“Role-playing game as a means of all-round development of a child. Pedagogy Consulting for parents on plot role-playing

Plot - role-playing game

in middle group... and its meaning.

Play is the main activity of a preschooler. Taking part in games, the kid learns the world around him, learns to build relationships with peers and adults, masters his native, foreign languages, gets other knowledge necessary at this age. Mental cognitive processes develop, vital skills and abilities are formed (to reason, analyze, make decisions, subordinate motives).

The games of preschoolers arise at the initiative of the children themselves, or they are organized by an adult for teaching, educational, psychotherapeutic purposes. The first group includes the role-playing variety.

To understand how the role-playing game arises and develops in the middle group, it is necessary to consider its features.

The specifics of the role-playing game A role-playing game is considered one in which children themselves come up with a plot, assign roles. Actually, the plot and roles appear in the entertainment of kids 4-5 years old. At earlier stages of a child's development, it is appropriate to talk about a plot-display game, when the baby is already performing game actions (feeding the doll, putting it to bed, driving the car, etc.), but has not yet taken on the role. The transition from reflective actions to the plot and the designation of roles occurs from 3 to 4 years old.

The structure of the role-playing game

A role-playing game (kindergarten is the best place for it) includes the following interrelated components:

Imaginary situation. The second reality is created after one of the players says the words "as if".

Plot... These are the events that take place in the game: visitors to the hairdresser wait in line for a haircut, the doctor accepts patients, mom washes the dishes, etc.

Role. During the game, the kid not only acts for his hero, but lives his life. The number and variety of roles depends on the age of the players and the characteristics of the plot.

Relations. This type of games is characterized by two types of relationships: play and real. Game interaction is a conversation between "mother" and "daughter", a dialogue between "seller" and "buyers", "doctor" and "patient". Children enter into real relationships to discuss options for the development of the game, to challenge the behavior of the participants.

Rules. It only seems at first glance that this type of game does not contain rules. In fact, they exist, but they are not so clearly expressed. So, if children play in the hospital, then the child playing the role of a doctor should be in a white coat, sit in the "office", clearly follow the logic of the actions taken: examine the "patient" and make a diagnosis. If instead he starts dancing or weighing dummies of vegetables, then the rules will be broken. The listed components manifest themselves in different ways depending on the age of the babies.

How do children of the middle group play? Role-playing game in the middle group (as well as in others) is an interpretation of what was seen and heard. Kids play up the actions of their parents, grandmothers and grandfathers in everyday life, a teacher and nanny in a preschool institution, a doctor in a district clinic, etc. The source that feeds the game is the world around it. The guys went on an excursion to the medical office, and now someone is trying to put a thermometer on a teddy bear and is looking for a nurse. We watched a cartoon or a movie about the sailors, and the next day, their captains, boatswains and sailors appeared in the group. After the flight of Yuri Gagarin, the children tirelessly played astronauts.

The games of children 4-5 years old are somewhat chaotic, the plots and roles quickly replace each other .. The role-playing game in the middle group is distinguished by the fact that children of this age tend to preserve the logic of actions. If a three-year-old baby first injected the doll, then examined it, now such manipulations are disputed. So, in accordance with age, role-playing games change. The middle group tries to bring the game closer to reality. Organization of the subject-play environment The teacher takes care of creating the necessary environment. To create a role-playing game, the younger group is strictly divided into zones. In one part of the group room, the dolls drink tea, in the other there is a garage for toy cars, in the third, the interior of the store is reproduced.

The use of substitutes promotes the development of the child's imagination. No wonder the famous teacher A.S. Makarenko recommended that parents buy more semi-finished toys (cubes, construction set, mosaic), as well as toys-materials (cardboard, paper, plasticine).

Role-playing playing in the middle group is favorable for creating problem situations. For example, a bear hurt his leg while walking. How can I help him? Or the doll Katya invites her friends for tea, but there are fewer cups than guests. What should she do? Such situations are thought out in advance, and then the teacher helps the children find solutions. The development of a role-playing game takes place depending on what the pupils have come up with.

When offering the child the role of, say, a doctor, it is necessary to draw the attention of the preschooler to the fact that the doctor must be polite and kind to patients. The culture of behavior and communication is important for the seller, and for the hairdresser, and for the waiter. Role-playing games for children are quite diverse.

The interrelation of the types of games for preschoolers The director's game is the closest to the role-playing one. It also has a plot and roles. However, the child plays alone. The kid invents the storyline himself. The characters are toys, objects or objects of nature (pebbles, acorns, cones). Preschoolers love to play theatrical games, portray heroes of fairy tales and cartoons. Sometimes whole performances are organized in a group, the plot of which can be changed at the request of the participants. The building-constructive game goes side by side with other species. Since the kids play around with their buildings (dollhouse, teremok, fence around the playground, etc.). There are also elements of the plot in the movable varieties ("Cat and Mice", "Ali Baba", etc.).

Kids play not only in kindergarten, but also at home. Parents must take care of the game to be successful. The older the child gets, the more often he asks various questions. Mothers and fathers should encourage children's curiosity, look for answers together, observe nature, the work of people, draw conclusions: "Why are there puddles in the street?"; “Grandma is not well. What shall we do?" etc. The child reflects the received ideas in the game. The development of games is facilitated by reading and discussing literary works, visiting the theater, listening to musical works (children's songs, PI Tchaikovsky's play "Doll's disease", etc.), watching cartoons and films for children.

Do not be afraid to invite your child's friends to visit. Role-playing games for preschool age are fun in good company. Finally, the child should have his own space, at least part of the room, where he will feel himself master of the situation. Toys and other attributes are stored in special boxes or boxes

Consultation for parents on the topic:

"The value of role-playing games in the life of a child"

Educator: Pervushkina E.M

Play occupies a very important, if not central, place in the life of a preschooler, being the predominant type of his independent activity. In Russian psychology and pedagogy, play is viewed as an activity that has a very great importance for the development of a preschool child; it develops actions in representation, orientation in relations between people, initial skills of cooperation.

Free story game is the most engaging activity for preschoolers. Its attractiveness is explained by the fact that in the game the child experiences an internally subjective feeling of freedom, the subordination of things, actions, relationships to him - everything that resists in practical productive activity is given with difficulty. This state of inner freedom is associated with the specifics story game- action in an imaginary, conditional situation. The plot game does not require a real, tangible product from the child, everything in it is conditional, everything is "as if", "for fun."

All these "possibilities" of the plot game expand the practical world of the preschooler and provide him with inner emotional comfort. This is due to the fact that in the game the child recreates the areas of interest to him with the help of conditional actions. First, these are actions with toys that replace real things, and then, visual, speech and imaginary actions (performed internally, in the "mind").

Play is important not only for the mental development of the child, but also for the development of his personality: taking on various roles in the game, recreating the actions of people, the child is imbued with their feelings and goals, empathizes with them, and begins to orientate between people. Play also has a great influence on the development of children's ability to interact with other people: firstly, by recreating the interaction of adults in play, the child learns the rules of this interaction, and secondly, in a joint game with peers, he gains the experience of mutual understanding, learns to explain his actions and intentions, to coordinate them with other people. However, the game fulfills its developmental functions in full, if it becomes more and more complicated with age, and not only in its thematic content.

What is a role-playing game

Role-playing game- This is the main type of game for a preschool child.

What is its peculiarity?

Describing it, S. L. Rubinstein emphasized that this game is the most spontaneous manifestation of the child and at the same time it is based on the interaction of the child with adults. The main features of the game are inherent in it: emotional saturation and enthusiasm of children, independence, activity, creativity.

The main source that feeds the child's plot-role play is the world around him, the life and activities of adults and peers.

The main feature of the role-playing game is the presence of an imaginary situation in it. The imaginary situation is made up of plot and roles.

The plot of the game is a series of events that are united by life-motivated connections. The plot reveals the content of the game - the nature of those actions and relationships that connect the participants in the events.

The role is the core of the role-playing game. More often than not, the child takes on the role of an adult. The presence of a role in the game means that in his mind the child identifies himself with this or that person and acts in the game on his behalf. The child appropriately uses certain objects (prepares dinner, like a cook; gives an injection, like a nurse), enters into a variety of relationships with other players (praises or scolds a daughter, examines a patient, etc.). The role is expressed in actions, speech, facial expressions, pantomime.

In the plot, children use two types of actions: operational and visual - "as if".

Along with toys, various things are included in the game, while they are given an imaginary, playful meaning.

In a role-playing game, children enter into real organizational relationships (agree on the plot of the game, assign roles, etc.). At the same time, complex role relationships are simultaneously established between them (for example, mother and daughter, captain and sailor, doctor and patient, etc.).

A distinctive feature of an imaginary play situation is that the child begins to act in a mental rather than a visible situation: the action is determined by a thought, not a thing. However, the thought in the game still needs support, so often one thing is replaced by another (a stick replaces a spoon), which allows you to carry out the action required by the meaning.

The most common motive for role-playing play is the child's desire for a joint social life with adults. This desire is faced, on the one hand, with the unpreparedness of the child for its implementation, and on the other, with the growing independence of children. This contradiction is resolved in the role-playing game: in it, the child, taking on the role of an adult, can reproduce his life, activities and relationships. The originality of the content of the role-playing game is also one of its most important features. Numerous studies of domestic teachers and psychologists (D. B. Elkonina, D. V. Mendzheritskaya, A. V. Cherkov, P. G. Samorukova, N. V. Koroleva, etc.) have shown that the main content of creative role-playing games children is the social life of adults in its various manifestations. Thus, play is an activity in which children themselves model the social life of adults. Role-playing game in its developed form, as a rule, is of a collective nature. This does not mean that children cannot play alone.

But the presence of a children's society is the most favorable condition for the development of role-playing games.

Gender education of children in a role-playing game

An important condition for the formation of a positive gender identity is a role-playing game, the leading activity of preschool children. The plot-based role-playing game does not require significant actions from the child, everything is "as if", "for fun", but it is the game that allows you to consolidate gender stereotypes, lay the foundations of an emotionally positive attitude to the poor social role of men, women, dad and mom.

The goal of the pedagogical support of the role-playing game should not be “collective study of knowledge”, but the formation of skills that ensure independent play, in which boys and girls realize their sex-role ideas and preferences, freely interacting with their peers. An adequate pedagogical influence here will be an unobtrusive accompaniment to the plot of a role-playing game developed by children. Since the kids are not good enough to play together - to complement, and not duplicate each other - the educator can take on one of the roles. It should be noted that many children, especially girls, are wary of the other sex, anxiety if contacts are needed.

Pedagogical support of the role-playing game of preschoolers in the formation of their positive gender identity will be successful if a number of requirements are met. In particular, the educator:

· Understands the specific tasks of the game;

· Realizes the developmental possibilities of plot-role play in the formation of children's ideas about social gender roles in society and the consolidation of positive gender stereotypes in behavior;

· Avoids the position of a teacher, preferring the position of a “playing coach”, does not allow negative assessments, emphasizing only positive aspects;

· Orients boys and girls to the choice of role-playing in accordance with their gender, focuses on the meaning of the child's gender-role behavior;

· Organizes a role-playing game in small groups of different sexes (two or three children), over time increasing the number of children;

· Knows the features of the role-playing game in children of different ages; develops the game so that children gradually learn new, more complex ways of interacting with peers of both sexes, expanding their ideas about future social roles.

The degree of the child's assimilation of gender stereotypes of behavior depends on the complexity of the role-playing game.

There are several stages of development play activities preschoolers.

1 stage of conditional game actions, which are characterized by the choice of a one-dark one-character plot. Such a game is a semantic chain of actions: one child (boy or girl) performs certain actions corresponding to his gender role (for example, a girl, like a mother, will have her daughter-doll in the morning, wash, dress, say affectionate words, go for a walk with her etc.).

2.Multi-character story stage... The plot of the game assumes the presence of a system of interconnected characters (roles).

Stereotypes of gender behavior are formed by the teacher through the interaction of children of different genders, the introduction of new characters (games "Family", "Dad at work", "Mom at work", etc.).

3. The stage of building and deploying multi-theme plots, in which a variety of events and social relationships are combined in the game, thanks to which children develop positive male and female ways of behavior.

The formation of positive sex-role behavior in children of different ages has its own specific features... For example, at 3-5 years old children move to a fundamentally new level of development, replacing the plot-reflective game with plot-role. The psychological characteristics of the game also becomes different: the child develops a desire to communicate and interact with peers of both his own and the opposite sex, people around them in general.

However, without the help of adults, children are not always able to unfold the game in an interesting way, use a variety of play materials.

Gender upbringing of the child in the family

Dear Parents!

In the work of kindergartens, the concept of "Gender Approach in Education" began to appear more and more often. In connection with the new requirements for the educational program, the formation of gender identity is one of the tasks facing modern teachers.

Gender refers to the social sex of a person, formed in the process of upbringing the personality and includes psychological, social and cultural differences between men (boys) and women (girls, and the existing properties and relationships are called gender.

In the period from 3 to 7 years, children develop gender stability. Children understand that girls become women and boys become men, and this gender does not change.

When teaching and raising children, it is important to keep in mind that girls need stimuli that are largely based on auditory perception. Boys do not understand the explanation well by ear and it is preferable for them to use visual aids based on visual perception.

Psychologists and educators believe that the formation of gender stability is due to sociocultural norms and depends on:

From the attitude of parents to a child

From the nature of parental attitudes

From mother to child attachment

From the attachment of the child to the mother

From the role of the father in raising a child

Undoubtedly, a healthy psychological atmosphere in the family is necessary for the development of the child's personality.

It has been proven that girls and boys have different needs and developmental characteristics. Consequently, it is impossible to educate boys and girls guided by the same principles of education.

Parents example

The upbringing of boys and girls is greatly influenced by the example of their parents. If in one family the mother is affectionate and attentive to all family members, strives to create comfort in the house, most likely, the daughter will follow her example. For the son, the personal example of the father is more important.

In addition, the behavior of the parent of the opposite sex also influences the character of the child. For example, the femininity of a mother contributes to the formation of male character traits in her son, and vice versa.

I want to offer you a little game. We will divide into 3 groups (a group of girls 'parents, a group of boys' parents and a group of parents with both sexes of children - experts).

Try to determine which characteristics are appropriate for boys and which for girls:

Tenderness

Gentleness

Masculinity

Shyness

Courage

Resourcefulness

Responsiveness

Care

Determination

Shyness

beauty

Eagerness to help

As you can see, both boys and girls can be both shy and bold and determined. Do not forget about this, but one cannot fail to note the peculiarities of the psyche of boys and girls, based on the psychophysiological characteristics of boys and girls, some advice can be derived.

It is necessary for boys to develop fine motor skills, for this, use the appropriate games, a designer with small details; for girls - large, for which ball games, outdoor games are suitable.

Boys need to explain the task, problem situation, give instructions for at least a minute before they start work.

Use different puzzles for girls.

Give the boys the opportunity to express their feelings before discussing them with them.

Praise the boys for their mobility, energy, activity. Try to switch these features to work, helping other children, complicate problem situations and search tasks.

Praise girls and boys more often, especially for actions well performed. Keep a camera close at hand and take pictures of the child successfully completing tasks. This technique will help children of both sexes be proud of their achievements, increase the motivation for successful problem solving.

Hope the information was helpful in this direction.

Ponomareva Lyudmila Georgievna

Educator

MADOU child development center -

kindergarten number 146 of the city of Tyumen

Play is the main activity of preschool children. It is of great importance for the intellectual and social - personal development the child, since the game situation requires from everyone included in it a certain ability to communicate, as well as to clarify his knowledge of the environment. Play, like no other activity, by virtue of its specificity, ensures children's activity, independence, self-expression, and amateur performance.

A wonderful teacher and scientist DB Elkonin said: "... play arises from the conditions of a child's life in society and reflects these conditions ...". His words are now acquiring special relevance. Observing the games of children, we notice that they reflect modern reality: they play not in the “Shop”, but in the “Supermarket”, not in the “Hairdresser”, but in the “Beauty Salon”, etc.

Kindergarten and parents should help the child correctly comprehend new phenomena and concepts, new words and phrases, acquaint him with the social and subject world, various professions, the world of spiritual and social values, so that in preschool childhood the child can use this knowledge in play, and in the future he could easily adapt to reality.

“The sources of all good things lie in the game and come from it” - Froebel Fr. - German teacher.

Play is the highest stage of childhood development, the development of a person of this period; after all, it is an arbitrary image of the inner world, its image according to its own necessity and need, which is already expressed by the word itself. Play is the purest and most spiritual manifestation of man at this stage, and at the same time it is the prototype and copy of all human life, inner, innermost natural life, both in man and in all things; therefore, play generates joy, freedom, contentment, peace in and around oneself, peace with peace. All good things come from and come from the game.

A child who plays self-motivated, calmly, persistently, even to the point of bodily fatigue, will certainly become just as capable, calm, persistent, selflessly caring for someone else's and his own welfare. Does not the child at play represent the best manifestation of the child's life of this time? - Or a child who discovered his whole nature in the game and fell asleep in the middle?

The play of this time, as it was casually noted above, is not empty fun, it has a high meaning and deep meaning; take care of her, develop her, take care and protect her! The calm, penetrating gaze of a true connoisseur of people in a child's spontaneously chosen play clearly sees his future inner life. The games of children are, as it were, the essence of almost the entire future life, because in them the whole person develops and manifests itself in his most subtle inclinations, in his inner feeling.

Many adults think that all the activity of a child in the first years of life is that he eats, sleeps, runs uselessly, has fun. This view is wrong. The human child differs from any, even the most intelligent animal, in that it early begins to inquisitively peer into everything around it, to listen. It starts thinking early, asking questions, demanding an answer, or giving itself unpretentious answers. Around the child is the life of adults with its bustle, change of joy and sadness, with its work, worries, successes, failures. This life for the most part is incomprehensible to the child, inaccessible to him. Meanwhile, a child, as an adult, strives to live a varied life, to experience a lot, to experience a lot, to think about a lot. And he not only strives, but can also live such a varied life. And only such a life is full for a child, interesting, gives him happiness, creates in him a joyful feeling of enjoying life.

But what does a child need in order for him to live a bright, joyful, diverse life? What can awaken the various feelings that are already dormant in the child, give an impetus to his thoughts, fill his entire existence with pleasant, fascinating content? The answer is clear to us - a toy. The toy gives the child the opportunity to live a real, interesting, full life. With the help of toys in role-playing games, he builds his little world, his kingdom, where he is the master. He is the same as adults: foreman, engineer, chauffeur, builder, doctor, pilot, leader kindergarten; loving but strict father ...

I have been working in a kindergarten for 15 years, and I observe children's play with great interest: what games do children play during the day, how they play, how they communicate. From observations I made a conclusion: at any age, a role-playing game for a child is the main type of activity, a form of organizing life, a means comprehensive development... In the learning process, it is a secondary stage. In organized educational activities and in everyday life, children gain a wealth of knowledge about their surroundings. During the game, they learn to independently apply this knowledge in accordance with its rules. Thanks to this, their knowledge and ideas become more conscious, clear.

As a kindergarten teacher, my task is to unite the children's team, to teach children to play. 30 kids with different characters came to our group: silent, talkative, brawlers and bully. For most children, the kindergarten group is the first children's society where they acquire the initial skills of collective relations. It is necessary to teach the child to live by common interests, to obey the demands of the majority, to show goodwill towards peers. Therefore, I set myself the goal of instilling this feeling in children from the first days of being in kindergarten and decided to use plot-based role-playing games for this purpose. While playing with children, watching games, I found out how children manifest themselves in them. This helped me map out specific ways to interact with each child.

I set myself the following tasks:

teach a child to play;
to promote the unification of children in the game;
tactfully manage the choice of the game;
teach children to follow the rules while playing;
foster a sense of benevolence, mutual assistance.

I carry out work on the development of role-playing games in two directions:

Creation of the necessary gaming environment.
Direct guidance of children's games.

With the help of parents, the play environment was equipped. Beautiful elegant dolls, furniture, various dishes quickly attracted the kids, and they began to act with them in a variety of ways: roll, feed, lay, etc. They played in the morning and after a nap. It was important that our kids learn to perform several interrelated actions. To this end, I made extensive use of questions prompting new actions. Great place set aside the demonstration of actions with certain toys. For example, in order to attract the attention of children, I start playing with a doll, combining several plots that are understandable for children: "feeding the doll", "putting to bed." The children are watching my actions carefully. Continuing to play, I hand over the doll to the children, verbally directing the further course of events.

To enrich the children's games, I select simple plots for staging with a doll. For example: mom and daughter came home from a walk. The daughter was hungry. Mom cooked porridge, fed her daughter. Such dramatizations help children in their independent choice of the game "Mothers and Daughters", and additional attributes and substitute items enrich its content.

I widely use display games in my work. So, while playing with the doll, I said: "Our Katya wants to take a walk, let's help her get dressed." While dressing, we examine the doll's clothes, name it. Then I dress the doll in sequence. Children are watching my actions. To consolidate the skills, I suggest repeating my actions. At first, the children needed my help, and then they learned how to dress and undress dolls on their own. At the same time, I paid attention to the fact that clothes must be taken and folded neatly. The accumulated experience helps children to participate more actively in the game. And as a result of joint play activities, children learned to transfer play actions from one toy to another.

In terms of educational work I pay great attention to the formation of an independent, more detailed plot-reflective play of children with different toys, I outline special events for the development of the first plot-role-playing games.

IN younger group The plot of the game was simple, in the middle it gradually becomes more complicated, I introduce new game actions: mom washes clothes, bathes the doll, treats her, walks with her, etc.

However, for the development of games, it is not enough just to equip the group with game material. It is also necessary to have a variety of impressions about the surrounding reality, which children reflect in their play. At the beginning of the younger group, most children reproduce only object-related actions, many of them simply manipulate toys. My task is to direct children to enrich the game actions, to develop the game plot. For this purpose, in the younger group, we conducted observations with children at the work of a nanny; in the middle group, they organized excursions and targeted walks, during which they paid attention to the labor actions of the cook, nurse, driver, janitor. During the observation, I drew the attention of the children to the fact that the chef had prepared a delicious breakfast, lunch, dinner. Introduced the children to the names of the dishes. Subsequently, while playing, the children did not just put the pots on the stove, but "cook" soup, compote, telling about what products they used in preparing these dishes and that is why everything is so delicious.

At first, when some of the children did not know each other, they played alone and in a rather monotonous manner. I tried to help them unite into a single team. By the end of the younger group and in the middle group, children learned to play in small groups, and they began to show attention to each other, kindness, learned to yield toys to their comrades. There are fewer conflict situations.

As my observations show, by the age of 5 years the heyday of the role-playing game! Now we have an older group, children actively interact in the game, unite in groups. Gambling interests are stable. They can play for hours, days, weeks in games with the same plot, and every time from the beginning. Children play more confidently on their own. If as kids they took me into the game with great pleasure, even yielding to me the main roles, now they take on all the main roles. My role is hidden leadership. This allows children to feel like adults, "masters" of the game. In children's games, leaders appeared who "move" the plot. The rest agree with the leader and usually adjust. Disagreements are extremely rare, and they have learned to resolve them on their own.

With the help of parents, we designed several role-playing games: "Ship", "Supermarket", "Veterinary clinic", " Road traffic"," House "," Beauty Salon ".

While playing, children communicate, learn to behave correctly in public place... What is valuable in the game is that you can create difficult situations and awaken the desire in children to help each other. For example, in the game "Mothers and Daughters" you can combine several socio-role games. The time and place of action are very important. As in ordinary life, every little thing is first thought out, discussed, and then carried out. I propose the scenario, but in the course of the game something can change. For example, “mom” takes “daughter” to the kindergarten, she drives to work by car, “grandmother” is in charge of the house. In the evening they get together, drink tea, talk, and they all take the bus to the theater together. In the theater, they sit in the auditorium, and on the stage children sing, recite poetry, and show a fabulous performance. When the concert ends, everyone goes home, has dinner, and prepares for the next day. So, we see a scene from our life, only in children everything is embellished a little, simplified, the sharp corners of conflicts are smoothed out. We can play such a game for more than one day, we stretch it for two or even three days, and then we can start all over again, but the children change roles.

The group has created conditions in which each child could show their emotions, feelings, desires and views, and not only in ordinary conversation, but also publicly, without embarrassing the presence of outsiders. In this, a huge role can be played by theatrical games... The role played, the spoken remarks put the child in front of the need to clearly, clearly and understandably explain. The child improves dialogical speech, its grammatical structure. Theater is associated with a fairy tale, and thanks to a fairy tale, a child learns the world not only with his mind, but also with his heart.

In order for the narrative role-playing game to develop, it is necessary to give children knowledge about the environment, to promote the development of imagination. For this purpose, I use didactic games. (Application). They contain a complex of various activities of the child: thoughts, feelings, experiences, searches for active ways to solve a game problem. With the help of such games, children learn the ability to compare, classify, generalize, analyze, draw conclusions ...

Didactic games are a complex phenomenon, but they clearly reveal the main elements that characterize play as a form of learning and play activity at the same time. The role of didactic play is especially great in enriching the vocabulary of children and is one of the most important means of working on speech. Therefore, in front of me, tk. it is I (the educator) who directly supervise the game, the task is not only to acquaint children with new words, but also to achieve their use in coherent speech. Didactic play is essential, as it creates a positive emotional background. It is in it that the social skills necessary for children are formed, it makes the child's life exciting, corresponding to his needs.

Our group has created a play environment taking into account the needs of the child in different types activities in which children can play on their own, at the same time, without interfering with the games of other children. I see that our children really like didactic games, because they are easy to organize, do not require costs and additional items, they can be dealt with at any moment. Each didactic game this is the communication of a child with an adult, with a peer - this is a school in which he learns to rejoice and endure his failures. Kindness, a joyful atmosphere, invention and imagination are necessary in the game, only in this case the games will be useful for the development of the child.

I really love to play with children, with full dedication. The main thing in the game is to preserve the immediacy of the game, to make the life of our pupils interesting and meaningful, filled with vivid impressions and so that the skills gained in theatrical, didactic and role-playing games can be applied by children in everyday life. I am constantly in search of new techniques that allow children to learn new games with interest and quality.

Positive results in the development of children through play can be achieved by acting in close contact with parents, enriching them with knowledge about the features of the child's play activity. In order to choose the right direction in working with parents, I conducted a survey in the younger group (Application). Analysis of the answers helped to clarify a number of questions on which it is necessary to clarify the parents, to outline a work plan. The group set up a stand “Children are playing”. Prepared a number of consultations: "Play and toy in a child's life", "What your child's favorite toys talk about", "The meaning of role-playing games in the life of a preschooler", "Who is your child playing with", etc. ... (see Attachment) All this work contributes to the development of parents' interest in the play activities of children. They take all the recommendations correctly, which helps me a lot in my work.

application

Attachment 1

Photo report about the group.

Dear colleagues, let's go on a journey through our group. It's called The Nest.

Here we have a big "Bus"

I'm swinging, flying at full speed.

I myself am the driver and the motor itself!

I step on the pedal

and the car rushes into the distance.

Here we have "Beauty saloon"

It's light and interesting here:

Mirrors, perfumes and armchairs, the hall is large,

But it is evident, even,

Better than your trellis.

"Supermarket"

And now we are in the "supermarket" -

All products on display:

Tea, sweets, sausage -

Eyes scatter.

Come buy,

Give the money to the cashier.

Look, and here we have "Hospital"

Always attentive, with love

Our doctor treats you guys.

When your health improves -

He is most happy!

"Veterinarian"

Come here to be treated

Lion, dog and she-wolf ...

And here we have "Construction site".

The whole area knows the builder,

He is a great master

With his brigade, he

Builds a brick house.

House among other houses

And slimmer and taller.

They say up to the clouds

The house will reach the roof.

"House"

Now you can see how many interesting things there are in our group.

Children can play wherever they like.

Appendix No. 2

Didactic games.

"Find a baby for mom"

PROCESS: The teacher draws the attention of the children to the car that brought the guests, and says: “Once a calf, a kitten, a puppy and a foal ran away from their mother and got lost; alarmed mothers drove to look for them. The kitten, he was the smallest, stumbled and meowed. How did he meow? (Choral and individual answers) The cat heard him and called: "Meow-meow."

The teacher invites one of the children to take a cat from the back of the car (find it among other "mothers"), along with this toy, go to the table with pictures of a kitten, foal, calf and puppy, and choose a baby cat.

Similarly, children perform three other tasks - to choose the desired picture

"Wonderful bag"

PURPOSE: to teach children to recognize objects by characteristic features.

PROCESS: Organizing the game, the teacher selects objects familiar to the children. Having seated the children in a semicircle, so that all objects are clearly visible to them, the adult conducts a short conversation. Then he asks several kids to repeat the names of the objects, to answer what they are for.

We're going to play now. Whoever I call must guess what I will put in the bag. Masha, look carefully at those objects that are on the table. Remember? Now turn away! I’ll put the toy in the bag, and then you’ll guess what I put. Put your hand in the bag. What is there? (Child's answer) You named the item correctly. Other children can be called in this way.

In order to complicate the game, another rule is proposed: put several toys in the bag. None of the children know about them. The summoned child, with his hand in the bag and groping for one of the toys, talks about it. The bag will open if the children recognize the toy by the description.

"What would have happened if disappeared from the forest ..."

Move: The educator offers to remove insects from the forest:

What would happen to the rest of the residents? What if the birds disappeared? What if the berries were missing? And if there were no mushrooms? And if the hares left the forest?

It turns out that it was no coincidence that the forest brought its inhabitants together. All forest plants and animals are related to each other. They cannot do without each other.

"What plant is gone?"

Move: Four or five plants are placed on the table. Children remember them. The teacher invites the children to close their eyes and removes one of the plants. Children open their eyes and remember which plant was still standing. The game is played 4-5 times. You can increase the number of plants on the table each time.

"Where does that ripen?"

Purpose: to teach to use knowledge about plants, to compare the fruits of a tree with its leaves.

Course: on the flannelgraph, two branches are laid out: on one - the fruits and leaves of one plant (apple tree), on the other - the fruits and leaves of different plants (for example, gooseberry leaves, and pear fruits) The teacher asks the question: “Which fruits will ripen and which will not ? " children correct mistakes made in drawing up.

"Guess what's in hand?"

Move: Children stand in a circle with their hands behind their backs. The teacher lays out dummies of fruit in the hands of the children. Then he shows one of the fruits. Children who have identified the same fruit at a signal run up to the teacher. It is impossible to look at what is in the hand, the object must be recognized by touch.

"Flower shop"

Purpose: to consolidate the ability to distinguish colors, name them quickly, find the desired flower among others. Teach children to group plants by color, make beautiful bouquets.

Course of the game: Children come to the store, where there is a large selection of flowers.

Option 1.

On the table is a tray with multi-colored petals of different shapes. Children choose the petals they like, name their color and find a flower that matches the selected petals both in color and shape.

Option 2.

Children are divided into sellers and buyers. The buyer must describe the flower he has chosen so that the seller can immediately guess which flower he is talking about.

Option 3.

Children independently make three bouquets from flowers: spring, summer, autumn. You can use poems about flowers.

Fairy tale game "Fruits and vegetables"

Visual material: pictures of vegetables.

Course: The teacher says: “One day a tomato decided to gather an army of vegetables. Peas, cabbage, cucumber, carrots, beets, onions, potatoes, turnips came to him. (The teacher alternately puts pictures of these vegetables on the stand) And the tomato told them: “There are a lot of people willing, so I put this condition: first of all, only those vegetables will go to my army, in the name of which you can hear the same sounds as in mine - pommiidoorr. "

What vegetables do you think responded to his call, children?

Children name, highlighting the necessary sounds with their voice: peas, carrots, potatoes, turnips, cucumber, and explain that these words contain the sounds r, n, as in the word tomato. The teacher moves the pictures with the images of the named vegetables on the stand closer to the tomato. Conducts a variety of tomato workouts with peas, carrots, potatoes, turnips. Good for them! And the rest of the vegetables were saddened: the sounds that make up their names do not fit the sounds of the tomato in any way, and they decided to ask the tomato to change the condition. The tomato agreed: “Be it your way! Come now those in whose name there are as many parts as there are in my name. "

Who do you think, children, has responded now?

Together they find out how many parts are in the word tomato and in the name of the remaining vegetables. Each respondent explains in detail that the words tomato and, for example, cabbage have the same number of syllables. Pictures depicting these plants also move towards the tomato.

But the onions and beets were even more saddened. Why do you kids think? The children explain that the number of parts in the name is not the same as that of the tomato, and the sounds do not match.

How to help them. Guys? What new condition could a tomato offer them so that these vegetables would also be included in his army?

The teacher should lead the children to formulate the following conditions themselves: "Let those vegetables come, in the name of which the accent is in the first part" or "We accept into the army those in the name of which the same sounds are heard (onions, beets)." To do this, he can invite children to listen and compare where the stress is in the remaining words - the names of vegetables, to compare their sound composition.

All vegetables became warriors, and there was no more grief! - the educator concludes

Distribution of fruits by color

Course: The teacher asks the children to distribute the fruits by color: put fruits with a red tint on one dish, on another with yellow, and the third with green. Playable character(for example, Winnie the Pooh) also participates in this and makes mistakes: for example, he puts a yellow pear next to green fruits. The teacher and the children kindly and delicately point out the bear's mistake, they call the shades of color: light green (cabbage), bright red (tomato), etc.

Distribution of fruits by shape and taste

The teacher invites the children to decompose the fruits in a different way, in shape: round - on one dish, oblong - on another. After clarification, he gives the children a third task: to distribute the fruits to taste - put sweet fruits on one dish, unsweetened ones on another. Winnie the Pooh rejoices - he loves everything sweet. When the distribution ends, he puts the dish with sweet fruits to himself: "I really love honey and everything sweet!" “Winnie-the-Pooh, is it good to take all the most delicious for yourself? - says the teacher. - Children also love sweet fruits and vegetables. Go wash your hands, and I will cut fruits and vegetables and treat everyone. "

"Earth, water, fire, air"

Move: The players stand in a circle, in the middle - the leader. He throws the ball to one of the players, while pronouncing one of four words: earth, water, fire, air. If the driver said “ground,” the person who caught the ball should quickly name the person who lives in this environment; the player responds to the word "water" with the name of fish, and to the word air - the name of birds. At the word "fire" everyone should quickly turn around several times, waving their hands. Then the ball is returned to the driver. The wrong person is out of the game.

"Protect the environment"

Move: On a table or typesetting canvas, pictures depicting plants, birds, animals, humans, sun, water, etc. The teacher removes one of the pictures, and the children must tell what will happen to the remaining living objects if there is no hidden object on Earth. For example: he removes a bird - what will happen to the rest of the animals, to humans, to plants, etc.

"What first, what then"

Course: With the help of games with cards, books, introduce the child to the words "first" and "later". When he begins to understand the meaning of these words, invite him to continue the phrases: first they pour compote, then they drink, first they put on a jacket, then a jacket, etc. Then start confusing the child, let him look for your mistakes in speech. First, the carrots are put in the soup, then they are washed and peeled, etc. Change places with the baby, he starts a phrase - you finish.

Appendix 3

Application form

Parent's surname

1. Does your child often play at home?

2.What, what games does your child play?

3. What toys are most interesting to him?

4. What is your child's favorite game.

5. What are the sources of the game's plots (TV series, cartoons, adult stories, etc.)?

6. Do you play with your child? Who does the child play with most often - with mom or with dad?

7. Do you offer your child the games of your childhood? What kind?

8. While walking with which of the children does your child prefer to play (with boys, with girls)?

What does your child like to play on the street?

9. If there are children of different genders in the family: please tell me how they interact with each other: do they like to play together, what games;

Do they often have conflicts because of what; Do they have common interests, games (what)?

When analyzing the answers of parents, one should pay attention to what games the child prefers to play at home, what are the sources of their origin. With parents or with a child, what gender he likes to play, whether the plots and features of the child's play in kindergarten and family are repeated. If the family has children of different sexes, then it is important to pay attention to how they interact with each other in play activities.

Appendix 4

Consultation for parents on the topic "Play and toys in the life of a child."

Play, as an independent child's activity, is formed in the course of upbringing and teaching a child, it contributes to the development of experience by human activities. The toy, in this case, acts as a kind of standard of those objects, to learn the purpose of which and to master the various actions with which a child should. Play, as a form of organizing a child's life, is important in that it serves the formation of the child's psyche, his personality.

The game and the toy are inseparable from each other. A toy can bring play to life, and play sometimes requires a new toy to develop. And it is no coincidence that toys bought in a store, but also made by educators, parents or the children themselves, participate in children's games. Toys can be very diverse, but they all must meet certain pedagogical and artistic and aesthetic requirements.

At every age, a child needs toys that are different in their subject matter and purpose: plot (dolls, animal figures, furniture, dishes), technical (transport, construction sets, etc.), toy tools (hammer, screwdriver, sweeping brush, a rake, a shovel, in other words, toys that imitate the simplest means of adult labor), fun toys: theatrical, musical. Large-sized toys such as scooters, children's cars, tractors, large easily transformable construction kits help fight physical inactivity, teach the child to move and orientate in space. Sitting at the table, it is more convenient for a child to play with small toys that are clearly visible from all sides. For playing on the floor, larger toys are needed, commensurate with the growth of the child in a sitting and standing position. Outdoor games in the yard require large toys, small ones are not suitable. The selection of toys is closely related to the tasks of aesthetic and moral education of the child, with his desire for collective play, in which he uses all toys together with all children. When selecting toys, age-related patterns of development of play activities should be taken into account. Not all children have the opportunity to see live animals and birds. Books, toys, television help to get to know them. It is very important that the selection of toys contributes to the formation of the correct ideas about the environment in the child. It is advisable that the toys are brought into play by an adult. He gets the child interested in the plot of the joint game, asks him questions, encourages him to "communicate" with a new toy. “Is the doll awake? Treat her with compote. " A toy for a child is full of meaning.

Children of four to five years old carry out play actions most often with the help of toys, but their play actions can already be indicated by both a gesture and a word. At this age, those items that are commonly called attributes in practical pedagogy are of particular importance: all kinds of hats, beads, aprons, dressing gowns. During this period, toys are needed that reflect the specifics of a particular profession. For the captain, the ship is not so important as it is important to have a telescope, binoculars, and a cap. The doctor needs a gown, an appointment table, a thermometer stick, a syringe, and he certainly needs patients who patiently endure the care of a doctor and a nurse. These patients can be large dolls. Sick "children" should have their own "moms" and "dads".

Proper guidance of the game by adults makes it meaningful, truly leading to school age, significantly expanding the horizons of the child.

However, no abundance of toys, which would seem to allow the most story-driven games to unfold, will not replace the child's playmates. The forced need to play alone, sometimes, can lead to overexcitation of his nervous system. Playing alone, the child is excited by the abundance of roles he has taken on. Naturally, after the game, he will be overly mobile, irritable, “loud”. But the same game in a group of peers does not cause a similar reaction in a child.

Many children use not only toys in the game, but also adapt other objects for this. A sofa can become a steamer, chairs can become train cars, bumps can become funny hedgehogs. Such use of objects in the game indicates a high level of intelligence of the child, the development of his imagination. Unfortunately, not all adults understand this. It is necessary to enrich the game with homemade toys, including those made from natural waste material.

The game develops and pleases the child, makes him happy. In the game, the child makes the first discoveries, experiences moments of inspiration. In the game, his imagination, fantasy develops, and, therefore, the soil is created for the formation of an initiative, inquisitive personality. Play for a child is a sure remedy for idleness, leading to lethargy, aimlessness of behavior. For a good one, fun game the child needs a good toy. Choose it carefully for your child.

Appendix No. 5

Consultation for parents "A toy in a child's life"

Let's remember our childhood, What happens right away? Of course, mother's warm hands, and a favorite teddy bear (doll, bunny, etc. - everyone has their own). It is with toys that most people associate childhood. But, in addition to personal value for each of us, the toy has universal human value, since it is a creation no less grandiose than a computer. In addition, there is no teacher and educator in the world who is more literate and cheerful at the same time. Therefore, at least adults need to take the choice of toys very seriously. So let's start with the smallest ones. In the first days and months of his life, the child's ability to cognize the world around him is limited. The whole world for the baby is in her mother's smile. And through communication with her, the child gets acquainted with the first objects and toys. During this period, the baby needs all kinds of rubber rings, rattles, pendants. They should be bright and within the child's field of vision, as the toy should attract the child's attention. A little later, with the development of grasping, the baby should be able to act with the object: knock with it, throw it. It's good if the toy is sounding. At 6-9 months, you can add so-called toys - inserts that allow the child to develop intellectually. Gradually, animals and dolls made of rubber can be introduced into the objective world of the baby. They should have large components and well-defined facial details. At 9-12 months, you can please your child with clockwork fun toys: pecking chickens, drumming hares. At 10-12 months, a child needs pyramids of 3-5 rings and cubes. Many parents are alarmed by the fact that during this period the child literally pulls everything into his mouth. Do not be alarmed: firstly, the baby is simply teething, and secondly, the mouth is for the child the same means of cognition as the hands and eyes, you only need to remember about the hygiene of toys.

At the age of 1 to 3 years, the baby becomes more independent, he has the opportunity to move independently. But the joy of the baby is a problem for the parent! So that your favorite vases, sets and books continue to serve you, remove them from the eyes of the child, do not provoke him to "deeds". During this period, you can already buy a fur toy for your child, with which he will fall asleep wonderfully. A large box and your help will help the kid remember to put away toys.

By the age of 3, the baby begins to assimilate the functional purpose of objects. And where, if not in a game, can he most sensitively learn that they sit on a chair and eat from a plate? Therefore, it is necessary to expand the set of children's toys with dishes and furniture. It should be close to the size of a nursery, but be lighter. The child strives to live an adult life, so help him. A toy display of real life will allow the child to easily get used to further in the group of peers and fully develop both emotionally and intellectually. By the age of 3, the toys living with the child should increase in size: a large doll, a large car, a large toy animal. All kinds of pyramids and constructors must be included in the set of toys. These toys themselves tell the child how to act with them. For example, a pyramid with a cone-shaped rod will not allow a child to randomly string rings, he will have to understand the principle of collecting a pyramid. Or we all know nesting dolls. If the child does not place at least one of them correctly, the nesting dolls will not be inseparable sisters. Also during this period it is necessary to introduce various board-printed games into the child's life.

By the age of 4-5 years, all kinds of sets of families, soldiers, animals begin to arouse a keen interest in a child. The child begins to come up with various options for games with them. In general, at this age, all types of toys begin to be available to the child: both a doll and construction material, and puzzles, and attributes of professional activity, and various technical toys. Game preferences are beginning to be divided by gender: boys choose cars and weapons, and girls choose dolls and everything connected with them. But both of them continue to develop an interest in different types mosaics and lotto. By the age of 6, the child wakes up an interest in modeling, design, that is, in those games that allow him to make something with his own hands.

All of the above toys can be attributed to the so-called "ready-made forms", that is, these toys are made in a factory way and they already have a functional purpose. But there is one more, no less important group - substitute items. It includes, from the point of view of an adult, completely unnecessary things, or rather, garbage, but for a child it is the most valuable material for the development of imagination and creativity. These are all kinds of scraps, rags, boxes, stumps of boards or sticks, circles, fragments of something, etc.

The introduction of these objects is advisable from 2-3 years old, since it is during this period that active speech develops, and substitute objects put the baby in front of the need to call them a really existing and accepted word in relation to one or another object. In addition, they contribute to the expansion of living space by introducing an imaginary situation (this is a wonderful "as if"!). You say: "All this is good, but each of the listed toys costs money and not every family can afford them!" Yes, this is undoubtedly so. But it is important to remember the rule: Toys should be chosen, not assembled! Naturally, you cannot help but buy some toys for your child. But if you wish, all the toys can be made by hand and they will look no less beautiful and valuable for the child than those bought in the store. Turn on your imagination - and you will succeed. Firstly, dad can make magnificent doll furniture from scraps of wood, make a typewriter, secondly, mom can sew a magnificent doll and clothes for her from the leftover yarn or fabric, and thirdly, loto and puzzles can be cut out of newspapers and magazines themselves ... On the one hand, this is budget savings, and on the other, a good opportunity for family cohesion. I would like to dwell on one more point - the choice of toys.

If you want to buy your child a new toy, follow 4 rules. The toy should be:

Safe (check the workmanship, material it is made from)
Aesthetic, in appearance
Age appropriate
Multifunctional (the more actions a child can perform with a toy, the better; naturally, this does not apply to rattles for babies) In conclusion, it is necessary to remind you, dear parents, that no, even the best toy, can replace live communication with your beloved dad and mom!

Appendix No. 6

Consultation for parents "What your child's favorite toys are talking about"

Want to know who your baby will become? Take a closer look at his favorite toys. A toy for a kid is not just fun, it is a smaller model of the surrounding world.

By playing, the child learns to act, think and build their relationships with other people. Therefore, toy preferences allow not only to get to know his character better, but also to look into the future.

Constructor

Children who prefer to tinker with the designer are persistent, assiduous and patient. Design develops logic, teaches you to concentrate, teaches you to be independent. A child who enjoys building a construction from a construction set, as a rule, loves exact sciences. These are future mathematicians, programmers, system administrators or architects.

Toy soldiers

Toy soldiers are a favorite toy of many boys. Playing toy soldiers contributes to the development of a full-fledged personality, because this is not just a game, but a whole toy army that requires a strategy, hierarchy, develops interest in children and teaches you to look at everything from the outside. The game with soldiers is loved by children with the makings of leaders and it is difficult to say who they will become in the future, but your baby will definitely not remain on the "side" roles.

Toy cars

Cars are played by children who want to grow up faster, copy the behavior of adults, especially men. For kids, drivers are strong and interesting people who can playfully drive large iron cars. Cars, of course, are not an intellectual game, since they do not give room for creativity, therefore, such a pastime is often manipulative in nature. Children who prefer cars rarely achieve great heights in life. In order to develop or instill in the baby other abilities, switch it to other toys.

Stuffed Toys

A nursery filled with soft toys characterizes a sociable baby, for whom communication with other people is more interesting than objects or phenomena. Toys, as a rule, "humanize" - they are fed, put to bed. In addition, a soft toy is an ideal friend: kind and sympathetic, who always behaves correctly. Future humanities - philologists, journalists, social workers adore soft toys.

Dinosaurs

Extinct monsters are usually interested in children at an older age. Interest usually arises after school lessons or visiting a museum. Such children are intelligent and inquisitive, they grasp everything on the fly. Kids begin to systematize the received data - watch movies about dinosaurs, read books about them and cut out their images from magazines. Before you is a future researcher. Most likely his area of interest is natural sciences (biology, chemistry, physics)

Dolls for a boy, cars for a girl

If such a hobby was not long, you can not consider it as a systemic one. If you observe the constant interest of the baby in toys of the opposite sex, this behavior is really alarming.

Usually a boy plays with dolls in two cases: when he grows up in an incomplete family or finds it difficult to find a common language with his peers. It is not superfluous to show such a child to a psychologist.

The opposite case - a girl who enjoys playing cars - is less common. Usually this speaks of impulsiveness, impulsiveness and an overabundance of energy, which cannot be thrown out in calm girlish games.

Appendix 7

Consultation for parents "LET'S PLAY ...?"

Your child is five years old. This is already a reasonable man who knows a lot, knows a lot, sometimes even knows how to read. How do children play after five years? Maybe they no longer need the game and should transfer their more serious activities?

No, and older preschoolers play and need adults to play with them from time to time. Even when a child moves from kindergarten to school, the game does not disappear, it takes up less space in the child's life, but it is still necessary for him for emotional well-being, self-expression and self-affirmation, and finally for communication with peers. Friends of your child come to him not just to visit, as adults - to talk, exchange impressions, but to play (a typical child's request: "Mom, can Masha come to me to play?").

How do children of five to seven years old play? The child's plot play becomes diversified.

Often occurs special game- dressing up, where it does not come to play. Girls who decide to play princesses can dress up for a long time trying on mother's dresses and shoes, and boys - father's soldier's belt or cap.

The desire to reflect the world in his games takes the form of a director's game, where the child, without changing himself, acts as the director of this world. For example, games of toy soldiers, the device doll houses... Children become biased in choosing appropriate toys. If before they were pleased with any new toy, now they are asking to buy exactly the one that is needed for the game, the missing one. Girls have a desire to complete equipment houses for small dolls (doll furniture is arranged, appropriate scraps are selected to decorate the doll room, etc.). Designing, sculpting, cutting out missing items from paper are included in the game.

At 5-6 years old, a child often plays, in an imaginary world, in the so-called fantasy game. Moreover, the game can be, only verbally framed, be a pure work of the imagination. And then adults begin to convict the child of lying, but this is not so - this is also a game. For example, your son starts talking about how he and his group went to Disneyland, how they had fun. Do not rush to scold him - he is playing, he is living a fictional event. Surely, every adult in childhood had a fictional character with whom he lived through many periods of his life.

So, the plot game of children 5-7 years old has extremely diverse forms. And then the question arises: does an adult need to connect to the child's play if he already knows how to play?

Undoubtedly, since the child experiences difficulties in coming up with plots and their deployment, in the so-called plot formation. After all, the journey involves both preparation for it, and a variety of routes, and a multitude of adventures ... how can one think of all this! This is where an adult should join. With his life experience (playing on everyday topics), with his literary experience (playing on fairy-tale themes), with encyclopedic knowledge and the ability to get the missing ones (books, Internet ..). And also a notion game: make up your own and encourage children to do it! In addition to an interesting game, you will also develop imagination in your child!

Appendix 8

Consultation for parents "The value of role-playing games in the life of preschoolers"

Play occupies a very important, if not central, place in the life of a preschooler, being the predominant type of his independent activity. In Russian psychology and pedagogy, play is viewed as an activity that is very important for the development of a preschool child; it develops actions in representation, orientation in relations between people, initial skills of cooperation.

Free story play is the most attractive activity for preschool children. Its attractiveness is explained by the fact that in the game the child experiences an internally subjective feeling of freedom, the subordination of things, actions, relationships to him - everything that resists in practical productive activity is given with difficulty. This state of inner freedom is associated with the specifics of the plot game - action in an imaginary, conditional situation. The plot game does not require a real, tangible product from the child, everything in it is conditional, everything is "as if", "for fun."

All these "possibilities" of the plot game expand the practical world of the preschooler and provide him with inner emotional comfort. This is due to the fact that in the game the child recreates the areas of interest to him with the help of conditional actions. First, these are actions with toys that replace real things, and then - pictorial, speech and imaginary actions (performed internally, in the "mind").

empathizes with them, begins to navigate between people.

Play also has a great influence on the development of children's ability to interact with other people: firstly, by recreating the interaction of adults in play, the child learns the rules of this interaction, and secondly, in a joint game with peers, he gains the experience of mutual understanding, learns to explain his actions and intentions, to coordinate them with other people.

However, the game fulfills its developmental functions in full, if it becomes more and more complicated with age, and not only in its thematic content.

Appendix 9

Consultation for parents "Who is your child playing with?"

The kid grows up, he becomes interested in games in the company. Some kids are willing to play and like to communicate with everyone, other kids are very selective, and their parents notice that the child chooses some children for play and ignores others. And no amount of persuasion: "Look what a good boy, play with him", does not help. Why is this happening? What does a child's choice of a friend or friends with certain qualities and behavioral features indicate? This is largely due to temperament and character, but the choice of a child is also influenced by his emotional development and internal problems.

So, let's analyze the choice of the child.

Age

If the child easily makes contact with any age category.

There are few such children, and if your child belongs to this category, he has a "social intelligence", ie. communication talent. He does not have such problems as anxiety, fears, low self-esteem, shyness.

The child prefers to play with peers.

The child loves to play more with children who are older than him.

There may be several reasons: the child is ahead of intellectual development peers, he "outgrew" their games, interests; the child's ability to communicate “as equals” is not well developed. Often these are the only children in the family who do not attend school, brought up by the idols of the family. They expect leniency, concessions, do not know how to reckon with the opinion of another child. Older children find this behavior amusing.

The child prefers to play with babies.

In such games, the older child feels skillful and experienced. Girls especially like to tinker with babies, this is due to the formation of role behavior (girls "try on" the roles of mothers, teachers, mentors, etc.). Although playing with the baby is useful, it is worth considering if the child practically does not play with his peers. A possible reason is that his peers do not accept him (transfer to another school, insufficiently developed communication skills, etc.). In this case, the child needs the help of parents or a psychologist.

The child only plays with adults.

Often such children are "at home", not attending the children's collective, in everything they imitate close adults ("adult" speech, sedate behavior, lack of children's games and fun). The consequence of this behavior is the inability to communicate with peers, the emergence of communication problems later, at school.

Kids under 2 years old do not care who plays with them - a boy or a girl.

At about 3 years old, the child begins to realize his gender (I am a girl / boy), so 3-4 year old children may prefer to play with babies of the same gender. And the games for boys and girls begin to differ, if the former like to play with toy cars, a designer, then the latter (girls) focus on dolls, soft toys, mini-copies of household appliances. Boys more often than girls play active, noisy games.

If a child is interested in playing with children of the opposite sex, is it worth considering that he is lagging behind in development or does he develop incorrect role behavior? When a 4-year-old boy from time to time plays with dolls, while not forgetting about the "boy" games, and in the role-playing game chooses male roles - dad, driver, etc., then, most likely, he simply copies the actions of his peers (girls). At this age, children tend to imitate, they try to repeat, copy the actions of other children, the behavior of adults seen on TV. If a boy avoids "boy" games and entertainment, steadfastly prefers the company of girls, adults need to think. Behind such behavior there may be serious problems arising from mistakes in upbringing, internal fears of the child. You need to pay attention to how often the boy communicates with his dad, grandfather (does he have an example of worthy male behavior); who the mother wanted during pregnancy - a son or a daughter, how this affects her attitude towards the child. The same applies to girls, persistent refusal to play "girly" can indicate a number of problems in the emotional state.

At 5-6 years old, the desire for various games becomes more and more obvious. But against the background of divisions of games according to "sex" roles, interest in the opposite sex is growing. Children can play together, but boys will choose male roles, and girls will choose female roles, or the roles will not have gender differences at all (for example, playing in the store). If at this age a child prefers to play with children of the opposite sex, perhaps he is trying to meet the expectations of an adult! For example, a mother likes that her son is calm, gentle, she encourages such behavior, thereby imposing traits of female behavior on him; or dad admires that his daughter knows how to stand up for herself, he teaches her aggressive games, and the girl seeks not to disappoint her father's expectations.

From 6-7 years old, girls and boys become more tolerant of each other. They are united by the common role of students, school interests. Together they play outdoor games at recess. Therefore, if at this age a child likes to play with children of the opposite sex, this is not an indicator, although most children in games retain their preference for children of the same sex.

Bibliography.

L.F. Ostrovskaya "Toys and manuals for kindergarten".
Magazine " Preschool education"No. 7 2012.
Zvorygina E.V. "The first story games for kids." Moscow, Education, 1988
Anikieva N.P. "Education by play". M., Education, 1007.
Boguslovskaya Z.M., Smirnova E.O. "The role of the game in moral development child ". M., Education, 1991.
NF Gubanova "Play activities in kindergarten".
Bodaleva A.A., Spivakovsky A.S. Popular Psychology for Parents. M., 1998.
Elkonin D.B. "Psychology of the game". M., Pedagogy, 1978.

"Certificate of publication" Series A No. 0000833

We invite teachers preschool education Tyumen region, Yamalo-Nenets Autonomous Okrug and Khanty-Mansi Autonomous Okrug-Yugra to publish their methodological material:
- Pedagogical experience, copyright programs, teaching aids, presentations for classes, electronic games;
- Personally developed notes and scenarios of educational activities, projects, master classes (including videos), forms of work with family and teachers.

Why is it profitable to publish with us?

Consultation for parents.

The value of role-playing games in preschool age.

Play is an intrinsically valuable activity for a preschooler, providing him with a sense of freedom, subservience to things, actions, relationships, allowing him to fully realize himself “here and now”, achieve a state of emotional comfort, become involved in children's creativity, built on free communication of equals. And the combination of the subjective value of play for a child and its objective developmental value makes play the most suitable form of organizing the life of children, especially in the context of public preschool education.

At all times, play has been the leading activity for preschool children. Psychologists and educators (L.S. Vygotsky, D.B. Elkonin, A.P. Usova, T.E. Konnikova, D.V. Mendzheritskaya, R.M. Rimburg, R.I. Zhukovskaya, T.A. Markova, N.Ya. Mikhailenko, R.A.Ivanova and others) called preschool age the age of play. Almost everything that children do, left to themselves for a while, they call a game. Researchers note the value of play, point to its importance in the formation of social behavior, self-affirmation of a person, the possibility of predicting his behavior in a communication situation.

It is impossible to imagine the development of a child without play, while role-playing games are the main activity of a preschooler. They allow the child in an imaginary situation to carry out any role-playing actions, functions that attract him, to be included in various events. Role-playing game is the initial, conscious interaction of a small person with the world, in which the child plays the dominant role of the creator's subject, this is a way of his self-realization and self-expression. In it, the child is what he wants to be, in the game the child is where he wants to be, he is a participant in interesting and attractive events.

Through the role-playing game, the child masters spiritual values, assimilates the previous social experience. In it, the child gains the skills of collective thinking. Role-playing game is the most accessible type of activity for children, a way of processing impressions and knowledge received from the world around them. here the peculiarities of the child's thinking and imagination, his emotionality, activity, and the developing need for communication are clearly manifested. Role-playing games can become that form of organizing the life of a preschooler, in the conditions of which the teacher, using various methods, forms the personality of the child, its spiritual and social orientation.

Particularly relevant is the problem of the role-playing game, its organization in the family. Teachers and psychologists note that play activity undergoes significant changes: it takes less and less time in the life of a preschooler, is supplanted by other types of activity - watching TV, playing computer games, preparing for school, etc., which affects the general development of a preschooler, his communication with adults and peers.

Games that are created by the children themselves are called creative or plot-based, this is indicated by A.K. Bondarenko, A.I. Matusik. This is the main type of activity of preschool children, in the process of which the child's spiritual and physical strength develops: his attention, memory, imagination, discipline, dexterity, etc. in addition, play is a peculiar way of assimilating social experience, characteristic of preschool age.

The basis of the role-playing game is an imaginary or imaginary situation, which consists in the fact that the child takes on the role of an adult and performs it in a play environment created by him. For example, playing school, depicts a teacher teaching a lesson with students in the classroom.

In the role-playing game, all aspects of the child's personality are formed, significant changes take place in his psyche, preparing the transition to a new, higher stage of development. This explains the enormous educational potential of play, which psychologists consider the leading activity of a preschooler.

L.S. Vygotsky emphasized the unique specifics 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 obedience to the rules occurs when they are not imposed from outside, but follow from the content of the game, its tasks, when their fulfillment is its main charm.

Thus, in connection with all of the above, dear parents, play role-playing games with your children.

The value of role-playing games in the life of preschoolers

Play occupies a very important, if not central, place in the life of a preschooler, being the predominant type of his independent activity. In Russian psychology and pedagogy, play is viewed as an activity that is very important for the development of a preschool child; it develops actions in representation, orientation in relations between people, initial skills of cooperation.

All these "possibilities" of the plot game expand the practical world of the preschooler and provide him with inner emotional comfort. This is due to the fact that in the game the child recreates the areas of interest to him with the help of conditional actions. First, these are actions with toys that replace real things, and then - pictorial, speech and imaginary actions (performed internally, in the "mind").

empathizes with them, begins to navigate between people.

However, the game fulfills its developmental functions in full, if it becomes more and more complicated with age, and not only in its thematic content.

Application form

Parent's surname _________________________________________________

1. Does your child often play at home?

2.What, what games does your child play?

3. What toys are most interesting to him? _________________

4. What is your child's favorite game .___________________

__________________________________________________________________

____________________________________________________________________________________________________________________________________

5. What are the sources of the game's plots (TV series, cartoons, adult stories, etc.)? _________________________________________________

____________________________________________________________________________________________________________________________________

6. Do you play with your child? With whom does the child most often play - with mom or with dad? _________________________________________________

____________________________________________________________________________________________________________________________________

7. Do you offer your child the games of your childhood? What kind?

__________________________________________________________________________________________________________________________________________________________________________

8. While walking with which of the children does your child prefer to play (with boys, with girls)? _________________________________________ What does your child like to play on the street? _____________________________

____________________________________________________________________________________________________________________________________

9. If there are children of different genders in the family: please tell me how they interact with each other: do they like to play together, what games; Do they often have conflicts because of what; Do they have common interests, games (what)? ___________________________________________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________________________________________________________

How can you help a non-contact child?

First, play with him from an early age, teach him to take on a certain role, to act within it.

Secondly, if the children do not accept him into their team, come up with some other game where he will be more successful, and invite the rest to play together (more often for some reason, dads cope with this). At the same time, it is important not to break into an already unfolded game where your child did not come to the court, namely to organize a new (maybe sports, competitive, folk), the main thing? requiring compliance with clear rules already familiar to your child. Strange as it may seem, a clear and specific organization of games with rules helps a child who does not own a role-playing game, but often turns out to be difficult for “play” children who are accustomed to it.

A different principle: reliance on fantasy, plot, social and play relationships or on a strictly approved “set of laws” and rules underlies the attractiveness and success of different types of children. And since games with rules appear in the children's community later, and older children play in them, respectively, then those who have already mastered them enjoy great respect and authority.

In addition to sports games, it can be any other types of children's activities in which your "loser" is competent and successful. Maybe he draws beautifully? Give him this opportunity: organize an exhibition at home, and supply crayons on the street, and soon the whole company will be fascinated by his occupation and humiliatingly ask permission to “paint a little” (remember Tom Sawyer with his fence!). He cannot draw himself - draw together, but emphasize all the time (and even exaggeratedly) the child's leading role in this process.

Or maybe you glued a kite together with him? Few people know how now, and to become famous, to conquer universal respect you can easily.

And, as a last resort, you can simply take out new toys or a construction set into the street, you just have to make sure that your child is not “rubbed over” and the toys are not taken away.

The scope for your imagination and creativity is open.

The main thing is not to leave a child who does not have sufficient communication skills alone with peers, be there, help, protect, but only unobtrusively. It is important to remember that there is no need to immediately "penetrate" into the crowd of children with their ideas, sometimes (and often) it is quite enough to organize the contact of your child with one or two peers.

There are different children with different needs for communication. A single friend is enough for one, with whom they see once a week, so as not to feel lonely and proudly say: "I have a friend." And it is bad for another if a whole noisy company does not swirl around him, where everyone obeys his word and even a gesture. If this "retinue" does not exist, then the "king" no longer feels at work, he is bored, and he does not know how to occupy himself.

As a rule, suffering and worries begin if the need for communication and play is limited by the inability to participate in this game, or if a recognized leader, due to unforeseen circumstances, suddenly loses the opportunity to realize his “leadership habits” (for example, he got into a new team, where there are leaders and more abruptly).

In principle, any child should be taught to occupy himself, to expand the scope of individual play and outside game types activities, and at the same time help him, master those generally accepted among children ways of communication and play, which are necessary in order not to be an outcast. And if you see that your child is not accepted into games, rarely call him on the phone, dismissively greet him or completely ignore his timid "hello", then it is time (and long overdue) to take matters into their own hands.

Early neurotization in children with a weakened nervous system is in many cases the result of their social isolation. And if the child himself is not able to find a friend (or friends) for himself, to fully participate in games and other types of children's activities, then without the help of his parents, the situation will only get worse. Therefore, it is necessary to provide the child with a social circle, and it is for children. If in the old company, where everyone knows him, it is almost impossible to gain recognition and respect for the former "outcast" - then you need to look for another company. Write it down in circles (choosing those where your child will be at his best), walk in another place. As a last resort, transfer him to another group in kindergarten or change school. But this is an extreme measure, since children of preschool and primary school age (and sometimes older) endure such changes very hard, and it is possible to go for it only if the physical and mental well-being of the child is seriously threatened, for example, it is not simply not accepted in games, but they are constantly beaten and humiliated. Despite their unenviable position in the team, these children are always afraid that in a new place it will be even worse because they are socially incompetent, usually very anxious and prone to severe emotional reactions, which is fraught with real neurosis.

The task of parents is to provide the child with confidence and emotional comfort in various activities, with children of different ages (very often it is much easier for such children to make friends with younger ones and feel strength and confidence in themselves, at least against their background). And most importantly, remember that this problem is solvable, and the sooner you start solving it, the easier it will be.

Assistance from preschool institutions to families

in the organization of games.

In order to outline specific measures to improve play activity, we analyzed the play of children at home, studied the conditions for play, and the use of play by family members as a means of education. We conducted a survey of parents.

As a result, it turned out that the children in the family have enough toys, but they are bought without taking into account their age and interests, mostly expensive stuffed toys, dolls, cars. Parents play little with their children, most of them do not supervise children's games in any way.

To the question: “Does the child have a place to play? - 63% of parents gave a negative answer. And to the question: "What games does the child prefer?" - 68% of the parents' answers were about the same content: "Busy with dolls, cars, does not interfere with adults."

After analyzing these shortcomings, the educators of our preschool institutions, identified the main tasks for their elimination: to help parents create conditions for children to play and increase their knowledge of how to guide play activities.

We have developed several options for indoor play areas in the form of layouts, drawings, photo stands, slides, and offered them for parents to view. We compiled an approximate list of games and toys for the home, with particular attention to the use of toys made by parents' hands. On the production of such toys, we held a series of consultations with a practical demonstration, intensified the work of clubs for soft toys, and announced a competition for parents “Do it yourself”.

Children bring toys made by parents' hands to kindergarten, play with them with great enthusiasm, often repeating: "We made this toy together with dad (mom)."

We use conversations for pedagogical propaganda. A series of lectures on organizing children's play activities was conducted, in which parents were given specific recommendations about what toys children need, what games can be organized in the family.

The group set up a stand "Playing is a serious matter" for parents, the materials of which told about organizing games at home, how to guide and develop play interests in children, how to help start a game, which games are better to play, which attributes to use ... Various advice was also given here (for example, how to sew a ball gown from an old curtain for a game, how to make a screen and unpretentious theatrical decorations at home).

We periodically arrange photo exhibitions of game material. After each exhibition, we find out what benefits it brought to the parents, what attracted their attention, how the acquired knowledge is used in the upbringing of children, and be sure to ask for critical comments that help to determine what else should be worked on.

Stands for parents in kindergartens are very popular. Reading their material, parents receive the necessary pedagogical information, get acquainted with the events in the group, with recommendations for enriching the content of role-playing games, for raising moral qualities in the process of playing activities, for the selection of toys that correspond to the age of children and their interests. ...

Preschool workers organize group meetings between children and parents, where children learn about the work of adults. In an accessible form, one of the parents tells their children about their profession, while emphasizing the social significance of their work. The value of such meetings also lies in the fact that they bring parents closer to the kindergarten. And in the children's repertoire

games, new favorite games of welders, crane operators, builders, etc. appear.

To promote pedagogical knowledge, we use a group newspaper, where, along with others, we cover issues of play activities. For example, the newspaper published articles: "Play as a means of moral education", "May hopes come true!", "Corners of childhood."

Currently, in our preschool institution, cooperation between teachers and parents has been established, the play activity of children has become an active means of education and development not only in kindergarten, but also in the family.

Role-playing game

Scenarios for role-playing games for children

Mom, Dad, I ... Social Role Games
Let's play a fairy tale. Fabulous games
Historical games
Let's bargain? Trade theme.
What does that mean?
The good guys and the bad guys
Professional games. Part 1
Professional games. Part 2
Play school
A television
Army games
Fantastic games

In the process of developing the game, the child moves from simple, elementary, ready-made plots to complex, independently invented, covering almost all spheres of reality. He learns to play not next to other children, but together with them, to do without numerous play attributes, masters the rules of the game and begins to follow them, no matter how difficult and inconvenient they are for the kid. And this is not all that the child acquires in the game. At the same time, play is considered as a homogeneous activity that has a single form of expression at preschool age. Indeed, if you look, for example, in the "Program of education and upbringing in kindergarten", then it is mainly about a plot-based role-playing game. This is the most accessible and understandable to us, adults, kind of game. Here are the girls playing in the store. One is the seller, she weighs the goods, wraps it in paper, receives money. The other is a buyer, she chooses what and how much to buy, pays for the purchase, puts it in her bag, and carries it home. In other words, some kind of plot is taken - a theme (in this case, a store) and is played out, enlivened with the help of roles (seller and buyer). The combination of these two lines (plot and roles) gives the name to the game - plot-role.

This type of game has become the center of numerous studies of adults; seminars and scientific works are devoted to it. This is the most understandable type of activity for children. Professionals often visit kindergartens to watch children learn different social roles through play. But often children don't play anymore. They do what the adults want to see, diligently teaching the toddlers to "pattern games."

As a result, we no longer get a game. Let us give an example from the experience of E.E. Kravtsova, described by her in the course of lectures on the discipline "Psychological foundations of preschool education."

“Several years ago, my colleagues and I happened to be in the same kindergarten, where the game, according to the experts working there, was especially well staged. I really wanted to watch this game. senior group... Children play "doctor". A boy and a girl in white coats and hats with a red cross are sitting at a table filled with bottles of medicines of various shapes. This is a doctor and a nurse. In front of their "office", just like in life, children sit in line with dolls and bears on their knees - these are mothers with children. One by one, gradually, the children enter the doctor. He checks the throat of everyone in a row, then measures the temperature, then the sister writes out a "prescription". After looking at this procedure, I begin to limp and moan and go up to the queue. "Where is your daughter?" the children ask. "And I am without a daughter, my leg hurts, I can't stand it, I hurt my heel. Oh, oh, oh! How painful! Can I skip the line?"

The children are intrigued - the usual routine has been disrupted, the sequence of events familiar to them. After some hesitation, they skip the line. The doctor has already heard that an unusual patient came to him - I am without a daughter and go out of line. However, he invites me to show my throat.

Open your mouth.
“But my heel hurts.
- Open your mouth, you need to look at your throat.
- What for? I stepped on a nail and I'm bleeding!
- Then let's measure the temperature.
- Temperature has nothing to do with it.
- Sister, write a prescription (completely confused). "

It is not a game that is described, but a stereotyped action, and, alas, apparently the fault of the educators is to blame. Often adults want to see in children seriousness, correctness from their point of view, but after all, each age has its own tasks, and it is very important for preschoolers to develop imagination and imagination. So why force a child to learn to read from the age of three or four? To some extent, this may be correct, but we must not forget that time must not be wasted. At school age, the importance of imagination and fantasy is far from the same as in preschool. Consequently, having taught the child the correct, from our point of view, actions ahead of time, we forever deprive him of the opportunity to make the most of his other reserves.

In saturated, interesting game filled with fantasies and imagination, the child grows, develops, but in a simple repetition of memorized phrases? Rather degrades. There is no development here. But the baby's dryness and inflexibility finds its reason in the fact that the child once did not learn to play two simpler games, which together add up to a role-playing one. What are these games?

The role-playing game has two lines - storyline and role-playing. Consider the storyline.

At two or three years old, the child suddenly begins to behave strangely. He suddenly lays out various objects in front of him on a chair or on a table, begins to manipulate them in turn, mutter something under his breath. The child can play with the service in the closet, with mother's and father's things, he can even begin to sound the pictures in the book. Parents usually do not pay attention to such activities of the child, what can be useful in it? However, this is the game. The first component of the role-playing game is the director's one.

Indeed, the actions of the child are extremely similar to those of the director. First, the child himself is already composing the plot. At first, this is a simple, primitive scenario, but in the future it becomes overgrown with many complicating details. Parents are surprised at the talents of the baby - so small, and he comes up with a plot, but this is a very good sign that should be characteristic of all children - the development of independence. Everything that he does now - he does it himself, without help. Someday each person comes to independence, let its first manifestations begin so early. The second similarity between the child and the director in this case is that the child decides who will be who. Each item can become a house, a person, an animal, etc. The child thereby learns to transfer the properties of one object to another. The third important similarity is that the kid himself composes the mise-en-scenes. He can fiddle with small objects for a long time only because he makes up the background for future action. And, finally, the child in such a game plays all the roles himself or, at least, becomes an announcer, telling about what is happening. The significance of such a game is enormous. All these points are of great importance for the general mental development child, and for the development of play activities. The child-director acquires the necessary quality for the further development of the game - he learns to "see the whole before the parts." In this case, this means seeing the game not from any one, particular, albeit very significant, position, but from a general position, providing him from the very beginning with the position of the subject of this activity, which lies at the basis of the interaction of individual characters, a position that makes it possible not remember and blindly repeat what others have done, and invent the course of events yourself.

The kid, who owns the director's game, will be able to play along with the real partner in the role-playing game without any problems. In addition, he can play the same game in different ways, coming up with all the new events and plot twists, to comprehend and rethink the various situations encountered in his life. The director's play acquires special significance due to the fact that in one of its characteristics it completely coincides with the specifics of the imagination. The ability to see the whole before the parts is the basis of play and imagination, without which a child can never become a "magician" (Kravtsova E.E. really? It connects various, seemingly and not related to each other, objects by logical connections, a plot. Each object gets its own distinctive properties, they all come to life, they say. Thus, all the inanimate participants in the game are suddenly connected by the child's plot, and this is agglutination - a kind of imagination.

The next component of the role-playing game is figurative role-playing.

Almost every child at a certain age suddenly turns into someone - animals, adults, even cars. Everyone is very familiar with this picture: a mother is late for work and must still have time to bring a baby to kindergarten, and he, as luck would have it, does not go fast, but shuffles his feet. Mom hurries him, but to no avail. Approaching the porch of the kindergarten, he suddenly did not go up the steps, like all "normal" children, but began to "go around" them. "What a child this is!" - my mother says in her hearts. "And I'm not a child, I'm a machine." It turns out that the kid was shuffling his feet not so that his mother would be late for work or to "ruffle her nerves" once again, but only because he is a car, and the car, as you know, does not raise its legs-wheels, but glides smoothly on asphalt (Kravtsova EE "To wake up a magician in a child" M .: education, 1996).

It should be noted that the role-playing game plays an important role for independent psychological rehabilitation. The game allows the child to be distracted, to switch from problems, for example, in communication with peers. When a child has learned to independently invent a plot (i.e., in other words, has mastered the director's game) and has gained experience of role-playing behavior (played a role-playing game, tried to reincarnate), then the basis for the development of a role-playing game arises. What does the kid gain in this game? First of all, as noted by D.B. Elkonin, the child in this game reflects relationships specific to the society in which he lives. In the role-playing game, the main attention of the child is directed to the social relations of people. That is why the child begins to play with familiar themes - shop, hospital, school, transport - and many others. And if earlier these games were very rich in content, now they are more like diagrams than colorful descriptions of certain events. This happened primarily because most of the guys are not familiar or are not familiar with various aspects of life. Production has become more complex; the work of adults, previously so understandable and accessible to children, turned out to be sealed for them. Many preschoolers do not know what their parents are doing, who they are by profession. And if earlier the first thing that children played was the work of their parents, and the natural desire to be "like a mother" or "like a dad" was embodied in the performance of professions, now the kids are forced to reduce everything to "family life". And it so happened that the main game of children was the game of "mothers and daughters". Of course, there is nothing wrong with this, but all the richness of plots and relationships between people is reduced only to family scenes, and the rest of the reality and relationships within them are out of sight of the child. This, of course, impoverishes the game and is bad for the development of the imagination. What can be done in this situation? There is an exit. If earlier children did not need special work to familiarize them with their surroundings, now the circumstances have changed and additional efforts are required from adults.

Role-playing game is a model of an adult society, but the connections between children are serious in it. Conflict situations can often be observed due to the unwillingness of one or another child to play his role. The role in younger preschoolers is often given to the one who at the moment has the attribute necessary for it from the point of view of children. And then situations arise when two drivers are driving in a car or two mothers are cooking in the kitchen at once. In children of middle preschool age, roles are formed already before the start of the game. All fights over roles. For older preschoolers, the game begins with a contract, with joint planning, who will play whom, and the main questions are now "Does it happen or not?" So, children learn social relations during the game. The process of socialization is noticeably smoothed out, children are gradually joining the team. In fact, the tendency that in our time not all parents send their children to kindergarten is frightening because the younger generation experiences significant difficulties with communication, being, as it were, isolated right up to school.

D.B. Elkonin in his work "The Psychology of the Game" solved the problem of the emergence of role-playing game and its features in different periods of preschool childhood. Children of different ages were asked to play "themselves", "moms and dads", "their comrades". Children of all ages refused to play themselves. Younger preschoolers could not motivate their refusal, while the older ones directly stated that it was impossible to play like that. Children showed that without a role, without reincarnation, there can be no play. Younger preschoolers also refused to play each other, since they were not yet able to distinguish specific features from each other. Older preschoolers took on this daunting task.

Fulfilling the role of an educator for younger preschoolers meant feeding the kids, putting them to bed, and walking with them. In middle and senior preschoolers, the role of a teacher is more and more concentrated around the child-teacher relationship. There are indications of the nature of these relations, of the norm and methods of behavior. Thus, each role-playing game undergoes changes depending on the age of the children: first it is an objective activity, then the relationship between people and, in the end, it is the implementation of the rules governing human relations.

Here we note one more type of games, which is quite close to plot-based role-playing ones. This is a dramatization game. Its difference lies in the fact that children must act out a scene based on some work, for example, a fairy tale. Each child has an occupation - someone plays, someone prepares costumes. Usually the children themselves choose the appropriate role for themselves. Play-dramatization assumes that the child must play his character as accurately and correctly as possible. In practice, it turns out that an uncontrolled dramatization game gradually turns into a plot-based role-playing game. And finally, let us note the important role of an adult in role-playing games. We need to gently control the children in the game, without disrupting the action itself. By copying an adult, a child often tries on antisocial roles. For example, we see children portraying drunks or villains, and often the children's reaction is not the one we would like to see - the children laugh, they take heroes. The adult's task is to help the child develop a negative attitude towards this image.

CONSULTATION FOR PARENTS "Let's play with children"

One of the provisions of the theory of the child's mental development in Russian child psychology is the recognition of play as the leading role of activity in this development. This activity provides the child's connection with the surrounding objective and social world. The significance of activity for mental development lies in the fact that in it and through it, the child learns social experience, fixed in the achievements of human culture, and such assimilation includes both the acquisition of knowledge, skills and abilities, and the formation of mental properties and abilities.

Let's try to approach the game from this point of view, keeping in mind its expanded form - a joint plot-based role-playing game of preschoolers. What are the basic requirements for the game:

1. The first requirement for a plot-based role-playing game is action in the internal imaginary plan (the use of game objects-substitutes, taking on a role, substitution of game actions for the actions of the depicted characters), which act as the initial material form in the formation of actions of the inner plan.

2. The role-playing game requires a certain orientation from the child in the system of human relationships, since it is aimed at their reproduction (subordination of social roles).

3. Real relationships between playing children require coordination of actions. At first, such an agreement is established in the very process of the game and has the character of external interaction, which becomes the initial form in the development of "public qualities" in children, that is, qualities that provide a certain level of communication.

Preschool age is a fertile period in human development, when moral feelings, the first ideas about morality, good and bad deeds are formed.

Moral education is inherently an active process in which both an adult and a child are involved. The formation of moral activity in preschool children is possible through the use of pedagogical situations, a pattern of behavior, pedagogical assessment, fiction, games. The most effective tool is a role-playing game.

Based on modern psychological and pedagogical data on the structure of moral activity, the content of the moral activity of five-year-old children in the plot-role-playing game is determined: the desire to imitate morally valuable patterns of behavior, the ability to emotionally perceive and understand a simple ethical situation, to evaluate the moral act of a peer and his own, to realize their abilities in resolving a simple ethical situation within the framework of the rules of the game, initiative and readiness to resolve it in the interests of achieving personal and collective success in the game in compliance with the norms of justice and mutual assistance.

It is known that some children, while playing, often make violations, while others adopt such an experience of communication, considering it the only possible way to achieve their goals - to get a role, a toy.

It is necessary to teach children to see, analyze the observance and violation of norms in the game, that is, teach them to give an adequate assessment of the actions of others. It is necessary to teach children to use the rules as guidelines for forming children's opinions about the behavior of each peer, so that they themselves can evaluate the negative actions of their comrades, their consequences for themselves.

Rules:

1. When choosing a theme, everyone should agree on a future game together. Let everyone suggest a theme for the game or support a friend. Choose one of all the proposals, the most interesting. If one of the children disagrees with the rest of the guys, you need to explain to him that you need to agree, otherwise the game will not work. Next time, perhaps, it will be his proposal that will be accepted as the most interesting.

2. When assigning roles, remember that the main roles are performed in turn. Use a rhyme in the distribution of roles, but do not resort to it if the choice for the main role is repeated. Make sure that the order is not violated. Be kind when choosing a mate for a role that you like. Offer other children attractive roles. If one of the guys breaks the rule, acts dishonestly, explain to him that you need to play in turn.

3. When discussing the course of the game (plot), you should carefully listen to all participants. Accept the most interesting offer. If any of the children disagrees with the rest and insists on their proposal, explain to him the rule for choosing a plot.

4. When distributing toys, take toys that are needed to play the role. You can divide them equally. If there is only one toy, and many people want to play with it, then a sequence is established between those who wish.

5. To cultivate the ability to independently resolve conflicts. Children must be fair in the game, follow its rules. If there is a quarrel, you need to find out who broke the rule and invite him to yield in the dispute because he is wrong.

6. In a situation of violation of general social norms of behavior, attention must be paid to the need to comply with all the rules. Be polite and friendly to the participants in the game. It is easy for violators of the rules of conduct to make a remark and say what violations have been committed. Always treat others the way you want them to treat you.

7. You should always pay attention to "lonely children". If next to one of the guys is sad, bored, then talk to him, play. Next time, maybe someone will help you.

Role-playing game is useful for both children and adults.

While playing, we communicate with children on their territory. Entering the world of children's play, we can learn a lot ourselves and teach our children.

The game teaches us:

- speak with the child in his language;

- overcome the feeling of superiority over the child, your authoritarian position (and hence your egocentrism);

- to revive children's traits in oneself: spontaneity, sincerity, freshness of emotions;

- to discover a long-forgotten way of learning through imitation of models, through emotional feeling, experience;

- to love children as they are.

Through play, we can teach children:

- look at yourself from the outside through the eyes of other people;

- anticipate the strategy of role-playing behavior;

- make your actions, your desires, your feelings understandable for the players:

- strive for justice, overcome the desire not only to dominate, but also to agree, to obey in the game;

- trust each other.

Alina Vladimirovna Arsenidze
Consultation for parents "Role-playing game in the life of every child"

According to parents and educators, new time with its accelerated pace life, does not allow you to lose precious years, days, hours, minutes for « empty games» in daughters - mothers or Cossacks, robbers. And if so play then let it be sport games or Smart computer. Wanting to see smart and well-mannered people in their children, many parents childhood is perceived as a small step in their social life in which he must take a worthy place. In this case, the game gets only the functions of entertainment and relaxation between Useful deeds. At this stage life of many children are raised by nannies, and they go to different circles to communicate with peers. But at these events, children often sit just next to them. There is no free games: making up plots, acceptance and execution of roles. But for a child to play is to live... After all, it is in the game that the child develops and learns to communicate. Any games are important for a child, but also with whom he will be play.

Role-playing the game- the way of mastering the meanings and enriching the feelings of the child.

What happens to a child when he plays mom or dad! Becoming a mother in play, the child takes on the role of not only a mother (for example, the doll's motion sickness, but also her feelings and her emotional state: care, tenderness, affection, severity. The kid always empathizes with who plays, in the game he learns to be a mom. The feelings lived in the game enrich the baby - having experienced these feelings in childhood, they help him in real life. life.

In this way the game- is an integral part of human feelings.

The game as a way of experiencing emotionally stressful situations.

Any strong impressions, both joyful and sad. And in order for this excitement to go away, and the baby could calm down, it often happens that the child needs one more time, but already in the game, to experience those very emotions. For example, if a child has visited a doctor, he may for the next few days play"Doctor"- give injections to dolls, etc.

A special role is played by the game in the processing of any emotional stress. The game into a small gray hare, which is afraid of the fox, but very skillfully runs away from it. A child may be afraid of the dark, and he will be able to overcome this fear through play, learn to distinguish reality from imagination. The game helps to get emotional experience.

Role-playing games are a school of communication.

Role-playing games teach the child the basics of human communication, which are divided into three very important types in life of a child:

1. Role-playing;

2. Business;

3. Friendly.

Role-based communication is the communication of people as carriers of certain social roles (E.g .: seller - buyer, doctor - patient, etc.)... This communication is built according to clearly defined rules and norms that determine how to make contact, what is appropriate to say in a given situation, how to end the communication.

Playing the store, a mother's daughter, a doctor or when receiving guests, a child is introduced to many everyday roles. And thanks to this, the child feels much more confident when visiting a doctor or being at a party.

By setting the norms of communication in different situations, role-based communication is, in a certain sense, the foundation on which other types of communication are built.

Business communication is the ability to negotiate with other people, convince them and find solutions in any situation. Playing in role-playing games with other children, the child must agree with them - about what play and who will be who during the game. The harder the game, the more difficult moments in it, on which it is necessary to agree and resolve if a dispute arises. There are other exceptions, especially in cases where the child, playing with other children, gets used to obey more assertive partners. That is why it is very important that playing together with the children, it was an adult who would teach children to negotiate, helped timid children express their opinion.

Friendly communication is communication in which people enter not for the sake of achieving any business goals, but for the sake of itself, for the pleasure of emotional closeness. Sure, playing In role-playing games with other children, the child begins to learn companionship, but this communication is very important. Since it is he who lays the foundations for the need for friendly communication and encourages him to strive for it in relationships with other people.

If not play with your child ...

Typically a child plays, firstly, in what he sees, Secondly, in what they read or tell him; thirdly, what happened to him plays adult or other child. Even 20 years ago, if you are not with a child played at home, he studied play in kindergartens or in the yard. Now in kindergartens, more attention is paid to education (in their free time, children are given free communication with each other, games).

Therefore, the peculiarity of today's situation is that if adults do not organize the child's play, then it will be "Organize" what they see, i.e. television, computer games, video production. As a result, children begin to play"zombie", "Vampires", "Spider-people", "Killer robots" etc.

The other most important aspect to look at is the development of the structure of the game. If not with a child play, he will play primitive... This is what happens in many families. As a result, more and more often, even older preschoolers are in place role-playing games, begins to take the game of manipulation with toys: shoot a pistol, play cars... Moreover, the more effective and expensive the toy is, the less imagination is required to play with it. The consequence of this is an increase in the number of children with undeveloped imagination, who do not know how to do anything on their own, to take their own position in relations with other people.

In the game, the child is free and determines his own actions, learns to interact with other people - both peers and adults.

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