Consultation for parents "role-playing game in the life of a child." Consultation for parents “The role of role-playing games in the life of a preschooler Consultations for parents role-playing games at an early age

Consultation for parents.

The importance of role-playing games in preschool age.

Play is an intrinsically valuable activity for a preschooler, providing him with a sense of freedom, control over things, actions, relationships, allowing him to realize himself most fully “here and now,” achieve a state of emotional comfort, and become involved in children’s creativity, built on the free communication of equals. And the combination of the subjective value of play for a child and its objective developmental value makes play the most suitable form of organizing children’s lives, especially in the context of public preschool education.

At all times, play has been a leading activity for preschool children. Psychologists and teachers (L.S. Vygotsky, D.B. Elkonin, A.P. Usova, T.E. Konnikova, D.V. Mendzheritskaya, R.M. Rimburg, R.I. Zhukovskaya, T.A. Markova, N.Ya. Mikhailenko, R.A. Ivanova and others) called preschool age the age of play. Almost everything that children do when left to their own devices for some time is called play. Researchers note the value of the game, point out its importance in the formation of social behavior, a person’s self-affirmation, and the ability to predict his behavior in a communication situation.

It is impossible to imagine the development of a child without play; role-playing games are the main activity of a preschooler. They allow the child, in an imaginary situation, to carry out any role-playing actions and functions that attract him, and to be involved in a variety of events. Role-playing game is the initial, conscious interaction of a small person with the world, in which the child plays the leading role of the creative subject, this is a way of his self-realization and self-expression. In it, the child is what he wants to be, in the game the child is where he wants to be, he is a participant in interesting and attractive events.

Through role-playing play, the child masters spiritual values and assimilates previous social experience. In it, the child gains collective thinking skills. Role-playing game is the most accessible type of activity for children, a way of processing impressions and knowledge received from the surrounding world, because Here the peculiarities of the child’s thinking and imagination, his emotionality, activity, and developing need for communication are clearly manifested. Role-playing games can become a form of organizing the life activity of a preschooler, in which the teacher, using various methods, shapes the child’s personality, its spiritual and social orientation.

Particularly relevant is the problem of role-playing games and their organization in the family. Teachers and psychologists note that gaming activity is undergoing significant changes: it takes up less and less time in the life activity of a preschooler, is being replaced by other types of activities - watching TV, computer games, preparing for school, etc., which is reflected in the general development of the preschooler, his communication with adults and peers.

Games that are created by children themselves are called creative or role-playing games, as A.K. points out. Bondarenko, A.I. Matusik. This is the main type of activity for preschool children, during which the child’s spiritual and physical strengths develop: his attention, memory, imagination, discipline, dexterity, etc. In addition, play is a unique way of learning social experience, characteristic of preschool age.

The basis of the role-playing game is an imaginary or imaginary situation, which consists in the fact that the child takes on the role of an adult and performs it in a play environment created by him. For example, when playing school, it depicts a teacher teaching a lesson to students in the classroom.

In role-playing play, all aspects of the child’s personality are formed, significant changes occur in his psyche, preparing the transition to a new, higher stage of development. This explains the enormous educational potential of play, which psychologists consider the leading activity of a preschooler.

L.S. Vygotsky emphasized the unique specificity of preschool play. It lies in the fact that the freedom and independence of the players is combined with strict, unconditional obedience to the rules of the game. Such voluntary submission to the rules occurs when they are not imposed from the outside, but arise from the content of the game, its tasks, when their implementation is its main charm.

Thus, in connection with all of the above, dear parents, play role-playing games with your children.

The importance of role-playing games in the life of preschool children

Play occupies a very important, if not central, place in the life of a preschooler, being the predominant type of his independent activity. In Russian psychology and pedagogy, play is considered an activity that is very important for the development of a preschool child; it develops actions in representation, orientation in relationships between people, and initial skills of cooperation.

Free story play is the most attractive activity for preschool children. Its attractiveness is explained by the fact that in the game the child experiences an internally subjective feeling of freedom, the subordination of things, actions, relationships - everything that resists and is difficult to achieve in practical productive activity. This state of internal freedom is associated with the specifics of the plot game - action in an imaginary, conditional situation. A story-based game does not require a real, tangible product from the child; everything in it is conditional, everything is “as if,” “for fun.”

All these “possibilities” of story-based play expand the practical world of the preschooler and provide him with internal emotional comfort. This happens due to the fact that in the game the child recreates the areas of life that interest him with the help of conditional actions. First, these are actions with toys that replace real things, and then - visual, verbal and imaginary actions (performed internally, in the “mind”).

The game is important not only for the mental development of the child, but also for the development of his personality: by taking on various roles in the game, recreating the actions of people, the child is imbued with their feelings and goals,

empathizes with them, begins to navigate between people.

The game also has a great influence on the development of children’s ability to interact with other people: firstly, by recreating the interaction of adults in the game, the child masters the rules of this interaction, and secondly, in playing together with peers, he gains the experience of mutual understanding, learns to explain his actions and intentions, coordinate them with other people.

However, the game fully fulfills its developmental functions if it becomes more and more complex with age, and not only in its thematic content.

Questionnaire

Parent's last name_________________________________________________

1.Does your child often play at home?

2. What games does your child play?

3.What toys are most interesting for him?_________________

4.What is your child’s favorite game? __________________

__________________________________________________________________

____________________________________________________________________________________________________________________________________

5.What are the sources of the game’s plots (TV series, cartoons, adult stories, etc.)?_________________________________________________

____________________________________________________________________________________________________________________________________

6. Do you play with your child? Who does the child play with most often - mom or dad?_________________________________________________

____________________________________________________________________________________________________________________________________

7. Do you offer your child games from your childhood? Which?

__________________________________________________________________________________________________________________________________________________________________________

8. During a walk, which of the children does your child prefer to play with (with boys, with girls)?__________________________________________ What does your child like to play on the street?________________________

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9. If there are children of different sexes in the family: please tell me how they interact with each other: do they like to play together, what games? Do they often have conflicts, and why? Do they have common interests, games (what)?_______________________________________________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________________________________________________________

When analyzing parents' answers, you should pay attention to what games the child prefers to play at home and what their sources are. With parents or with the child, what gender he likes to play, whether the plots and features of the child’s play are repeated in kindergarten and family. If there are children of different sexes in a family, then it is important to pay attention to how they interact with each other in play activities

How can you help an unconnected child?

Firstly, play with him from a very early age, teach him to take on a certain role, to act within its framework.

Secondly, if the children do not accept him into their team, come up with some other game where he will be more successful, and invite the rest to play together (for some reason, dads often cope with this). At the same time, it is important not to break into an already developed game where your child is not welcome, but to organize a new one (maybe sports, competitive, folk), the main thing? requiring adherence to clear rules already familiar to your child. Oddly enough, a clear and specific organization of games with rules helps a child who is not familiar with role-playing games, but often turns out to be difficult for “game” children who are accustomed to it.

A different principle: reliance on fantasy, plot, social and play relationships, or on a strictly approved “set of laws” and rules underlies the attractiveness and success of different types of children. And since games with rules appear in the children's community later, and accordingly older children play them, those who have already mastered them enjoy greater respect and authority.

In addition to sports games, these can be any other types of children's activities in which your “loser” is competent and successful. Maybe he draws well? Give him this opportunity: organize an exhibition at home, and provide him with crayons on the street, and soon the whole company will be fascinated by his work and humbly ask for permission to “color a little” (remember Tom Sawyer with his fence!). If he cannot draw on his own, draw together, but always emphasize (and even exaggerately) the child’s leading role in this process.

Or maybe you and him glued a paper kite together? Few people can do this now, and it’s easy to become famous and win everyone’s respect.

And, as a last resort, you can simply take new toys or construction sets outside, but you will have to make sure that your child is not “overwritten” and the toys are not taken away.

The space for your imagination and creativity is open.

The main thing is not to leave a child who does not have sufficient communication skills alone with his peers, be there, help, protect, but only unobtrusively. At the same time, it is important to remember that there is no need to immediately “infiltrate” the crowd of children with your ideas; sometimes (and often) organizing contact between your child and one or two peers is quite enough.

There are different children with different needs for communication. One only needs a single friend, with whom they see once a week, in order not to feel lonely and proudly consider: “I have a friend.” And the other feels bad if there is not a whole noisy company swirling around him, where everyone obeys his word and even gesture. If this “retinue” does not exist, then the “king” no longer feels out of work, he is bored, and he does not know how to occupy himself.

As a rule, suffering and anxiety begin if the need for communication and play is limited by the inability to participate in this game, or if a recognized leader suddenly, due to unforeseen circumstances, loses the opportunity to realize his “leadership aspirations” (for example, he ended up in a new team where there are even cooler leaders).

In principle, any child must be taught to occupy himself, expand the scope of individual play and non-game activities, and at the same time help him master those generally accepted methods of communication and play among children that are necessary in order not to be an outcast. And if you see that your child is not accepted into games, they rarely call him on the phone, greet him dismissively, or completely ignore his timid “hello,” then it’s time (and it’s high time) to take matters into your own hands.

Early neuroticism in children with a weakened nervous system in many cases is the result of their social isolation. And if the child himself is not able to find a friend (or friends) or fully participate in games and other types of children’s activities, then without the help of his parents the situation will only get worse. Therefore, it is necessary to provide the child with a social circle, and specifically for children. If in an old company, where everyone knows him, it is almost impossible for a former “outcast” to gain recognition and respect, then you need to look for another company. Enroll him in clubs (choosing those where your child will excel), go for walks in another place. As a last resort, transfer him to another group in kindergarten or change school. But this is an extreme measure, since children of preschool and primary school age (and sometimes older) endure such changes very hard, and this can only be done if something seriously threatens the physical and mental well-being of the child, for example, he is not simply not accepted games, but are constantly beaten and humiliated. Despite their unenviable position in the team, these children are always afraid that things will be even worse in a new place because they are socially incompetent, usually very anxious and prone to severe emotional reactions, which is fraught with real neurosis.

The task of parents is to provide the child with confidence and emotional comfort in various types of activities, with children of different ages (very often it is much easier for such children to make friends with younger ones and feel strength and confidence, at least against their background). And most importantly, remember, this problem is solvable, and the sooner you start solving it, the easier it will be.

Help from preschool institutions to families

in organizing games.

In order to outline specific measures to improve play activities, we analyzed children’s games at home, studied the conditions for play, and the use of play by family members as a means of education. We conducted a survey of parents.

As a result, it turned out that children in the family have enough toys, but they are bought without taking into account their age and interests, mainly expensive soft toys, dolls, cars. Parents play little with their children; most of them do not supervise children's games in any way.

To the question: “Does the child have a place to play? - 63% of parents gave a negative answer. And to the question: “What games does the child prefer?” - 68% of parents’ answers had approximately the same content: “Busy with dolls, cars, does not bother adults.”

Having analyzed these shortcomings, teachers of our preschool institutions identified the main tasks to eliminate them: to help parents create conditions for children to play and increase their knowledge of managing play activities.

We have developed several options for play corners at home in the form of models, drawings, photo stands, slides, and offered them for viewing by parents. We compiled an approximate list of games and toys for the home, paying special attention to the use of toys made by parents. On the production of such toys, we held a series of consultations with practical demonstrations, intensified the work of soft toy clubs, and announced a “Do It Yourself” competition for parents.

Children bring toys made by their parents to kindergarten and play with them with great enthusiasm, often repeating: “We made this toy together with dad (mom).”

We use conversations for pedagogical propaganda. A series of lectures was held on organizing children’s play activities, in which parents were given specific recommendations on what toys children need and what games can be organized in the family.

The group set up a stand for parents “Game is a Serious Business”, the materials of which talked about organizing games at home, how to guide and develop gaming interests in children, how to help them start playing, what games are best to play, what attributes to use . Various tips were also given here (for example, how to sew a ball gown for a game from an old curtain, how to make a screen and simple theatrical decorations at home).

We periodically arrange photo exhibitions of gaming materials. After each exhibition, we find out what benefits it brought to parents, what attracted their attention, how the acquired knowledge is used in raising children, and be sure to ask for critical comments that help determine what still needs to be worked on.

Stands for parents in kindergartens are very popular. By reading their material, parents receive the necessary pedagogical information, get acquainted with the events in the group, with recommendations for enriching the content of role-playing games, for cultivating moral qualities in the process of play activities, for selecting toys that match the age of children and their interests .

Preschool workers organize meetings between children and parents in a group, where children learn about the work of adults. In an accessible form, one of the parents tells the children about their profession, while emphasizing the social significance of their work. The value of such meetings also lies in the fact that they bring parents closer to the kindergarten. And in the children's repertoire

games, new, favorite games for welders, crane operators, builders, etc. appear.

To promote pedagogical knowledge, we use a group newspaper, where, along with others, we cover issues of gaming activities. For example, the newspaper published articles: “Game as a means of moral education”, “Let hopes come true!”, “Childhood corners”.

Currently, in our preschool institution, cooperation between teachers and parents has been established; children’s play activities have become an active means of education and development not only in kindergarten, but also in the family.

Role-playing game

Scenarios of role-playing games for children

Mom, dad, me... Socio-role games
Let's play a fairy tale. Fairytale games
Historical games
Shall we bargain? Trade theme.
What would that mean?
Good and bad guys
Professional games. Part 1
Professional games. Part 2
Let's play school
A television
Army games
Fantastic games

In the process of developing the game, the child moves from simple, elementary, ready-made plots to complex, independently invented ones, covering almost all spheres of reality. He learns to play not next to other children, but with them, to do without numerous game attributes, masters the rules of the game and begins to follow them, no matter how difficult and inconvenient they may be for the baby. And this is not all that a child acquires in the game. At the same time, play is considered as a homogeneous activity that has a single form of expression in preschool age. Indeed, if you look, for example, at the “Teaching and Education Program in Kindergarten”, then we are talking mainly about role-playing games. This is the most accessible and understandable type of game for us adults. Here are the girls playing at the store. One is the seller, she weighs the goods, wraps them in paper, and receives money. The other is the buyer, she chooses what and how much to buy, pays for the purchase, puts it in her bag, and takes it home. In other words, some kind of plot - a theme (in this case, a store) is taken and played out, enlivened with the help of roles (seller and buyer). The combination of these two lines (plot and roles) gives the game its name - plot-role-playing.

This type of game has become the center of numerous studies among adults; seminars and scientific papers are devoted to it. This is the most understandable type of children’s activity. Professionals often visit kindergartens to observe how children learn different social roles through play. But often children no longer play. They do what adults want to see, diligently teaching kids “pattern games.”

As a result, we no longer get a game. Let us give an example from the experience of E.E. Kravtsova, described by her in a course of lectures on the discipline “Psychological foundations of preschool education.”

“Several years ago, my colleagues and I happened to be in the same kindergarten, where the game, according to the experts working there, was especially well staged. I really wanted to watch this game. And now I’m in the older group. Children play “doctor” . At a table lined with medicine bottles of various shapes, a boy and a girl in white coats and hats with a red cross are sitting. These are a doctor and a nurse. In front of their “office,” just like in life, children are sitting in line with dolls and teddy bears on knees - these are mothers with children. One by one, the children sedately enter the doctor. He checks everyone’s throat in a row, then takes the temperature, then the sister writes out a “prescription”. After looking at this procedure, I begin to limp and moan heavily and approach the line. " “Where is your daughter?” the children ask. “And I’m without my daughter, my leg hurts, I can’t stand it, I hurt my heel. Oh oh oh! How painful! Can I skip the line?"

The children are intrigued - the usual routine, the sequence of events familiar to them, has been disrupted. After some hesitation, they let me skip the line. The doctor had already heard that an unusual patient had come to him - I was without my daughter and was going out of turn. However, he offers to show me his throat.

Open your mouth.
- But my heel hurts.
- Open your mouth, you need to look at your throat.
- For what? I stepped on a nail and I'm bleeding!
- Then let's take the temperature.
- Temperature has nothing to do with it.
“Sister, write out the prescription (totally confused).”

What is being described is not a game, but a patterned action, and, alas, this is apparently due to the teachers’ mistake. Often adults want to see in children seriousness, correctness from their point of view, but every age has its own tasks, and for preschoolers it is very important to develop fantasy and imagination. Therefore, why force a child to learn to read from the age of three or four? To some extent, this may be correct, but we must not forget that we must not waste time. At school age, the importance of imagination and fantasy is no longer the same as in preschool. Consequently, by teaching a child ahead of time what is, from our point of view, the correct actions, we forever deprive him of the opportunity to make the most of his other reserves.

In a rich, interesting game, filled with fantasies and imagination, a child grows and develops, but in simple repetition of memorized phrases? Rather, it is degrading. There is no development here. But the dryness and inflexibility of the baby is due to the fact that the child once did not learn to play two simpler games, which together form a role-playing game. What kind of games are these?

A role-playing game has two lines - plot and role-playing. Let's consider the storyline.

At two or three years old, the child suddenly begins to behave strangely. He suddenly lays out various objects in front of him on a chair or on a table, begins to manipulate them one by one, and mutters something under his breath. A child can play with the tableware in the closet, with mom and dad’s things, and may even begin to sound out pictures in a book. Parents usually do not pay attention to such activities of the child, what could be useful in it? However, this is the game. The first component of a role-playing game is the director's one.

Indeed, the child’s actions are extremely similar to the director’s actions. Firstly, the child himself is already composing the plot. At first it is a simple, primitive scenario, but in the future it acquires many more complex details. Parents are surprised by the child’s talents - he is so small, and he comes up with the plot himself, but this is a very good sign that should be characteristic of all children - the development of independence. Everything he does now is done by himself, without help. Someday every person comes to independence, let its first manifestations begin so early. The second similar feature of the play between the child and the director in this case is that the child himself decides who will be who. Each item can become a house, a person, an animal, etc. The child thereby learns to transfer the properties of one object to another. The third important similarity is that the baby himself composes the mise-en-scène. He can tinker with small objects for a long time only because he forms the background for future action. And, finally, in such a game the child plays all the roles himself or, at least, becomes an announcer narrating what is happening. The significance of such a game is enormous. All these points are of great importance both for the general mental development of the child and for the development of play activities. The child director acquires the necessary quality for the further development of the game - he learns to “see the whole before the parts.” In this case, this means seeing the game not from any one, particular, even very significant position, but from a general position, which provides him from the very beginning with the position of the subject of this activity, which underlies the interaction of individual characters, a position that makes it possible not to remember and blindly repeat what others have done, but invent the course of events yourself.

A child who knows how to direct will be able to play along with his real partner in a role-playing game without any problems. In addition, he can play the same game in different ways, inventing new events and twists in the plot, comprehending and rethinking various situations encountered in his life. The director's play acquires particular significance due to the fact that in one of its characteristics it completely coincides with the specifics of imagination. The ability to see the whole before the parts is the basis of play and imagination, without which a child will never be able to become a “wizard” (Kravtsova E.E. “Awaken the Wizard in a Child” M.: Prosveshchenie, 1996). And what does a little director do on really? He connects various, seemingly unrelated objects with logical connections and a plot. Each object gets its own distinctive properties, they all come to life, they say. Thus, all the inanimate participants in the game are suddenly united by the child’s plot, and this is agglutination - a type of imagination.

The next component of the plot-role-playing game is figurative role-playing.

Almost every child at a certain age suddenly turns into someone - into animals, into adults, even into cars. Everyone is very familiar with this picture: a mother is late for work and still has time to drop off her baby at kindergarten, but, as luck would have it, he does not walk quickly, but shuffles his feet. Mom hurries him, but to no avail. Approaching the porch of the kindergarten, he suddenly did not walk up the steps like all “normal” children, but began to “circle” them. “What kind of a child is this!” - Mom says in her hearts. “And I’m not a child, I’m a machine.” It turns out that the baby shuffled his feet not so that his mother would be late for work or to once again “get on her nerves,” but only because he is a machine, and a machine, as you know, does not lift its legs-wheels, but glides smoothly along asphalt (Kravtsova E.E. “Wake up the magician in a child” M.: education, 1996).

It should be noted that imaginative role-playing play is important for independent psychological rehabilitation. The game allows the child to escape, to switch from problems, for example, in communicating with peers. When a child has learned to independently come up with a plot (i.e., in other words, has mastered the director’s game) and gained experience in role-playing behavior (played an imaginative role-playing game, tried to transform), then the basis for the development of plot-role-playing game arises. What does the baby gain in this game? First of all, as noted by D.B. Elkonin, the child in this game reflects relationships specific to the society in which he lives. In role-playing games, the child’s main attention is focused on the social relationships of people. That is why the child begins to play with familiar themes - a store, a hospital, a school, transport - and many others. And if earlier these games were very rich in content, now they look more like diagrams than colorful descriptions of certain events. This happened primarily because most of the guys are unfamiliar or poorly acquainted with various aspects of life. Production has become more complicated; the work of adults, previously so understandable and accessible to children, turned out to be sealed for them. Many preschoolers do not know what their parents do or what their profession is. And if earlier the first thing children played up was the work of their parents, and the natural desire to be “like mom” or “like dad” was embodied in the performance of professions, now kids are forced to reduce everything to “family life.” And it so happened that the main game of children became the game of “mother-daughter”. Of course, there is nothing wrong with this, but all the richness of plots and relationships between people is reduced only to family scenes, and other aspects of reality and the relationships within them are out of the child’s field of vision. This, of course, impoverishes the game and has a bad effect on the development of imagination. What can be done in this situation? There is an exit. If previously children did not need special work to familiarize them with their surroundings, now circumstances have changed and additional efforts are required from adults.

The role-playing game is a model of adult society, but the connections between children in it are serious. You can often observe conflict situations due to the reluctance of one or another child to play his role. For younger preschoolers, the role is often given to the one who currently has the attribute that is necessary from the children’s point of view for it. And then situations arise when two drivers are driving a car or two mothers are cooking in the kitchen at once. For children of middle preschool age, roles are formed before the game begins. All the quarrels are about roles. For older preschoolers, play begins with an agreement, with joint planning of who will play with whom, and the main questions are now “Does this happen or not?” Thus, children learn social relations through play. The process of socialization is noticeably smoothed out, children gradually join the team. In essence, the trend that in our time not all parents send their children to kindergarten is frightening because the younger generation experiences significant difficulties with communication, being, as it were, isolated until school.

D.B. Elkonin, in his work “Psychology of Play,” addressed the issue of the emergence of role-playing games and its features in different periods of preschool childhood. Children of different ages were asked to play “themselves,” “moms and dads,” and “their comrades.” Children of all ages refused to play themselves. The younger preschoolers could not justify their refusal, but the older ones directly stated that they could not play like that. The children showed that without a role, without transformation, there can be no game. Younger preschoolers also refused to play with each other, since they were not yet able to identify specific traits in each other. Older preschoolers took on this difficult task.

Acting as a teacher for younger preschoolers meant feeding the kids, putting them to bed, and walking with them. For middle and older preschoolers, the roles of the teacher are more and more concentrated around the “children-teacher” relationship. Indications appear on the nature of these relationships, on the norm and methods of behavior. Thus, each role-playing game undergoes changes depending on the age of the children: first it is an objective activity, then relationships between people and, in the end, it is the implementation of the rules governing relationships between people.

Here we note another type of games, which is quite close to role-playing games. This is a dramatization game. Its difference is that children must act out a scene based on some work, for example, a fairy tale. Each child is assigned an activity - some play, others prepare costumes. Usually children themselves choose a suitable role for themselves. A dramatization game requires that the child must play his character as accurately and correctly as possible. In practice, it turns out that an uncontrolled dramatization game gradually turns into a plot-based role-playing game. And finally, we note the important role of an adult in role-playing games. We must gently guide children through play without disrupting the action itself. By copying an adult, a child often tries on asocial roles. For example, we see children portraying drunks or villains, and often the children’s reaction is not what we would like to see - children laugh, act like heroes. The adult's task is to help the child develop a negative attitude towards this image.

CONSULTATION FOR PARENTS "Playing with children"

One of the provisions of the theory of child mental development in domestic child psychology is the recognition of play as the leading role of activity in this development. This activity ensures the child’s connection with the surrounding objective and social world. The significance of activity for mental development is that in it and through it the child assimilates social experience, fixed in the achievements of human culture, and such assimilation includes both the acquisition of knowledge, skills and abilities, and the formation of mental properties and abilities.

Let's try to approach the game from this point of view, keeping in mind its expanded form - a joint plot-role-playing game for preschoolers. What are the basic requirements for the game:

1. The first requirement for a plot-role-playing game is action in the internal imaginary plane (the use of game substitute objects, taking on a role, replacing the actions of the depicted characters with game actions), which act as the initial material form in the formation of actions on the internal plane.

2. Role-playing game requires the child to have a certain orientation in the system of human relationships, since it is aimed at their reproduction (subordination of social roles).

3. Real relationships between children at play require coordination of actions. At first, such coordination is established in the very process of the game and has the character of external interaction, which becomes the initial form in the development of “social qualities” in children, that is, qualities that ensure a certain level of communication.

Preschool age is a fertile period in human development, when moral feelings and first ideas about morality, good and bad deeds are formed.

Moral education is inherently an active process in which both an adult and a child are involved. The formation of moral activity in preschool children is possible through the use of pedagogical situations, behavior patterns, pedagogical assessment, fiction, and games. The most effective means is a role-playing game.

Based on modern psychological and pedagogical data on the structure of moral activity, the content of the moral activity of five-year-old children in a role-playing game has been determined: the desire to imitate morally valuable patterns of behavior, the ability to emotionally perceive and understand a simple ethical situation, to evaluate the moral act of a peer and one’s own, to realize their ability to resolve a simple ethical situation within the rules of the game, initiative and readiness to resolve it in the interests of achieving personal and collective success in the game in compliance with the norms of fairness and mutual assistance.

It is known that some children, while playing, often commit violations, while others adopt this experience of communication, considering it the only possible way to achieve their goals - to get a role, a toy.

It is necessary to teach children to see, analyze compliance with and violation of norms in the game, that is, teach them to give an adequate assessment of the actions of others. It is necessary to teach children to use rules as guidelines for forming children’s opinions about the behavior of each peer, so that they themselves can evaluate the negative actions of their comrades and their consequences for themselves.

Rules:

1. When choosing a topic, everyone agrees together on the future game. Let everyone suggest a theme for the game or support a friend. Of all the proposals, choose the one that is most interesting. If one of the children does not agree with the rest of the children, you need to explain to him that he needs to agree, otherwise the game will not work. Next time, perhaps, his proposal will be accepted as the most interesting.

2. When assigning roles, remember that the main roles are performed in turns. Use a counting rhyme when assigning roles, but do not resort to it if the choice for the main role is repeated. Make sure that the order is not broken. Be friendly when choosing a comrade for a role that you like. Offer attractive roles to other children. If one of the guys breaks a rule or acts dishonestly, explain to him that he needs to take turns playing.

3. When discussing the course of the game (plot), you should listen carefully to all participants. Accept the most interesting offer. If one of the children does not agree with the others and insists on his proposal, explain to him the rule for choosing a plot.

4. When distributing toys, take the toys that are needed to play the role. You can divide them equally. If there is only one toy, but many people want to play with it, then a queue is established between those who want to.

5. Develop the ability to independently resolve conflicts. Children must be fair in the game and follow its rules. If a quarrel occurs, you need to find out who broke the rule and invite him to give in to the dispute because he is wrong.

6. In a situation of violation of general social norms of behavior, attention must be paid to the need to comply with all rules. Be polite and friendly to the participants of the game. Violators of the rules of conduct should be calmly reprimanded and told what violations were committed. Always treat others the way you want them to treat you.

7. You should always pay attention to “lonely children”. If one of the kids next to you is sad or bored, then talk to him and play. Next time, maybe someone will help you too.

Role-playing games are useful for both children and adults.

While playing, we communicate with children on their territory. By entering the world of children's play, we can learn a lot ourselves and teach our children.

The game teaches us:

- speak to the child in his language;

- overcome the feeling of superiority over the child, your authoritarian position (and therefore your egocentrism);

- revive childish traits in yourself: spontaneity, sincerity, freshness of emotions;

- discover a long-forgotten way of learning through imitation of models, through emotional feeling, experience;

- love children as they are.

While playing, we can teach children:

- look at yourself from the outside through the eyes of other people;

- anticipate the strategy of role behavior;

- make your actions, your desires, your feelings understandable to the players:

- strive for justice, overcome the desire not only to dominate, but also to agree and submit in the game;

- to trust each other.

Story-based role-playing game

in the middle group. and its meaning.

Play is the main activity of a preschooler. By taking part in games, the child gets to know the world around him, learns to build relationships with peers and adults, masters his native and foreign languages, and receives other knowledge necessary at this age. Mental cognitive processes develop, vital skills and abilities are formed (reason, analyze, make decisions, coordinate motives).

Games for preschoolers arise on the initiative of the children themselves, or they are organized by an adult for educational, educational, or psychotherapeutic purposes. The first group includes the plot-role variety.

To understand how role-playing game arises and develops in the middle group, it is necessary to consider its features.

Specifics of role-playing games A role-playing game is one in which children themselves come up with a plot and assign roles. Actually, the plot and roles appear in the entertainment of children 4-5 years old. At earlier stages of a child’s development, it is appropriate to talk about plot-based play, when the baby is already performing play actions (feeding a doll, putting it to bed, driving a car, etc.), but has not yet taken on a role. The transition from display actions to plot and role designation occurs from 3 to 4 years.

The structure of a role-playing game

A role-playing game (kindergarten is the best place to conduct it) includes the following interrelated components:

An imaginary situation. The second reality is created after one of the players says the words “as if.”

Plot. These are events that occur in the game: visitors to the hairdresser are waiting in line for a haircut, the doctor is seeing patients, mom is washing the dishes, etc.

Role. During the game, the child not only acts for his hero, but lives his life. The number and variety of roles depend on the age of the players and the features of the plot.

Relationship. This type of game is characterized by two types of relationships: gaming and real. Game interaction is a conversation between “mother” and “daughter”, a dialogue between “seller” and “buyers”, “doctor” and “patient”. Children enter into real relationships to discuss options for developing the game and challenge the behavior of the participants.

Rules. It is only at first glance that it seems that this type of game does not contain rules. In fact, they exist, but are not expressed so clearly. So, if children play hospital, then the child playing the role of a doctor should be in a white coat, sit in the “office”, strictly follow the logic of the actions performed: examine the “patient” and make a diagnosis. If instead he starts dancing or weighing fake vegetables, then the rules will be broken. The listed components manifest themselves differently depending on the age of the children.

How do middle school children play? Role-playing game in the middle group (as, indeed, in others) is an interpretation of what is seen and heard. Kids imitate the actions of their parents, grandparents in everyday life, a teacher and nanny in a preschool institution, a doctor in a district clinic, etc. The source that feeds the game is the surrounding world. The guys went on an excursion to the medical office, and now someone is trying to put a thermometer on a teddy bear and is looking for a nurse. We watched a cartoon or movie about sailors, and the next day the group had its own captains, boatswains and sailors. After Yuri Gagarin's flight, children tirelessly played as astronauts.

The games of children aged 4-5 years are somewhat chaotic, plots and roles quickly replace each other. Role-playing games in the middle group are different in that children of this age strive to maintain the logic of actions. If a three-year-old child first injected the doll and then examined it, now such manipulations are disputed. So, role-playing games change according to age. The middle group is trying to bring the game closer to reality. Organization of a subject-play environment The teacher takes care of creating the necessary environment. To create a role-playing game, the younger group is strictly divided into zones. In one part of the group room the dolls drink tea, in another there is a garage for toy cars, in the third the interior of the store is reproduced.

The use of substitutes contributes to the development of the child’s imagination. No wonder the famous teacher A.S. Makarenko recommended that parents buy more semi-finished toys (blocks, construction sets, mosaics), as well as material toys (cardboard, paper, plasticine).

Role-playing playing in a middle group is favorable for creating problematic situations. For example, a bear injured its leg while walking. How can I help him? Or the Katya doll invites her girlfriends for tea, but there are fewer cups than guests. What should she do? Such situations are thought through in advance, and then the teacher helps the children find solutions. The development of the role-playing game occurs depending on what the students come up with.

When offering a child the role of, say, a doctor, it is necessary to draw the preschooler’s attention to the fact that the doctor must be polite and treat patients kindly. A culture of behavior and communication is important for the seller, the hairdresser, and the waiter. Children's role-playing games are quite diverse.

The relationship between the types of games of preschoolers The director's game is the closest to the role-playing game. It also has a plot and roles. However, the child plays alone. The kid comes up with the storyline himself. The characters are toys, objects or natural objects (pebbles, acorns, cones). Preschoolers love to play theatrical games and pretend to be heroes of fairy tales and cartoons. Sometimes the group organizes entire performances, the plot of which can be changed at the request of the participants. Construction and construction play goes side by side with other types. Because the kids play with their buildings (doll house, tower, fence around the playground, etc.). There are also plot elements in moving varieties ("Cat and Mice", "Ali Baba", etc.).

Kids play not only in kindergarten, but also at home. Parents must take care to ensure that the game is successful. The older a child gets, the more often he asks various questions. Moms and dads should encourage children's curiosity, look for answers together, observe nature, people's work, draw conclusions: “Why are there puddles on the street?”; “Grandma is not feeling well. What shall we do?" etc. The child reflects the received ideas in the game. The development of games is facilitated by reading and discussing literary works, visiting the theater, listening to music (children's songs, P.I. Tchaikovsky's play "The Doll's Disease", etc.), watching cartoons and films for children.

Don't be afraid to invite your child's friends over. Preschool role-playing games are fun in good company. Finally, the child should have his own space, at least part of the room, where he will feel like he is in control. Toys and other attributes are stored in special boxes or boxes

Ozhogina Svetlana Sergeevna

Kemerovo, 2016

Plot-wise- role-playinga game (atchildren) - this is a type of activity of children, during which they, in conditional situations, reproduce one or another sphere of activity and communication of adults in order to master the most important social roles and develop skills of formal and informal communication.

It is customary to distinguish two main types of games: role-playing games and games with rules (didactic, i.e. educational and active). All these types of games use game material.

From early childhood, the toy is provided for the child’s independent use. When a child performs some actions with a toy, an inexperienced observer gets the impression that he is playing. But this does not mean that he is playing: he performs individual game actions outside the plot context, i.e. carries out only individual fragments of a holistic gaming activity.

A modern preschooler has little chance of acquiring them in this way, since informal groups of different ages are now a rarity. Previously, they existed in the form of courtyard communities or a group of brothers and sisters of different ages in the same family. Nowadays children of different ages are very separated. In kindergarten, children are selected into a group according to the same age principle, families most often have only one child, and courtyard and neighborhood communities become rare due to excessive guardianship of preschoolers by adults and the employment of schoolchildren in school, specialized clubs, etc. Strong factors in the separation of children are TV and computer, where they spend a lot of time.

The plot is either a detailed description of the events that happen to some characters, the situations they find themselves in, the relationships they enter into (such plots can be fairy tales, short stories), or a compressed description that denotes only the theme of the game, the main characters, the actions and relationships of which are reproduced in the process (game of “mothers and daughters”), the situation in which the event unfolds (game of “hospital”, “shop”).
Traditional games are passed on to children through interactions with close adults already in early childhood. The mother (or another close adult), wanting to amuse the child and provoke his activity, tells him simple rhythmic plot texts like “The Horned Goat.” At the same time, she not only tells, but also shows simple actions during the story, reinforcing the actions with appropriate intonation and facial expressions. Communicating with the child in this way, the adult conducts the game as a holistic activity, including characters, actions, and events, i.e. translates the traditional plot into the game process.
Initially the adult plays, the child participates as a spectator; his participation is expressed only in the repetition of individual, very simple actions. Gradually, the adult increases the child’s participation. As the child masters the methods of play activities, the adult begins to organize his independent play, and he himself increasingly withdraws from joint activities. The baby finds himself in the world of toys, in the world of playing children. In other words, he moves from a narrow, family play tradition to play traditions set by kindergarten teachers, a yard group, etc.

Oksana Bobkova
Consultation for parents “Role-playing games in the lives of children”

PLOT-ROLE-PLAYING IN THE LIFE OF A CHILD

The game has always had, has and will have great importance in child's life. And if you think that the game is just entertainment and an empty pastime, you are deeply mistaken. In progress games the child learns analysis, develops his imagination, thinking, and many other useful things happen in the development of the child.

There are several types of play activities. This is individually objective, which occurs at an early age from six months to two years, objectively imitative, which manifests itself in the second year life and role-playing. That's about plot-wise-role-playing games we will talk about below.

What's happened role-playing games?

Role-playing games are games, in which children "dress" take on a role, conveying its character, and act according to a certain given plot or they create it themselves. That is, it is in some way a theatrical performance. Children get used to their role and behave as they see their character from the outside.

Role-playing games take their place in child's life then when he learns to use objects not only for their intended purpose, but also in accordance with the plot of the game. In the process, the child will have a desire to copy the actions of adults, he will learn to interact with other children in the game, or adults.

Initially plot-wise- role play is manifested in the usual imitation of an adult by a child. The baby vacuums on his own, cooks soup, puts toys to bed, and repairs something. After some time, the child begins to play with familiar life situations: "hospital visit", "going to the store" etc.

At this stage in plot-wise-role-playing game adds dialogue between the characters. Help would be very helpful here parent. If you you will help the baby in the game, then by the age of two and a half the child will be playing independently role-playing games along with your toys.

Next comes the complication games due to the appearance of the plot- combination of several situations. For example, plot maybe a trip to nature - first the child will collect the necessary things, then get into the transport, unpack his bags on the spot, maybe take a fishing rod and go fishing, or something else like that. Children begin to agree on rules games– business communication develops. At 4-5 years old, children not only play out everyday situations, but also add stories from fairy tales, cartoons, books.

Older children easily get involved role-playing game, but even this does not mean that an adult can remain in the background and let everything take its course. If parent will not provide the child with new situations for games, then the child may stop developing and stop showing independence. Demonstration of creativity and independence in plot-wise- role-playing games shows the level of development of the child’s thinking.

The importance of a toy for self-deployment games children of senior preschool age are also specific. If in children’s play the subject situation determines plot, then older preschoolers themselves design subject-game situation depending on the chosen topic and the intended course games, subordinating it to the game plan.

The play of younger preschoolers requires significant reliance on toys and objects that replace them. The main requirement for a substitute toy is convenience in performing play actions, proportionality in size with other play material. It is very important that such a toy resembles the depicted object with its general contours. So, a doll can be made from a towel, if you roll it up and put on an apron or bow, instead of a plate you can offer a circle of cardboard, etc. With proper guidance of the game, three-year-old children not only enthusiastically use the substitute objects offered by adults, but also themselves choose and agree in advance what they will mean ( "This is a doll", "This is a plate"). Sometimes a substitute toy is assigned a role ( “Let this be dad, and this is daughter”). Children 4-5 years old also carry out play actions most often with the help of toys, but they are already beginning to use gestures, words, and a certain position of an object or the child himself. At this age, objects acquire special significance - attributes: all kinds of hats, aprons, robes, handbags. During this period, toys are needed that reflect the specifics of instrumental actions in a particular profession. The doctor needs a robe, a table for receiving, a stick indicating a thermometer or syringe, and he certainly needs patients who patiently endure the care of the doctor and nurse. These patients may be large dolls with easily removable clothes or naked babies wrapped in a blanket. In patients children must have their own fathers and mothers.

For a 6-7 year old child, the main thing is no longer in performing role-playing actions with the help of toys and objects, but in communicating with those who have taken on other roles related to his role, with meaning game plot. This significantly changes the requirements for the toy and forces us to look for an answer to the question of what it should be, not so much in the game itself, but in today’s real world. life. It's not just anymore family games, school, hospital, but also space exploration, harvesting, gas pipeline construction, etc.

Thus, role-playing games teach the child to coordinate his actions with other participants games, try on various personal qualities, as well as find ways out of various situations. Playing these games, the child grows up to be a creative and independent person, ready to make decisions life situations.

Publications on the topic:

Organization of play in preschool childhood is an integral part of our students’ stay in a preschool institution. Offering to children.

“Plot - role-playing games on a walk” Everyone knows that you need to walk with children, because children need fresh air and space to splash out.

Municipal budgetary preschool educational institution "Kindergarten No. 10" Methodological development Use of knowledge about.

1. Blitz survey “Playing with your child.” Is play just entertainment for a child or a vital condition for his development? IN.

Consultation on the topic: “Plot-role-playing games in the context of the implementation of the Federal State Educational Standard in the middle group.” A child learns about the world in all its diversity through.

Consultation for parents and teachers of preschool educational institution “Plot-role play in the life of a preschooler”

Preschool age is the most important period of child development. During these years, the child acquires initial knowledge about the life around him, he begins to form a certain attitude towards people, towards work, develops skills and habits of correct behavior, and develops a character. The main activity of preschool children is play.

Play is the main activity of a preschooler; it has a multifaceted impact on the child’s mental development. In it, children acquire new skills, abilities, and knowledge. Only in the game do you master the rules of human communication. Outside of play, the full moral and volitional development of a child cannot be achieved; outside of play, there is no personal development.

L.I. Bozhovich speaks of preschool childhood as a large period of a child’s life. Living conditions at this time are rapidly expanding: the boundaries of the family are expanding to the limits of the street, city, and country. The child discovers the world of human relationships, different types of activities and social functions of people. He feels a strong desire to be involved in this adult life, to actively participate in it, which, of course, is not yet available to him. In addition, he strives no less strongly for independence. From this contradiction, role-playing game is born - an independent activity of children that models the life of adults. Role-playing or, as it is sometimes called, creative play appears in preschool age. This is an activity in which children take on the roles of adults and, in a generalized form, in play conditions, reproduce the activities of adults and the relationships between them. A child, choosing and playing a certain role, has a corresponding image - a mother, a driver, a pirate and patterns of his actions. The imaginative game plan is so important that without it the game simply cannot exist. But although life in play takes place in the form of ideas, it is emotionally rich and becomes his real life for the child.

A special place in the activities of a preschooler is occupied by games that are created by the children themselves, these are creative or role-playing games. In them, children reproduce in roles everything that they see around them in the life and activities of adults. In play, the child begins to feel like a member of a team; he can fairly evaluate the actions and actions of his comrades and his own.

The outstanding Russian psychologist L. S. Vygotsky also noted that although the child creates imaginary situations during role-play, the feelings he experiences are very real. “Katya is mom,” says the tiny girl, and, trying on a new role, she plunges into an imaginary world. And, regardless of whether her “daughter” was bought in an expensive toy store or sewn by a caring grandmother from Katya’s old tights, the little mother does not just repeat after her elders the manipulations that are supposed to be performed on babies, but experiences a real feeling of maternal love for her “ baby."

Also, L. S. Vygotsky emphasized the unique specificity of preschool play. It lies in the fact that the freedom and independence of the players is combined with strict, unconditional obedience to the rules of the game. Such voluntary submission to the rules occurs when they are not imposed from the outside, but arise from the content of the game, its tasks, when their implementation is its main charm.

Thus, in connection with all of the above, Dear parents, play role-playing games with your children.