Analysis of role-playing games in kindergarten. Analysis of observations of plot-role play of preschool children. What roles do children play in their games?
Play, along with work and study, is one of the main types of human activity, an amazing phenomenon of our existence. According to G.K. Selevko - a game is a type of activity in situations aimed at recreating and assimilating social experience in which self-government of behavior develops and improves. In psychology, the concept of “game” acts as the leading activity of a preschool child, determining his further mental development, primarily because the game is characterized by an imaginary situation. Successfully solving educational problems requires close attention to the problems of children's play. Play is the most accessible type of activity for children, a way of processing impressions and knowledge received from the surrounding world. The game clearly reveals the characteristics of the child’s thinking and imagination, his emotionality, activity, and developing need for communication.
A game is a child’s genuine social practice, his real life in the society of his peers. Therefore, the problem of using games for the purposes of comprehensive education, and primarily the formation of the moral side of the individual, is so relevant for preschool pedagogy. Currently, preschool specialists are faced with the task of further studying play as a form of organizing the life and activities of children. The understanding of play as a form of organizing the life and activities of children is based on the following provisions:
The game is designed to solve general educational problems, among which the tasks of forming the moral social qualities of the child are of primary importance;
The game should be amateur in nature and increasingly develop in this direction, subject to proper pedagogical guidance;
An important feature of play as a form of life for children is its penetration into various types of activities: work and play, educational activities and play, everyday household activities and play.
In human practice, gaming activity performs such functions as:
Entertaining (this is the main function of the game - to entertain, give pleasure, inspire, arouse interest);
Communicative: mastering the dialectics of communication;
Self-realization in the game as a testing ground for human practice;
Game therapy: overcoming various difficulties that arise in other types of life activities;
Diagnostic: identifying deviations from normative behavior, self-knowledge during the game;
Correction function: introducing positive changes into the structure of personal indicators;
Interethnic communication: the assimilation of socio-cultural values common to all people;
Socialization: inclusion in the system of social relations, assimilation of the norms of human society.
Thus, play is a form of organizing the life activity of a preschooler in which a teacher can, using various methods, shape the child’s personality and its social orientation.
Key Features role-playing game
1. Compliance with the rules.
The rules regulate the actions of the child and the teacher and say that sometimes you have to do something that you don’t want to do. It’s difficult for adults to do something they don’t like, but for a child it’s hundreds of times more difficult. The ability to act according to the rule does not just appear in a child. An important step preschool development is a plot-role-playing game, where obedience to the rule follows from the very essence of the game.
By mastering the rules of role behavior in the game, the child also masters the moral norms contained in the role. Children master the motives and goals of the activities of adults, their attitude to their work, to events and phenomena of social life, to people, things: in the game a positive attitude is formed towards the way of life of people, towards the actions, norms and rules of behavior in society.
2. Social motive of games.
The social motive is laid down in the role-playing game. Play is an opportunity for a child to find himself in the world of adults, to understand the adult system himself. When the game reaches its peak, it becomes insufficient for the child to replace relationships with the game, as a result of which the motive to change his status matures. The only way he can do this is to go to school.
3. In the role-playing game the game is on emotional development.
A child’s play is very rich in emotions, often ones that are not yet available to him in life. Many domestic psychologists asked the following questions: “Does the child experience feelings or just portray them? What influence do they have on the formation of the child’s moral character?” And N. Leontyev believes that in the very depths of the genesis of the game, in its very origins, there are emotional foundations. The study of children's games confirms the correctness of this idea. The child distinguishes play from reality; the speech of preschoolers often contains the following words: “as if,” “make believe,” and “in truth.” But despite this, gaming experiences are always sincere. The child is not pretending: the mother truly loves her doll daughter, the driver is seriously concerned about whether he will be able to save his friend who was in an accident.
As the game and game design become more complex, children's feelings become more conscious and complex. And fa both reveals the child’s experiences and shapes his feelings. When a child imitates the astronauts, he will convey his admiration for them and his dream of becoming the same. And at the same time, new feelings arise: responsibility for the assigned task, joy and pride when it is successfully completed. THEM. Sechenov gave a physiological justification for the importance of play for the formation of feelings; he proved that play experiences leave a deep imprint on the child’s consciousness. Repeated repetition of the actions of adults and imitation of their moral qualities influence the formation of the same qualities in the child.
From the above, we can conclude that role-playing game is a school of feelings, in which the child’s emotional world is formed.
4. During the role-playing game, the preschooler’s intellect develops.
The development of a concept in a role-playing game is associated with the general mental development child, with the formation of his interests. Preschool children develop an interest in various life events, in different types of adult work; they have favorite book characters whom they strive to imitate. As a result, the ideas of games become more persistent, sometimes taking over their imagination for a long time. Some games (in “sailors”, “pilots”, “cosmonauts”) continue for weeks, gradually developing. The emergence of a long-term perspective of the game speaks of a new, higher stage in the development of gaming creativity. In this case, there is no repetition of the same theme day after day, as happens with children, but a gradual development, enrichment of the planned plot. Thanks to this, children's thinking and imagination become purposeful. The child's prolonged stay in one role forces him to delve deeper into the meaning of what he portrays.
5. In role-playing games, imagination and creativity develop.
Planned, coordinated actions in long-term role-playing games are combined with improvisation. Children outline a general plan, a sequence of actions, and during the game new ideas and new images arise. So, during a multi-day “sea voyage”, first one or the other participant in the game came up with new interesting episodes: divers sank to the bottom of the sea and found treasures, in hot countries they caught lions and took them to the zoo, in Antarctica they fed polar bears. The development of gaming creativity is also reflected in how various life experiences are combined in the content of the game. Already at the end of the third and fourth years of children’s lives, one can observe that they combine different events in play, and sometimes they can include episodes from fairy tales that were shown to them in the puppet theater. For children of this age, vivid visual impressions are important. Later (in the fourth and fifth years of life), children incorporate new experiences into their old favorite games. Reflecting life in a game, repeating life impressions in different combinations - all this helps the formation of general ideas and makes it easier for the child to understand the connection between different phenomena of life.
To implement a plan in a role-playing game, a child needs toys and various objects that help him act in accordance with the role he has taken on. If the necessary toys are not at hand, then children replace one object with another, endowing it with imaginary characteristics. This ability to see non-existent qualities in an object is one of the characteristic features of childhood. The older and more developed children are, the more demanding they are about the objects of play, the more similarities they look for with reality.
6. Speech development.
The role of words is especially important in creating an image. The word helps the child to identify his thoughts and feelings, understand the experiences of his partners, and coordinate his actions with them. The development of purposefulness and the ability to combine is associated with the development of speech, with the ever-increasing ability to put one’s ideas into words.
L.S. Vygotsky argued that development children's imagination directly related to speech acquisition. Detained in their speech development Children also turn out to be retarded in the development of imagination.
There is a two-way connection between speech and play. On the one hand, speech develops and becomes more active in the game, and on the other hand, the game itself develops under the influence of speech development. The child uses words to designate his actions, and thereby comprehends them; He also uses words to complement actions and express his thoughts and feelings. In senior preschool age sometimes entire episodes of a game are created using words. The role of the word is especially noticeable in the so-called director's games, where the child does not take on the role, as in normal game, but moves dolls and other toys and speaks for them. There is an element of directing in every game with dolls. “Mom” speaks and acts both for herself and for her doll daughter.
Types of role-playing games
1. Games based on everyday themes: “home”, “family”, “holidays”, “birthdays”. And these games are occupied by games with dolls, through actions with which children convey what they know about their peers, adults, and their relationships.
2. Games on industrial and social topics, which reflect the work of people. For these games, themes are taken from the surrounding life (school, store, library, post office, hairdresser, hospital, transport (bus, train, plane, ship), police, firefighters, circus, theater, menagerie, plant, factory, mine, construction, collective farm, army).
3. Games on heroic-patriotic themes, reflecting the heroic deeds of our people (war heroes, space flights, etc.).
4. Games on themes of literary works, cinema, television and radio programs: “sailors” and “pilots”, Hare and Wolf, crocodile Gena and Cheburashka (according to the content of the cartoons), four “tankers” and a dog (according to the content of the film ) etc. In these games, children reflect entire episodes from literary works, imitating the actions of the heroes, adopting their behavior.
5. “Director’s” games, in which the child makes the dolls speak and perform various actions. At the same time, he acts on two levels - both for the doll and for himself, directing all actions. Participants in the game think through a scenario in advance, which can be based on episodes from familiar fairy tales, short stories, or their own lives. Children “teach” the puppets of the puppet and finger theaters, and the toy theater to “act” in accordance with the role they take on, endowing them with literary or imaginary characteristics.
Levels of development of role-playing games
First stage. The main content of the game is actions with objects. They are carried out in a certain sequence, although this sequence is often disrupted. The chain of actions is plot-based. The main subjects are everyday ones. Children's actions are monotonous and often repeated. Roles are not designated. In form it is a game nearby or Single player game. Children willingly play with adults. Independent play is short-lived. As a rule, the stimulus for the emergence of a game is a toy or a substitute object that was previously used in the game.
Second phase. The main content of the game is actions with an object. These actions unfold more fully and consistently in accordance with the role that is already denoted by the word. The sequence of actions becomes the rule. The first interaction between participants occurs based on the use of a common toy (or direction of action). Associations are short-lived. The main subjects are everyday ones. The same game can be repeated many times. Toys are not selected in advance, but children often use the same ones - their favorite ones. The game can already unite 2-3 people.
Third stage. The main content of the game is also actions with objects. However, they are complemented by actions aimed at establishing various contacts with playing partners. Roles are clearly defined and assigned before the game begins. Toys and objects are selected (most often during the game) in accordance with the role. Logics; the nature of actions and their direction are determined by the role. This becomes the basic rule. The game often proceeds as a joint game, although interaction is interspersed with parallel actions of partners who are not related to each other and are not correlated with the role. The duration of the game increases. The plots become more diverse: children reflect everyday life, the work of adults and vibrant social phenomena.
Fourth stage. The main content of the game is a reflection of the relationships and interactions of adults with each other. The themes of games can be varied: it is determined not only by the direct, but also by the indirect experience of children. Games are joint and collective in nature. Associations are stable. They are built either on children’s interest in the same games, or on the basis of personal sympathies and affections. Games of the same content are not only repeated for a long time, but also develop, become enriched, and exist for a long time.
In the game at this stage it clearly stands out preparatory work: distribution of roles, selection of playing material, and sometimes its production (homemade toys). The requirement to comply with the logic of life applies not only to actions, but also to all actions and role behavior of the participants. Up to 5-6 people are involved in the game.
The above levels reflect the general development of role-playing games, but in a specific age group adjacent levels coexist.
Based on the concept of N.Ya. Mikhailenko, the development of story play at different age stages can be presented in the following summary table.
Table
|
Nature of game actions |
Performing a role |
Plot development in an imaginary situation |
|
|
Separate game actions that are conditional in nature |
The role is actually performed, but not named |
The plot is a chain of two actions, the imaginary situation is held by an adult |
|
|
Interconnected game actions with a clear role-playing character |
The role is called, children can change the role during the game |
A chain of 3-4 interconnected actions, children independently hold an imaginary situation |
|
|
Transition to role-playing actions that reflect the social functions of people |
Roles are assigned before the game starts, children stick to their role throughout the game |
A chain of game actions, united by one plot, corresponding to the real logic of the actions of adults |
|
|
Representation of relationships between people (subordination, cooperation) in game actions. The technique of game actions is conventional |
Not only the roles, but also the idea of the game are spoken out by the children before it begins. |
The plot is based on an imaginary situation, the actions are varied and correspond to real relationships between people |
Thus, in modern pedagogical theory, play is considered as the leading activity of a preschool child. The leading position of the game is determined not by the amount of time that the child devotes to it, but by the fact that it satisfies his basic needs; in the depths of the game other types of activities arise and develop; the game most contributes to mental development and the development of arbitrariness.
Play as an activity, the implementation of which requires the child to renounce immediate desires and obey the rule in favor of fulfilling the role he has assumed, provides the possibility of transition as an arbitrary regulation of behavior. Voluntary behavior how behavior carried out by a child in accordance with a pattern and rule and controlled in accordance with this pattern and rule becomes accessible to the child thanks to the assumption of roles and mutual control over the fulfillment of game roles on the part of the game participants.
1. Role-playing game "Polyclinic"
Goal: to reveal the meaning of the activities of medical personnel, to develop in children the ability to take on roles, to develop an interest in play, to form positive relationships between children, to cultivate in children respect for the work of a doctor.
Game material: game set"Puppet doctor", substitute items, some real items, doctor's cap, robe, doll.
Stage 1. the implementation of the assigned tasks is carried out by the teacher in the position of a “co-player” in a game together with the children.
Situation 1 The teacher offers the child the additional role of a patient, and he himself takes the main role of a doctor. Educator: “let’s play “Doctor”: I will be the doctor, and you will be the patient. Where will the doctor’s office be? Let’s act as if it were an office. What does the doctor need? (the child, with the help of an adult, lays out medical supplies from the first aid kit on the table) And this is a jar of ointment, and this is a syringe..." (Gradually the child himself begins to name and arrange what is needed). The teacher puts on a cap and white robe: “I’m a doctor, come to my appointment. Come in, hello. Do you have a sore throat or tummy? When did you get sick? Let’s see your neck.
Open your mouth. say ah-ah-ah. Ay, ay, what a red neck. Let's lubricate it now, doesn't it hurt? Don't you have a headache?
Playing with one child attracts the attention of other children. The teacher, noticing the children watching the game, says: “Are you also sick? Get in line, sick people, Wait.”
Situation 2 The teacher plays a doctor, two children play sick. Educator." Now let's play as if I'm a doctor. I'm in my office. I have a phone. You're sick, call me and call the doctor, Ring, ding! My phone is ringing. Hello! The doctor is listening, who called? Girl Katya? Are you sick? Do you have a headache or a tummy ache? Have you taken your temperature? How high! Tell me Katya, where do you live? I’ll come to you. I’ll treat you. In the meantime, drink tea with raspberries and go to bed. Goodbye! My phone is ringing again. Hello, who's calling? Boy Dima? What are you complaining about? Runny nose? Have you been sick for a long time? Did you drop drops or take pills? Doesn't help? Come to me today. I'll prescribe you another medicine. Goodbye!
Situation 3. The doctor himself calls patients, finds out how they feel, and gives advice. While talking on the phone, the teacher uses a system of alternative and prompting questions that show the variability of game actions and contribute to the further development of creativity.
Situation 4. Educator: And now I need a nurse. Let you be a nurse (puts on a cap - denotes the role) Nurse, please find the patient’s card.
Have you already called all our patients? Nurse, have you written out a prescription? Call sick Dasha and find out how her health is. Do pills help? Nurse, give me an injection, please.
Situation 5. Child in the role of doctor, educator-patient. Teacher: “Hello, doctor! My finger hurts, it’s even swollen. What do you advise me? Do I need to take pills, apply ointment or give injections? When should I come now? Thank you.
Situation 6. Teacher, doctor, I came to see you yesterday. And today my finger hurts even more. The medicine doesn't help. What else do you recommend?
Situation 7. Educator: “I’m a patient, I’m calling the doctor’s office. Hello! Hello, who is this? Nurse, please call the doctor. I forgot to take my pills yesterday. What should I do? When should I come to you? Thank you. Goodbye .
Situation 8. The teacher invites children to take on the additional roles of nurse and mother, who brought her daughter - a doll - to the appointment. The teacher takes on the role of a doctor. The teacher does not yet know how to talk. The teacher: “Hello, mommy, your daughter is still very small. What happened to her? Don’t you know? She’s crying all the time? Now let’s see. Nurse, put the girl on the couch (the doctor is examining the patient). The ears are fine, the neck is not red, now everything is clear. Your daughter’s tooth is growing. It’s okay. The nurse will write out a prescription and tell us how to take the medicine. Mikhailenko N., N. Korotkova. Organization of a story-based game in kindergarten. - Link - Press, 2009 - 86 p.
At stage II, the implementation of tasks is carried out by the teacher in the position of an assistant.
In the doctor game, one child plays a doctor, another a nurse, and the rest are patients. The teacher is close to the children, but is not a participant in their play, coordinates plans, and gives advice in case of difficulty.
Situation 1. In the doctor's office. Educator: “Ask how the patient felt yesterday? Have you already taken the pills?”
Situation 2. In the doctor's office. Educator: “Nurse, the phone is ringing. Pick up the phone, tell me who you are and ask what happened?”
Situation 3. In line to see a doctor. Educator: “While the patients are waiting their turn, are they talking? Let’s talk about...”
Situation 4. One of the patients lost his prescription. Teacher: “Come into the office, tell me what happened?”
Situation 5. Educator: “Let you be another doctor. You came to this doctor to talk about one of the patients who was very ill.”
Situation 6. A sick child who is afraid of the doctor was brought to see a doctor.
Situation 7. All medications disappeared from the doctor’s office. Teacher, there's a long line. Patients are waiting. What to do? Think about what you can take instead of them? What can replace a syringe or a listening tube? Etc.
At stage 3, children independently play doctor. The teacher implements tasks in the position of an observer. If children have difficulties during the game, they turn to the teacher for advice (“What can we do next?”). The independent approach of children to an adult is facilitated by a partnership position that ensures acceptance of the teacher as a teacher. Content enrichment game plot occurs mainly in the process of playful communication with the teacher. Magazine “PRESCHOOL EDUCATION” No. 4/2010 - 56 p.
1. Role-playing game “Shop”
Goal: To learn to carry out game actions according to speech instructions; learn to distribute roles and act according to the role assumed; learn to model role-playing dialogue; cultivate a friendly attitude towards each other, determine the characters of the heroes, evaluate their actions.
Equipment: white coat, scales, set of weights, models of vegetables and fruits, cubes, set of tools for repairing the machine.
Progress of the game. Organizing time. Guys, we recently went on an excursion to the store. Tell us who works in the store? What do sellers do? Who brings groceries to the store? (Children remember the names of the professions of people working in the store.)
Want to play shop? Let's distribute the roles. Who wants to be a salesperson? Driver? Who will buy the products? To play, you need to build a counter. (Children, together with the teacher, build a counter from tables and chairs). What products will be brought to the store? Boxes with vegetables and fruits.
Plot development. Let's start playing. (Sellers lay out goods in the display case, prepare paper receipts, drivers deliver food cubes that replace boxes of vegetables and fruits, buyers prepare paper money and line up).
I need to buy 1 kilogram of pears. Please show me what kind of pears you have. I like these ones. How much does 1 kilogram of pears cost? Here's the money, punch the check. Tell me, will they deliver grapes to you? (The teacher gives a sample of buyer behavior, the children approach the sellers, choose and buy vegetables and fruits.) What is this red, round, probably very sweet thing you have? (The teacher consolidates children's knowledge about the signs of vegetables and fruits).
Tell me, what did you buy? Are these vegetables or fruits? (Work is being done to differentiate the concepts of “vegetables” and “fruits”.) Did you buy plums for your daughter? What other ones does she like? (Buyers tell what they bought and are going to buy more.) Don’t take these bananas. Their skin is very dark. They've already gone bad. Choose something else...
Look, the truck that brings vegetables and fruits to the store has a flat tire. Now they won't be delivered on time. Who will help the driver fix the car? Maybe some of the buyers are auto mechanics?
Fresh products were brought to the store. (Sellers are updating their windows.) Who wants to be a seller now? Let's count. Who will be the loader? He must be very strong to carry such heavy boxes! He must be a real strongman! And you need to buy groceries to celebrate your birthday.
Who looks like it's going to be a birthday? Fine. It’s like I’m a housewife and I’ll tell someone in their ear who needs to buy what. (The teacher gives each of the children a list of 4-6 words indicating the name of food products.) Won’t you forget? Maybe repeat on the other ear? Well, run to the store and get in line. (Children buy a product, the teacher suggests, through a description of the signs, the name of what they forgot.)
Have you bought everything? All products are sold out. Who bought sausage and cheese for sandwiches? Eggs and meat for dumplings? Milk and powdered sugar for pancakes? How come there was no powdered sugar? What does a powdered sugar bag look like? Think what could replace it? ... Cream for decorating a cake? What are they like? ...Go buy it. What else do you want me to prepare for my birthday?
Well, now help me clean the room, otherwise the guests will arrive soon, and while I’m preparing the treat... Look what I’ve prepared. (Marmalade is handed out to the children.) What is it made of? So what is he like? (Children form relative adjectives corresponding to the names of fruits and berries.)
Results of the games. After completing the games, the teacher asks the children what roles they played, whether they liked the games, who played their role well, but also did not forget to help their friends, etc.
In role-playing games, the child reproduces and, as it were, models the actions and relationships of adults, penetrating into the meaning of their activities; in them, one of the remarkable abilities of the human mind is formed - the ability to operate with signs and symbols.
Children play “daughters and mothers”, drivers and pilots, kindergarten, hospital. But the same plot can be played out in different ways. One girl, pretending to be a mother, limits herself to silently “feeding” the doll, while the other talks with her “daughter”, teaches her how to hold a spoon correctly and use a napkin. It is clear that the second option is preferable, and adults should help the child play meaningfully.
An adult needs to get involved in the game gradually, without giving orders or explaining to the child what he should and should not do. Kaygorodtseva N.N. “Organization of role-playing games with preschool children in preschool educational institutions” 2010 - 55 p.
The second chapter examines the conduct of role-playing games in kindergarten No. 53 in Almaty. Carrying out such games in middle groups in this kindergarten allows children to learn life by imitating the actions of adults, to play out everyday situations and cope with them correctly, and to develop intelligence. The principles of organizing role-playing games were also studied, among which the following should be highlighted: 1) the teacher should play with the children 2) the teacher should play with the children throughout childhood, but at each stage develop the game so that the children “discover” and assimilate a new, more complex way of constructing it 3) the teacher must orient children to carry out play actions.
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Introduction
Modern transformations in society, new strategic guidelines in economic development, the openness of society, its rapid informatization and dynamism have radically changed the requirements for education. The education systems of most of the world's leading countries responded to these challenges by basing the goals, content and technologies of education on the results expected from it. The main goal of education is not a simple set of knowledge, skills and abilities, but professional competence based on them - the ability to independently obtain, analyze and effectively use information, the ability to live and work rationally in a rapidly changing world.
In light of all of the above, the topic of developing role-playing games does not lose its relevance today, since play is the leading activity of preschool children.
Play is the most accessible type of activity for children, a way of processing impressions and knowledge received from the surrounding world. The game clearly reveals the characteristics of the child’s thinking and imagination, his emotionality, activity, and developing need for communication.
Outstanding researcher in the field of psychology L.S. Vygotsky emphasized the unique specificity preschool game. It lies in the fact that the freedom and independence of the players is combined with strict, unconditional obedience to the rules of the game. Such voluntary submission to the rules occurs when they are not imposed from the outside, but arise from the content of the game, its tasks, when their implementation is its main charm.
Characteristic of games, especially role-playing games, is the presence of two types of relationships between children: imaginary, corresponding to the plot, role, and real relationships of participants in a joint game.
In early childhood, a child has the greatest opportunity, precisely in play, and not in any other activity, to be independent, to communicate with peers at his own discretion, to choose toys and use different objects, to overcome certain difficulties logically related to the plot of the game, its rules.
The older children become, the higher their level of general development, the more valuable a game is (especially pedagogically guided) for the development of amateur forms of behavior: children have the opportunity to outline the plot themselves or organize games with rules (didactic, active), find partners, set a goal and choose means to realize their plans. Amateur play requires the child to be able to establish relationships with friends. In these informal children's associations, different character traits of the child, his habits, interests, ideas about the environment, various skills are manifested, for example, the ability to independently find a way out of problematic situations that arise in the game, guided by known norms and rules of behavior, or the ability to independently organize a real (and not imaginary) work activity to solve game problems.
Object of study is a purposeful pedagogical process.
Subject of research is a role-playing game for preschoolers.
Purpose of the study: to study the features and uniqueness of the development of plot-role-playing games of a preschooler.
Research objectives:
· Analysis of psychological and pedagogical literature on the research problem.
· Studying the structure of role-playing games.
1. Role-playing game as a means comprehensive development child
Role-playing creative games are games that children themselves come up with. Games reflect the child’s knowledge, impressions, and ideas about the world around him, and social relationships are recreated. Each such game is characterized by: theme, game concept, plot, content and role.
In games, the creative imagination of a child is manifested, who learns to operate with objects and toys as symbols of phenomena in the surrounding life, comes up with various combinations of transformations, through the role he takes on, leaves the circle of familiar everyday life and feels active.
In games, the child not only reflects the life around him, but also rebuilds it, creates the desired future. As L.S. wrote Vygotsky in his works, “a child’s play is not a simple memory of what he has experienced, but a creative processing of experienced impressions, combining them and building from them a new reality that meets the needs and drives of the child himself.”
In play, all aspects of a child’s personality are formed in unity and interaction.
The game occupies a large place in the system of physical, moral, labor and aesthetic education of preschool children.
The game is of great educational importance; it is closely connected with learning in the classroom and with observations of everyday life.
In creative games, an important and complex process of knowledge acquisition takes place, which mobilizes mental capacity child, his imagination, attention, memory. By playing roles, depicting certain events, children reflect on them and establish connections between various phenomena. They learn to independently solve game problems, find The best way implementation of plans, use your knowledge, express them in words.
Often the game serves as an occasion for imparting new knowledge to preschoolers and broadening their horizons. With the development of interest in the work of adults, in public life, in the heroic deeds of people, children begin to have their first dreams of a future profession and a desire to imitate their favorite heroes. All this makes play an important means of creating the direction of a child’s personality, which begins to take shape in preschool childhood.
Creative play cannot be subordinated to narrow didactic purposes, with its help the main educational tasks are solved.
An interesting game increases the child’s mental activity, and he can solve a more difficult problem than in class. But this does not mean that classes should be conducted only in the form of games. Training requires the use of a variety of methods. Play is one of them, and it gives good results only in combination with other methods: observations, conversations, reading, etc.
While playing, children learn to apply their knowledge and skills in practice and use them in different conditions. Creative games open up wide scope for invention and experimentation. Games with rules require the mobilization of knowledge and independent choice of solution to a given problem.
A game is an independent activity in which children interact with peers. They are united by a common goal, joint efforts to achieve it, and common experiences. Play experiences leave a deep imprint on the child’s mind and contribute to the formation of good feelings, noble aspirations, and collective life skills. The teacher’s task is to make each child an active member of the play group, to create relationships between children based on friendship, justice, and responsibility to their comrades.
The game cultivates interest and respect for the work of adults: children portray people of different professions and at the same time imitate not only their actions, but also their attitude towards work and people. Often the game serves as an incentive to work: making the necessary attributes, designing.
Play is an important means of aesthetic education for preschool children, since in this activity creative imagination, the ability to conceive, and the rhythm and beauty of movements are manifested and developed. A thoughtful selection of toys helps develop artistic taste.
Thus, in preschool childhood, play is the most important independent activity of the child and is of great importance for his physical and mental development, the formation of individuality and the formation of a children's team.
2. Structure, content and types of role-playing games
The relationship between the image, the game action and the word is the core play activity, serves as a means of reflecting reality.
The main structural elements of the game are: the game concept, plot or content; game actions; roles; rules that are dictated by the game itself and are created by children or proposed by adults. These elements are closely interrelated.
Game concept- this is a general definition of what and how children will play.
It is formulated in speech, reflected in the game actions themselves, formalized in the game content and is the core of the game. According to the game concept, the games can be divided into groups: those reflecting everyday phenomena (games of “family”, “kindergarten”, “clinic”, etc.). Reflecting creative work (construction of the metro, construction of houses). Reflecting social events, traditions (holidays, meeting guests, travel, etc.). This division of them, of course, is conditional, since the game can include a reflection of various life phenomena.
The structural feature and center of the game is the role played by the child. Based on the significance of the role in the game process, many of the games are called role-playing or role-playing. The role is always related to a person or an animal; his imaginary actions, actions, relationships. The child, entering their image, plays a certain role. But the preschooler does not just play this role, he lives in the image and believes in its truthfulness. Depicting, for example, a captain on a ship, he does not reflect all of his activities, but only those features that are necessary during the course of the game: the captain gives commands, looks through binoculars, takes care of passengers and sailors. During the game, the children themselves (and in some games, adults) establish rules that define and regulate the behavior and relationships of the players. They give games organization and stability, consolidate their content and determine further development, the complication of relationships and relationships.
All of these structural game elements are more or less typical, but they have different meanings and are related differently in different types of games.
Role-playing games: vary in content (reflection of everyday life, the work of adults, events in public life); by organization, number of participants (individual, group, collective). By type (games, the plot of which is invented by the children themselves, dramatization games - acting out fairy tales and stories; construction games).
3. Directing a role-playing game
The necessary elements that ensure interesting play activities, the development of cognitive interests and moral qualities of a child are knowledge - action - communication. A special role in this case belongs to the teacher. It is on the personality of the teacher, his knowledge, skills, professional skills and ability to creatively organize the management of children’s play activities that their use for the purpose of the comprehensive development of the child’s personality depends.”
The process of leading a role-playing creative game should be structured so that education gaming skills and skills were organically combined with training and education, including labor. Based on this principle, three groups of methods can be distinguished.
The first group of methods is associated with enriching children with knowledge, impressions, and ideas about life around them. These include observations; excursions (initial, repeated, final); meetings with people of different professions; emotionally expressive reading of fiction; conversation. A conversation-story using illustrative material about the work of adults and their relationships in the process; a story from the teacher, accompanied by a demonstration of specially selected photographs, paintings, and reproductions about events taking place in the country. Children compose stories on certain topics related to observations of life around them; individual conversations with children, clarifying knowledge, preschoolers’ ideas about the phenomena of social life, about moral categories. Dramatizations of literary works using toys and characters puppet theater; ethical conversations.
The second group is methods that promote the formation and development of gaming activities. Among them, an important place is occupied by the direct participation of the teacher in creative play: playing with one child, playing a leading or secondary role. In addition, the teacher makes extensive use of helping children implement the knowledge acquired in the classroom through suggestions, reminders, advice, selection of game material, conversation about the concept of the game, development of its content, and summing up.
The teacher takes into account the individual characteristics of the child; if he is confident in himself, it is important to teach him to critically evaluate his answers. If you are shy and indecisive, you need to support any initiative.
In order to develop children's skills and abilities to independently organize play, assignments are also used; tasks (on selecting gaming materials, making homemade toys, etc.); conversations; encouragement, explanations, questions aimed at suggesting to children the possible implementation of the plan, defining game actions.
Skills necessary for a child, such as determining a role for oneself and bringing it to the end of the game, are formed through advice, individual tasks, and assignments; attracting illustrative material, reading excerpts from literary works characterizing a particular character; individual conversations about the role; making costume elements for his role together with the child.
An important task is to develop in children the ability to independently assign roles, taking into account the capabilities, interests and desires of everyone. Therefore, the teacher must study well the characters, inclinations and habits of his pupils and constantly help children get to know each other better, drawing their attention to the positive aspects of each child’s personality. To solve this problem, you can use a technique such as holding competitions for the best design of costume elements, for interesting proposals regarding role-playing actions, for the expressiveness of speech, facial expressions, and gestures.
The third group of methods is associated with teaching children to construct from building material and playing with buildings and making toys. This group includes such methods and techniques as joint construction by the teacher and children; examination of the teacher’s sample, demonstration of design techniques; use of photographs of children's buildings, diagrams, tables; using thematic tasks such as “Let's build a street in our city”, “Let's build a metro”, etc.; selection of material for decorating buildings.
An important role is played by teaching children the ability to make toys from paper by folding (boats, steamships, animals, cameras, benches, glasses, etc.), from thin cardboard according to patterns; making toys from natural and additional materials (reels, cardboard boxes of various shapes and sizes, etc.); using thematic tasks: making beautiful furniture for new residents, carousels and other equipment for the playground (the game “City Building”), etc. An important role for the development of the game is the ability of children to use substitute objects (a brick instead of soap, etc. ), the more substitute items children bring in, the more interesting and meaningful the game.
The use of the methods and techniques described above depends on age characteristics children on the level of development of their gaming skills.
4. Role-playing games for senior preschool age
A child of senior preschool age develops a deepening interest in the work affairs of adults, in the results of their work, a feeling of admiration for the selfless actions of people, and a desire to imitate them. The games of children of this age are characterized by games with a heroic plot.
Children of the 6th year of life are characterized by a desire to fulfill their role with greater imagination, ingenuity, and an interest in details. They are attracted by beautiful materials, elegant designs, and unusual decoration elements of buildings. To develop the content of the game, children successfully use their technical skills, for example, to create the necessary toy from a construction set (metal, plastic). They agree more amicably on the theme of the game, without conflicts they distribute roles among themselves, taking into account which of them will cope better with a particular role and create a bright image.
At this age stage, more challenging games, both in content, use of display media real life, and in terms of organization. These are already plot-role-playing games that last a week, two, a month, etc., with gradual development and complication of the content; games that deeply affect the feelings and interests of children. Their themes are mainly related to modern life ("Cosmonauts", "Journey to the North Pole", "Journey to Antarctica", etc.) or to the most beloved fairy tales and stories of children. In these games, the content continuously develops and becomes more complex as children acquire new knowledge about the life around them, develop skills to apply this knowledge, and improve constructive skills.
Long-term role-playing creative games are of particular importance for the comprehensive solution of problems of mental, moral, labor and aesthetic education of children.
In long-term play, a child quickly develops skills and habits of collective life, and independence grows. As a result, this kind of play becomes the most effective form of organizing an interesting life for children in a preschool institution. Children get used to the role so much that they often feel like they are in it even when they are no longer playing. In such cases, it is easier to influence the child through his favorite image.
In such a game, the child shows more independence, imagination, and creativity in choosing actions, distributing roles, and using auxiliary materials. The teacher needs to use this factor to develop in children the ability to coordinate their interests with the interests of the team, to help each other in implementing a plan, in fulfilling a certain role.
Long-term creative role-playing game contains enormous opportunities for the development of a child’s thinking.
The child’s actions with objects are transformative. In the game, he is a tireless researcher: he learns the properties and qualities of real objects, methods of acting with them, and depending on the plan, on the development of the plot, he melts down vital material, replaces some objects with others, combines knowledge, intertwining reality with fiction and fantasy. In the development of the plot of a game on a specific topic, a logical sequence of actions, a set of interconnected and interdependent events and phenomena of the real world can be traced.
This experience, knowledge and ideas are creatively refracted by the child in play activities. Enriching a child’s mind with a variety of ideas and a system of knowledge means providing abundant food for the development of his imagination, for creating images and situations that can be realized in play. You can conduct a series of design and manual labor classes related to a common theme (making large trucks, cranes, carriages, electric and diesel locomotives, railway stations from matchboxes, cardboard, etc.).
The origin of the long game “Travel for Animals in Hot Countries” may be associated with children’s trip to the zoo. To satisfy children's curiosity, the teacher specially reads excerpts from books on this topic; organizes the modeling of animals from plasticine, etc. As the preschoolers’ ideas are enriched, the content of the game develops and becomes more complex. Children show more initiative, creativity and mental independence in solving practical problems. If the teacher cares about expanding the children’s ideas, the group will develop games on various subjects: “Journey to Antarctica”, “Journey to hot countries”, etc. The work of imagination helps the child to clearly and distinctly imagine the seas, oceans, ships sailing on them, icebergs , the work of distant polar stations, spacecraft flights, etc.
The child creates play images creatively and consciously. He doesn’t just reproduce life, he blindly copies it. Children introduce many elements of creativity into the depiction of certain situations and heroes, freely combining the impressions of life with the content of fairy tales and stories, adding their own invention, which indicates the activity of the imagination. An exciting, complex game, satisfying the child’s desire to participate in the events going through the country, brings him joy.
When leading such games, the teacher should not rush to help children solve certain problems that arise before them. While observing the games, it is necessary to establish what children should pay attention to during classes (especially during classes to familiarize themselves with various phenomena of the surrounding life, with the flora and fauna). The teacher should strive to direct the pupils’ attention to the essential aspects of a particular social phenomenon, to help them understand the simplest connections and dependencies between them. It is also necessary to consider methods and techniques that promote further development one or another game (selection of pictures, board-printed games; instructions for children: watch TV programs), outline a number of activities on making homemade toys, designing from building materials, provide children with plasticine, clay, scissors, glue, cardboard for free use.
A prerequisite for long-term role-playing creative play is that children have the ability to play in large groups, consult together and help each other, and jointly achieve their goals.
It is also necessary that children love to play, so that they have developed the skills to outline a theme, select means to display and develop the idea, distribute roles taking into account the capabilities and desires of each participant in the game, establish rules and strictly follow them.
To guide long-term creative games, excursions (initial, repeated, final) can be used as basic techniques. The main techniques for guiding long-term creative play can also include conversations, stories, conversations with children using illustrative material when familiarizing themselves with the events of modern life. The active participation of children in the distribution of roles contributes to the development of collectivist feelings. Children learn to take into account the opinions of their comrades, to take into account both the capabilities and desires of each other.
The role of the teacher in long-term creative play is ambiguous. At first, the teacher can take on a leading, leadership role if the children do not have sufficiently developed organizational skills or lack the proper experience. At the same time, the teacher’s leadership must be careful not to suppress the initiative and creativity of children, but to promote their development in every possible way. The teacher is the children's senior friend, a play partner, gradually helping them apply the knowledge acquired in the classroom when completing individual tasks and assignments, encouraging them to mutual understanding, sensitivity, fairness, and mutual assistance.
At subsequent stages, advice, reminders, suggestions, targeted selection of game material, tasks aimed at developing the content of the game, developing children's cognitive interests and organizational skills are used. Over the course of a year, you can conduct about 6 long-term creative games with the goal of consistently improving children’s self-organization skills.
The development of long-term play, education in children of mental activity, moral feelings and self-organization skills are facilitated by the following methods and techniques: conversations before the start of the game about its progress, summing up the results of the game and planning its further development together with the children; reminders, advice, instructions, instructions, tasks. The teacher teaches students to independently use building materials and construction sets in games, make homemade toys, and use drawing, modeling, dancing, and singing skills.
Individual conversations, looking at paintings, illustrations, photographs, and reading excerpts from works of fiction help a child develop a playful image.
Older children can play with natural materials. The teacher, by showing photographs, pictures, reminders, and advice, directs preschoolers to independently work with sand, so that when constructing buildings they show initiative, invention, and ingenuity. You can invite children to build buildings on the topic “What do people drive?” One group of children is building an airfield, another a railway station, a third a river port, and if you give them sand in combination with clay, the little builders can make a navigable river, dig canals, install sluices, etc.
Playing with sand and clay requires various additional materials - scraps of wood, pegs, cords, plywood figures of people, animals, trees, various cars, etc. Preschoolers can make some of the toys themselves, for example, boats, airplanes, carriages for railway and etc.
Snow buildings can be large or small - on tables. Large buildings can be united by a common theme: “North Pole” or “Zoo”, “Stadium”, etc.
The teacher teaches students to make bricks from snow and build walls of houses from them, compact snow, make ice paths for sliding, shafts; sculpt figures of animals; make colored pieces of ice to decorate buildings, for house windows, etc. Large snow buildings require a base. For it you can use boards, boxes, plywood panels, thick cardboard, wooden slats, etc.
In winter, when constructing buildings on the site, it is necessary to provide for the possibility of such games as “Journey to Antarctica (to the North Pole)”, “White Olympics”, “Russian Winter Holiday”, as well as games based on fairy tales “Hare Hut”, “Winter Lodge of Animals”, "Morozko" and others.
Like younger children, older preschoolers love theatrical games based on literary works. The main thing in directing dramatization games is choosing a literary work, working with children on the expressiveness of the text, creating scenery and costumes.
Literary works for games for preschoolers must meet the following requirements: ideological orientation, dynamic plot, presence of dialogues. If, upon initial acquaintance with the work, children became interested in it, when reading it again, they should most expressively highlight the speech of the characters, help them correctly evaluate their actions, and establish the sequence of events. To make it easier for children to memorize the text and to emphasize the dynamics of events, in some cases the teacher excludes episodes of a descriptive nature when re-reading.
Children of older preschool age can already assign roles themselves.
The teacher provides students with the opportunity to independently create game images, if necessary, suggests how best to perform the role, provides photographs, illustrations for a more detailed acquaintance with appearance of one character or another, organizes listening to recordings.
Fun games in senior and preparatory school groups can take the form of fun relay races, competitions, attractions with the participation of 2 or more teams: “Sled relay.” "Turtles" is a fun sledding competition; “Air football” (children use a targeted stream of air to try to quickly drive a paper ball into the opponent’s goal, and the opponent, blowing on a light paper ball, tries to seize the initiative; as soon as the ball is in the goal, the score opens). Showing wind-up toys by the teacher on the themes “Circus”, “Children in a Cage”, etc. can contribute to children’s desire to prepare a circus performance themselves. The possibility of its preparation and implementation is determined by the degree of physical development of preschool children; the presence of such physical qualities as agility, flexibility, precision of movements, endurance. In addition, the child must have a sense of humor. The content of preparation for this fun game should include: drawing up a circus program; distribution of children to the roles of artists, as well as artists and decorators, and distribution of responsibilities (who will make what elements of costumes, decorations, who will arrange invitation cards and how, etc.).
These theatrical games are prepared and held with the active participation of the teacher.
The game is a natural companion of a child’s life and has great educational power, a way of understanding the world around him. In this regard, folk games are of great importance - they develop children’s ingenuity, introduce them to the way of life and the life of the people, traditions. Folk games are a traditional means of pedagogy; they clearly reflect the way of life of people, their way of life, and work.
Conclusion
role-playing creative play preschool
The game regulates not only the child’s behavior, but also his inner life, helps him understand himself and his attitude to the world. This is practically the only area where he can show initiative and creativity. And at the same time, it is in the game that the child learns to control and evaluate himself, understand what he is doing and learn to act correctly. It is the independent regulation of actions that turns a child into a conscious subject of life, makes his behavior conscious and voluntary.
Childhood is not only the happiest and most carefree time of a person’s life. This is the period of the most intensive formation of personality; what did not work out in childhood can no longer be made up by an adult.
Plot-role-playing games in combination with other educational means represent the basis for the formation of a harmoniously developed active personality, capable of finding a way out of a critical situation, making decisions, taking initiative, i.e. acquire those qualities that are necessary in the future life.
List of sources used
1. Menjritskaya D.V. To the teacher about children's play - M.: Education, 1982.
2. Preschool pedagogy / ed. IN AND. Yadeshko. - M.: Education, 1978.
3. Wenger L.A., Mukhina V.S. Psychology - M.: Education, 1988.
4. Preschooler’s game / ed. S.L. Novoselova. - M.: Education, 1989.
5. Guiding children’s games in preschool institutions / ed. M.A. Vasilyeva. - M.: Education, 1986.
6. Shcherbakova E.I. Formation of relationships between children aged 3-5 years through play. - M.: Education, 1984.
8. Korotkova N.A. Role-playing game for older preschoolers. // Child in kindergarten. - 2006. - No. 2.
9. Korotkova N. A. Role-playing game of older preschoolers. // Child in kindergarten. - 2006. - No. 3.
10 Korotkova N.A. Role-playing game for older preschoolers. // Child in kindergarten. - 2006. - No. 4.
11. Matskevich M. Fine creativity and play in the space of the museum // Preschool education. - 2006. - No. 6.
12. Smirnova E.I. Modern preschooler: features of play activities. // Preschool education. 2002. - No. 4.
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LENA BRENING
Analysis of the role-playing game “School”
Analysis of the role-playing game« School» .
1. General information
Children's age: 6-7 years
the date of the: November 26, 2018, afternoon
Educator:Brening E. A
Subject: Role-playing game« School» .
Target: enrichment of social and gaming experience between children; development of gaming skills and social competence in game plot: « School» , "Dining room", "Library".
Tasks:
1. Educational:
Clarify children's knowledge about the teaching profession.
Help to reveal the content and connections of the roles being played, develop the ability to transfer familiar actions into game situations, act in accordance with the role, encourage the ability to invent new events.
2. Developmental:
Development of coherent speech, enrichment of the active vocabulary with terms related to school, school life, the role of a student.
3. Educational:
Develop a positive attitude towards learning school, respectful, friendly attitude of children towards each other.
To develop social competence in children through replaying situations within the framework of role-playing games« School» , "Dining room", "Library".
Cultivate friendships in the game.
Form motivational readiness for school.
During role-playing game Priority was given to tasks related to social and communicative development. The game also involved educational areas such as cognitive and speech development.
Activities:
Gaming (role-playing game) ;
Communicative (constructive communication and interaction with
adults and peers, oral speech as the main means of communication).
IN educational activities the following were used methods: verbal (conversation, guessing riddles, verbal-didactic exercise); practical (a game). Techniques - encouragement, creating a game situation, questions, a surprise moment, showing a course of action)
In progress role-playing game every child was given the opportunity to self-actualize, including inactive children who received one of the main roles (For example, teacher, cook). Roles were assigned both at will and with the help of counting rhymes and game situations.
In progress games children took on various roles, as if replacing people who were in certain social relationships with each other and their actions. It was noticeable how children "resided" accepted role, and they were diverse (teacher, students, cook, librarian, security guard., tried to follow the rules, interacted with each other.
I believe that the children had a strong interest in the game thanks to the created conditions, preliminary excursions and conversations, and the preparation of attributes through the joint efforts of the children, teacher and parents.
One can say about the cognitive activity of children following: the children were interested, attentive, active, friendly. There was independence in verbal communication with others, and sometimes there was embarrassment. The children showed good knowledge on this topic.
The equipment that the teacher used in the game meets aesthetic requirements. It is bright, colorful, attractive, safe and easy to use.
The game reflects all the assigned tasks, they correspond to the age of the children.
The teacher sometimes had difficulty managing the process games. But I still tried to develop in children the ability to correlate the name of the role with a certain set of actions and attributes; use different types of relationships between different role positions (control, subordination, equality).
Publications on the topic:
Psychocorrectional capabilities of role-playing games In Russian psychology and pedagogy, play is considered an activity that is very important for the development of a preschool child.
Summary of a modern role-playing game for older preschoolers “Modern School”“Modern School” Plot lines of the game: children come to school, study in class; carrying out parent meeting; organization.
Summary of the role-playing game “Shop” Goal: developing the social experience of children through play activities. Educational objectives: - to teach children to distribute roles and.
Summary of the role-playing game "School" Summary of the plot-role-playing game “School” Connection with educational areas: social and communicative development Goal: Continue teaching.
Summary of the role-playing game "School" in the preparatory group Summary of the plot-role-playing game “School” in preparatory group Goal: enriching social and gaming experience between children; development of games.
Summary of the role-playing game “Supermarket” Integration of educational areas: Cognition, Communication, Health, Labor. Preliminary work: Constant games of children in a group with a teacher.
Introduction…………………………………………………………………………………2
1 Theoretical foundations for the development of role-playing play in older preschoolers
Plot-role-playing game in psychological and pedagogical research…….4
Lines of development of role-playing games in preschool childhood…………13
Indicators of the development of plot-role play in older preschoolers.....
2. Experimental study of the dynamics of role-playing play in older preschool age
2.1 Organizational aspects of the experiment………………………………
2.2 Analysis and discussion of the results of a study of the dynamics of role-playing games in older preschool age…………………………………………….
Conclusion………………………………………………………………………………………………………..
Used Books…………………………………………………………………………………
Applications…………………………………………………………………………………………………………………
Introduction
Role-playing game is the main type of game for a preschool child. Characterizing it, S. L. Rubinstein emphasized that this game is the most spontaneous manifestation of a child and at the same time it is based on the interaction of the child with adults. The main source that feeds a child’s role-playing play is the world around him, the life and activities of adults and peers.
In a role-playing game, children enter into real organizational relationships (agree on the plot of the game, distribute roles, etc.). At the same time, complex role relationships are simultaneously established between them (for example, mother and daughter, captain and sailor, doctor and patient, etc.).
Numerous studies by domestic teachers and psychologists (D. B. Elkonin, D. V. Mendzheritskaya, A. V. Cherkov, P. G. Samorukova, N. V. Koroleva, etc.) have shown that the main content of creative role-playing games children is the social life of adults in its various manifestations. Thus, play is an activity in which children themselves model the social life of adults.
Role-playing game in its developed form, as a rule, is of a collective nature. This doesn't mean children can't play alone. But the presence of children's society is the most favorable condition for the development of role-playing games.
Unfortunately, at present, an analysis of the practice of preschool institutions shows that play in the organization of the pedagogical process has faded into the background, giving way to classes. In this regard, not enough attention is paid to the management of plot-role-playing games for preschoolers.
Experts note that children’s games become meaningless, play actions become monotonous, children cannot adapt one or another plot to new circumstances. The reason that play often does not reach its developed forms in preschoolers is some features of children’s living conditions at the present time (communication with peers in the same age group, specialized education, the disappearance of large families).
This situation in practice determined the relevance of the problem of our research.
Research hypothesis: the dynamism of the development of role-playing games depends on the level of development and involvement of children in the game process
Object of study– plot-based role-playing games for children of senior preschool age.
Subject of study– development of role-playing games for older children
Purpose of our research: studying the dynamics of the development of role-playing games in older preschool age
In accordance with the object, subject and purpose, the following tasks were identified:
Consider the role-playing game in psychological and pedagogical research.
Consider the lines of development of a role-playing game
Consider indicators of the development of role-playing games in older preschool age
To study the dynamics of the development of role-playing games in older preschool age
Research methods:
1. Analysis of psychological and pedagogical literature on the research problem.
2. Observation.
3. Conversation.
1. Theoretical foundations for the development of role-playing games in older preschoolers
1.1 Role-playing game in psychological and pedagogical research
Most domestic scientists explain the game as a special type of activity that emerged at a certain stage in the development of society.
The game is social in origin, i.e. arises from the social conditions of the child’s life in society. D.B. Elkonin came up with a hypothesis that in the history of mankind, children's play appears at a certain stage in the development of society. The increasing complexity of production, on the one hand, makes it impossible for the child to participate in real social productive activities, and on the other, requires him to navigate the system of tasks, roles and rules of behavior in adult society. A story-based game, according to D.B. Elkonin, is a special symbolic-modeling activity that allows for this orientation. The scientist’s hypothesis was put forward on the basis of an analysis of historical and ethnographic materials.
Ethnographic studies by D.B. Elkonin showed that in more primitive societies, where children can take part in the work activities of adults very early, there are no objective conditions for the emergence of role-playing games. The child’s desire for independence and participation in the life of adults is satisfied there directly and directly - starting from the age of 3-4, children master the tools of labor or work together with adults, rather than play.
These facts allowed Elkonin to draw an important conclusion: role-playing play arises in the course of the historical development of society as a result of a change in the child’s place in the system of social relations. Vygotsky and Elkonin say that role-playing play is precisely a product of the child’s social relations with society, and therefore it performs certain functions and a certain modeling character. Elkonin shows this precisely by the example of the expanded form of the game. Elkonin demonstrates Vygotsky’s idea about the social essence of play activity by analyzing the detailed forms of play activity, to which he classifies role-playing play. Therefore, theoretically this game did not arise by chance, but precisely due to the fact that Elkonin tried to show that this particular type of game is an expanded form of this activity, accordingly it can be seen in all its components, in all the specifics of the internal relations that take place in this activity.
For a child, role-playing game provides an opportunity for orientation in the outside world, because It is in such a game that children model the meaning of human existence and those forms of relationships between people that exist in society, and which will be carried out by these people in the future. Those. the game acts as a mediating activity that allows one to enter into such interaction with the relationships of life that in real “adult” life it is impossible to interact in this way. The essence of the human game is to reflect reality and transform it. A person’s need to influence the world around him, to become the subject of his own activities, first manifests itself precisely at the age of preschool childhood and precisely in role-playing play. Despite the fact that the child does not produce anything while playing, he continues to develop. The result of the game is the “I”, developed to a new level. Mastering human relationships in a role-playing game occurs first on an emotional level, then on an intellectual one. The central moments of the game become what meets immediate needs. It is from the game that the need for real socially significant, assessed activity is born, which becomes an important premise for learning. In a game, it is not the result that is important, but the process - the process of experiencing associated with game actions. The game contains all the development trends of the child in the future. Considering the social nature of gaming activity, Elkonin comes to the need to study this nature using the example of an expanded form of a game, which is why he proposes a plot-role-playing game for analysis.
It was Elkonin’s work that made it possible to consider the internal organization of a role-playing game; he suggested that based on the consideration of the expanded forms of a role-playing game, one can generally see the entire structure of gaming activity, its structure.
Elkonin identified such structural components of a role-playing game as a concept (an imaginary situation), a role, game actions, rules, game attributes, game content and plot.
The main structural components of a creative plot-role game according to Elkonin are the role (those generalized functions that the child takes on in the game), plot (the area of reality that is modeled by the child in the game), content (what is reproduced by the child as the central point of the activity and relationships between adults and their work and social life) game action (conditional, generalized actions by means of which the child implements the assumed roles and relationships between people), game rule (a standard that is introduced by the child to streamline, regulate actions and relationships) and game attributes (any object or toy that is used by a child in a game with a conditional purpose).
Role- a means of implementing the plot and the main component of a role-playing game. For a child, a role is his playing position: he identifies himself with a character in the plot and acts in accordance with his ideas about this character. Every role contains its own rules of behavior, taken by the child from the surrounding life, borrowed from relationships in the adult world. So, the mother takes care of the children, prepares food for them, puts them to bed; The teacher speaks loudly and clearly, is strict and demands attention in her lessons. Submission of the child to the rules of role-playing behavior is the most important element of role-playing play. Deviation of any of the players from the rules causes protests from the playing partners. That is, for preschoolers, a role is an example of how to act. Based on this sample, the child evaluates the behavior of the participants in the game, and then his own. The role appears in the game at the border between early and preschool age. Throughout preschool childhood, the development of role in role-playing games occurs from the performance of role-playing actions to role-images. A role is not a specific person taken from life, and does not consciously collect the image of the role from numerous observations, processing and
complementing them. Role, or role behavior, acts as
synthesized form of manifestation of creative abilities
a preschool child in a role-playing game. As noted by D.B. Elkonin, the child in this game reflects relationships specific to the society in which he lives. In role-playing games, the child’s main attention is focused on the social relationships of people. That is why the child begins to play with familiar themes - a store, a hospital, a school, transport - and many others. Game actions are associated with the role. These are conditional, generalized actions by which the child realizes the roles he has assumed and the relationships between people.
Rules- this is a standard that is introduced by the child to streamline, regulate actions and relationships. Compliance with the rules and the child’s conscious attitude towards them shows how deeply he has mastered the sphere of social reality reflected in the game. It is the role that gives the rule meaning, clearly shows the child the need to follow it and creates opportunities to control this process. Failure to follow the rules leads to the collapse of the game.
Game attributes- this is any object or toy that is used by a child in a game with a conditional purpose. Playful use of objects, conditional replacement of real objects at the child’s disposal. True substitution occurs only when the child names the substitute object in accordance with its new function, that is, consciously gives it a new meaning. Attribute objects help the child take on a role, plan and develop a plot, and create a game situation. They provide external conditions for the implementation of the role, making it easier for the child to behave in a role.
The main component of a role-playing game is the plot; without it, there is no role-playing game itself.
Game plot- this is the sphere of reality that is reproduced by children. The plot is a child’s reflection of certain actions, events, relationships from the life and activities of those around him. At the same time, his game actions (turning the steering wheel of a car, preparing dinner, teaching students to draw, etc.) are one of the main means of realizing the plot.
The plots of the games are varied. Conventionally, they are divided into household(family games, kindergarten), production, reflecting the professional work of people (games of hospital, store, etc.), public(games to celebrate the city's birthday, to the library, school, etc.).
Depending on the depth of the child’s ideas about the activities of adults, the content of the games also changes. The content of the role-playing game is embodied by the child with the help of roles which he takes upon himself. Elkonin noted that it is the content of the game that allows us to see how deeply the child has penetrated into the essence of human activity, the activities of which adults are engaged.
D.B. In his work, Elkonin pursues the idea of the internal kinship of all types of games; the author’s clear scientific position on the social origin and content of a child’s role-playing game attracts attention.
Slavina notes that role-playing game begins with isolating the role as a central unit, because the whole meaning of the game revolves around it, it is connected with the motives and goals of gaming activity. This is given special attention in Mikhailenko’s works; she proposes to highlight the role as a special formation containing relationships, which it is legitimate to talk about in terms of implementing the plot of the game. The role involves children carrying out actions and relationships characteristic of characters given by the plot. The child, as it were, tries on the actions of another person and implements them with special playful means.
Elkonin's position was significantly supplemented by the work of such authors as Kravtsova. She tried to show why role-playing games develop in children quite late, that for some time the child, mastering the game, only really approaches the psychology of role-playing games. She said that not every creative game is role-playing in its essence, that a real role-playing game only develops at a certain stage of development, at the stage when the child is psychologically able to realize himself in the role-playing game, and not in what precedes it . Kravtsova said that the psychological content of a role is nothing more than a generalized form of representation in the child’s mind of those rules by which one can build relationships with other people. The role itself initially accumulates positional relations and there is always a relational system behind it. That is, if a child takes on a role, for him this implies the need to act taking into account the position of his play partner. The psychological content of the role is not mastered by the child immediately, therefore, before he truly comes to role behavior, there is something that precedes this, Kravtsova calls this figurative role-playing game, where the child only learns to take on the functions of other people, objects, phenomena, living things objects, but this is not a role in its social sense.
In the works of E.E. Kravtsova deepened the understanding of play as the leading type of activity of a preschooler. The leading activity at this age is not only plot-role play, as was commonly believed following D. B. Elkonin, but also five types of games that successively replace each other: director's, imaginative, plot-role play, play with rules and again director's play , but at a qualitatively new level of development. As specially conducted studies have shown, role-playing play really occupies a central place in preschool age. At the same time, the child’s ability to actualize role-playing play is ensured, on the one hand, by director’s play, during which the child learns to independently invent and develop a plot, and on the other hand, by imaginative play, in which he identifies himself with various images and thereby prepares the role-playing game. line of development of gaming activity. In other words, in order to master plot-role play, a child must first learn to independently come up with a plot in director’s play and master the ability to perform figurative role-playing in figurative play. Just as directorial and imaginative play are linked by genetic continuity with plot-role play, plot-role play, as shown in the studies of D.B. Elkonina, developing, creates the basis for playing with rules.
Analysis of studies (L.S. Vygotsky, L.A. Venger, A.V. Zaporozhets, R.I. Zhukovskaya, A.P. Usova, D.V. Mendzheritskaya, etc.) allows us to conclude that in In preschool childhood, role-playing play becomes the leading activity in which the most favorable conditions are created for the general mental, including intellectual and personal development of the child. Role-playing play, like no other activity, brings the child closer to the world of adults and models their relationships.
D.V. Mendzheritskaya, defining the game as the social practice of the child, his real life in the society of his peers, emphasized the relevance of the problem of using the game for the purposes of comprehensive education, and, first of all, the formation of the moral side of the individual. At the same time, she notes that in role-playing games, children reproduce in a visual, figurative, effective form the work and relationships of people, and this allows them to better understand and more deeply experience this reality, and is also a powerful factor in the development of thinking and creative imagination, the education of high human qualities.
An analysis of the works of psychologists (L.S. Vygotsky, L.A. Wenger, D.B. Elkonin, etc.) confirms the position about the development of mental processes in story games children. In play, a child acquires the ability for abstract thinking, and therefore, the most important transformations of his intellectual sphere occur. This is evidenced by the process of play development, in which the child moves from indirect actions with objects to their verbal designation.
At an older age, role-playing modes of action and methods of communication characteristic of plot-role play come. It is these methods that act as carriers of the social generalized experience of the child’s activities.
E.V. Zvorygina, noting the role of a plot game in the educational process, points out that the value of such a game for the further mental development and comprehensive education of a child lies not only in obtaining, consolidating and expanding knowledge about the environment, but in the fact that the game improves the imaginary situation with a gradual transition from objective play to internal, mental games, the transition from individual to collective, a new level of understanding of reality expands the creative capabilities of children.
Thus, story-based games are significant for the all-round development of a child. But whether they will determine the mental development of children and actively influence their comprehensive upbringing depends on adults.
As a result of many years of observations, special pedagogical research and the study of management experience, data have been accumulated on the characteristics of the games of children of different age groups. These features, highlighted by teacher-researchers (R.I. Zhukovskaya, E.A. Arkin, D.V. Mendzheritskaya, A.P. Usova, N.Ya. Mikhailenko) and psychologists (L.S. Vygotsky, D.B. Elkonin, etc.), are complex in nature and can serve as guidelines in guiding children's play.
Many teachers, emphasizing the main feature of games invented by children themselves - their independent nature - call such games creative. These include director's, role-playing, theatrical, and games with building materials. In the new classification of games developed by S. L. Novoselova, independent plot games include: plot-display, plot-role-playing, director's, theatrical games.
Both teachers and psychologists pointed out the independent nature of story-based play and the significance of this feature for the development of a child’s personality.
Scientists emphasize that in play a child does not copy life experiences, he creatively processes them, putting his own attitude towards the events displayed. And only when a child is able to independently set game tasks and choose ways to solve them in a game will it have the proper developmental impact on the child’s personality. A.V. Zaporozhets in his works, noting this feature, emphasized that the game should turn into the form of children's amateur performances.
Psychologists (L.S. Vygotsky, D.B. Elkonin) noted the following feature of children's play: the basis of a plot-role-playing game is an imaginary or imaginary situation. It lies in the fact that the child takes on the role of an adult and carries it out in a play environment created by himself. An imaginary situation is also characterized by the transfer of meanings from one object to another and actions that recreate real actions in a generalized and abbreviated form. adopted by the child adult roles.
The results of many years of observations and the study of the characteristics of children's games allowed researchers to identify a number of stages in the development of story-based play. There are several approaches to determining the stages of game development.
D.B. Elkonin suggests distinguishing between the plot and content of the game. The plot is the sphere of reality that is modeled and reproduced in the game. The content of the game is the content of people’s activities, which is reproduced by the playing child during the unfolding of the plot. At the beginning of preschool age, the content of a child’s play is the reproduction of simple operations with objects and a sequence of objective actions, then the content is the reproduction of social roles in accordance with given norms and rules, and, finally, at a later stage, the reproduction of social and interpersonal relationships .
According to A.P. Usova, the development of the plot in children’s games goes from the execution of role-playing actions to role-images, and the development of the plot depends on a number of circumstances. First of all, it is the closeness of the theme of the game to the child’s experience. Lack of experience and the resulting ideas becomes an obstacle to the development of the plot. A.P. Usova notes that the development of the plot is also determined by how consistently the roles develop in the game. Role consistency is needed in every game that has a specific theme. The better children begin to understand each other, the more smoothly the game proceeds.
A.P. Usova, pointing out a number of features of the development of games, from which one should proceed when organizing them, defines the stages of game development. The author notes that in children at three years of age, games become plot-based and in this direction games develop intensively throughout preschool childhood; the determining factor is the child’s gradual mastery of the role played in a group of children. At the first stage, preschoolers' games consist of everyday activities performed by children (cooking, washing, treating, etc.). At the next stage, role designations associated with actions appear (I am a mother, I am a cook, I am a doctor, etc.). Here, in these notations, along with role actions, role relationships appear. And finally final stage comes with the appearance of the role.
In the characteristics of a plot-role-playing game there are two points - plot and role; they are defined as fundamental and meaning-forming elements in this type of game.
1.2 Lines of development of role-playing games in preschool childhood
Many domestic researchers have revealed and interpreted the development lines of role-playing games in different ways.
For example, E.A. Arkin, who paid great attention to the study of the game and attached great importance to it, characterizing the development of plot games, notes that with age the structure of games changes: from plotless, consisting of a series of often unrelated episodes, they turn into games with a specific plot, and The themes of children's games are also changing: younger age These are episodes from personal life or the immediate environment, and in older groups, children often display the content of a read story or an event of socio-political significance in games.
E.A. Arkin points to five main lines of development of the game: 1) from sparsely populated groups to increasingly more populous ones; 2) from unstable groups to increasingly stable ones; 3) from storyless games to the plot; 4) from a series of unrelated episodes to a systematically developing plot; 5) from a reflection of personal life and immediate environment to events in public life.
Elkonin believed that one of the essential tasks in the study of role-playing games is to clarify the question of the psychological prerequisites underlying the child’s taking on a role and the development of the content of the role performed by the child in the game. Along with this, he believed that it was also important to clarify changes in the child’s attitude towards the role played in the game. These questions were the subject of his research and experiments. The materials obtained by Elkonin first of all show that with the same theme or plot of the game, that is, when children recreate the same area of reality, in fact the central place in the child’s play is occupied by different aspects of this reality. He believed that given the same plot, children of different ages reflect different content
Based on the fact that the semantic center of a role-playing game is the role in the course of an experimental study of the characteristics of children's play, D.B. Elkonin identified four levels of development of role-playing games throughout preschool childhood.
First level. The central content of the game is predominantly objective actions. In fact, there are roles in the game, but they do not determine the actions, but themselves stem from the nature of the actions performed by the child. As a rule, there is no preliminary planning of the game: children do not name roles, but designate them only after performing a game action. Actions are monotonous and tend to be repeated many times; their logic is easily violated. The complex sequence of actions that make up role behavior is not reproduced by the child in the game.
Second level. The main content of the game is still objective actions. The game plays out a rather complex chain of actions. At the same time, the correspondence of the game action with the real one comes to the fore. The logic of actions is determined by their sequence in real life. The range of types of gaming activities is expanding. Substitution options are limited. Game renaming of objects is unstable; the new meaning of substitute objects is quickly lost. Children name roles, but the child’s acceptance of one or another role decisively determines the choice of a play object and the play action itself.
Third level. The main content of the game is the child’s fulfillment of a role and the actions associated with it. Preliminary planning of gaming activities, control over the fulfillment of roles and its correction arise. The roles are clear, precise, determined by the children before the start of the game and determine the logic and nature of the actions. Game actions appear that convey the nature of the simulated social relationships. These actions become varied, generalized, and are often performed only verbally. A specific role-playing speech arises, reflecting the relationship between the characters; the possibilities of substitution are expanding: the new game meaning of an object is quite stable, but only when the substitute object does not have a clearly fixed objective function. The rule is not presented in an explicit, open form, but actually regulates the fulfillment of roles and is updated when the logic of game actions is violated.
Fourth level. The central content of the game is to perform actions that reflect social and interpersonal relationships. Preliminary planning is carried out: the concept of the game is formulated, roles and game items are distributed, and sometimes the rules of the game are determined. The roles are clear and precise, their implementation is regulated by the rule. The speech is expressive, detailed and clearly of a role character. Actions are logical and varied, unfolding in a clear sequence. The share of speech acts is increasing. The child extracts rules from real life and demonstrates obedience to them in the game. Substitutions are widely used.
Thus, one of the features of role-playing games is that children assume the role of adults. D.B. Elkonin proposed to consider the role as the basic, indecomposable unit of the developed form of play. Through the fulfillment of a play role, the child’s connection with the world of adults is realized. Children become interested in the actions of adults, and later in their interactions and relationships. Children's ideas become more interesting and varied. The number of gaming tasks that children set is increasing.
Kravtsova supported Elkonin’s point of view and noted that psychological mastery of a role presupposes the ability to see the partner’s position and, based on this, realize the role taken on.
The concept of the game is revealed through the plot and the role; the role is realized through the game action, built with the help of rules and corresponding attributes. The plot is filled with certain content, which is associated with game actions, rules and attributes used, and with the modeling of actions and relationships, which is possible only through the implementation of rules and the use of game attributes. Accordingly, the role unfolds in game actions and manifests itself as role-playing behavior, which is regulated and ordered by the rule and is realized through the use of the necessary game attributes, but it is through this that the child can model the actions and relationships of adults, which are the content and fill the storyline.
D. V. Elkonin defines the plot of a game in this way: “The plot is that area of reality that is reproduced by children in the game. The plot of games is extremely diverse and reflects the specific conditions of a child’s life.” The plot is a recreation of the logic of real life events in the game. And since concrete reality is diverse, the plot of the game is therefore extremely diverse and changeable. The choice of plot, its content, as D.V. Menzheritskaya pointed out, primarily depends on the predominant motive of activity. The plots of the games are varied. Conventionally, they are divided into household, industrial, and public. Children can play out a variety of stories with the same characters.
We find a slightly different approach to determining the stages of development of gaming activity in N.Ya. Mikhailenko and N.A. Korotkova. Studying the features of play activity, the authors identified three gradually more complex ways for children to construct a story-based game:
Deployment of a chain of conditional objective actions. The child imitates someone in the game, but he himself does not yet realize this. This method can be called objectively effective. The child takes on the role. Actions become more varied and include more and more role-playing speech, which is an indispensable attribute of any character. All this means the child’s transition to a new way of constructing play - role-playing behavior. The main thing for the child is the reconstruction of holistic events that include a variety of roles with their actions and relationships. The complexity of the content of such a game requires an increasing use of speech notation. The game moves partially into the plane of speech and imagination. This method can be called plotting.
Consistent mastery of these methods of play allows the child to recreate the actions and relationships of the people around him, as well as creatively develop the game thanks to the free operation of various plot elements in it - events, characters, their actions.
Thus, we can say that there are two lines in the role-playing game. One is connected with the plot, the other with the role positions through which the game is played. And if there are two rather independent lines, it means that the child needs to master each of them before he can play the actual plot-role-playing game.
1.3 Indicators of the development of role-playing play in older preschoolers
The central point of role play is the role that the child takes on. At the same time, he not only calls himself by the name of the corresponding adult (“I am an astronaut,” “I am a mother,” “I am a doctor”), but, most importantly, he acts like an adult whose role he has taken upon himself. Acting like an adult, the child seems to identify himself with him. Through the fulfillment of a play role, the child’s connection with the world of adults is realized. The most characteristic point of the role is that it cannot be performed outside of practical game action. Game action is a way of fulfilling a role. For older preschoolers, the number of roles played expands to about 10, of which 2-3 become favorites. There is a close relationship and contradictory unity between the role and the game actions corresponding to it. The more generalized and abbreviated the play actions, the more deeply the system of relations between the activities of adults is reflected in the game. And vice versa, the more specific and detailed the play actions are, the more the relationships between people fade into the background, the more the substantive content of the recreated activity comes to the fore.
The content of the game of older preschoolers is the fulfillment of the rules arising from the role taken on. Children of older preschool age are extremely picky about following the rules. While playing this or that role, they carefully monitor how much their actions and the actions of their partners comply with generally accepted rules of behavior - it happens or doesn’t happen: “Moms don’t do that,” “They don’t serve soup after the second.”
So the division into role-playing games and games with rules is quite arbitrary. But in role-playing games, the rule is, as it were, hidden behind the role; it is not specifically spoken out and is felt rather than realized by the child.
For children of older preschool age, the concept of the game is more stable, developing, and dynamic. They jointly discuss the concept of the game, take into account each other’s points of view, and reach a common decision. A long-term perspective of the game appears, which indicates a high level of gaming creativity. Before the game, children outline a general plan, and during the game they include new ideas and images into it, i.e. planning and consistency in the game are combined with improvisation.
During the game, various relationships between people are simulated. The ability to jointly build and creatively develop game plots is improved. Children show a desire to learn as much as possible about what they are playing. Episodes from fairy tales and social subjects occupy a significant place in their games.
Role interaction is meaningful. The game uses a variety of means of expression. Speech occupies an increasingly important place in the implementation of the role, which is designated by the word. The word is often replaced by game actions.
Children perform play actions with substitute objects, natural materials, toys, and their own homemade products. They widely use auxiliary material in the game, as the game progresses, selecting or replacing the necessary items.
Children realize that the condition for fulfilling the role is compliance with the rules (A.K. Bondarenko, E.V. Zvorygina, N.Ya. Mikhailenko, etc.).
Thus, the play of children of older preschool age is more stable and independent. Speech, which not only performs organizing and regulating functions during the game, but also often acts as a substitute for action, acquires leading importance at this stage.
For older preschoolers, 3 to 5 people can participate in the game.
His further development depends on how rich and correct the playing skills and abilities of a preschool child are.
2. Experimental study of the dynamics of role-playing games in older preschool age
2.1 Organizational aspects of the experiment design
The experimental study was carried out in January and May 2011 on the basis of preschool educational institution No. 279 “Fidgets” in Novokuznetsk.
Purpose: to study the development of plot-role play in older preschool age. 15 children aged from 5.8 to 6.3 years took part in the experiment. Characteristics of the sample in table No. 1.
Table No. 1.
Sample characteristics
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Name code. |
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The study was of a confirmatory nature. It was aimed at studying the development of plot-role play in older preschool age. At the stage of empirical research, 2 methods were used: observation to study the dynamics of children's role-playing play in conditions of free activity; a conversation method that was used to study children's gaming preferences.
During the observation, the indicators we identified for the development of role-playing games were recorded:
Relationship,
The first procedure we used was to talk to the children about their play preferences. The results of the conversation are presented in Table No. 2. The plots of children's games were also analyzed and characteristic plots for children of senior preschool age were identified; the results are presented in diagram No. 1.
2.2 Analysis and discussion of the results of a study of the dynamics of role-playing games in older preschool age
Analysis of the conversation.
Having analyzed the results of the conversation, we concluded that in senior preschool age, 20% of children prefer playing at home and 80% in the kindergarten group, justifying this by the large number of children, that is, prospective play partners, which indicates that these children prefer playing in a group of peers.
Diagram No. 1
Based on the results of the conversation about their favorite and desired games, the children’s answers showed that in senior preschool age, 10% of children want to play object games with toys and 90% prefer story-based role-playing games with peers. Based on this, we can say that story-based games Role-playing play is the leading activity for children of this age and its features correspond to age characteristics.
Having studied children's answers about play actions performed in the game, we came to the conclusion that in senior preschool age, 10% of children perform objective actions in the game and 90% perform play actions aimed at a peer in a role-playing game.
Based on the results of answers to questions about their preferred play partner, in senior preschool age, 100% of children prefer to play role-playing games with their peers. Based on the results of this analysis, one can see that in senior preschool age, social topics (“school”, “ travel", "cafe", "shop", "hospital").
The second procedure we used was observation of the independent role-playing play of 5.5-6 year old children in natural conditions. Our goal was to study the development of role-playing games in older preschool age. We analyzed the observation data according to the levels of development of role-playing games identified by D.B. Elkonin (the criteria were the components of the plot-role-playing game according to Elkonin: 1- role, 2- plot, 3- content, 4- game actions), the analysis of the levels is presented in diagram No. 2.
Diagram No. 2
Observation analysis:
Having analyzed the results obtained, we can conclude that in children of senior preschool age, the fourth level of development of plot-role play according to Elkonin prevails.
The central content of the game is to perform actions that reflect social and interpersonal relationships. Preliminary planning is carried out: the game plan is formulated, roles are distributed and game items, sometimes the rules of the game are determined. The roles are clear and precise, their implementation is regulated by the rule. The speech is expressive, detailed and clearly of a role character. Actions are logical and varied, unfolding in a clear sequence. The share of speech acts is increasing. The child extracts rules from real life and demonstrates obedience to them in the game. Substitutions are widely used.
applications
Table No. 2.
Features of the development of plot-role play in children of senior preschool age based on the results of the conversation.
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Age group |
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Senior preschool age |
Yes, in kindergarten, there are a lot of toys and children. |
Shop, hairdresser, dolls, mosaics. |
I do the dolls' hair and play store with the girls. |
A hairdresser, and sometimes a visitor when there is already a hairdresser. |
With friends Anya and Christina. |
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As a seller, and sometimes I buy things myself. |
As an educator, I want to raise children, teach them. |
I have dishes and dolls. |
I play with Marina and Anya, sometimes we go to the store together. |
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|
Yes, in a group because there are a lot of kids, at home because there are a lot of interesting toys. |
To the store, to the cafe, to dolls, mosaics. But most of all, it’s in the house, I always play it. |
I go to the store when I'm a mother, I like to collect mosaics.. |
All sorts of different dolls, I take them to the store, to the theater, I want a castle for them, because I don’t have one. |
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Yes, I like to play at home, because I have a lot of horses, a lot of different ones, small and large, I take them one by one to the kindergarten. |
I like to play stables and take care of horses. |
I brush the horses and take them for a walk. |
I can be a salesperson, a doctor, a cashier, a mother, or a horse. |
I also like to be a salesman, to sell everything. |
There are dishes, dolls, puzzles, mosaics, soft toys, horses. |
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|
Yes, on the street and in a group, because you can run and play with the guys. |
To school, to the store, to the theater. On the bus, on the driver. To the cars. |
I drive a car, take my children to bus stops, and buy various groceries. |
Driver, passenger, buyer, seller and sometimes dad. |
Motorcycle, rims, remote control, cars, truck and dogs. |
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Yes, at home and in kindergarten. At home there is a dog and all sorts of games, and in kindergarten there are many children with whom I play. |
I buy something and sell it. I love playing with dolls. |
A seller, and sometimes a buyer, because other girls also like to sell. |
As a seller, it’s interesting when they come to buy something and I sell them |
Dolls, mosaics, ball, construction set. |
With the guys, because it’s interesting to be with them. |
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I am a Kamaz truck driver, and sometimes I am a doctor and a dad. |
Doctor, driver and dad. |
I want to be a driver, drive a car |
I play drivers with Kirill and with the girls when I'm a dad. |
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Yes, in kindergarten I play here with my friends, it’s interesting here. |
I assemble a construction set and drive a bus with passengers. |
I play with all the guys who play construction sets. |
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I love being a driver. |
Ball, cars, legos, robot. |
Kick a ball with the guys, play driver and passenger. |
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Yes, in kindergarten, it’s interesting and beautiful here. |
Teacher and seller. |
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Yes, at home, there is a dog and all sorts of games |
Shop, cafe, dolls, mosaics. I love playing family. |
I buy something and sell it. I love playing with dolls with girls. |
The good fairy, because she is kind and everyone loves her. |
With the guys, because it’s interesting to be with them. |
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Yes, in kindergarten, there are a lot of children here. |
Assembling new cars from construction kits |
Balls, cubes, a large Kamaz and soldiers. |
Play different games with friends. |
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|
Driver, Bus driver, Car driver |
Driver, passenger, buyer, seller |
I love being Rambaud, or a mutant. I also love being a driver. |
Motorcycle, car rims, truck and construction set. |
With friends, I am the driver, and they are my passengers. |
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Yes, in a group, because there are a lot of children and you can play a lot in different ways. |
I sell apples and coffee, try to treat the sick and cook dinner for everyone. |
I am a salesman, a doctor, a cashier, a mother, a cat and a girl. |
I love being a salesman, selling everything. Or a doctor and treat everyone. |
There are dishes, dolls, puzzles, mosaics, soft toys, cows and horses |
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Yes, in the group, there are a lot of children and beautiful toys. |
To a house, a hospital, a hairdresser and a hairdresser, and also to a cafe. |
Mom, because she is in charge. A visitor to a hairdresser, I go to the store and buy groceries. |
A cook because my mother is a cook and she cooks delicious food |
With the girls to the family, to the store, to the hospital. They are very fun to play with. |
Questions for conversation:
What games do you play? What games do you like to play the most and why? What games would you like to play?
What do you do in games? What is your favorite thing to do in games and why? What would you like to do in games?
Who do you like to be in games and why? Who would you like to be?
What toys do you have? Which ones are your favorite and why? How do you play with them? What games? What toys would you like to have and why? How would you play with them?
Who do you play with most often and why?
Protocol No. 1
Conversation with a child.
Date:06/20/2011
Time: 10:35
Name: Komar Katya
Age: 6 years.
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Experimenter Questions |
Subject's answers |
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Do you like to play? Where do you like to play: at home, in a group, on the go? Why? Who are you in games? Who are you most often in games and why? |
Yes, in kindergarten, there are a lot of toys and children here Shop, hairdresser, dolls, mosaics I do the dolls' hair and play store with the girls. A hairdresser, and sometimes a visitor when there is already a hairdresser. As a hairdresser and salesperson, I love doing hair. Dolls, mosaics, ball, construction set. |
Conclusion: During the conversation, it was established that the child prefers role-playing and object games, role-playing games are dominated by stories from professions familiar to children, the girl strives to take on various roles, and is open to playing with peers. The child’s preferences correspond to the age characteristics of a given age.
Analysis: Thus, we can say that the child prefers role-playing games with children and takes into account the distribution of roles. Takes on both main and secondary roles in games, thereby taking into account the preferences of children.
Protocol No. 2
Conversation with a child.
Goal: Study of gaming preferences.
Date: 06/20/2011
Time: 11:35
Name: Savina Sveta
Age: 5 years 9 months.
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Experimenter Questions |
Subject's answers |
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Yes, in kindergarten, there are a lot of children here, we play together. In different ones, we usually play store. We sell various things that are in the store. As a seller, and sometimes I buy things myself. As an educator, I want to raise children and teach them. I have dishes and dolls. I play with Marina and Anya, sometimes we go to the store together. |
Conclusion: Based on the results of the conversation, we can conclude that the child prefers role-playing games with a variety of roles and plots. When choosing a role, the child takes into account the position of the play partner. The girl's play preferences correspond to the characteristics of older preschool age.
Analysis: Thus, we can say that the child prefers role-playing games, takes into account the wishes of other children, and the girl’s preferences correspond to this age.
Protocol No. 3
Conversation with a child.
Goal: Study of gaming preferences.
Date: 06/20/2011
Time: 11:40
Name: Mukhina Ella
Age: 5 years 9 months.
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Experimenter Questions |
Subject's answers |
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1.Do you like to play? Where do you like to play: at home, in a group, on the go? Why? 2.What games do you play? What games do you like to play the most and why? What games would you like to play? 3.What do you do in games? What is your favorite thing to do in games and why? What would you like to do in games? 4.Who are you in games? Who are you most often in games and why? 5.Who do you like to be in games and why? Who would you like to be? 6.What toys do you have? Which ones are your favorite and why? How do you play with them? What games? What toys would you like to have and why? How would you play with them? 7.Who do you play with most often and why? |
Yes, in a group because there are a lot of kids, at home because there are a lot of interesting toys To the store, to the cafe, to dolls, mosaics. But most of all, it’s in the house, I always play it. I go to the store when I'm a mom, I like to do jigsaw puzzles I am a buyer, buying things for the house, or a mother, if we play house, because mother is the most important. Mom, because she is beautiful and smart. All sorts of different dolls, I take them to the store, to the theater, I want a castle for them, because I don’t have one. With Galya and Katya, because they are good and know a lot of fun games. |
Conclusion: During the conversation, it was established that the girl prefers various games with different roles. It can also be noted that the child loves to take on the main roles and interacts with children.
Analysis: Thus, we can say that the girl prefers role-playing games with children, and it can be noted that the girl likes to take on the main roles in the games.
Protocol No. 4
Conversation with a child.
Goal: Study of gaming preferences.
Date: 06/20/2011
Time: 11:55
Name: Travkina Marina
Age: 5 years 8 months.
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Experimenter Questions |
Subject's answers |
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1.Do you like to play? Where do you like to play: at home, in a group, on the go? Why? 2.What games do you play? What games do you like to play the most and why? What games would you like to play? 3.What do you do in games? What is your favorite thing to do in games and why? What would you like to do in games? 4.Who are you in games? Who are you most often in games and why? 5.Who do you like to be in games and why? Who would you like to be? 6.What toys do you have? Which ones are your favorite and why? How do you play with them? What games? What toys would you like to have and why? How would you play with them? 7.Who do you play with most often and why? |
Yes, I like to play at home, because I have a lot of horses, a lot of different ones, small and large, I take them one by one to kindergarten I like to play stables and take care of horses. I brush the horses, take them for a walk. I am a salesperson, a doctor, a cashier, a mother, a horse. I also like to be a seller, selling things to customers. There are dishes and dolls, puzzles, mosaics, and many different horses. With all the girls and boys, with my mother when I'm at home. Because they know a lot of games. |
Conclusion: During the conversation, we discovered that the girl prefers object games with toys, and also takes on both main and secondary roles in games, but still prefers to take the main roles. It was also found that the girl is friendly and interacts with all children. Game preferences correspond to this age.
Analysis: Thus, it was found that the child likes to play object games with toys more; we also note that the child plays role-playing games with children, takes on various roles in them, which corresponds to a given age.
Protocol No. 5
Conversation with a child.
Goal: Study of gaming preferences.
Date: 06/20/2011
Time: 12:08
Name: Vorobiev Zhenya
Age: 5 years 8 months.
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Experimenter Questions |
Subject's answers |
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1.Do you like to play? Where do you like to play: at home, in a group, on the go? Why? 2.What games do you play? What games do you like to play the most and why? What games would you like to play? 3.What do you do in games? What is your favorite thing to do in games and why? What would you like to do in games? 4.Who are you in games? Who are you most often in games and why? 5.Who do you like to be in games and why? Who would you like to be? 6.What toys do you have? Which ones are your favorite and why? How do you play with them? What games? What toys would you like to have and why? How would you play with them? 7.Who do you play with most often and why? |
Yes, on the street and in a group, because you can run and play with the guys. To school, to the store, to the theater. On the bus, on the driver. To the cars. I drive a car, take my children to bus stops, and buy various groceries. Driver, passenger, buyer, seller and sometimes dad I love being Rambaud, or a mutant. I also love being a driver. Motorcycle, rims, remote control, cars, truck and dogs. With friends, with Sasha, he always comes up with everything. With my dad, he is smart. |
Conclusion: During the conversation, we established that the boy is active, likes to take on different roles, takes into account the gaming preferences of children, and acts out a variety of game plots. The child gives preference in play to fantasy heroes, such as Rambaud and the mutant.
Analysis: Thus, we can say that the child is sociable, interacts with all children, and is open to communication. The child also prefers a variety of roles, giving preference to fantasy heroes, which is appropriate for this age.
Protocol No. 6
Conversation with a child.
Goal: Study of gaming preferences.
Date: 06/20/2011
Time: 12:15
Name: Kristina Starikova
Age: 5 years 8 months.
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Experimenter Questions |
Subject's answers |
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Do you like to play? Where do you like to play: at home, in a group, on the go? Why? What games do you play? What games do you like to play the most and why? What games would you like to play? What do you do in games? What is your favorite thing to do in games and why? What would you like to do in games? Who are you in games? Who are you most often in games and why? Who do you like to be in games and why? Who would you like to be? What toys do you have? Which ones are your favorite and why? How do you play with them? What games? What toys would you like to have and why? How would you play with them? Who do you play with most often and why? |
Yes, at home and in kindergarten. At home there is a dog and all sorts of games, and in kindergarten there are many children with whom I play. Shop, cafe, dolls, mosaics. I kick the ball, my love. I buy something and sell it. I like to play with dolls, I throw a ball to the dog and she catches it. A seller, and sometimes a buyer, because other girls also like to sell. As a seller, it’s interesting when they come to buy something, and I sell it to them. Dolls, mosaics, ball, construction set. With the guys, because it’s interesting to be with them. |
Conclusion: From the conversation, we found out that the girl prefers role-playing games, takes on various roles in the game, and develops different game plots. The child’s gaming preferences fully correspond to the characteristics of this age; along with role-playing games, the child is also interested in actions with toys. We also note that the girl takes into account the wishes of other children.
Analysis: Thus, we note that the child takes on different roles in games, prefers the main roles, but taking into account the desires of other children, he also takes on secondary roles. Interacts with all children.
Protocol No. 7
Conversation with a child.
Goal: Study of gaming preferences.
Date: 06/20/2011
Time: 12:29
Name: Chizh Maxim
Age: 6 years
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Experimenter Questions |
Subject's answers |
|
1.Do you like to play? Where do you like to play: at home, in a group, on the go? Why? 2.What games do you play? What games do you like to play the most and why? What games would you like to play? 3.What do you do in games? What is your favorite thing to do in games and why? What would you like to do in games? 4.Who are you in games? Who are you most often in games and why? 5.Who do you like to be in games and why? Who would you like to be? 6.What toys do you have? Which ones are your favorite and why? How do you play with them? What games? What toys would you like to have and why? How would you play with them? 7.Who do you play with most often and why? |
Yes, in kindergarten, there are a lot of children here. I am a Kamaz truck driver, and sometimes I am a doctor and a dad. I treat patients and prescribe cough pills for them. Doctor, driver and dad. I want to be a driver, drive a car. All sorts of cars, construction sets and Legos. I play drivers with Kirill and with the girls when I'm a dad. |
Conclusion: Based on the results of the conversation, we found out that the child prefers role-playing games, tries to take on the main role in the game, and develops different plots. The child’s play preferences correspond to the age characteristics of this age.
Analysis: It can be noted that the child is sociable, prefers more role-playing games with children and actions with objects, plays with both boys and girls, easily engages in play activities, acts out a variety of stories, which corresponds to older preschool age.
Protocol No. 8
Conversation with a child.
Goal: Study of gaming preferences.
Date: 06/20/2011
Time: 12:40
Name: Kulik Kirill
Age: 6 years
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Experimenter Questions |
Subject's answers |
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1.Do you like to play? Where do you like to play: at home, in a group, on the go? Why? 2.What games do you play? What games do you like to play the most and why? What games would you like to play? 3.What do you do in games? What is your favorite thing to do in games and why? What would you like to do in games? 4.Who are you in games? Who are you most often in games and why? 5.Who do you like to be in games and why? Who would you like to be? 6.What toys do you have? Which ones are your favorite and why? How do you play with them? What games? What toys would you like to have and why? How would you play with them? 7.Who do you play with most often and why? |
Yes, in kindergarten I play here with my friends, it’s interesting here. I assemble a construction set and drive a bus with passengers. I build houses, various buildings, and also robots. Builder and driver. I love transporting people. Builder, build big houses. I have a lot of robots, I have a large construction set and a small one, many cars, also large and small. I play with all the guys who play construction sets. |
Conclusion: During the conversation, it was established that the child prefers actions with objects and also takes on various roles in role-playing games with children. We also note that the child is sociable and prefers to play calmer games with children.
Analysis: Thus, we can say that the child likes to play quieter games - collecting construction sets, mosaics, Legos, and also likes to play role-playing games with children.
Protocol No. 9
Conversation with a child.
Goal: Study of gaming preferences.
Date: 06/20/2011
Time: 12:52
Full name: Mikheev Stas
Age: 5 years 9 months.
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Experimenter Questions |
Subject's answers |
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1.Do you like to play? Where do you like to play: at home, in a group, on the go? Why? 2.What games do you play? What games do you like to play the most and why? What games would you like to play? 3.What do you do in games? What is your favorite thing to do in games and why? What would you like to do in games? 4.Who are you in games? Who are you most often in games and why? 5.Who do you like to be in games and why? Who would you like to be? 6.What toys do you have? Which ones are your favorite and why? How do you play with them? What games? What toys would you like to have and why? How would you play with them? 7.Who do you play with most often and why? |
Yes, on the street, there I kick a ball and run. I am a football player, I kick a ball, and also a tram driver. I kick the ball, I am the driver and the passenger. I love being a driver. Footballer, score a lot of goals. Ball, cars, legos, robot. Kick a ball with the guys, play driver and passenger. |
Conclusion: Having analyzed the child’s answers, it is clear that the child prefers both role-playing games and actions with objects. In role-playing games, the child prefers to take on the main roles, but taking into account the preferences of other children, he also takes on secondary roles.
Analysis: Thus, we note that the child is sociable, in role-playing games he takes on various roles, while taking into account the desires of other children, the plots in the games are varied, which corresponds to older preschool age.
Protocol No. 10
Conversation with a child.
Goal: Study of gaming preferences.
Date: 06/20/2011
Time: 13:05
Name: Simakova Katya
Age: 5 years 9 months.
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Experimenter Questions |
Subject's answers |
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1.Do you like to play? Where do you like to play: at home, in a group, on the go? Why? 2.What games do you play? What games do you like to play the most and why? What games would you like to play? 3.What do you do in games? What is your favorite thing to do in games and why? What would you like to do in games? 4.Who are you in games? Who are you most often in games and why? 5.Who do you like to be in games and why? Who would you like to be? 6.What toys do you have? Which ones are your favorite and why? How do you play with them? What games? What toys would you like to have and why? How would you play with them? 7.Who do you play with most often and why? |
Yes, in kindergarten, it’s interesting and beautiful. To school, to the store, to the hospital. I teach children, I love selling things, and also treating people. Teacher and seller. I want to be a princess, she's beautiful. Ball, dolls, princess, horse and dog. I love playing with Marina, she has a lot of beautiful horses, and we exchange them. |
Conclusion: After analyzing the girl’s answers, it was found that she prefers to play with children, and to dominate the game, always trying to take on the main role. The girl’s answers included fairy-tale characters whose role the girl would like to take on. The girl's play preferences correspond to older preschool age.
Analysis: Thus, we can say that the girl likes to dominate, take on the main roles, is sociable, prefers various plots in games, which corresponds to older preschool age.
Protocol No. 11
Conversation with a child.
Goal: Study of gaming preferences.
Date: 06/21/2011
Time: 10:35
Name: Nastya Klokova
Age: 6 years 1 month.
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Experimenter Questions |
Subject's answers |
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1.Do you like to play? Where do you like to play: at home, in a group, on the go? Why? 2.What games do you play? What games do you like to play the most and why? What games would you like to play? 3.What do you do in games? What is your favorite thing to do in games and why? What would you like to do in games? 4.Who are you in games? Who are you most often in games and why? 5.Who do you like to be in games and why? Who would you like to be? 6.What toys do you have? Which ones are your favorite and why? How do you play with them? What games? What toys would you like to have and why? How would you play with them? 7.Who do you play with most often and why? |
Yes, in kindergarten, there are a lot of interesting toys and friends with whom I play Shop, cafe, dolls, mosaics. I love playing family and hairdresser. I buy something and sell it. I like to play with dolls with girls and do their dolls' hairstyles. A buyer because some want to be a seller. The good fairy because she is kind and everyone loves her. Dolls, mosaics, balls, construction sets, Legos. With the guys, because it’s interesting to be with them. |
Conclusion: During the conversation, it was established that the girl prefers role-playing games with children and takes into account the preferences of other children. Also in the conversation, the girl voiced that she would like to take on the role of a fairy-tale character. The girl's gaming preferences correspond to this age.
Analysis: in this way we can say that the girl takes on various roles, takes into account the preferences of other children, plays out various stories in games, we can also say that the girl is sociable, prefers to play in kindergarten because of the large number of peers.
Protocol No. 12
Conversation with a child.
Goal: Study of gaming preferences.
Date: 06/21/2011
Time: 10:52
Name: Koshaev Sasha
Age: 6 years
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Experimenter Questions |
Subject's answers |
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1.Do you like to play? Where do you like to play: at home, in a group, on the go? Why? 2.What games do you play? What games do you like to play the most and why? What games would you like to play? 3.What do you do in games? What is your favorite thing to do in games and why? What would you like to do in games? 4.Who are you in games? Who are you most often in games and why? 5.Who do you like to be in games and why? Who would you like to be? 6.What toys do you have? Which ones are your favorite and why? How do you play with them? What games? What toys would you like to have and why? How would you play with them? 7.Who do you play with most often and why? |
Yes, in kindergarten, there are a lot of children here. I love playing builders and drivers. I assemble new cars from construction kits. I am a passenger and a driver. Dad because he drives a car. Balls, cubes, big Kamaz. Play different games with friends. |
Conclusion: Having analyzed the child’s answers, it is clear that the boy prefers both playful actions with objects and role-playing games with children. When assigning roles, he takes into account the preferences of other children, loves to play with peers, and is open to communication.
Analysis: Thus, we can say that the boy is sociable, interacts with all children, takes into account the preferences of other children in the distribution of roles, plays out various stories, which corresponds to older preschool age.
Protocol No. 13
Conversation with a child.
Goal: Study of gaming preferences.
Date: 06/21/2011
Time: 11:00
Full name: Krivousov Andrey
Age: 6 years. 3 months
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Experimenter Questions |
Subject's answers |
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1.Do you like to play? Where do you like to play: at home, in a group, on the go? Why? 2.What games do you play? What games do you like to play the most and why? What games would you like to play? 3.What do you do in games? What is your favorite thing to do in games and why? What would you like to do in games? 4.Who are you in games? Who are you most often in games and why? 5.Who do you like to be in games and why? Who would you like to be? 6.What toys do you have? Which ones are your favorite and why? How do you play with them? What games? What toys would you like to have and why? How would you play with them? 7.Who do you play with most often and why? |
Yes, on the street and in a group, because it’s interesting here and there are a lot of children with whom I play. Driver, bus, driver, cars I drive the car and take the children to stops. Driver, passenger, buyer, seller. I love being Spider-Man, saving people from danger. I also love being a driver. Motorcycles, cars, a truck and a Lego set. With friends, I am the driver, and they are my passengers, |
Conclusion: During the conversation, it was established that the child is active, takes on different roles, and also likes to take on the role of a heroic cartoon character and develop various plots in the game. Thus, we can say that the child’s play preferences correspond to older preschool age.
Analysis: Thus, we can say that the child prefers role-playing games with children. He likes to take on the main roles, but given the preferences of other children in the distribution of roles, he also takes on secondary roles and plays out various plots in games. The child's play preferences correspond to older preschool age.
Protocol No. 14
Conversation with a child.
Goal: Study of gaming preferences.
Date: 06/21/2011
Time: 11:10
Name: Galya Maslennikova
Age: 6 years
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Experimenter Questions |
Subject's answers |
|
1.Do you like to play? Where do you like to play: at home, in a group, on the go? Why? 2.What games do you play? What games do you like to play the most and why? What games would you like to play? 3.What do you do in games? What is your favorite thing to do in games and why? What would you like to do in games? 4.Who are you in games? Who are you most often in games and why? 5.Who do you like to be in games and why? Who would you like to be? 6.What toys do you have? Which ones are your favorite and why? How do you play with them? What games? What toys would you like to have and why? How would you play with them? 7.Who do you play with most often and why? |
Yes, in a group, because there are a lot of children and you can play a lot in different ways. In the house, in the kitchen, shop, mosaics, hospitals, parks, cafes. I sell apples and coffee, try to treat the sick and cook dinner for everyone. I am a salesman, a doctor, a cashier, a mother, a cat and a girl. I love being a salesman, selling everything. Or a doctor and treat everyone. There are dishes, dolls, puzzles, mosaics, soft toys, cows and horses. With all the girls and boys. |
Conclusion: After analyzing the conversation, we established that the child prefers to play role-playing games with children and take on the main roles. She is open to communication with all children, prefers to play in a kindergarten group, explaining this by the large number of children. In games, the girl acts out a variety of stories, which corresponds to a given age.
Analysis: Thus, we note that the girl is sociable, plays with all the children, prefers role-playing games, acts out various plots, we also note that the girl likes to take on the main roles in games. The child's play preferences correspond to older preschool age.
Protocol No. 15
Conversation with a child.
Goal: Study of gaming preferences.
Date: 06/21/2011
Time: 11:20
Full name: Anya Kopalova
Age: 6 years
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Experimenter Questions |
Subject's answers |
|
1.Do you like to play? Where do you like to play: at home, in a group, on the go? Why? 2.What games do you play? What games do you like to play the most and why? What games would you like to play? 3.What do you do in games? What is your favorite thing to do in games and why? What would you like to do in games? 4.Who are you in games? Who are you most often in games and why? 5.Who do you like to be in games and why? Who would you like to be? 6.What toys do you have? Which ones are your favorite and why? How do you play with them? What games? What toys would you like to have and why? How would you play with them? 7.Who do you play with most often and why? |
Yes, in the group, there are a lot of children and beautiful toys. To a house, a hospital, a hairdresser and a store, and also to a cafe. Mom, because she is in charge. A visitor to a hairdresser, I go to the store and buy groceries. Sometimes I am a hairdresser, I do beautiful hairstyles for girls and dolls. A cook because my mother is a cook and she cooks delicious food. Barbie dolls, a large house for them and dishes, but there is no cabinet for her. With the girls to the family, to the store, to the hospital. They are very fun to play with. |
Conclusion: During the conversation, it was established that the child prefers both main and secondary roles in the game, and we can also note that the girl loves to play with toys and with children, acting out various stories with them. The girl's gaming preferences correspond to older preschool age.
Analysis: Thus, we note that the child is sociable, prefers to play with all children, takes on various roles, but still prefers the main roles, takes into account the wishes of other children, and plays out various stories. The child’s gaming preferences correspond to older preschool age.
Protocol No. 16
Observation of independent play activities
Date: 06/20/2011
Time: 10:30
Full name: Ella, Katya, Anya, Zhenya.
Age: 6 years
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Experimenter's actions |
Subjects' actions |
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Role-playing game “Mothers and Daughters”, “Shop”, “Driver and Cashier”. The game ends as the teacher calls everyone to get dressed for a walk. |
Katya is making soup, and Anya is washing the dishes. Katya: “I’ll be a mother.” Turns to Anya: “Who do you want to be?” Anya: “I’ll be a daughter then.” Ella “and I will be a salesman, you will need to buy food” takes toy vegetables and lays them out on the table. Zhenya: “I’ll be a bus driver, I’ll take you to the store, but I need a conductor.” Galya comes up: “I’ll be a conductor, you’ll pay me for travel, and I’ll give you tickets.” She takes the chips and sits on a chair near Zhenya. Katya continues to prepare the soup, then Anya comes up to her and says: - “Mom, we need to go grocery shopping, and also buy a chocolate for my doll.” Katya - “Okay, the bus will arrive now and we’ll go.” Katya and Anya sit on chairs. Zhenya plays the role of a driver, pretending to start the bus and turn the steering wheel, making the sound of the engine - “trr-trr-trr”. Galya comes up to them and says, “I’m a conductor, please pay for the fare, and I’ll give you tickets.” Katya pretends to give money _ “take it, please.” Galya gives the girls chips, “Take these are your tickets.” and sits down in his place.” Zhenya turns to the girls, “We’ve all arrived, here’s the store stop.” Katya and Anya approach Ella. Ella “- hello, what would you like to buy? the store has everything.” Katya - “we need bread, butter and milk.” Anya turns to Ella “and a chocolate for my doll.” Ella “Please take this and here is your check.” |
Conclusion: In the course of observing the independent plot-role play of children of senior preschool age, we can note that the level of play has been formed. The children, without difficulties or conflicts, assigned roles, who would be who in the game, and corresponded to the role they took on. 4 people participated in the game: 3 girls and 1 boy. The children were independent in the game; they organized the game themselves and prepared attributes corresponding to each role. For example, Galya took chips instead of tickets, and Ella placed toy vegetables in her “store”. During the game, we observed that the children named themselves and other participants in the game in accordance with the role they had taken, the children behaved friendly, were interested, and active
Protocol No. 17
Observation of independent play activities.
Purpose: To study the features of role-playing games in older preschool age.
Date: 06/20/2011
Time: 10:30
Name: Marina, Ella, Katya, Anya, Zhenya, Kirill
Age: 6 years
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Note |
Children's actions |
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Role-playing game: “House”, “Hospital” The game ends as the teacher calls the children for a walk. |
Anya turns to Katya, “Let’s play house, I’ll be the mother, and you’ll be the daughter, I’ll braid your hair,” Kirill comes up, “I’ll be the dad, I’ll take you to the doctor in the car.” Zhenya “I’ll be a doctor, treat you for a cold.” Anya asks Ella, “Who do you want to be?” Ella “I will be a grandmother who comes to visit, and dad meets her in the car.” Marina addresses the children, “and I will be a cat, you will feed and pet me.” Anya takes a comb and starts combing Katya. Kirill takes the toy phone and says to himself, “What are you saying? should grandma come, when should I meet her? “Yes, I will soon” sit down on the chair and makes the sound of the engine “trr trr trr” he tells Ella to sit down, he will take her home for a visit, Ella sits on the chair next to her. Katya happily greets her grandmother and asks what she brought her. Ella goes and takes the doll and gives it to Katya. Katya: “We need to feed the cat.” Marina walks on all fours and meows.” Anya puts a plate on the floor for her and Marina pretends to eat. Katya starts coughing. Anya tells Kirill that he needs to see the doctor and stop at the store on the way. Kirill sits down on a chair, Anya and Katya are next to them and go to the hospital. Anya says to Zhenya: “Our daughter is sick, could you look at her throat and take the temperature?” Zhenya: “yes, of course, sit down Katya, now I’ll give you a thermometer and measure your blood pressure,” Anya sits down and takes the pencil that Zhenya gave her, instead of a thermometer. |
Conclusion: In the course of observing the independent play of children of senior preschool age, we can note that the children assigned roles without difficulties or conflicts; boys and girls also participated in the game. The children independently organized the game, the wishes of each child were taken into account, they asked who wanted to be who. In the game, the children corresponded to the image and role they took on. 6 people took part in the game: 4 girls and 2 boys. There were more roles in the game than in the first (grandmother, cat, dad, doctor), and there were also substitute objects. The children behaved actively and interestedly. Thus, the dependence of the development of the game on the level of development and involvement of children in the game process is clearly visible. Compared to the first experiment, we see that the plot of the game varies, becomes more flexible and branched, thanks to the children’s greater self-awareness and interest. The roles become more complex and their number increases. The dynamics of the development of the game can be clearly seen using the following indicators: 1) the number of participants in the game; 2) the number of game attributes, 3) the duration of the game action, 4) the development and variation of plots"
Bibliography.
Smirnova E.O. “Child Psychology” Moscow, 2006
Arsentieva V.P. “Game is the leading activity in preschool childhood. Moscow, 2009
Uruntaeva G.A., Afonkina Yu.A. Workshop on preschool psychology: A manual for higher students. and Wednesday textbook Institutions - 2nd edition. - M.: Publishing Center "Academy", 2000.
Elkonin D.B. M., “Pedagogy”, 1978
Reprintseva G.I. “Play is the key to a child’s soul. Harmonization of the child’s relationship with the outside world”: Toolkit. – M.: Forum, 2008.
Abramyan L.A., Antonova T.V. and others, edited by Novoselova. “The Game of a Preschooler” M.: Education, 1989.
“Child psychology” Textbook. manual Kolominsky Ya.L., Panko E.A., Belous A.N. and others, edited by Kolominsky Ya.L, Panko E.A - Mn.: Universitetskoe, 1988
Guiding children's games in preschool institutions: (from work experience) Comp. Tvertina. M.A. Barsukova. L.S. edited by Vasilyeva M.A – M.: Education, 1986
Uruntaeva G.A. “Child Psychology” M.: Publishing Center “Academy”, 2008.
Conclusion.
As a result of the work done and the research conducted, we can say that plot-based role-playing play is undoubtedly the leading activity of an older preschooler. It is through play that a child learns about the world and prepares for adult life. At the same time, the game is the basis creative development child, developing the ability to correlate creative skills in real life. The game acts as a kind of bridge from the world of children to the world of adults, where everything is intertwined and interconnected: the world of adults influences the world of children (and vice versa). The plot-role-playing game is based on the perception of the presented rules, thereby orienting the child to adhere to certain rules of adult life. Play, due to its characteristics, is the best way to achieve the development of a child’s creative abilities without using coercive methods. From all of the above, it is clear what role play should play in the modern educational process and how important it is to strive to intensify the play activity of preschoolers.
Currently, there is a reform of Russian pedagogy, including preschool education. Today, the most relevant is the implementation of modern developmental pedagogical technologies in the educational process. As mentioned above, the leading activity of preschool children is play. Therefore, recently the most pressing problem is the introduction of modern gaming technologies into the educational practice of preschool institutions. It is known that role-playing game in the classification of play activities is considered the most complex, but also the most significant for the personal development of children when they enter the world of social relations with the people around them and nature. The success of performing game actions, the ability of children to live in a single children's team, and the development of children's speech horizons depend on the correct management of the game, on the timely enrichment of role-playing games.
The work carried out allowed us to draw the following conclusions.
1. Based on the analysis of psychological and pedagogical literature (A. N. Leontyev, D. B. Elkonin, A. P. Usova, R. I Zhukovskaya, N. Ya. Mikhailenko, V. P. Zalogina, R. A. Ivankova ) we concluded that the educational and developmental possibilities of role-playing games in the life of a preschooler are extremely great, and it is important for a teacher to be able to implement them. In order to realize the potential inherent in story-based games of preschoolers and carry out adequate pedagogical influences in relation to children’s story-based play, it is necessary to have a good understanding of its specifics, have an idea of its developmental significance, what it should be like at each age stage, and most importantly , be able to play appropriately with children of different preschool ages. At each age stage, the pedagogical process of organizing a game should be two-part in nature, including moments of developing gaming skills in cooperative game teacher with children and creating conditions for independent children's play. (N. Ya. Mikhailenko, N. A. Korotkova)
2. Analysis of the state of practice of preschool education shows that the problem of enriching role-playing games is relevant for modern kindergarten.
Explanatory note 62 pages, 2 figures, 2 tables, 17 protocols
Plot-role-playing game, development lines, development indicators, experimental research.
The object of the study is a plot-role-playing game for children of senior preschool age.
The subject of the study is the development of plot-based role-playing games in older preschool age.
The goal is to study the dynamics of the development of plot-role-playing games in older preschool age. In the process of work, an experimental study was carried out on the dynamics of plot-role-playing games in senior preschool age, organizational aspects of the design of the experiment, analysis and discussion of the results of the study of the dynamics of plot-role-playing games in senior preschool age. As a result of the experimental study, it was found that the dynamism of the development of the game directly depends on the level of development and involvement of children in the game process
Plot - role-playing, assume... actions Thoroughly Superficial Dynamics Fast Slow execution...
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