What do modern children like to play? Essay “What modern children play. Poetic completion of games in kindergarten

Olya Makeeva
Essay “What do modern children play”

At what modern children play? Do they even play?? And can we call what our people do a game? children?

Modern children, as many years ago, they strive to learn everything new, they are quite developed communicatively, they are more relaxed. Current children They can quickly figure out a particular technical issue. Life dictates its own conditions, its rhythm noticeably accelerates, it is oversaturated with information. Living conditions have changed, and games have changed along with them. Previously, there were cubes, soft toys, construction sets, mosaics, and dolls. Now they are increasingly being replaced by computer games, unlimited quantities of cartoons, tablets, and laptops. More and more new gadgets are appearing and modern toys. Nowadays there is less and less space for traditional games, but a game has always been an integral children's activity. Just ten years ago, outdoor games occupied most of children's time. Modern children also remember the existence of active games, but how often do they play them? play? Unfortunately, not many people have the opportunity play play outdoor games as much and whenever you want. Parents often find it convenient to have their child at home at the computer rather than played on the street, where you need to keep an eye on him, be nearby.

And in modern the potential of the game is not used in the educational process, a game is being squeezed out of the lives of our children and ceases to be a means of socialization, although the enormous role of play in the education of a full-fledged personality is obvious. A game develops independence, creative imagination, self-awareness.

So what? modern children play? The first place in popularity is occupied by games located in various modern gadgets. Also in demand are games related to the themes of various films, cartoons, and comics. Among modern Children enjoy the authority of such heroes as Harry Potter, X-Men, Spider-Man, Avatar and others. Often such characters promote cruelty, aggressiveness, and the priority is to be first, no matter what the cost. Images of all kinds of mutant robots push the human element into the background, so adults need to correct such games.

It is very important to find a place and time for the child so that he can play. Play that that he not only needs, but that it is vitally important for him to grow up mentally healthy, for him to grow up in general! Grow out of your developmental difficulties, grow up. In order not to be afraid of the world around him, in order to want to become someone, in order to know what he himself needs in this world and what benefit he wants to bring to this world!

Publications on the topic:

“A game is a huge bright window through which a life-giving stream of ideas and concepts about the environment flows into the child’s spiritual world.

Classes are held. And, as always, the children disperse into the group to play. Spring, dachas. So the kids load up their cars and head off.

Recently, there has been a growing trend of increasing numbers of children with signs of attention deficit hyperactivity disorder in preschool institutions.

Summary of educational activities for speech development “Children play with blocks” Thematic week “I am human” for children of the first junior group. Prepared by: teacher of the 1st category of the 1st junior group of MBDOU No. 6 “Smile”.

Consultation for parents "Children play - let's play together." Consultation for parents “Children play - we play together” (from work experience). A child in a family appears completely helpless, and his life is gone.

Parent meeting in the form of a round table in the second junior group “What our children play” Parent meeting in the form of a round table in the 2nd junior group on the topic “What our children play” Good afternoon, dear parents.

Parent meeting for secondary group parents. Topic: "Children play - let's play together" Tasks: Consider the rules of the organization.

GAME FUNCTIONS.

Game is a complex and multifaceted phenomenon. The following functions can be distinguished:
The educational function is the development of general educational skills and abilities, such as memory, attention, perception and others.
The entertainment function is creating a favorable atmosphere in the classroom, transforming a lesson and other forms of communication between an adult and a child from a boring event into an exciting adventure.
Communicative function - uniting children and adults, establishing emotional contacts, developing communication skills.
Relaxation function - relieving emotional (physical) stress caused by the load on the child’s nervous system during intensive study and work.
Educational function - helps to identify the individual characteristics of children, allows you to eliminate undesirable manifestations in the character of your pupils.
The function of self-expression is the child’s desire to realize his creative abilities in play and to more fully discover his potential.
The compensatory function is the creation of conditions for satisfying personal aspirations that are not feasible (difficult to achieve) in real life.

5. CLASSIFICATION OF GAMES OF PRESCHOOL CHILDREN.

In recent years, the problem of classifying children's games has again begun to attract close attention from scientists. New classification of children's games developed by S.L. Novoselova

The basis of the classification lies the idea that on whose initiative games arise(child or adult).

Highlight three classes of games:

1) games that arise on the initiative of the child (children),

independent games:

a) game-experimentation;

b) independent story games:

Plot-displaying,

plot-role-playing.

director's,

theatrical;

2) games initiated by an adult, which introduces them for educational and educational purposes:

educational games:

a) didactic,

b) plot-didactic,

c) mobile;

leisure games:

a) fun games,

b) entertainment games,

c) intellectual,

d) festive and carnival,

e) theatrical productions;

3) games coming from the historically established traditions of the ethnic group (folk), which can arise on the initiative of both an adult and older children:

traditional or folk(historically, they form the basis of many educational and leisure games).

THE WORLD OF GAME FOR A MODERN PRESCHOOL CHILDREN.

If we talk about modern children, first of all, it should be noted: children these days either do not play at all or play too little. This is due to a number of reasons:

1. Modern society demands early success and achievements from children. Everyone is trying to teach them! Teach reading, writing, and counting as early as possible, forgetting that the leading activity of a preschooler is play!

2. Parents of modern children themselves belong to the non-playing generation: their childhood also passed without games, and was also full of educational elements. This is why parents do not play with their children - they very often do not know how to do this themselves. Besides, they don't have enough time. Children do not have the opportunity to learn from gaming experiences.

3. Modern parents do not allow (are afraid) their children to go out. The child must be within sight of the parents.

It’s impossible not to say how different modern toys are from parents’ toys. Firstly, there are many of them, so it is difficult for a child not only to choose what he will play, but also to dream about what he liked so much. Secondly, in addition to soft bears and bunnies, the child looks with great interest at robots, monsters, dolls of different sexes, adult Barbies and Kens. The plots for games with such toys differ from traditional mother-daughter games with baby dolls and cribs!

There is another feature of children’s lives - parents, as a rule, have no time to delve into the play space - they get lost in the world of toys, follow the wishes of the child, create unsafe situations for the health of children, leaving them at the computer, even with educational games and toys . We need to pay more attention to those games that previously arose spontaneously, help children develop story-based games that they understand, navigate the world of modern toys, maintaining a balance between the child’s desires and benefits for him.

Games of modern children:

1. Outdoor games are significant and take 1st place (relieving internal emotional stress).

2. Educational didactic games.

3. Computer games (select content strictly).

4. One-on-one games with an adult – casual games (counting trees, etc.).

5. Finger games, preparation for mastering literacy.

6. They play SZHRI less often, change, vary depending on time, toys for SZHRI change.

STAGES OF THE APPEARANCE OF S.R.I.

Story-based role-playing game A child goes through several stages in its development. Consistently replacing each other:

introductory game, display game, plot-display game, plot-role-playing game. The first stage in the development of gaming activity is Introductory game. Based on the motive given to the child by an adult with the help of a toy object, it represents an object-based play activity. Its content consists of manipulation actions carried out in the process of examining an object. This activity of the infant very quickly changes its content: the examination is aimed at identifying the characteristics of the object-toy and therefore develops into oriented actions-operations.

The next stage of gaming activity is called Display game in which individual subject-specific operations become actions aimed at identifying the specific properties of an object and achieving a certain effect with the help of this object. This is the culmination of the development of the psychological content of play in early childhood. It is he who creates the necessary soil for the formation of appropriate objective activity in the child.

At the turn of the first and second years of a child’s life, the development of play and objective activity converges and at the same time diverges. Now differences begin to appear in methods of action - the next stage in the development of the game begins: it becomes plot-representative. Its psychological content also changes: the child’s actions, while remaining objectively mediated, imitate in a conditional form the use of an object for its intended purpose. This is how the preconditions gradually become infected role-playing game.

At this stage of development of the game, word and deed come together, and role-playing behavior becomes a model of relationships between people that are meaningful to children. The stage is coming actual role-playing game, in which the players model the labor and social relations of people familiar to them.

With the correct organization of educational work, already in the first half of the second year of life, children begin to move from actions based on the properties of objects and toys to reflecting practical semantic connections between them, that is, to playing out plots from his life that are understandable to the child. The next stage in the development of the game begins - it becomes plot-displaying.

A characteristic feature of an independent plot-display game is the desire to repeat certain game actions many times. For example, a girl can measure a doll’s temperature: put a stick under her arm, take it out, look, determine the temperature and put the thermometer back again. In other cases, children, having dried the doll after bathing, begin to wash it again, etc.

In children of the third year of life, the nature of display games is predominantly retained, but the actions become more varied. They reflect not only manipulations with an object, but also a person acting in a certain way. However, the actions of a person are not yet distinguished from the life phenomena reflected by the child: the child depicts in the game both the work of the driver and the noise of the engine. Each plot action in itself has its own logic: the bunny walked - “top-top”; fell and whimpered - “oh-oh”; eats - “yum-yum.” However, they are combined in any order.

The development of play in early childhood also occurs in connection with the emergence of the role that the child takes on when performing this or that action. Already in games in which children treat or comb a doll's hair, a number of actions are actually performed by adults. But children do not yet call themselves by the name of the adults whose actions they perform in the game. First, the child begins to call himself by his own name in order to understand that it was he who performed the action; later, with the development of play activity, children begin to designate their actions with a different name - role.
The first rudiments of a role appear only at the very end of early childhood. This is reflected in two ways. Firstly, the doll is named after the character. The doll thereby stands out from toys as a substitute for a person. Secondly, the child’s conversation appears on behalf of the doll. For example, Vova puts two dolls facing each other and says for them: “Hello, Kolya, I’ve arrived.” In these manifestations we see the beginnings of future role speech, which is no longer pronounced from the “face” of the role taken on by the child, but through a doll.

In play, toys replace objects for the child, and display situations become carriers of certain relationships between people. In the third year of life, the baby does not take on the role, but actually fulfills it. There is still no obvious communication with anyone, the child plays alone, but at the same time his actions are inspired by imaginary communication and reflect the activities of adults. It is the communication situation that determines the transition from object-based play to plot-role play.

16.MODERN APPROACHES TO PEDAGOGICAL GUIDANCE OF PLOT-ROLE-PLAYING GAMES. When leading role-playing games, educators are faced with the following tasks:

Development of games as an activity (expanding the themes of games, deepening their content);

Using the game to educate children's groups and individual children,

Directing a role-playing game requires great skill and pedagogical tact. The teacher must direct the game without disturbing it, and maintain the independent and creative nature of the game activity.

Indirect techniques- without direct intervention in the game (bringing in toys, creating a play environment before the start of the game).

Direct techniques– direct involvement of the teacher in the game (role-playing participation in the game, participation in the collusion of children, explanation, help, advice during the game, suggesting a new topic for the game, etc.). The teacher influences both the choice of topic and the development of its plot, helps children distribute roles, filling them with moral content.

The following pedagogical approach is presented in the studies of S. L. Novoselova and E. V. Zvorygina, who developed complex method game management. The integrated method of guidance is a system of pedagogical influences that promote the development of children’s independent story-based play, based on its age characteristics and the potential development of the child’s intelligence.

This method includes the following components: - systematic, pedagogically active enrichment of children's life experience;

Joint (educational) games between the teacher and children, aimed at conveying to them the gaming experience of the traditional culture of play; - timely change of the subject-game environment, taking into account the enriching life and gaming experience;

Activating communication between an adult and children, aimed at encouraging them to independently use new ways of solving game problems and new knowledge about the world in the game.

DIRECT GUIDANCE TECHNIQUES.

Early age.

Direct leadership techniques.- emotional communication between an adult and a child in joint play

Demonstration of ways to handle objects, accompanied by adult speech

Play activities together with the teacher

Involving the teacher in the child’s play (to solve certain game problems)

Demonstration and training in the use of substitute objects, drawn markers of the playing space, and imaginary objects in the game

The use of activating dialogue between the teacher and the child

Prompting Questions

Junior preschool age.

Direct leadership techniques.

Second junior group

Teaching ways to reflect reality in games:

Involving the teacher in the game (in order to convey gaming experience)

Teaching game actions and role-playing dialogue by example

Activating communication between the teacher and children during the game:

Questions (Who are you? Or are you a driver? I’m late for work, please give me a lift)

Promotion

Incentives to speak out (Ask your daughter, she’s not hungry)

Help from the teacher to unite in the game (You’re probably bored alone, invite Olya, she’s also walking with her daughter)

Middle group

Involving the teacher in the game, taking on the main or secondary roles (not often)

The teacher’s entry into a role-playing conversation (in order to activate the role-playing dialogue)

Senior preschool age.

Direct leadership techniques.

Involving the teacher in the game, taking on a role (main or secondary) - not often, as necessary (showing a speech sample, collective discussion of the role behavior of the players after the game)

Games with paper

“Snowballs”: children crumple up paper, make “snowballs” and throw them.

“Glitter Lumps”: Children crumple up thin foil, make different lumps and play with them.

“Paper whirlwind”: children cut pieces of colored tissue paper with scissors and blow it away using the “wind” created by a sheet of thick paper, a fan or breath, and watch the “flight”.

Shadow games

The teacher fixes the light source so that a shadow is clearly visible on the wall, and the children experiment with shadows at will: with the reflection of their hands, the movements of various toys, objects.

CREATION OF CONDITIONS FOR INDEPENDENT, INITIATIVE AND CREATIVE PLAY ACTIVITIES OF CHILDREN IN THE FIFTH YEAR OF LIFE.

At the age of 4-5 years, children need various attributes (white coat, steering wheel, sailor’s cap) to embody the role they have taken. At the same time, the development of the game requires a careful selection of toys and materials. Here it is important to abandon the principle “the more the better.” A large number of attributes leads to the fact that children do not so much play as manipulate objects.

The organization of each role-playing game requires the selection of key toys and attributes. For example, the main things for playing hospital are white coats for doctors and nurses, a phonendoscope, syringes, and thermometers. Everything else is selected from substitute items as the game progresses (for example, handkerchiefs from the mumming corner can temporarily become “bandages”, paper and pencils from the drawing corner can become material for writing out prescriptions).

Minimizing paraphernalia for story games also has the advantage that the gaming corner will look neat. If the object-game environment is overloaded with all kinds of attributes, it interferes with the game and impedes the development of gaming creativity. For this purpose, it is necessary to minimize thematic sets for role-playing games.

In a role-playing game, many real objects can easily be replaced by imaginary ones. For example, the game action “to anoint with cotton wool before an injection” can be an action performed without an object and voiced (“as if it had already been anointed”), i.e. figurative play action. This creates conditions for more intensive development of the game’s storyline, because the child begins to pay attention to inventing new events, and not just performing “professional” actions.

The organization of the subject-game environment can be tied to a specific game theme very conditionally. In this case, the play space becomes universal, children can develop plot-based role-playing games, starting from their own ideas, and not from the dictates of the subject-play environment.

Preschoolers begin to create an object-play situation themselves to realize their plans, using ready-made toys, substitute objects, and imaginary objects.

Toys are becoming, on the one hand, more and more realistic, detailed, and more diverse in theme. On the other hand, the conventionality of toys is strengthened.

For toys that children of middle preschool age play with, emotional expressiveness is important. The expression on the animal’s “face” can be surprised, curious, cheerful, sad, mischievous. This awakens the child’s imagination and makes him want to play with such a toy in a certain way.

Play sets for the middle group should contain dolls of different genders and professions and soft toys, preferably not very large in size - a little larger than the palm of an adult; sets of furniture (large and for games on the table), dishes, clothes; various types of transport.

The group needs a supply of additional playing material: boxes of different sizes, reels, scraps of fabric, sticks, tubes. All this will find application in the game and will contribute to the development of gaming ideas and creativity.

It is important to involve the children themselves in the design of play areas: hang wallpaper in the doll’s room, make “products” for playing shop, come up with icons to mark the doctor’s office.

It has been noticed that middle preschoolers, when playing, like to somehow designate their play area. To do this, you can use folding screens, colored cords, fences made of bars and bricks, and play mats. Having defined the game boundaries, the players feel more confident, the gaming group unites faster, and new ideas emerge.

The amount of large modular material (foam blocks, boxes, cushions, pillows) is increasing. Children love to build their own space and modify it.

Games with water, snow, ice

“Magic water”: mixing tinted water and obtaining a variety of “magic” colors and shades.

“Colored droplets”: dropping liquid paint of varying thickness and saturation from a pipette into jars of water and observing the “journey” of the droplet.

“Ice blocks”: freezing colored water in different molds and decorating snow buildings with ice pieces.

“Ice patterns”: freezing patterns of pebbles, beads, leaves in water and examining them.

“Liberation from captivity”: defrosting small toys frozen in ice by the “ice witch”.

“Sinking - not sinking”: testing the “buoyancy” of toys made of different materials.

“Snow figures”: sculpting snow women, snow maidens, bunnies from snow, playing “in the snow kingdom”.

“Who passed?”: recognize footprints in the snow by prints.

Games with a mirror

“Catch the sun”: use a small mirror to catch a ray of sun and release a “bunny”.

“Sunny bunnies”: the teacher and children release funny sunbeams.

“What is reflected in the mirror”: try to see what is behind you, on the right, on the left, on the ceiling, only with the help of a mirror.

Games with light

“Shadow Theater”, “Whose Shadow is More Interesting”, “Guess Whose Shadow”: experimenting with shadows.

Hide and Search: Search for a hidden object using a flashlight in the dark.

Glass games

“The world changes color”: viewing your surroundings through glasses of different colors.

“Mysterious pictures”: looking at colored pictures through glasses of different colors and observing which images in the picture become invisible.

“We will see everything, we will know everything”: examining objects, small pictures, signs, patterns through a magnifying glass.

Games with sounds

“Rattles”: test which objects rattle best in boxes made of different materials.

“Sounding bottles”: test the sound a hammer makes when you hit bottles filled with water, sand, or empty ones.

“Guess what rustles, what rattles”: recognize different sounds with your eyes closed (tearing or crumpling paper, vibrating foil, pouring sand, pouring water, etc.).

46. ​​GENERAL TASKS OF A TEACHER IN DEVELOPING THE PLAY OF CHILDREN OF SENIOR PRESCHOOL AGE. The tasks of the teacher in developing role-playing games in the senior group:

enriching the content of children’s story-based games based on familiarity with the phenomena of social reality and people’s relationships (school, store, hospital, hairdresser, travel), activating imagination based on the plots of cartoon fairy tales;

building a game based on plotting together with peers: first through the transfer of familiar fairy tales and stories in the game, then through making changes to the familiar plot (new roles, actions, events), and subsequently by adding new creative plots;

creating conditions for developing the ability to collaborate with peers. When working with children of senior preschool age, it is important for the teacher build a joint game with them in such a way that its central point is the children’s mastery of a new, more complex way of building a game - joint plotting. It includes: the child’s ability to build new sequences of events, covering a variety of thematic contents, and at the same time be oriented towards peer partners: indicate for them (explain) what event he would like to unfold at the next moment of the game, listen to the opinions of partners (after all, they can offer absolutely other events); the ability to combine events proposed by himself and other participants in the overall plot during the game. 47.WAYS TO DEVELOP PLAY IN SENIOR PRESCHOOL AGE.

It turns out that an effective means of formation is joint play between an adult and children, but the form is completely different than at previous age stages.

It is possible to make joint plotting the center of children’s attention in a special kind of game - a joint “imagination game” with an adult, a fantasy game that takes place in a purely verbal way.

A). Joint play with children should begin not with inventing completely new plots, but with partial changes - “loosening” already known ones; Gradually, the adult leads the children to increasingly complex transformations of a familiar plot, and then to jointly inventing a new one.

The most convenient for such a gradual “loosening” are the plots of fairy tales known to children.

Transforming fairy tales is quite easy: while maintaining the general semantic outline of events, you just need to change the specific conditions of the characters’ actions or change the characters themselves who perform certain functions in the fairy tale (hero, donor, enemy), and you will get a new fairy tale.

Take, for example, the fairy tale “Ivan Tsarevich and the Gray Wolf.” What transformations are possible here? In the first event of the tale, the Tsar wants to get the Firebird and sends Ivan Tsarevich to get it. Let's replace the Firebird with another wonder that is difficult for the Tsar to achieve - for example, a New Year tree. Let him send not Ivan the Tsarevich after her, but a servant (or any other character who is positively colored in the children’s perception). In the second event, instead of the Gray Wolf, the hero can meet another owner of a magical remedy (Baba Yaga, Fairy, old man forester, etc.) and receive a magic ball, flying carpet, running boots, etc. With the help of a magical remedy the hero ends up in a country where Christmas trees grow - this is the third event of the fairy tale. In the fourth event, the hero must fight the enemy. Let's replace the opposing kings from the fairy tale about the Gray Wolf with the Serpent-Gorynych (dragon, evil wizard, gnome, etc.), guarding the most beautiful Christmas tree in the forest. Having defeated the enemy, the hero takes the tree and returns home - this is the fifth event of the fairy tale (here you can come up with additional obstacles: on the way the hero meets a sea king, a witch, etc., whom he successfully defeats). And the last event is receiving a reward (half the kingdom can be replaced with any attractive thing - a hundred pounds of ice cream, a backpack for school, a bicycle, etc.).

B). First of all, it is necessary to orient children to listen to each other and continue the partner’s story. This can be done by “remembering” a famous fairy tale together (essentially retelling it, but in a relaxed manner). The teacher addresses two children:

- “Masha, Vasya, what fairy tale do you like most? About the Gray Wolf? Somehow I forgot it a little. Let's remember together. We will remember one piece at a time - Masha will tell a piece, then Vasya, then me, and then Masha again.”

The retelling should take place in a free environment, without assessing the quality of the child’s speech and requirements for the completeness of the story. It is only important that the child conveys the general meaning of the next event in the fairy tale.

After presenting it, the adult offers to pass the “move” to the next partner:

- “You’ve already told me a piece, now come on Vasya.” If children have forgotten part of the fairy tale, you can join in “out of turn”: “I remembered that what happened next was like this...”

IN). 1-2 days after the retelling, the teacher offers these same children:

- “Let's play in a new way! Together we will come up with one common fairy tale, similar to the fairy tale about Ivan Tsarevich and the Gray Wolf, only a little different.”

Usually this proposal is readily accepted by children, but then their question follows: “How are we going to come up with ideas together?” The teacher explains:

- “We’ll figure it out piece by piece. First I’ll come up with a piece, then Vasya, then Masha, and then I’ll come up with it again.”

The easiest way to start transforming a well-known fairy tale is to change the main character, his task (the desired object), and the magic remedy.

The teacher offers the children the beginning of a fairy tale:

- “Come on, the king really wanted to get not the Firebird, but a New Year tree decorated with toys. He heard that it was very beautiful. And he sent her to look for... Who did he send?”

At first, children will suggest an already well-known character: “Ivan the Tsarevich.” At this moment, the adult can make his proposal aimed at further changing the fairy tale:

- “Come on, it will be different for us. He had a servant, and he sent this servant. And I promised him...”

If children immediately have their own initiative proposals (regarding a hero, a reward), they should be accepted. Then the teacher passes the “move” to the second participant in the game:

- “You come up with more ideas, Vasya!”

G) In further such games, the adult encourages the children to make more changes to the invented race compared to the known one. To do this, it is advisable to offer the beginning of a fairy tale, combining in it both fairy-tale and realistic elements. For example:

- “Ivan Tsarevich wanted to study at school, and he went to look for it”; “Emelya had a sister, and his parents asked him to take the girl on a sled to kindergarten. Suddenly a blizzard arose and they got lost,” etc.

The invention game should take no more than 10-15 minutes each time. It needs to be located in a quiet place, in a circle, so that the participants can see each other. Gradually, the teacher can include not two, but three children in it.

D). As they master the skills of combining various events together, the teacher can encourage children to combine creative plot construction with role-playing interaction. For this purpose, an adult includes children in a game where participants are offered roles belonging to different semantic spheres - different contextual roles (for example: Pinocchio and a teacher, a princess and a policeman, an astronaut and a teacher, Aibolit and a soldier, Baba Yaga and a salesman, etc. ).

In order not to “cover up” the creative work of connecting these roles in the overall plot with objective actions, the game can be carried out in the form of “telephone” conversations between the characters.

The teacher invites two children to play with him and finds out their intentions. Let's say one of the children wants to play "shop" and be a "salesman." The teacher takes on a role that is completely unrelated in meaning to the role of the child, for example, the role of “Baba Yaga,” and offers the following game situation:

- “Come on, Kolya was in his store and he had a phone. And I’m in a hut on chicken legs, I also have a telephone here.”

This combination of seemingly incompatible roles usually causes excitement and interest in children. The second child is offered the same role as an adult:

- “Tanya, come on, you are another Baba Yaga, and you also have your own hut.”

Having received the children’s consent to this distribution of roles, the “Baba Yaga” teacher calls his neighbor and begins a conversation with her, suggesting the need to interact with the “seller”:

- “I wanted to fly to visit you, but my stupa broke. I don't know what to do. Do you think maybe they sell them in the store? I'll call the store."

Depending on the “seller’s” answers, the teacher develops the plot in such a way that the second “Baba Yaga” also needs to call the store and even visit it.

E). In the future, the teacher continues to conduct a joint inventive game with the children, now offering to invent not fairy tales (the familiar fairy tale has already fulfilled its function as an initial support for joint activity), but “real stories.”

Inventing stories can be done in large groups (up to 4-5 people). The teacher, having discussed the initial episode of the story with the children (the choice of the hero, the situation in which he finds himself, the goal he must achieve), or having proposed it himself, subsequently takes the position of an observer rather than an active participant in the game.

PLANNING

(Vasilieva O.K. Child and adult in the world of play. Pedagogical support for role-playing games for preschoolers. Minsk, 2013)

Issues of planning educational work on the development of story games often cause significant difficulties for teachers, since the plans do not take into account the creative nature of this type of games. The study of questionnaires and analysis of calendar plans made it possible to identify typical mistakes made by teachers.

Many teachers daily plan a new topic for role-playing games, practically without connecting it with the work of enriching children’s ideas. Daily planning of new games does not allow the teacher to complicate the storyline of the game or achieve its gradual development.

At the same time, the course of the game, the sequence of the storyline and game actions are strictly planned. The implementation of such plans, as a rule, leads to the implementation of stereotyped actions as directed by the teacher, the development of norms and rules of behavior, and a lack of interest and enthusiasm on the part of the children.

Even when teachers plan work to enrich ideas associated with the game, they set tasks aimed not at developing the game (enriching its content and plot, mastering the basic skills associated with the leading method of constructing a game), but at forming new ones and consolidating old ones. knowledge and skills. Often, ways to develop a child’s interests, emotional preferences, and ways to develop role-playing and play interactions with other children are not thought through.

Planning children's story games should be forward-looking.

VasilyevaO.K. considers it possible to develop one game theme for a month, which, of course, does not mean that children will not play other role-playing games during this month. They will definitely play, but this is the art of the teacher, to include the naturally occurring independent games of children into the game being developed.

A long-term plan for the development of a role-playing game can be drawn up for a longer period - a quarter, six months, a year. It can be divided into weeks, highlighting specific days, routine moments, content, and tasks.

Quarterly planning makes it possible to see the perspective of the development of the plot and content of the game, to clearly understand what the teacher should do during this time: what toys and with what techniques to introduce, what play corners to create, how to design the play space and direct the children’s games.

Planning role-playing games includes:

Preliminary work (classes, walks, excursions, targeted observations, observations of the work of people of different professions, didactic and outdoor games, screenings and viewings of performances, skits, dramatizations, television and video films, cartoons, reading works of fiction, stories from the teacher, educational conversations, viewing paintings, illustrations).

Main work:

the purpose of the game (game goals are distinguished: to learn to distribute roles, to act according to the accepted role, to learn to model game dialogue; educational, educational and developmental goals: to consolidate knowledge, develop imagination and speech, the desire to participate in joint games).

For example, teach children to coordinate their own game plans with the plans of their peers, and change roles during the game. Encourage children to more widely use knowledge about the life around them in games; develop dialogical speech.

For example, teach children to assign roles and act according to the role they have assumed, use attributes in accordance with the plot, resolve disputes fairly, and act in accordance with the game plan. Display knowledge about the surrounding life in the game, develop the creative imagination and expressiveness of children's speech.

game storylines,

playing roles,

role-playing activities,

attributes, game material

Scenarios for the development of role-playing games (summaries-descriptions of conducting role-playing games, role-playing games-situations)

Damaeva Railya Akhmetovna

If we talk about modern children, then, first of all, it must be said: children these days either do not play at all or play too little. This is due to a number of reasons.

Firstly, modern society demands early success and achievements from children! Everyone strives to teach children! Teach reading, writing, counting as early as possible, forgetting that the leading activity of a preschool child is play! At the age of seven, the educational process comes to the fore, but children selflessly - in one form or another - continue to play until they are 9-10 years old! It is through play at this age that one can develop, teach, correct, educate! Without this important “play” period, there is no successful learning at school age, and later the development of a mature, full-fledged personality does not occur.

Secondly, the parents of modern children themselves belong to the non-playing generation: their childhood also passed without games, and was also full of educational elements. This is why parents don’t play with their children; they very often don’t know how to do it themselves.

Of course, children could learn the play experience in yard groups, but nowadays it is rare that a parent is not afraid to let the child go for independent walks or, while walking with the child, can allow him to disappear from sight for such important educational games as hide and seek or Cossack robbers . And this is the third reason - the lack of opportunity to transfer gaming experience from older children to younger ones.

However, the only language that is easy for children is the language of PLAY. In the game, kids learn about the world and assimilate the system of relationships in society, develop, learn wisdom, and form as individuals. It is the game that allows you to correct emerging age-related problems and difficulties in relationships.
The game at this age has a lot of functions. Therefore, the lack of time to play or the premature maturation of children, which society demands, leads to serious problems both in our adult lives and in the lives of children themselves: problems with learning among elementary school students, difficulties in
adaptation to adult life, communication difficulties, gambling and dangerous games and much more!

Modern children, as a rule, “play” educational games according to the rules of adults, sit for hours in front of television, playing out adult life along with the heroes of TV series, have difficulty tearing themselves away from computer monsters, splashing out their energy and aggressiveness in a safe space.

For modern children and parents, one-on-one games with an adult are especially relevant, which can be organized in passing, that is, on the way to kindergarten, in line at the clinic, in the car. Games that develop fine motor skills and promote speech development are becoming relevant. Role-playing games, which enter the lives of children from the age of 3, cease to be similar to the games of their mothers and fathers. Try playing with modern children in a Soviet store with queues, non-electronic scales and counting change on wooden abacuses. Or invite them to play out the work of a tailor in an atelier they have never been to...
It’s impossible not to say how different modern toys are from our toys. Firstly, there are many of them, so it is often difficult for a child not only to choose what he will play, but also to dream about what he liked so much. Secondly, in addition to soft bears and bunnies, the child looks with great interest at robots, monsters, dolls of different sexes, adult Barbies and Kens. The plots for games with such toys differ from traditional mother-daughter games with baby dolls and cribs! This cannot be ignored.

Both parents and teachers must navigate the world of the modern child well. And here another feature of children’s lives comes into force. Parents, as a rule, have no time to delve into the gaming space: they get lost in the world of toys, follow the desires of the child or fashion trends, create unsafe situations for the health of children, leaving them at the computer.

Therefore, it is necessary to pay more attention to those games that previously arose spontaneously; help children develop stories that they understand; navigate the world of modern toys, maintaining a balance between the child’s desires and benefits for him.

Encourage your child’s desire for knowledge in every possible way and, using it
endless questions, not only help him understand the world around him, but also maintain his interest.

Babies who haven't gotten enough sleep usually become capricious in the morning, moms and dads start to get nervous, shout at them, and they whine even more in response. The morning is ruined, both for parents and children.
What to do? Distract your favorite child with simple games.

The child recently became acquainted with some geometric shapes. You can, in turn, name all the round objects that you meet along the way.

The day before, you explained to your baby what colors there are.
Suggest that you find only red ones among the surrounding objects. There is no need to name several colors: it is better to show only one, for example, red, and look for red objects for several days in a row. When the child correctly names and shows them, you can move on to another color.
In a similar way, you can work on your child’s perception of size.
It is also advisable to note changes in nature and your surroundings.

Pour water into a plastic bucket and invite the child to determine how many glasses of water it contains by pouring the water into another bucket, and then use a ladle to pour water from the full bucket into the empty one. In this game you can introduce your child to the concepts: a lot, a little, full, empty, over the edge, at the bottom.

It's no secret that mothers spend a significant part of their time in the kitchen.

What do modern children play?

The kitchen can become a place for intimate, confidential conversations, jokes and fun. In addition, the kitchen is an excellent school where the child acquires useful skills and knowledge. Of course, special precautions are required to protect the child from burns, electric shocks, poisoning and sharp objects. But if you take care of safety, you will get another chance to have a pleasant and useful time.

Boiled egg shells will serve as an excellent material for children's applications. Crumble it into pieces that the child can easily pick up with his fingers. Apply a thin layer of plasticine to the cardboard - this is the background, and then invite the child to lay out a drawing or pattern from the shell.

Invite your child to wash dishes that have the sound “ch” in their names (cups, kettle); sound “l” (spoons, forks, salad bowl), etc.

How to call in one word a device that makes coffee? Coffee maker. Cutting vegetables? – vegetable cutter. Squeezing juice? – juicer. What kind of juice will be obtained from apples, pears, plums, cherries? And, conversely, what is orange juice made from?
The kitchen is a good place to explore new sounds and tastes. There is always an opportunity to knock, ring, smell, taste. You can watch and listen to how water flows or drips from a tap, how a teaspoon rings differently in an empty glass and a cup of water.

A particularly popular joke is “Close your eyes, open your mouth.” Let the baby, with his eyes closed, taste what you offered him. You can switch roles, and if you make a mistake, your baby’s wild delight is guaranteed!

Using fruits and vegetables, you can teach children to recognize and distinguish objects by touch and taste. After placing four or five different foods in a bag, ask your child to carefully feel each of them. Blindfolded, ask to recognize the product by smell.

Magnetic trinkets, which are commonly used to decorate the kitchen, will help adults come up with many interesting tasks and games. For example, ask your child to place them on the refrigerator door in a certain order: first only fruits, then only round objects, then only yellow ones, etc.

Any child, if given what he needs and when he needs it, grows up smart.

Educator:
Kuzmenko G.E.

We were all children. And they played. Active, passionate and diverse. After all, any healthy child is unthinkable without play activities. With the help of the game, he develops, learns about the world, learns, has fun, and also helps himself cope with life moments that cause anxiety.
We often hear: “Mom, come play with me!” Many adults are reluctant to respond, making excuses that they don’t know how to play, they are bored and uninterested, there are more important things and activities to do, and they ask the child to play on their own. And this is understandable. We, parents, have been children ourselves for so long that along the way of growing up we have lost carelessness, spontaneity and the ability to rejoice. Is it possible to return all this and become a better play partner for your child? Here are three important aspects of free play that will make it easier for you to learn how to play again.
1. Choice in favor of the game.

Working as a play therapist, I often have to explain to parents about prioritization. Play is the leading activity of every preschooler. In order for your child to grow up happy, he needs your love and play. The thinking of a child who plays a lot and a child whose development is focused on the intellectual component is practically no different, but psychological well-being and susceptibility to neuroses are clearly not in favor of the latter.
We, parents, are responsible for choosing how to spend time with our child. Understand, realize the importance and make a choice in favor of the game.

2. Follow your child.

Don’t remember, don’t know and have no idea how to play?

Consultation on the topic: “Modern children, modern games.”

Relax and agree to everything your child suggests. Let him do whatever he wants, play with toys the way he wants, and not just what we think is “right.” Repeat the actions after the child, sometimes asking in a whisper “What should I do now?”, do not correct, do not offer anything, do not pull the blanket over yourself. It is this atmosphere of play, in which you are not trying to teach anything, allowing the child to be in charge and following him, that is very therapeutic, gives a feeling of acceptance, attention and love. Try to enter the “here and now” state, put down your smartphone for a few minutes, let go of thoughts about pressing matters and enjoy communication with your child. Remember, childhood is irrevocable.

3. The game is not endless.

Children can play endlessly, but the presence of an adult is not necessary for all this time. This fact itself reassures many parents 🙂 and leads to internal permission to play and fool around with the child. How long should you play? Everything is quite conditional and depends on your desires and capabilities. Even 30 minutes a week of free play together will be invaluable in strengthening parent-child relationships in your family. If you manage to develop a ritual and play for 30 minutes every day, this will become a long-awaited and important period of the day for your child, even more valuable than reading before bed. Should we strive to find even more time to play? Of course yes, but you can already give preference not only to free play, but also to developing, educational game moments or creative processes.
It is important to set boundaries and announce in advance that now you will play, for example, 20 minutes. Five minutes in advance, warn that you can only play for five more minutes. And in a minute, tell them that another minute and the game will end. Perhaps not the first time, but you will be able to come to an agreement with your baby. Having gotten used to the fact that once a day (or once a week) your child can count on full attention and joint play, the beginning and end of play activity will be mutually painless.

Play with your children and enjoy communication!

What is a modern child like? Today there is no longer any doubt that a modern child is not the same as his peers were several decades ago. And not because the nature of the child himself or the patterns of his development have changed. Life, the objective and social world, the expectations of adults and children, educational models in the family, and pedagogical requirements in kindergarten have changed fundamentally. Social changes have led to psychological changes.

If we talk about modern children, then first of all it must be said: children these days either do not play at all or play too little. This is due to a number of reasons.

Firstly, modern society demands early success and achievement from children. It is no secret that when entering the first grade, quite high demands are placed on a child in terms of the development of his cognitive processes, therefore, when organizing the child’s pastime, parents are primarily puzzled by how to prepare him for school. Everyone strives to teach children! As early as possible - read, write, count, forgetting that the leading activity of a child - a preschooler - is play! It is through play that one can develop, teach, correct, and educate. Without this important “play” period, there is no successful learning at school age, and later a full-fledged mature personality does not occur.

Secondly, the parents of modern children themselves belong to the non-playing generation: their childhood also passed without games, and was also full of educational elements. This is why parents don’t play with their children; they very often don’t know how to do it themselves. However, the only language that is easy for children is the language of play. In the game, kids learn about the world and establish a system of relationships in society, develop, and form as individuals. It is the game that allows you to correct emerging age-related problems and difficulties in relationships. It’s impossible not to say how different modern toys are from ours.

Modern children, as a rule, play educational games according to the rules of adults, sit for hours in front of television, have difficulty tearing themselves away from computer monsters, splashing out their energy and aggressiveness in a safe space.

Secondly, in addition to soft bears and bunnies, the child looks with great interest at robots, monsters, dolls of different sexes, adult Barbies and Kens... The plots for games with such toys differ from traditional mother-daughter games with baby dolls and cribs! Parents usually get lost in the world of toys and follow the child’s desires or fashion trends. There are many of them, therefore, it is difficult for a child not only to choose what he will play, but also to dream about what he liked so much. And toys are bought, as one dad said, by the suitcase, and after a month they are thrown away in the same suitcase.

The personal development of children at all times is directly related to the heroes they look up to. But the heroes of books and cartoons in the modern cultural space are sharply different from those beautiful, kind, caring, loving, friendship-valuing, non-aggressive characters that the parents of today’s preschoolers and their grandparents grew up with. Most often, the heroes for preschoolers are Western cartoon characters with super powers, who are not always carriers of spiritual values.

What outdoor games do modern children play?

Modern children's imagination and creative activity are sharply reduced. Children are focused on getting quick and ready results at the press of one button. Although modern preschoolers are technically savvy and can easily handle television, electronic and computer games, they build with construction sets in the same way as their peers of previous years, without being ahead of them in anything.

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fBLPK YURKHZ NPTSEF YNEFSH OEPVTBFYNSCHE RPUMEDUFCHYS CH VKHDHEEN. lTPNE FPZP, X DEFEC NPZHF CHP'OILBFSH UFTBIY, LPFPTSHCHE VHDHF RTPSCHMSFSHUS Y CH RPUMEDHAEEK TSYOY. oELPFPTSCHE DEFY CH UIMKH RUYIPMPZYUEULYI PUPVEOOPUFEK ULMPOOSCH L BZTEUUYY RP PFOPEYOYA L PLTHTSBAEIN, YZTSCH U CHPEOOSHNY YZTHYLBNY PVPUFTSAF LFP YUKHCHUFCHP X DEFEC.

h FP TSE CHTENS CH DPYLPMSHOSHCHK RETYPD YZTHYLY (CHUECHPNPTSOPPE PTKHTSYE, UPMDBFYLY, FBOLY Y F.D.) RPNPZBAF OBKFY CHSCHIPD CHOKHFTEOOEK BZTEUUYY, LPFPTBBS ULTSHCHFB CH LBCDPN YuEMPCHE LE. EUMY POB CHSHCHRMEULYCHBEFUS YUETE "CHPEOOSHCH" YZTSCH, FP CH TEBMSHOPK TSYYUYUMPCHEL UFBOPCHYFUS VPMEE URPLKOSCHN Y HTBCHOPCHEYOOOSCHN. x DEFEC BOETZY ZPTBJDP VPMSHYE, YUEN X CHTPUMSHI MADEK, Y POB PVSBFEMSHOP DPMTSOB YNEFSH CHSHCHIPD. OP EUMY CHSC ЪBNEFYMY, YuFP BZTEUUYS TEZKHMSTOP UFBOPCHYFUS PUOPCHOSCHN UPDETSBOYEN YZTSCH, LFP NPTsEF ZPCHPTYFSH P FPN, YuFP EЈ KHTPCHEOSH KH NBMSCHYB UMYYLPN CHSHCHUPL. about LFP UFPYF PVTBFYFSH PUPVPE CHOINBOYE Y, CHPNPTsOP,).RTPLPOUKHMSHFYTPCHBFSHUS UP UREGYBMYUFPN
- yZTHYLY DMS TBCHYFYS FChPTYUEULPK ZhBOFBYYY Y UBNPCHSHCHTBTSEOYS:

lHVYLY, LPOUFTHLFPTSCH, BVHLY, OBUFPMSHOSHE YZTSCH, TBTEOSCH LBTFYOLY YMY PFLTSCHFLY, LTBULY RMBUFYMYO, NPJBYLB, OBVPTSCH DMS THLPDEMYS, OIFLY, LHUPYULY F LBOY, VHNBZB DMS BRRMYLBGYK, LMEC Y F.D.

nSZLBS YZTHYLB. EE ZMBCHOPE OBYEOYE - DBTYFSH NBMSCHYH OETSOPUFSH. POB YURPMSH'HEFUS RUYIPFETBRECHFBNY, RUYIPMPZBNY Y CHTBYUBNY: RKHYUFSHCHK NYYLB, UINRBFYUOSCHK UMPOIL, Y MPINBFBS UPVBYULB URPUPVOSCH CHSHCHMEYUYFSH TEVEOLB PF UFTBIPC Y DBC E OPYUOPZP LOKHTEB. bNETYLBOULYE RUYIPMPZY, YUUMEDHS DEFEOSHCHYEK PVESHSO, PVOBTHTSYMY UMEDHAEE: EUMY PVEYSHSOLE DBFSH CHPNPTSOPUFSH CHSHVPTB NETSDH DCHHNS UHTTPZBFOSHNY NBNBNY, PDOB YЪ LPFPTSCHI YIMPPDOPK RTPCHPMPLY, OP U VHFSHMPYULPK NMPPLB, B DTHZBS YYULHUUFCHEOOPZP NEIB, OP VE VHFSHMPYULY, FP YURKHZBOOSCHK Y ZPMPDOSCHK DEFEOSCHY CHSHCHVYTBEF ... CHFPT HA : NSZLHA Y HAFOKHA, DBAEHA UFPMSH OEPVIPDYNPE ENKH YUKHCHUFCHP VE'PRBUOPUFY. oEHDYCHYFEMSHOP, UFP OBIY DEFY FBL MAVSF RKHYUFSHCHI ЪCHETSF.

h NBZBYOBY NPTsOP OBKFY MAVYNSHNY CHUENYU DEFUFCHB RETUPOBTSEK “URPLPKOPK OPYUY, NBMSHCHYY”, LPFPTSCHE KHUBF DPVTKHY URTBCHEDMYCHPUFY, OE PVNBOSCHCHBFSH OE RTEDBCHBFSHY NOPZPN X DTHZPNH. th CHUE LFP TBULTSHCHBEFUS H RPOSFOPK DMS DEFEC ZHTNE. sing YЪMKHYUBAF DPVTP Y MAVPCHSH L LBTSDPNKH ЪTYFEMA, B FE FPCE PFCHEYUBAF MAVPCHSH. yFY ZETPY NPZHF RTYOUFY EEE PDOKH YUBUFYULH FERMB Y OETSOPUFY Y OBRPNOSF P FAIRIES FENBI, LPFPTSHCHE ЪBFTBZYCHBMYUSH YNY.

DMS DEFEC RPUFBTYE NPTsOP LHRYFSH RPUFTPKLY LPTBVMEK, UBNPMEFPCH, MPDPL. DMS DECHPUEL LTBUYCHSHCHE OBVPTSCH DMS CHSHCHYCHBOYS, VYUETPRMEFEEOYS, TPURYUY RP FLBOY Y DETECHH. fY YZTSH RTYHYUBAF DEFEC L UBNPUFPSFEMSHOPUFY, FTHDPMAVYA, ЪBVPFE P VMYTSOI. CHEDSH LHDB RTYSFOEE CHSHCHYFSH DMS NBNSCH UBMZHEFLH, RPDBTYFSH RBRE ABOUT DEOSH TPTSDEOYE NPDEMSH UBNPMEFB YMY RPTBDPCHBFSH UEUFTH ZHEOEYULPK. mAVBS CHEESH, YЪZPFPCHMEOOBS UCHPYNY THLBNY - UBNBS MHYUYBS DMS TEVEOLB Y UBNSCHK DPTPZPK RPDBTPL DMS EZP DTHJEK YMY TPDYFEMEC.

RPDTBTSBS CHЪTPUMSHN, TEVEOPL CHPURTPIYCHPDYF FE PFOPYEOYS, LPFPTSCHE ON OBVMADBEF. eUMY TEVEOPL CH YZTE TSEUFPLLP PVTBEBEFUS UP UCHPEK YZTHYLPK, OEVTETsOP PFOPUIFUS L OEK, FP LFP RTYCHPDYF L FPNKH, YuFP KH TEVEOLB PVTBKHAFUS UOBYUBMB RMPIYE RTYCHSHCHYULY, B ЪBFEN RPSCHMSAFUS PFTYGBFEMSHOSHYUETFSCH IBTBLFETB - ьЗПYЪН, ОЭТSYМYЧПУФШ, ХРТСНУФЧП.

oBPVPTPF, EUMY TEVEOPL MBULPCH UP UCHPEK YZTHYLPK, HVYTBEF ITS ABOUT NEUFP, FP X OEZP TBCHYCHBEFUS VETETSOPE PFOPEYOYE L CHEEBN, FTHDPMAVYE, PVEYFEMSHOPUFSH Y DTHZIE GEO MORE LBYUEFCHB. TBCHYFYE YZTPCHPK DESFEMSHOPUFY TEVEOLB PUHEEUFCHMSEFUS RTY BLFYCHOPN KHUBUFYY CHATPUMPZP. DMS FPZP, YuFPVSH NBMSCHY RPMAVYM YZTH, Refinery DPMZP Y UPUTEDPFPYUEOOOP YZTBFSH, EZP OBDP KHYUFSH LFPNKH. yZTB PF PVEEOYS UP CHTPUMSCHN UFBOPCHYFSHUS VPZBYUE, UPDETTSBFEMSHOEE. TPDYFEMY DPMTSOSCH YOFETEUPCHBFSHUS YZTBNY DEFEC, RPNPZBFSH TBUYTSFSH YI UATSEFSHCH, OE UYUYFBFSH YZTH RHUFPK ЪBVBCHPK Y KHDEMSFSH EK DPMTSOPE CHOYNBOYE. CHEDSH YZTB OE FPMSHLP ЪBVBCHMSEF NBMSCHYB, OP Y TBCHYCHBEF.

PUPVHA TPMSH CH TBCHYFYY NBMSCHYB YZTBAF PVHYUBAEYE (DYDBLFYUEULYE) YZTHYLY. dYDBLFYUEULYE YZTHYLY YURPMSHJHAF DMS TBCHYFYS Y PVHYUEOYS TEVEOLB. l UPTSBMEOYA, UEKYBU PVHYUBAEYE YZTHYLY UFPSF DPTPPZP, B DMS RPMOPGEOOOPZP TBCHYFYS NBMSCHYB YZTBFSH CH OYI OHTSOP YBUFP. oENOPZP ZHBOFBYYY, FTKHDPMAVYS, Y CHSHCH UNPTSEFE UNBUFETYFSH PFMYUOSCH RPUPVIS, LPFPTSCHE PLBTSKHFUS RPMEOSCHNY DMS CHBYI DEFEC.

yZTHYLB RTPZTBNNNYTHEF PUPVSHCHN PVTBBPN RPchedeoye TEVEOLB. th ChBTsOP RPOINBFSH, LBL CHPDEKUFCHHEF YZTKHYLB Y YuFP ЪB RTPZTBNNH POB OUEEF. rPULPMSHLH EUFSH DPVTP Y ЪMP, YDEBM Y BOFYIDEBM, YZTHYLB NPTsEF VSHFSH BOFYYZTHYLPK.

"YZTHYLBNY" OBSCHCHBAF Y LPNRSHAFETOSHE YZTSCH. OBOY DEFY RPZTHTSBAFUS CH CHYTFKHBMSHOSCHK NYT, UFP OBSCHCHBEFUS, “U ZPMPCHPK”. rPTK LBCEFUS, YuFP CH TEBMSHOPUFY UHEEUFCHHEF MYYSH "PVPMPYULB" NBMEOSHLPZP YZTPLB, B UBN PO OBIPDIFUS ZDE-FP PYUEOSH DBMELP: VTPDYF RP MBVYTYOFH U PYUETEDOSCHN "URBUYFE" MEN NYTB", FBTBOIF NBYOSCH ABOUT ZPOLBY, RTPoilbef CH FSHM RTPFYCHOILB, YuFPVSH UPTCHBFSH EZP PYUETEDOPK RMBO. x TEVEOLB, UYDSEEZP CHP'ME LPNRSHAFETB, NPTsOP OBVMADBFSH FBLPE TSE ЪMPVOPE CHSTBTSEOYE MYGB, OBRTSSEOOKHA RPЪKH, UHDPTTSOSCHE DCHYTSEOYS, LBL Y RTY YZTE U PTHTSYEN. TEVEOPL RTYCHSHCHLBEF KHVYCHBFSH, Y DMS OEZP MYYYFSH TSYYOY, RHUFSH DBCE Y CHITFKHBMSHOPE UKHEEUFCHP, RPUFEREOOP UFBOPCHYFUS MEZUE MEZLPZP. lPNRSHAFET-BMELFTPOOBS NBYYOB, UPЪDBOOBS CHATPUMSCHNY DMS TEYEOYS UCHPYI ЪBDBU Y, RTETSDE CHUEZP, VHI TBVPFSH. yZTKHYLPK, L FPNH TSE OEVE'PRBUOPK, BY UFBM FPMSHLP RPFPN. yuFP OUEEF CH UEVE LLTBO? 1) yЪNEOOYS CH UYUFENE GEOOPUFEK. TsYCHPE, YUEMPCHYUEULPE, OERPUTEDUFCHEOOPE KHUFKHRBEF NEUFP FEIOPLTBFYUEULPNH, PRPUTEDUFCHEOOPNH PVEEOYA Y PVHYUEOYA, LPZDB HYYFEMSH OE OHTSEO. 2). OPUFSH, TEVEOPL PFZPTBTTSYCHBEFUS PF TEBMSHOPZP NYTB. 3). h OBYUBME FTEFSHEZP FSCHUSYUEMEFYS NSCH DEKUFCHYFEMSHOP UFPYN ABOUT RPTPZE ZMPVBMSHOSHI YYNEOOYK UYUFENSCH UPGYBMSHOSHI UCHSJEK, KHUFBOPCHPL, GEOOPUFEK. oP OE CHUE FBL RMPIP. x OBU EUFSH NKHDTSCHE YZTHYLY. bFP: NSZLYE YZTHYLY-RETUPOBTSY-ZHYMS, iTAYB, UFERBYLB Y RT. lFP OBVPTSCH DMS RPUFTPEL. bFP LTBUYCHSHCHE OBVPTSCH DMS CHSHCHYCHBOYS, CHSBBOYS Y F.D. rPNOIFE, YuFP OILBLYE UBNSHCHE TPULPYOSCHE, DPTPZYE YZTHYLY OE ЪБNEOSF CHBYEZP TSYCHPZP, MAVPCHOPZP PVEEOYS U TEVEOLPN.