Role-playing games for children of the middle group of kindergarten. Role-playing game in the middle group Story games in the middle group goal

Svetlana Khodeeva
Card file of role-playing games in the middle group

Card file of plot-role-playing games in the middle group.

1. "Score".

2. "A family".

3. "Bus".

4. "Hospital". "At the dentist".

5. "Steamboat". "Sailors".

6. "Laundry".

7. "Beauty saloon".

8. "Birthday".

9. "We are crossing the street".

10. "Zoo".

11. "Theatre".

12. "Puppet show".

13. "Excursion to the museum".

14. "Cafe".

15. "Kindergarten".

16. "Music for Dolls".

"Music for Dolls".

Develop interest in the game. Promote the desire of children to independently select toys, attributes for the game. Cultivate courtesy, friendship, respect for toys.

attributes.

Dolls, musical instruments (tambourine, drum, balalaika)

"Kindergarten"

Develop interest in the game. Continue to teach how to build a play space in accordance with game plot, through constructive activity. To consolidate children's knowledge about the work of a teacher, nanny, develop interest and respect for their work. Develop the ability to apply the acquired knowledge in a collective creative game. To cultivate goodwill, responsiveness, the ability to coordinate their actions with other participants in the game.

attributes.

Dolls, strollers, toys, furniture, dishes.

"Cafe"

Continue to acquaint children with the work of adults. Cultivate communication skills. Contribute to the enrichment of gaming skills.

attributes.

Aprons, tablecloths, menus, confectionery (cakes, chocolate, cookies, sweets, fruits, drinks (juice, tea, coffee, pencils, notepads, dishes, trays, napkin holders, flower vases, money.

"Excursion to the museum"

To aim children at independent distribution of roles and the ability to act in accordance with them. Display in the game the events of social life, behavior in cultural places, teach attentively, benevolently treat each other. Develop speech, enrich children's vocabulary.

attributes.

reproductions paintings, toys, money, tickets, sign "Cash register".

"Theatre"

To form in children the ability to play together, to promote the development of role-playing actions, to reflect in the game individual actions from literary works, watching cartoons, illustrations. To develop the correct relationship of children in the team, to coordinate their actions with the actions of partners in the game. Develop expressiveness of speech. Cultivate interest and desire to play.

attributes.

Money, tickets, sign "Cash register", animal caps.

"Puppet show"

Teaching children to play familiar stories from fairy tales with toys, to develop the ability to strive to expressively convey the features of the voice, the emotional states of the characters, to educate the independence and creativity of children in the game.

attributes.

Screen, figures of puppet theatre, finger, money, tickets, plate "Cash register".

"Zoo"

To consolidate the knowledge of children about the representatives of the zoo, to form playing skills, to engage in role-playing interaction with each other, to develop a creative attitude towards the game in children, to teach them to carry out their plans together, to cultivate a culture of communication, friendly relations.

attributes.

Toy wild animals familiar to children, cages (made of building material, tickets, money, sign "Cash register", shovels, panicles, buckets.

"We are crossing the street"

To develop interest in the game, to fix the rules of behavior on the sidewalk, on the roadway, to cultivate a sense of respect for others - pedestrians, drivers.

attributes.

Symbols of cars (hats - Pictures, traffic light, pedestrian crossing, steering wheels, dolls, strollers.

"Birthday"

Develop the ability to create a game environment, use objects of the immediate environment. Generate interest in the overall idea of ​​the game plot the ability to act in concert. To develop friendly relations between the players in the course of gaming activities. Repeat the rules of conduct at a party. Improve skills and abilities at the table.

attributes.

Cake, gifts, balloons, head caps, pipes, crockery, confectionery (cake, chocolate, cookies, sweets, fruits, drinks (juice, tea, coffee, furniture, dolls, crockery.

"Beauty saloon"

To enrich children's knowledge about the work of a hairdresser. Encourage children to independently distribute roles, prepare the necessary conditions. Create conditions for creative self-expression. To promote the establishment of role-playing interaction in the game and the assimilation of role-playing relationships. To form the skills of cultural behavior in public places. To cultivate polite treatment, respect for the work of a hairdresser.

attributes.

Mirror, cape for the client, master's apron, telephone, hairdresser's tools - comb, scissors, bottles for cologne, varnish, hair dryer, hairpins.

"Laundry"

Develop interest in the game. Build positive relationships with children. To educate in children respect for the work of the laundress, respect for clean things - the result of her work.

Attributes: washing machine, rope, clothespins, basins, ironing board, iron, washing powders (empty jars, bed linen, bathrobes.

"Steamboat". "Sailors".

Teach children to interact in the game, negotiate. To promote the development of dialogical speech, fantasy, imagination, orientation in space, game skill. To cultivate a culture of behavior, mutual assistance, a friendly attitude towards each other, the ability to negotiate, the desire to participate in joint games.

attributes.

Builder, caps, collars, steering wheel, horn, spyglass, nets, fish, lifebuoy, anchor.

"Hospital". "At the dentist".

To form in children the ability to take on a role and perform appropriate game actions. Develop the ability to engage in role-playing interaction with peers (to build a role-playing dialogue, the ability to negotiate with each other in the game). To cultivate friendly relations between children, respect for the work of a doctor.

attributes.

Mirror (for examining teeth, a spatula, jars of ointments, dolls, a bathrobe, cotton wool, thermometers, a telephone, jars, heating pads, syringes, medicine boxes, doctor's coupons, a screen, a phonendoscope, pencils, paper.

"Bus"

To consolidate knowledge about the work of the driver and conductor, repeat the rules of conduct on the bus. Develop interest in the game. Build positive relationships with children. To instill in children respect for the work of adults.

attributes.

Driver's cap, steering wheel, keys, documents, conductor's bag, money, tickets, traffic light, bus repair tool kit, fabric bus model.

"A family"

To consolidate children's ideas about the family, about the responsibilities of family members. Develop interest in the game. Continue to teach children to assign roles and act according to the role they have assumed, to develop plot. Contribute to the establishment of role-playing interactions and relationships between the players in the game. To cultivate love and respect for family members and their work.

attributes.

Furniture, dishes, dolls, strollers, telephone, bags, apron.

"Score"

To continue to acquaint children with social reality, through the consolidation of children's ideas about the profession of a seller. To teach ways of practical application of knowledge in speech, gaming, labor, communicative activities. To form differentiated ideas about the norms and rules of behavior between children. Establish rules of conduct in public places (score). To instill in children respect for the work of adults.

attributes.

Scales, cash register, replicas of fruits and vegetables, money, wallets, pasta, confectionery, drinks, dairy products.

Nomination: role-playing games in kindergarten class notes

Position: educator

1. Zoo.

Target: expand children's knowledge about wild animals, their habits, lifestyle, nutrition, cultivate love, humane treatment of animals, expand children's vocabulary.

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

Game progress: the teacher informs the children that the zoo has arrived in the city, and offers to go there. Children buy tickets at the box office and go to the zoo. They examine animals there, talk about where they live, what they eat. During the game, children should pay attention to how to treat animals, how to care for them.

2. Kindergarten.

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

Equipment: all the toys you need to play in kindergarten.

Game progress: The teacher invites the children to play in kindergarten. At will, we assign children to the roles of the Educator, Nanny, Musical Director. Dolls and animals act as pupils. During the game, they monitor relationships with children, help them find a way out of difficult situations.

1. A family.

Target. Development of interest in the game. Formation of positive relationships between children.

game material. Doll - baby, attributes for the equipment of the house, doll clothes, utensils, furniture, substitute items.

Game progress.

The teacher can start the game by reading the work of art by N. Zabila "Yasochka's garden", at the same time a new Yasochka doll is introduced into the group. After reading the story, the teacher invites the children to play the way Yasya helps to prepare toys for the game.

Then the teacher can invite the children to dream up how they would play if they were left at home alone.

In the following days, the teacher, together with the children, can equip a house on the playground in which Yasochka will live. To do this, you need to clean the house: wash the floor, hang curtains on the windows. After that, the teacher can talk in the presence of children with the parents of a recently ill child about what he was ill with, how mom and dad took care of him, how they treated him. You can also play a lesson with a doll (“Yasochka caught a cold”).

Then the teacher invites the children to play the "family" on their own, watching the game from the side.

During the subsequent game, the teacher can introduce a new direction, invite the children to play, as if Yasha had a birthday. Before that, you can remember what the children did when someone in the group celebrated a birthday (children prepared gifts in secret: they drew, sculpted, brought postcards, small toys from home. At the holiday, they congratulated the birthday man, played round dance games, danced, read poetry). After that, the teacher invites the children to make bagels, cookies, sweets - a treat in the modeling lesson, and in the evening celebrate Yasochka's birthday.

In the following days, many children can already develop various options for celebrating a birthday in independent games with dolls, saturating the game with their own experience acquired in the family.

In order to enrich the knowledge of children about the work of adults, the educator, having previously agreed with the parents, can instruct the children to help their mother at home and cook food, clean the room, do laundry, and then talk about it in kindergarten.

To further develop the game in the "family", the teacher finds out which of the children has younger brothers or sisters. Children can read A. Barto's book "The Younger Brother" and look at the illustrations in it. The teacher brings a new baby doll and everything necessary to take care of it to the group and invites the children to imagine that each of them has a little brother or sister, to tell how they would help their mother to take care of him.

The teacher can also organize a game in the "family" for a walk.

The game can be offered to a group of three children. Distribute the roles: "mom", "dad" and "sister". The focus of the game is the baby doll "Alyosha" and new kitchen utensils. Girls can be offered to clean the playhouse, rearrange the furniture, choose a comfortable place for Alyosha's cradle, make a bed, swaddle the baby, put him to bed. "Papa" can be sent to the "bazaar", bring grass - "onion". After that, the teacher can include other children in the game at their request and offer them the roles of "Yasochka", "dad's friend - driver", who can take the whole family to the forest to rest, etc.

The educator should provide children with independence in the development of the plot, but also carefully monitor the game and skillfully use the role relationships of children to strengthen real positive relationships between them.

The teacher can finish the game with an offer to go (the whole family has lunch in a group.

The plot of the game in the "family" the educator together with the children can constantly develop, intertwining with games in the "kindergarten", in "chauffeurs", "moms and dads", "grandparents". Participants in the “family” game can take their children to the “kindergarten”, take part in (matinees”, “birthdays”, repair toys; “moms and dads” with children as passengers go on a bus for a country walk in the forest, or a “chauffeur” to take a mother with a sick little son to the “hospital” in an ambulance, where he is received, treated, cared for, etc.

1. Bath day.

Target. Development of interest in the game. Formation of positive relationships between children. Raising in children a love for cleanliness and tidiness, a caring attitude towards the younger ones.

game material

Game roles. Mother, father.

Game progress. The teacher can start the game by reading the work "Dirty Girl" and "Bathing" from A. Barto's book "Younger Brother". Talk about the content of the texts. After that, it is advisable to show the children the cartoon of K. Chukovsky "Moydodyr", to consider the paintings and E. I. Radina, V. A. Ezikeyeva "Playing with a Doll". And also to conduct a conversation “How we swam”, in which to consolidate not only the sequence of bathing, but also to clarify the ideas of children about bathroom equipment, about how attentively, caringly, affectionately mothers and fathers treat their children. Also, the teacher can involve children, together with their parents, to take part in the manufacture of attributes, equipping a large bathroom (or bath) for dolls.

With the help of parents and with the participation of children, you can build a towel rack, a grate under your feet. Children can construct soap boxes. Benches and chairs for the bathroom can be made of large building material, or you can use highchairs, benches.

During the game, the teacher tells the children that they cleaned the play corner very well yesterday; washed all the toys, arranged them beautifully on the shelves. Only the dolls were dirty, so you need to wash them. The teacher offers to arrange a bath day for them. Children put up a screen, bring baths, basins, build benches, chairs from building material, put a grate under their feet, find combs, washcloths, soap, soap dishes. Here is the bath and ready! Some "mothers" Are in a hurry to start bathing without preparing clean clothes. For dolls. The teacher asks them: “What will you change your daughters into?”. "Moms" run to the closet, bring clothes and put them on chairs. (Each doll has its own clothes). After that, the children undress and bathe the dolls: in the bath, under the shower, in the basin. If necessary, the teacher helps the children, makes sure that they take care of the dolls, call them by name; reminds that you need to bathe carefully, carefully, do not pour water into the "ears". When the dolls are washed, they are dressed and combed. After bathing, the children pour out the water, clean the bathroom.

1. Big Wash.

Target. Development of interest in the game. Formation of positive relationships between children. Raising in children respect for the work of the laundress, respect for clean things - the result of her work.

game material. Screen, basins, baths, building material, play bath accessories, substitute items, doll clothes, dolls.

Game roles. Mom, dad, daughter, son, aunt.

Game progress. Before starting the game, the teacher asks the children to watch the work of their mother at home, to help the spa during the wash. Then the teacher reads A. Kardashova's story "The Big Wash".

After that, if the children do not have a desire to play the game on their own, then the teacher can offer them to arrange a “big wash” themselves or take out a bath and linen to the site.

Next, the teacher offers the children the following roles: “mother”, “daughter”, “son”, “aunt”, etc. You can develop the following plot: the children have dirty clothes, you need to wash all the clothes that are dirty. “Mom” will manage the laundry: what clothes should be washed first, how to rinse the laundry, where to hang the laundry, how to iron.

The educator must skillfully use role-playing relationships during the game to prevent conflict and form positive real relationships.

During the subsequent conduct of the game, the teacher can use a different form: the game of "laundry". Naturally, before this, appropriate work should be carried out to familiarize oneself with the laundress's work.

During an excursion to the laundry of the kindergarten, the teacher introduces the children to the work of the laundress (washes, turns blue, starches), emphasizes the social significance of her work (she washes bed linen, towels, tablecloths, bathrobes for kindergarten employees). The laundress tries very hard - snow-white linen is pleasant for everyone. Washing machine, electric irons facilitate the work of the laundress. The excursion helps to educate children in respect for the work of the laundress, respect for clean things - the result of her work.

The reason for the appearance of the game in the "laundry" is often the introduction by the educator into the group (or to the site) of objects and toys necessary for washing.

Children are attracted to the role of "laundress" because they are "interested in doing laundry", especially in the washing machine. To prevent possible conflicts, the teacher invites them to work in the first and second shifts, as in a laundry.

1. Bus (Trolleybus).

Target. Consolidation of knowledge and skills about the work of the driver and conductor, on the basis of which the children will be able to develop a plot, creative game. Familiarity with the rules of conduct on the bus. Development of interest in the game. Formation of positive relationships between children. Raising in children respect for the work of the driver and conductor.

game material. Construction material, toy bus, steering wheel, cap, policeman's stick, dolls, money, tickets, wallets, bag for the conductor.

Game roles. Driver, conductor, controller, policeman-regulator.

Game progress. The educator needs to start preparing for the game by observing the buses on the street. It is good if this observation is carried out at a bus stop, since here children can observe not only the movement of the bus, but also how passengers get in and out of it, and see the driver and the conductor through the windows of the bus.

After such an observation, which is led by the educator, attracting and directing the attention of the children, explaining to them everything that they see, you can invite the children to draw a bus in class.

Then the teacher should organize a game with a toy bus in which the children could reflect their impressions. So, you need to make a bus stop, where the bus will slow down and stop, and then hit the road again. Small dolls can be put on a bus stop at a bus stop and taken to the next stop at the other end of the room.

The next step in preparing for the game should be the trip of children on a real bus, during which the teacher shows and explains a lot to them. During such a trip, it is very important that the children understand how difficult the work of the driver is, and watch it, understand the meaning of the conductor's activity and see how he works, how he politely behaves with passengers. In a simple and accessible form, the teacher should explain to the children the rules of behavior for people on the bus and other modes of transport (if you have given up your seat, thank; yourself give way to an old man or a sick person who finds it difficult to stand; do not forget to thank the conductor when he gives you a ticket; sit down to a free seat, and do not necessarily demand a seat by the window, etc.). The teacher must explain each rule of conduct. It is necessary that the children understand why an old man or a disabled person must give way to a seat, why one cannot demand a better seat by the window for oneself. Such an explanation will help children practically master the rules of behavior in buses, trolleybuses, etc., and then, gaining a foothold in the game, they will become a habit, become the norm of their behavior.

Another important point when traveling by bus is to explain to children that trips are not an end in themselves, that people do not make them for the pleasure they get from the ride itself: some go to work, others go to the zoo, others go to the theater, others go to doctor, etc. The driver and the conductor help people quickly get where they need to, so their work is honorable and you need to be grateful to them for it.

After such a trip, the teacher should conduct a conversation with the children on the picture of the corresponding content, after carefully examining it with them. When analyzing the content of the picture with the children, you need to tell which of the passengers depicted on it goes where (grandmother with a big bag - to the store, mother takes her daughter to school, uncle with a briefcase - to work, etc.). Then, together with the children, you can make the attributes that will be needed for the game: money, tickets, wallets. The teacher, in addition, makes a bag for the conductor and a steering wheel for the driver.

The last step in preparing for the game may be watching a movie that shows the bus ride, the activity of the conductor and the driver. At the same time, the teacher must explain to the children everything that they see, and by all means ask them questions.

After that, you can start the game.

For the game, the teacher makes a bus by moving the chairs and placing them the way the seats are on the bus. The entire structure can be fenced with bricks from a large building set, leaving front and rear doors for boarding and disembarking passengers. At the rear end of the bus, the teacher makes the conductor's seat, at the front, the driver's seat. In front of the driver is a steering wheel that is attached either to a large wooden cylinder from a building kit or to the back of a chair. Children are given wallets, money, bags, dolls to play with. Ask the driver to take his seat, the conductor (teacher) politely invites the passengers to enter the bus and helps them get comfortable. So, he offers passengers with children to take the front seats, and for those who did not have enough seats, he advises to hold on so as not to fall while riding, etc. Placing passengers, the conductor along the way explains to them his actions (“You have son. It's hard to hold him. You need to sit down. Make way for a hundred, perhaps, otherwise it's hard to hold the boy. Grandfather must also give way. He is old, it's hard for him to stand. And you are strong, give way to grandfather and hold on with your hand here, and you can fall when the bus is moving fast”, etc.). Then the conductor distributes tickets to passengers and along the way finds out which of them is going where and gives a signal to depart. On the way, he announces stops (“Library”, “Hospital”, “School”, etc.), helps the elderly and the disabled get off the bus and enter it, gives tickets to those who have entered again, keeps order on the bus.

The next time the teacher can entrust the role of the conductor to one of the children. The teacher directs and fu, now becoming one of the passengers. If the conductor forgets to announce stops or send the bus on time, the teacher reminds of this, and without disturbing the course of the game: “What stop? I need to go to the pharmacy. Please tell me when to leave” or “You forgot to give me a ticket. Give me a ticket, please,” etc.

Some time later, the teacher can introduce into the game the role of a controller who checks whether everyone has tickets, and the role of a policeman-regulator who either allows or forbids the movement of the bus.

The further development of the game should be directed along the line of combining it with other plots and connecting to them.

1. Chauffeurs

Target. Consolidation of knowledge and skills about the work of the driver, on the basis of which the guys will be able to develop a plot, creative game. Development of interest in the game. Formation of positive relationships between children. Raising in children respect for the work of the driver.

game material. Cars of various brands, a traffic light, a gas station, building materials, steering wheels, a cap and a stick of a traffic controller, dolls.

Game roles. Chauffeurs, mechanic, gas tanker, dispatcher.

Game progress. Preparation for the game teacher should begin with the organization of special observations for | driver activities. They should be directed by the teacher and accompanied by his story, explanation. A very good reason for the first detailed acquaintance of children with the work of a driver can be to observe how food is brought to kindergarten. Showing and explaining how the driver brought food, what he brought and what of these products they will then cook, it is necessary to inspect the car with the children, including the driver's cab. It is advisable to organize constant communication with the driver who brings food to the kindergarten. Children watch him work, help unload the car.

The next step in preparing for the game is to observe how food is brought to neighboring stores. Walking down the street with children, you can stop at one store or another and watch how the brought products are unloaded: milk, bread, vegetables, fruits, etc. As a result of such observation, the children should understand that being a driver is not at all does not mean just turning the steering wheel and honking that the driver is driving in order to bring bread, milk, etc.

Also, before the start of the game, the teacher organizes excursions to the garage, to the gas station, to a busy intersection, where there is a police traffic controller.

It is advisable for the educator to conduct another excursion to the garage, but not to any garage, but to the one where the father of one of the pupils of this group works as a driver, where the father will tell about his work.

Emotionally colored ideas of children about the work of parents, its social benefits are one of the factors that encourage a child to take on the role of a father or mother, to reflect in the game their activities in everyday life and at work.

The impressions received by children during such walks and excursions must be consolidated in a conversation on the basis of a picture or postcards. In the course of these conversations, the educator needs to emphasize the social significance of the driver's activities, to emphasize the significance of his activities for others.

Then the teacher can arrange to play with toy cars. For example, children are given vegetables, fruits, bread and confectionery products fashioned by them in the classroom, furniture made of paper. The teacher advises taking food to kindergarten, goods to the store, moving furniture from the store to a new house, driving dolls, taking them to the dacha, etc.

To enrich the experience of children, their knowledge, it is necessary to show the children on the street different cars (for transporting milk, bread, trucks, cars, fire engines, ambulances, if possible, show in action the machines that water the streets, sweep, sprinkle sand), explaining the purpose of each of them. At the same time, the teacher must emphasize that everything that these machines do can only be done thanks to the activity of the driver.

The teacher should also consolidate the knowledge gained by the children during walks and excursions, examining with them pictures depicting a street with various types of cars, and in an outdoor game with a plot element. For this game, you need to prepare cardboard steering wheels and a stick for the traffic controller. The essence of the game is that each child, driving the steering wheel, moves around the room in the direction that the policeman points to him with his wand (or hand). The traffic controller can change the direction of movement, stop the transport. This simple game, well organized, gives children a lot of joy.

One of the stages in preparing children for a story game can be watching a movie showing some specific case of the driver's activity and different types of cars.

At the same time, for two weeks, it is advisable to read several stories from B. Zhitkov’s book “What did I see?”, Conduct several classes on designing from building material (“Garage for several cars”, “Truck”), followed by playing with buildings. It is good to learn with children the mobile game “Colored Cars” and the musical and didactic game “Pedestrians and Taxi” (music by M. Zavalishina).

On the site, children, together with the teacher, can decorate a large truck with multi-colored flags, carry dolls on it, build bridges, tunnels, roads, garages in the sand on walks.

The game can be started in different ways.

The first option could be next. The teacher invites the children to move to the country. First, the teacher warns the children about the upcoming move and that they need to pack their belongings, load them into the car and sit down themselves. After that, the teacher appoints a driver. On the way, be sure to tell the children about what the car is passing by. As a result of this move, the puppet corner moves to another part of the room. Having sorted out things at the dacha and settled in a new place, the teacher will ask the driver to bring food, then take the children to the forest for mushrooms and berries or to the river to swim and sunbathe, etc.

Further development of the game should go along the line of connecting it to other game themes, such as "Shop", "Theater". kindergarten, etc.

Another option for the development of this game may be the following. The teacher takes on the role of a “driver”, inspects the car, washes it, and with the help of the children fills the tank with gasoline. Then the "dispatcher" writes out a waybill, which indicates where to go and what to transport. The "chauffeur" leaves for the construction of a residential building. Further, the plot develops in this way: the driver helped build the house.

Then the teacher introduces several roles of "drivers", "builders" into the game. The children, together with the teacher, are building a new house for Yasya and her mom and dad.

After that, the teacher encourages the children to play on their own and reminds the children that they themselves can play as they want.

During the subsequent game of “chauffeurs”, the teacher brings in new toys - cars of various brands that he makes with the children, a traffic light, a gas station, etc. Also, children, together with the teacher, can make new missing toys (tools for car repair, a cap and a stick policeman-regulator), improve ready-made toys (attach a trunk to a car or an arc to a bus with plasticine, turning it into a real trolleybus). All this contributes to maintaining interest in the device, purpose and ways of using the toy in the game.

At this age, children's "driver" games are closely intertwined with "construction" games, as drivers help build houses, factories, dams.

1. Score.

Target: to teach children to classify objects according to common features, to cultivate a sense of mutual assistance, to expand the vocabulary of children: to introduce the concepts of “toys”, “furniture”, “food”, “dishes”.

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

Game progress: the teacher offers the children to place a huge supermarket in a convenient place with departments such as vegetables, grocery, dairy, bakery and others where customers will go. Children independently distribute the roles of sellers, cashiers, salespeople in departments, sort goods into departments - products, fish, bakery products, meat, milk, household chemicals, etc. They come to the supermarket to shop with their friends, choose goods, consult with sellers, 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 goods can be in the supermarket.

1. At the doctor's.

Target: teach children how to care for the sick and use medical instruments, educate children in attentiveness, sensitivity, expand vocabulary: introduce the concepts of "hospital", "sick", "treatment", "drugs", "temperature", "hospital".

Equipment: dolls, toy animals, medical instruments: a thermometer, a syringe, tablets, a spoon, a phonendoscope, cotton wool, medicine jars, a bandage, a dressing gown and a bonnet for a doctor.

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

1. We are building a house.

Target: introduce children to construction professions, pay attention to the role of technology that facilitates the work of builders, teach children how to build a building of a simple structure, cultivate friendly relations in a team, expand children's knowledge about the features of builders' work, expand children's vocabulary: introduce the concepts of "building", "mason ”, “crane”, “builder”, “crane operator”, “carpenter”, “welder”, “building material”.

Equipment: large building material, cars, crane, toys for playing with the building, pictures of people in the construction profession: bricklayer, carpenter, crane operator, driver, etc.

Game progress: the teacher invites the children to guess the riddle: “What kind of turret is standing, but is the light on in the window? We live in this tower, and it is called ...? (house)". The teacher offers the children to build a large, spacious house where toys could live. Children remember what construction professions are, what people do at a construction site. They look at pictures of builders and talk about their duties. Then the children agree on building a house. Roles are distributed between children: some are Builders, they build a house; others are Drivers, they deliver building materials to the construction site, one of the children is a Crane Operator. During construction, attention should be paid to the relationship between children. The house is ready, and new residents can move in. Children play on their own.

1. Salon.

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

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

Game progress: knock on the door. Doll Katya comes to visit the children. She gets to know all the children and notices a mirror in the group. The doll asks the children if they have a comb? Her pigtail was untangled, and she would like to comb her hair. The doll is offered to go to the hairdresser. It is clarified that there are several rooms 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 to the salon. Katya is 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 in a hairstyle, manicure.

1. Ambulance.

Target: arouse in children an interest in the professions of a doctor, a nurse; to cultivate a sensitive, attentive attitude to the patient, kindness, responsiveness, a culture of communication.
Roles: doctor, nurse, ambulance driver, patient.
Game actions: The patient calls 03 and calls an ambulance: he gives his full name, age, address, complaints. The ambulance arrives. The doctor and nurse go to the patient. The doctor examines the patient, carefully listens to his complaints, asks questions, listens with a phonendoscope, measures pressure, looks at the throat. The nurse measures the temperature, follows the instructions of the doctor: gives medicine, gives injections, treats and bandages the wound, etc. If the patient feels very unwell, he is picked up and taken to the hospital.
Preliminary work: Excursion to the medical office d / s. Observation of the work of a doctor (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: I. Zabila “Yasochka caught a cold”, E. Uspensky “Played in the hospital”, V. Mayakovsky “Who to 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, a nurse. Consideration of illustrations about the doctor, honey. sister. Modeling "Gift for sick Yasochka". Making with children attributes for the game with the involvement of parents (robes, hats, recipes, medical cards, etc.)
Game material: telephone, bathrobes, hats, pencil and prescription paper, phonendoscope, tonometer, thermometer, cotton wool, bandage, tweezers, scissors, sponge, syringe, ointments, tablets, powders, etc.

1. Veterinary hospital.

Target: arouse in children an interest in the profession of a veterinarian; to cultivate a sensitive, attentive attitude towards animals, kindness, responsiveness, a culture of communication.
Roles: veterinarian, nurse, nurse, veterinary pharmacy worker, people with sick animals.
Game actions: Sick animals are brought to the veterinary clinic. The veterinarian receives patients, carefully listens to the complaints of their owner, asks questions, examines a sick animal, listens with a phonendoscope, measures the temperature, and makes an appointment. The nurse writes a prescription. The animal is taken to the treatment room. The nurse gives injections, treats and bandages wounds, lubricates with ointment, etc. The nurse cleans the office, changes the towel. After the reception, the owner of the sick animal goes to the veterinary pharmacy and buys the medicine prescribed by the doctor for further treatment at home.
Preliminary work: Excursion to the medical office d / s. Observation of the work of a doctor (listens with a phonendoscope, looks at the throat, asks questions) Listening to K. Chukovsky's fairy tale "Doctor Aibolit" in a recording. Consideration with children of illustrations for the fairy tale by K. Chukovsky "Doctor Aibolit". Reading lit. works: E. Uspensky "Played in the hospital", V. Mayakovsky "Whom to be?". Examination of medical instruments: phonendoscope, spatula, thermometer, tweezers, etc. Didactic game "Yasochka caught a cold." Conversation with children about the work of a veterinarian. Drawing “My favorite animal” Making with children attributes for the game with the involvement of parents (robes, hats, recipes, etc.)
Game material: animals, bathrobes, hats, prescription pencil and paper, phonendoscope, thermometer, cotton wool, bandage, tweezers, scissors, sponge, syringe, ointments, tablets, powders, etc.

1. Polyclinic.

Target: revealing the meaning of the activities of medical personnel to develop in children the ability to take on roles. develop interest in the game. build positive relationships with children. education in children of respect for the work of a doctor.

game material: game set "Puppet Doctor", substitute items, some real items, a doctor's hat, a dressing gown, a doll.

Situation 1 The educator offers the child the additional role of a patient, while he himself takes on the main role of a doctor. Educator: "Let's play Doctor": I will be a doctor, and you will be a patient. Where will the doctor's office be? Come on, as if this is an office (puts up a screen) What does a doctor need? (with the help of an adult, the child lays out medical supplies from the first-aid kit on the table). And this is our jar of ointment, and this is a syringe ... ”(Gradually, the child himself begins to name and arrange the necessary). The teacher puts on a hat and a white coat: “I am a doctor. Come to my appointment. Come in, hello. Do you have a sore throat or tummy? When did you get sick? Let's see the neck. Open your mouth. say a-a-a-a. Ai, ai, what a red neck. Now let's lubricate, doesn't it hurt? Don't you have a headache?

Playing with one child attracts the attention of other children. The teacher, noticing the children watching the game, says: “Do you also have something sick? Get in line, sick people, wait."

Situation 2 The teacher plays a doctor, two children are sick. Educator "Now let's play like this. like I'm a doctor. I'm in my office. I have a phone. You are sick, call me and call the doctor, ding, ding! My phone is ringing. Hello! the doctor is listening. who called? Katya girl? You are sick? Do you have a headache or stomachache? Did you take your temperature? What a high! Tell me Katya, where do you live?

I come to you. I will treat you. In the meantime, drink tea with raspberries and go to bed. Goodbye! My phone rings again. Hello, who's calling? Boy Dima? What are you complaining about? Runny nose? Have you been sick for a long time? Did you take drops or take pills? Does not help? Come see me today. I'll prescribe another medicine for you. Goodbye!

Situation 3. The doctor himself calls the patients, finds out how they feel about themselves, gives advice. In the process of talking on the phone, the educator uses a system of alternative and prompting questions that show the variability of game actions and contribute to the further development of creativity.

1. "The wind walks on the sea and the boat drives."

Target: To consolidate with children knowledge of the rules and measures of safe behavior on the water.

Program content: To form an elementary idea of ​​​​safe behavior on the water; consolidate knowledge about how to help a drowning person, consolidate children's knowledge about animals that live in hot countries; educate the ability to behave correctly in an emergency.

Equipment: construction set with large parts, steering wheel, rope, anchor, life buoys, peakless caps, mats, cap for the captain, sailor collars, buoys, “swimming allowed” sign red life jacket, pictures of animals from hot countries, palm trees, toys, hats for passengers .

Game progress:

We love it when guests come to us. Look how many there are today, every morning we say to each other: “Good morning”, so that we have a good day all day, so that we have a good mood. Let's say these morning magic words to our guests: "Good morning"

The teacher reads the poem:

What is summer?

That's a lot of light

This is a field, this is a forest,

It's a thousand wonders!

Educator: It is warm and even hot in summer, so many people will relax on the sea, near a river, lake or pond. Let's go on a journey by sea. And for this we will build a ship.

Children with the help of a teacher build a ship from a building kit

Educator: Did you forget to take a circle, a rope?

Children: Do not forget to take.

Educator: Why do we need a circle and a rope?

Children: To save a person if he drowns.

Educator: Right. Almaz will be the captain on our ship. He will put on a cap and take a spyglass, and Ruzal, Azamat, Azat, Damir will be sailors, they will put on peakless caps and sailor collars. The rest of the children are passengers. Put on hats, pick up "daughters" / dolls /, take bags with rugs.

Captain: gives a command. Take your seats on the ship. The ship is sailing. Give up the moorings, raise the anchor!

The ship "floats" Children sing the song "Chunga-changa". At the end of the song, put up the sign "Swimming is allowed" and buoys.

Educator: Look guys, a wonderful place, this is a beach, you can moor, swim and sunbathe.

Captain: Moor to the shore! Drop anchor!

The teacher with the children “goes ashore” and explains that this is a beach and you can swim only on the beach, as this is a place specially equipped for swimming. In this place, the bottom has been checked and cleaned, the shore has been prepared, lifeguards and a medical worker are on duty, the swimming area is fenced with buoys, beyond which you cannot swim.

We choose who will be on duty on the tower and watch the swimmers, i.e. (lifeguard)

In case of danger, he will rush to help, taking a life buoy. The child rescuer puts on a red life jacket.

Educator: And I will be a nurse who is on duty on the beach and makes sure that vacationers do not get sunburn.

Children, let's show how we sailed here on a ship, and now let's swim like real dolphins in the sea waves (imitation of dolphin movements) swim, get out of the water, spread the rugs and “sunbathe”. First we lie on our backs, then we roll over on our tummies.

Guys, can you stay in the sun for a long time?

You can get sunstroke and burns on the skin.

Educator: Dear tourists, after resting and swimming, take your seats on the deck. Our journey continues.

Captain: Raise anchor! Give away the moorings! Heading to hot countries!

during the "journey" the teacher reads riddle poems about the animals of hot countries. Palm trees and an easel with pictures of animals are placed

Educator: Guys, so we sailed to hot countries. Look guys what animals live here. Come on guys, let's draw them now.

1. Stand in a circle and show how the elephant walks.

2. Like a monkey climbs for bananas.

3. Now let's show a growling tiger.

4. How a kangaroo jumps.

Okay, well done. Guys, not only animals live here, but also people who dance a beautiful dance called "Lambada". Let's try to dance it.

Well, it's time to rest and go back.

Captain: Raise anchor! Give away the moorings! Heading back!

Educator: Oh, look, the “man” is in the water! quickly throw a lifeline!

Captain: Man overboard! Throw a lifeline!

Sailors throw a life buoy on a rope and pull it out, save the "daughter" /doll/. Passengers thank the captain and sailors.

Educator: Guys, this will never happen if you and your friends follow the rules of behavior on the water.

Well, if suddenly, for some reason, a person is overboard, he can be helped by throwing a lifebuoy, an air mattress, a log, a stick, a board, even a ball. You don't have to jump into the water yourself. You can help a drowning person by yelling loudly "The man is drowning!" and call an adult for help.

And in order to remember the subject well, with the help of which you can save a drowning person, we will learn a poem that Aliya G. has already learned.

If someone drowns in the river,

If he goes to the bottom

Throw him a rope, a circle,

A stick, a board or a log ...

Now, we are well aware of the rules of behavior on the water, and our ship has safely returned from the trip!

Let's thank the captain and sailors for an interesting journey and a safe return home /children thank the crew of the ship/. And we will go down from the ship to the shore.

16. Travel around the city.
Tasks:▪ consolidate the ability to perform game actions according to verbal instructions, act with imaginary objects, use substitute objects,
▪ continue to develop speech,
▪ to replenish the idea of ​​the city, professions.

Materials:
▪ driver's cap, steering wheel,
▪ signboard "cash desk", cafe "Skazka", "Palace of Sports",
▪ Uniform: park employees, instructor, waiter,
▪ hats are animals,
▪ carousel,
▪ building material.

Preliminary work:
▪ targeted walk along Kirova street and Leningradskaya embankment,
▪ viewing the photo album "Our beloved city",
▪ viewing the multimedia presentation "Walking around the city",
▪ learning the rules of the road,
▪ role-playing game “We are going, we are going, we are going…”,
▪ familiarization with the work of park employees, physical education instructor, waiter,
▪ learning games and songs, role-playing words and actions.

Game progress.
Children with a teacher are building a bus.
Leading. Guys, I want to invite you to go on a tour. Do you agree? (children's answers). Then get on the bus. I will be the tour guide, and Yegor will be the driver (children take seats on the bus).
Bus driver. Attention, the bus is leaving! Fasten your seat belts.
The audio recording of "Bus" sounds.
Chauffeur. Stop "Palace of Sports".
Leading. Let's go there. And tell the guys what people are doing in the sports palace? (Answers of children). And who does the training? Instructor.
Denis. Hello, I am your physical education instructor, I suggest you improve your health, let's do animal wort (children put on animal hats). Get on the flowers!
Children stand on flowers and perform movements to the music.

Leading. Is your health okay?
Children's answer. Thank you charger.
The leader and children thank the instructor.
Leading. I'll ask everyone to get on the bus, our tour of the city continues.
Chauffeur. Be careful, the doors are closing, fasten your seat belts. Next stop is Amusement Park.

funny bus,
Run along the path
And to the amusement park
You bring us.
Leading. There are many swings
And the magician is waiting
There are carousels
Cheerful people.

The song "Bus" sounds one verse.

Chauffeur. Stop "Amusement Park".

Leading. Slowly we go out, do not push.

Park director. Hello, I am the director of the park, I invite you to ride on our fun carousels, but first I ask you to purchase a ticket at the box office (gestures to the box office).
Children go to the box office and buy tickets. The game "Carousel" is being played.
Director. Well, how did you like our park? (children's answers). Would you like to look into the children's cafe "Skazka"? (children's answers)
Leading. Guys, the cafe is on the other side of the street and we have to go across the street. What is the right way to cross the road? (children's answers). Get up in pairs, I will go in front with a red flag, and Misha will go behind our column. Look, keep up, otherwise you will get lost in the city.

We walk the streets
We lead each other by the hand.
All we want to see
We want to know about everything.

Children on a pedestrian crossing go across the road.

Leading. Here we come.
Waiter. Hello, please place your order. Here is the menu for you.
Leading. Let's order juice (a box of juice for each).
Waiter. Will be done.
The waiter brings juice, the children drink, thank the waiter and leave the cafe.
Leading. This is where our tour ends. Please take your seats on the bus, buckle up - we are going back to kindergarten (children get on the bus, sing a song).
Chauffeur. Stop kindergarten "Smile".
The children get off the bus, thank the driver and the guide, the teacher invites the children to tell their families about the tour.

In the lives of children 4-5 years old, the role-playing game continues to develop and occupies a leading place. The child builds plots with enthusiasm, strives to play a wide variety of roles, and becomes more proactive. Increased opportunities allow him to choose a theme and outline the idea of ​​the game, equip the playing space with the help of objects, use various attributes in the game. The teacher directs his efforts to enrich the role-playing behavior and relationships of children in the game, which are manifested through dialogue and game action.

The teacher encourages children to plan, that is, to create an elementary plan that will be embodied in the game; teaches them to describe plot events, outline (name) the circle of actors (characters) in the game, and reveal their interaction.

Traditional stories
The favorite stories for children aged 4-5 are games to the hospital and the store, in which the children most easily embody their life experience. The teacher, introducing new roles into the game, helps to expand children's ideas about the game image, about the variety of roles and role behavior. For example, in a game of shopping, drivers who bring products to the store can simultaneously act as loaders, can change their roles to others, for example, to the roles of storekeepers working in a warehouse. Children, based on their life experience, can play out various situations that occur in medical offices, since each of them has visited the clinic at least once.

How to prepare children for the game?
Mastering new plots, roles and play actions, the child enriches the game with new content, and, therefore, it will remain interesting for him. It is extremely important for the educator to maintain this interest, contributing to the enrichment of life experience, providing the child with time and space for play, stimulating his creative activity. Enrichment of game plots is facilitated by excursions and targeted walks, stories about professions, thematic conversations, didactic and theatrical games, and illustrations. All these forms of interaction between an adult and a child become the content of preliminary work that prepares children for play.

Preliminary work should be purposeful, pedagogically capacious, multifaceted, which will allow covering the entire theme used in the game. This kind of work involves all the ways and forms of interaction between an adult and a child in the pedagogical process of a kindergarten; in it, as in no other work, one can see the interaction and interpenetration of various types of children's games.

The game absorbs everything that happens in a child's life.
1. Targeted walks and excursions will allow the teacher to acquaint children more closely with the activities of adults, give them the opportunity to talk with representatives of this profession, and satisfy the interest of the kids. Achieving the intended goal, a wise teacher will turn the excursion into an exciting journey.
2. Stories about professions will interest the children in vivid figurative comparisons, give food for the imagination. If you provide such a story with illustrations, then the children will have a desire to get to know each other better: to use or make similar tools, to perform actions. You can use the book of the “School of the Seven Dwarfs” series “What are the professions” Children are captivated by stories invented by the teacher, specifically aimed at reproducing any situation, telling about the event (“How I visited the airport”, “How the girl got lost on station”, “How I was in the new store”, etc.). These stories, coming from the perspective of a significant adult for the child, provide freshness of perception and inspire faith in the authenticity of the event.
3. Thematic conversations are designed to clarify children's ideas about a particular game (life) situation, their opinion regarding any plot. The teacher involves the children in a dialogue and prompts their speech activity with leading questions. A conversation on any plot allows you to show the models of the game’s ideas and their development: “You know, usually the doctor first lays out the instruments, and then calls the sick”, “When the driver put the car in the garage, what could he find?”; "What's the best way to start the game? Think about where the place for the airfield will be?
4. Didactic games will help children learn game actions and behavior (weigh the goods, repair the car, listen to the patient, determine the quality of the goods), as well as follow the rules in the game, be organized, and show leadership qualities. To conduct didactic games, you will need various items that can be found in the sections "Game sets", "Tools and weapons", "Cookware sets",
5. Theatrical games will teach children to play with ready-made stories, understand and implement the game plan in action, and be expressive in the role. Special sets of furniture will help you to create an interior for theatrical games.
6. The illustrations will complement everything the children have seen and heard before. Children will see in them a lot of details that can be easily considered and which they had not noticed before. The bright colors of the illustrations will evoke emotional experiences and will make you want to imitate the actions of the depicted characters.

Tasks: create a positive interest in role-playing games, conditions for creative self-expression;

to form children's ideas about the employees of the salon and about what work each of them does; to form the ability of children to act in accordance with the role played; contribute to the formation of the ability to creatively develop the plots of the game; develop dialogical speech, perception, attention, memory; to cultivate interest in role-playing games, a culture of behavior in public places, a respectful attitude towards the employees of the salon, a friendly attitude towards each other in the game.

Vocabulary work: hairstyle, hairdryer, haircut, bangs, curlers, director, administrator, make-up artist, manicurist, client, services.

Subject-game environment. Equipment and attributes: children's furniture (sofa, armchairs), notepad, telephone, book of complaints and suggestions, cash register, money, albums, magazines, salon business cards; a set of hairdressing accessories (scissors, combs, an apron, a cape for a client, hairpins, rubber bands, jars of shampoo) jars of cream, powder boxes, mirrors, cotton pads, brushes, a set for children "Cleaning lady".

Game roles and actions:

Director- manages the salon; talks with clients, offers them a book of complaints and suggestions;

Administrator- accepts payment for the service, writes in the log about the service, receives calls;

The hairdresser- combs, cuts, dries hair with a hairdryer, offers to look in the mirror.

Visagiste- applies cream on the face, paints the eyes, lips;

Manicurist— accepts the client's order, makes a manicure;

Cleaner— washes and sweeps the floors in the cabin;

Clients- visit the salon, greet the hairdresser, ask for a haircut, consult with the hairdresser, pay and thank for the services.

Motivation. Problem situation: Doll Katya is going to a birthday party, she needs to do her hair, makeup and manicure.

The course of the story game

A knock is heard at the door. The doll Katya comes to visit the children. She gets to know all the children and says that she is going to her friend Masha's birthday and does not know at all where to turn to get her a beautiful hairstyle, makeup and manicure.

teacher (B). Guys, what should she do? Maybe we can help her? (Answers of children).

AT. That's right, the Katya doll must be sent to a beauty salon. She will get her make-up, manicure and hair done there. Let's open a beauty salon in our group. In our salon there will be a hairdressing salon with women's and men's rooms, a manicure room, a makeup artist's room. (Conditions for the game are created before it starts.).

AT. Children, and who works in a beauty salon? (Answers of children).

The teacher distributes roles by choosing cards that show the attributes of the salon workers. The cards are laid out face down on the table. Children choose cards, examine them, tell what is depicted on them, what these attributes are for, which employee of the salon will need them in their work, and then determine their role using the selected cards.

AT. I would love to play with you. Take me to your game. I will be the director of the salon.

The educator in the role of the director draws attention to the workplaces, indicating the halls. Children take their jobs.

Director. Our first client will be Katya doll.

The administrator meets her, specifies what service she will first use in the salon, specifying, the administrator escorts her to the hairdresser's hall. And then the hairdresser sits her in a chair and works with her. The administrator offers the rest of the clients the services of the salon, takes them to the masters, then the clients pay for the services, and the administrator distributes business cards, inviting them to visit the salon again.

Children visit the office of a make-up artist, a manicurist. Coffee is open in the waiting room: visitors drink coffee, look at magazines.

Game over.

Director (Educator). Dear Clients! Please note that the salon closes in a few minutes. We will be glad to see you tomorrow! (Reminds children to tidy up their workspaces.)

AT. Do you think Katya liked the doll in our salon. I think that Katya was very pleased. Doll Katya thanks you and promises to come to our salon again next time.

Game rating.

AT. Did you like the game? What new and interesting things did you learn?

Praise children for good performance.

The plot-role-playing game for children of the middle group was prepared by K. Velko

I would like to start my article with the words of 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 mischief, if only it is not harmful and does not carry the imprint of moral cynicism, ... if only the child is not stupid and stupid, death and lifelessness are worst of all. V. Belinsky

Preschool age is the very beginning of a child's life, when he is just beginning to realize himself as a person with his own desires and abilities and discovers the world around him.

During infancy, the world around the child 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 has his own range of interests, he begins to explore the world of human relations and seeks to join this world. Children of the 4th year of life master the skills to accept a game role, designate it for a partner, deploy elementary pair role-playing interaction, role-playing dialogue with a peer partner.

« The game- this is a creative processing of experienced impressions, combining them and building a new reality out of them that meets the needs and inclinations of the child himself ”(L. S. Vygotsky).

The older the child, the more complete his observations of the world around him, the richer his game. The well-known psychologist L. S. Rubinshtein said that in the process of play, the child not only reincarnates into someone else's personality, but, entering into the role, expands, enriches, deepens one's own.

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

Plot - role-playing games are of great importance in the mental development of the child, they develop arbitrary attention, memory. The rules that are obligatory when playing a game instill in children the ability to control their behavior, limit their impulsiveness, and thereby contribute to the formation of character. During a joint game with peers, children learn to communicate, the ability to take into account the desires and actions of others, to defend their opinion, the ability to insist on their own, as well as jointly build and implement plans. Performing various roles, the child begins to cover all aspects of various activities, which, in turn, helps to develop the thinking ability of a person, to perceive someone else's point of view.

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

The role-playing game of middle preschool children is 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, game actions is the re-creation of the relationship of 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, kind. However, in games one can also observe the manifestation of the negative aspects of our life. The content of the game reflects the child's attitude to the reality around him. One can observe how, while playing mother-daughters, one “mother” will constantly shout at her children, teach them, another will try on outfits, a third will take care of children, read fairy tales to them, etc. With such games, the child shows that from he considers adult relationships to be the main one, and what stereotype of behavior he chooses as a model of behavior and imitation. Observing children's play, one can draw certain conclusions about the developmental features and mental state of the child, 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, which is deprived in the real world. Watching a child play, you can see his fears, pain, resentment, which 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 this situation again and again, trying to take it upon himself. With the help of the game, you can influence the attitude of the baby, fight fears, overcome insecurities. This should be taken into account by the teacher 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 give up one's desires, interests in favor of another sometimes leads to the disintegration of the game, to the destruction of established friendly contacts. Leading the game, the teacher not only helps children choose the most interesting from many proposals, but also teaches them to respect each other's intentions, to be attentive to their comrades.

The task of the educator in working with children of the 5th year of life is to transfer them 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, the ability to change the playing role and designate their new role for partners in the process of deploying the game . These skills are the key to the future creative and coordinated development of play with peers, they provide the flexibility of the child's role-playing 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. Usually, educators do not set themselves such a task of special formation of 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 seeks to immediately include exactly as many participants in the game as he has planned roles in the plot, each is assigned actions defined by the role in the game. Striving for order in the game, the educator kills the very spirit of the game as a free activity. Children, obeying the command of the educator, become passive objects of his influence. Such a game, except for concretizing knowledge about (post office, construction, shop, etc.), does not develop anything in the child (neither the ability to independently correlate their role-playing 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 a subject-subject interaction of the educator with children, in the joint game of the educator and preschoolers, where the adult is not a leader and evaluator, but a participant, a partner of children in this creative process. The game must 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 roles in the course of the game in order 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 links with all the others;

2. Refusal to unambiguously match 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)↓

Primary Role → Secondary 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 role-playing game "Steamboat Ride":

→ passenger↓

Captain → sailor↓

→ diver↓

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

If, in order to use realistic themes in a game, the educator 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 base for playing with children. For example:

→ stepmother↓

Cinderella → fairy↓

→ prince↓

The above schemes will help the educator to deploy a joint game with children. However, even if the educator plans any plot, for children it should look like improvisation - interesting suggestions made during the game by an adult partner.

Consider how specifically you can organize a joint game with children. It is advisable to start such work with each of the children individually. The most suitable time is the 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 sequentially changes his roles during the game. The teacher does not tell the child the plot in advance, but immediately starts the game, offering him the main role, focusing on topics that attract the child. For example, a boy likes to play "chauffeur". The teacher offers 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 offers the following plot event that requires the appearance of a new character: “Come on, we seemed to have gone through a red light, and the policeman stopped us. Now I'm going to be a policeman." After clarifying the circumstances with the “policeman”, you can enter a third event that requires the appearance of another character: “Come on, another one was driving next to your car - a truck. I am now a truck driver. My car suddenly broke down. I'm signaling you to stop and help fix it!" etc.

If the child has his own suggestions during the game, it is necessary to accept and use them, including them in the general scheme of the plot.

When playing with a child, the teacher uses the minimum number of toys so that manipulations with them do 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 cover several children at once with formative influences - to play with a small subgroup. Roles in the game change in the same way with the introduction of new story situations.

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

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

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

Doctor's toys

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

Equipment: dolls, toy animals, medical instruments: a thermometer, a syringe, pills, a spoon, a phonendoscope, cotton wool, medicine jars, a bandage, a dressing gown and a bonnet for a doctor.

Age : 3–7 years.

Game progress:

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

Building a house

Target: introduce children to construction professions, pay attention to the role of technology that facilitates the work of builders, teach children how to build a building of a simple structure, cultivate friendly relations in a team, expand children's knowledge about the features of builders' work, expand children's vocabulary: introduce the concepts of "building", "mason ”, “crane”, “builder”, “crane operator”, “carpenter”, “welder”, “building material”.

Equipment: large building material, cars, crane, toys for playing with the building, pictures of people in the construction profession: bricklayer, carpenter, crane operator, driver, etc.

Age : 3–7 years.

Game progress:

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

fun trip

Target: to introduce children to the profession of a driver, to cultivate respect for this profession, to expand vocabulary children.

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

Age : 4–5 years.

Game progress:

The teacher invites the children to go on a fun journey by bus. A bus driver is selected, a discussion is held on what the driver should do on the road, what tools should be taken with him in case of a breakdown. Passengers collect the necessary things 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, sing your favorite songs. The bus makes stops, the Passengers have a rest, and the Driver checks the condition of the car, repairs it if necessary. As the game progresses, new characters are introduced.