Organization of a narrative role-playing game in a dhow. Role-playing games in the senior group: a card file with goals for the fgos. Role-playing game "Hairdresser"

MBDOU "DS KV" Solnyshko " Urengoy, Purovsky district Presentation on the topic: « Organization and management of a role-playing game in kindergarten» Prepared by: Educator Seraya T.S.

Plot- role-playing game - the type of activity of children, in the process of which, in conditional situations, they reproduce a particular sphere of activity and communication of adults in order to master the most important social roles and develop skills of formal and informal communication.

• The plot of the game - this is the sphere of reality that is reproduced by children. The plot is a reflection by the child of certain actions, events, relationships from the life and activities of others. Moreover, his game actions(turning the steering wheel of a car, cooking dinner, teaching students to draw, etc.) is one of the main means of implementing the plot.

This is what is reproduced by the child as the central and characteristic moment of the activity and relations between adults in their everyday, labor, social activities.

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

Role - a means of implementing the plot and the main component of a plot-role-playing game.

For a child, a role is his play position: he identifies himself with any character in the plot and acts in accordance with the ideas about this character. Each role contains its own rules of behavior, taken by the child from the surrounding life borrowed from relationships in the adult world.

Principles of organizing a role-playing game

• Collaboration

• Taking into account the age and individual characteristics of children

• The principle of accessible communication

• Systematic organization of the game

• The principle of learning and cognitive development

• The principle of voluntariness

• The principle of positivity

• Preparatory.
• Main.
• Final. Reflection.

Development of the story game at different age stages

First junior group. The teacher solves the problems of forming conditioned actions in children with plot toys and substitute objects, elementary subject-game interaction of a child with a peer, including one or two children in a game with an adult, organizing group games requiring from all participants the same type of conditional game actions .

• "Bathing a doll"
• "Katya got sick"
• "Dolls for a walk"
• "We bake pies"
• "Let's give Vanya tea"
• "Nastya woke up

"Bathing Dolls"

"Let's give Vanya tea"

"We bake pies"

In the second youngest group the child is able to master the role. Role behavior covers the range from role imitation to conscious handling of the role, its inclusion in a variety of connections and relationships. Mastering role behavior consists of the ability to take on a play role and designate it for a partner. Mastering the role consists of the ability to carry out conditional objective actions, to deploy role dialogue, in the course of the game, change the role-playing behavior based on the role of the partner, change the playing role depending on the unfolding plot. These skills are developed gradually. For children of four years old, it is enough to be able to accept and designate a play role, to implement specific play actions aimed at a toy partner, to carry out paired role interaction, an elementary role dialogue with a peer.

• "Let's build a house for the dolls"
• "Hospital"
• "Barbershop"
• "Bus"
• "Score"
• "Let's ride the doll in a car"
• "Katya doll's birthday"

"Hairdresser"

"Hospital"

"Bus"

Birthday of Katya doll "

Middle group. The task of the educator at this stage is to transfer children to more complex role-playing behavior in the game, to form the ability to change their role-playing behavior in accordance with the different roles of partners, to change the playing role and to designate a new role for partners during the game.

At this stage of development of role-playing game, the teacher enters into role interaction with many children, activates role dialogue, “closes” children in role interaction with each other. The game is in the nature of free improvisation .

• "A family"
• "Hospital"
• "Builders"
• "Sailors"
• "Score"
• "Barbershop"
• "Chauffeur"
• "Bus"

"Sailors"

« Building"

« Hospital"

"A family"

Senior preschool age. IN During this period, the child's desire to play with his peers intensifies, each of the children seeks to realize his own rather complex idea. At the same time, the volume of knowledge about the environment in children increases, and interests in different aspects of life are determined. To build games of a new level, children need to be taught a more complex game structure - the method of joint plot formation.

The plot includes: - the child's ability to build new sequences of events covering a variety of thematic content; - be focused on peer partners; - to indicate their further plans for the partners, to listen to their opinion; - the ability to combine the events proposed by the child himself and his partners in the game in the general plot during the game.

"Polyclinic", "Veterinary clinic", "Library"

Railroad, Cafe, Beauty Salon, Home, Family, School and many others.

"Beauty saloon"

"Studio"

"Polyclinic"

"Score"

"Correspondent is interviewing"

"Beauty saloon »

"Sewing Studio"

"School"

"Banker"

"Polyclinic"

Plan

1. General basics of leadership role-playing games for older children preschool age.

2. Pedagogical principles of organizing a story game in kindergarten.

3. Role role-playing games in the development of children.

4. Description of the role-playing games of older preschool children.

5. References.

"Play with me!" - how often we hear this request from our children. And how much joy they get when we agree to be sick or a passenger, a student or a gray wolf for at least a few minutes. Let's put it bluntly, most often, when playing with a child, we follow his desire: he himself tells us what to do.

The role of public preschool education is increasing from year to year. Today it performs a number of social functions of national importance. By the time they enter school, our pupils reach a high level of physical, mental, moral, labor, and aesthetic development.

The child's personal qualities are formed in vigorous activity, and above all in the one that is leading at each age stage, determines his interests, attitude to reality, and the peculiarities of relationships with people around him. In preschool age, such a leading activity is play. Already at an early and young age, it is in the game that children have greatest opportunity to be independent, to communicate with peers at will, to implement and deepen their knowledge and skills. The older the children become, the higher the level of their general development and upbringing, the more significant is the pedagogical orientation of the game to the formation of behavior, relationships among children, to foster an active position. N.K. Krupskaya wrote: “For preschool children, play is of exceptional importance: play for them is study, play for them is work, play for them is a serious form of education. A game for preschoolers is a way of learning about the environment. While playing, he studies colors, shapes, material properties, spatial relationships ... studies plants, animals. "

Through play, the child enters the world of adults, takes possession of spiritual values, and assimilates previous social experience. We can assume that in play, the child receives the first lesson in collective thinking. This circumstance is of fundamental importance if it is taken into account that the child's future is associated with socially useful work, the main quality of which is the joint, collective solution of tasks aimed at achieving a common goal.

Educators widely use in practice games with rules - mobile and didactic, plot - didactic, which help children to better assimilate knowledge, consolidate the skills acquired in the classroom. IN Lately in preschool institutions, educators began to turn more often to folk games, which contribute to the development of dexterity, strength, work skills, teach to think, and carry a great educational charge.

Theatrical games take a special place in the life of children. How many genuine experiences, ardent feelings are here! But not only the strength and sincerity of experiences are such games valuable: they have a lot of ingenuity, invention, fantasy, creativity. Taking this into account, educators create all the necessary conditions for the manifestation and development of artistic abilities in children.

Role-playing games for older preschoolers.

Play activity in older preschool age, it becomes even more complicated. Children at this age should have developed the ability to unite into a game, agree on a sequence of joint actions, and display the characteristic features of a play image. The content of children's games becomes not only regime moments, but also various holidays, excursions, and work of adults. Interest in games with social themes is especially growing.

The leading motive of the game in senior preschool age is cognitive interest, which manifests itself in the desire to know the surrounding reality. The formation of stable cognitive interests is possible only by expanding children's ideas about the life around them, about the work of adults, which children imitate in their games.

The content of play activity, conditioned by the knowledge of the surrounding life, is also the most important condition for the upbringing of a child in play. The only thing is that not every game can develop a child morally. Only a “good” game can perform this function. A number of criteria can be distinguished that characterize it. The main criteria for such a game in older preschool age is enthusiasm for games, the content of which reflects characteristic social phenomena (prolonged stay in roles, conformity of behavior to the role of an adult); meaningfulness of the goals of the game; a variety of plots and roles (the desire to play the role of an adult in any profession); manifestation of moral feelings (empathy, joy from communication, from the results achieved).

The level of children's play is in direct proportion to the guidance of play activities by the educator, who pass on their moral experience to children, introduces them to the social life of adults.

A child of older preschool age should deliberately choose the theme of the game, outline its plan, an approximate sequence of actions, that is, the child should, in general terms, represent the events depicted. Children at this age should distribute roles, although the help of an educator is also required here.

Condemnation of the content of the game, the course of development, distribution of roles - the first stage of the game (preliminary condemnation). The way children want to play "travel". The teacher asks: "Where will your" motor ship sail? " Children begin to argue: one says - to Moscow, others - to the north. Seryozha suggests - along the Dnieper to Kiev. The kids agree with him. A timely asked question makes it possible to determine the theme of the game.

In older groups, there can be no uniform way of assigning roles. It depends primarily on the content of the game, on the composition of the children playing. This can be collective condemnation with the participation of the educator, and the election of an organizer (with the general consent of the children), who appoints who each participant will be.

During the development of the plot, the educator can give advice aimed at developing the game:

- "mom" - advise to go with "daughter" to the "holiday",

- to remind the “sailors” that it is possible to transport goods, not just people.

These tips enrich the content of the game

The teacher can also be a participant in the game. In the first long games, the leading role makes it possible to direct the imagination of children, influence the development of the plot, encourage children to communicate, lead in game form their behavior.

Creative games usually arise in connection with the development of an educational theme. The systematization of educational material is based on thematic planning... This ensures such a construction of the pedagogical process, in which the interconnected formation of moral ideas is carried out and their transfer to the experience of playing activity. In this process, various forms of classes are used: excursions, conversations, reading fiction, viewing paintings, illustrations, modeling, drawing, design of thematic albums.

The gaming interests of older preschoolers are characterized by a significant hobby for games with cognitive content, including social ones: "collective farm", "factory", "clinic", " Railway", "building"

Software content

Type and nature of activity

Expand children's knowledge of the work of a nurse and kindergarten doctor. Foster interest and respect for their work. Promote the development of children's ability to apply the knowledge gained in the game. Clarify the knowledge of children about the work of a washerwoman. Foster respect for her work. Arouse the desire to keep the dolls' clothes in order and cleanliness. To deepen the knowledge of children about the work of a cook. Foster respect for his work. Encourage children to want to do something useful and enjoyable for others. Clarify and summarize the knowledge of children about kindergarten workers (janitor, washerwoman, cook, etc.). To develop in children feelings of gratitude for the work of adults for them, the desire to provide them with all possible help. To develop the ability to apply the acquired knowledge in a collective creative game.

Excursion to the doctor's office. The introduction of attributes for the organization of the game "children's doctor". Reading (in the evening) of A. Kardashova's story "Our Doctor". Supervision of the labor of a washerwoman. Organization of work of children (in the evening) - washing of doll linen. Excursion to the kitchen. Conduct a lesson "Let's bake buns for ourselves and the kids." Modeling (in the evening) of products for the "chef" game. Conversation "Who and how works in our kindergarten." Drawing on this topic. Introduction of attributes for the organization of a collective game in the "kindergarten".

The following description of a long play in "kindergarten" reflects the work and relationships of adults in kindergarten.

... Valya did some exercises with the dolls, then put them to breakfast: “Let's have a quick meal, otherwise we have to go to the doctor for an examination”.

After breakfast, the "doctor" and "nurse" carefully examined the children.

Dasha: “Alina has wheezing. Put her to bed and call Grandma. "

Masha the "teacher" went to phone: "Your daughter is ill, she needs to be taken from the kindergarten."

Anya as the “head” of the kindergarten, referring to Valya, says: “My child also fell ill, yesterday the temperature was 38.5. I have so much work to do. ”

Valya immediately gives the answer: “My daughter also got sick yesterday, her head was very hot, and there was no one at home. I'll take her to my sister tomorrow. " Then I went to the “doctor's” office, where the examination of the children continued. Here Katya began to cry, and the "doctor" says: "Don't cry, little one, you won't be hurt."

After a medical examination, the "children" went to a "music lesson". After a while, Dima came up to the players and asked the "manager": "Can I play kindergarten with you?"

Anya: "You will be Uncle Misha, go fix the taps, because water is flowing all the time."

Dima went to the opposite wall of the room and, taking a cube, began to "fix" the tap. "

One of the most beloved games continues to be the "family" game. Relationships between family members become the subject of children's feelings. As the research of A.A. Antsiferova, the plot of games such as "As if we have a baby at home", "As if dad and grandfather are at home, but mom is not at home", "Mom's holiday", "A holiday in the family", "Doll's birthday" is the main formation of valuable moral feelings (humanity, love, sympathy, etc. "For example, one of the favorite games of children" as if mom is not at home ".

Stasik. I am a grandfather. I went to work. We are building a nursery there.

Vadim. Let's take Alina to the nursery.

Vania. And who will be with her?

Stasik. Educator. (He takes the doll to Alina and gives it to the teacher, and after a while takes the doll).

Stasik. Already evening. Mom will be home from work soon.

Vadim. Did you bring Alina? Let's have supper now.

Vania. I already have everything ready, let's have dinner for Alina (puts a plate of food on the table).

Everyone ate, thanked grandfather: “Thank you. Grandpa!"

Stasik. I'll go to the store and buy something for Alina.

Vania. Turn off the TV, it's time for my daughter to sleep.

Even in senior preschool age, children show great interest in the games "Traveling along the river (lake, sea, etc.)"

Zoo.

The game starts with building a zoo. One group of children is building cages, a swimming pool, a kitchen, a veterinarian's office; the other - in different places of the group room, constructs reserves, a corner of the desert, the North Pole, taiga, etc. they build in unison, with great interest, leading the conversation to life: how many animals can be placed in a zoo? Who is the strongest among them? How does a horse sleep? What are the most interesting animals? and etc.

When everything is ready to receive unusual guests, guides receive directions from the director of the zoo indicating the route of travel and the number of animals required for the zoo.

Director (Kolya). Comrades guides, where will you go for the animals?

Zhenya. I will go to the desert for camels.

Maxim. And I follow the bears into the taiga.

Misha. I go to the Black Sea for a dolphin.

Director. Gives the boys waybills.

Director. Let one of you catch a camel for the zoo, and the other will catch bears.

The guides choose the appropriate mode of transport and travel to different reserves: one to follow the camels to the desert by train, the other to follow the bears to the taiga by plane, and the third to follow the dolphin to the Black Sea by boat.

And in the zoo, children continue to work. Everyone is preparing to meet the animals: workers arrange cages, wash the floor, cooks think over the daily ration, the doctor prepares medicines.

Soon the guides Zhenya and Maxim drive up to the zoo. They are met by the director of the zoo and a doctor. Doctor Polina examines the animals and is happy to announce that they are healthy and can be admitted to the zoo. After asking about the travel and the well-being of the animals, the director asks, specifies how many animals were brought.

Director. You are good guides. Now the animals need to be placed and fed.

Maxim puts bears in a cool cage, and Zhenya arranges camels on one of the zoo's sunny areas. Then they ask the workers to feed the animals, while they themselves go to rest before the next voyage.

Children play for a long time, with great pleasure and interest. Everyone is busy with their own business: who washes the cages, who takes the animals out for a walk, who organizes an excursion for the kids, etc. Children play until it closes for a "cleaning day".

Playing "Zoo" becomes an exciting collective activity for children. The educator supports this game and helps the players develop its content. New roles appear (guide, electrician, trainer, etc.).

It is known that the work of people on the river is typical for many cities in our country. Therefore, familiarizing children with the river at senior preschool age makes it possible to show the connection between the labor of river workers in their native land and the labor of people of different professions. The accessibility of observation of this labor makes it possible for children to imagine both the labor process itself and the relationship between adults in it.

The role of the educator is to systematically and systematically inform children about the activities and relationships of river workers. The work in the senior and preparatory groups was carried out according to the plan below.

Familiarization with others and speech development	Artistic literature	Artistic activity	and attributes
Senior group
Excursions to the port, on a motor ship along the Dnieper. Formation of ideas about the port, about the well-coordinated work of the ship's crew members (to reveal the fascinating and difficult sides of their profession). Conversations about adult labor. To consolidate the idea of ​​children about the work of adults on the ship, their relationship. Arouse good feelings, a desire to imitate brave and friendly rivermen. Excursion to the river station. To consolidate the children's ideas about the work of adults at the river station, to show its importance in the life of the people of the city (the work of a cashier, seller, attendant). Examination of the painting "On the Dnieper" (series "Pictures from the surrounding life", ed. V. Boyko, G. Golovan, L. Ostapovich; artist M. Chernokapsky). To deepen children's ideas about their river, about river transport (passenger and cargo), types of work of adults on this transport. To instill in children a sense of pride in their land, for its workers.	Reading excerpts, examining illustrations from the books by M. Markov "About the Fire-Sailor", V. Mayakovsky "Who to be"; S. Sugarny "Two radio operators". Reading excerpts from the book by B. Zhitkov "What I Saw". Reading excerpts from S. Kozlov's book "In the port".	Construction of a vessel, a river station building, a quay from a building material. Making an album about ships on the Dnieper, about the work of river workers. Thematic drawing "Our Port", the construction of the port, modeling of ships.	Various ships: barges, boats, boats, motor ships, rockets, self-propelled guns. Binoculars, steering wheel, horn, anchor, lifebuoys, ladder, mast. Captain's cap, peakless cap.

IN senior group children will learn what a port is. During the excursion, the teacher tells the children that the port is a special place for anchorage of ships. The port area is large. Its structures are located both on the shore and on the water. Children watch the arrival and departure from the berths of cargo and passenger ships.

On subsequent visits to the port, the children observed the passenger ship. They examined it, repeated the name of the individual parts of the ship (side, bow, captain's bridge, gangway, mast). Here, the children observe the work of the sailors (the sailor cleans up and delivers the ladder, makes tidy on the deck, explains to the passengers how to get off to the pier). When observing the work of the sailors, the educator draws the attention of children to the coherence of their actions, mutual assistance, and the precise execution of all the captain's commands. Caring attitude towards passengers.

Communication between children and the captain helps children to find out where they can sail along the Dnieper from our port and from where ships arrive.

In order to enrich the children's ideas about the work of adults in the river port, they also observe the work of the cashier, the sellers of the buffet, the bookstand, the postal workers, and the train station attendant. At the same time, the educator brings children to the idea of ​​the importance of the work of people of different professions.

Excursions help enrich the knowledge of children, awaken their curiosity. However, for a deeper understanding of the work of river workers, their relationship, observations alone are not enough. A special place is occupied by fiction, which makes it possible to give a child reliable knowledge, through the prism of which he realizes the phenomena observed in life. Here is an example of a lesson during which excerpts from the books by M. Markov "About the Sailor Fire", F. Lev "We are sailing on a self-propelled gun" were used.

The most important on the ship is the captain. All team members obey him. It stands on the captain's bridge, which is called the navigating bridge: from here the course of the ship is controlled. Here they turn the steering wheel, and here are all the instruments by which it is possible to determine where the ship is located when the coast is not visible.

The captain sees signal lights ahead - white and green. He knows that this is going towards a self-propelled gun with oil. And if he sees only a white light, it means that there is a passenger ship.

The captain sees: a green light blinks in the distance. He knows that this is a lighthouse on the shore. The captain should know a lot.

After reading, looking at the illustrations, children answer the questions: Who is in charge on the ship? Who is subordinate to the captain? What does the captain see from the bridge? How does he know which ships are going to meet?

Educator: Here you are, Andrei, captain, see? A ship is approaching, and at the match there is a white light. What is this ship?

Andrey: This is a passenger ship.

Educator: Right. Kolya, what if there were white and green lights at the match?

Kolya: It would be a self-propelled gun. She carries petroleum products.

When looking at illustrations depicting various ships, children are asked questions: What are the types of cargo ships? What are they carrying?

The knowledge gained is primarily reflected in constructive activities (construction of ships, berths, station).

Conversations and stories of children about games are used to enrich play actions. In the process of telling, children's ideas are actualized, the work of the imagination is enhanced, creative play ideas arise, the speech of children is improved. Establishing a connection between classes, where children talked about their games, with play creativity, mutually enriches the play and cognitive activity of preschoolers.

Children, for example, are invited to tell how they would play with toys (the set includes boats, motor ships, cars).

Yura: With Slava, I would build a pier. And then he drove the ore by car to a self-propelled gun. A self-propelled gun would carry ore along the Dnieper.

Zhenya: Jan and I would build a pier. And then the food was transported on a barge to the pioneer camp.

Edik: Together with Vadim, Yan and Slava, I would build a cargo and passenger port. A barge with ore would float along the river, we would meet and unload it. And they would transport the ore to our factories by machines.

The teacher's questions addressed to children during the game also contribute to its enrichment and development. So, a port, a barge was built. The question “Where is the barge towed? What is she lucky? " makes children remember what they know about driving along the Dnieper. An effective method of guiding a children's game is to use a map-scheme of the Dnieper.

To strengthen children's interest in the river, in the transport moving along it, children look at illustrations, the teacher reads fiction.

Children composing stories on the topic “What ships we saw on the Dnieper” contributes to the systematization of children's impressions. The knowledge acquired by children is reflected in modeling, drawing, design. Children draw, sculpt, build not just ships, but motor ships, self-propelled guns, rockets, tankers. All vessels sculpted from multi-colored plasticine have different "lights".

There are guys who are attracted in games mainly by the opportunity to build. There, the game "Port" unites children who love to design. Here is an example of one of these games.

Andrei, Slava, Vitya cost the port: the building of the river station, a book stand, a shop, a cash desk, a pier. Long plates depicted the Dnieper. Ira, Yulia, Vitya built a motor ship and placed “passengers” on it - dolls. During the construction process, the children needed to consult with each other, to help a friend.

The ideas about the work of the ship's crew, about where to sail, enrich the game with new content. The "Captain" monitors the order on the ship, clearly gives orders, and controls their implementation. In the game, the children reflect the friendly work of the crew: at the stops the "boatswain" manages the cleaning on the ship, the "sailors", following his orders, diligently clean up the deck, the "cook" feeds the crew with meals on time, the ship "doctor" examines the crew. In this game, children have the opportunity to combine several storylines. A "post office", a "store", a first-aid post, etc. appear.

The game "Journey along the Dnieper" united several groups of children. Some built a motor ship, others a port, others worked in the port, the fourth made up the crew of the ship and passengers, preparing for the journey. At the same time, in such a game, everyone has the opportunity to act in accordance with their interests, skills, and abilities. In games, children went to achieve socially significant goals (to build a pier for passengers, meet guests, help fishermen, etc.).

As a result of the development of the game, reflecting the knowledge of children about the nature of the work of the river workers of their native land, their relationships, the interest of children in the content of labor is becoming more and more widespread.

IN preparatory group there is a further development of the content of the game "travel". The educator clarifies and expands the life ideas of children, forms ideas about the types of river transport, about the importance of adult labor in the port for cities and villages of the republic, the country. For example, in kindergartens in Zaporozhye, children are told that ships bring ore, timber, and crushed stone to the city. From ore, for example, at metallurgical plants, metal is smelted, from which machines, machines, and dishes are made. All these products are sent to cities, villages, townships of our country. The teacher summarizes in the conversation: “We really need such courts. The factories and factories of our city would not have been able to work without them. Just imagine, children, that forest or sand was not brought to our city. And from our port they did not bring metal and bread to other cities. What would have happened then? " Summarizing the statements of the children, the teacher says: “That's right, we need a port. Towns and villages of our country help each other. From our port, as well as from many ports of the country, the necessary cargoes are sent to cities and villages, where they are very much awaited ”.

The game "Journey along the Dnieper" combines several forms of children's activity: modeling, drawing, labor, role-playing and building games... Some sculpt ships, barges, vegetables, or become passengers, river workers, residents of imaginary cities; others build quays, river vessels, etc.

This makes it possible for children to rebuild and join certain groups of players, based on their own interests.

The game awakens curiosity in children, the desire to learn as much as possible.

The children decided to go on a trip along the Dnieper. The first group sculpted cars, the second built a pier and self-propelled guns.

Before loading the cars, the “captain” of the self-propelled gun, Andrei, calls the plant: “Comrade director, where are the cars? The self-propelled gun is already ready to sail. "

Sasha is in charge of loading. He commands: "Careful, do not spoil the cars, they still have a long way to go." The machines are carefully put on the self-propelled vehicle with a crane (children are very careful about the products of their activity).

"Loaders" help to install them. "Captain" Andrey gives the command to the "sailors": "Full speed ahead!"

The self-propelled gun sets off. On the way it starts to sink - a hole. "Sailors" dive into the water, weld the bottom of the self-propelled gun. One of them says: "That's all right, not a single car is missing."

In the “Journey along the Dnieper” game, children took on several roles. In the older group, these were mainly the roles of river workers. In a long collective game reflected the most significant aspects of the working life of the people of their native land, the direction of their actions and deeds. In games, children went far beyond the borders of their native land, into the wide world of their native country.

However, children's perception in older preschool age is accessible not only directly observed work of adults, but also more complex productive work, awareness of its social significance.

We hope that the games we have developed will help the child develop correct speech, vocabulary, logic, thinking and outlook, self-confidence and other positive qualities of mental activity.

Thus, the development of characteristic games based on initial interests in the environment is the basis for the formation of large playing teams.

In conclusion, let us recall the wonderful words of A.S. Makarenko: “Play is important in the life of a child, it also has the same meaning as an adult's activity, work, service. What a child is like in play is in many ways he will be in work when he grows up. Therefore, the upbringing of the future doer takes place primarily in the game. And the whole history of an individual, as a doer and worker, can be represented in the development of the game and in its gradual transition into work. "

Literature

1. Agaeva E. L, Brofman V. V, Bulocheva A. I, and others; Ed. Dyachenko O. M. Agaeva. What doesn't happen in the world? - M: Education 1991. - 64 p.

2. Boychenko N. A, Grigorenko G. I, Kovalenko E. I, Shcherbakova E. I. Subject - role-playing games for preschoolers. - K .: I'm glad. school, 1982 .-- 112 p.

3. Mikholenko N. Ya, Korotkova N. A. Organization of plot games in kindergarten: A guide for the teacher. 2nd ed., Rev. - M: Publishing house "Gnome and D", 2001. - 96 p.

4. Tveritina E.N., Barsukova L. S; Ed. Vasilyeva. Management of children's games in preschool institutions - M .: Education, 1986 - 112s.

Municipal government preschool educational institution

kindergarten "Sun" of the combined type.

Conditions for organizing a role-playing game in a preschool educational institution at the present stage

Prepared by the teacher:

Purpose: To create conditions aimed at organizing the role-playing game of preschoolers at the present stage.

1. Fulfillment of sanitary and hygienic requirements (wet cleaning, airing, washing toys)

2. Organization of the game space (organization of the subject-playing environment, taking into account the age and individual characteristics of preschoolers; attributes for the plot-role-playing game should be colorful, aesthetic, durable; creating a safe playing environment; the playing space should correspond to the content of the game and the number of players; attributes for role-playing games should be available to children)

3. Availability of toys.

· Subject-shaped toy. This is a toy that reflects the image of an animated creature (bears, hares, seals, etc.). An important aspect of such games is the setting of a certain plot (fairy tale, life situation) - therefore they are called plot

· Technical toy. It reflects the means of transportation, equipment used in labor, means of communication and information.

· Toy is fun. These are funny little people, figures of animals, pets. They are based on movement, surprise, unexpectedness.

· Masquerade - Christmas tree toy. (She only somehow resembles this or that character, for example - a tail, beak, ears) But this is enough for the children to play, live in the image.

· Sports and motor toy. Designed to carry out tasks physical education

· Musical toy. Satisfies interest in sounds.

· Theatrical toy. She serves a purpose aesthetic education, develops speech, thinking, imagination, the ability to reproduce.

· Didactic toy. Designed for sensory and mental development, child learning (balls, pyramids, nesting dolls, paired pictures)

· Construction material. Purpose - the development of attention, intelligence, constructive abilities of children.

· The toy is a homemade product. When making a toy, the child thinks, overcomes difficulties, rejoices in success.

Requirements for toys.

Should encourage children to be creative, form friendly relationships, organization, justice

Should be dynamic

Reflect healthy humor,

Must be painted with durable, safe paints,

Easy to process

4. Organization of centers of plot play and pedagogical tasks according to age The subject-play environment in modern preschool institutions must meet certain requirements: first of all, it is the child's freedom to achieve the theme, plot of the game, certain toys, place and time of play. At the same time, one cannot ignore the age characteristics of preschool children and the fact that they are in a preschool educational institution working according to a certain educational program. This means that by creating in preschool conditions for children to exercise the right to play, it is necessary to offer them not only the most convenient time for playing in the daily routine, but also to allocate a suitable place, equipping it with a universal object-play environment suitable for organizing various types of games.

The principle of universality of the subject-play environment is very important, since it allows children and children themselves, together with educators, to build and change the play environment, transforming it in accordance with the type of game, its content and development prospects.

That is why the subject-play environment must be developing, that is, it must functionally simulate the development of play and the child through play.

The developing subject-game environment also meets the principle of consistency, which is represented by the independence of its individual elements among themselves and with other objects that make up the integrity of the game space.

The subject-playing environment includes: a large organizing playing field; play equipment; toys; game paraphernalia of various kinds; game materials. All these game means are usually not in some abstract game space, but in group room, playroom, on the playground (veranda) of the kindergarten site.

Gaming tools must be commensurate with each other and with other interior items. This means that the interior should not contain anything superfluous and organically combined in aesthetics with play means. All play and non-play items must comply with the principle of safety.

The subject-play environment is a powerful means of influence of an adult on the child's independent play, on the degree of mastery of play experience and enrichment of the content of the game.

The subject-play environment must necessarily change flexibly depending on the content of knowledge acquired by children, on the play interests of children and the level of development of their play.

The participation of children in creating a playful environment, a careful attitude towards it on the part of the teacher influences the development of games. Children should be able to adapt, move furniture, that is, independently organize and transform the play space.

The teacher, taking part in the organization of a plot-role-playing game, must pass on the gradually becoming more complicated experience of constructing a plot-based game, takes care of creating a subject-play environment in a group, which will stimulate the development of an independent plot-role-playing game.

5. The pedagogical value of the layout in the organization of the subject-game environment of the preschool educational institution

A mockup is a scaled-down sample of space and objects in an imaginary world (realistic or fantastic).

Given the variety of story games, teachers should focus on organizing story games in which every child can:

Satisfy your interests;

Realize your capabilities;

Create a game plot and implement it;

Show the individual characteristics of game creativity.

Games with models help to create such conditions, they are a higher degree of role-playing games, they are in demand by older preschoolers and contribute to the development of the child.

By organizing a subject-play environment using models in groups of senior preschool age, the teacher has the opportunity to solve a problem related to the development of plot formation in children and the free manifestation of their individual-style features in the game.

In kindergartens, first of all, a “universal” layout is needed. "Universal" layouts are conventionally divided into two types:

1. Model-models:

The mock-up model is a small plane with stable structures fixed on it (houses, a church, a traffic light), themed figures-characters and objects denoting actions-events, small vehicles - cars, airplanes, sets of small figures - characters - family, soldiers, fairy tale characters, fantastic characters, entourage (trees, flowers).

2. Layout cards:

Layout maps are planes with designated locations for possible objects and several key objects - space markers. Thus, on the “City Streets” mock-up map, roads, areas for buildings are highlighted in color, the territory is supplemented with several commensurate objects (houses, garages, gas stations, and in addition there are objects denoting events - actions are transport.

A landscape layout map is a plane with a color-coded natural area (forest green, river blue, earth brown), which is complemented by several small markers, trees, flowers, etc., freely placed on it.

A “universal” model is just a sign that “leads” children to a possible imaginary situation, unites participants in a joint game, outlining the boundaries of the play space, within which the “assembly” of play ideas into a general plot movement is carried out. The layout "comes to life", is filled and supplemented with a variety of subject material, depending on the children's play ideas.

In games with mock-ups, children designate a specific goal, independently complement them at will, using productive activities. The attitude towards the execution of drawings, crafts is changing, because all this can be useful in the game. Diligence and desire to achieve a good result are noted.

Layout maps are planes with designated places on them for the location of various objects.

Children have an increased level of curiosity and cognitive interest... In everyday life, they ask questions about objects and phenomena that lie outside the circle of direct observation. Preschoolers show interest in cognitive literature (about nature, historical events, space, human health), children include their new ideas in the plots of the game, in the themes of drawings.

There are techniques that can help increase children's interest in mock-up games. This is, first of all, fiction, which creates in the imagination of children a variety of "worlds" with amazing characters and plots. Literary texts, as well as cartoons, interest children, help determine the selection of characters and thematic concretization of the layout. So, the mock-up map of "City Streets" can temporarily turn into the Flower City of Dunno and his friends, the landscape mock-up map - into the edge of the forest where Winnie the Pooh or Baba Yaga lives.

Inhabitants-characters, additional entourage to the layout, and the layout itself can be made in the process of productive joint activities of children with the teacher (from paper, cardboard, wire, salt dough, natural material), which contributes to the development of creativity in various activities (in manual labor, design and manufacture of models).

In a number of programs, prototyping is considered as an environmentally oriented type of activity that contributes to the consolidation of ideas about the natural world, allows you to transform the acquired knowledge into play, saturating children's life with new impressions and stimulating children's creativity.

Prototyping contributes to the development of speech: when making a layout, children describe, compare, reason, thereby replenishing their vocabulary.

The connection between prototyping and mathematics is close: in the process of work, such mathematical concepts as space, quantity, size, color are fixed.

Layout contributes sensory development children: working with materials of different texture, quality, shape develops feelings, activates fine motor skills of hands.

The layout is the result of constructive - creative activity and a very attractive play space. It can be floor-standing, table-top, podium (on special stands), wall-mounted (objects in the foreground, and the image in the background).

Conclusion: Summing up, it should be noted that the layout is the central element that organizes the subject environment for playing with small toys. He acts as a "triggering mechanism" that promotes the development of imagination and children's creativity, where the teacher, without taking direct part in the game, acts as a creator of problem-game situations and an assistant in the implementation of game ideas (that is, the teacher directs the children's ideas with questions: " What happened next? ”,“ What happened to them? ”). The layout raises the game to a plot formation to a new level, promotes the general development of preschoolers, is a connecting link between different forms of adult-child and free child's activity.

Volkova Irina Mikhailovna
Position: a kindergarten teacher
Educational institution: MADOU kindergarten number 25
Locality: Armavir city, Krasnodar region
Material name: methodical development
Subject:"Organization of a role-playing game in a preschool educational institution"
Date of publication: 30.06.2017
Section: preschool education

Workshop for teachers

"Organization of plot-role-playing

games in the preschool educational institution "

1. To update the theoretical knowledge of teachers about the meaning

role-playing game in the development of a preschooler.

2. Identify common problems faced by teachers and

pupils when organizing and deploying a plot-role

games and their reasons.

3. To increase the level of competence of teachers in practical

issues of organizing role-playing games in preschool

educational institution.

Seminar progress:

Opening remarks "The value of role-playing games in development

preschoolers "

Play occupies an important place in the life of a preschooler, being a presenter

the type of his independent activity. In domestic pedagogy

and psychology, play is seen as an activity that has a very

great importance for the development of a preschool child.

Psychologists rightfully believe that the role-playing game is the highest

form of development of children's play. Role-playing games have

great importance in mental development child developing

voluntary attention, memory, imagination, creativity.

The rules that are compulsory in the conduct of the game are brought up in children

the ability to regulate your behavior, limit impulsivity,

negotiate with partners, contributing to the formation,

personal qualities, character.

During joint play with peers, children learn to communicate,

the ability to take into account the desires and actions of others, to defend their

opinion, if necessary, insist on your own, as well as jointly

build and implement plans.

Fulfilling different roles, the child reproduces his impressions,

rethinks and reveals them. Realizing that the game situation

imaginary, children nevertheless have real feelings and

thus enrich their inner world.

By developing games on various topics, the child embraces

various spheres of reality, which contributes to the development of its

ideas about the world around.

How does role play come about? Do I need to teach the child to play or is it

does the process happen by itself?

Stages of development of a role-playing game

To develop skills in role-playing games, you need

certain skills, the development of which is facilitated by two types

children's play: director's and figurative-role-playing. In junior

preschool age, children master the director's game - in this

the game, they play up the plots observed in everyday life, and

also begin to transfer the functions of one subject to another

(use of substitute items): cube - machine, box -

garage. In this type of play, the child acquires an important skill - to see

whole without constituent elements, thus it develops

imagination.

From about three years old appears the new kind games - figuratively - role-playing.

The child begins to imitate various fairy-tale characters,

animals, people.

As a child gets older, he needs

"Copy" not only actions, but also the behavior of adults, he learns

use items not only for their intended purpose, but also in

in accordance with the intention of the game. This is no longer blind repetition

actions, but an individual, emotionally colored action.

The game becomes longer, the number of

the actions performed, the relationship between the performers of the roles

are clearly defined even before the start of the game and becomes its main

line. In older preschool children, the game is pre-

it is planned, its rules are discussed, the children carefully

observe how the actions of players obey the generally accepted

rules.

Consider the main stages - or levels - of the development of an RPG.

First stage: playing individual actions of adults.

Games like "rocking a baby", "putting food on a plate",

"driving a car" and the like. The child imitates what he sees

the action of an adult, but not with a real baby or a car, but with their

game deputies.

Second stage: simple role-playing games.

"Mothers and daughters", "visiting the doctor", "arrival of guests", "purchase

products in the store "- playing these and similar

everyday situations refers to the level of simple role-playing games.

There is already a full-fledged game situation and taking over

the role of adults: in the game, the child becomes either a mom, then a dad, or

a doctor, then a bus driver. At this stage, the baby is completely

identifies himself in the game with the role and seeks to accurately reproduce

those actions that he saw in life or on the screen. The same he

demands from a play partner, otherwise the child begins

resent: "you are playing wrong!"

Third stage: role-playing games.

The plot of the game is a coherent sequence of game situations. From

games of the previous stage, role-playing games differ in that

one game situation smoothly flows into another connected with it

within the meaning of. For example, the game in "a trip to the country" can proceed as follows:

at first all together "go to the dacha" by "car" or "train",

then "dad" digs or water the beds, "mom" prepares "food", and

"children" catch "grasshoppers", then all together "go to the forest" for berries

This complication of the structure of the game is an important sign of development.

consciousness of the baby, an indicator of his ability to connect different

life situations into a whole and to carry out in them

consistent line of conduct. The plots of the game can be taken from

life or from a book, may be prompted by new toys or

offered to adults.

Stage four: creative story games.

Creative story games differ from the games of the previous stage.

the fact that the child begins to come up with the plots of the games himself and

modify them in the course of action, and does not reproduce in advance

a well-known plot taken from life, a book or a film. Thanks to

to this, the world of human life appears before him as a huge

space of possibilities.

The stages of development of the game in

different age periods.

The nature of the game

action

Role fulfillment

Development of the plot in

imaginary

situations

Separate gaming

actions carrying

conditional character

carried out

actually, but not

called

The plot is a chain of

two actions,

imaginary

the situation

holds an adult

Interrelated

game actions,

having a clear

role character

The role is called,

children can go along

role change games

Chain of 3-4

interconnected

action / kids

on my own

keep

imaginary

the situation

Transition to role-playing

actions,

reflecting

social

functions of people

distributed up to

start the game, kids

adhere to

its role in

throughout

Game chain

actions,

united by one

appropriate

real logic

adult action

Display in

game actions

relations between

(subordination,

cooperation).

Game technique

action is conditional

Not only roles, but

and the idea of ​​the game

spoken out

children before her

The plot rests on

imaginary

situations, actions

varied and

correspond

real

relations between

Slide 5. Problems of the organization of role-playing games in the preschool educational institution

In kindergarten, the game does not reach the proper level, it gradually goes away

from their lives. To understand the reasons for this situation,

it is necessary to separate several closely related problems:

What should be the game at different stages of preschool childhood;

What is the specificity of pedagogical influences in relation to the game;

What is to be assessed - the activities of the educator in the organization

children's games, themed content of the game or play skills

The educational process in preschool educational

institution includes two components:

The activities of children under the supervision and guidance of the outside

adult - mainly in direct educational

activities;

Independent activity.

To carry out GCD, the teacher has notes,

specific guidelines that define what tasks

should be put in front of children and how to exercise control over their

execution.

What happens to the game? A situation often arises when

the teacher begins to "conduct" the game in the same way as

direct educational activities, that is

regulates, assigns each his place, prescribes actions,

evaluates, etc. Thus, in the group there is a learned

repertoire of story games: each has a set of toys and

attributes.

There is a tendency to reduce the game to "overorganized mass

actions ”from preschool teachers.

It is possible that this form of organizing children's activities

was the only one possible at the initial stage of formation

domestic pedagogy, when children from semi-literate families

it was necessary to introduce them to knowledge and culture. Home environment

contributed little to this, and pedagogical process was so

not divided, which was difficult to understand where and how to give to children

knowledge, and where they should be able to act freely.

A life modern preschooler full of books enough

television, communication of adults outside kindergarten, and in

the educational process of the kindergarten highlighted forms

interactions (GCD, conversations, etc.), on which tasks are solved

presenting knowledge to children. All this allows the story game

get rid of the purely didactic function of "working through knowledge".

This was pointed out back in the 60s by A.P. Usova.

And the misunderstood "collective character" of the game leaves no room

for the creative individuality of the child, a variety of forms and

role-playing game is a “chamber” activity. Elder

preschoolers, if they realize their own ideas, and not

the game plan imposed by the teacher, unable to independently

maintain interaction in a group of more than 3-5 participants.

Why is the "ideal" of a role-playing game so tenacious as

"Collective knowledge processing"? Because it is easy to achieve and

does not require the creative work of the teacher.

What adjustments can be made to the existing "ideal"

role play and the form of its organization in kindergarten?

Receptions of leadership of the plot-role-playing game of children.

At each age stage, the pedagogical process of the organization

the game should have a two-part character: the formation of game

skills in playing together educator with children and creating conditions

for independent children's play.

Another thing is that with a change in the age of children, the form should change.

joint play of the educator, methods of leadership, plot-role

play of children.

There are two groups of techniques for guiding a plot-role-playing game:

direct and indirect.

Direct include techniques for the direct participation of an adult in

playing together with children as a partner:

taking on a role;

clarification;

assistance in resolving a dispute;

showing different ways games.

Indirect - creating conditions for activating independent play

Equipment and creative transformation of the subject-developing

System formation necessary knowledge about reality,

reflected in the game;

Creation of a game situation;

Observing the play of children.

An integrated approach to the organization of a role-playing game.

For the full development of a role-playing game in any

preschool age, the approach to its organization should be

complex, include the following components:

1. Familiarization of preschoolers with the world around them in the process of their

vigorous activity.

2. Organization of a developing dynamic subject-game environment.

3. Communication of an adult with children during the game.

4. Integration in the work of preschool teachers.

We have already talked about all the components earlier, we did not touch only

the issue of organizing a subject-developing environment.

As you know, one of the important conditions for activating

independent play of children is to ensure their

appropriate toys, play material. Special

great importance of play material and its organization by the educator

have at the stages of early and early preschool age, when

not yet an internal concept, but an external object-game environment in

greatly stimulates and supports the process

independent play of children. Older children on their own

the game is guided by an internal plan and independently

can organize a play environment. However, they also need

plot toys and a variety of multifunctional

materials that help identify a particular game situation.

Role-playing game "Hospital".

The goal is to expand the knowledge of children about the profession of a doctor: what does a doctor do,

whom does he heal, how does he heal. Fostering a caring attitude towards

toys

The structure of the role-playing game:

Plot (sphere of reality: family life, work of adults, events

in the country, etc.);

age - adult relationships);

Role - the child's play position, consisting in his identification

yourself or another participant in the game with any character

an imaginary situation;

Imaginary situation

rules

Stages of the organization of the role-playing on the example of the game "Hospital".

Stage 1 - preparatory.

Block 1. Development of children's interest in the work of a doctor, medical practice -

treating people. The preparatory stage includes cognitive

training related to the formation of a system of necessary

It is implemented in two directions:

teacher - children;

teacher - parents - children

Purpose: creating and determining the degree of children's interest in the game.

The direction of the teacher is children.

Implemented through conversations with children, reading art

literature, excursions to the hospital, or watching video materials

about the hospital, examining pictures, illustrations, medical

tools.

Direction teacher - parents - children.

Organization of the stories of specialists (parents). Stories

must be agreed with the teacher and accompanied by a show

tools and actions with them.

Formation of emotional interest.

Purpose: Determining the desire and willingness to play in the hospital.

A conversation is held about what the children know about the hospital.

It is proposed to come up with a name for the game (options). Motivational

the component of this block includes motivational training,

aimed at developing motives and positive attitudes

(development of the need to play hospital under the influence of knowledge

about the hospital, the development of motivation for self-realization through the game).

stage. Joint planning.

Objective: to draw up a game plan.

Together with the children, the teacher draws up a plan for the game. Educator

records the proposed roles and items for the game

"Hospital".

All names of children who made proposals are recorded.

Children can also make notes. Preschoolers are invited to come up with

and draw an emblem for the game. Children choose the place where they will

pass the game (place in the group).

Preparing for the game.

Objective: to prepare the equipment for the game.

At this stage, children prepare the necessary attributes for the game.

Close cooperation with parents is carried out. To parent

the corner contains information about the upcoming game. They are

make the material necessary for the game on their own,

together with children, donate extra toys.

All the proposed material is added up with a perspective on

the future to introduce new roles, where the proposed

attributes.

Purpose: to coordinate their actions with the participants in the game, to educate

the ability to independently and fairly resolve disputes,

to form initiative, friendliness, empathy.

The operating component includes an operating

training aimed at developing and consolidating the system

skills and actions of children related to the realization of their potential

in play activities.

The teacher monitors this activity.

Is the number of required attributes sufficient, is it convenient for

the actions of the children, they are placed, is the place for the game well chosen.

How do children cope with their roles, do they act in

according to the plot and rules of the game. How complete

the guys display the phenomena and facts familiar to them, which still requires

clarification of how the creativity and initiative of children is manifested along the way

creating a game image. Considers that in the presence of friendly

relationships and other positive qualities inactive

a child with undeveloped organizational skills is not always

knows how to build positive relationships necessary in

joint activities. Such a child is added to active

children as an assistant, for example: a doctor's assistant - a nurse.

That is, it supports the emotional comfort of children in the game.

Analysis of the game.

Purpose: summing up and assessment (self-assessment) of the game.

Mark the most interesting moments, praise all children. To give

children the opportunity to express how they feel when playing

ended. What do they want to say to their comrades? How can you

to keep this game going? (introduce new roles, new

attributes, etc.) Where can I get new equipment? (make, ask

help from parents, in a neighboring group), etc.

The reflective component includes reflective training,

aimed at developing the mechanisms of self-awareness,

self-diagnostics (self-observation, reflection).

The spiritual component includes spiritual preparation,

designed to help and accept an orientation towards universal

moral values ​​carried by interpersonal

interaction.

All work is based on the principles of personal and spiritual

oriented dialogical communication developed in

humanistic pedagogy and psychology: valuelessness, acceptance,

support, psychological safety and

personal growth; compliance of program content

the needs and capabilities of each child; provision of conditions

emotional expression of each participant in the process

creative activity, in this case - a game; focus on

development of creative abilities.

Role-playing game "Hairdresser"

The goal is to expand the knowledge of children about the profession of a hairdresser and

education friendly relationship to each other

Role-playing game "Mothers and Daughters".

The goal is to familiarize children with household chores, with

the importance of parental work at home. Education and instilling skills

economic labor

Summarizing.

I would like to end our seminar with the words of famous Russian

teachers about the specificity of the role-playing game and its role in

preschooler development, how do you understand them?

“It is important that children come up with games themselves, set goals for themselves:

build a house, cook dinner, go to Moscow ... During the game

the child learns to overcome difficulties, learns the environment,

looking for a way out. Such games develop children

organizers who know how to stubbornly strive for their goal, to carry away

others ... "

N.K. Krupskaya

“Play is a child of labor. But not everyone, but more or less complex,

requiring preparation, training ... "

D.B. Elkonin

There is no, and there cannot be, full-fledged mental development without play.

The game is a huge bright window through which to the spiritual world

the child is infused with a life-giving stream of ideas, concepts. The game

Is a spark that ignites a spark of inquisitiveness and curiosity.

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. Watching 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.

The game is the highest level child development, human development 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 sense 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 simple 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 so that he can live a bright, joyful, varied 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, head of 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 an organized educational activities and in everyday life, children gain extensive knowledge of 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 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 the 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 both 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. A large place was given to 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 the 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 game actions, to develop game plot... For this purpose, in the younger group, we conducted observations with children at the work of a nanny; in middle group, organized excursions and targeted walks, during which they paid attention to the labor actions of the cook, nurse, chauffeur, 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 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 suggest 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 strangers. Theatrical games can play a huge role in this. The role played, the spoken remarks put the child in front of the need to clearly, clearly and understandably explain. The child's dialogical speech, its grammatical structure, improves. 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 can be seen, 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 far 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 will put the toy in the bag, and then you will 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: several toys are put in a 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 teacher 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.

Progress of the game: Children come to the store where the big choice 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 should 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 said to them: “There are many who want to, 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 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: 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 most often play with - 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 genders, 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 assimilation of experience by human activity. The toy, in this case, acts as a kind of standard of those objects, to find out 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 to combat 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 activity 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 objects 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. A 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 in the preschool 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 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 learn functional purpose items. 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, toy soldiers, and 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 kinds of toys begin to be available to the child: a doll, and building 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 various types of mosaics and loto. 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, you can make all the toys with your own hands 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 with 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 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 that can playfully drive large iron machines. Cars of course not intellectual game, since they do not give room for creativity, therefore, such a pastime is often manipulative. 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 smart 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 has difficulty finding mutual language with 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 game becomes varied.

Often occurs special game- dressing up, where the matter does not come to the game. 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 (placed doll furniture, matching 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 the 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 come up with 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! Besides 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 storytelling 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").

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, 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 play willingly 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 love 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. Possible reason- he is not accepted by his peers (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 - "at home", not attending the children's team, imitate close adults in everything ("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 of age, the pursuit of various games becomes more and more evident. 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 there will be no 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.

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

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