Collection of abstracts of role-playing games for children of middle preschool age. Synopsis of the role-playing game "polyclinic" Summaries of the lessons of role-playing games
Organization: Kindergarten No. 80, Chelyabinsk
Location: Chelyabinsk
Program content
Target: formation in children of cognitive interest in the profession of a doctor (doctor), nurse, patient, interest in gaming activities, collective, productive, creative, cognitive research.
Tasks:
Educational
1. Form an idea of the integrity of the picture of the world and broaden one's horizons;
2. Enrich children's understanding of the medical profession;
3. Continue building self-care skills.
Developing:
1. To develop the attention and integrity of children's perception to enrich children's ideas about professions.
2. To form in children the ability to take on a playing role (doctor, patient).
3. Encourage children to act out the story of the familiar game "Hospital" using familiar medical instruments (toys).
4. Facilitate the emergence of a role-playing dialogue.
Educational:
1. To cultivate respect for the work of adults.
2. To form a caring attitude towards one's health, the ability to show sensitivity, care for a sick person.
Direction: personality-oriented.
Equipment: doctor costume, hospital play set, dolls.
Methods and techniques:
Excursion to the medical office;
Observations
Reading the fairy tale "Aibolit" by K. I. Chukovsky;
examination of medical gaming instruments;
educational conversations;
productive activity.
situational conversation,
speech situation,
Game (plot with rules)
Relevance: To the question: "Who is a doctor?, What is a hospital?" - children answer in monosyllables "it hurts." Toddlers still have practically no idea “What is work?” “What do they do at work?” Not to mention understanding the name of the specialty and job responsibilities. Therefore, it is very important to acquaint children with the profession of a doctor, a nurse, to tell about the characteristic qualities that this or that profession requires, to expand the horizons of children about the work of adults, to apply the knowledge gained in the plot- role playing ah, life situations, which contributes to their connection with society.
Operating principles: integration of educational areas - socio-communicative, speech, motor, cognitive.
Practical significance: To strengthen family ties, hold a conversation with the child at home about the profession of a doctor, nurse, patient.
Planned results: have an idea about the profession of a nurse doctor and their parents, know the subjects of assistants, orient themselves in the social world. Show more independence in various types activities. Know and understand the rules of conduct in public places.
Game progress:
Educator: Guys, do you know who your mom and dad work for?
Children's answers.
Tasia's mom works as a doctor! (the teacher explains that the doctor is also called a doctor).
Teacher: What does the doctor do?
Children's answers.
Today we will play the game "Hospital". Look, a doctor came to visit us today. Let's say hello to him together, for this we need to stand in a circle. (We all stand in a circle, the doctor takes turns calling the name of each child and says “Hello name”)
Doctor: Guys, do you know what the word "Hello" means?
"Hello" is when we wish each other good health.
Why do you think we need health?
Children's answers.
Doctor: What good fellows you are, we cannot do without health, we will get sick and will not be able to play, walk, communicate with friends.
How can you save your health?
Children's answers.
Doctor: Indeed, you need to eat healthy food, play sports, etc. And if a person does get sick, what should he do?
Children's answers.
Doctor: Of course, he needs to go to the hospital to see a doctor.
Educator:
If someone is not healthy
They call ... .. (doctors).
Wait, baby, don't cry!
He prescribed medicine ... (doctor).
Doctor: And let's spend a fun minute with you
The sun came out from behind the clouds
We will stretch our hands to the sun. (Sipping - hands up.)
Hands to the sides then
We'll spread it wider. (Sipping - arms to the sides.)
We've finished warming up.
Relaxed legs and back.
Educator: Who will we have today as a doctor? (they chose a boy) And the assistant to the doctor, nurse? (they chose a girl) And the rest of the guys will be patients. Today we have a medical examination at the hospital.
The boys take their places. The doctor and nurse sit at the table, the patients on the chairs. The doctor sits on a chair.
Educator: Do not forget that the hospital should be quiet, do not make noise, do not interfere with the doctor treating sick children. The dialogue between the doctor and the patient is structured as follows:
D: Hello, what's your name?
B .: Hello, says his name.
D: What hurts you?
B: He says he's in pain.
The nurse takes notes and helps the doctor.
Next, the doctor proceeds to the examination. The patient thanks the doctor, says goodbye, leaves. The next patient comes in. The game continues. After 2-3 patients, it is proposed to change the role of the doctor. (The teacher helps and participates in the game).
Conclusion
Educator: Well done guys, they did an examination, everyone is healthy, the nurse prescribed vitamins! Did you like the game? What did we play today?
Children: to the hospital
Educator: Right!
Always attentive, with love
Our doctor is treating you guys.
When your health improves
He is the most happy.
The children were very active and took part in the game. After joint game with the teacher, the children lose the game with dolls.
Literature:
1. Bozhovich L.I. Personality and its formation in childhood". M.: Pedagogy, 2000
2. Vygotsky L.S. “The game and its role in the mental development of the child / / Questions of Psychology, 1961 - No. 2 - p. 62-76
3. Zvorygina E.V., The first plot games of kids. M: Enlightenment. 1988
4. Zvorygina E.V., Komarova N. “Pedagogical conditions for the formation of SURI / / preschool education. 1989 No. 5 p. 31-40
5. Elkonin D.V. The psychology of the game. 2nd edition. - M.: VLADOS, 1999
The game is the leading activity of a preschooler. Role-playing games reflect children's ideas about the world around them, relationships and professional duties of people. The child is transferred from the daily routine: trying on an interesting role, using images of memory and fantasy to act in a fictional situation. The role-playing game not only entertains the child, but is also an element of the educational process in kindergarten.
Goals and objectives of the role-playing game in kindergarten
The essence of the role-playing game is the child inventing a fictional situation, choosing attributes and acting in accordance with the plan.
The children are playing in the toy store. Goods (toys) are placed on the table, price tags are attached to them (provided that the children are already familiar with numbers and numbers; these can be ready-made stickers or self-signed leaflets). On the "counter" there is a toy cash register with banknotes and coins. Children are assigned roles: seller, cashier, buyers. A fictitious situation should be played out: the choice of goods by buyers, the help of the seller, making a purchase at the checkout.
According to child psychologists and teachers, interest in a role-playing game arises by the age of three. This is due to the fact that in the first years of life the child accumulates ideas about the world, learns to act with objects, and develops coordination of movements. However, the initial elements of the role-playing game can be traced in the independent activities of children aged 2–3 years, when the kids reproduce what they see in everyday life in actions with toys.
The initial role-playing game consists of reproducing the actions of adults seen by the baby in everyday life.
When the author of this article became a mother for the second time, the first son was barely a year and a half. Naturally, the older child watched the baby and how the parents take care of him: bathe, swaddle, bottle feed, put to bed. And at the age of two, the son repeated scenes of everyday life with toys. He rocked the bear cub in his arms and hummed a lullaby, gave him a pacifier and a rattle, rolled him in a stroller. That is, the child tried on the role of a parent.
In preschool childhood, the game is educational in nature: with its help, important personal qualities are formed and mental abilities develop. The role-playing game is one of the main teaching methods: a culture of relationships within the team is laid, respect for the work of adults and various professions is instilled, simple social competencies are laid (how to behave in society). The purpose of conducting role-playing games with preschoolers is the versatile development of the child's personality in a fictional situation.
Play has been a form of learning since ancient times.
Jan Amos Comenius
https://nsportal.ru/detskiy-sad/raznoe/2012/05/11/aforizmy-ob-igre-i-obuchenii
Table: objectives of the role-playing game
| Age category of children | Tasks |
| 3–4 years |
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| 4–5 years |
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| 5–6 years |
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| 6–7 years |
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In a role-playing game, children consolidate knowledge about the profession (salesperson-cashier) and learn the culture of shopping
Types of role-playing games
According to the direction of the learning goal and ways to achieve it, role-playing games are divided into creative, story-didactic and interactive.
- In a creative role-playing game, children fantasize as much as possible, not just copy the behavior of adults in specific life situations, but show their own version of actions under fictional circumstances. Children are reincarnated according to the game plan: they become circus performers, scientists in the laboratory, surgeons, fashion designers. There are no limits for the imagination of children in creative games. By collusion, they act in everyday situations: a bus ride, a trip to the theater or a museum, lunch in a cafe. Or they can be transferred to plots from films and books: become paleontologists at excavations, fly to Mars, invent a time machine.
The creative game "Journey into Space" begins with the fact that one of the pupils declares himself a captain and offers to fly to the moon. The boys agree: the boys build spaceship(from chairs or soft modules), the girls collect supplies for the road. When everything is ready, the captain commands: "Let's go!", and the journey begins. The guys talk about what they see in imaginary windows, show the action in zero gravity. Suddenly, a breakdown occurs, the ship lands on the nearest planet, astronauts explore unknown territory.
Pupils independently developed an idea, prepared items for the game and assigned roles
- The plot-didactic game is a game form of education, it synthesizes the creative activity of children with the study of visual materials, the practical application of the knowledge gained in the classroom. The teacher always manages the game of this type: he voices the duties for each role, observes the course of the game, and corrects the performance of the didactic task. Plot-didactic games are built on the basis of creative games already familiar to children: "Shop", "Kindergarten", "Bank", "Dining Room". The game acquires additional content: cognitive (the difference between fruits and vegetables in the game "Dining Room" or "Garden"), mathematical (count the number of items in a game situation), linguistic (relevant for groups in which the national language is being studied).
The children of the author of the article love to play in the "Supermarket". The eldest son is preparing to enter school, knows how to add and subtract within 100 - he acts as a cashier, lays out toy banknotes in the cells. My daughter is learning to write, she draws up price tags for goods, her role in the game is the buyer. The scenario of the game is classic: the buyer picks up goods in the cart, the cashier punches, the purchase is made. The didactic content of the game is to train the daughter's ability to write numbers and improve the son's computational operations (addition and subtraction).
In the game, there is a practical application of mathematical knowledge: get the amount (addition of the denomination of banknotes or the cost of goods), count the change
- The organization of interactive games is due to the introduction of technical means in the educational process of preschool educational institutions (the use of ICT). The use of an interactive whiteboard in role-playing games enriches the gaming experience of preschoolers. Photos of real places (sea, tropical landscapes, cities and representatives of distant countries) and fantastic stories (illustrations of a magical land, the era of dinosaurs, alien races) are projected onto the screen.
On the interactive board during the role-playing game "Space Journey" video clips of the rocket launch and the crew's stay inside the ship are shown. Landscapes of various cosmic phenomena are used to develop the game plot: meteor shower, comet flight, black hole. Pupils are invited to complete tasks on the interactive whiteboard on the topic of previous classes: crew members consolidate knowledge about the rotation of the planets, the structure of the solar system.
Space landscapes are projected onto the board in order to maximize children's immersion in the game environment and to consolidate knowledge in small didactic tasks.
According to the theme, role-playing games are conditionally divided into business, modern, games for the interests of boys and girls.
- A business game is a recreation by children of the content of the professional activities of adults. The interaction between the participants of the game reflects the model of cooperation between managers and specialists. Business games are aimed at forming a culture of relations in society and primary ideas about professional ethics. Children must understand that not only bosses, captains, directors are important, but also every member of the team. Responsibility in the performance of professional duties and coherence in the work of the team is the key to successful work (in a kindergarten - work-play).
Examples business games for younger and middle preschoolers: "Barbershop", "Grocery store", "Cafe", "Post office", "Garage", "On the bus", "Journey by ship".
Business games for older preschoolers require the ability to act in collusion and in a coordinated manner: "Operating Room", "School", "Experimental Laboratory", "Rescue Brigade", "Editorial Office / Journalists", "Space Crew".Children act within the framework of roles - auto mechanics, driver
- The modern role-playing game is based on real life plots of the 21st century. Children's consciousness is absorbent: the places visited by the child are stored in memory, how it is customary for adults to behave in them, what roles they play in the functioning of various enterprises. The world of adults is changing, about the device modern society and new professions, children learn, including from television programs. The theme of children's games is expanding, new attributes are appearing. And we can watch how children play "Office", "Real Estate Agency", "Hypermarket", "Mobile communication salon", "Travel company", "Design Studio", "Modeling Agency", "Management Company", " Animal shelter”, etc.
The modern role-playing game "Sberbank" copies the model of professional relationships "bank operator - client". The game is suitable for older preschoolers who have an idea about the provision of services in a savings bank (visited with their parents): paying receipts, issuing a bank card, issuing cash, transferring funds, etc. The teacher makes some attributes for the game together with the guys: a terminal and an ATM (stick on print-out boxes with buttons), badges for operators, banknotes and coins.
For the game, old bank cards, a keyboard and a telephone, fake banknotes and a terminal are used.
- Games are divided by interests - for boys and for girls - at the age of 4–5 years. Girls like to model the role of mother, housewife, traditionally female professions (nurse, nanny, educator, canteen employee). Girls role-playing games require small space and a sufficient number of dolls and attributes for them (carriages, cribs, dishes, clothes). Boys reproduce in games the male model of behavior: protection of the population (military-themed games, policemen, firefighters), construction, occupations with equipment and transport.
The writer of this line observes every evening several companies in the older group, which her son visits. Girls play "Fashion House", "Nail Salon", "Daughters-Mothers" in the corner of gaming activities. Whereas the plot-role-playing games of boys have a larger scope and go beyond the play area: their games are mobile and often noisy. Favorite games of the son and classmates are "Policemen and thieves", "Builders", "Motorists and inspector".
It is interesting for boys to play builders with the involvement of special equipment, overalls and tools
With older preschoolers, the teacher needs to organize joint role-playing games for boys and girls in order to form an idea of the importance of interaction between men and women in everyday life, of professionalism, regardless of gender. In the games "Family" and "Meet the guests" children try on different age roles (babies, parents, aunts and uncles, the older generation of relatives), develop a culture of communication with adults, with guests, remind that household chores are done by all family members (mother cooks , erases, irons, dad repairs, makes repairs, children help). The patriotic preparation of the pupils is facilitated by playing "War": the children realize the importance of each participant in this difficult situation, the girls are assigned roles in the field kitchen and the medical aid station.
Both girls and boys participate in games of a military-patriotic orientation, because everyone can help their homeland
When to Role Play
Role-playing games are usually held between classes and during free time in the afternoon. You can play the game while walking.
Often role-playing games are included in the structure of speech and creative activities. The role of the educator is to pronounce the conditions and plan of the game and to control the actions of the children, since the game in this case is a learning tool.
Role-playing game acts as a means of speech development. At the speech lesson, children study visual materials on the named topic, talk with the teacher, learn new words and explain their meaning. The teacher offers to immerse in the topic and play, actively using new words in the dialogues.
The role-playing game "At the doctor's appointment" is used in a speech lesson on the topic "Polyclinic" in the middle group. Children assign roles: dentist, pediatrician, optometrist, patients. The teacher gives the task: in the dialogue between the doctor and the patient, words on the topic of the lesson should be used (titles medical specialties, "examination", "symptoms", "diagnosis", "prescription").
In a role-playing game, children apply the knowledge gained in a speech lesson on medical topics.
To activate imagination and develop talents, role-playing games are held in creative classes: music, choreography and theatrical activities. After familiarizing the children with a certain group of musical instruments, they are invited to play the game “Wind / string / folk ensemble”, in the preparatory group, the role-playing role in the musical lesson becomes more complicated.
Playing in the preparatory group "Symphonic Orchestra" assumes that the pupils know the professional duties of a conductor and his interaction with all members of the orchestra. To play the roles of musicians (violinists, flutists, drummers, etc.), children must be familiar with all groups of instruments and how to play them.
Musical classes and especially choreographic circle classes include role-playing games-dances. Children perform movements to the music in accordance with the theme of the composition: “On the edge of the forest” - children depict bunnies, foxes, cubs, “Saber Dance” - improvisation on a military plot, “Lumberjacks”, “Mowers” - modeling in the dance of labor activity.
To the music, children move in accordance with the plot of the dance: the wolf catches the rabbits
Also, the role-playing game is the first step in the theatrical activity of preschoolers. With children, dramatization games are held on literary works (in a theater corner or a circle of additional education): “Teremok”, “Turnip”, “Fox and Hare”, “Moydodyr”, etc.
A dramatization game is based on a fairy tale known to children
Conducting role-playing games in kindergarten
The organization of role-playing games begins with the preparation of attributes and toys. For younger preschoolers, items for specific games are selected by the educator and placed in the play area in free access, which stimulates interest in developing independent activities. For children 4–7 years old, attributes are stored in the play area in sections / boxes by topic (“Dishes”, “Tools”, “Medicine”). The children of the older groups are happy to make materials for games with their own hands: cardboard swords, plasticine products, drawn substitute pictures.
The play activity of younger preschoolers is activated using a ready-made set for a role-playing game
Methodology for organizing a role-playing game
The teacher gets acquainted with a long-term plan for the development and enrichment of play activities, reveals the personal interests of children and the ability to independently think through the plot. Taking into account the received data, he proceeds to organize a role-playing game in a group.
- Choosing a game theme, drawing up an approximate game plan with possible plot options.
- Preparation of the game environment: furniture, game attributes and substitutes, costume details, materials for self-manufacturing objects by design.
- Creating motivation and starting the game:
- the educator creates a game or problem situation (“Guys, Cheburashka has never been to the circus, shall we show him a performance?”, “The inhabitants of the island of Chunga-Changa invite us to visit!”, “The dolls have accumulated a lot of dirty clothes, we’ll arrange a laundry for them!” );
- holding a short conversation on the topic of the game (“What numbers are performed in the circus?”, “What is needed for a sea voyage?”, “What household appliances are there in the laundry?”);
- a guide to the game (for younger preschoolers - direct, for older children - indirect): distribution of roles, designation of an approximate plot;
- Maintaining the game situation: control over the emotional state of all participants in the game, tips to enrich the plot, encouragement;
- Completion of the game: analysis of the roles performed, the embodiment of the plot idea, praise for initiative and the manifestation of fantasy.
Video: organizing a role-playing game in kindergarten at all age stages
Card index of role-playing games - table
| Age group | Methodological techniques | Approximate topic |
| First junior (nursery) | Role-playing pair interaction: the educator as a partner in the game develops the child's abilities, plays a "leading" role. |
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| Second junior | Role Dialogue:
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| Medium | The construction of the game is based on the ability to change the role of the same child during one game:
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| Older | Children develop the ability to act in a role-playing game according to the principle of "Semantic Bush": one child has several roles to play during the game. An educational element in the game for older preschoolers is the introduction of a non-standard character (Baba Yaga in the hairdresser, Gena the crocodile in the museum, Cheburashka in space, etc.). |
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| Preparatory | Role-playing games are built by children 6–7 years old according to the principle of inventing:
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Temporary game plan in kindergarten
The provisions of SaNPin on the organization of the work regime in the preschool educational institution do not contain direct instructions on the duration of the play activity of preschoolers. Since the role-playing game organized by the teacher is considered a form of education in kindergarten, we equate its duration to the temporary norms of educational and physical education classes.
Table: approximate time plan of games
| Subject, group | Beginning of the game | Main part of the game | End of the game | Total duration |
| "At the reception in the clinic", the first junior group | The teacher invites the children to play the "Polyclinic", shows the doctor's office, assigns roles (doctor, patients waiting in line with various complaints), speaks exemplary partner dialogues with the children. 2-3 minutes | Children in pairs act out dialogues (“What are you complaining about?”, “Doctor, it hurts ...”, “Let's conduct an examination”, “I prescribe you ...”); the role of the doctor is transferred several times to different pupils. 9–10 minutes | The teacher praises the children, asks about the moments they like, asks to put the toys in their places. 2-3 minutes | 15 minutes |
| "Ride on the subway", middle group | The primary distribution of roles, the guys try to think through the plot on their own, select the attributes. 3-4 minutes | The teacher prompts the pupils to change roles, directs the plot, suggests using additional game materials. 12–14 minutes | Discussing the game as a whole, expressing impressions, planning possible options to enrich the plot 2–5 minutes | 20 minutes |
| "On the Border", preparatory group | The distribution of roles, drawing up a game plan, preparing the place, making some attributes for the game, reincarnation in the dressing corner. 4–7 minutes | Building a story according to the ideas of the students. 18–23 | Analysis of the game: what attributes were missing, how to improve, diversify the plot, what to add in costumes. 3-5 minutes | 30 minutes |
If the teacher sees the interest of the children in a longer game and does not observe signs of overwork or excessive overexcitation, it is worth slightly increasing the time for the game.
Video: role-playing game "Journey into space" in the preparatory group (30 minutes)
Synopsis of the role-playing game "Beauty Salon" in the middle group - table
| Target |
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| Equipment | Substitute items, waste material, sets of special toys "Children's hairdresser", towels, aprons, peignoirs, children's toys for cleaning, a screen, a tape recorder, badges. |
| preliminary work | Excursion to a beauty salon, conversation with employees, viewing illustrative material, making attributes for the game. |
| Game Guide | - Children, today we will go on a very interesting event which will take place in our beloved city of Serpukhov. Let's put on jackets, hats (showing), stand in pairs. Be careful and attentive on the street (phonogram "Street noise" sounds). - Here we come. Here, on this beautiful day, a new beauty salon "Cinderella" opens. And we will be its first visitors. - Tell me, children, why do we need beauty salons? (children's answers) - What do people do in a beauty salon? (children's answers) Who works in the salon? (hairdresser, manicurist, cosmetologist, massage therapist, cleaner). Let's go to Cinderella. The doors are open for visitors to the salon! (sounds solemn music). - Look, what a beautiful and cozy salon! This is a comfortable waiting room for customers, where you can look at fashion magazines and choose a beautiful haircut and hairstyle. This is the hall where hairdressers work. What kind of work do hairdressers do? What do they need to work? (children's answers) - Liza told about the work of a hairdresser better than others. You will work as a master behind this chair (showing). And the second master will be Kostya. I noticed that he really likes this profession. Here is your workplace behind this chair (showing). Remember? Let's get through farther. This is a nail salon. What is the name of the master who works here? (manicurist) What is she doing? Who among you could work as a manicurist? - Okay, Katya, you will work in a manicure parlour. You told me that there is also a cleaning lady working in the salon. What she does is very important. The cleaning lady keeps the salon clean and tidy. And when the salon is clean and tidy, customers like it. It's always nice to be in a place like this. Hairdressers are grateful for her work. Which one of you guys could fill this role? Who can be entrusted with this responsible task? You, Arina, will be the cleaner. And with your permission, I will become the mistress of the Cinderella salon. I will watch your work and help. - So, our hairdressers are Liza and Kostya, the manicurist is Katya, the cleaner is Arina, and the rest are visitors. Sit in armchairs and on the sofa, look at magazines. Remember to be quiet and calm, wait for the master to invite you. And you take everything you need for work and go to your chairs. Be attentive, polite and friendly with customers. Handle equipment with care. Our salon is up and running! (music plays). Perform game actions. - Children, the working day ends, it's time for us to close the beauty salon. Tomorrow he will surely open his doors to you. What roles did you like to play? - What was interesting in the game? - Which of you would like to work in a beauty salon when you become adults? |
In a role-playing game, children learn to master the elements of new professions, for example, a nail service master
Attributes and visual material for games
There are many ideas on how to diversify children's games with the help of various attributes and design options. Items and substitute toys for a role-playing game are easy to make with your own hands, including from waste material. Pupils and parents should be involved in replenishing the material base of the play corner.
Video: attributes for role-playing games
Photo gallery: ready-made sets for games
Overalls and tools for building games Phonendoscope, other tools and vials for playing the role of a doctor Cash register, basket and goods for playing in a supermarket / store Menu and set of products for playing in a cafe Set of dishes for playing in a family, kitchen, restaurant 
Tools for haircuts, styling and hairstyles
The toys in ready-made sets are functional: a calculator is built into the cash register, burners on the stove light up, the hair dryer makes noise and blows, the drill rotates at the drill, etc. These attributes for games are the most accurate copies of real appliances and tools, they are bright and comfortable.
Photo gallery: attributes from waste material
Attributes for playing a space journey Attributes for playing a grocery store or cafe Attribute for playing a construction site or repairing an apartment Attributes for playing correspondents Attribute for playing office, agency Attributes for playing kitchen, cafe, farm Attribute for playing a polyclinic Attribute for beauty/nail salon games
The use of homemade items in games creates genuine interest in children and stimulates the imagination. Children often create simple substitute items for games themselves: sticks as sabers, elements from the designer as construction tools, etc. Waste material is used to enrich the playing environment: vials and jars - for playing in a pharmacy and treatment room, empty bottles and boxes with labels - for filling the shelves of a grocery store, bottles for shampoos, nail polishes - for a beauty salon.
Photo gallery: role-playing costumes
Ready-made costumes for role-playing games can be placed in a dressing corner or a play area A simple version of do-it-yourself role-playing costumes: decorate aprons with special designations of professions Attributes and costume elements for playing on a sea voyage Do-it-yourself astronaut costume
Children love to transform, try on elements of overalls: caps, construction helmets, aprons, hats. Role-playing costumes for children's games are easy to make on your own: add a symbolic designation of professions to the aprons, make hats or masks of heroes for story-based dramatization games.
A case from the life of the author of the article: children came up with a game about superheroes. There were no special masks or clothes at home, and the imagination immediately turned on! The superhero mask was made from a piece of dark fabric with slits for the eyes. The wonder girl costume is made up of a mother's T-shirt and a plastic sheet hat.
Children are incredible dreamers, they make costumes from simple things and can imagine themselves as anyone.
Photo gallery: design of the gaming environment
Windowed pharmacy display case handmade using printed images of medicines (flyers available at any pharmacy) Filling with real items (fabric samples, sewing supplies, magazines with patterns) encourages children to get to know the atelier's device. for a modern game can be made from an ordinary box. The most important thing in the gaming environment on nautical theme- the presence of a ship The game environment consists of home-made items with the symbols of the Russian Post For a modern role-playing game, technical items are used, and children's drawings are used to decorate the game office The game environment is filled with real objects (tools and devices) and an important home-made attribute - a table for assessing vision
As mentioned above, gaming activity is booming with the use of real objects and junk material. Children try to bring their games as close to reality as possible. Therefore, in the design of the gaming environment, it is desirable to use non-working household and technical appliances, magazines and books, empty containers with labels, plates with logos of existing companies.
Analysis of the role-playing game
In order to identify the effectiveness of the organizational abilities of the educator in role-playing games and adjust the plan for further activities, the teacher analyzes the game.
The protocol is drawn up according to the following criteria:
- Correspondence of the theme and content of the game to the interests of the pupils and the level of their playing skills.
- Correspondence of the preparatory stage of the age category of children.
The playing environment, the choice of attributes and the plot plan are thought out by the educator - for younger children. Children independently selected attributes from the proposed ones and outlined a game plan - the middle age. In accordance with the theme of the game, the pupils themselves prepared the subject conditions, made the material and attributes, assigned roles and unfolded the plot - older preschoolers.
- Description of methods for managing the course of gaming activities, their effectiveness.
- What tasks were implemented in the game.
- Evaluation of the activities of pupils:
- means of embodying roles (use of costumes, facial expressions, gestures, expressiveness of speech);
- use of attributes;
- communicative aspect in the game (interaction with a partner, help, absence of conflict situations).
- Completion of the game: the logical ending of the game plot, the emotional state of the children (signs of overwork, high spirits, desire to develop the plot of the game in the future).
- The direction of the subsequent work of the educator: adjustment / improvement of the methodology for conducting the game, by what means to enrich the playing experience of children.
Competent organization of gaming activities in kindergarten contributes to the development of personal qualities of pupils. In role-playing games, children expand their understanding of adult relationships, form primary professional competencies, and become imbued with respect for human work. Children show initiative in developing stories on everyday and fantastic topics, reveal their creative potential, reincarnating in the assigned role.
Synopsis of the role-playing game "Polyclinic"
PURPOSE:
To expand children's ideas about the professions of a doctor, a nurse.
TASKS:
Develop game dialogue, game interaction. Activate and expand vocabulary. To instill in children a sense of gratitude for a person for his work.
To consolidate knowledge of social relations, training in behavior skills in the clinic.
To form the ability to take on a role and perform appropriate game actions, use medical instruments during the game and name them.
PRELIMINARY WORK:
Excursion to the nurse's office, reading thin. literature, consideration of plot illustrations.
ATTRIBUTES:
Didactic guide "Wonder Tree" ; life-size puppet; hats, bathrobes for children; game kit "Doctor" : thermometer, syringe, bandage, cotton wool, pipette, phonendoscope.
Game progress:
Org. Moment: The children enter the group. There is a tree against the wall, on which bright bags with colored bows hang.
And at our gates
The miracle tree is growing.
Miracle, miracle, miracle, miracle
Wonderful!
Not leaves on it
And the bags on it
And the bags on it
Like apples!
Educator: Look, guys, here it is, what a wonderful tree! Let's see what it has grown on it. Let's get it and find out. There is a lot of something there. Sit on the carpet in a circle.
The teacher removes the bags from the branch and gives each child. The teacher opens his bag, in the bag ...
Mystery:
Who is more useful in the days of illness
And cures us of all diseases? (Doctor)
Educator: That's right, guys, this is a doctor, now let's see what's in your bags?
Children take out medical supplies from the bags, examine and name them.
This is a phonendoscope. What does the doctor do with this instrument? (listens). What is he listening to? (heart, lungs). Right.
And this is a spatula. What are they doing? (looks throat).
And this is a neurological hammer. What does the doctor do for them? (knocks on knee). That's right, so the doctor checks the patient's reflexes.
Children examine the tools: a thermometer, a syringe, cotton wool, a bandage, vitamins, gloves. They say what they are for and how to use them.
Who needs these tools? Where do these people work? (in the clinic).
Today I offer you to play an interesting game - "Polyclinic" . Which of you has been to the clinic? And who will tell me why people come to the clinic? When do they come? (when sick to get better).
We come to the clinic and say that it hurts, but what is it called? (to complain). That's right, the doctor asks: "What are you complaining about?"
Guys, when we come to the clinic, do we immediately go to the doctor? (no, first you need to take a medical card). That's right, for this we go to the registry. There sits a nurse registrar who asks for your last name, first name, home address, and only then will she give you your medical card. The registrar also answers phone calls, because someone can call a doctor at home. Then, with a medical card, we go in turn to the doctor's office.
Educator: Guys, listen, someone is crying in our corner. Oh, yes, this is a Masha doll. Let's find out what happened to Masha?
Our doll is sick.
I didn't even eat in the morning.
Barely opens his eyes
He doesn't laugh, he doesn't play.
She is silent all day
Even "Mother" doesn't scream.
Educator: Let's ask Masha what hurts her, where does she hurt?
The doll shows: I have pain here.
Educator: What hurts Masha?
Children: Head.
The doll shows, and the teacher offers to name what else hurts the doll. Children guess that their throat hurts.
The doll complains: it even hurts me to swallow!
Teacher: We need to do something urgently. How to help Masha? How can I help you?
I came up with. Now I will put on a white coat and I will treat her. I am a doctor. Here is my office. Here are medicines, thermometers, syringes for injections, bandages.
Educator: How will we treat Masha?
Children begin to offer: measure the temperature, give medicine, etc. The teacher listens to everyone.
Educator: Well done, everyone wants to help! Let's start. Help me.
Hello patient! Come on, sit down! What hurts you... head, neck?
Educator: Now I will take a phonendoscope and listen to you. The lungs are clear. Let's see the neck, open your mouth wider, say "ah-ah-ah-ah" . Still need to measure the temperature - put her a thermometer. Our doll has a sore throat. We'll give her pills and spray her throat.
Suddenly the doll came to life again
Now she is healthy!
May blink his eyes.
Bending down, call mom.
Educator: Masha, in order not to get sick, you need to do exercises in the morning.
Phys. minute
Do you all exercise in the morning? Let's make it together.
The sun peeked into the bed
One, two, three, four, five.
We all do exercises
We need to sit down and stand up.
Stretch your arms wider
One, two, three, four, five.
Bend over - three, four.
And jump in place.
On the toe, then on the heel.
We all do exercises.
(Children make those movements that are mentioned in the poem,
repeating the words after the teacher.)
Educator: And now I will have lunch. Another doctor will take my place. The doctor for the first time will be the one who is the most responsible among you. Tanya put on a white hat, a dressing gown - you are now a doctor, you will examine the sick and prescribe medicines. Angelina will be a nurse, she will treat patients: give injections, give pills, measure the temperature. Who will be a nurse in the registry, a pharmacist? Those who did not get the role will be patients.
Choice of roles. The children take their places.
"Let's Start" …
Children take turns coming to the reception, giving their last name, first name, address. The medical registrar-child issues cards. Then the children take turns going to the doctor.
Child doctor: “Hello, come in, sit down. What's your last name? Tell me exactly where your pain is concentrated?"
Sick child: "I have a sore throat" .
Doctor: “Let's see you. Open your mouth, say "ah-ah-ah" . I'll take a look at you with a spatula, don't be scared. Yes, the throat is red. Go to the nurse. She will take your temperature and give you medicine.”
So in turn, the children go to the doctor, then to the nurse. The game continues until the last child patient.
Summing up the game:
- Did you like the game?
- Did the children like the doctor? Nurse? Medical registrar? (yes or no, why).
- Did the child enjoy being in the role of a doctor, a nurse, a medical registrar and a patient?
“Guys, you came to the clinic sad, sick. And now the doctor has treated you and you have become healthy, cheerful. Mischievous, which were before the disease " …
ICT Video. Song of the cat Leopold "It's nice not to get sick" .
Name: Summary of the role-playing game "Visit a friend"
Nomination: School, Games and competitions, grades 7 - 9
Position: teacher of history and social studies
Place of employment: MOU "Veselopanskaya secondary school"
Location: with. Veselaia Lopan, Belgorod district, Belgorod region.
Role-playing game "Visit a friend."
Ts.u: to instill in teenagers a culture of etiquette.
- to expand the knowledge of the children on the rules of etiquette.
- to form the skills and habits of a culture of behavior in society through a practical solution to a problem in a specific life situation.
- creating an atmosphere of respect and attention to each other.
Equipment: game inventory for the scenery, cards with the play's script, cards for designating groups of "critics" and "actors". Quote on the board “He who has not acquired cultural skills is rude” I. Kant.
Event progress:
- organizational stage. Motivational conversation.
- Main part: role-playing game "Visiting a friend".
- Final part: summing up the game.
1) Organizational stage:
- Guys, in the lessons on the topics "Morality", "Etiquette" we talked with you about the rules of behavior in society, about good manners. Knowledge of the rules of etiquette is a small share in the correct behavior. I ask you to pay attention to the quote by the German philosopher I. Kant "He who has not acquired cultural skills is rude." How do you understand it?
Student responses.
Teacher: - You can theoretically know how to behave in a particular life situation, but as soon as it comes, the teenager is lost, embarrassed, because. his actions are clumsy, inept. He lacks practical skills and abilities. Based on the foregoing, what do you think we will devote our lesson to today?
Guys answers.
Teacher: - Today you will try to apply your knowledge of the rules of etiquette in the role-playing game "Visit a friend", where you will play out a situation that will happen to you 100%. You will test yourself in the role of actors and theater critics.
2) Main body:
The guys are divided into two groups: one - "actors and director", the other - "critics".
Assignment: to the “Actors and Director” team - imagine that you are actors and you need to stage the play “Visiting a Friend”. Based on a real life situation, write a script for a mini performance for 5-7 minutes and beat it. To complete this creative task, you need to decide: 1) who will play the role of the director, the person who directs and is responsible for staging the performance and the actors' play, 2) distribute the roles in the performance.
The Actors and Director group discuss the problem posed. The guys independently create a theatrical action, act out, a way out of a given life situation.
The second team is Critics. The guys also receive the script of the performance, discuss the nuances in the actions that should be played out. When watching a performance, they should carefully watch, fix the correct behavior of the actors when playing this problem. The task of the Critics team, when the scene is repeated, is to stop the actors where, in their opinion, a mistake was made, to give their opinion on how it should have been done.
The children are asked to act out the following situation.
Nikita has a birthday on January 24, he turns 16 years old. With the consent of his parents, he invites his friends to visit. Nikita calls his friends: two young men Vitya and Kolya and three girls Marina, Sveta and Natasha, invites them to his party. When Nikita called Sveta, her mother picked up the phone. He asked her to convey an invitation to Svetlana to come to his birthday party. All the guys agree to come to visit him. The meeting is scheduled for January 24 at 18 pm. On the eve of January 22, one of Nikita's friends, Kolya, fell ill and could not come.
Sveta and Vitya came to the birthday together, they got to the house where Nikita lives by bus. Natasha and Marina came to visit separately. But Marina came later than everyone else, 35 minutes late.
The guys, playing this situation, should show the following points: - Nikita's conversation on the phone with friends about an invitation to visit;
- Sveta and Vitya must show how they will ride the bus, i.e. get on the bus, sit in empty seats, and then get off the bus.
- Nikita meets guests;
- what will the host and guests do in anticipation of Marina being late;
- the actions of Kolya, who fell ill, because he agreed that he would come, what should he do in this situation?
10-15 minutes are given for discussion and preparation of the skit.
The guys, the Critics team, also discuss the nuances of resolving the task set for the actors in the preparatory time.
Demonstration of the situation by the group "Actors and Director".
Showing the situation for the second time, but with the comments of the "Criticists", where, in their opinion, mistakes were made.
Summing up the game.
3) final part:
Teacher: Thank you guys for your work.
Reflection:
- Did you enjoy the activity?
Did you enjoy your roles?
Is it difficult to follow the rules of etiquette?
- what was missing for you to clearly carry out your actions in the proposed situations?
Teacher: - Being able to control your emotions and behave with dignity are signs of a strong personality. An educated person can be considered one who has developed stable habits of behavior. Skills of correct behavior are formed not occasionally, but daily in everyday life. The basis of cultural behavior is a respectful attitude towards others.
I would like to finish our lesson with the Chinese proverb “A precious stone cannot be polished without friction. Also, a person cannot become successful without a sufficient number of difficult attempts.
Role-playing game "Airport"
Two roles are introduced - "head of the planning and economic department" and "employee" - his subordinate.
Introductory "boss": "You are the head of the planning and economic department. Employee T. did not turn in the calculations that are so important for you by the deadline. You were told that she called and said that due to illness, she, apparently, will not appear for a long time now. "However, when you called her home several times, no one answered the phone. You are now forced to fly to another city on an urgent business trip without the necessary data. You are very worried. At the airport, you suddenly see your "sick" employee with things who is waiting for something -something at the queue to the check-in point for departing.
Introductory "employee": "You are an employee of the planning and economic department. Your affairs are very unfortunate: at the very time of submitting an important report, your sister fell seriously ill, and since there is no one to sit with her, you took a sick leave to care for her, and now temporarily living with her.Your acquaintance flies on a short business trip to a city where a rare medicine is prepared for your sister.You rush to the airport to ask him to give some things to your relatives in this city and bring this medicine from them.You are a little late to the flight, the board is no longer lit. You are standing and do not know what to do. Suddenly your boss calls out to you ... "
Commentary: When analyzing the situation, the facilitator should update the installation that we think and act based not on real events, but on our ideas about them (and conjectures, if these ideas are not complete).
Role-playing game Kolobok.
A game of identifying and playing various manipulations, negotiating.
This is a role-playing game in which eight people participate:
Gingerbread man (it is desirable that two people play it - a man and a woman, since their manipulations may differ)
grandfather, grandmother
Hare
Wolf and She-Wolf (introduction of the pair is necessary to enable the wedge-type manipulation to be demonstrated)
Bear
The fox is not introduced into the game, since her manipulations - “flattery” and “pressure on pity” worked - the Gingerbread Man was eaten.
The facilitator plays the role of a storyteller.
“Folk experience has long been transmitted in the form of fables, proverbs, sayings, legends and fairy tales. To understand the tales of the people means to understand their psychology and what is now called the mentality ...
To demonstrate the basic manipulations in negotiations, we will take one of the most manipulative fairy tales - "Gingerbread Man". main character does not have any significant resource, except that it is tasty. That is why everyone wants to eat it: the grandfather and the woman, and the hare, and the wolf, and the bear, and the fox. However, the bun also has a language, so it finds some words for each of them, after which they prefer to let it go. If you look closely, each of the participants has some expectations regarding the kolobok and has a unique power resource, viz.
Grandma and grandfather
They collected it from barrels and barns, cooked it, expected the pleasure of sitting and drinking tea. They have the right to close doors and windows and not let the kolobok out of the hut ...
Hare
It has quick legs so you can't just run away from it...
wolf and she-wolf
Of course, they don’t eat koloboks, but in terms of diversity, and also on the birthday of a she-wolf ... teeth and strength, as well as strong legs clearly on the side of the wolves.
Bear
Koloboks with honey are a favorite food.
Fox
Its strength is manipulation, so the kolobok could not resist this resource.
The fairy tale talks from the text are released. We will try to restore the dialogues of the participants. To do this, we have to choose the participants in the tale, and, to demonstrate the features of paired manipulations, we will ask the wolf to perform together with the she-wolf. We will not choose the fox, because the manipulations were prescribed there, namely:
“Something I’ve become deaf, won’t you sit on my nose?” - manipulation "Pressure on pity"
“Oh, what a beautiful song, how well you sing it, sing it to me again ...” - manipulation flattery.
Kolobok was not lucky with the fox, however, before it he was quite successful. Let's play the possible moves of Kolobok.
The work is structured as follows: the leader acts as a speaker. The role of Kolobok can be played by two participants - a man and a woman - to demonstrate the characteristics of female and male types of manipulation.
Kolobok conducts negotiations sequentially with each participant. One condition: if the person being persuaded understands that, in principle, a convincing argument has been made, it is not worth balking at the principle.
Analysis: It is best to analyze directly during the game. The host has the right to "stop signal" to interrupt the game and give the name of the manipulation that has just been used.
TYPES OF MANIPULATION
Flattery: "Darling, how good"
Pressure on pity: “We ourselves are not local”
Systems of alternatives: "you have two options: one is wrong - the second is mine"
Meaning commentary: "It's so you can eat me..."
"Arrow" (background change): "I am a representative of the corporation" NNN ""
Unwritten information: "It is known from competent sources"
Choice constraint: "Today or never"
Wedge: "Your partners are unscrupulous towards you"
Bribe: "We know how to thank you"
Emotional attack: “I told this terrible person a hundred times in understandable language that neither we nor anyone else can fulfill his incomprehensible demands, but he stubbornly insists and threatens us with various sanctions, courts, competitors, which completely pissed me off ... "
At the end of the exercise, it is important for the participants to fix the following rules:
1. Manipulations can be destroyed by counter manipulation. That is why the manipulator Kolobok was able to defeat the manipulator Fox.
2. Manipulators are afraid of exposure, so manipulations can be destroyed if they are named (Are you trying to drive a wedge between us?).
3. The manipulator is most of all not protected from the manipulation that he uses, because it is because of his own inability to counter it effectively that he considers this manipulation a powerful weapon. Those. being able to analyze manipulations, you are not only protected in negotiations, but also get a means of managing a partner.
Role-playing game "Pirate brig"
Purpose: to study the parameters of interaction under conditions of strict role dictate.
Participants sort out the roles by drawing lots
1) captain - has the right to cut off the speech of anyone;
2) senior assistant - has the right to cut off the speech of anyone except the captain;
3) navigator - except for the captain and the first mate;
4) boatswain-sycophant - all but the first three;
5) sailor-jester - everyone except the captain;
6) puppet sailor - all except the captain and disgruntled sailors (stokers);
7) dissatisfied sailors (stokers) - all except the captain and the first mate;
8) cabin boys - everyone cuts them off, they - nobody.
The one who breaks the rules is transferred to the cabin boy, the cabin boy who breaks the rules is thrown overboard.
Task: to agree on how the Spanish galleon with gold will be robbed, and to whom and how the booty will be distributed.
During the preliminary analysis, participants are asked to identify possible reasons discomfort in role-playing communication. Most often, it turns out that it is quite difficult for dominant people to perform roles that involve submission. On the contrary, it can be difficult for people who are friendly and democratic in communication to fulfill the roles of captain and boatswain. As a result of the analysis, the group comes to the understanding that the quality of the performance of business roles is associated with the personal attitudes and values of a person - the subject of personal communication.
If the exercise is filmed, then during the video analysis, the so-called. "start buttons" of uncontrolled, conflict communication. It turns out that they are correlated with the concepts of "personal distance", "self-esteem", the orientation of the personality (on activity, on communication, on oneself), etc.
As a final illustration, participants may be provided with information:
About basic personal reactions;
About the rules of primitive response
About the levels of communication (primitive, mask (role-playing), manipulative, conventional, game, business, spiritual).
Role-playing game "Shooting a movie"
The host explains that the next game is aimed at demonstrating how important it is to be able to find their best qualities in people, to be able to understand human psychology.
The facilitator appoints one participant to be the producer of the film. His task is to "make a movie", but in fact organize some kind of scene. He himself should only confine himself to a "general policy": choose a director from among the participants and set a task for him in general terms: make an interesting film, use a good screenwriter, good actors, composers, etc. The filming time is limited to 10 minutes. The non-participants (or the presenter if all participants will take part in the "movie") must rate the film on a 5-point mark.
After watching the "movie", all participants sit in a circle and discuss the following questions:
Did the "producer" make the only right choice?
Do all participants agree with the roles assigned to them by the director, producer?
How did it cost the producer and director to build preliminary interviews with applicants in order to better find out the strengths and weaknesses of each?