Criteria for the analysis of the role-playing game of a preschooler. Analysis of observations of the role-playing game of preschoolers. Who was the leader in the game

VOLGOGRAD STATE

PEDAGOGICAL UNIVERSITY

Institute of Preschool Primary Education and Special Pedagogy

WORKSHOP

Work completed:

4th year student

Volgograd - 2010

Topic 1. Observation of the organization and management of creative games of preschoolers

Photograph of the game of children of the preparatory group for school, the game "School"

Lisa: "I'll take the bag too!"

Misha: "You have 2 apples"

Karina: "Wrong"

Lisa: "You have three apples"

Karina: Well done! Counted"

Natasha: "I also want to play something else"

Educator: "Okay, think about what else you can play"

1. What relationships do children reflect in their role-playing games?

The main activity of children preschool age- a game in the process of which the child’s spiritual and physical strengths develop: his attention, memory, imagination, discipline, dexterity, etc. In addition, the game is a kind of preschool way of assimilating social experience.

A special place is occupied by games that are created by the children themselves - they are called creative or role-playing games. In these games, preschoolers reproduce in roles everything that they see around them in the life and activities of adults. Creative play most fully forms the personality of the child, therefore it is an important means of education.

The game is a reflection of life. Here, everything is “as if”, “pretend”, but in this conditional environment, which is created by the child’s imagination, there is a lot of real: the actions of the players are always real, their feelings, experiences are genuine, sincere. The child knows that the doll and the bear are only toys, but loves them as if they were alive, understands that he is not a “true” pilot or sailor, but feels like a brave pilot, a brave sailor who is not afraid of danger, is truly proud of his victory. Imitation of adults in the game is associated with the work of the imagination. The child does not copy reality, he combines different impressions of life with personal experience.

In the game, the children reflected the relationship between the teacher and the students.

The theme of the game is the phenomenon of life that will be depicted: family, kindergarten, school, travel, holidays. The same theme includes different episodes depending on the interests of the children and the development of fantasy. Thus, different stories can be created on the same topic. Each child portrays a person of a certain profession (teacher, captain, driver) or a family member (mother, grandmother). Sometimes the roles of animals, characters from fairy tales are played. Creating a game image, the child not only expresses his attitude towards the chosen hero, but also shows personal qualities. All girls are mothers, but each gives the role of their individual traits. Similarly, in the role played by a pilot or astronaut, the features of a hero are combined with the features of a child who portrays him. Therefore, the roles may be the same, but the game images are always individual.

Numerous observations show that the choice of play is determined by the strength of the child's experiences. He feels the need to reflect in the game and everyday impressions associated with the feelings that he has for loved ones, and unusual events that attract him with their novelty.

The task of the educator is to help the child choose the brightest from the mass of life impressions, those that can serve as the plot of a good game. The experience of the best teachers convinces us that the only correct way to control the game is to create interest in a particular life event, influence the imagination and feelings of children. In order to make an interesting game, it is not enough that children only see how they build a house, transport goods, sew clothes, etc. If we limit ourselves to this, the guys will only imitate the actions of adults, not realizing the significance of their work. As a result, the game will be poor, with little content. It is necessary to deeply excite children with the events of life, the labor exploits of people, so that they want to imitate them, to experience with them. A book, a picture, a movie, a puppet theater helps to complete this task.

Spectacles have a strong influence on the game, especially television, which has firmly entered the life of every family. TV shows provide interesting material for games. Many games arise under the influence of special programs for children, as well as programs about events that our whole country lives in. Preschoolers, just like adults, are anxiously watching programs devoted to space flights, asking with keen interest about the exploits of astronauts. Like adults, little citizens are proud of the success of our athletes, trying to imitate them in their games. The educator supports these games, helps to develop them.

Based on the interests of children, on their ideas, the teacher directs the choice of the game. With various methods, he evokes in the memory of the children what they saw, what they were read about. For kids, for example, a visual reminder is important - toys: a toy piano suggests a musical lesson, toy animals resemble a familiar fairy tale. Sometimes, to give children an idea for a game, you can show them a puppet theater or toy theater performance. By repeating the staging, the kids basically remake it, combining what was shown with their personal experience: for example, Dr. Aibolit does not treat animals, but dolls that have the flu.

Young children usually start playing without thinking about the purpose of the game and its content. However, experience shows that already in the fourth year of life, preschoolers are able to choose the theme of the game and set a specific goal. Before the game begins, the teacher asks: “What will you play? What will you build? Where will you go by train? Who will you be? What toys do you need? These questions force children to think and outline the main plot, which may change in the future. Gradually, the game becomes more and more focused, it becomes more meaningful, more interesting. At older preschool age, greater gaming experience, a more developed imagination help children come up with various interesting stories themselves. The educator needs only a verbal reminder of an excursion, a book, a movie, so that the idea of ​​​​a new good game is born. An important incentive for the game is also a conversation, which reveals the meaning of what is seen and read, the characters of the characters, their experiences. If you manage to captivate children with a plot, the game arises naturally even without the suggestion of a teacher. But the teacher can also advise the children on the topic of the game, if he knows that it will interest them.

If in younger groups it is important only to teach children to deliberately choose a game, then with older preschoolers it is necessary to jointly discuss not only the topic of the game, but also outline a plan for the development of the plot in general terms, determine the activities of each of the players. Of course, the game plan can only be indicative, as the plot develops a lot of new things are introduced into it, but the invention of everyone is subject to a common goal. The educator, thus, directs the game, directs its content, influences the relationship of children.

2. What types of adult activities do children reproduce in their role-playing games?

Children choose a playing role in accordance with their interests, their dreams of a future profession. They are still childishly naive, they will change more than once, but it is important that the child dreams of participating in work useful to society. Gradually, in the game, the child develops general ideas about the meaning of labor, about the role of various professions.

Most games reflect the work of adults: children imitate the household chores of mothers and grandmothers, the work of an educator, doctor, teacher, driver, pilot, astronaut, etc. him participation.

The content of children's games is diverse: they reflect the life of the family and kindergarten, the work of people of different professions, social events that are understandable to the child and attract his attention. The division of games into household, industrial and public is conditional. In the same game, elements of everyday life, work and public life: mother takes her daughter-doll to kindergarten, and she hurries to the factory; parents with children go to a festive demonstration, to the stadium. But in each game there is a predominant motive that determines its content, its pedagogical significance.

Playing with dolls in daughter-mothers has existed at all times. This is natural: the family gives the child the first impressions of the surrounding life, the parents are the closest, beloved people who, first of all, want to imitate. It is also natural that dolls attract mainly girls, because mothers and grandmothers take care of children more. However, if boys are not instilled with contempt for such games (“why do you need a doll, you’re not a girl”), and they are happy to be dads, perform household chores, carry babies in a stroller.

Observing the behavior of the child in the game, one can judge the relationship of adults in the family, their treatment of children. These games help to educate children in respect for parents, for elders, the desire to take care of babies. Imitating the household work of adults, children learn some housework skills: they dust doll furniture, sweep the floor in their “house”, and wash doll linen. Life in kindergarten also provides rich material for play activities, especially in younger groups, when the child receives many new experiences. The game reflects everyday life kindergarten and extraordinary joyful events: a New Year tree, a visit to a puppet theater, a zoo.

The vast majority of games are devoted to depicting the work of people of different professions. In all kindergartens, children drive trucks, travel in trains, on ships, and fly on airplanes. Construction is going on everywhere in our country, and children tirelessly build houses, factories, new cities. These games reflect the specifics of work and life of each republic, each region. On collective farms, children turn into machine operators, build poultry farms, mine coal in the Donbass, and flocks of sheep graze in Kazakhstan. Thus, through the game, children's interest in various professions is consolidated and deepened, respect for work is brought up.

3. What is the structure of the game's plots?

In this game, the children reflected a one-themed game - the game to school. However, this game was multi-personal because there were students and a teacher and there were different lessons that the children liked.

4. What roles do children play in their games?

It is not uncommon to observe how long and enthusiastically children make crafts, preparing for the game already in a certain way: sailors are building a ship, making life buoys, doctors and nurses are equipping a polyclinic. Sometimes a child introduces a playful image into real work. So, putting on a white apron and a scarf to make cookies, he turns into a worker in a confectionery factory, and when cleaning the site, he becomes a janitor.

Thus, creative play as an important means of comprehensive development of children is associated with all types of their activities. This determines its place in the pedagogical process of the kindergarten. The game is the most important independent activity, which is of great importance for the formation of individuality and the formation of a children's team. For each group, the tasks of education are determined, which are solved with the help of the game.

5. Are there elements of co-creation in the leadership of creative games?

The management of creative games is one of the most difficult sections of the methodology of preschool education. The teacher cannot foresee what the children will come up with and how they will behave in the game. But this does not mean that the role of the educator in the creative game is less active than in the classroom or in games with rules. However, the originality of children's activities requires unique methods of management.

The most important condition for the successful management of creative games is the ability to win the trust of children, to establish contact with them. This is achieved only if the teacher takes the game seriously, with sincere interest, understands the intentions of the children, their experiences. The children willingly tell such a teacher about their plans, turn to him for advice and help.

The question is often posed: can and should the educator intervene in the game? Of course, he has such a right, if it is required in order to give the game the right direction. But the intervention of an adult will only be successful when he enjoys sufficient respect and trust among children, when he knows how, without violating their plans, to make the game more exciting. The game reveals the characteristics of each child, his interests, good and bad character traits. Observing children in the process of this type of activity gives the teacher rich material for studying their pupils, helps to find the right approach to each child. The main way of education in the game is to influence its content, i.e., the choice of topic, the development of the plot, the distribution of roles and the implementation of game images.

Children should not be offered ready-made plots of the game developed by the teacher. Children in the game imitate the activities of adults, but do not copy it, but combine their ideas, express their thoughts and feelings. And if they are offered to act according to the teacher's plan, to copy these images, then this will suppress their imagination, independence, and spontaneity.

The organization of the game team and the formation of the personality of each child in this team is one of the most important and very difficult questions pediatric pedagogy. This complexity is caused by the dual nature of the experiences and relationships of the players. Performing his role with enthusiasm, the child does not lose the sense of reality, remembers that in fact he is not a sailor, and the captain is only his comrade. Outwardly showing respect to the commander, he may experience completely different feelings - he condemns him, envies him. If the game strongly captivates the child, if he consciously and deeply entered the role, game experiences defeat egoistic impulses. The task of the teacher is to educate children on the best examples from the life and work of people that contribute to the formation of positive feelings and motivations.

When organizing a game, difficult questions arise for the teacher: every child wants to be in charge, but not everyone knows how to reckon with the opinion of their comrades, to fairly resolve disputes. Choosing an organizer requires a lot of attention. Not everyone can cope with this role, but all children need to be educated in activity and organizational skills. For example, the guys decided to make a sea voyage, and many want to become a captain. The teacher, based on the idea of ​​the game, reminds the children about what they saw, read, says that, in addition to the captain, there are many other interesting professions on the ship: assistant captain, radio operator, pilot, and suggests thinking and deciding who to appoint to this or that role. Children themselves remember that they need a cook, a doctor. "Is there a library on the ship?" asks the book lover. It turns out that everyone has something to their liking. The teacher talks about the responsible work of sailors, and this role also becomes attractive.

It is especially difficult for the teacher to manage the game when it has already begun. While the plot is being discussed and the children have not yet entered the image, the teacher can give advice without changing, however, the children's intention. Careless intervention during role-playing can destroy the image created by the child. If the teacher understands the ideas of the children, their experiences, then in order to offer a new interesting episode, to give the game a new direction, he must enter the game in some role and address the children as characters.

For example, there are two planes at the airport, passengers are moving from one to the other, there is no order. The teacher in the role of a passenger asks: “Comrade chief, who announces the landing? Which plane leaves for Leningrad? The boss picks up the idea, organizes the control room, negotiates with the dispatcher which plane will depart first, takes care of the organized boarding of passengers.

By properly organizing the games, the educator helps each child find his place in the game team and become its active member, educates him as a good friend, fair and modest.

Each child needs an individual approach, even if his behavior in the game does not cause any anxiety of the teacher. Shy, insecure children who, because of this, seem to be uninitiative, require special attention. We categorically object to the division of children into an asset and a liability of the group. The imaginary passivity of the child is mostly due to the fact that it is difficult for him to immediately enter the life of the team, and adults do not help him in this, do not understand his interests. Many facts show how such a child is transformed if he finds the support of an educator, how his creative abilities and organizational skills flourish.

There are many difficulties for the teacher and with children who are too lively, courageous, proud. For the most part, they are the instigators of games, and the guys willingly obey them. Supporting and developing the organizational abilities of these children, it is necessary to instill in them modesty, a sense of responsibility, respect for comrades, and the habit of reckoning with other people.

During the game, there are many moments that require the educator to be subtle observation and resourcefulness, the ability to unite children to complete the game task, to distract them from imitating the bad. For example, in games, disputes can break out, and even quarrels between children. The reasons for them are different, and with the age and development of children, the nature of conflicts changes. Toddlers most often quarrel over possession of a toy. The teacher will easily reconcile them by offering an equally attractive doll or car. At an older age, misunderstandings may arise due to the fact that in a joint game, children do not always understand each other.

For example, two girls are playing kindergarten. One put the dolls to bed, the other picks them up, puts them in the car. There is a quarrel. The teacher finds out that the second girl had an interesting idea - to take dolls to the country. They agree that the children will first sleep, and then go to the country.

Children of five or six years old have already gained experience in playing together, they know how to explain their ideas to their comrades, but conflicts sometimes arise in a well-organized, friendly gaming team. Preschoolers of this age develop self-esteem, which needs to be given the right direction so that it does not develop into self-conceit, vanity. Disputes can arise when choosing a game (everyone wants to be accepted by his proposal), when distributing roles, when introducing new episodes into the plot. Attentive, sensitive guidance of the educator helps to fairly resolve conflicts. Gradually, the teacher teaches children to do it on their own. Sometimes curious disputes arise about how the hero of the game behaves in life, how the machine actually works. Such disputes are useful for clarifying the ideas of children, for educating their curiosity.

Each child should be involved in collective games, children should feel and understand that it is interesting to play together. But this does not mean that there should not be solo play in kindergarten. Even the most sociable child of any age has a desire to make a building on his own, to play alone with his favorite toy. Such games are especially useful for easily excitable children who get tired of the company of their peers. You can often see how long, intently, the child builds something or plays scenes with the help of toys, acting as a director and speaking for all the characters. Individual games help the teacher to identify the characteristics of the child and find an approach to him.

For many days the children were captivated by the game of astronauts. They set up a cosmodrome, built a rocket. The cosmonaut corps conducted training, doctors examined them, cooks prepared food. A lot of interesting inventions and ingenuity were shown by the designers of the spacecraft. They did everything on their own, turning to the teacher for advice, sharing their projects with him. But this independence, ingenuity is the result of knowledge gained previously in the classroom and during the game, formed by the educator of constructive skills, instilled organizational skills.

Having done a lot of preparatory work, the teacher continues to closely monitor the development of the plot, the nature of children's relationships, helps to resolve controversial issues, gives the game the right direction with advice, suggestions. The success of the management of play activities largely depends on whether it is possible to connect it with the labor activity of children. The child's desire for independence is also manifested in the fact that he is never satisfied with ready-made toys, no matter how good they are.

The process of making toys is included in the game as one of its stages, during which the child can fully show his activity and independence. Starting with the younger group, children should be taught to prepare everything necessary for the game. For example, the kids decided to celebrate the doll's birthday. The teacher offers to prepare a treat for the birthday girl and shows how to mold sweets and cakes from plasticine. Then, as a gift to the doll, children make drawings, small plasticine toys. In the future, preschoolers are taught to make toys from cardboard, wood, from another material suitable for this purpose, which is in every home (boards, boxes, coils, scraps of cloth, etc.). In the summer, children, under the guidance of a teacher, learn to make things necessary for the game from pine and spruce cones, moss, tree bark, and branches. The ability to build, craft noticeably develops children's play creativity, makes games more meaningful and purposeful.

For educating children in the game, the selection of ready-made toys, a well-thought-out way of using and storing them, is also very important. For a creative game, first of all, toys are needed that convey the image of a person, an animal, depicting various objects, machines. The toy often encourages to play, helps to realize the plan, causes good feelings in the child. There is a lot of imaginary, conditional in the game, but as we have already said, the child's experiences and his actions are always real. With a doll in her hands, the girl feels like a real mother; with toy animals, children can arrange a zoo or a circus. In the family, the baby has sole control over his toys, he gives names to dolls, little animals. In kindergarten, for the first time, a child encounters public property and gets used to treating toys with care: however, in kindergarten, one should create a joyful playful atmosphere, maintain an attitude towards a toy as a playmate.

In each age group, the selection of toys varies in connection with the development of children's play interests. Toddlers usually have several identical toys of different sizes and designs, as the variety scatters the attention of children, preventing them from focusing on one plot. As children age, the games become more difficult and the need for more different toys arises. Instead of several identical dogs and bears, you need a set of different toy animals with which you can play herd, circus or zoo. Dolls appear - pioneers, sailors, soldiers, dolls depicting people of different nationalities. So that toys do not lose their attractiveness, it is necessary to change them: remove for a while those in which interest has faded and introduce new ones. Acquaintance with a new toy can take place in different ways, but the teacher must always arouse interest in it, explain its purpose.

6. What types of games are more common among children in your subgroup?

Creative games differ in content (reflection of everyday life, work of adults, events of social life); by organization, number of participants (individual, group, collective); by type (games, the plot of which is invented by the children themselves, dramatization games - playing out fairy tales and stories; construction).

With all the variety of creative games, they have common features: children themselves choose the theme of the game, develop its plot, distribute roles among themselves, and select the right toys. All this takes place under the conditions of tactful leadership of adults, which is aimed at stimulating the initiative, activity of children, developing their creative imagination, while maintaining amateur performance.

In the preparatory group for school, you can often see how children play "School", "Daughters-Mothers", "To the Hospital", that is, they reflect the work of adults.

7. Do children play stereotypes of behavior related to their gender?

Yes, in the games of children, one can already notice the manifesting stereotypes of behavior that are characteristic of a girl or a boy. Girls behave like female representatives: appropriate clothes, manners, behavior. Boys also behave like men.

8. Do playmates approve or reject these stereotypes?

Playmates approve of these behaviors as long as they are gender appropriate. That is, if the girl behaves like a female representative, and vice versa.

9. Are the strategies and tactics of the game interaction of the educator with the children correct?

The management of games in each age group has its own characteristics. In younger groups, the educator directly organizes the game, sometimes even becomes a participant in it, in order to influence the children by his example, instill in them the skills of playing together, skills in handling toys.

In older groups, the role of the educator in leading the game is no less active and responsible. Children are given independence in the choice of the game and its organization, but behind this independence lies the hard work of the teacher.

Thus, the game plays a big role in the life and development of children. In the game activity, many positive qualities of the child are formed, interest and readiness for the upcoming study, his cognitive abilities develop. Play is important both in preparing the child for the future and in making his present life full and happy.

Topic 2. Observation of the relationship of children in the game and outside it

game preschool teacher creative

Photograph of the game of children of the preparatory group for school

Game "School"

The game involves 5 children of the preparatory group for school

Marina Aleksandrovna, a kindergarten teacher, offered to play "School".

Educator: “Guys, you have already become big, you will go to school soon, and let's try to play school.”

Alice: "Let's play school!!!"

Karina: “Okay, but I will be a teacher, and you will be students!”

Natasha: “No, I want to be a teacher!”

Educator: “Girls, do not quarrel. Let's each take turns being the teacher, okay?"

Misha: "I'll take the bag now, as if it were my school bag"

Lisa: "I'll take the bag too!"

Educator: "Okay, get ready for the game"

Karina: Hello children. I am your teacher and today we have a writing lesson. Get out your notebooks and pens and write those hooks that I have drawn on the board in my notebook.

Misha: “I can’t see what is drawn there, I want to write whatever you want in a notebook!”

Karina: “Today I am a teacher and I must obey, let's write in notebooks!”

Alice: “I have already drawn everything, check my notebook”

Natasha: “I also already drew and I want a math lesson. Let there be math!

Lisa: “I want a drawing lesson. I want to draw in a notebook and not do math.”

Karina: Calm down. Now I will check how you wrote the hooks in your notebooks.

Natasha: “I was the first to make hooks”

Karina: “Well done, Natasha, I will give you a good mark. And now we will count the apples that I will show you.

Misha: "You have 2 apples"

Karina: "Wrong"

Lisa: "You have three apples"

Karina: Well done! Counted"

Natasha: "I want to be a teacher now, I'm tired of being a student"

Educator: "Karina. Let Natasha be a teacher now"

Natasha: “Now you have a reading lesson. Who will read me a poem?

Misha: “I know a poem about a clubfoot bear!”

Natasha: “Okay, tell me! Well done"

Lisa: “I also know a poem about autumn”

Alice: “I will tell a poem about winter and I don’t want to play anymore”

Educator: "Alice, why don't you want to play?"

Alice: “I also want to be a teacher, I want to run and jump in class, not read”

Educator: “Now Alice will teach you a physical education lesson”

Alice: "Let's walk around the room, now we're running, and now we're crawling on our haunches"

Misha: "I'm tired of playing school and I don't want to play anymore"

Natasha: "I want to play school, and other children want"

1. How many children participated in the game at first? How many children turned on during the game?

The game was initially played by 5 people. During the game, none of the children joined the game.

2. Who decides on the admission of children to the game?

Questions about the admission of children to the game in the preparatory group for school are decided by the participants in the game - that is, the children themselves.

3. Did the children leave the game? Why?

Yes, one boy left the game and did not continue it anymore. He didn't want to play anymore because he wasn't interested, perhaps because he wasn't in the role of teacher in the game.

4. Were there any conflicts in the distribution of roles? By whom and how were they eliminated?

During the distribution of roles, a conflict arose between two girls about which of them would be the teacher. The teacher, for her part, invited the children to each play the role of a teacher, and the children agreed.

5. Who was the leader in the game?

The leaders in the game, of course, were those children. Who took turns playing the role of teacher because they tried to lead educational process: assigned tasks, asked students, etc.

6. Were there passive children who completely obeyed the will of others?

In my opinion, there were no such obviously passive children, because if they obeyed the will of other children, then only because of their role in the game, if they were students, then they recited poems, ran around the room, and completed all the tasks of the teacher.

Conclusion:the real relationships of children with each other and play relationships were very close to reality. This is characterized by the example that two girls, Karina and Natasha, were arguing about who would be the teacher. AT real life girls are also a kind of rivals and natural leaders, so these relationships are reflected in their play activities.

Topic 3. The personality of the child through the eyes of the educator

A child in whom I see a personality A child who annoys me A child who I understand Ideal child Aggressive -3+3-3+3Stupid-3+2-3-3Initiative+3-3+3+3Observant +3-2+2+3Loving +3-3+3+3Sneaky -3+3-3-3Greedy -3+3-3-3Cheerful +3-3+2+3Good organizer +3-2+2+3Friendly+3-3+3+3Stubborn+ 1-3-3-3Conflict-3+3-3-3Affectionate+3-3+3+3Able +3-3+3+3Sensitive +3-3+3+3Cunning+2+3+2+2Active+3- 3+3+3Sedentary -2+3-2-2Interested+3-3+2+3Nervous -3+3-3-3Closed -3+3-3-3Sociable +3-3+3+3Incapable -3+3- 3-3Disciplined +3-3+3+3Cranky -3+3-3-3Sneaky -3+3-3-3Honest +3-3+3+3Erudimentary +3-3+2+3Outgoing +3-3+3+ 3Rough -3+3-3-3Passive -3+3-3-3Obediant +3-3+3+3Industrious +3-3+3+3Integrity +3-3+3+3Insolent -3+3-3-3Willful - 3+3-3-3Undeveloped -3+3-3-3Accurate +3-3+3+3Defenseless -2-3-2-2Disinhibited -3+3-3-3Responsible +3-3+3+3Uncommunicative -3+ 3-3-3Aspiring to leadership +3-3+3+3Lazy -3+3-3-3Indifferent -3+3-3-3Modest +3-3+3+3Sleazy -3+ 3-3-3Emotional +3-3+3+3Cruel -3+3-3-3Courageous -3+3-3-3Independent +2-3+2+2Listener +3-3+3+3Trustful +2-3 +2+2Angry -3+3-3-3Attentive +3-3+3+3Groomed -3+3-3-3Inquisitive +3-3+3+3Rejected -3+3-3-3Not friends with anyone -3 +3-3-3Inattentive -3+3-3-3Executive +3-3+3+3Leader +3-3+3+3Uneducated-3+3-3-3Smart +3-3+3+3Teachable +3-3 +3+3Responsive+3-3+3+3

Present this table to the educator and explain that it is necessary to assess the severity of these qualities not in this or that child, but in general. When filling out the table, the sign "+3" is put if the quality indicated in the left column is presented in the child to the maximum degree, "-3" - if this quality is not expressed at all - and intermediate points - in case of a lesser or greater degree of severity.

From the point of view of the professional position of the educator, it can be noted that such personality traits as:

Initiative

Observant

good organizer

friendly

Affectionate

Capable

Active

interested

Communicative

Disciplined

Erudite

outgoing

Obedient

Hardworking

candid

Careful

Defenseless

Responsible

Aspiring to leadership

Modest

soulful

Independent

Listening

Confiding

Attentive

Curious

Executive

Teachable

Responsive

basically prevail in his assessments of children that he understands, in the assessment of the ideal child and in the assessment of the child in which the educator sees a personality.

Qualities such as:

Aggressive

conflict

Sedentary

Closed

Unable

Capricious

Passive

masterful

undeveloped

Uncommunicative

Disinhibited

Indifferent

sloppy

Cruel

unkempt

rejected

Not friends with anyone

Inattentive

ill-mannered

on the contrary, they prevail in the assessment of the child, who irritates the teacher.

Topic 4. The educational process in a preschool educational institution as an environment for the development of the subjectivity of a preschool child

Part 1. Observation of the activities of children on the example of labor activity.

Observe the labor activity of children of this age group and determine the level of development of subjective properties in preschoolers: 1 - lack of property; 2 - low level of property development (the leading role of an adult); 3 - average level (a hint or a little help from the teacher is required); 4 - high level.

Labor education is one of the most important aspects of the upbringing of the younger generation. In kindergarten, labor education consists in familiarizing children with the work of adults, in introducing children to work activities available to them. In the process of getting acquainted with the work of adults, the educator forms in children a positive attitude towards their work, a careful attitude to its results, and the desire to provide adults with all possible assistance. Including children in labor activity, the educator forms labor skills, brings up the habit of labor effort, responsibility, caring, thrift, diligence, willingness to participate in work without avoiding unpleasant work, forms positive relationships between children.

When organizing labor, the educator is guided by the Program, which determines the content of the labor activity of children in each age group.

The main types of labor in kindergarten are household labor, labor in nature, manual labor, and the forms of its organization are assignments, duties and collective labor of children.

Orders are widely used in all age groups of the kindergarten, but in younger groups they are the leading form of organizing child labor. Educators should know why work with children in labor education should begin with individual assignments that the child performs together with the teacher, and only much later move on to other forms. Due to psychological characteristics, children of younger groups are still not independent enough in their actions, they are prone to imitation, they cannot coordinate their actions with the actions of their comrades and work at the pace necessary for the team, they are often distracted, do not finish the work they have begun. At this age, children are little interested in the result, they are attracted by the process of action itself (they do not yet possess the necessary skills and abilities to achieve the result). Therefore, only in the second younger group from the second half of the year, when the children already have some work experience, educators use group assignments. The main form of association in the work of children of this age is work "nearby", when each child works independently and is responsible for his work to the educator; at the same time, the child exercises the skills and abilities necessary for teamwork.

At the end of the year, shifts are introduced in the second junior group - systematic work that requires a certain level of independence. (Different types of duty are most widely used in the senior and preparatory groups.)

The most complex form of organizing the work of children is collective labor. It is widely used in the senior and preparatory groups of the kindergarten, when skills become more stable, and the results of labor are of practical and social significance. Children already have sufficient experience of participating in different types of duty, in performing various assignments. Increased opportunities allow the teacher to solve more complex tasks of labor education: he teaches children to agree on the upcoming work, work at the right pace, and complete the task within a certain time. In the older group, the teacher uses such a form of uniting children as common work, when children receive a common task for all and when a general result is summed up at the end of the work.

AT preparatory group joint work is of particular importance, when children are dependent on each other in the process of work. Joint work gives the teacher the opportunity to educate positive forms of communication between children: the ability to politely address each other with a request, agree on joint actions, and help each other.

Properly organized and feasible work unites children, promotes the education of mutual assistance, discipline, the ability to distribute forces and overcome difficulties, promotes the education of independence, initiative, the desire to do a good job, the habit of cooperation. Reasonably directed feasible work contributes to the physical development of children, the growth of overall performance and endurance of the body, accuracy and coordination of movements. In the process of labor, children acquire the necessary skills, including the skills of caring for plants and animals, master the simplest actions with objects (pencil, hammer), learn about materials and their properties. Children develop an interest in work, a desire to work, a correct idea that work brings joy.

When observing the labor of children in each age group, it is important to establish whether the conditions for labor activity have been created; are there tools and materials for all types of labor appropriate for the age of children; whether inventory and materials are rationally stored, can children use them independently, and also pay attention to the content of children's work, to the system of including them in work, its duration and volume, forms of combining children in work, to methods and techniques of raising children, to gradual complication of tasks and increased requirements for the independence of children.

During school year control over the implementation of the program should be carried out in all groups. Observations should cover all types of child labor and all forms of organization of children. So, observing the educational process during self-service, in the younger group it should be clarified what initial labor duties are introduced for children, how they are assimilated by babies; in the middle group, attention should be paid to consolidating these skills, to accelerating the pace of self-service; in older groups - to check the independence of children in the process of self-service. Observing how household work is organized, in the older groups one should look at whether complications have been introduced into the content of labor, whether children are able to distribute responsibilities, what is the effectiveness of child labor; and in the younger groups - to pay attention to the availability of labor, to the methods and techniques that encourage children to work, to the behavior of children in the future, their interest in labor activity. Observing the work of children in nature, it is important to establish its correspondence with the age of the children, local conditions, and seasons.

The organization of manual labor also requires serious attention. Observations will help to find out whether all varieties of this work are used by educators; what types of labor have firmly entered the lives of children, which ones are just being introduced; what skills the children are learning or have mastered.

Observing the work of the attendants in the second junior group, one should pay attention to the ability of children to act with the help of adults, to the desire to get involved in work on their own, without the help of others; in the middle group - on the ability of children to start on duty without reminders, to work in a certain sequence, not to be distracted, to bring the work started to the end; in the senior and preparatory groups - on the ability to independently distribute responsibilities, consistently perform all necessary actions, observe all hygiene rules at work (wash hands before duty, take a cup only by the handle, etc.).

When monitoring work on labor education, attention should be paid to establishing continuity between groups, as well as the unity of requirements among educators and other personnel.

In the course of observations and in the process of analysis, the head reminds of the need to pay constant attention to the formation of children's labor skills, the education of children's attitude to the performance of their duties; discuss the results of everyday child labor, evaluate it, otherwise children lose interest in work. Interest in work disappears even if for everything that children do, they are only praised: “Well done!” Carelessness unnoticed by the educator, lack of diligence, undeserved praise reduce the pedagogical impact of labor. When analyzing the work of the educator, these points should also be paid attention to.

When studying the work of educators in the labor education of children, it is important to use different methods: observation of the pedagogical process, analysis of planning, conversations with children and adults.

Materials and equipment for the labor activity of children

Equipment for household work of children. In order for children to be able to take part in the care of the room and things that are available in the group and on the site, as well as to be on duty in the dining room, prepare materials and manuals for classes, a variety of equipment is needed.

For the work of children in caring for the premises, the teacher should have the following.

Aprons - white and colored cotton, oilcloth; white - for laying tables for breakfast, lunch, afternoon tea, dinner and subsequent cleaning; colored - for the care of the room and things; oilcloth - for washing toys and washing doll linen, for working in a corner of nature.

Sweeping brush, scoop - for sweeping crumbs from the table, from the tablecloth or individual napkins. Dimensions: brush-basting - handle diameter-2.3 cm; scoop-12X12 cm, handle length- 8-10 cm.

Floor brush, dustpan. Dimensions: brush - length 20 cm, handle length - 100-110 cm, diameter - 2-2.3 cm, scoop - 12X12 cm, handle length - 12-14 cm.

Basins, buckets, trays.

A certain place is allocated for storing equipment, and everything that children use on their own is arranged so that they themselves can get and clean everything they need for work. In the senior and preparatory groups, this can be a combined cabinet of any design with closed and open shelves. In its closed part, brushes and dustpans are hung on hooks; in another compartment on special shelves are stored basins for cleaning, for washing doll linen, clips, buckets; in the open part of the cabinet there should be a compartment for storing white aprons, and in the closed part for storing oilcloth aprons.

Items for the care of clothes and shoes. Brush for cleaning clothes (14-15 cm). Brooms for sweeping snow (at the entrance to the room). Shoe brushes (14-15 cm). Box with needles, multi-colored threads, braid (for hangers) and a set of buttons.

With the help of these accessories, children take care of their clothes and shoes and, as necessary, eliminate the mess in them.

Equipment for the labor of children on the site is necessary in order to properly organize the activities of children in all seasons. Items for work should be convenient for children, have an attractive appearance, be made of light, but strong enough material (for example, shovels and shovels - iron or steel; buckets and watering cans - made of thin galvanized iron or tin, painted with oil paint, or polyethylene; wheelbarrows, stretchers, labels, etc. - made of wood).

For cleaning the site, working in the garden and in the flower garden, the following inventory is used.

Shovels for digging the earth dug up by adults; shovel tray 15-13 cm, handle length - 75-30 cm (see equipment drawings in the book Observations and Labor in Nature. M., 1976).

Wooden shovel for clearing the area from snow: its length with a tray is from 80 cm to 1 m, the tray is 12-14 cm, the diameter of the handle is 2 cm.

Rakes wooden (for raking leaves) and iron (for loosening, cleaning the soil surface from stones, leveling the surface of the ridges): the approximate number of teeth is 7, the distance between them is 2.3-2.5 cm, the height of the teeth is 5 cm, the length combs - 20-22 cm, rake length - 100-110 cm, handle section - 2-3 cm.

Panicle for cleaning the area from dry leaves and other litter: the length of the stick is 1 m, the diameter is from 2 to 2.3 cm.

Stretcher with sides for carrying earth, sand, fallen leaves: length - 20-25 cm, width - 20 cm, side height - 3-4 cm, length with handles - 100-110 cm.

A wheelbarrow for transporting earth, sand, fallen leaves, pebbles: side height - 20 cm, length with handles - 100 - BUT cm, side length - 30-40 cm, wheel diameter - 12 cm.

Snow rammer. Engine for raking freshly fallen snow. Scrapers metal. Sledges, baskets or boxes for transporting snow on sleds. Buckets with a capacity of 1.5-2 liters. Watering cans with a capacity of up to 2 liters.

Scoops for digging and planting plants, for hilling and loosening the soil; tray length - 10 cm, width - 7-8 cm, scoop length - 16-20 cm. Hand-held "cats" for loosening the earth.

Inventory used by children in the process of working in nature is stored in the kindergarten area, in cabinets with shelves that are convenient for children.

Items for manual labor of children. Educators should encourage the desire of children to independently apply labor skills and abilities in the process of performing various tasks, as well as making homemade toys for games, gifts for kids and adults. For this purpose, certain equipment and material is given to the children.

The paper is thick, thin, cigarette. Thick paper (landscape, cover, desktop) is used for folding and gluing volumetric forms. It can be white, colored, marble, glossy. Thin paper is used for external pasting of finished forms. Tissue paper (multi-colored and white) is recommended for decorating finished products.

Cardboard. Usually, small strips or sheets of cardboard of such density are given for work so that the child can cut it freely. From thicker cardboard, the teacher prepares templates for parts, according to which the children independently cut out the desired shape, first outlining the contour.

Household material: a variety of boxes (matchboxes, cardboard boxes, from sugar, cosmetic creams, toothpastes, vitamins, etc.), reels, corks. Children make toys and souvenirs from this material.

Industrial waste: foam rubber, polystyrene, copper wire cuttings, twine. Foam rubber is soft, elastic, pliable to scissors, absorbs moisture well, and is easily dyed. Foam rubber is used for cutting vegetables, fruits, berries of various shapes. For dyeing, the resulting product is first moistened with clean water, then, by squeezing and unclenching, it is saturated with paint. For the design of foam rubber products, pieces of wire (in a colored sheath and without it), pieces of fur, and fabric are required.

Natural material: spruce, pine cones; hazelnuts, acorns, chestnuts; pine bark, bird feathers, grass, straw, moss, birch bark, poppy heads, halves of walnut shells, shells, etc. They usually collect dry branches and fallen leaves, teaching children to take care of and protect nature. All this is stored in closed boxes with holes drilled in the lids. Where there is a dark, dry room, you can dry them on spread out old newspapers - such drying makes it possible to preserve the natural color of the natural material and its strength. If natural material (cones, acorns, chestnuts) lies for a long time, then it becomes rigid, so the blanks for future crafts are updated every autumn.

All of the listed materials must be in sufficient quantities so that they are enough for both classes with all children, and for individual use.

All materials should have their place in the group room so that children can use them conveniently in their free time. Next to them should be the tools that are needed in the work.

Casein glue is used for cardboard and thick paper crafts. Before class, casein glue powder is poured with warm water, thoroughly stirred until sour cream is thick and immediately laid out in sockets.

Items and equipment for working with fabric. The flap is different: chintz, colored satin, white cotton fabric, silk, wool, baize (children sew clothes for dolls, soft toys, etc.).

Patterns for cutting dresses, aprons, blouses, panties for dolls; toy patterns. Sewing machines. On sewing machines, children sew sheets, pillowcases, scarves, towels, handkerchiefs for dolls.

Needles, needle pads, threads of different colors, as well as buttons of different colors and sizes, scissors are stored in special boxes.

Materials, tools, equipment for manual labor placed on shelves or in a cabinet. Next to paper of various sizes, shapes, types, colors are tools for working with it: scissors, brushes with hard bristles, simple pencils, a small tray with scraps of colored paper, pieces of plastic for working with glue, as well as casein glue in a vial with a twist lid, coasters for brushes, napkins.

On the other shelf matchboxes, as well as threads, wire, corks, pieces of fabric. Knife, faceted awl, hand drill- stored separately.

A place is allocated in the closet for the equipment necessary for working with fabric: children's sewing machines, patterns, threads, buttons, cotton wool, foam rubber. (Needles, awls are kept by the teacher.)

Woodworking equipment. A table for working with wood, slightly below the height of the child's waist, is positioned so that the children working behind it do not interfere with the players and that the light falls on it from the left side.

A backing board upholstered with felt is necessary for working with a hammer. On its rough surface, the parts do not slip, and the felt absorbs the noise that occurs during operation. The length of the board is equal to the length of the table, the width is 25-30 cm, the height is 3-4 cm.

Tool box with two compartments: narrow - for storing a hacksaw, wide - for a hammer, a box of nails, pliers, a ruler and a marking pencil. The toolbox is on the right side of the desktop.

Tools: metal hammer weighing 180-200 g with a wooden handle (cross-section of the handle is oval); nails 2-3 cm long with a wide hat, round; hacksaw with a tooth height of 4-5 mm, the length of the hacksaw blade is 350 mm, the width of the blade at the beginning is 40-50 mm, at the end is 25-30 mm, the thickness is 0.8 mm;, the handle of the saw is wooden.

Wooden blanks: bars, slats, rectangles made of soft wood (linden, spruce, pine). The blanks must be dry, well processed, without roughness. They are stored in a drawer with compartments near the desktop.

1. The ability to set the goal of an activity: ask the child why he performs this or that action (watering flowers, etc.), whether he sees the end result of his activity, whether this activity matters for the group, for the teacher.

Olya 5 years 8 months - watering flowers in a group. In the conversation, it turned out that she was watering the flowers because they were thirsty and could die without water, the teacher told her that if you water the flowers, then there will be small flowers on them, because the guys looked after them well.

2. The presence of a motive for the activity performed: ask if the child willingly performs actions, what motivates him at the same time - expectation of praise, caring for others, the desire to be good, the desire to attract attention, something else.

Olya willingly waters the flowers and says that she likes it because she wants to see small flowers (watering a Chinese rose). She also wants her teacher to praise her for taking good care of the flowers.

3. The ability to choose the means of activity: observe whether the child independently chooses the tools for the upcoming activity, whether they correspond to its purpose and content; do not rush to conclusions, if the toolkit is selected non-standard, analyze the child's answers (how one or another toolkit can be used from his point of view).

Olya independently chooses a watering can to water the flowers. She has watered the flowers many times and knows where to get the necessary equipment.

4. Qualitative assessment of the content of the activity: whether the child is able to carry out actions to achieve the set goal, whether his actions are independent, whether he owns the necessary operations, whether he brings the matter to the end.

Olya waters the flower on her own without the help of an adult and knows how to do it. She owns the necessary operations in order to water the flower and brings the matter to the end.

Subject code Ability to set the goal of activity Presence of activity motive Ability to choose means of activity Evaluation of the content of activity Degree of independence of activity

Part 2. Observe the activities of the educator in organizing the work of preschoolers.

1. Does he always tell the children the purpose of this or that activity, does he discuss the stages of its organization?

The teacher almost always informs the children about the type of activity and how it should be done. Well, for example, watering the flowers in the room.

2. Does the child have the right to choose the instruments of activity?

The educator allows the child to independently choose tools, but if the child chooses the wrong tools, the educator corrects him and tells him what to take.

3. Does the actual ratio of the participation of the educator and children in the activity participate in the course of the activity itself, what is its role?

Some children of the preparatory group for school independently perform labor activities, however, some need help from the educator, he shows them how to do it right and what tools to use when performing this or that activity.

4. Does he pay attention to the result of the activity, does he discuss possible difficulties, the causes of the error?

The teacher tries to praise all the children, discusses with the children their correct actions during work.

Topic 5. Studying the value orientations of preschool children

Purpose: to identify what moral categories act as value orientations for preschool children.

Methodology

Have a collective conversation with the children on the topic “My friend”. To begin with, tell the children some fairy tale ("Teremok", "The Bremen Town Musicians" ...), which would provide a smooth transition to a conversation on the designated topic; ask the children if they have friends, where they live, if they are currently in the group; talk about what a friend is, what a friend should be; ask the guys which one good friend and why, whether it is necessary to help friends; whether the characters of the fairy tale are friends, why.

It is more effective to conduct a conversation in pairs, when one of the students organizes it, and the second fixes the answers of the children.

Educator: Children, stand in a circle, friendship starts with a smile . Look at each other, smile, call each other affectionately by name. I have a ball of thread, I will take the ball in my left hand, wrap the thread around my thumb with my right hand. Looking into the eyes of a neighbor, I will tell a friend can be someone who ... (Answers of children in a circle) does not quarrel, shares toys, does not take them away, helps in difficult times, takes care of a friend, makes friends with both boys and girls, plays with him, helps, prompts. ..

Educator. - Let's remember under what motto we start our day? Children hold hands and say the proverb: One for all and all for one.

What does this proverb mean? (Answers of children).

And now I will read you a fairy tale by S. Mikhalkov How friends are known . Do you think the heroes did the right thing in relation to their friends? (Reading a fairy tale).

Why do you think the Beaver did not want to go further along with the Fox and the Boar?

Why did Kaban say: You go first, you are older, do you honor?

Did the Fox help the Beaver in any way?

Why did she scream: Boar, save the Beaver, will our Beaver disappear?

(Summarize).

But what about real friends? Tell me. (Answers of children).

Listen to the new proverb: Farewell yourself, but help a friend out . What does this proverb mean? (Answers of children). Let's all say it in unison.

Conversation analysis:

1. Have children formed an idea of ​​friendship?

Children have a concept of friendship. They know what it is and what a friend should be like.

1. What value orientations are present in children (mutual assistance, cooperation, kindness, diligence, courage ....)?

Basically, children believe that a friend should help in difficult times and be kind.

1. Evaluate the behavior of children during the conversation, namely the ability to listen to each other, ways of expressing agreement, disagreement.

Not all children can listen carefully to each other, some interrupt.

1. Describe your impressions of the conversation: what caused difficulties, what was the most successful, what explains the possible failure.

It was quite difficult for me to prepare for a conversation about friendship with preschoolers, because it was necessary to explain the concept of friendship to the children in a playful and entertaining way and find out from them how much they know who a friend is.

Tags: WORKSHOP. Role-playing games with preschoolers Practice report Pedagogy

ANALYSIS OF THE GUIDANCE OF THE PLOT-ROLE PLAY

Role-playing game: "Let's ride dolls in a car"

Group: second junior

1. Place in the daily routine: first half of the day, after a walk.

2. Creation of a subject-developing environment for this game: a set of building material (cubes, plates, bricks), rudders 2 pieces (toys were used - substitutes: a ring from a pyramid), dolls, a car was built in advance in the building corner.

3. Management techniques aimed at enriching the content of the games: preliminary work (they watched the cars during the walk, after the walk they had a conversation and asked questions during reinforcement: “What cars did you see?”, “What did they carry?”, “What is the name of the person’s profession, who controls the machine? ”, As well as the construction of the machine in the design classes, the direct participation of the educator in the game, questions aimed at prompting the children about the possible implementation of the plan.

4. Techniques that encourage children to start the game: a surprise moment, joint construction with children, demonstration of design techniques, singing a song about a driver.

5. Techniques for teaching gaming skills: the educator, asking questions “Arseny, do you want to be a driver?”, And the affirmative sentence “Artyom, will you also be a driver?” gave them a clear direction on playing the role of a driver in the game, the educator tossed ideas, and prompts were used: “Look, Arseniy, more mothers (girls) came to you, they also want to drive their daughters”, gradually fixing the girls’ attention on the similarity of their actions with the actions of adults.

6. Techniques aimed at the formation of real and game relationships: boys, holding the steering wheel in their hands, imitated their dads, and girls, holding dolls, imitated their mothers, and the actions that they performed in the game conveyed elements of the behavior of those persons who were in life .

theatrical game "Teremok" in the middle group.

1. Place in the daily routine: in the morning, before the walk.

2. Creation of a subject-developing environment for this game: a model of a tower, costumes for each character of a fairy tale (hats - masks), chairs for spectators, paper tickets.

3. The teacher with interest, actively and vividly told the children how she herself went to the theater and that it was very beautiful there and she liked it, and she herself began to involve the children in the conversation: there are actors, decorators, cashiers, ushers and the children gladly wanted to play theatre.

4. Management techniques aimed at recalling a work of art: a preliminary conversation was held on the content of the fairy tale, questions were asked about the characteristics of the characters, roles were distributed, those who could better play the roles were chosen for the first game (served as a model for others), other guys were spectators, then they switched roles.

5. Techniques for teaching playing skills: stage sketches were used over voice, gestures, the educator herself acted as the author (grandmother - storyteller).

Construction game in the second junior group: "We make Easter cakes."

1. Place in the daily routine: on a walk.

2. Creation of a subject-developing environment for this game: sand, various molds.

3. The choice of the theme of the building: the manufacture of Easter cakes and cakes.

4. Demonstration of individual design methods: sculpting with molds and clumping, the show was carried out according to the model, first the teacher showed the actions, then the children performed, and the teacher helped those who could not cope.

5. used additional material: buckets where there was water, pebbles, grass, leaves for decorating crafts.

6. Methods for teaching design: the show was carried out according to the model, first the teacher showed the actions, then the children performed, and the teacher helped those who could not cope.

Didactic game "Doll Katya has lunch" in the second junior

1. Suggestion of the game: brings a box into the group in which the Katya doll is hidden, uses a surprise moment.

2. Explanation of the rules: the teacher tells the children that they need to correctly find and select dishes for dinner, if they choose correctly, clap their hands, if not, threaten with a finger.

3. Monitoring the implementation of learning tasks: carefully monitors the actions of the children, asks questions, if anyone finds it difficult, helps to name the item of dishes.

4. Maintaining interest in the game: children not only have to choose the right item of dishes and name it, but also arrange the dishes beautifully on the table, not forgetting to lay a tablecloth and put a glass with napkins

5.Organized game ending: when all the actions are completed, the Katya doll thanks the guys for setting the table for her and they wish the doll a good appetite, then the teacher invites one of the children to feed Katya and remove everything from the table.

Task number 2

Game Theme: role-playing game "School".

Age group: preparatory.

Place of play during the day: first half of the day, in the morning.

Form of organization: subgroup, 3 people - determined by sympathy (girlfriends).

Target: teach children to independently distribute roles and act according to the role they have assumed. Understand the imaginary situation and act in accordance with it. To expand the scope of the child's social activity and his ideas about the life of the school, giving him the opportunity to occupy various positions of adults and children (teacher - student - director of the school).

Preliminary work: excursion to the school (went for an interview), conversation.

Play equipment: school supplies (notebooks and pens), didactic material in mathematics; a piece of chalk; pointer, tables.

Techniques to motivate children:“Guys, did you like it at school? Do you want to play a role-playing game school?” Preliminary work served as a good motivation, as they gladly agreed to play.

Ways to teach gaming skills: introduction of new roles (the director asked me to be in the role), tossing ideas (lesson, recess, going home), questions.

questions to the children: what did we do today? - Did you play well? What did you like the most and what didn't you like? She praised the children who excelled and said that everyone did their best, well done, for the shortcomings - she pointed out to the girl Albina (teacher) what she should practice. She asked to remove all the attributes for the game in place.

Introspection

1. Preparation for conducting a role-playing game consisted in the availability of appropriate game material, the definition of a specific game situation (mathematics lesson), preliminary work and goal setting.

2. The entire planned game situation has been completed in full.

3. The girls were especially good at playing the roles of students (correct posture at the tables - desks, raising their hands when answering, correctly solving examples, using polite words), and the girl playing the role of a teacher was good at portraying the behavior of the teacher (there was strictness, she wrote confidently examples on the blackboard), but, however, the embarrassment was not significantly noticeable, the speech was quiet.

4. My help was required in the development of the further plot, prompted some actions.

5. In the future, play the role-playing game "School" more often and come up with other more complex game situations (September 1 - a solemn ruler, a parent meeting) so that you are more confident in your actions.

Game Theme: theatrical game "Kurochka Ryaba"

Age group: second youngest.

Place of play during the day: 1 half day.

Form of organization: frontal.

Target: recall the content of the Russian folk tale "Ryaba the Hen", arouse interest in theatrical activities; create an emotionally positive climate in the group; to please the children; develop the ability to follow the actions of fairy-tale characters.

Play equipment: screen, puppet theater: grandmother, grandfather, chicken, mouse, egg.

Techniques to motivate children: artistic word (Behind the step, the step - There will be a ladder, Put it neatly by the word - there will be a song, And a ring on a ring - A vase will become. Sit with me on the porch, Listen to a fairy tale), making a beautiful box where the heroes of the fairy tale were hidden.

first, showing how to puppeteer on the table (how to dress on the hand, on which fingers, smooth driving of the puppets is necessary), stage sketches: show how the grandfather cries, depict how the mouse squeaks, and how the chicken cackles.

Methods for evaluating children's activities: praised the children for listening carefully and following the actions of the puppets, asking questions and tasks after the game: what characters were present?, which character did you like?.

Introspection

1. Preparation for the construction game consisted in the selection of a game appropriate for a given age and the definition of a goal, as well as the selection of material and venue for this game, and the development of motivation.

2. Everything that I planned was carried out completely, the goals set were achieved, a good result was obtained.

3. The guys built a fence for animals with interest and were imbued with this game and even continued to play this game. There was a positive attitude towards the game.

4. My help was required only to correctly show the construction techniques to the children and interest them.

5. She pointed out to herself for the future that the building game is useful for children of this age, as it develops coherent speech, attention, logic, perseverance.

Game Theme: didactic game "Doll Katya woke up."

Age group: second junior group.

Place of play during the day: 1 half, in the morning.

Form of organization: frontal

Target: consolidate children's knowledge about the name of the doll's clothes: T-shirt, panties, dress, shoes, socks; about the sequence of the dressing process; exercise in the actions of dressing the doll; activate the speech of children; cultivate a caring attitude towards the doll.

Play equipment: 2 dolls: big and small, clothes, bed.

Techniques to motivate children: surprise moment.

Techniques for teaching gaming skills: select the right clothes (according to the size of the doll), name the clothes, put clothes on the dolls in the correct sequence, a visual explanation of the entire course of the game in the process of joint activities.

Methods for evaluating children's activities: praise, I tell the children: “Here Tanya and Katya are dressed, now they are ready to do gymnastics and have breakfast, I outline a further perspective for the independent play of children with dolls.

Review.

Dokuchaeva Ekaterina Vladimirovna proved to be a competent specialist. The speech was crisp, clear, expressive. The game subject-spatial environment was created in accordance with the age of the children. In all games there was a good, competent game situation. In the role-playing game, an introductory conversation was held on the content of the game. A trial run was made in the didactic game, a clear and detailed demonstration of the construction method was carried out in the construction game, a demonstration of the methods of puppetry and work with puppets was demonstrated in the theatrical game, a variety of interesting game roles and situations were offered in the role-playing game. Ekaterina Vladimirovna showed herself on the positive side, showed creativity, ingenuity, in the didactic game she identified the problem and competently managed to eliminate it. In each game played, the children had interest, joy, excitement, a desire to complete the task, the children were attentive and focused.

Task number 3

Task number 4

Task number 5.

Topic: " Let's put the toys in their places"

Type of work: household

Age group: junior

Place of work during the day: morning, before breakfast.

Form of organization: order.

Target: training in the simplest labor skills and abilities; to bring the work begun to the end and develop the habit of putting each toy in its place, cultivating interest in work.

Equipment: scattered toys.

Techniques to motivate children: surprise moment. I say: “Masha’s doll will come to visit us now, and she’ll see how we can quickly remove the toys and put them beautifully in their places (Masha’s doll arrives in the group, put her on a chair and explain to the guys that she will look at our job).

show with explanation, conversation, questions and answers, joint action with the child.

Methods for evaluating children's activities: positive evaluation, encouragement.

Introspection.

1. Preparation for this work consisted in thinking over the motivation, and creating all the conditions for a successful start and completion of the work begun.

2. Everything planned was carried out in full.

3. Everything that I planned turned out, the guys willingly agreed to remove the toys and put them in their places, and also finished the work they had begun to the end, throughout the work the children's interest in this work activity was maintained.

4. My help was needed correct presentation motivation and joint performance of actions with children.

5. For the future, I would like to note that it is imperative to give instructions to children at a younger age, as it stimulates children to carry out subsequent types of work and fosters interest in work, and they also become more confident in their actions.

Topic: " Let's help our indoor flowers"

Type of work: labor in nature

Age group: older.

Place of work during the day: morning, before breakfast.

Form of organization: duty in the corner of nature.

Target: to consolidate children's knowledge about the methods of caring for indoor plants, about the sequence of work. Systematize children's knowledge about indoor plants, continue to instill the necessary knowledge to care for them. To instill interest, develop curiosity and a desire to care for plants, bring up responsibility for the task assigned and the ability to bring the matter to the end.

Equipment: rags, sticks for loosening, watering cans, spray gun, scissors.

Techniques to motivate children: telegram from the flower fairy. “Guys, in the morning I received a telegram (I print and read the content) from the flower fairy, she saw that our flowers were dusty and the earth was dry, and the leaves, and asked for help, and since you are already big guys, I think you can handle it.

Work skills training methods: I give advice and instructions (loosen the ground around the flower, pour water carefully, you need to spray not only from above, from the side, but also from below); I ask questions: “And what flowers do you need to pour water only into the pan ?, what flowers do you still know?”

Methods for evaluating children's activities: I encourage and give an analysis of the result of the work performed, correctly pointing out the shortcomings.

Introspection.

1. Preparation for carrying out this labor activity consisted in preparing equipment, setting a goal, creating motivation.

2.

3. In general, everything worked out, only the boys were not very accurate (they filled the flower and crumbled the earth when loosening).

4. It turned out to be especially interesting for them, when doing work, the children were polite, helped each other.

5. For the future, she noted that it is necessary to constantly include some type of work in the daily plan, because the guys learn to interact with each other, help their comrades, bring the work they have started to the end, interest, excitement and desire, curiosity develop, and love is also instilled to work, which means they will grow up worthy people!

Topic:"Let's clear the trash alley"

Type of work: labor in nature

Age group: preparatory

Place of work during the day: 1 half day, before lunch.

Form of organization: collective labor (general).

Target: to form in children the ability to work in a team, to arouse an active interest in joint work, a desire to help each other, to teach children to distribute work among themselves in a team, to form the ability to work carefully and bring the work started to the end, to educate children in a friendly attitude to each other and a positive attitude to work.

Equipment: bags, gloves according to the number of children (10), rags for tying broken branches.

Techniques to motivate children: proverbs about labor (labor feeds, but laziness spoils, etc. d), I say: “Guys, what holiday will be soon?” (May 1), let's put things in order around the kindergarten and on the alley, so that all passers-by admire the beauty of nature and praise us.

Work skills training methods: I explain what needs to be done and how to do it (when tying the branches, one child needs to carefully lift the branch and tie it up to the other; keep the bag carefully, carry the branches to a certain place), give explanations, instructions, remember the rules of behavior on the street (do not push, do not run out on the roadway, do not run). She provided a little help in the distribution of duties (Misha and Vova carry a bag, and Dasha, Ulya, Oksana, Alice, Varya put the garbage, the rest help).

Methods for evaluating children's activities: Well done boys! Look how beautiful, clean and comfortable it has become near the kindergarten, passers-by will not be able to take their eyes off the restored order made by us. At the end, I will distribute candy.

Introspection.

1. Preparation for the event consisted in the preparation of equipment

2. Everything planned was carried out.

3. Especially it turned out to motivate the children, they got down to business with joy and great interest, their eyes lit up, they helped each other, there was a great desire to work (they did the job very quickly, no one stood still, everyone moved with pleasure and each of the children wanted to do something more to be noticed and praised).

4. My help consisted only in the preparation of equipment and the distribution of responsibilities.

5. For the future, I gave myself an attitude that I would continue to act in the same way, and every year I would clean up the area around the kindergarten together with the children and involve them more in work. Working with children brought me a lot of positive emotions.

Review.

In the course of working with children, Dokuchaeva Ekaterina Vladimirovna showed herself on the positive side. She prepared the necessary equipment and material, the structure of the event was observed; the work motivation corresponding to the age of the children was also selected. In the younger group, children were competently shown the sequence of labor actions, joint work was performed with children in accordance with the level of development of children's labor skills. In the preparatory and senior group, assistance was provided in the distribution of responsibilities. Dokuchaeva E. V took an active part in joint labor activity and gave a competent assessment of the results of children's work in accordance with motivation.

Task number 6

Purpose of observation: identify which skills the child has developed more.

Surname and age of the child: Farin Matvey, 5 years and 6 months

Time and place of work: 1 half day

Stroke: I suggest that children work with flowers (water, loosen, sprinkle and cut dry leaves). Matvey gladly accepts my offer, but says, what should I do?, then asks Roma to bring him a watering can. During work, he politely asks for help from other guys, performs the actions correctly, but not neatly (in a hurry, often distracted). Shows initiative, but does not feel desire and zeal. He himself determines the sequence of labor actions, but does not complete the work he has begun (he ran away to play cars with the boys) and did not clean up the equipment, but he assessed his result: “How beautiful the flowers have become.”

No. p / p	Indicators of labor skills	Present	Missing
1.	Ability to accept the purpose of work:
	- accepts social motivation	+
	- brings the job to the end		+
2.	The nature of labor actions:
	- independently performs		+
	-performs correctly	+
	-carries out carefully		+
3.	Attitude towards the labor process:
	- shows initiative	+
	- performs the task with desire		+
4.	Ability to plan work
	- independently prepares and cleans equipment		+
	- determines the sequence of labor operations	+
	- Evaluate your results	+

Conclusion: Farin Matvey has the best formed labor skills: the ability to plan work, but the attitude to the labor process and the ability to accept the purpose of labor are not fully formed; labor skills are less developed: the nature of labor actions. I suppose that Matvey needed a strong and interesting motivation in order to have a desire to work, and to bring the matter to the end, not to be distracted.

Task number 7.

drawing

Topic:"The sun is shining"

Age group: younger

Form of organization: frontally

Location during the day: 2 half a day

Target: Continue to develop the ability to draw rounded closed lines, improve hand-eye coordination, limit hand movement, draw the sun in the middle of the sheet. Exercise in the ability to hold the brush correctly, do not squeeze too hard, easily drive over the paper, dip the bristle of the brush into the paint. Learn to work neatly and cleanly. Cultivate the desire to draw and aesthetic feelings.

Preparatory work: watching the sun on a walk, drawing rounded shapes (a ball, a ball of thread for grandmothers, snowballs). Examining illustrations. Reading nursery rhymes about the sun, poems about the sun. Reading the fairy tale by K. I. Chukovsky "The Stolen Sun".

Equipment:½ sheet of paper, gouache, brush, non-spill. Sun pattern.

Motivation techniques: reading an excerpt by K. I. Chukovsky: aroused pity in children (crying, waiting for help).

a visual method (a sample of the sun, then I myself explain to the children and draw the sun on a piece of paper); practical method (imitation in the air, then on a sheet with a dry brush); verbal method (I use questions, I make a hint, for those children who are having difficulty); game method (game "Sun and rain").

encouragement (I praise each child for their work), I make a photo exhibition.

GCD progress.

I: The sun walked across the sky, and ran behind a cloud.
The hare looked out the window, it became dark for the hare.

And magpies - White-sided, galloped through the fields,
They shouted to the cranes: “Woe! Woe! Crocodile
Swallowed the sun in the sky! Darkness has come.
Do not go outside the gate: who got into the street -
Got lost and lost.

What fairy tale is this from?

Children: Stolen sun.

I: That's right, this is an excerpt from the fairy tale by K. I. Chukovsky "The Stolen Sun".

Let's help the poor animals. It's very bad without the sun.

The gray sparrow cries: “Come out, sun, hurry!
It’s a shame for us without the sun - we can’t see a grain in the field!

Bunnies are crying, on the lawn: Lost, poor, out of the way,
They can't get home.

I: Let's help them?

Children: Yes.

I: Let's play the game "Sun and Rain" with you.

I: What sun?

Children: round, yellow

I: That's right, the sun is round, yellow. But sometimes it is also red. Listen to the joke:

Sunshine, sunshine, look out the window!
Sun, dress up, red, show yourself!
I: See how I will draw the sun. I dip the brush into yellow paint and the brush runs in a circle. This is how round the sun turned out. First we will draw the sun in the air. With what hand do we draw?

Children: right hand.

I: Well done, raised right hand with a brush and draw a round sun in the air. Let's look at the hand. Now let's draw with a dry brush on paper, without paint.

And now we open yellow gouache, pick up paint on a brush. And we start drawing. What gouache will we paint with?

Children: Yellow gouache.

I: That's right, well done. While working with children, remind them how to hold the brush correctly.

I: Look how many cheerful and bright suns we have drawn. The group became even brighter.

ran through the bushes
By birch leaves.
Hello golden sun!
Hello blue sky!

The birds began to chirp
Fly for insects.
Have become bunnies,
On the lawn,
Roll and jump.

Happy bunnies and squirrels,
Happy boys and girls.

I: Here are some fellows, they tried from the bottom of their hearts. And now the sun will again shine brighter in the sky.

Introspection.

1. Preparation for the GCD consisted in observing the sun on a walk, a conversation was held, making a sample - the sun, reading the passage "The Stolen Sun", preparing equipment and choosing a topic, selecting material.

2. Everything was successfully carried out, the tasks were completed in full.

3. Everything turned out well, the children did the work with interest, they beautifully drew the sun (circle), only one boy had a bad sun (circle), the fine motor skills of the hands were slightly developed and there were not enough skills, since he had just started attending kindergarten.

4. I helped some children in drawing the sun, gave recommendations, advice, as well as in the design of the sun: eyes, cilia, eyebrows, cheeks.

5. I took note that individual work is needed with that boy (Kostya Biryukov) who has poorly developed motor skills.

Type of productive activity: modeling, plastinography.

Topic:"Tsvetik - Semitsvetik"

Age group: older - preparatory

Form of organization: frontal

Location during the day: 2 half

Target: Continue to teach children how to smear (in different directions); teach children to use several colors of plasticine in their work; develop fine motor skills of fingers; to consolidate the ability to work along the contour, to develop children's creativity.

Preparatory work: reading the fairy tale by V. Kataev "Flower - Semitsvetik", looking at illustrations.

Equipment: oilcloth napkin, board, plasticine, wet napkin and dry napkin, blank - thick white cardboard with printed flower pattern, finished flower - sample, album sheets by the number of children, beads for decoration.

Motivation techniques: analysis of the work, the flower sample itself.

Productive Skills Training: work along the contour, the use of several colors of plasticine, smearing plasticine with a thin layer.

Evaluation of the results of productive activities of children: encouragement and analysis of work.

Synopsis of GCD on modeling “Flower-Semitsvetik” (senior group) GCD course: I: Guys, we recently read the fairy tale "Flower - Semitsvetik". Let's remember what it is about? Children: Answers. I: That's right guys. This tale is about dreams and about a good, noble deed. Each of us has dreams, desires. And today, each of you will make a "Flower - Semitsvetik" for yourself, and maybe give it to someone who needs it more, but you must promise me that your wishes will be good! Children: Answers I: Look carefully, there is a simple white flower in front of you, but as soon as you circle it and “color” it with plasticine, it will become magical! I: Guys, make your flower beautiful and bright! I show and explain, look, my flower has a middle yellow color. Cut off a piece of yellow plasticine in a stack and “paint over” the middle. Well done, you are doing well, now we will “paint over” the petals. I: Guys, I remind you that after working with one color of plasticine, you need to wipe your fingers and stack with a napkin. I: Now cut off a piece of pink plasticine and “paint over” the top petal. Now let's paint over the purple petal. What good fellows you are, you are doing very well! Let's take a break. Stand at your chair and get your hands ready. Fizminutka: Fly, fly, petal (palms together, fingers of the right and left palms through the west to the east, in turn press each other). Through the north, through the south, (palms together, twist them up, down). Come back, make a circle. (Palms together, make a circle with them) As soon as you touch the ground (lower down, moving your fingers). To be in my opinion led. (Raise your hands above your head, moving your fingers). I: Guys, have a seat. Let's finish the flowers. Do you understand how to “paint over” the petals? Children: yes, sure. I: I will put my flower in the most visible place so that you can see what color the petals and stem should be. Children complete their flowers, show me, each other, decorate it, and together we choose the most neat and beautiful flower. I: Guys, well done, you all did it. Look at your "Flowers - Semitsvetiki", how beautiful they are. And do not forget that it depends only on you which flower you will have - evil or good, and now think to whom each of you will give your flower - a seven-flower.

Introspection.

1. Preparation for the GCD consisted of a preliminary conversation, reading a fairy tale, preparing equipment and materials, making templates and samples.

2. Everything planned was carried out successfully.

3. Managed to captivate the children and interest. The work was done with great enthusiasm.

4. My help was needed in encouragement, praise, little advice.

5. More often to conduct classes in plasticineography, children really like it and it is useful for the development of fine motor skills of the hands, which is useful at school for writing.

Type of productive activity: application.

Topic:"Salute of Victory".

Age group: older - preparatory.

Form of organization: frontal.

Location during the day: 2 half

Target: To consolidate and expand knowledge about the Victory Day holiday. To teach a sensitive, benevolent attitude, to encourage children to moral deeds, to cultivate a sense of respect for people, goodwill. To instill a sense of patriotism, love for one's Motherland, respect for veterans of the V.O.V, a desire to take care of them. To consolidate the ability of children to create an image using the “mosaic” technique, to achieve high-quality performance of the task, to develop the creative abilities of children, hand motor skills.

Preparatory work: Examination and discussion of illustrations about V. O. V. Reading stories and poems about the war. Learning songs, poems about V. O. V., about Victory Day. Listening to songs of the war years.

Equipment: a video recording of the fireworks, a flash drive, a tape recorder, a TV set, dark-colored colored cardboard, glue, a napkin, a damp sponge, an earpick, a simple pencil for each child, double-sided colored paper, pre-cut into squares or rectangles about 0.5 cm in size.

Motivation techniques: conversation, non-traditional “mosaic” technique (children really like it).

Productive Skills Training: non-traditional technique "mosaic"; initial demonstration (reminder) of the mosaic technique, explanation.

Evaluation of the results of productive activities of children: praise and evaluation.

Abstract of the GCD on the application in an unconventional form “Salute of Victory” (older - preparatory group) Course of the lesson: Me: On May 9, our people celebrate one of their favorite holidays. What holiday is it? D: This holiday is Victory Day. This is the day when the Great Patriotic War ended. This is the day when war veterans are congratulated. I: Correctly. After all, it’s not without reason that the song says that “this is a holiday, with tears in our eyes,” because we rejoice that there is no war, we are proud of the great Victory and our army, and at the same time we sadly remember the fallen heroes. In honor of Great Victory and in memory of the fallen soldiers in the cities on May 9, a festive salute is thundering - the salute of Victory. Salute is the saluting of fireworks and shots to commemorate a solemn date. There are also fireworks in our village, you, of course, saw it. What do fireworks look like? D: Flashes are like a flower. The salute is like an open umbrella. Fireworks flash like a palm tree. Salute is like a fountain. Physical education:"Salute" Everything was quiet, and suddenly - salute! Salute! (Raise hands, open fingers like a fan) Rockets flared up in the sky here and there! (Wave hands to the right - to the left) Above the square, above the roofs, Above the festive Moscow (sit down - stand up) The living fountain soars higher and higher than the lights! (sit down - stand up) On the street, on the street everyone happily runs (easy running in place) Shouting “Hurrah! ”, Admire the festive fireworks (shout “cheers”, wave your hands over your head. I: Today I want to invite you to prepare a gift that you can give to relatives or veterans for the holiday. This postcard, made in the technique of "mosaic", is called "Salute of Victory. ” (sample display). This is how I saw fireworks. What will be your salute, we will see everything together at the end of the lesson. You are already familiar with the mosaic technique. I remind you of the sequence, explain and show: first, with a simple pencil, you will draw a flash of salute. Then you need to apply glue to the drawing. I want to draw your attention to the fact that the glue is not applied to the entire image, but only to a separate area. Then, using an ear cleaner, we apply the details of the mosaic to the glue. How it's done? (children's answers). That's right, we dip one end of the stick into a damp sponge and take a piece of the mosaic with the same end and apply it to the glue. When the work is finished, you need to blot it gently with a napkin. I remove the sample before the independent work of the children. The independent work of children takes place to quiet music - songs of the war years are heard. At the end of the lesson, I hang all the work on the stand. I: What bright and varied works turned out today! I think that everyone will like your gifts very much. And now I propose to see what kind of fireworks are in the main city of our Motherland - in Moscow. (view video).

Introspection.

1. Preparation for the GCD consisted of preparing equipment and a set of materials, in a preliminary conversation, showing illustrations, reading poetry, listening to military songs and showing a video recording of a salute.

2. Everything planned was accomplished.

3. Everything that was planned was done. The goal was achieved, the guys are happy, they really liked this technique.

4. My help was required in the reminder and the initial demonstration of this technique and to properly organize the guys and get them interested.

5. For the future, I would like to try some other new, interesting techniques for the application.

Introduction

1. Scientific theoretical basis development of role-playing games for older preschoolers

1.3 Pedagogical principles for organizing a story game

2. Experimental study on the development of role-playing games for children in the preparatory group for school

Conclusion

Bibliography

Applications

INTRODUCTION

The game as the main activity of preschool children is the leading means of their education.

Outstanding teacher N.K. Krupskaya noted: “The game is the need of a growing organism. In the game, the physical strength of the child develops, the hand becomes stronger, the body is more flexible, or rather the eye, quick wit, resourcefulness, and initiative develop. In the game, the guys develop organizational skills, develop endurance, the ability to weigh circumstances.

In the game, children gain experience in social behavior among peers, practically learn moral norms and rules, join the lives of adults around them, have the opportunity to show greater activity and independence than in any other activity. A special place is occupied by role-playing games. In these games, preschoolers reproduce everything that they see around them.

The leading motive of the game in the senior preschool age is cognitive interest, manifested in the desire to know the surrounding reality. The formation of stable cognitive interests is possible only by expanding children's ideas about the surrounding life, about the work of adults, which children imitate in their games.

Acquaintance of the child with the outside world begins from the first moments of life. Children always and everywhere in one form or another come into contact with objects and phenomena of the world around them. Everything attracts the attention of the child, surprises him, provides rich food for child development. An adult becomes a guide to the world of things, objects, phenomena and events.

Familiarization of preschoolers with the outside world is a means of educating in their minds realistic knowledge about the world based on sensory experience and cultivating the right attitude towards it. Acquaintance with the surrounding world is the source of the first concrete knowledge and those joyful experiences that are often remembered for a lifetime.

As practice shows, educators of older groups mainly learn with children the ready-made plots of the game provided for by the Program. Educators strive to cover the whole group with a game according to a given plot. Children do not want to play "learned" games on their own, but at the suggestion of the teacher, they reproduce them. This is due to the lack of interest in children in the plots of games.

All this provides a basis for a deeper study of this problem in theoretical terms and leads to the need to define the problem, object, subject of research, setting goals and objectives, as well as putting forward a hypothesis.

Problem: what are the ways and methods of enriching ideas about the world around in the process of developing role-playing games for children in the preparatory group for school.

object research is the pedagogical process of enriching ideas about the world around, as a condition for the development of role-playing games for children in the group preparatory to school.

Subject This study is to enrich ideas about the world around us as a condition for the development of role-playing games for children in the group preparatory to school.

Target works: development of a set of measures to enrich the ideas of children in the preparatory school group about the world around them and experimentally substantiate their effectiveness for the development of role-playing games for children.

In accordance with the problem, object, subject and goal, the following tasks were defined:

· to study works and scientific researches on the given problem of scientists-theorists, psychologists, teachers;

To identify the features of the development of role-playing games for children of senior preschool age;

· to develop and test a set of measures to enrich ideas about the world around, as a condition for the development of role-playing games for children in the group preparatory to school.

Research hypothesis : the development of role-playing games for preschoolers of the group preparatory to school will be more successful under the following conditions:

If the educator will actively use a variety of forms and methods of work to enrich children's ideas about the world around them;

If the educator enriches the knowledge that the children have about the world around them;

If the educator will teach children to apply the knowledge that children have about the world around them in the process role-playing game.

The specifics of the object and subject of the study determined the need to use a variety of research methods :

Theoretical analysis of pedagogical, psychological literature related to the range of problems identified by the objectives of the study;

Observation of the process of the role-playing game of preschoolers of the preparatory group for school;

Psychological and pedagogical experiment (stating, forming, control);

The use of various pedagogical technologies to enrich children's ideas about the world around them

The novelty of the study lies in the fact that a set of activities has been compiled and tested, which is aimed at developing role-playing games for children in the group preparatory to school.

1. SCIENTIFIC AND THEORETICAL BASIS FOR THE DEVELOPMENT OF ROLE PLAYING GAMES OF OLDER PRESCHOOL CHILDREN

1.1 The problem of the development of gaming activity in the studies of domestic and foreign psychologists and teachers

The game is a special activity that flourishes in childhood and accompanies a person throughout his life. It is not surprising that the problem of play has attracted and continues to attract the attention of researchers, not only educators and psychologists, but also philosophers, sociologists, ethnographers, art critics, and biologists.

Most modern scientists explain the game as a special kind of activity that has developed at a certain stage in the development of society. At the beginning of the 20th century, researchers did not have unanimity in resolving the issue of what is primary in the history of mankind: work or play. It has been suggested that play arose before labor. For the first time, the opposite statement that “play is the child of labor” was made by the German philosopher and psychologist W. Wundt, and later this point of view was developed by the Russian philosopher G.V. Plekhanov, Letters Without an Address. He came to the conclusion that the game has a long history and originated in primitive society along with various types of art. According to G.V. Plekhanov, in the history of society, work preceded the game, determined its content. The scientist drew attention to the fact that the game is social in its content, since children reflect what they see around, including the work of adults.

Thoughts G.V. Plekhanov were developed in the works of new generations of scientists, primarily psychologists and teachers, who were worried about the question: did play activity always exist, anticipating subsequent labor activity in a child’s life?

In psychology, in the study of play, as well as in the analysis of other types of activity and consciousness in general, the functional-analytic approach dominated. At the same time, the game was considered as a manifestation of an already matured mental ability. Some researchers (K.D. Ushinsky - in Russia, J. Selley, K. Buller, V. Stern - abroad) considered the game as a manifestation of imagination or fantasy, set in motion by various affective tendencies; others (A.I. Sikorsky - in Russia, J. Dewey - abroad) associated the game with the development of thinking.

Almost all researchers involved in the description of the games of preschool children repeated in different form J. Selley's idea that the essence of children's play lies in the performance of a role.

The question of what exactly in the reality surrounding the child influences the role play is one of the most significant questions. Its solution may lead to a clarification of the actual nature of role-playing, to a solution of the question of the content of the roles that children take on in the game.

D.B. Elkonin believed that the reality in which the child lives and encounters can be conditionally divided into two mutually related, but at the same time different spheres. The first is the sphere of objects (things) both natural and created by human hands; the second is the sphere of people's activity, the sphere of labor and relations between people into which they enter and in which they are in the process of activity.

Research by psychologist N.V. Koroleva convinces that the role-playing game is especially sensitive to the sphere of people's activity and relations between them, that its content is precisely this sphere of reality.

As mentioned above, the game has a social basis. Children's games both of previous years and of today's life convince us that they are connected with the world of adults. One of the first to prove this proposition, equipping it with scientific and psychological data, was K.D. Ushinsky. In the work "Man as a subject of education" K.D. Ushinsky defined play as a way for a child to enter into the full complexity of the adult world around him. Children's games reflect the surrounding social environment, which provides "...material, much more diverse and real than that offered by a toy store."

The reality surrounding the child is extremely diverse, and therefore only certain aspects of it are reflected in the game, namely: the sphere of human activity, labor, relations between people. Research by A.N. Leontiev, D.B. Elkonina, R.I. Zhukovskaya show that the development of the game during the preschool age is in the direction from the subject game, recreating the actions of adults, to the role-playing game, recreating relationships between people.

N.K. Krupskaya in many articles spoke about the importance of the game for the knowledge of the world, for the moral education of children. She believed that amateur imitative play, which helps to master the impressions received, is of great importance, much more than anything else. The same idea was expressed by A.M. Gorky: "The game is the way of children to the knowledge of the world in which they live and which they are called to change."

The game is a reflection of life. In the setting of the game, which is created by the child's imagination, there is a lot of real: the actions of the players are always real, their feelings, experiences are genuine, sincere.

Thus, having considered the problem of the development of gaming activity in the studies of domestic and foreign psychologists and teachers, we can conclude that the game is the main activity of preschool children, during which the spiritual and physical forces of the child develop: his attention, memory, imagination , discipline, dexterity, etc. In addition, the game is a peculiar way of assimilation of social experience, characteristic of preschool age.

1.2 Characteristics of the role-playing game of older preschool children

Throughout preschool childhood, while the child grows and develops, acquires new knowledge and skills, the role-playing game remains the most characteristic type of his activity. Features of the role-playing game are revealed in the works of psychologists L.S. Vygotsky, D.B. Elkonina, A.V. Zaporozhets and teachers R.I. Zhukovskaya, D.V. Mendzheritskaya, A.P. Usovoi, N.Ya. Mikhailenko. The basis of the plot-role-playing game is an imaginary or imaginary situation, which consists in the fact that the child takes on the role of an adult and performs it in a play environment created by him. For example, playing at school, depicts a teacher leading a lesson with students (peers) in the classroom (on the carpet).

The independence of children in the role-playing game is one of its characteristic features. Children themselves choose the theme of the game, determine the lines of its development, decide how they will reveal the roles, where the game will be deployed, etc. Each child is free to choose the means to embody the image.

The most important thing is that in the game the child embodies his idea, his ideas, his attitude to the event that he is playing.

Game activity at the senior preschool age is even more complicated. Children at this age should develop the ability to unite in a game, agree on a sequence of joint actions, display character traits game image. The content of children's games is not only regime moments, but also various holidays, excursions, work of adults. Interest in games with a social theme is especially growing.

The content of the game enables the child to realize the motives and goals of the work of adults, to reproduce their relationships, which are perceived through the role and through the rules of the game. Therefore, at older preschool age it is necessary to promote the expansion of the theme of children's games, the development of their content on the basis of deepening the knowledge of older preschoolers about the life of Soviet people.

The content of play activity, conditioned by the knowledge of the surrounding life, is also the most important condition for educating a child in play. Naturally, not every game can morally develop a child. Only a “good” game can perform such a function. There are a number of criteria that characterize it. The main criteria for such a game in older preschool age is the enthusiasm for games, the content of which reflects characteristic social phenomena (long stay in roles, compliance of behavior with the taken role of an adult); the content of the objectives of the game; a variety of plots and roles (the desire to fulfill the role of an adult in any profession); manifestation of moral feelings (empathy, joy from communication, from the results achieved).

The level of children's play is directly dependent on the guidance of play activities by the educator, who passes on his moral experience to children and introduces them to the social life of adults.

The main component of the role-playing game is the plot, without it there is no role-playing game itself.

The plots of the games are varied. Conventionally, they are divided into household, industrial, public.

D.B. Elkonin notes that the content of the game is what is reproduced by the child as a central and characteristic element of activity and relations between adults in household, labor, social activities.

A child of senior preschool age must deliberately choose the plot of the game, outline its plan, an approximate sequence of actions, that is, the child must present the events depicted in general terms. Children at this age should assign roles, although even here the help of a teacher is required.

At this age stage, new plots appear that are inspired by impressions gleaned outside the preschool institution: based on animated series, books read at home, stories of parents, etc. Currently, travel games, including space games, have expanded: the scope of displaying the work of adults has expanded (servicing work in a bank, transport, security and law enforcement service, etc.)

At the senior preschool age, the generalization of game situations continues; in addition to conditional and symbolic actions, children actively use verbal comments. These verbal comments are a verbal substitution of any events. Children resort to them so as not to violate the logic of the development of the content of the game.

The diverse content of role-playing games is determined by the children's knowledge of those aspects of reality that are depicted in the game, the consonance of this knowledge with the interests, feelings of the child, his personal experience. Finally, the development of the content of games depends on the child's ability to identify characteristic features in the activities and relationships of adults.

Throughout preschool childhood, the development and complication of the content of the game is carried out in the following areas:

Strengthening the purposefulness, and hence the sequence, the connectedness of the depicted;

A gradual transition from an expanded game situation to a collapsed one, generalization of what is depicted in the game (use of conditional and symbolic actions, verbal substitutions).

Each role contains its own rules of conduct, taken from the surrounding life, borrowed from relationships in the adult world.

A role is a model of how to act. Based on this sample, the child evaluates the behavior of the participants in the game, and then his own.

During preschool childhood, the development of a role in a plot-role-playing game proceeds from the performance of role-playing actions to roles - images.

In older preschool age, the meaning of the game lies in the typical relationship of the person whose role the child performs with other persons, the roles that other children take on. In games, role-playing dialogues appear, with the help of which relations between characters are expressed, game interaction is established. For the quality of the performance of the role, the relationship of the child to it is important. Therefore, it should be borne in mind that older preschoolers are reluctant to perform roles that, in their opinion, do not correspond to their gender. So, the boys refuse to play the role of an educator, head of the preschool educational institution, in the game of school they agree to be only a physical education teacher. In fulfilling the role, the child takes into account not so much the external logic, the sequence of actions, as the meaning of social relations.

At the older preschool age, conspiracy to play does not cause any particular difficulties, because children unite in it on the basis of commonality and interests, personal sympathies, therefore, they understand each other better and are more compliant towards partners.

During the preparatory period of the game, the teacher tactfully guides the relationship of children in such a way that each child finds “his own niche”, in which his abilities will be more fully manifested: someone comes up with how to make the game more interesting, what new roles can be introduced, others focus their attention on it. equipment.

In recent years, due to the fact that there is an insufficiently high level of formation of play activity in preschool children, scientists N.Ya. Korotkova, N.Ya. Mikhailenko, propose to consider the management of a role-playing game as a process of gradually transferring increasingly complex ways of building a game to preschoolers. The transfer of methods is carried out in the joint game of an adult and children.

A sequence of object-game actions with the help of which children imitate a real object action using appropriate objects, toys;

Role-playing behavior, with the help of which the child imitates the actions characteristic of the character, using speech, objects;

Plot composition, through which the child builds individual elements of the plot into a coherent event.

Children (sooner or later) master the first way of building a game - object-playing actions - in joint activities with adults. The other two methods (role-playing behavior, plot formation) can form incompletely, at a primitive level, with the spontaneous development of the game.

So, during preschool childhood there is a development and complication of role-playing games.

1.3 Pedagogical principles of organizing a story game

The story game is the most attractive activity for preschool children. This is explained by the fact that in the game the child experiences an inner feeling of freedom, subservience to him of things, actions, relationships - all that is given with difficulty in practical productive activity. This state of inner freedom is associated with the specifics of the plot game - action in an imaginary, conditional situation. The plot game does not require a real, tangible product from the child, everything in it is “as if”, “pretend”.

Psychologists and teachers have established that, first of all, the ability to imagine, imaginative thinking develops in the game.

The game is of great importance for the development of the personality of a preschooler. The game also has a great influence on the development of children's ability to interact with other people.

However, the game fulfills its developmental functions to the fullest if it becomes more and more complicated with the age of the child. And not only in terms of content. By itself, the thematic content is not a criterion for the level of development of the game. A story game, regardless of the theme, in its simplest form can be built as a chain of conditional actions with objects, in a more complex form - as a chain of specific role-playing interactions, in an even more complex form - as a sequence of various events.

Modern psychological and pedagogical research shows that the plot game, like any other activity, does not arise spontaneously by itself, but is transmitted by people who already own it - “they know how to play”.

The teacher should help children master the game skills. To do this, the teacher must comply with the principles of organizing a story game in kindergarten.

The first principle is that in order for children to master playing skills, the teacher must play with them.

An extremely important point, which largely determines the success of "pulling" children into the game, is the very nature of the adult's behavior. The educator, communicating with children in the classroom, at various regime moments, takes the position of a teacher, i.e. demands, sets, evaluates and even punishes. Probably, such a position is necessary for the implementation of the educational process. In a joint game with children, the teacher should change it to the position of a “playing partner”, with whom the child would feel free and equal in the possibility of joining the game and leaving it, would feel beyond assessment.

From this follows the second principle of organizing a plot game: the teacher must play with children throughout preschool childhood, but at each age stage develop the game in a special way, so that a new, more complex way of constructing it immediately “opens up” and assimilates.

The third principle of organizing a story game: starting from an early age and further at each stage of preschool childhood, it is necessary, when developing game skills, to simultaneously orient the child both to the implementation of a game action and to explaining its meaning to partners - an adult or a peer.

However, these principles will “hang in the air” if the real support is not determined, on which the educator can rely in the formation of playing skills in children.

So, at each age stage, the pedagogical process of organizing the game should include the moments of the formation of game skills in the joint game of the educator with children and the creation of conditions for independent play of preschoolers.

With the age of children, the form of joint play with an adult should change and the proportion of independent play should increase within the time allotted by the regime.

Conclusion. The theory and practice of the game includes a diverse set of various problems and issues. The main way of education in the game is to influence its content, i.e. on the choice of topic, the development of the plot, the distribution of roles and the implementation of game images.

The theme of the game is the phenomenon of life that will be depicted. The same theme includes different episodes depending on the interests of the children and the development of fantasy. The choice of the game is determined by the strength of the child's experiences. He feels the need to reflect in the game and everyday impressions associated with the feelings that he has for loved ones, and unusual events that attract him with their novelty.

The task of the educator is to help the child choose the brightest from the mass of life impressions, those that can serve as the plot of a good game.

2. EXPERIMENTAL STUDY ON THE PROBLEM OF THE DEVELOPMENT OF ROLE PLAYING GAMES OF CHILDREN OF THE GROUP PREPARATORY FOR SCHOOL

According to the theory of a prominent domestic psychologist D.B. Elkonin, it is within the role-playing game that the most intensive development of the cognitive and personal sphere of the child takes place.

Preschoolers with developed gaming skills in accordance with their age have an adequate level of development of voluntary attention, logical thinking, speech, imagination, i.e., an adequate level of cognitive development, which is an important prerequisite for school readiness.

The experimental study was carried out on the basis of preschool educational institution No. 1 in Syzran, Samara region.

The experimental study was carried out in three stages:

stating;

Formative;

Control.

The experiment involved 14 children, aged 6-7 years, who make up the control and experimental groups of the study.

2.1 Identification of the level of formation of gaming skills

Purpose: to determine the level of formation of gaming skills in children of the preparatory group for school.

1. Select the required material to be diagnosed.

2. To diagnose the level of formation of gaming skills in children of the preparatory group.

3. Analyze the results.

To determine the level of formation of gaming skills in preschoolers, a technique developed by Kalinina R.R. was used. The basis of this technique was the scheme of observing the game of children. It includes the main parameters that determine the development of a role-playing game, in accordance with the concept of D.B. Elkonin. The proposed scheme will make it possible to carry out both a qualitative and quantitative analysis of the level of formation of gaming skills among preschoolers.

To study the level of formation of gaming skills in preschoolers, a role-playing game was organized in a group of 7 preschoolers of the same age. The theme of the game was set by the experimenter, who, together with the educator, carried out diagnostic observation. The adult did not interfere in the process of the game, providing minimal assistance if necessary. The theme of the game "Journey" was chosen. This topic was chosen so that it has enough roles for all children; so that it does not have a clearly defined situation and allows you to include different roles in the plot of the game. For example, while traveling, one of the children may get sick and need to see a doctor. Or you need to build a bridge to cross the river.

The experimenter suggested to the children: “Guys, let's play with you on a trip. Which of you will say what it is and how it usually goes? (children's answers). And now we start the game." If necessary, an adult provided minimal assistance in organizing the game process.

Also, observations were made and the game that arose spontaneously, on the own initiative of the children.

Analysis of gaming activity is carried out according to 7 criteria:

1. Distribution of roles;

2. The main content of the game;

3. Role behavior;

4. Game actions;

5. Use of paraphernalia and substitute items;

6. Use of role-playing speech;

7. Compliance with the rules.

Each criterion was evaluated on 4 levels.

1 level - low,

Level 2 - below average,

Level 3 - Intermediate,

Level 4 - high.

Despite the fact that there is no strict relationship between age and the level of development of gaming activity, it seems appropriate to establish the following age limits for each level:

Level 1 - from 2.0 to 3.5 years,

Level 2 - from 3.5 to 4.5 years,

Level 3 - from 4.5 to 5.5 years,

Level 4 - over 5.5 years old.

1) Distribution of roles

Level 1 - no distribution of roles; the role is played by the one who "captured" the key attribute (putting on a white coat - a doctor, taking a ladle - a cook).

Level 2 - the distribution of roles under the guidance of an adult who asks leading questions: “What roles are there in the game? Who will play the role of Squirrel? Who wants to be Foxy?" etc.

Level 3 - independent distribution of roles in the absence of conflict situations (for example, when 2 or more people want to play the same role). In the presence of a conflict, the play group either breaks up, or the children turn to the teacher for help.

Level 4 - independent distribution of roles, conflict resolution.

2) The main content of the game

Level 1 - an action with a certain object, aimed at another ("mother" feeds her daughter-doll, no matter how and what).

Level 2 - action with the subject in accordance with reality.

Level 3 - performing actions determined by the role (if the child plays the role of a cook, then he will not feed anyone).

Level 4 - performing actions related to attitudes towards other people. It is important here, for example, not what the “mother” feeds the child, but whether she is “kind” or “strict”.

3) Role behavior

Level 1 - the role is determined by game actions, not called.

Level 2 - the role is called, the performance of the role is reduced to the implementation of actions.

Level 3 - roles are clearly identified before the start of the game, the role determines and directs the child's behavior.

Level 4 - role-playing behavior is observed throughout the game.

4) Game actions

Level 1 - the game consists in a monotonous repetition of the 1st game action (for example, feeding).

Level 2 - expansion of the range of game actions (cooking, feeding, putting to bed), game actions are rigidly fixed.

Level 3 - game actions are diverse, logical.

Level 4 - game actions have a clear sequence, varied, dynamic depending on the plot.

5) Use of paraphernalia and substitute items

Level 1 - the use of paraphernalia at the prompt of an adult.

Level 2 - independent direct use of paraphernalia (toy dishes, food models, medicine bottles, etc.).

Level 3 - widespread use of attributive objects, including as substitutes (a toy plate as a trailer for a truck, cubes as products, etc.); The subject design of the game takes a significant part of the time.

Level 4 - the use of multifunctional items (scraps, paper, sticks, etc.) and, if necessary, the manufacture of a small number of key attributive items. The subject design of the game takes minimal time (if, for example, there are no dishes, sheets of paper, palms, or simply its designation with a gesture can be used).

6) Use of role-playing speech

Level 1 - lack of role-playing speech, addressing the players by name.

Level 2 - the presence of a role-playing address: an appeal to those who play by the name of the role (“daughter”, “sick”, etc.). If you ask a playing child: “Who are you?”, He will call his name.

Level 3 - the presence of role-playing speech, a periodic transition to direct appeal.

Level 4 - detailed role-playing speech throughout the game. If you ask a playing child: “Who are you?”, He will name his role.

7) Compliance with the rules

Level 1 - no rules.

Level 2 - the rules are not explicitly highlighted, but in conflict situations the rules win.

Level 3 - the rules are highlighted, observed, but may be violated in an emotional situation.

Level 4 - compliance with predetermined rules throughout the game.

The results of the observation were recorded in a summary table. (Table 1).

The level of play skills for each criterion that he demonstrates in play activity was noted against the surname of each child. At the same time, if the level of gaming skills according to one or another criterion corresponds to the age norm, the cell was painted over in green, if it lags behind - not significantly (level 3) in blue, if it lags behind significantly (1-2 levels) in red. The age norm of the children of our study corresponds to the 4th level of the formation of gaming skills.

As can be seen from the table, the majority of children have an average level of formation of gaming skills. The gaming skills of these children correspond to the age category of 4.5-5.5 years. These children are characterized by the acceptance and consistent change in the game role, which they realize through actions with objects and role-playing speech. Children with an average level of development of gaming skills freely enter into role-playing interaction with a peer partner. Children's games did not differ in the creative development of the plot. The game organized by the experimenter did not cause excitement in the children and therefore its duration was short.

In the course of observing the games of children that arose spontaneously, it is worth noting the fact that among the repertoire of games among boys, such games as “to war”, with cars, according to the plots of cartoons: Spiderman, transformers, etc., dominated among girls: daughters-mothers, hospital, shop.

Sometimes the plot of the games was based on children's knowledge and ideas about people's relationships, obtained from the books they read, the cartoons they watched, the radio broadcasts they listened to, etc. As a rule, such an experience was realized in the game with various, sometimes quite significant deviations from the original - fairy tales, story, cartoon.

In the boy's game, the content of two cartoons was combined - "About a hippopotamus who was afraid of vaccinations" and "Flying Ship". The plot was not thought out in advance and developed associatively: either it is connected with a toy that caught your eye (a green car), then with memories of a character from a fairy tale (a merman), etc. Bright figurative representations replacing each other made it possible to create such a complex game. The associative dynamics of the plot was a typical feature of the preschooler's individual play.

	Surname, name of the child		Average level
Distribution of roles	Main content of the game	Role behavior	Game actions		Use of role-playing speech	Execution of the rules
1	Anya S.	2	3	2	3	3	4	3	3
2	Kolya M.	2	2	2	2	2	3	3	2
3	Denis P.	2	3	3	3	3	4	3	3
4	Anton R.	3	3	3	3	3	4	3	3
5	Julia L.	2	2	2	3	3	3	3	3
6	Lisa T.	2	2	2	3	2	2	3	3
7	Vika P.	3	3	3	3	3	4	3	3
8	Danila K.	2	2	2	2	2	3	2	3
9	Masha R.	3	3	3	2	2	2	2	2
10	Vanya K.	3	3	3	3	3	4	3	3
11	Lena P.	2	2	2	3	3	3	3	3
12	Masha S.	3	3	3	3	3	4	3	3
13	Vova H.	2	2	2	2	2	3	2	2
14	Series M.	3	3	3	2	3	3	2	3

Table 1. The level of formation of gaming skills at the ascertaining stage of the experiment

Often, the games of children (especially boys) were reduced to poorly ordered motor activity and objective actions that were only formally connected with the plot (for example, playing war). The fewer opportunities for plot development, the more repetitions in the game, the more often the same episode was played. Children sometimes became so accustomed to standard games with standard toys that they unanimously rejected any attempt to change or redefine the plot in a new way (“You play it wrong!”, “That's not how you should play!”).

For example, Anya arranges toys (dolls and animals) on the carpet around four small boxes-tables: these are children in kindergarten. A large doll acts as a teacher: “Vova! Don't move your feet! Lena, why did you crumble bread on the floor? Pick up and no more litter! - Anya says sternly, "voicing" the role of the educator. - And now everyone has gathered and lined up. The attendants wipe the tables. Let's all go to the forest."

“Oh, Mishka hid! - the girl continues in her own voice. - He does not want to go to the forest! They wanted to pick him up earlier today.” “Mishka, we will help you! - said the gnomes (Alina squeaks in a thin “kind” voice for the gnomes). “We will hide you!”

The game continued: the gnomes bring a magic wand. The bear becomes very small and hides in a mouse hole. All the children and the teacher go to the forest, and Mishka remains in the kindergarten. Mice and gnomes show him an underground passage, he crawls through it and meets his mother. Together with their mother, they go to the sea, collect shells, meet a goldfish and make wishes...

All in all, the game lasted over an hour.

This example showed how in the girl's game, everyday scenes familiar to her and fabulous, fantastic events were intricately intertwined. There was a role-playing speech (for various heroes) and a narrative one that performs an organizing function. The game included toy animals, dolls, imaginary mice. Anya herself did not take on any specific role, but alternately acted as all the characters.

Observations have shown that the director's game is typical for children who have limited contacts with peers: they are often ill or do not attend kindergarten at all. They are forced to play alone - because they do not have a partner.

Some of the subjects played alone because of difficulties in communication: these are children with severe speech defects, inactive, withdrawn, and poorly adapting to the conditions of a preschool institution. They tend to be solitary, reluctant to answer the question of what they are playing, stop playing and hide toys when they are approached by their peers or caregiver. The speech of such children included in the game is very quiet, whispered.

The repertoire of games did not differ in variety. The initiative to organize the game mainly belonged to the same children.

The division of children in games took place according to the gender principle: boys played with boys, girls with girls. There were no joint games involving both boys and girls.

Worth noting is the fact that four of the children tested are below average. These children are characterized by the implementation of conditional actions with toys and substitute objects, lining them up in the simplest semantic chain. These children entered into short-term interaction with their peers. By nature, children with a level below the average are very closed, uncommunicative. The guys prefer a single game to a joint game, i.e. game with yourself.

The qualitative result of the ascertaining experiment is shown in fig. one

Fig. 2 Distribution of children by levels of formation of gaming skills at the ascertaining stage of the experiment (in %)

After analyzing the obtained data of the ascertaining stage, we came to the conclusion:

1. The role-playing games of children are characterized by an average level of development: they are poor in content and themes. In independent games, repeated repetition of plots is observed, without introducing new plot lines by children;

2. Game theme is monotonous. Role behavior is characterized by a lack of novelty, variability. Children solve game problems in the usual ways;

3. The issue of enrichment and organization of role-playing games for children of senior preschool age in the preschool educational institution is not given much time.

4. The poverty and primitiveness of the game are also reflected in the communicative development of children. Preschoolers who do not know how to play are not able to meaningfully communicate, engage in joint activities, and are not able to productively resolve conflicts that arise. As a result, manifestations of aggressiveness, alienation, hostility towards peers are growing.

2.2 Organization of work to enrich children's ideas about the world around them, as a condition for the development of role-playing games

Purpose: development and approbation of a set of measures to enrich ideas about the world around, as a condition for the development of role-playing games for children in the group preparatory to school.

1. Develop a set of activities to enrich children's ideas about the world around them;

To organize a formative experiment, the group of children was divided into two: experimental and control. The contingent of subjects in both groups is the same both in terms of gender and in terms of the levels of formation of gaming skills.

Further work was carried out with the children of the experimental group.

The necessary elements that provide interesting play activities, the development of cognitive interests and moral qualities of the child are knowledge-action-communication.

The first condition of the game, as an exciting activity, is that the child has knowledge about the objects around him (their properties, qualities, purpose), about the events and phenomena of the real world. In order to implement the game plan, children must have reliable information about the real actions of adults with objects, about their relationship.

We started our work by having a conversation with the children to identify children's interest in the game. (Attachment 1)

Next stage of our work was connected with the enrichment of children with knowledge, impressions, ideas about the life around them, which corresponds to the topic of our study. We used the following main methods of enriching children's knowledge about the world around us:

Excursions;

Meetings with people of different professions;

Emotionally expressive reading of fiction;

Conversations-stories using illustrative material;

The teacher's story using specially selected photographs, paintings, reproductions of events taking place in our country;

Compilation of stories by children on certain topics related to the observation of life around them;

Individual conversations with children, clarifying knowledge, ideas of preschoolers about the phenomena of social life, about moral categories;

Dramatization of literary works using toys, puppet theater characters;

ethical conversations.

A scheme was developed for preparing children for games. (Appendix 2) This scheme reflected the preparation for games such as "Family", "Kindergarten", "School", "Hospital". As the ascertaining experiment showed, it is these games that arouse the greatest interest in children, but the plots of these games are monotonous. Also, the scheme included such games as "Cosmonauts", "Journey to the Arctic", "Builders".

During the development of the plot, the teacher gave advice aimed at developing the game: he advised the “mother” to go with the “daughter” to the “holiday”, to remind the “sailors” that it was possible to transport goods, and not just people. Such advice enriched the content of the game. In some cases, the teacher was also a participant in the game and played a leading role. In games, playing a leading role made it possible to direct the imagination of children, influence the development of the plot, encourage children to communicate, and guide their behavior in a playful way.

The gaming interests of older preschoolers were characterized by a significant passion for games with cognitive content, including public ones: “bank”, “factory”, “polyclinic”, “railway”, “construction”.

The following description of a long game in "kindergarten" reflects the work and relationships of adults in kindergarten.

“... Anya did exercises with the dolls, then sat them down for breakfast: “Let's have a quick meal, otherwise we need to go to the doctor for an examination.”

After breakfast, the "doctor" and "nurse" carefully examined the children.

Julia: "Alena has wheezing, put her to bed and call her grandmother."

Anya, the “teacher,” went to make a phone call: “Your daughter is sick, she needs to be picked up from kindergarten.”

After the medical examination, the "children" went to a "musical lesson". After a while, Anton came up to the players and asked the “teacher”: “Can I play kindergarten with you?”

Anya: "You will be Uncle Misha, go fix the taps, because water flows all the time."

Anton went to the opposite wall of the room and, taking a cube, began to “repair” the crane.

The children showed great interest in the games "Journey along the river (lake, sea)". It is known that the work of people on the river is typical for many cities in our country. Therefore, familiarizing children with the river makes it possible to show the connection between the work of rivermen of their native land and the work of people of different professions, both in our city and throughout the country. The accessibility of observing this labor enables children to imagine both the labor process itself and the relationships of adults in it.

The role of the educator is to systematically and systematically communicate to children information about the activities and relationships of rivermen.

There was an excursion to the port. During the excursion, the teacher told the children that the port is a special place for mooring ships. The port area is large. Its facilities are located both on the shore and on the water. Children watched the arrival and departure from the berths of cargo and passenger ships.

During the excursion, in order to enrich the children's ideas about the work of adults in the river port, the children observed the work of the cashier, buffet sellers, and the station attendant. At the same time, the teacher led the children to the idea of ​​the importance of the work of people of different professions.

Conducting excursions contributed to the enrichment of children's knowledge, aroused their curiosity.

Subsequent acquaintance with the port took place using illustrations and photographs. A film about the workers of the port was shown. During the viewing, the children watched the passenger ship. They studied and then repeated the name of the individual parts of the ship (side, bow, bridge, gangway, mast). The children also saw the work of the sailors (the sailor cleans and delivers the ladder, cleans up the deck, explains to the passengers how to get off at the pier). When getting acquainted with the work of the sailors, the educator drew the children's attention to the coherence of their actions, mutual assistance, the precise execution of all the captain's commands, and caring attitude towards the passengers.

However, for a deeper understanding of the work of rivermen, their relationship, excursions, a video film, illustrations and photographs are not enough. A special place is occupied by fiction, which allows you to give the child reliable knowledge, through the prism of which he is aware of the phenomena observed in life.

Let us give an example of a lesson during which excerpts from the books of M. Markov “About the Topka-sailor”, F. Lev “We ​​are sailing on a self-propelled gun” were used.

The most important person on the ship is the captain. All members of the team are subordinate to him. He stands on the captain's bridge, which is called the navigation: from here they control the course of the ship. Here the steering wheel is turned, and here are all the instruments by which you can determine where the ship is when the coast is not visible.

The captain sees signal lights ahead - white and green. He knows that this is a self-propelled gun with oil coming towards him. And if he sees only a white light, it means that a passenger ship is coming.

The captain sees a green light flashing in the distance. He knows it's a lighthouse on the shore. A captain must know a lot.

After reading, looking at the illustrations, the children answer the questions: Who is in charge on the ship? Who is under the command of the captain? What does the captain see from the navigation bridge? How does he know which ships are coming towards him?

Educator. Here you are, Anton, captain, you see: a ship is coming towards you, and a white light is on the mast. What is this ship?

Anton. This is a passenger ship.

Educator. Correctly. Kolya, what if there were white and green lights on the mast?

Kolya. It would be self-propelled. She carries oil products.

When looking at illustrations depicting various ships, the children were asked the following questions: What are the types of cargo ships? What are they transporting?

To enrich the game actions, conversations and stories of children about games were used. In the process of storytelling, children's ideas were updated, the work of the imagination intensified, creative game ideas arose, and the speech of children improved. Establishing a connection between classes, where children talked about their games, with play creativity, mutually enriched the play and cognitive activities of preschoolers. Children, for example, were asked to tell how they would play with toys (the set includes boats, ships, cars).

The teacher's questions addressed to the children during the game also contributed to its enrichment and development. So, a port, a barge was built. The question “Where is the barge towed to? What will she carry? made the children remember what they know about the movement along the Volga. An effective technique for managing a children's game was the use of a map-scheme of the Volga. Together with the teacher, the children cut out and pasted the contours of the location of the region and the city. Near the cities known to them, an image of what is made in them, what the region is rich in, was pasted. So, near the city of Togliatti, cars are shown on the map-scheme, near our city - fish, an oil storage facility.

One of the characteristic games of children in the preparatory group can be considered the game of "factory", which should contribute to the formation in children of a positive attitude towards ordinary everyday professions.

For this purpose, the children were introduced to the plant. The plant is the golden hands of the city. Children learned that machine tools, cars, rockets, airplanes, turbines, televisions, toys are made in factories. There are many factories in the city, and one of the largest is the Tyazhmash plant.

In order to form the initial concepts about the production itself, the teacher invites the children to think and tell what a workshop is, what it is, who works in it.

The acquaintance of preschoolers with the production process was limited to the assembly shop, since both the process itself and the result of the work of many people are more clearly presented here. The acquired knowledge was consolidated in the design classes.

Reading an excerpt from V. Mayakovsky's book "Who to be?" helped the children to imagine the work in the assembly shop. The idea “What we won’t do alone, we’ll do together” is expressed in the following passage:

“I make nuts, and you

for nut

making bolts

everyone's work

straight to the assembly shop.

In order for the children to realize the professional role of the worker, they were asked to look at the illustrations for this book (artist Yu. Korovin) and tell what the worker does, what machine he works on, what he works for.

After repeated reading, independent examination of the illustrations, the children were asked to imagine how they would act if they were workers. Knowledge, mental images became a stimulus for children, encouraging creative play. Putting the child in the position - you are a worker (albeit in the intended situation) was one of the methods for forming his interest in the labor of a worker.

The next step in the development of cognitive interest was to pose the question to the children: What is made of what? The children learned that many objects, including "turbines" and "machines", are made of metal. The question “Where do they get this metal, from what and how is it obtained?” stimulated children's cognitive activity.

In order to form ideas about some stages of the metal manufacturing process (first, miners extract ore, from which steel is then smelted, and machines are made from it), the children were asked to consider illustrations for V. Sokolov's book "The Steelworker".

Reading works of art about steelmakers, explanations from adults help children to comprehend the role of metallurgists in the labor process, to understand that one of the most honorable professions on earth is steelworkers who do a very important job - they cook steel.

With the development of role-playing games of the "factory" type, children had a need to manufacture items needed for the dispatcher, steelworkers; make pipes, passes, goggles. Children prepared these attributes from paper, coils. The description of the game "Construction of a blast furnace" is given in the appendix

In the course of the game, the children were given the task of further enriching its plot, applying the knowledge that they acquired when they got acquainted with the work of people in the port and on the river. The children were asked to sculpt cars and think about which cities in our and other regions they could take Tyazhmash products to. The game of "factory" was united not only with the game of "motor ship". Next to the "factory" the children built a hospital where workers were treated, a canteen, a shop, a library. Thus, knowledge of labor and adult relationships served as an example of joint actions in the game.

The game as an activity in which imaginary situations are played out gives the child the opportunity to act not only in the conditions of the present, but also in the past. The performance of the attractive roles of hero-warriors in games helps to familiarize children with the events of the heroic past, the upbringing of patriotic feelings.

However, the games of “war” that exist in practice often end in fights and, naturally, cruelty and rudeness are brought up in such games. They are filled with aimless actions, children brandish sticks, shout, and all, as one, imitate each other. Empty games in the "military" do not carry certain pedagogical functions, do not contribute to the moral education of the child. Therefore, adults often seek to divert the attention of children from military topics, resorting to the prohibition of these games.

Raising patriotic feelings in children, first of all, we formed in preschoolers concrete ideas about the hero-warrior, the moral essence of his feat in the name of his Motherland.

We introduced the children to the monuments that immortalized the feat of the Soviet people during the Great Patriotic War. These are obelisks, monuments, monuments erected in our city.

Excursions to monuments, looking at paintings, reading fiction, talking with children about soldiers, meeting with veterans - contributed to instilling in children a sense of patriotism, pride in their homeland, and admiration for the heroism of people.

A special place was given to the selection of fiction. Fiction made it possible to give the child reliable knowledge, through the prism of which he was aware of the phenomena that he observed in life. Therefore, the discussion of excerpts from works, the content of which contributed to the emergence of sympathy and empathy in children, is one of the methods of awakening the interest of preschoolers in the heroic (for example, such works as V. Nikolsky's "Soldier's School", L. Kassil's "Your Defenders", etc.) .

Under the influence of stories about warriors, children's games arose. At first, the teacher organized military sports games in which children reflected the peaceful service of infantry soldiers, tankmen, and rocketmen. The children were asked to do what soldiers can do: shoot at a target, quickly crawl from bush to bush, run. These exercises were performed in the kindergarten area. The “commander” (at first the teacher takes on this role) monitored the correct execution of movements: throwing sandbags, crawling, jumping, etc. The best performance of the role was noted, the achievements of indecisive children were encouraged. The repetition of exercises in order to achieve the desired result contributed to the formation of purposefulness and perseverance in children.

The performance of the roles of "soldiers" required from children both certain actions and the manifestation of certain qualities. So, the "commander" needs to outline a task in the game and follow how it is being carried out, the "soldiers" - to perfectly complete the task: throw far, quickly run across, deftly jump over. "Nurses" must also act quickly, be able to complete the task.

Before each game, a conversation-discussion was held with the children: who takes on what role, how he acts, whose orders he carries out. Since not only the children of the experimental group took part in such games, it was important to coordinate the actions of the children. The guidance of an adult who passed on his moral experience to children, introducing adults to the social life, played a special role in these games. Communication with an adult in the game helped the children to better understand the moral qualities of the warriors whose roles they played. To give the game a purposeful character, a map-scheme was developed. The teacher made it with the children, outlined where the sentries should stand, where the first-aid post was located, etc. And then the children already planned their routes on their own, discussed them together with the “commander”, drew a map-plan. On the map - the headquarters, the hospital. The objects that need to be overcome are also highlighted - a narrow bridge (log), a minefield (jump over an obstacle), a wire fence (ladder).

The game used those basic movements that are provided by the program. For example, in the game "Crossing the Bridge" - walking with a side step on the bench; in the game "Tankers" - riding a two-wheeled bicycle in a straight line, turning right and left; in the game "What soldiers can do" - long jumps from a place - 60-70 cm.

In such interrelation of plot-role-playing and sports games, there are opportunities for improving the movements of the child, as well as increasing motor activity, which is especially important at the present time. The very factor of physical training in role-playing games contributes to the manifestation of volitional qualities: independence, determination, perseverance.

New games among preschoolers were such as "Beauty Salon", "Bakery", "School", "Supermarket", etc. In order to teach children to establish relationships and actions in the process of these games, to develop the plot, schemes for constructing role-playing dialogue were developed. (Annex 4)

In order to maintain the state of pleasure and joy in children, improve their psycho-emotional well-being and emancipation, the versatile development of children in play activities, a game was held based on the beloved children's cartoon "Spider-Man". (Appendix 5).

We did not leave without attention the work with parents and teachers of preschool educational institutions.

In order to develop a system for the formation of a role-playing game in preschool age, a business game was held with preschool teachers on the topic "Role-playing a role-playing game in the system of educating preschool children." (Appendix 6). A survey of educators was conducted. (Annex 7)

The participation of parents in the pedagogical process of familiarizing children with the environment ensured the continuity of this process, and to a greater extent formed the experience of the child's emotional relationship to the world due to the closeness of communication between adults and children.

In order to improve the level of pedagogical culture of parents, a parent meeting "Game is not fun" was held. Questioning of parents was used to identify the play interests and preferences of the child at home.

So, the work done on the formative experiment made it possible to draw the following conclusion: the expansion and deepening of children's knowledge and ideas about the world around them increased the interest of children in joint games, created a fertile ground for the development of the plot of games.

2.3 Determining the dynamics of the formation of gaming skills

To determine the effectiveness of the work done by us at the formative stage of the experiment, a control experiment was conducted. At this stage, the same diagnostic technique was used as at the ascertaining stage of the experiment. Control diagnostics was carried out with children, both experimental and control groups.

The diagnostic results are shown in tables 2 and 3.

Table 2. The level of formation of gaming skills in children of the experimental group at the control stage of the experiment

	Surname, name of the child	Criteria for the formation of gaming skills	Average level
Distribution of roles	Main content of the game	Role behavior	Game actions	Use of paraphernalia and substitute items	Use of role-playing speech	Execution of the rules
1	Anya S.	3	3	3	3	4	4	4	3
2	Kolya M.	3	3	3	3	3	3	3	3
3	Denis P.	3	4	4	3	4	4	3	4
4	Anton R.	4	3	4	3	4	4	3	4
5	Julia L.	2	2	2	3	3	3	3	3
6	Lena P.	2	2	3	3	3	3	3	3
7	Series M.	3	3	3	3	3	3	3	3

Table 3. The level of formation of gaming skills in children of the control group at the control stage of the experiment

	Surname, name of the child	Criteria for the formation of gaming skills	Average level
Distribution of roles	Main content of the game	Role behavior	Game actions	Use of paraphernalia and substitute items	Use of role-playing speech	Execution of the rules
1	Lisa T.	3	3	2	3	2	2	3	3
2	Vika P.	4	3	4	3	4	4	3	4
3	Danila K.	3	3	3	3	3	3	2	3
4	Masha R.	3	3	3	2	2	2	2	2
5	Vanya K.	3	3	3	3	3	4	3	3
6	Masha S.	3	3	3	3	3	4	3	3
7	Vova H.	2	2	2	2	2	3	2	2

Analyzing the observation of the game of children, it is worth noting the fact that one of the most favorite games continues to be the game of the "family". Relationships between family members become the subject of children's feelings. For example, one of the children's favorite games is "As if mom is not at home."

Sergey. I am a grandfather. I went to work. We are building nurseries there.

Vova. Let's take Alyonka to the nursery.

Anton. Who will be there with her?

Sergey. Educator. (Takes the doll Alenka and hands it to the teacher, and after a while takes the doll).

Sergey. Already evening. Mom will be home from work soon.

Vova. Did you bring Alenka? Let's have dinner now.

Anton. I have everything ready, let's have dinner for Alenka (puts a plate of food on the table).

Everyone ate, thanked grandfather: “Thank you, grandfather!”

Sergey. I'll go to the store, I'll buy something for Alenka.

Anton. I'm going to buy a TV. (He took a cube, attaches “details” from the TV to it). Ready!

Vova. Turn off the TV, it's time for your daughter to sleep.

The most popular among the children of both groups, as before, turned out to be traditional household plots: feeding, putting to bed, walking, bathing the daughter, etc. This also included such game options as “Mothers and Daughters” and the modern version of this game “Barbie Doll Family” . For boys, stories related to defense and attack were more often played: “Policemen and thieves”, “Bandits and ours”, “Ghostbusters”. In games, children used both real toys and their substitutes.

Many children in the control group named roles and tried to perform exactly those actions that are characteristic of the role they have chosen (daughter or mother). 20% of the children singled out the rule according to which one should act, however, most of them could not adhere to the rules limiting spontaneous activity, i.e., they did what they could not do according to their role. It is interesting that not all children were able to use role-playing speech, to carry out role-playing dialogue. The game is the same. These are, as a rule, repetitions of the same operations, which is typical for the procedural play of young children. Observations have shown that children in the control group cannot simply develop the plot, are not able to get used to the accepted role and build their relationships with others based on the role position.

The children of the experimental group often used plots from television films in their games and played the roles of exotic television heroes (spider-man, ghosts, etc.).

The analysis showed that the children of the experimental group are quite able to cope with the tasks of the game that they face. Passion for the game of children of this group caused a new attitude of children to classes and to different types of labor. Their special diligence became noticeable, their desire not to lag behind their comrades in anything, to carefully carry out these instructions.

Children in the process of playing together developed rules of conduct, learned to boldly express their opinions, listened to the opinions of others.

The individual dynamics of the formation of gaming skills is reflected in Figures 2 and 3.

Rice. 2 Individual dynamics of the formation of gaming skills in children of the experimental group

Rice. 3 Individual dynamics of the formation of gaming skills in children of the control group

As can be seen from the histograms, in the experimental group there were changes in the levels of formation of gaming skills. Namely, two children, Denis and Anton, improved their results to high level formation. Two children went from below average to average. Three children still remained at the same levels of formation.

In the control group, changes in the level occurred, only in one child. The rest of the children showed a positive trend towards mastering game skills.

Thus, we can conclude about the effectiveness of our work at the formative stage of the experiment.

CONCLUSION

In the life of a preschool child, the game occupies one of the leading places. The game for him is the main activity, a form of organizing the life of children, a means of comprehensive development.

The game is a form of active creative reflection by the child of the surrounding reality, its objects and phenomena. But this is not a simple copying of what the child sees. A preschooler introduces fiction and fantasies into the game, so reality and fiction are intertwined in the game.

In this research work, the issue of enriching ideas about the world around was considered as a condition for the development of role-playing games for children in the group preparatory to school.

In the first part of the study, we examined the scientific and theoretical foundations for the development of role-playing games for older preschoolers.

In the second, practical part of the study, we organized and carried out experimental work. At the beginning of this work, we identified the levels of formation of skills in play activities in 14 children of the preparatory group. The results showed that most of the children were at the average level. According to the ascertaining diagnostics, a formative experiment was organized and carried out. In the course of the formative experiment, we developed a set of measures to enrich the children of the experimental group with ideas about the life around them.

To determine the effectiveness of work at the formative stage of the experiment, a control experiment was conducted. The data of the control experiment showed that in the children of the experimental group there were changes in the increase in the level of formation of gaming skills, but these changes were not significant. This fact suggests that the research work took place in too short a time frame.

So, the development of story games based on initial interests in the environment is the basis for the formation of large playing teams.

The emergence and development of games in preschool children is directly dependent on their assimilation of specific knowledge about the phenomena of life around them.

In order for the information received to become a source of the content of the game and influence the mental and moral development of the child, it is necessary to constantly, purposefully guide the educator to play activities, his personal interest in games, and the desire to support and develop the playing interests of children.

Our experimental and pedagogical work once again confirmed the conclusions about the need to establish natural connections between the various activities of children in the pedagogical process, about the use of episodic thematic planning of program cognitive material, about conducting games-classes in one developing plot. Such an organization of the pedagogical process contributes to the effective assimilation of knowledge in the classroom, the development of story games and the formation of positive relationships between children.

Thus, the hypothesis that the development of role-playing games for preschoolers in the preschool group will be more successful under certain conditions has been confirmed.

BIBLIOGRAPHY

1. Belaya K.Yu. On non-traditional forms of work // Preschool education - 1990 - No. 2-13-17s.

2. Boguslavskaya Z.M. Educational games for children of primary preschool age. - M .: Education, 1991-207s.

3. Wenger L.A. Role-playing game and mental development of a child // Game and its role in the development of a preschool child: Sat. scientific works. - M., 1978-127s.

4. Voronova V.Ya. Creative games for older preschoolers. - M., 1981.

5. Raising children in the game / Comp. A.K. Bondarenko, A.I. Matusik. - M., 1983-211s.

6. Zhukovskaya R.I. Raising a child in the game. - M., 1963-305s.

7. Zhukovskaya R.I. Creative role-playing games in kindergarten. - M., 1960-87s.

8. Zhukovskaya R.I. Game and its pedagogical significance. - M., 1975-142.

9. Zaporozhets A.V. Problems of preschool play and management of it for educational purposes // Game and its role in the development of a preschool child: Sat. scientific works. - M., 1978-321.

10. Ivankova R.A. Planning pedagogical work on the formation of a role-playing game in children of early and preschool age // Preschool education: Traditions and modernity. - M., 2002 - No. 4-53-56.

11. Game in the pedagogical process of educational institutions. Materials of the scientific-practical conference of teachers and students of educational pedagogical institutions / Ed. T.A. Kulikova. - M., 2000-57.

12. Toys and aids for kindergarten. / Ed. V.M. Izgarsheva. -M.: Enlightenment, 1987 - 174s

13. The game of a preschooler / L.A. Abrahamyan, T.V. Antonova, L.V. Artemov and others / Ed. S.A. Novoselova. - M., 1989-121.

14. Game and its role in the development of a preschool child: Collection of scientific papers / Ed. N.Ya. Mikhailenko. - M., 1978-327.

15. Ivankova R.A. Planning pedagogical work on the formation of a role-playing game in children of early and preschool age // Preschool education: Traditions and modernity. - M., 2002 - No. 4-51-57.

16. Kodzhaspirova G.M. The culture of professional self-education for everyone / Ed. doctor of psychological sciences, academician Yu.M. Zabrodin. - M: Enlightenment, 1994.

17. Kossakovskaya E.A. A toy in a child's life. - M .: Education, 1980-64s

18. Kozlova S. A., Kulikova T. A. Preschool pedagogy. - M., 2000-405.

19. Kurochkina I.N. Business game as a form of organization of the educational process // Preschool education. - 2001. - No. 5-80-83.

20. Leontiev A.N. Psychological foundations of preschool play // Psychological science and education. - 1996. - No. 3-25-27.

21. Mendzheritskaya D.V. Educator about children's play / Ed. T. A. Markova. - M., 1982-145.

22. Mendzheritskaya D.V. Raising children in the game. - M .: Education, 1979-175s.

23. Mikhailenko N.Ya., Korotkova N.A. Organization of a plot game in kindergarten. - M., 1997-127.

24. Mikhailenko N.Ya. Pedagogical principles of the organization of the plot game. // Preschool education - 1989-№4-23-29

25. Petrovsky V.A., Klarina L.M., Smyvina L.A., Strelkova L.P. Building a developing environment in a preschool institution // Preschool education in Russia. - M., 1993-87.

26. Problems of preschool play: Psychological and pedagogical aspects / Ed. N.N. Poddyakova, N.A. Mikhailenko. - M., 1986-145.

27. Management of children's games in preschool institutions / Comp. E.I. Tveritina, L.S. Barsukova / Ed. M. A. Vasil'eva. - M., 1986-236.

28. Usova A.P. The role of play in the upbringing of children / Ed. A.V. Zaporozhets. - M., 1976-327.

29. Flegontova N.P. The problem of pedagogical management of children's play // Game in the pedagogical process of educational institutions. Materials of the scientific-practical conference of teachers and students of educational pedagogical institutions / Ed. T.A. Kulikova. - M., 2000.

30. Elkonin D.B. The psychology of the game. - 2nd ed. - M: Enlightenment, 1999-300s.

LENA BRENING
Analysis of the role-playing game "School"

Analysis of role-playing game« School» .

1. General information

Children's age: 6-7years

the date of the: 26.11.2018, afternoon

caregiver:Brening E. A

Topic: Role-playing game« School» .

Target: enrichment of social and play experience between children; development of gaming skills and social competence in game plot: « School» , "Canteen", "Library".

Tasks:

1. Educational:

Clarify children's knowledge about the teaching profession.

To help reveal the content, the connections of the roles played, to develop the ability to transfer familiar actions into game situations, to act in accordance with the role, to encourage the ability to come up with new events.

2. Educational:

Development of coherent speech, enrichment of the active dictionary with terms related to school, school life, the role of the student.

3. Educational:

Build a positive attitude towards learning school, respectful, friendly attitude children to each other.

To form social competence in children through playing situations within the framework of role-playing games« School» , "Canteen", "Library".

Cultivate friendships in the game.

Form motivational readiness for school.

During role-playing game the priority tasks were related to social and communicative development. Also, such educational areas as cognitive and speech development were involved in the game.

Activities:

gaming (role-playing game) ;

Communicative (constructive communication and interaction with

adults and peers, oral speech as the main means of communication).

The following were used in educational activities. methods: verbal (conversation, guessing riddles, verbal and didactic exercise); practical (the game). Techniques - encouragement, creating a game situation, questions, a surprise moment, showing a course of action)

In the process role-playing game each child was given the opportunity to self-actualize, including inactive children who received one of the main roles (For example, teacher, cook). Roles were distributed both at will and with the help of counting rhymes, game situations.

In the process games children took on various roles, as if replacing people who were in certain social relationships with each other, and their actions. It was noticeable how children "lived" accepted role, and they were diverse (teacher, students, cook, librarian, security guard., tried to follow the rules, interacted with each other.

I believe that the children had a steady interest in the game thanks to the conditions created, preliminary excursions and conversations, the preparation of attributes by the joint efforts of children, educator and parents.

It can be said about the cognitive activity of children following: the children were interested, attentive, active, friendly. There was independence in verbal communication with others, and somewhere constraint. Children showed good knowledge on this topic.

The equipment that the teacher used in the game meets the aesthetic requirements. It is bright, colorful, attractive, safe and easy to use.

The game reflects all the tasks, they correspond to the age of the children.

The teacher sometimes had difficulty in leading the process games. But still I tried to form in children the ability to correlate the name of the role with a certain set of actions and attributes; use different types of relationships between different role positions (management, subordination, equality).

Related publications:

Psychocorrectional possibilities of role-playing game In domestic psychology and pedagogy, the game is considered as an activity that is of great importance for the development of a preschool child.

Synopsis of a modern role-playing game for older preschoolers "Modern School""Modern School" The storylines of the game: children come to school, study at the lessons; holding a parent meeting; organization.

Synopsis of the role-playing game "Shop" Purpose: the formation of the social experience of children by means of play activities. Educational tasks: - to teach children to assign roles and.

Synopsis of the role-playing game "School" Synopsis of the role-playing game "School" Communication with educational areas: social and communicative development Purpose: Continue teaching.

Synopsis of the role-playing game "School" in the preparatory group Synopsis of the plot-role-playing game "School" in the preparatory group Purpose: enriching the social and gaming experience between children; gaming development.

Synopsis of the role-playing game "Supermarket" Integration of educational areas: Cognition, Communication, Health, Labor. Preliminary work: Constant games of children in a group with a teacher.

1. Role-playing game "Polyclinic"

Purpose: to reveal the meaning of the activities of medical personnel, to develop in children the ability to take on roles, to develop interest in the game, to form positive relationships between children, to educate children in respect for the work of a doctor.

Game material: game set "Puppet doctor", deputies, some real objects, a doctor's hat, a dressing gown, a doll.

Stage 1. the implementation of the tasks is carried out by the educator in the position of "co-player" in a joint game with the children.

Situation 1 The educator offers the child the additional role of a patient, while he himself takes on the main role of a doctor. Educator: "Let's play Doctor": I will be a doctor, and you will be a patient. Where will the doctor's office be? Come on, as if it were an office. And what does the doctor need? And this is a jar of ointment, and this is a syringe ... "(Gradually, the child himself begins to name and arrange the necessary). The teacher puts on a hat and a white coat: "I'm a doctor, come to see me. Come in, hello. Do you have a sore throat or tummy? When did you get sick? Let's look at the neck.

Open your mouth. say a-a-a-a. Ai, ai, what a red neck. Now let's lubricate, doesn't it hurt? Don't you have a headache?

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

Situation 2 The teacher plays a doctor, two children are sick. Educator". Now let's play like I'm a doctor. I'm in my office. I have a phone. You are sick, call me and call the doctor, ding, ding! My phone is ringing. Hello! the doctor is listening, who Did you call? Katya the girl? Are you ill? Do you have a headache or a stomach ache? Did you take your temperature? How high! Tell me Katya, where do you live? I'll come to you. I'll treat you. In the meantime, drink tea with raspberries and go to bed. Goodbye! My phone is ringing again. Hello, who's calling? Boy Dima? What are you complaining about? Runny nose? Have you been ill for a long time? Have you taken drops or taken pills? Doesn't help? Come to me today. I'll prescribe another medicine for you. Goodbye!

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

Situation 4. Educator: And now I need a nurse. Come on, you will be a nurse (puts on a hat - indicates the role) Nurse, please find a patient card.

Have you called all of our patients yet? Nurse, did you write a prescription? Call sick Dasha and find out how her health is. Do pills help? Nurse, give me an injection, please.

Situation 5. A child in the role of a doctor, educator-patient. Educator: “Hello, doctor! My finger hurts, even swollen. What do you advise me? Do I need to take pills, smear with ointment or give injections? And when should I come now? Thank you.

Situation 6. Educator, doctor, I came to you yesterday. Today my toe hurts even more. Medicine doesn't help. What else would you recommend?

Situation 7. Educator: "I'm a patient, I'm calling the doctor's office. Hello! Hello, who is this? Nurse, please call the doctor. I forgot to take my pills yesterday. What should I do? And when should I come to you? Thank you. Goodbye .

Situation 8. The teacher offers the children to take on the additional roles of a nurse and a mother who brought her daughter, a doll, to an appointment. The teacher takes on the role of a doctor. The point is not yet able to talk. The teacher: “Hello, mommy, your daughter is still very small. What happened to her? Don’t you know? She cries all the time? The ears are fine, the neck is not red, now everything is clear. Your daughter's tooth is growing. It's okay. Nurse write out a prescription and tell us how to take the medicine. Mikhailenko N., N. Korotkova. Organization of a plot game in kindergarten. - Linka- Press, 2009 - 86s.

At the second stage, the implementation of tasks is carried out by the educator in the position of an assistant.

In the doctor game, one child plays a doctor, another a nurse, and the rest are patients. The teacher is next to the children, but is not a participant in their game, coordinates ideas, prompts in case of difficulty.

Situation 1. In the doctor's office. Educator: "Ask how the patient felt yesterday? Have you already taken the pills?"

Situation 2. In the doctor's office. Educator: "Nurse, the phone is ringing. Pick up the phone, tell me who you are and ask what happened?".

Situation 3. In line to see a doctor. Educator: "While the patients are waiting for their turn, are they talking? Let's talk about ....."

Situation 4. One of the patients has lost the prescription. Educator: "Come into the office, tell me what happened?"

Situation 5. Educator: "Let's be a different doctor. You came to this doctor to talk about one of the patients who became very ill."

Situation 6. A sick baby who is afraid of the doctor was brought to the doctor's office.

Situation 7. All medicines have disappeared from the doctor's office. Educator, the queue is long. The patients are waiting. What to do? Think about what you can take instead of them? What can replace the syringe and the listening tube? Etc.

In stage 3, children independently play doctor. The teacher implements tasks in the position of an observer. If children have difficulties during the game, they seek advice from the teacher ("What can be done next?"). The independent appeal of children to an adult is facilitated by a partner position that ensures the acceptance of the educator as a teacher. Enrichment of the content of the game plot occurs mainly in the process of game communication with the teacher. Journal "PRESCHOOL EDUCATION" No. 4/2010 - 56 p.

1. Role-playing game "Shop"

Purpose: To teach to carry out game actions according to speech instructions; learn to distribute roles and act according to the role assumed; learn to model role-playing dialogue; to cultivate a friendly attitude towards each other, to determine the characters of the heroes, to evaluate their actions.

Equipment: a white coat, scales, a set of weights, models of vegetables and fruits, cubes, a set of tools for repairing a car.

Game progress. Organizing time. Guys, recently we went on a tour of the store. Can you tell me who works in the store? What are the sellers doing? Who brings groceries to the store? (Children remember the name of the professions of people working in the store.)

Want to play shop? Let's distribute the roles. Who wants to be a seller? Chauffeur? Who will buy the products? To play, you need to build a counter. (Children, together with the teacher, build a counter from tables and chairs). What products will be brought to the store? Boxes with vegetables and fruits.

Story development. We start playing. (Sellers lay out the goods in the window, prepare paper checks, drivers deliver food cubes that replace boxes of vegetables and fruits, buyers prepare paper money and line up).

I need to buy 1 kilogram of pears. Please show me what kind of pears you have. I like these ones. How much does 1 kilogram of pears cost? Here's the money, punch the check. Tell me, will they bring grapes to you? (The teacher gives a model of the behavior of the buyer, the children approach the sellers, choose and buy vegetables and fruits.) And what is this red, round, probably very sweet? (The teacher consolidates the knowledge of children about the signs of vegetables and fruits).

Tell me what did you buy? Are they vegetables or fruits? (Work is underway to differentiate the concepts of "vegetables" and "fruits.") Did you buy plums for your daughter? What else does she love? (Customers say what they bought and are going to buy more.) Don't take these bananas. They have very dark skin. They have already deteriorated. Pick something else...

Look, the truck that brings vegetables and fruits for the store has a flat tire. Now they won't be delivered on time. Who will help the driver fix the car? Maybe there are auto mechanics among the buyers?

Here's some fresh food at the store. (Sellers are updating the windows.) Who wants to be a seller now? Let's count. Who will be the loader? He must be very strong to carry such heavy boxes! He must be a real strong man! And you need to buy groceries in order to celebrate your birthday.

Who's supposed to have a birthday? Good. It’s like I’m a hostess and I’ll tell in my ear who needs what to buy. (The teacher calls each of the children a list of 4-6 words denoting the name of the food.) Will you forget? Maybe repeat in the other ear? Well, run to the store and get in line. (Children buy goods, the teacher prompts through the description of the signs the name of what they have forgotten.)

Have you bought everything? All products are sold. Who bought sausage and cheese for sandwiches? Eggs and meat for dumplings? Milk and powdered sugar for pancakes? How is it that there was no powdered sugar? What does a bag of powdered sugar look like? Think what can replace it? … Cream for decorating a cake? What do they look like? … Go shopping. What else do you want me to cook for my birthday?

Well, now help me clean the room, otherwise the guests will come soon, and for now I will prepare a treat ... Look what I have prepared. (Children are given marmalade.) What is it made of? So what is he? (Children form relative adjectives corresponding to the names of fruits and berries.)

Game results. After the games are over, the teacher asks the children about what roles they played, whether they liked the games, who played their role well, but did not forget to help their comrades, etc.

In role-playing games, the child reproduces, as it were, models the actions and relationships of adults, penetrating into the meaning of their activities, one of the remarkable abilities of the human mind is formed in them - the ability to operate with signs and symbols.

Children play mother-daughters, drivers and pilots, kindergarten, hospital. But the same story can be played in different ways. One girl, portraying her mother, is limited to silent “feeding” of the doll, while the other talks to her “daughter”, teaches how to hold a spoon and use a napkin. It is clear that the second option is preferable, and adults should help the child play meaningfully.

An adult needs to get involved in the game gradually, without disposing and not explaining to the child what he should and should not do. Kaygorodtseva N.N. "Organization of a plot-role-playing game with preschool children in a preschool educational institution" 2010 - 55p.

The second chapter considers the conduct of role-playing games in kindergarten No. 53 in Almaty. Holding such games in middle groups in this kindergarten allows children to learn life by imitating the actions of adults, to play everyday situations, and to cope with them correctly, to develop intelligence. The principles of organizing a role-playing game were also studied, among which should be highlighted: 1) the teacher must play with the children 2) the teacher must play with the children throughout childhood, but at each stage deploy the game so that the children "open" and assimilate a new, more complex way of constructing it 3) the educator should orient the children towards the implementation of the game action.