Summaries of plot-role-playing games. Synopsis of a role-playing game

Synopsis of the plot role play-situations

"Shop of vegetables and fruits"

Main area: socialization

Region Integration:communication, knowledge.

Tasks:

1. To consolidate the ability to most accurately display social relationships in the game.

2. To consolidate children's ideas about the profession of a seller, about the role of a buyer.

3. To develop in children the desire to do something pleasant and useful for another person.

4. To instill elements of social communication skills, develop a role-playing dialogue "seller-buyer", "buyer-buyer".

5. Fix the rules of conduct in in public places continue to form ideas about ethical standards.

6. Form positive relationships between children, develop moral feelings(orientation in terms of "good" and "evil")

7. Raise in children respect for the work of adults.

8. To form a desire in children to observe the social roles of adults

Preliminary work:

1. Conversations: “Determine which store: manufactured goods, grocery, mixed”, “What do we cook from vegetables and fruits”, “Health of your family”, “Delicious watermelon”
2. Didactic games: "Who is the most polite", lotto "Garden and vegetable garden"
3. Productive activities: creating a subject-developing environment for the game together with children and parents (making berries from salt dough, sewing an apron and sleeves for the seller, making coins from colored cardboard, checks from paper).
4. Reading fiction: L. Ulanova "The right purchase", Y. Tuvim "Vegetables", D. Kharms "About how an old woman bought ink", D. Rodari "What do crafts smell like?"
5. Consideration of illustrations on the topic "Shop"
6. Vocabulary work: cash desk, check, showcase, price tag.

Main job:

The teacher involves children in a role-playing game by creating a problem situation, then during the distribution of roles he becomes a direct participant in the game and assumes the role of a seller with the consent of the other participants in the game (5 people), then this role is transferred to the child.

Stroke:

Children and teacher sit on chairs in a circle.

Educator: Guys, can you imagine, yesterday I was in vegetable store with her daughter, asked her to buy a couple of cucumbers, a couple of tomatoes for a salad on her own and pay. She was frightened and confused. Of course, it doesn't matter, we will train. But I immediately thought, “Would the guys from my group be able to buy something on their own and how often do they go to the store with their moms and dads?”

Children: answer differently.

caregiver : I have an offer, let's play in the store, at the same time and see how and who knows how to make purchases. But not in the usual, but in the store of vegetables and fruits. Is this a grocery or department store?

Children: grocery.

caregiver : Right. Can I be the first seller?

Children : yes

There is a distribution of roles. It is possible that in the process of distribution, children will choose the roles of family or other couples (father-mother, husband-wife, mother-daughter, etc.).

In the group there is a counter with the “Vegetables and Fruits” emblem, on which fruits, vegetables, berries are laid out, price tags (tags with mugs) are hung, the number of mugs depicted corresponds to the cost of the goods, there is a cash register with a tray for coins and checks on the counter, next to it is a counter with bags in which purchases are added, there is a stand with sheets of green colored paper and patches with large balls (as options for substitute items) nearby. Next to the "shop", a subject-developing environment for playing "House" has been created.

The teacher puts on an apron and cuffs. Children-buyers are given wallets with coins. The seller takes a place behind the counter, buyers line up. In the queue, interaction takes place in the role-playing dialogue "buyer-buyer".

Seller educator:In our store, only the best and freshest fruits and vegetables are sold directly from the garden (if it is winter, we skip the phrase). Good afternoon, what do you want?

1 child buyer: Hello, please give me a tomato.

Seller educator:Okay, of all the vegetables, I love tomatoes the most. Would you like a salad?

1 child buyer: Yes

Seller educator:Then you need to take a bow to him.

1 child buyer: Let's.

Seller educator:Tell me how much it costs, otherwise I don’t see the price tag because of the counter.

1 child buyer: 3 tomato coins and 1 onion coin.

Seller educator:Great, and that...

1 child buyer: 4 coins.

Give money to the seller.

The teacher-seller takes the money, puts the tomato and onion in a bag, knocks out a check at the checkout, puts the check in the bag and gives it to the buyer.

Seller educator:Thank you for your purchase, please visit us again.

The child shopper is expected to go "Home" where they can lay out their purchases and return to the store again. This situation creates the prerequisites for the emergence of a parallel storyline - the game of "House".

2 child buyer: Hello!

Seller educator: Good afternoon!

In the game, it is possible that a negative situation will arise when some child buyers do not want to stay in line, they will push each other, trying to get ahead. Naturally, the teacher must direct the game in a positive direction and say a phrase that the queue must be followed, each other must be respected and not interfere with the work of the seller, since the work of the seller is very difficult.

Seller educator: What did you want?

2 child buyer:I need an apple and a pear.

Seller educator:No problem! This is very healthy fruits which are rich in vitamins. Apple is sweet and sour and sweet. What do you want?

2 child buyer: Sweet.

Seller educator:Good. An apple is three coins, and a pear is 2 coins, and that's all ...

2 child buyer: 5 coins.

The educator-seller puts the purchases in a bag, 2 child-buyer holds out 5 coins.

Seller educator:That's right, thank you for your purchase, come visit us again. Goodbye.

2 child buyer: goodbye

Since initially the children know that this is a fruit and vegetable store, they only ask for them. But since berries are usually sold in fruit and vegetable stores, the teacher, leading the game, himself offers the children-buyers to buy berries.

Seller educator: Hello.

3 child buyer: Hello.

Seller educator: What to submit?

3 child buyer:Give me a carrot and a banana.

Seller educator:So you need both fruits and vegetables at once?

3 child buyer: Yes.

Seller educator:And why don't you buy more berries. We got fresh strawberries.

3 child buyer: Yes please.

There are no price tags on bananas and berries. It is assumed that the game will be built in such a way that 3 child buyers will ask the price of the goods.

3 child buyer:And how much do you have a banana and a berry?

Seller educator:Banana 3 coins, berry 1 coin, and the cost of carrots is indicated in the price tag.

3 child buyer: 2 coins.

Seller educator:A total of six coins.

The sales educator can name six coins with advance learning, giving the child time to think, but if the child can't count, they can say 4 and 2 coins. The educator-seller packs the purchase.

Seller educator:Good luck, eat healthy. Say hello to your wife.

3 child buyer:Ok I will pass it on. Goodbye.

This dialogue may lead the child to the idea of ​​involving another player in the game, or of creating a parallel storyline for the game in the "House".

The teacher offers to switch roles and gives the lead leading role the seller to the child, and he connects to the players, taking on the additional role of the buyer, and gets in line. If the plot begins to "slip", the educator uses indirect guidance of the game and influences the communication between the seller and 4 buyers.

Caretaker Buyer(turns to the seller): Good afternoon, could you serve us faster, otherwise the queue is long, and I'm late for work.

Child seller:Oh sure. What do you want?

If 4 the buyer is silent, the educator-buyer, as it were, brings him to the conversation.

Educator-buyer:Woman, look how much everything is tasty and healthy and oranges and apples and pears and cucumbers with tomatoes for salad, just ask the seller, he will serve you in no time.

4 child buyer expresses his request.

It is very important that children know how to introduce substitute objects into the game. If this does not happen, the educator, using indirect guidance or direct role-playing dialogue, facilitates this process.

Caretaker Buyer(to another customer): You know. Yesterday I took such delicious watermelons here and I advise you to buy, you will not regret it. These are round, but inside they are red, juicy, and the bones are black-black, which means ripe watermelons.

Buyer Child:Hello, please give me a watermelon.

The child-seller can sort of orient himself and take a ball as a watermelon, if this does not happen, the educator helps him.

Educator-buyer:Look, it looks like they brought you beautiful watermelons in boxes (points to a container with balls).

Child seller:Yes, of course, I will now.

A calculation is being made.

Caretaker Buyer(to the seller): Hello, give me one watermelon too for 3 coins, for a salad fresh cucumber for 2 coins and a green salad, you don’t have it on the counter, but I really need it.

Child salesman(couldn't find a replacement item myself): We don't have a salad.

Caretaker Buyer(pointing to a rack with green colored paper): No, but there he is.

Child salesman: I'll give it now. Costs 1 coin. And total 3 and 2 and 1 will be 5 coins.

A calculation is made, possibly with the help of a teacher.

Caretaker Buyer(referring to the child buyer): You and I are from the same house. You didn't recognize me?

child shopper: Not.

Caretaker Buyer: It's a pity. My name is Victoria. And you?

Child Buyer: Boris.

Caretaker Buyer: Very nice. Are you by car?

The child-buyer can find his bearings by finding a substitute object, but if he cannot, the educator helps him, thereby involving him in a new storyline, it can be the game "Road" or "Gas station" or others.

Child Buyer: No.

Caretaker Buyer(makes chairs in the shape of a car or folds bulky mobiles): And I'm in a car. Let me take you.

Child Buyer:With pleasure.

Further, either the game smoothly transitions to another storyline, or these lines take place simultaneously (“Home”, “Trip”, “Gas station”, etc.), the number of children increases, based on personal sympathies, they are combined into groups of up to 6-7 maximum person.

Preview:

Synopsis of a plot-role-playing game.

Theme: "Polyclinic".

Age: middle group.

Target: continue to develop game skills in a game situation.

Tasks: 1. To cultivate the ability to play together, interact in the game.

2. Expand children's ideas about the professions of people working in the clinic.

3. Revitalize and expand vocabulary children.

vocabulary work: patient, reception, pharmacist, oculist, ENT, dentist.

Preliminary work:making attributes and symbol cards for the game, reading fiction, looking at illustrations, excursions to the medical office, talking about the role of doctors.

Materials and equipment: bathrobes, hats, play furniture, construction material, phone, cards symbols, medical instruments, medical records, dolls.

The course of the conversation.

(The teacher draws the attention of the children sound signal. In his hands he holds a doll on his head with a warm cap).

Educator: Guys, my Katya doll's ears are very sore. Won't you tell me what to do?

Children: she needs to be treated

Educator: And who will help me cure her and where?

Children: a doctor in a hospital (polyclinic)

Educator: I suggest you play in the clinic. To begin with, we need to distribute roles (if the children cannot decide, the teacher offers to draw foals).

Educator: (after all the roles have been assigned, the teacher invites the children to start equipping their classrooms). Well, let our polyclinic workers equip their offices, and for now we will go home.

(Gradually, the teacher leaves the game, leaving the children space for self-realization. They will pay attention to those children who have not expressed a desire to play.)

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

Goals and objectives of the role-playing game in kindergarten

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

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

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

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

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

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

Play has been a form of learning since ancient times.

Jan Amos Comenius

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

Table: objectives of the role-playing game

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

Types of role-playing games

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

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

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

  

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

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

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

  

  Happens in the game practical use mathematical knowledge: get the amount (addition of the denomination of banknotes or the cost of goods), calculate the change

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

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

  

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

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

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

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

  

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

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

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

  

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

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

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

  

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

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

  

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

When to Role Play

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

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

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

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

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

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

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

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

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

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

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

Conducting role-playing games in kindergarten

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

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

Methodology for organizing a role-playing game

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

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

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

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

Card index of role-playing games - table

Temporary game plan in kindergarten

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

Table: approximate time plan of games

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

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

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

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

Attributes and visual material for games

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

Video: attributes for role-playing games

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

Photo gallery: ready-made sets for games

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

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

Photo gallery: attributes from waste material

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

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

Photo gallery: role-playing costumes

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

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

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

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

Photo gallery: design of the gaming environment

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

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

Analysis of the role-playing game

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

The protocol is drawn up according to the following criteria:

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

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

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

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

Look, guys, guests came to us today to see how we play with you. Say hello to them.

Conversation with children:

Guys, we play different role-playing games all the time. Let's recall some of them. For example, the game "Doctor", "Pharmacy", "Bus".

Where does the doctor work? (in the hospital, in the clinic)

What does he do? (He heals people)

And which of you went with mom or dad to the pharmacy?

Who works in a pharmacy? (pharmacist, pharmacy worker)

What is he doing? (sells drugs)

Why do we need medicines? (to get well when you're sick)

Tell me, guys, if a pharmacy or clinic is far away, how will we get to them? (you can go by bus)

Who is driving the bus? (driver, chauffeur)

Well done, you all remember. I suggest you play now. We will combine the Doctor, Pharmacy and Bus stories into one big game.

Let's see what we have for the game.

The teacher draws the attention of the children to playground in a group where a doctor's corner, a pharmacy counter are already placed.

What's this? (pharmacy)

What is it? (doctor's office)

How can I get to the pharmacy and clinic?

(by bus)

So what needs to be done? (build a bus)

The guys are building a bus out of chairs.

Let's think about what our roles will be. (doctor, pharmacist, driver, patients)

Who will be the doctor? (Kostya R)

Kostya is very kind and caring.

Who will be the pharmacist? (Faith)

Our faith is attentive and polite.

Who will be the patients? I offer Kostya, Sasha, Minara, Grisha to be mom and dad, and the doctor will treat your children - dolls.

And I will also play with you and turn into a bus driver.

Now we are all set to play. You are all passengers and you are on the bus. At the Apteka stop, Vera, the pharmacist, gets out and prepares for the working day. At the Polyclinic stop, all the other guys get off, the doctor prepares for an appointment, and the patients are waiting in line. After a doctor's appointment, you buy medicine and ride the bus back home to treat your baby dolls. We start the game.

Children play, the educator directs the game in the right direction, assists the children in maintaining the dialogue.

Guys, the doctor and the pharmacist are finishing their working day, and we are also finishing the game. Come to me.

Did you enjoy playing?

What game are you currently playing?

What roles did they play?

What did the doctor do?

What did the pharmacist do?

What did the driver do?

Guys, did you like how Kostya played the doctor?

What was he like? (caring, kind ..)

And how did Vera play the pharmacist?

What was she like? (polite, attentive ..)

Do you think people could do without such professions as a doctor, a pharmacist, a driver?

Well done guys, you all did your part very well. Let's ask our guests if they liked it or not?

Organization: Kindergarten No. 80, Chelyabinsk

Location: Chelyabinsk

Program content

Target: formation in children cognitive interest to the profession of a doctor (doctor), nurse, patient, interest in gaming activities, collective, productive, creative, cognitive research.

Tasks:

Educational

1. Form an idea of ​​the integrity of the picture of the world and broaden one's horizons;

2. Enrich children's understanding of the medical profession;

3. Continue building self-care skills.

Developing:

1. To develop the attention and integrity of children's perception to enrich children's ideas about professions.

2. To form in children the ability to take on a playing role (doctor, patient).

3. Encourage children to act out the story of the familiar game "Hospital" using familiar medical instruments (toys).

4. Facilitate the emergence of a role-playing dialogue.

Educational:

1. To cultivate respect for the work of adults.

2. To form a caring attitude towards one's health, the ability to show sensitivity, care for a sick person.

Direction: personality-oriented.

Equipment: doctor costume, hospital play set, dolls.

Methods and techniques:

Excursion to the medical office;

Observations

Reading the fairy tale "Aibolit" by K. I. Chukovsky;

examination of medical gaming instruments;

educational conversations;

productive activity.

situational conversation,

speech situation,

Game (plot with rules)

Relevance: To the question: "Who is a doctor?, What is a hospital?" - children answer in monosyllables "it hurts." Toddlers still have practically no idea “What is work?” “What do they do at work?”, not to mention understanding the name of the specialty and job responsibilities. Therefore, it is very important to introduce children to the profession of a doctor, a nurse, to tell about the characteristic qualities that this or that profession requires, to expand the horizons of children about the work of adults, to apply the knowledge gained in role-playing games, life situations, which contributes to their connection with society.

Operating principles: integration educational areas- socio-communicative, speech, motor, cognitive.

Practical significance: To strengthen family ties have a conversation with a child at home about the profession of a doctor, nurse, patient.

Planned results: have an idea about the profession of a nurse doctor and their parents, assistants know the subjects, are guided in social world. Show more independence in various types activities. Know and understand the rules of conduct in public places.

Game progress:

Educator: Guys, do you know who your mom and dad work for?

Children's answers.

Tasia's mom works as a doctor! (the teacher explains that the doctor is also called a doctor).

Teacher: What does the doctor do?

Children's answers.

Today we will play the game "Hospital". Look, a doctor came to visit us today. Let's say hello to him together, for this we need to stand in a circle. (We all stand in a circle, the doctor takes turns calling the name of each child and says “Hello name”)

Doctor: Guys, do you know what the word "Hello" means?

"Hello" is when we wish each other good health.

Why do you think we need health?

Children's answers.

Doctor: What good fellows you are, we cannot do without health, we will get sick and will not be able to play, walk, communicate with friends.

How can you save your health?

Children's answers.

Doctor: Indeed, you need to eat healthy food, play sports, etc. And if a person does get sick, what should he do?

Children's answers.

Doctor: Of course, he needs to go to the hospital to see a doctor.

Educator:

If someone is not healthy

They call ... .. (doctors).

Wait, baby, don't cry!

He prescribed medicine ... (doctor).

Doctor: And let's spend a fun minute with you

The sun came out from behind the clouds

We will stretch our hands to the sun. (Sipping - hands up.)

Hands to the sides then

We'll spread it wider. (Sipping - arms to the sides.)

We've finished warming up.

Relaxed legs and back.

Educator: Who will we have today as a doctor? (they chose a boy) And what about the assistant to the doctor, the nurse? (they chose a girl) And the rest of the guys will be patients. Today we have a medical examination at the hospital.

The boys take their places. The doctor and nurse sit at the table, the patients on the chairs. The doctor sits on a chair.

Educator: Do not forget that the hospital should be quiet, do not make noise, do not interfere with the doctor treating sick children. The dialogue between the doctor and the patient is structured as follows:

D: Hello, what's your name?

B .: Hello, says his name.

D: What hurts you?

B: He says he's in pain.

The nurse takes notes and helps the doctor.

Next, the doctor proceeds to the examination. The patient thanks the doctor, says goodbye, leaves. The next patient comes in. Game continues. After 2-3 patients, it is proposed to change the role of the doctor. (The teacher helps and participates in the game).

Conclusion

Educator: Well done guys, they did an examination, everyone is healthy, the nurse prescribed vitamins! Did you like the game? What did we play today?

Children: to the hospital

Educator: Right!

Always attentive, with love

Our doctor is treating you guys.

When your health improves

He is the most happy.

The children were very active and took part in the game. After joint game with the teacher, the children lose the game with dolls.

Literature:

1. Bozhovich L.I. Personality and its formation in childhood". M.: Pedagogy, 2000

2. Vygotsky L.S. The game and its role in mental development child / / Questions of psychology, 1961 - No. 2 - p. 62-76

3. Zvorygina E.V., The first plot games of kids. M: Enlightenment. 1988

4. Zvorygina E.V., Komarova N. “Pedagogical conditions for the formation of SURI / / preschool education. 1989 No. 5 p. 31-40

5. Elkonin D.V. The psychology of the game. 2nd edition. - M.: VLADOS, 1999

Abstract of the plot - role-playing game in the senior group

Synopsis of the role-playing game "Family"; story "Visiting Grandma"