Pedagogical analysis of role-playing games. educational and methodological material on the topic. Levels of development of role-playing games (according to D.B. Elkonin) Feedback analysis of role-playing games in dou

When analyzing play activity preschoolers found out the following: Conditions have been created for games, i.e. We have the necessary materials and toys for role-playing games (set “Hospital”, “Shop”, “Hairdressing Salon”, “Chauffeur”, etc.). There is a special place for these games. Children can independently choose a game and assign roles , if difficulties arise, the teacher helps the children to come to an agreement. The children act in accordance with the role they have taken on, I know the rules of behavior and actions. Up to 5-6 people often participate in the game. The relationship in the game is influenced by the children’s sympathies for each other. They use substitute objects, construct the missing conditions for the game or the implementation of actions.In the game they show a wide range of relationships, give in to each other, and can independently resolve conflicts (most often based on the choice of role).

The teacher most often does not take part in the role-playing game, sometimes he takes on the role of a leader, distributes roles, suggests another game in which more children can participate, and explains actions in accordance with the role. Offers a new plot and the game becomes more difficult. Observes their behavior in the game.

In the process of observation and analysis role-playing games noted that children act out in the game those actions and remarks that adults (parents, educators...) do in real life. Most often they reproduce manipulative actions; girls cook, clean, boys watch TV, drive cars. The structure of the plots is mostly one-theme, multi-character (a hairdresser gives a haircut, clients are sitting). There are few people willing to play minor and negative roles, so disputes arise about leading roles. The teacher needs to pay attention to this; I propose to give explanations of the importance and significance of those roles that, in the opinion of children, are uninteresting and insignificant. Children's creativity is manifested in a combination of actions corresponding to the role and those actions that are not typical for it, using substitute objects, arranging the environment in accordance with the chosen plot from available material.

When analyzing theatrical games It should be noted that, despite the fact that there is a screen, costumes, masks, children rarely play out the entire plot; most often they use them for role-playing games. The teacher organizes the theatrical game, helps to choose a character, the hero’s words, monitors and guides the sequence of children’s actions. They don’t know how to organize these games on their own. Carrying out such games requires preliminary memorization or memorization of the text, selection of missing costumes and masks, which presents certain difficulties.

Wednesday

Analysis of the lesson on FEMP

Topic: Number 7. Composition of the number, number seven.

1. Goals: Develop decision skills logic problems. Introduce the composition of the number 7. Learn to denote the number seven with the number seven and learn to write the number seven. These goals are closely interrelated. 2. Workbooks, pens, colored pencils, three-dimensional numbers for examination, chamomile - the composition of the number, everything corresponds to hygiene, safety, and accessibility for children of this age. 3. Type - combined. Structure: organizational moment, repetition, new material, physical exercise, consolidation, results. The stages are logically and sequentially interconnected. The explanation of new material is carried out in comparison with old knowledge about the number 6. 30 min. 4. The content of the lesson has a scientific basis, since mathematics is a scientific subject, the study of numbers and their designation with numbers has a scientific basis mathematical basis. The material is suitable for children's ages. 5. Most of the lesson is carried out using Kolesnikova’s notebooks; it includes various activities for children. The teacher uses a visually practical method of explaining the material; the composition is studied using special handouts and demonstration materials (a circle divided into seven parts). Leads children to reasoning (how many parts must be taken to get seven), which activates their cognitive activity. 6. Children practically learn the composition of numbers by trial and error, and carefully listen to the teacher’s instructions. 7. The teacher knows the methodology for teaching FEMP. 8. The objectives of the lesson have been achieved. The topic is difficult for children and requires repeated repetition in individual lessons.

Thursday

ANALYSIS of outdoor games in preschool groups. Outdoor games in the group are carried out taking into account the individual characteristics of the children. Educator Special attention pays attention to the preparation of game attributes, makes them together with children or in their presence. The game is played simultaneously with all children or with a small group.

The teacher gathers children for the game using different techniques. Starts to play with 3-5 children, gradually others join them. he rings a bell or picks up a beautiful toy (bunny, teddy bear), attracts the attention of the kids and immediately involves them in the game. Collects children for 1-2 minutes, as the delay reduces interest in the game.

Children must learn the rules of the game in order to accurately perform movements and experience emotional uplift. Sometimes the teacher reads poetry, asks the children to sing a song on an appropriate topic, and shows the children objects and toys that they will encounter in the game. Sometimes it is possible to lead to the game by asking questions or asking riddles. The teacher tries to place the children correctly. For children in the middle group, the teacher most often places them in the way they need to play. The teacher stands so that everyone can see him.

In the middle group, all explanations are made during the game itself. The explanations are brief, precise, and emotional. Without interrupting the game, the teacher places and moves the children and tells them how to act. When playing the game again, the rules are clarified. The teacher assigns roles; it is important for him to take into account the characteristics of the children: shy, sedentary children do not always cope with a responsible role, but the teacher gradually leads them to this. Responsible roles are gradually assigned to all children. Next, the teacher first takes on the main role (for example, the cat in the game “Sparrows and the Cat”). And only then, when the kids get used to the game, does he assign this role to the children themselves. Even during the explanation, he appoints a driver and puts the rest of the players in their places, but counting rhymes can also be used for this purpose. Before the game started, the teacher marked the area. Equipment, toys and attributes are distributed before the start of the game or laid out in a visible place so that children can use it independently during the game.

The teacher supervises the children's play activities. In the middle group, the teacher first plays the main role himself, and then passes it on to the children. He also participates in the game when there is not enough pair (“Find yourself a pair”). The teacher gives commands or sound and visual signals to start the game: hitting a tambourine, drum, rattle, musical chord, clapping, waving a colored flag, or hand. The teacher gives instructions during the game and evaluates the children’s activities.

The teacher monitors the children’s actions and does not allow long-term static poses (squatting, standing on one leg, raising arms forward, upward), which cause narrowing of the chest and poor circulation, and monitors the general condition and well-being of each child. The teacher regulates physical activity, which should increase gradually.

The teacher suggests moving on to some other activities of a calmer nature. The game ends.

Friday

ANALYSIS OF ENTERTAINMENT IN KINDERGARTEN

Title: "Kitten-Kitten"

Group: second youngest

Venue: group room

Purpose of the visit: to analyze the work of the teacher aimed at introducing preschoolers to the origins of Russian national culture, the teacher’s ability to organize children.

No.	Questions for analysis	Notes
	Preparing for entertainment
- availability of notes;	the notes are available, submitted to the methodological office
- room decoration;	the room was not specially decorated (it was possible to decorate the room in the style of a Russian hut)
- timely preparation of attributes, toys, scenery, costumes, TSO, quality of the material used	pictures, bibabo doll, scarf, gingerbread, sun were prepared in a timely manner, TSO did not use; The pictures for children of this age were small and inexpressive.
- preliminary work with children	reading Russian folk nursery rhymes, asking riddles
	Providing entertainment
- motivation;	there was no motivation
- cognitive and educational significance;	introducing children to small folklore forms (riddles, riddles) of the Russian people
- surprise moments, game situations	a surprise moment - the transformation of the teacher into a grandmother-hostess, to whom the children came to visit, treating the children to gingerbread, game situations - a game with a cat
- the quality of the literary material used: its artistry, accessibility, volume.	the volume of literary material offered to children corresponded to the age of the children, was understandable to the children (preliminary work was carried out with the children with the word “mill”)
- changing the types of children’s activities, rational use of room space	During the lesson, the children either sat on chairs and listened to the teacher, reciting nursery rhymes with him, or moved around the group during outdoor play; there was enough space in the room for outdoor play, but the teacher did not use the group space very well when conducting the game, when seating children on chairs
	Evaluation of teacher performance
- knowledge of the script	I didn’t know the script very well (I forgot the text of nursery rhymes, missed some points from the notes)
- the ability to organize children and activate their attention, interest, emotional tone, speech culture;	The teacher knows how to organize children, interest them, activate their attention, but she has always been in a position “above the children”; her speech is literate, but lacks emotionality
	Assessment of children's activities
- children’s activity, ease, natural behavior, interest, feeling of joy.	all children were active, emotional, behaved naturally, at ease, experienced a feeling of joy and satisfaction
	Duration, density, dynamism, richness of entertainment.	the entertainment lasted 15 minutes, which complied with the requirements of SanPiN, included two outdoor games, and was full of gaming activities

Conclusion: The teacher had fun on good level. During the entertainment, the children got acquainted with new Russian folk nursery rhymes and repeated familiar nursery rhymes and riddles. The teacher knows how to organize children, interest them, and activate their attention.

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Introduction

Modern transformations in society, new strategic guidelines in economic development, the openness of society, its rapid informatization and dynamism have radically changed the requirements for education. The education systems of most of the world's leading countries responded to these challenges by basing the goals, content and technologies of education on the results expected from it. The main goal of education is not a simple set of knowledge, skills and abilities, but professional competence based on them - the ability to independently obtain, analyze and effectively use information, the ability to live and work rationally in a rapidly changing world.

In light of all of the above, the theme of plot development is role playing game does not lose its relevance today, since play is the leading activity of preschool children.

Play is the most accessible type of activity for children, a way of processing impressions and knowledge received from the surrounding world. The game clearly reveals the characteristics of the child’s thinking and imagination, his emotionality, activity, and developing need for communication.

Outstanding researcher in the field of psychology L.S. Vygotsky emphasized the unique specificity preschool game. It lies in the fact that the freedom and independence of the players is combined with strict, unconditional obedience to the rules of the game. Such voluntary submission to the rules occurs when they are not imposed from the outside, but arise from the content of the game, its tasks, when their implementation is its main charm.

Characteristic of games, especially role-playing games, is the presence of two types of relationships between children: imaginary, corresponding to the plot, role, and real relationships of participants in a joint game.

In early childhood, a child has the greatest opportunity, precisely in play, and not in any other activity, to be independent, to communicate with peers at his own discretion, to choose toys and use different objects, to overcome certain difficulties logically related to the plot of the game, its rules.

The older the children become, the higher the level of their general development, the more valuable the game (especially pedagogically guided) is for the development of amateur forms of behavior: children have the opportunity to outline the plot themselves or organize games with rules (didactic, active), find partners, set a goal and choose means to realize your plans. Amateur play requires the child to be able to establish relationships with friends. In these informal children's associations, different character traits of the child, his habits, interests, ideas about the environment, various skills are manifested, for example, the ability to independently find a way out of problematic situations that arise in the game, guided by known norms and rules of behavior, or the ability to independently organize a real (and not imaginary) work activity to solve game problems.

Object of study is a purposeful pedagogical process.

Subject of research is a role-playing game for preschoolers.

Purpose of the study: to study the features and uniqueness of the development of plot-role-playing games of a preschooler.

Research objectives:

· Analysis of psychological and pedagogical literature on the research problem.

· Studying the structure of role-playing games.

1. Role-playing game as a means comprehensive development child

Role-playing creative games are games that children themselves come up with. Games reflect the child’s knowledge, impressions, and ideas about the world around him, and social relationships are recreated. Each such game is characterized by: theme, game concept, plot, content and role.

In games, the creative imagination of a child is manifested, who learns to operate with objects and toys as symbols of phenomena in the surrounding life, comes up with various combinations of transformations, through the role he takes on, leaves the circle of familiar everyday life and feels active.

In games, the child not only reflects the life around him, but also rebuilds it, creates the desired future. As L.S. wrote Vygotsky in his works, “a child’s play is not a simple memory of what he has experienced, but a creative processing of experienced impressions, combining them and building from them a new reality that meets the needs and drives of the child himself.”

In play, all aspects of a child’s personality are formed in unity and interaction.

The game occupies a large place in the system of physical, moral, labor and aesthetic education of preschool children.

The game is of great educational importance; it is closely connected with learning in the classroom and with observations of everyday life.

IN creative games Ah, an important and complex process of mastering knowledge takes place, which mobilizes the child’s mental abilities, his imagination, attention, and memory. By playing roles, depicting certain events, children reflect on them and establish connections between various phenomena. They learn to independently solve game problems, find The best way implementation of plans, use your knowledge, express them in words.

Often the game serves as an occasion for imparting new knowledge to preschoolers and broadening their horizons. With the development of interest in the work of adults, in public life, in the heroic deeds of people, children begin to have their first dreams of a future profession and a desire to imitate their favorite heroes. All this makes play an important means of creating the direction of a child’s personality, which begins to take shape in preschool childhood.

Creative play cannot be subordinated to narrow didactic goals; with its help, basic educational tasks are solved.

An interesting game increases the child’s mental activity, and he can solve a more difficult problem than in class. But this does not mean that classes should be conducted only in the form of games. Training requires the use of a variety of methods. Play is one of them, and it gives good results only in combination with other methods: observations, conversations, reading, etc.

While playing, children learn to apply their knowledge and skills in practice and use them in different conditions. Creative games open up wide scope for invention and experimentation. Games with rules require the mobilization of knowledge and independent choice of solution to a given problem.

A game is an independent activity in which children interact with peers. They are united by a common goal, joint efforts to achieve it, and common experiences. Play experiences leave a deep imprint on the child’s mind and contribute to the formation of good feelings, noble aspirations, and collective life skills. The teacher’s task is to make each child an active member of the play group, to create relationships between children based on friendship, justice, and responsibility to their comrades.

The game cultivates interest and respect for the work of adults: children portray people of different professions and at the same time imitate not only their actions, but also their attitude towards work and people. Often the game serves as an incentive to work: making the necessary attributes, designing.

Play is an important means of aesthetic education for preschool children, since in this activity creative imagination, the ability to conceive, and the rhythm and beauty of movements are manifested and developed. A thoughtful selection of toys helps develop artistic taste.

Thus, in preschool childhood, play is the most important independent activity of the child and has great importance for his physical and mental development, the formation of individuality and the formation of a children's team.

2. Structure, content and types of role-playing games

The relationship between the image, the game action and the word is the core of the game activity and serves as a means of reflecting reality.

The main structural elements of the game are: the game concept, plot or content; game actions; roles; rules that are dictated by the game itself and are created by children or proposed by adults. These elements are closely interrelated.

Game concept- this is a general definition of what and how children will play.

It is formulated in speech, reflected in the game actions themselves, formalized in the game content and is the core of the game. According to the game concept, the games can be divided into groups: those reflecting everyday phenomena (games of “family”, “kindergarten”, “clinic”, etc.). Reflecting creative work (construction of the metro, construction of houses). Reflecting social events, traditions (holidays, meeting guests, travel, etc.). This division of them, of course, is conditional, since the game can include a reflection of various life phenomena.

The structural feature and center of the game is the role played by the child. Based on the significance of the role in the game process, many of the games are called role-playing or role-playing. The role is always related to a person or an animal; his imaginary actions, actions, relationships. The child, entering their image, plays a certain role. But the preschooler does not just play this role, he lives in the image and believes in its truthfulness. Depicting, for example, a captain on a ship, he does not reflect all of his activities, but only those features that are necessary during the course of the game: the captain gives commands, looks through binoculars, takes care of passengers and sailors. During the game, the children themselves (and in some games, adults) establish rules that define and regulate the behavior and relationships of the players. They give games organization and stability, consolidate their content and determine further development, the complication of relationships and relationships.

All these structural elements games are more or less typical, but they have different meaning and are correlated differently in different types of games.

Role-playing games: vary in content (reflection of everyday life, the work of adults, events in public life); by organization, number of participants (individual, group, collective). By type (games, the plot of which is invented by the children themselves, dramatization games - acting out fairy tales and stories; construction games).

3. Guide role-playing game

The necessary elements that ensure interesting play activities, the development of cognitive interests and moral qualities of a child are knowledge - action - communication. A special role in this case belongs to the teacher. It is on the personality of the teacher, his knowledge, skills, professional skills and ability to creatively organize the management of children’s play activities that their use for the purpose of the comprehensive development of the child’s personality depends.”

The process of leading a role-playing creative game should be structured in such a way that the development of gaming skills is organically combined with training and education, including labor education. Based on this principle, three groups of methods can be distinguished.

The first group of methods is associated with enriching children with knowledge, impressions, and ideas about life around them. These include observations; excursions (initial, repeated, final); meetings with people of different professions; emotionally expressive reading of fiction; conversation. A conversation-story using illustrative material about the work of adults and their relationships in the process; a story from the teacher, accompanied by a demonstration of specially selected photographs, paintings, and reproductions about events taking place in the country. Children compose stories on certain topics related to observations of life around them; individual conversations with children, clarifying knowledge, preschoolers’ ideas about the phenomena of social life, about moral categories. Staging literary works using toys and puppet theater characters; ethical conversations.

The second group is methods that promote the formation and development of gaming activities. Among them, an important place is occupied by the direct participation of the teacher in creative play: playing with one child, playing a leading or secondary role. In addition, the teacher makes extensive use of helping children implement the knowledge acquired in the classroom through suggestions, reminders, advice, selection of game material, conversation about the concept of the game, development of its content, and summing up.

The teacher takes into account the individual characteristics of the child; if he is confident in himself, it is important to teach him to critically evaluate his answers. If you are shy and indecisive, you need to support any initiative.

In order to develop children's skills and abilities to independently organize play, assignments are also used; tasks (on selecting gaming materials, making homemade toys, etc.); conversations; encouragement, explanations, questions aimed at suggesting to children the possible implementation of the plan, defining game actions.

Skills necessary for a child, such as determining a role for oneself and bringing it to the end of the game, are formed through advice, individual tasks, and assignments; attracting illustrative material, reading excerpts from literary works characterizing this or that actor; individual conversations about the role; making costume elements for his role together with the child.

An important task is to develop in children the ability to independently assign roles, taking into account the capabilities, interests and desires of everyone. Therefore, the teacher must study well the characters, inclinations and habits of his pupils and constantly help children get to know each other better, drawing their attention to the positive aspects of each child’s personality. To solve this problem, you can use a technique such as holding competitions for the best design of costume elements, for interesting proposals regarding role-playing actions, for the expressiveness of speech, facial expressions, and gestures.

The third group of methods is associated with teaching children to construct from building materials and play with buildings, and make toys. This group includes such methods and techniques as joint construction by the teacher and children; examination of the teacher’s sample, demonstration of design techniques; use of photographs of children's buildings, diagrams, tables; using thematic tasks such as “Let's build a street in our city”, “Let's build a metro”, etc.; selection of material for decorating buildings.

An important role is played by teaching children the ability to make toys from paper by folding (boats, steamships, animals, cameras, benches, glasses, etc.), from thin cardboard according to patterns; making toys from natural and additional materials (reels, cardboard boxes of various shapes and sizes, etc.); using thematic tasks: making beautiful furniture for new residents, carousels and other equipment for the playground (the game “City Building”), etc. An important role for the development of the game is the ability of children to use substitute objects (a brick instead of soap, etc. ), the more substitute items children bring in, the more interesting and meaningful the game.

The use of the methods and techniques described above depends on the age characteristics of children and the level of development of their gaming skills.

4. Role-playing games for senior preschool age

A child of senior preschool age develops a deepening interest in the work affairs of adults, in the results of their work, a feeling of admiration for the selfless actions of people, and a desire to imitate them. The games of children of this age are characterized by games with a heroic plot.

Children of the 6th year of life are characterized by a desire to fulfill their role with greater imagination, ingenuity, and an interest in details. They are attracted by beautiful materials, elegant designs, and unusual decoration elements of buildings. To develop the content of the game, children successfully use their technical skills, for example, to create the necessary toy from a construction set (metal, plastic). They agree more amicably on the theme of the game, without conflicts they distribute roles among themselves, taking into account which of them will cope better with a particular role and create a bright image.

At this age stage, more complex games appear, both in content, the use of means of displaying real life, and in organization. These are already plot-role-playing games that last a week, two, a month, etc., with gradual development and complication of the content; games that deeply affect the feelings and interests of children. Their themes are mainly related to modern life ("Cosmonauts", "Journey to the North Pole", "Journey to Antarctica", etc.) or to the most beloved fairy tales and stories of children. In these games, the content continuously develops and becomes more complex as children acquire new knowledge about the life around them, develop skills to apply this knowledge, and improve constructive skills.

Long-term role-playing creative games are of particular importance for the comprehensive solution of problems of mental, moral, labor and aesthetic education of children.

In long-term play, a child quickly develops skills and habits of collective life, and independence grows. As a result, this kind of game becomes the most effective form of organization interesting life children in preschool. Children get used to the role so much that they often feel like they are in it even when they are no longer playing. In such cases, it is easier to influence the child through his favorite image.

In such a game, the child shows more independence, imagination, and creativity in choosing actions, distributing roles, and using auxiliary materials. The teacher needs to use this factor to develop in children the ability to coordinate their interests with the interests of the team, to help each other in implementing a plan, in fulfilling a certain role.

Long-term creative role-playing game contains enormous opportunities for the development of a child’s thinking.

The child’s actions with objects are transformative. In the game, he is a tireless researcher: he learns the properties and qualities of real objects, methods of acting with them, and depending on the plan, on the development of the plot, he melts down vital material, replaces some objects with others, combines knowledge, intertwining reality with fiction and fantasy. In the development of the plot of a game on a specific topic, a logical sequence of actions, a set of interconnected and interdependent events and phenomena of the real world can be traced.

This experience, knowledge and ideas are creatively refracted by the child in play activities. Enriching a child’s mind with a variety of ideas and a system of knowledge means providing abundant food for the development of his imagination, for creating images and situations that can be realized in play. You can conduct a series of classes on design and manual labor, related by a common theme (production of large trucks, cranes, carriages, electric and diesel locomotives, railway stations from matchboxes, cardboard, etc.).

The origin of the long game “Travel for Animals in Hot Countries” may be associated with children’s trip to the zoo. To satisfy children's curiosity, the teacher specially reads excerpts from books on this topic; organizes the modeling of animals from plasticine, etc. As the preschoolers’ ideas are enriched, the content of the game develops and becomes more complex. Children show more initiative, creativity and mental independence in solving practical problems. If the teacher cares about expanding the children’s ideas, the group will develop games on various subjects: “Journey to Antarctica”, “Journey to hot countries”, etc. The work of imagination helps the child to clearly and distinctly imagine the seas, oceans, ships sailing on them, icebergs , the work of distant polar stations, spacecraft flights, etc.

The child creates play images creatively and consciously. He doesn’t just reproduce life, he blindly copies it. Children introduce many elements of creativity into the depiction of certain situations and heroes, freely combining the impressions of life with the content of fairy tales and stories, adding their own invention, which indicates the activity of the imagination. An exciting, complex game, satisfying the child’s desire to participate in the events going through the country, brings him joy.

When leading such games, the teacher should not rush to help children solve certain problems that arise before them. While observing the games, it is necessary to establish what children should pay attention to during classes (especially during classes to familiarize themselves with various phenomena of the surrounding life, with the flora and fauna). The teacher should strive to direct the pupils’ attention to the essential aspects of a particular social phenomenon, to help them understand the simplest connections and dependencies between them. It is also necessary to think over methods and techniques that will contribute to the further development of a particular game (selection of pictures, printed board games; instructions for children to watch TV programs), outline a number of activities on making homemade toys, constructing from building materials, and provide children with free time. use plasticine, clay, scissors, glue, cardboard.

A prerequisite for long-term role-playing creative play is that children have the ability to play in large groups, consult together and help each other, and jointly achieve their goals.

It is also necessary that children love to play, so that they have developed the skills to outline a theme, select means to display and develop the idea, distribute roles taking into account the capabilities and desires of each participant in the game, establish rules and strictly follow them.

To guide long-term creative games, excursions (initial, repeated, final) can be used as basic techniques. The main techniques for guiding long-term creative play can also include conversations, stories, conversations with children using illustrative material when familiarizing themselves with the events of modern life. The active participation of children in the distribution of roles contributes to the development of collectivist feelings. Children learn to take into account the opinions of their comrades, to take into account both the capabilities and desires of each other.

The role of the teacher in long-term creative play is ambiguous. At first, the teacher can take on a leading, leadership role if the children have insufficiently developed organizational skills or lack the proper experience. At the same time, the teacher’s leadership must be careful not to suppress the initiative and creativity of children, but to promote their development in every possible way. The teacher is the children's senior friend, a play partner, gradually helping them apply the knowledge acquired in the classroom when completing individual tasks and assignments, encouraging them to mutual understanding, sensitivity, fairness, and mutual assistance.

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

The development of long-term play, education in children of mental activity, moral feelings and self-organization skills are facilitated by the following methods and techniques: conversations before the start of the game about its progress, summing up the results of the game and planning its further development together with the children; reminders, advice, instructions, instructions, tasks. The teacher teaches students to independently use building materials and construction sets in games, make homemade toys, and use drawing, modeling, dancing, and singing skills.

Individual conversations, looking at paintings, illustrations, photographs, and reading excerpts from works of fiction help a child develop a playful image.

Older children can play with natural materials. The teacher, by showing photographs, pictures, reminders, and advice, directs preschoolers to independently work with sand, so that when constructing buildings they show initiative, invention, and ingenuity. You can invite children to build buildings on the topic “What do people drive?” One group of children is building an airfield, another a railway station, a third a river port, and if you give them sand in combination with clay, the little builders can make a navigable river, dig canals, install sluices, etc.

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

Snow buildings can be large or small - on tables. Large buildings can be united by a common theme: “North Pole” or “Zoo”, “Stadium”, etc.

The teacher teaches students to make bricks from snow and build walls of houses from them, compact snow, make ice paths for sliding, shafts; sculpt figures of animals; make colored pieces of ice to decorate buildings, for house windows, etc. Large snow buildings require a base. For it you can use boards, boxes, plywood panels, thick cardboard, wooden slats, etc.

In winter, when constructing buildings on the site, it is necessary to provide for the possibility of such games as “Journey to Antarctica (to the North Pole)”, “White Olympics”, “Russian Winter Holiday”, as well as games based on fairy tales “Hare Hut”, “Winter Lodge of Animals”, "Morozko" and others.

Like younger children, older preschoolers love theatrical games based on literary works. The main thing in directing dramatization games is choosing a literary work, working with children on the expressiveness of the text, creating scenery and costumes.

Literary works for games for preschoolers must meet the following requirements: ideological orientation, dynamic plot, presence of dialogues. If, upon initial acquaintance with the work, children became interested in it, when reading it again, they should most expressively highlight the speech of the characters, help them correctly evaluate their actions, and establish the sequence of events. To make it easier for children to memorize the text and to emphasize the dynamics of events, in some cases the teacher excludes episodes of a descriptive nature when re-reading.

Children of older preschool age can already assign roles themselves.

The teacher provides students with the opportunity to independently create game images, if necessary, suggests how best to perform the role, provides photographs and illustrations in order to become more familiar with the appearance of a particular character, and organizes listening to recordings.

Fun games in senior and preparatory school groups can take the form of fun relay races, competitions, attractions with the participation of 2 or more teams: “Sled relay.” "Turtles" is a fun sledding competition; “Air football” (children use a targeted stream of air to try to quickly drive a paper ball into the opponent’s goal, and the opponent, blowing on a light paper ball, tries to seize the initiative; as soon as the ball is in the goal, the score opens). Showing wind-up toys by the teacher on the themes “Circus”, “Children in a Cage”, etc. can contribute to children’s desire to prepare a circus performance themselves. The possibility of its preparation and implementation is determined by the degree of physical development of preschool children; the presence of such physical qualities as agility, flexibility, precision of movements, endurance. In addition, the child must have a sense of humor. The content of preparation for this fun game should include: drawing up a circus program; distribution of children to the roles of artists, as well as artists and decorators, and distribution of responsibilities (who will make what elements of costumes, decorations, who will arrange invitation cards and how, etc.).

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

The game is a natural companion of a child’s life and has great educational power, a way of understanding the world around him. In this regard, folk games are of great importance - they develop children’s ingenuity, introduce them to the way of life and the life of the people, traditions. Folk games are a traditional means of pedagogy; they clearly reflect the way of life of people, their way of life, and work.

Conclusion

role-playing creative play preschool

The game regulates not only the child’s behavior, but also his inner life, helps him understand himself and his attitude to the world. This is practically the only area where he can show initiative and creativity. And at the same time, it is in the game that the child learns to control and evaluate himself, understand what he is doing and learn to act correctly. It is the independent regulation of actions that turns a child into a conscious subject of life, makes his behavior conscious and voluntary.

Childhood is not only the happiest and most carefree time of a person’s life. This is the period of the most intensive formation of personality; what did not work out in childhood can no longer be made up by an adult.

Plot-role-playing games in combination with other educational means represent the basis for the formation of a harmoniously developed active personality, capable of finding a way out of a critical situation, making decisions, taking initiative, i.e. acquire those qualities that are necessary in the future life.

List of sources used

1. Menjritskaya D.V. To the teacher about children's play - M.: Education, 1982.

2. Preschool pedagogy / ed. IN AND. Yadeshko. - M.: Education, 1978.

3. Wenger L.A., Mukhina V.S. Psychology - M.: Education, 1988.

4. Preschooler’s game / ed. S.L. Novoselova. - M.: Education, 1989.

5. Guiding children’s games in preschool institutions / ed. M.A. Vasilyeva. - M.: Education, 1986.

6. Shcherbakova E.I. Formation of relationships between children aged 3-5 years through play. - M.: Education, 1984.

8. Korotkova N.A. Role-playing game for older preschoolers. // Child in kindergarten. - 2006. - №2.

9. Korotkova N. A. Role-playing game of older preschoolers. // Child in kindergarten. - 2006. - No. 3.

10 Korotkova N.A. Role-playing game for older preschoolers. // Child in kindergarten. - 2006. - No. 4.

11. Matskevich M. Visual creativity and play in the space of the museum// Preschool education. - 2006. - №6.

12. Smirnova E.I. Modern preschooler: features of play activities. // Preschool education. 2002. - No. 4.

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Play, along with work and study, is one of the main types of human activity, an amazing phenomenon of our existence. According to G.K. Selevko - a game is a type of activity in situations aimed at recreating and assimilating social experience in which self-government of behavior develops and improves. In psychology, the concept of “game” acts as the leading activity of a preschool child, determining his further mental development, primarily because the game is characterized by an imaginary situation. Successfully solving educational problems requires close attention to the problems of children's play. Play is the most accessible type of activity for children, a way of processing impressions and knowledge received from the surrounding world. The game clearly reveals the characteristics of the child’s thinking and imagination, his emotionality, activity, and developing need for communication.

Play is a child’s genuine social practice, his real life in a society of peers. Therefore, the problem of using games for the purposes of comprehensive education, and, first of all, the formation of the moral side of the individual, is so relevant for preschool pedagogy. Currently, preschool specialists are faced with the task of further studying play as a form of organizing the life and activities of children. The understanding of play as a form of organizing the life and activities of children is based on the following provisions:

The game is designed to solve general educational problems, among which the tasks of forming the moral social qualities of the child are of primary importance;

The game should be amateur in nature and increasingly develop in this direction, subject to proper pedagogical guidance;

An important feature of play as a form of life for children is its penetration into various types of activities: work and play, educational activities and play, everyday household activities and play.

In human practice, gaming activity performs such functions as:

Entertaining (this is the main function of the game - to entertain, give pleasure, inspire, arouse interest);

Communicative: mastering the dialectics of communication;

Self-realization in the game as a testing ground for human practice;

Game therapy: overcoming various difficulties that arise in other types of life activities;

Diagnostic: identifying deviations from normative behavior, self-knowledge during the game;

Correction function: introducing positive changes into the structure of personal indicators;

Interethnic communication: the assimilation of socio-cultural values ​​common to all people;

Socialization: inclusion in the system of social relations, assimilation of the norms of human society.

Thus, play is a form of organizing the life activity of a preschooler in which a teacher can, using various methods, shape the child’s personality and its social orientation.

Main features of a role-playing game

1. Compliance with the rules.

The rules regulate the actions of the child and the teacher and say that sometimes you have to do something that you don’t want to do. It’s difficult for adults to do something they don’t like, but for a child it’s hundreds of times more difficult. The ability to act according to the rule does not just appear in a child. An important stage preschool development is a plot-role-playing game, where obedience to the rule follows from the very essence of the game.

By mastering the rules of role behavior in the game, the child also masters the moral norms contained in the role. Children master the motives and goals of the activities of adults, their attitude to their work, to events and phenomena of social life, to people, things: in the game a positive attitude is formed towards the way of life of people, towards the actions, norms and rules of behavior in society.

2. Social motive of games.

The social motive is laid down in the role-playing game. Play is an opportunity for a child to find himself in the world of adults, to understand the adult system himself. When the game reaches its peak, it becomes insufficient for the child to replace relationships with the game, as a result of which the motive to change his status matures. The only way The way he can do this is to go to school.

3. In the role-playing game there is emotional development.

A child’s play is very rich in emotions, often ones that are not yet available to him in life. Many domestic psychologists asked the following questions: “Does the child experience feelings or just portray them? What influence do they have on the formation of the child’s moral character?” And N. Leontyev believes that in the very depths of the genesis of the game, in its very origins, there are emotional foundations. The study of children's games confirms the correctness of this idea. The child distinguishes play from reality; the speech of preschoolers often contains the following words: “as if,” “make believe,” and “in truth.” But despite this, gaming experiences are always sincere. The child is not pretending: the mother truly loves her doll daughter, the driver is seriously concerned about whether he will be able to save his friend who was in an accident.

As the game and game design become more complex, children's feelings become more conscious and complex. And fa both reveals the child’s experiences and shapes his feelings. When a child imitates the astronauts, he will convey his admiration for them and his dream of becoming the same. And at the same time, new feelings arise: responsibility for the assigned task, joy and pride when it is successfully completed. THEM. Sechenov gave a physiological justification for the importance of play for the formation of feelings; he proved that play experiences leave a deep imprint on the child’s consciousness. Repeated repetition of the actions of adults and imitation of their moral qualities influence the formation of the same qualities in the child.

From the above, we can conclude that role-playing game is a school of feelings, in which the child’s emotional world is formed.

4. During the role-playing game, the preschooler’s intellect develops.

The development of a concept in a role-playing game is associated with the general mental development child, with the formation of his interests. Preschool children develop an interest in various life events, different types adult labor; they have favorite book characters whom they strive to imitate. As a result, the ideas of games become more persistent, sometimes taking over their imagination for a long time. Some games (in “sailors”, “pilots”, “cosmonauts”) continue for weeks, gradually developing. The emergence of a long-term perspective of the game speaks of a new, higher stage in the development of gaming creativity. In this case, there is no repetition of the same theme day after day, as happens with children, but a gradual development, enrichment of the planned plot. Thanks to this, children's thinking and imagination become purposeful. The child's prolonged stay in one role forces him to delve deeper into the meaning of what he portrays.

5. In role-playing games, imagination and creativity develop.

Planned, coordinated actions in long-term role-playing games are combined with improvisation. Children outline a general plan, a sequence of actions, and during the game new ideas and new images arise. So, during a multi-day “sea voyage”, first one or the other participant in the game came up with new interesting episodes: divers sank to the bottom of the sea and found treasures, in hot countries they caught lions and took them to the zoo, in Antarctica they fed polar bears. The development of gaming creativity is also reflected in how various life experiences are combined in the content of the game. Already at the end of the third and fourth years of children’s lives, one can observe that they combine different events in play, and sometimes they can include episodes from fairy tales that were shown to them in the puppet theater. For children of this age, vivid visual impressions are important. Later (in the fourth and fifth years of life), children incorporate new experiences into their old favorite games. Reflecting life in a game, repeating life impressions in different combinations - all this helps the formation of general ideas and makes it easier for the child to understand the connection between different phenomena of life.

To implement a plan in a role-playing game, a child needs toys and various objects that help him act in accordance with the role he has taken on. If the necessary toys are not at hand, then children replace one object with another, endowing it with imaginary characteristics. This ability to see non-existent qualities in an object is one of the characteristic features of childhood. The older and more developed children are, the more demanding they are about the objects of play, the more similarities they look for with reality.

6. Speech development.

The role of words is especially important in creating an image. The word helps the child to identify his thoughts and feelings, understand the experiences of his partners, and coordinate his actions with them. The development of purposefulness and the ability to combine is associated with the development of speech, with the ever-increasing ability to put one’s ideas into words.

L.S. Vygotsky argued that the development of children's imagination is directly related to the acquisition of speech. Detained in their speech development Children also turn out to be retarded in the development of imagination.

There is a two-way connection between speech and play. On the one hand, speech develops and becomes more active in the game, and on the other hand, the game itself develops under the influence of speech development. The child uses words to designate his actions, and thereby comprehends them; He also uses words to complement actions and express his thoughts and feelings. In older preschool age, sometimes entire episodes of play are created using words. The role of the word is especially noticeable in the so-called director's games, where the child does not take on a role, as in a regular game, but moves dolls and other toys and speaks for them. There is an element of directing in every game with dolls. “Mom” speaks and acts both for herself and for her doll daughter.

Types of role-playing games

1. Games based on everyday themes: “home”, “family”, “holidays”, “birthdays”. And these games are occupied by games with dolls, through actions with which children convey what they know about their peers, adults, and their relationships.

2. Games on industrial and social topics, which reflect the work of people. For these games, themes are taken from the surrounding life (school, store, library, post office, hairdresser, hospital, transport (bus, train, plane, ship), police, firefighters, circus, theater, menagerie, plant, factory, mine, construction, collective farm, army).

3. Games on heroic-patriotic themes, reflecting the heroic deeds of our people (war heroes, space flights, etc.).

4. Games on themes of literary works, cinema, television and radio programs: “sailors” and “pilots”, Hare and Wolf, crocodile Gena and Cheburashka (according to the content of the cartoons), four “tankers” and a dog (according to the content of the film ) etc. In these games, children reflect entire episodes from literary works, imitating the actions of the heroes, adopting their behavior.

5. “Director’s” games, in which the child makes the dolls speak and perform various actions. At the same time, he acts on two levels - both for the doll and for himself, directing all actions. Participants in the game think through a scenario in advance, which can be based on episodes from familiar fairy tales, short stories, or their own lives. Children “teach” the puppets of the puppet and finger theaters, and the toy theater to “act” in accordance with the role they take on, endowing them with literary or imaginary characteristics.

Levels of development of role-playing games

First stage. The main content of the game is actions with objects. They are carried out in a certain sequence, although this sequence is often disrupted. The chain of actions is plot-based. The main subjects are everyday ones. Children's actions are monotonous and often repeated. Roles are not defined. In form it is a game nearby or Single player game. Children willingly play with adults. Independent play is short-lived. As a rule, the stimulus for the emergence of a game is a toy or a substitute object that was previously used in the game.

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

Third stage. The main content of the game is also actions with objects. However, they are complemented by actions aimed at establishing various contacts with playing partners. Roles are clearly defined and assigned before the game begins. Toys and objects are selected (most often during the game) in accordance with the role. Logics; the nature of actions and their direction are determined by the role. This becomes the basic rule. The game often proceeds as a joint game, although interaction is interspersed with parallel actions of partners who are not related to each other and are not correlated with the role. The duration of the game increases. The plots become more diverse: children reflect everyday life, the work of adults and vibrant social phenomena.

Fourth stage. The main content of the game is a reflection of the relationships and interactions of adults with each other. The themes of games can be varied: it is determined not only by the direct, but also by the indirect experience of children. Games are joint and collective in nature. Associations are stable. They are built either on children’s interest in the same games, or on the basis of personal sympathies and affections. Games of the same content are not only repeated for a long time, but also develop, become enriched, and exist for a long time.

In the game at this stage, the preparatory work is clearly distinguished: the distribution of roles, the selection of game material, and sometimes its production (homemade toys). The requirement to comply with the logic of life applies not only to actions, but also to all actions and role behavior of the participants. Up to 5-6 people are involved in the game.

The above levels reflect the general development of role-playing games, but in a specific age group adjacent levels coexist.

Based on the concept of N.Ya. Mikhailenko, the development of story play at different age stages can be presented in the following summary table.

Table

	Nature of game actions	Performing a role	Plot development in an imaginary situation
	Separate game actions that are conditional in nature	The role is actually performed, but not named	The plot is a chain of two actions, the imaginary situation is held by an adult
	Interconnected game actions with a clear role-playing character	The role is called, children can change the role during the game	A chain of 3-4 interconnected actions, children independently hold an imaginary situation
	Transition to role-playing actions that reflect the social functions of people	Roles are assigned before the game starts, children stick to their role throughout the game	A chain of game actions, united by one plot, corresponding to the real logic of the actions of adults
	Representation of relationships between people (subordination, cooperation) in game actions. The technique of game actions is conventional	Not only the roles, but also the idea of ​​the game are spoken out by the children before it begins.	The plot is based on an imaginary situation, the actions are varied and appropriate real relationships between people

Thus, in modern pedagogical theory, play is considered as the leading activity of a preschool child. The leading position of the game is determined not by the amount of time that the child devotes to it, but by the fact that it satisfies his basic needs; in the depths of the game other types of activities arise and develop; the game most contributes to mental development and the development of arbitrariness.

Play as an activity, the implementation of which requires the child to renounce immediate desires and obey the rule in favor of fulfilling the role he has assumed, provides the possibility of transition as an arbitrary regulation of behavior. Voluntary behavior as behavior carried out by a child in accordance with a model and rule and controlled in accordance with this model and rule becomes available to the child due to the assumption of roles and mutual control over the fulfillment of game roles by the participants in the game.

The study of scientific and methodological literature has shown that knowledge received from adults will be accepted by the child’s inner world if it is played out and consolidated in leading activities (Vygotsky L.S., Leontev A.N., Zhukovskaya A.I., etc.) .

This means that the development of a preschooler occurs in play; play is of a social nature, and therefore changes with changes in the historical conditions of people’s lives, i.e. The plots of children's games change because they reflect changing lives.

Almost all researchers who studied the game unanimously noted that the game is the most free, relaxed activity of a preschool child (Elkonin D.B.). The relaxed nature of the game is expressed in the fact that the child freely chooses the plot of the game, his actions with objects are completely free from their usual, correct use. Despite the fact that it is commonly believed that play in children arises spontaneously, it is still built on the relationship between the child and the adult.

According to research by N.Ya. Mikhailenko, in the games of older children, along with actions, various social relations and actions begin to be reflected. Gradually, in the games of an older preschooler, indirect experience begins to occupy an increasing place: knowledge gained from books and stories from adults. This means that in older preschool age collective play appears, which makes it possible rapid development and changing the theme, content and structure of the game, which is associated with the expansion of their sources.

However, classical studies of the game were carried out in the 50s and 60s of the last century, when social relations and society as a whole were different in many ways. Since then, significant changes have occurred in the lives of adults and in the relationships between them, as well as in the conditions of raising children. These changes could not but affect the plot of the children's game. The nature of these changes is extremely important to understand, since the characteristics of the play of modern preschoolers reflect the uniqueness of their inner world and the characteristics of their mental development.

In the generally accepted norms of preschool pedagogy, among the plots of children's games, it is customary to distinguish: everyday, professional and socio-political (E.A. Arkin, V.S. Mukhina, A.P. Usova, D.B. Elkonin, etc.).

S.A. Shmakov believes that game plots age and die out, losing their relevance and attractiveness. Since story games imitate life, children playing them accumulate experience of social relationships between people, experience of social experiences. In terms of content, the most common subjects are: professional; paramilitary; creative (construction); search and discovery (travel, "space"); related to art (“circus”, “theater”); fabulous; fantastic; ethnographic (“to the Indians”).

As a result, we come to the conclusion that research into the real state of children’s play and its changes seems possible only in a specific age group.

Hence, the experimental part of this work is aimed at describing the features of the role-playing game of modern preschoolers of the senior group. The interest of this work is a broad and generalized picture of what and how they play modern preschoolers, what are the plots and content of their games.

The work of collecting information was carried out in stages.

The first stage of the analysis was aimed at clarifying the plots of children's games, namely, what modern children play and what games are most popular with them. To answer this question, non-participant observation and analysis of the free play of preschoolers aged 5.5-6.5 years was carried out. The observation was carried out on the basis of kindergarten No. 46 in Krasnodar. 10 preschoolers from senior group No. 3 took part in it. During the observation process, it was noted what the children did during free activities and what they played. As a result, a list of 20 games was obtained, which were included in the protocol for monitoring children’s independent play activities.

Observation of children's gaming activities showed that there are traditional games that remain popular in the gaming repertoire for many decades (about 55% of all recorded plots): “Hospital”, “Shop”, “Cafe”, “Family”, “Police”, "Military", "Barbershop", "Animals", "Kindergarten".

Professional stories occurred in 40% of cases. These were games of police, cafe, bank, hospital, shop, travel agency and hairdresser.

Quite often (30%) there were stories related to TV shows, movies and cartoons (Spider-Man, Teenage Mutant Ninja Turtles, Mako Mermaids, Princesses, winx sorceresses, Barbie, Dancing with the Stars, etc. .).

Preschoolers used everyday game plots (20%): in kindergarten and family. This also includes a modern version of the game "Barbie Doll Family".

The next group of subjects consisted of games with pets (approximately 10%). In these games, children take on the roles of cats or dogs and their owners and act out the relationships between them: feeding, walking, treatment, etc.

Describing the specifics of the plots of games for preschoolers of the 21st century, we can conclude: new game roles have appeared: banker, agent, client, makeup artist, designer, etc.) and new game professional plots: “Cellular Salon”, “Bank”, “McDonald’s” etc. Children of senior preschool age continue to play both traditional games (military, family, kindergarten, etc.) and new stories taken from the surrounding social environment (TV shows, cartoons, movies, etc.). A characteristic feature of the subculture of modern childhood occurs under the formative influence of the media. Television influences the imagination of preschoolers, which leads to stereotyping of images. (Spider-Man, Barbie and Ken, Batman, TV presenter, etc.) The choice of roles and game plots is influenced by what is happening in the surrounding reality.

The difficulty lies in the fact that among modern children in older preschool age, professional games dominate, and socio-political games are “suppressed” by television games. Often the game comes down to manipulating a bright, fashionable toy or game attributes. In independent games, there is repeated repetition of plots, without children introducing new ones. storylines. When inventing games, the guys don’t know how to play, how to develop game plot, as a result, conflicts arise, loss of interest in the game and its rapid rupture without completing the plan.

At the second stage, in order to obtain information about children’s play not only in a preschool institution, but also at home, a survey was organized among parents of children in senior group No. 3 of kindergarten No. 46. The goal was to identify parents’ attitudes to children’s games, as well as children’s attitudes to play , their preferences in choosing a game theme and a playing partner at home.

Analysis of the survey results showed the following.

Only 20 parents took part in the survey.

The majority of parents who took part in the survey were women: 17 people or 85%. To the second question, parents answered that, if possible, they take part in their children’s games every day (50%), three to four times a week (35%), but some noted that they do not have enough time to play with their child (15%). It turned out that parents spend more than an hour a day playing together with their child (15%), 6 people (30%) spend 1 hour a day playing with their children, 8 people (40%) spend half an hour playing together, and 3 person (15%) - 15 minutes a day.

The majority (15 parents - 75%) of respondents believe that play is a way of communication. 11 people (55%) see the game as entertainment. 8 people (40%) see the game as a “means of self-expression”. 6 parents (30%) understand that this is a way for a child to learn social experience. And only 20% (4 people) consider the game to be the leading activity. Nobody considers gaming to be a waste of time. Also, 35% of parents admitted that their children have conflicts during games.

To the survey question: “What role-playing games do your children prefer to play?” The following results were obtained. At home, children play “bank, post office”, school (5%, 1 person), games “museum, theater, circus” and space (10% - 2 people), travel games, theatrical games (20% - 4 people), games based on fairy tales, performance games (15% - 3 people). In addition, 9 people (45%) responded that their children play games based on imitating TV characters. 40% of parents (8 people) answered that children play in the store, play with animals, and play with transport. 35% of children prefer to play “family” and school, while only 25% play in kindergarten, “Barbie”, hospital, cafe and hairdresser. Also, children of 30% parents play war games and rescue services.

To the question “What influences your child’s choice of game plot?” 14 parents, or 70%, believe that the choice of plot in a game is influenced by the appearance of a new toy, as well as new experiences (walks, excursions). TV shows watched, according to 65% or 13 respondents. About half of parents (9 people or 45%) believe that the choice of plot is influenced by the experience their children receive. 6 people are inclined to believe that computer games and works read to children. 7 respondents (35%) - their professional activities have an influence. Only 3 people or 15% offer their children a game plot, and 10% think that dramatization games have an influence.

The initiator of joint play is often the child himself (75%).

Answering the question: did parents play the games their children play and whether they differed, more than half (55%) of respondents answered that they differed significantly in content, roles, toys, duration and plots. They were based on their own experience and were carried out mainly on the street. Three (15%) of the parents surveyed believe that modern children's play has remained the same. Six parents (30%) noted that the games have changed partially.

Based on the results of the responses, we can conclude that parents generally understand the importance of play in a child’s life, considering the game as a way of communication, entertainment or self-expression for the child. Since they imply the “fulfillment” by children of certain social roles of adults. However, a small part knows about the leading role of play in the development of children. Most parents pay attention and allocate time to play together with their children.

At the same time, the child’s own initiative to play is more often noted, and the characters of the TV screen become the plots of the games. The next place is occupied by traditional games of family, shop, cafe and others. Currently, I believe that the main thing in choosing a plot is a new toy, new experiences and TV shows watched.

Some parents understand that the play of preschoolers differs in many ways from their ideas about the games they played in their childhood, but at the same time, others notice that the changes are associated with the emergence of new characters, with new toys, but the games are the same, like before.

Thus, the data obtained coincide both with the generally accepted norms of the plots of role-playing games, and with the modern opinion of psychologists about them.

gaming preschooler mental role-playing

Information on the results of operational control. “Analysis of the creation of a developing subject-spatial environment for the development of role-playing games”

Order No. 17 of February 12, 2016
Author of the work: Svetlana Petrovna Vdovenko, senior teacher, kindergarten No. 2 “Smile”, working village of Ekaterinovka
Target: analyze the work of the teaching staff in mastering innovative trends in the content and practice of guiding children’s play activities and improving the developmental environment in groups.
Age groups: all age groups of kindergarten
Selection of control content:
Observation and analysis of the organization of role-playing games in each age group, the activities of the teacher in the process of organizing the game.
Planning role-playing games in each age group.
Analysis of the state of the gaming educational subject-spatial environment.
Terms of control: February 15 – 17, 2016
Basis for control: fulfillment of the task of the annual plan for the 2015–2016 academic year.
Composition of the commission:
head of the preschool educational institution - Tarasova T.N.
senior teacher - Vdovenko S.P.
Methods: analysis, observation, conclusions.
Operational control was carried out in accordance with the annual plan preschool work in order for teachers to use new approaches to organizing role-playing games. The activities of teachers were based on the recommendations of the exemplary general education program “From birth to school” and methodological manual“Development of gaming activities” N.F. Gubanova. The manual reveals overall strategy the behavior of the teacher when organizing the game and the specific tactics of his interaction with children in the game at different stages of preschool childhood.
During the control, the following results were revealed:
Role-playing games are organized in each age group, by each teacher, as a separate joint play activity between children and adults and as part of educational activities.
During the observation of the plot game, a system was noted in the work of teachers in organizing the game with children, the children’s ability to organize the game independently, take on some role, implement role actions, change their role behavior in accordance with the different roles of partners, lead role-playing dialogue with a playing partner. At the same time, the teacher changes his position in the game: first he plays the main role, then auxiliary roles, then becomes an observer of the children's game, at any time able to come to the rescue if a difficult situation arises in the plot.
So for example in the second group early age teacher Ermakova S.V. organized both an individual “Let’s dress up the doll Lyuba” and a joint “Margarita’s Birthday” role-playing game. The leading role during the game belonged to the teacher; she created problematic game situations so that the children fulfilled the assigned task in the game.
Educator junior group Budynkova M.G., organizing the game “Hospital”, identified herself in the role of a doctor, gradually the teacher involved children in the game, offering them the roles of patients. Then the teacher suggested that the child take on the main role of the doctor; as a result, the children played the role of both doctor and patient. Thus, the teacher taught the children to accept and designate different play roles, to develop role-playing interactions, and elementary role-playing dialogue with a peer partner. As a result, the children successfully continued to play “Hospital” on their own, using attributes and toys. At the same time, the teacher activated the children and was nearby.
Watching the game in the middle group, it is necessary to note the complication of the goals set, the role relationships between partners, and the inclusion of more roles in the game. Educator Efremova E.N. set a goal for more complex role-playing behavior in the game “Hospital”. Having offered the main role of a doctor to the child, the teacher outlined her additional role as a patient, then she invited the “doctor” to be his nurse and help him see patients. She demonstrated examples of role-playing dialogues and role-playing interactions in the game, and involved children in the game. Gradually a big game unfolded, in which all the children participated. At the same time, the teacher also continued to change her play role and designate a new one for her play partners, showing the children examples of different role behavior in accordance with different roles. These were the roles of a pharmacy that opened, where you can buy medications prescribed by a doctor; There was a need to bring these medications to the pharmacy, so the role of a car driver appeared.
Teacher of a mixed age group Tsarenko E.V. continued to develop in children the ability to change their role behavior in accordance with the different roles of partners in the “Supermarket” game. The main role was also designated by the child, and additional roles were performed by the teacher. Here, after some paired role interaction “seller - buyer”, the need arose for the emergence of new game roles. New events were developing. At the same time, the teacher seemed to be negotiating with the children about the upcoming change in the plot and the emergence of new roles. As a result, the children continued to play independently. The teacher joined the game only when it was necessary.
Teacher Anikina I.G. organized the game “Bus”, where the children of the entire group were gradually involved in the game: driver, cashier, passengers, controller. Gradually the game continued, the passengers became hungry, and the teacher suggested playing the game “Cafe”. The game used various attributes.
In the senior and preparatory school groups, educators strive to teach children to combine various events in the game, to coordinate individual plans in the overall plot.
Thus, teacher of the senior group Yakovleva Yu.V. invited the children to go to the “City of Masters”. The game combined events taking place in a hairdressing salon, a store, a construction site, and a hospital. Children independently determined play partners and roles for themselves, and developed role-playing interactions and dialogues. The teacher outlined her role, the role of a journalist who visits all the places in the city of masters. Various role-playing dialogues unfolded. They developed children’s speech, stimulated them to engage in activities, and helped carry out role-playing interactions. The game continued for a long time and stopped when parents began to pick up their children.
Teacher of the preparatory school group Lisina E.M. Together with the children, she organized a game - the “Young Researchers” laboratory. The theme of the game and the main events were discussed verbally; role interaction was carried out, actions characteristic of the characters were discussed. The teacher took on the role of a scientific consultant (observed the game, coordinated as necessary), the children took on the role of young scientists. The children had the initiative in the game (they explored objects of wildlife), after finishing the game they decided to continue exploring the next day inanimate nature. The game used substitute items.
As a result of the analysis of the organization of role-playing games, the interest of each teacher is noted, his desire to teach children to play and to learn to use new approaches to organizing role-playing games. All teachers used artistic words in the game, various attributes, but preliminary work was carried out only in a group of different ages.
Role-playing games are planned in calendar plan educational work every day. The themes of the games are varied; when planning, the interest of children and the emergence of new concepts in the surrounding life are taken into account.
In each group, a developing subject-spatial environment has been created to organize free play activities for children. Teachers systematically update the attributes for the game, using both ready-made items purchased in the store and those made with their own hands from waste material (especially in a mixed-age group).
During the control, no system of work with parents on organizing play was noted in any age group.
Conclusions:
Role-playing games are organized in kindergarten, and children have the skills to play.
Educators in the system plan play activities, replenish the developmental subject-spatial environment, and study methodological literature on the organization of play.
Recommendations:
1. Educators plan role-playing games in accordance with the age of the children, the senior teacher should supervise the formulation of the purpose of the play activity, and, if necessary, organize consultations for educators on organizing role-playing games.
2. Conduct preliminary work before teaching children game actions. With older preschoolers, plan the preparation and repair of play attributes.
3. Educators provide parents with information about the importance of role-playing games in a child’s life, involve parents in organizing children’s play activities, and creating attributes for the game.