Plot role-playing games senior group with goals. “Autumn Journey to the Forest” (role-playing game in a dhow). Self-expression and self-affirmation of the child through role-playing games
The most important period in a child’s life is preschool childhood. After all, at this time the formation of his personality takes place. Children develop character and develop skills of correct behavior.
It is in this period that the child acquires basic knowledge about the life around him, and at the same time, his attitude towards the people around him, their actions and behavior is formed. In addition, the game can relieve any negative feelings.
What does play give to a child?
Everyone working in kindergartens is very well aware of the importance that play has in the formation of children’s personality, their acquisition of various skills, abilities and knowledge, development. All this will be necessary during the period of schooling.
A collection of role-playing stories, specially prepared by adults during the development of the Federal State Educational Standard, helps educators discover additional talents in children. This is both creative potential and mastery of the elements of theatrical acting. Using game techniques, it is very easy to prevent the development of negative qualities in a child, such as isolation and laziness.
Role-playing game is the basis of a child’s social development
All this happens in the game, since it is the main activity for children. The older the child gets, the more valuable it becomes, especially if directed by a teacher.
Thanks to this, forms of behavior are formed. Through it, the ability to establish relationships in a children's team is formed, find suitable partners and choose the necessary means in order to realize what is planned.
Card index of role-playing games in senior group with the goal of developing the necessary social skills in children, it provides an opportunity to master everyday skills and choose the right lines of behavior when communicating with different people. Simply put, through the games presented in the card index, the child is introduced to life in society.
What is this teaching material?
A card index of role-playing games in the older group provides a great help to the teacher for the proper organization of children's activities. This material is very convenient to use in your work, because each of the proposed cards presents not only the plot of the proposed game, but also full paraphernalia for it.
They can be either single-sided or double-sided, so to make them durable, simply stick each one onto cardboard or laminate it. The card index is represented by 17 colorfully designed cards, each of which represents a certain branch of life with possible scenes for playing.
For example, a home and family or a hairdresser, a store, a zoo. For each game there is Full description: what tasks and goals are set, roles for playing out situations, preliminary work, necessary material that should accompany the proposed plot, actions.
Why do we need a role-playing game?
All games based on role-playing certain plots are of great importance in the development of a child’s personality. After all, through them it is very easy to form both social and moral feelings in preschoolers. But when modeling relationships, the main emphasis should be on those that carry kindness and humanity.
A card index of role-playing games in the senior group with the goals of instilling in children responsiveness, mercy and respect for people is a great help for educators, especially those who are just starting their careers. And it will be very useful for parents.
Such games are interesting to both girls and boys, as they affect their emotional sphere. Thanks to them, not only gaming, but also real relationships develop, learning to obey certain rules, coordinate actions and subordination. The ability to express love, respect and care, as well as to comply necessary rules behavior.
Self-expression and self-affirmation of the child through role-playing games
The most susceptible to any influence is preschool age, because a critical attitude towards everything that happens around has not yet been formed, but the degree of perception of everything that happens is very high.
The card index of role-playing games in the senior group according to the Federal State Educational Standard is designed to give the child the opportunity for self-affirmation and self-expression through taking on game form a certain role and the manifestation of a creative approach to it. Due to this it happens general development and child maturation.
How to use games to create positive emotions in children?
The card index of role-playing games in the older group also plays a very important role in the formation of positive moral and ethical qualities, relationships among themselves and emotions in preschoolers. All qualities that were formed in everyday life become stronger during role-play.
With the right approach from the teacher, positive feelings are also stimulated by joint preparation for the lesson, when a place for it is selected, the necessary attributes are prepared and roles are assigned.
Thanks to the development of emotionality, the child has the opportunity to regulate behavior and learn to avoid actions that he could commit by succumbing to fleeting desires or random circumstances. In addition, the teacher can determine the state of his inner world based on the child’s emotions.
What techniques can you use to guide children in play?
The use of such necessary material in the classroom as a card index with role-playing games for the older group gives educators the opportunity to supervise the actions of children and direct their activities. There are several basic techniques for this:
- joint discussion of the plot of the game and assistance in choosing the right lines of behavior for each of the participants;
- correct selection of a play group, taking into account the combination of active and passive children;
- the use of priority in those roles that are most popular.
A special card file with role-playing games for the older group allows educators to direct the game without disturbing its plot and while preserving the creative nature of preschoolers’ activities. The teacher can take part in a role-playing role or help with explanations and advice along the way.
You can also regulate game relationships when using a multi-character plot, for example, not one, but two cooks, or when determining the rules of behavior for a puppet character introduced into the game.
Thanks to the developers of the Federal State Educational Standard, such a file cabinet appeared. The older group, with role-playing games designed as separate cards, will not have problems choosing topics. After all, the card index contains a wide variety of them.
What is needed to properly organize such games?
So that everything role-playing games according to a certain plot they gave the necessary effect, a subject-developmental environment should be organized in the group, taking into account the needs of children both in self-affirmation and in creativity. It is diverse, changeable, dynamic and represents a large field for activity.
The card index of role-playing games in the older group suggests the abandonment of stationary play areas that have always existed in kindergartens, since they fetter the initiative of children by offering ready-made plots. All didactic material and attributes should be placed in bright trays made of wood or plastic, equipped with special markings, for example, a book for “library” or a red cross for “pharmacy” and “hospital”.
Moreover, thanks to the imagination of children and such methodological material, as a collection of role-playing games for the senior group of a kindergarten, the attributes can be combined with each other, because the hospital has both a canteen and a reading room. Therefore, this placement of the subject-development environment is very convenient. It gives preschoolers the opportunity to choose the necessary items or add missing ones as the game progresses.
The role of attributes in games
The subject-development environment presupposes the presence of a sufficient amount of the necessary attributes. After all, with its help it is possible for children to become more fully accustomed to the chosen images. What kind of establishment Catering can do without dishes and food, and a library without books? It is best to do all this yourself.
The card index of role-playing games in the senior group according to the Federal State Educational Standard offers games on any topic, but all of them will become much more interesting for preschoolers if the teacher shows creativity in making the necessary attributes.
For example, for a role-playing game such as “a visit to the cafeteria,” it is very easy to make pieces of cake from dishwashing sponges, and candy from pieces of plasticine wrapped in leftover candy wrappers. For each plot, you can make the necessary colorful attributes together with the children, the main thing is to show your imagination.
General rules for conducting role-playing games
But just a subject-based developmental environment for conducting such classes is not enough. A card index with role-playing games for the older group also includes preparatory work. Before the start of the game, a thematic excursion is conducted, with the goal of introducing the child in more detail to the activities of the institution on the topic of which the lesson will be held.
After the excursion, a conversation is also necessary, during which the acquired knowledge is summarized. In addition, you can play mini-games that will outline a plan for a future role-playing game, read poems and stories that correspond to the theme, and prepare the necessary attributes.
And as the action progresses, the teacher’s task will be to ensure that the plot develops correctly, to introduce additional roles at the children’s request, to advise new turns of events, and to smooth out emerging conflicts. The teacher can also take part in the game by choosing a role for himself.
How is a card index useful in organizing children's activities?
A collection of card files of role-playing games is necessary not only for young educators. Teachers with extensive experience also enjoy using it in their activities. The card index has gained recognition and popularity not only for its variety of topics and ease of use, but also for the fact that it gives children the opportunity to gain the necessary everyday knowledge and experience in a playful way without stress.
During the game, preschoolers have the opportunity, starting with a simple plot proposed by the developers, to move on to more complex ones and invent their own further development actions, which very well stimulates creativity and speech activity. Through such activities, the child learns to cooperate with other children.
Memo to the teacher when methodically planning a role-playing game
When using such games in their activities, teachers should also remember the tasks of developing children’s various skills in them. A collection of role-playing games for the senior group of a preschool institution suggests focusing on the following tasks:
- To develop in children such qualities as the ability to interact well with other people, the joy of cooperation and emotional perception during it, the ability for imaginative thinking and imagination.
- Teach preschoolers to unfold the plot of the game in speech terms, explain their plan, understand other people, come up with multi-themed plots and events, change the plan according to the suggestions of other participants.
- Activate children's imagination.
It should also be remembered that the card index of role-playing games in the older group suggests the emergence of new games proposed by children, since thanks to increasing communication with the outside world and television, their creative fantasies increase.
Guidance of role-playing games in the senior group
Game "Kindergarten".
Target. Consolidating children's knowledge about the work of a nurse and doctor, laundress, cook, janitor and other kindergarten workers. Fostering interest and respect for their work. Developing in children a sense of gratitude for the work of adults for them, a desire to provide them with all possible help. Development of the ability to apply acquired knowledge in a collective creative play.
Game material. Dolls, toy dishes, Doctor set, toy telephone, substitute items.
Preparing for the game. Excursion to the doctor's office. Introducing attributes for organizing the game of “children’s doctor.” Reading the story “Our Doctor” by A. Kardashova. Observation of the work of a laundress. Organization of children's work - washing doll clothes. A tour of the kitchen. Lesson “Let’s bake buns for ourselves and the kids.” Modeling products for playing “cook”. Conversation “Who works in our kindergarten and how.” Drawing on this topic. Introducing attributes for organizing a collective game in the “kindergarten”.
Game roles. Doctor, nurse, teacher, manager, music worker, nanny, cook.
Progress of the game. Before the game starts, the teacher carries out preliminary work. Together with the children, they visit the medical office, the kitchen, the laundry room, the rhythm room, the manager’s office and talk with the nurse and the doctor, the cook, the laundress, and the manager about their work.
After this, the teacher conducts a conversation in the group “Who works in our kindergarten and how”, summarizes the knowledge gained on the excursion. Then you can play the game “Daily Routine” with the children, thereby outlining a game plan. You can also read stories and poems about kindergarten with your children and prepare the necessary attributes for the game: instruments for the doctor, doll dishes, etc. Next, the teacher can invite the children to play on their own, if the children have not yet developed the proper interest in the game , the teacher can act as an equal partner in the game, performing a main or secondary role, indirectly influencing changes in the game environment, he can correct game relationships. For example, he can offer children the following roles: “doctor”, “nurse”, “educator”, “manager”, “music worker”, “nanny”, “cook”. When all the roles have been distributed, the teacher encourages the children to play: “Now we need to do exercises with the dolls, then sit them down to have breakfast.” “The nanny needs to quickly go to the kitchen and bring breakfast.” “After breakfast, you need to go for a check-up with a doctor.” After breakfast, the “doctor” and “nurse” carefully examine the “children” and give each one recommendations. One child got sick and the “teacher” needed to call the parents: “Your daughter is sick, she needs to be picked up from kindergarten.” After a medical examination, the “children” need to go to a “music lesson,” etc. As the game progresses, the teacher monitors the correct development of the plot, smoothes out emerging conflicts, advises what else can be invented, and introduces new ones if the children wish. roles.
Game "Family".
Target. Encouraging children to creatively reproduce family life in games. Improving the ability to independently create a game environment for a planned plot. Formation of valuable moral feelings (humanity, love, sympathy, etc.).
Game material. Dolls, toy dishes, furniture, play attributes (aprons, scarves), musical instruments, substitute items.
Preparing for the game. Game-activities “It’s like we have a baby at home”, “It’s like dad and grandpa are at home, but mom is not at home”, “Mom’s holiday”, “Holiday in the family”, “Doll’s birthday”. Conversations about family relationships. Joint games with children of preparatory and junior groups.
Game roles. Grandfather, grandmother, grandson, granddaughter, mother, father, brother, sister.
Progress of the game. In order to develop the game, the teacher can first talk with the children on the topic “Where do parents work.” To reveal the moral essence of the activities of adults: a responsible attitude towards their responsibilities, mutual assistance and the collective nature of work. Next, the teacher encourages children to creatively reproduce family life in games. Invites the children to build a house according to their imagination, using building materials. During the construction of a house, he teaches children to negotiate joint actions, draw up a preliminary design plan, and bring the work to completion. Then he brings in toys (dolls, furniture, dishes, etc.), game attributes (aprons, scarves). After this, the teacher, together with the children, analyzes the following game situations: “When mom is not at home,” “We have guests,” “I’m helping mom,” “Family holiday,” etc.
The game “When Mom Isn’t Home” can be organized together with younger children, having previously explained the purpose of the joint game: to teach kids to assign roles, plan a game, and play independently.
The game “We have guests” should teach children how to properly invite guests, greet guests, give a gift, and behave at the table.
In the game “I Help Mom,” the teacher needs to introduce elements of labor into it: washing doll clothes, mending clothes, repairing books, cleaning the room. As the game progresses, the teacher must select and change toys and objects, construct a play environment using a variety of auxiliary materials, use his own homemade products, and use natural materials.
The teacher must introduce new content into the plots of favorite children's games. For example, the game “Family Holiday” involves showing a concert in a kindergarten using children’s musical instruments: a piano, a metallophone, a tambourine, rattles, pipes, triangles, etc. “Family members” perform songs and dances, read poetry, joke , make riddles. This game requires preliminary work; the teacher, together with the children, can, at their request, decide who will do what at the holiday.
Also, the teacher can combine games that are similar in theme, creating the possibility of long-term collective games, for example: “Family” and “School”.
Game "School".
Target. Formation of the ability to creatively develop the plot of the game. Teaching children to fairly distribute roles in games. Encouraging children to reproduce in games the everyday and socially useful work of adults.
Game material. Dolls, furniture, construction material, game attributes (magazine, notebooks, pens, pencils), substitute items.
Preparing for the game. Excursion to school. Conversation with a 1st grade teacher. Reading the works of L. Voronkova “Girlfriends Go to School” or E. Moshkovskaya “We Play School” and others. Joint games with children of the preparatory group.
Game roles. Teacher, students.
Progress of the game. Before the game starts, the teacher organizes a tour of the school. There the children meet teachers, schoolchildren, and talk with them. It is also necessary to take the children around the entire school: show them the classrooms, the canteen, the workshops, the locker room, etc. Then, in a group, discuss their impressions of the school. Then, to further enrich knowledge about school, the teacher reads to the children the work of L. Voronkova “Girlfriends Go to School” (or E. Moshkovskaya “We Play School”, etc.). This is followed by a conversation about what it means to be a schoolchild, who teaches the lesson, what supplies the student has, etc. The teacher also helps children in mastering the expressive means of realizing the role (intonation, facial expressions, gestures). Together with the children, the teacher can make attributes for the game: a magazine for the teacher, headbands for those on duty, etc. During the game, when constructing a school building or classroom, the teacher develops the design creativity and ingenuity of children, encourages the construction of interconnected buildings ( street, school, cultural park, bridge, underpass); proposes to use auxiliary materials in buildings (cords, pegs, planks, cones, wire, etc.). The methods of managing this game are different: the teacher plays the role of “teacher”, conversations with children about how they will play, joint construction of a school or class. The use of such techniques promotes children’s independent organization of games, where they act in accordance with their selective interests (conduct reading, physical education, and mathematics lessons). Acting as an equal partner or playing a major (minor) role, the teacher must indirectly influence changes in the gaming environment and correct gaming relationships. The teacher should also facilitate the reproduction of everyday and socially useful work of adults in games. To consolidate knowledge of the Rules of the Road (the road from home to school and back), to combine games that are similar in theme, creating the possibility of long-term collective games: “Family” - “School” - “Road to School” - “Travel” around town".
Game "Journey".
Target. Formation of the ability to creatively develop the plot of the game. Getting to know the labor of a guard. Consolidating children's ideas about the work of adults at the river station, on the ship. Consolidation and generalization of knowledge about the work of rural workers. Fostering a respectful attitude towards work. Getting to know the life of people in the North and South of our country.
Game material. Construction material, technical toys: wind-up cars, boats, motor ships, steering wheels, clothes for sailors, a set of “Road Signs”, a set of toy animals and birds, substitute items.
Preparing for the game. Excursion to the river station, to the locomotive. Conversation with a policeman, navy workers, and village workers. Reading the works of M. Ilyin, E. Segal “Cars on our street”; A. Sokolovsky “Hello, comrade, policeman!”; M. Markov “About the Furnace the Sailor”; F. Lev “We are sailing on a self-propelled gun”; L. Voronkova “Tanya enters the village”; P. Donchenko “Petrus and the Golden Egg”; G. Yurmina “All works are good!”; S. Baruzdin “The Country Where We Live”; A. Chlenova “How Alyoshka lived in the North”; B. Zhitkova “What did I see?” Making attributes for the game: police shoulder straps, duty armbands, badges (sleeves), signs “Police”, “Traffic Inspectorate”, “Lost and Found”; modeling of ships with different “lights” from multi-colored plasticine.
Game roles. Policeman, port master, cashier, salesman, duty officer, captain, boatswain, sailor, cook, ship's doctor, milkmaid, poultry worker, reindeer herders, lumberjacks, geologists, border guards, gardeners, etc.
Progress of the game. The game "Journey" is one of the favorite children's games. It can be implemented in various versions, for example: “Trip around the city”, “Trip along the river”, “Trip to the village”, “We are going to the North”, “We are going to the South”, etc.
Starting the game “Travel Around the City,” the teacher can first of all conduct an excursion to familiarize himself with the sights of the city, buildings, the work of a policeman, etc. In the group, discuss what he saw, generalize knowledge, and answer questions of interest children's questions. Then the teacher can introduce the children to the works of M. Ilyin, E. Segal “Cars on our street”; A. Sokolovsky “Hello, comrade, policeman!” Discuss the moral meaning of people’s activities, the nature of their relationships. Jointly produce attributes for the game: police shoulder straps, duty armbands, badges (sleeves), signs “Police”, “Traffic Inspectorate”, “Lost and Found”. Next, the teacher can invite the children to build buildings according to the idea and model (drawing, photograph, diagram). When playing with a building, use small rubber and plastic toys and objects (electric flashlight, pump). During independent play, the teacher teaches children to select the necessary play and work material, to negotiate joint games, follow the rules of conduct in collective game: share toys, play together, help a friend.
In the game “Journey along the river (lake, sea)” the role of the teacher is to systematically and systematically communicate to children information about the activities and relationships of river workers. In this game, the teacher leads children to the opportunity to combine several storylines. During the process, “post office”, “store”, “first aid station”, etc. may appear.
The teacher begins preparing for the game “Journey to the Village” by reading the works of L. Voronkova “Tanya Enters the Village”, P. Donchenko “Petrus and the Golden Egg”, G. Yurmin “All Work is Good!”, and examines illustrative material with the children , talks on the topic “What I saw in the village”, conducts a conversation “About the work of village workers.” In order to embody positive things in the game play behavior The teacher can discuss with the children the characteristics of collective farm workers, for example, a milkmaid gets up early in order to have time to prepare food for the cows and calves, waters them and washes them, milks the cows, helps her friends with their work, etc.
The teacher offers children sample game plots:
“Harvest on the collective farm”, “Our livestock farm”, “Harvest festival on the collective farm”, “Visiting grandma”, “Excursion to the poultry farm”, “Concert for village workers”, helps children in drawing up plot plans, in the selection of episodes that can be included in the game, in highlighting characters(characters). After the game, the teacher, together with the children, discusses the behavior of the participants: means of role transfer, role relationships, the ability to fulfill learned norms and rules (culture of behavior, friendly collective relationships).
To create interest in the plot of the game “We are going to the North,” the teacher can read a “letter” from Yakutia with an invitation to visit, show postcards depicting the life of people in the North, or briefly talk about individual Yakut cities and villages, offer the children “go” on a trip to the North, recommend that they discuss individual roles, reveal the moral meaning of the work of adults (reindeer herders, lumberjacks, geologists, border guards, etc.). In order to create a sustainable interest in the topic of the game, the teacher can invite the children to look at illustrative material, write a story on the topic “What did I see?”, read works, for example, S. Baruzdin “The Country Where We Live”, A. Chlenova “How Aleshka lived in the North”), B. Zhitkova “What did I see?”
You can arouse interest in the plot of the game “We are going south” by reading a letter from Georgian children and showing photographs, postcards, toys.
Game "Russian Army".
Target. Formation of the ability to creatively develop the plot of the game. Formation in preschoolers of specific ideas about the hero-warrior, the moral essence of his feat in the name of his Motherland. Enriching children's knowledge about the feats of tank soldiers and sailors in hometown. Expanding children's understanding of the types of warships: submarine, cruiser, destroyer, aircraft carrier, missile boat, tank landing ship. Instilling in children a sense of patriotism, pride in their Motherland, and admiration for the heroism of people.
Game material. Construction material, caps, scarves, bags for nurses, sandbags, helmets, substitute items.
Preparing for the game. Excursions to monuments, to places of military glory. Review of illustrative material on the topic. Reading the works of L. Kassil “Monument to the Soviet Soldier”, V. Nikolsky “What Tankers Can Do” from the book “Soldier’s School”, J. Dlugalensky “What Soldiers Can Do” from the book “Don’t Lose the Banner”. Compiling an album about warrior heroes. Making attributes for games. Modeling of a tank, warship. Construction of military equipment from building materials.
Game roles. Tanker, soldier, nurse, captain, sailor.
Progress of the game. This game can be presented in various versions: “Tankers”, “Combat Infantry”, “Warships”, etc.
First of all, when preparing for a series of games, children in the older group need to be introduced to the monuments that perpetuate the feat of our people during the Great Patriotic War. These are obelisks, monuments, cannon monuments, tank monuments, airplane monuments, ship monuments, erected in honor of the liberation of their native land. The teacher should organize excursions with children to places of military glory. After the excursion, the teacher talks with the children about the Russian Army in order to form the idea that people honor the memory of heroes. During the conversation, the teacher should talk about the street of his hometown, which bears the name of a hero-tanker, a hero-pilot, a hero-sailor, etc. The teacher also introduces children to the image of various types of warships: a submarine, a cruiser, destroyer, aircraft carrier, missile boat, tank landing ship, etc. Then the teacher can read to the children the stories of L. Kassil “Monument to the Soviet Soldier”, V. Nikolsky “What Tankers Can Do” from the book “Soldier’s School”, J. Dlugalensky “What They Can Do” soldiers" from the book "Don't Lose the Banner". Together with the teacher and parents, the children can create an album about heroic warriors. The teacher also invites children to draw a tank, an airplane, a warship, combat vehicle, binoculars, blind a tank or ship. Then the teacher can offer a collective building of his choice: a tank, a warship, etc. During construction, he should pay attention to the dependence of the form of the building on its purpose, teach children to jointly discuss the construction plan and the organization of the subject-play environment. Together with the teacher and children preparatory group the guys can prepare attributes for the game: caps, scarves, bags for nurses, sandbags, helmets. Then the teacher can organize military sports games in which children reflect the peaceful service of infantry soldiers, tank crews, missilemen, and sailors. Children are asked to do what soldiers can do: shoot at a target, quickly crawl from bush to bush, run. The teacher organizes these exercises in the kindergarten area. The teacher first takes on the role of “Commander”; he monitors the correct execution of movements: throwing sandbags, crawling, jumping, etc. He notes the best performance of the role and encourages the achievements of indecisive children. Repeats exercises in order to achieve the desired result. Playing the roles of “soldiers” requires children to take certain actions and display certain qualities. So, the “commander” must definitely outline a task in the game and monitor how it is carried out; the “soldiers” must perfectly complete the task: throw far, quickly run across, deftly jump over. “Med-144 sisters” must also act quickly and be able to complete the task. Before each game, the teacher and the children need to have a conversation-discussion: who takes on what role, how they act, whose orders they carry out. A fairly large number of children in the group usually take part in such games, and coordination of their actions is important. Communication with adults in the game helps children to better understand the moral qualities of the warriors whose roles they play. To make the game purposeful, the teacher can develop a diagram map and familiarize all participants with it. The teacher makes it with the children, outlines where the sentries should stand, where the first aid station is located, where the ship is parked, etc. And then the children independently outline their routes, together with the “commander” they discuss them, draw map plan. On the map there is a headquarters and a hospital. The teacher also highlights on the map those objects that need to be overcome: a narrow bridge (log), a minefield (jump over an obstacle), a wire fence (stairs). Under the influence of children’s knowledge about the feats of warriors in their hometown, plots of games like “Tankers liberate the city” and “Crossing the River” arise. For example, the goal of the game: “tankers” and “infantrymen” need to destroy enemy tanks. The teacher says that the path is difficult and dangerous. The soldiers need to cross the river on a fallen log, then jump over the ditch, walk along the lake, cross the swamp along the hummocks and destroy enemy tanks. The tank is then considered destroyed if the target is hit. "Wounded" soldiers are assisted by "nurses". After the victory, the “soldier” joyfully greets the population of the liberated cities and villages. The game can be repeated different options and take place not only on the territory of the kindergarten, but also on the river bank, in a park, square. This makes it possible to make wider use of natural materials and natural barriers. In this game there must be a relationship between creative and sports games. During the subsequent game, the teacher can suggest the following stories: “N. Gastello’s crew on a mission”, “Rescuing the Chelyuskinites”, “Valery Chkalov and his fighting friends are preparing for the flight”, “Storm at sea. The passenger ship has lost contact with the ground”, “Emergency rescue squad of the Black Sea Fleet”, “Warship protects the city”, “Aircraft carrier “Brave” in training”, etc. Always after the end of the game, the teacher must keep up the conversations children about last game, while noting the role behavior of individual game participants, their game interaction and relationships, as well as the use of game substitution means.
Supermarket.
Goals:
Teach children to coordinate their own game plans with the plans of their peers,
change roles as the game progresses. Encourage children to use knowledge more widely in games
about the surrounding life; develop dialogical speech.
Example game actions:
- coming to the supermarket;
- purchasing necessary goods;
- consultations with managers;
- announcements about sales;
- payment for purchases;
- packaging of goods;
- resolving conflict situations with the director or administrator of the supermarket.
cash register;
product sets;
overalls for sellers, cashiers, managers;
souvenirs;
checks, bags, wallets, money;
sets of small toys;
magazines, newspapers;
clothing, shoes, hats, etc.;
account books, price tags, indexes, names of departments;
telephones, walkie-talkies, microphones;
packaging, food carts.
Construction.
Goals:
Teach children to distribute roles and act according to the role they assume,
use attributes in accordance with the plot, constructors, construction
materials, resolve disputes fairly, act in accordance with the game plan.
Display knowledge about the surrounding life in the game, develop creative imagination,
expressiveness of children's speech.
Example game actions:
selection of construction site;
selection of building material, method of its delivery to the construction site;
construction;
building design;
delivery of the object.
construction plans;
various building materials;
tools;
a uniform;
construction equipment;
helmets;
samples of materials;
design magazines.
Ambulance. Clinic. Hospital.
Goals:
To develop the ability of children to divide into subgroups in accordance with the plot and according to
At the end of a given game action, unite again into a single team.
Display knowledge about the surrounding life in the game, show social significance
medicine. To foster respect for the work of medical workers, to consolidate
rules of behavior in public places.
Example game actions:
arrival at the clinic, registration;
doctor's appointment;
prescribing medication;
calling an ambulance;
hospitalization, placement in a ward;
treatment assignments;
examinations;
visiting the sick;
extract.
Subject-game environment. Equipment:
doctors' gowns and caps;
patient cards;
recipes;
directions;
sets " Little Doctor»;
"medicines";
telephone;
computer; stretcher
A television.
Goals:
To consolidate the role actions of television workers, to show that their work is collective, and the result of the entire team depends on the quality of the work of one.
To consolidate children’s ideas about the media and the role of television in people’s lives.
Example game actions:
program selection, program compilation by editors; writing texts for
news, other programs; preparation of presenters and spectators; studio design;
work of lighting and sound engineers; showing the program.
Subject-game environment. Equipment:
computers;
walkie-talkies;
microphones;
cameras;
"cracker";
programs (texts);
symbolism of various programs;
costume elements;
makeup, cosmetic sets;
interior elements, decorations;
scripts, photographs.
Drivers. Garage.
Goals:
Teach children to distribute roles and act according to the role they have assumed, to reflect
relationships between players. To foster interest and respect for the work of transport workers,
awaken the desire to work conscientiously, responsibly, take care of the safety of equipment,
consolidate knowledge of the rules traffic. Develop children's memory and speech.
Example game actions:
the dispatcher issues waybills to drivers;
the driver goes on a flight, checks the readiness of the car, refueles the car;
if necessary, the mechanic carries out repair work;
provides the necessary assistance to a friend; delivers the cargo to its destination;
puts the car in order;
returns to the garage.
Subject-game environment. Equipment:
steering wheels;
plans, maps, road maps;
various documents (licenses, technical passports of cars);
car repair tool kits;
road signs, traffic light;
insurance cards;
car first aid kits;
telephones.
Studio. Fashion house
Goals:
To develop the ability of children to divide into subgroups in accordance with the plot and at the end
of a given game action to unite again into a single team. Cultivate respect
to the work of a seamstress, fashion designer, cutter, to expand the idea that their work is collective,
that the quality of another’s work depends on the conscientious work of one person. Develop skills
apply knowledge about measurement methods in the game. Develop children's dialogical speech.
Example game actions:
selection and discussion of the model with the fashion designer, selection of materials;
cutters take measurements, make a pattern; The receptionist places the order and determines the timing
fulfillment of the order;
the seamstress fulfills the order, tries on the product;
the head of the studio monitors the execution of the order, resolves conflict situations when they occur
occurrence;
the cashier receives money for a completed order;
Delivery service may apply.
Subject-game environment. Equipment:
Sewing machines;
fashion magazine;
sewing tools (centimeter, thread, fabric samples, etc.);
accessories;
patterns;
order forms;
"mannequins".
Goals:
Develop a friendly attitude towards each other, the ability to distribute roles and act in
in accordance with the role assumed. Foster respect for the work of inspection workers
traffic safety, consolidate the idea of their importance for city life, conditions
labor and relationships “inspector - driver”, “inspector - pedestrian”.
Develop dialogical speech.
Example game actions:
determining the place of work of inspectors, working with plans;
inspector - driver;
inspector - pedestrian;
registration of documents for the car;
inspectors' report to the head of the traffic police.
Subject-game environment. Equipment:
wands;
whistles;
road signs;
traffic lights;
driver license.
Goals:
Develop the ability to divide into subgroups in accordance with game plot and by
at the end of a given game action, unite again into a single team, learn to create
necessary buildings, use substitute items, understand the game situation
and act in accordance with it. Display impressions of the literature you have read in the game,
watched cartoons and films. Develop creative imagination, activate
children's speech.
Example game actions:
construction pirate ship;
treasure hunt;
meeting of two ships;
conflict resolution.
Subject-game environment. Equipment:
flag;
chests,
caskets;
"hidden treasures".
Model agency.
Goals:
Teach children to distribute roles and act in accordance with them, teach them to model
role-playing dialogue, foster a friendly attitude towards each other, determine the characters of the heroes,
evaluate their actions. Display the phenomena of social life in the game.
Example game actions:
admission to a modeling agency;
training, stage speech, stage movement, etc.;
selection of models for display;
work with fashion designers;
working with photographers;
drawing up a “portfolio”;
fashion show,
Subject-game environment. Equipment:
Camera;
Scenery;
cosmetic sets.
Sailors. Fishermen. Submarine.
Goals:
Teach children to independently assign roles and act in accordance with them,
make the necessary buildings yourself. Display children's knowledge about
surrounding life, to develop children’s positive communication skills and friendly
relationships in the group.
Example game actions:
construction of a ship, submarine;
preparation for swimming, choosing a route;
swimming, performing role-playing actions;
ship repair;
divers' work;
raising the flag on a ship;
return to the port (dock).
Subject-game environment. Equipment:
flags;
lifebuoys;
life jackets;
scuba gear;
sailor collars.
Tracking screen; periscope.
Goals:
Teach children to independently assign roles and act according to the role they have assumed.
Understand the imaginary situation and act in accordance with it. Expand the scope
the child’s social activity and his ideas about school life, providing him with
the opportunity to occupy different positions of adults and children (teacher - student -
head teacher).
Example game actions:
entering school;
preparation for school, purchasing necessary school supplies;
September 1, ceremonial line;
Lesson;
turn;
going home.
Subject-game environment. Equipment:
school supplies;
boards;
magazines;
pointers;
maps, atlases;
diaries.Goals:
Teach to distribute roles and act in accordance with the accepted role, educate
friendly attitude towards each other. Strengthen children’s ideas about cultural institutions,
rules of behavior in public places, consolidate knowledge about the circus and its workers.
Example game actions:
production of tickets, programs for circus performances;
preparing costumes;
purchasing tickets; coming to the circus;
purchasing attributes;
preparing artists for the performance, drawing up a program;
circus performance with intermission;
photographing.
Subject-game environment. Equipment:
posters; tickets;
programs; costume elements;
attributes: spouts, caps, whistles, soap bubbles, “ears”;
garlands, clown figures, flags, etc.;
attributes for circus performers: ropes, hoops, balls,
maces;
makeup, cosmetic sets;
special clothing for ticket takers, buffet workers, etc.
Goals:
Teach children to act in accordance with the role they have assumed, to form
friendly attitude between children. Strengthen children's ideas about institutions
culture, their social significance. To consolidate children's knowledge about the theater, about the theater troupe,
theater workers, show the collective nature of work in the theater, develop
expressiveness of speech.
Example game actions:
choice of theater;
production of posters, tickets;
the arrival of spectators to the theater;
preparing actors for a performance;
preparing the stage for the performance by theater workers;
performance with intermission.
Subject-game environment. Equipment:
screen;
various types of theaters;
posters;
tickets;
programs;
costume elements.
Researchers.
Goals:
Teach children to assign roles and act according to the role they take on. Fasten
children's knowledge about scientists, about their interesting and difficult work, specific
working conditions. Learn to model game dialogue.
Example game actions:
selection of research object;
creation of a laboratory;
carrying out experimental work;
photographing, recording intermediate results;
recording research results in a journal;
science Council;
Subject-game environment. Equipment:
laboratory kits;
microscopes;
magnifying glasses;
various insects (plastic);
natural materials;
cups, test tubes;
pump.
Goals:
Teach children to use substitute objects in play, to understand imaginary
situation and act according to it. Continue to familiarize yourself with the work of workers
communications, developing a respectful attitude towards postal workers, teaching how to reflect work in the game
adults, convey relationships between people, practical application of knowledge about quantity
and counting, developing the ability to act with and without objects, talk about
performed actions.
Example game actions:
design of a post office with various departments;
work of the delivery department;
work of the communications department;
work of the department of postal orders and parcels, parcels;
telegraph.
Subject-game environment. Equipment:
postmen's bags;
envelopes;
postcards;
newspapers magazines;
parcels;
subscription sheets;
forms;
reference journals;
seals, stamps.
Editorial.
Goals:
To consolidate the role actions of editorial staff, to show that their work is collective,
The result of the entire team depends on the quality of work of one person. Strengthen children's knowledge about
media, about the role of newspapers and magazines in our lives. Develop children's speech.
Example game actions:
editorial team;
making a newspaper or magazine layout;
distribution of tasks and their implementation;
photography, writing articles;
using pictures, coming up with titles;
compilation of a newspaper (magazine).
Subject-game environment. Equipment:
cameras;
magazine layouts;
notepads;
photos;
camera roll;
typewriter;
computer;
drawings.
Goals:
Teach children to be divided into subgroups in accordance with the game plot and at the end
of a given game action to unite again into a single team. Expand ideas
children about the humane nature of the work of zoo workers, about the main professions: director
zoo, workers, doctor, guide, kitchen worker, tour guide, etc., about the main labor
animal service processes.
Example game actions:
purchasing tickets to the zoo;
studying the plan of the zoo,
route selection;
young animals playground,
work of guides with young animals;
tour of the zoo, observation of animal feeding, cleaning of enclosures;
recreation area.
Subject-game environment. Equipment:
tickets;
zoo layout;
signs;
construction material;
elements of animal costumes;
set of animal toys.
Cafe. McDonald's. Pizzeria.
Goals:
Teach to independently distribute roles and act in accordance with the role, teach to independently create the necessary buildings, and develop the skills of a friendly attitude among children. Encourage children to more widely use knowledge about the life around them in games.
Example game actions:
table selection;
getting to know the menu;
order acceptance;
order preparation;
eating;
work with the manager if necessary (complaint, gratitude);
payment for the order;
cleaning the table, washing dishes.
Subject-game environment. Equipment:
aprons;
sets of dishes;
trays;
menu;
tablecloths;
towels;
napkins;
product sets;
pizzeria.
Library.
Goals:
Coordinate your own game plan with the plan of your peers, change roles along the way
games. Display knowledge about the surrounding life in the game, show social significance
libraries. Expand ideas about library workers, reinforce rules of behavior
V public place. Develop children's memory and speech.
Example game actions:
registration of reader forms;
acceptance of applications by the librarian;
work with the. card index (using a computer);
issuing books;
searching for necessary books in the archive; reading room.
Subject-game environment. Equipment:
computer;
index cards; books; card index.
Real estate agency.
Goals:
To develop children’s ability to independently assign roles and act according to them.
Expand the scope of children’s social activity and their understanding of the environment,
consolidate knowledge about the work of real estate agencies, provide the child with
the opportunity to occupy various adult positions (agency director -
salesperson - advertising service employee - buyer).
Example game actions:
familiarization with advertising brochures;
selection of real estate;
discussing the location of the property;
familiarization with the features of planning and design;
execution of the transaction;
payment for purchase;
paperwork.
Subject-game environment. Equipment:
advertising magazines;
apartment plans;
photographs of houses.
Space explorers.
Goals:
Teach children to independently assign roles, understand an imaginary situation and
act in accordance with it. Strengthen children's knowledge about research in the field
space, about the specific working conditions of researchers, teach how to simulate a game
dialogue, use various designers, building materials, substitute objects.
Develop children's creative imagination and coherent speech.
Example game actions:
selection of an object of study (planet, star, soil from another planet, etc.);
creation of a laboratory;
work at the observatory;
carrying out experimental work;
study of photographs, videos from space;
use of space scientific stations;
Academic Council;
summing up the research results.
Subject-game environment. Equipment:
map of the cosmic sky;
constellation map;
elements of spaceships;
binoculars, walkie-talkies;
observation log.
The prospect of enriching the subject-game environment:
telescope.
Dry cleaning.
Goals:
Form joint activities aimed at the quality of role performance.
Use substitute items if necessary. Reflect representations in the game
about the service sector, to consolidate children’s knowledge about dry cleaning employees. Develop memory,
activate children's speech.
Approximate game actions:
order acceptance; placing an order;
payment for the order;
cleaning clothes;
using the laboratory to find new remedies;
fulfillment of an order;
order delivery.
Subject-game environment. Equipment:
admission forms;
covers for clothes;
cloth;
laboratory kit;
washing machine;
iron.
Goals:
Create conditions and encourage social creativity, the ability to divide into subgroups
in accordance with the game plot, to develop speech etiquette skills. Expand
children’s ideas about the humane nature of the work of ecologists, its necessity for
nature conservation, social significance.
Example game actions:
selecting an object, working with maps, site plans;
study of environmental passports;
study of the environmental situation (samples of water, air, soil, etc.);
imposition of penalties;
work to correct the environmental situation;
photographing, recording violations.
Subject-game environment. Equipment:
plans, maps, terrain diagrams;
" Red Book ";
robes;
guidebooks;
camcorder;
passports of various animals and plants.
Emergency.
Goals:
Create conditions and encourage social creativity, develop the ability to distribute
into subgroups in accordance with the game plot and at the end of a given game action
to unite again into a single team. Expand children's understanding of humane
direction of work of the rescue service, its necessity, mobility in emergency
situations. Develop children's speech.
Example game actions:
alarm call;
inspection of the scene of the incident, orientation of the area;
distribution of rescue work between different groups;
use of special-purpose equipment;
rescue of victims;
provision of first aid;
delivery of necessary items to the incident area;
return to base.
Subject-game environment. Equipment:
a set of special-purpose equipment;
walkie-talkies, telephones;
plans, maps;
rescue service symbols;
tools;
safety helmets, gloves;
lanterns;
using attributes from other games, such as Ambulance.
control panels,
freight transport;
cables (ropes).
Olympics..
Goals:
To develop the ability of children to be divided into subgroups in accordance with the game plot and
at the end of a given game action, unite again into a single team. Display
social events that interest children, unite children around one goal,
help overcome egocentrism, form joint activities, guide
children’s attention to the quality of the roles they perform and their social significance.
Example game actions:
lighting of the Olympic flame;
presentation and procession of teams;
greetings to athletes from the head of the country or the minister of sports;
opening of the Olympics and concert;
sports performances;
closing of the Olympics.
Subject-game environment. Equipment:
Olympic symbols;
team emblems;
referee whistles, finishing tapes;
medals and other awards;
stopwatch, tape measure;
microphones, cameras.
The prospect of enriching the subject-game environment:
photographs of capitals Olympic Games;
flags, flags for fans;
starting gun;
imitation torch.
Primitive people.
Goals:
Perform different roles in accordance with the development of the plot, use different
construction, waste materials for the manufacture of necessary paraphernalia, form
the ability to plan the actions of all players. Display the events of the past in the game. Develop
creative imagination, activate children's speech.
Example game actions:
construction of caves, their arrangement;
production of tools, dishes, weapons, jewelry
hunting, cooking;
raising children and teaching them to write and count;
drawing rock paintings, writing pictograms;
holidays of ancient people.
Subject-game environment. Equipment:
tools and tools (substitute items);
natural material;
decorations;
animal tracks;
bow, spear;
models of fires, caves;
planar images of ancient animals;
rock painting.
The prospect of enriching the subject-game environment:
elements of clothing of primitive people;
nets, lassos.
Goals:
Teach children to independently assign roles and act in accordance with them.
Display in the game events of social life, norms of social life, behavior
in cultural places, teach to treat each other carefully and kindly.
Develop children's speech, enrich children's vocabulary.
Example game actions:
preparation for visiting the museum;
reviewing guidebooks;
choosing a museum;
exhibition design;
excursion;
restoration workshop.
Subject-game environment. Equipment:
collections of decorative and applied arts;
photographs, reproductions;
signs;
art albums;
guides to museums of various types.
The prospect of enriching the subject-game environment:
passports for exhibits;
tools for restorers, workwear. Goals:
Choose a role and act in accordance with it, develop cooperation skills.
Reflect the phenomena of social reality in the game, consolidate the rules of behavior in
public places, develop speech etiquette skills.
Example game actions:
visiting the bank, selecting the necessary services;
operation of a cash desk, currency exchange office;
registration of documents, acceptance of utility payments;
working with plastic cards;
consultations with the bank director.
Subject-game environment. Equipment:
forms;
cash register;
savings books;
computer.
The prospect of enriching the subject-game environment:
plastic cards;
money different countries;
machine for working with plastic cards.
Design studio.
Goals:
Learn to independently assign roles and act according to the role, develop skills
speech Etiquette, learn to join group work and independently find in it
attractive moments, learn to evaluate the quality of a task (your work and
playing partners), learn to express their opinions publicly; consolidate children's knowledge about
surrounding life, continue to introduce the employees of the design studio.
Example game actions:
object selection,
order acceptance;
layout competition;
selection of materials, measurement of work area;
agreement with the customer;
interior design, order delivery;
additions with decorative details;
resolution in the event of conflict or controversial situations;
payment for the order.
Subject-game environment. Equipment:
albums for interior decoration;
samples of fabrics, wallpaper, paint, etc.
layout of various rooms;
decorative ornaments;
flannelgraph with a set of pictures of furniture and decorative ornaments;
centimeter;
roulette.
The prospect of enriching the subject-game environment:Role-playing game for children 1 junior group. Doll Masha has a sore throat
"Autumn Journey to the Forest"
(role-playing game in a dhow)
Target : teach children to explore the world around them through play. Take on a certain role and carry it out to its logical conclusion.
Tasks:
Educational : To consolidate children’s knowledge about family, family traditions, healthy way life; knowledge about the work of a driver, rules of behavior in public transport; knowledge about the seasons, wild animals, plants, mushrooms; dishes, confectionery, fruit.
Developmental: Develop speech, the ability to solve riddles, and thinking.
Educational: Develop the ability to make friends, respect the opinions and desires of peers.
Equipment: game material for the s/r game “Family”: fireplace with firewood, telephone, audio recording “Seasons” by P.I. Tchaikovsky; game material for the s/r game: “Bus”: driver’s hat, ticket cards, conductor’s bag, audio recording “We’re sitting on the bus” by the Zheleznovs; gaming material for the recreational game “Forest”: models of trees, animal toys, baskets with treats for animals, a model of a lake, fishing rods, fish on magnets; gaming material for the recreational game “Cafe”: tablecloths, tea utensils, fleece sweets, aprons, finger theater “Turnip”.
Progress of the game.
1. The children are sitting on the carpet by the fireplace. The music is “Seasons. Autumn" by P.I. Tchaikovsky. There is a conversation about autumn, its signs, people’s work in autumn, how to improve health in the autumn period. A teacher and children perform acupressure to improve health. The teacher brings the children to the conclusion that the best recreation is outdoor recreation.
2. Traveling by bus. The journey is preceded by a conversation about modes of transport. In the game you choose a driver, conductor, controller. Children buy tickets, get on the bus, boys let girls go ahead. The controller-educator checks the tickets (the picture on the ticket must match the picture on the chair.) The Zheleznovs’ music plays “Here we are sitting on the bus.”
3. A walk in the forest. Children look at trees and leaves scattered on the carpet.
“The wind was walking across the sky, the wind was counting the leaves, Here is an oak tree, here is a maple tree, here is a carved aspen tree, Here is a golden birch tree, here is the last leaf from an aspen tree
The wind threw it onto the path "D\game" What tree is the leaf from? P\game "Fireworks from leaves."
Meeting with a hare. “What kind of forest beast stood up like a post under a pine tree,
And he stands among the grass with his ears higher than his head.” Children treat the hare with carrots and cabbage.
P\game “The gray bunny is sitting”
Meeting with a wolf. “The gray, toothy one prowls through the forest, looking for calves and lambs.” Children treat the wolf with the carcass of a toy chicken.
Imitation game “Who Screams”
Meeting with a bear.
“In summer he walks through the forest, in winter he rests in his den.” The bear treats the children to viburnum. P\game “Here we go to the bear”
Meeting with a fox. “A cunning cheat, a red head, a fluffy tail, a beauty, and her name is... a fox.” D\game “Catch a fish for a fox” A model of a lake, a fishing rod, and a fish with magnets is used.
Meeting with a squirrel. “I am a cheerful animal - tsk, tsk, tsk. I'm a fluffy animal - tsk, tsk, tsk. I am a beautiful animal - tsk, tsk, tsk. A very dexterous animal - tsk, tsk, tsk." When they hear the word “clack,” children knock nuts against nuts.
Farewell to the forest. Goodbye, old forest, Full of fairy tales and miracles! We walked along the path and galloped in the clearing. You and I have become friends, it’s time for us to go home.
4. Drinking tea in a cafe.
Children arrive by bus to the Pridorozhnoye cafe. The cook and waiters are selected. Tables are covered with tablecloths, teaware is placed, waiters bring sweets, fleece fruit, and napkins. Children wash their hands, remember table manners, and sit down at tables.
At the end of the tea party, the children show the fairy tale “Turnip.” finger theater is used.
Anastasia Chernyaykova
Card index of plot-role-playing games. Senior group. Part 4.
Goals: choose a role and act in accordance with it, develop cooperation skills. Reflect the phenomena of social reality in the game, reinforce the rules of behavior in public places, and develop speech etiquette skills.
Approximate game actions: visiting the bank, selecting the necessary services; operation of a cash desk, currency exchange office; registration of documents, acceptance of utility payments; working with plastic cards; consultations with the bank director.
Subject-game environment. Equipment: forms; cash register; savings books; computer.
Design studio.
Goals: learn to independently assign roles and act according to the role, develop the skill of speech etiquette, learn to join in group work and independently find attractive moments in it, learn to evaluate the quality of a task (your own work and play partners, learn to express your opinion publicly; consolidate children’s knowledge about the life around them, continue to introduce them to the employees of the design studio.
Approximate game actions: object selection, order acceptance; layout competition; selection of materials, measurement of work area; agreement with the customer; interior design, order delivery; additions with decorative details; resolution in the event of conflict or controversial situations; payment for the order.
Subject-game environment. Equipment: albums for interior decoration; samples of fabrics, wallpaper, paint, etc. layout of various rooms; decorative ornaments; flannelograph with set pictures furniture and decorative items; centimeter; roulette.
"Ambulance"
Tasks: to arouse children’s interest in the professions of a doctor and nurse; cultivate a sensitive, attentive attitude towards the patient, kindness, responsiveness, and a culture of communication.
Roles: doctor, nurse, ambulance driver, patient.
Game actions: The patient calls 03 and calls an ambulance help: gives full name, tells age, address, complaints. The ambulance arrives. A doctor and a nurse go to a patient. The doctor examines the patient, listens carefully to his complaints, asks questions, listens with a phonendoscope, measures blood pressure, and looks at his throat. The nurse measures the temperature and follows instructions doctor: gives medicine, gives injections, treats and bandages the wound, etc. If the patient feels very bad, they take him away and take him to the hospital.
Preliminary work . Listening to a fairy tale by K. Chukovsky "Dr. Aibolit" in recordings. Excursion to the children's hospital. Surveillance of an ambulance. Reading lit. works: I scored “Yasochka caught a cold”, E. Uspensky "Played at the hospital", V. Mayakovsky "Who to be?". Examining medical instruments (phonendoscope, spatula, thermometer, tonometer, tweezers, etc.). Didactic game “Yasochka caught a cold”. Conversation with children about the work of a doctor or nurse. Looking at illustrations about a doctor, honey. sister. Modeling “A gift for sick Yasochka”. Making game attributes with children with the involvement of parents (robes, hats, recipes, honey. cards, etc. d.)
Game material: telephone, gowns, hats, pencil and paper for prescriptions, phonendoscope, tonometer, thermometer, cotton wool, bandage, tweezers, scissors, sponge, syringe, ointments, tablets, powders, etc.
"Veterinary hospital"
Tasks: to arouse children’s interest in the profession of a veterinarian; to cultivate a sensitive, attentive attitude towards animals, kindness, responsiveness, and a culture of communication.
Roles: veterinarian, nurse, orderly, veterinary pharmacy worker, people with sick animals.
Game actions: Sick animals are brought to the veterinary hospital. The veterinarian receives patients, listens carefully to the complaints of their owner, asks questions, examines the sick animal, listens with a phonendoscope, measures the temperature, and makes a prescription. The nurse writes a prescription. The animal is taken to the treatment room. The nurse gives injections, treats and bandages wounds, applies ointment, etc. The nurse cleans the office and changes the towel. After the appointment, the owner of the sick animal goes to the veterinary pharmacy and buys the medicine prescribed by the doctor for further treatment at home.
Preliminary work: Excursion to the medical office. Supervising the work of a doctor (listens with a phonendoscope, looks at the throat, asks questions) Listening to a fairy tale by K. Chukovsky "Dr. Aibolit" in recordings. Looking at illustrations to a fairy tale by K. Chukovsky with children "Dr. Aibolit". Reading lit. works: E. Uspensky "Played at the hospital", V. Mayakovsky "Who to be?". Consideration of medical tools: phonendoscope, spatula, thermometer, tweezers, etc. Didactic game “Yasochka caught a cold”. Conversation with children about the work of a veterinarian. Drawing "My favorite animal" Making game attributes with children with the involvement of parents (robes, hats, recipes, etc.)
Game material: animals, gowns, hats, pencil and paper for prescriptions, phonendoscope, thermometer, cotton wool, bandage, tweezers, scissors, sponge, syringe, ointments, tablets, powders, etc.
"Shop"
Tasks: to arouse children’s interest in the sales profession, to develop skills in a culture of behavior in public places, to cultivate friendly relationships.
Roles: store director, salespeople, cashier, customers, driver, loader, cleaner.
Game actions: The driver brings the goods by car, the loaders unload, the sellers arrange the goods on the shelves. The director keeps order in the store, makes sure that goods are delivered to the store on time, calls the base, and orders goods. Buyers arrive. Sellers offer goods, show them, weigh them. The buyer pays for the purchase at the cash register and receives a receipt. The cashier receives the money, punches the check, gives the buyer change and a check. The cleaning lady is cleaning the room.
Game situations: "At the grocery store", "Cloth", "Products", "Fabrics", "Souvenirs", "Cooking", "Books", "Sporting goods".
Preliminary work: Excursion to the store. Monitoring the unloading of goods in a grocery store. Conversation with children about the excursions. Reading literary works: B. Voronko "A Tale of Unusual Shopping" and others. Ethical conversation about behavior in public places.
Children meet with their mother, who works as a salesperson in a store. Children writing stories on the topic “What can we do?”: “How to buy bread at a bakery?”, “How do I cross the road to get to the store?”, “Where do they sell notebooks and pencils?” etc. Making game attributes with children (sweets, money, wallets, plastic cards, price tags, etc.).
Game material: scales, cash register, bathrobes, hats, bags, wallets, price tags, goods by department, machine for transporting goods, cleaning equipment.
"Sewing Studio"
Tasks: to expand and consolidate children’s knowledge about working in a sewing studio, to form the initial idea that a lot of work is spent on making each item, to strengthen social behavior skills, to thank for the help and care provided, to develop and strengthen friendly relationships between children.
Roles: fashion designer, cutter, seamstress, embroiderer, ironer, storekeeper, cashier -
receiver
Game actions: choosing a style, advice, placing an order, taking measurements, laying out patterns and cutting, fitting, sewing products, finishing them, embroidery, ironing, the seamstress delivers the finished product to the warehouse, paying for the order, receiving the order.
Preliminary work: Excursion to a sewing studio. Conversation with children about what they saw on the excursion. Observing the work of a wardrobe maid in a kindergarten (repairs clothes). Meeting with sewing studio workers (parents, conversation. Reading works: S. Mikhalkov "Tailor Hare", Viktorov “I sewed a dress for my mother”, Greenberg "Olin's apron". Didactic game “What wool do you have?” Examination of tissue samples. Conversation “What kind of fabric can you sew from?” Album making "Fabric samples". Looking at fashion magazines. Application "Doll in a beautiful dress". Manual labor "Sew on a button". Making attributes for the game with the involvement of parents (display case, ironing boards, sets of fabrics, buttons, threads, patterns, etc.)
Game material: various fabrics on display, sets containing threads, needles, buttons, thimbles, 2-3 sewing machines, scissors, patterns (patterns, measuring tape, cutting table, irons, ironing boards, aprons for seamstresses, a fashion magazine, dressing table, receipts .
"Photo studio"
Tasks: expand and consolidate children’s knowledge about working in a photo studio, cultivate a culture of behavior in public places, respect, polite treatment to elders and to each other, teach gratitude for the help and service provided.
Roles: photographer, cashier, clients.
Game actions: The cashier accepts the order, receives the money, and issues a check. The client says hello, places an order, pays, takes off his outerwear, cleans up, takes a photo, and thanks for the service. The photographer takes photographs, takes photographs. In a photo studio you can take photographs, develop film, view film on a special device, take photographs (including for documents, enlarge, restore photographs, buy a photo album, photographic film.
Preliminary work: Excursion to a photo studio. Conversation about the excursion. Ethical conversation about the culture of behavior in public places. Looking at an album with sample photographs. Getting to know the camera. Examination of a child's and a real camera. Looking at family photos. Making attributes for the game with children.
Game material: children's cameras, mirror, comb, film, photo samples, photo frames, photo albums, money, checks, cash register, photo samples.
"Salon"
Tasks: expand and consolidate children’s knowledge about the work of a hairdresser, cultivate a culture of behavior in public places, respect, polite address to to elders and to each other, teach gratitude for the help and service provided
Roles: hairdressers - ladies' master, men's hairdresser, cashier, cleaner, clients.
Game actions: The cashier knocks out checks. The cleaning lady sweeps and changes used towels. Visitors take off their outerwear, politely greet the hairdresser, ask for a haircut, consult with the hairdresser, pay at the cash desk, and thank them for their services. The hairdresser washes hair, dries it, combs it, makes haircuts, dyes hair, shaves, refreshes with cologne, gives recommendations on hair care. Can be connected to the game "Home, family"
Preliminary work: Children visiting the hairdresser with their parents. Children's stories about what they did at the hairdresser. Ethical conversation about the culture of behavior in public places. Looking at an album with hairstyle samples. Didactic game “Let’s comb the doll’s hair beautifully” Walk to the nearest hairdresser. Making with kids
attributes for the game with the involvement of parents (robes, capes, towels, checks, money, etc.)
Game material: mirror, set of combs, razor, scissors, hair clipper, hair dryer, curlers, hairspray, cologne, album with hairstyle samples, hair dye, bathrobes, capes, towels, cash register, receipts, money, mop, buckets, dust cloths, for the floor.
"Beauty saloon"
Tasks: expand and consolidate children’s knowledge about work in "Beauty salon", create a desire to look beautiful, cultivate a culture of behavior in public places, respect, polite address to to elders and to each other.
Roles: hairdresser, manicurist, beauty salon master, cashier, cleaning lady, clients.
Game actions: The hairdresser washes the hair, combs it, makes haircuts, dyes the hair, shaves, refreshes with cologne. The manicurist does a manicure, coats the nails with varnish, and gives recommendations on hand care. The master of the beauty salon massages the face, wipes it with lotion, applies cream, paints the eyes, lips, etc. The cashier knocks out receipts. The cleaning lady sweeps, changes used towels and napkins. Visitors politely greet the salon employees, ask for a service, consult with the specialists, pay at the cash register, and thank them for the services.
Preliminary work: Children visiting the hairdresser with their parents. Children's stories about what they did at the hairdresser. A teacher's story about the culture of behavior in public places. Looking at an album with hairstyle samples. Examination of booklets with samples of cosmetic products. Didactic game “Let’s comb the doll’s hair beautifully”. Didactic game "Cinderella is going to the ball". Walk to the nearest hairdresser. Making attributes for the game with the involvement of parents (robes, capes, towels, napkins, etc.)
Game material: mirror, set of combs, razor, scissors, hair clipper, hair dryer, hairspray, cologne, nail polish, children's cosmetics, album with hairstyle samples, hair dye, bathrobes, capes, towels, cash register, receipts , money, mop, bucket.
"Building a house"
Tasks: introduce children to construction professions, pay attention to the role of technology that facilitates the work of builders, teach children how to build a simple structure, cultivate friendly relationships in a team, expand children’s knowledge about the peculiarities of the work of builders, expand their vocabulary children: introduce concepts "construction", "mason", "crane", "builder", "crane operator", "a carpenter", "welder", "construction material".
Game actions: The teacher invites the children to guess riddle: “What kind of turret is there, and the light is on in the window? We live in this tower, and it's called? (house)" The teacher invites the children to build a large, spacious house where toys can live. Children remember what construction professions there are, what people do at a construction site. Then the children agree to build a house. Roles are distributed between children: some are Builders, they are building a house; others are Drivers, they transport building materials to a construction site, one of the children is a Crane Operator. During construction, attention should be paid to the relationships between children. The house is ready and new residents can move in. Children play independently. Game material: large building material, machines, crane, toys for playing with the building, Pictures with the image of people building professions: mason, carpenter, crane operator, driver, etc.
"On the roads of the city"
Tasks: consolidate children’s knowledge about the rules of the road, introduce them to a new role - a traffic controller, cultivate self-control, patience, and attention on the road.
Game actions: children are offered to build a beautiful building - a theater. We choose a place to build. But first you need to transport the building material to Right place. Car drivers can easily cope with this. Children take cars and go to get building materials. But here’s the bad news: the traffic lights don’t work on the main roads. To avoid an accident on the road, it is necessary for the traffic of cars to be controlled by a traffic controller. Select a Regulator. He forms a circle. He holds red and green flags in his hands. Red flag - "stop", green flag – "go". Everything will be alright now. The traffic controller controls the traffic.
Game material: toy cars, traffic controller flags - red and green.
"At a car service station"
Tasks: expand the theme of construction games, develop constructive skills, show creativity, find a good place to play, introduce a new role - a car repairman.
Game actions: inform children that there are a lot of cars on the city roads and these cars are very often break down, so we need to open a car service station. Children are offered to build a large garage, equip a place for car washing, and choose employees and maintenance personnel. They are introduced to a new working specialty - machine repair mechanic (engine, steering, brakes, etc.).
Game material: building material for building a garage, mechanic tools for car repair, equipment for washing and painting cars.
Railway
Target: To develop the ability to develop creatively game plot. Introduce the work of a railway worker. To consolidate children's ideas about the work of adults on the railway. Foster a respectful attitude towards work
Equipment: large construction material (construction of a ticket office, timetable, platform, model of a passenger train, uniform of railway workers, attributes of railway workers,
Game roles: Cashier, driver, assistant driver, station attendant, passengers, conductor, track fitters, carriage inspector.
Progress of the game:
Children are invited to build the buildings: railway station, ticket office, platform, train. Children take their places according to their assigned roles.
Children passengers with things enter the railway station building. They approach the schedule board (the teacher asks the children why they need a schedule board at the station). Then, child passengers go to the ticket counters.
Child passengers: Hello, please give us 4 tickets to Moscow.
Cashier: to you, what place carriage: compartment or reserved seat?
The teacher asks the children how the compartment and econom-class train.
Passengers: in a compartment carriage.
Cashier: issues tickets to passengers (informs train arrival time, carriage number, seat).
Passengers thank the ticket agent and proceed to the waiting room.
In the waiting room, children passengers go to the buffet. (The teacher asks the children why the station needs a waiting room and a buffet).
Station duty officer: Dear passengers, be careful and careful fast train "Novokuznetsk - Moscow" arrives on the first path. Train stop 5 minutes.
Children passengers: Guys, our train has been announced, we need to get out onto the platform.
Passengers take their things and go out onto the platform. The teacher asks why there is a platform at the station and how to behave on it.
A train arrives at the Prokopyevsk station; the driver and assistant driver are sitting in the locomotive. The teacher clarifies with the children what the work of the driver and assistant is. Children passengers approach their carriage.
Conductor: Hello dear passengers, present your tickets.
The children show the tickets to the conductor. The conductor will check the tickets and invite you to take your seats in the carriage.
Station duty officer: Dear fast train passengers
"Yaroslavl - Moscow" departs from the first path. Passengers are asked to take their seats in the carriage.
The conductor closes the doors. The train is picking up speed.
During the trip, the conductor serves tea to passengers and monitors the cleanliness of the carriage.
During the train's journey, at stations, the cars were inspected by inspectors (the teacher asks the children why people of this profession are needed on the railway).
Passing through towns and villages, children-passengers saw how track fitters were repairing the railway track. (The teacher will clarify why this needs to be done).
And now the trip has come to an end. The station reported that the Yaroslavl-Moscow fast train had arrived on the first track. The conductor says goodbye to his passengers. Children passengers thank the conductor.
Emergency
Target: Expand children’s understanding of the humane nature of the work of the rescue service, its necessity, and mobility in emergency circumstances.
Tasks:
Create conditions for active use role-playing dialogues in children's speech.
Develop children's creative initiative.
Develop the ability to independently distribute roles.
Expand the understanding of the professions of rescuers, medical workers (emergency doctor, nurse, rescuers, media workers (correspondent, cameraman).
Game material: video camera, microphone, safety helmets, gloves, substitute items (stones - building material, disks, foam tubes, symbols of a food station, ambulance station, hospital set and food set. Costumes for rescuers, cooks, doctors.
Game roles:
Rescuers;
Victims;
Game actions:
Alarm call;
Inspection of the scene of the incident;
Distribution of rescue operations;
Rescue of victims;
Providing first aid;
Feeding victims and rescuers.
Preliminary work:
Introduction to professions: rescuers.
A series of educational conversations about natural disasters and accidents.
Examination of illustrations on topics of extreme situations and composing stories based on them.
Demonstration by a nurse of the correct first aid.
Creating and solving problems with children situations: “what would you do?”, "What to do, if…".
Progress of the game.
Organizational and motivational moment.
The sound of a siren sounds
Educator:
Guys, I hear an alarming sound. What is this?
Educator:
Why does it sound?
Educator:
Yes, there is a service that provides assistance to people in emergency situations. What are the people in this profession called?
Educator:
Right. What character traits should this person have? Let's gather in my palms the words denoting these qualities.
Educator:
What do you think you need to do to become a rescuer?
Educator:
Well done, they answered correctly. Guys, to the rescuers often you have to help people in a variety of situations, you want to try yourself as a rescuer.
For the game we need-
Rescuers, doctors, cooks, victims.
Who wants to become a rescuer?
What will the rescuers do?
Who chose the role of doctor?
What does an emergency doctor do?
The teacher asks a question cooks:
What will you do?
Educator:
Can I be a correspondent, and my cameraman will be (at the request of the children).
Practical activities (a game).
The teacher turns on audio recording:
Attention! Attention! All rescue services!
The wall of a residential building has collapsed!
Is the team ready to go?
Children put on uniforms, take the necessary attributes, load them onto the car and drive to the scene of the incident. The car drives to cartoon music "Chip 'n Dale Rescue Rangers".
Correspondent:
I am reporting from the scene of an emergency, the first question is for the rescue commander services:
Tell me what happened?
Correspondent:
What version of the explosion?
Correspondent:
Rescuers are working carefully, clearing the rubble, freeing people, doctors are providing first aid to the injured and wounded. Chefs prepare food.
Rescuers take wounded people to a safe area and there doctors and nurses provide first aid.
An ambulance team is working at the scene of the collapse, I am turning to the emergency doctor.
Are there any casualties or injuries from the collapse?
Correspondent:
I ask the second doctor a question.
Correspondent:
What happened to this girl and is she seriously injured?
I see the cook trying to cook dinner.
Tell them how long it will take for the victims to get food.
Correspondent:
What natural products do you use?
Correspondent:
The rescue team has finished clearing the rubble and is approaching the food station to rest.
Correspondent:
Doctors continue to examine the victims. They give sedative injections, talk, joke, and reassure.
Correspondent:
The rescue service works harmoniously, amicably and professionally.
The victims are under the supervision of medical workers.
Cooks deliver food to victims and rescuers.
Residents of the house thank the rescuers. I am finishing my report from the scene of the emergency, I took the filming and photo report...
Final Part
Educator: You, like real rescuers, cleared away the rubble and helped people. Many troubles can happen due to carelessness and carelessness, due to non-compliance with safety rules.
Emergency call
Word game
Target: stimulate the development of coherent speech.
Game rules: make a short story according to plan (sample): correctly and clearly state your first and last name, your location, and briefly describe the problem.
Game actions: compose a short story as the slides appear on behalf of one of the heroes of the situation or an outside observer.
Frames change on the PC screen, children talk into a toy phone about the situation.
Card index of plot -
role playing games in secondary
group
"Family"
Tasks: Strengthen children's ideas about family and the responsibilities of family members. Develop interest in the game. Teach children to assign roles and act according to the role they assume, to develop the plot. Encourage children to creatively reproduce family life through play. Learn to act in imaginary situations, use various items– deputies. Foster love and respect for family members and their work.
Resource support: Furniture, dishes, attributes for equipping a house, “kindergarten”, large construction set, toy car, doll - baby, toy stroller, bags, various items - substitutes.
Preliminary work: Conversations: “My family”, “How I help my mother”, “Who works for whom?” “What do we do at home?” Examination of plot pictures, photographs on the topic. Reading fiction: N. Zabila “Yasochkin’s kindergarten”,
A. Barto “Mashenka”, B. Zakhoder “Builders”, “Driver”, D. Gabe from the series “My Family”:
“Mom”, “Brother”, “Work”, E. Yanikovskaya “I go to kindergarten", A. Kardashova
"Big Wash".
Game roles: mother, father, grandmother, grandfather, eldest daughter, preschool children, baby doll.
Plots played out:
"Morning in the Family"
"Lunch in the Family"
"Construction"
"Dad is a good boss"
“We have a baby in our family”
"Evening with the Family"
"Mom puts the kids to bed"
"Family Day Off"
“A child in the family fell ill”
“We help mom wash clothes”
"Big House Cleaning"
"Guests have come to us"
"Moving to a new apartment"
“Holiday in the family: mother’s day, New Year, birthday"
Game actions:
Mom teacher gets ready and goes to work; prepares everything necessary for activities with children; accepts children and works with them; plays, walks, draws, teaches, etc.; gives children to parents, cleans the workplace; returns home from work; relaxes, communicates with her children and husband; helps grandma, puts the children to bed.
Mom-housewife collects and escorts her daughter to kindergarten, her husband to work; looks after youngest child(doll), walks with him, cleans the house, cooks food; meets a child from kindergarten, a husband from work; feeds them, communicates, puts the children to bed.
Dad the Builder gets ready for work, takes the child to kindergarten, goes to work; builds houses, bridges; returns from work, picks up the child from kindergarten, returns home; helps his wife around the house, plays with the children, communicates.
Dad Driver gets ready for work, takes the child to kindergarten, goes to work; delivers loads (bricks) to the construction site, unloads them, goes for new ones; picks up the child from kindergarten and returns home; helps his wife around the house; invites neighbors over for tea; sees off neighbors; communicates with children, plays with them, puts them to bed.
Grandmother collects and escorts grandchildren to kindergarten and school; cleans the house; turns to her eldest granddaughter for help; picks up her granddaughter from kindergarten and asks the teacher about her behavior; cooks dinner, bakes a pie; asks family members how the work day was; offers to invite neighbors to tea (dinner), treats everyone to a pie; plays with grandchildren; gives advices.
Grandfather helps grandma, dad, reads newspapers, magazines; plays with grandchildren, communicates with neighbors.
Eldest daughter helps grandmother prepare food, wash dishes, clean the house, iron clothes; plays and walks with his younger sister, communicates.
Preschool children get up, get ready and go to kindergarten; in kindergarten they do: play, draw, walk; return from kindergarten, play, help parents, go to bed.
"Kindergarten"
Tasks: Expand children's understanding of the content of labor actions of kindergarten employees. Induce in children a desire to imitate the actions of adults. Cultivate friendly relationships in games between children.
Resource support: Dolls with a set of clothes, furniture, dishes, small toys, mops, buckets, rags, aprons, bathrobes, washing machine, basin, drying rack, ironing board, irons, stove, cookware set, food, vacuum cleaner, musical instruments .
Preliminary work: Supervising the work of a teacher and assistant teacher. Conversation with children about the work of a teacher, assistant teacher, cook, nurse and other kindergarten workers. Excursion-inspection of the music (physical education) hall, followed by a conversation about the work of muses. manager (physical supervisor). Excursion-inspection of medical. office, observation of the doctor’s work, conversations from personal experience children. Inspection of the kitchen, conversation about technical equipment that makes the work of kitchen workers easier.
Game-dramatization based on N. Zabila’s poem “Yasochkin’s kindergarten” using toys. Excursion to the laundry. Organization of children's work - washing doll clothes, handkerchiefs.
Game roles: Doctor, nurse, teacher, music worker, sports director, nanny, cook, laundress.
Plots played out:
"Morning Reception"
"Our classes"
"Exercise in kindergarten"
"Nanny Job - Breakfast"
"Nanny's job - group cleaning"
"On a walk"
"On music lesson»
"On physical education class»
"Medical examination"
"Lunch in the garden"
"The work of a cook in a kindergarten"
“Working in the laundry room of a kindergarten”
Game actions:
Educator receives children, talks with parents, plays with children, conducts classes.
Gym teacher does morning exercises and physical education.
Junior teacher
keeps order in the group, assists the teacher in preparing for classes, receives food...
Music supervisor conducts music class.
Doctor examines children, listens, makes appointments.
Nurse measures temperature, height, weighs, gives vaccinations, checks the cleanliness of groups and kitchens.
Cook prepares food and gives it to the teaching assistants.
Laundress washes the clothes, dries them, irons them, folds them neatly, and gives them clean clothes to the nanny.
"Polyclinic"
Tasks: To arouse children's interest in the medical profession. Develop the ability to creatively develop the plot of the game. Fix the names of medical instruments: phonendoscope, syringe, spatula.
Cultivate a sensitive, attentive attitude towards the patient, kindness, responsiveness, and a culture of communication.
Vocabulary work: phonendoscope, spatula, grafting, vitamins.
Resource support: doctor's gown and cap, nurses' gowns and caps, medical instruments (thermometer, syringe, spatula), bandage, brilliant green, cotton wool, mustard plasters, patient cards, vitamins.
Preliminary work: Excursion to the medical office. Observing the work of a doctor. Reading fiction: J. Rainis “The doll got sick”, V.
Berestov "Sick Doll". A. Barto “Tamara and I”, P. Obraztsov “Treating a doll”, A.
Kardashov "Our Doctor". Dramatization “The Animals Are Sick.” Looking at the album
“We play doctor.” Making attributes for the game. Conversations with children “We are being treated by a doctor and a nurse”, “How should we behave in a doctor’s office?”
Game roles: Doctor, nurse, patient.
They act out the following stories:
"At the doctor",
"Calling the Doctor Home"
"I hurt my finger"
"Sore throat"
“Let’s put an injection”
"Let's get vaccinated"
Game actions:
Doctor accepts patients, listens carefully to their complaints, asks questions, listens, looks at their throats, makes prescriptions.
Nurse gives injections, gives medicine, vitamins, puts mustard plasters, lubricates wounds, bandages.
Sick comes to see a doctor, tells what worries him, and follows the doctor’s recommendations.
"I am a driver"
Tasks: Expand children's understanding of the profession of a driver or auto mechanic. Develop the ability to build role-playing dialogue, use role-playing speech, creativity in the game, using real objects to create a game environment. Cultivate goodwill and willingness to help.
Foster a culture of behavior in transport.
Vocabulary words: gas station, gasoline, canister, tanker, conductor, mechanic, baton, inspector, license.
Resource support: tools for car repair, gas pump, building material, steering wheel, canister, hose for simulating filling a car with gasoline, a bucket with a rag, tickets, money, bag for the conductor, traffic light, baton, inspector's cap
Traffic police, driver's documents (licence).
Preliminary work: Excursion to the bus stop, observation of the bus, taxi and driver's work. Introduce simple control gestures:
“stop”, “get ready”, “passage is permitted”. Outdoor games: “Pedestrians and Taxi”, “Traffic Light”. Reading and looking at illustrations on the topic “Chauffeurs”. Di
“Attentive driver”, “Recognize the car”, “Repair the car”. Reading: V. Suteev
“Different wheels”, 3. Alexandrova “Truck”, A. Kardashov “Rain car” E.
Motkovskaya “I am a car” B. Stepanov “Chauffeur”, “Bus Driver”, B. Zhitkov
“Traffic Light”, N. Kalinina “How the Guys Crossed the Street”, N. Pavlova “By Car”.
Game roles: Taxi driver, bus driver, conductor, passengers, truck driver, mechanic, gas station attendant, policeman (traffic police inspector).
Plots played out:
"Building a bus"
"Learning to Drive a Bus"
"The bus carries passengers"
"Car repair"
"I'm filling up the car"
"Carwash"
“A truck is carrying furniture to a new house.”
“The truck carries cargo (bricks, sand, snow)”
“A grocery car carries food (to a store, to a kindergarten, to a hospital)”
“I’m taking passengers to the station”
"I'll go to the garage"
"We're going to kindergarten"
"Riding around the city"
"We're going to visit"
"Trip to the Dacha"
Game actions:
Taxi driver delivers passengers to their destination, takes money for travel, takes care of passengers, helps stow luggage.
Truck driver loads and unloads cargo.
Bus driver drives the bus, turns the steering wheel, gives a signal, troubleshoots problems, makes stops, announces them.
Conductor sells tickets, checks travel tickets, keeps order inside the bus, answers passengers' questions about where it is most convenient for them to get off.
Passengers get on the bus, buy tickets, get off at stops, yield
seats for elders, passengers with children, help them get off the bus, follow the rules of behavior in public transport, communicate; preparing for a long trip
– collect things, water, food for the road; they dress up and comb their hair if they go on a visit or to the theater.
Mechanic carries out repair work, checks the condition of the car before the trip, washes the car with a hose - wipes it.
Refueler inserts a hose, pours gasoline, takes money.
Police officer (traffic police inspector)– regulates traffic, checks documents, monitors compliance with traffic rules.
"Salon"
Tasks: Introduce the specifics of the work of male and female hairdressers. To form children’s understanding of how women care for their nails. To teach them to perform several sequential actions aimed at fulfilling their duties. Develop the ability to engage in role interaction and build role dialogue. Foster a culture of communication with
"clients"
Vocabulary words: master, hairdryer, apron, cape, razor, manicure.
Resource support: Mirror, bedside table for storing attributes, various combs, bottles, curlers, hairspray, scissors, hair dryer, cape, apron for hairdresser, manicurists, cleaners, hairpins, elastic bands, bows, towel, magazines with hairstyle samples, razor, hair clipper hair, towels, money, mop, buckets, dust cloths, floor cloths, nail polish, nail file, cream jars.
Preliminary work: Conversation “Why do we need hairdressers.” Ethical conversation about the culture of behavior in public places. Reading stories by B. Zhitkov “What I saw”, S. Mikhalkov “In the hairdresser”. Excursion to the hairdresser.
Consideration of items necessary for the work of a hairdresser. Didactic games
“Beautiful hairstyles for dolls”, “Let’s learn how to tie bows”, “Choose a bow for a doll”, “Miracle hairdryer”. Consider shaving items. Making game attributes with children (aprons, capes, towels, nail files, checks, money, etc.).
Making the album “Hairstyle Models”.
Game roles: Hairdressers - ladies' and men's stylists, manicurists, cleaners, clients (visitors): mothers, fathers, their children.
Plots played out:
“Mom takes her daughter to the hairdresser”
"Dad takes his son to the hairdresser"
“Let’s give the dolls beautiful hairstyles”
“We’re going by bus to the hairdresser.”
“Doing hair for the holiday”
"Let's get ourselves in order"
"In the men's room"
"Purchasing goods for the hairdresser"
“We invite a hairdresser to a kindergarten”
Game actions:
Women's salon hairdresser puts a cape on the client, dyes his hair, washes his hair, wipes it with a towel, cuts his hair, shakes off the cut strands from the cape,
puts hair in curlers, blow-dries hair, varnishes it, braids hair, pins it, gives recommendations on hair care.
Men's salon hairdresser shaves, washes hair, blow-dries hair, gives haircuts, combs clients' hair, shapes beard and mustache, offers to look in the mirror, refreshes with cologne.
Manicurist files his nails, paints them with varnish, applies cream to his hands.
Clients they greet politely while waiting in line - look at albums with illustrations of different hairstyles, read magazines, can drink coffee in a cafe; asking for a haircut or manicure; they consult, pay money, thank you for your services.
Cleaning woman sweeps, dusts, washes the floor, changes used towels.
"Shop - Supermarket"
Tasks: To form children’s ideas about the work of people in a store, the variety of stores and their purpose. Learn to perform different roles in accordance with the plot of the game. Develop visual and effective thinking and communication skills.
Cultivate goodwill, the ability to take into account the interests and opinions of playing partners.
Vocabulary words: showcase, cashier, confectionery.
Resource support: showcase, scales, cash register, handbags and baskets for customers, seller's uniform, money, wallets, goods by department, vehicle for transporting goods, cleaning equipment.
« Grocery store": dummies of vegetables and fruits, various baked goods made from salt dough, dummies of chocolates, sweets, cookies, cake, pastries, boxes of tea, juice, drinks, sausages, fish, milk cartons, cups for sour cream, jars of yoghurt and etc.
Preliminary work:
Conversations with children “What stores are there and what can you buy in them?” “Who works in the store?”, “Rules for working with the cash register.” D/i “Shop”, “Vegetables”, “Who needs what?”. Reading the poem “Toy Store” by O. Emelyanova. B. Voronko “A Tale of Unusual Shopping” Making bagels, buns, cookies from salt dough, making candy.
Game roles: Seller, buyer, cashier, store director, driver.
Plots played out:
“Bakery-confectionery (bread department, store)”
"Vegetable shop (department)"
"Meat and sausage shop (department)"
"Fish shop (department)"
"Dairy store (department)"
"Grocery store"
"Shop musical instruments»
"Book Shop"
Game actions:
Salesman puts on a uniform, offers goods, weighs, packs, puts goods on shelves (designs a display case).
Store director organizes the work of store employees, makes requests for goods, pays attention to the correct work of the seller and cashier, and monitors order in the store.
Buyers come for shopping, choose a product, find out the price, consult with sellers, follow the rules of conduct in a public place, pay for the purchase at the cash register, and receive a receipt.
Cashier receives money, punches a check, issues a check, gives change to the buyer.
Chauffeur delivers a certain amount of various goods, receives requests for goods from the store director, unloads the delivered goods.
"Zoo"
Tasks: Enrich children's knowledge about wild animals, their appearance, habits, nutrition. Expand children's understanding of the responsibilities of zoo employees. To develop in children the ability to creatively develop the plot of a game using building floor material and to act with it in a variety of ways. Develop speech, enrich vocabulary.
Foster a kind, caring attitude towards animals.
Vocabulary words: veterinarian, guide, aviary (cage).
Resource provision:“Zoo” sign, building material (large, small), truck with cage, animal toys, plates for food, food models, brooms, scoops, buckets, rags, apron with sleeves for workers, tickets, money, cash register, white robe for the veterinarian, thermometer, phonendoscope, first aid kit.
Preliminary work: A story about a visit to the zoo. Talk about animals using pictures about the zoo. Conversation “Rules of behavior in the zoo.”
Guessing riddles about animals, Reading poems by S.Ya. Marshak “Children in a cage, “Where did the sparrow have dinner?”, V. Mayakovsky “Every page, then an elephant, then a lioness.”
Making the album “Zoo”. Drawing and sculpting animals. Didactic games:
“Animals and their babies”, “Riddles about animals”, “Who lives where? ", "Animals of hot countries", "Animals of the North".
Game roles: Zoo director, tour guide, zoo workers (servants), doctor
(veterinarian), cashier, builder, visitors.
Plots played out:
“Building cages for animals”
“The zoo is coming to us”
"Tour of the Zoo"
"We're going to the zoo"
"Purchasing food for animals"
"Feeding the Animals"
“Cleaning enclosures (cages)”
"Animal Treatment"
Game actions:
Zoo director manages the work of the zoo.
Guide conducts excursions, talks about animals, what they eat, where they live, their appearance, how to treat animals, talks about safety measures and how to care for them.
Zoo workers) receives food for animals, prepares
special food for animals, feed them, clean cages and enclosures, wash their pets, and take care of them.
Doctor (veterinarian) examines the animal, measures the temperature, gives vaccinations, treats zoo inhabitants, gives injections, gives vitamins.
Cashier sells tickets to visit the zoo and excursions.
Builder builds an enclosure for an animal.
Visitors buy tickets at the box office and go to the zoo, look at the animals.
"Sailor Fishermen"
Tasks: Teach children to take on and play out the roles of captain, helmsman, sailors, cook-cook, and sailor-fishermen. Continue to teach how to use substitute items and clearly carry out the chain of game actions. Activate children's speech.
Foster friendly relationships and a sense of teamwork.
Vocabulary work: Cook, anchor, steering wheel.
Resource support: large building material, captain's cap, caps, guy collars, lifebuoy, medical gown, medical instruments, anchor, steering wheel, binoculars, bucket, mop, cook suit, tableware, toy fish, nets, fish box, money.
Preliminary work: Reading fiction about fishing, ships, sailors. View photographs, paintings about the sea, sailors, ships. Conversation
"Who works on the ship." Drawing and sculpting fish.
Game roles: Captain, fishermen, doctor, cook (cook), driver.
Plots played out:
"Building a ship"
"Sailors sail on a ship on the sea"
“Sailors fish, work as fishermen”
"Sailors check their health with the ship's doctor"
“Sailors sail the sea, fish, have lunch”
"Sailors go ashore and go to the hairdresser"
“Sailors bring their catch ashore and hand over the fish to the store.”
“Sailors sail to the big city and go to the “Zoo”
“The sailors returned from sailing and went to the store”
Game actions:
Captain steers the ship, turns the helm, looks through binoculars, gives the command to cast off, drop anchor, fish, controls the work of the fishermen, gives the command to moor to the shore.
Sailor fishermen they carry out orders, wash the deck, unwind the net, throw it into the sea, catch fish, put it in boxes.
Doctor examines sailors before sailing, allows them to go to sea, and treats those who are sick on the ship.
Cook (cook) prepares food, feeds sailors.
Driver drives up to the ship, checks the quality of the fish, buys the fish from the fishermen, loads it into the car and takes it to the store.
"Mail"
Tasks: To form children's ideas about the work of postal workers. Expand children's understanding of ways to send and receive correspondence. Develop imagination, thinking, speech. Foster independence, responsibility, and the desire to benefit others.
Vocabulary work: printing, parcel, postman, sorter, receiver.
Resource support: a table for sending and receiving parcels, a mailbox, a postman's bag, envelopes with paper, stamps, postcards, parcel boxes, children's magazines and newspapers, attributes for the "pigeon" character, money, wallets, stamps, a car.
Preliminary work: Excursion to the post office, monitoring the reception of correspondence and mail dispatch. Conversations about different types of communication: mail, telegraph, telephone, Internet, radio. Watching the films “Holidays in Prostokvashino”, “Winter in
Prostokvashino", "Snowman-Postman". Reading S. Ya. Marshak “Mail”, Y. Kushan
« Postal history" Making stamp seals, envelopes, postcards, stamps, mailboxes for letters, bags, money, wallets, etc. Collecting postcards, magazines, calendars. Didactic games “Send a letter”,
“The journey of a letter”, “What you need to work as a postman”, “How to send a parcel”. Listening to “The Postman's Song” by B. Savelyev.
Game roles: Postman, sorter, receiver, driver, visitors.
Plots played out:
“A letter arrived, a postcard”
«
The carrier pigeon brought a letter"
"Send a greeting card"
“Buying a magazine at the post office”
“Send a parcel to your grandmother”
"A message from a fairy-tale hero"
"The driver is carrying the mail"
Game actions:
Postman picks up letters, newspapers, magazines, postcards from the post office; distributes them to addresses; sends correspondence to the mailbox.
Visitor sends letters, postcards, parcels, packs them; buys envelopes, newspapers, magazines, postcards; complies with the rules of behavior in a public place; takes a turn; receives letters, newspapers, magazines, postcards, parcels.
Receiver serves visitors; accepts parcels; sells newspapers, magazines.
Sorter sorts letters, newspapers, magazines, parcels, puts a stamp on them; explains to the driver where to go (on railway, to the airport…).
Chauffeur takes letters and postcards out of the mailbox; delivers new newspapers, magazines, postcards, letters to the post office; delivers parcels; delivers letters and parcels by postal machines to trains, planes, and ships.
