Role-playing games for children in the younger group of kindergarten. Experience as a kindergarten teacher. Children's first story games

The game The kid establishes a connection with the outside world, and in this he needs your help. When the mother shakes the rattle, moving it to different distances from the baby, the baby hears sounds and an indicative reaction awakens in him, which is very important for further development.

Game When your child is in a state of calm concentration, try playing the “Imitator” game with him. Hold your baby in your arms so that the distance between you is 20–25 cm (this distance is optimal for focusing your gaze), and start slowly From the author’s book

Game For this age, playing with cubes is the best. The cubes should be small (so that they can be easily held in the hand), bright and contrasting. Place your child in a child seat in front of the table. Place a cube in front of him and watch how the baby plays with it.

Game The game “Barricade” develops dexterity, coordination of movements, and stimulates motor activity. Build a low barricade on the floor: lay out pillows, rolled blankets, bolsters, soft toys. Take a bright toy that is attractive to the baby and place it on

The game “Ladushki” is a well-known finger game. Before playing, massage your child's hands and fingers. It is necessary to knead them and stroke them for 2-3 minutes. - Okay, okay! Where were you? - By Grandma. - What did you eat? - Porridge. -What did you drink? - Brazhka. – Porridge

Game The game “Little Climber” promotes the development of coordination of movements. On the sofa or bed, build a hill (something like a slide) from pillows of various sizes, soft bolsters and folded blankets. Show your child how to climb to the top

Game When your baby is relaxed or in a calm and focused state, try playing the “Eye to Eye” game with him. Hold the baby in your arms in an upright position (babies are most attentive in this position) and move him further away from you, then

Game This is important! When developing your baby’s curiosity, do not forget that no toys can replace his communication with you. If adults talk little to a child, he will be less interested in surrounding objects. On the contrary, children with whom they communicate quite a lot

Game When your child is in a state of calm concentration, try playing the “Imitator” game with him. Hold your baby in your arms so that the distance between you is 20-25 cm (this distance is optimal for focusing your eyes), and start slowly

Game To strengthen your baby's back and neck muscles, as well as to establish emotional contact, play this game with him. Lie on your back and place the baby on your stomach. Try to attract the child’s attention: call him by name, show him a bright rattle,

Game For the development of the vestibular system, it is useful to play the game “Let's Fly!” with your baby. Take the baby in your arms and spin with him in different directions (do not forget to hold his head). At the same time, smile at the baby and say the following rhyme: I’m flying, I’m flying,

Game “City of Obstacles” Build a whole city for your baby on the floor from sofa pillows and bolsters. Place toys or objects in several places that will attract the child's attention. You will get great pleasure watching your baby's acrobatic tricks and

The appearance of role-playing games in the younger group of kindergarten is associated with a number of conditions: the presence of various impressions from the environment, the accumulation of objective play actions, the presence of toys, the frequency of communication with adults, and the development of children’s independence.

The first story games of children proceed as games without a role or games with a hidden role. Children's actions acquire a plot character and are combined into a chain that has vital meaning. This chain consists of two or three actions and is repeated many times. The main content, as in an object game, is a variety of actions with objects. The form of the game remains unchanged: either as an individual game or as a side-by-side game. Actions with objects and toys are carried out by each of the players independently, and they do not yet have a basis for unification. Children can play together only with the participation of an adult.

The formation of conditioned object-based play actions in children of the third year of life, first of all, should be combined with the organization of object-based play interaction, which makes it easier for children in the future to enter into joint story-based play with each other. For this purpose, the teacher must use any rolling objects (ball, cart, etc.) - a carpet or bench that guides the movement of the toy. It is very important that initially the interaction of two partners is carried out with one large object (one ball, one car, etc.).

Further play between the teacher and children with the aim of forming substantive interaction can take various forms: this is the joint construction of a tower from cubes, assembling a pyramid, etc. For example, the teacher suggests to two kids: “Let's build a tower together. I placed the first cube. Sasha, now you put the cube on top. And now - Sveta. Now it’s Sasha again. It turned out to be a tall tower.” In parallel with the organization of paired object interaction, the teacher forms in children the simplest conditioned actions with story toys and substitute objects. To do this, he unfolds a plot game in front of children; he can animate dolls and other toy characters.

As children begin to master actions with story toys, the teacher moves on to showing a game that includes not one, but two semantic situations connected to each other, for example, cooking soup on a toy stove and then feeding it to dolls; washes a doll's dress in a toy basin, and then irons it with an iron, etc. All these plots must certainly include actions already known to children, which they have repeatedly observed in real life.

First, the teacher himself acts out such a “two-phase” plot in front of the children. With the subsequent repetition of “three,” he involves one or two kids in the game: “Kolya, I fed the bunny, now it’s time for him to sleep.” Shall I send him to bed?” and so on.

At this stage of work, the teacher should, along with story toys, introduce substitute objects into joint play with children (for example, a stick instead of a spoon, a cube instead of a pie, etc.). Gradually, in different games, the teacher needs to expand the range of actions with substitute objects: use the same object to perform different game actions (for example, in one game a stick is a spoon, in another a pencil, in a third a comb); use different objects to perform the same game action (for example, in one game a cube is offered instead of soap, the next time - a block, etc.).

It is very important that the substitute object in games with children of this age is combined with a realistic plot toy, for example, if a street is replaced by a cube, then the plate on which it lies should be “like a real one.”

In order for children to be able to develop play actions in their independent activities after playing with adults, the teacher should preserve the object-based play environment or specially organize it.

Educators and psychologists have noticed that in the second half of the third year of life, a significant leap occurs in the development of children’s story-based games - a role appears in the game. At first, it is present as if in a hidden form: the child, acting in a certain way, does not yet call himself by the name of the adult. Then the child designates his role in the game with a word (mother, doctor, builder), no, only after he has performed a series of corresponding actions. After some time, at the very beginning of the game, the child takes on a role, designates it with a word, and begins to act in accordance with this role.

The appearance of a role in the game is associated with a change in the direction of the child’s consciousness (as impressions and experience accumulate) from the object and action with it to the one who acts, that is, to the person. Thanks to the ability to transfer action from one object to another, children develop the ability to identify their actions with the actions of others, people. This serves as the basis for the appearance of roles in children’s games. Games are becoming role-playing.

For the transition to role-playing to occur, it is necessary, first of all, for the child to be able to identify actions specific to a particular adult and reproduce them in play with toys. The teacher must clearly understand what roles are appropriate to introduce into children’s play at this stage. Most importantly, these should be adult roles that are familiar to the child from his life practice, realized through actions that are understandable to him, and that have a bright, distinctive external attribute. For example, the role of “doctor” (the doctor measures the temperature, gives injections, gives medicine; the external attribute of the role of “doctor” can be a white cap or robe), the role of “driver” (the driver drives a car, bus, carries passengers, cargo; a specific object, indicating this role may be the steering wheel).

The teacher must first prepare several sets of toys and role-playing attributes and gradually introduce them into games. Each set must be played out by the teacher. For example, the teacher takes out a pre-prepared box with “medical supplies”, puts on a white cap and begins to play in front of the children, taking on the role of a “doctor”: “I am a doctor. I will treat children. This is where I have a hospital. Bunny, are you sick? What is hurting you? Show me the neck. Now we'll take your temperature. (Puts a thermometer on the bunny.) Now I’ll listen to you. You have a sore throat."

The teacher's play naturally attracts the children's attention. Now you can involve children in it: “Lena, is your daughter sick too? Take her to the hospital. I’m a doctor, I’ll treat her.” The “treatment” procedure can be repeated with two or three dolls or animals, which the children “bring” to the hospital. Also, along with the dolls, the teacher can “treat” one of the children: “Roma, let’s pretend you’re sick and also come to the hospital. Now the doctor will treat you too.” After such a game, the teacher asks the children: “Who wants to be a doctor now? Vasya? Put on your cap. Now you will treat children."

During the game, the teacher must repeatedly name his playing role, associating it with specific role-playing actions.

Having a role in the game leads to a rapid increase in variety of actions; The emotional content of the game is gradually enriched: the child experiences feelings associated with a specific role.

In form, the first role-playing games most often continue to be side-by-side games: children most often carry out actions independently of each other.

In such a game there is no preparatory period: the guys start the game as if on the spot. Most often, the impetus for the emergence of play is given by a toy that comes into the child’s field of vision.

The enrichment of role-playing actions in the games of individual children gradually leads to the emergence of joint play, uniting first two or three, and then a larger number of children. Initially, they are grouped based on the action and its direction: the driver drives the car, and the passenger rides in it; a doctor treats a patient, a hairdresser cuts a mother’s hair, etc. Such associations are still very short-lived and quickly disintegrate. The plot of the children's game is simple: in it, children mainly reflect the life of their family and kindergarten.

The main tasks of managing the games of pupils of junior kindergarten groups are:

1. Development and enrichment of play actions with toys based on the enrichment of individual play actions.

2. Development and enrichment of game plots.

3. Formation of children’s skills to play side by side, and then together. This issue was dealt with by N. Ya. Mikhailenko.

One of the main techniques for managing children's games is the participation of the teacher in their games. Playing together with a teacher promotes greater focus and meaningfulness in children’s actions.

The teacher can take part in the games, taking on one or another role: mother, doctor, teacher, driver, etc. This makes it possible to unite several children to play together. And the role that the teacher takes on serves as an example to follow. The teacher's role-playing participation in children's games can also be aimed at enriching the ideas and play actions of individual children: the teacher talks to the children, shows them actions with certain toys.

As the game is enriched with game actions and a plot emerges, children begin to use words to indicate their role. This should be helped by questions from the teacher, addressing the child as a character. All this contributes to the development of a role-playing game.

N. Ya Mikhailenko believes that the development of a story game can proceed according to the following scheme:

1. The teacher is a toy.

2. Educator (main role) - child (1) (additional role).

3. Child (1) - toy.

4. Child (1) (main role) - child (2) (additional role).

As research shows, such a natural development of the game is not typical for. all children. Often it remains at the level of object games. In this case, there is a need for special training for children in play actions, elements of play behavior, and the ability to construct a plot. The main method for solving these problems is the joint activity of the teacher with the children. The teacher uses in his work the proposal of a ready-made plot of varying degrees of complexity, showing a sample of game action, and including substitute objects in games along with toys.

From time to time, the teacher should organize fun games with all the children, organizing a role-playing game according to his own plans (celebrating the birthday of the doll Masha, a fun trip around the city, etc.).

Game "Kindergarten"

Target. Familiarizing children with the work of adults working in kindergarten. Developing the ability to take on a role.

Game material. Dolls, toy dishes, substitute items.

Preparing for the game. Tour of the kindergarten (groups, music room, medical room, kitchen). Excursion to the place where the nanny receives finished products for children (by subgroups). Systematic observations of the work of a nanny. Observations of the work of a teacher, nurse, music worker. Observations of older children's games. Examination of the paintings “Kindergarten”, “Nursery” (series “Our Tanya”). Game-activity “The kindergarten cook prepares lunch for the children”, “Holiday in the kindergarten”. Conversation “Who takes care of us in kindergarten.” Reading the story “Yasochkin’s kindergarten” by N. Zabila, “Toys” by A. Barto, “First day in kindergarten” by N. Kashnina. Modeling treats for dolls; construction of a sand box, veranda, collective construction “Our group’s site.” Listening to the musical work “Kindergarten” by A. Filippenko.

Game roles. Cook, doctor, nanny, teacher, music worker.

Progress of the game. The teacher can start the game with a tour of the kindergarten. During the excursion, he draws the children's attention to the fact that there are many groups and many children in the garden. All children in the garden live a fun and interesting life, because adults take care of them: the cook prepares food, the music worker conducts music lessons with them, the doctor vaccinates the children, treats them, the nanny cleans the group room, serves food, the teacher works with the children, plays with them.

After the excursion, the teacher asks the children what they saw and invites everyone to try to be a cook, nanny, teacher, or music worker.

The teacher can first demonstrate actions with objects himself. For example, playing the role of a cook, the teacher prepares the necessary items for preparing soup: a saucepan, a spoon to stir the soup, carrots, potatoes, etc. In this case, the teacher uses substitute items. After this, he invites one of the children to cook soup.

So, the teacher can act out several stories. Gradually, several plots are merging into a single interesting game. For example, two girls play with dolls, lift them out of bed, dress them, talk to each other, at a distance from them another girl organizes a children's dining room, she places three dolls at the table and places cutlery in front of them. The teacher can use this situation in the following way: he tells the two girls that it is time for the mothers to go to work, and for the children to go to kindergarten, where breakfast is already starting. In this way, the teacher promotes the natural unification of two playing groups into one. The game is already continuing at a higher level. Meanwhile, the teacher can already “call the car park” and find out why a car has not yet been sent to the kindergarten - the kindergarten needs food, etc.

Game "Treat"

Target. Developing children's ability to implement game plans.

Game material. Substitute items, play utensils, toy dogs, furry collar.

Preparing for the game. Reading and discussion of N. Kalinina’s story “Helpers.”

Game roles. Cook.

Progress of the game.

1st option. The teacher’s actions are aimed at children.

The teacher asks the children: “Who wants to play with me? I invite everyone to play: Sasha, Pavlik, Alena and Vitalik. Does Irochka want to play with us? Now I will bake you some buns. I'll bake buns and feed you. You see, I have a lot of dough in the pan.” Shows a large children's pan filled with parts of building material - yellow or red hemispheres). “There will be a lot of buns, enough for everyone. Sit here on the carpet, relax, and I’ll cook.” The teacher seats the children so that they can see his actions. “I’ll take a large sheet (the lid of a box from a printed board game). I'll put buns on it. Valyusha makes this bun (takes one piece from the box, makes circular movements reminiscent of rolling a ball, and places it on the “sheet”). I'll roll, roll the dough, the bun is ready for Valyusha. And I’ll make this bun for Kiryusha (by calling the children’s names, the teacher keeps their attention on himself). That's all. I haven't forgotten anyone. I made buns for everyone. Now you can bake them in the oven.” Places the “leaf in the oven” and immediately takes it out. “All the buns are already baked” (puts the sheet on the table, sniffs the buns). “They smell so delicious. Now I’ll pretend to try one.” The teacher shows how to do this in the game, says that they are tasty and sweet. Then he gives each child a treat. Asks the children if they liked the buns. He complains that the buns turned out to be too big and he couldn’t eat them all at once. After this, the teacher invites those who have eaten enough to put the remaining pieces on a sheet to finish eating later.

Then the teacher says: “Now let's play hide and seek. You will be cunning guys. You will hide, some behind a chair, some behind a closet, and some may even hide under the table. You hide, and I will look for you. Do you want to play like this? Now I will cover my eyes with my hands and count, and you hide. One-two-three-four-five, I’m going to look.”

The teacher is looking for the children, while rejoicing when someone is found. The game can be repeated two or three times.

Then the teacher invites the children to eat buns again, otherwise everyone has played enough and already wants to eat again. “Would you like to eat some buns?” - hands out buns to the children and says: “Now, when you finish eating the buns, I’ll give you some milk to drink.” If you've eaten enough, put the rest here on the sheet and come to me. I’ll pour you some milk.” The teacher gives each person a cup and pours imaginary milk. You can offer children supplements - a second cup of milk.

In conclusion, the teacher switches the children to independent play: “You’ve eaten and drunk, now go play with toys.”

2nd option. Children's play actions are directed at the teacher.

The teacher suggests to the children: “Let’s play, guys. I really want to play with Romochka, with Vitalik...” The number of children participating in the game can be any. You can play with all the children or only those who approach the teacher. “It was like I came home from work. Tired. And my head hurts. I can't even cook my own food. And I really want to eat. Who, guys, will cook something for me to eat?” The children respond to the teacher's request. “Look how many products I have, a whole box. What will you cook for me? Here in the box there are cabbage and carrots (shows a green ball and a red cone). You can cook a delicious soup. I know Masha can cook soup. Mashenka, can you make me some soup? Here are your vegetables: cabbage and carrots. Here is a slab (large cube, upside down box). You’ll find the saucepan yourself, okay? Sasha, can you cook some potatoes for me? Who else will cook my potatoes? How many berries are there?! It will make a good compote! Who will cook me compote?

After this, the teacher helps everyone individually prepare “food” and shows the children no more than one or two playful cooking activities.

Then the teacher continues: “Whoever has food ready can feed me. I’ve already washed my hands and sat down at the table.” “What have you prepared for me, Verochka? Soup? Probably very tasty. Can I try? Pour me a bowl of soup, please. Oh, how delicious. Soup with carrots and cabbage. Consolidation! I still want to eat one bowl of soup. Can? Thank you, Verochka, very, very much. You made a very tasty soup.” It doesn’t matter if this procedure is delayed and the rest of the children wait for their turn to feed the teacher. Observing the actions of the teacher and the actions of the children, playful communication is very interesting for them. It will undoubtedly enrich their experience.

After feeding, the teacher expresses gratitude to all the children: “What great guys - they fed me. I rested and ate. And my head stopped hurting. Well, now you can have some fun. Do you want to dance? (children and the teacher dance to the music).

The teacher encourages children to independently accept the game goal: “Oh! I danced for a while and got hungry again. Who else will feed me? What are you going to feed me, Sasha?” The procedure of feeding and expressing gratitude is repeated again.

Then the teacher finishes the game: “I’m already so full that I can’t eat all the porridge you cooked, Alyosha. There is still half of the pan left. Feed the bunny porridge. He’s already come running to me to find out who was cooking the porridge.” The teacher can invite children to engage in another activity, gives them, for example, pencils and paper, etc.

3rd option. Children's play actions are aimed at toys.

The teacher includes the children in the game: “Guys, come here quickly, everyone. Look who came running to us." Shows the dogs and offers to get to know them and pet them. “You can hear them whining. Let's ask the dogs, maybe they want to eat? It turns out that they are really hungry.

After this, the teacher “calms” the dogs. Tells them what delicious soups, porridges, etc. our children can cook. “Don't worry, doggies. You see how many children we have in our group, and they all know how to cook very well. Some people can make soup, some porridge, some can make potatoes and even compote... and scrambled eggs. Don't worry, we'll feed you now. Guys, do you want to cook food for the dogs?”

Then the teacher encourages each child to accept the game goal: “This dog chose you, Kiryusha. What will you cook for her? If the child cannot cope with the task assigned to him, the teacher offers him some of his own options: “I guessed that your dog loves soup with bones most of all.” The dog barks in agreement.

So, in turn, the teacher gives each child a dog and encourages them to accept an individual play goal.

When all the dogs have found their owners, the teacher invites the children to take the necessary “products” from the boxes with substitute items. While the children are preparing food, the teacher asks the children: “How is the puppy behaving. Does he listen to you, Nina, doesn’t it interfere with your cooking? What are you cooking for him? He likes his porridge to be sweet. Will you put sugar in the porridge?” “Sharik, are you glad that Vitya cooks meat for you? Sit here and don’t get into the pan, otherwise you’ll get burned - the stove is hot.” “You know, Vitya, your dog is so clean. When she eats, she runs to wash her face and paws. Will you help her wash up later?

Completing the feeding procedure, the teacher says: “Guys, listen to what the dogs want to tell you. They thank you for feeding them delicious food.” “The dogs say that now they want to sleep, that they like to sleep on rugs in a quiet corner behind a closet or under a chair. Here are the rugs for you." Children put the dogs to bed.

After this, the teacher can introduce the children to the note of the game purpose - playing circus. In a whisper he calls the children to him and tells them to go slowly, otherwise the dogs will wake up. He reports that the “mother” of the dogs has come running to the group. She wants to show the children a dog circus. He asks the children if they have seen dogs perform in the circus on TV. She tells how well the “dog mother” can perform. The teacher invites the children to sit on the carpet and watch a dog circus. The teacher shows two or three play actions with a circus dog. The dog can jump over a stick, climb a tower of blocks, somersault, count kids, etc. Children clap for the dog. In order for the dog to become a circus dog, put a beautiful “fluffy” collar around its neck.

After the performance, the “mother” asks the dogs to wake up her puppies and bring them. The teacher puts the puppies in a box. Takes her away. The dog “says goodbye” to the children and “leaves.” The teacher invites her to visit the children more often.

Game "Family"

Target. Encouraging children to creatively reproduce family life in play.

Game material. Dolls, furniture, dishes, bathtub, building material; animal toys.

Preparing for the game. Observations of the work of a nanny and teacher in groups of children of the second year of life; watching mothers walk with their children. Reading fiction and looking at illustrations: E. Blaginina “Alyonushka”, Z. Alexandrova “My Bear”. Construction of furniture.

Game roles. Mother, father.

Progress of the game. The game begins with the teacher bringing a large beautiful doll into the group. Addressing the children, he says: “Children, the doll’s name is Oksana. She will live in our group. Let's build her a room together where she can sleep and play." The children, together with the teacher, build a room for the doll.

After this, the teacher reminds them how to play with the doll: carry it in their arms, roll it in a stroller, in a car, feed it, change clothes. At the same time, she emphasizes that the doll should be handled with care, talk to it affectionately, and take care of it, as real mothers do.

Then the children play with the doll on their own. When the children have played on their own for a sufficient amount of time, the teacher organizes a joint game. When organizing the game, he must take into account the relationship between boys and girls. So, while the girls feed the dolls and wash the dishes, the boys, together with the teacher, build a car out of chairs and invite the girls to go for a ride with the dolls.

After this, the teacher can bring in another Doll - Oksana's friend, the Katya doll. The teacher introduces the children to the new doll, tells how to play with it, and where both dolls will live.

Games with two dolls in themselves oblige several children to work together. At this time, the proximity of the teacher, and often his inclusion in the game, is necessary. Later, when the children have already played this game several times, the teacher may only need to remind them of the possible roles for the game to begin: “Children, who wants to be Oksana’s mother? And Katya’s mother? Who wants to be a teacher? Each of the children begins to fulfill their responsibilities.

Game "Dolls"

Target. Consolidating knowledge about different types of utensils, developing the ability to use utensils for their intended purpose. Fostering a culture of behavior while eating. Consolidating knowledge about the names of clothes. Strengthening in children the skill of undressing and folding their clothes correctly in a certain sequence.

Game material. Dolls, toy dishes, pictures depicting elements of the painting “Playing with a Doll.”

Preparing for the game. Looking at the illustration “Playing with a doll.”

Game roles. Mom, cook, nanny.

Progress of the game. Preparing for the game begins by looking at the painting “Playing with a Doll.” Children sit at two or three tables arranged in a line, facing the teacher. They look at the picture, name what they see (“They are bathing a doll”, “The girl is bathing”, “Washes the soap off the doll”, “The boy is holding a towel to dry the doll”).

After this, the teacher turns to the children: “The pictures in front of you (lie face down), turn them over. Look at your pictures and tell me who has a bathtub and who has soap? who has tights?...” The child who finds the right picture puts it next to the large picture.

So we helped the girl in the white apron. Everything has been prepared in order to redeem the doll.”

The teacher offers the children a story based on this picture: “The children decided to buy the doll. They brought a stool, placed a bath on it, and poured warm water into the bath. Nearby, on a red bench, they placed a green sponge and soap. Separate the doll. Her clothes were neatly laid out on a large chair, and her tiny blue shoes were placed under the chair. “Now, now, be patient a little longer,” a girl in a white apron persuades the doll. - I’ll wash the soap off you, and then wipe you dry. You see, Ilyusha is standing nearby, holding a large white towel in his hands...”

The teacher can use various options for playing with dolls.

1st option. Katya doll is having lunch.

There is tea, dining and kitchen utensils on the table. Katya doll is sitting at the table. The teacher says: “Children, Katya needs to be fed lunch. There are different dishes here. We will put on the table in front of Katya only what is needed for lunch.” Children take turns finding the items they need. The teacher asks what it is and why. At the request of the teacher, the children find all the objects: plates, fork, spoon, bread box, name them correctly and arrange them beautifully on the table, not forgetting to lay out the tablecloth and place the napkin holder. They wish Katya bon appetit and clear the dishes after dinner.

2nd option. Choose dishes for the dolls.

The teacher places three dolls on the table: a cook stands at the stove, a nanny doll in a dressing gown prepares dishes for dinner, and a girl doll sits at the table. The teacher looks at the dolls with the children, talks about what they do, what kind of utensils they need. There are different dishes on the table near the teacher. When showing an object, the teacher says what it is called. Then he asks the children about this subject. To maintain interest, you can ask like this: “Is this dishware probably no one needs?” Both the cook and the nanny need a ladle, a teapot, and a spoon.

After this, the teacher asks each of the children; who would he like to be now: a cook, a nanny or a girl going to dinner. Invite children to play on their own.

3rd option."The doll wants to sleep."

The teacher brings the doll and says that the doll is very tired and wants to sleep, asks the children to help her undress.

Children, one by one, at the teacher’s direction, remove the doll’s clothes and, carefully folding them, place them on the doll’s chair. So, one child takes off his apron, the other takes off his dress, etc. The teacher guides their actions, helping to correctly fold this or that part of the doll’s toilet, showing how to do it correctly. When the doll is completely undressed (only a shirt remains), they put slippers on her and lead her to the bed. Having put the doll to bed, the teacher turns her on her side, puts her hands under her cheeks, carefully covers her, gently strokes her head and says: “Sleep!” Having shown the children that the doll has fallen asleep, the teacher asks them to be quiet and, putting a finger to their lips, on tiptoe, leaves the group room with the children where the doll is sleeping.

4th option. The dolls woke up.

There are 2 dolls sleeping on the beds, a large and a small one. There are clothes on the shelves of the closet. Children sit on chairs in a semicircle. Educator: “Children, look who sleeps in this crib. Did you recognize her? Yes, this is a “Katya doll.” Who sleeps on this one? This is a Tanya doll." The teacher turns to one doll: “Katya, are you awake yet? Will you get up? Guys, she says, “that she wants to get up, but first we need to find her clothes. What do you need to dress Katya?” “Look carefully at the shelf. Do you see the clothes? Bring the dress. We try on the dress, if it’s small, we put it next to Tanya’s crib. Should we put on the dress right away or should we put on other things first? We are looking for underwear for the dolls in size and other things." Children take turns putting clothes on the Katya doll, then dressing Tanya.

At the end of this game, the doll, dressed with the help of the children, greets each of the children, thanks each of them for their help, affectionately strokes the head, dances merrily for the children, who clap their hands and then thank the doll for dancing.

When this game is played subsequently, the teacher encourages the children to play independently.

The teacher must treat dolls as if they were living beings. So, if a doll is dropped, the teacher takes pity on it, calms it down so that it doesn’t cry, asks the children to caress, calm and feel sorry for the doll.

During the walk, the teacher makes sure that the doll is not cold, that she does not freeze: he carefully adjusts her hat or scarf, and carefully checks to see if there is a breeze under the blanket with which the doll is wrapped. During feeding, make sure not to burn her: she cools the food.

The teacher includes dolls in the lives of children, making them participants in children's lives. So, the doll, sitting on a chair, watches how children study or eat, praises who eats quickly and carefully, who is attentive in class. In the morning, the doll greets the children and watches how the children dress and wash themselves, and in the evening, before the children are taken away, the doll is undressed and put into bed, they say goodbye to it, turn off the lights and tiptoe away.

Game "Chauffeurs"

Target. Introducing children to the profession of a driver. Teach children to establish relationships in play.

Game material. Various cars, building materials, steering wheels, traffic lights, traffic controller's cap.

Preparing for the game. Observations of cars on the street, targeted walks to the car park, gas station, garage. Examination of the painting “Bus”. Learning the poem “Truck” by A. Barto. Game-activity “Chauffeurs go on a flight.” Observing the games of older children and playing together with them. Learning the outdoor game “Sparrows and a car.” Reading and looking at illustrations: “Our Street”, looking at photographs from the “Little Drivers” series. Construction of a garage from building materials.

Game roles. Driver, mechanic, gas station attendant.

Progress of the game. The teacher can start the game by walking down the street and observing cars. During the observations, the teacher draws the children’s attention to the variety of cars, to what the cars transport.

After a walk, in a conversation with the children, the teacher asks them the following questions: “What cars did you see on the street? What did the cars carry? What is the name of the person who drives the car? Who regulates traffic on the streets? How do pedestrians cross the street?

Then the teacher invites the children to play driver, taking on the role of a traffic controller. Children draw a road with intersections and a roadway on the ground. Boys - “drivers” “drive along the pavement”, keeping to the right side of the street. Girls - “mothers” with strollers walk along the sidewalk. Crossing the road is allowed only at intersections and only when the traffic light is green.

In subsequent work, the teacher introduces children to the fact that cars are refueled with gasoline. Further clarification and systematization of knowledge allows children to identify three or four roles in games with cars: driver, mechanic, gas station attendant.

During the subsequent game, the teacher can invite the children to listen to the story of the driver doll: “There are many drivers working in the car park (garage). They are all friendly with each other. They have one very good rule - never leave a friend in trouble, help everyone and in everything: acquaintances or strangers to any driver. For example, a driver is driving and sees a car standing on the road ahead. He will definitely stop and ask what happened, and will certainly help: he will pour a little gasoline out of his car, help change a tire, or simply take you on a trailer and take you to the garage. This is how our drivers live together.”

Then the teacher invites the children to play the game “As if drivers are leaving for a flight” on their own.

Next time you can start the game by reading the story “How the Machine Rolled the Animals.”

“There is a car standing on the road. It's blue, the body is yellow, the wheels are red. Beautiful car! The forest animals saw her, stopped and looked. Oh, yes, a car! Nice car!

The curious squirrel ran closer. I looked into the body. There is no one! The squirrel jumped into the back, and the car drove off: back and forth, back and forth.

A car drove up to the bunny and buzzed: beep-beep-beep!

A bunny jumped into the car. And again the car drove: back and forth, back and forth.

A car drove up to the bear cub and buzzed: beep-beep-beep!

The little bear climbed into the back. The car drove: back and forth, back and forth. The squirrel, bunny and bear are happy!

A hedgehog climbed into the back. The car drove: back and forth, back and forth. Hooray!

The kids have ridden around and are tired.

The squirrel was the first to jump out of the car, followed by...? - the bunny. Then...? - a bear cub came out. And the hedgehog - he doesn’t know how to jump - just can’t get down. Got upset! The little bear, what a clever girl, returned and extended his paw to the hedgehog. Well-mannered people and animals always help each other.

As soon as the hedgehog got out of the car, it drove off. "Goodbye, blue car! Thank you!" - the animals shouted after her.”

After reading the story, the teacher can invite the children to ride the toys in cars on their own.

Game "Trip"

Target.

Game material. Construction material, dolls, animal toys, substitute items.

Preparing for the game. Observation of transport during a walk, excursion to the car park, to the port, to the airport, to the train station. Reading poems and stories about transport. Making a car, plane, steamship, train, boat, bus, etc. from building material.

Game roles. Driver, driver, passenger.

Progress of the game. The teacher can use different game options depending on what the game actions are aimed at.

1st option. The teacher's play actions are aimed at children.

The teacher starts the game: “Now I’m going to build something very interesting. Who wants to help me? Please bring large cubes (modules). These are the big circles. Well done, thank you! Now please bring me a lot of chairs, they will also come in handy. It seems that everything is ready, we can start building. Do you know what I want to build for you? A car. So big... With wheels, with a body. I'll build a car and give my guys rides. Would you like me to take you for a ride in the car?” The teacher builds a car and comments on his actions. “First I’ll build a booth (takes chairs). The cabin is ready. Now I'll make the steering wheel. I'll steer. The car will go, it will take Sasha, Marina, Vadik... The steering wheel is also ready. I'll do the body. I’ll put the chairs here so that the children can sit comfortably, and I’ll make the body large so that everyone can fit in. All that remains is to attach the wheels. All. The car is ready. Come on, my dears, get into the car, let's go now. This is the place for Katya. And this is for Petya... Is everyone sitting comfortably? Can I start the car? Chick-chick, the engine turned on. Do you know where I’m taking you now? To the toy store. Beep! Go. Shhhhh! Stop. We arrived at the store. I'll open the door now. Come out. Here is a store (the teacher points to a closet with toys that are arranged and dressed in an unusual way in advance: someone has a bow tied, someone has a collar, a new skirt, etc.). Lots of them in the toy store. Do you like them? Let's buy toys. I’ll buy a bunny for Vanyusha. And for you, Olenka, what toy should I buy? Well, it seems everyone has bought toys. Did I buy you any good toys? Does everyone like it? Then get in the car, let's go back to the group. Beep! Go...".

On the way, the teacher makes a stop, buys a “bottle” of lemonade at the store, treats the children, and offers to make a glass from a fist. Shows how you can drink from such a glass. “Who has the same cups? Substitute. I'll pour you lemonade. Who else wants lemonade? (Those who refuse to drink from a cup are given a toy cup.) Has everyone had a drink? Now let's treat the toys with lemonade. Anyone who has drunk can get into the car. Is everyone seated? Beep beep. Go. Shhhhhh. We arrived in a group. You can go play. Show your toys where they can sleep, cook dinner, and I’ll fix the car. If you want to drive a car again, come see me. I’ll take you somewhere else.”

If, after the teacher’s suggestion, the children have a desire to get into the car again, the game continues.

During the subsequent game, the teacher finds out together with the children where else they can take the children and why. It turns out that children can be taken: to the sea or river, to the forest to swim, play in the water, walk on a bridge; to the zoo, meet fish, whales, look for something interesting; to the forest to pick mushrooms, berries, flowers, meet the little animals, feed them, visit the hedgehog, see how the little animals live, build houses for them, cook food for them, feed them, walk with them; to the circus to teach animals various circus tricks: jumping over a stick, over a pit, from cube to cube, climbing through a hoop, walking on a board, singing, whining, barking, dressing up animals, performing; to the store to buy new toys; to visit various forest animals, dolls, Aunt Gala (teacher’s assistant), etc. The teacher can also find out with the children what kind of transport they can use: by plane, by boat, by train, by boat, by train, by car, by bus, by taxi.

2nd option. Game actions are aimed at the teacher.

The teacher includes the children in the game. “I have steering wheels (shows different objects that can replace steering wheels). Anyone who wants to drive a car, get steering wheels.” “Here’s the steering wheel for you, Vadik. Where will you go? What will you bring me? Katyusha, where are you going? To the store too? Fine. What will you buy me in the store? Candies? A. Vadik has already gone for candy. Can you bring me something else? Bread? Well done, right. Otherwise we don’t have bread for lunch.” If the teacher sees that the child is having difficulty choosing a goal, you need to offer him your own: “Sasha, please bring me some bricks. I will build a doghouse for my dog. She has nowhere to live. You see, she’s sitting over there in the corner and grieving.”

After this, the teacher shows the children how to make a car out of a high chair.

When the children bring food, things, etc. to the teacher, he must thank the children for the delivery.

“Now let’s all go to the circus in cars and see how the bear performs.” The teacher shows the children a performance of a teddy bear. Then the children “return” to the group in cars.

3rd option. Children's play actions are aimed at toys.

The teacher includes the children in the game and sets a game goal for them: “Now I will build a puppet theater. I need helpers. Who will bring me toys? Next, the teacher encourages an independent search for a substitute object and ways to realize the game goal. “Find yourself a car and bring me toys. I will tell you what toys I need for the puppet theater. Vovochka, please bring me a bunny. And you, Larisa, - the doll Dasha. And Vitalik will bring a children’s table...” The teacher names the toys, building materials, etc. that will be needed to build the theater. Shows a place where you can put toys. Children carry toys, and the teacher sets up a puppet theater stage. When showing children a puppet show, the teacher tries to use everything that the children brought in the performance and when setting up the stage.

The teacher can invite children to bring their friends to the performance: dolls, bear cubs, etc.

After the performance, the children take everything back to the venue. The teacher certainly thanks them for their help. Offers to play with friends whom they invited to the performance. Reminds us that their guests also love to ride in cars.

Then the children move on to independent play.

4th version of the game. This option can be used to introduce order to children.

The teacher invites the children on an exciting train journey. He places 3-4 little chairs one after another and offers to take seats on the train. Children take extra chairs, attach them to the ones already installed, and now the long train is ready to travel. At this time, the teacher picks up various toys from the floor and says: “Bear, why are you sad? Do you want to take a train ride? And you are a bunny, a matryoshka doll, and a doll Dasha.” Children are ready to help their little toy friends. They quickly take them apart and carefully place them on their laps. “Guys,” the teacher continues, “we will see a lot of interesting and funny things along the way. Look carefully to see if it will be clearly visible to your little friends: the squirrel, the bunny, Masha. Ask them. If they can't see anything, make them sit more comfortably. Well, now let’s go!”

During the “path”, the teacher describes to the children 2-3 imaginary pictures outside the window: “Look, look! There are two little goats fighting, butting heads. Or maybe they are playing. It's funny. And now we are crossing the river, driving along a long bridge. And a boat floats along the river. You see? And now we have entered a dense forest. What do you see here? And I see a squirrel. She jumps along the branches, wants to catch up with our train. But where should she go? We're going fast. Goodbye, squirrel. (The children and the teacher wave to the imaginary character.) Well, now we are returning home. We've arrived. The teacher invites the children to get out of the trailers. “Here we are at home. But what is it? - exclaims the teacher. - Children, while you and I were traveling, someone visited our group, scattered everything, scattered it. What a mess! Who could it be? You do not know?". The children look around. “I guessed who it was,” the teacher continues. - These are cunning naughty girls. If they appear somewhere, then it’s just a disaster. There will be no life from them. Everything will always lie around, get lost, get dirty. It is impossible to live with them! We need to get rid of them quickly! Do you agree with me? What should we do with them then, you don’t know?” Children give advice. The teacher listens to them carefully and suddenly exclaims joyfully: “I remember! When I was little, my grandmother told me about cunning naughty girls and how to get rid of them. Playful girls do not like order and cleanliness. And if you quickly put everything back in its place, they will instantly disappear. Shall we drive away the naughty girls? Certainly. So, let's start!

The children scatter around the group room and begin to clean up the mess. The teacher helps them. He can maintain the interest and pace of cleaning with the help of:

Rhymes (“We put away the toys, we drive away the naughty girls, the naughty girls will never come back here”, etc.);

Appeals to children (“Look more carefully for traces of naughty girls. Where there is disorder, it means naughty girls have settled there.” “It seems to me that one of the naughty girls is hiding among the books, they are all scattered,” etc.);

Encouragements (“Oh, yes, Misha! Oh, yes, well done! He puts the cubes in this order. Now I’m sure that not a single playful person will show his nose here.” “Tanya, what a smart girl you are! I would never have guessed for a doll’s look at the crib. And there were plates, spoons and even a doll’s dress? Well, now everything is in complete order!”).

After cleaning up the toys, the teacher and children look around their group with satisfaction. The teacher sums up the work done: “Now it’s a completely different matter! If it weren’t for you, we would never get rid of the cunning naughty girls. And now I am sure that you will not let them come to us. I'm right?".

Train game

Target. Teaching children to implement game plans.

Game material. Construction material, toy train, picture of a train, steering wheel, suitcases, handbags, dolls, animal toys, nesting dolls, substitute items.

Preparing for the game. Observation of the transport port on a walk, excursion to the station. Reading poems and stories about the train. Making a train from building material. Production of tickets and money together with the teacher. Modeling food that the guys take with them on the road.

Game roles. Driver, passengers.

Progress of the game. The teacher begins preparing for the game by showing the children a real train.

The next stage of preparation for the game is to play with the children with a toy train. The teacher, together with the children, needs to build rails (lay them out of building material), a bridge, a platform. There will be matryoshka dolls waiting on the platform for the train, who will then go for a ride on it or to the dacha, etc. As a result of playing with the toy, children should understand what and how they can depict with it, learn to play with it.

After this, the teacher introduces the children to the image of a train in a picture or postcard. It is necessary to carefully examine the picture with the children, compare it with the toy, and draw the children’s attention to the most important thing in this picture.

And finally, the last stage in this preparation is teaching children the outdoor game of “train”. In this case, a picture should be used, which must be correlated with the construction of the children depicting a train, so that the children understand that each of them represents a carriage standing in front - a steam locomotive. While moving, the train should hum, rotate the wheels, then speed up, then slow down, etc. And only after this active game has been mastered by the children, you can begin to teach them a story game on this topic.

The teacher needs to prepare a steering wheel for the driver, place chairs one after the other. Explaining to the children what this is. there is a train, you need to seat the children in their seats, give them dolls, bears, suitcases, handbags, hand the driver the steering wheel after showing all the children how to drive the train. Then the teacher says goodbye to the children, they, in turn, wave their hands, and the train sets off.

Future management of this game should be aimed at making it more difficult. After the excursion to the station, the game should be changed: it reflects the new impressions and knowledge acquired by the children during the excursion. So, passengers will already have to buy tickets, they will have a purpose for the trip (they are going either to the dacha, or, conversely, from the dacha to the city), which determines their actions (depending on the purpose of the trip, they either pick mushrooms and berries in the forest , pick flowers, or sunbathe and swim in the river, or go to work, etc.). Roles appear in the game. Thus, the cashier sells tickets, the controller checks them, the conductor seats passengers in their seats and monitors order in the carriage, the station attendant dispatches the train, the assistant driver lubricates the train and monitors its serviceability, etc. You can also involve children in making game attributes: making tickets, money, making food that they take with them on the road, etc.

The teacher should not unite more than three children to play together. However, if a large number of children have a desire to play together, if the game is enriched by this, this cannot be prevented. First of all, the teacher needs to help the children agree and act together.

game "At the doctor's"

Target. Familiarize children with the activities of a doctor, consolidate the names of medical instruments. Teaching children to implement game plans.

Game material. Photographs, illustrations, paintings, dolls, animal toys, building materials, doctor's robe and cap, medical instruments (set).

Preparing for the game. Walks to the clinic, to the emergency room, excursion to the pharmacy, to the medical office of the kindergarten. Game-activities “The doll got sick”, “The doll’s recovery and meeting with children”, “Forest hospital”. A teacher’s story about how they play “doctor” in another kindergarten. Reading an excerpt from the works of V. Mayakovsky “Who to be?”, K. Chukovsky “Aibolit”, J. Rainis “The Doll Got Sick” (book “On the Seaside”). Watching the cartoon "Aibolit". Examination of an album made by children together with the teacher on the topic “We play “doctor.” Modeling not the theme “Treats for a sick doll”, designing a bed for a doll.

Game roles. Doctor, nurse, mom, dad.

Progress of the game. The teacher can start playing “doctor” with an activity game. In the morning, the teacher draws the children’s attention to the fact that the doll does not get up for a long time, and the children assume that she is apparently “sick.” Call a doctor or kindergarten nurse. He examines the “sick” and makes a diagnosis: “The doll has a cold, she needs to be admitted to the hospital.” During the examination, the doctor comments on his actions: “First, let’s take the temperature, please give me a thermometer. Temperature 38 degrees. Yes, Svetlana is sick. We need to look at the throat. The throat is red. Of course she caught a cold." The doctor, having written his conclusion, asks the teacher to take the doll to the “hospital” (medical office).

A few days later, the teacher informs the children that Svetlana is already recovering and will be discharged tomorrow. You can invite the children to prepare everything they need to meet Svetlana. Children make a clean bed, prepare a nightgown, and place a cup for water on the nightstand near the bed. And so Svetlana is “discharged” from the “hospital”, the nurse comes to the children several more times, shows how to care for the convalescent: do not allow her to drink cold water and walk barefoot, dress carefully and warmly for walks.

During the subsequent game, the teacher asks the children who wants to take on the role of a doctor or a nurse. The teacher puts on a white robe and cap for the child who wants it and offers to treat the sick bear. The teacher must allow children to show initiative and creativity in the game, so the teacher provides help to the child only if there is difficulty.

Also, when playing this game, the teacher can invite older children to visit the kids. The day before, the teacher should explain to the older children the purpose of their coming: to develop role-playing games, in this case the game of “doctor”. Joint games between younger children and older children can be more spontaneous than games with a teacher. In communication between younger and older children, the play task comes first, which is easily and naturally perceived by children of the fourth year of life as their own.

Here, for example, is what kind of game the players can get.

Two children are playing: a toddler (3 years old), a preschooler (6 years old).

Preschooler: Let's play “doctor.” Kid: Come on.

Preschooler: I am a doctor. (He puts on a robe, a cap, takes a phonendoscope, a syringe, a spatula, paper, a pencil, sits down at the table. He does everything calmly and seriously).

Preschooler: Take the doll and come with it to the reception. A child and his “son” come to see a doctor. Says hello.

Preschooler: Please sit down. What's wrong with your son? What happened to you?

Kid: He's coughing... His throat hurts. The “doctor” examines the doll, listens to it, and gives an injection (with a syringe without a needle). At the same time, he says that this time is all. Then he writes out a prescription and gives it to “dad” with the words: “You will give a teaspoon three times a day. Goodbye.

Kid: Goodbye.

After the game is over, the older child encourages the baby to try to be a doctor. First, the preschooler, pointing to the medical instruments, takes each one in turn and asks the baby what it is and what it is for. After this, the preschooler takes the bunny and comes to see the little doctor. As the game progresses, when the baby has difficulties, the children can change roles for a while.

Next time, the teacher can offer the children a dramatization of the story “Animals Are Sick.” The teacher pre-bandages the paws, neck, head, tail, etc. of the toy animals. He puts on a white robe and a white cap and announces that he will treat sick animals. Conducts a dialogue with the toy:

Good afternoon, tiger cub. What's happened?

I put my paw in the door, and the door pressed my paw. The paw hurts a lot. Ooh. Help, save!

I'll help. I have a wonderful ointment.

The teacher lubricates the paw, while showing and explaining to the children how best to do it. Lays the tiger cub down on the mat to rest.

Soon, not only toys, but also children will be among the sick. We need to treat them too! Then the teacher invites one of the children to play the role of a doctor.

By playing with animal toys, children can develop the plots of “Forest Hospital”, “Aibolit”, etc.

Game "Builders"

Target. Introducing children to the work of builders. Teaching children to establish relationships in play.

Game material. Construction material, cars, dolls, animal toys.

Preparing for the game. Excursion to the construction site, meeting and conversation with the builders, observing the work of the builders. Observations of the games of children in the preparatory group. Game-activity “Dolls have a housewarming party” (furniture construction). Examination of the paintings “Building a house”, “Children playing with blocks”. Reading the poem “The Carpenter” from the book by E. Tikheyeva “Games and Activities of Small Children.” Reading the work of S. Baruzdin “Who built this house.” Looking at photographs from the “Little Builders” series. Construction of a garage, house, path. Drawing on the theme “Fence”, “House”.

Game roles. Driver, builder, new resident.

Progress of the game. You can start the game by meeting with the builders. They will talk about their work, the significance of their work for society: builders are building new houses, building theaters, schools, shops, kindergartens, so that children and adults have a place to study, buy food, etc.

After this, the teacher can conduct an excursion to the construction site, having previously organized it. During the excursion, the teacher draws the children’s attention to how a house is built: from bricks, panels, blocks; on how a bulldozer, excavator, crane works; how well all the workers work together. Also at a construction site, children can observe the work of drivers, masons, plasterers, plumbers, etc.

In a group, in order to clarify knowledge about builders, the teacher can organize an examination of albums and photographs. graphs, illustrations from magazines on the topic of construction.

Then the teacher can invite the children to look at the picture “Children playing with blocks.”

The teacher offers the children a picture and tells them what is depicted on it. Explains: “The girl made a big beautiful gate.” He asks if the children like these gates, and clarifies what they are like: “The gates are yellow and red on top.”

The children look at the red tower that was built by a boy, a boy in a striped shirt, who brought blocks on a truck.

Finally, the children listen to the following story.

“It’s good to play with blocks. Interesting! A boy in black pants built a high tower. The tower turned out beautiful! The bottom is yellow, the top is sharp, red. The girl helps him. She made the gate. The boy in the striped shirt is the driver. Beep beep! - he signals to the children. “I brought you some more cubes.”

Having finished the story, the teacher invites the children to approach the picture. Repeats her description once again, welcoming the children’s attempts to finish the words.

After this, the teacher invites the children to assign roles and play the game “Construction”. If the children find it difficult, then he asks: “Who wants to be a builder and build a house for Tanya’s doll? And who wants to be a driver to bring the necessary materials to build a house? etc.". Then the teacher gives the children the opportunity to play independently.

During the subsequent game, the teacher can invite the children to play the game “Tanya’s Housewarming Party,” where the children themselves must come up with and choose roles for themselves.

Game "Fox"

Target.

Game material. Substitute items, toys, buns.

Preparing for the game. Getting to know the distinctive features of a fox from pictures, illustrations, reading poems and stories about a fox.

Game roles. Fox, fox cubs.

Progress of the game. The teacher turns to the children: “Let's play. I'll be Lisa. I have pointy ears (shows). You see what. Do you see the big fluffy tail? (shows an imaginary tail with a movement of his hand). Is my tail beautiful?” Then the Fox briefly tells where she lives, what she eats and what she likes to do (play with fox cubs, catch mice, etc.).

Having outlined the appearance of the fox, its habits and disposition, the teacher moves on to the most important point - encouraging children to take on the image of the fox cubs. This is what it looks like: “I’m bored alone. I don’t have children - little foxes with fluffy tails. They grew up, became big and ran away into the forest. If I had little foxes, I would treat them to my bread and give them candy wrappers. You see how many of them I have. Who wants to be my little fox? Someone wanted to be a fox - good! Well, those who did not want to play should not be forced under any circumstances. Let these children do what they want. The teacher continues to play with those who wish.

“Little foxes, show me your ears. Do you have ponytails? (imaginary)." Perhaps one of the children will attach a jump rope to the back. Others may want to do ponytails too. Don't rush to help them. Let them try to deal with it themselves. Such independence will only be beneficial. The most important thing has already happened - the child has entered the character. He became “different” in his imagination.

Then the teacher must praise the children, treat the little foxes with Fox Bread (for starters, you can treat them to a real bun), and later use a substitute object, breaking off imaginary pieces and saying: “I gave it to this little fox, and I gave it to this one, and I didn’t forget this little fox.” Little foxes, look at this little fox. Is he really a redhead? Help yourself, Ryzhik, to some bread. Now, little foxes, open your pockets and close your eyes. I’ll put something there in secret for you” (puts candy wrappers in pockets).

Then the teacher can extend the game in different directions (everything will depend on his creativity), but only on the condition that the children want this, that they still have an interest in the game. You can go into the forest, look for a common hole where the fox cubs will hide from the rain, and store their supplies. On the site you can collect twigs and leaves to make a warm hole, mushrooms, berries (substitute items: pebbles, clover flowers, etc.).

A teacher can, for example, end a game of cubs like this, addressing the children: “Little foxes, your mother, the fox, came from the market and brought you toys (dolls, cars, various mosaics and any other objects interesting to the child: plastic bottles with screw caps, ballpoint pens, large bolts for boys, perfume boxes for girls, etc.). Run to me, I will hand out gifts. Well, I gave it to everyone. Everyone can get busy. Then we’ll go for a walk.”

Game "Bear Cubs"

Target. Developing in children the ability to take on the role of an animal.

Game material. Sweets, fruits, pies.

Preparing for the game. Familiarization with the distinctive features of a bear from pictures and illustrations. Reading poems and stories about the bear.

Game roles. Bear cubs.

Progress of the game. Offering children toys, candies, fruits, pies, etc., the teacher says: “Look, guys, what a big delicious pie the bear baked and sent to our group. She thought that we had cubs in our group with a sweet tooth who loved delicious pies, and decided to treat them. Who is our little bear? Who did the bear bake a sweet pie for? Are you a bear cub, Sasha? Where are your paws, little bear? Do you have fur, little bear? How many cubs we have in our group. Nice cubs! It's time to give them the pie!

Then the teacher invites the cubs to stand around a large table (made of pushed tables) and watch as she solemnly cuts the pie into equal parts so that everyone gets an equal share. A regular afternoon snack can be served this way. While handing out the pie, the teacher says: “This little bear has a piece of the pie and this one. I share the bear's pie equally with all the cubs. Did all the cubs have enough pie? Eat to your health!”

Game "Cat"

Target. Developing in children the ability to take on the role of an animal.

Game material. Substitute items, toys.

Preparing for the game. Getting to know the distinctive features of a cat from pictures, illustrations, reading poems and stories about cats and kittens.

Game roles. Cat, kittens.

Progress of the game. The teacher can start the game by reading the story by V. Gerbova “About the girl Katya and the little kitten.”

“Katya went out for a walk. She went up to the sandbox and began making Easter cakes. I baked a lot of Easter cakes. Tired. I decided to rest and sat down on a bench. Suddenly he hears: meow-oo-oo. The kitten meows: so thinly, pitifully. “Kiss-kiss-kiss,” Katya called. And a little black fluffy ball crawled out from under the bench. Katya took the kitten in her arms, and he began to purr: purr-purr, purr-purr. He sang and sang and fell asleep. And Katya sits quietly, doesn’t want to wake the kitten.

I'm looking for you, looking for you! - said the grandmother, approaching Katya. -Why are you quiet?

Tsk-tsk-tsk,” Katya put her finger to her lips and pointed at the sleeping kitten.

Then Katya and her grandmother went around to all the neighbors to find out if anyone had lost a small black kitten that could purr loudly. But the kitten turned out to be a draw. And grandma allowed Katya to take him home.”

After this, the teacher can talk with the children about the kittens.

Then he invites the children to play. “I'll be a cat. I have fluffy fur and soft paws (shows). I have a long tail and small ears (shows an imaginary tail, and then ears). I like to lap up milk and sour cream. I love catching mice. More than anything else, I love playing with balls of thread or a ball. The ball rolls under the chair, and I take it out with my paw. And one more thing... I love to play with my master Petya. He runs away from me with a piece of paper on a string, and I catch the piece of paper. I catch the piece of paper, and Petya pats me on the back and calls me smart. I like to be caressed and I purr: purr-purr. Yes, that's the problem. My master Petya went to visit his grandmother. Now I miss you. I have no one to play with. And I don't have kittens. If there were kittens, I would play with them. We would climb ladders, run after balls and meow to our heart's content. Meow-meow, I want to have kittens. Who wants to be my kittens?

When the children enter the image of kittens, the teacher says: “Kittens, show your ears. Do you have ponytails? (imaginary) What do you like to eat? How do you like to play? How do you meow?

Then the teacher must praise the children. Treat the kittens with milk using imaginary cups (palms together), saying: “I poured it for this kitten, and I poured it for this one, and I didn’t forget this kitten.” Kittens, look at this kitten. Is he really a redhead? Help yourself, Ryzhik, to some milk.”

Then the teacher can extend the game in different directions (everything will depend on his creativity), but only on the condition that the children want this, that they still have an interest in the game. You can go outside, play “with your tail”, “meow”, who is louder, etc.

You can finish the game like this. The teacher says that the cat's mother was in a toy store and brought you gifts. “Run to me, I will hand out gifts. Well, I gave it to everyone. Everyone can get busy. Then we’ll go for a walk.”

Games have always been and will always be, and they fundamentally do not change - only the toys change.

The role of play in the life of every child is enormous. Games have always been and will always be, and they fundamentally do not change - only the toys change.

If you think that games are just entertainment and a meaningless pastime, this is not true at all.

In the process of any, even the most simple game, a child learns to analyze and reflect; develops his imagination, attention, memory and also receives many benefits for his development.

There are three main types of gaming activities:

• individual-subject (for the youngest, from 0 to 2 years);
• object-imitative (appears in the second year);
• plot-role-playing.

It’s the latter type of games that we’ll talk about today.

Definition of role-playing game

Role-playing games are those games in which children “try on” different roles, conveying their characteristics, characters, acting according to a given plot or inventing it on the go.

This is a kind of theatrical performance in which children get used to certain roles and behave like a given character in accordance with their own, children's vision of each role.

When do children start pretend play?

Role-playing games appear in a child’s life only when he can already use objects not only for their intended purpose, but also according to the game’s plot.

Usually, until the age of 2, children can only play role-playing games with adults. Therefore, it is the parents who should play the first role-playing game with the child.

In the process, children develop a desire to repeat your actions, behave the same way as you, and later this experience will be transferred to interaction with children or other adults.

What does role-playing play look like for children aged one to two years?

From the very beginning, the game happens exactly like this: you show, the baby copies. Introduce him to different objects and show him what to do with them.

Here's a doll(the first game item), you can lull her to sleep (game action), put her to bed (another game object appears and the next action), cover her with a blanket (new object and action), feed her (many new objects).

Here's the car, you can ride it on a rope, put a bear there and pour in building materials (these are construction kit parts), then take them to their intended destination and unload them and build a house (new objects and actions).

Very soon the children are doing everything you do: cooking, vacuuming, washing, ironing, repairing. A little later, they will skillfully play out familiar situations: “shopping,” “visiting the doctor,” etc., projecting adult life onto themselves through the game.

While this is not a fully-fledged game - there is no dialogue in it, this is just the beginning of your baby's play activity.

Role-playing games after 2 years

Dialogue between two or more characters will be added to the game later, from about 2-2.5 years. If by this time you have spent enough time and effort to teach your child to play story games with his toys, then the child will be able to spend hours alone with his “treasures” (by the way, these can be not only toys, but also household items), communicating with them and coming up with different stories.

Where do the stories come from? From life, of course! Gradually, the storylines become more complex, combining several situations.

For example, you chose a picnic as your subject. Let the child first collect everything he needs in a bag: fishing rods, provisions, collect all the bunnies and elephants he invites with him, get into his personal transport, and upon arrival at the place, unpack the luggage, drop off his friends and go fishing, play ball or something something else.

Games are getting more difficult

When children are already playing together, they begin each new game with verbal agreements on its rules - this is how they acquire the first skills of business communication.

And by the age of 4, children reproduce not only ordinary situations, but also add fairy tale, film and cartoon plots and characters to games. And even during this period, children’s fun should not be left to chance.

You need to give your baby new ideas for games, otherwise he may stop showing independence and stop developing.

Having observed from the sidelines the role-playing games of several children, you can get a general impression of their level of development and how much imagination and creative thinking are developed in each of them.

Offer children interesting stories

1. Getting to know the dolls. All the dolls are seated on the sofa. Mom comes with a new doll and addresses those sitting on the sofa, arousing her daughter’s curiosity: “Hello, dolls. How are you? I brought you a new friend, the doll Masha. Let's get to know her." Next comes an introduction to tea drinking. The dolls are seated and treated. At the same time, you can conduct a conversation on behalf of the dolls, ask the child to do different actions: move the Vera doll to another place, treat the Lena doll, ask questions: “Who drinks tea?”, “Who has a yellow cup?” While playing, the girl remembers the names of her dolls (and sometimes comes up with them herself). By the way, it will also be useful for boys to play such a game (if you don’t have enough dolls, use soft toys).
2. Games with cars. You can say to a child playing with a car: “Look how dusty it is!” I think it's time to wash it. The car also likes to be clean and tidy.” Then give your baby a damp washcloth. Let him wipe the windows, doors, wheels so that the car shines. This is how a future caring driver will grow up in your home. In general, the main vehicle that should be in a child’s fleet is a large dump truck. With it you can come up with a huge number of story games. Firstly, it is indispensable both at home and in the sandbox and on the beach. You can seat passengers in it, load and unload any cargo, transport it along different routes - in general, an extremely necessary thing in a small household.
3. Trips to the store. Situation: the doll did not have shoes. Mom: “Doll Katya, why are your feet bare? You'll catch a cold! Where is mom, why isn’t she looking after you? Anya, isn’t that your daughter running around without shoes? Let’s go pick her up something at the store.”

Then don’t forget to thank for the purchase and say goodbye to the seller. That is, in the process of just one game the child learns:

• rules of good manners;
• caring for loved ones;
• remembers colors and other concepts.

Role-playing games are important for the development of children

They instill creative and communication skills, provide the opportunity to try on different roles, and help your children grow into independent individuals, ready to overcome any life situations.

Like

Figurative (plot)you can name anytoy, reflecting the image of an animal, an animate being. These are all kinds of bears, bunnies and cats, these are, of course, dolls, baby dolls and so on. Playing with figurative toys involves the child's contact with them - as with living characters. An important aspect of such games is the setting of a certain plot (fairy tale, life situation) - that’s why they are called plot games.

What does story-based play with imaginative toys help develop in a child of the first year of life?

Scientists have proven that playing with imaginative toys effectively develop the child’s personal sphere, directly affecting it socio-emotional positions. Choose a cheerful doll for your child that pretends to be a child his age. Then the baby will begin to compare himself with her, and it will revive the idea of ​​his own humanity and personality...

Subsequently, a doll and a story game will help the baby to join the world of people. This will happen because in a story game he will be able to reflect his experience and express feelings, replay what worries him, reproducing the actions of people or fairy-tale characters. Moreover, such toys will help you tell your baby through play - how to deal with your fears, how to be compassionate, how to treat animals and the like. A story-based game will help the baby not only express himself (his experience, his knowledge and feelings), but also master the world of human relationships and ideas that is opening up to him.

Need I say that such games develop a child's creativity- how much imagination he will need - to construct his own plots! Plays an important role story game and for the development of children's speech.

What story toys are suitable for a child of the first year of life?

Toys that reproduce a real smiling human face arouse the baby’s interest and pleasure from the second month of life. And for the entire first year of a baby’s life, the following types of figurative toys are suitable:

Kolobok

This is a large ball with a cheerful face. Let it be the first figurative toy for your baby. It can be hung above the crib, showing the baby how the bun swings. To develop a child’s visual activity, you can show a kolobok on a rod, moving it in different directions, bringing it closer and further away from the baby’s eyes, encouraging him to follow the movements.

Large tumbler

Do not neglect it - this is a very important toy for a baby. In the classic form - she has cheerful, expressive eyes and a pleasant smile that your baby will love to look at. Place it in the crib, close to the baby, and his random movements will set it in motion and cause a pleasant chime.
This truly universal toy is suitable not only for story-based games - it also belongs to toys with a surprise - dynamic and sound.

Baby doll, rag dolls

A plastic toddler is not only a figurative representation of a baby, but also a visual aid for studying body parts. The doll can be placed closer or further away from the baby’s eyes, and “forced” to dance, tumble or jump. Recognizing himself in such a doll, the baby will rejoice at every meeting.

Porcelain doll in clothes

All babies love to look at beautiful things, be it a painted vase or a porcelain doll. This doll is very beautiful, sometimes reminiscent of a real work of art - her face, figure and clothes exactly personify a real beautiful little man. Such dolls do not get boring for the baby - he can happily meet with a familiar doll for 2-3 months. But, of course, such a doll can only be shown from your hands, or by bringing a child to it.

Toys depicting animals or birds

This is a teddy bear, a soft dog, and a rubber squeaker - a cockerel. Such toys will give you the opportunity to play with the same “Teremok”, “build” a farm with your baby, and “visit” the zoo. Introduce your child to the animal world, tell us how animals can “talk.” You will see later how one of the first words of your beloved child will be the voices of animals - they are interesting to him, and they are easy to pronounce.

How to choose the right story toy?

Except basic requirements for choosing toys When choosing figurative toys, you must consider the following:

Enough for babies large shaped toys(at least 40-50 cm), with distinct facial features. It is important that the figurative toy has an expressive, positive “face” with large eyes and a smile. And, it is desirable that the facial features are not clearly drawn, incomplete - this will spur the baby’s imagination.

A toy with a sudden sound(pleasant and not too loud) will attract the attention of the baby, surprise him and make him happy. It will be good if the animals “speak” with their own voices - the cow will moo, the pussy will meow. But don’t get carried away with modern interactive dolls and toys.

Strive for naturalness when choosing a figurative toy: let the horse be bay or dappled, and not acid orange. Nature has given us many colorful flowers: a bright parrot, a contrastingly colored zebra - and no distortion of the reality surrounding the child. Let the dog say “Woof! Woof!”, not “Happy Birthday to you!” A baby doll can be brightly dressed in doll clothes, but not a bear.

How to play?

From the second month, the shaped toy can already be shown to the baby, first use a bun or tumbler for these purposes - with large and pleasant facial features. In the future, such looking at it will bring your child obvious pleasure - he will greet his favorite toy with a smile and animation. This will help him well social-emotional development.
Babies up to 6-7 months. cannot play with a figurative toy in the literal sense of the word. The maximum that a child can do in the period from the third month to the end of the first six months of life is to take it in his hands to study it - examine it, touch it, taste it...

Second half of the year - the formation of a story-based game

Simple stories for the little ones

After 6 months, the baby will follow your actions during the story game with pleasure and interest. You can act out in front of your child elementary game plots from 1-2 actions th - the bunny is fed, the dog is jumping, the doll is riding a horse, the cockerel is singing, etc.
Of course, each figurative toy is intended to show the actions of an illogical living creature: if it is a doll, then it reflects the actions of a person, in particular a child; if a bird or a butterfly, then they fly, flutter, a horse gallops, neighs, and so on.

For example:

Tumbler game:

Start getting to know the tumbler by looking at it together. Show and then invite the child to find her eyes, mouth, and nose. Show your baby the capabilities of the toy - like a doll, it can swing and ring. Give your baby the opportunity to play with it himself. Then you can act out the plot: for example, a tumbler can dance - spin in place, sway from side to side.

Hide and seek games

Hide his favorite toy under a diaper or blanket in front of your baby. At first, you can leave part of the toy sticking out invitingly, for example, a dog’s tail. Be sure to accompany all your actions with comments: “Where is the Dog? Woof! Woof! If the child could not “find” the loss, let the dog suddenly jump out - “That’s where the dog is!” A few repetitions - and now the baby confidently pulls the diaper off the toy, or pulls it out from under the blanket. Always act according to the situation, based on the behavior of the baby - your task is to encourage his activity and initiative, and not to play for him.

Poetry in the game

It is very useful for the speech and emotional development of the baby to include some folklore text or original children's poems in the game, or maybe you are able to compose something yourself?

For example, it’s not difficult to play with this poem by A. Barto:

"I love my horse,
I'll comb her fur smoothly,
I will smooth the tail with a comb,
And I’ll go on horseback to visit!”

While reading these simple lines - just comb the mane, fur and tail of the toy horse - at the same time there will be an opportunity to familiarize the child with the parts of its body.

Emotional context in a story game

When the baby is 10-11 months old, complicate the story game - you can include an emotional context in it. But such plots should remain simple in order to be understandable for the little one. During such games, let your child discover the whole exciting and sensual world of emotions: tears, laughter, joy, anger, fear, fun, sadness, etc.

Game scenes, depending on the plot, reflect the emotional world of a person. The child begins to understand the reasons for certain emotional states of a person: for example, a doll cried because it fell; the doll laughs because she likes to ride on the car, etc.

An example of such a plot: a doll is riding a horse and falls. Then she cried, stood up, and shook herself off. Next, she got on the horse again, rode, sang a song, etc.

You can also combine this emotional game with poetry: the poems “They dropped the bear on the floor” or “The mistress threw the bunny” can evoke empathy even in the smallest ones. Don’t forget to console the “unfortunate” toys at the end of the game, feel sorry for them together with the baby, and then admire their dancing and enjoy their laughter.

The first long story-based games and intellectual tasks will make your child’s leisure time very interesting and vibrant, and at the same time train a variety of useful skills.

Your growing child is already ready for more serious games than simple manipulation of objects or the first design. Yes, you can see it yourself. Although for most children the same type children's games(rolling a car, hammering wooden nails, playing ball) remain relevant and interesting, they can be offered something completely new.

Today we’ll look at games with multiple options and the first story games. Such activities require special attention and perseverance from the child. However, don’t worry if your child quickly loses interest in the new game. This behavior does not mean a lack of interest, it’s just that the baby is mastering a new activity gradually and at a pace that is convenient for him.

Perhaps the only rule for the first story games can be considered the absence of a time limit. That is, let the baby play as much as he wants. There is no need to bring the “case” to the end, and the game can be finished even at the stage of preparing the material. And this will also be a useful experience!

Let's play store

All children love play store. Of course, this game is typical for older people, but now you can offer your little ones this exciting activity. In addition, it develops the child in many ways. Attention and memory, objective and figurative thinking, excellent communication skills and many other smaller, but no less important properties are trained in this game.

So, start small and gradually expand your range. The rules are simple. You are a supplier bringing goods. Prepare cards with your child in advance - price tags (within 10). The product can be toys, plastic products, cups that imitate ice cream, etc. Let the child stand on one side of the stool and lay out the goods, and under each product there is a price tag. You need to count what you brought and whether the price tags are enough.

When the goods are placed, the game begins. You buy a product and pay with a paper coin with a denomination corresponding to the price tag. When purchases are made, it is necessary to “re-count” and count the remaining goods. You can change roles with the toddler, you can introduce new rules, for example, when the “supplier” brings less goods than promised (number of price tags).

You can introduce a calculator and fractional coins into gaming use. The main thing is that the child likes it!

Collecting letters into words

This game is encrypted in everyone children's primer. However, practice shows that children lack the range of words offered by the printed edition, and the book format is not always convenient for playing.

Cards are a more mobile and lightweight thing, which means that you can combine cards and come up with tasks yourself almost endlessly. So, make it cards with letters. Let these be, for starters, cards with vowels and the most common consonants - A, M, P, O, S, N, Z. Cards are needed large, 10x10 cm. Then prepare images of objects and animals for these letters. Magazine clippings, cards, and printouts from the Internet are suitable. The main thing is that the object should be easily recognizable and be well known and frequently encountered by the child.

The game is to draw card with a letter(it is important to read it not with a letter, but with a sound, that is, not “pe”, but “p”) and select images of objects and animals that begin with this letter. If the baby suddenly pulls out an object whose name contains this letter, but it is not the first one, praise the baby and say the word, highlighting the desired sound. This kind of fun perfectly consolidates mastery of letters and sounds, develops logic, abstract ideas, memory and attention.

Let's play travel

The purpose of the lesson– development of concepts, spatial orientation, logic, memory, attention.
The task is to place the cards on the map correctly.

Materials: geographical map of the world (at least A3 format) and cards depicting trees and plants (birch, palm, banana, pine, lotus, etc.), animals (bear, hare, squirrel, camel, panda, platypus, snake, lion, giraffe, whale, shark, etc.) and the names of continents and oceans (choose a large and bold font).

Invite child play: “Let’s go on a trip and see what’s where.”

Show the card, explain what is shown, and start showing the name cards.

Place them on the appropriate area of ​​the map (platypus - Australia, birch - Europe) and voice your actions. Let the baby choose the card himself and indicate where it should be placed.

Finish the game before your child loses interest.

Praise the little one. Have a nice trip!

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