The content of the game hospital in the younger group. Synopsis of the role-playing game "Hospital" in the second junior group, the outline of the lesson (junior group) on the topic. Example of an outline for a role-playing game: "Hospital"
Synopsis on the leadership of the role-playing game "Hospital" in younger group.
I. Objectives:
To consolidate the previously acquired knowledge about the work of a doctor, to familiarize with the work of a pharmacist, to enrich the dictionary, to develop the speech of children;
To form in children the ability to play according to their own design, to stimulate the creative activity of children in the game; teach new game actions;
To form friendly relationships in the game, a sense of humanism, activity, responsibility, friendliness;
Promote the formation of emotional contact with each child, arouse interest in joint activities with adults and peers;
Maintain interest in participating in the game for both girls and boys, performing certain roles: (girls - mothers, pharmacists; boys - drivers, taxi drivers).
II.Preparation for the game
Manufacturing of attributes.
Making prescriptions, medical cards, coupons, collecting boxes of medicines.
Enrichment of impressions.
Excursion to the medical office in order to observe the work of the nurse in kindergarten; supervision of parents with children at the work of a pharmacist;
Reading: A. Krylov “A rooster got sick with angina”, K. Chukovsky “Aibolit”, “Barmaley”, V. Suteev “About a hippopotamus who was afraid of vaccinations”.
Conversation, looking at pictures;
Listening to the song “The doll got sick” (music by A. Filippenko, lyrics by T. Volgina).
Learning to play actions.
Playing the game - the situation “Bunny is ill” (the teacher - the doctor is playing a dialogue with the bunny - the patient); teach how to use tools, package medicines.
III.Progress of the game
The teacher invites several unoccupied children to play the game "Hospital". The teacher informs the children that a pharmacy booth has opened in the hospital. Therefore, the game can be enriched with a new role - the seller of the pharmacy booth. The teacher takes out an attribute, examines it with the children, stipulates actions with it (jars or boxes of medicines, pasted over with colored paper).
Children will independently distribute responsibilities, who will “work” with whom in the hospital. The teacher entrusts himself into the hands of children and takes on the role of the “sick person”.
The teacher complains to the “doctor” on the phone that he has been coughing badly in the morning, and I'm sorry to help him. The "patient" calls a taxi.
Taxi driver: (sitting behind the wheel) "Where should I go?"
Patient: To the hospital. (Sits in the "car" and goes to the "hospital").
Taxi driver: Everyone, arrived ... (The patient gives money, gets out of the car and goes to the “hospital”).
Sick: Hello. Tell me, does the doctor take it?
Registrar: Hello. Yes, it does. Your last name, first name? Where do you live? (Fills in the "card" and issues a "ticket". The patient takes the queue.)
Sick: Doctor, may I come in? Hello.
Doctor: Hello patient. Sit down. Tell me exactly where your pain is concentrated?
Patient: I have a cough.
Doctor: Let me listen to you. Breathe deeply, don't breathe. Now take the temperature(gives a thermometer)... You need to take medications. You can buy medicines at the pharmacy. We have opened a pharmacy kiosk. I’ll write you a prescription now. Buy potion(writes out a prescription and submits).
Sick: I will take medicine. Thank you Doctor. Goodbye.
The patient takes the prescription and leaves the office. The registrar asks where the pharmacy is. The registrar escorts the patient to the pharmacy.
Sick: Hello. The doctor prescribed a medicine for me.(Shows the recipe.)
Pharmacy kiosk seller: Hello (reads the recipe). The doctor has prescribed a potion for you. Here it is, drink one spoon at a time and you will be well(gives a bottle and says how much it costs; issues a check).
Sick: Thanks. Bye (takes a bottle, a check and calls a taxi).
IV end of the game
The “treatment” procedure can be repeated 2-3 times. In the course of the game, the teacher stimulates the child's sequential change of playing roles. Having “treated” by the doctor, the educator changes his role. The teacher gives children examples of communication and action. If it turns out that the child's experience is poor enough, the caregiver should advise the child.
The game was deployed in such a way that the children immediately “discovered” and learned a new, more complex way of constructing it. The meaning of the partner's actions was well understood. During the game, the children learned new play actions.
You should not abruptly interrupt the game, it is better to offer a semantic rationale for its end: “The doctor has a lunch break. Let's go see what the guys are doing. ”
V. Evaluation of the game
The teacher carries out only the most necessary actions with objects, his main attention should be directed to interaction, role dialogue. During the game, such qualities as mutual assistance, attention to each other were formed.
Software content:
to consolidate the previously acquired knowledge about the work of a doctor, to enrich the vocabulary, to develop the speech of children;
to form in children the ability to play according to their own intentions, to stimulate the creative activity of children in the game;
teach new game actions;
to form friendly relationships in the game, a sense of humanism, activity, responsibility, friendliness;
maintain interest in participating in the game for both girls and boys by performing certain role: (girls - mothers, nurse; boys - fathers, doctor)
Preliminary work:
excursion to the medical office in order to observe the work of the nurse in the kindergarten;
reading: K. Chukovsky "Aybolit", V. Suteev "About a hippopotamus that was afraid of vaccinations";
viewing illustrations « Hospital» , "Pharmacy";
listening to a song "The doll got sick" muses. A. Filippenko, lyrics T. Volgina.
Material: white coat, cap, jars or boxes of medicines, pasted over with colored paper, a set of medical instruments (thermometer, syringe, cotton wool, phonendoscope, substitute items (cotton wool - a piece of foam rubber, tablets - drawing on cardboard).
The course of the game.
Children come in group, get up around the educator.
Educator: Guys, guess riddle:
Seryozha coughs loudly.
He seems to have bronchitis.
They call the clinic
And Seryozha say:
Don't be afraid and don't cry -
Kind is coming to you (doctor)
Educator: That's right guys, this is a doctor.
Educator: If someone is sick, adults or children, where do we go?
Children: V the hospital.
Educator: What is the doctor's job?
Children: Inspect sick, prescribe treatment.
Educator: And what should be a doctor?
Children: Attentive, caring.
Educator: Well done boys! Well, our hour has come, we will play now! Do you want to play?
Children: Yes!
Educator: Guys, before we start to heal, let's play a game with you "What does the doctor need?"(children choose from the proposed items the ones needed by the doctor, tell why, in their opinion, this or that item is needed).
Educator: I will be a doctor, but I need an assistant - a nurse. Who wants to be a doctor? Who patients will heal? (choose a nurse among children)... Nastya is a nurse and will help me, put on a white cap, a dressing gown, you will examine sick and prescribe medications. Guys, and you will be fathers and mothers today, look, our baby dolls are tired of waiting for us, the sad ones are sitting in the house, (we go to the play corner; the children choose "Children").
Educator: Take the kids, yes in hospital quickly... How can we get to hospitals?
Children: On foot, by car, bus, ambulance.
Educator: Opened hospital for all people, go to be treated in it as soon as possible! We go to the doctor's appointment. In order not to push, not to interfere with each other, you can sit on the chairs, wait for your turn.
Doctor: Hello, sick! Come in, sit down! Tell me exactly where your pain is concentrated?
A patient: Hello. My daughter fell and twisted her hand.
Doctor: Hello. Let's see what you have with your hand. Which big wound, now we will process it well, grease it with iodine, like this. Please go to the nurse, she will give you pain medication (injecting with a syringe)... Recover. Goodbye.
A patient: Hello.
Doctor: Hello. Come in, sit down. Tell us what happened?
A patient: My son has a stomach ache.
Doctor: Let's see, listen sick with a phonendoscope: "Breathe, do not breathe" (the doctor examines sick) .
Doctor: In life we need
A lot of vitamins,
All are now countless
You need eat more
Meat, vegetables and fruits-
Natural products,
But the chips, always know
This is junk food.
Doctor: Recover. Goodbye.
A patient: Hello.
Doctor: Hello. Tell me what happened?
A patient: My daughter's throat hurts.
Doctor: Go to the nurse, she will give you a thermometer to find out if you have a temperature or not. The temperature is normal. Let's see the neck (looks at the throat with a spatula).
Oh! The throat is red.
Day and night cough is frequent
Breaks your peace
You need to do a rinse
Drink chamomile infusion.
Recover. Goodbye.
Educator: All people are examined, vaccinated, examined by a doctor. You see, guys, doctors help both adults and children. For this we tell them what?
Children: Thanks!
Educator: in order not to get sick, it is imperative to do exercises in the morning.
Phys. a minute
Do you all exercise in the morning? Let's make it together.
The sun looked into the crib
One, two, three, four, five.
We all do our exercises
We need to sit down and get up.
Stretch your arms wider
One, two, three, four, five.
Bend over - three, four.
And jump on the spot.
On the toe, then on the heel.
We all do exercises.
Educator: And lest you forget, the doctor ordered everyone to take vitamins! (We distribute vitamins).
Tanya Plotnikova
I would like to share with you colleagues that we have happened: playing playing with your children. Small photo report.
The purpose of this game: teach children the ability to take on the role of a doctor, perform appropriate game actions, name and use medical instruments in the game; to form an attentive attitude towards the sick person.
Material: doll of Light, doctor's set for children (glasses, thermometer, syringe, phonendoscope), adult and children's doctor's costume, empty medicine boxes.
Game progress:
Educator: Guys, the Sveta doll is sick. Let's find out what happened to Sveta?
Our doll got sick.
I didn't even eat in the morning.
Barely opens his eyes
Not laughing, not plays.
She is silent all day
Even "Mother" does not scream.
Look, she has a high fever. Need to do something.
We need to call a doctor.
That's right, now I'm going to put on a white robe. I am a doctor and will treat Sveta. Here I will have hospital, prepare a thermometer and measure the temperature. Yes, the temperature is high. Let's see the neck, open your mouth. The neck is red. Now I will take the phonendoscope and listen to the doll Sveta. I will prescribe pills to Sveta doll, you need to take them one at a time in the morning and in the evening and be sure to drink boiled milk with honey.
Recover.
Next.
In the role sick child speaks.
Hello, sick, tell me exactly where your pain is concentrated?
My ear hurts.
Put the medicine in your ear and it will feel better. Go home and lie down to rest.
Goodbye.
Sonya, let’s be a doctor.
The game continues with the participation of children.
There were a lot of people who wanted to, the kids really liked it.
Related publications:
B] To instill a love for books, to cultivate respect for them; to teach to enter into communication with adults through speech and game actions.
Synopsis of the role-playing game "Hospital" in the second junior group Purpose: to form the ability of children to divide into subgroups in accordance with the plot and, at the end of a given game action, to unite again.
Synopsis of the plot role-playing game of the first junior group "Hospital" Tasks: 1. To form in children the ability to take on a playing role (doctor's assistant, patient). 2. Encourage children to play up the plot of a friend.
Outline of direct educational activities with preschoolers in the second junior group "Hospital for animals" Outline of direct educational activities with preschoolers in the second junior group Topic: "Hospital for animals" Integration.
Cognitive lesson "Hospital" in the first junior group Cognitive lesson "Hospital" Purpose: To acquaint children with the profession of a doctor. Objectives: 1. To consolidate the knowledge of the purpose of the profession in children.
Parents' meeting in the first junior group "Play is not fun" Purpose: increasing the pedagogical competence of parents on the problem of activating play activity younger preschoolers in a family setting. Tasks:.
Role-playing game "Hospital" Purpose: - to acquaint children with the work of a doctor, teach them to perform game actions by showing, by model, and then by verbal instructions; - develop.
Play is a natural way for a child to master the surrounding reality, which is unanimously recognized as the prevailing form of activity in kindergarten and is used as a basis for education. Plot performance skills role-playing games initiated by the child are formed in the first junior group of kindergarten. Such games form communicative play skills in children, simulate real life situations and contribute to successful socialization.
Why do we need role-playing games in kindergarten
Three-year-olds love to try on the roles of animals.
The general goals of conducting role-playing games in kindergarten may be as follows:
- educational:
- socialization of the child;
- preparing him for life in society;
- development of the ability to resolve conflicts;
- the formation of certain character traits;
- the formation of moral and ethical guidelines;
- the formation of the ability to interact with other children;
- developing the ability to independently find a way out of the situation;
- educational:
- development of speech;
- memory development;
- development of imagination and fantasy;
- expanding the vocabulary of the child;
- development of imaginative and critical thinking;
- mastering the skill of performing a given sequence of actions in accordance with the rules;
- entertaining and educational:
- development of playing skills in a child;
- getting a child of positive emotions;
- development of the ability to independently invent game plots and rules, to conduct a game without the participation of an adult.
To successfully accomplish these goals, the educator needs to properly prepare the children for the game. It is very important to take good care of this stage and create a special creative atmosphere, which is necessary to start the gameplay.
Age characteristics of children of the first younger group
The child of the first youngest group is at the stage of transformation of a plot game from a reflective to a role-playing one, which is characterized by the assignment of certain roles and acting out them in interaction with other participants in the game.
In plot-display games, children already actually perform all role-playing actions in relation to a toy inherent in a certain person (they swing a doll, feed it and sing a lullaby to it), but they do not yet assign the role of this person (they do not act on behalf of the mother). The child plays independently (next to others, but not together), contact arises when it is necessary to receive a toy or any object. Often there is a hidden role, and the sequence of movements is cyclical, ending and starting again.
The emergence of role-playing game is associated with the transfer of the child's attention from the game object to the one who performs the game action
In the course of the development of the game, the emphasis is shifted from the thing with which the child is playing to the player. The hidden role gradually comes to the fore: after completing a certain sequence of movements, children pronounce the name of the role aloud.
The child comes to the realization that by playing, for a while he becomes, as it were, someone else. Soon, the children first define the role and then act accordingly. An important task at this stage is the development of the child's skills, which contribute to the transformation of reflective play into role-playing.
To do this, use the following techniques:
- learning to act with toys and objects;
- explanation and demonstration of game actions;
- demonstration of the playing role;
- reminder;
- correction.
To develop the child's skills, which facilitate his transition to the role-playing game, the participation of an adult is required.
All these techniques imply an active role of the educator in the game. First, you need to master the most elementary things: dress dolls together, roll cars, gradually increasing the number of actions within a single storyline... Cars are refueled and repaired in the "workshop", children hand in tools and parts, "pour gasoline", "notice" a partner and get used to the dialogue.
When preparing for a specific role-playing game or developing its plot, the following techniques are used:
- demonstration of visual material;
- thematic conversation;
- didactic exercise;
- didactic game;
- reading fiction on the topic;
- productive activity.
They are used in a complex manner during the period when children are mastering role-playing games. However, some techniques can be used during the transition period. Adult tasks:
- set a theme for the game (a story about a trip to a hairdresser or a store, showing illustrations);
- replenish children's vocabulary related to this topic (names of vegetables and fruits for the topic "Shop" or "Cook");
- teach children to manipulate game items in a given sequence (undress and dress the doll, set the table);
- to form a play situation and to captivate children with it.
What types of games exist
Folk games are separated into a separate group, since they can arise at the initiative of adults and older children.
One of the most common classifications divides games into three categories - depending on who is the initiator.
Accordingly, the game can be initiated by:
- adult;
- child;
- both a child and an adult - it can be a historically established ethnic tradition ( folk game).
Folk games stand out as they can be offered by both adults and older children.
Adult-initiated games
Games that arise at the initiative of an adult have specific educational or entertainment-educational purposes
Games initiated by an adult have specific educational or recreational and educational purposes. The first subgroup includes:
- didactic;
- plot and didactic;
- an active game.
The second subgroup includes the following leisure games:
- fun game;
- fun game;
- intellectual;
- festive and carnival;
- theatrical production.
The didactic game is deliberately introduced by adults into the child's play process in order to promote the development of certain skills and abilities. Participation in such a game requires concentration of attention, inner composure and responsibility from the child, which are necessary for solving the assigned tasks. Children have to follow the rules and overcome difficulties on the way to the final result. They develop a habit of performing a given sequence of actions, making mental effort and finding the most rational way to solve a problem. The teacher also needs to strive to ensure that didactic games involve the child in the process of communicating with peers and contribute to the development of communication skills.
In addition to new knowledge, in the process of playing, children master practical ways of interacting with the world around them, they develop moral and aesthetic guidelines, skills to control their own behavior, the ability to work and play with other children. The child learns honesty and justice, a demanding attitude towards himself and patience in relation to other people.
Didactic games are actively used in the preparation for a role-playing game on a given topic.
Didactic games are actively used in preparation for a role-playing game on a given topic
An active game, which is a type of active and emotional activity, is used, among other things, to teach a child to strictly adhere to the established rules and to understand the connection between a timely completed task and the successful achievement of a result. This is an indispensable way to fulfill the need of children to receive positive emotions from the release of accumulated energy during vigorous physical activity.
An outdoor game can also be organized in a spacious room.
This game develops motor skills, endurance, coordination, and improves the overall tone of the body. The child is forced to respond to some stimuli and restrain his movements when others appear, which helps to master the skill of self-control, fosters will and discipline. The game also gives children the opportunity to get positive emotions in the process of overcoming obstacles on the way to the overall result. It builds responsibility and empathy.
Outdoor play is used, among other things, to teach the child to strictly follow the established rules.
The educator is required to consider the age of the children when choosing a game and to ensure that all participants understand and follow the rules. For younger children, the rules are explained during the game, and the content of the rules is set by what actions need to be performed. This is how the behavior of the players and the form of their interaction are determined. Often, some folk game is taken as the basis (for example, "Geese-Swans"), since it obviously has vivid images, emotional coloring and simplicity of the storyline.
Outdoor games can be used in a lesson with a general educational focus to alternate active types of activities with more calm ones. This allows the child to take a break from mental stress and concentrate on the task at hand. They are held both indoors and outdoors. fresh air- on a walk or physical education class. The teacher directly or indirectly influences the course of the game, preventing the likelihood of excessive excitement or fatigue of the participants. Once the children properly learn the rules and remember all the key points, they can play without the participation of a teacher.
Games arising without the participation of an adult
Representative play focuses the child's attention on comprehending the relationship between the properties of a particular object and its functions
These games include experimental and story-driven games. Story game subdivided into types:
- plot-display game;
- role-playing;
- director's;
- theatrical.
Younger preschool age is responsible for developing the child's skills to move to role-playing games, which become an important tool for socialization.
V early age the child goes through a stage of development when he can only play educational games of a didactic nature, initiated by adults with involvement various subjects and toys. Then the child goes through the stage of reflective play, focusing on understanding the connection between the properties of a particular object and its functions. The adult pronounces the name of the object and demonstrates its function.
In a plot-display game, the child independently uses everyday impressions and experience gained in the course of interaction with the outside world to imitate the actions of other people
And, finally, at the third stage (end of 2 - beginning of 3 years), reflective games arise in which the child himself uses everyday life as a basis for imitating someone else's behavior (rolls a toy hare in a stroller, pricks a hedgehog injections).
All this precedes the emergence of role-playing, which is an active form of modeling and living certain social roles within the framework of given situations.
Children recreate life situations in game form and thus join the incomprehensible and attractive world of adults
The creative nature of such a game stimulates the child's imagination and fantasy, trains memory and observation, activates the processes of developing figurative and critical thinking. Children recreate life situations in a playful way and thus join the incomprehensible and attractive world of adults for them. They reincarnate in those they portray, trying on different behaviors, communication styles and ways of interaction. They evaluate certain characters, make a choice in favor of any profession or social role.
In the game, reality is combined with fiction, and actions usually lead to a happy ending: doctors save the sick, policemen catch criminals, brave pilots land planes. Children emotionally experience game plots, their ability to empathize with heroes brings what is happening into the world of universal categories, where simple actions become feats, and characters become role models.
Such a game fills a child's life with rich content and can influence the formation of a child's personality and his future life. Role-playing game over time, it turns into dramatization - a director's game, where children pronounce impromptu dialogues for themselves and their interlocutor (often a toy), or a theatrical game when the child knows the text of a work of art (role) and participates in the dialogue on behalf of one of the characters.
Structure and classification of role-playing games
Role-playing games allow you to simulate and master everyday situations
A role-playing game consists of the following elements:
- game design;
- plot;
- game actions;
- roles;
- rules.
All these elements are interconnected with each other and determine the content of the game.
The concept means the general direction of the game activity, the idea of the game. it base element structures are the pivot on which everything else depends: a plot with a sequence of game actions (defining the rules) and role behavior (reflected in speech constructions).
Various game ideas determine the conditional division of a plot-based role-playing game into three main categories:
- household;
- labor;
- public.
The household category includes games that simulate situations from everyday life (the game "Family", "Shop"). By labor - the reproduction of human activity of any profession (the game "Builders"). The public category includes games related to the celebration of any significant events (birthdays), traditional holidays ( New Year, March 8) or norms of behavior (receiving guests, acquaintance, going to the theater). It should be remembered that a game can simultaneously belong to several categories and touch on different topics.
The role is always conditional and to some extent schematic, since the child uses only the most striking traits of the character
The role is always conditional and to some extent schematic, since the child uses only the most striking character traits and limited set action, focusing on their knowledge of the world. The doctor, for example, listens to the patient, measures the temperature and writes out a prescription.
The rules follow from this sequence of actions and bring order and meaning to the game. They should provide for the possibility of developing the plot and complicating the relationship between the characters. In addition, the child's desire to improvise must be encouraged; the child must have sufficient freedom of action for this.
Role-playing games in the first junior group of kindergarten
Properly organized role-playing game helps children develop communication skills
The main stages of the organization
The main stages of the organization of the gameplay include the following:
- Development of a game plan (the stage of choosing a game - designating a plot, roles, the nature of the interaction of characters), taking into account the interests of children, their level of development and the degree of their mastery of various game actions. At this stage, the educator must think over and describe the content, tasks and goals, plan possible directions for the development of the plot, and outline the rules of the game.
- Preparation of equipment and tools (the stage of equipment, when all the game paraphernalia is created). For younger children preschool age you need to pick up toys and replacement items that are used in all basic game scenarios.
- Equipment of the subject-play environment in accordance with age characteristics and the chosen theme of the game. Particular attention should be paid to the fact that toys should be freely available in the field of vision of the child. For this, the play environment is organized in such a way that the child can easily reach any toy and use it during the role-playing game. This stimulates the gameplay and the child's natural interest in the game, creates the prerequisites for improvisation.
A role-playing game requires many nuances to be taken into account
- Beginning of the game. At this stage, the educator creates a play or problem situation. You can conduct a preliminary conversation to prepare the children for the upcoming game: discuss the topic, familiarize the children with the game plan, discuss the rules and assign roles. To do this, they first use various didactic games and exercises, reading works of art describing an imaginary situation or a game plan. When distributing roles between children, the desires of each child must be taken into account.
- Preservation of the play situation, which implies direct or indirect guidance of play activity using role-based interaction of an adult with a child, a child with toys and, finally, a child with a child. The educator follows the story and gently guides the children through reminder, direction, advice, positive feedback, and direct interaction.
- The stage of completing the game, which includes a positive assessment of the children's play actions and an analysis of their relationships (elements of an analytical conversation are possible, taking into account the emotional state of the children and the need to switch them to other, quieter types of activity).
Games card file
When drawing up a card index, the teacher usually relies on a list of basic game plots, which remains unchanged for all age groups.
When drawing up a card index, the teacher usually relies on a list of basic game plots, which remains unchanged for all age groups. This list includes the following base games:
- A family.
- Hospital.
- Shop.
- Kindergarten.
- Salon.
- Cook.
- Chauffeurs.
- Builders.
This list can be modified and expanded. The game "Chef", for example, can transform over time into more difficult option"Cafe" or "Canteen", and "Hairdresser" - in "Beauty Salon". Other professions (sailor, pilot, artist) and places (zoo, amusement park, theater) may appear.
The main thing is that the child is familiar with the situations and characters being played, since the lack of real life experience in a particular area will lead to confusion and misunderstanding of the essence of the game. So, if the child has never been to a hairdresser or zoo, it will be difficult for him to participate in gameplay... In such cases, the teacher's preliminary story, demonstration of visual material and conversation can help.
There are no strict requirements for the design of the game card index. The card is rather a "cheat sheet" for the teacher, its purpose is to help in organizing the game process. It may look like an illustration for a game that has a detailed description... It usually includes the following items:
- Name.
- Targets and goals.
- Game material.
- Preparatory work.
- The playable roles suggested by the plot.
- Possible options for the development of the plot (complication, adding plot lines, subplots).
- Description of the sequence of actions.
Work on preparing for the game includes thematic conversations, educational exercises, excursions, etc. This paragraph indicates a list of literary works (poems, fables, fairy tales, etc.) The purpose of the card file is to streamline the teacher's experience and structure information in order to conduct game classes were more convenient.
If the child has never been to a hairdresser, it will be difficult for him to participate in the game without the teacher's first story.
The basic storylines of games for the first junior group usually contain several internal storylines. For example, for the game "Family" these will be the stories "Mom feeds the child" or "Mom ironing clothes". For the game "Hospital" - "Mom is sick" or "The doll has a temperature."
Children of this age do not need to be offered a large number of stories right away. To play a game, it is enough to take, say, "Mom has a headache" and "Let's help mom cook dinner." After that, a sequence of actions is described: for example, my mother did not go to work, she has a high temperature, she needs to call a doctor. The grandmother calls the doctor, he comes and writes a prescription, according to which you need to buy medicine at the pharmacy. Dad goes to the pharmacy and brings the medicine. Mom is taking medicine and is feeling better. The child cooks supper instead of mom and feeds her.
The composition of the roles and the toolkit depends on the plot of the game. It is very important to use substitute items, as they stimulate the imagination and develop the imagination of children. They can be used together with "real" objects: a green wooden apple ball on a plate from a set of dollhouse dishes, a stick instead of a thermometer and a toy syringe from the first-aid kit for playing doctor. Children are eager to play with imaginary objects: they cook, treat and treat, come up with sequences of actions and invent new tools. Therefore, you should not strive for a complete similarity of objects that are used in role-playing games, real things.
Planning role-playing games in kindergarten
When planning role-playing games for children of the first junior group, it should be borne in mind that the average duration of one part of such a game should not be more than 10-15 minutes. It is necessary to alternate calm activities with more active ones, gradually developing and complicating the plot.
Themes of games should overlap with each other, corresponding to the level of development, individual characteristics and interests of children, the season, etc., and gradually becoming more complex as the child learns new elements and ways of interacting with the surrounding reality.
Table: an example of planning a role-playing game for a younger group (fragment)
| Name | Game plots | Techniques |
| September | ||
| "A family" | Mom dresses / undresses and feeds the child. | Visual materials (pictures and drawings) are used, didactic games are held: "New outfit for a doll", "Bunny wants to eat." |
| "Cook" | The chef prepares food for the toys. | Visual aids (pictures and drawings) are used, the teacher conducts a conversation "How a cook prepares food." Didactic exercises: "Stir the porridge", "Salt the soup." |
| October | ||
| "A family" | Mom dresses / undresses, feeds the child and puts him to bed. | Visual aids, didactic games and exercises are used to memorize and enumerate objects (clothes and dishes): “Lay on the table”, “Dress the doll”, “Put the bear to sleep”. |
| "Shop" | Mom goes to the store with the child: they buy groceries and communicate with the seller. | Visual materials are used, the teacher's story "Why go to the store", the game exercise: "Help mom carry the purchases", the didactic exercise "Tell the doll how they talk to the seller." |
| November | ||
| "Cook" | The cook prepares lunch in kindergarten. | Visual aids are used, interviews are conducted with didactic games and exercises for memorizing the names of dishes: “What do we have for lunch”, “First, second and third”, “My favorite dish”. |
| "Shop" | The grocery section of the store sells a variety of products. | The use of visual materials, the teacher's story "I need to go to the store", the didactic exercise "What products should I buy for dinner", the game exercise "Our purchases". |
Example of an outline for a role-playing game: "Hospital"
- Involve children in play dialogue.
- Develop their role-playing skills (doctor, patient, nurse).
- Develop a sense of responsibility for your health and the ability to empathize with others.
- To cultivate politeness and attentiveness in relation to other people.
Equipment:
- doctor's gown,
- hat,
- a bottle with "vitamins"
- doll,
- toy hare.
Preliminary work:
- viewing illustrations with images of various medical instruments,
- didactic game "What is the temperature of a bunny",
- reading and recitation of the fairy tale by K. Chukovsky "Aibolit" by the teacher.
Game progress
A child treats a doll in a role-playing game "Hospital", playing the role of a doctor
Part I
Educator: Hello guys! Look who came to visit us today! This is the doll Masha.
Educator for Masha (sadly): Hello, children ...
Q: Oh, Masha, what a sad voice you have! What's the matter? What do you think children? Maybe Masha should be cheered up? Maybe she wants some delicious candy? Let's ask her!
Together with the children: Masha, do you want a delicious candy?
M: No, I don't want to ...
Q: Maybe Masha wants some tea? Ask her children! (encourages children to ask different questions on their own).
(Children are gradually involved in play dialogue).
Children: Masha, do you want some tea?
M: No, I don't want tea ...
Q: Masha, what happened to you?
M: My throat hurts!
Q: Ay-ay-ay, children! Masha is ill! What should we do now? We need to treat Masha. Who treats the sick guys?
D: Doctor! Doctor!
(The roles of the doctor and patient are indicated and their functions are explained).
Q: Let me be a doctor and fly Masha so that her throat stops hurting. Here we will have a doctor's office. Take a close look: Which of these tools does the doctor need? (Shows different tools, children choose the right ones). What does the doctor wear?
D: White robe!
Q: Right! What good fellows you are, you have chosen everything correctly, now we will quickly cure Masha. (Measures the doll's temperature, looks at the throat, gives a pill).
(Demonstration of roles to the child, teaching him the sequence of game actions is carried out).
M: Thank you, doctor, I'm feeling better!
Q: Tell us, Masha, why did your throat hurt?
M: Yesterday I went outside without a hat and mittens ...
Q: Oh, Masha, is it really possible? Children, will you do like Masha?
D: Nooo!
M (joyfully): I won't do that anymore either, I didn't like being sick! I will now always wear a hat and mittens!
Q: What a clever girl you are, Masha! Do you hear, children, Masha's voice even cheered up! She must have completely recovered! Let's give her some hot raspberry tea! (play "Tea Party").
(There is a change in game activity).
Part II
Hospital game helps children learn not to be afraid of doctors
Q: Oh, children, I was so worried about Masha that I had a headache myself. Now let’s treat me! Who will be the doctor?
(There is a transfer of one of the roles from an adult to a child and his involvement in a game dialogue).
Alternatively, an adult plays for another toy. Children take turns treating a teacher or a toy, performing a given sequence of actions.
Q: Oh, how good, doctor! My head doesn't hurt at all! Can you treat some more guys? Guys, who is going to be sick?
(There is a transfer of the second role to children and general control over play activity with the help of hints and correction techniques).
Don't worry, the doctor will see everyone today, sit down here in the corridor on the chairs (arranges the chairs), we will have a queue to see the doctor. How do I enter the office? That's right, you first need to knock and say hello, and then answer the doctor's questions.
(The sequence of game actions for one of the roles becomes more complicated).
Children sit on chairs, the doctor accepts them.
Q: Now the doctor has lunch break, he needs to go to the cafeteria and eat. In the meantime, we will play with you swan geese.
(There is a change in the type of activity to a more active one).
Part III
Q: Guys, lunch break is over! The doctor must return to the hospital. Poor doctor, how much work he has! So he will not have time to cure everyone today. Let me be a nurse, help him? I will give him the instruments and invite the next patient for an appointment. (Development of the plot with the introduction of a new play role, which is demonstrated by the educator).
Children take turns entering the office at the invitation of the "nurse", the "doctor" examines them, the "nurse" helps him.
Part IV
Q: Oh, guys, I'm completely tired, my legs even hurt, I also need to see a doctor. Who wants to be a nurse and help a doctor? (There is a transfer of a new role from an adult to a child).
(He takes the toy and puts it on the vacant chair) Look, guys, the bunny also got sick and came to get medical treatment. But what am I to do now? There are no more vacancies, and I am so tired! Who will make way for me?
Children give way to a teacher.
(Development of the plot of the game, complication of the rules of interaction between the participants).
Q: What should I say in this case? That's right, "sit down, please." Thank you, you guys are so polite! Do you know who needs to give way? (children offer options, the teacher reminds and corrects). Look, the doctor has already accepted everyone, his working day is over, he is going to go home. The hospital is closing.
We are such great fellows today! They took Masha to the hospital, helped the doctor, learned to make way for the girls, they treated everyone! Let me give you all delicious vitamins so that you never get sick! (distributes vitamins).
Even the most original activity or game does not free the teacher from the need to analyze and draw up a report.
To analyze the conducted role-playing game, the educator needs to describe in detail the game process: indicate what difficulties arose, where and for what reason there were hiccups, how they managed to get out of the situation and what they plan to work on next.
To do this, you need to answer the following questions about the main stages of organizing the game:
- What goals have been set?
- What preparatory work was carried out?
- How was interest in the game formed at the initial stage?
- Did the methods and techniques of organizing the gameplay correspond to the current game plot, the individual characteristics of children?
- Did they contribute to the development of playing skills, strengthening relationships?
- To what extent were the children emotionally involved and immersed in the gameplay?
- How did the game end, what type of activity did the children switch to?
- What is the teacher's assessment of the intermediate results of playing activity?
- Predictions and recommendations for the further development of the gameplay:
- how to influence the behavior of the child, the content of the game and the development of its storyline using the subject-play environment;
- what difficulties and the most effective management techniques were identified in the process;
- what has changed in the attitude of the educator to the role-playing game, what discoveries were made, what resources were discovered.
Evaluation criteria and performance indicators
There is a risk of conflict situations in the distribution of roles, children can sabotage the rules or argue over toys
To analyze the game, you need to evaluate:
- the degree of compliance of the game with the child's age;
- compliance of the game with his individual inclinations;
- how adequately the child perceived the rules of the game;
- the depth of the emotional response;
- the degree of satisfaction with the gameplay;
- quantitative involvement in the game (how many children played);
- the accuracy of following the storyline.
There is a certain risk to come to the monotony of role-playing games, to stereotyped plots. To the fact that conflict situations will arise in the distribution of play roles, that children will sabotage the rules or argue over toys.
Methodological seminars where teachers can play themselves are very useful
In addition, in games, emphasis may be placed not on the positive qualities of the characters, but on the negative ones. The child can display some negative aspects in the life of adults or take a passive position in the game process. To avoid this, one should take into account the moral and aesthetic aspects, cultivate a sense of beauty, artistic taste, companionship towards others, a positive outlook on the world and a desire to actively participate in the game.
The organization of the game process is characterized by the following performance indicators:
- The child participates in the game from the moment the idea arises, takes the initiative in the discussion, his point of view is taken into account at the stage of formulating the game goal and task, therefore improvisation becomes possible that does not violate the integrity of the plot.
- There is a variability of the plot, which is combined with stability and development, the correct balance of subject-everyday actions and the relationships of the characters.
- The child has the skill of participating in the collective construction of the storyline, the skill of naming and recognizing game roles through certain terminology, role-playing actions, speech, facial expressions (conducting a long role-based dialogue).
- He has experience in disciplined adherence to the rules of the game: he copes with the role, realizes the need for certain game actions, their logic and sequence leading to the final result, can effectively interact with other participants in the game process.
Report protocol (for example, the game "Hospital")
Toys and fairy-tale characters will help to involve kids in the gameplay
Key elements of the report:
- Game theme: "Hospital"
- Game type: role-playing.
- Group: first junior.
- Time: first half of the day.
- Carrying out form: group.
- Goals:
- involve children in play dialogue;
- develop their play skills in taking on a role (doctor, patient, nurse);
- to form a sense of responsibility for your health and the ability to empathize with others;
- cultivate politeness and attentiveness in relation to other people.
- Play equipment:
- doctor's gown,
- hat,
- children's first aid kit with tools for playing,
- a bottle with "vitamins"
- doll,
- toy hare.
- The form of presentation of the game situation: acquaintance with a doll that is ill (a moment of surprise with elements of improvisation).
- Techniques for teaching play skills: demonstrating role behavior and performing a sequence of actions with the subsequent transfer of roles, prompting and correcting, involving the child in a play dialogue, asking questions, direct and indirect direction of the play process (The doll is ill, it needs to be treated! Ask, does the doll want tea? Let you treat me now. Who wants to be a doctor?)
- Methods for assessing the activities of children: praise and encouragement for further action (you are such well-mannered guys! What great fellows, you have chosen everything correctly! How much we did with you today: took Masha to the hospital, helped the doctor, cured everyone!)
- Organized end of the game: all patients are cured, the doctor's working day is over, the hospital is closing, the teacher thanks the children and praises them for their successes, listing their achievements.
Analysis of the game (on the example of the game "Hospital")
Children often take play very seriously, completely immersed in the role.
- At the stage of preparation, fiction was read, educational games, visual materials and stories of the educator were used.
- The preferences of children, their age were taken into account, various play options with complication were assumed. Materials were selected and a subject-development environment was organized, contributing to the correct motivation. The final stage involved the introduction of substitute toys.
- All the goals were fulfilled, the planned actions were carried out to involve children in play dialogue, familiarize them with play roles, demonstrate these roles and transfer them to children. Everything that was planned was carried out in full, with the achievement of a sustainable result.
- The children took an active part in the game process, showed interest in what was happening, emotionally responded to questions and themselves asked to fulfill a particular role. After the end of the game, they discussed the plot of the game for a long time and shared their impressions. There were questions “will the hospital work tomorrow” and “what to do if a doll gets sick in my house”.
- The teacher's help at the final stage of the game consisted only in the implementation of general control with the help of prompting and correction techniques.
- The prognosis is good, the game is dynamic and useful, develops communication skills, correct speech, fosters politeness and an attentive attitude to health. Children learn empathy and responsiveness.
Feedback (on the example of the game "Hospital")
The teacher competently conducted the lesson, taking into account the age characteristics of the children (a properly organized play environment, the complexity of the game, the availability of rules for children, natural adherence to the plot and free interaction of children with each other). A timely change of activities was ensured. All dialogues of the teacher were well structured, the speech was simple and understandable for the children, emotionally colored and evoking the correct response from the children. There was an opportunity for children to show initiative and improvisation during the game.
The original plot moves were used and various promising plot directions were set, which can serve for the development of the game in the future. The teacher coped with the tasks set, created an atmosphere of creative search and friendly interaction, established himself as a specialist with an outstanding pedagogical flair and a creative approach to the process of organizing a lesson in the form of a role-playing game.
Ability to organize play activities a child in kindergarten so that it is both interesting, informative and brings up the best in children - this is a great art that requires the educator to be well versed in modern pedagogy and effectively apply theoretical knowledge in practice. With the help of an adult, a younger preschool child is able to successfully master a role-playing game and then can independently play with peers, actively using plots known to him and coming up with new ones. This enriches his inner world, forms moral and ethical guidelines and stimulates development, contributing to further socialization.
Valentina Amelchenko
Summary of the role-playing game "Hospital" in the second junior group
Role-playing game summary« Hospital» in second youngest group.
Target: To develop in children the ability to play role-playing game« Hospital» .
Tasks:
Develop the ability to choose a role (doctor, nurse, patient);
Perform several interrelated actions in play with toys (listens sick, prescribes treatment, gives an injection, puts a thermometer, etc.);
Learn to interact in plots with two actors (doctor - sick) ;
Form skill to accompany their actions with verbal designations;
Develop a dialogical form of speech;
Help to communicate with each other kindly.
Equipment and materials:
For games"Magic bag" (inside: thermometer, bandage, syringe)
Children's set " Hospital" (thermometer, syringe, phonendoscope, bandage, cotton wool, etc.);
Chairs for patients;
Dressing gowns for doctors and nurses;
Preliminary work with children:
Excursion to the medical office in order to observe the work of a nurse in a kindergarten;
- conversations on the topic: "A trip to the doctor in the clinic", etc.
- viewing illustrations: « Hospital» , "Pharmacy";
Reading fiction literature: K. Chukovsky "Aibolit, V. Suteev "About a hippopotamus that was afraid of vaccinations";
Didactic games;:"Who is this?", “Who needs what, "What is he doing?".
Creation and replay game and problem situations;
Learning to play techniques.
Game roles and rules:
At the initial stage in the game, the teacher takes the leading role - the role of doctor, nurse, and in the future this role is played by the children themselves (joint actions with an adult by imitation, by model).
Game progress:
Children come in group, get up around the educator.
Educator: Guys, guess riddle:
Seryozha coughs loudly.
He seems to have bronchitis.
They call the clinic
And Seryozha say:
- Don't be afraid and don't cry -
Kind Children are coming to you amicably: (doctor)
Educator: That's right guys, this is a doctor.
Educator: If someone is sick, adults or children, where do we go?
Children: V the hospital, to the clinic.
Educator: What is the doctor's job?
Children: Inspect sick, prescribe treatment.
Educator: And what should be a doctor?
Children: Attentive, caring, kind.
Educator: Well done boys! Well, our hour has come, we will play now! Do you want to play?
Children: Yes!
Educator: Guys, let's play with you the game “What does the doctor need? For this we will take our magic bag.
(children choose from the offered items the ones needed by the doctor and tell why, in their opinion, this or that item is needed).
Syringe - give an injection.
Thermometer - measure temperature.
Vata - to lubricate wounds.
Bandage - bandage the wound.
Educator: Children, someone is crying in our corner. Oh, but this is Katya doll. Now I’ll ask her what happened and I’ll tell you.
Educator: Katya's doll has a sore throat. She walked on the street got her feet wet and caught a cold. We urgently need to do something. I came up with !.
Now I will put on a white robe and treat her. I will be a doctor.
Here I have hospital, my office. Here are the medicines
thermometers, syringes for injections, bandages ...
And I also need an assistant - a nurse. She will write prescriptions and procedures. Who wants help for me? (choose a nurse from the children).
Well, Katyusha, let me examine you.
Now I'll take the phonendoscope and listen to you.
Clean in the lungs, open mouth: but the neck is red.
Now the nurse will write to you recipe: This is a cough syrup. And you will definitely get better.
Educator: Goodbye Katyusha no more pain.
Guys, now let one of you be a doctor.
Open hospital for everyone, come to be treated as soon as possible. Come to your doctor's appointment. In order not to push, not to interfere with each other, patients can sit on chairs and wait for their turn. Look how many patients are sitting on chairs and everyone has something in pain, let's help them?
Children, come on!
We choose a doctor and a nurse among the guys. (Example: doctor - Gosha, nurse - Ksyusha).
The teacher acts as an observer and, if necessary, helps to correct the children's play actions.
Doctor (Gosh): Hello, sick! Come in, sit down! Tell me exactly where your pain is concentrated?
A patient (child): Hello. I fell and my arm hurts.
Doctor: Let's see what you have with your hand. Which big wound, now we will process it well, grease it with iodine, like this. Please go to the nurse, she will give you pain medication (injecting with a syringe)... Recover. Goodbye.
A patient: Hello.
Doctor: Hello. Come in, sit down. Tell us what happened?
A patient: I have a stomach ache.
Doctor: Let's see, listen sick with a phonendoscope: "Breath! Do not breath"(the doctor examines sick) ... Nurse discharge sick pills.
Educator: All people are examined, vaccinated, examined by a doctor. You see, guys, doctors help both adults and children. For this we tell them what?
Children: Thanks!
Educator: Always attentive, with love
Our doctor treats you guys.
When your health improves -
He most happy!
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Summary of the role-playing game in the second junior group Topic: "Katya's doll's birthday" Integration of educational areas: " Speech development"," Social and communicative development "," Cognitive development»Tasks: Cognitive.
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