Ksenia Dragunova
Card file of role-playing games for the younger group

Card number 1"Toys at the Doctor's"

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

Equipment: dolls, toy animals, medical tools: thermometer, syringe, pills, spoon, phonendoscope, cotton wool, medicine jars, bandage, dressing gown and cap 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 come to the doctor with various diseases: the bear's teeth hurt because he ate a lot of sweets, the Masha doll pinched her finger in the door, etc. We specify 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 the elder preschool age they 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.

Card number 2"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 vocabulary children: enter concepts "building", "mason", "crane", "builder", "crane operator", "a carpenter", "welder", "construction material".

Equipment: large building material, cars, crane, building play toys, Pictures depicting construction people professions: mason, carpenter, crane operator, driver, etc.

Game progress:

The teacher asks the children to guess riddle: “What kind of turret is standing, and the light is on in the window? We live in this tower, and is it 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. The roles are distributed among children: some are Builders, they are building 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.

Card number 3"Stepashka's birthday"

Target: to expand the knowledge of children about the methods and sequence of table setting for a festive dinner; consolidate knowledge about tableware, cultivate attentiveness, caring, responsibility, desire to help; expand vocabulary stock: enter concepts "holiday dinner", "name day", "serving", "tableware", "service".

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

Game progress:

The teacher informs the children that Stepashka has a birthday today, offers to go to visit him and congratulate him. Children take toys, go to visit Stepashka and congratulate him. Stepashka offers everyone tea and cake and asks to help him set the table. Children actively participate in this, with the help of a teacher they set the table. the process of the game.

Card number 4"Let's go for a walk"

Target: to develop in children the ability to choose clothes for different seasons, to teach how to correctly name elements of clothing, to consolidate generalized concepts "clothes", "shoes", cultivate a caring attitude towards others.

Equipment: dolls, clothes for all periods of the year (for summer, winter, spring and autumn, a small wardrobe and a high chair.

Game progress:

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

Card number 5"Journey with Dr. Aibolit"

Goals: continue to work on the development and enrichment game plots; introduce children to the profession of a doctor; to teach children game actions, their implementation in a certain sequences: inspection, listen with a tube (phonendoscope) breast, back, temperature measurement with a thermometer, treatment with tablets;

develop auditory attention, perception, memory by naming objects for treating dolls, memorizing the sequence of treatment; learn to yield and exchange toys and roles; to cultivate a caring attitude towards a sick doll, interest and respect for the profession of a doctor; reinforce the ability to perform game actions.

V-l: Children, we will go on an interesting journey. Do you want to travel with me? (Yes).

V-l: Oh, and who came to us? (children's answers). That's right, this is the good doctor Aibolit. Let's say hello to him and smile at him. (Turns to Aibolit). Doctor Aibolit, what happened?

D.A.: Doll Masha got sick,

I didn’t eat semolina porridge,

Masha needs to be treated,

Put to sleep in bed.

V-l .: Oh, sorry for Masha, she got sick.

D.A.: And in order to cure Masha, my magic suitcase is needed, but I left it somewhere.

V-l: We need to help D.A. cure Masha, let's go to kindergarten and look for him there. (Overcoming obstacles stream, pebbles, etc.) And here is your magic suitcase.

Card number 6"We bake pies"

Target: to acquaint children with the process of making pies and safety rules in the kitchen; to teach to set game goals, to perform appropriate game actions, to find objects necessary for the game in the environment, to lead children to independently create game ideas; develop gaming skills, enrich vocabulary; to cultivate respect for the work of others; consolidate the ability to unite in groups in the game, perform game actions.

Equipment: kitchen utensils, dolls, building kit parts (small balls cut in half, substitute items

Game progress:

Sun: -Children, do you want to play with me? I will bake pies. Look what I have (takes the lid off the box and puts it next to it).

I will knead the dough for pies. Like this, like this! (Shuffles the parts from the builder in the box.)

What do you like about pies? With jam? Here is this pie for you, it is with jam (shows how to make a pie).

Oh, where do I put the pies? What will we bake them on? (It’s good if one of the children guesses that for this you can use the lid from the box lying on the table.) Indeed, you can put pies here! Let it be a baking sheet, like mom has in the kitchen.

Here will be Sonya's pie with jam. And why does Serezha like pie? Do you want cabbage or apples? Here it is, a pie with apples and Ela blind a pie, and Albina.

We still have room, let's make another pie. Who will help me?

Polina, knead the dough. That's how good you are!

Now make a pie the way I do. Put it on a baking sheet. (Offers to other children.) There were a lot of pies. Not a single empty space left. You have to put it in the oven and let it bake. And where will we have an oven?

Olya, where will we bake pies? Here? (You can use any substitutes.) Is this a stove? Turn it on quickly! They put pies.

How are our pies?

Smell how delicious it smells.

Olya, look, are the pies already reddened?

Of course they are ready. I'm taking them out of the oven now. Beware it's hot!

Help yourself. Whose pie is this? Delicious?

(I distribute pies to everyone. If the children take "pie" mouth, stop them.)

Here are some delicious pies.

We ate, but the dolls remained hungry. They want cake too

Card number 7"Doll's Birthday"

Goals: to acquaint children with the rules of table setting, with the rules of behavior at the table, with tableware; learn how to find and select dishes for tea drinking;

continue to enrich the content of the games; to promote the unification of children for joint games; enrich vocabulary; educate the desire to observe the norms of behavior at the table, respectful attitude towards each other.

Equipment: tea utensils, tablecloth, doll in elegant dress, figurative toys (bear, hare, barrel of honey, carrot. Substitute items can be used.

Game progress:

The teacher says that Katya's doll has a birthday today and she invites her to visit. He advises the children to think about what they will give Katya, how they will please her. It suggests that they can come to visit with a bear and bring a barrel of honey or a bunny, which will give Katya a delicious sweet carrot.

Then the teacher invites the children to help Katya beautifully set the table for the guests, prepare tea.

The kids are going to a birthday party.

When repeating the game, you can celebrate the birthday of a bear, bunny, cat, etc.

Card number 8"Dolls for a Walk"

Goals: continue to develop interest in doll and building material play; learn to use the acquired skills in the construction of simple buildings; to consolidate the ability to play together, to share game material; to develop the desire of children to establish relationships in the game, to enrich vocabulary; to cultivate interest and respect for each other, the desire to comply with the norms of behavior; to consolidate the ability to distribute roles; encourage children to be independent.

Equipment: a set of large building material: bricks, cubes, prisms, plates, dolls of different sizes, cars of different sizes, figurative toys: nesting dolls, hares, bears.

Game progress:

The teacher says that the dolls want to walk.

Let's wear them for a walk. And we will ask our boys to build paths, a train, a car, a slide for our daughters, so that everyone would have fun and be interesting on a walk.

Children dress up dolls.

The teacher asks who and what will build for the dolls. During construction, it fixes the names of the designer's parts, their size, color, encourages children's independence, friendly play. If necessary, helps to dress the dolls for a walk.

When the dolls are dressed and the buildings are ready, you can invite the children to walk with the dolls along the paths.

When the game is repeated, the construction of one or two new, more complex buildings is introduced. The teacher gives an example of playing them not only with dolls, but also with other figurative toys, (if you put on a skirt and a scarf on a skittle, you get a matryoshka).

During such games, the teacher gradually brings the children to a joint gaming activity.

Card number 9"Bathing the Doll"

Goals: learn to combine games into a single plot: first, the doll must be undressed, redeemed, dressed, put to bed, correctly name the objects and their purpose; consolidate a variety of game actions; develop playing skills and abilities; enrich vocabulary; cultivate respect for each other and respect for toys.

Equipment: bath, soap (brick, soap dish, towel, ladle (all items in 2-3 copies); Katya doll (she has "dirty" arms).

Game progress:

The teacher, referring to the doll, asks:

Oh you dirty girl

Where did you get your hands dirty?

Then he speaks to the children.

Doll Katya got dirty. Need to buy it. What do we need for this?

When the doll is finished washing, the teacher invites Ela to dry it with a towel.

The doll is clean.

Then the doll is dressed and put to bed.

The game can be repeated 2-3 times with the involvement of children who have low level gaming skills.

Card number 10"Let's ride dolls in a car"

Goals: to acquaint children with the profession of a driver and the rules of safe travel by transport; to teach children to unite 2-3 children for independent games, to bring children to an independent game plan stories; continue to develop the ability to transfer familiar actions with building materials into new ones game situations, perform actions in accordance with the role (driver, passenger); to cultivate interest and respect for the driver's profession, the desire to comply with the norms of behavior in public transport.

Equipment: a set of building material (cubes, plates, bricks, steering wheels (2-3 pieces, dolls, figurative toys (bear, hare, fox), a car was built in advance by the educator in the building corner.

Game progress:

The teacher puts on the car (made in advance from large building material) Katya doll. He speaks:

The doll wants to ride in a car. And who will be the driver?

Thank you Sasha, you were a good driver. Look, more guys have come to you. They also want to ride their toys. How will you ask Sasha about this? (Sasha, please ride my Sveta.)

And so that you do not have to wait long, let's ask Vanya to be a driver too. Let's help him build a car. You bring us cubes, bricks, and Vanya and I will build. Invite passengers.

Card number 11"Zoo"

Goals: to ensure children's interest in story role-playing game to help create a playful environment; to teach children to distinguish the characteristic features of the appearance of wild animals; develop speech, enrich vocabulary, consolidate sound pronunciation; to acquaint with the peculiarities of the behavior of these animals; contribute to the expansion of knowledge about animals, about their appearance to characterize them from memory; fostering a good attitude towards animals, love for them, caring for them, friendly relations in the game.

Equipment: building material (large, small Lego, a set of animals, white bathrobe for a doctor, thermometer, phonendoscope, first aid kit, cash desk, tickets.

Game progress:

The zoo came to us today. In the zoo you can see different wild animals! Hurry, hurry!

There are funny animals in the zoo.

part 2: Giving children tickets to "zoo".

part 3:

Guys, which one of you was in "zoo"?

Tell me, what is a zoo?

ZOO - a zoological park, a place where you can see different animals. They were brought from different countries.

Who takes care of the animals at the zoo?

(human).

What else is he doing at the zoo? (guards, guards).

What is our mini zoo made of? What does that mean? (small).

And so that the animals do not run away, what is done for the animals (aviaries).

What are the enclosures made of? (from Lego) .

A very beautiful zoo. Large and spacious.

Let's see what animals live in our zoo? (children list)

Our animals came to us from hot countries, where it is warm in winter, and they will be cold with us.

What do you think needs to be done so that they can winter our cold winter? (build them houses).

I suggest you build houses from wooden building material.

We have built animal houses. Now they are not afraid of our harsh and cold winter.

Did you enjoy the zoo game?

What animals piqued your interest?

What animal would you like to meet in the forest?

Do you think wild animals need our help like domestic animals?

Why can't you have wild animals in your apartment?

Our tour of the zoo is over, but we will come here with you again.

Card number 12"Professions"

Goals: develop children's interest in role-playing games to help create a playful environment; enrich vocabulary, consolidate sound pronunciation; to form in children the ability to use building floor material, to act with it in a variety of ways; consolidate previously acquired knowledge about the work of a doctor, seller, hairdresser; cultivate friendships in the game.

Game progress:

caregiver:

We build cribs, a chair, a tap for washing hands, we set the table. We carry the cubes one at a time, without interfering with anyone. The doctor, the hairdresser and the salesman go to work. And the rest of the guys take care of their children. (I help to develop the game, to establish relationships between those who have chosen certain roles, I help to realize in the game the impressions received by children earlier.)

A certain amount of time has elapsed.

caregiver:

In our town, evening has come, the working day is over, the hospital, hairdresser, shop are closing. We put everything in place.

All the guys did it, tell me, who were you today, Vanya? How did you take care of your son? Where did you go with him? Dasha, what did you feed your daughter? Julia, what bed did you put your daughter to sleep on? What kind of doctor was Cyril? The hairdresser? Salesman?

Card number 13"Hospital"

Goals: continue to acquaint children with the professions of a doctor and a nurse; arouse interest in professions medical workers; develop children's speech and enrich vocabulary; help children to establish interactions in joint play; to cultivate a sensitive and attentive attitude to the patient, kindness, responsiveness, a culture of communication.

Equipment: medical cards for the number of children, a toy phonendoscope, a spatula, an ENT mirror, a thermometer, greenery, a table, 2 white coats for a doctor and a nurse, 2 white caps, cotton wool, a bandage, a syringe.

Game progress:

The educator-doctor plays out a dialogue with a bunny-patient (child).

At the doctor's office, the hospital opens. I am a doctor. Who came to see me?

Bunny Patient (mournfully).I am doctor.

In ra h. Sit down, patient. Tell me exactly where your pain is concentrated?

A patient. I have a cough, my ears hurt.

Doctor. Let me listen to you. Breathe deeply. (Listens to the patient on the pipe.) You cough a lot. Show your ears. Ears are inflamed. And now we need to measure the temperature. Take a thermometer. High temperature. You need to take medicine. This. (gives a vial.) Pour into a spoon and drink every day. Did you understand?

A patient. Yes. I will take the medicine as you ordered. Thank you Doctor. Goodbye.

Card number 14"Katya got sick"

Goals: to diversify the role participation of children in the game with the doll; promote enrichment the plot of children's games; develop children's speech and enrich vocabulary; help children to establish interactions in joint play; cultivate friendships in the game.

Material and equipment: spatula, phonendoscope, thermometer, medicines (substitutes are used); doctor's bag, gown, cap (in 2-3 copies).

Game progress:

The teacher informs the children that her daughter is ill.

We must put Katya to bed and call the doctor. I will be a doctor myself. I have a bathrobe, cap and tools.

Vova, do you want to be a doctor?

Here's a dressing gown, cap and tools for you too. Let's treat dolls together, let's start with my daughter Katya. Let's listen to her. What is needed for this? (a tube.)

Hear how Catino beats heart: "Knock-Knock"?

Breathe, Katya. Now you, Vova, ask Katya to breathe deeply.

Now let's put Katya's thermometer. Like this. Now let's look at her throat. Where is the spoon?

- Katya, tell me.: "A-a-a".

You see, Vova, Katya's throat is red and her temperature is high. Let's give her medicine.

Now let Katya sleep

Card number 15"Let's build a house for dolls"

Goals: learn to pick up toys and attributes for the game, team up in twos or threes for independent games; continue to develop interest in playing with dolls and building materials; develop children's speech and enrich vocabulary; help children to establish interactions in joint play; cultivate friendships in the game.

Material and equipment: Building kit material: cubes, bricks, plates; dolls of different sizes; figurative toys (hare, bear, squirrel, fox, etc.).

Game progress:

The teacher refers to children:

A doll of Light came to visit us. She says she has nowhere to live. Let's build a house for Sveta. Who wants to build a house?

The teacher puts the doll on the carpet.

What will we build the house from? (from bricks).

How do we place the bricks? (narrow side).

These will be the walls of the house, but how to make a roof? (you need to put a brick on top of the walls).

If the doll is tall, then the teacher shows how to build a tall house.

Now we need to make doors so that the house is warm.

In this case, you can put one or two bricks, regardless of the size of the built house.

In the process of building a house, the educator attracts others who are interested in the game to work. children: offers one to make a fence, another - a path to the house, etc. Encourages children to play together

Card number 15"Doll's Laundry"

Goals: learn to unite in twos or threes for independent games; promote story games with dolls, enrich the content of such games.

Material and equipment: bath, soap dish, soap (substitute item, washboard, iron; doll linen; rack for hanging linen; ironing board.

Game progress:

The teacher refers to children:

We bathed dolls and forgot to wash their dirty clothes. What do we need for this?

(The teacher arranges the items so that it is convenient to wash together (threesome). You can wash everything together in one large basin or separately in small basins - the main thing is that the children are nearby).

When everything necessary for washing is ready, the teacher asks:

Can you wash clothes?

Did you forget to bring anything? (impossible, because they did not bring water).

What kind of water do we need? (warm).

Let's bring water and pour it into the basin (in basins).

Then the teacher shows how to wash clothes. Children repeat the actions of an adult. Laundered clothes are placed in separate bowls.

On the advice of the teacher, the children pour out dirty water and pour clean cold water to rinse clothes. Then the teacher explains:

When the laundry is washed, rinsed, it must be wrung out, shaken (shows) and hang to dry.

Children repeat all the actions of an adult. After the linen is hung out, the teacher suggests putting everything back in place and preparing irons to iron the dried linen.

At the end of the game, the teacher He speaks:

That's how clean the doll's underwear has become. You have to put it in the closet. Our daughters are accustomed to order.

The game can be repeated 2-3 times with different children. The teacher encourages independent associations of kids to play.

Card number 16"A family"

Goals: enrichment of social and play experience between children; development of gaming skills plot"A family"; to consolidate children's ideas about the family, about the duties of family members; develop interest in the game; continue to teach children to distribute roles and act according to the role they have assumed, to develop plot; to cultivate love and respect for family members and their work.

materials: dolls, toy tableware, furniture, doll bed, toy tools for boys (hammer, screwdriver, etc.)

Game progress:

Today we will play a game "A family". Occasionally it is said in people: "The whole family is together and the soul is in place".

What do you think a family is? Who is in the family?

What are the duties of a father?

What are the responsibilities of a mother?

What is their child doing?

Tell us how you take care of your

relatives, how do you help them?

Children, if one of your family members gets sick, what will you do? (Summarizing children's answers) .

And also our family and other visitors will go to the store and the hairdresser. Why do people go to the store (I summarize the answers of the children), and to the hairdresser (I summarize the answers of the children?

Where do you think we will start the game?

That's right, first we will distribute who will be the father, who will be the mother, who will be the doctor, because the doll is sick. Who will help the doctor, will he be a nurse? Apothecary? Who will be the hairdresser? Sellers? Cashiers? Store manager?

(distribution of roles at the request of children)

What else do you need to play?

That's right, you need to choose a place to play.

(Choosing the location of the game)

Indeed, it will be convenient for us to play in a dollhouse.

- Children, did you like the game?

Would you like to play this game again?

forward planning role-playing games in 1 junior group

View document content
"Prospective planning of role-playing games in the 1st junior group."

Municipal government preschool educational institution"Kindergarten of a general developmental type No. 22 "Ryabinushka" with the priority implementation of the artistic and aesthetic direction of the development of pupils."

Long-term planning of role-playing games in the 1st junior group.

Compiled by:

educator

Novoselova N.V.

Talitsa - 2016

long term plan in role-playing games.
(I junior group)

Ekaterina Podkovenko
The value of role-playing games in the 1st junior group

plot Role-playing game is the main type of game for a preschool child. The game is a spontaneous manifestation of the child and at the same time it is based on the interaction of the child with adults. She has the main features games: emotional saturation and enthusiasm of children,

independence, activity, creativity.

The main source of nutrition plot- the role-playing game of the child - is the world around him, the life and activities of adults and peers.

Main feature plot Role-playing game is the presence in it of an imaginary situation. The imagined situation is plot and roles. Plot games are a series of events that are united by vitally motivated connections. AT plot the content of the game is revealed - the nature of those actions and relations by which the participants in the events are connected. The role is the core role-playing game. Most often, the child assumes the role of an adult. Having a role in the game means that in his mind the child identifies himself with this or that person and acts in the game on his behalf. The child uses certain objects appropriately (cooks dinner like a cook; gives an injection like a nurse; enters into various relationships with other players (praises or scolds the daughter, examines the patient, etc.). The role is expressed in actions, speech, facial expressions, pantomime.

AT plot children use two kinds action: operational and visual - "as if". The most common motive plot role-playing game - the desire of the child to joint social life with adults. This aspiration collides, on the one hand, with the unpreparedness of the child for its implementation, on the other hand, with the growing independence of children. This contradiction is resolved in role-playing game: in it, the child, taking on the role of an adult, can reproduce his life, activities and relationships. The originality of the content plot-role-playing is also one of its most important features. The game occupies a very important, if not central, place in the life of a preschooler, being the predominant form of his independent activity. The game has meaning personalities

people: firstly, by recreating the interaction of adults in the game, the child learns the rules of this interaction, and secondly, in a joint game with peers, he gains the experience of mutual understanding, learns to explain his actions and intentions, to coordinate them with other people. The game has an important impact on emotional development child. Children bring in not what they know about life: their knowledge and delusions, their fears and wishes, and sometimes painful memories with which they are trying to cope. Young children, whose language abilities are limited, often use play as a means of becoming aware of their world. Thanks to the game, children increase their understanding of their strengths and weaknesses, their attachments and dislikes, the ability to lead and convince or obey, maybe coordinate interests. All this contributes to the development of self-awareness. plot role-playing game largely mental. Children use memory: they remember people and events and then reproduce them. They test ideas, plan and implement their plans, form an idea of ​​the past, present and future.

In the game, children create using materials and toys in completely new ways. In addition, they improve conversational skills, which is extremely important for thinking and the ability to exchange information. The game is not only a means of forming abstract thinking, but also a factor in expanding knowledge about subject areas. In the process plot-role-playing game is the development of many mathematical concepts. In play, the child encounters various groups and subgroups of materials and things. Children learn to classify objects, use concepts such as "more less", "wider - narrower", "heavier - lighter". The enrichment of the vocabulary and the development of concepts is an important prerequisite for successful reading and understanding. Communicating in the game, children use their native language, increasing the flexibility of speech, expanding vocabulary, mastering new concepts. Arrangement of materials and objects in accordance with their similarities and differences sharpens the ability of observation. Revealing similarities and differences is extremely important for the recognition of letters and words when reading. Playing with a theme forces children to organize their performances. In the future, this makes it easier for them to understand texts, where the logical sequence of events should be taken into account. plot Role play almost always involves the participation of several children, so it is the most important factor in the social development of the child. The game often includes elements of joint planning and cooperation. The game provides practice in conflict resolution. Children may argue and get upset, but they get used to dealing with the interests of others. As they have to deal with materials and equipment, they develop an empathic attitude towards people. At the same time, they begin to understand that it is interesting and pleasant to play and study with peers.

Children usually start playing without thinking. The choice of the game is determined by the toy that caught the eye, imitation of other children. The goal appears during the game (make dinner for the doll, go by car). Children begin to set goals first in building games and then in toy games. At the end of the 3rd year of life, children begin to prepare the conditions for games, indicate the purpose of the game. Game intentions begin to be addressed a group of children.

The main content of the game is action with objects. By the end of the 3rd year of life, having learned to act with objects, children move on to displaying the simplest relationships between characters. Plots predominantly household. They are few, monotonous, unstable. At the end of the 3rd year of life, children begin to combine 2-3 well-known events in the game, sometimes they include episodes of fairy tales in the game. household plots prevail, but they are less static. More often children use episodes from well-known fairy tales in games.

At the end of the 3rd year of life, some children begin designate a role. Children often

talk to toys as playmates. Gradually the role of partners is transferred

on peers who understand the meaning of imaginary actions, meaning substitute items. Children move on to two-player games, and then to group games.

By the end of the 3rd year of life, children accept from an adult and perform actions with objects -

deputies, communicate to others the intended content of their actions with them. They perceive an imaginary situation, play with imaginary objects, move on to actively replacing well-mastered actions with a word ( "The dolls have already eaten"). The condition of the game becomes available to them ( "it's make-believe"). Children move on to generalized actions. In joint games, they first perform the same actions, then the functions of the players are separated (one combs the other, by the 3rd year the first truly collective games appear.

The game occupies a very important, if not central, place in the life of a preschooler, being the predominant form of his independent activity. In domestic psychology and pedagogy, the game is considered as an activity that has a very large meaning for the development of a preschool child; it develops actions in representation, orientation in relations between people, initial skills of cooperation.

Free plot the game is the most attractive activity for preschool children. Its attractiveness is explained by the fact that in the game the child experiences an internally subjective feeling of freedom, the subordination of things, actions, relationships to him - everything that resists in practical productive activity is given with difficulty. This state of inner freedom is associated with the specifics plot games - action in an imaginary, conditional situation. Storyline the game does not require a real, tangible product from the child, everything in it is conditional, everything "as if", "pretend".

All these "capabilities" plot games expand the practical world of a preschooler and provide him with inner emotional comfort. This is due to the fact that in the game the child recreates the spheres of life that interest him with the help of conditional actions. First, these are actions with toys that replace real things, and then - visual, speech and imaginary actions (performed in the internal plan, in "mind").

The game has meaning not only for the mental development of the child, but also for the development of his personalities: taking on various roles in the game, recreating the actions of people, the child is imbued with their feelings and goals, empathizes with them, begins to navigate between people.

The game also has a great influence on the development of children's ability to interact with others. people: firstly, by recreating the interaction of adults in the game, the child learns the rules of this interaction, and secondly, in a joint game with peers, he gains the experience of mutual understanding, learns to explain his actions and intentions, to coordinate them with other people.

However, the game fulfills its developmental functions to the fullest if it becomes more and more complicated with age, and not only in terms of its thematic content.

Sections: Working with preschoolers

Game 1. "Doll Masha is visiting us."

Program content:

• consolidate children's knowledge of tea utensils;
• activate their speech;
• to form the skills of behavior at the table, communication with the guest;
• educate friendliness, caring.

Game actions. Set up a toy table for feeding - a tea party for a doll, lay a tablecloth, put dishes, a napkin holder, move a chair.

Game progress

The game is played in the game corner. Children sit on chairs set in a semicircle. The teacher reports that the Mash doll promised to come to visit today.

Educator: How will we meet Masha?

Sasha: say: "Hello!"

Educator: Yes, let's say: "Hello, Masha!" and bow our heads (shows). And how will we offer Masha a chair? teacher puts down a chair and says : "Sit down, Masha, please."

There is a knock at the door. The nanny introduces the big doll Masha. Masha says hello. Children respond as the teacher shows.

Educator: Sashenka, please offer Masha a chair.

Sashas willingly carries a chair and says: “Sit down, Masha, please!”

Educator: We are glad, Masha, that you came to visit us. Guys, let's treat Masha with tea!

Sasha: Masha, drink tea!

Educator: you need to say: "Sit down, Masha, drink tea."

Sasha repeats the invitation, Masha thanks.

Educator: Katya, what dishes should be prepared for tea? That's right, a cup, saucer, spoon. Kolya, please arrange the dishes on the table. Pour the doll Masha tea from the teapot . (Kolya pours). And what will we feed the doll? Candies and cookies. (Katya puts a plate of treats in front of the doll.)

Doll Masha tries tea, and it seems tasteless to her.

Educator: Masha why don't you like our tea?

Masha: He is unsweetened.

Educator: Children, what did we forget to put on the table? That's right, sugar bowl. Kolya, put a piece of sugar in Masha's cup. (Kolya fulfills the teacher's request.) Well done, Masha, and now delicious tea?

The teacher draws the attention of the children to the fact that the tea set also includes a sugar bowl - dishes for sugar.

Doll Masha thanks the children for the treat and invites them to drink tea with sweets and biscuits too. All children sit down at the table and drink tea. At the table, the teacher reminds what dishes need to be prepared for tea. After tea, Masha says goodbye to the children and leaves.

Game 2. "Lena doll is having lunch."

Program content:

• consolidate children's knowledge of tableware;
• activate their speech;
• to cultivate a culture of behavior during meals, a caring attitude towards the doll.

Game actions. Select items related to tableware. Set the table for dinner.

Game progress

The game is played in the game corner. On a table set aside, there are dishes: tea, dining, kitchen. Lena doll is sitting at the table.

- Children! Lena needs to be fed dinner, - the teacher says and points to the table at which the doll is sitting.- And here is the dishes, - points to another table.- We will play like this: you only need to put it on the table, then for dinner.

In turn, at the invitation of the teacher, the children find the desired item. If the object is correctly selected, everyone clap their hands, in case of an error, they threaten with a finger.

- Vova, what will you put Lena on the table?
- I put it here.
- How does is called?
– Soup bowl, deep.

As a sign of approval, the children clap their hands, and Vova puts a plate in front of the doll. At the request of the teacher, other children find in the same way all the items that are needed to feed the doll: a deep and shallow plate, a spoon, a fork and a cup. They are correctly named and placed on the table. Do not forget to put a glass with napkins.

At the end of the game, the teacher asks the children to wish the Lena doll a good appetite, and after dinner he invites one of the children to clear everything from the table.

Game 3: "Fascinating Journey".

Program content:

• consolidate knowledge about tableware;
• activate their speech;
• to cultivate a culture of behavior at the table, to interest all children.

Game actions. Develop the plot of the journey through the stations.

Game progress

The game is played on a mat. The car was built from chairs, the steering wheel is lying. The teacher offers to go on a trip, during which we will call at the Cafe station (where the Katya doll is waiting for us).

Educator: Guys look at the picture, what do you see? (Bus.) That's right, it's a bus. Can you please tell me what the bus has? (That's right, a door, wheels, windows.) Why does a bus need wheels? (That's right, he should go.)

Guys, and now I suggest you go on an exciting journey, let's take a seat and go. And I'll be the driver. And we will call on you, she is waiting for us to visit Katya's doll.

Hello Katya! How are you? (We sit down at the table, the dishes are being fixed - a mug, a saucer, a teapot, a sugar bowl.) We drank tea. Thank you Katya gave us tea. Goodbye! The guys take their places and go to the garden.

Did you guys like our trip with you? Tell me what kind of transport we traveled with? (Bus.) Who did you and I go to visit? (To the doll Katya.) Well, all my good ones, now you and I will go to the kids, they are already waiting for us.

In accordance with the plot-forming functions there are three types of game material(toys):

"Subjects of operation"- these are toys that imitate real objects - tools, tools, means of human activity that allow you to recreate the meaning of a real action (for example, a toy cup, iron, hammer, steering wheel, etc.)

"Toys - Characters"- These are all kinds of dolls, figurines of people and animals. In terms of functions in the game, this also includes game material that represents game attributes specific to a certain character (role), for example, a doctor's white cap, a fireman's helmet, etc.

"Markers (signs) of the playing space- these are toys, game material indicating the place of action, the environment in which it takes place (for example, a toy stove, a house-teremok, a rocket frame, a frame depicting the bow of a ship or the front wall of a bus, etc.)

Materials for the story game

For children from 2 to 3 years old, they are prototypical imitations of household “tools” - toy dishes, an iron, a hammer, etc. Prototypical transport simulators are also attractive to children - trucks (wooden and plastic, in which the child can load cubes, sit down himself), carriages for dolls, a horse on wheels, carts, etc.

All these toys should be fairly large (proportionate to the child or doll itself) and ready to use.

Conditional space marker toys for children of this age should also be prototypical, large and ready to use. Basically, these are items that imitate everyday environment: large toy furniture, commensurate with the child himself and large dolls (crib, table, chairs), kitchen cabinet, stove, etc. It can also be imitators of a dwelling (screen-house, teremok), large objects simulating the space of a vehicle (the “skeleton” of a car, a bus with a steering wheel and a recognizable “facade”), into which children can enter and be accommodated inside.

character toys occupy a very important place, especially dolls. At this age, the doll serves as the object of the child's influence (and does not replace the active partner in the games). He performs conditional play actions in relation to her, which in reality an adult performs in relation to himself (feeds the doll, waters, bathes, puts him to bed, etc.), which is why the essential requirement for the doll is the ability to give it appropriate functional postures: the doll must “be able” to change position - stand, sit, lie down, you can take it by the handle and lead it next to you.

important for children's play soft toys-characters- similarities of animals.

Polyfunctional materials, which replace the missing prototype toys, are necessary to ensure the play of an adult with children and their self play. For children of this age, the range of such materials is small. This is a small number of inflatable modules that Small child can move freely. They are used to enclose a "house", "bus", etc. In addition, it is advisable to have a container with scattered plastic and wooden cubes, bars, balls different colors and sizes. As substitutes, you can also use elements of designers, building kits, didactic materials that are available in the group for productive and research activities children.

Plot-forming sets of material and its placement

For the play of children 2-3 years old, who are almost entirely dependent on the external environment, sets (complexes) of game material are needed, in which all types of plot-forming toys (characters, objects of operation, space markers) are presented.

In the space of a group room, it is enough to have 3-4 such integral complexes (traditionally, in preschool pedagogy they are called thematic zones). These are complexes of materials (and part of the space) for deploying household topics:

• A cupboard with dishes, a stove and several dolls on chairs around the table
• A couple of doll beds, a locker with "bedding", a sofa on which both dolls and children can sit.
• House-teremok - a screen, with benches and modules inside, where soft toys-animals can live, children can hide and arrange their home; here the game of an adult with children based on simple fairy tales can unfold.
• A thematic complex for various trips: a frame bus with seat modules and a steering wheel.

The rest of the game materials are placed in low racks, mobile boxes on wheels, plastic containers that slide into the lower open shelves of cabinets, etc. All materials in the field of view must be accessible to children.

Approximate set of game materials for the first junior group

Materials for the story game