Nominated: role-playing games in kindergarten class notes
Position: educator
1.Zoo.
Target: expand children's knowledge about wild animals, their habits, lifestyle, nutrition, foster love, humane attitude towards animals, expand vocabulary children.
Equipment: toy wild animals familiar to children, cages (made of building material), tickets, money, box office.
Game progress: the teacher informs the children that a zoo has arrived in the city, and offers to go there. Children buy tickets at the box office and go to the zoo. There they look at the animals, talk about where they live, what they eat. During the game, the attention of children should be drawn to how to handle animals, how to care for them.
2. Kindergarten.
Target: to expand the knowledge of children about the purpose of the kindergarten, about the professions of those people who work here - an educator, nanny, cook, music worker, to educate children in the desire to imitate the actions of adults, to take care of their pupils.
Equipment: all the toys you need to play in kindergarten.
Game progress: the teacher invites the children to play in kindergarten. If desired, we assign children to the roles of the Educator, Nanny, Music Director. Dolls and animals act as pupils. During the game, they monitor relationships with children, help them find a way out of difficult situations.
- A family.
Target. Development of interest in the game. Formation of positive relationships between children.
Game material... Doll - baby, attributes for the equipment of the house, doll clothes, dishes, furniture, substitute items.
The course of the game.
The teacher can start the game by reading the artistic work of N. Zabila "Yasochkin Garden", at the same time a new doll Yasochka is added to the group. After reading the story, the teacher invites the children to play like Yasya, helps to prepare toys for the game.
The educator may then invite the children to fantasize how they would play when they were alone at home.
On the following days, the teacher and the children can equip a house on the playground in which Yasochka will live. To do this, you need to clean the house: wash the floor, hang curtains on the windows. After that, the teacher can talk in the presence of children with the parents of a recently ill child about what he was sick with, how mom and dad took care of him, how they treated him. You can also conduct a game-lesson with a doll ("Yasochka caught a cold").
Then the teacher invites the children to play in the "family" on their own, observing the game from the side.
With the subsequent conduct of the game, the teacher can introduce a new direction, invite the children to play, as if it was Yasha's birthday. Before that, you can remember what the children did when someone in the group had a birthday party (children secretly prepared gifts: they drew, sculpted, brought postcards, small toys from home. read poetry). After that, the teacher invites the children to mold bagels, cookies, sweets - a treat in a modeling lesson, and celebrate Yasochka's birthday in the evening.
In the following days, many children can already develop various options for celebrating their birthday in independent games with dolls, saturating the game with their own experience gained in the family.
In order to enrich children's knowledge about the work of adults, the educator, having previously agreed with the parents, can instruct the children to help their mother at home and prepare food, clean the room, do the laundry, and then tell about it in kindergarten.
For the further development of the “family” game, the teacher finds out which of the children has younger brothers or sisters. You can read the book by A. Barto "Younger Brother" to the children and look at the illustrations in it. The teacher brings a new baby doll and everything necessary to care for it to the group and invites the children to imagine as if each of them has a little brother or sister, to tell how they would help their mother take care of him.
The teacher can also organize a family game for a walk.
The game can be offered to a group of three children. Distribute the roles: "mom", "dad" and "sister". The focus of the game is the baby doll "Alyosha" and the new kitchenware... Girls can be invited to clean in playhouse, rearrange furniture, choose a comfortable place for "Alyosha" cradle, make a bed, swaddle the baby, put him to bed. "Dad" can be sent to the "bazaar", bring grass - "onions". After that, the teacher can include other children in the game if they wish and offer them the roles of "Yasochka", "Dad's friend - a driver" who can take the whole family to the forest to rest, etc.
The teacher should provide children with independence in the development of the plot, but also closely monitor the game and skillfully use the role relationships of children to strengthen real positive relationships between them.
The teacher can end the game with a proposal to go (the whole family has lunch in a group.
The teacher, together with the children, can constantly develop the plot of the game in the "family", intertwining with the games in the "kindergarten", in the "chauffeurs", "mothers and fathers", "grandmothers and grandfathers." Participants in the "family" game can take their children to a "kindergarten", take part in (matinees, "birthdays", fix toys; "mothers and fathers" with children as passengers go on a bus for a country walk in the forest, or the "chauffeur" to take the mother and her sick son by ambulance to the "hospital", where he is received, treated, looked after, etc.
- Bath day.
Target... Development of interest in the game. Formation of positive relationships between children. Fostering in children a love of cleanliness and tidiness, a caring attitude towards the younger.
Game material
Game roles... Mother, father.
Game progress... The teacher can start the game by reading the work "Grimy Girl" and "Bathing" from the book by A. Barto " Younger brother". Talk about the content of the texts. After that, it is advisable to show the children the cartoon by K. Chukovsky "Moidodyr", to look at the paintings by E. I. Radina, V. A. Ezikeeva "Playing with a doll." And also to conduct a conversation "How we swam", in which to fix not only the sequence of bathing, but also to clarify the children's ideas about the bathroom equipment, about how attentively, caringly, affectionately mothers and fathers treat their children. Also, the teacher can involve children, together with their parents, to take part in the manufacture of attributes, equipping a large bathroom (or bath) for dolls.
With the help of parents and with the participation of children, you can build a towel rack, a grate under your feet. Children can design soap boxes. Benches and chairs for the bathroom can be made of large building material, or you can use highchairs and benches.
During the game, the teacher tells the children that they cleaned up the play corner very well yesterday; washed all the toys, arranged them beautifully on the shelves. Only the dolls remain dirty, so you need to wash them. The teacher offers to arrange a bath day for them. Children put up a screen, bring baths, basins, build benches and chairs from building material, put a lattice under their feet, find combs, washcloths, soap, soap dishes. Here the bath is ready! Some "mothers" are in a hurry to start bathing without having prepared clean clothes. For dolls. The teacher asks them: "What will you change your daughters into?" “Moms” run to the closet, bring clothes and put them on chairs. (Each doll has its own clothes). After that, the children undress and bathe the dolls: in the bath, under the shower, in a basin. If the need arises, the teacher helps the children, makes sure that they take good care of the dolls, call them by name; reminds that you need to bathe carefully, carefully, do not pour water into the "ears". When the dolls are washed, they are dressed and combed. After bathing, children pour out the water, clean the bathroom.
- Big washing.
Target. Development of interest in the game. Formation of positive relationships between children. Fostering in children respect for the work of the washerwoman, careful attitude to clean things - the result of her labor.
Game material... Screen, basins, trays, construction material, play bath accessories, substitute items, doll clothes, dolls.
Game roles. Mom, dad, daughter, son, aunt.
Game progress... Before starting the game, the teacher tells the children to observe the work of the mother at home, to help the spa during the wash. Then the teacher reads the story of A. Kardashova "Big wash".
After that, if the children do not have a desire to play the game on their own, then the teacher can offer them to arrange a "big wash" or take out a bath and linen to the site.
Further, the teacher offers the children the following roles "mom", "daughter", "son", "aunt", etc. You can develop the following plot: the children have dirty clothes, you need to wash all the clothes that are dirty. “Mom” will direct the washing: what clothes should be washed first, how to rinse the laundry, where to hang the laundry, how to iron it.
The educator must skillfully use role relationships during play to prevent conflict and form positive real relationships.
With the subsequent conduct of the game, the teacher can use another form: the game of "laundry". Naturally, before this, appropriate work should be carried out to familiarize with the work of the washerwoman.
During an excursion to the kindergarten's laundry, the teacher introduces the children to the work of the washerwoman (washes, turns blue, starch), emphasizes the social significance of her work (she washes bed linen, towels, tablecloths, dressing gowns for kindergarten employees). The washerwoman tries very hard - everyone is pleased with the snow-white linen. Washing machine, electric irons make the work of the washer easier. The excursion contributes to the education in children of respect for the work of the washerwoman, respect for clean things - the result of her labor.
The reason for the emergence of the game in the "laundry" is often the introduction by the teacher into the group (or area) of objects and toys necessary for washing.
Children are attracted to the role of “washerwoman” because they are “interested in doing laundry,” especially in washing machine... To prevent possible conflicts, the teacher invites them to work in the first and second shifts, as in a laundry.
- Bus (Trolleybus).
Target... Consolidation of knowledge and skills about the work of a driver and a conductor, on the basis of which the children will be able to develop a story-driven, creative game. Acquaintance with the rules of conduct on the bus. Development of interest in the game. Formation of positive relationships between children. Raising respect for the work of the driver and conductor in children.
Game material... Construction material, a toy bus, a steering wheel, a cap, a policeman's stick, dolls, money, tickets, wallets, a bag for a conductor.
Game roles... Driver, conductor, controller, policeman-traffic controller.
Game progress... The teacher should start preparing for the game by observing the buses on the street. It is good if this observation is carried out at a bus stop, since here children can observe not only the movement of the bus, but also how passengers enter and leave it, and see the driver and the conductor through the windows of the bus.
After such observation, which is led by the teacher, attracting and directing the attention of the children, explaining to them everything they see, you can invite the children to draw a bus in class.
Then the teacher needs to organize a toy bus game in which the children could reflect their impressions. So, you need to make a bus stop, where the bus will slow down and stop, and then hit the road again. Little pupae can be put on the bus at a bus stop and taken to the next stop at the other end of the room.
The next stage in preparation for the game should be a trip for children on a real bus, during which the teacher shows and explains a lot to them. During such a trip, it is very important that the children understand how difficult the driver's job is, and observe it, understand the meaning of the conductor's activities and see how he works, how he behaves politely with passengers. In a simple and accessible form, the teacher must explain to the children the rules of behavior for people on the bus and other types of transport (if they gave you a seat, thank you; give way to an old man or a sick person who finds it difficult to stand; do not forget to thank the conductor when he gives you a ticket; sit down to free space, and do not necessarily require a seat by the window, etc.). The teacher must necessarily explain each rule of conduct. It is necessary that children understand why an old man or a disabled person needs to give way, why they cannot demand for themselves better place near the window. Such an explanation will help children practically master the rules of behavior on buses, trolleybuses, etc., and then, becoming entrenched in the game, they will become a habit, become the norm of their behavior.
Another one of important points while traveling on the bus - to explain to children that trips are not an end in themselves, that people do not make them for the pleasure of the ride itself: some go to work, others to the zoo, others to the theater, others to the doctor, etc. The driver and conductor by their work help people to quickly get to where they need to, so their work is honorable and you need to be grateful to them for it.
After such a trip, the teacher needs to conduct a conversation with the children about the picture of the corresponding content, having previously carefully examined it with them. When analyzing the content of the picture with the children, you need to tell which of the passengers depicted on it is going where (grandmother with a big bag - to the store, mother is taking her daughter to school, uncle with a portfolio - to work, etc.). Then, together with the children, you can make the attributes that will be needed for the game: money, tickets, wallets. The teacher also makes a bag for the conductor and a steering wheel for the driver.
The last stage in preparation for the game can be watching a movie that shows the ride on the bus, the activities of the conductor and the driver. At the same time, the teacher must explain to the children everything that they see, and by all means ask them questions.
After that, you can start the game.
For the game, the teacher makes a bus by moving the chairs and placing them in the same way as the seats on the bus. The whole structure can be fenced off with bricks from a large building set, leaving the front and rear doors for the embarkation and disembarkation of passengers. At the rear end of the bus, the teacher makes a conductor's place, in the front driver's seat. In front of the driver is the steering wheel, which is attached either to a large wooden cylinder from the construction kit or to the back of a chair. Children are given wallets, money, bags, dolls to play with. Ask the driver to take his seat, the conductor (educator) politely invites passengers to get on the bus and helps them to get comfortable. Thus, for passengers with children, he offers to take the front seats, and for those who did not have enough seating places, he advises to hold on so as not to fall while driving, etc. Placing passengers, the conductor simultaneously explains his actions to them (“You have son. It’s hard to hold him. You have to sit down. Give up, perhaps a hundred, a seat, otherwise the boy’s hard to hold. Grandfather also needs to give up his seat. He’s old, it’s hard for him to stand. And you are strong, you give way to grandfather and hold on to your hand here, and you can fall when the bus is going fast, ”etc.). Then the conductor hands out tickets to the passengers and, along the way, finds out which of them is going where and gives the signal to depart. On the way, he announces stops ("Library", "Hospital", "School", etc.), helps to get off the bus and get into it for elderly people, disabled people, gives tickets to newcomers, keeps order on the bus.
Next time, the teacher can assign the role of a conductor to one of the children. The teacher guides and fu, now becoming one of the passengers. If the conductor forgets to announce stops or during the departure of the bus, the teacher reminds of this, and without disrupting the course of the game: “What is the stop? I have to go to the pharmacy. Please tell me when to get off "or" You forgot to give me a ticket. Please give me a ticket, ”etc.
Some time later, the teacher can introduce into the game the role of a controller, checking if everyone has tickets, and the role of a traffic policeman, who either allows or prohibits the movement of the bus.
Further development of the game should be directed towards combining it with other plots and connecting to them.
- Chauffeurs
Target. Consolidation of knowledge and skills about the work of the driver, on the basis of which the children will be able to develop a plot, creative game. Development of interest in the game. Formation of positive relationships between children. Raising children's respect for the work of the driver.
Game material... Cars different brands, traffic light, petrol station, construction material al, steering wheels, cap and stick of a policeman-traffic controller, dolls.
Game roles... Chauffeurs, mechanic, petrol station, dispatcher.
Game progress... The teacher should start preparing for the game by organizing special observations for | chauffeur activities. They should be guided by the teacher and accompanied by his story, explanation. A very good reason for the first detailed acquaintance of children with the chauffeur's work can be the observation of how food is brought to the kindergarten. Shown and explaining how the driver brought food, what he brought and what of these products will then be cooked, it is necessary to inspect the car with the children, including the driver's cabin. It is advisable to organize constant communication with the driver who brings food to the kindergarten. Children watch him work, help unload the car.
The next step in preparing for the game is observing how food is brought to neighboring stores. Walking down the street with children, you can stop at one or another store and watch how the brought products are unloaded: milk, bread, vegetables, fruits, etc. As a result of this observation, the children should understand that being a driver is absolutely does not mean just turning the steering wheel and humming that the chauffeur drives the car in order to bring bread, milk, etc.
Also, before the start of the game, the teacher organizes excursions to the garage, to the gas station, to a busy intersection where there is a police officer.
It is advisable for the teacher to conduct another excursion to the garage, but not to any garage, but to the one where the father of one of the pupils of this group works as a driver, where the father will talk about his work.
Emotionally colored ideas of children about the work of their parents and its social benefits are one of the factors that induce a child to take on the role of a father or mother, to reflect their activities in everyday life and at work in play.
The impressions received by children during such walks and excursions must be consolidated in a conversation about a picture or postcards. In the course of these conversations, the educator must emphasize the social significance of the driver's activities, emphasize the importance of his activities for others.
The educator can then arrange a play on the toy cars. For example, children are given vegetables, fruits, bread and pastries, furniture made of paper that they fashioned in class. The teacher advises to take food to the kindergarten, goods to the store, to transport furniture from the store to new house, ride the dolls, take them to the dacha, etc.
To enrich the experience of children, their knowledge, it is necessary to show the children on the street different cars (for transporting milk, bread, trucks, cars, fire, ambulance medical assistance, if possible, show in action the machines watering the streets, sweeping, sprinkling with sand), explaining the purpose of each of them. At the same time, the teacher must emphasize that everything that these cars do can be done only thanks to the activity of the driver.
The teacher should also consolidate the knowledge gained by children during walks and excursions, examining with them pictures depicting a street with various types of cars, and in an active game with an element of the plot. For this game, you need to prepare cardboard steering wheels and a stick for the traffic controller. The essence of the game is that each child, driving the steering wheel, moves around the room in the direction indicated by the policeman with his wand (or hand). The traffic controller can change the direction of movement, stop transport. This simple game, when well organized, is a lot of fun for children.
One of the stages in preparing children for a story-driven game can be watching a movie showing a specific case of a chauffeur's activity and different types of cars.
At the same time, for two weeks, it is advisable to read several stories from B. Zhitkov's book "What have I seen?" It is good to learn with children the outdoor game "Colored Cars" and the musical and didactic game "Pedestrians and Taxi" (music by M. Zavalishina).
On the site, children, together with the teacher, can decorate a large truck with colorful flags, carry dolls on it, build bridges, tunnels, roads, garages in the sand for walks.
The game can be started in different ways.
The first option could be as follows. The teacher invites the children to move to the dacha. First, the teacher warns the children about the upcoming move and that they need to pack their things, load them into the car and sit down themselves. The caregiver then appoints a driver. On the way, you should definitely tell the children about what a car is passing by. As a result of this move, the doll corner moves to another part of the room. Having disassembled things in the country and settled in a new place, the teacher will ask the driver to bring food, then take the children to the forest for mushrooms and berries, or to the river to swim and sunbathe, etc.
Further development of the game should go along the line of connecting it to other game themes, such as "Store", "Theater". "Kindergarten", etc.
Another option for the development of this game may be the following. The teacher takes on the role of a "driver", inspects the car, washes it, and with the help of children, refills the tank with gasoline. Then the "dispatcher" writes out a waybill, which indicates where to go and what to transport. The "chauffeur" leaves for the construction of a residential building. Then the plot develops in this way: the chauffeur helped build the house.
Then the teacher introduces into the game several roles of "drivers", "builders". The children, together with the teacher, are building a new home for Yasi and her mom and dad.
The teacher then encourages the children to play on their own and reminds the children that they themselves can play however they want.
During the subsequent game of "chauffeurs", the teacher brings in new toys - cars of various brands that he makes together with the children, a traffic light, a gas station, etc. Also, children, together with the teacher, can make new missing toys (tools for car repairs, a cap and a stick policeman-traffic controller), improve ready-made toys (using plasticine to attach a trunk to a passenger car or an arc to a bus, turning it into a real trolleybus). All this contributes to maintaining interest in the device, purpose and ways of using the toy in the game.
At this age, children's games of "chauffeurs" are closely intertwined with games of "construction", since chauffeurs help build houses, factories, dams.
- Shop.
Target: to teach children to classify objects according to common characteristics, to foster a sense of mutual help, to expand the vocabulary of children: to introduce the concepts of "toys", "furniture", "food", "dishes".
Equipment: all toys depicting goods that can be bought in the store, located in the window, money.
Game progress: the teacher invites children to place in convenient place a huge supermarket with departments such as vegetable, grocery, dairy, bakery and others, where customers will go. Children independently distribute the roles of sellers, cashiers, trade workers in departments, sort goods by department - food, fish, bakery products, meat, milk, household chemicals, etc. They come to the supermarket for shopping with their friends, choose the goods, consult with sellers, pay at the checkout. During the game, the teacher needs to pay attention to the relationship between buyers and sellers. The older the children are, the more departments and products there can be in the supermarket.
- At the doctor's.
Target: to teach children to care for the sick and to use medical instruments, to educate children in attentiveness, sensitivity, to expand vocabulary: to introduce the concepts of “hospital”, “sick”, “treatment”, “medicine”, “temperature”, “hospital”.
Equipment: dolls, toy animals, medical instruments: thermometer, syringe, pills, spoon, phonendoscope, cotton wool, medicine jars, bandage, dressing gown and cap for a doctor.
Game progress: the teacher offers to play, the Doctor and the Nurse are selected, the rest of the children take toy animals and dolls in their hands, come to the clinic for an appointment. Patients with various diseases come to the doctor: the bear has a toothache because he ate a lot of sweets, Masha's doll pinched her finger on the door, etc. We clarify the steps: The doctor examines the patient, prescribes treatment for him, and the Nurse follows his instructions. Some patients require inpatient treatment, they are admitted to the hospital. Older preschool children can choose from several different specialists - therapist, ophthalmologist, surgeon and other doctors known to children. When they get to the appointment, the toys tell why they got to the doctor, the teacher discusses with the children whether this could have been avoided, says that you need to take more care of your health. During the game, children observe how the doctor treats patients - makes bandages, measures the temperature. The teacher assesses how the children communicate with each other, reminds that the recovered toys do not forget to thank the doctor for the help provided.
- We are building a house.
Target: to acquaint children with construction professions, to pay attention to the role of technology that facilitates the work of builders, to teach children to construct a building uncomplicated design, foster friendly relationships in the team, expand the knowledge of children about the peculiarities of construction workers, expand the vocabulary of children: introduce the concepts of "building", "bricklayer", "crane", "builder", "crane operator", "carpenter", "welder" , "construction material".
Equipment: large building materials, cars, a crane, toys for playing with a building, pictures depicting people of the construction profession: bricklayer, carpenter, crane operator, driver, etc.
Game progress: the teacher asks the children to guess the riddle: “What kind of turret is there, and the light is on in the window? We live in this tower, and it is called ...? (House)". The teacher invites the children to build a large, spacious house where toys could settle. Children remember what kind of construction professions are, what people are doing at a construction site. They look at the pictures of the builders and talk about their responsibilities. Then the children agree to build a house. Roles are distributed between the children: some are Builders, they build a house; others are Drivers, they bring building materials to a construction site, one of the children is a Crane Operator. During construction, attention should be paid to the relationship between children. The house is ready, and new residents can move in there. Children play on their own.
- Salon.
Target: to introduce children to the profession of a hairdresser, to foster a culture of communication, to expand the vocabulary of children.
Equipment: hairdresser's robe, client's cape, hairdresser's tools - comb, scissors, bottles for cologne, varnish, hair dryer, etc.
Game progress: knock on the door. The doll Katya comes to visit the children. She meets all the children and notices a mirror in the group. The doll asks the children if they have a hairbrush? Her pigtail has come undone and she would like to comb her hair. The doll is offered to go to the hairdresser. It is clarified that there are several rooms there: female, male, manicure, they work good masters and they will quickly put Katya's hairstyle in order. We appoint hairdressers, they take their jobs. Other children and dolls go to the salon. Katya remains very pleased, she likes her hairstyle. She thanks the children and promises to come to this particular hairdresser next time. During the game, children will learn about the duties of a hairdresser - haircut, shaving, hair styling, manicure.
Target: arouse children's interest in the professions of a doctor, nurse; to bring up a sensitive, attentive attitude to the patient, kindness, responsiveness, culture of communication.
Roles: doctor, nurse, ambulance driver, patient.
Game actions: The patient calls 03 and calls an ambulance: he gives his name, age, address, complaints. An ambulance is arriving. The doctor and the nurse go to the patient. The doctor examines the patient, listens carefully to his complaints, asks questions, listens with a phonendoscope, measures the pressure, looks at the throat. The nurse measures the temperature, follows the doctor's instructions: gives medicine, injections, treats and bandages the wound, etc. If the patient is feeling very unwell, he is taken away and taken to the hospital.
Preliminary work:
Excursion to the medical office d / s. Observing the doctor's work (listening with a phonendoscope, looking at the throat, asking questions). Hearing of K. Chukovsky's fairy tale "Doctor Aibolit" in the recording. Excursion to the children's hospital. Observation of the ambulance. Reading lit. works: Y. Zabila "Yasochka caught a cold", E. Uspensky "We played in the hospital", V. Mayakovsky "Who to be?" Examination of medical instruments (phonendoscope, spatula, thermometer, tonometer, tweezers, etc.). Didactic game "Yasochka caught a cold". Conversation with children about the work of a doctor, nurse. Examining illustrations about a doctor, honey. sister. Modeling "Gift for the sick Yasochka". Making attributes for the game with the children with the involvement of parents (dressing gowns, hats, recipes, medical cards, etc.)
Game material: telephone, bathrobes, hats, pencil and paper for prescriptions, phonendoscope, tonometer, thermometer, cotton wool, bandage, tweezers, scissors, sponge, syringe, ointments, tablets, powders, etc.
- Veterinary clinic.
Target: arouse children's interest in the profession of a veterinarian; foster a sensitive, attentive attitude towards animals, kindness, responsiveness, a culture of communication.
Roles: veterinarian, nurse, nurse, veterinary pharmacy worker, people with sick animals.
Game actions: Sick animals are and are brought to the veterinary hospital. The veterinarian accepts patients, listens carefully to the complaints of their owner, asks questions, examines the sick animal, listens with a phonendoscope, measures the temperature, and makes an appointment. The nurse writes out a prescription. The animal is taken to the treatment room. The nurse gives injections, treats and bandages wounds, lubricates with ointment, etc. The nurse cleans the office, changes the towel. After taking the sick animal, the owner of the sick animal goes to the veterinary pharmacy and buys the medicine prescribed by the doctor for further treatment at home.
Preliminary work: Excursion to the medical office d / s. Observing the doctor's work (listening with a phonendoscope, looking at the throat, asking questions) Listening to K. Chukovsky's fairy tale "Doctor Aibolit" in the recording. Examination with children of illustrations for K. Chukovsky's fairy tale "Doctor Aibolit". Reading lit. works: E. Uspensky "We played in the hospital", V. Mayakovsky "Who to be?" Examination of medical instruments: phonendoscope, spatula, thermometer, tweezers, etc. Didactic game "Yasochka caught a cold". Conversation with children about the work of a veterinarian. Drawing "My favorite animal" Making with children attributes for the game with the involvement of parents (dressing gowns, hats, recipes, etc.)
Game material: animals, dressing gowns, hats, pencil and paper for recipes, phonendoscope, thermometer, cotton wool, bandage, tweezers, scissors, sponge, syringe, ointments, tablets, powders, etc.
- Polyclinic.
Target: disclosing the meaning of the activities of medical personnel to develop in children the ability to take on roles. develop interest in the game. form positive relationships between children. fostering in children respect for the work of a doctor.
Game material: play set "Puppet doctor", substitute items, some real items, doctor's cap, dressing gown, doll.
Situation 1 The caregiver offers the child the additional role of the patient, and he himself takes the main role of the doctor. Educator: "let's play Doctor": I will be a doctor, and you will be a patient. Where will the doctor's office be? Come on, as if this is an office (puts a screen) And what does a doctor need? (with the help of an adult, the child lays out the medical supplies from the first-aid kit on the table). And this is a jar of ointment, and this is a syringe ... "(Gradually, the child himself begins to name and arrange what is needed). The teacher puts on a hat and white robe: "I am a doctor. Come to my appointment." Come in, hello. Do you have a sore throat or tummy? When did you get sick? Let's see the neck. Open your mouth. say ah-ah-ah. Ay, ay, what a red neck. Lubricate now, does it hurt? Does your head hurt?
Playing with one child attracts the attention of other children. The teacher, noticing the children watching the game, says: “Did you also get sick? Get in line, sick, Wait. "
Situation 2 The teacher plays a doctor, two children are sick. Educator "Now let's play like this. like I'm a doctor. I'm in my office. I have a phone. You are ill, call me and call the doctor, Dzin, Dzin! My phone is ringing. Hello! the doctor listens. who called? Girl Katya? You are sick? Do you have a headache or tummy pain? Did you measure the temperature? How tall! Tell me Katya, where do you live?
I come to you. I will treat you. Until then, drink raspberry tea and go to bed. Goodbye! My phone rings again. Hello, who's calling? Boy Dima? What are you complaining about? Runny nose? Have you been ill for a long time? Did you instill drops or take pills? Does not help? Come to me today. I'll prescribe another medicine for you. Goodbye!
Situation 3. The doctor himself calls the patients, finds out how they are using themselves, gives advice. In the process of talking on the phone, the teacher uses a system of alternative and prompting questions that show the variability of play actions and contribute to the further development of creativity.
- "The wind walks along the sea and the boat urges it on."
Target: Reinforce with children knowledge of the rules and measures of safe behavior on the water.
Software content: Form an elementary understanding of safe behavior on the water; to consolidate knowledge about ways to help a drowning man, to consolidate children's knowledge about animals that live in hot countries; to educate the ability to behave correctly in an emergency.
Equipment: construction kit with large parts, steering wheel, rope, anchor, lifebuoys, peakless caps, mats, cap for the captain, sailor collars, buoys, sign "swimming allowed" red life jacket, pictures of animals from hot countries, palm trees, toys, hats for passengers ...
Game progress:
We really love it when guests come to us. Look how many of them are there today, every morning we say to each other: “ Good morning"So that we have a good all day, so that we have a good mood. Let's say these morning magic words to our guests: "Good morning"
The teacher reads a poem:
What is summer?
It's a lot of light
This field, this forest
These are thousands of miracles!
Educator: In summer it is warm and even hot, so many people will rest at the sea, by the river, lake or pond. Let us and we go on a journey across the sea. And for this we will build a ship.
Children with the help of a teacher build a ship from a construction kit
Educator: Did you forget to take the circle, the rope?
Children: Didn't forget to take it.
Educator: And why do we need a circle and a rope?
Children: To save a man if he drowns.
Educator: Right. Almaz will be the captain on our ship. He will put on a cap and take a telescope, and Ruzal, Azamat, Azat, Damir - they will be sailors, they will wear peakless caps and sailor collars. The rest of the children are passengers. Put on hats, take "daughters" / dolls / in your arms, take handbags with rugs.
Captain: gives the command. Take your seats on the ship. The ship is sailing away. Give up the mooring lines, raise the anchor!
The ship "sails" Children sing the song "Chunga-changa". At the end of the song put up a sign "Swimming allowed" and buoys.
Educator: Look guys, a wonderful place, this is a beach, you can moor, swim and sunbathe.
Captain: Moor to the shore! Drop anchor!
The teacher with the children “goes ashore” and explains that this is a beach and that you can only swim on the beach, as this is a place specially equipped for swimming. In this place, the bottom has been checked and cleaned, the shore has been prepared, lifeguards, a medical worker are on duty, the bathing area is fenced with buoys, for which you cannot swim.
We choose who will be on duty at the tower and watch the swimmers, i.e. (lifeguard)
In case of danger, he will rush to the rescue, taking Lifebuoy... The child rescuer puts on a red life jacket.
Educator: And I will be a nurse who is on duty on the beach and makes sure that vacationers do not get sunburn.
Children, let's show how we came here on a ship, and now let's swim like real dolphins on the waves of the sea (imitation of dolphin movements) we bathed, we get out of the water, spread the rugs and "sunbathe". First, we lie on our backs, then we roll over onto our tummies.
Guys, can you be in the sun for a long time?
You can get sunstroke and skin burns.
Educator: Dear tourists, after resting and swimming, take your seats on the deck. Our journey continues.
Captain: Raise the anchor! Give up the mooring lines! Heading for hot countries!
during the "trip" the teacher reads riddle poems about animals in hot countries. Palm trees and an easel with pictures of animals are placed
Educator: Guys, so we sailed to hot countries. Look guys what animals live here. Let's, guys, we will depict them now.
1. We stand in a circle and show how the elephant walks.
2. How a monkey climbs for bananas.
3. Now let's show a roaring tiger.
4. How the kangaroo jumps.
Okay, well done. Guys, not only animals live here, but people also live here, who dance a beautiful dance called "Lambada". Let's try to dance it.
Well, it's time to have a rest and on the way back.
Captain: Raise the anchor! Give up the mooring lines! Heading back!
Educator: Oh, look, "man" in the water! hurry up to throw your lifebuoy!
Captain: Man overboard! Throw a lifebuoy!
The sailors throw the lifebuoy on the rope and pull out, save the "daughter" / doll /. Passengers thank the captain and sailors.
Educator: Guys, this will never happen if you and your friends follow the rules of conduct on the water.
Well, if suddenly, for some reason, a person turns out to be overboard, he can be helped by throwing a lifebuoy, an air mattress, a log, a stick, a board, even a ball. You don't have to throw yourself into the water. You can help a drowning person by shouting loudly "Man is drowning!" and call adults for help.
And in order to remember well the object with which you can save a drowning man, we will learn a poem that Aliya G.
If someone is drowning in the river,
If it goes to the bottom,
Throw him a rope, circle
A stick, a board or a log ...
Now, you and I are well aware of the rules of conduct on the water, and our ship returned safely from the trip!
Let's thank the captain and sailors for an interesting journey and a safe return home / children thank the ship's crew /. And let's go down from the ship to the shore.
16. Travel around the city.
Tasks:▪ to consolidate the ability to carry out game actions according to speech instructions, to act with imaginary objects, to use substitute objects,
▪ continue to develop speech,
▪ to replenish the idea of the city, professions.
Materials:
▪ driver's cap, steering wheel,
▪ signboard "cash desk", cafe "Fairy Tale", "Sports Palace",
▪ uniform: park employees, instructor, waiter,
▪ hats are animals,
▪ carousel,
▪ building material.
Preliminary work:
▪ target walk along Kirov street and Leningradskaya embankment,
▪ viewing the photo album "Our beloved city",
▪ viewing the multimedia presentation "City Walks",
▪ study of traffic rules,
▪ role-playing game "We are driving, driving, driving ...",
▪ acquaintance with the work of employees of the park, an instructor physical culture, waiter,
▪ learning games and songs, role-playing words and actions.
The course of the game.
Children with a teacher are building a bus.
Leading. Guys, I want to invite you to go on an excursion. Do you agree? (children's answers). Then get on the bus rather. I will be the guide, and Yegor will be the driver (children take seats on the bus).
Bus driver. Attention, the bus is leaving! Fasten your seat belts.
The audio recording "Bus" sounds.
Chauffeur. Stop "Palace of Sports".
Leading. Let's go there. Tell me guys, what are people doing in the sports palace? (Answers of children). Who conducts the training? Instructor.
Denis. Hello, I am your physical education instructor, I suggest you strengthen your health, let's take care of St. John's wort (children put on animal hats). Get on the flowers!
Children stand on flowers and perform movements to the music.
Leading. Is your health okay?
Children's answer. Thank you charging.
The presenter and children thank the instructor.
Leading. I will ask everyone to take the bus, our city tour continues.
Chauffeur. Caution, doors are closing, fasten your seat belts. Next stop "Amusement Park".
Fun bus
Run along the path
And to the amusement park
You bring us.
Leading. There are many swings
And the magician is waiting
There are carousels
Cheerful people.
The song "Bus" sounds one verse.
Chauffeur. Stop "Amusement Park".
Leading. We leave slowly, do not push.
Park Director. Hello, I am the director of the park, I invite you to ride our fun carousels, but first I ask you to buy a ticket at the box office (gestures to the box office).
Children go to the ticket office and buy tickets. The game "Carousel" is being played.
Director. Well, how did you like it in our park? (children's answers). Would you like to drop by the Skazka children's cafe? (children's answers)
Leading. Guys, the cafe is on the other side of the street and we have to go across the road. And what is the correct way to cross the road? (children's answers). Get up in pairs, I will go in front with a red flag, and Misha - behind our column. Look, do not lag behind, otherwise you will get lost in the city.
We walk the streets
We are leading each other by the hand.
We want to see everything
We want to know about everything.
Children on a pedestrian crossing go across the road.
Leading. Here we are.
Waiter. Hello, please make your order. Here's a menu for you.
Leading. Let's order a juice (a box of juice for everyone).
Waiter. Will be done.
The waiter brings the juice, the children drink, thank the waiter and leave the cafe.
Leading. This is where our tour ends. Please take your seats on the bus, buckle up - we are going back to kindergarten (children get on the bus, sing a song).
Chauffeur. Stop kindergarten "Smile".
Children get off the bus, thank the driver and the guide, the teacher invites the children to tell their relatives about the excursion.
Olga Osmanova
Role-playing game"Studio"
Activity type: Socialization.
Tasks: to acquaint the fashion designer and secretary with the professions; fix the names of the profession of people who make clothes (seamstress, cutter, ironer); to form the ability to work with information; plan and carry out their activities; to foster respect for the work of the atelier workers.
Goals: to form a culture of behavior in in public places; help create a playful environment; to establish interaction between those who have chosen certain roles; to form the ability to play according to their own design; stimulate creativity, friendliness.
Preliminary work: video presentation "Travel to the atelier"; viewing illustrations in magazines on the topic "Studio" and "How clothes are sewn"; Painting "We decorate a sundress for a young lady" (Dymkovo painting).
Lesson materials: ironing board, iron, sewing machine, fabrics, doll clothes of various accessories (male, female) on display hangers, mock-ups of paper dolls and their clothes, a mannequin.
Role-playing game"Builders"
Tasks:
Educational:
improve specific ideas about construction, its stages;
develop ingenuity, the ability to actively attract and combine ideas about buildings and various labor processes;
to form the ability to conceive a building and carry it out, to achieve the intended result.
Developing:
develop combinatorial abilities, thinking, imagination, fine and general motor skills;
develop communication skills, stability of attention, accuracy of perception, visual analysis, a sense of proportion and symmetry, artistic taste, initiative, creativity and imagination, creative thinking, self-awareness;
to form skills to develop creatively game plot.
Educational:
promote moral development;
to promote the manifestation of empathy, sympathy for the characters, the desire to help them;
foster a desire to work in a team;
create a joyful mood, emotional mood;
consolidation of knowledge about blue-collar professions, education of respect for work.
Roles: builder, traffic controller, driver, loader.
Game actions: Selecting a construction object. The choice of building material, the method of its delivery to the construction site. Construction. Building design. Delivery of the object.
Game material: various building materials, helmets, tools, construction equipment, material samples, substitute items.
Preliminary work: Reading fiction literature: "Teremok", "Builders", "Who built that house?", "Crocodile Gena and Cheburashka" viewing paintings, illustrations of construction and conversations about the content; didactic games; games with building material; artistic creation... Design, application "House".
Plot - role-playing game
"Birthday of the dolls"».
Target: Contribute to the occurrence games on a topic from the surrounding life. To develop in children the ability to choose a role, perform several interrelated actions in the game, use objects - substitutes. Lead children to the concept "family traditions".
Prior work: Throughout the year, we celebrate children's birthdays in kindergarten with the participation of parents, jointly prepare musical gifts and decorate group, children take part in setting tables for dinner, during the children's stay in kindergarten, work is being done on moral education (polite address to each other, the ability to behave culturally in public places).
Game material: Presence of a play area with furniture, a set of tea utensils, decorations for children, decorations to create a festive atmosphere, dolls.
Game roles: girlfriends.
Related publications:
Play has a special place in a child's life. Children 4-5 years old continue to develop a plot concept. Favorite plots in game activities.
And today in the group we will have a new game, All the girls are cooks, and the boys are cooks. We put on robes, caps on our heads. And saucepans.
The modern, rapidly changing dynamic world dictates its own rules to us. Social changes taking place in modern society, led.
Project activities in the senior group "Role-playing games" The world of professions in kindergarten " Project activities in the senior group. "Role-playing games:" The world of professions in kindergarten. " Project type: practice-oriented. View.
Passport of the project for the circle work "Role-playing games" Passport of the project for the circle work "Role-playing games" Topic: Role-playing game Addressing the project: preschool teachers.
Play is the main activity of a preschooler. Taking part in the games, the baby learns the world, learns to build relationships with peers and adults, masters native, foreign languages, receives other knowledge necessary at this age. Mental cognitive processes develop, vital skills and abilities are formed (to reason, analyze, make decisions, subordinate motives).
The games of preschoolers arise at the initiative of the children themselves, or they are organized by an adult for teaching, educational, psychotherapeutic purposes. The first group includes the role-playing variety. To understand how the role-playing game arises and develops in the middle group, it is necessary to consider its features.
The specifics of the role-playing game
A role-playing game is considered one in which children themselves come up with a plot, assign roles. Actually, the plot and roles appear in the entertainment of kids 4-5 years old. At the earlier stages of a child's development, it is appropriate to talk about a plot-display game, when the baby is already performing game actions (feeding the doll, putting it to bed, driving the car, etc.), but has not yet taken on the role. The transition from reflective actions to the plot and the designation of roles occurs from 3 to 4 years old.
The structure of the role-playing game
Role-playing game (kindergarten is the best place for it) includes the following interrelated components:
- Imaginary situation. The second reality is created after one of the players says the words "as if".
- Plot. These are the events that take place in the game: visitors to the hairdresser wait in line for a haircut, the doctor accepts patients, mom washes the dishes, etc.
- Role. During the game, the kid not only acts for his hero, but lives his life. The number and variety of roles depends on the age of the players and the characteristics of the plot.
- Relationship. This type of games is characterized by two types of relationships: play and real. Game interaction is a conversation between "mother" and "daughter", a dialogue between "seller" and "buyers", "doctor" and "patient". Children enter into real relationships to discuss options for the development of the game, to challenge the behavior of the participants.
- Rules. It only seems at first glance that this type of game does not contain rules. In fact, they are, but they are not so clearly expressed. So, if children play in the hospital, then the child playing the role of a doctor must be in a white coat, sit in the "office", clearly follow the logic of the actions being taken: examine the "patient" and make a diagnosis. If instead he starts dancing or weighing dummies of vegetables, then the rules will be broken.
The listed components manifest themselves in different ways depending on the age of the babies.
How do children of the middle group play?
Role-playing game in the middle group (as well as in others) is an interpretation of what he saw and heard. Kids play up the actions of their parents, grandmothers and grandfathers in everyday life, a teacher and nanny in a preschool institution, a doctor in a district clinic, etc.
The source that feeds the game is the world around it. The guys went on an excursion to the medical office, and now someone is trying to put a thermometer on a teddy bear and is looking for a nurse. We watched a cartoon or a movie about sailors, and the next day the group had its own captains, boatswains and sailors. After the flight of Yuri Gagarin, the children tirelessly played cosmonauts.
The games of children 4-5 years old are somewhat chaotic, plots and roles quickly replace each other. Kids pay attention not so much to the subject as to the partner, trying to build role-based relationships. Children hold the imaginary situation on their own, the plot consists of 3-4 play actions. Preschoolers are good at reproducing intonation, facial expressions, gestures of people, imitate animals, try to use the norms of etiquette. Game associations are still unstable, the participants are constantly changing.
Role-playing game in the middle group differs in that children of this age strive to preserve the logic of actions. If a three-year-old baby first injected the doll, then examined it, now such manipulations are disputed. So, in accordance with age, role-playing games change. The middle group tries to bring the game closer to reality.
Organization of the subject-game environment
The teacher takes care of creating the necessary environment. To create a role-playing game, the younger group is strictly divided into zones. In one part of the group room, the dolls drink tea, in the other there is a garage for toy cars, in the third, the interior of the store is reproduced.
In the middle group, zoning must be abandoned, since a clear organization of space slows down the initiative of preschoolers, prevents them from expressing themselves creatively. Children create play space themselves, therefore the teacher provides portable screens, small boxes, soft modules, doll furniture... Costumes are placed on hangers, attributes are placed in boxes. A picture is glued to each box so that the kids can understand where certain things are. Role-playing games in the older group are also organized by children.
The enrichment of the content is facilitated by cubes, constructors, natural (acorns, chestnuts, cones) and waste (threadless spools, plastic bottles, pieces of cloth) materials. On a walk, children play with pebbles, tree branches (sticks), fallen leaves, sand.
Role-playing games in the preparatory group can take place in the following way: children interpret relationships between people, the use of objects ceases to be mandatory, although it is not excluded altogether. This is how the imagination develops.
Substitutes
The use of toys and other attributes for play by children is of great interest. With dolls, bobbleheads, cars, everything is more or less clear. In most cases, they are used as intended. But here it was necessary to iron the doll's dress, but there was no iron. The girl playing the role of mother will not be upset at all, but will take a parallelepiped-shaped part of the constructor. Moves a brick back and forth, hisses - and you're done. Or the boys are acting as policemen, and there are not enough plastic pistols for everyone. Without thinking twice, the baby will turn a tree branch or his own fingers into a weapon.
Scientists show that while playing, children do not lose touch with reality. Not every object can be replaced by another. Toddlers perform substitutions not so much by external similarity as by subtle internal unity. So, if you ask a child if a brush can talk, he will answer that he can in a fairy tale. But if, while playing in the hospital, you ask the “doctor” to write out a prescription with a brush, then the “doctor” will immediately declare that this is impossible. But in the absence of a pen or pencil, they can be easily replaced with a counting stick. Depicting a rider, a preschooler will enthusiastically ride on a stick, chair, bench, but a doll will never play the role of a horse, truck or toy scales.
The use of substitutes promotes the development of the child's imagination. No wonder the well-known teacher A.S. Makarenko recommended that parents buy more semi-finished toys (cubes, construction set, mosaic), as well as toys-materials (cardboard, paper, plasticine).
Role-playing guidance for children 4-5 years old
The teacher directs the game both directly and indirectly. With direct guidance, the teacher proposes her concept, helps to organize the play space, and takes on one of the roles. One should not think that the teacher falls into childhood. She controls the children, only she does it unobtrusively, on behalf of the one she plays. So, in the role of a seller, the teacher offers “buyers” to describe the chosen product. As a “patient,” the educator asks the “doctor” in detail about the prescribed treatment, medications, and finds out whether additional examination is required.
Role-playing game in the middle group is favorable for creating problem situations. For example, a bear hurt his leg while walking. How can I help him? Or the doll Katya invites her friends for tea, but there are fewer cups than guests. What should she do? Similar situations are thought out in advance, and then the teacher helps children find solutions. The development of a role-playing game takes place depending on what the pupils have come up with.
Indirect guidance consists in the fact that the teacher broadens the horizons of children, forms new ideas in them, so that preschoolers use the accumulated experience during games. Conversations, excursions, reading of works of art contribute to the enrichment of game plots.
The older the children get, the less often the teacher supervises them directly. Depending on the age, the role-playing game develops in different ways. Junior group plays only with the direct participation of the teacher, and children 4-5 years old - independently.
The child is not taken into the game. What to do?
For a role-playing game, the guys unite themselves. When choosing partners, children are guided by their sympathies. But it so happens that the kid really wants to join the players, but he is not taken. What should the teacher do?
First of all, you should show your imagination and try to convince the children that nothing will work without another character. For example, role-playing games are organized ( senior group). Boys pose as drivers. Having joined the game, the teacher tells the children that cars can break down, and there is no one to fix them, and offer the child who wants to participate as a mechanic.
In the long term, it is important to monitor the relationships of children in the group, the social status of each pupil, with the help of a psychologist, conduct sociometry to identify neglected and isolated children. These preschoolers need to be given increased attention, try to increase their authority. What if a girl who is not friends with anyone is the best jumping rope in the group? Or does the beech boy draw beautifully and masterfully make the applique? If you carefully observe the behavior of children, then there will always be reasons for praise. Then, in the future, role-playing games will be much more fun. Preparatory group will already build more complex relationships in the course of them.
Negative manifestations in the game. How to fight?
The preschool is attended by children from different families. Kids growing up in an unfavorable microclimate copy the behavior of loved ones, as a result of which drunk dads and other negative characters appear in children's games. In the speech of such pupils, there are profanities. Guys can be capricious, aggressive, difficult to manage.
Children from disadvantaged families are under the supervision of a psychologist, but the teacher can also do something. First of all, you need to calmly explain to the child that this should not be done. Such behavior offends others, and no one wants to play with the abuser.
Most often, babies behave this way because they do not know how it is different. The teacher shows examples of good behavior on the examples of the pupils of the group, literary heroes... By offering the child the role of, say, a doctor, the educator focuses the preschooler's attention on the fact that the doctor should be polite and kind to patients. The culture of behavior and communication is important for the seller, and for the hairdresser, and for the waiter. Role-playing games for children are quite diverse.
The relationship between the types of games for preschoolers
The closest to the role-playing game is the director's game. It also has a storyline and roles. However, the child plays alone. The kid invents the storyline himself. The characters are toys, objects or objects of nature (pebbles, acorns, cones).
Preschoolers love to play theatrical games, portray heroes of fairy tales and cartoons. Sometimes whole performances are organized in a group, the plot of which can be changed at the request of the participants.
The building-constructive game goes side by side with other species. Since the kids play around with their buildings (dollhouse, teremok, fence around the playground, etc.). There are also plot elements in the movable varieties ("Cat and Mice", "Ali Baba", etc.).
Didactic games, organized on the initiative of the teacher, help to learn a lot about nature and human life. They develop the speech of babies, form elementary mathematical concepts in children. Whatever game the child plays, it is important that it be exciting, interesting, contribute to the upbringing and development of the baby.
Kids play not only in kindergarten, but also at home. Parents must make sure that the game is successful. The older the child gets, the more often he asks various issues... Mothers and fathers should encourage children's curiosity, look for answers together, observe nature, the work of people, draw conclusions: "Why are there puddles in the street?"; “Grandma is not feeling well. What shall we do?" etc. The child reflects the received ideas in the game.
The development of games is facilitated by reading and discussing literary works, visiting the theater, listening to musical works (children's songs, PI Tchaikovsky's play "Doll's disease", etc.), watching cartoons and films for children.
Do not be afraid to invite your child's friends to visit. Role-playing games for preschool age are fun in good company.
Finally, the child should have his own space, at least part of the room, where he will feel himself master of the situation. Toys and other attributes are kept in special boxes or boxes.
(middle group)
Educator: Molokova E.N.
- Zoo
Target: expand children's knowledge about wild animals, their habits, lifestyle, nutrition, foster love, humane attitude towards animals, expand the vocabulary of children.
Equipment: toy wild animals familiar to children, cages (made of building material), tickets, money, box office.
Game progress : the teacher informs the children that a zoo has arrived in the city, and offers to go there. Children buy tickets at the box office and go to the zoo. There they look at the animals, talk about where they live, what they eat. During the game, the attention of children should be drawn to how to handle animals, how to care for them.
- Kindergarten
Target: to expand the knowledge of children about the purpose of the kindergarten, about the professions of those people who work here - an educator, nanny, cook, music worker, to educate children in the desire to imitate the actions of adults, to take care of their pupils.
Equipment: all the toys you need to play in kindergarten.
Game progress: the teacher invites the children to play in kindergarten. If desired, we assign children to the roles of the Educator, Nanny, Music Director. Dolls and animals act as pupils. During the game, they monitor relationships with children, help them find a way out of difficult situations.
- A family
Target. Development of interest in the game. Formation of positive relationships between children.
Game material... Doll - baby, attributes for the equipment of the house, doll clothes, dishes, furniture, substitute items.
The course of the game.
The teacher can start the game by reading the artistic work of N. Zabila "Yasochkin Garden", at the same time a new doll Yasochka is added to the group. After reading the story, the teacher invites the children to play like Yasya, helps to prepare toys for the game.
The educator may then invite the children to fantasize how they would play when they were alone at home.
On the following days, the teacher and the children can equip a house on the playground in which Yasochka will live. To do this, you need to clean the house: wash the floor, hang curtains on the windows. After that, the teacher can talk in the presence of children with the parents of a recently ill child about what he was sick with, how mom and dad took care of him, how they treated him. You can also conduct a game-lesson with a doll ("Yasochka caught a cold").
Then the teacher invites the children to play in the "family" on their own, observing the game from the side.
With the subsequent conduct of the game, the teacher can introduce a new direction, invite the children to play, as if it was Yasha's birthday. Before that, you can remember what the children did when someone in the group had a birthday party (children secretly prepared gifts: they drew, sculpted, brought postcards, small toys from home. read poetry). After that, the teacher invites the children to mold bagels, cookies, sweets - a treat in a modeling lesson, and celebrate Yasochka's birthday in the evening.
In the following days, many children can already develop various options for celebrating their birthday in independent games with dolls, saturating the game with their own experience gained in the family.
In order to enrich children's knowledge about the work of adults, the educator, having previously agreed with the parents, can instruct the children to help their mother at home and prepare food, clean the room, do the laundry, and then tell about it in kindergarten.
For the further development of the “family” game, the teacher finds out which of the children has younger brothers or sisters. You can read the book by A. Barto "Younger Brother" to the children and look at the illustrations in it. The teacher brings a new baby doll and everything necessary to care for it to the group and invites the children to imagine as if each of them has a little brother or sister, to tell how they would help their mother take care of him.
The teacher can also organize a family game for a walk.
The game can be offered to a group of three children. Distribute the roles: "mom", "dad" and "sister". The focus of the game is the baby doll "Alyosha" and the new kitchen utensils. Girls can be offered to clean the playhouse, rearrange furniture, choose a comfortable place for "Alyosha" cradle, make a bed, swaddle the baby, put him to bed. "Dad" can be sent to the "bazaar", bring grass - "onions". After that, the teacher can include other children in the game if they wish and offer them the roles of "Yasochka", "Dad's friend - a driver" who can take the whole family to the forest to rest, etc.
The teacher should provide children with independence in the development of the plot, but also closely monitor the game and skillfully use the role relationships of children to strengthen real positive relationships between them.
The teacher can end the game with a proposal to go (the whole family has lunch in a group.
The teacher, together with the children, can constantly develop the plot of the game in the "family", intertwining with the games in the "kindergarten", in the "chauffeurs", "mothers and fathers", "grandmothers and grandfathers." Participants in the "family" game can take their children to a "kindergarten", take part in (matinees, "birthdays", fix toys; "mothers and fathers" with children as passengers go on a bus for a country walk in the forest, or the "chauffeur" to take the mother and her sick son by ambulance to the "hospital", where he is received, treated, looked after, etc.
- Bath day
Target ... Development of interest in the game. Formation of positive relationships between children. Fostering in children a love of cleanliness and tidiness, a caring attitude towards the younger.
Game material
Game roles. Mother, father.
Game progress ... The teacher can start the game by reading the work "Grimy Girl" and "Bathing" from A. Barto's book "Younger Brother". Talk about the content of the texts. After that, it is advisable to show the children the cartoon by K. Chukovsky "Moidodyr", to look at the paintings by E. I. Radina, V. A. Ezikeeva "Playing with a doll." And also to conduct a conversation "How we swam", in which to fix not only the sequence of bathing, but also to clarify the children's ideas about the bathroom equipment, about how attentively, caringly, affectionately mothers and fathers treat their children. Also, the teacher can involve children, together with their parents, to take part in the manufacture of attributes, equipping a large bathroom (or bath) for dolls.
With the help of parents and with the participation of children, you can build a towel rack, a grate under your feet. Children can design soap boxes. Benches and chairs for the bathroom can be made of large building material, or you can use highchairs and benches.
During the game, the teacher tells the children that they cleaned up the play corner very well yesterday; washed all the toys, arranged them beautifully on the shelves. Only the dolls remain dirty, so you need to wash them. The teacher offers to arrange a bath day for them. Children put up a screen, bring baths, basins, build benches and chairs from building material, put a lattice under their feet, find combs, washcloths, soap, soap dishes. Here the bath is ready! Some "mothers" are in a hurry to start bathing without having prepared clean clothes. For dolls. The teacher asks them: "What will you change your daughters into?" “Moms” run to the closet, bring clothes and put them on chairs. (Each doll has its own clothes). After that, the children undress and bathe the dolls: in the bath, under the shower, in a basin. If the need arises, the teacher helps the children, makes sure that they take good care of the dolls, call them by name; reminds that you need to bathe carefully, carefully, do not pour water into the "ears". When the dolls are washed, they are dressed and combed. After bathing, children pour out the water, clean the bathroom.
- big washing
Target. Development of interest in the game. Formation of positive relationships between children. Fostering in children respect for the work of the washerwoman, careful attitude to clean things - the result of her labor.
Game material... Screen, basins, baths, building material, play bath accessories, substitute items, doll clothes, dolls.
Game roles. Mom, dad, daughter, son, aunt.
Game progress ... Before starting the game, the teacher tells the children to observe the work of the mother at home, to help the spa during the wash. Then the teacher reads the story of A. Kardashova "Big wash".
After that, if the children do not have a desire to play the game on their own, then the teacher can offer them to arrange a "big wash" or take out a bath and linen to the site.
Further, the teacher offers the children the following roles "mom", "daughter", "son", "aunt", etc. You can develop the following plot: the children have dirty clothes, you need to wash all the clothes that are dirty. “Mom” will direct the washing: what clothes should be washed first, how to rinse the laundry, where to hang the laundry, how to iron it.
The educator must skillfully use role relationships during play to prevent conflict and form positive real relationships.
With the subsequent conduct of the game, the teacher can use another form: the game of "laundry". Naturally, before this, appropriate work should be carried out to familiarize with the work of the washerwoman.
During an excursion to the kindergarten's laundry, the teacher introduces the children to the work of the washerwoman (washes, turns blue, starch), emphasizes the social significance of her work (she washes bed linen, towels, tablecloths, dressing gowns for kindergarten employees). The washerwoman tries very hard - everyone is pleased with the snow-white linen. Washing machine, electric irons make the work of the washer easier. The excursion contributes to the education in children of respect for the work of the washerwoman, respect for clean things - the result of her labor.
The reason for the emergence of the game in the "laundry" is often the introduction by the teacher into the group (or area) of objects and toys necessary for washing.
Children are attracted to the role of “washerwoman” because they are “interested in washing,” especially in the washing machine. To prevent possible conflicts, the teacher invites them to work in the first and second shifts, like in a laundry.
- Bus (Trolleybus)
Target ... Consolidation of knowledge and skills about the work of a driver and a conductor, on the basis of which the children will be able to develop a story-driven, creative game. Acquaintance with the rules of conduct on the bus. Development of interest in the game. Formation of positive relationships between children. Raising respect for the work of the driver and conductor in children.
Game material... Construction material, a toy bus, a steering wheel, a cap, a policeman's stick, dolls, money, tickets, wallets, a bag for a conductor.
Game roles ... Driver, conductor, controller, policeman-traffic controller.
Game progress ... The teacher should start preparing for the game by observing the buses on the street. It is good if this observation is carried out at a bus stop, since here children can observe not only the movement of the bus, but also how passengers enter and leave it, and see the driver and the conductor through the windows of the bus.
After such observation, which is led by the teacher, attracting and directing the attention of the children, explaining to them everything they see, you can invite the children to draw a bus in class.
Then the teacher needs to organize a toy bus game in which the children could reflect their impressions. So, you need to make a bus stop, where the bus will slow down and stop, and then hit the road again. Little pupae can be put on the bus at a bus stop and taken to the next stop at the other end of the room.
The next stage in preparation for the game should be a trip for children on a real bus, during which the teacher shows and explains a lot to them. During such a trip, it is very important that the children understand how difficult the driver's job is, and observe it, understand the meaning of the conductor's activities and see how he works, how he behaves politely with passengers. In a simple and accessible form, the teacher must explain to the children the rules of behavior for people on the bus and other types of transport (if they gave you a seat, thank you; give way to an old man or a sick person who finds it difficult to stand; do not forget to thank the conductor when he gives you a ticket; sit down to free space, and do not necessarily require a seat by the window, etc.). The teacher must necessarily explain each rule of conduct. Children need to understand why an old man or a disabled person needs to give way, why they cannot demand a better seat for themselves by the window. Such an explanation will help children practically master the rules of behavior on buses, trolleybuses, etc., and then, becoming entrenched in the game, they will become a habit, become the norm of their behavior.
Another important point while traveling on a bus is to explain to children that trips are not an end in themselves, that people do not make them for the pleasure of the ride itself: some go to work, others to the zoo, others to the theater, and others to doctor, etc. The driver and the conductor by their work help people quickly get to where they need to, so their work is honorable and you need to be grateful to them for it.
After such a trip, the teacher needs to conduct a conversation with the children about the picture of the corresponding content, having previously carefully examined it with them. When analyzing the content of the picture with the children, you need to tell which of the passengers depicted on it is going where (grandmother with a big bag - to the store, mother is taking her daughter to school, uncle with a portfolio - to work, etc.). Then, together with the children, you can make the attributes that will be needed for the game: money, tickets, wallets. The teacher also makes a bag for the conductor and a steering wheel for the driver.
The last stage in preparation for the game can be watching a movie that shows the ride on the bus, the activities of the conductor and the driver. At the same time, the teacher must explain to the children everything that they see, and by all means ask them questions.
After that, you can start the game.
For the game, the teacher makes a bus by moving the chairs and placing them in the same way as the seats on the bus. The whole structure can be fenced off with bricks from a large building set, leaving the front and rear doors for the embarkation and disembarkation of passengers. At the rear end of the bus, the teacher makes a conductor's place, in the front driver's seat. In front of the driver is the steering wheel, which is attached either to a large wooden cylinder from the construction kit or to the back of a chair. Children are given wallets, money, bags, dolls to play with. Ask the driver to take his seat, the conductor (educator) politely invites passengers to get on the bus and helps them to get comfortable. Thus, for passengers with children, he offers to take the front seats, and for those who did not have enough seating places, he advises to hold on so as not to fall while driving, etc. Placing passengers, the conductor simultaneously explains his actions to them (“You have son. It’s hard to hold him. You have to sit down. Give up, perhaps a hundred, a seat, otherwise the boy’s hard to hold. Grandfather also needs to give up his seat. He’s old, it’s hard for him to stand. And you are strong, you give way to grandfather and hold on to your hand here, and you can fall when the bus is going fast, ”etc.). Then the conductor hands out tickets to the passengers and, along the way, finds out which of them is going where and gives the signal to depart. On the way, he announces stops ("Library", "Hospital", "School", etc.), helps to get off the bus and get into it for elderly people, disabled people, gives tickets to newcomers, keeps order on the bus.
Next time, the teacher can assign the role of a conductor to one of the children. The teacher guides and fu, now becoming one of the passengers. If the conductor forgets to announce stops or during the departure of the bus, the teacher reminds of this, and without disrupting the course of the game: “What is the stop? I have to go to the pharmacy. Please tell me when to get off "or" You forgot to give me a ticket. Please give me a ticket, ”etc.
Some time later, the teacher can introduce into the game the role of a controller, checking if everyone has tickets, and the role of a traffic policeman, who either allows or prohibits the movement of the bus.
Further development of the game should be directed towards combining it with other plots and connecting to them.
- Chauffeurs
Target. Consolidation of knowledge and skills about the work of the driver, on the basis of which the children will be able to develop a plot, creative game. Development of interest in the game. Formation of positive relationships between children. Raising children's respect for the work of the driver.
Game material... Cars of various brands, a traffic light, a petrol station, construction materials, steering wheels, a cap and a stick of a policeman-traffic controller, dolls.
Game roles ... Chauffeurs, mechanic, petrol station, dispatcher.
Game progress ... The teacher should start preparing for the game by organizing special observations for | chauffeur activities. They should be guided by the teacher and accompanied by his story, explanation. A very good reason for the first detailed acquaintance of children with the chauffeur's work can be the observation of how food is brought to the kindergarten. Shown and explaining how the driver brought food, what he brought and what of these products will then be cooked, it is necessary to inspect the car with the children, including the driver's cabin. It is advisable to organize constant communication with the driver who brings food to the kindergarten. Children watch him work, help unload the car.
The next step in preparing for the game is observing how food is brought to neighboring stores. Walking down the street with children, you can stop at one or another store and watch how the brought products are unloaded: milk, bread, vegetables, fruits, etc. As a result of this observation, the children should understand that being a driver is absolutely does not mean just turning the steering wheel and humming that the chauffeur drives the car in order to bring bread, milk, etc.
Also, before the start of the game, the teacher organizes excursions to the garage, to the gas station, to a busy intersection where there is a police officer.
It is advisable for the teacher to conduct another excursion to the garage, but not to any garage, but to the one where the father of one of the pupils of this group works as a driver, where the father will talk about his work.
Emotionally colored ideas of children about the work of their parents and its social benefits are one of the factors that induce a child to take on the role of a father or mother, to reflect their activities in everyday life and at work in play.
The impressions received by children during such walks and excursions must be consolidated in a conversation about a picture or postcards. In the course of these conversations, the educator must emphasize the social significance of the driver's activities, emphasize the importance of his activities for others.
The educator can then arrange a play on the toy cars. For example, children are given vegetables, fruits, bread and pastries, furniture made of paper that they fashioned in class. The teacher advises taking food to the kindergarten, goods to the store, transporting furniture from the store to a new house, rolling the dolls, taking them to the dacha, etc.
To enrich the experience of children, their knowledge, it is necessary to show the children on the street different cars (for transporting milk, bread, trucks, cars, fire, ambulance, if possible, show in action cars that water the streets, sweep, sprinkle with sand), explaining the purpose of each of them. At the same time, the teacher must emphasize that everything that these cars do can be done only thanks to the activity of the driver.
The teacher should also consolidate the knowledge gained by children during walks and excursions, examining with them pictures depicting a street with various types of cars, and in an active game with an element of the plot. For this game, you need to prepare cardboard steering wheels and a stick for the traffic controller. The essence of the game is that each child, driving the steering wheel, moves around the room in the direction indicated by the policeman with his wand (or hand). The traffic controller can change the direction of movement, stop transport. This simple game, when well organized, is a lot of fun for children.
One of the stages in preparing children for a story-driven game can be watching a movie showing a specific case of a chauffeur's activity and different types of cars.
At the same time, for two weeks, it is advisable to read several stories from B. Zhitkov's book "What have I seen?" It is good to learn with children the outdoor game "Colored Cars" and the musical and didactic game "Pedestrians and Taxi" (music by M. Zavalishina).
On the site, children, together with the teacher, can decorate a large truck with colorful flags, carry dolls on it, build bridges, tunnels, roads, garages in the sand for walks.
The game can be started in different ways.
The first option could be as follows. The teacher invites the children to move to the dacha. First, the teacher warns the children about the upcoming move and that they need to pack their things, load them into the car and sit down themselves. The caregiver then appoints a driver. On the way, you should definitely tell the children about what a car is passing by. As a result of this move, the doll corner moves to another part of the room. Having disassembled things in the country and settled in a new place, the teacher will ask the driver to bring food, then take the children to the forest for mushrooms and berries, or to the river to swim and sunbathe, etc.
Further development of the game should go along the line of connecting it to other game themes, such as "Store", "Theater". "Kindergarten", etc.
Another option for the development of this game may be the following. The teacher takes on the role of a "driver", inspects the car, washes it, and with the help of children, refills the tank with gasoline. Then the "dispatcher" writes out a waybill, which indicates where to go and what to transport. The "chauffeur" leaves for the construction of a residential building. Then the plot develops in this way: the chauffeur helped build the house.
Then the teacher introduces into the game several roles of "drivers", "builders". The children, together with the teacher, are building a new home for Yasi and her mom and dad.
The teacher then encourages the children to play on their own and reminds the children that they themselves can play however they want.
During the subsequent game of "chauffeurs", the teacher brings in new toys - cars of various brands that he makes together with the children, a traffic light, a gas station, etc. Also, children, together with the teacher, can make new missing toys (tools for car repairs, a cap and a stick policeman-traffic controller), improve ready-made toys (using plasticine to attach a trunk to a passenger car or an arc to a bus, turning it into a real trolleybus). All this contributes to maintaining interest in the device, purpose and ways of using the toy in the game.
At this age, children's games of "chauffeurs" are closely intertwined with games of "construction", since chauffeurs help build houses, factories, dams.
- Shop
Target: to teach children to classify objects according to common characteristics, to foster a sense of mutual help, to expand the vocabulary of children: to introduce the concepts of "toys", "furniture", "food", "dishes".
Equipment: all toys depicting goods that can be bought in the store, located in the window, money.
Game progress : the teacher offers the children to place in a convenient place a huge supermarket with such departments as vegetable, grocery, dairy, bakery and others, where customers will go. Children independently distribute the roles of sellers, cashiers, trade workers in departments, sort goods by department - food, fish, bakery products, meat, milk, household chemicals, etc. They come to the supermarket for shopping with their friends, choose the goods, consult with sellers, pay at the checkout. During the game, the teacher needs to pay attention to the relationship between buyers and sellers. The older the children are, the more departments and products there can be in the supermarket.
- At the doctor's
Target : to teach children to care for the sick and to use medical instruments, to educate children in attentiveness, sensitivity, to expand vocabulary: to introduce the concepts of “hospital”, “sick”, “treatment”, “medicine”, “temperature”, “hospital”.
Equipment : dolls, toy animals, medical instruments: thermometer, syringe, pills, spoon, phonendoscope, cotton wool, medicine jars, bandage, dressing gown and cap for a doctor.
Game progress : the teacher offers to play, the Doctor and the Nurse are selected, the rest of the children take toy animals and dolls in their hands, come to the clinic for an appointment. Patients with various diseases come to the doctor: the bear has a toothache because he ate a lot of sweets, Masha's doll pinched her finger on the door, etc. We clarify the steps: The doctor examines the patient, prescribes treatment for him, and the Nurse follows his instructions. Some patients require inpatient treatment, they are admitted to the hospital. Older preschool children can choose from several different specialists - therapist, ophthalmologist, surgeon and other doctors known to children. When they get to the appointment, the toys tell why they got to the doctor, the teacher discusses with the children whether this could have been avoided, says that you need to take more care of your health. During the game, children observe how the doctor treats patients - makes bandages, measures the temperature. The teacher assesses how the children communicate with each other, reminds that the recovered toys do not forget to thank the doctor for the help provided.
- Building a house
Target: to acquaint children with construction professions, to pay attention to the role of technology that facilitates the work of builders, to teach children to build a building of a simple structure, to cultivate friendly relations in a team, to expand children's knowledge about the peculiarities of builders' work, to expand the vocabulary of children: introduce the concepts of “construction”, “bricklayer "," Crane "," builder "," crane operator "," carpenter "," welder "," building material ".
Equipment: large building materials, cars, a crane, toys for playing with a building, pictures depicting people of the construction profession: bricklayer, carpenter, crane operator, driver, etc.
Game progress : the teacher asks the children to guess the riddle: “What kind of turret is there, and the light is on in the window? We live in this tower, and it is called ...? (House)". The teacher invites the children to build a large, spacious house where toys could settle. Children remember what kind of construction professions are, what people are doing at a construction site. They look at the pictures of the builders and talk about their responsibilities. Then the children agree to build a house. Roles are distributed between the children: some are Builders, they build a house; others are Drivers, they bring building materials to a construction site, one of the children is a Crane Operator. During construction, attention should be paid to the relationship between children. The house is ready, and new residents can move in there. Children play on their own.
- Salon
Target : to introduce children to the profession of a hairdresser, to foster a culture of communication, to expand the vocabulary of children.
Equipment: hairdresser's robe, client's cape, hairdresser's tools - comb, scissors, bottles for cologne, varnish, hair dryer, etc.
Game progress : knock on the door. The doll Katya comes to visit the children. She meets all the children and notices a mirror in the group. The doll asks the children if they have a hairbrush? Her pigtail has come undone and she would like to comb her hair. The doll is offered to go to the hairdresser. It is clarified that there are several rooms there: for women, men, for manicure, good masters work in them, and they will quickly put Katya's hair in order. We appoint hairdressers, they take their jobs. Other children and dolls go to the salon. Katya remains very pleased, she likes her hairstyle. She thanks the children and promises to come to this particular hairdresser next time. During the game, children will learn about the duties of a hairdresser - haircut, shaving, hair styling, manicure.
- Ambulance
Target: arouse children's interest in the professions of a doctor, nurse; to bring up a sensitive, attentive attitude to the patient, kindness, responsiveness, culture of communication.
Roles: doctor, nurse, ambulance driver, patient.
Game actions:The patient calls 03 and calls an ambulance: he gives his name, age, address, complaints. An ambulance is arriving. The doctor and the nurse go to the patient. The doctor examines the patient, listens carefully to his complaints, asks questions, listens with a phonendoscope, measures the pressure, looks at the throat. The nurse measures the temperature, follows the doctor's instructions: gives medicine, injections, treats and bandages the wound, etc. If the patient is feeling very unwell, he is taken away and taken to the hospital.
Preliminary work:Excursion to the medical office d / s. Observing the doctor's work (listening with a phonendoscope, looking at the throat, asking questions). Hearing of K. Chukovsky's fairy tale "Doctor Aibolit" in the recording. Excursion to the children's hospital. Observation of the ambulance. Reading lit. works: Y. Zabila "Yasochka caught a cold", E. Uspensky "We played in the hospital", V. Mayakovsky "Who to be?" Examination of medical instruments (phonendoscope, spatula, thermometer, tonometer, tweezers, etc.). Didactic game "Yasochka caught a cold". Conversation with children about the work of a doctor, nurse. Examining illustrations about a doctor, honey. sister. Modeling "Gift for the sick Yasochka". Making attributes for the game with the children with the involvement of parents (dressing gowns, hats, recipes, medical cards, etc.)
Game material:telephone, bathrobes, hats, pencil and paper for prescriptions, phonendoscope, tonometer, thermometer, cotton wool, bandage, tweezers, scissors, sponge, syringe, ointments, tablets, powders, etc.
- Veterinary clinic
Target: arouse children's interest in the profession of a veterinarian; foster a sensitive, attentive attitude towards animals, kindness, responsiveness, a culture of communication.
Roles: veterinarian, nurse, nurse, veterinary pharmacy worker, people with sick animals.
Game actions:Sick animals are and are brought to the veterinary hospital. The veterinarian accepts patients, listens carefully to the complaints of their owner, asks questions, examines the sick animal, listens with a phonendoscope, measures the temperature, and makes an appointment. The nurse writes out a prescription. The animal is taken to the treatment room. The nurse gives injections, treats and bandages wounds, lubricates with ointment, etc. The nurse cleans the office, changes the towel. After taking the sick animal, the owner of the sick animal goes to the veterinary pharmacy and buys the medicine prescribed by the doctor for further treatment at home.
Preliminary work:Excursion to the medical office d / s. Observing the doctor's work (listening with a phonendoscope, looking at the throat, asking questions) Listening to K. Chukovsky's fairy tale "Doctor Aibolit" in the recording. Examination with children of illustrations for K. Chukovsky's fairy tale "Doctor Aibolit". Reading lit. works: E. Uspensky "We played in the hospital", V. Mayakovsky "Who to be?" Examination of medical instruments: phonendoscope, spatula, thermometer, tweezers, etc. Didactic game "Yasochka caught a cold". Conversation with children about the work of a veterinarian. Drawing "My favorite animal" Making with children attributes for the game with the involvement of parents (dressing gowns, hats, recipes, etc.)
Game material:animals, dressing gowns, hats, pencil and paper for recipes, phonendoscope, thermometer, cotton wool, bandage, tweezers, scissors, sponge, syringe, ointments, tablets, powders, etc.
- Polyclinic
Target: disclosing the meaning of the activities of medical personnel to develop in children the ability to take on roles. develop interest in the game. form positive relationships between children. fostering in children respect for the work of a doctor.
Game material: play set "Puppet doctor", substitute items, some real items, doctor's cap, dressing gown, doll.
Situation 1 The caregiver offers the child the additional role of the patient, and he himself takes the main role of the doctor. Educator: "let's play" Doctor ": I will be a doctor, and you will be a patient. Where will the doctor's office be? from the first-aid kit). And this is a jar of ointment, and this is a syringe ... "(Gradually, the child himself begins to name and arrange what is needed). The teacher puts on a hat and a white coat: "I am a doctor. Come to my appointment. Come in, hello. Do you have a sore throat or tummy? When did you get sick? Let's see the neck. Open your mouth. Say ah-ah-ah. Ai "Oh, what a red neck. Now let's grease it, doesn't it hurt? Doesn't your head hurt?"
Playing with one child attracts the attention of other children. The teacher, noticing the children watching the game, says: "Have you also got sick? Get in the queue, sick people, Wait."
Situation 2 The teacher plays a doctor, two children are sick. Educator "Now let's play as if I'm a doctor. I'm in my office. I have a phone. You are ill, call me and call a doctor, Dzin, Dzin! My phone rings. Hello! The doctor is listening. Who called. "Girl Katya? Are you sick? Do you have a headache or a tummy? Did you measure your temperature? How high! Tell me Katya, where do you live?"
I come to you. I will treat you. Until then, drink raspberry tea and go to bed. Goodbye! My phone rings again. Hello, who's calling? Boy Dima? What are you complaining about? Runny nose? Have you been ill for a long time? Did you instill drops or take pills? Does not help? Come to me today. I'll prescribe another medicine for you. Goodbye!
Situation 3. The doctor himself calls the patients, finds out how they are using themselves, gives advice. In the process of talking on the phone, the teacher uses a system of alternative and prompting questions that show the variability of play actions and contribute to the further development of creativity.
- "The wind walks along the sea and the boat drives on"
Target : Reinforce with children knowledge of the rules and measures of safe behavior on the water.
Software content:Form an elementary understanding of safe behavior on the water; to consolidate knowledge about ways to help a drowning man, to consolidate children's knowledge about animals that live in hot countries; to educate the ability to behave correctly in an emergency.
Equipment: construction kit with large parts, steering wheel, rope, anchor, lifebuoys, peakless caps, mats, cap for the captain, sailor collars, buoys, sign "swimming allowed" red life jacket, pictures of animals from hot countries, palm trees, toys, hats for passengers ...
Game progress
We really love it when guests come to us. Look how many there are today, every morning we say to each other: "Good morning" so that we have a good day, so that we have a good mood. Let's say these morning magic words to our guests: "Good morning"
The teacher reads a poem:
What is summer?
It's a lot of light
This field, this forest
These are thousands of miracles!
Educator : In summer it is warm and even hot, so many people will rest at the sea, by the river, lake or pond. Let us and we go on a journey across the sea. And for this we will build a ship.
Children with the help of a teacher build a ship from a construction kit
Educator: Did you forget to take the circle, the rope?
Children : Didn't forget to take.
Educator: Why do we need a circle and a rope?
Children: To save a man if he drowns.
Educator: Right. Almaz will be the captain on our ship. He will put on his cap and take a telescope, and Ruzal, Azamat, Azat, Damir - they will be sailors, they will wear peakless caps and sailor collars. The rest of the children are passengers. Put on hats, take "daughters" / dolls / in your arms, take handbags with rugs.
Captain: gives the command. Take your seats on the ship. The ship is sailing away. Give up the mooring lines, raise the anchor!
The ship "sails" Children sing the song "Chunga-changa". At the end of the song put up a sign "Swimming allowed" and buoys.
Educator : Look guys, a wonderful place, this is a beach, you can moor, swim and sunbathe.
Captain: Moor to the shore! Drop anchor!
The teacher with the children “goes ashore” and explains that this is a beach and that you can only swim on the beach, as this is a place specially equipped for swimming. In this place, the bottom has been checked and cleaned, the shore has been prepared, lifeguards, a medical worker are on duty, the bathing area is fenced with buoys, for which you cannot swim.
We choose who will be on duty at the tower and watch the swimmers, i.e. (lifeguard)
In case of danger, he will rush to the rescue, taking a life preserver. The child rescuer puts on a red life jacket.
Educator: And I will be a nurse who is on duty on the beach and makes sure that vacationers do not get sunburn.
Children, let's show how we came here on a ship, and now let's swim like real dolphins on the waves of the sea(imitation of dolphin movements) we bathed, we get out of the water, spread the rugs and "sunbathe". First, we lie on our backs, then we roll over onto our tummies.
Guys, can you be in the sun for a long time?
No.
Why?
You can get sunstroke and skin burns.
Educator: Dear tourists, after resting and swimming, take your seats on the deck. Our journey continues.
Captain : Raise the anchor! Give up the mooring lines! Heading for hot countries!
during the "trip" the teacher reads riddle poems about animals in hot countries. Palm trees and an easel with pictures of animals are placed
Educator : Guys, so we sailed to hot countries. Look guys what animals live here. Let's, guys, we will depict them now.
1. We stand in a circle and show how the elephant walks.
2. How a monkey climbs for bananas.
3. Now let's show a roaring tiger.
4. How the kangaroo jumps.
Okay, well done. Guys, not only animals live here, but people also live here, who dance a beautiful dance called "Lambada". Let's try to dance it.
Well, it's time to have a rest and on the way back.
Captain: Raise the anchor! Give up the mooring lines! Heading back!
Educator: Oh, look, "man" in the water! hurry up to throw your lifebuoy!
Captain: Man overboard! Throw a lifebuoy!
The sailors throw the lifebuoy on the rope and pull out, save the "daughter" / doll /. Passengers thank the captain and sailors.
Educator : Guys, this will never happen if you and your friends follow the rules of conduct on the water.
Well, if suddenly, for some reason, a person turns out to be overboard, he can be helped by throwing a lifebuoy, an air mattress, a log, a stick, a board, even a ball. You don't have to throw yourself into the water. You can help a drowning person by shouting loudly "Man is drowning!" and call adults for help.
And in order to remember well the object with which you can save a drowning man, we will learn a poem that Aliya G.
If someone is drowning in the river,
If it goes to the bottom,
Throw him a rope, circle
A stick, a board or a log ...
Now, you and I are well aware of the rules of conduct on the water, and our ship returned safely from the trip!
Let's thank the captain and sailors for an interesting journey and a safe return home / children thank the ship's crew /. And let's go down from the ship to the shore.
16.
City travel
Tasks:
▪ to consolidate the ability to carry out game actions according to speech instructions, to act with imaginary objects, to use substitute objects,
▪ continue to develop speech,
▪ to replenish the idea of the city, professions.
Materials:
▪ driver's cap, steering wheel,
▪ signboard "cash desk", cafe "Fairy Tale", "Sports Palace",
▪ uniform: park employees, instructor, waiter,
▪ hats are animals,
▪ carousel,
▪ building material.
Preliminary work:
▪ target walk along Kirov street and Leningradskaya embankment,
▪ viewing the photo album "Our beloved city",
▪ viewing the multimedia presentation "City Walks",
▪ study of traffic rules,
▪ role-playing game "We are driving, driving, driving ...",
▪ acquaintance with the work of the park employees, physical education instructor, waiter,
▪ learning games and songs, role-playing words and actions.
The course of the game.
Children with a teacher are building a bus.
Leading. Guys, I want to invite you to go on an excursion. Do you agree? (children's answers). Then get on the bus rather. I will be the guide, and Yegor will be the driver (children take seats on the bus).
Bus driver. Attention, the bus is leaving! Fasten your seat belts.
The audio recording "Bus" sounds.
Chauffeur. Stop "Palace of Sports".
Leading. Let's go there. Tell me guys, what are people doing in the sports palace? (Answers of children). Who conducts the training? Instructor.
Denis. Hello, I am your physical education instructor, I suggest you strengthen your health, let's take care of St. John's wort (children put on animal hats). Get on the flowers!
Children stand on flowers and perform movements to the music.
Leading. Is your health okay?
Children's answer. Thank you charging.
The presenter and children thank the instructor.
Leading. I will ask everyone to take the bus, our city tour continues.
Chauffeur. Caution, doors are closing, fasten your seat belts. Next stop "Amusement Park".
Fun bus
Run along the path
And to the amusement park
You bring us.
Leading. There are many swings
And the magician is waiting
There are carousels
Cheerful people.
The song "Bus" sounds one verse.
Chauffeur. Stop "Amusement Park".
Leading. We leave slowly, do not push.
Park Director. Hello, I am the director of the park, I invite you to ride on our merry roundabouts, but first I ask you to purchase a ticket at the box office (gestures to the box office).
Children go to the ticket office and buy tickets. The game "Carousel" is being played.
Director. Well, how did you like it in our park? (children's answers). Would you like to drop by the Skazka children's cafe? (children's answers)
Leading. Guys, the cafe is on the other side of the street and we have to go across the road. And what is the correct way to cross the road? (children's answers). Get up in pairs, I will go in front with a red flag, and Misha - behind our column. Look, do not lag behind, otherwise you will get lost in the city.
We walk the streets
We are leading each other by the hand.
We want to see everything
We want to know about everything.
Children on a pedestrian crossing go across the road.
Leading. Here we are.
Waiter. Hello, please make your order. Here's a menu for you.
Leading. Let's order a juice (a box of juice for everyone).
Waiter. Will be done.
The waiter brings the juice, the children drink, thank the waiter and leave the cafe.
Leading. This is where our tour ends. Please take your seats on the bus, buckle up - we are going back to kindergarten (children get on the bus, sing a song).
Chauffeur. Stop kindergarten "Smile".
Children get off the bus, thank the driver and the guide, the teacher invites the children to tell their relatives about the excursion.
- Zoo
- Kindergarten
- A family
- Bath day
- big washing
- Bus (Trolleybus)
- Chauffeurs
- Shop
- At the doctor's
- Building a house
- Salon
- Ambulance
- Veterinary clinic
- Polyclinic
- The wind walks along the sea and the boat urges
- City travel
The main occupation of preschoolers is games that contribute to learning about the world, helping to build relationships with peers and elders, helping to master their native language, helping to obtain a variety of new knowledge that is so necessary during this period. They develop cognitive processes, form the skill and experience of children, teach them reasoning, analysis, motivation.
Role-playing games are a special type of games, which allow children to feel themselves in the role of adults, to practice finding communicative contacts. They do not contain specific agreements or programs, giving babies a chance to show originality and their abilities. Role-playing games appear in the middle group at the initiative of the preschoolers themselves.
In preschool age, the baby only begins to realize himself as an individual with personal aspirations and potential. He acquires a whole world, concentrating for him first in the family and gradually expanding. Role-playing games are a true social practice of children, duplicating their real life. That is why using them for the versatile education of children in children's institution is a pressing problem.
This game is based on cooperation between toddlers and adults. She is characterized by emotional intensity, inspiration, enthusiasm, creative imagination. The main source that feeds children's play is the surrounding life of peers and parents. The base is an illusory or imaginary position in which the baby imagines himself in the role of an adult, and plays this role in the environment invented by him. For example, when playing in a store, he imagines himself as a salesperson serving peer customers.
The role-playing game is characterized by the independence of children. They freely select the leitmotif and the content of the fun, establish the development of the plot, distribute the roles. Every kid is free to choose the means to implement his idea. His possibilities for this are unlimited: a chair can become a rocket for a flight to Mars, a sofa - a car, and a carpet - a store. This allows the child to take part in those areas of adult life that are still beyond his reach. The beauty of the game for the guys is that they themselves find partners and introduce their own rules. However, the most important thing is the child's embodiment in the game of his idea, attitude, view of the event being played out.
The information and experience that the child receives in the role-playing game is supplemented, concretized and transformed. The very process of the game and its result provides the child with entertainment.
Game structure: plot
The plot, essence and role serve structural elements role-playing games. They don't exist without a plot. He is its main link and personifies the display by the kid of actions and incidents from life and practice.
Realizing the plot, children:
- turn the steering wheel;
- concocting food;
- teach schoolchildren to write and count;
- treating patients;
- doing hair at the salon.
The stories are different:
- household (family, kindergarten);
- production related professional work a person (hospital, shop, hairdresser);
- social (various celebrations).
In the course of human history, due to periods, culture, natural and geographical nuances, children's play plots have changed. For example, the games of the northern peoples reflect the details of reindeer husbandry and hunting for animals in that area. Children from seaside areas play ship builders, port workers. Extraordinary incidents that happened at different times and radically reflected on the fate of the world, also spoke warmly in the children's imagination, and invariably gave rise to fresh plots of games. For decades, Russian children played war, partisans, and the flight of Yu.A. Gagarin was the impetus for creating games on the topic of space.
There are also constant plots connecting human generations: school, hospital, transport. Of course, they all differ in their national flavor.
The content of games is associated with the seriousness of the child's understanding of the actions of adults. Younger preschoolers, portraying doctors, repeatedly repeat the manipulations: measuring temperature, examining the throat, vaccinations. The scenario of a role-playing game in the middle group becomes more complicated: children specify the specialization of doctors and act as in a given role, while affably exhorting them not to be afraid to give an injection, bandage a wound or take medicine.
To replace the outside real life reflected in the game, as the social significance of labor is understood, a reflection of the relationship of people comes. Moreover, jokingly, you can replace objects: imagine a cube with bread, an iron, a device, or you can even just imagine them, for example, imagine as if there is scuba gear. Toddlers combine different stories, adding scenes from life, from movies or books to the game, and the most valuable additions are from other games or illustrations.
Differences in children's games younger age the elders depend on their limited experience. Children's games middle group characterized by the integrity of the plot. Usually they are interested in certain scenarios, but they quickly respond to fresh experiences, adding them to familiar games. The cooperation of children enriches the meaning of the game, each bringing something of his own, individual. During this period, the kids begin to generalize and reduce the depicted situations that they are not too interested in.
Middle preschoolers carefully choose a plot, sort it out in advance and outline a plan in an uncomplicated way. The emergence of fresh plots is inspired by new sensations. When generalizing various circumstances, in addition to imaginary and non-existent actions, the guys use verbal interpretations: “As if we had already had lunch and immediately went to the zoo” ... Such explanations replace the missing episodes. This technique is used in order not to destroy the logic of the game.
Play position of the child
The preschooler embodies the meaning of the game through the role he plays. The kid assimilates himself to some character and acts according to how he sees this hero. Each role maintains its own rules of demeanor. The kid's obedience to the laws of the role becomes a key part of the game. Deviation of one of the participants from the rules creates dissatisfaction of the companions. Preschoolers evaluate the actions of partners and their own, based on these laws.
The emergence of roles occurs precisely in the middle preschool age, when their observance is an important reason for fun. The child does not want to play in an ordinary way, but to fulfill his role. A 4-5-year-old kid understands the meaning of play as the relationship of characters, which he conveys through speech, facial expressions, and gestures. Children are selective about roles, which is why their assignment becomes a very emotional process that requires the help of a teacher. The baby's attitude to his role affects the quality of his performance. The teacher should take into account that preschoolers are reluctant to take on roles that do not suit them by gender.
In the middle group, the plot of the game and its content are complicated by:
- growing sense of purpose, priority and consistency;
- step-by-step switching from a detailed layout of the game to a shortened one;
- the use of imaginary actions and oral substitutions.
Direction of the formation of story games
The emergence of cooperative play allows for a rapid transformation of themes and the very structure of games. Themes naturally change from everyday to work, and later to social.
The content of the games is also evolving. In addition to actions, a reflection of various public relations and actions. The children include in the game their immediate life skills, knowledge gleaned from literature, messages from their parents. The main features of the skills also change: children depict not only those cases in which they were participants, but also those that became objects of their observation during excursions, walks, at home and on the street. In the process of expanding the game theme and deepening the meaning, a transformation of the structure occurs, in which the preliminary stage, included in the design of a role-playing game in the middle group.
At first, at the stage of the preparatory period, the guys only determine the theme of the game, assign roles. Then step by step they agree on the development storyline, plan it out. A preliminary agreement is necessary due to the richness of sensations and the versatility of the facts displayed in the game. The exactingness to the quality of the performance of roles is increasing. Moreover, the contract takes into account the interests of all players. For such an agreement, coordination skills are needed, an understanding of the potential of the participants, which is why usually there is a collusion of children who are used to playing together. At the preliminary stage, children prepare a playful atmosphere, select toys, which requires the guidance of a teacher.
To the middle preschool age the number of players is increasing. The standards for toys are also changing. Middle preschoolers want a toy to match their ideas and intentions. They prioritize more intricate, prototype-like in-game items.
Building role-playing games
The plot game should develop, moving on to another, more high level... One of these variations is the fantasy game. It consists in building an illusory world, fascinating and entertaining. This collective play helps to develop creative imagination children. Children must learn to connect different cases, coordinating personal ideas in a common plot.
Of course, preschoolers have not yet succeeded in constructing a fantasy game by themselves without objective actions and roles, only at the speech level. They can be guided by a teacher. The readiness of preschoolers in the middle group to master such skills is associated with an increase in the volume of their knowledge about life. Each child tries to implement his own, already rather difficult plan in the game. And the desire of the kid to play collectively is getting brighter and brighter.
However, the complexity and versatility of children's ideas makes it difficult to build a common game, so more effort needs to be made to harmonize them.
Advance design and adherence to a plan is not typical of a story-driven game. Its specific features are optional, independence. At first, preschoolers usually establish only the general theme of the game, and later the episodes escalate.
A single plot is summed up from the players' initiatives already during the entertainment. Matching children's proposals in a team of 4 people is a difficult mission even for older kids. Lack of understanding and the impossibility of correlating incompatible ideas often forces the game to disintegrate almost at the very beginning or translates it into a knurled rut of an unpretentious plot. The desire to promote an entertaining game fades into the background, and the first is satisfaction from collective actions with peers.
To realize their creative opportunities and the consistency of actions, in spite of all the whimsicality of their personal desires, it is significant for children to master a new way of building a game - a collective plot composition. It consists in the ability of children to build unusual arrangement of episodes, including a variety of subject content, and with an orientation towards peers-participants. Each child should be able to explain what he wants to do in the next moment, and hear from others what they want. Children should be able to combine their initiative with the wishes of other players in a common plot.
You can learn such a game with the help of the participation of children and an adult who will help organize a game with an invention, which takes place orally. It enables the teacher to naturally and voluntarily push preschoolers to combine and coordinate various episodes. At the same time, the creation of a fresh storyline is not hidden for the kids by the role. Such a game is understandable to children only as collective actions with a teacher. By playing individually, the little ones will return to their old toys again. However, their unaccustomed collective storytelling skills will allow them to compose much more complex game stories and execute them smoothly.
In order not to become an independent fantasy of any player, inventions require semantic support, orienting the fantasy in one direction. Plots known to children become such a base. It is recommended to initiate collective games not by composing a new storyline, but by a fragmentary modification of the known one, and only then move on to the unknown. When preparing, it is desirable to use the experience gained by children in coming up with games, when all the players bring in fresh plot episodes.
Taking into account the topic named by the children, the teacher pushes them to make additions and suggests an additional option. He should not criticize the children's initiative so that the children feel pleasure from their ideas. In an individual game, collective creativity will continue, which means that the preparatory stage has reached its goal. A role-playing game will become successful if the teacher organizes it methodically, systematically and regularly. Supervising children provides educators with information for reflection, understanding play ideas and emotions, and, based on these facts, designing games for middle preschoolers.
The teacher influences the choice of the game by keeping the children interested, promoting beginnings and entrepreneurship, encouraging them to think about the topic, and after the discussion, choose the most exciting one. When the game fades, the educator can diversify it with fresh heroes and actions. Experienced teachers are united with children by the ability to take their point of view and participate on an equal footing with them in the game, which is carried out effectively, subject to the teacher's reasonable guidance.
Habitual plots of games
The most simple embodiment Life experiences of preschoolers of the middle group are their favorite games in the hospital and in the store. In them, teachers expand children's concepts of role images, for example, in the game in the store, the drivers who deliver the goods also perform the functions of a loader in parallel. Children can diversify the episodes taking place in the doctor's office based on their life experiences.
Development of the role-playing game "Chauffeur"
The tasks that the teacher sets:
- improvement and enrichment of the game plot, the reflection of the communication of people in it;
- replacing role statements with interviews;
- the formation of a positive microclimate in the team, the ability of children to take into account the wishes of their peers, providing them with accessible assistance;
- organization of a creative environment.
Before the start of the game, a huge preparatory work... During their walks, children observe the work of drivers, read stories about their work, look at paintings with images different types transport. The teacher conducts thematic conversations, for example, what types of transport the drivers drive, what parts and parts the car consists of. In the classroom, kids draw cars, create applications that reproduce the wheels of cars, assemble trucks from designer parts. The teacher, if possible, can show a presentation about the work of chauffeurs, organize board didactic games: how to fix a car, what is necessary for the driver, organize the production of scenes about how the driver brought food to the kindergarten. The children are very pleased with the familiar outdoor games about sparrows and a car, about traffic signals.
They try to equip the game with real objects and objects made by parents of the middle group: a steering wheel, clothes, a driver's license. The teacher at the beginning of the game can create a problematic situation - report a call to the police. They choose a chauffeur, a mechanic who will fix a police car, the girl is assigned to wash this car. The teacher has a reason to remind the children of the rules of the road and take stock.
Role-playing game "Hospital" in the middle group
The teacher sets the task:
- acquaintance of preschoolers with the actions of doctors;
- respect for their profession;
- memorization of medical terms by children;
- learning to interact in the game.
Toys and real items of medical clothing become equipment for the game. In preparation, an excursion to the doctor's office is conducted. Children are read stories of writers and fairy tales by K.I. Chukovsky, they watch the cartoon "Aibolit", look at pictures on the topic, prepare dramatizations: at the dentist's office, in the emergency room, calling the doctor at home.
Among preschoolers, the roles of a pediatrician, traumatologist, nurse, orderly, pharmacist are distributed in a playful way. The teacher recruits staff for the newly opened polyclinic and conducts an extramural tour around it, explaining the purpose of various offices.
During the game, the kids can change roles. Patients bring their sick dolls to doctors, conduct dialogues about temperature and other symptoms of their diseases. Doctors put thermometers, listen to breathing, and prescribe medications. The teacher observes the course of the game, gradually orients the children. Finally, he sums up the results, concludes, and certainly encourages for interesting game, offers all vitamins.
Role-playing game "Bus" in the middle group
- helps to concretize and detail the concepts of preschoolers about safety rules on the road, on the street, in transport;
- fixes the stability of the habits of compliance with traffic rules;
- expands the lexicon of the guys on the topic.
On preparatory stage pictures depicting a bus and a driver are examined, excursions to the carriageway and to a bus stop, observation of the driver's actions are conducted.
The teacher reads poems and stories by S. Mikhalkov, B. Zhitkov, E. Nosov and others. A child who has taken on the role of a driver is prepared individually. Initially, children are engaged in construction on the site or in a group of a road, a bus stop, a gas station, or a pedestrian crossing. The teacher conducts a conversation about the dangers of cars moving at speed and about the caution of pedestrians and passengers. He acts as a police inspector. The driver of the bus arriving at the stop addresses the passengers with an offer to take their seats. Children with their dolls sit down and take tickets from the conductor. The driver tells the name of the stops and reminds of how to behave in transport: enter the bus one by one without pushing, pay for the fare, do not take seats for the disabled, etc.
The traffic police inspector expresses gratitude to the guys for following the traffic rules.
Role-playing game "Family" in the middle group
- processes the social and play experience of children on the topic;
- reinforces the concept of preschoolers about the duty of family members;
- motivates kids to creatively reproduce family life in the game;
- fosters affection and respect for relatives and their work.
Preliminary preparation is based on a conversation on everyday topics: how children play with a doll, how they help their mother, who works with whom in the family. In the process of productive activities, the children draw pictures and sculpt food, vegetables from plasticine, make albums with various hairstyles and other everyday pictures.
The teacher reads them stories, poems on family themes, conducts conversations, carries out didactic games for daughters-mothers, how to meet guests, about the purpose of dishes, teaches how to set the table.
In a speech development lesson, preschoolers compose a story based on a picture. The game begins with an introductory conversation, during which the children tell how they care for each other in their families, then the roles of mom, dad, daughter and other characters are assigned.
On next step the kids show their everyday family life: they go to the store, to the clinic, to the hairdresser, cook dinner, meet guests.
The participants in the game get great pleasure, and the teacher sums up the results and praises the children.
Role-playing game "Hairdresser" in the middle group
- deepens the kids' understanding of the work of the salon employees;
- teaches the application of previously acquired knowledge about the world of beauty;
- fosters a respectful attitude to the work of the master;
- creates interest in a new profession for them;
- builds friendly and affectionate relationships between children in the group;
- fixes information about the norms, how to behave in a public place;
- activates the vocabulary of children.
The game will require items related to the theme. In the course of the game, preschoolers, answering the teacher's questions, talk about what they observed when visiting a real hairdresser, what equipment is there, what employees and clients do.
The caregiver takes on the role of an administrator. Alternately, several children, acting as clients, conduct a dialogue, voicing their wishes, how they would like to get a haircut. Summing up the results of the game also takes place in the form of a live conversation - questions from the teacher and answers from preschoolers.
