"Role-playing games in the second junior group."

RPG Cycle

Scripts

Leader: V. D. Khaldeeva

GOALS:
* Stimulate in children conditional play actions with plot toys, substitute objects and imaginary objects.
* Allocate a playful role for children through a chain of specific, objective and playful actions.
* Learn to call yourself by the name of the game character.
TASKS:
* It is necessary to systematically replenish stocks of toys and play material, taking into account the development of the ideas and knowledge of children of the second junior group.
* The teacher's demonstration to children in a play situation of actions with toys, objects - substitutes.

* Direct participation of the educator in the plot - role-playing game.
* Formation of the simplest skills, specific and necessary actions in each plot - role-playing game.
* It is necessary to respect the desires, thoughts and feelings of the child, giving him the opportunity to show initiative, ingenuity, independence.

METHODOLOGICAL LITERATURE:
1. "Education program in kindergarten"Edited by:, Moscow Mosaic - Synthesis, 2011.
2. " Guidelines to the program of education and training in kindergarten ".
3. "Development play activities", Publishing house Mosaic - synthesis, Moscow, 2008.
4. Constantly study the novelties of methodological literature and magazines on preschool education.

Plot - RPG: "FAMILY" - September.

Roles. Mom, dad, child (daughter, son), grandmother, grandfather, aunt, uncle, sisters, friends, neighbors.

Basic game actions and behavior. Feed the doll - bathe - put to bed; putting the doll to sleep - singing a lullaby - swinging telling stories; the doll wakes up - gets up - washes - goes for a walk; prepares the doll for lunch (breakfast, dinner) - feeds; dressing a doll for a walk - walking with it; to meet guests - to see off guests; talking on the phone - calling someone; repair the crane.
Game - situation: "Our dolls".

Methodology: The teacher prepares in advance the subject-play environment: in the doll corner at the table there are four dolls, on the table there are candy boxes, on the bench there are handbags, on the table a sewing machine, perfume bottles, on the stool there is a basin with handkerchiefs.

Educator. I didn't even notice that girlfriends met in the doll corner. These are our dolls. They have not seen each other for a long time and decided to meet to talk. Hello, Dasha, do you have a sweet tooth? You are always given candy and marshmallow. Who gave you a box of marshmallows? (Bear cub) He also loves sweets. Children, have you seen the bear came to Dasha? Did not see? Let's share with Dasha? (The child treats the doll.) Dasha says thank you.

And here is the doll Jeanne. (Shows the doll.) Jeanne, you are in a new dress again. Children, look what Nice dress at Jeanne's. She is a fashionista with us, she sews her own dresses. Here sewing machine... Jeanne knows how to sew. And this bottle, Jeanne, is yours? What a good perfume! (To the girl.) Olya, do you feel the smell ?! Jeanne knows how to buy a good perfume. She comes to the store and asks for a perfume that smells good. Olya, look what a beautiful bottle of perfume Jeanne has. She carries them in her purse. Do you have a purse? Does it fit a bottle of perfume? (The girl takes the bottle.)

And here is Dean's doll. She loves to clean up our house. Dinah, you have a bowl ready. What are you going to wash? Handkerchiefs. Gali also has handkerchiefs prepared for washing. (To the girl.) Galya, invites you to wash with her. Do you have a basin? Bring it, put it next to it and you will wash it. And Liza will pull the rope, it will be possible to hang it. (The girls wash.)

Note. The teacher leaves the dolls to the children and they start an independent game: they treat the dolls with sweets, put new dresses on them, and wash dolls' things.

Game - situation: "With a housewarming".

Methodology of carrying out. The teacher takes the board, fences off the space for the doll room and informs the children: “The doll Katya is moving to a new apartment. Katya has a kitchen and a room. Furniture will be delivered soon, you need to help me arrange the furniture in the apartment. "

The teacher includes the children in the game, addresses the children in turn: “Denis, what did you bring by car? It looks like a cupboard. Where are we going to put it? That's right, there is a lot of space, there will be a table next to it. It is very convenient to put the dishes. Lena, where to put the stools? Next to the table. Where is the new carpet, Kolya? Found? Please put on the floor. We put flowers in a vase to make it beautiful. It's time to call Katya. She will be happy. "

Game - situation: "Vari's doll has a birthday."

Methodology of carrying out. The teacher puts a vase of flowers on the table and informs the children that today is the Varya doll's birthday.

Educator. Come, guests, for Vara's birthday! (Music sounds, guests enter, children with toys.) Here comes a bear cub, he says: "Varya, happy birthday!" Who else is included? What, Arina, will you tell Varya? What will your bunny tell her? Also, guests always give birthday gifts. The bear and I will give Vara a scarf. (Puts a scarf on to Varya.) Wear it, Varya, don't catch a cold. And what gift does Masha have? Masha has a cup. Varya will like your gift, because she loves to drink tea. Look, Varya carries birthday cake... Help yourself, dear guests! Let's cut the pie and everyone will get a piece. The bear is spoiled - you need to teach him how to behave at the table. Zhenya, explain to him how to behave at the table, how to cut the pie correctly. Here's a piece for you, Arina, and for you, Jeanne. Sasha, please put a piece for everyone. (Music plays.) Now I invite you to dance. First we dance the polka. And now the waltz. So our holiday is over. Varya thanks the guests and says goodbye to them. Goodbye, Varya, it was a lot of fun, thank you.

Game - situation: "Mom and daughter".

Methodology of carrying out. The teacher approaches the doll and conducts a dialogue with it (on behalf of the mother and daughter), trying to interest the children.

Mum. Daughter, it's time for you to get up, it's already morning.

Daughter. Good morning... I am already awake, and where are my clothes ?.

Mum. Here is the shirt, here is the dress. Get dressed. I'll make breakfast.

Daughter. I got dressed and will help you cut the bread. I'll put the dishes, here are the plates, spoons, cups. Mum. Well done, you are my assistant. And my porridge is ready. I'll put some porridge for you and myself. Let's have breakfast.

Daughter. The porridge is tasty, crumbly, hot.

Mum. There is tea. You will be - raspberry or cherry7

Daughter. Crimson. He's very helpful.

Mum. Drink, daughter, drink my dear!

Daughter. Thank you mommy!

Game - situation: "It's time to have lunch."

Methodology of carrying out. Dialogue between mother and daughter (teacher and doll or teacher and child).

Mum. Daughter, it's time to cook dinner. Will you help me? What are we going to cook?

Daughter. Soup.

Mum. What do you need for the soup?

Daughter. Carrots, potatoes.

Mum. Carrots in a bag, potatoes in a box. Take it. You just need to clean and wash them. Now let's cut the vegetables together, like this. Didn't forget to pour some water? Pour some water into the pot, let it boil. Should I put some salt?

Daughter. Necessary.

How much more to cook? Ten minutes?

Daughter. Yes.

Mum. Look, are the potatoes raw or boiled?

Daughter. Ready.

Mum. Can I turn off the soup or wait? Do you need pepper?

Daughter. Needed.

Mum. Daughter, did you see if there are dishes on the table? If not, please bring it from the closet.

Daughter. I brought.

Mum. What kind of dishes will you put for tea?

Daughter. Cups.

Mum. Put in the waffles and sugar. I'll bring the soup. Watch out, it's hot. I'm pouring, Do you need sour cream or dill?

Daughter. Dill.

Mum. Yummy?

Daughter: Yes!

Mum. Bon Appetit! Then we will drink tea.

Game - situation: "Breakfast for everyone."

Methodology of carrying out. The teacher holds a saucepan in his hands.

Educator. I'll cook porridge for breakfast. Which one will my daughters like more, oatmeal or buckwheat? I cook buckwheat porridge with meat. (Performs actions, depicting cooking porridge, and comments on them.) I will take a lot of buckwheat cereals. I will wash it so that the cereal is clean. Like this. Now I will put a pot of water on the fire. The water has boiled, it's time to throw buckwheat. I’ll interfere, I’ll take off the foam. Let it cook. Cooked. I'll add boiled meat. More oil. Ambassador. I'll try. Yummy! It must be removed from the stove. Children, let's eat! (She feeds the dolls with porridge.) Who else should I give? (Children come up with toys and feed them.) Everyone is full, but there is still a lot of porridge left. Who will eat the porridge? Porridge with meat, so not only people will like it. Do you hear? Who is meowing under the door? Yes, it's a kitten, he's lost. He has no master. But the dog smelled porridge with meat. Come here Rex. Lena is not afraid of you, she will feed you. This is how breakfast turned out - breakfast for everyone.

Game - situation: "Mom came home from work."

Methodology of carrying out. The teacher plays the role of a mother. Mom comes home from work and sees that no one meets her.

Educator. Oh, how much work was done today! Finally I'm home. Sweat went to the store, bought groceries. The bag is very heavy. (Raises her bag.) Where are my kids? Now, if they met me, it would not be so hard. (If no one helps.) Guys! Who will help me? Now my son has come and wants to help me. (Gives him a bag.) So my daughter came to help her mother, help her brother and take out the groceries. I bought cabbage, I wanted to cook borsch, but I don’t know, maybe it’s better to make a hodgepodge, what do you think? Solyanka? Then let's chop the cabbage with a knife. Liza, put the chopped cabbage in the pan, we'll stew it. Close the lid? Close the lid? And I still have dough. Who will help me make dumplings? Go and help everyone to make dumplings together. What kind of dumplings do you like? (With cherries.) I also love with cherries. Put more berries. Happened? Are the dumplings ready? Now we will cook them. Let me try, are they ready? Now place the dishes on the table. It's time to go to the table! (All sit down at the table, have dinner.) Solyanka is good! And the dumplings are delicious! Well done, my children, the whole family cooked dinner.

Games - situations: "Acquaintance with dolls"; "Feeding dolls"; "Bathing"; "Putting to sleep"; "Dolls are waking up"; "Dolls Dress Up for a Walk"; "Dinner for dolls"; “Grandma has arrived”; "What do we have for lunch?" (assortment of dishes, table setting); "The doll got sick"; "Room for a doll"; " New doll"; “Dolls go to kindergarten”; "Our dolls"; "" A doll meets guests "; "The doll has a birthday"; "Mom and daughter"; “Grandma has arrived”; “Mom puts her daughter to bed”; "Dad is a good boss."

SUBJECT - ROLE-PLAYING GAME: "WE ARE DRIVERS" - October.

Roles: chauffeur, passenger, builders, machinist, pilot, captain, tractor driver, cashier, conductor, loader, store workers, kindergarten, hospital, gas station.

Basic game actions and behavior. The car is loaded with cargo - the car is carrying the load - the car is unloaded. The load is loaded into the body of the dump truck using a crane - the dump truck is unloaded. Passengers get on the bus - get off the bus at stops. The car is inspected - repaired. The crane brings the slabs - raises - lowers. The plane starts the engine - rises - flies - descends to the airfield. The car starts up - drives, the car is washed with a hose - wiped (steam locomotive, bus).
Games - situations: "Who is the driver?", "The car is driving down the street", "Bear washes the car", "Car wash", "Car repair shop", "Refueling for cars", "A grocery car carries food", "Bus carries passengers "," The train goes to the city "," The steamer sails on the sea "," The plane flies to Moscow "," Machines are working at a construction site "...

Game - situation "Who is the driver?"

Methodology of carrying out. Children play with cars. The teacher encourages children to accept the role - calling themselves the name of the chosen hero.

Educator. I need to go to the market. Which car is free? Who will take me to the market? Are you Glory? Are you a chauffeur? Do you have free time now? Please take me to the market. Thank you. And Christina is also waiting for the car, take her. Christina, they will take you now. He knows how to drive ...

But a whole line lined up: Tanya, Masha, Yana, Lera. Girls, where do you go? The buses are temporarily not running because the roads are being repaired. Tell the car drivers where you need to go, they will take you. Our drivers are Vova, Matvey, Gleb, Seryozha. Here the girls have come to you, they are passengers. Are you girls passengers? Then tell me where to go. (Children agree with each other, the teacher helps to establish relationships.)
Plot - role-playing game: "ZOO", "CIRCUS" - November.

Roles. Animals - mothers, fathers and children, trainer, trainer assistant, animals - artists.

Basic game actions and behavior. Show jumping animals over objects (running in a circle, jumping) - bow to the audience; feed animals - wash animals; show a concert; act as animals (animals); enter into dialogue.
Games - situations: "Zoo", "Lunch at the zoo", "Tiger is sick", "Hospital for animals", "Trained dogs", "Trained cats", "Bears in the arena", "Circus of animals", "Concert of animals" ...

The game is a "Zoo" situation.

Purpose: To acquaint children with wild animals and their habits; to cultivate love for all living things; develop curiosity; encourage entry into the role.

Materials. Toys: Monkey, tigers, elephants.

Connection with other occupations and activities. Acquaintance with the environment, ecology, speech development and music.

Preliminary work. The teacher watches videos with children about the zoo, about caring for animals, about communicating with them. Shows illustrations, reads stories about animals, talks with children. The conversation should be short and contain only the necessary information. The approximate content of the preliminary conversation:

Animals in the zoo live in enclosures - specially fenced areas for animals. Visitors come to the Zoo, they look at the animals, and they can watch them for a long time. You can walk around the zoo for a long time, even all day, only then you can see what time the animals go out for a walk, when they are fed, when they are resting. Visitors can observe what the zoo workers are doing: they clean the enclosures, feed the animals, make sure that they have water to drink. If the animal gets sick, a special doctor comes to him - a veterinarian. He will examine the animals, give medicine. Often the reason for the illness of animals is the incorrect behavior of visitors. Not all visitors know that you cannot feed the animals, because they can provide food that will be harmful to the animals, and they can get sick. Therefore, in the zoo there are signs everywhere: "It is forbidden to feed the animals." If the animals eat well, are healthy, walk a lot, sleep peacefully. The animals in the zoo give birth to cubs. The animals play a lot, they are interesting to watch. Adult animals, parents, take care of their kids. Mothers feed them with milk, fathers take care of their home.

The teacher conducts the game - the situation, using large soft toys. He places them in different places in the playroom so that each animal is in the right place. For example, a baby elephant is placed next to an elephant, a lion is placed among plants, a monkey. The teacher acts as a guide.

Monkey (the teacher speaks on behalf of the toy). I love bananas. I'll climb a banana tree and a pluck of ripe bananas.

Educator. Monkey, please treat the children with bananas.

Monkey. One, two, three - catch! (the monkey climbs a vine, sways, jumps from branch to branch and throws imaginary bananas.)

Educator (with pleasure). What delicious bananas! Thank you, monkey!

The monkey is on the liana,

Monkey eating bananas

And shakes that liana

The naughty monkey

Will swing - and again

He will eat them and throw them.

Oh what a monkey

She scattered all the bananas.

We must call the janitor.

To complicate matters, you can invite one child to act as a mischievous monkey. The rest of the children act as visitors, that is, play partners. They ask questions to the monkey, they can enter into role-playing dialogues with it.

Educator. And now we come to the aviary where the tigers live. This is a whole family: tiger dad, tigress mom and their cubs.

In the zoo, tigers went out for a walk,

Lie on the grass, take a peaceful nap.

But! The ear sees everything and the eye sees everything,

Po - cat tigers squint at us.

If suddenly danger threatens,

Every enemy will run away from the tiger!

The teacher encourages children to talk about their impressions of the tigers, provides an example of dialogue with them. Children can ask tigers how they live, what they eat, take a closer look.

Educator. Next we will go to the elephant. There is also a whole family here. There are many elephants and it is difficult to make out who is dad and who is mom. But the cubs can be distinguished - they are smaller than the adult elephants. Children can talk with the teacher about how elephants live, what they can do, why they have a trunk.

In the morning we went out in order

All the elephants to exercise.

Stamped our feet for a long time

And shook their heads

Trampled, turned,

They roared into the trunk, like into a pipe.

And then they took water

And they poured a stream.

The teacher invites the children to dance the elephant dance. Children "pretend to be big ears" (press their palms with outstretched fingers to their ears and dance awkwardly).

PLOT - ROLE-PLAYING GAME: "STORE" - December.

Roles. Buyer, seller, loader, driver.

Basic game actions and behavior. Bring goods - unload - weigh; choose a product - buy; enter into dialogue.

Games - situations: "Grocery store", "Bread store", "Vegetable store", "Clothing store", "Shoe store", "Tableware store", "Furniture store", "New goods", "Polite seller", " Doll - the buyer chooses the product. "

The game is the situation "In the supermarket".

Methodology of carrying out. The teacher announces to the children that a new supermarket has opened. You can buy any products in it. In front of the eyes of the children, the teacher serves the place for the new store to work: he builds counters, lays out food, and sets the scales. Children go to the counters, take the goods into the baskets and go to the checkout. The teacher explains that he is playing the role of a cashier. Cashier. What's in your shopping cart? I will punch the check, and you name the goods.

Children come up one at a time, show and name the purchased product. Cashier. Dear customer, is this your curd? Come on, I'll pack it to make it more convenient. Like this. From you one hundred rubles. Take the change. Come to us again. Children alternately enter into a dialogue with the cashier, put their purchases in a bag and leave.
Plot - RPG: "HOSPITAL" - January.

Roles. Physician (doctor), patient (patient), nurse, pharmacist (pharmacist, salesperson).

Basic game actions and behavior. Examine the patient (listen, put a thermometer) - treat (give medicine; treat ears, teeth), give injections (vaccinations).

Games - situations: "At a pediatrician", "Procedural and vaccination room", "Pharmacy", " Ambulance rides "," Dental office "," Reception "...

Game - situation: "Procedural and vaccination room".

Methodology of carrying out. The teacher puts on a white cap, ties a red cross on his arm and plays the role of a nurse.

Educator. I am a nurse. I will give injections. Whom the doctor prescribed injections are suitable for? I'll get the syringes ready for now. (Lays out “syringes - items - substitutes.) Who is next? Sick come, am I waiting? Fear not, I am not giving the injections hurt. (Turns to the toy.) Bear, where is your dad, call him? It's time to give the bear an injection. (The teacher gives the child a bear and gives an injection.) Who is next? Lena, your daughter is coughing, has the doctor prescribed injections? Come in, I'm waiting for you. (Children walk with toys to the nurse) I have a whole line of patients. Patients, please, take turns. I can't do it alone. I need help. We need to invite nurses from other offices. Where are they? (invites the girls) Katya and Lera, you - nurses... Wash your hands and get to work. Here the patients are waiting, they need to give them injections. I'll go home, my shift is over. (Children continue to play.)

Plot - role-playing game: "hairdresser's" - February.

Roles. Master (hairdresser, manicurist).

Basic actions and behavior. Wash your hair with soap (shampoo) wipe; comb - cut - look in the mirror comb hair; choose a new product for hair (nails, face and hands).
Games - situations: "Fashionable hairstyles", "Beauty salon", "Hairstyle for Katya", "Beautiful haircut", "Manicure", "New shampoos and paints were brought to the salon" ...

Game - situation: "Beautiful haircut".

Methodology of carrying out. The teacher takes a comb and runs it through the hair.

Educator. My hair is not well combed. Gotta do new hairstyle... I'm going to the hairdresser. (Approaches the girl playing the role of a hairdresser.) Marina, are you a hairdresser? Please give me my hair. I want my hair to be nicely combed. You can wash them with shampoo. (washes.) Will you paint? Dye my hair to make it dark. I love dark color... (Paints.) And now, I'll go, put my hair under a large hairdryer, let it dry. (Makes appropriate movements.) All my hair is dry. (To the girl - hairdresser.) Master, please comb my hair beautifully! (To children.) Who wants to get their hair done? Come to the hairdresser, a good master works here. (The game continues.)

SUBJECT - ROLE-PLAYING GAME: "MAIL" - March.

Roles. Postman, post workers, clients.

Basic game actions and behavior. Write letters, collect parcels - take them to the post office; receive letters (telegrams, parcels) - read (view the content); bring mail - hand out letters.
Games - situations: "Mail", "The postman carries a letter", "Who received the letter?"

Game - situation: "Congratulations to mom."

Methodology of carrying out. The teacher shows the children a telegram and says that the postman comes and brought it. She reads a telegram in which the educator's daughter congratulates her on the 8th of March and wishes her health and happiness. The teacher asks the children if they want to send telegrams to their mothers for the holiday.

Educator. Tanya is our postman. Tanya, you - the postman always carries telegrams. Will you take telegrams from the children? Children congratulate their mothers. Take the telegrams home. The postman comes to the mothers' house, knocks on the door and gives a telegram. I am a mother, and I also want to receive a telegram. Postman, tell me, is there another telegram for me? There is! My son congratulated me! I read what he writes: "Dear mommy, I congratulate you on the 8th of March." Thanks to the postman for the mail and congratulations!
Plot - role-playing game: "WORKSHOP" - April.

Roles. Craftsman, client, joiner, carpenter.

Basic game actions and behavior. Bring to repair - repair (knock, sew, cut, sweep, try on, remove the wheel, turn on).
Games - situations: "Sewing Atelier", "Shoe Repair", "Car Repair", "Household Appliance Repair", "Furniture Manufacturing", "Locks and Keys Manufacturing" ...

Game - situation: “Atelier for tailoring”.

Methodology of carrying out. The teacher shows the children his dress and says that it was sewn in the atelier for everyone who wishes, they sew a dress. The teacher draws the attention of the children to the old dress of Dina's doll, invites her to go to the atelier and sew a new dress. Then he asks the guys if they want to make new clothes for their dolls. Everyone goes to the atelier together. The educator - the cutter conducts a role dialogue with the clients of the atelier. The educator - the cutter conducts a role dialogue with the clients of the atelier. First, a sample of playing with a doll is given.

Cutter (to the doll). Dina, I see you need a new dress. What dress do you want? (Shows the material.) Do you choose this one, with polka dots? I will take a tape and measure how much material is needed. Now wait, your dress will be ready soon. Who is next? Who wants to make new clothes?

Child with a doll. I AM.

Cutter. What will you sew?

Child. The dress.

Cutter. For whom?

Child. For Rita's doll.

Cutter. Choose your material.

Child. Dotted. Cutter. I will take the measurements and sew your dress for Rita.

Children with dolls sit on the sofa and wait. The cutter comes out and brings out new dresses for the dolls. Children try on new clothes for dolls.
PLOT - ROLE-PLAYING GAME: "BUILDERS" - May.

Roles. Builders, foreman, crew, carpenter, plasterers, driver, crane operator.

Basic game actions and behavior. The car is loaded with cargo - the car carries the load - the car is unloaded, the load is loaded into the dump truck body using a crane - the dump truck is unloaded; the car is inspected - repaired; the crane brings the slabs - raises - lowers; the car starts up - drives; the car is washed from the hose - wiped.
Games-situations: “Builders are building a house or a kindergarten”, “Carpenters are making doors and windows”, “Plasterers are whitewashing and painting”, “Locksmiths are installing batteries and pipes for water”, “A truck is carrying Bricks or boards”, “A dump truck is carrying brick or sand "," A crane lifts loads, works at a construction site "...

Game - situation: "Builders are building a house"

Methodology of carrying out. The teacher supports the children playing in the construction site, organizes the interaction of the children.

Educator. I think I got to a construction site. Here the builders are working, here the loaders are working, here are the loaders are working, now the machines are being built, they are waiting for them to be loaded. Is this a fortress being built? Not? What is this? (Home) How many floors does it have? (Lots.) Multi-storey building? I will be a master. I will be a master. I'll take the bricks and lay them. So, I'll knock to fit well. Who goes to my brigade? Alyosha and Roma, come to me! WE will level the walls. Take cement, mix with sand. Let's pour in water. Alyosha, stir. Place the mortar on the wall. Spread evenly. Like this. Smooth walls are a feast for the eyes!

Ira, will you paint the walls? What paint? Green? Okay, then call Rita, let her help you. Where to get a bucket? What, we will have a bucket? (Children are looking for a substitute object.) You need a brush to paint. Where are the brushes? (They are looking for items - substitutes.)

A dump truck arrived. (The teacher brings a dump truck.) Who is the driver? Sasha, are you a driver? How does your dump truck work? Does it load well? What have you brought? Sand? Upload. Now the builders will come and take the sand. Who needs sand? My team has already taken. Who else needs it? (Children - builders come up, take sand.)

A car arrived - a crane. (The teacher brings the crane.) Who is the crane operator? Tanya? What are you going to lift? Plates? Olya, let's help the crane operator raise the slabs to the fifth floor. One - two! - lift it up! Like this. Now the floor is ready and another floor has appeared. So the house will be built soon!

PARENT-TEACHER MEETING:
"Influence of toys and objects - substitutes in the plot - role play on the development of the child" - December.
FOLDER - MOVE:
"Role-playing games for children 3-4 years old" - December.
PHOTO EXHIBITIONS:
"Playing at Home" - April.
“We play in kindergarten, learn a lot of new things” - photo album - March.
“We love to play” - November.

PEDAGOGICAL GUIDELINES FOR PARENTS:
“What toys does your child need? How to choose the right toy for your child younger age" - October.
"Play corner for a child at home" - January.
“What games can and should be played with a child at home” - March.

PRESENTATION AT THE PARENT'S MEETING:
"A role-playing game in the life of our group" - December.

Maria Aprelikova
Card file of role-playing games for children of the second younger group

Another new academic year has come! I sincerely congratulate you and wish all educators and employees of children's institutions further success in the professional field, good health, happiness, prosperity, inexhaustible creative inspiration and love of the pupils! After all, the purpose of our profession is not only to give knowledge. An educator is a high mission, the purpose of which is the creation of a PERSONALITY, the establishment of a PERSON in a person, constant concern for the well-being of our children!

And now about the essentials. I suggest card index of role-playing games for children of the second junior group.

Role-playing games

"Feeding the doll Katya"

Target: Consolidate knowledge children about tableware, activate speech children, cultivate a culture of behavior while eating, a caring attitude towards the doll.

Material and equipment: Doll Katya, a set of dishes in play corner.

Game progress: The game is played in the play corner. The teacher shows and tells what utensils are used at dinner (deep bowls for soup, shallow for second, spoons, forks, cups, etc., shows how to set the table, rules of conduct for dinner, how to use cutlery. Invites the children to feed the doll with dinner.

"We are going to kindergarten by car"

Target children

Material and equipment: Cars

Game progress: The teacher says that today they go to kindergarten by car and we need to drive through crowded streets, and for this we need to know the rules (do not enter houses, do not knock down pedestrians, drive carefully on the roads without knocking down oncoming cars, etc.) .). Further, the teacher pushes children to play actions, prompting, follows the course of the game.

"The doll Katya went to the store"

Target: Activate and develop speech children, reveal the game plan. Form initial skills of role-playing behavior.

Material and equipment: Doll Katya

Game progress: The teacher tells the children that the doll Katya is going to the grocery store, but she does not want to go alone, because she needs to buy a lot of groceries. Then he chooses from children helpers for the doll. “Take your bag and "Go"... Put toys, boxes, jars in your bag, commenting on your actions. “This cube will be our butter. This box is cornflakes. The rings from the pyramid are drying, and the parts from the designer are cookies. " Further, the teacher pushes children

"A letter came to the kindergarten"

Target: To develop dialogical speech, teach to perform several actions with one subject.

Material and equipment: Letter and teddy bear

Game progress: The teacher tells the children that a letter has come to the kindergarten. And in this letter Misha asks very much to send him a parcel. Shall we send it? Then you need to collect gifts for him. Finds out from children what gifts Misha loves. Children collect a bag of gifts for Misha. Further, the teacher pushes children on game actions and monitors the progress of the game.

"Bunny goes to kindergarten"

Target: Activate and develop speech children, reveal the game plan. Form initial skills of role-playing behavior.

Material and equipment: Bunny

Game progress: - Guys, Zayka needs to go to kindergarten, and he is very far away, so Zayka decided to go by car. Help him get to kindergarten. We need a car chauffeur. But not everything is so simple, because you need to drive through various obstacles. Further, the teacher monitors the game and arranges obstacles in the path of the car.

"Making a haircut for Katya doll"

Target plot actions with role name.

Material and equipment: Hair Salon Tools

Game progress: Educator informs: “The doll Katya is going to the ball and she really needs pretty haircut, so she came to your salon to see the best master. " Selects from children of the master... Further, the teacher pushes children on game actions and monitors the progress of the game.

"Help Misha collect toys in kindergarten"

Target: Orientation in group, activation of dialogue speech children, the ability to play small in groups.

Material and equipment: toy bear

Game progress: The teacher tells the children that Misha scattered all the toys in his kindergarten and is now crying, because he does not remember where what was lying. Let's help him. Further, the teacher prompts and guides the game children.

"Kindergarten for chickens"

Target: Activate and develop speech children, reveal the game plan. Form initial skills of role-playing behavior.

Material and equipment: Chickens.

Game progress: - Children, chickens also want to go to kindergarten, but they do not have a kindergarten. Let's help them! Choose from child caregiver and nanny... Further, the teacher prompts and guides the game children.

"The doll Katya got sick"

Target: To form initial skills of role-playing behavior, to connect plot actions with role name.

Material and equipment: Game set "Hospital"

Game progress: The teacher informs the children that Katya's doll is sick. We need to call a doctor. The teacher chooses from children"The doctors" and puts him in a white robe and cap and invites him to examine the patient. Further, the teacher guides the game children and watches its progress.

"The doll Katya is going to kindergarten"

Target: activate speech children, educate attention to their appearance, caring attitude to the doll.

Material and equipment: A set of clothes for a doll.

Game progress: The teacher shows the children that the doll Katya is still sleeping, and she already needs to get ready for kindergarten. Together with the children, the doll is lifted out of bed, taken to wash and brush its teeth. Choosing clothes for the doll and dressing it. The teacher closely monitors the progress of the game and corrects it.

"Walk in kindergarten"

Target: Activate and develop speech children, reveal the game plan. Form initial skills of role-playing behavior.

Material and equipment: Dolls.

Game progress: - Children, our dolls went for a walk. Let's show them how we walk. What we do while walking and what games we play. Further, the teacher pushes children on game actions and monitors the progress of the game.

"Bunny - postman"

Target: Activate and develop speech children, reveal the game plan. Form initial skills of role-playing behavior.

Material and equipment:

Game progress: The teacher reports that Bunny is a postman today, and he delivers mail, and if you want to send a letter or a parcel, Bunny will deliver it to its destination. Further, the teacher pushes children on game actions and monitors the progress of the game.

"A toy shop"

Target: Create from children cheerful children.

Material and equipment: The game takes place in the play corner - the store.

Game progress: The teacher tells the children that he is a salesman in a toy store and invites the children to buy something. He praises various toys to children and explains how they work. Then the seller selects someone from children... Further observes the game and directs the game action.

"A toy repairman has come to the kindergarten"

Target: Lead to understanding the role in the game, activate communication skills children and conversational speech.

Material and equipment: Game set "Tools"

Game progress: From children the teacher chooses a toy repairman, dresses him in an apron and gives him a suitcase with tools. Tells the children that a toy repairman has come, who needs to be repaired, call the repairman. Further observes the game and directs the game action.

"A guest has come to the kindergarten"

Target: Create from children cheerful, joyful mood, enhance communication skills children.

Material and equipment: chef doll

Game progress: Educator: “Guys, a guest has come to our kindergarten - a doll Katya, she is a cook. She needs to make soup. But, here's the trouble, what, she forgot what vegetables are needed for the soup. Help the doll to remember and choose the necessary products. "

Let the little ones put the vegetables in the saucepan themselves, salt and stir the soup with a spoon. You can treat other dolls with ready-made soup.

"Haircut for a Bunny"

Target: Promote desire children independently select the attributes for the game. Form initial skills of role-playing behavior.

Material and equipment: Tools for playing hairdresser, toy Bunny.

Game progress: The teacher chooses from children of the master and says that Bunny came to him for a haircut. Further, the teacher observes the game and guides it.

"Animals in kindergarten"

Target: Activate and develop speech children, reveal the game plan. Form initial skills of role-playing behavior.

Material and equipment: toys animals.

Game progress: - Guys, look at the animals came to kindergarten. What are they doing there, how should one behave in kindergarten? Let's help them and teach them how to behave correctly. Further observes the game and directs the game action.

"Doctor of kindergarten"

Target: The game promotes the development of communication skills, social adaptation.

Material and equipment: Set "Doctor"

Game progress: Suggest toddlers to play doctor. Put on a white robe or something similar. Let the children bring their own « children» (doll or soft toy) ... Have a friendly conversation with "Parent" and his "Child". Ask: "Tell me exactly where your pain is concentrated? Where does it hurt, how does it hurt? "... Offer the little one to switch roles.

Games with plot toys

"Bunny goes to kindergarten"

Target: Develop speech, activate conversational speech.

Materials (edit): bunny toy, pet toys

Game progress: - Guys, today Bunny went to kindergarten alone. Bunny appears. On the way, he meets different animals and asks them how to get to kindergarten. The game situation unfolds. At the end of the game, Bunny must come to kindergarten

"The chanterelle sits down to dinner"

Target: Develop speech, activate conversational speech. Consolidate knowledge about dishes, instill a culture of behavior at the table.

Materials (edit): Toy Chanterelle, a set of dishes in the play corner

Game progress: - The chanterelle has been running through the forest for a long time and is very hungry, she asks you to feed her. Children sit Chanterelle at the table, put on her bib and set the table. The teacher closely monitors the game, corrects children, helps them, directs the game action.

Theatrical games

"A doll in kindergarten is washed"

Target: Activate and develop speech children, consolidate hygiene skills children.

Material and equipment: Puppets for puppet theater

Game progress: - Our doll got her face dirty when she walked, she needs to wash. The teacher shows how the doll washes (washes eyes, mouth, nose, cheeks) and wipes her face with a towel, and then invites the children to wash the doll.

"Dolls in kindergarten are built in pairs and go for a walk"

Target: Activate and develop speech children, reveal the game plan. Form initial skills of role-playing behavior.

Material and equipment: dolls for puppet theater

Game progress: The teacher distributes dolls to the children and says that the dolls are built in pairs and go for a walk. Children put dolls in pairs and remind them how to walk in pairs. The teacher helps and guides the game.

CHOOSE YOUR DOLLS
Purpose: to consolidate knowledge of different types of dishes, to form the ability to use the dishes for their intended purpose, to bring up resourcefulness, attention, speech.
Game rules: name an item and take it to whoever needs it.
Game progress
The game is held after the children got acquainted with the work of a nanny, a cook, and learned what kind of dishes are used in their work.
3 dolls: the cook is at the stove, a nanny doll in a dressing gown prepares dishes for dinner, a girl doll is sitting at the table. The teacher examines the dolls with the children, talks about what they are doing, what kind of dishes they need. There are various dishes on the table near the teacher. While showing the object, the teacher tells what it is called (asks about it). To maintain interest, you can ask: "And this dish, probably, is not needed by anyone .." A ladle, a teapot, a spoon are needed both for the cook and for the nanny. Children can play the role of a cook, a nanny, a girl who is going to have dinner.

DOLLS WAKE UP
Purpose: to consolidate knowledge about the names of clothes, about the sequence of dressing, to activate the speech of children.
Game rules: select the right clothes by size, name the clothes in the order of dressing.
Game progress
There are 2 dolls sleeping on the beds: a large and a small one. Clothes are on the shelves of the closet. Children sit on chairs in a semicircle. Educator: “Children, look who sleeps on this crib. Did you recognize her? Yes, this is a Katya doll. Who sleeps on this one? This is the doll Tanya. " The teacher turns to one doll: “Katya, are you awake yet? Are you going to get up? Guys, she says she wants to get up, but first we need to find her clothes. What do you need to dress Katya? "
“Look closely at the shelf. Do you see the clothes? Bring a dress. We try on a dress, if it's small, we fold it by Tanya's crib. Should we put on the dress right away, or should we put on other things first? Looking for dolls Underwear in size, other things. " Children take turns putting clothes on the doll Katya, then dressing Tanya.

DOLL KATYA is having lunch
Purpose: to consolidate the knowledge of children about tableware, to activate their speech, to foster a culture of behavior while eating, to teach them to take care of the doll.
Game rules: correctly find and select dishes for dinner, show objects correctly. the right choice dishes, children clap their hands, in case of a mistake they shake their fingers.
Game progress
There are tea, dining and kitchen utensils on the table. Cook Katya is sitting at the table. Educator: “Children, Katya needs to be fed lunch. There are various dishes here. We will put on the table in front of Katya only what is needed for dinner. " One by one, the children find the items they need. The teacher asks what it is and why.
At the request of the teacher, the children find all the objects: plates, a fork, a meadow, a bread box, they are correctly named and beautifully placed on the table, not forgetting to lay a tablecloth and put a napkin holder. They wish Katya bon appetit, and after dinner they clean up the dishes.

MORE LESS
Purpose: to train children in distinguishing and comparing objects, to educate attention, speed of reaction.
Game rules: according to the teacher's word, arrange objects in decreasing order and vice versa, the winner gets a token.
Game progress
Used for the game natural material, toys, pictures of the same type, but of different sizes, each group of objects has the same number.
Children sit at the table and the teacher examines objects with them, the children name them. The teacher asks if the objects are the same in size, asks to show the largest, smallest, smallest. “We will learn to arrange them according to their size: first we put the largest object, then the smaller one, then the smallest one. Only identical items should be placed in one row. Begin!"
For 3-6 objects, children change objects and lay them out again. Then they do the same thing, but in ascending order.

WHAT CHANGED?
Purpose: to train children in the correct naming of objects and actions, to teach to notice and name differences in color and clothing, to develop visual memory, voluntary memorization, observation and speech.
Game rules: the one named by the teacher answers.
Game progress
The teacher shows the children 3-5 objects in turn ( different kind, one kind, but different color and size). Together with the children, he names objects, notes color and size.
Questions about objects of the same type: “Are they the same size or not? And what are they different? Look carefully!" Then the teacher asks the children to remember which objects and how they stand. He covers the toys with a screen and rearranges objects, changes places, removes one or two toys. One child answers: who was the first to notice or who will be named by the teacher.

SUCH A LEAF, FLY TO ME!
Purpose: to train children in finding leaves by similarity, to activate the dictionary (maple, oak, mountain ash, birch), to educate auditory attention.
Game rules: run after you correctly name the tree from which the leaf (after the teacher's words "Such a leaf, fly to me!"
Game progress
On a walk with the children, the teacher collects the leaves of the trees (according to the number of children) and leaves them with him (one leaf from each tree).
Conversation: “Children, do you know what trees grow on our site? Let's name them and go to them (they call them, consider trees and leaves). By comparing and naming the leaves, the teacher finds out that the children know about trees, how the leaves of different trees differ.
“Now we'll play. I have leaves from different trees in my hands. I will give you one leaf at a time. When I show the leaf and say "Whoever has the same leaf - fly to me!", You will run to me. Be careful. ”Steps aside and gives a signal.
The teacher makes sure that the children run after the signal. Complication: run to the tree, from which the leaf.

WONDERFUL BAG
Purpose: to teach children to recognize objects by touch, to cultivate endurance, speech.
Game rules: guess a familiar object by touch, get it out, and then talk about it.
Game progress
The teacher picks up objects familiar to the children. Conducts a short conversation about what it is, what it is, what it is for.
Children take turns putting their hand into the bag, finding an object and calling it, then taking it out and showing it. You can put all the items in a bag, the children choose one and name it. You can put 1 item in the bag, leave the rest on the table. Guys guess by touch what kind of object it is, other children say whether they guessed correctly or not. If the child finds it difficult to answer, we make riddles about the subject. Either the child describes the object, the others guess it.

WHO WILL COLLECT SOON?
Purpose: to continue teaching children how to correctly assemble the pyramid, exercise in naming the size of the ring (large, smaller, smallest).
Game rules: string rings after the teacher's signal.
Game progress
Play with a small group of children. The teacher, having seated the children at the table, distributes to everyone in a pyramid. Examining his pyramid, he draws the attention of children to it: “Which ring is below: large or small? (large). And what is the ring above him? (slightly less). Remember, the bottom is the most big ring... And what about the top? Now let's play. Let's take a look at the pyramids first. And when I hit the table with a ring, you will quickly start assembling the pyramid. We must assemble it correctly. Whoever collects more quickly will win and receive a prize "
The teacher reminds you that you need to look for the largest ring every time.

FIND AN ITEM BY DESCRIPTION
Purpose: to exercise in finding an object on characteristic features, develop observation, resourcefulness, teach children to describe an object without naming it, bring up endurance.
Game rules: looking for someone named Pinocchio.
Game progress
The teacher, together with Pinocchio and the children, examine the objects that he picked up for the game. The teacher pays attention to appearance objects, their color, shape, what they are made of, what they are needed for. Then he invites the children to turn away and quickly puts the objects in different places. Then he says: “All our toys have run away. Now you will be looking for them. Listen! Find a round rubber object that jumps and rolls on the floor. You love to play with him. That's right guys, it's a ball. We are looking for him! "
The child is looking for a toy and brings it to the teacher's table. The game continues until all items are found and returned to their place.
You can take toys in which children have weakened interest, which they have forgotten.

LIVE DOMINO
Purpose: to consolidate knowledge about color, understanding of the words "identical", "paired", to educate attention, speed of reaction to the word.
Game rules: children are paired with someone who has a ribbon of the same color after the teacher's words "Find your match!"
Game progress
Before the game, the teacher ties a ribbon on the hand of each child. The colors are different, but they are repeated so that children can find the same ribbons and pair up. Find out what color the ribbons are, who has the same ribbons. “Now we'll play. You will run around the room, and when I say "Find your match!", You will look for the one who has the same ribbon. Everyone ran around the room! "
The teacher sings a song or claps his hands, gives a signal, the children are looking for a mate. The teacher asks to check if the children have correctly identified the color.
You can find identical shapes of the same color.

WHAT TO WHOM?
Purpose: to teach to correlate the tools of labor with the profession, to foster interest in the work of adults, the desire to help them, to try on the role of representatives of different professions.
Game rules: name the profession in accordance with the tool of labor. Recall where such a worker was seen.
Game progress
The objects of labor of representatives of different professions (toys) are prepared on the table: a set of medical instruments, a set of kitchen utensils, a hairdressing set, household appliances, etc. The teacher invites one child to the table, he takes a toy, calls it. Others name who needs this item to work.
Option: find all the tools for a particular profession and name them.

FIND THE SAME
Purpose: to teach children to compare objects, to find signs of similarities and differences in them, to educate observation, ingenuity, coherent speech.
Game rules: whoever has found the same toys, speaks about it to the teacher's ear, you cannot name them, everyone must find them.
Game progress
A variety of toys are selected, among which there should be exactly the same. Remove or add toys during the game. “We’ll play now. There are toys on the table. I will count to three, and at this time you should find two exactly the same of them. Be careful! Whoever finds, raises his hand, comes up to me and speaks in a whisper. One two Three! Find the same! "
To complicate the game and increase attention, you can put toys that are almost the same, but different in color or size.
More often involve children who are absent-minded, inattentive, who are in a hurry to answer without thinking.

ON THE BIRD YARD
Purpose: to consolidate the knowledge of children about how poultry cry, to develop the correct sound pronunciation.
Game rules: everyone pronounces sounds loudly in chorus, imitating birds.
Game progress
The teacher invites children to remember how geese, ducks, chickens cry. Children pronounce sounds in chorus. “That's good, you all remembered how poultry cried differently. How does a dove coo? " If the children find it difficult, the teacher himself says: "Grru-grru-grru-grru!" “Now listen to the poem. When I call different birds, you scream like they do.
Our ducks in the morning ...
Our geese by the pond ...
And a turkey in the middle of the yard ...
Our gulenki are at the top ...
And how Petya the cockerel
Early early in the morning
We will sing ...!
Next time, the teacher divides all the children into groups: "ducks", "geese", etc.

Zainka
Purpose: to continue teaching children to coordinate words with actions, to foster goodwill.
Game rules: the bunny can run out of the circle after dancing.
Game progress
Children, together with the teacher, stand in a circle. After the bunny has been chosen with a little counting rack and he entered the circle, the children walk in a circle and say:
Zainka, by senchiks
Take a walk, take a walk!
Gray, new
Walk, walk!
There is nowhere to jump out for a hitch,
There is nowhere for the gray to jump out!
Gray, if you dance, they'll let you out!
The teacher with the children hums a dance melody, everyone claps their hands, the bunny dances. After this, the bunny is released from the circle and a new one is selected. The game is repeated 2-3 times.

GUESS WHO CALLED
Purpose: to exercise the auditory analyzer, to educate attention, memory, friendly relations with peers, the desire to play together.
Game rules: guessing with closed eyes calls loudly the name of the one who called. Voice cannot be changed.
Game progress
Children stand in a circle. Educator: “Today we will guess by the voice of our children. Do you know each other's voices? Vova, call Olya, please! Olya, call Seryozha! Guys, do Vova and Olya have different voices? But we saw them when they spoke. And in the game, the one who guesses, closes his eyes and only by his voice will guess and call the name of the one who called him ",
After that, the teacher invites one child to him, who closes his eyes or turns his back to the children. The teacher approaches another child and touches him, he loudly calls the driver. "Who called you?" - the teacher asks. All children should be in the role of the driver.

HORNED GOAT
Purpose: to teach to listen to the poem to the end, to react to the word-signal of the educator, to educate attention, speed of reaction.
Game rules: run away after the word "butts", return to the same place at the signal "Run to me!"
Game progress:
“Now we are going to play Horned Goat. I will be a goat, and you kids. When I say the word "butts," you will run away from the goat to another corner of the room. The teacher slowly approaches the children, saying:
There is a horned goat,
Goat is walking
For the little guys.
Top-top legs,
Eyes clap-clap.
Who does not eat porridge,
He drinks milk -
Gores, gores, gores ...
When the word “butts” the children run away from the goat, it catches up with them.

NEW DOLL
Purpose: to teach children to correctly name the furnishings in the group, to clarify their purpose, to activate the speech of children, to bring up an attentive, kind attitude towards newcomers.
Game rules: name the object that the doll approached. The one to whom the doll addresses or in chorus answers.
Game progress:
Children are sitting on chairs, the teacher is preparing to start a conversation, suddenly there is a knock at the door. “Who is coming to us? What's your name, girl? " The teacher presses the doll to his cheek, imitating a secret answer. “The guest's name is Valya. She wants to stay with us, in our group. Shall we show her our room? "
The teacher with the doll goes to one or the other object together. Imitating the puppet's questions, he asks: "What is this with you?" Children answer. The doll Valya gets acquainted with the toys and objects that are in the group, finds out what they are for, is surprised, praises for the order, thanks for the attention to her.

A series of messages "":
Part 43 -

In the second junior group, there is a qualitative change in the activities of children. Subject activity gives way to the leading role of the game. Role-playing takes a significant place among games. Teaching a child of the fourth year of life to play role-playing games is a responsible and important task of a teacher. It is necessary to prepare and organize the game so as not to turn the child's creative participation into a simple repetition of the actions proposed by the adult. After all, playing freely, the baby experiences the joy of creativity and embodied desires.

The purpose and meaning of role-playing games in early preschool age

Play is the leading activity of preschoolers. Many scientists, educators and psychologists point out that without play it is impossible to fully form the child's personality. Children who are deprived of the opportunity to play enough in preschool, freely, at will, upon entering school have problems with academic performance, socialization, are prone to neuroses and aggression.

To provide a child with a full-fledged experience of all stages of childhood, it is necessary to satisfy his need for play. One of the main tasks of preschool educational institutions (DOW) is the development and improvement of the play activity of pupils. This is also enshrined in approximate general education programs, and in some (for example, "Origins"), a separate chapter is devoted to a child's play at each age. This testifies to the recognition of the importance of play by modern educational scientists and researchers of childhood.

A special place among the games of preschoolers is occupied by role-playing games, that is, those in which children voluntarily perform sequences of interrelated actions (plot) and take on an image (role) with certain responsibilities. The independent role-playing game of children is considered the highest manifestation of play activity.

Growing up, a small person strives to take his place in the world, declaring himself louder and louder. He is a person, but his capabilities are significantly limited. The main goal of the role-playing game: to eliminate the contradiction between the capabilities and aspirations of the child, to let him be in the role of an adult, using the available actions, materials, relationships.

In a story-based role-playing game, children imagine themselves as adults whom they want to imitate

Kids do not come to an independent role-playing game right away. The formation of play activity goes through regular stages, which are different at every age. The period of early childhood, namely the fourth year of life, is very important in the art of mastering the role-playing game, and teachers working with this age need to pay special attention to the development of pupils' playing skills. Children of the fourth year of life are moving from plot-display games to role-playing ones, that is, from the ability to display actions in a game to the ability to take on a role and follow it.

Role-playing games at this age contribute to:

• The development of intelligence. The game requires not only to create a plot plan, but also to follow it, choosing the appropriate actions. This has a positive effect on the development of logic, memory, attention.
• Enhanced speech. A child cannot play without communicating with peers, he must interact with them, including through speech. If the kids are interested in the game and they want its development, continuation, their speech is activated, and even the silent ones enter into play dialogues with their comrades. Playing a director's game with a doll or other character, the child also builds a dialogue, saying lines on his own behalf and on behalf of the toy.
• Socialization. Younger preschool children usually choose games that are closest and familiar to them: family, kindergarten. Contributing to the expansion of ideas about society by introducing new themes of games is the task of the educator. He offers games "Construction", "Hairdresser", "Hospital", "Shop" to enrich children's understanding of professions, their benefits to society, as well as to teach kids to reproduce the professional actions of adults, to foster interest and respect for work. It is in the story game that the kids get an idea of ​​how to behave in various life situations, shape the experience of communication with others.
• Development of creativity, imagination, and the ability to improvise. Connect in-game events real life and creatively interpreting them is already within the power of children of the fourth year of life. Usually, imagining something in the game, children embody their desires, dreams: we became skillful, strong, baked a big delicious cake, invited many guests, bought many toys in the store, etc. Or they imagine ourselves as a favorite cartoon character , fairy tales, perform actions on their behalf: they fly like fairies, build tall houses like robots. This playful behavior not only brings children pleasure and develops Creative skills, but also serves as an excellent means of emotional relief.

Realizing in the game his desire to be "like adults", the child experiences joy and relieves emotional stress

It is worth remembering that such games do not carry a large didactic (teaching) load, since their feature is the unreality, convention of events. However, the educational value of plot-based role-playing games is great and the teacher should think over what exactly the game will give the kids in terms of fostering feelings and positive qualities.

Organization and conduct of a role-playing game in the younger group of a preschool educational institution

For the successful preparation and conduct of role-playing games with children of the fourth year of life, the teacher needs to know what the main tasks are performed by this type of activity.

Objectives of the role-playing game in the second junior group

The tasks of a teacher in the fourth year of a child's life in the field of organizing a role-playing game are:

• Help the child translate meaningless actions with toys and objects into meaningful and resultant ones, build and develop a simple plot.
  • For example, noticing that the kid repeatedly and with interest “feeds” the toy dog ​​from the bowl, the teacher says: “What a wonderful dog you have! What is her name? (Naming all participants story game develops speech, imagination, and also brings the game closer to reality, because in real life all living beings close to a child have names. If the baby finds it difficult to choose a name for the pet, you should help him with this, so as not to delay the development of the game). Let's call her Buddy. My friend is probably hungry. Let's feed him. He will eat and go for a walk. Will you take him for a walk? "
  • It is necessary to teach the child the transition from actions with a toy to a story game gradually, better in an individual form, focusing on the desire of the baby himself. This work is carried out at the beginning school year, after which they move on to organizing common games.
• Stimulate the creativity of children when creating game situations, encourage independence in the game, the ability to show activity and initiative, staying within the framework of the chosen plot, but not substituting the teacher's “script” for the game.
  
• Learn to use substitute items in the game.
  • Some teachers believe that objects unfamiliar to children should be replaced on the basis of general similarity, and those that are well known to children should be given as close as possible to their natural form (toy). However, this approach is not entirely logical, because the main purpose of any child's activity is cognition, and in the game it is necessary to form the correct perception of things, objects. When replacing an unfamiliar object, the teacher calls it, therefore, fixes an unfamiliar word in the child's memory, and the deputy can fix itself as an image of this unfamiliar object.
  • Therefore, just unfamiliar objects should be given as close as possible to their present form, and those that are well known should be replaced. For example, children and a caregiver play in the store, buy and sell fruit. In this case, apples can be replaced with red and yellow balls, but it is better to take pineapple or lemon from a set of plastic fruits, since these tropical fruits are little familiar to most children.
• To form the ability to adhere to the chosen role, to act according to it. The psyche of a fourth-year-old child is still unstable, voluntary attention is just beginning to form.
  • In the course of the story game, children may even forget what the plot idea was originally and get carried away with the performance of one action (for example, instead of a purposeful trip of a mother-girl with a doll-child to the doctor, just roll the stroller around the group). The teacher must be ready for such a development of events and return the children to the plot with the help of unobtrusive reminders: “Where are the mothers with the sick children? The polyclinic will close soon. "
  • If children continue to be distracted, it means that they are not interested in the game or they are tired. In this case, the type of activity is changed, and they return to the role-playing game later, enriching it with new toys, materials, poems, riddles.
• Promote the establishment of game interaction, partnerships between game participants, role-based communication.
  • Particular attention should be paid to fostering goodwill, camaraderie, and the ability to yield to each other. The upbringing of these qualities will help the child not only in games, but also in life in general.
  • If one or several children in the game show aggression, unwillingness to give in, negotiate, utter role-playing cues with rude intonations, then it is likely that they are copying a model of behavior that they have learned from adults. Too shy children who either try not to take part in the game, or perform actions reluctantly, silently watch the rest, also require attention. It is necessary to conduct individual work with such children: conversations, reading correctional fairy tales. A psychologist can also be of great help.

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Consultation for teachers

Shevchenko

Characteristics of age opportunities

Jr preschool age- the leading activity is a game. Role-playing game brings the child closer to the world of adults, modeling their relationship.

The use of substitute objects and symbols in the game allows the child to go beyond the real object-related action and reproduce it general meaning in an abbreviated game form(We put chairs in a row and went on a train somewhere). This feature of the game determines an important role in the intellectual development of the child.

Children are already able to distinguish between play and non-play (real) action, they master the basic play ability to act “pretend”, “as if”, accept an imaginary situation and act within it. A conditional object-play action appears, sometimes denoted only by a gesture, and later by the word (“Everything, I fed,” says the girl, having made 2-3 movements with a toy spoon in the direction of a sitting doll).

Simultaneously, children master the role-playing action. First, a character (a person, an animal) is depicted in the action most familiar to him (mom shakes, feeds, washes her daughter; dad repairs a car). At the same time, children do not always name their role, answering the question "Who are you?" - they call their name, later the child names his role and objectifies the action ("I am a mother, I cook food").

The formation of a plot-based role-playing game occurs gradually, on the basis of the previously existing plot-reflective game. This process depends on the living conditions and upbringing of the child, his social and play experience, as well as on the level of development of imagination, speech, communication skills.

Development Objectives

· Create conditions for the emergence and development of s / role-playing games, enrich their life experience, subject-play environment, play culture.

· Contribute to the enrichment of the content of amateur games for children.

· Support joint games of children, develop the ability to interact with partners in the game.

Organization of the game in the II younger group

For children of the 4th year of life, it is enough to be able to accept and designate a play role, to implement specific role actions aimed at a toy partner, to deploy paired role interaction, an elementary role dialogue with a peer partner.

How can these skills be formed? If you slip the sets themed toys, then the children will have a previously learned way of playing - a conditional objective action, and the acceptance of the play role and role dialogue with a partner may not appear at all.

It means that this does not happen, at all age stages there should be a joint game between an adult and a child.

Thus, the task of the educator when working with children of the 4th year of life is to build the game so that role-playing behavior becomes the central point.

To properly build your game with your child. It is necessary to be able to carry out the selection of playing roles, taking into account the nature of their interconnections.

There are two types of roles:

"Complementary"

"Independent" ("mother - daughter", "doctor - sick", "seller - buyer")

The main role (mother, doctor, salesperson) requires an additional role (daughter, patient, customer) for its implementation. The meaning of additional roles is revealed not only in action, but also in interaction, conversation.

Independent roles (chauffeur, builder, firefighter). Their meaning can be revealed in actions aimed at some object, without interacting with another role (the driver controls the car, can carry passengers, the cargo - the meaning of his actions as a driver is not lost).

To form the role-playing behavior of children, one must start with different roles. They should be well known to the child from his life practice. For example, "family roles":

Mom is a daughter, a son;

Grandmother is a granddaughter;

The doctor is sick;

Seller buyer.

Paired roles immediately fix children on a partner and shift the emphasis of the game from objective action to role interaction - role dialogue.

The joint game of an adult and a child is built with constant complication.

Option I

1) the adult takes on the main role;

2) offers the child an additional role.

Option II

The teacher connects the child to the game, taking on an additional role, and then concedes it to another child, that is, he orients the children towards each other, which requires role-based interaction.

III option

The teacher takes on the main role - a doctor → a box with 3 - 4 objects and begins to play in front of the children, saying that he is a doctor, there is a hospital here, communicates with a toy character: “Bear, are you sick? Where are you hurting? Show the neck. You have a sore throat. " The adult then involves one of the children watching him.

An indispensable condition for a teacher to play with children is repeatedly naming their role ("I am a doctor, I will fly a sick bear") and referring to a partner (toy character or child) as the bearer of the role.

At the same time, “independent roles” may appear in the independent activities of children (they “rule” like drivers, shoot, march like soldiers). Such imitation is often not accompanied by an understanding of the role; the child finds it difficult to answer who he was in the game. Therefore, it is advisable for the educator to connect to the game, using an additional role in the meaning.

Examples. The child turns the steering wheel, the teacher joins the game - “Who are you? Chauffeur? What kind of car do you have? Passenger car? Ah, the bus! May I be a passenger? Will your bus take me to the train station? Thank you ”(it is possible that after the teacher leaves the game, one of the children will join the“ driver ”and the game will continue).

The closure of children on each other can be carried out in a joint game of an adult with two children. The reception remains de the same - the use of paired complementary roles. The additional role that the caregiver assumes is doubled, the same role is offered to one of the children.

Examples. Game "Shop". “Who will be the seller? You …? And we are with ... buyers. I was the first to come to the store (then the adult develops a role-based dialogue, and then gives way to a second child who performs an additional role).

Thus, children are faced with the need for role-based interaction with each other.

During such joint games the educator, with his questions from within his playing role, tries to activate the role-playing speech of children.

Children's switching to verbal interaction in play can be made even more distinct using special methodological techniques - creating a purely "conversational" situation using toy phones. This is a "telephone conversation" game between an adult and children.

You can introduce children to such a meaningful situation by organizing a game based on K. Chukovsky's poem "Telephone". At the next stage, the adult involves the children in the game, not only develops a "telephone" (conversation) dialogue with each one in turn, but also stimulates the children's dialogue with each other. This is a set of "family" roles:

Mom - dad - daughter

Mom - dad - son or grandmother, etc., etc.

Another technique that contributes to the development in children of the ability to name their role, appeal to a partner in accordance with his role, and develop a simple role-based dialogue. There is a play of a teacher with a small subgroup of children based on the famous fairy tales: "Turnip", "Teremok", "Kolobok", "Three little pigs", "The wolf and seven kids". It is very convenient to play games based on fairy tales on the street.

And so the plots of the game, which the adult develops with children of this age, should be simple, one-dark, and built mainly on paired roles that are closely related in meaning.

The indicators of the success of the formation of role behavior in children of the 4th year of life are the following: the deployment by children in independent activity of specific role actions and role speech aimed at puppet characters, paired role interaction with a peer, including naming their role, role address, short dialogue.

The independent play of children largely depends on the organization of the subject-play environment and the selection of the appropriate play material.

Principles of the formation of a story game

1. The teacher plays with the children, developing the game in such a way as to highlight the role behavior for the children (for this, plots with paired role connections and role dialogue are used);

2. The child's role behavior is oriented towards the adult's partner and then the peer.

Games card file

"FAMILY"

Attributes: beds with bedding, a table covered with a tablecloth, a wardrobe with doll clothes, a rug on the floor and on the wall. Large furniture, dolls, cupboard, stove, sink, refrigerator, TV.

Plot: mom takes care of her daughter, feeds her, dresses her, puts her to bed, mom does laundry, ironing, cleans the room, mom goes with her daughter to the hairdresser, decorates the Christmas tree, buys food in the store, prepares dinner, guests come. Dad works as a driver, comes home, mom feeds him. My daughter caught a cold and fell ill, her mother took her to the hospital. They celebrate their birthday, ride the bus, go for a walk with the whole family.

"SCORE"

Attributes: sweets, fruits, vegetables, milk, scales, a doll in a seller's costume, a robe, a cap.

Plot: a salesperson works in the store, buyers come. He sells them sweets, fruits, milk. The seller weighs fruits, sweets on the scales, is polite with customers.

"KINDERGARTEN"

Attributes: dolls, stroller, toys, furniture, dishes.

Plot: children in the kindergarten do gymnastics themselves, conduct music and physical education classes, show a puppet show.

"VISITING MATRESHKA"

Attributes: a large nesting doll, dolls, a table covered with a tablecloth, treats for dolls, dishes.

Plot: Matryoshka has a birthday, guests come with gifts. She treats them. They lead a round dance, sing songs, congratulate the matryoshka.

"HOSPITAL"

Attributes: dressing gown, a doll in a doctor's costume, a cap with a cross, thermometers, syringes, bandage, cotton wool.

Plot: the doctor accepts patients, asks what hurts, listens, prescribes treatment, the doctor is attentive, polite. In the clinic, a doctor and a nurse, a nurse comes to a sick child's home, listens to him, puts a thermometer, gives injections.

"SALON"

Attributes: scissors, combs, bathrobe, cologne, pulvisator.

Plot: hairdresser combs hair, cuts. Mom and her daughters went to the hairdresser. The hairdresser combs his hair, refreshes with cologne, invites him to look in the mirror. Hairdresser for animals - they comb their hair, cut their hair.

"BUS"

Attributes : steering wheel (on a stand), chairs, building material (cubes, bricks).

Plot: mothers and daughters get on the bus to get to the hospital, shop.

A trip to another city: they sing songs, the teacher tells what they are passing by now. On the bus toys are going to visit the children. Children are greeted at the bus stop.

"STEAMER"

Attributes : building material, steering wheel, peakless caps, collars, binoculars, horn.

Plot: building a steamer, walking along the shore. Mothers and daughters go for a drive, the captain gives commands, the steering wheel is driving the steamer. At the bus stops they go to the store, to the hairdresser's, to the hospital.

"ZOO"

Attributes: toys - animals: fox, wolf, hedgehog, hare, monkey, lion. Toys: ducks, swans, animal cages, builder

Plot: children come to the zoo, the teacher-guide tells about the animals, shows them. Mothers bring their children to the zoo, walk up to the animal cages and tell their children about these animals.