Card index of role-playing games in the middle group.

"Polyclinic"

Target:

Clarify and expand children’s understanding of the rules of behavior in public places and at clinic appointments; provide insight into the functioning of the human body

Materials, attributes, equipment:

White coats and caps for doctors, numbers for the cloakroom attendant, tables and a pointer for the ophthalmologist, an “X-ray” depicting the internal organs of a person, a phonendoscope, a thermometer and a device for measuring blood pressure for the therapist, a syringe

Progress of the game:

Educator: Today a clinic starts operating in our kindergarten. First of all, upon entering the clinic, you need to undress.

(Children imitate undressing, greet the cloakroom attendant, get a number, thank you)

Educator: Now let's go to the registration desk to get the cards. To receive it, you must provide your last name, first name and address.

(The children take the cards and go to the doctor. The teacher reminds them that they shouldn’t run or scream in the clinic, because people come there who don’t feel very well, and you shouldn’t cause them unnecessary trouble)

Educator: We came to the clinic today to undergo a medical examination, that is, to check whether our body is healthy. First we'll go to the eye doctor's office.

Oculist

(The children enter the office. The doctor takes turns checking the children’s vision using a table. All eyesight is good. He talks about the prevention of eye diseases - you can’t rub your eyes with dirty hands, if a speck gets into the eye, you need to gently stroke the eye towards the nose; tells why glasses are needed: medical glasses improve vision, sunglasses protect the eyes from the bright sun, diving glasses allow you to dive and view the underwater world)

X-ray room

The doctor asks the patient to undress to the waist and stand behind the screen. He takes a photograph, shows it and tells what it shows:

This tube is the esophagus, through which food enters the stomach.

This is the stomach, in which food is digested - useful and necessary substances are absorbed by the body, and unnecessary ones go further and are removed from the body.

These are the lungs - they receive the air we breathe.

This is the heart, it is constantly in motion - like a small pump, pumping blood throughout the body.

The doctor says that in order for all organs to be healthy, it is important to eat healthy food: vegetables and fruits, breathe clean air and exercise.

Otolaryngologist

The doctor examines the ears, throat and nose of the patients, talks about the prevention of ENT diseases: in order to keep the throat healthy, you should not eat ice cream in large pieces, it is harmful to breathe through the mouth - that is what the nose is for. You should not put small objects into your ears and nose - they can get stuck there and will only be removed in the hospital. You cannot listen to loud music or shout loudly, you need to use a handkerchief correctly.

Dermatologist

The doctor examines the patients: asks them to show their hands, stomach, and examines the scalp.

The doctor tells you how to take care of your skin: wash with hot water and soap and a washcloth at least once a day, wash your hands before eating and after visiting the toilet. You should not touch stray animals - you can become infected with a very unpleasant disease. You can only comb your hair with your own comb; you cannot try on other people’s hats - this is necessary so as not to become infected with insects - lice that live on a person’s head.

Therapist

Today we went to the therapist so he could examine us and tell us if everything was okay.

(The doctor measures the temperature, listens to the chest with a phonendoscope, and measures the pressure).

Doctor: Temperature and blood pressure are normal. The heart beats evenly, the lungs breathe well, there is no wheezing in them. You are healthy. But you need to get vaccinated to avoid getting sick. Go to the nurse.

(The nurse wipes her hand with a cotton swab and gives an injection)

Educator: Our visits to the doctors are over. We are healthy and we know how to behave in order to maintain our health.

Card index of role-playing games for middle-aged children

“Card index of plot-role-playing games in the middle group”

"Family"

Program content:

Strengthen children’s ideas about the family and the responsibilities of family members.
Develop interest in the game. Teach children to assign roles and act according to the role they assume, to develop the plot. Encourage children to creatively reproduce family life through play. Learn to act in imaginary situations, use various objects - substitutes. Foster love and respect for family members and their work. Playing material:
Furniture, dishes, attributes for equipping a house, “kindergarten”, large construction set, toy car, baby doll, toy stroller, bags, various substitute items.
Preliminary work:
Conversations: “My family”, “How do I help my mother”, “Who works for whom?”
“What do we do at home?” Examination of plot pictures, photographs on the topic. Reading fiction: N. Zabila “Yasochka’s kindergarten”, A. Barto “Mashenka”, B. Zakhoder “Builders”, “Driver”, D. Gabe from the series “My Family”: “Mom”, “Brother”, “Work” ", E. Yanikovskaya "I go to kindergarten", A. Kardashova "Big wash". Playing roles:
mother, father, grandmother, grandfather, eldest daughter, preschool children, baby doll.
The following scenes are played out:
“Morning in the family” “Lunch in the family” “Construction site” “Dad is a good owner” “We have a baby in our family” “Evening in the family” “Mom puts the children to bed” “Day off in the family” “In the family” a child is sick" "We help mom wash clothes" "Big cleaning of the house" "We have guests" "Moving to a new apartment" "Family holiday: mother's day, New Year, birthday" Game
actions: Mom-teacher
gets ready and goes to work;
prepares everything necessary for activities with children; accepts children and works with them; plays, walks, draws, teaches, etc.; gives children to parents, cleans the workplace; returns home from work; relaxes, communicates with her children and husband; helps grandma, puts the children to bed. A housewife mother
gathers and escorts her daughter to kindergarten and her husband to work;
takes care of the youngest child (doll), walks with him, cleans the house, prepares food; meets a child from kindergarten, a husband from work; feeds them, communicates, puts the children to bed. A construction worker dad
gets ready for work, takes his child to kindergarten, goes to work;
builds houses, bridges; returns from work, picks up the child from kindergarten, returns home; helps his wife around the house, plays with the children, communicates. The father-driver
gets ready for work, takes the child to kindergarten, goes to work;
delivers loads (bricks) to the construction site, unloads them, goes for new ones; picks up the child from kindergarten and returns home; helps his wife around the house; invites neighbors over for tea; sees off neighbors; communicates with children, plays with them, puts them to bed. Grandmother
gathers and escorts her grandchildren to kindergarten and school;
cleans the house; turns to her eldest granddaughter for help; picks up her granddaughter from kindergarten and asks the teacher about her behavior; cooks dinner, bakes a pie; asks family members how the work day was; offers to invite neighbors to tea (dinner), treats everyone to a pie; plays with grandchildren; gives advices. Grandfather
helps grandma, dad, reads newspapers, magazines;
plays with grandchildren, communicates with neighbors. The eldest daughter
helps her grandmother prepare food, wash dishes, clean the house, iron clothes;
plays and walks with his younger sister, communicates. Preschool children
get up, get ready and go to kindergarten; in kindergarten they do: play, draw, walk; return from kindergarten, play, help parents, go to bed.

"Kindergarten"

Program content:

Expand children's understanding of the content of labor actions of kindergarten employees.
Induce in children a desire to imitate the actions of adults. Cultivate friendly relationships in games between children. Game material:
Dolls with a set of clothes, furniture, dishes, small toys, mops, buckets, rags, aprons, bathrobes, washing machine, basin, drying rack, ironing board, irons, stove, cookware set, food, vacuum cleaner, musical instruments.
Preliminary work:
Observation of the work of the teacher, assistant teacher.
Conversation with children about the work of a teacher, assistant teacher, cook, nurse and other kindergarten workers. Excursion-inspection of the music (physical education) hall, followed by a conversation about the work of muses. manager (physical supervisor). Excursion-inspection of medical. office, observation of the doctor’s work, conversations from the personal experiences of children. Inspection of the kitchen, conversation about technical equipment that makes the work of kitchen workers easier. Game-dramatization based on N. Zabila’s poem “Yasochkin’s kindergarten” using toys. Excursion to the laundry. Organization of children's work - washing doll clothes, handkerchiefs. Playing roles:
Doctor, nurse, teacher, music worker, physical education director, nanny, cook, laundress.
The scenes are played out:
“Morning reception” “Our classes” “Exercise in kindergarten” “Nanny’s work - breakfast” “Nanny’s work - cleaning the group” “On a walk” “At a music lesson” “At a physical education lesson” “Doctor’s examination” “Lunch” in a kindergarten" "The work of a cook in a kindergarten" "Work in the laundry of a kindergarten"
Play activities: The teacher
receives children, talks with parents, plays with children, conducts classes.
Physical instructor
conducts morning exercises and physical education.
The junior teacher
keeps order in the group, assists the teacher in preparing for classes, receives food...
Music.
the leader conducts music.
class. The doctor
examines the children, listens, and makes prescriptions.
The nurse
measures temperature, height, weighs, gives vaccinations, checks the cleanliness of groups and kitchens.
The cook
prepares food and gives it to the teacher's assistants.
The laundress
washes the clothes, dries them, irons them, folds them neatly, and gives them clean clothes to the nanny.

"Polyclinic"

Program content:

To arouse children's interest in the medical profession.
Develop the ability to creatively develop the plot of the game. Fix the names of medical instruments: phonendoscope, syringe, spatula. To cultivate a sensitive, attentive attitude towards the patient, kindness, responsiveness, and a culture of communication. Vocabulary work:
phonendoscope, spatula, grafting, vitamins.
Game material:
doctor’s coat and cap, nurses’ coats and caps, medical instruments (thermometer, syringe, spatula), bandage, brilliant green, cotton wool, mustard plasters, patient cards, vitamins.
Preliminary work:
Excursion to the medical office.
Observing the work of a doctor. Reading fiction: J. Rainis “The Doll Got Sick”, V. Berestov “The Sick Doll”. A. Barto “Tamara and I”, P. Obraztsov “Treating a Doll”, A. Kardashova “Our Doctor”. Dramatization “The Animals Are Sick.” Review of the album “We are playing “doctor”. Making attributes for the game. Conversations with children “We are being treated by a doctor and a nurse”, “How should we behave in a doctor’s office?” Playing roles:
Doctor, nurse, patient.
They act out the following stories:
“At the doctor’s appointment”, “The doctor called home” “I hurt my finger” “I have a sore throat” “Giving an injection” “Getting a vaccination”
Game actions: The doctor
receives patients, listens carefully to their complaints, asks questions, listens, looks at the throat , makes an appointment.
The nurse
gives injections, gives medicine, vitamins, puts mustard plasters, lubricates wounds, bandages.
The patient
comes to see the doctor, tells what worries him, and follows the doctor’s recommendations.

"I am a driver"

Program content:

Expand children's understanding of the profession of a driver or auto mechanic.
Develop the ability to build role-playing dialogue, use role-playing speech, creativity in the game, using real objects to create a game environment. Cultivate goodwill and willingness to help. Foster a culture of behavior in transport. Vocabulary words:
gas station, gasoline, canister, tanker, conductor, mechanic, baton, inspector, license.
Game material:
tools for repairing cars, a gas pump, building material, a steering wheel, a canister, a hose for simulating filling a car with gasoline, a bucket with a rag, tickets, money, a bag for the conductor, a traffic light, a baton, a traffic police inspector’s cap, driver’s documents (licenses) .
Preliminary work:
Excursion to the bus stop, observation of the bus, taxi and driver’s work.
Introduce simple regulatory gestures: “stop”, “get ready”, “passage is allowed”. Outdoor games: “Pedestrians and Taxi”, “Traffic Light”. Reading and looking at illustrations on the topic “Chauffeurs”. D/i “Attentive driver”, “Recognize the car”, “Repair the car”. Reading: V. Suteev “Different Wheels”, 3. Alexandrova “Truck”, A. Kardashov “Rain Car” E. Motkovskaya “I am a Car” B. Stepanov “Chauffeur”, “Bus Driver”, B. Zhitkov “Traffic Light” N. Kalinina “How the guys crossed the street”, N. Pavlova “By car”. Game roles:
Taxi driver, bus driver, conductor, passengers, truck driver, mechanic, gas station attendant, policeman (traffic police inspector).
The following plots are played out:
“Building a bus” “Learning to drive a bus” “The bus carries passengers” “Car repair” “Fueling the car” “Car washing” “A truck is carrying furniture to a new house” “A truck is carrying cargo (bricks, sand, snow)” “A grocery car carries food (to a store, to a kindergarten, to a hospital)” “I’m taking passengers to the station” “I’ll go to the garage” “We’re going to kindergarten” “We’re driving around the city” “We’re going to visit” “A trip to the country”
Game actions: The taxi driver
delivers passengers to their destination, takes money for travel, takes care of passengers, helps with luggage.
A truck driver
loads and unloads cargo.
The bus driver
drives the bus, turns the steering wheel, gives a signal, troubleshoots problems, makes stops, and announces them.
The conductor
sells tickets, checks travel tickets, keeps order inside the bus, and answers passengers' questions about where it is most convenient for them to get off.
Passengers
get on the bus, buy tickets, get off at stops, give up their seats to older people, passengers with children, help them get off the bus, follow the rules of conduct on public transport, communicate;
preparing for a long trip - packing things, water, food for the trip; they dress up and comb their hair if they go on a visit or to the theater. The mechanic
carries out repair work, checks the condition of the car before the trip, washes the car with a hose - wipes it.
The gas station attendant
inserts the hose, pours in gasoline, and takes the money.
Policeman (traffic police inspector)
- regulates traffic, checks documents, monitors compliance with traffic rules.

"Salon"

Program content:

Introduce the specifics of the work of male and female hairdressers.
To form children’s understanding of how women care for their nails. To teach them to perform several sequential actions aimed at fulfilling their duties. Develop the ability to engage in role interaction and build role dialogue. Foster a culture of communication with “clients” Vocabulary words:
master, hair dryer, apron, cape, razor, manicure.
Game material:
Mirror, bedside table for storing attributes, various combs, bottles, curlers, hairspray, scissors, hair dryer, cape, apron for hairdresser, manicurists, cleaners, hairpins, elastic bands, bows, towel, magazines with hairstyle samples, razor, hair clipper, towels, money, mop, buckets, dust cloths, for the floor, nail polish, nail file, cream jars.
Preliminary work:
Conversation “Why do we need hairdressers.”
Ethical conversation about the culture of behavior in public places. Reading stories by B. Zhitkov “What I saw”, S. Mikhalkov “In the hairdresser”. Excursion to the hairdresser. Consideration of items necessary for the work of a hairdresser. Didactic games “Beautiful hairstyles for dolls”, “Let’s learn how to tie bows”, “Pick a bow for a doll”, “Miracle hairdryer”. Consider shaving items. Making game attributes with children (aprons, capes, towels, nail files, checks, money, etc.). Making the album “Hairstyle Models”. Game roles:
Hairdressers - ladies' master and men's hairdresser, manicurist, cleaning lady, clients (visitors): mothers, fathers, their children.
The following plots are played out:
“Mom takes her daughter to the hairdresser” “Dad takes his son to the hairdresser” “Let’s give the dolls beautiful hairstyles” “We’re going by bus to the hairdresser” “Getting our hair done for the holiday” “Let’s get ourselves in order” “In the men’s room” “Shopping for goods” for a hairdressing salon" "We invite a hairdresser to a kindergarten"
Game activities: The hairdresser in the women's room
puts a cape on the client, dyes hair, washes his hair, towels off, cuts, shakes off the cut strands from the cape, wraps it in curlers, blow-dries the hair, varnishes it, braids braids, pins hairpins, gives recommendations on hair care.
The barber of the men's salon
shaves, washes the hair, blow-dries hair, makes haircuts, combs the clients' hair, shapes the beard and mustache, offers to look in the mirror, refreshes with cologne.
The manicurist
files the nails, paints them with varnish, and applies cream to the hands.
Clients
greet politely while waiting in line - look at albums with illustrations of different hairstyles, read magazines, can drink coffee in a cafe;
asking for a haircut or manicure; they consult, pay money, thank you for your services. The cleaning lady
sweeps, dusts, washes the floor, and changes used towels.

"Shop - Supermarket"

Program content:

To form children’s ideas about the work of people in a store, the variety of stores and their purpose.
Learn to perform different roles in accordance with the plot of the game. Develop visual and effective thinking and communication skills. Cultivate goodwill, the ability to take into account the interests and opinions of playing partners. Vocabulary words:
showcase, cashier, confectionery.
Game material:
display case, scales, cash register, handbags and baskets for customers, seller’s uniform, money, wallets, goods by department, vehicle for transporting goods, cleaning equipment.
“Grocery store”: dummies of vegetables and fruits, various pastries made from salt dough, dummies of chocolates, candies, cookies, cakes, pastries, boxes of tea, juice, drinks, sausages, fish, milk cartons, cups for sour cream, jars from yoghurts, etc. Preliminary work:
Conversations with children “What stores are there and what can you buy in them?”
“Who works in the store?”, “Rules for working with the cash register.” D/i “Shop”, “Vegetables”, “Who needs what?”. Reading the poem “Toy Store” by O. Emelyanova. B. Voronko “A Tale of Unusual Shopping” Making bagels, buns, cookies from salt dough, making candy. Game roles:
Seller, buyer, cashier, store director, driver.
The plots are played out:
“Bakery-confectionery (bread department, store)” “Vegetable store (department)” “Meat and sausage store (department)” “Fish store (department)” “Dairy store (department)” “Grocery store” “Store musical instruments" "Bookstore"
Game actions: The seller
puts on a uniform, offers goods, weighs, packs, lays out the goods on the shelves (designs a display window).
The store director
organizes the work of store employees, makes requests for goods, pays attention to the correct work of the seller and cashier, and monitors order in the store.
Buyers
come shopping, choose a product, find out the price, consult with sellers, follow the rules of behavior in a public place, form a line at the checkout, pay for the purchase at the checkout, and receive a check.
The cashier
receives the money, punches the check, issues the check, and gives the customer change.
The driver
delivers a certain amount of various goods, receives requests for goods from the store director, and unloads the delivered goods.

"Zoo"

Program content:

Enrich children's knowledge about wild animals, their appearance, habits, and nutrition.
Expand children's understanding of the responsibilities of zoo employees. To develop in children the ability to creatively develop the plot of a game using building floor material and to act with it in a variety of ways. Develop speech, enrich vocabulary. Foster a kind, caring attitude towards animals. Vocabulary words:
veterinarian, guide, aviary (cage).
Game material:
“Zoo” sign, building material (large, small), truck with cage, animal toys, food plates, food models, brooms, scoops, buckets, rags, apron with sleeves for workers, tickets, money , cash register, white coat for the veterinarian, thermometer, phonendoscope, first aid kit.
Preliminary work:
A story about a visit to the zoo.
Talk about animals using pictures about the zoo. Conversation “Rules of behavior in the zoo.” Guessing riddles about animals, Reading poems by S.Ya. Marshak “Children in a cage, “Where did the sparrow have dinner?”, V. Mayakovsky “Every page, then an elephant, then a lioness.” Making the album “Zoo”. Drawing and sculpting animals. Didactic games: “Animals and their babies”, “Riddles about animals”, “Who lives where? ", "Animals of hot countries", "Animals of the North". Playing roles:
Zoo director, tour guide, zoo workers (servants), doctor (veterinarian), cashier, builder, visitors.
The following stories are played out:
“We are building cages for animals” “The zoo is coming to us” “Tour of the zoo” “We are going to the zoo” “Purchasing food for animals” “Feeding animals” “Cleaning enclosures (cages)” “Treating animals”
Game activities: The zoo director
manages the operations of the zoo.
The guide
conducts excursions, talks about animals, what they eat, where they live, their appearance, how to treat animals, talks about safety measures and how to care for them.
Zoo workers (servants
) receive food for animals, prepare special food for animals, feed them, clean cages and enclosures, wash their pets, and take care of them.
A doctor (veterinarian)
examines the animal, measures the temperature, gives vaccinations, treats zoo inhabitants, gives injections, and gives vitamins.
The cashier
sells tickets to visit the zoo and excursions.
A builder
is building an enclosure for an animal.
Visitors
buy tickets at the box office and go to the zoo and look at the animals.

"Sailor Fishermen"

Program content:

Teach children to take on and play out the roles of captain, helmsman, sailors, cook, and sailor fishermen.
Continue to teach how to use substitute items and clearly carry out the chain of game actions. Activate children's speech. Foster friendly relationships and a sense of teamwork. Vocabulary work:
Cook, anchor, helm.
Game material:
large building material, captain's cap, caps, guy collars, lifebuoy, medical gown, medical instruments, anchor, steering wheel, binoculars, bucket, mop, cook suit, tableware, toy fish, nets, fish box, money.
Preliminary work:
Reading fiction about fishing, ships, sailors.
View photographs, paintings about the sea, sailors, ships. Conversation "Who works on the ship." Drawing and sculpting fish. Playing roles:
Captain, fishermen, doctor, cook (cook), driver.
The plots are played out:
“We are building a ship” “Sailors are sailing on a ship on the sea” “Sailors are fishing, working as fishermen” “Sailors are checking their health with the ship’s doctor” “Sailors are sailing on the sea, fishing, having lunch” “Sailors go ashore and go to hairdresser" "Sailors bring their catch ashore, hand over the fish to the store" "Sailors sail to a big city and go to the "Zoo" "Sailors returned from a voyage and went to the store" Game
actions: The captain
steers the ship, turns the wheel, looks through binoculars, gives the command to cast off, drop anchor, fish, controls the work of the fishermen, gives the command to moor to the shore.
Sailor fishermen
follow orders, wash the deck, unwind the net, throw it into the sea, catch fish, and put it in boxes.
The doctor
examines sailors before sailing, allows them to go to sea, and treats those who are sick on the ship.
The cook (cook)
prepares food and feeds the sailors.
The driver
drives up to the ship, checks the quality of the fish, buys the fish from the fishermen, loads it into the car and takes it to the store.

"Mail"

Program content:

To form children's ideas about the work of postal workers.
Expand children's understanding of ways to send and receive correspondence. Develop imagination, thinking, speech. Foster independence, responsibility, and the desire to benefit others. Vocabulary work:
seal, parcel, postman, sorter, receiver.
Game materials:
a table for sending and receiving parcels, a mailbox, a postman's bag, envelopes with paper, stamps, postcards, parcel boxes, children's magazines and newspapers, attributes for the character "pigeon", money, wallets, stamps, a car.
Preliminary work:
Excursion to the post office, monitoring the reception of correspondence and mail dispatch.
Conversations about different types of communication: mail, telegraph, telephone, Internet, radio. Watching the films “Holidays in Prostokvashino”, “Winter in Prostokvashino”, “Snowman-Postman”. Reading S. Ya. Marshak “Mail”, Y. Kushan “Postal History”. Making stamp seals, envelopes, postcards, stamps, mailboxes for letters, bags, money, wallets, etc. Collecting postcards, magazines, calendars. Didactic games “Send a letter”, “Journey of a letter”, “What you need to work as a postman”, “How to send a parcel”. Listening to “The Postman's Song” by B. Savelyev. Playing roles:
Postman, sorter, receiver, driver, visitors.
The plots are played out:
“A letter has arrived, a postcard”
“
A carrier pigeon has brought a letter” “Send a greeting card” “Buying a magazine at the post office” “Send a parcel to your grandmother” “A parcel from a fairy-tale hero” “The driver is carrying the mail”
Game actions: The postman
takes it at the post office letters, newspapers, magazines, postcards;
distributes them to addresses; sends correspondence to the mailbox. The visitor
sends letters, postcards, parcels, packs them;
buys envelopes, newspapers, magazines, postcards; complies with the rules of behavior in a public place; takes a turn; receives letters, newspapers, magazines, postcards, parcels. The receptionist
serves visitors;
accepts parcels; sells newspapers, magazines. The sorter
sorts letters, newspapers, magazines, parcels, and puts a stamp on them;
explains to the driver where to go (to the railway, to the airport...). The driver
takes letters and postcards from the mailbox; delivers new newspapers, magazines, postcards, letters to the post office; delivers parcels; delivers letters and parcels by postal machines to trains, planes, and ships.

Organization of role-playing games for preschoolers in the middle group

I would like to begin my article with a statement from great teachers from the distant past:

You will never be able to create wise men if you kill naughty children. J.-J. Rousseau

Let the child play pranks and play pranks, as long as it is not harmful and does not bear the imprint of moral cynicism, ... as long as the child is not stupid and stupid, deadness and lifelessness are the worst of all. V. Belinsky

Preschool age is the very beginning of a child’s life, when he is just beginning to recognize himself as an individual with his own desires and capabilities and discovers the world around him.

During the period of infancy, the child’s surrounding world is reduced to his family, then with the onset of primary and secondary preschool age, this circle gradually expands to the boundaries of the house, street, city. From about 3 years old, a child develops his own range of interests, he begins to explore the world of human relationships and strives to join this world. Children of the 4th year of life master the skills to take on a play role, designate it for a partner, develop elementary pair role interaction, and role dialogue with a peer partner.

«A game

“
is a creative processing of experienced impressions, combining them and building from them a new reality that meets the needs and desires of the child himself” (L. S. Vygotsky).
The older the child, the more complete his observations of the world around him, the richer his play. The famous psychologist L. S. Rubinstein said that in the process of play, a child not only transforms into someone else’s personality, but, entering the role, expands, enriches, and deepens his own.

Psychologists believe that role-playing play is the highest form of development of children's play; in preschool age it acts as a leading activity.

Role-playing games are of great importance in the mental development of a child; they develop voluntary attention and memory. The rules that are mandatory when playing a game instill in children the ability to control their behavior, limit their impulsiveness, and thereby contribute to the formation of character. While playing together with peers, children learn communication, the ability to take into account the desires and actions of others, defend their opinions, the ability to insist on their own, and also build and implement plans together. By playing various roles, the child begins to cover all aspects of various activities, which, in turn, helps develop a person’s thinking ability and perceive someone else’s point of view.

Playing a role-playing game, getting used to some image, the child reproduces his impressions, rethinks and reveals them. Understanding that the game situation is imaginary, children nevertheless experience very real feelings and experiences and thereby enrich their inner world.

Role-playing games for children of middle preschool age are characterized by the emergence of new topics related to the knowledge gained while reading fiction, adult stories, watching TV shows, etc. A characteristic feature in the performance of roles and game actions is the recreation of relationships between people in the process of work. Children of this age begin to understand that in collective work it is necessary to help each other, to be attentive, and kind. However, in games one can also observe the manifestation of the negative sides of our life. The content of the game reflects the child’s attitude to the reality around him. You can observe how, while playing daughter-mother, one “mother” will constantly shout at her children, teach them, another will try on outfits, the third will take care of the children, read fairy tales to them, etc. With such games, the child shows that from He considers adult relationships to be the main thing, and what stereotype of behavior he chooses as a model of behavior and imitation. By observing a child's play, one can draw certain conclusions about the characteristics of the child's development and mental state, about his feelings, mood and temperament. During the game, children show their attitude to the world around them - after all, in the game the child is endowed with power that he lacks in the real world. Watching a child play, you can see his fears, pain, grievances that for some reason he cannot or does not want to show to adults. Often, not knowing how to relate to any situation, the child plays out this situation over and over again, trying to take it upon himself. With the help of games, you can influence your child’s attitude, fight fears, and overcome uncertainty. The teacher should take this into account in order to direct the course of the game in the right direction in time. Children of this age love to play together. However, little life experience, lack of stability in the manifestation of moral feelings, insufficiently developed ability to sacrifice one’s desires and interests in favor of another sometimes leads to the disintegration of the game, to the destruction of established friendly contacts. By directing the game, the teacher not only helps children choose the most interesting from many proposals, but also teaches them to respect each other’s plans and be attentive to their comrades.

The teacher’s task in working with children of the 5th year of life is to transfer them to more complex role behavior in the game: to develop the ability to change their role behavior in accordance with the different roles of partners, the ability to change the game role and designate their new role for partners in the process of unfolding the game . These skills are the key to future creative and coordinated development of play with peers; they provide flexibility in the child’s role behavior.

It is important to teach the child to find a role for himself that is suitable in meaning to the roles of peers with whom he would like to play, and for this it is necessary to teach the child to change the accepted role to a new one. Typically, educators do not set themselves the task of specially developing such skills in children, focusing on enriching the content of children's play. The teacher selects a specific topic related to a certain area of real life and organizes the game according to a pre-planned plot. The teacher strives to immediately include in the game exactly as many participants as he has planned roles in the plot; each is assigned actions specific to his role in the game. Striving for order in the game, the teacher kills the very spirit of the game as a free activity. Children, obeying the teacher’s command, become passive objects of his influence. Such a game, other than concretizing knowledge about (mail, construction, shops, etc.), does not develop anything in the child (neither the ability to independently correlate one’s role actions with the actions of partners, connect to their game, nor the ability to change roles during the game) .

How can these skills be developed in children? The solution to this problem is possible only if there is subject-subjective interaction between the teacher and children, in a joint game between the teacher and preschoolers, where the adult is not a leader and evaluator, but a participant, a partner of the children in this creative process. The game should unfold in a special way, so that the child “opens up” the need to correlate his role with various other roles, as well as the possibility of changing the role during the game to develop an interesting plot. This is possible if the teacher meets two conditions:

1. the use of multi-character plots with a specific role structure, where one of the roles is included in direct connections with all the others;

2. refusal to unequivocally correspond the number of characters (roles) in the plot to the number of participants in the game: there should be more characters in the plot than participants.

Let's take a closer look at the structure of the plots. Any topic of interest to children that the teacher wants to use in the game can be presented in such a way that one of the roles (the main one) is directly related to several other roles related to the same semantic sphere. The possible composition of roles takes the form of a “bush”:

→ additional role 1 (event 1)↓

Main role → additional role 2 (event 2)↓

→ additional role 3 (event 3)↓

→ main role 2 (introduced at the end of the game)↕

As an example, let’s take a role-playing “bush” for the plot-role-playing game “Boat Trip”:

→ passenger↓

Captain → sailor↓

→ diver↓

→ captain of another ship (introduced at the end of the game)↕

If, in order to use realistic themes in the game, the teacher will have to think about how to build a possible “bush” of roles, then fairy tale plots already have such a role structure (the main character of a fairy tale usually interacts sequentially with other characters); they can also be used as a basis for playing with children. For example:

→ stepmother↓

Cinderella → fairy↓

→ prince↓

→ ………

The given diagrams will help the teacher develop joint play with children. However, even if the teacher plans some kind of plot, for children it should look like improvisation - interesting proposals made during the game by a partner - an adult.

Let's consider how specifically you can organize a joint game with children. It is advisable to begin such work with each child individually. The most suitable time is morning and evening hours, when there are few children in the group and the teacher can devote 7-10 minutes to the child.

At the first stage, the game is structured in such a way that the child has the main role in the plot; the adult consistently changes his roles during the game. The teacher does not tell the child the plot in advance, but immediately begins the game, offering him the main role, focusing on the topic that attracts the child. For example, a boy likes to play “driver”. The teacher invites him: “Vasya, let’s play with you. Here we will have a car. Will you be the driver? And I am a passenger." During the trip, he develops a role-playing dialogue with the “driver”, and then proposes the following plot event, requiring the appearance of a new character: “It’s like we drove to a red light, and a policeman stopped us. I will now be a policeman." After clarifying the circumstances with the “policeman,” you can introduce a third event, requiring the appearance of another character: “Let’s say there was another one driving next to your car - a truck. I'm now a truck driver. My car suddenly broke down. I’m signaling for you to stop and help fix it!” etc.

If a child comes up with his own suggestions during the game, he must accept them and use them, including them in the overall scheme of the plot.

When playing with a child, the teacher uses a minimum number of toys so that manipulation with them does not distract attention from role-playing interaction.

The teacher does not always have real opportunities to often play with each child, so it is important to be able to reach several children at once with formative influences - to play with a small subgroup. Roles in the game change similarly when new plot situations are introduced.

The involvement of children in the game is carried out by the teacher only at their request. Children should also have complete freedom to “exit” the game. If playing with a teacher does not captivate the child, continuing it is pointless, since in this case the game already turns into a mandatory activity. The teacher does not “dictate,” but offers children this or that role or event in the game as an equal partner.

Such interaction in play activities contributes to the manifestation of independence in children's activities. Preschoolers develop a taste for the dynamic development of the plot during the game due to the inclusion of new characters and changing game roles within a particular semantic sphere. In the game, children learn to model role-playing dialogue with a partner, a toy partner, or an imaginary partner, i.e. establish various role connections in the game. All this prepares the possibility of a further transition to the joint creative construction of new game plots in older preschool age.

In conclusion, I would like to offer you a few games that you can play with your students:

Toys at the doctor

Target:

teach children how to care for the sick and use medical instruments, cultivate attentiveness and sensitivity in children, expand their vocabulary: introduce the concepts of “hospital”, “patient”, “treatment”, “medicines”, “temperature”, “hospital”.

Equipment:

dolls, toy animals, medical instruments: thermometer, syringe, pills, spoon, phonendoscope, cotton wool, jars of medicine, bandage, robe and doctor’s cap.

Age:

3–7 years.

Progress of the game:

The teacher offers to play, a Doctor and a Nurse are selected, the rest of the children pick up toy animals and dolls, and come to the clinic for an appointment with the doctor. Patients with various diseases turn to the doctor: the bear has toothache because he ate a lot of sweets, the clown has a bump on his forehead, the doll Masha pinched her finger in the door, etc. We clarify the actions: The doctor examines the patient, prescribes treatment for him, and the Nurse performs his instructions. Some patients require inpatient treatment and are admitted to the hospital. Children of older preschool age can choose several different specialists - a therapist, an ophthalmologist, a surgeon and other doctors known to children. When they get to the appointment, the toys tell them why they came to the doctor, the teacher discusses with the children whether this could have been avoided, and talks about the need to be more careful about their health. During the game, children watch how the doctor treats the sick - makes bandages, measures the temperature. The teacher evaluates how children communicate with each other and reminds that recovered toys do not forget to thank the doctor for the help provided.

We are building a house

Target:

introduce children to construction professions, pay attention to the role of equipment that facilitates the work of builders, teach children how to build a simple structure, cultivate friendly relationships in a team, expand children’s knowledge about the peculiarities of the work of builders, expand children’s vocabulary: introduce the concepts of “construction”, “bricklayer” ", "crane", "builder", "crane operator", "carpenter", "welder", "building material".

Equipment:

large building material, cars, a crane, toys for playing with the building, pictures depicting people in the construction profession: mason, carpenter, crane operator, driver, etc.

Age:

3–7 years.

Progress of the game:

The teacher invites the children to guess the riddle: “What kind of turret is there, and is there a light in the window? We live in this tower, and it's called...? (house)". The teacher invites the children to build a large, spacious house where toys can live. Children remember what construction professions there are, what people do at a construction site. They look at pictures of construction workers and talk about their responsibilities. Then the children agree to build a house. Roles are distributed among the children: some are Builders, they build a house; others are Drivers, they transport building materials to a construction site, one of the children is a Crane Operator. During construction, attention should be paid to the relationships between children. The house is ready and new residents can move in. Children play independently.

Fun trip

Target:

introduce children to the profession of driver, instill respect for this profession, and expand children’s vocabulary.

Equipment:

a bus made of chairs, a steering wheel, a driver's cap, a pump.

Age:

4–5 years.

Progress of the game:

The teacher invites the children to go on a fun trip by bus. A bus driver is selected, a discussion is held about what the driver should do on the road, what tools he needs to take with him in case of a breakdown. Passengers collect the things they need on the road. The teacher reminds that you need to follow the rules of the road, and everyone hits the road. On the road, you can read poetry and sing your favorite songs. The bus makes stops, Passengers rest, and the Driver checks the condition of the car and repairs it if necessary. As the game progresses, new characters are introduced.

Role-playing games in the summer

Card index of role-playing games

Let's go for a walk

Goal: to develop in children the ability to select clothes for different seasons, teach them to correctly name items of clothing, consolidate the general concepts of “clothing”, “shoes”, and cultivate a caring attitude towards others.

Equipment: dolls, clothes for all seasons (summer, winter, spring and autumn), a small wardrobe and a chair.

Age: 3–4 years.

Progress of the game: a new doll comes to visit the children. She meets them and wants to play. But the guys are going for a walk and invite the doll to go with them. The doll complains that she can’t get dressed, and then the guys offer her their help. Children take out doll clothes from the locker, name them, choose what they need to wear now depending on the weather. With the help of the teacher, they dress the doll in the correct sequence. Then the children dress themselves and go out for a walk with the doll. Upon returning from a walk, the children undress themselves and undress the doll in the required sequence, commenting on their actions.

Shop

Goal: to teach children to classify objects according to general characteristics, to cultivate a sense of mutual assistance, to expand children’s vocabulary: introduce the concepts of “toys”, “furniture”, “food”, “dishes”.

Equipment: all toys depicting goods that can be bought in a store, located on the display window, money.

Age: 3–7 years.

Progress of the game: the teacher invites the children to place a huge supermarket in a convenient place with departments such as vegetable, grocery, dairy, bakery and others where customers will go. Children independently distribute the roles of sellers, cashiers, sales workers in departments, sort goods into departments - food, fish, bakery products,

meat, milk, household chemicals, etc. They come to the supermarket for shopping with their friends, choose a product, consult with the sellers, and pay at the checkout. During the game, the teacher needs to pay attention to the relationship between sellers and buyers. The older the children, the more departments and products there may be in the supermarket.

Toys at the doctor

Goal: to teach children how to care for the sick and use medical instruments, to cultivate attentiveness and sensitivity in children, to expand their vocabulary: introduce the concepts of “hospital”, “patient”, “treatment”, “medicines”, “temperature”, “hospital”.

Equipment: dolls, toy animals, medical instruments: thermometer, syringe, pills, spoon, phonendoscope, cotton wool, jars of medicine, bandage, robe and doctor’s cap.

Age: 3–7 years.

Progress of the game: the teacher offers to play, a Doctor and a Nurse are selected, the rest of the children pick up toy animals and dolls, and come to the clinic for an appointment. Patients with various diseases turn to the doctor: the bear has toothache because he ate a lot of sweets, the doll Masha pinched her finger in the door, etc. We clarify the actions: The doctor examines the patient, prescribes treatment for him, and the Nurse follows his instructions. Some patients require inpatient treatment and are admitted to the hospital. Children of older preschool age can choose several different specialists - a therapist, an ophthalmologist, a surgeon and other doctors known to children. When they get to the appointment, the toys tell them why they came to the doctor, the teacher discusses with the children whether this could have been avoided, and says that they need to take more care of their health. During the game, children watch how the doctor treats the sick - makes bandages, measures the temperature. The teacher evaluates how children communicate with each other and reminds that recovered toys do not forget to thank the doctor for the help provided.

Pharmacy

Goal: to expand knowledge about the professions of pharmacy workers: the pharmacist makes medicines, the cashier-salesperson sells them, the head of the pharmacy orders the necessary herbs and other drugs for making medicines, expand the vocabulary of children: “medicines”, “pharmacist”, “order”, “ medicinal plants."

Equipment: toy pharmacy equipment.

Age: 5–7 years.

Progress of the game: a conversation is held about what professions people work in the pharmacy and what they do. Let's get acquainted with the new role - Pharmacy Manager. She receives medicinal herbs from the population and gives them to Pharmacists for them to prepare medicines. The manager helps pharmacy employees and visitors understand difficult situations. Medicines are issued

strictly according to recipes. Children assign roles independently, at will.

Stepashka's birthday

Goal: to expand children’s knowledge about the methods and sequence of setting the table for a festive dinner, to consolidate knowledge about tableware, to cultivate attentiveness, caring, responsibility, a desire to help, to expand their vocabulary: introduce the concepts of “celebratory dinner”, “name day”, “serving”, "dishes", "service".

Equipment: toys that can come to visit Stepashka, tableware - plates, forks, spoons, knives, cups, saucers, napkins, tablecloth, table, chairs.

Age: 3–4 years.

Progress of the game: the teacher informs the children that today is Stepashka’s birthday, offers to go visit him and congratulate him. The children take their toys, go to visit Stepashka and congratulate him. Stepashka offers everyone tea and cake and asks them to help him set the table. Children actively participate in this and, with the help of the teacher, set the table. It is necessary to pay attention to the relationships between children during the game.

We are building a house

Goal: to introduce children to construction professions, to pay attention to the role of technology that facilitates the work of builders, to teach children how to build a simple structure, to cultivate friendly relationships in a team, to expand children’s knowledge about the peculiarities of the work of builders, to expand children’s vocabulary: introduce the concepts of “construction”, “bricklayer”, “crane”, “builder”, “crane operator”, “carpenter”, “welder”, “building material”.

Equipment: large building materials, machines, a crane, toys for playing with the building, pictures depicting people in the construction profession: mason, carpenter, crane operator, driver, etc.

Age: 3–7 years.

Progress of the game: the teacher invites the children to guess the riddle: “What kind of turret is there, and is there a light in the window? We live in this tower, and it's called...? (house)". The teacher invites the children to build a large, spacious house where toys can live. Children remember what construction professions there are, what people do at a construction site. They look at pictures of construction workers and talk about their responsibilities. Then the children agree to build a house. Roles are distributed among the children: some are Builders, they build a house; others are Drivers, they transport building materials to a construction site, one of the children is a Crane Operator. During construction, attention should be paid to the relationships between children. The house is ready and new residents can move in. Children play independently.

Zoo

Goal: to expand children’s knowledge about wild animals, their habits, lifestyle, nutrition, to cultivate love and a humane attitude towards animals, to expand children’s vocabulary.

Equipment: toy wild animals familiar to children, cages (made of building material), tickets, money, cash register.

Age: 4–5 years.

Progress of the game: the teacher tells the children that a zoo has arrived in the city and offers to go there. Children buy tickets at the box office and go to the zoo. There they look at the animals, talk about where they live and what they eat. During the game, children should pay attention to how to treat animals and how to care for them.

Kindergarten

Goal: to expand children’s knowledge about the purpose of a kindergarten, about the professions of those people who work here - a teacher, a nanny, a cook, a music worker, to instill in children a desire to imitate the actions of adults, and to treat their pupils with care.

Equipment: all toys necessary for playing in kindergarten.

Age: 4–5 years.

Progress of the game: the teacher invites the children to play in kindergarten. If desired, we assign children to the roles of Educator, Nanny, Music Director. Dolls and animals act as pupils. During the game, they monitor relationships with children and help them find a way out of difficult situations.

Salon

Goal: to introduce children to the profession of a hairdresser, to cultivate a culture of communication, to expand children’s vocabulary.

Equipment: robe for the hairdresser, cape for the client, hairdresser's tools - comb, scissors, bottles for cologne, varnish, hair dryer, etc.

Age: 4–5 years.

Progress of the game: knock on the door. The doll Katya comes to visit the children. She meets all the children and notices a mirror in the group. The doll asks the children if they have a comb? Her braid has come undone and she would like to comb her hair. The doll is offered to go to the hairdresser. It is clarified that there are several halls there: women's, men's, manicure, good masters work in them, and they will quickly put Katya's hair in order. We appoint

Hairdressers, they take their jobs. Other children and dolls go into the salon. Katya remains very pleased, she likes her hairstyle. She thanks the children and promises to come to this hairdresser next time. During the game, children learn about the duties of a hairdresser - cutting, shaving, styling hair, manicure.

In library

Goal: broaden children's horizons, teach children to properly use library services, apply knowledge of literary works previously acquired in classes, consolidate knowledge about the librarian's profession, instill respect for the work of a librarian and respect for books, expand children's vocabulary: “library”, “ profession", "librarian", "reading room".

Equipment: books familiar to children, a box with pictures, card index, pencils, sets of postcards.

Age: 5–6 years.

Progress of the game: the teacher invites the children to play in the library. Everyone remembers together who works in the library and what they do there. Children themselves choose 2-3 Librarians, each of them has several books. The remaining children are distributed to

several groups. Each group is served by one Librarian. He shows a lot of books, and to take the book he likes, the child must name it or briefly talk about what is written in it. You can recite a poem from a book that the child picks up. During the game, they give advice to children who find it difficult to choose a book. The librarian needs to be more attentive to visitors, show illustrations to the books they like. Some children want to stay in the reading room to look at sets of pictures and postcards. They share their impressions. At the end of the game, the children tell how they played, what books the Librarian offered them, and what they liked best.

Astronauts

Goal: to expand the theme of story games, to introduce the work of astronauts in space, to cultivate courage, endurance, and to expand the vocabulary of children: “outer space”, “cosmodrome”, “flight”, “outer space”.

Equipment: spaceship and building material, seat belts, tools for working in space, toy cameras.

Age: 5–6 years.

Progress of the game: the teacher asks the children if they would like to go to space? What kind of person do you need to be to fly into space? (Strong, brave, dexterous, smart.) He proposes to go into space to leave a satellite there that will transmit weather signals to Earth. It will also be necessary to do

photographs of our planet from space. Everyone remembers together what else they need to take with them so that nothing can happen during the flight. Children play out the situation. They complete the task and return to Earth. The roles of Pilot, Navigator, Radio Operator, Captain are distributed at the request of the children.

Family

Goal: to form an idea of collective housekeeping, the family budget, family relationships, joint leisure activities, to cultivate love, a friendly, caring attitude towards family members, and interest in their activities.

Equipment: all the toys necessary for family play: dolls, furniture, dishes, things, etc.

Age: 5–6 years.

Progress of the game: the teacher invites the children to “play family.” Roles are assigned as desired. The family is very large, Grandma has a birthday coming up. Everyone is busy about organizing a holiday. Some Family Members buy food, others prepare a festive dinner, set the table, and others prepare an entertainment program. During the game, you need to observe the relationships between Family Members and help them in a timely manner.

In the cafe

Goal: to teach a culture of behavior in public places, to be able to perform the duties of a cook and waiter.

Equipment: necessary equipment for the cafe, doll toys, money.

Age: 5–6 years.

Progress of the game: Pinocchio comes to visit the children. He met all the children and made friends with other toys. Pinocchio decides to invite his new friends to a cafe to treat them to ice cream. Everyone goes to the cafe. There they are served by waiters. Children learn to place an order correctly and thank you for the service.

Trip around the world

Goal: expand children's horizons, consolidate knowledge about parts of the world, different countries, cultivate a desire to travel, friendly relationships, expand children's vocabulary: “captain”, “travel around the world”, “Asia”, “India”, “Europe”, “ Pacific Ocean".

Equipment: a ship made of building material, a steering wheel, binoculars, a world map.

Age: 6–7 years.

Progress of the game: the teacher invites the children to go on a trip around the world by ship. If desired, children are chosen for the roles of Captain, Radio Operator, Sailor, Midshipman. We consolidate knowledge about what these people do on the ship - their rights and responsibilities. The ship sails through Africa, India, and other countries and continents. Sailors have to deftly steer the ship so as not to collide with an iceberg and cope with the storm. Only well-coordinated work and friendship help them cope with this test.

On city roads

Goal: to consolidate children’s knowledge about the rules of the road, to introduce them to a new role - a traffic controller, to cultivate self-control, patience, and attention on the road.

Equipment: toy cars, traffic controller flags – red and green.

Age: 5–7 years.

Progress of the game: children are asked to build a beautiful building - a theater. We choose a place to build. But first you need to transport the building material to the right place. Car drivers can easily cope with this. Children take cars and go to get building materials. But here’s the bad news: the traffic lights don’t work on the main roads. To avoid an accident on the road, it is necessary for the traffic of cars to be controlled by a traffic controller. Select a Regulator. He forms a circle. He holds red and green flags in his hands. A red flag means “stop”, a green flag means “go”. Everything will be alright now. The traffic controller controls the traffic.

Traffic rules

Goal: continue to teach children how to navigate by road signs and follow traffic rules. To develop the ability to be polite, attentive to each other, to be able to navigate a traffic situation, to expand children’s vocabulary: “traffic police post”, “traffic light”, “traffic violation”, “exceeding speed”, “fine”.

Equipment: toy cars, road signs, traffic lights; for a traffic police officer - a police cap, a wand, a radar gun; driver's licenses, technical tickets.

Age: 6–7 years.

Progress of the game: children are asked to choose traffic police officers to keep order on the city roads. The rest of the children are motorists. If desired, children distribute the roles of gas station workers among themselves. During the game, children try not to break traffic rules.

We are athletes

Goal: to give children knowledge about the need to play sports, to improve sports skills - walking, running, throwing, climbing. Develop physical qualities: speed, dexterity, coordination of movements, eye, spatial orientation.

Equipment: medals for the winners, a billboard to demonstrate the number of points earned, sports equipment - balls, jump ropes, skittles, rope, ladders, benches, etc.

Age: 6–7 years.

Progress of the game: the teacher invites the children to compete in different sports. Judges and competition organizers are chosen at the request of the children. The rest of the children are athletes. Everyone independently chooses the sport in which they will compete with their opponents. Judges award points for completing the task. The game ends with the winners being awarded.

Card index of modern role-playing games

"Bank".

Goals: choose a role and act in accordance with it, develop cooperation skills. Reflect the phenomena of social reality in the game, reinforce the rules of behavior in public places, and develop speech etiquette skills.

Example game actions: visiting a bank, selecting the necessary services; operation of a cash desk, currency exchange office; registration of documents, acceptance of utility payments; work with plastic cards; consultations with the bank director.

Subject-game environment. Equipment: forms; cash register; savings books; computer.

"Design Studio".

Goals: to learn to independently assign roles and act according to the role, to develop the skill of speech etiquette, to learn to evaluate the quality of a task (one’s own work and play partners), to learn to express one’s opinion publicly; to consolidate children’s knowledge about the life around them, to continue introducing them to the employees of the design studio.

Approximate game actions: choosing an object, accepting an order; layout competition; selection of materials, measurement of work area; agreement with the customer; interior design, order delivery; additions with decorative details; resolution in the event of conflict or controversial situations; payment for the order.

Subject-game environment. Equipment: albums for interior decoration; samples of fabrics, wallpaper, paint, etc. layout of various rooms; decorative ornaments; flannelgraph with a set of pictures of furniture and decorative ornaments; centimeter; roulette.

"Ambulance"

Objectives: to arouse children’s interest in the professions of a doctor and nurse; cultivate a sensitive, attentive attitude towards the patient, kindness, responsiveness, and a culture of communication.

Roles: doctor, nurse, ambulance driver, patient.

Game actions: The patient calls 03 and calls an ambulance: gives his full name, tells his age, address, complaints. The ambulance arrives. A doctor and a nurse go to a patient. The doctor examines the patient, listens carefully to his complaints, asks questions, listens with a phonendoscope, measures blood pressure, and looks at his throat. The nurse measures the temperature, follows the doctor’s instructions: gives medicine, gives injections, treats and bandages the wound, etc. If the patient feels very unwell, he is taken away and taken to the hospital.

Preliminary work: Excursion to the medical office. Observation of the doctor’s work (listens with a phonendoscope, looks at the throat, asks questions). Listening to K. Chukovsky’s fairy tale “Doctor Aibolit” in a recording. Excursion to the children's hospital. Surveillance of an ambulance. Reading lit. works: Y. Zabila “Yasochka caught a cold”, E. Uspensky “Playing in the hospital”, V. Mayakovsky “Who should I be?” Examination of medical instruments (phonendoscope, spatula, thermometer, tonometer, tweezers, etc.). Didactic game “Yasochka caught a cold.” Conversation with children about the work of a doctor or nurse. Looking at illustrations about a doctor, honey. sister. Modeling “Gift for sick Yasochka.” Making game attributes with children with the involvement of parents (robes, hats, recipes, medical cards, etc.)

Plot-role-playing game in the preparatory group on the topic: Spring

Summary of the role-playing game: Plot “Spring has come, it’s time for a picnic”
Author: Alla Ivanovna Efimova, teacher of GBDOU No. 43, Kolpino St. Petersburg Description of the material: The lesson summary was developed for children of senior preschool age. In the process of collective activity, children learn to take on the role of a caring parent. This material will be useful to educators working in senior groups and additional education teachers.

Goal: To develop children's interest in role-playing games. Objectives: - teach children to plan a game, select attributes; — continue training to be able to distribute roles; independently develop the plot of the game; - Expand words knowledge; develop children's dialogical speech; - promote the establishment of friendly relationships between players. Game material: attributes for the game; - dishes; - vegetables and fruits; - bag; - bedspreads; - toy phones for communication; - wallet; - money; - substitute items. “Store” - seller’s clothes; - cash register; - vegetables, fruits, sweets, etc. “Beauty salon” - combs; - hair dryer; - accessories. Preliminary work: - looking at pictures about spring, nature, a picnic; - reading poems about spring, conversation - rules of behavior in nature; - conversations about people’s professions; — didactic game “Who works where? "; — production of attributes for the game; — conversations about the culture of behavior in public places; — role-playing games with children “Family”, “Shop”.

Progress of the game: Children sit on the rug in a semicircle, talk with the teacher about spring, what they can do in spring, where to go. Educator: Guys, it’s already quite warm outside, the sun is shining, flowers are blooming, birds are singing beautifully. What interesting thing could you and I do? Maybe we could all go somewhere together? Answers: “Let’s go on a picnic,” the boys suggested. Educator: What can you do at the picnic? Answers. Educator: How should you behave at a picnic? Answers. Educator: But we need to decide where we want to go for a picnic. (Children's reasoning) Educator: You decided to go into the forest - into nature. Let's decide who wants to go and who will do what. The children negotiate among themselves. Educator: But before you go into nature, tell me what you can’t do in nature? Let's remember the rules?

Answers. - Don't start a fire! - Don't ruin the nests! - Don't ruin the anthill! - Don't hurt animals! - Don't make noise in the forest! - Don't litter! - Don't break trees and bushes! — Don’t break poisonous mushrooms! Educator: And when we leave the picnic, what should we do? Answers. Educator: Listen to a poem about what you shouldn’t do in the forest.

Child: You guys came on a hike, - Of course, you need to rest: Play and frolic, And eat and drink... But there were cans around, Cellophane, pieces of iron, cans... Leave them here! Let’s not be lazy, friends: The garbage is here, it’s a stranger in the forest, Let’s take it with us! Educator: But first, we distribute the roles. Children distribute roles (the teacher, if help is needed, helps). Educator: Well, how are you doing? Answers: We decided to first send two friends so that they could find a suitable place, set up a camp, and see the situation on the spot. The boys pack their backpacks with the necessary materials and hit the road. Educator: What will you do while the boys are looking for a picnic place? Answers. The rest of the children are still playing independently. Two girls decided to go to a beauty salon. “Let’s go to the salon and get our hair done,” one girl says to the other. “Let’s go,” answered the second one. They enter the salon. - Hello! - the girls say. “Hello,” the hairdresser answers them. - Sit down please. What do we do? – asked the hairdresser. “Please style my hair beautifully,” one girl replies. “And I want to paint it a light color,” says the second girl. “Okay, sit down, make yourself comfortable, we’ll get started now,” the hairdresser answered.

Educator: Well done, you completed the task. ring . “Hello, it’s us,” say the boys who went into the forest. “We found a good place, we’ve already arranged everything, we’re lying down and relaxing.”

-Are you coming soon? - the boys ask. - Yes, we’ll do our hair and we’ll be there. Meanwhile, the rest of our friends went to the grocery store. “We also need to buy balls for the game,” the girls answer. “We’re already hungry and would like to eat,” the boys answer. “Wait, we’ll be there soon,” the girls answered and hung up. “Let’s order pizza,” one boy said to the other. - Will they deliver it to us here? – asked the second boy. “I’ll try to call,” said the first boy. Calls the pizzeria, talks on the phone. “Hurray, I agreed, they’ll bring it soon,” says the first boy. “I’ll go to the edge of the forest, and you wait here.” Guard the place and wait for your friends,” said the first boy. “Okay,” said the second boy. Educator: Very good, you solve the questions successfully. The children who went to the store are having a conversation with each other. “We need to buy something tasty,” the girls say. “Be sure to drink some water,” the boys said. “We must remember to buy fruit,” the girls said. “And also buy balls for the game,” the boys answered. “We need to hurry up, otherwise we’ve wasted a lot of time,” the guys said in unison. Educator: Well done, we bought everything and are ready for the hike. Children: We are ready for the hike and can play.

Children play ball games and independent games as desired. At the end we discuss what and how we did during our game. What could be added and what could be changed.

We recommend watching:

Scenario of a folk spring holiday for the senior preparatory group of a kindergarten Game - quiz for children of the preparatory group on the topic: Spring Conversation about spring with children 5-7 years old Scenario of spring entertainment in the preparatory group. Spring

plot-role-playing games in middle and senior groups card index on the topic

Card index

role-playing games

Let's go for a walk

Equipment: dolls, clothes for all seasons (summer, winter, spring and autumn), a small wardrobe and a chair.

Age: 3–4 years.

Shop

Equipment: all toys depicting goods that can be bought in a store, located on the display window, money.

Age: 3–7 years.

Toys at the doctor

Equipment: dolls, toy animals, medical instruments: thermometer, syringe, pills, spoon, phonendoscope, cotton wool, jars of medicine, bandage, robe and doctor’s cap.

Age: 3–7 years.

Pharmacy

Equipment: toy pharmacy equipment.

Age: 5–7 years.

strictly according to recipes. Children assign roles independently, at will.

Stepashka's birthday

Equipment: toys that can come to visit Stepashka, tableware - plates, forks, spoons, knives, cups, saucers, napkins, tablecloth, table, chairs.

Age: 3–4 years.

We are building a house

Equipment: large building materials, machines, a crane, toys for playing with the building, pictures depicting people in the construction profession: mason, carpenter, crane operator, driver, etc.

Age: 3–7 years.

Zoo

Goal: to expand children’s knowledge about wild animals, their habits, lifestyle, nutrition, to cultivate love and a humane attitude towards animals, to expand children’s vocabulary.

Equipment: toy wild animals familiar to children, cages (made of building material), tickets, money, cash register.

Age: 4–5 years.

Kindergarten

Equipment: all toys necessary for playing in kindergarten.

Age: 4–5 years.

Salon

Goal: to introduce children to the profession of a hairdresser, to cultivate a culture of communication, to expand children’s vocabulary.

Equipment: robe for the hairdresser, cape for the client, hairdresser's tools - comb, scissors, bottles for cologne, varnish, hair dryer, etc.

Age: 4–5 years.

In library

Equipment: books familiar to children, a box with pictures, card index, pencils, sets of postcards.

Age: 5–6 years.

Astronauts

Equipment: spaceship and building material, seat belts, tools for working in space, toy cameras.

Age: 5–6 years.

Family

Equipment: all the toys necessary for family play: dolls, furniture, dishes, things, etc.

Age: 5–6 years.

In the cafe

Goal: to teach a culture of behavior in public places, to be able to perform the duties of a cook and waiter.

Equipment: necessary equipment for the cafe, doll toys, money.

Age: 5–6 years.

Trip around the world

Equipment: a ship made of building material, a steering wheel, binoculars, a world map.

Age: 6–7 years.

On city roads

Goal: to consolidate children’s knowledge about the rules of the road, to introduce them to a new role - a traffic controller, to cultivate self-control, patience, and attention on the road.

Equipment: toy cars, traffic controller flags – red and green.

Age: 5–7 years.

Traffic rules

Equipment: toy cars, road signs, traffic lights; for a traffic police officer - a police cap, a wand, a radar gun; driver's licenses, technical tickets.

Age: 6–7 years.

We are athletes

Equipment: medals for the winners, a billboard to demonstrate the number of points earned, sports equipment - balls, jump ropes, skittles, rope, ladders, benches, etc.

Age: 6–7 years.

At a car service station

Goal: expand the theme of construction games, develop constructive skills, show creativity, find a good place to play, introduce a new role - a car repairman. Equipment: building material for building a garage, plumbing tools for car repair, equipment for washing and painting cars.

Age: 6–7 years.

Progress of the game: inform the children that there are a lot of cars on the city roads and these cars break down very often, so we need to open a car service station. Children are offered to build a large garage, equip a place for car washing, and choose employees and maintenance personnel. They are introduced to a new working specialty - a mechanic who repairs cars (engine, steering, brakes, etc.).

Border guards

Goal: continue to introduce children to military professions, clarify the daily routine of military personnel, what their service consists of, cultivate courage, dexterity, the ability to clearly follow the orders of the commander, expand the vocabulary of children: “border”, “post”, “security”, “violation” ", "alarm signal", "border guard", "dog breeder".

Equipment: border, border post, machine gun, border dog, military caps.

Age: 6–7 years.

Progress of the game: the teacher invites the children to visit the state border of our Motherland. A conversation is held about who guards the border, for what purpose, how the border guard’s service is carried out, what is the daily routine of a military man. Children on their own

distribute the roles of Military Commander, Head of the Border Outpost, Border Guards, Dog Breeders. In the game, children apply the knowledge and skills acquired in previous lessons. It is necessary to draw children's attention to support and friendly mutual assistance.

School

Goal: to clarify children’s knowledge about what they do at school, what lessons there are, what the teacher teaches, to cultivate a desire to study at school, respect for the teacher’s work, to expand children’s vocabulary: “school supplies”, “briefcase”, “pencil case”, “students”, etc.

Equipment: pens, notebooks, children's books, alphabet, numbers, blackboard, chalk, pointer.

Age: 6–7 years.

Progress of the game: the teacher invites the children to play school. A conversation is held about why the school is needed, who works there, what the students do. At the request of the children, a Teacher is selected. The rest of the children are Students. The teacher assigns tasks to the students, and they complete them independently and diligently. In another lesson there is a different Teacher. Children take classes in mathematics, native language, physical education, singing, etc.

Space adventure

Goal: to teach them to apply their knowledge and skills in practice, create a friendly atmosphere between children, develop responsibility and interest in them, expand their vocabulary - “space”, “planet”, “Mars”, “outer space”, “weightlessness”, “ cosmodrome."

Equipment: spaceship, medical instruments for a doctor, posters of views of our planet from space.

Age: 6–7 years.

Progress of the game: the children are told that in a few minutes the spaceship will take off. Those who wish can become space tourists. But in order to fly into space, you need to think about what qualities you need to have? (Be smart, brave, strong, kind, cheerful.) And you also need to be healthy. Anyone who decides to go into space must undergo a medical examination. The doctor examines tourists and issues a permit. Children choose a Pilot, a Doctor on a ship, a Navigator. Everyone is ready to fly. The dispatcher announces the start. Passengers fasten their seat belts. From a height, children look (pictures) at the view of the planet Earth, talk about why it is called the blue planet (most of it is covered with water). Children tell what oceans, seas, and mountains they know. The spaceship makes a stop on the planet Mars. Tourists go out, examine the planet, and draw conclusions about the existence of life on this planet. The ship flies on. Next stop is Jupiter. Tourists are once again exploring the planet, sharing their knowledge and impressions. The ship returns to Earth.

We are military intelligence officers

Goal: to develop the theme of paramilitary games, to teach children to carry out tasks accurately, to be attentive, careful, to instill respect for military professions, a desire to serve in the army, to expand children’s vocabulary - “reconnaissance”, “scouts”, “sentry”, “security” , "soldiers".

Equipment: elements of military clothing for children, weapons.

Age: 6–7 years.

Progress of the game: the teacher offers to remember films, stories about the life of military intelligence officers, invites children to play them. Children distribute among themselves the roles of Scouts, Sentinels, Commanders, Security Soldiers, determine goals and objectives, and monitor their implementation.