Plot-based role-playing games, notes on gaming activities. Summary of role-playing games

Play is the leading activity of a preschooler. Role-playing games reflect children’s ideas about the world around them, relationships and professional responsibilities of people. The child is transported out of everyday routine: he tries on an interesting role, uses memory images and fantasy to act in an imaginary situation. Role-playing games not only entertain the child, but are also an element of the educational process in kindergarten.

Goals and objectives of role-playing games in kindergarten

The essence of a role-playing game is that the child comes up with a fictitious situation, chooses attributes and acts in accordance with the plan.

Children play 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 sticker plates or self-signed pieces of paper). On the “counter” there is a toy cash register with bills and coins. Children are assigned roles: seller, cashier, buyers. A fictitious situation should be played out: buyers selecting goods, seller assistance, making a purchase at the checkout.

According to child psychologists and teachers, interest in role-playing games 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 operate with objects, and develops coordination of movements. However, the initial elements of role-playing play can be traced in the independent activities of children 2–3 years old, when children, in actions with toys, reproduce what they see in everyday life.

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, her first son was barely one and a half years old. Naturally, the older child watched the baby and how his parents took care of him: bathing him, swaddling him, feeding him from a bottle, putting him to bed. And at the age of two years, the son repeated scenes of everyday life with toys. He rocked the little bear in his arms and hummed a lullaby, gave him a pacifier and a rattle, and rolled him in a stroller. That is, the child tried on the role of a parent.

In preschool childhood, play is educational in nature: with its help, important personal qualities are formed and mental abilities are developed. Role-playing games are one of the main teaching methods: a culture of relationships within a team is established, respect for the work of adults and various professions is instilled, and simple social competencies (how to behave in society) are established. The purpose of conducting role-playing games with preschoolers is the diversified development of the child’s personality in a fictitious situation.

Play has been used as a form of learning almost since ancient times.

Jan Amos Comenius

https://nsportal.ru/detskiy-sad/raznoe/2012/05/11/aforizmy-ob-igre-i-obuchenii

Table: tasks of the role-playing game

In a role-playing game, children consolidate knowledge about the profession (salesperson-cashier) and learn the culture of visiting a store

Types of role-playing games

Based on the focus of the educational goal and the methods of achieving it, role-playing games are divided into creative, plot-didactic and interactive.

• In creative role-playing games, children fantasize as much as possible; they do not simply copy the behavior of adults in specific life situations, but show their own version of actions under fictitious circumstances. Children are transformed according to a game plan: they become circus performers, scientists in the laboratory, surgeons, and fashion designers. There are no limits to children's imagination in creative games. By conspiracy, they act in everyday situations: a bus ride, a trip to the theater or museum, lunch in a cafe. Or they can be transferred to plots from films and books: becoming paleontologists at excavations, flying to Mars, inventing a time machine.
  

  The creative game “Journey into Space” begins with one of the students declaring himself a captain and offering to fly to the moon. The guys agree: the boys build a spaceship (from chairs or soft modules), the girls collect supplies for the journey. When everything is ready, the captain commands: “Let's go!”, and the journey begins. The guys talk about what they see through imaginary portholes and show action in zero gravity. Suddenly a breakdown occurs, the ship lands on the nearest planet, and the astronauts explore unknown territory.

  The students independently developed a plan, prepared objects for the game and assigned roles

• A plot-based didactic game is a playful form of learning; it synthesizes the creative activity of children with the study of visual materials and the practical application of knowledge acquired in the classroom. The teacher always leads this type of game: voices the responsibilities for each role, monitors the progress of the game, and corrects the implementation of the didactic task. Plot-based didactic games are built on the basis of creative games already familiar to children: “Shop”, “Kindergarten”, “Bank”, “Canteen”. The game acquires additional content: cognitive (the difference between fruits and vegetables in the game “Dining Room” or “Vegetable Garden”), mathematical (count the number of objects in a game situation), linguistic (relevant for groups in which the national language is studied).
  

  The author’s children love to play “Supermarket”. The eldest son is preparing to enter school, he can add and subtract within 100 - he plays the role of a cashier, placing toy bills into cells. My daughter is learning to write, she is drawing up price tags for goods, her role in the game is the buyer. The game scenario is classic: the buyer puts goods into the cart, the cashier punches, the purchase is made. The didactic content of the game consists of training the daughter’s ability to write numbers and improving the son’s computational operations (addition and subtraction).

  The game involves the practical application of mathematical knowledge: getting a sum (adding the denomination of banknotes or the cost of goods), counting change

• The organization of interactive games is due to the introduction of technical means into the educational process of preschool educational institutions (the use of ICT). The use of an interactive board in role-playing games enriches the gaming experience of preschoolers. Photographs of real places (sea, tropical landscapes, cities and representatives of distant countries) and fantastic scenes (illustrations of a magical land, the era of dinosaurs, alien races) are projected onto the screen.
  

  During the role-playing game “Space Travel”, video clips of the rocket launch and the crew’s stay inside the ship are shown on the interactive board. To develop the game plot, landscapes of various cosmic phenomena are used: meteor shower, comet flight, black hole. Pupils are invited to complete tasks on the interactive board on the topic of previous lessons: crew members consolidate knowledge about the rotation of the planets and the structure of the solar system.

  Space landscapes are projected onto the board in order to maximize children’s immersion in the gaming environment and to consolidate knowledge in small didactic tasks

Based on the theme, role-playing games are conventionally divided into business, modern, and games based on 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 game participants reflects the model of cooperation between managers and specialists. Business games are aimed at developing 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 team member. Responsibility in fulfilling professional duties and coherence in the work of the team is the key to successful work (in a kindergarten - work-play).
  

  Examples of business games for primary and secondary preschoolers: “Hairdresser”, “Grocery Store”, “Cafe”, “Post Office”, “Garage”, “On the Bus”, “Ship Trip”.
  Business games for older preschoolers require the ability to act in concert and in a coordinated manner: “Operating Room”, “School”, “Experimental Laboratory”, “Rescue Team”, “Editors/Journalists”, “Space Crew”.

  Children act within the framework of roles - auto mechanics, driver

• A modern role-playing game is based on the plots of real life in the 21st century. A child’s consciousness is absorbent: the places visited by the child, how adults usually behave there, and what roles they play in the functioning of various enterprises are stored in memory. The world of adults is changing, children learn about the structure of modern society and new professions, including from television programs. The themes of children's games are expanding, and new attributes are appearing. And we can watch how children play “Office”, “Real Estate Agency”, “Hypermarket”, “Cellular Communications Salon”, “Travel Company”, “Design Studio”, “Model 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 of ​​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 children: a terminal and an ATM (stick on the boxes are printed screens with buttons), badges for operators, banknotes and coins.

  The game uses old bank cards, a keyboard and telephone, fake banknotes and a terminal

• Games are divided according to interests - for boys and girls - at the age of 4–5 years. Girls like to model the role of mother, housewife, traditionally female professions (nurse, nanny, teacher, canteen employee). For girls' role-playing games, a small space and a sufficient number of dolls and accessories (strollers, cribs, dishes, clothes) are required. Boys reproduce the male model of behavior in games: protecting the population (military-themed games, police, fire), construction, activities with equipment and transport.
  

  The writer of these lines observes every evening several companies in the senior group that her son attends. Girls play “Fashion House”, “Nail Salon”, “Mothers and Daughters” in the play activity corner. While boys' role-playing games have a larger scope and go beyond the play area: their games are active and often noisy. The favorite games of my son and classmates are “Policemen and Thieves”, “Builders”, “Motorists and Inspector”.

  Boys are interested in playing builders using special equipment, clothing and tools

  With older preschoolers, the teacher needs to organize joint role-playing games for boys and girls so that an idea is formed about the importance of interaction between men and women in everyday life, about professionalism, regardless of gender. In the games “Family” and “Welcoming Guests”, children try on different age roles (kids, parents, aunts and uncles, older generation of relatives), develop a culture of communication with adults, with guests, and are reminded that household chores are carried out by all family members (mother cooks , washes, irons, dad fixes, makes repairs, children help). The game “War” contributes to the patriotic preparation of pupils: children understand the importance of each participant in this difficult situation, girls are assigned roles in the camp kitchen and the medical aid station.

  Both girls and boys participate in military-patriotic games, because everyone can help their homeland

When to conduct role-playing games

Role-playing games are usually held between classes and in 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 teacher 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. During the speech lesson, children study visual materials on the named topic, talk with the teacher, learn new words and explain their meaning. The teacher suggests immersing them in the topic and playing, actively using new words in 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 distribute roles: dentist, pediatrician, ophthalmologist, patients. The teacher gives a task: in the dialogue between the doctor and the patient, words related to the topic of the lesson should be used (names of medical specialties, “examination”, “symptoms”, “diagnosis”, “prescription”).

In role-playing games, children apply the knowledge acquired in a speech lesson on medical topics.

To activate imagination and develop talents, role-playing games are carried out in creative classes: music, choreography and theatrical activities. After familiarizing 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-playing in a music lesson becomes more complicated.

Playing in the preparatory group “Symphony Orchestra” requires students to 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 ways of playing them.

Musical classes and especially choreographic classes include role-playing games and dances. Children perform movements to the music in accordance with the theme of the composition: “At the edge of the forest” - children depict bunnies, foxes, bear cubs, “Dance with sabers” - improvisation on a military plot, “Lumberjacks”, “Mowers” ​​- simulation of labor activity in dance.

To the music, children dance in accordance with the plot: a wolf catches a hare

Also, role-playing games are the first stage of theatrical activities for preschoolers. Playing games based on literary works are held with children (in a theater corner or an additional education group): “Teremok”, “Turnip”, “The Fox and the Hare”, “Moidodyr”, etc.

The 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, the teacher selects items for specific games and places them in the play area for 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 (“Cookware”, “Tools”, “Medicine”). Children from older groups are happy to make materials for games with their own hands: swords from cardboard, products from plasticine, substitute drawn pictures.

The play activity of younger preschoolers is activated using a ready-made set for role-playing games

Methodology for organizing role-playing games

The teacher gets acquainted with the long-term plan for the development and enrichment of play activities, identifies the children’s personal interests and the ability to independently think through the plot. Taking into account the data received, he begins to organize a role-playing game in the group.

1. Choosing a theme for the game, drawing up a rough game plan with possible plot options.
2. Preparing the gaming environment: pieces of furniture, gaming attributes and substitutes, costume details, materials for self-production of objects according to plan.
3. Creating motivation and starting the game:
   • the teacher creates a game or problem situation (“Guys, Cheburashka has never been to the circus, let’s show him a show?”, “The residents of Chunga-Changa island invite us to visit!”, “The dolls have accumulated a lot of dirty clothes, let’s arrange a laundry for them!” );
   • conducting a short conversation on the topic of the game (“What acts are performed in the circus?”, “What is needed for a sea voyage?”, “What household appliances are in the laundry?”);
   • guide to the game (for younger preschoolers - direct, for older children - indirect): distribution of roles, designation of an approximate plot;
4. Maintaining the game situation: monitoring the emotional state of all participants in the game, hints to enrich the plot, encouragement;
5. Completion of the game: analysis of the roles played, implementation of the plot idea, praise for initiative and manifestation of imagination.

Video: organizing role-playing games in kindergarten at all age levels

Card index of role-playing games - table

Temporary game plan in kindergarten

The provisions of SaNPin on the organization of work hours in preschool educational institutions do not contain direct instructions on the duration of play activities for preschoolers. Since a role-playing game organized by a teacher is considered a form of education in kindergarten, let us equate its duration to the temporary norms of educational and physical education classes.

Table: approximate time plan of games

If the teacher sees the children's interest in playing for a longer period of time and does not observe signs of overwork or excessive excitement, it is worth increasing the time for the game a little.

Video: role-playing game “Journey into Space” in the preparatory group (30 minutes)

Summary of the role-playing game “Beauty Salon” in the middle group - table

In role-playing games, children learn to master elements of new professions, for example, nail technicians

Attributes and visual material for games

There are many ideas on how to diversify children's games using various attributes and design options. Substitute items and toys for role-playing games can be easily made 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 playing construction game Phonendoscope, other tools and bottles for playing the role of a doctor Cash register, basket and goods for playing in a supermarket/shop Menu and a set of products for playing in a cafe Set of utensils for playing in a family, kitchen, restaurant
Tools for cutting, styling and hairstyles

The toys in the ready-made sets are functional: a calculator is built into the cash register, the burners on the kitchen stove light up, the hair dryer makes noise and blows, the drill rotates, etc. These attributes for games are the most accurate copies of real appliances and tools, they are bright and comfortable.

Photo gallery: attributes made from waste material

Attributes for playing space travel Attributes for playing grocery store or cafe Attributes for playing construction or apartment renovation Attributes for playing correspondents Attributes for playing office, agency Attributes for playing kitchen, cafe, farm Attributes for playing clinic Attributes for beauty salon/nail salon games

The use of homemade objects in games arouses genuine interest in children and stimulates their imagination. Children often create simple substitute objects for games themselves: sticks as sabers, elements from construction sets as tools for construction, etc. Waste material is used to enrich the play environment: bubbles and jars for playing in the pharmacy and treatment room, empty bottles and boxes with labels - for filling the shelves of a grocery store, bottles of shampoos, nail polishes - for a beauty salon.

Photo gallery: role-playing costumes

Ready-made costumes for role-playing games can be placed in the dressing-up corner or play area A simple version of role-playing costumes with your own hands: decorate aprons with special symbols of professions Attributes and elements of costumes for playing a sea voyage Do-it-yourself astronaut costume Hats for the game based on a folk tale

Children love to transform and try on elements of workwear: caps, construction helmets, aprons, hats. Role-playing costumes for children's games are easy to make yourself: add symbolic designations of professions to aprons, make hats or masks of heroes for story-based games.

An incident 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 my imagination immediately kicked in! The superhero mask was made from a piece of dark fabric with slits for the eyes. The Wonder Girl costume was made from her mother’s T-shirt and a hat made from a plastic sheet.

Children are incredible dreamers, they make costumes out of simple things and can imagine themselves as anyone

Photo gallery: design of the gaming environment

The pharmacy display window with a window is made with your own hands using printed images of medicines (leaflets can be taken at any pharmacy) Filling with real objects (fabric samples, sewing supplies, magazines with patterns) encourages children to become more familiar with the structure of the atelier Original design of the play environment using waste material ATM for a modern game, it can be made from an ordinary box. The most important thing in a gaming environment with a nautical theme is the presence of a ship. The gaming environment consists of homemade items with the symbols of the Russian Post. For a modern role-playing game, equipment is used, and children’s drawings are used to decorate the gaming office. The gaming environment is filled with real objects (tools and devices) and an important homemade attribute - a table for assessing vision

As mentioned above, gaming activities are rapidly developing with the use of real objects and waste material. Children try to bring their games as close to reality as possible. Therefore, in the design of the gaming environment, it is advisable to use non-working household and technical appliances, magazines and books, empty containers with labels, and signs with logos of existing companies.

Analysis of role-playing games

In order to identify the effectiveness of the teacher’s organizational abilities 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:

1. Correspondence of the theme and content of the game to the interests of the students and the level of their gaming skills.
2. Correspondence of the preparatory stage to the age category of children.
   

   The playing environment, the choice of attributes and the plot plan are thought out by the teacher - for younger children. Children independently selected attributes from those proposed and outlined a game plan - 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 developed the plot - older preschoolers.

3. Description of methods for guiding the course of gaming activities, their effectiveness.
4. What tasks were implemented in the game.
5. Assessment of pupils’ activities:
   • 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).
6. Completion of the game: the logical conclusion of the game plot, the emotional state of the children (signs of overwork, high spirits, desire to develop the game plot in the future).
7. The direction of the teacher’s subsequent work: adjusting/improving the methodology for conducting the game, what means to enrich the children’s gaming experience.

Proper organization of play activities in kindergarten contributes to the development of personal qualities of pupils. In role-playing games, children expand their understanding of relationships between adults, form primary professional competencies, and gain respect for human work. Children show initiative in developing stories on everyday and fantastic themes, revealing their creative potential by transforming into the assigned role.

Application.
Notes on role-playing games for the second younger group
1. “Let’s teach the doll Katya to undress after a walk”
2. “Let’s roll the dolls down the slide”
3. “Let’s take the dolls for a ride in the car.”
4. “Let’s arrange a room for the doll.”
5. "New room for dolls"
6. “Bathing the doll Katya”
7. “Washing doll clothes”
8. “Katya got sick”
9. “Doll Ksyusha got sick”
10. “Playing with the doll Katya”
11. “Let’s build a house for the dolls”
12. “Let’s give Katya a beautiful hairstyle”
13. “Katya’s doll’s birthday”
14. “Dolls for a walk”
For children 3-4 years of age, the following guidance techniques are suggested:
1. teaching game actions through the deployment of game activities;
2. the teacher plays the main role;
3. organization of games according to the plot developed by the teacher;
4. introducing a puppet character, setting rules of behavior on his behalf;
5. surprise appearance of a toy;
6. creating an imaginary situation;
7. advice, reminder;
8. updating play corners;
9. introduction of game training, rules of conduct;
10. acting out an imaginary situation;
11. introducing figurative toys.
Methods and techniques for guiding role-playing games for preschool children.
Methods and techniques that help enrich the content of the game. 1. The teacher plays the main role (T.M. Babunova);
2. Individual play between the teacher and the child, with the teacher playing the main role (N.Ya. Mikhailenko);
3. Introducing figurative toys (T.M. Babunova);
4. Parallel game technique (N.F. Tarlovskaya);
5. Method of role-playing game with continuation (N. Palagina);
6. Activating communication between an adult and children during their play, aimed at awakening and independent application by children of new ways of solving a game problem, at reflecting new aspects of life in the game (Novoselova S.);
7. Game of telephone (N. Palagina);
8. Using dolls to play out scenes of life in kindergarten;
9. Acting out imaginary situations with children.
Methods and techniques that help regulate gaming relationships. 1. Games. Facilitating adaptation (“come visit me”) (N.F. Tarlovskaya);
2. Participation of the teacher in the game (main role) (Mikhailenko N.Ya.);
3. Use of a multi-character plot (2 doctors, 2 drivers" (Mikhailenko N.Ya.);
4. Introducing a puppet character, setting rules of behavior on his behalf;
5. Creation of play triads of different ages (V.I. Turchenko).
Indirect management techniques 1. Updating play corners (introducing substitute items, removable panels) (T.M. Babunova);
2. Changing the gaming environment (S. Novoselova);
3. Observation, excursion;
4. Creation of an imaginary situation (T.M. Babunova);
5. Explanation on an imaginary radio or TV about the opening of new “hospitals” and “shops”.
Abstract 1.
“Let’s teach the doll Katya to undress after a walk”
Target. Continue to teach how to perform two or three familiar actions with a doll in the game (the doll was walking, came home, will undress, wash itself, etc.).
Material and equipment. 1. Dolls (2-3), dressed for a walk.
2., Wardrobe for doll clothes.
Preliminary work. Didactic game “Let’s teach Katya to undress after a walk.”
Progress of the game.
The teacher says: “My daughter Katya has returned from a walk. Now I will help her undress. Andryusha, did your daughter go for a walk too? Help her undress. Let's tell our daughters in what order they need to undress. First, let's untie the scarf.
Untied Katenka
The scarf is striped.
(3. Alexandrova. “Katya in the manger.”)
Where should I put the scarf? (On the shelf in the closet.) That's right. Things need to be put away. You don't have to look for them.
(A. Barto. “Masha the Confused Man.”)
Now what can we help our daughters film? (Fur coat.)
My Katya is little,
She's wearing a scarlet fur coat,
beaver edge,
Katya is black-browed.
Andryusha, read this nursery rhyme to your daughter. She will be pleased.
Where will we hang our fur coat? (Into the cupboard.)
What haven't we filmed yet? (Boots.) My daughter has small, red boots, and what kind of boots does your daughter have? (Large, blue.) Where will we put the boots? (Into the cupboard.)
Let's take the new boots off the feet.
Andryusha, Katya asks, can we go play now? (No.) What else needs to be removed? (Trousers.) My Katya has small, red trousers, but what kind does your daughter have? (Large, blue ones.) Where should you put the leggings? (On the shelf, in the closet.) That's it, take off your clothes! Go play! Not possible again? Why? Forgot to put on sandals!
Here they are - sandals
Our little Katya.
This one is from the right leg,
This one is from the left leg.
(E. Blaginina. “Teach your brother how to put on shoes.”)
Can you play now? (No, you need to wash your face.) (See note 10. “Playing with the doll Katya.”)
Abstract 2.
"Let's roll the dolls down the slide"
Target. To teach children to use a structure made of building material when playing with dolls. Develop the ability to play together and use toys together.
Material and equipment. 1. A set of building materials (bricks, cubes, prism, plate).
2. Dolls of different sizes, sleighs.
3. Shaped toys (bears, hares, etc.).
Preliminary work. Construction of stairs and slides in a design lesson.
Progress of the game.
The teacher turns to the children: “Listen to what my daughter, the doll Katya, told me:
The first snow fell at night.
I got dressed before everyone else.
I'm pushing a sled
I want to go for a walk. (3. Alexandrova. “In little mittens.”)
Do your daughters want to go for a walk? Do they have sleds? Where will they go sledding? (From the slide.) Let’s build a slide for the dolls.”
By showing, giving advice, and giving directions, the teacher helps the children build a slide. During the work, he reinforces the names of building parts and teaches them to play together in a friendly manner. If conflicts arise, we suggest building another slide nearby. He thanks the children for their friendly work and reads a poem:
On our hill
There are countless children:
Sasha, Masha, Dasha
And there is Katenka! (3. Alexandrova, “In our apartment.”)
During the game, you can read O. Vysotskaya’s poem “On a Sleigh” to the children:
The sled rolled down
Hold on tight, Katenka!
Sit, don't fall -
There's a ditch ahead!
You have to drive carefully, otherwise you might crash!
Abstract 3.
"Let's take the dolls for a ride in the car"
Target. Teach children to team up in groups of two or three to play independently.
Continue to develop the ability to transfer familiar actions with building materials to new game situations, perform actions in accordance with the role (driver, passenger).
Material and equipment. 1. A set of building materials (cubes, plates, bricks).
Steering wheels (2-3 pcs.), you can use substitute toys: a circle, a ring from a ring thrower, etc.
Dolls, figurative toys (bear, hare, fox, etc.).
In the construction corner, the teacher has pre-built a car.
Preliminary work. Building a car from small building materials in a design class.
Progress of the game.
The teacher places the Katya doll on a car (made in advance from large building material). He says: “My daughter wants to go for a ride in the car. Who will be the driver? Sasha, do you want to be a driver? Here's the steering wheel for you. Please give my Katya a ride.”
During the game, the teacher sings (and the children sing along) the song “Machine”:
In the car, in the car, the driver is sitting.
Car, car
It goes, buzzes: “Beep-beep, beep-beep!”
There are a lot of guys in the car, in the car.
Let's go children
They look out the window: “Beep, beep, beep, beep!”
Here is a field, here is a river,
Here the forest is dense.
The children have arrived.
Car, stop!
“Thank you, Sasha,” says the teacher, “you were a good driver. Look, moms and dads have also come to you. They also want to take their daughters for a ride. How do you ask Sasha about this? (Sasha, please give my Sveta a ride.) And so that you don’t have to wait long, let’s ask Artem to be the driver too. Let's help him build the same car. You bring us cubes and bricks, and Artem and I will build.
What should we put first? (Cubes.) Now what needs to be done? (Put a plate on top and put a brick - you get a driver's cabin.) And you will have this ring for the steering wheel. Invite passengers." When the dolls take their places, the teacher sings the song “Machine” again.
When repeating the game, you can invite the children to fly on a plane (remember A. Barto’s poem “We’ll build the plane ourselves”) or sail on a ship (read A. Barto’s poem “Sailor’s Cap”).
Abstract 4.
"New doll room"

Material and equipment. 1. A set of building materials: cubes and bricks.
2. Dolls, shaped toys (Hares, bears, squirrels, etc.).
3. In the construction corner, a game situation has been prepared in advance: a house for dolls has been built.

design ties.
Progress of the game.
The teacher, turning to the children, asks: “Whose house is this, whose house is made of bricks? Who will live in this new house? (Dolls, bear, bunny, etc.) But the doll Katya says that it is inconvenient to live in this house. There is no furniture in it: no table, no chairs, no bed. Let's build it all out of cubes and bricks. I will build a sofa. Sasha, what are you going to build? And you, Vika? Anechka, what will you build for your teddy bear?”
The teacher invites the children to build different pieces of furniture so that the dolls can drink tea at the table and relax on the sofa.
First, each child builds a piece of furniture himself and plays with it with a doll or any toy. The teacher fixes the names of construction parts, their color, the names of parts of furniture (back, chair seat, sofa, etc.). If a child built a bed, then... The teacher, joining the game, says:
Bye-bye, bye-bye.
You, little dog, don't bark,
Whitepaw, don't whine,
Don't wake up my Katya. Or:
Night has come.
You're tired, daughter.
My legs were running in the morning,
It's time for your eyes to sleep.
A crib is waiting for you. Sleep sweetly, daughter.
(P. Voronko. “It’s time to sleep.”)
If the children have built a table, then the teacher reads an excerpt from S. Kaputikyan’s poem “Masha is having lunch”:
Lunch hour has come
Katenka sat down at the table.
When all the buildings are finished, the teacher invites the kids to give the dolls tea and take them for a walk around the new house.
When repeating the game, you can beat S. Kaputikyan’s poem “Masha is having lunch.”
Abstract 5.
“Let’s arrange a room for the doll.”
Target. Continue to combine games with building materials, dolls and story toys into a single story. Encourage children to play together.
Material and equipment. 1. Set of doll furniture.
2.Doll.
3. Pieces of cotton wool.
Preliminary work. Construction of doll furniture for classrooms
design ties.
Progress of the game.
Children sit in a semicircle, with a children's table in the center. The teacher brings in the familiar doll Katya.
“This will be (the teacher moves his hand around the surface of the table) Katya’s room. Katya will live here. Katya, do you like your room? Children also address the doll with this phrase. “No,” Katya answers, “I don’t like it, I have my room.” There is no table, no chair, no bed.”
The teacher sets up the bed and asks the children: “What is this? Why does Katya need a bed? Invites the doll to examine the bed and then lie down in it. “Lie down, lie down, Katenka!” - children also offer.
Katya lies down and falls asleep. “Let her sleep,” says the teacher, “and we’ll arrange a room for her. We'll set up a table. What is this? Why does Katya need a table? “And we need chairs,” one of the children will say. “Why chairs?” - the teacher is interested. He listens to the answers and puts chairs in the room.
Then the teacher brings in a linen closet and a buffet. He asks for the names of these pieces of furniture, explains their names and purpose, puts dishes in the buffet, and hangs dresses in the closet.
After the room is equipped, the teacher suggests waking up Katya. Katya wakes up. She is happy with the new furniture and asks the kids about the closet and sideboard. The children answer her questions. Katya doesn’t grasp everything right away. She may confuse a buffet with a closet. Children must notice and correct the mistake.
“The weather is wonderful outside today,” the teacher continues the game,
-snow is falling. Katya got dressed and went for a walk. A large beautiful snowflake landed on her mitten. Katya blew on a snowflake and it flew away. Do you want to blow on snowflakes?” The teacher gives the children small loose pieces of cotton wool. Explains and shows how to blow. The exercise is performed 2-3 times.
Note 6.
"Bathing the doll Katya"
Target. Learn to combine games with a single plot: first, the doll must be undressed, bathed, dressed, and put to bed. Reinforce various play actions with the doll. Learn to play together.
Material and equipment. Bath, soap (brick), soap dish, towel, ladle (all items in 2-3 copies); doll Katya (her hands are “dirty”).
Preliminary work. Didactic game "Bathing the doll Katya."
Progress of the game.
The teacher, turning to the doll, asks:
Oh you dirty girl
Where did you get your hands so dirty? (A. B a r t o. “Greasy girl.”)
Then he says to the children: “My daughter Katya got dirty. We need to buy her. Where is our bath? Who will bring water? What kind of water do we need? (Warm.) Vika, please bring some warm water in a ladle. Who will bring the soap? A washcloth? Towel? (Gives instructions to Vanya, Andrey, Kolya.)
All is ready. Anya, please help Katya undress. Vika, bring Katya a clean shirt and panties.
Andryusha, start washing Katya. Where should the doll be placed? (Into the basin.) And now, Andryusha, what will you do? (I’ll wash Katya’s head with clean, warm water, then her arms and legs.) Ask Vika to lather Katya’s head with soap, and you will water it.”
While Andryusha is “watering” from the ladle, you can read the following poems:
Warm water
Let's pour on our bird. (E. Blaginina. “Alyonushka.”)
Squish-squish with your hands,
The basin is full of soap.
Don't touch, Katenka,
Soap pen eyes.
And the water gurgles,
And the water is foaming,
Katya will wash herself,
He will comb his hair and get dressed. (S. Kaputikyan. “Squish-squish.”)
When washing the doll is finished, the teacher invites Vika to dry it with a towel. Emphasizes: the doll has become clean. Vanya and Andryusha put everything back in place and hang a towel to dry. Then the doll is dressed and put to bed. Together with the teacher they sing a Russian folk song to Katya:
Bye-bye, bainki,
There are bunnies in the garden.
Bunnies eat grass
They tell Katya to go to bed.
The game can be repeated two or three times with the involvement of children who have a low level of gaming skills.
Note 7.
"Washing doll's clothes"
Target. Learn to team up in groups of two or three for independent games. Contribute to the development of story-based games with dolls, enrich the content of such games.
Material and equipment. Bath, soap dish, soap (substitute item), washboard, iron; doll underwear; rack for hanging laundry; ironing board.
Preliminary work. Didactic game “Washing doll clothes.”
Progress of the game.
The teacher addresses the children: “You and I bathed the dolls and forgot to wash their dirty laundry. What do we need for this? Zhenya, please bring the basins. Andryusha, please give me some soap and a soap dish.”
The teacher arranges the items so that it is convenient for two (three) of them to wash. You can wash everything together in one large basin or separately in small basins - the main thing is that the children are nearby.
When everything necessary for washing is ready, the teacher asks: “Can I wash my clothes? Did you forget to bring anything?” (It’s impossible, because they didn’t bring water.) What kind of water do we need? (Warm.) Let’s bring water and pour it into the basin (in the basins).”
Then the teacher shows how to wash clothes. Children repeat the actions of the adult. Washed linen is placed in separate basins.
During play activities, the teacher can sing the song “Big Wash” (translation from Polish by N. Naydenova, music by F. Leshchinskaya):
I have a big wash
I'm not too lazy to wash clothes.
I'm pouring water into a basin
And I do laundry all day long.
In soap suds, in soap suds
All laundry will become clean.
I will wash and iron
Even my own dress.
If you want, Katya, I’ll wash yours too.
On the advice of the teacher, children pour out dirty soapy water and pour in clean, cold water to rinse clothes. Then the teacher explains: “When the laundry is washed and rinsed, it must be wrung out, shaken (shows) and hung to dry.” Children repeat all the actions of the adult.
After the laundry is hung, the teacher invites the children to put everything back and prepare the irons to iron the dried laundry.
At the end of the game, the teacher says: “This is how clean the doll’s underwear has become. We need to put it in the closet. Our daughters are used to order.”
The game can be repeated two or three times with different children. The teacher encourages children to join together independently to play.
Note 8.
"Katya got sick"
Target. Diversify the role-playing participation of children in playing with a doll. Contribute to enriching the plot of children's games.
Material and equipment. Spatula, phonendoscope, thermometer, medicines (substitute items are used); doctor's bag, gown, cap (2-3 copies).
Preliminary work. 1. Conversation with a doctor, nurse, examination of medical instruments, a story about their purpose.
2. Examination of illustrations: a doctor treats children.
Progress of the game.
The teacher tells the children that her daughter is sick. “We need to put Katya to bed and call the doctor. I will be a doctor myself. I have a robe, a cap and tools. Vova, do you want to be a doctor? Here's your robe, cap and tools too. Let's treat dolls together, let's start with my daughter Katya, Let's listen to her. What do we need for this? (Tube.) Can you hear Katya’s heart beating: “Knock-knock-knock”? Breathe, Katya. Now you, Vova, ask Katya to breathe deeply. Now let's put a thermometer on Katya. Like this. Now let's see her throat. Where's the spoon? Katya, say: “A-ah-ah.” You see, Vova, Katya’s throat
red and her temperature is high. Now let Katya sleep.”
The teacher reads V. Berestov’s poem “The Sick Doll”:
Quiet.
Quiet.
Silence.
Poor Katya is sick.
Poor Katya is sick,
She asks for music.
Sing what she likes
And she will get better.
“Come on, Vova, let’s sing Katya a song (it is advisable to take a song well known to the children). You see, we cheered Katya up, and she quickly recovered.”
It is advisable to repeat the game for one to two weeks with other toys, for example, a bear, a bunny, etc.
The following poems can serve as a starting point for such games:
Play, bunny, play with me. The bunny answers:
I can't, I'm sick.
Oh-oh-oh, poor thing!
(E. Blaginina.)
Listen, little bear,
Don't eat too much!
Your stomach will hurt - Who will you treat?
(E. Charushin, E., Shumska Ya.)
Note 9.
“Doll Ksyusha got sick”
Program content:
1. Enrich children’s understanding of the work of a doctor (the doctor listens to patients, prescribes treatment).
2. Develop the ability to transfer familiar actions with a doll to new play situations, perform actions in accordance with the role.
3. Teach interactions in stories with two characters (mother-daughter, doctor-patient).
4. Contribute to enriching children's gaming experience by combining individual actions into a single storyline.
5.Encourage children to maintain dialogue with adults and engage in playful interactions with peers. Activate in speech words denoting objects (thermometer, mustard plaster, vitamins, thermometer, spatula, syringe, phonendoscope).
6. Cultivate a respectful attitude towards the medical profession, careful attitude towards toys.
Progress of the game:
I. Motivational moment.
The teacher takes on the role of mother and draws the children’s attention to the Ksyusha doll lying on the crib. Doll Ksyusha complains that her throat hurts and she coughs. The teacher offers to console the doll.
Reading the poem “The doll got sick.”
Doll Ksyusha got sick
Ksyusha doll in a summer dress
- It’s a little cold during the winter!
Where's the hat? Coat? Boots?
There are no suitable clothes!
They didn’t think, they forgot...
We put her to bed
Let's sing a song quietly.
Let's tie her throat warmly,
Let's say a kind word:
- “You, doll, forgive us,
Get better, don't be sad!
We'll sew you a fur coat
And then let’s go for a walk!”
II.Creating a problem situation
What to do? (Take the doll by car to the hospital.) Choose a driver and invite the boys to build an ambulance out of chairs. At this time, girls are invited to go to the “Hospital” role-playing game area and put on white coats and prepare to receive a sick doll.
The boys and I get into the car and hit the road.
Poem "Ambulance".

If your daughter gets sick,
Don't worry and don't cry
Dial "03" quickly
And a doctor will come to see my daughter.
If anything happens
Ambulance will come
(L. Zilberg)
At the hospital, he is met by a nurse who offers to go to the doctor’s office. The doctor examines the doll: listens with a phonendoscope. It is suggested to tell the children about the doll’s complaints (sore throat, head, ear; high temperature; dizziness, very thirsty).
The doctor invites one of the nurses to take the temperature (with a toy thermometer), another nurse to give an injection (with a toy or real plastic syringe), the third nurse to give a pill (a bead, button, pea or bean is suitable for this purpose), the fourth nurse to put mustard plasters (using a leaf paper, piece of fabric). Another nurse treats the ear by dropping medicine with a pipette.
The doctor advises taking the doll home, giving it hot tea with honey (raspberries), singing a song, calming the doll and putting it to bed.
Mom calls an ambulance on the phone. Another driver takes you home.
At home, the mother (teacher) is invited to prepare tea with raspberries and prepare the bed for the children. They put the doll Ksyusha to sleep and sing a lullaby.
Lullaby
We've played enough with you,
The night looks out the window,
The stars came out in a crowd
Walk a little.
We'll pick up all the toys,
Let's wash ourselves clean.
Sleep quietly enters the house,
Like a fluffy cat.
A soft bed is prepared and waiting,
Mom will sing a song:
Sleep, baby, sweetly,
The doll will sleep too
And he closes his eyes,
Tomorrow will be a day again and other tales.
Doll Ksyusha falls asleep. Invites children to quietly and calmly leave the bedroom area (the area of ​​the role-playing game “Family”).
Note 10.
"Game with doll Katya"
Purpose: to teach to observe the teacher’s game actions; teach how to carry out game actions according to the model; learn to reproduce a chain of life actions in a game; cultivate a careful, caring attitude towards the doll.
Equipment: doll, toy furniture, dishes. Aprons for every playing child.
Progress of the game
Organizing time. The doll Katya lives here. She woke up. Let's put on aprons and help her mother take care of her daughter Katya.
Plot development. Now I will lift her, carefully remove the blanket, and fold it. Guys, what do you do in the morning after you wake up? That's right, go wash up! We need to wash our Katya. Prepare soap, toothbrush, toothpaste, towel. (Each child soaps the doll’s hands, face, neck with toy soap, and washes off the soap at the toy washbasin.)
After washing, you need to get dressed. What will Katya wear? Let's choose the most beautiful dress for her. Look how to dress Katya. Now help Katya comb her hair. (One of the children combs the doll’s hair.)
Guys, we need to ask Katya what she wants for breakfast? Ask Katya what kind of porridge to cook for her. Say: “Katya, do you like semolina or oatmeal?” Let's now boil the milk in a saucepan. You need to put semolina, salt, sugar in a pan. (One of the children stirs the porridge with a spoon, another pours imaginary cereal into the pan.)
Let's have breakfast with Katya. Place Katya at the table. Look how I put porridge on Katya's plate. Take a plate for yourself and put the porridge on it like I did. What should you wish for at the table? Katya also says: “Bon appetit!” I will feed Katya, and you sit next to me and eat yourself. (Children sit at the table.)
Now let's drink tea. Guys, get your cups ready for tea. The kettle is hot. Look how I pour boiling water and tea leaves. Help Katya pour tea and pour it for yourself. (Children pour tea and sit down at the table.) Have you had some tea? Let's help Katya wash the dishes and put them back in place. (Children collect the dishes. Some of the children wash them, some wipe them, some put them in their places. The teacher tells the doll what each child is doing. This makes it possible to indirectly guide the children’s actions.)
After breakfast you can go for a walk. Help Katya get dressed for a walk. (Children pick out clothes and dress the doll.) Take off your aprons and carefully put them back in place. Tell me, what do you play while walking? (Children tell how they build houses out of sand and play tag.) Teach Katya to play with you.
Results of the game. Let's remember what we did today? Do you think Katya liked breakfast? Let's ask Katya if breakfast was delicious? Who carefully laid out the porridge and poured the tea? Who cleared the table? Who taught Katya to play while walking? Do you think Katya liked playing with you? Well done.
Note 11
"Let's build a house for the dolls"
Target. Continue to develop an interest in playing with dolls and building materials. Learn to select toys and attributes for the game. Learn to team up in groups of two or three for independent games.
Material and equipment. Set of building materials: cubes, bricks, plates; dolls of different sizes; shaped toys (hare, bear, squirrel, fox, etc.).
Preliminary work. Design lesson on the theme “Doll House”.
Progress of the game.
The teacher addresses the children: “The doll of Light came to visit us. She says she has nowhere to live. Let's build a house for Sveta. Who wants to build? Seryozha, do you want to make a house for Sveta? Let’s build together, and Sveta will watch how we work.” The teacher places the doll on the carpet.
During construction, he asks questions: “What are we going to build the house from? (Made of bricks.) Seryozha, please bring some bricks. How do we place the bricks? (Narrow side.) These will be the walls of the house. How to make a roof? (You need to put a brick on top of the walls.) Come on, Seryozha, let's check if Sveta can live in this house. (If the doll is tall, then the teacher shows how to build a tall house.)
Now we need to make doors to keep the house warm. (In this case, you can put one or two bricks, regardless of the size of the house built.)
In the process of building a house, together with Seryozha, the teacher involves other children who are interested in playing in the work: he offers one to make a fence, another - a path to the house, etc. He encourages children to play together.
You can advise the kids to build houses for their dolls (hares, bears), while singing the song “Building a House” (music by M. Krasev, lyrics by S. Vysheslavtseva):
Here and there
Here and there
Is heard
Loud knock.
We are building a house
The house is big,
And with a porch,
And with a pipe.
Let's decorate
We are home
And at the top.
We'll nail down the flag.
will live
In that house
Bunny with a doll (bear)
And an elephant.
When the construction of the house (or houses) is completed, the teacher invites the children to bring the dolls to visit Sveta. The toys are walking along the path, ahead is the Katya doll. The teacher reads a nursery rhyme:
Katya, Katya is little,
Katya is remote.
Walk along the path
Stomp, Katya, with your little foot.
Note 12.
“Let’s give Katya a beautiful hairstyle”
Target. Enrich the content of games with a doll. Teach children to unite for joint games.
Material and equipment. Combs, scissors (substitute items), bows, ribbons (2-3 copies), mirror.
Preliminary work. Review of relevant illustrations.
Progress of the game.
The teacher addresses the children: “It’s my daughter Katya’s birthday today. Katya wants to have a beautiful hairstyle. I'll be a hairdresser. I'll comb Katya's hair beautifully. Seryozha, do you want to brush your daughter’s hair? Let's play together. You will also be a hairdresser.
I’ll brush Katya’s hair, and you’ll brush your daughter’s hair.
Now let's cut our daughters' bangs. Like this. We will also cut the hair at the back. Like this. Let's check if we cut our daughters' hair straight. To do this, let's comb them again.
Now we can tie bows for them. I'll take the blue one. Katya has a blue dress and a blue bow that suits her. What color is your daughter’s dress? Which bow will you choose?
This is how beautiful our daughters have become.
Now we’ll put everything away and go to the store to choose a birthday gift for Katya.”
The teacher repeats the game with other children, encourages the game “nearby”, “together”.
With his suggestions, the adult contributes to the development of the plot: “dad” and “mom” bring their daughter to the hairdresser, who cuts her hair, then go to the “cinema”, “shop”, etc.
The teacher teaches children basic rules of behavior: greet the hairdresser, politely express your request: “Cut your hair, please,” “Brush your hair, please,” thank you for the haircut, etc.
During the game, you can use the nursery rhyme “Grow up, braid.”
Note 13
"Katya's doll's birthday"
Target. Continue to enrich the content of games. Help bring children together to play together.
Material and equipment. Katya doll in an elegant dress; figurative toys (bear, hare, cat, etc.); flag, cone, barrel of honey, carrot (substitute items can be used).
Preliminary work. Celebrating children's birthdays in a group: singing songs, reading poems, round dance games (“Zainka, walk around”, “Who is good with us”), outdoor games (“Catch up with the Bear”, “Find the Bunny”, etc.).
Progress of the game.
The teacher says that today is her daughter Katya’s birthday and she invites her to visit. He advises the children to think about what they will give Katya and how they will make her happy. It suggests that they can come to visit with a bear and bring a barrel of honey, or with a bunny who will give Katya a delicious sweet carrot.
Then the teacher invites the children to help Katya beautifully set the table for the guests, prepare tea, and he bakes a cake, saying:
I’ll bake Katenka a pie,
I’m already making my daughter blush.
It has a wheat crust,
And the filling is egg,
And the honey shaving...
(Russian folk song “I’ll bake a pie for Tanya.”)
The children are going to a birthday party, on the advice of the teacher, Seryozha takes, for example, a teddy bear and says that Mishka is bringing Katya honey and a big pine cone as a gift. The doll joyfully greets the guests and thanks them: “Thank you, Mishenka. Sit down and drink tea. Look, here comes the Running Bunny. What a big carrot he has! She's probably delicious and sweet. Thank you, Zainka, sit down and drink tea and help yourself to honey.”
The guests sing the song “Birthday” (music by V. Gerchik, lyrics by N. Frenkel):
Whose, whose, whose, whose,
Whose birthday is it today?
Who, who, who, who
Does he accept congratulations?
Who will receive from the guys
And toys and gifts?
Whose eyes sparkle
Is there a bright blush on your cheeks?
Everything, everything, everything, everything,
We all congratulate Katya!
With her, with her, with her, with her
Let's have fun and play.
The teacher says: “Katya loves to listen to poems about toys. Read her a poem about “The Flag.”
The children read A. Barto’s poem “The Flag” and give Katya a flag.
“Who wants to tell Katya about the cat? (Rhyme “Like our cat.”) Let’s give Katya a cat, she will be very pleased.”
Then the game “Catch the Bear” is organized. First Mishka runs away, then the children, then Katya catches up with the children.
“What a fun birthday Katya had,” says the teacher. “Now it’s time to say goodbye, let Katya rest.”
When repeating the game, you can celebrate the birthday of a bear, bunny, cat, etc.
Note 14
"Dolls for a Walk"
Target. Continue to develop interest in playing with dolls and building materials. Learn to use acquired skills in the construction of simple buildings. Strengthen the ability to play together and share game material.
Material and equipment.
1. A set of large building materials: bricks, cubes, prisms, plates.
Dolls of different sizes.
Cars of different sizes.
Figurative toys: nesting dolls, hares, bears, etc.
Preliminary work. Design classes. Themes of buildings: path (narrow and wide); train; car; house; gates; slide, etc.
Progress of the game.
The teacher says that the dolls want to go for a walk. “Let's put them on for a walk. And we will ask our boys - “dads” - to build paths, a train, a car, a slide for their daughters, so that everyone has fun and interesting while walking.”
Children dress dolls (see note 3 “Let’s dress Katya for a walk”). The teacher asks who will build what for the dolls and what. During construction, he assigns the names of construction parts, their size, color, and encourages children’s independence and friendly play. If necessary, helps dress dolls for walks.
When dressing dolls, it is advisable to use the poem by 3. Alexandrova “Katya in the manger”:
One two three four five,
We're going for a walk.
Katya tied up
The scarf is striped.
Dressed on the legs
Red boots.
When the dolls are dressed and the buildings are ready, you can invite the children to walk along the paths with their daughters, accompanying their actions with the words of a nursery rhyme:
Katya, Katya is little,
Katya is remote,
Walk along the path
Stomp, Katya, with your little foot.
Or:
Big feet
Walked along the road:
Top-top! Top-top!
Little feet
Running along the path:
Top-top-top! Top-top-top!
If the children build houses, then you can walk around them and read the poem:
Katenka walks with difficulty,
Walking around the house for the first time: Top-top.
Mom drives back and forth
The daughter walks back and forth: Top-top.
(From the Kabardino-Balkarian song “Top-top”.)
If the children build a train, then during the trip on it it is appropriate to remember the poem by E. Moshkovskaya “The Train is Rushing.”
When the game is repeated, the construction of one or two new, more complex buildings is introduced. The teacher gives an example of playing with them not only with dolls, but also with other figurative toys, and also uses substitute toys (if you put a skirt and scarf on the pin, you get a matryoshka doll).
During such games, the teacher gradually leads children to joint play activities.
Magazine "Preschool Education" No. 10, 1989.

Name: Summary of the role-playing game “Visiting a Friend”
Nomination: School, Games and competitions, 7th – 9th grade

Position: history and social studies teacher
Place of work: Municipal educational institution "Veselolopanskaya secondary school"
Location: s. Veselaya Lopan, Belgorod district, Belgorod region.

Role-playing game "Visiting a friend."

Ts.u: to instill in teenagers a culture of etiquette.

— expand the children’s knowledge of the rules of etiquette.

— to develop the skills and abilities 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: gaming equipment for scenery of the scene, cards with the script of the play, cards for designating groups of “critics” and “actors”. Quote on the board “He who has not acquired cultural skills is rude” by I. Kant.

Progress of the event:

1. Organizational stage. Motivational conversation.
2. Main part: role-playing game “Visiting a Friend.”
3. Final part: summing up the game.

1) Organizational stage:

- Guys, in lessons on the topics “Morals” and “Etiquette” we talked to you about the rules of behavior in society, about good manners. Knowing the rules of etiquette is a small part of 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?

Students' answers.

Teacher: - You can theoretically know how to behave in one or another life situation, but as soon as it occurs, the teenager becomes lost and embarrassed, because... His actions are clumsy and inept. He lacks practical skills and abilities. Based on what has been said, 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 “Visiting a Friend”, where you will act out a situation that will happen to you 100%. You will test yourself as actors and theater critics.

2) Main part:

The guys are divided into two groups: one is “actors and director”, the other is “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, create a script for a mini-play for 5-7 minutes and act it out. 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 play and the performance of the actors, 2) distribute the roles in the play.

The group "Actors and Director" discuss the problem posed. The guys independently create a theatrical action, act out a way out of the given life situation.

The second team is “Critics”. The guys also receive a script for the play and discuss the nuances of the actions that should be performed. When watching a performance, they must watch carefully and record the correct behavior of the actors when acting out this problem. The task of the “Critics” team, when re-running the skit, is to stop the actors where, in their opinion, a mistake was made, and to give their opinion on how it should have been done.

The guys are asked to role-play the following situation.

Nikita's birthday is January 24th, he turns 16 years old. With the consent of his parents, he invites his friends to visit. Nikita calls his friends: two boys Vitya and Kolya and three girls Marina, Sveta and Natasha, invites them to his place for a holiday. When Nikita called Sveta, her mother took the phone. He asked her to convey the invitation to Svetlana to come to his birthday. All the guys agree to come visit him. The meeting is scheduled for January 24 at 6 pm. On the eve of January 22, one of Nikita’s friends, Kolya, fell ill and could not come.

Sveta and Vitya came together for his birthday; they got to the house where Nikita lives by bus. Natasha and Marina came to visit separately. But Marina arrived later than everyone else, 35 minutes late.

The guys, acting out this situation, must 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 on the bus, i.e. get on the bus, sit in the empty seats, and then get off the bus.

— Nikita greets guests;

— what will the host and guests do while waiting for Marina to be late;

- the actions of Kolya, who fell ill, because he agreed to come, what should he do in this situation?

10-15 minutes are given for discussion and preparation of the skit.

The guys from the “Critics” team also discuss the nuances of resolving the task assigned to the actors during the preparatory time.

Demonstration of the situation by the group “Actors and Director”.

Showing the situation a second time, but with comments from the “Critics” where, in their opinion, mistakes were made.

Summing up the game.

3) final part:

Teacher: thank you guys for your work.

Reflection:

— did you like the lesson?

— 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. A well-mannered person can be considered one who has developed stable habits of behavior. The skills of correct behavior are formed not from case to case, but every day in everyday life. The basis of cultural behavior is respectful attitude towards others.

I would like to end our lesson with the Chinese wisdom: “A gemstone cannot be polished without friction. Likewise, a person cannot become successful without enough hard attempts.”

Dina Marakova
Summary of role-playing games

" Cafe "

for older children (5-6 years).

This plot summary-role play is aimed at expanding children’s understanding of the work of adults, familiarizing them with the rules of cultural behavior.

Subject: Role-playing game"Cafe ".

Target: expand children’s understanding of the work of cafe workers; continue to introduce the rules of behavior in public places

Tasks:1. Develop in children the ability to independently develop game plot"Cafe"; promote the independent creation and implementation of game plans;

2. Learn to perform game actions in accordance with the general game plan;

3. Strengthen the ability to independently select and correctly use the attributes of the game.

4. Form proper relationships between children in the team. Cultivate goodwill and willingness to help.

Material: signs with inscriptions: "cafe administrator", "waiter" (2 pieces, "cashier"; uniform for waiters (apron and cap) and a security guard (dark T-shirt with the inscription "security" and cap); tablecloths for tables; distributions; folders-menus with pictures; module "kitchen"; cash register; plastic models of cakes, buns, pies, fruits, berries, ice cream, vegetables, etc.; toy tableware and kitchen utensils; paper and textile napkins; small vases with flowers for table decoration; toy phones; apron caps for the cook; wallets; bags; money and checks; pens and notepads for writing down orders; broom, dustpan, mop, cloths for cleaning tables and floors; cleaning robe; radio tape recorder

Progress of the game:

Educator:

Guys, recently I was in a cafe with my family. We really liked it there. Today I invite you to play in a cafe.

Where will we place the cafe?

What should we call our cafe? (Children's answers)

We will have tables here.

To make the cafe cozy, we’ll put tablecloths and napkins on the tables and put vases of flowers on them.

First, let's assign roles to who will work in the cafe.

There are waiters in the cafe, they serve the menu, take orders, serve, and wish you a bon appetit. At the end of the visit, the waiter asks the visitors to pay for their order. Clears the dishes from the table.

Who wants to be a waiter (we put on an apron and cap, attach a sign-badge).

Guys, who cooks the food in the cafe? (Cook) We choose a cook and put on an apron and cap for him.

Where does the chef cook? (In the kitchen) We determine the place where the kitchen will be located.

A cashier works at the checkout - he receives money from visitors and issues checks. We choose a cashier.

After visitors leave, the cleaning lady washes the floors, because it is very important that the cafe is always clean. Who wants to take on this role? Appropriate equipment is issued (robe, bucket, broom, floor cloths, mop)

A security guard keeps order in the cafe. Who will be the guard? (We wear a T-shirt with the inscription “security” and a cap)

Who comes to the cafe? (Visitors). The rest of the guys will be visitors to the cafe.

I will take on the role of a cafe administrator - I will greet visitors, escort them to tables and make sure that guests are comfortable (I am attaching a sign “Cafe Administrator”).

Now we have assigned the roles, now choose the attributes you need and let’s start the game.

In a cafe you can chat, tell a friend an interesting story, listen to music, but do not forget about how to behave in public places.

At the end of the game we conduct an analysis.

What did we play?

What is the name of our cafe?

Who met us?

How did the guys cope with their roles?

Did you like this game?

Plot summary-role play on children's traffic rules "Travel by Bus"

Subject: plot-wise- role-playing game on traffic rules in the senior group "Travel by Bus".

Target: developing skills for safe behavior on the road.

Tasks:

1. - systematize existing knowledge and skills of behavior on the road;

2. -promote the use of practical road behavior skills in play activities;

3. -promote the development of correct behavior on the roads;

4. -encourage the creative initiative of children in play activities who have different characteristics, abilities and interests;

5. -use of problematic situations during the game;

6. -use complicating tasks for the development of children;

7. -nurture friendly relationships between children during play activities.

Methods and techniques:

1. Verbal – story, explanations, approval, instructions.

2. Game - used plot, a game.

3. Practical – demonstration, implementation.

Attributes for the game:

Letter, tickets, conductor's bag, "money", steering wheel, driver's cap, bus chairs,

Preliminary work:

1. -cycles of lessons from the series "Road Safety";

2. -observation of road traffic, traffic lights, transport;

3. -examination of road signs;

4. -telling riddles about transport;

5. - didactic games "Guess what sign this is", "Prohibited-allowed";

6. -inventing stories and fairy tales according to traffic rules.

Move role-playing game"Travel by Bus".

Educator: Guys, who is knocking on our door? Now I'll go and have a look.

The teacher returns with an envelope.

Educator: Uncle Styopa sent us this letter. That's what he is writes:

“Dear guys, hello! Yesterday I drove past your kindergarten and saw you playing on the transport playground. I really hope that you know the rules of the road well, and therefore I invite you to visit me to tell you about them again. I'm looking forward to seeing you. Your uncle Styopa."

Educator: Well, guys, shall we go to visit Uncle Styopa?

Children: Yes!

Educator: And what will we go to him with? Guess riddle:

There's a house going down the street

Everyone is lucky to get to work.

Not on chicken thin legs,

And in rubber boots.

Children's answers.

Educator: Yes, it's a bus. And we will go on it to Uncle Styopa. Let's build a bus out of chairs.

Children are building a bus.

The teacher gives individual tasks for children according to bus design(some build from chairs, and two children draw diagrams of a bus).

Educator: Let's choose a driver and conductor (children choose a driver and conductor)

What else do you need to travel by bus?

That's right, you need money to buy tickets. Uncle Styopa took care of this and sent us money for a ticket along with the letter. A ticket costs ten rubles, take as much as you need for a ticket.

Children take "coins" for a ticket.

Educator: The bus is ready, we have money for a ticket, then let’s go, take your seats on the bus.

The children get on the bus, the driver takes his place at the wheel.

Conductor: Please prepare money for travel.

The conductor issues tickets to passengers.

Educator: And to make our ride fun, let’s sing a song.

Songs “We are going, going, going to distant lands”, "Blue carriage".

The bus stops.

Conductor: Stop "Flower City".

Dunno enters and sits down (individual task for a child capable of improvisation).

Conductor: Dunno, you need to take a ticket.

Dunno: Which ticket? Oh, I'll take the ticket now.

He pulls out a slingshot, bolts, nuts, pieces of paper from his pockets, finally

Dunno: I don't have enough for a ticket. And I really need to see Uncle Styopa, he will teach me the rules of cycling.

Conductor: Well, answer our questions and you can go.

Educator: (asks Dunno questions about the rules of behavior in transport)

How to behave correctly on a bus or minibus?

Who should give up your seat in transport?

Is it possible to talk to the driver while driving?

How should you get out of transport?

Dunno does not always answer correctly, the children help him.

Driver: I had a problem, I punctured the wheel with a nail, now I need to change it. Who will help me?

(The task becomes more difficult: children should help think through options, ways to replace the wheel, we listen to their suggestions).

Children help the driver change a tire using a game.

A game "Assemble the wheel"

(children in teams make a wheel from parts, choosing those that are suitable in structure).

Driver: Well, that's all, you can move on.

The bus stops.

A highway patrolman enters (individual task for a child).

Addresses the driver and passengers.

Police officer: Today there is an action on the roads of our city “Do you know the rules of the road?” And you will be its participants. Do you agree?

Children: Yes!

Police officer: Let's begin then.

A policeman gives children tasks on traffic rules.

1. What regulates the movement of vehicles and pedestrians? (traffic light)

Let's get off the bus and play an outdoor game "Traffic light"

(Children stand at a red light, raise the index finger of their right hand upward at a yellow light, and move quickly at a green light.)

2. And if the light is green for cars, what does this mean for them and pedestrians?

3. What do you call people who walk, drive cars, and clean up the road?

Police officer: Well, well done, you guys! They completed my tasks quickly. Now I don’t dare detain you any longer, good luck!

Finally the children arrive at their stop and are met by Uncle Styopa (the role is played by a child). He is very happy to have guests and wants to have fun with them.

The teacher offers to dance and play.

Children dance to cheerful music.

The teacher reads a poem:

Buses, trolleybuses, cars and trams

They run and run through the streets, overtaking each other.

A traffic controller is a traffic light, like a conductor in an orchestra,

He will indicate who to go and who to stand still.

A collision can be avoided and a collision can also be avoided -

Our traffic lights will help at the intersections of all roads.

I am friends with traffic lights, I am attentive,

I don’t go to red lights, I wait for green lights!

Educator: now let’s go for a walk and play outdoor games "Colored Cars", "Traffic light", "The Winding Path".

Summary of the role-playing game"Polyclinic" in the older group.

Target: Expand children’s understanding of the professions of a doctor and nurse. Instill in children a sense of gratitude towards a person for his work.

Tasks: To consolidate knowledge of social relations, training in behavioral skills in the clinic.

Develop game dialogue, game interaction.

Activate and expand your vocabulary.

Vocabulary work: Complain, phonendoscope, spatula, registry, registrar.

Preliminary work: Reading a fairy tale by K. I. Chukovsky "Aibolit"; conversation about the work of a doctor, nurse; role-playing game"Hospital".

Material and equipment: 1. Cloth: 3 robes, 3 hats (for children) ;

2. Medical instruments: syringes, phonendoscope, vials, spatula, cotton wool, thermometer, bandage.

3. Documentation: Medical cards for everyone "sick". Each child patient wears badges with geometric shapes.

Progress of the game:

Children sit in a group on chairs.

“Guys, today we will play an interesting game - "Polyclinic". How many of you have been to the clinic? Let's remember what we saw there? (doctor, nurse, giving an injection)

Who can tell me why people come to the clinic? When do they arrive? (when they are sick in order to be cured) .

We come to the clinic and say that it hurts, but what is it called? (complain). That's right, doctor asks: “What are you complaining about?”

Guys, when we come to the clinic, do we immediately go to the doctor? (no, you need to take a medical card first). That's right, for this we go to the registry. There is a nurse registrar sitting there who asks for your last name, first name, home address, and only then will she give you your medical card. The receptionist also answers phone calls, because someone can call a doctor at home. Then we take turns going into the doctor’s office with the medical card.

Let's take a look at the doctor's tools. This instrument is a phonendoscope. What does the doctor do with this instrument? (listens). What is he listening to? (back, heart, lungs). Right.

And this is a spatula (showing). What are they doing? (look at throat) .

And this is a neurological hammer. (showing). What does the doctor do to them? (knocks on knee). That's right, this is how the doctor checks the patient's reflexes.

Now we will look at the nurse's tools. Do you know them all?

Children looking at tools: thermometer, syringe, cotton wool, bandage, vitamins; They name what they are for and how to use them.

“Well, now I will show you the instrument. And you will tell me what it is called, what they do with it and who needs it for work.

Before we start our game, we need to assign roles. How many of you want to be a doctor? What about a nurse? What about a medical registrar? The doctor for the first time will be the one who is most responsible among you. You and I have a real clinic.”

Choice of roles. The children take their places.

"Let's start the reception"…

Children take turns going to the registration desk, giving their last name, first name, and address. The child medical receptionist issues cards. (the same geometric shapes are drawn on the cards as on the badges of child patients). 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 take a look at you. Open your mouth, say "ah-ah-ah". I'll look at you with a spatula, don't be alarmed. Yes, the neck 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:

1. Did you like the game?

2. Did the children like the doctor? Nurse? Medical registrar? (yes or no, why) .

3. Did the child like being in the role of a doctor, nurse, medical receptionist and patient?

“Guys, you came to the clinic sad and sick. And now Vrai has healed you and you have become healthy and cheerful. Mischievous, as they were before the illness”...

Children are given vitamins.

Summary of role-playing game"Salon" in the senior group of kindergarten it can be used by teachers in preschool institutions.

Notes on managing a role-playing game"Salon" in the senior group of kindergarten

1. Objectives:

Develop interest and introduce different professions in the service sector.

Clarify the rules of behavior in the hairdressing salon.

Develop the ability to independently assign roles.

Contribute to the establishment of role-playing interaction in the game and the implementation of game actions.

Form friendly relationships between children in the game.

Foster a culture of communication in the game.

Expand your vocabulary children: "hairdresser", "manicurist", "a haircut", "laying", "drying", "client", "hairstyle".

2. Preparing for the game:

Date Making attributes Enrichment with impressions Teaching game techniques

March - Collection of perfume bottles and bottles.

Collection of elastic bands, ribbons, hair clips.

Making a sign “Barbershop” "Charm".

Conversation with children about the work of a hairdresser.

Looking at illustrations "hairstyle", "nail decor".

Reading a poem by Razumova L. "Hairdresser" Help in the distribution of roles during the game.

Learn how to do hairstyles (braid hair, tie bows).

Select attributes for the game together with your children.

Help children understand the nature of character interactions through questions and advice.

3. Long-term game preparation plan "Salon":

Subjects Roles Attributes Game actions Speech figures

dickish "Charm"

Haircut and styling halls (women's,

men's and children's rooms, animal grooming room)

salon Hairdresser

Manicurist

Client Apron, cap, cape for the client, scissors, comb, bottles of hairspray, shampoos, gels, hair dryer, curlers, elastic bands, hair clips, hair ribbons, towel.

Apron, cap, manicure set (file, scissors, bottles of nail polish, bath.

Cash register, paper banknotes.

Paper banknotes. She washes her hair, does her hair, cuts her hair, does her hair, blow-dries it, talks with the client, writes a check.

Does a manicure, talks with a client, writes a check.

Accepts money and checks from the client, gives change, talks with the client.

Sitting on a chair, talking with hairdresser employees

sky, paying

gets to work. What kind of haircut do you want?

I would advise you...

Should you get a short haircut or keep it longer?

Should you keep your nails long or trim them?

I would advise you...

Which varnish do you choose?

Please take the change.

Did you like it with us?

Come again. We will be glad to see you.

I would like (la) get a haircut, manicure.

Please do my hair for the holiday.

Thanks, I like it very much.

4. Progress of the game.

1) Techniques for creating interest in the game. There's a knock on the door. The doll Masha comes to visit the children. She meets all the children and notices a mirror in the group. The doll asks the children if they have a comb? Her braid has come undone and she would like to comb her hair. The doll is offered to go to the hairdresser. It is clarified that there are several halls: a haircut and styling room, a manicure salon, they employ good masters, and they will quickly put Masha’s hair in order.

2) Conspiracy to play. We decide on a place with the children "Barbershop" in the group, we put a mirror, a work table and a chair for the client, a work table for manicure and a chair for the client, as well as a table and chair for the cashier, and lay out the attributes for the game. Distributing roles among children using a simple counting rhyme (child does).

3) Techniques for teaching game actions. The teacher temporarily takes on the role of a hairdresser and shows the doll Masha how to braid her hair and secure it with rubber bands. Doll Masha is very pleased, she likes her new hairstyle. Then the children take jobs according to the chosen roles. Clients come to the hairdresser (children and dolls). The barbershop workers do their hair, wash their hair, blow-dry it, cut it, do a manicure; issue a coupon for a certain amount for payment; talk with the client and give advice. During the game, children learn about the responsibilities of a hairdresser - cutting hair, styling hair, manicure.

4) Techniques for maintaining and developing the game.

At the request of children, you can open women's, men's and children's haircutting rooms, as well as a pet grooming room.

To do this, additional attributes are added (mirrors, scissors, combs, tables and chairs, etc.).

The teacher explains what the masters of each hall will do. New clients appear - pets (Stuffed Toys).

Children independently and at will distribute roles among themselves (hairdressers of the women's, men's, children's room, pet grooming room, manicurist, cashier). Clients can be both children and toys (dolls, soft toys). The game resumes with the same interest.

5) Techniques for forming relationships in the game. The teacher reminds that in the game you need to be polite to each other, right (friendly) behave in a public place, be attentive to customers. He helps children understand the nature of character interactions through questions and advice. The teacher encourages initiative and a creative approach to play.

5. End of the game.

Children share their impressions. At the end of the game, the children tell how they played, what beautiful and neat hairstyles they turned out to have, and what they liked most about the game. Children are invited, if they wish, to look at the magazines and books offered to them about hairstyles and nail decor.

6. Game evaluation.

The children happily joined in the game. During the game, they treated each other politely and friendly, and were fair in the distribution of roles. We tried to carefully fulfill the roles we took on. We learned how to use hairdressing tools in the game. Thus, playing role-playing game"Salon", children's ideas about the profession of hairdresser have expanded.

Game is the leading activity of a primary school student. It is in the game that many important life skills are trained and character traits are formed. In elementary school, play is the main way a child gains social experience. The leading role in this belongs to role-playing and business games. Their form involves an impromptu acting out of a certain situation. Moreover, in most cases, during these games the child plays the role of an adult. Why do you need to conduct role-playing and business games in elementary school? What role-playing games can be done in primary school?

By participating in such activities, schoolchildren have to:

• perform various social roles;
• express different civic positions;
• organize or influence the actions of other participants;
• establish communication links, establish contacts;
• resolve conflict situations that arise during the game.

During the game, a relaxed atmosphere is established. Its organic course includes natural command and submission, which children do not perceive aggressively.

Role-playing as a means of developing communication skills

Communication in the game is spontaneous; schoolchildren have to develop a model of behavior that involves the formation of the following communication skills:

• willingness to cooperate;
• tolerance;
• tolerance for other people's opinions;
• ability to conduct dialogue;
• ability to find a compromise solution.

During the game, relationships are established between children, which they then reproduce in real life. The children learn techniques and rules of communication that they can later use in similar life situations. Playing out the situation several times gives students the opportunity to change roles, try other behavior options, and carry out .

Mental development of children

Play activities play a huge role in the process of mental development of children. The emotional component of the gameplay is also important, because the most vivid traces in our memory are left by those events that hurt our feelings and cause a strong emotional reaction.

Thus, play activities enable the child to gain invaluable personal life experience in the most comfortable conditions for him. It can be called a creative laboratory of self-education, a “school of life” for a child.

The essence and structure of role-playing and business games

Role-playing and business games are of a social nature. Their essence lies in the artificial immersion of children into conditions that are possible in real life. The main thing in conducting such games is to give children the opportunity to take initiative and present their model of social relations.

Younger schoolchildren already have an idea of ​​how adults behave in similar situations. Therefore, despite the freedom of action offered, in most cases children try to copy their behavior. The task of the game organizer is to encourage the children to find their own options for behavior and non-standard solutions to emerging problems.

The structure of this type of game is quite inconsistent. On the one hand, during the game the child should feel absolutely free. On the other hand, the course of the game is strictly regulated:

• the range of roles that schoolchildren must play has been determined;
• the conditions and environment in which imaginary events occur are indicated;
• the rules of the game that must be followed are described;
• There are moral and ethical guidelines that participants are required to use.

What is a role-playing game?

Role-playing games are always a game of “something” or “someone”. The basis of such a game lies in the content of the roles that children must “try on” for themselves. The following types of roles are possible:

• specific adults or children;
• representative of a certain type of profession;
• family roles;
• ethnographic;
• roles of fairy-tale or literary heroes.

Each child should play his role only within the framework of a play action, which can be aimed at:

• substantive reconstruction of the content of the activity;
• building a system of relationships between people in the course of activities.

Types of role-playing games in elementary school

A distinctive feature of role-playing and business games is the presence of a plot. You can use the following types of plots:

• creative;
• related to the profession;
• related to discovery;
• route, i.e. trips;
• related to art;
• paramilitary;
• fabulous;
• fantastic.

Involving children in role-playing or business games allows them to go beyond their context of activity, realize the need for interpersonal communication and master the necessary key competencies.

Examples of using role-playing and business games in elementary school

Let's look at examples of what role-playing games can be done with primary schoolchildren. Let's start with those games where it is proposed to play the role of children. The value of such games is that children are given the opportunity to try out different options, play out several models of behavior and, based on this, determine the most optimal and correct one.

Game "Planet of Friends"

First, the teacher invites the children to unite in several groups and describes the game situation to them. We will talk about endless space, in which there are many planets. Each team is invited to settle on a separate planet. The essence of the game will be to establish life in an uninhabited area. Children, taking turns completing the teacher’s tasks, must develop and equip their state. The tasks are as follows:

• Come up with a name for the planet and its inhabitants. Describe what they should look like.
• Draw up rules for living together on the planet.
• Describe what events are happening on the planet.
• Offer options for solving the described situation if it happened on your planet.

"But what if?" Olga Tikhomirova

After all groups have expressed their options for behavior in such a situation, it is necessary to conduct a collective discussion and formulate general rules of communication between children.

At the end of the game, it is necessary to invite children to move from a fantastic situation to real events.

Students need to describe:

• what situation they lost;
• what topic was touched upon;
• How can you apply the rules expressed during the game in the life of your class?

Children must express and reinforce the rules of communication in the classroom. You can choose a group of children to write down and document these rules, and then post them in the classroom corner.

Of course, children are most interested in games in which they play the role of adults. The following options are possible.

Game "Zoo"

To play such a game you will need to prepare a large amount of equipment:

• figurines of various animals;
• material for building enclosures (building kits or cardboard boxes can be used);
• natural material to create a park effect;
• box office tickets.

Children must be divided into several groups and a zoo director and a cashier must be selected separately. The point of the game is to build a zoo and organize a tour around it.

First, each group has to choose an animal to look after. You can do this in any order, by lot, or offer to solve riddles.

While this action is taking place, the zoo director must think over the location of each enclosure and draw a schematic map. After the groups are distributed, he gives each of them building material. While the groups are building enclosures, the director will have to beautifully design a map of the zoo and outline a tour route around it.

The main part of the game is that children must not only place the animal in an enclosure, but provide it with care. The children are asked to find information on how to feed their animal and what conditions to create for it. You can spend two or three days on this and continue the game after the students are ready.

All information that children manage to collect will need to be voiced during the virtual excursion. For this purpose, each group selects its own guide. The rest of the children buy tickets at the box office and go for a walk to the zoo. They all move around the zoo in one group and near each enclosure they listen about who lives here.

This game can be used in environmental classes. During the game, children will become familiar with the rules of behavior in the zoo and learn a lot of information about rare animals.

At events dedicated to studying the Rules of the Road, you can conduct role-playing games “Road traffic”, “I’m going home”, “We are at a pedestrian crossing”, etc.

Game "Journalists"

First, the title and thematic feature of the magazine are announced. An editor-in-chief is selected from among the students in the class. He can be appointed or determined by a vote of all members of the team.

You also need to tell the children that there are several thematic departments in the editorial office of the magazine and explain the features of the work of each of them. Students should think about which department would be more interesting for them to work in. Allocation to departments can also be carried out in the form of a full-fledged role-playing game, when children need to write a job application, pass an interview and receive an appointment order.

After all organizational aspects have been completed, it is necessary to begin simulating the work of the editorial office. Children are offered a topic for the issue and each department must prepare material and submit it for publication. An editorial board must be selected that will check the material’s compliance with the topic and design requirements.

The result of such a game should be the release of printed materials. When offering children such a game, it is worth thinking about its practical significance. Therefore, the topic of the issue should be selected in accordance with the topic being studied in class or extracurricular activities. The produced magazine must be used at the final collective event. Moreover, it is not enough just to show it; you need to view and analyze each page. At the end, you should thank all the editorial staff and, perhaps, “pay” their salaries.

The themes of such games are very diverse. You can invite children to work in a confectionery factory, pizzeria, hairdresser, store, clinic or post office. With the help of these games, schoolchildren will understand the characteristics of each profession.

Examples of games in lessons in primary school

Mathematics

Story-based games on professional topics may not be so complex, but reproduce only individual elements of work activity. For example, in a math lesson you can invite children to play the game “Fishermen”. They receive fishing rods, imitate baiting, and throw the hook “into the water.” Students take turns catching fish with examples written on them. After a successful catch, you need to complete the task received.

Russian language

Another example of using a business game in a Russian language lesson. This is the game "Postman". The postman comes into the classroom and says that he has letters for the students in the class. Children receive letters (you can reproduce the situation of receiving a registered letter). Then the students open the envelopes and take out cards with a task for independent work.

We invite a fairy-tale hero

Children like to take part in games with a fairy-tale or fantasy plot. The easiest way to use such games is to invite a fairy-tale hero to the class, who invites the children to complete his tasks. For example, Dunno may ask you to teach him how to come up with poems. Little Red Riding Hood can give schoolchildren cakes on which tasks are written (words with missing letters, terms whose meaning needs to be explained, etc.).

Dramatization

There is also a more complex version of such games. For example, the game “Film a Fairy Tale”. Children need to get acquainted with the script, assign roles, prepare costumes and scenery. Time should be given for rehearsals.

The purpose of such a game is not to simply dramatize the plot of a fairy tale, but to analyze its moral aspect. After the production, the teacher should invite the students to discuss how the children felt in the role of their heroes. The emphasis should be on those actions that made children feel awkward and consider them unfair. Such a conversation ends with the formulation of correct norms and behavior patterns.

Role-playing and business games have enormous potential for developing primary schoolchildren’s readiness for independent activities in real life. Their use in elementary school allows them to captivate children, promote their development, and reveal their talents and individual qualities.