in a surprised tone: “There are a lot of cars!” Sasha, do you know why there is a line? Cars are rushing to the wash. All cars like to be clean. Who works at our car wash? Are you, Alyosha? Then go quickly, the cars are waiting. Dirty cars should not be driven around the city. One car has been washed, now another one. We need car washers. Who else will be our washers? Zhenya and Seryozha are coming to us. Take hoses, rags, buckets. Wash your cars. It turns out cleverly! One-two, the windows sparkled! Three or four, the doors are clean! The wheels also need to be washed. All cars were washed. Listen to what Alyosha's machine says.
Now I have become clean.
and the sun is radiant
Shines with sparks
The forest and meadow are lighter.
Through dusty glass
The lawn was dark
Now both the forest and the street
Suddenly they turned green.
Game-situation “Teddy Bear Repairs a Car”
The teacher starts the game: he takes the teddy bear and places it near the typewriter.
Little bear. Today I will go to visit, the bunny invited me to his place. I'll start the engine. Grrr... Oh, for some reason it won’t start. What's the matter? I will try again. Rrrr... It stalled again. What to do? Why won't my car start? It's broken? (Cries.)
Teacher (talking to himself). Little bear is unlucky today. The car doesn’t listen to him and won’t start. (Addresses the guys.) Drivers, do you have tools for repairs? Sasha, give me a wrench. Thank you. Here, little bear, is a wrench. I'll show you how to twist. Sasha, help him tighten the nut. It works out well. And you also need to knock here. Zhenya, give me the hammer. Knock. Meanwhile, the little bear will take the machine oil and lubricate the parts. All is ready. Sasha, start the engine. Little bear, push the car. R-r-r... R-r-r... The engine growled, hummed, snorted: r-r-r... R-r-r... U-u-u.. Snort-r- r... The little bear thanks you. Thanks guys.
Little bear. I went to visit! Goodbye! (Sings.)
Sound louder, engine. I am a skilled driver. I need to turn the steering wheel to the left, tighten the nut, let the signal sound - a driver must be able to do everything.
Games with building materials
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 simple structure, cultivate friendly relationships in a team, expand children’s knowledge about the peculiarities of the work of builders, expand children’s vocabulary
Game-situation “Let’s build a tower for the princess”
The teacher brings a beautiful princess doll to the group, sits her on a chair and tells her: “Princess, your house will be built soon. We need to choose a good place. I'll call the builders. Who will build a house for the princess? Lena and Lisa, do you know where the construction site will be? Then find us a suitable place where there will be a home for the princess. (The girls find a place for the house.) Now we need building materials. Gena and Sasha, help us, please select everything we need for construction. What do we need? (children name materials: bricks, boards, stones, sand.) children, YOU will be builders. Build a good house, like a tower>.
Children, together with the teacher, build a turret using a building kit and available materials. At the end of the game, the teacher shows the new house to the princess and says: “This is your new house - the tower. Are you satisfied, princess? Our builders did a good job! They can build other beautiful houses.
Game-situation “Building a fence” No. 2
The teacher says to the children playing with building materials: “Is this a construction site? What are you building? Sasha, what do you have? house. What about you, Galya? Also a house? I see there is good building material at the construction site. You can build fences for your houses. children, do you want the house to have a fence? Sasha's house will have a fence and Galina's house will also have a fence. Then we’ll start a new construction project. Let’s see what kind of fences there will be.
We decided to build a house
For your little animals.
The house is built and now
We need a fence.
The boards were hewn,
They nailed it down tightly.
Knock, knock, knock,
The boards were hewn.
Knock, knock, knock,
They nailed it down tightly.
They make good fences. The fences are ready. A pussy came up to Sasha’s fence and purred. Let's let her into the house. A cockerel flew up onto Galina’s fence: “Ku-ka-re-ku!” It turned out to be a real village.”
Let's go for a walk
Target: develop in children the ability to select clothes for different seasons, teach them to correctly name items of clothing, consolidate the general concepts of “clothing”, “shoes”, and cultivate a caring attitude towards others.
Equipment: dolls, clothes for all seasons (summer, winter, spring and autumn), a small wardrobe and a chair.
Progress of the game: a new doll comes to visit the children. She meets them and wants to play. But the guys are going for a walk and invite the doll to go with them. The doll complains that she can’t get dressed, and then the guys offer her their help. Children take out doll clothes from the locker, name them, choose what they need to wear now depending on the weather. With the help of the teacher in
They dress the doll in the correct sequence. Then the children dress themselves and go out for a walk with the doll. Upon returning from a walk, the children undress themselves and undress the doll in the required sequence, commenting on their actions.
"Dolls for a Walk"
Goals : continue to develop interest in playing with dolls and building materials; learn to use acquired skills in the construction of simple buildings; consolidate the ability to play together, share game material; develop children’s desire to establish relationships in play and enrich their vocabulary; cultivate interest and respect for each other, the desire to comply with norms of behavior; consolidate the ability to distribute roles; encourage children's independence.
Equipment: a set of large building materials: bricks, cubes, prisms, plates, dolls of different sizes, cars of different sizes, shaped toys: nesting dolls, hares, bears.
Progress of the game:
The teacher says that the dolls want to go for a walk.
Let's put them on for a walk. And we will ask our boys to build paths, a train, a car, a slide for our daughters, so that everyone has fun and interesting during their walk.
Children dress dolls.
The teacher asks who will build what for the dolls and what. During construction, he assigns the names of construction parts, their size, color, and encourages children’s independence and friendly play. If necessary, helps dress dolls for walks.
When the dolls are dressed and the buildings are ready, you can invite the children to walk along the paths with the dolls.
When the game is repeated, the construction of one or two new, more complex buildings is introduced. The teacher gives an example of playing with them not only with dolls, but also with other figurative toys (if you put a skirt and scarf on the pin, you get a matryoshka doll).
During such games, the teacher gradually leads children to joint play activities.
« Bathing a doll"
Goals : teach to combine games with a single plot: first, the doll must be undressed, bathed, dressed, put to bed, correctly named objects and their purpose; consolidate a variety of game actions; develop gaming skills; enrich vocabulary; cultivate respectful attitude towards each other and careful attitude towards toys.
Equipment: bath, soap (brick), soap dish, towel, ladle (all items in 2-3 copies); Katya doll (her hands are “dirty”).
Progress of the game:
The teacher, turning to the doll, asks:
Oh you dirty girl
Where did you get your hands so dirty?
Then he speaks to the children.
Katya doll got dirty. We need to buy it. What do we need for this?
When washing the doll is finished, the teacher invites Elya to dry it with a towel.
The doll became clean.
Then the doll is dressed and put to bed.
The game can be repeated 2-3 times with the involvement of children who have low level gaming skills and abilities.
« Let's take the dolls for a ride in the car"
Goals : introduce children to the profession of a driver and the rules of safe travel on transport; teach children to unite 2-3 children for independent games, lead children to independently conceive game plots; continue to develop the ability to transfer familiar actions with building materials to new game situations, perform actions in accordance with the role (driver, passenger); to cultivate interest and respect for the driver’s profession, the desire to comply with the norms of behavior in public transport.
Equipment: a set of building materials (cubes, plates, bricks), steering wheels (2-3 pieces), dolls, shaped toys (bear, hare, fox), in the construction corner the teacher has pre-built a car.
Progress of the game :
The teacher places the Katya doll on a car (made in advance from large building material). Speaks:
The doll wants to ride in the car. Who will be the driver?
Thank you, Sasha, you were a good driver. Look, more guys have come to see you. They also want to play their toys. How do you ask Sasha about this? (Sasha, please give my Sveta a ride.)
And so that you don’t have to wait long, let’s ask Vanya to be the driver too. Let's help him build a car. You bring us cubes and bricks, and Vanya and I will build. Invite passengers.
"Let's put the dolls to sleep"
Goals: consolidate the ability to compare two objects in length, width and height by applying each other, to cultivate goodwill.
Equipment: 2 dolls, different in height, 2 cribs different lengths, 2 chairs of different heights, 2 sheets of different lengths, 2 blankets of different widths.
Progress of the game:
Two dolls come to visit the children. Children get to know them, play, and treat them to delicious cookies and tea. The children didn’t even notice that it was time for the dolls to rest. They need to be put to bed. Since these dolls are different in height, they need to choose the right crib and bed. Children, with the help of a teacher, complete this task. They take out sheets and a blanket from the box, compare them and make the bed, putting the dolls to bed correctly. The teacher monitors the children’s speech, emphasizing that they correctly use the words of the comparison result: “higher - lower”; “wider – narrower”; "longer - shorter."
"Doll's Birthday"
Goals : introduce children to the rules of table setting, table manners, and tableware; teach how to correctly find and select utensils for tea drinking;
continue to enrich the content of games; promote the unification of children for joint games; enrich vocabulary; cultivate a desire to observe norms of behavior at the table, respectful attitude towards each other.
Equipment: tea utensils, a tablecloth, a doll in an elegant dress, figurative toys (a bear, a hare, a barrel of honey, a carrot. You can use substitute items.
Progress of the game:
The teacher says that today is Katya’s doll’s birthday and she invites you to visit. Advises the children to think about what they will give Katya, how they will please her. He suggests that they can come to visit with a bear and bring a barrel of honey or with a bunny who will give Katya a delicious sweet carrot.
Then the teacher invites the children to help Katya beautifully set the table for the guests and prepare tea.
Children are going to a birthday party.
When repeating the game, you can celebrate the birthday of a bear, bunny, cat, etc.
Kindergarten
Target: to expand children’s knowledge about the purpose of a kindergarten, about the professions of those people who work here - a teacher, a nanny, a cook, a music worker, to instill in children a desire to imitate the actions of adults, and to treat their pupils with care.
Equipment: all the toys you need to play in kindergarten.
Progress of the game: The teacher invites the children to play in kindergarten. If desired, we assign children to the roles of Educator, Nanny, Music Director. Dolls and animals act as pupils. During the game, they monitor relationships with children and help them find a way out of difficult situations.
Project of a role-playing game in the first junior group “An exciting journey to a magical city”
Target:
Creating the basis for independent play activities of children of primary preschool age.
Tasks:
Enrichment life experience children.
Enriching children's gaming experience.
Creating play situations in which children can perform interconnected play tasks.
Teaching children of primary preschool age the elements of role-playing games according to the age of the children.
Developing positive communication skills with peers and adults.
Develop children's cognitive abilities.
Project plan:
Before conducting a role-playing game, children are taught game situations. Game situations: “The doll wants to eat”, “Mashenka woke up”, “Mashenka’s recovery”, “Olya the doll got her dress dirty”.
Project type:
Long-term (September-February).
Project participants:
Children of the first junior group "Karapuz", teachers, parents.
Main results expected to be obtained:
Deployment of conditioned actions by children with a toy, a substitute object; linking 2-3 game actions in a chain; continue an action started by a partner.
Pedagogical relevance
A child’s personal qualities are formed in active activity, and above all in that which is leading at each age stage and determines his interests, attitude to reality, and the characteristics of relationships with people around him. IN preschool age such a leading activity is play. Already at early and junior age levels, it is in play that children have the greatest opportunity to be independent, to communicate with peers at will, to realize and deepen their knowledge and skills. Through play, a child enters the world of adults, masters spiritual values, and assimilates previous social experience. We can consider that in the game the child receives for the first time a lesson in collective thinking.
Working with parents:
Conducting consultations for parents, surveys; production of attributes for role-playing games (sewing doll bed linen, clothes for dolls); design of the album “Professions”; production and exhibition of homemade toys.
Game situation: “The doll wants to eat”
1 option
There is tea, dining and kitchen utensils on the table. Katya doll is sitting at the table. The teacher says: “Children, Katya needs to be fed lunch. There are different dishes here. We will put on the table in front of Katya only what is needed for lunch.” Children take turns finding the items they need. The teacher asks what it is and why. At the request of the teacher, children find all the objects: plates, fork, spoon, bread box, name them correctly and arrange them beautifully on the table. They wish Katya a bon appetit, and after dinner they put away the dishes and wash them.
2nd option
The cook is standing at the stove, and a girl doll is sitting at the table. The teacher and the children examine the doll, talk about what it does, what utensils it needs. There are different dishes on the table near the teacher. When showing an object, the teacher says what it is called. Then he asks the children about this subject. To maintain interest, you can ask like this: “Is this dishware probably no one needs?” A ladle, a teapot, and a spoon are needed by the cook. After this, the teacher asks each of the children who he would like to be now: a cook or a girl going to dinner. Invite children to play on their own. The children themselves also take part in further tea drinking games.
We treat the doll to tea. Tea party.
Before you cook dinner, you need to catch a fish.
We ate, drank, need to wash the dishes.
The cook prepares lunch and feeds the children.
Game situation “Mashenka woke up”
A doll is sleeping on the bed. Children sit on chairs in a semicircle.
Educator:
“Children, look who sleeps in this crib. Did you recognize her? Yes, this is a Katya doll. The teacher turns to the doll: “Katya, are you awake yet? Will you get up? Guys, she says she wants to get up, but first we need to find her clothes. What do you need to dress Katya? "Look carefully. Do you see the clothes? Bring a dress. Should we put on the dress right away or should we put on other things first? We are looking for underwear in size and other things for the dolls.” Children take turns and sequentially put clothes on the Katya doll.
At the end of this game, the doll, dressed with the help of the children, greets each of the children, thanks each of them for their help, affectionately strokes the head, dances merrily for the children, who clap their hands and then thank the doll for dancing.
When this game is played subsequently, the teacher encourages the children to play independently.
The teacher must treat dolls as if they were living beings. So, if a doll is dropped, the teacher takes pity on it, calms it down so that it doesn’t cry, asks the children to caress, calm and feel sorry for the doll.
During the walk, the teacher makes sure that the doll is not cold, that she does not freeze: he carefully adjusts her hat or scarf, and carefully checks to see if there is a breeze under the blanket with which the doll is wrapped. During feeding, make sure not to burn her: she cools the food.
The teacher includes dolls in the lives of children, making them participants in children's lives. So, the doll, sitting on a chair, watches how children study or eat, praises who eats quickly and carefully, who is attentive in class. In the morning, the doll greets the children and watches how the children dress and wash themselves, and in the evening, before the children are taken away, the doll is undressed and put into bed, they say goodbye to it, turn off the lights and tiptoe away.
The doll woke up and needs help getting dressed. Let's comb the doll and braid its hair. You need to take the doll for a walk.
Game situation: “Mashenka’s recovery”
Target:
Arouse sympathy for the sick doll, include children in discussing the problem and searching for specific ways to provide help. Teach how to properly use medical supplies in accordance with their intended purpose.
Preliminary work:
Conversation with a nurse, reading. literature, examination of plot illustrations.
Attributes:
Children's robe, set of the game "Doctor Aibolit", sick dolls.
Game task:
Cure a sick doll.
Rules of the game:
Ease the suffering of the patient, treat him sensitively.
A game:
Educator:
Somehow our Mashenka is sad. Let's ask: what's wrong with you?
Children ask. The doll reports that she is sick.
Educator:
Ask Masha what hurts her, where does it hurt?
Children ask. The doll shows: it hurts here.
Educator:
What hurts Masha?
Children:
The doll shows, and the teacher offers to name what else hurts the doll. Children realize that their ears and throat hurt. The doll complains: it even hurts to swallow!
Educator:
What do we do? How can I help Masha? How can I help you? Let's decide together.
Children begin to suggest: take the temperature, put them in bed, give medicine, etc. The teacher listens to everyone: Well done, everyone wants to help! Let's start. Help me. We will measure the temperature, look at the neck, and prescribe treatment. Let's put our patient to bed.
Children prepare the bed, undress and put the doll to bed.
Educator:
She has a sore throat, so let's give her some warm tea.
Children put a kettle on the stove, then give the doll tea. They bring medicine - tablets. Wrap your throat with a warm scarf. The doll “falls asleep.” Together with the teacher, the children leave, so as not to disturb the doll’s sleep.
A sick doll at a doctor's appointment. The doll must be wrapped warmly and given hot tea. The patient was put to bed and read a fairy tale. After recovery, the doll must be washed and dressed in clean clothes. In further games, children can play the role of both the patient and the doctor.
Game situation: “The doll Olya got her dress dirty”
Program content:
1. Give children an idea of some labor actions and items necessary for washing (water, soap, basin).
2. Foster interest in the work activities of adults.
3. Practice naming items of clothing.
Equipment: table, dress, basin, soap substitute - a wooden block.
Progress of the game:
Children sit in a semicircle near the table on which they will wash clothes. The teacher says that the Katya doll was walking on the street and her dress was dirty. You need to wash it so that the doll is cleanly dressed. The teacher asks the children what is needed in order to wash clothes? As the children name the objects (basin, water, soap), the teacher brings everything to the table. He invites one child to remove the dress from the doll.
Then the teacher says: “Now let our doll rest, she was walking and tired.” Asks one child to take the Katya doll to the crib in the doll corner.
Here the teacher gives the opportunity to touch the water in the basin and determine that it is warm. Dirty laundry lies on a chair next to the basin. The teacher takes the blouse, washes it, and says: “I’ll take the soap and wash the blouse.” Lathers so that there is a lot of foam. Question to the children: “What is this?” The children's answer is foam.
The washed laundry is placed in another basin. The teacher says: “Now we need to rinse the laundry. We pour clean water into the basin and rinse the laundry.” Now everything is clean. Let's hang the dress on the radiator and dry it. The teacher takes a clean dress and asks the children: “What is this?” Children's answer: "Dress." The teacher suggests hanging the dress on the radiator. The teacher says: “That’s all, children. We all washed our Katya doll’s clothes together.” When the linen is dry, you and I will iron it and put it on our Katya doll.
Role-playing game “An exciting journey to a magical town”
Held on Wednesdays for 4 weeks: 1st week – “Shop”, 2nd “Hairdresser”, 3rd “Hospital”, 4th “Laundry”.
Program content:
1. To develop children’s interest in role-playing games, to help create a play environment.
2. Develop speech, enrich vocabulary, consolidate sound pronunciation.
3. To develop in children the ability to use building floor materials and act with them in a variety of ways.
4. Consolidate previously acquired knowledge about the work of a doctor, laundress, and hairdresser.
5. Introduce children to the new game situation “Horses”.
6. Cultivate friendly relationships in the game.
Preliminary work:
Conversations about professions using illustrations, viewing the album “Professions”;
Conversations with a cook, a nurse, a laundry worker;
Reading fiction: nursery rhymes, songs, Russian folk tales“Aibolit”, “Moidodyr” by K. Chukovsky;
Consideration of the issue “Game” at a parent meeting.
Working with parents:
Making attributes for the role-playing game “Mothers and Daughters” (sewing doll bed linen, clothes for dolls); design of the album “Professions”; production and exhibition of homemade toys.
Progress of the game:
A short conversation in the locker room.
Let us go on a trip to a magical town. All children, when they get there, immediately become adults and can choose a profession for themselves. Do you want to go there? What will we go on?
Children offer (children choose one of three options):
"By train"
To make the train move, knock on the wheels. The round wheels started spinning (movement with arms bent at the elbows), hummed oo-oo, hissed, steam came out sh-sh-sh. The locomotive says “I’ll run away”, and the carriages answer “I’ll catch up”.
Poem:
Here our train is moving, the wheels are knocking, and the guys are sitting on our train.
Chukh-chukh-chukh - the locomotive is humming,
He took the boys far, far away.
In the group, chairs are placed one after another. Children board the train and “go” to a magical town.
Educator:
Here is our magical town. You look at each other. Everyone has become adults. How about some work? Let's see where we can work.
"The Cooks"
I'm a cook from the cradle
I just showed up
I immediately became friends with the kitchen.
Believe me, I can
Prepare food in no time!
Forks, spoons flash,
Knives and ladles,
There will be plenty of food
Come visit us too!
We caught a fish for lunch.
The cooks prepare and serve the fish to the table.
And here we have a “Barbershop”.
"Salon"
The master will do the hair,
Hairdryer, brush and comb,
The curls will curl lushly,
He will fluff up his bangs with a brush.
Everything in his hands is burning -
It will change your appearance!
Look, this is a hospital.
If your ear hurts,
If your throat becomes dry,
Don't worry and don't cry
After all, the doctor will help you!
And here we live
Dolls, hares, bears,
They are waiting for someone to come to them
Baby mommies.
"Horses"
But! - we said to the horse
And they rushed off without looking back.
The mane curls in the wind.
Here is the house. Horse, whoa!
Target:
Developing in children the ability to take on the role of an animal.
Game material:
Substitute items, toys, pictures, illustrations.
Preparing for the game. Getting to know the distinctive features of a horse from pictures, illustrations, reading poems and stories about horses and foals.
Game roles:
Horse, rider.
Progress of the game:
The teacher invites the children to play and takes on the role of a circus horse: “I am a circus horse. I have hooves. Here they are. Look how I hit them. And this is my bushy tail (shows an imaginary tail). Here's the mane. Do you get your hair cut? They also cut my mane and tail so that they are beautiful. Look how beautiful the horses are in the circus (shows a picture). At the circus they teach me how to jump beautifully (the teacher shows). What I love most is performing in front of little kids, they are good at clapping. And when everyone leaves the circus, I stay, because I live in the circus. I eat grass (hay), bread and relax after the performance. It's a pity that I don't have children - little foals. If I had foals, I would teach them to perform in the circus. Who wants to be my foal? The boys take on the roles of foals. The teacher continues further: “Where are your hooves, little foal? Show me how you can kick with your hooves. Do you have a tail? Did you have your tail cut, little foal? Do you want to perform in the circus?
Children choose the roles of horse or rider. The game is played using hoops.
"Laundry"
Wash it in the bathtub
A shirt for Anna,
A dress for Olechka,
Panties for Rings,
Blouse for Marinochka,
Handkerchief for Irina.
After each role-playing game, the teacher encourages the children and asks the participants who they were today and what actions they performed.
About everything in the world:
In 1930, the film “The Rogue Song,” about the kidnapping of a girl in the Caucasus Mountains, was released in America. Actors Stan Laurel, Lawrence Tibbett and Oliver Hardy played local crooks in this film. Surprisingly, these actors are very similar to the characters...
Section materials
The appearance of role-playing games in the younger group of kindergarten is associated with a number of conditions: the presence of various impressions from the environment, the accumulation of objective play actions, the presence of toys, the frequency of communication with adults, and the development of children’s independence.
The first story games of children proceed as games without a role or games with a hidden role. Children's actions acquire a plot character and are combined into a chain that has vital meaning. This chain consists of two or three actions and is repeated many times. The main content, as in an object game, is a variety of actions with objects. The form of the game remains unchanged: either as an individual game or as a side-by-side game. Actions with objects and toys are carried out by each of the players independently, and they do not yet have a basis for unification. Children can play together only with the participation of an adult.
The formation of conditioned object-based play actions in children of the third year of life, first of all, should be combined with the organization of object-based play interaction, which makes it easier for children in the future to enter into joint story-based play with each other. For this purpose, the teacher must use any rolling objects (ball, cart, etc.) - a carpet or bench that guides the movement of the toy. It is very important that initially the interaction of two partners is carried out with one large object (one ball, one car, etc.).
Further play between the teacher and children with the aim of forming substantive interaction can take various forms: this is the joint construction of a tower from cubes, assembling a pyramid, etc. For example, the teacher suggests to two kids: “Let's build a tower together. I placed the first cube. Sasha, now you put the cube on top. And now - Sveta. Now it’s Sasha again. It turned out to be a tall tower.” In parallel with the organization of paired object interaction, the teacher forms in children the simplest conditioned actions with story toys and substitute objects. To do this, he unfolds a plot game in front of children; he can animate dolls and other toy characters.
As children begin to master actions with story toys, the teacher moves on to showing a game that includes not one, but two semantic situations connected to each other, for example, cooking soup on a toy stove and then feeding it to dolls; washes a doll's dress in a toy basin, and then irons it with an iron, etc. All these plots must certainly include actions already known to children, which they have repeatedly observed in real life.
First, the teacher himself acts out such a “two-phase” plot in front of the children. With the subsequent repetition of “three,” he involves one or two kids in the game: “Kolya, I fed the bunny, now it’s time for him to sleep.” Shall I send him to bed?” and so on.
At this stage of work, the teacher should, along with story toys, introduce substitute objects into joint play with children (for example, a stick instead of a spoon, a cube instead of a pie, etc.). Gradually, in different games, the teacher needs to expand the range of actions with substitute objects: use the same object to perform different game actions (for example, in one game a stick is a spoon, in another a pencil, in a third a comb); use different objects to perform the same game action (for example, in one game a cube is offered instead of soap, the next time - a block, etc.).
It is very important that the substitute object in games with children of this age is combined with a realistic plot toy, for example, if a street is replaced by a cube, then the plate on which it lies should be “like a real one.”
In order for children to be able to develop play actions in their independent activities after playing with adults, the teacher should preserve the object-based play environment or specially organize it.
Educators and psychologists have noticed that in the second half of the third year of life, a significant leap occurs in the development of children’s story-based games - a role appears in the game. At first, it is present as if in a hidden form: the child, acting in a certain way, does not yet call himself by the name of the adult. Then the child designates his role in the game with a word (mother, doctor, builder), no, only after he has performed a series of corresponding actions. After some time, at the very beginning of the game, the child takes on a role, designates it with a word, and begins to act in accordance with this role.
The appearance of a role in the game is associated with a change in the direction of the child’s consciousness (as impressions and experience accumulate) from the object and action with it to the one who acts, that is, to the person. Thanks to the ability to transfer action from one object to another, children develop the ability to identify their actions with the actions of others, people. This serves as the basis for the appearance of roles in children’s games. Games are becoming role-playing.
For the transition to role-playing to occur, it is necessary, first of all, for the child to be able to identify actions specific to a particular adult and reproduce them in play with toys. The teacher must clearly understand what roles are appropriate to introduce into children’s play at this stage. Most importantly, these should be adult roles that are familiar to the child from his life practice, realized through actions that are understandable to him, and that have a bright, distinctive external attribute. For example, the role of “doctor” (the doctor measures the temperature, gives injections, gives medicine; the external attribute of the role of “doctor” can be a white cap or robe), the role of “driver” (the driver drives a car, bus, carries passengers, cargo; a specific object, indicating this role may be the steering wheel).
The teacher must first prepare several sets of toys and role-playing attributes and gradually introduce them into games. Each set must be played out by the teacher. For example, the teacher takes out a pre-prepared box with “medical supplies”, puts on a white cap and begins to play in front of the children, taking on the role of a “doctor”: “I am a doctor. I will treat children. This is where I have a hospital. Bunny, are you sick? What is hurting you? Show me the neck. Now we'll take your temperature. (Puts a thermometer on the bunny.) Now I’ll listen to you. You have a sore throat."
The teacher's play naturally attracts the children's attention. Now you can involve children in it: “Lena, is your daughter sick too? Take her to the hospital. I’m a doctor, I’ll treat her.” The “treatment” procedure can be repeated with two or three dolls or animals, which the children “bring” to the hospital. Also, along with the dolls, the teacher can “treat” one of the children: “Roma, let’s pretend you’re sick and also come to the hospital. Now the doctor will treat you too.” After such a game, the teacher asks the children: “Who wants to be a doctor now? Vasya? Put on your cap. Now you will treat children."
During the game, the teacher must repeatedly name his playing role, associating it with specific role-playing actions.
Having a role in the game leads to a rapid increase in variety of actions; The emotional content of the game is gradually enriched: the child experiences feelings associated with a specific role.
In form, the first role-playing games most often continue to be side-by-side games: children most often carry out actions independently of each other.
In such a game there is no preparatory period: the guys start the game as if on the spot. Most often, the impetus for the emergence of play is given by a toy that comes into the child’s field of vision.
The enrichment of role-playing actions in the games of individual children gradually leads to the emergence of joint play, uniting first two or three, and then a larger number of children. Initially, they are grouped based on the action and its direction: the driver drives the car, and the passenger rides in it; a doctor treats a patient, a hairdresser cuts a mother’s hair, etc. Such associations are still very short-lived and quickly disintegrate. The plot of the children's game is simple: in it, children mainly reflect the life of their family and kindergarten.
The main tasks of managing the games of pupils of junior kindergarten groups are:
1. Development and enrichment of play actions with toys based on the enrichment of individual play actions.
2. Development and enrichment of game plots.
3. Formation of children’s skills to play side by side, and then together. This issue was dealt with by N. Ya. Mikhailenko.
One of the main techniques for managing children's games is the participation of the teacher in their games. Playing together with a teacher promotes greater focus and meaningfulness in children’s actions.
The teacher can take part in the games, taking on one or another role: mother, doctor, teacher, driver, etc. This makes it possible to unite several children to play together. And the role that the teacher takes on serves as an example to follow. The teacher's role-playing participation in children's games can also be aimed at enriching the ideas and play actions of individual children: the teacher talks to the children, shows them actions with certain toys.
As the game is enriched with game actions and a plot emerges, children begin to use words to indicate their role. This should be helped by questions from the teacher, addressing the child as a character. All this contributes to the development of a role-playing game.
N. Ya Mikhailenko believes that the development of a story game can proceed according to the following scheme:
1. The teacher is a toy.
2. Educator (main role) - child (1) (additional role).
3. Child (1) - toy.
4. Child (1) (main role) - child (2) (additional role).
As research shows, such a natural development of the game is not typical for. all children. Often it remains at the level of object games. In this case, there is a need for special training for children in play actions, elements of play behavior, and the ability to construct a plot. The main method for solving these problems is the joint activity of the teacher with the children. The teacher uses in his work the proposal of a ready-made plot of varying degrees of complexity, showing a sample of game action, and including substitute objects in games along with toys.
From time to time, the teacher should organize fun games with all the children, organizing a role-playing game according to his own plans (celebrating the birthday of the doll Masha, a fun trip around the city, etc.).
Game "Kindergarten"
Target. Familiarizing children with the work of adults working in kindergarten. Developing the ability to take on a role.
Game material. Dolls, toy dishes, substitute items.
Preparing for the game. Tour of the kindergarten (groups, music room, medical room, kitchen). Excursion to the place where the nanny receives finished products for children (by subgroups). Systematic observations of the work of a nanny. Observations of the work of a teacher, nurse, music worker. Observations of older children's games. Examination of the paintings “Kindergarten”, “Nursery” (series “Our Tanya”). Game-activity “The kindergarten cook prepares lunch for the children”, “Holiday in the kindergarten”. Conversation “Who takes care of us in kindergarten.” Reading the story “Yasochkin’s kindergarten” by N. Zabila, “Toys” by A. Barto, “First day in kindergarten” by N. Kashnina. Modeling treats for dolls; construction of a sand box, veranda, collective construction “Our group’s site.” Listening to the musical work “Kindergarten” by A. Filippenko.
Game roles. Cook, doctor, nanny, teacher, music worker.
Progress of the game. The teacher can start the game with a tour of the kindergarten. During the excursion, he draws the children's attention to the fact that there are many groups and many children in the garden. All children in the garden live a fun and interesting life, because adults take care of them: the cook prepares food, the music worker conducts music lessons with them, the doctor vaccinates the children, treats them, the nanny cleans the group room, serves food, the teacher works with the children, plays with them.
After the excursion, the teacher asks the children what they saw and invites everyone to try to be a cook, nanny, teacher, or music worker.
The teacher can first demonstrate actions with objects himself. For example, playing the role of a cook, the teacher prepares the necessary items for preparing soup: a saucepan, a spoon to stir the soup, carrots, potatoes, etc. In this case, the teacher uses substitute items. After this, he invites one of the children to cook soup.
So, the teacher can act out several stories. Gradually, several plots are merging into a single interesting game. For example, two girls play with dolls, lift them out of bed, dress them, talk to each other, at a distance from them another girl organizes a children's dining room, she places three dolls at the table and places cutlery in front of them. The teacher can use this situation in the following way: he tells the two girls that it is time for the mothers to go to work, and for the children to go to kindergarten, where breakfast is already starting. In this way, the teacher promotes the natural unification of two playing groups into one. The game is already continuing at a higher level. Meanwhile, the teacher can already “call the car park” and find out why a car has not yet been sent to the kindergarten - the kindergarten needs food, etc.
Game "Treat"
Target. Developing children's ability to implement game plans.
Game material. Substitute items, play utensils, toy dogs, furry collar.
Preparing for the game. Reading and discussion of N. Kalinina’s story “Helpers.”
Game roles. Cook.
Progress of the game.
1st option. The teacher’s actions are aimed at children.
The teacher asks the children: “Who wants to play with me? I invite everyone to play: Sasha, Pavlik, Alena and Vitalik. Does Irochka want to play with us? Now I will bake you some buns. I'll bake buns and feed you. You see, I have a lot of dough in the pan.” Shows a large children's pan filled with parts of building material - yellow or red hemispheres). “There will be a lot of buns, enough for everyone. Sit here on the carpet, relax, and I’ll cook.” The teacher seats the children so that they can see his actions. “I’ll take a large sheet (the lid of a box from a printed board game). I'll put buns on it. Valyusha makes this bun (takes one piece from the box, makes circular movements reminiscent of rolling a ball, and places it on the “sheet”). I'll roll, roll the dough, the bun is ready for Valyusha. And I’ll make this bun for Kiryusha (by calling the children’s names, the teacher keeps their attention on himself). That's all. I haven't forgotten anyone. I made buns for everyone. Now you can bake them in the oven.” Places the “leaf in the oven” and immediately takes it out. “All the buns are already baked” (puts the sheet on the table, sniffs the buns). “They smell so delicious. Now I’ll pretend to try one.” The teacher shows how to do this in the game, says that they are tasty and sweet. Then he gives each child a treat. Asks the children if they liked the buns. He complains that the buns turned out to be too big and he couldn’t eat them all at once. After this, the teacher invites those who have eaten enough to put the remaining pieces on a sheet to finish eating later.
Then the teacher says: “Now let's play hide and seek. You will be cunning guys. You will hide, some behind a chair, some behind a closet, and some may even hide under the table. You hide, and I will look for you. Do you want to play like this? Now I will cover my eyes with my hands and count, and you hide. One-two-three-four-five, I’m going to look.”
The teacher is looking for the children, while rejoicing when someone is found. The game can be repeated two or three times.
Then the teacher invites the children to eat buns again, otherwise everyone has played enough and already wants to eat again. “Would you like to eat some buns?” - hands out buns to the children and says: “Now, when you finish eating the buns, I’ll give you some milk to drink.” If you've eaten enough, put the rest here on the sheet and come to me. I’ll pour you some milk.” The teacher gives each person a cup and pours imaginary milk. You can offer children supplements - a second cup of milk.
In conclusion, the teacher switches the children to independent play: “You’ve eaten and drunk, now go play with toys.”
2nd option. Children's play actions are directed at the teacher.
The teacher suggests to the children: “Let’s play, guys. I really want to play with Romochka, with Vitalik...” The number of children participating in the game can be any. You can play with all the children or only those who approach the teacher. “It was like I came home from work. Tired. And my head hurts. I can't even cook my own food. And I really want to eat. Who, guys, will cook something for me to eat?” The children respond to the teacher's request. “Look how many products I have, a whole box. What will you cook for me? Here in the box there are cabbage and carrots (shows a green ball and a red cone). You can cook a delicious soup. I know Masha can cook soup. Mashenka, can you make me some soup? Here are your vegetables: cabbage and carrots. Here is a slab (large cube, upside down box). You’ll find the saucepan yourself, okay? Sasha, can you cook some potatoes for me? Who else will cook my potatoes? How many berries are there?! It will make a good compote! Who will cook me compote?
After this, the teacher helps everyone individually prepare “food” and shows the children no more than one or two playful cooking activities.
Then the teacher continues: “Whoever has food ready can feed me. I’ve already washed my hands and sat down at the table.” “What have you prepared for me, Verochka? Soup? Probably very tasty. Can I try? Pour me a bowl of soup, please. Oh, how delicious. Soup with carrots and cabbage. Consolidation! I still want to eat one bowl of soup. Can? Thank you, Verochka, very, very much. You made a very tasty soup.” It doesn’t matter if this procedure is delayed and the rest of the children wait for their turn to feed the teacher. Observing the actions of the teacher and the actions of the children, playful communication is very interesting for them. It will undoubtedly enrich their experience.
After feeding, the teacher expresses gratitude to all the children: “What great guys - they fed me. I rested and ate. And my head stopped hurting. Well, now you can have some fun. Do you want to dance? (children and the teacher dance to the music).
The teacher encourages children to independently accept the game goal: “Oh! I danced for a while and got hungry again. Who else will feed me? What are you going to feed me, Sasha?” The procedure of feeding and expressing gratitude is repeated again.
Then the teacher finishes the game: “I’m already so full that I can’t eat all the porridge you cooked, Alyosha. There is still half of the pan left. Feed the bunny porridge. He’s already come running to me to find out who was cooking the porridge.” The teacher can invite children to engage in another activity, gives them, for example, pencils and paper, etc.
3rd option. Children's play actions are aimed at toys.
The teacher includes the children in the game: “Guys, come here quickly, everyone. Look who came running to us." Shows the dogs and offers to get to know them and pet them. “You can hear them whining. Let's ask the dogs, maybe they want to eat? It turns out that they are really hungry.
After this, the teacher “calms” the dogs. Tells them what delicious soups, porridges, etc. our children can cook. “Don't worry, doggies. You see how many children we have in our group, and they all know how to cook very well. Some people can make soup, some porridge, some can make potatoes and even compote... and scrambled eggs. Don't worry, we'll feed you now. Guys, do you want to cook food for the dogs?”
Then the teacher encourages each child to accept the game goal: “This dog chose you, Kiryusha. What will you cook for her? If the child cannot cope with the task assigned to him, the teacher offers him some of his own options: “I guessed that your dog loves soup with bones most of all.” The dog barks in agreement.
So, in turn, the teacher gives each child a dog and encourages them to accept an individual play goal.
When all the dogs have found their owners, the teacher invites the children to take the necessary “products” from the boxes with substitute items. While the children are preparing food, the teacher asks the children: “How is the puppy behaving. Does he listen to you, Nina, doesn’t it interfere with your cooking? What are you cooking for him? He likes his porridge to be sweet. Will you put sugar in the porridge?” “Sharik, are you glad that Vitya cooks meat for you? Sit here and don’t get into the pan, otherwise you’ll get burned - the stove is hot.” “You know, Vitya, your dog is so clean. When she eats, she runs to wash her face and paws. Will you help her wash up later?
Completing the feeding procedure, the teacher says: “Guys, listen to what the dogs want to tell you. They thank you for feeding them delicious food.” “The dogs say that now they want to sleep, that they like to sleep on rugs in a quiet corner behind a closet or under a chair. Here are the rugs for you." Children put the dogs to bed.
After this, the teacher can introduce the children to the note of the game purpose - playing circus. In a whisper he calls the children to him and tells them to go slowly, otherwise the dogs will wake up. He reports that the “mother” of the dogs has come running to the group. She wants to show the children a dog circus. He asks the children if they have seen dogs perform in the circus on TV. She tells how well the “dog mother” can perform. The teacher invites the children to sit on the carpet and watch a dog circus. The teacher shows two or three play actions with a circus dog. The dog can jump over a stick, climb a tower of blocks, somersault, count kids, etc. Children clap for the dog. In order for the dog to become a circus dog, put a beautiful “fluffy” collar around its neck.
After the performance, the “mother” asks the dogs to wake up her puppies and bring them. The teacher puts the puppies in a box. Takes her away. The dog “says goodbye” to the children and “leaves.” The teacher invites her to visit the children more often.
Game "Family"
Target. Encouraging children to creatively reproduce family life in play.
Game material. Dolls, furniture, dishes, bathtub, building material; animal toys.
Preparing for the game. Observations of the work of a nanny and teacher in groups of children of the second year of life; watching mothers walk with their children. Reading fiction and looking at illustrations: E. Blaginina “Alyonushka”, Z. Alexandrova “My Bear”. Construction of furniture.
Game roles. Mother, father.
Progress of the game. The game begins with the teacher bringing a large beautiful doll into the group. Addressing the children, he says: “Children, the doll’s name is Oksana. She will live in our group. Let's build her a room together where she can sleep and play." The children, together with the teacher, build a room for the doll.
After this, the teacher reminds them how to play with the doll: carry it in their arms, roll it in a stroller, in a car, feed it, change clothes. At the same time, she emphasizes that the doll should be handled with care, talk to it affectionately, and take care of it, as real mothers do.
Then the children play with the doll on their own. When the children have played on their own for a sufficient amount of time, the teacher organizes a joint game. When organizing the game, he must take into account the relationship between boys and girls. So, while the girls feed the dolls and wash the dishes, the boys, together with the teacher, build a car out of chairs and invite the girls to go for a ride with the dolls.
After this, the teacher can bring in another Doll - Oksana's friend, the Katya doll. The teacher introduces the children to the new doll, tells how to play with it, and where both dolls will live.
Games with two dolls in themselves oblige several children to work together. At this time, the proximity of the teacher, and often his inclusion in the game, is necessary. Later, when the children have already played this game several times, the teacher may only need to remind them of the possible roles for the game to begin: “Children, who wants to be Oksana’s mother? And Katya’s mother? Who wants to be a teacher? Each of the children begins to fulfill their responsibilities.
Game "Dolls"
Target. Consolidation of knowledge about different types dishes, developing the ability to use dishes for their intended purpose. Fostering a culture of behavior while eating. Consolidating knowledge about the names of clothes. Strengthening in children the skill of undressing and folding their clothes correctly in a certain sequence.
Game material. Dolls, toy dishes, pictures depicting elements of the painting “Playing with a Doll.”
Preparing for the game. Looking at the illustration “Playing with a doll.”
Game roles. Mom, cook, nanny.
Progress of the game. Preparing for the game begins by looking at the painting “Playing with a Doll.” Children sit at two or three tables arranged in a line, facing the teacher. They look at the picture, name what they see (“They are bathing a doll”, “The girl is bathing”, “Washes the soap off the doll”, “The boy is holding a towel to dry the doll”).
After this, the teacher turns to the children: “The pictures in front of you (lie face down), turn them over. Look at your pictures and tell me who has a bathtub and who has soap? who has tights?...” The child who finds the right picture puts it next to the large picture.
So we helped the girl in the white apron. Everything has been prepared in order to redeem the doll.”
The teacher offers the children a story based on this picture: “The children decided to buy the doll. They brought a stool, put a bath on it, poured it into the bath warm water. Nearby, on a red bench, they placed a green sponge and soap. Separate the doll. Her clothes were neatly laid out on a large chair, and her tiny blue shoes were placed under the chair. “Now, now, be patient a little longer,” a girl in a white apron persuades the doll. - I’ll wash the soap off you, and then wipe you dry. You see, Ilyusha is standing nearby, holding a large white towel in his hands...”
The teacher can use various options for playing with dolls.
1st option. Katya doll is having lunch.
There is tea, dining and kitchen utensils on the table. Katya doll is sitting at the table. The teacher says: “Children, Katya needs to be fed lunch. There are different dishes here. We will put on the table in front of Katya only what is needed for lunch.” Children take turns finding the items they need. The teacher asks what it is and why. At the request of the teacher, the children find all the objects: plates, fork, spoon, bread box, name them correctly and arrange them beautifully on the table, not forgetting to lay out the tablecloth and place the napkin holder. They wish Katya bon appetit and clear the dishes after dinner.
2nd option. Choose dishes for the dolls.
The teacher places three dolls on the table: a cook stands at the stove, a nanny doll in a dressing gown prepares dishes for dinner, and a girl doll sits at the table. The teacher looks at the dolls with the children, talks about what they do, what kind of utensils they need. There are different dishes on the table near the teacher. When showing an object, the teacher says what it is called. Then he asks the children about this subject. To maintain interest, you can ask like this: “Is this dishware probably no one needs?” Both the cook and the nanny need a ladle, a teapot, and a spoon.
After this, the teacher asks each of the children; who would he like to be now: a cook, a nanny or a girl going to dinner. Invite children to play on their own.
3rd option."The doll wants to sleep."
The teacher brings the doll and says that the doll is very tired and wants to sleep, asks the children to help her undress.
Children, one by one, at the teacher’s direction, remove the doll’s clothes and, carefully folding them, place them on the doll’s chair. So, one child takes off his apron, the other takes off his dress, etc. The teacher guides their actions, helping to correctly fold this or that part of the doll’s toilet, showing how to do it correctly. When the doll is completely undressed (only a shirt remains), they put slippers on her and lead her to the bed. Having put the doll to bed, the teacher turns her on her side, puts her hands under her cheeks, carefully covers her, gently strokes her head and says: “Sleep!” Having shown the children that the doll has fallen asleep, the teacher asks them to be quiet and, putting a finger to their lips, on tiptoe, leaves the group room with the children where the doll is sleeping.
4th option. The dolls woke up.
There are 2 dolls sleeping on the beds, a large and a small one. There are clothes on the shelves of the closet. Children sit on chairs in a semicircle. Educator: “Children, look who sleeps in this crib. Did you recognize her? Yes, this is a “Katya doll.” Who sleeps on this one? This is a Tanya doll." The teacher turns to one doll: “Katya, are you awake yet? Will you get up? Guys, she says, “that she wants to get up, but first we need to find her clothes. What do you need to dress Katya?” “Look carefully at the shelf. Do you see the clothes? Bring the dress. We try on the dress, if it’s small, we put it next to Tanya’s crib. Should we put on the dress right away or should we put on other things first? We are looking for underwear for the dolls in size and other things." Children take turns putting clothes on the Katya doll, then dressing Tanya.
At the end of this game, the doll, dressed with the help of the children, greets each of the children, thanks each of them for their help, affectionately strokes the head, dances merrily for the children, who clap their hands and then thank the doll for dancing.
When this game is played subsequently, the teacher encourages the children to play independently.
The teacher must treat dolls as if they were living beings. So, if a doll is dropped, the teacher takes pity on it, calms it down so that it doesn’t cry, asks the children to caress, calm and feel sorry for the doll.
During the walk, the teacher makes sure that the doll is not cold, that she does not freeze: he carefully adjusts her hat or scarf, and carefully checks to see if there is a breeze under the blanket with which the doll is wrapped. During feeding, make sure not to burn her: she cools the food.
The teacher includes dolls in the lives of children, making them participants in children's lives. So, the doll, sitting on a chair, watches how children study or eat, praises who eats quickly and carefully, who is attentive in class. In the morning, the doll greets the children and watches how the children dress and wash themselves, and in the evening, before the children are taken away, the doll is undressed and put into bed, they say goodbye to it, turn off the lights and tiptoe away.
Game "Chauffeurs"
Target. Introducing children to the profession of a driver. Teach children to establish relationships in play.
Game material. Various cars, building materials, steering wheels, traffic lights, traffic controller's cap.
Preparing for the game. Observations of cars on the street, targeted walks to the car park, gas station, garage. Examination of the painting “Bus”. Learning the poem “Truck” by A. Barto. Game-activity “Chauffeurs go on a flight.” Observing the games of older children and playing together with them. Learning the outdoor game “Sparrows and a car.” Reading and looking at illustrations: “Our Street”, looking at photographs from the “Little Drivers” series. Construction of a garage from building materials.
Game roles. Driver, mechanic, gas station attendant.
Progress of the game. The teacher can start the game by walking down the street and observing cars. During the observations, the teacher draws the children’s attention to the variety of cars, to what the cars transport.
After a walk, in a conversation with the children, the teacher asks them the following questions: “What cars did you see on the street? What did the cars carry? What is the name of the person who drives the car? Who regulates traffic on the streets? How do pedestrians cross the street?
Then the teacher invites the children to play driver, taking on the role of a traffic controller. Children draw a road with intersections and a roadway on the ground. Boys - “drivers” “drive along the pavement”, keeping to the right side of the street. Girls - “mothers” with strollers walk along the sidewalk. Crossing the road is allowed only at intersections and only when the traffic light is green.
In subsequent work, the teacher introduces children to the fact that cars are refueled with gasoline. Further clarification and systematization of knowledge allows children to identify three or four roles in games with cars: driver, mechanic, gas station attendant.
During the subsequent game, the teacher can invite the children to listen to the story of the driver doll: “There are many drivers working in the car park (garage). They are all friendly with each other. They have one very good rule- never leave a friend in trouble, help everyone and in everything: familiar or unfamiliar to any driver. For example, a driver is driving and sees a car standing on the road ahead. He will definitely stop and ask what happened, and will certainly help: he will pour a little gasoline out of his car, help change a tire, or simply take you on a trailer and take you to the garage. This is how our drivers live together.”
Then the teacher invites the children to play the game “As if drivers are leaving for a flight” on their own.
Next time you can start the game by reading the story “How the Machine Rolled the Animals.”
“There is a car standing on the road. It's blue, the body is yellow, the wheels are red. Beautiful car! The forest animals saw her, stopped and looked. Oh, yes, a car! Nice car!
The curious squirrel ran closer. I looked into the body. There is no one! The squirrel jumped into the back, and the car drove off: back and forth, back and forth.
A car drove up to the bunny and buzzed: beep-beep-beep!
A bunny jumped into the car. And again the car drove: back and forth, back and forth.
A car drove up to the bear cub and buzzed: beep-beep-beep!
The little bear climbed into the back. The car drove: back and forth, back and forth. The squirrel, bunny and bear are happy!
A hedgehog climbed into the back. The car drove: back and forth, back and forth. Hooray!
The kids have ridden around and are tired.
The squirrel was the first to jump out of the car, followed by...? - the bunny. Then...? - a bear cub came out. And the hedgehog - he doesn’t know how to jump - just can’t get down. Got upset! The little bear, what a clever girl, returned and extended his paw to the hedgehog. Well-mannered people and animals always help each other.
As soon as the hedgehog got out of the car, it drove away. "Goodbye, blue car! Thank you!" - the animals shouted after her.”
After reading the story, the teacher can invite the children to ride the toys in cars on their own.
Game "Trip"
Target.
Game material. Construction material, dolls, animal toys, substitute items.
Preparing for the game. Observation of transport during a walk, excursion to the car park, to the port, to the airport, to the train station. Reading poems and stories about transport. Making a car, plane, steamship, train, boat, bus, etc. from building material.
Game roles. Driver, driver, passenger.
Progress of the game. The teacher can use different variants games depending on what the game actions are aimed at.
1st option. The teacher's play actions are aimed at children.
The teacher starts the game: “Now I’m going to build something very interesting. Who wants to help me? Please bring large cubes (modules). These are the big circles. Well done, thank you! Now please bring me a lot of chairs, they will also come in handy. It seems that everything is ready, we can start building. Do you know what I want to build for you? A car. So big... With wheels, with a body. I'll build a car and give my guys rides. Would you like me to take you for a ride in the car?” The teacher builds a car and comments on his actions. “First I’ll build a booth (takes chairs). The cabin is ready. Now I'll make the steering wheel. I'll steer. The car will go, it will take Sasha, Marina, Vadik... The steering wheel is also ready. I'll do the body. I’ll put the chairs here so that the children can sit comfortably, and I’ll make the body large so that everyone can fit in. All that remains is to attach the wheels. All. The car is ready. Come on, my dears, get into the car, let's go now. This is the place for Katya. And this is for Petya... Is everyone sitting comfortably? Can I start the car? Chick-chick, the engine turned on. Do you know where I’m taking you now? To the toy store. Beep! Go. Shhhhh! Stop. We arrived at the store. I'll open the door now. Come out. Here is a store (the teacher points to a closet with toys that are arranged and dressed in an unusual way in advance: someone has a bow tied, someone has a collar, a new skirt, etc.). Lots of them in the toy store. Do you like them? Let's buy toys. I’ll buy a bunny for Vanyusha. And for you, Olenka, what toy should I buy? Well, it seems everyone has bought toys. Did I buy you any good toys? Does everyone like it? Then get in the car, let's go back to the group. Beep! Go...".
On the way, the teacher makes a stop, buys a “bottle” of lemonade at the store, treats the children, and offers to make a glass from a fist. Shows how you can drink from such a glass. “Who has the same cups? Substitute. I'll pour you lemonade. Who else wants lemonade? (Those who refuse to drink from a cup are given a toy cup.) Has everyone had a drink? Now let's treat the toys with lemonade. Anyone who has drunk can get into the car. Is everyone seated? Beep beep. Go. Shhhhhh. We arrived as a group. You can go play. Show your toys where they can sleep, cook dinner, and I’ll fix the car. If you want to drive a car again, come see me. I’ll take you somewhere else.”
If, after the teacher’s suggestion, the children have a desire to get into the car again, the game continues.
During the subsequent game, the teacher finds out together with the children where else they can take the children and why. It turns out that children can be taken: to the sea or river, to the forest to swim, play in the water, walk on a bridge; to the zoo, meet fish, whales, look for something interesting; to the forest to pick mushrooms, berries, flowers, meet the little animals, feed them, visit the hedgehog, see how the little animals live, build houses for them, cook food for them, feed them, walk with them; to the circus to teach animals various circus tricks: jumping over a stick, over a pit, from cube to cube, climbing through a hoop, walking on a board, singing, whining, barking, dressing up animals, performing; to the store to buy new toys; to visit various forest animals, dolls, Aunt Gala (teacher’s assistant), etc. The teacher can also find out with the children what kind of transport they can use: by plane, by boat, by train, by boat, by train, by car, by bus, by taxi.
2nd option. Game actions are aimed at the teacher.
The teacher includes the children in the game. “I have steering wheels (shows different objects that can replace steering wheels). Anyone who wants to drive a car, get steering wheels.” “Here’s the steering wheel for you, Vadik. Where will you go? What will you bring me? Katyusha, where are you going? To the store too? Fine. What will you buy me in the store? Candies? A. Vadik has already gone for candy. Can you bring me something else? Bread? Well done, right. Otherwise we don’t have bread for lunch.” If the teacher sees that the child is having difficulty choosing a goal, you need to offer him your own: “Sasha, please bring me some bricks. I will build a doghouse for my dog. She has nowhere to live. You see, she’s sitting over there in the corner and grieving.”
After this, the teacher shows the children how to make a car out of a high chair.
When the children bring food, things, etc. to the teacher, he must thank the children for the delivery.
“Now let’s all go to the circus in cars and see how the bear performs.” The teacher shows the children a performance of a teddy bear. Then the children “return” to the group in cars.
3rd option. Children's play actions are aimed at toys.
The teacher includes the children in the game and sets a game goal for them: “Now I will build a puppet theater. I need helpers. Who will bring me toys? Next, the teacher encourages an independent search for a substitute object and ways to realize the game goal. “Find yourself a car and bring me toys. I will tell you what toys I need for the puppet theater. Vovochka, please bring me a bunny. And you, Larisa, - the doll Dasha. And Vitalik will bring a children’s table...” The teacher names the toys, building materials, etc. that will be needed to build the theater. Shows a place where you can put toys. Children carry toys, and the teacher sets up a puppet theater stage. When showing children a puppet show, the teacher tries to use everything that the children brought in the performance and when setting up the stage.
The teacher can invite children to bring their friends to the performance: dolls, bear cubs, etc.
After the performance, the children take everything back to the venue. The teacher certainly thanks them for their help. Offers to play with friends whom they invited to the performance. Reminds us that their guests also love to ride in cars.
Then the children move on to independent play.
4th version of the game. This option can be used to introduce order to children.
The teacher invites the children on an exciting train journey. He places 3-4 little chairs one after another and offers to take seats on the train. Children take extra chairs, attach them to the ones already installed, and now the long train is ready to travel. At this time, the teacher picks up various toys from the floor and says: “Bear, why are you sad? Do you want to take a train ride? And you are a bunny, a matryoshka doll, and a doll Dasha.” Children are ready to help their little toy friends. They quickly take them apart and carefully place them on their laps. “Guys,” the teacher continues, “we will see a lot of interesting and funny things along the way. Look carefully to see if it will be clearly visible to your little friends: the squirrel, the bunny, Masha. Ask them. If they can't see anything, make them sit more comfortably. Well, now let’s go!”
During the “path”, the teacher describes to the children 2-3 imaginary pictures outside the window: “Look, look! There are two little goats fighting, butting heads. Or maybe they are playing. It's funny. And now we are crossing the river, driving along a long bridge. And a boat floats along the river. You see? And now we have entered a dense forest. What do you see here? And I see a squirrel. She jumps along the branches, wants to catch up with our train. But where should she go? We're going fast. Goodbye, squirrel. (The children and the teacher wave to the imaginary character.) Well, now we are returning home. We've arrived. The teacher invites the children to get out of the trailers. “Here we are at home. But what is it? - exclaims the teacher. - Children, while you and I were traveling, someone visited our group, scattered everything, scattered it. What a mess! Who could it be? You do not know?". The children look around. “I guessed who it was,” the teacher continues. - These are cunning naughty girls. If they appear somewhere, then it’s just a disaster. There will be no life from them. Everything will always lie around, get lost, get dirty. It is impossible to live with them! We need to get rid of them quickly! Do you agree with me? What should we do with them then, you don’t know?” Children give advice. The teacher listens to them carefully and suddenly exclaims joyfully: “I remember! When I was little, my grandmother told me about cunning naughty girls and how to get rid of them. Playful girls do not like order and cleanliness. And if you quickly put everything back in its place, they will instantly disappear. Shall we drive away the naughty girls? Certainly. So, let's start!
The children scatter around the group room and begin to clean up the mess. The teacher helps them. He can maintain the interest and pace of cleaning with the help of:
Rhymes (“We put away the toys, we drive away the naughty girls, the naughty girls will never come back here”, etc.);
Appeals to children (“Look more carefully for traces of naughty girls. Where there is disorder, it means naughty girls have settled there.” “It seems to me that one of the naughty girls is hiding among the books, they are all scattered,” etc.);
Encouragements (“Oh, yes, Misha! Oh, yes, well done! He puts the cubes in this order. Now I’m sure that not a single playful person will show his nose here.” “Tanya, what a smart girl you are! I would never have guessed for a doll’s look at the crib. And there were plates, spoons and even a doll’s dress? Well, now everything is in complete order!”).
After cleaning up the toys, the teacher and children look around their group with satisfaction. The teacher sums up the work done: “Now it’s a completely different matter! If it weren’t for you, we would never get rid of the cunning naughty girls. And now I am sure that you will not let them come to us. I'm right?".
Train game
Target. Teaching children to implement game plans.
Game material. Construction material, toy train, picture of a train, steering wheel, suitcases, handbags, dolls, animal toys, nesting dolls, substitute items.
Preparing for the game. Observation of the transport port on a walk, excursion to the station. Reading poems and stories about the train. Making a train from building material. Production of tickets and money together with the teacher. Modeling food that the guys take with them on the road.
Game roles. Driver, passengers.
Progress of the game. The teacher begins preparing for the game by showing the children a real train.
The next stage of preparation for the game is to play with the children with a toy train. The teacher, together with the children, needs to build rails (lay them out of building material), a bridge, a platform. There will be matryoshka dolls waiting on the platform for the train, who will then go for a ride on it or to the dacha, etc. As a result of playing with the toy, children should understand what and how they can depict with it, learn to play with it.
After this, the teacher introduces the children to the image of a train in a picture or postcard. It is necessary to carefully examine the picture with the children, compare it with the toy, and draw the children’s attention to the most important thing in this picture.
And finally, the last stage in this preparation is teaching children the outdoor game of “train”. In this case, a picture should be used, which must be correlated with the construction of the children depicting a train, so that the children understand that each of them represents a carriage standing in front - a steam locomotive. While moving, the train should hum, rotate the wheels, then speed up, then slow down, etc. And only after this active game has been mastered by the children, you can begin to teach them a story game on this topic.
The teacher needs to prepare a steering wheel for the driver, place chairs one after the other. Explaining to the children what this is. there is a train, you need to seat the children in their seats, give them dolls, bears, suitcases, handbags, hand the driver the steering wheel after showing all the children how to drive the train. Then the teacher says goodbye to the children, they, in turn, wave their hands, and the train sets off.
Future management of this game should be aimed at making it more difficult. After the excursion to the station, the game should be changed: it reflects the new impressions and knowledge acquired by the children during the excursion. So, passengers will already have to buy tickets, they will have a purpose for the trip (they are going either to the dacha, or, conversely, from the dacha to the city), which determines their actions (depending on the purpose of the trip, they either pick mushrooms and berries in the forest , pick flowers, or sunbathe and swim in the river, or go to work, etc.). Roles appear in the game. Thus, the cashier sells tickets, the controller checks them, the conductor seats passengers in their seats and monitors order in the carriage, the station attendant dispatches the train, the assistant driver lubricates the train and monitors its serviceability, etc. You can also involve children in making game attributes: making tickets, money, making food that they take with them on the road, etc.
The teacher should not unite more than three children to play together. However, if a large number of children have a desire to play together, if the game is enriched by this, this cannot be prevented. First of all, the teacher needs to help the children agree and act together.
game "At the doctor's"
Target. Familiarize children with the activities of a doctor, consolidate the names of medical instruments. Teaching children to implement game plans.
Game material. Photographs, illustrations, paintings, dolls, animal toys, building materials, doctor's robe and cap, medical instruments (set).
Preparing for the game. Walks to the clinic, to the emergency room, excursion to the pharmacy, to the medical office of the kindergarten. Game-activities “The doll got sick”, “The doll’s recovery and meeting with children”, “Forest hospital”. A teacher’s story about how they play “doctor” in another kindergarten. Reading an excerpt from the works of V. Mayakovsky “Who to be?”, K. Chukovsky “Aibolit”, J. Rainis “The Doll Got Sick” (book “On the Seaside”). Watching the cartoon "Aibolit". Examination of an album made by children together with the teacher on the topic “We play “doctor.” Modeling not the theme “Treats for a sick doll”, designing a bed for a doll.
Game roles. Doctor, nurse, mom, dad.
Progress of the game. The teacher can start playing “doctor” with an activity game. In the morning, the teacher draws the children’s attention to the fact that the doll does not get up for a long time, and the children assume that she is apparently “sick.” Call a doctor or kindergarten nurse. He examines the “sick” and makes a diagnosis: “The doll has a cold, she needs to be admitted to the hospital.” During the examination, the doctor comments on his actions: “First, let’s take the temperature, please give me a thermometer. Temperature 38 degrees. Yes, Svetlana is sick. We need to look at the throat. The throat is red. Of course she caught a cold." The doctor, having written his conclusion, asks the teacher to take the doll to the “hospital” (medical office).
A few days later, the teacher informs the children that Svetlana is already recovering and will be discharged tomorrow. You can invite the children to prepare everything they need to meet Svetlana. Children cover clean bed, prepare a nightgown, put a cup of water on the nightstand near the bed. And so Svetlana is “discharged” from the “hospital”, the nurse comes to the children several more times, shows how to care for the convalescent: do not allow her to drink cold water and walk barefoot, dress carefully and warmly for walks.
During the subsequent game, the teacher asks the children who wants to take on the role of a doctor or a nurse. The teacher puts on a white robe and cap for the child who wants it and offers to treat the sick bear. The teacher must allow children to show initiative and creativity in the game, so the teacher provides help to the child only if there is difficulty.
Also, when playing this game, the teacher can invite older children to visit the kids. The day before, the teacher should explain to the older children the purpose of their coming: to develop role-playing games, in this case the game of “doctor”. Joint games between younger children and older children can be more spontaneous than games with a teacher. In communication between younger and older children, the play task comes first, which is easily and naturally perceived by children of the fourth year of life as their own.
Here, for example, is what kind of game the players can get.
Two children are playing: a toddler (3 years old), a preschooler (6 years old).
Preschooler: Let's play “doctor.” Kid: Come on.
Preschooler: I am a doctor. (He puts on a robe, a cap, takes a phonendoscope, a syringe, a spatula, paper, a pencil, sits down at the table. He does everything calmly and seriously).
Preschooler: Take the doll and come with it to the reception. A child and his “son” come to see a doctor. Says hello.
Preschooler: Please sit down. What's wrong with your son? What happened to you?
Kid: He's coughing... His throat hurts. The “doctor” examines the doll, listens to it, and gives an injection (with a syringe without a needle). At the same time, he says that this time is all. Then he writes out a prescription and gives it to “dad” with the words: “You will give a teaspoon three times a day. Goodbye.
Kid: Goodbye.
After the game is over, the older child encourages the baby to try to be a doctor. First, the preschooler, pointing to the medical instruments, takes each one in turn and asks the baby what it is and what it is for. After this, the preschooler takes the bunny and comes to see the little doctor. As the game progresses, when the baby has difficulties, the children can change roles for a while.
Next time, the teacher can offer the children a dramatization of the story “Animals Are Sick.” The teacher pre-bandages the paws, neck, head, tail, etc. of the toy animals. He puts on a white robe and a white cap and announces that he will treat sick animals. Conducts a dialogue with the toy:
Good afternoon, tiger cub. What's happened?
I put my paw in the door, and the door pressed my paw. The paw hurts a lot. Ooh. Help, save!
I'll help. I have a wonderful ointment.
The teacher lubricates the paw, while showing and explaining to the children how best to do it. Lays the tiger cub down on the mat to rest.
Soon, not only toys, but also children will be among the sick. We need to treat them too! Then the teacher invites one of the children to play the role of a doctor.
By playing with animal toys, children can develop the plots of “Forest Hospital”, “Aibolit”, etc.
Game "Builders"
Target. Introducing children to the work of builders. Teaching children to establish relationships in play.
Game material. Construction material, cars, dolls, animal toys.
Preparing for the game. Excursion to the construction site, meeting and conversation with the builders, observing the work of the builders. Observations of children's games preparatory group. Game-activity “Dolls have a housewarming party” (furniture construction). Examination of the paintings “Building a house”, “Children playing with blocks”. Reading the poem “The Carpenter” from the book by E. Tikheyeva “Games and Activities of Small Children.” Reading the work of S. Baruzdin “Who built this house.” Looking at photographs from the “Little Builders” series. Construction of a garage, house, path. Drawing on the theme “Fence”, “House”.
Game roles. Driver, builder, new resident.
Progress of the game. You can start the game by meeting with the builders. They will talk about their work, the significance of their work for society: builders are building new houses, building theaters, schools, shops, kindergartens, so that children and adults have a place to study, buy food, etc.
After this, the teacher can conduct an excursion to the construction site, having previously organized it. During the excursion, the teacher draws the children’s attention to how a house is built: from bricks, panels, blocks; on how a bulldozer, excavator, crane works; how well all the workers work together. Also at a construction site, children can observe the work of drivers, masons, plasterers, plumbers, etc.
In a group, in order to clarify knowledge about builders, the teacher can organize an examination of albums and photographs. graphs, illustrations from magazines on the topic of construction.
Then the teacher can invite the children to look at the picture “Children playing with blocks.”
The teacher offers the children a picture and tells them what is depicted on it. Explains: “The girl made a big beautiful gate.” He asks if the children like these gates, and clarifies what they are like: “The gates are yellow and red on top.”
The children look at the red tower that was built by a boy, a boy in a striped shirt, who brought blocks on a truck.
Finally, the children listen to the following story.
“It’s good to play with blocks. Interesting! A boy in black pants built a high tower. The tower turned out beautiful! The bottom is yellow, the top is sharp, red. The girl helps him. She made the gate. The boy in the striped shirt is the driver. Beep beep! - he signals to the children. “I brought you some more cubes.”
Having finished the story, the teacher invites the children to approach the picture. Repeats her description once again, welcoming the children’s attempts to finish the words.
After this, the teacher invites the children to assign roles and play the game “Construction”. If the children find it difficult, then he asks: “Who wants to be a builder and build a house for Tanya’s doll? And who wants to be a driver to bring necessary materials to build a house? etc.". Then the teacher gives the children the opportunity to play independently.
During the subsequent game, the teacher can invite the children to play the game “Tanya’s Housewarming Party,” where the children themselves must come up with and choose roles for themselves.
Game "Fox"
Target.
Game material. Substitute items, toys, buns.
Preparing for the game. Getting to know the distinctive features of a fox from pictures, illustrations, reading poems and stories about a fox.
Game roles. Fox, fox cubs.
Progress of the game. The teacher turns to the children: “Let's play. I'll be Lisa. I have pointy ears (shows). You see what. Do you see the big fluffy tail? (shows an imaginary tail with a movement of his hand). Is my tail beautiful?” Then the Fox briefly tells where she lives, what she eats and what she likes to do (play with fox cubs, catch mice, etc.).
Having outlined the appearance of the fox, its habits and disposition, the teacher moves on to the most important point - encouraging children to take on the image of the fox cubs. This is what it looks like: “I’m bored alone. I don’t have children - little foxes with fluffy tails. They grew up, became big and ran away into the forest. If I had little foxes, I would treat them to my bread and give them candy wrappers. You see how many of them I have. Who wants to be my little fox? Someone wanted to be a fox - good! Well, those who did not want to play should not be forced under any circumstances. Let these children do what they want. The teacher continues to play with those who wish.
“Little foxes, show me your ears. Do you have ponytails? (imaginary)." Perhaps one of the children will attach a jump rope to the back. Others may want to do ponytails too. Don't rush to help them. Let them try to deal with it themselves. Such independence will only be beneficial. The most important thing has already happened - the child has entered the character. He became “different” in his imagination.
Then the teacher must praise the children, treat the little foxes with Fox Bread (for starters, you can treat them to a real bun), and later use a substitute object, breaking off imaginary pieces and saying: “I gave it to this little fox, and I gave it to this one, and I didn’t forget this little fox.” Little foxes, look at this little fox. Is he really a redhead? Help yourself, Ryzhik, to some bread. Now, little foxes, open your pockets and close your eyes. I’ll put something there in secret for you” (puts candy wrappers in pockets).
Then the teacher can extend the game in different directions (everything will depend on his creativity), but only on the condition that the children want this, that they still have an interest in the game. You can go into the forest, look for a common hole where the fox cubs will hide from the rain, and store their supplies. On the site you can collect twigs and leaves to make a warm hole, mushrooms, berries (substitute items: pebbles, clover flowers, etc.).
A teacher can, for example, end a game of foxes like this, addressing the children: “Little foxes, your mother, the fox, came from the market and brought you toys (dolls, cars, various mosaics and any other objects interesting to the child: plastic bottles with screw caps, ballpoint pens, large bolts for boys, perfume boxes for girls, etc.). Run to me, I will hand out gifts. Well, I gave it to everyone. Everyone can get busy. Then we’ll go for a walk.”
Game "Bear Cubs"
Target. Developing in children the ability to take on the role of an animal.
Game material. Sweets, fruits, pies.
Preparing for the game. Familiarization with the distinctive features of a bear from pictures and illustrations. Reading poems and stories about the bear.
Game roles. Bear cubs.
Progress of the game. Offering children toys, candies, fruits, pies, etc., the teacher says: “Look, guys, what a big delicious pie the bear baked and sent to our group. She thought that we had cubs in our group with a sweet tooth who loved delicious pies, and decided to treat them. Who is our little bear? Who did the bear bake a sweet pie for? Are you a bear cub, Sasha? Where are your paws, little bear? Do you have fur, little bear? How many cubs we have in our group. Nice cubs! It's time to give them the pie!
Then the teacher invites the cubs to stand around a large table (made of pushed tables) and watch as she solemnly cuts the pie into equal parts so that everyone gets an equal share. A regular afternoon snack can be served this way. While handing out the pie, the teacher says: “This little bear has a piece of the pie and this one. I share the bear's pie equally with all the cubs. Did all the cubs have enough pie? Eat to your health!”
Game "Cat"
Target. Developing in children the ability to take on the role of an animal.
Game material. Substitute items, toys.
Preparing for the game. Getting to know the distinctive features of a cat from pictures, illustrations, reading poems and stories about cats and kittens.
Game roles. Cat, kittens.
Progress of the game. The teacher can start the game by reading the story by V. Gerbova “About the girl Katya and the little kitten.”
“Katya went out for a walk. She went up to the sandbox and began making Easter cakes. I baked a lot of Easter cakes. Tired. I decided to rest and sat down on a bench. Suddenly he hears: meow-oo-oo. The kitten meows: so thinly, pitifully. “Kiss-kiss-kiss,” Katya called. And a little black fluffy ball crawled out from under the bench. Katya took the kitten in her arms, and he began to purr: purr-purr, purr-purr. He sang and sang and fell asleep. And Katya sits quietly, doesn’t want to wake the kitten.
I'm looking for you, looking for you! - said the grandmother, approaching Katya. -Why are you quiet?
Tsk-tsk-tsk,” Katya put her finger to her lips and pointed at the sleeping kitten.
Then Katya and her grandmother went around to all the neighbors to find out if anyone had lost a small black kitten that could purr loudly. But the kitten turned out to be a draw. And grandma allowed Katya to take him home.”
After this, the teacher can talk with the children about the kittens.
Then he invites the children to play. “I'll be a cat. I have fluffy fur and soft paws (shows). I have a long tail and small ears (shows an imaginary tail, and then ears). I like to lap up milk and sour cream. I love catching mice. More than anything else, I love playing with balls of thread or a ball. The ball rolls under the chair, and I take it out with my paw. And one more thing... I love to play with my master Petya. He runs away from me with a piece of paper on a string, and I catch the piece of paper. I catch the piece of paper, and Petya pats me on the back and calls me smart. I like to be caressed and I purr: purr-purr. Yes, that's the problem. My master Petya went to visit his grandmother. Now I miss you. I have no one to play with. And I don't have kittens. If there were kittens, I would play with them. We would climb ladders, run after balls and meow to our heart's content. Meow-meow, I want to have kittens. Who wants to be my kittens?
When the children enter the image of kittens, the teacher says: “Kittens, show your ears. Do you have ponytails? (imaginary) What do you like to eat? How do you like to play? How do you meow?
Then the teacher must praise the children. Treat the kittens with milk using imaginary cups (palms together), saying: “I poured it for this kitten, and I poured it for this one, and I didn’t forget this kitten.” Kittens, look at this kitten. Is he really a redhead? Help yourself, Ryzhik, to some milk.”
Then the teacher can extend the game in different directions (everything will depend on his creativity), but only on the condition that the children want this, that they still have an interest in the game. You can go outside, play “with your tail”, “meow”, who is louder, etc.
You can finish the game like this. The teacher says that the cat's mother was in a toy store and brought you gifts. “Run to me, I will hand out gifts. Well, I gave it to everyone. Everyone can get busy. Then we’ll go for a walk.”
