1.Game "Children and Mothers"

Children stand in a circle. The teacher with the ball is in the center of the circle. One by one, he throws the ball to the children and asks a question about mom, for example: “Do you need to consult with mom?” If the child thinks it is necessary, he catches the ball. If anyone disagrees with the opinion of a child, the game stops and everyone discusses this issue.

Questions for the game:

• Should you miss your mother?
• Should you constantly expect gifts from your mother?
• Should I feel sorry for my mother?
• Should I praise my mother?
• Should you be interested in your mother's affairs?
• Should you hide the truth from your mother so as not to upset her?

2. Game “Who will help mom?”

The teacher divides the students into groups and gives them cards with the words: sky, earth, sun, mountain, star, ocean, river, etc. Then he asks the children, on behalf of those who got them on the cards, to come up with a magical way to help their mother if:

• The children got lost in the forest;
• Children are afraid of the dark;
• Children are lazy;
• Children tell lies;
• The children quarreled with their friends;
• Children are rude to their parents and do not obey them.

Each group tells, without identifying themselves, how it will help the mother in this situation. The rest guess who offered to help mom. They then receive cards with different words and the game is repeated with a new situation.

3. Game "Mama's Magic Eyes"

The teacher asks the children to list what their mother’s eyes are like when she looks at her children (kind, bright, gentle). The children write down everything listed on the board. Invites children to look at each other through their mother’s eyes and describe everything they saw in each other.

Literature: T. Pozdeeva, Praleska magazine

Plot summary - role playing game"Family" in the middle group

Target: enriching social play experience between children; development of gaming skills based on the plot of “Family”.

Tasks: Strengthen children's ideas about the family, the responsibilities of family members. Develop interest in the game. Teach children to act according to the role they have assumed, develop the plot. Encourage children to creatively reproduce family life in the game. Promote the establishment of role-playing interactions and relationships between players in the game. Teach act in imaginary situations, use various objects - substitutes.7. Develop role speech; (communicative actions)

Preliminary work.

Introduce the symbol of medicine (snake in a bowl), tools and appearance doctor Stories about medical professions. workers, ambulance.

Activate words in your speech: pediatrician, surgeon, emergency doctor, pharmacist, etc.

Conversations based on personal experience children about doctors, hospital.

Reading Liters: K. Chukovsky “Aibolit”, Z. Alexandrova “My Bear”, A. Krylov “The rooster got sick with tonsillitis”.

Excursion to the medical center office in d.s.

Did. game: “Which doctor should the bear see?”;

Did. game: "Professions"

Materials:

Play corner "Family", doll Masha, ambulance, medical instruments, white robe for the doctor and pharmacist, attributes, toy phones, substitute toys.

Progress of the game:

1. Conversation: Today we will play the game “Family”. No wonder people say: “The whole family is together and the soul is in place.”

What do you think a family is? Who is in the family?

What are dad's responsibilities?

What are the responsibilities of a mother?

What is their child doing?

Tell us how you take care of your loved ones, how you help them?

Children, if one of your family members gets sick, what will you do? (I summarize the children’s answers).

2. Knock on the door. They bring the doll Masha, who asks to take her home to her mom and dad. She is naughty because her throat hurts.

Children, so as not to upset the doll Masha, let us become her family and take care of her.

Where do you think we will start the game?

3. - That’s right, first we’ll decide who will be the dad, who will be the mother, and who will be the ambulance doctor, because the doll is sick.

(distribution of roles using a “magic bag”)

What else is needed for the game?

That's right, you need to choose a place to play.

(Selecting a place to play)

Indeed, in dollhouse It will be convenient for us to play.

The ambulance fleet will be located here.

4. Dad, mom and little daughter Mashenka live in this house. Today is a day off.

What does mom do in the morning? (prepares breakfast)

What is dad doing? (works with the child).

Little daughter Mashenka is capricious and crying. (Teacher in the role of the doll Mashenka)

What do you think, children, why is Masha crying? (She is ill)

Mom and dad can have your daughter heat?

What should be done?

Mom touches Mashenka’s forehead with her palm and asks dad to bring a thermometer. The child has a high temperature. Mom and Dad are worried.

What should mom and dad do, guys? (Call " Ambulance»)

Dad takes the phone and calls an ambulance.

What number do we call an ambulance? (03)

Dialogue between dad and emergency doctor.

Dad: Hello, can I call a doctor at home?

Doctor: What happened to you?

Dad: My daughter is sick. She has a high temperature.

Doctor: What is your address?

Doctor: Wait, we’re leaving.

The doctor arrives.

(Dad meets the ambulance and invites him into the house)

Children, what should the doctor do first? (To wash hands)

The doctor examines the girl (eyes, ears, neck), puts on a thermometer, then gives an injection, writes a prescription and asks to see her tomorrow pediatrician(pediatrician).

Mom rocks her daughter.

Dad goes to the pharmacy to get some medicine.

Guys, which of you was at the pharmacy? What is the name of the profession of people who work in a pharmacy? (Pharmacist)

Hello.

Hello.

Do you have this medicine? (Hands the prescription to the pharmacist)

Yes. 4 rubles.

Please. (Hands out money through the window)

Take your medicine.

Goodbye

Masha is given syrup to drink. Put to bed. She is healthy.

5. - Children, did you like the game?

What did you like, Sophia? Artem? Etc.

Have you ever had such cases at home?

How did the ambulance doctors behave?

Would you like to play this game again?

The ambulance is heading towards us again. What's happened? We are all healthy, right, children?

The doctor wants to treat us with vitamins so that we never get sick

Summary of the role-playing game “Family”

Target: enriching the social play experience between children.

Tasks:

- enrich the social and gaming experience of children according to the plot “Family” according to the situation - the dog got sick, the animal was examined by a veterinarian;

- encourage independent distribution of roles;

— develop gaming skills based on the plot;

- learn to choose a convenient place for play and organize a play environment, select the necessary play material and attributes.

— develop role speech (communicative actions);

— encourage the development of simple plots with 2-3 situations (a trip to the veterinarian, buying medicine at a pet store), regulatory actions.

— to form friendly relationships, personal universal learning activities;

- teach to love animals.

Materials:

Play corner "Family", toy - puppy, car, toy.med. tools, a white coat for a veterinarian, paraphernalia, toy phones, substitute toys.

1. Conversation.

Educator:

Two grandmothers, two grandfathers,

Parents and I -

This is how it works

An ordinary family.

And if the seed is in the water

Put it down for a while

This seed is like water

Soften a little

That is a soft sign of a sprout

Spreads “um” and “I” apart -

This also turns out to be an ordinary family!

Today we will play the game "Family". No wonder people say: “The family is in a heap, not even a cloud is scary.” What do you think a family is?

Children: This is when everyone lives together in one house, when many people live together.

Educator: Who is in the family?

Children: Mom, dad, grandfather, grandmother, sister, brother.

Educator: What are dad's responsibilities?

Children: Hammer nails, watch TV, chop wood.

Educator: What are the responsibilities of a mother?

Children: He washes the dishes, cooks food, reads fairy tales, does laundry, goes to the store.

Educator: What is their child doing?

Children: Playing.

Educator: Tell us how you take care of your loved ones, how you help them?

Children: We collect toys, wash dishes, sweep.

Educator: Children, who else lives with you? What animals?

Children: Cats, dogs, parrots, hamsters.

Educator: Are they also members of your family?

Children: Yes.

Educator: And if one of the animals gets sick, what should be done?

Children: We need to treat him, take him to the doctor.

Educator: Right. A doctor who treats animals is called a veterinarian, and a hospital is called a veterinary clinic.

2. Surprise moment.

There is noise outside the door. Someone whines, barks (the toy is a dog, the role is played by the teacher).

Puppy: Hello guys. I was walking and got lost. Walk me home. I want to go to mom and dad. I think I have a cold? ( He whines and cries).

Educator: Children, so as not to upset the puppy, let us become his family and take care of him.

Children: Let's

Educator: Where do you think we will start the game?

Children: Let's distribute the roles.

3. Distribution of roles.

Educator: That’s right, first we’ll decide who will be the dad, who will be the mother, who will be the child, who will be the veterinarian, because the puppy is sick.

(Distribution of roles at the request of the children).

Educator: What else is needed for the game?

Children: We need to choose a place to play.

Educator: Right.

(Selecting a place to play).

Children: We will play in a dollhouse.

Educator: Indeed, it will be convenient for us to play in a dollhouse. Where will the garage for our car be located?

Children: Close to home.

Educator: Where will the veterinary clinic be located?

Children: The veterinary clinic will be located next to the store.

4. Joint game with the teacher.

Educator: Dad, mom, little daughter Mashenka and a puppy live in this house. Today is a day off. What does mom do in the morning?

Children: Preparing breakfast.

Educator: What is dad doing?

Children: Helps mom.

Educator: What is daughter Mashenka doing?

Children: Plays with the dog.

The puppy whines and does not want to play.

Educator: What do you think, children, why does the puppy whine?

Children: He is ill.

Educator: Mom and dad, maybe your puppy is sick? What should be done?

Children: We need to measure the temperature.

Educator: We cannot measure the puppy’s temperature, we can only touch his nose (if it is hot and dry, then he is sick).

Dad touches the puppy's nose. The puppy has a dry, hot nose, which means he has a fever. All family members are worried.

Educator: What should mom and dad do, guys?

Children: Take the puppy to the clinic.

Dad drives the car out of the garage. Mom and daughter are going to the clinic with the puppy.

Dialogue between family and veterinarian.

All: Hello.

Vet: Hello. What happened to you?

Dad: Our puppy is sick.

Mother: His nose is dry and hot.

Daughter: He doesn't play with me and whines all the time.

Educator: Children, what should the vet do first?

The veterinarian examines the puppy (eyes, ears, nose), puts a thermometer.

Vet: Yes, the temperature is high. I'll give you an injection and write out a prescription. If you do everything as I say, he will get better.

Daughter: Hooray!

Vet: Everything will be fine! Goodbye.

All: Goodbye.

Everyone is going home. Dad goes to the pet store to get some medicine.

Educator: Guys, how many of you have been to the pet store?

Children: I was there, we were with my grandmother.

Educator: What is the name of the profession of people who work in a pet store?

Children: Salesman.

Educator: What do they sell in the pet store?

Children: Animals, food for them and medicines.

Dialogue between dad and seller.

Dad: Hello.

Salesman: Hello.

Dad: Do you have this medicine? (Hands the prescription to the pharmacist)

Salesman: Yes. 4 rubles.

Dad: Please. (Hands out money through the window)

Salesman: Take your medicine.

Dad: Goodbye.

The puppy is given medicine. He falls asleep. The puppy is healthy .

5. Summary.

Educator: Children, did you like the game?

Children: Very.

Educator: What did you like most?

Children: Go to the veterinary clinic and buy medicine.

Educator: Have you ever had such cases at home?

Children: Yes, our cat was recently sick.

Educator: Did you take your cat to the clinic?

Children: Yes, everyone there was polite and kind, they cured our “Muska”.

Educator: Would you like to play this game again?

Children: Yes!

Educator: Next time, you will play this game without me.

Didactic games with spiritual and moral content.

1. “Remember the fairy tale”

Target: teach to analyze and evaluate the actions of heroes; cultivate a desire to do good deeds.

Game actions: children remember familiar fairy tales and their heroes who committed good and evil deeds, analyze and evaluate them. For each answer they get a chip. At the end of the game, the teacher counts the chips and determines the winner.

Rules of the game: remember fairy tales, heroes, evaluate their actions.

Material: colored chips; prize for the winner.

2. “Good - evil.”

Target: teach children to distinguish between good and evil deeds; cultivate friendliness, mutual assistance and harmony.

Game actions: children stand in front of an adult. He takes turns naming any words denoting any actions or actions. If the word means goodness, good deeds, then the children clap their hands. If the word is evil, the children wag their fingers and stamp their feet.

You can also choose children as drivers.

3“Call me kindly.”

Target: teach children to select affectionate words, form diminutive words and say them to each other; cultivate friendliness and affection.

Game actions: Children stand in a circle. The driver is chosen - Fairy Tenderness. This child takes turns touching the magic wand to all the children in the circle. The selected child speaks tender words to the neighbor on the right (left).

Rules of the game: think, form words correctly and select words, listen carefully to the answers of your comrades, help if necessary.

4.”Circle of desires”

Target: promote the development of communication skills, thinking; cultivate peacefulness and a strong desire to do good.

Game actions: children stand in a circle and, passing the toy to each other, express their wishes. For example: “I want all evil on the planet to disappear.” And so on.

Material: favorite toy (ball, doll, bear, etc.)

5. “Guess who he is.”

Target: to form the ability loved one according to certain characteristics.

Game actions: a sentence is read to children, and they must name the names of those people who match the characteristics.

1. Who never screams?
2. Who will always listen and understand?
3. Who has the sweetest voice?
4. Who is the strongest and bravest?
5. Who is the most honest?
6. Who can keep secrets?
7. Who is the fairest?
8. Who is the most affectionate and kind? Etc.

6“Magic chair”

Target: develop speaking skills pleasant words to others.

Game actions: ask the children to stand in a circle, place some beautiful chair in the center.

Children walk in a circle and sing:

Who is the most beautiful today?

Who is the happiest person today?

Show up quickly!

Sit on the magic chair!

Children take turns sitting on a magic chair, and everyone in a circle must say something good and kind about the person sitting. Before the game starts, the teacher talks about how the magic chair can give children good qualities and, on the contrary, takes away all the bad ones. But to see this, you need to look with kind, loving eyes at the one who sits on the magic chair.

GAMES WITH TRANSFORMATIONS.

1st situation.

Leading. I will be a mother, and one of you will be my son or daughter. Watch your son's behavior carefully. I wonder if he will be able to understand and fulfill the desire of another?

There is a book, glasses, newspapers on the table. Mom walks around the room and looks for something, looks under the table.

Mother. Son, have you seen my glasses?

Son: No, I haven't seen it . (does not rush to help find glasses.)

Mother. No? Then let's look together. ( are looking.)

Son. Mom, here they are!
Mother. Thank you, son, together we found them faster.

When my son doesn’t help me look for glasses, my mother says: “I can’t find glasses for so long. I wanted to relax, read a book, newspapers.”

Children discuss their son's behavior.

2nd situation.

Mom is sitting at the table. She is upset, sobbing, trying not to look at her son. There is a saucepan, a spoon, a plate on the table.

Mother. Maybe you're hungry? I made soup. Sit down and have lunch. (puts a plate of soup in front of his son) Don't get burned: it's hot!

When the son does not ask his mother why she is crying, the game stops. Children discuss their son's behavior. In the case when the son is interested in his mother’s mood, she hugs him and smiles: “You’re smart, you see... my neighbor offended me this morning, and the tears are rolling down. But it’s okay, it will pass...”

Educator. Today you and I learned to be good wizards. It is not easy. But when you are lucky and can please your loved ones, you will become real wizards. I know that here in the group there is a gift from a sorceress. We have to find him.

The children find a basket and a letter in it.

"Hello children. I am a wizard. I live in fairyland and I help everyone learn to speak politely, teach them to do only good deeds. My gift to you is a “courtesy chest” in which you will find tablets with words that you know well and forget to say.

The teacher takes out signs from the chest with the words: “Thank you,” “Please,” “Hello,” “Goodbye,” “Sorry.”

Educator b: The sorceress is very pleased that you know these words. She also sent us a miracle tree. Look how sad and dry it is. Let's help him. The sorceress put the leaves in the chest. Let each of you take one and draw on it the person you consider the kindest and most attentive. Then you need to hang the leaf on the tree, tell about this person, and, I think, in this way we will help the tree.

Children draw to Mozart's music. Then they hang their drawings on the tree, and it “comes to life.” The teacher and children thank the sorceress for the wonderful gift.

Literature: Z.S. Dynikova “Sow the reasonable, the good, the eternal...”

Mozyr LLC Publishing House "Bely Veter" 2003.

1. Game “Photo for memory”.

Target: promote the development of close, trusting relationships with parents.

Game action:

The photograph (picture) depicts some situation, for example, a child walking with his mother in the park.

Adult instructions: “ A photographer came to us. He wants to film such a scene (shows a photograph). Draw what you see in the photo. Tell us what you will talk about with your mother during the walk.

Questions for conversation: Does your “photograph” look like the one the photographer showed? What went well for you and what didn't work out? Would you like to have such a photo in your album? Do you value this photo?

2.Game “Mom, Dad and Child”

Target: develop a respectful and trusting attitude towards parents

Game action:

The group is divided into three people, the roles of mother, father and child are distributed. “Mom” and “Dad” should express parental feelings towards their “child” mainly through touch, accompanying it with appropriate words (not just conversation, but an expression of love for their child). You need to touch various parts of the body (arms, face, shoulders), stroke them, etc. Then the children change roles.

After the exercise you should discuss:

How did you feel as a “mom”, “dad”, “child”?

Did you like being a dad (“mom”)?

Which role did you do better or worse?

Did you feel the love of a “mother” (“father”) for yourself as for a “child”?

Did “mom” (“father”) feel the reciprocal love of the “child”?

When you become a mom (dad), what kind of mom (dad) will you be?

Everyone takes turns speaking.

3. Game “Swaddling a baby doll.”

Target: clarify children’s ideas about how their mother should take care of them. Cultivate love and respect for mother.

Preliminary conversation:

Guys, we were all once as small as this baby doll. How do parents care for their baby? (they feed him, swaddle him, take him out for walks, are constantly next to him - what if the little one urgently needs to be fed or something hurts him!) What do they call him affectionately? (baby, bunny, sun, flower, fish).

Parents always strive to express their love for their baby. Surround him with care and tenderness. After all, without parental warmth little baby will not grow up healthy. Now we will learn how to swaddle a helpless baby.

The adult consistently points at the doll. How to swaddle babies. When showing, you should express the sincerity of the mother's feelings for the child in touches and words. After this, the children repeat the actions of the adult.

Literature: I.A. Komarova, N.V. Ershov “House of Our Smiles”, Mozyr LLC Publishing House “White Wind” 2008.

4. Art activity game: collage “My Family”.

Target: bring up positive attitude to the family. Learn to empathize, love, trust.

Progress of the lesson:

First, the teacher prepares cards with images of women, men, and children. grandparents, i.e. family members and relatives. Educator: - Guys, each of you has a family. Let's look at the illustrations and tell you what the family members do (conversation about a series of paintings about the family).

Next, each child is asked to choose a certain number of cards, lay them out on their own sheet of paper, and then stick on mini-portraits of family members. Thus, children create a model of the family in which they would like to live.

Fizminutka"My friendly family."

Then the students demonstrate models and describe “their family” in detail according to the following algorithm:

Who lives in the family?

What does each family member do at home?

What do adults do?

What kind of relationships do you have in your family?

What do parents teach their children?

Game "What should I do"? ( problem solving)

Children are given colorful flags. Raising the flag means the child is ready to offer his solution to the situation.

1. A small child is crying. Why do you think he might be crying? What should mom do?
2. Many guests came to my mother's birthday. After a delicious dinner, it was time for refreshments. And then it was discovered that all the candies had been eaten by the youngest son Fedya. Dad, mom, and older brother Kostya were very ashamed in front of the guests. Why do you think? Did Fedya do the right thing by eating the candy?
3. Dasha and dad were returning from kindergarten home. When they passed by a stall with toys, the girl began to persistently ask her dad to buy a new doll. Dad explained to his daughter that if they buy a doll, they will not have money left to buy medicine for grandfather, without which he will not be able to recover. Dasha screamed even louder: “I want a doll.” What can you say about Dasha?
4. The grandmother asked her grandson Vitya to help wash the dishes. Vitya refused to help, but instead went to watch cartoons. What should Vitya have done?

The teacher summarizes the lesson.

Materials used I.A. Komarova, N.V. Ershova “House of Our Smiles”, Mozyr LLC Publishing House “White Wind” 2008.

Forming friendships between children through games.

Didactic games for preschoolers

Game "Beasts in the Swamp".
Target:
1. Teach children to be responsive to their peers and provide them with help at the right time.
2. Cultivate trust in each other, a sense of responsibility for each other, and a friendly attitude towards others.
3. Continue to enrich children’s vocabulary with expressions: verbal politeness (please, thank you, etc.)
Progress of the game.
All the children in the group play. They are the “beasts” that ended up in the swamp. Each person has three boards (three sheets of paper). You can get out of the swamp only in pairs and only along planks. One of the players broke two boards and sank to the bottom. To prevent him from drowning, he needs to be helped - this can be done by his partner (his partner). Every child should play the role of a victim and a rescuer. Both the willingness to help and the proposed rescue options are assessed.
Game "Bridge of Friendship".
Goal: to develop an orientation towards the behavior and emotional state of another, the ability to see the positive in another, overcome indecision, constraint, and optimize relationships.
An adult shows a ruler (an unsharpened pencil or something) and says: “This is a bridge of friendship. Let’s try to hold this bridge with our foreheads, while saying something good to each other.”
Game "Photos of Friends"
Goal: to develop the ability to understand others, to form a positive attitude towards peers, the ability to express one’s feelings and relationships in speech.
Photos of children in a group are laid out on the table. The child is asked to take 2-3 of them and explain why he chose them, describe at what moment the peer is captured, what his mood is, what it is connected with, tell what kind of child he is, why he is friends with him.
Musical game "Dance in pairs".
Goal: to develop empathy (orientation to the emotional state and behavior of another) in children by stimulating visual and tactile contact, friendly relationships in the group.
The teacher invites the children to stand in pairs facing each other. It is important that the distance between the couples is sufficient for dancing, so that the couples are distributed evenly over the entire area of ​​the carpet. Then the teacher gives each pair a thick sheet of paper. A sheet of paper is placed on the partners' heads so that each couple can comfortably hold it while dancing. Then the music turns on and the children begin to dance, trying to hold the piece of paper as long as possible. The pair that holds the piece of paper longer than the others wins.
Word game “Who will say more kind and warm words”
Goal: stimulate the development of verbal communication; evoke sympathy and a desire to help one’s neighbor. Friendly attitude towards peers.
- When will you hear so much kind words, and even with a smile on your face, then the pain and sadness immediately goes away. I felt much better. Do you know the song “Smile”? Teach me to sing it and dance! The song by V. Shainsky “Smile” is played.
Didactic game "Flower of Friendship".
Material: seven-flowered flower and Carlson doll.
Progress of the game:
The teacher brings in Carlson's toy and explains to the children that he is very upset. The teacher invites the kids to ask Carlson why he is sad. He says: “For my birthday, Baby gave me a magical flower of friendship. One day I saw that all the petals from the magic flower had fallen off. And before that, my friend Malysh was offended by me and left. Help me understand how I could have offended my friend, what I did wrong.”
The teacher explains to Carlson that the children will definitely help him, because they know who real friends are. Preschoolers express their guesses as they gradually collect the flower of friendship. After that, they hand it over to Carlson. He thanks the guys for their help and says that now he understands why the Kid was offended and what he should not do a true friend.
Creative game “Helping each other”
Material: cut pictures (camel, balloon, two palm trees, clouds, hippopotamus, apple tree), Barmaley costume, ship model.
Progress of the game:
Playback I invite you to take a trip to an uncharted island on this wonderful ship.
Children board the ship and, accompanied by light music, “sail” to distant lands.
Playback Guys, look! Land appeared ahead! Now our ship will sail to the island, and we will go ashore.
The children leave the ship and go to the island. Suddenly the terrible, menacing Barmaley comes out to meet them.
Barm. Got caught biting? What do you need on my island? I am a terrible, angry, cruel Barmaley! I love grabbing and swallowing little babies!
Playback Wait, please, dear Barmaley. There is no need to grab us and swallow us. And you’re not that scary or evil at all. Really, guys?
Children. Yes.
Playback Now you can verify this. We invite you to play with us.
Barm. What will we play?
Playback We will explain this to you now. Together with the guys you need to assemble a picture from the parts.
Barm. Yes, I can handle it myself, you don’t need help.
The children and Barmaley begin the task.
Barm. For some reason I can't do it. And you put it all together so quickly and well.
Playback This is because we collected the picture all together, together, and you are alone. There was no one to help you. Now, Barmaley, the children will help you post the picture.
The guys help Barmaley, he rejoices and thanks them.
Playback Dear Barmaley, do you know who friends are?
Barm. No.
Playback These are the ones who help each other, will always come to the rescue, and if necessary, will help out in trouble.
Barm. Now I understand who friends are!
Game “Call your friend affectionately.”
Material: inflatable heart.
Progress of the game:
The teacher explains to the children that there are many kind, pleasant and affectionate words that are called compliments. The teacher invites the children to stand in a circle so that they can see each other’s eyes, and, passing an inflatable heart, say some kind word to their neighbor.
After the game, everyone notes that the warm words made them feel happier and happier.
Didactic game “Doing the right thing”
Purpose of the game: to make children understand good and bad deeds and be able to analyze them. Develop politeness, the ability to politely address comrades.
Necessary equipment: paired pictures on the same topic, one of the pictures depicts a bad deed, and the second a good one.
Progress of the game: The teacher explains to the children what actions can be called good, and some are bad. Then asks the children to give examples of bad and good deeds. After this the game begins. The teacher gives each player two cards: one depicts a good deed, and the second a bad one. The cards must be distributed in such a way that the pairs for both pictures are in the hands of the other player. The task of each player is to find a pair for both pictures. Children will have to talk with other players and compare the pictures on their cards with others. The teacher makes sure that all children address each other politely. After all the pairs have been found, the players describe the plot of the pictures and why they came to this or that opinion. After the game, the teacher summarizes everything the children said.
Didactic game “What would you say?”
Purpose of the game: to make children understand about good and bad deeds, to cultivate a sense of friendship and the ability to share.
Progress of the game: The teacher invites the children to play. During the game, he offers the children a situation and gives three options for how to respond to it. The children's task is to choose the correct answer from three options. For example, the teacher plays out the following situations:
1. “Mom gave you candy. What do you say to this?
give me another one;
I don’t like those, give me another one;
Thank you.

2. Your friend asks you for a toy. What will you answer him?
I need her myself;
take it, please;
I'll give it to you if you just give me yours.
3. Grandma asks you to help her wash the dishes. What will you tell her?
Don't want;
Certainly;
I'm tired, I'll wash it myself.
The players' task is to choose correct option. If the players, for some reason, make a mistake, the teacher does not ignore this mistake: it is important to explain why this particular answer and not another answer is correct. The teacher should say that they are good, polite words must be confirmed by actions.
ROLE-PLAYING GAMES.
"Family"
Goal: Developing interest in the game. Formation of positive relationships between children.
Game material: Baby doll, attributes for the equipment of the house, doll clothes, dishes, furniture, substitute items.
Preparing for the game: Games-activities: “The baby woke up”, “As if mom wasn’t at home”, “Let’s prepare lunch for the baby”, “Feeding the baby”, “The dolls are getting ready for a walk”. Observations of the work of a nanny and teacher in groups of children of the second year of life; watching mothers walk with their children. Reading fiction and viewing illustrations on the theme “Family”. In design classes: building furniture.
Playing roles: Mom, dad, baby, sister, brother, driver, grandmother, grandfather.
Progress of the game:
The teacher can start the game by reading N. Zabila’s work “Yasochka’s kindergarten”, at the same time a new doll Yasochka is introduced into the group. After reading the story, the teacher invites the children to play like Yasya and helps them prepare toys for play. Then the teacher can invite the children to imagine how they would play if they were left at home alone.
In the following days, the teacher, together with the children, can equip a house on the site in which Yasochka will live. To do this, you need to clean the house: wash the floor, hang curtains on the windows.
After this, the teacher can talk in the presence of children with the parents of a recently ill child about what he was sick with, how mom and dad took care of him, how they treated him. You can also play an activity game with a doll (“Yasochka caught a cold”).
Then the teacher invites the children to play “family” on their own, watching the game from the side.
During the subsequent game, the teacher can introduce a new direction, invite the children to play as if it were Yasi’s birthday.
Before this, you can remember what the children did when someone in the group celebrated a birthday (the children secretly prepared gifts: they drew, sculpted, brought cards and small toys from home.
At the holiday, they congratulated the birthday boy, played round dance games, danced, and read poetry). After this, the teacher invites the children to make bagels, cookies, candies - a treat - during a modeling lesson, and celebrate Yasochka’s birthday in the evening.
In the following days, many children can already develop their skills in independent games with dolls. various options birthday celebrations, saturating the game with your own experiences acquired in the family.
In order to enrich children's knowledge about the work of adults, the teacher, having previously agreed with the parents, can give the children instructions to help their mother at home in preparing food, cleaning the room, doing laundry, and then tell about this in kindergarten.
To further develop the “family” game, the teacher finds out which of the children have younger brothers or sisters. Children can read A. Barto’s book “ Younger brother"and look at the illustrations in it. On the same day, the teacher brings a new baby doll and everything necessary to care for it to the group and invites the children to imagine as if each of them had a little brother or sister, and tell how they would help their mother care for him.
The teacher can also organize a game of “family” during a walk.
The game can be offered to a group of three children. Assign roles: “mom”, “dad” and “sister”. The focus of the game is the baby doll “Alyosha” and new kitchen utensils. Girls can be asked to clean the playhouse, rearrange the furniture, choose a more comfortable place for Alyosha’s cradle, make the bed, change the baby’s diaper, and put him to bed. “Dad” can be sent to the “bazaar”, bring grass - “onions”.
After this, the teacher can include other children in the game at their request and offer them the roles of “Yasochka”, “dad’s friend - the driver”, who can take the whole family to the forest to relax, etc.
The teacher must provide children with independence in the development of the plot, but also closely monitor the game and skillfully use the role-playing relationships of children to strengthen real positive relationships between them.
The teacher can end the game by suggesting that the whole family go to dinner in a group.
The teacher and the children can constantly develop the plot of the “family” game, intertwining it with the games “kindergarten”, “drivers”, “mom and dad”, “grandparents”.
Participants in the “family” game can take their children to “kindergarten”, take part in “matinees”, “birthdays”, and repair toys; “moms and dads” with children as passengers go on a bus on a country walk in the forest, or a “driver” takes an ambulance to a mother and her sick son to the “hospital”, where he is admitted, treated, cared for, etc. .
Methodological recommendations: a continuation of the “family” game can be the game “Bath Day”.
"Bath Day"
Goal: Developing interest in the game. Formation of positive relationships between children. Fostering in children a love of cleanliness and neatness, and a caring attitude towards younger ones.
Preparing for the game: Reading the works “The Dirty Girl” and “Bathing” from the book “The Younger Brother” by A. Barto. Watching the cartoon "Moidodyr". Examination of the painting by E.I. Radina, V.A. Ezikeeva “Playing with a doll.” Production of attributes for the bathroom, equipment together with the parents of a large room (or bath) on the site. Playing roles: Mom, dad Game progress:
The teacher can start the game by reading the works “The Dirty Girl” and “Bathing” from the book “The Younger Brother” by A. Barto. Discuss the content of the texts.
After this, it is advisable to show the children K. Chukovsky’s cartoon “Moidodyr”, look at the paintings of E.I. Radina, V.A. Ezikeeva “Playing with a doll”, and also conduct a conversation “How we bathed”, in which to consolidate not only the sequence of bathing, but also to clarify children’s ideas about bathroom equipment, about that. how attentively, caringly and affectionately mothers and fathers treat their children.
Also, the teacher can invite children, together with their parents, to take part in the manufacture of attributes and equipment of a large bathroom (or bathhouse) for dolls.
With the help of parents and the participation of children, you can build a towel rack and a grid for your feet. Children can design soap boxes. Benches and chairs for the bathroom can be made of large building material, or you can use children's high chairs and benches.
During the game, the teacher tells the children that yesterday they cleaned the play corner very well; We washed all the toys and arranged them beautifully on the shelves. Only the dolls were dirty, so you need to wash them. The teacher offers to give them a bath day.
Children put up a screen, bring baths, basins, build benches and chairs from building materials, place a grate under their feet, find combs, washcloths, soap, and soap dishes. The bathhouse is ready! Some “mothers” are in a hurry to start bathing without preparing clean clothes for the dolls. The teacher asks them: “What will you dress your daughters in?” “Moms” run to the closet, bring clothes and put them on chairs. (Each doll has its own clothes). After this, the children undress and bathe the dolls: in the bath, under the shower, in a basin. If the need arises, the teacher helps the children, makes sure that they treat the dolls with care and call them by name; reminds that you need to bathe carefully, carefully, not to pour water into your “ears”. When the dolls are washed, they are dressed and combed. After bathing, children pour out the water and clean the bathroom.
Methodical recommendations: a natural continuation of this game could be “The Big Wash”.
"Big Wash"
Goal: Developing interest in the game. Formation of positive relationships between children. Instilling in children respect for the work of a laundress, caring for clean things - the result of her work.
Playing material: Screen, basins, bathtubs, building material, play bath accessories, substitute items, doll clothes, dolls.
Preparing for the game: An excursion to the kindergarten laundry, observing while walking how the laundress hangs out the laundry, and helping her (give clothespins, carry away dry laundry). Reading the story by A. Kardashova “The Big Wash.” Playing roles: Mom, dad, daughter, son, aunt Game progress:
Before starting the game, the teacher asks the children to watch their mother’s work at home and help her with the laundry. Then the teacher reads A. Kardashova’s story “The Big Wash.”
After this, if the children do not have the desire to play the game on their own, the teacher can offer them to do a “big wash” themselves or take the bathtub and laundry out to the area.
Next, the teacher offers the children the following roles: “mother”, “daughter”, “son”, “aunt”, etc. You can develop the following plot: the children have dirty clothes, they need to be washed and all the clothes that are dirty. “Mom” will manage the laundry: what clothes need to be washed first, how to rinse the clothes, where to hang the clothes, how to iron them.
The teacher must skillfully use role-playing relationships during the game to prevent conflict and form positive real relationships.
When subsequently playing the game, the teacher can use another form: the “laundry” game. Naturally, before this, appropriate work must be done to familiarize yourself with the work of a washerwoman.
During an excursion to the kindergarten laundry, the teacher introduces children to the work of a washerwoman (washes, bluing, starches), emphasizes the social significance of her work (she washes bed sheets, towels, tablecloths, dressing gowns for kindergarten employees). The laundress tries very hard - snow-white linen is pleasant for everyone. A washing machine and electric irons make the laundress’s work easier. The excursion helps to instill in children respect for the work of a laundress and a careful attitude towards clean things - the result of her work.
The reason for the emergence of a game of “laundry” is often the teacher’s introduction into the group (or area) of objects and toys needed for washing.
Methodological recommendations: children are attracted to the role of “laundress” because they are “interested in doing laundry”, especially in washing machine. To prevent possible conflicts, the teacher invites them to work in the first and second shifts, like in a laundry.
“Bus” (“Trolleybus”, “Minibus”)
Goal: Consolidating knowledge and skills about the work of a driver and conductor, on the basis of which the children will be able to develop a plot-based, creative game. Familiarity with the rules of behavior on the bus. Developing interest in the game. Formation of positive relationships between children. Instilling in children respect for the work of the driver and conductor.
Game material: Construction material, toy bus, steering wheel, cap, policeman's stick, dolls, money, tickets, wallets, bag for the conductor.
Preparing for the game: Observing buses on the street. Excursion to the bus stop. Traveling on a bus. Observing the games of older children and playing together with them. Reading and looking at illustrations on the topic “Bus”.
Drawing a bus. Making, together with the teacher, attributes for the game. Watching a movie.
Playing roles: Driver, conductor, controller, policeman-regulator.
Progress of the game:
The teacher should begin preparing for the game by observing the buses on the street. It is good if this observation is carried out at a bus stop, since here children can observe not only the movement of the bus, but also how passengers enter and exit it, and see the driver and conductor through the bus windows.
After such an observation, led by the teacher, attracting and directing the attention of the children, explaining to them everything they see, you can invite the children to draw a bus during the lesson.
Then the teacher needs to organize a game with a toy bus, in which the children could reflect their impressions. So, you need to make a bus stop where the bus will slow down and stop, and then hit the road again. Small dolls can be put on a bus at a stop and taken to the next stop at the other end of the room.
The next stage in preparing for the game should be a trip for the children on a real bus, during which the teacher shows and explains a lot to them.
During such a trip, it is very important that children understand how difficult the driver’s work is and watch it, understand the meaning of the conductor’s work and see how he works, how he politely behaves with passengers.
In a simple and accessible form, the teacher should explain to children the rules of behavior of people on the bus and other types of transport (if they gave you a seat, thank them; give up your seat to an old person or a sick person who has difficulty standing; do not forget to thank the conductor when he gives you a ticket; sit down to a free place, and do not necessarily require a seat by the window, etc.).
The teacher must explain each rule of behavior. It is necessary for children to understand why an old person or a disabled person must give up their seat, why they cannot demand for themselves best place near the window. Such an explanation will help children practically master the rules of behavior on buses, trolleybuses, etc., and then, as they gain a foothold in the game, they will become a habit and become the norm of their behavior.
Another important point when traveling on a bus is to explain to children that trips are not an end in themselves, that people do not make them for the pleasure they get from the ride itself: some go to work, others to the zoo, others to the theater, others to the doctor, etc.
The driver and conductor, through their work, help people quickly get to where they need to go, so their work is honorable and you need to be grateful to them for it.
After such a trip, the teacher needs to conduct a conversation with the children about the picture of the corresponding content, after carefully examining it with them. When examining the contents of the picture with the children, you need to tell which of the passengers depicted on it is going where (grandmother with a large bag - to the store, mother taking her daughter to school, uncle with a briefcase - to work, etc.). Then, together with the children, you can make the attributes that will be needed for the game: money, tickets, wallets. The teacher also makes a bag for the conductor and a steering wheel for the driver.
The last step in preparing for the game can be watching a film that shows a trip on the bus, the activities of the conductor and driver. At the same time, the teacher must explain to the children everything they see and be sure to ask them questions.
After this you can start the game
For the game, the teacher makes a bus by moving the chairs and placing them in the same way as the seats on the bus. The entire structure can be fenced off with bricks from a large building kit, leaving a door in front and behind for boarding and disembarking passengers. The teacher makes the conductor's seat at the rear end of the bus, and the driver's seat at the front.
In front of the driver is a steering wheel, which is attached either to a large wooden cylinder from a building kit or to the back of a chair. Children are given wallets, money, bags, and dolls to play with. Having asked the driver to take his seat, the conductor (teacher) politely invites passengers to board the bus and helps them to sit comfortably. Thus, he invites passengers with children to take the front seats, and advises those who do not have enough seats to hold on so as not to fall while driving, etc.
While seating the passengers, the conductor simultaneously explains to them his actions: “You have a son in your arms.” It's hard to hold him. You need to sit down. Please give way, otherwise it’s hard to hold the boy. Grandfather also needs to give way. He is old and has difficulty standing. And you are strong, you will give up your seat to grandpa and hold on with your hand here, otherwise you might fall when the bus is moving fast,” etc. Then the conductor hands out tickets to the passengers and, at the same time, finds out which of them is going where and gives the signal for departure. Along the way, he announces stops (“Library”, “Hospital”, “School”, etc.), helps elderly people and the disabled get off and on the bus, gives tickets to those newly entering, and keeps order on the bus.
Next time, the teacher can entrust the role of conductor to one of the children. The teacher directs the game, now becoming one of the passengers. If the conductor forgets to announce stops or send the bus on time, the teacher reminds about this, without disturbing the flow of the game: “Which stop? I need to go to the pharmacy. Please tell me when to get off" or "You forgot to give me a ticket. Please give me a ticket,” etc.
Some time later, the teacher can introduce into the game the role of a controller, checking whether everyone has tickets, and the role of a policeman-regulator, who either allows or prohibits the movement of the bus.
Methodological recommendations: further development of the game should be directed along the line of combining it with other plots and connecting to them.
"Chauffeurs"
Goal: Consolidation of knowledge and skills about the work of a driver, on the basis of which the children will be able to develop a plot-based, creative game. Developing interest in the game. Formation of positive relationships between children. Raising children's respect for the work of a driver.
Game material: Cars of various brands, traffic lights, gas pumps, building materials, steering wheels, a policeman's cap and stick, dolls.
Preparing for the game: Observing cars on the street, targeted walks to the car park, gas station, garage. Game-activity “Chauffeurs go on a flight.” Observing the games of older children and playing together with them. Learning the outdoor game “Pedestrians and Taxi”. Reading and looking at illustrations on the topic “Chauffeurs”. Reading stories from B. Zhitkov’s book “What did I see?” Construction of a garage for several cars and a truck from building material. Construction of bridges, tunnels, roads, garages from sand.
Playing roles: Drivers, mechanic, gas station attendant, dispatcher Game progress:
The teacher should begin preparing for the game by organizing special observations of the driver’s activities. They must be directed by the teacher and accompanied by his story and explanation. A very good reason for children’s first detailed acquaintance with the work of a driver can be watching how food is delivered to the kindergarten.
Having shown and explained how the driver brought the food, what he brought and what will be used from these products later, you need to inspect the car with the children, including the driver’s cabin. It is advisable to organize constant communication with the driver who delivers food to the kindergarten. Children watch him work and help unload the car. The next stage in preparing for the game is watching how food is delivered to neighboring stores.
While walking along the street with your children, you can stop at one store or another and watch how the brought products are unloaded: milk, bread, vegetables, fruits, etc.
As a result of such observation, the guys should understand that being a driver does not mean just turning the steering wheel and honking the horn, that the driver drives the car in order to bring bread, milk, etc.
Also, before the start of the game, the teacher organizes excursions to the garage, to the gas station, to a busy intersection where there is a police officer.
It is advisable for the teacher to take another excursion to the garage, but not just any garage, but to the one where the father of one of the pupils in this group works as a driver, where the father will talk about his work.
Children’s emotionally charged ideas about their parents’ work and its social benefits are one of the factors that encourage a child to take on the role of a father or mother and to reflect in play their activities at home and at work.
The impressions children receive during such walks and excursions should be consolidated in a conversation based on a picture or postcards. During these conversations, the teacher needs to emphasize the social significance of the driver’s activities and emphasize the significance of his activities for others.
Then the teacher can organize a game of toy cars. For example, children are given vegetables, fruits, bread and confectionery products, and furniture made from paper that they have sculpted in class. The teacher advises taking food to the kindergarten, goods to the store, transporting furniture from the store to new house, ride the dolls, take them to the dacha, etc.
To enrich the experience of children, their knowledge, it is necessary to show the children on the street different cars (for transporting milk, bread, trucks, cars, fire trucks, ambulances) medical care, if possible, show in action machines watering the street, sweeping, sprinkling sand), explaining the purpose of each of them. At the same time, the teacher must emphasize that everything that these cars do can be accomplished only thanks to the activities of the driver.
The teacher should also consolidate the knowledge acquired by children during walks and excursions by examining with them pictures depicting a street with various types cars, and in an outdoor game with a plot element. For this game you need to prepare cardboard steering wheels and a stick for the traffic controller. The essence of the game is that each child, driving the steering wheel, moves around the room in the direction that the policeman points to him with his wand (or hand). The traffic controller can change the direction of movement and stop the vehicle. This simple game, if well organized, brings a lot of joy to children.
One of the stages in preparing children for a story game can be watching a film showing some specific case driver activities and different types of cars.
At the same time, over the course of two weeks, it is advisable to read several stories from B. Zhitkov’s book “What did I see?”, conduct several lessons on designing from building materials (“Garage for several cars”, “Truck”), followed by playing with buildings.
It’s good to learn with your children the outdoor game “Colored Cars” and the musical and didactic game “Pedestrians and Taxi” (music by M. Zavalishina).
On the site, children, together with their teacher, can decorate a large truck with multi-colored flags, carry dolls on it, and build bridges, tunnels, roads, and garages in the sand during walks.
The game can be started in different ways.
The first option could be as follows. The teacher invites the children to move to the dacha. First, the teacher warns the children about the upcoming move and that they need to pack their things, load them into the car and sit down themselves. After this, the teacher appoints a driver. On the way, you should definitely tell your children about what the car is passing by. As a result of this move, the doll corner is moved to another part of the room.
Having sorted things out at the dacha and settled in a new place, the teacher will ask the driver to bring food, then take the children to the forest to pick mushrooms and berries, or to the river to swim and sunbathe, etc.
After a few days, the game can be repeated in another version - move from the dacha to the city, take the children to see how the streets are decorated for the holiday, take everyone to the doctor to be weighed after the dacha, etc.
Further development of the game should go along the line of connecting it to other game themes, such as “Shop”, “Theater”, “Kindergarten”, etc.
Another option for the development of this game could be the following. The teacher takes on the role of a “driver”, inspects the car, washes it, and, with the help of the children, fills the tank with gasoline. Then the “dispatcher” writes out a waybill, which indicates where to go and what to transport. The “Chauffeur” leaves for the construction of a residential building. The plot then develops as follows: the driver helped build the house. Then the teacher introduces several roles of “drivers” and “builders” into the game. The children, together with the teacher, are building a new house for Yasi and her mom and dad.
After this, the teacher encourages the children to play on their own and reminds the children that they themselves can play as they wish.
Methodological recommendations: during the subsequent game of “drivers”, the teacher introduces new toys - cars of various brands, which he makes together with the children, a traffic light, a gas station, etc.
Also, children, together with the teacher, can make new missing toys (tools for car repair, a cap and a policeman’s stick), improve ready-made toys (using plasticine, attach a trunk to a passenger car or an arch to a bus, turning it into a real trolleybus). All this helps to maintain interest in the device, purpose and methods of using the toy in the game.
At this age, children's games of "drivers" are closely intertwined with games of "construction", since drivers help build houses, factories, and dams.
"Builders"
Goal: Developing interest in the game. Formation of relationships between children. Raising children's respect for the work of a builder.
Game material: Cars of various brands, traffic lights, gas pumps, building materials, steering wheels, a policeman’s cap and stick, dolls.
Preparing for the game: Observations of the work of builders. Observing the games of older children and playing together with them. Reading and looking at illustrations on the topic “Builders.” Construction of a dam from building material. Construction of bridges, tunnels, roads, dams from sand. Playing roles: Builders, drivers
Progress of the game:
Before the game starts, the teacher introduces the children to the concept of a dam, shows photographs, and talks about the purpose of the dam. The teacher can also organize an excursion to the dam.
The game begins with the teacher, on a walk, drawing attention to a stream flowing along the ground and inviting the children to build a dam. The children each take a truck and go to the sandy courtyard. They begin to load and transport sand to where the stream flows.
Under the guidance of the teacher, they build a “dam” and block a stream - a “river”. Water washes out the hole, it is filled up again, and the dam is made higher. The teacher suggests expanding the dam so that a car can drive across it.
They build, rebuild, improve the “dam” and constantly bring in new sand. Each child carries his own truck, sometimes they help each other load it, “to make it faster, otherwise the water will wash it away.” The teacher makes sure that the children play together without quarreling.
Methodological recommendations: during the subsequent game, the teacher invites the children to play independently.
"River Journey"
Goal: Developing interest in the game. Formation of positive relationships between children. Instilling in children respect for the work of naval workers.
Game material: Building material, kitchen utensils, play sets “at the doctor’s”, “hair salon”, steering wheel, lifebuoy, flags, dolls, substitute items, plastic boats, boats, motor ships, inflatable pool, captain’s cap, binoculars, megaphone, ladder, anchor on a chain.
Preparing for the game: Excursion to the river station, targeted walks to the river. Meeting with a river station employee. Reading poems about sailors, about the fleet; joint games with older children. Game-activity “Yasochka’s Journey on a Boat.” Reading excerpts from B. Zhitkov’s book “What did I see?” (“Steamboat”, “Pier”, “There is a canteen on the ship”, etc.). Application from ready-made geometric shapes on the topic "Motor ship". Modeling clay boats. Making lifebuoys and flags together with the teacher.
Playing roles: Captain, sailor, helmsman, cook, doctor, hairdresser Game progress:
Preparation for the game begins by showing the children a picture of a steamboat and the teacher explaining that they will now go to the river to watch the steamboat. This will help children focus their attention and direct their interest in the right direction.
After this, a targeted walk to the river is carried out, where the children observe motor ships, boats, boats, and determine their features. Then the teacher organizes an excursion to the pier to the river station, clarifies the children’s understanding of how ships dock and where passengers buy tickets. Also, the teacher, with the help of parents, can organize a boat excursion.
During the excursion, talk about the work of the people who work on it (captain, mate, helmsman, sailors, cook, doctor), examine the cabins, captain's bridge, helmsman's room, wheel, life buoys.
After the walk and excursion, you should consolidate the knowledge acquired by the children in a conversation about the picture, and also invite them to draw what they saw on the river.
A meeting in kindergarten with a river fleet worker and his story about his service will be very interesting for children.
Then the teacher can organize a game with a toy steamer. We need to play with the toy with the children: build a pier, take dolls on a boat ride, etc.
To prepare for a role-playing game, play attributes should be made together with the children. Children can do some things on their own; the teacher just needs to tell them that they may need it for play. So, children can already make tickets, money, and food for breakfast during the trip themselves. Other attributes, such as a pipe for a steamer, a spyglass for the captain, and caps for sailors (cardboard hoops), are made by the teacher together with the children. During production various crafts The degree of children's participation should vary depending on their skills. In some cases, the teacher helps children more, in others less.
The last stage in preparing for the game can be watching a film that shows a trip on a steamboat, and a conversation based on its content, which casts and maintains children’s interest in the topic.
When the children already have a stable interest in the game, the teacher can invite the children to play. Considering the insufficient level of development of organizational skills in children middle group, the teacher can take part in the game. So, with his questions he should be reminded of what the captain’s bridge, the helmsman’s box, the helm, where the passenger lounge is located, looks like. First, the guys build a ship and equip it: they make chairs from building materials, build a kitchen and a buffet: they move a stove, dishes, a table from the doll's corner, make cabins and a doctor's office. With the help of the teacher, masts, anchors, ladders, and lifebuoys are placed in appropriate places.
After this, with the help of the teacher, the roles are assigned: “captain”, “sailor”, “helmsman”, “cook”, “doctor”, “passenger”, etc.
Then the captain loudly announces through a bullhorn: “Passengers, board the ship, departure now.” Let's go along the river." Girls with dolls board the ship and sit down. The rest of the game participants also take their places. The teacher gives the departure signal. “Raise anchor! Remove the ladder! Full speed ahead!” the captain gives commands. The sailors quickly and accurately carry out his orders. The ship is sailing. The children hum and puff, imitating the noise of the engine room.
During the journey, each of the players is busy with their own “important” affairs. “Moms” hold dolls in their arms, lift them to the window so that the banks of the river can be seen, others go to the salon to relax and watch TV. The teacher does this. that there is work for the “doctor” too: he puts the office in order, lays out, rearranges, wipes the “instruments” - after all, now he needs to receive visitors. And here is the first patient. A “passenger” knocks on the office and asks to “treat” him. The doctor carefully “lubricates” the wound, makes a sticker out of paper, and sits you on a chair. Then the “mothers” come with their “children” to see a doctor for treatment.
The “cooks” are busy with serious business - they need to feed the passengers something. They make “cutlets” and cook “borscht”. Then the teacher announces that the table is set, and the “waiters” invite passengers to dine.
Then you can develop the plot by rescuing a drowning man. There was an emergency on the ship - a “passenger” “fell into the water.” Everyone shouts: The man is drowning! Man overboard!". They throw life preservers, raise the “drowning man” and quickly take him to the doctor.
You can also set up a “hair salon” on the ship. The “hairdresser” listens attentively to passengers and fulfills their requests: he cuts their hair and does their hair.
Methodological recommendations: in the future the game should be modified and updated. For example, during a stop, passengers can pick mushrooms and berries or swim, swim, sunbathe, etc.
Having made an interesting “trip” along the river, the children return home. One thing is important for the teacher when organizing the game: having given the children the basis of the game, he needs to guide so that this basis is enriched with content in which the children’s creativity and their initiative are manifested.
"Shop"
Purpose: Familiarization with the work of adults in a grocery, vegetable, bookstore, department store, etc. Developing interest in the game. Formation of positive relationships between children. Raising children's respect for the work of a salesperson.
Playing material: Construction material, toys, food models, clothes for dolls, hangers, mirror, cash register, display case, substitute items, dolls, homemade books, wallets.
Preparing for the game: Excursion to a vegetable store, bookstore, grocery store and clothing store.
Meeting with store employees. Reading poems about sellers, about collective farmers. Reading an excerpt from B. Zhitkov’s book “What did I see?” (“Melon”) and S. Mikhalkov’s book “Vegetables”. Drawing on the theme “Excursion to the store.” Joint games with older children. Modeling vegetables and products. Making homemade books together with the teacher.
Game roles: Seller, cashier, buyer, store manager, driver
Progress of the game:
When preparing for the game of “shop,” the teacher can use different reasons. So, you can take advantage of the approaching holiday or birthday of one of your children, or you can simply take advantage of the need to buy something. In any of these cases, children must understand that going to the store is caused by the need to make some purchase.
The teacher tells the children: “Today is Sasha’s holiday - his birthday. Sasha has grown big, he is five years old. We’ll go to the store and buy him a gift” or “March 8th holiday is coming soon, we need to make flags and decorate the room. We don't have paper. We'll go to the store and buy colored paper and make flags out of it. Then we’ll decorate the room with flags, it will be very beautiful in our group.”
When going on an excursion, the teacher should remind the children once again where and why they are going (“We are going to the store to buy Sasha a gift” or “We don’t have paper. We are going to the store to buy paper”).
During the excursion, you need to show the children the counters, shelves, goods, explain everything they see, and say that all this together is the store. It is very good if the teacher constructs an explanation in such a way that it raises questions in the children. The teacher needs to ensure the children’s active attention and perception of everything that they observe and what is explained to them. The teacher should especially emphasize the meaning of the activities of sellers and cashiers and their relationship in the process of this activity.
Then you need to buy what the children came to the store for. It is best for the children to do this themselves. So, the teacher can instruct one child to find out from the seller whether the desired product is available and, if so, how much it costs, another - to pay at the cash register, a third - to receive the purchase from the seller. In this case, children come into contact with adults in the process of performing their work activities and actually participate in it as buyers.
Such participation in adult activities helps children understand its meaning, goals, and ways to carry it out.
After the excursion, the teacher must let the children feel and experience its results. For example, if paper for flags was purchased, the children need to make flags and decorate the room with them, etc.
Then the teacher needs to consolidate with the children in a conversation about the picture everything that they learned during the excursion. When showing children a picture, the teacher can ask them not only questions such as: “What is the girl doing?” or “What is the seller doing?”, but also such as: “What did the girl do before?” “paid the money to the cash register, took the check, gave the check to the seller, if the picture shows how a girl receives a purchase), etc.
By answering such questions, the children can already use not only what they directly perceive when looking at the drawing, but also what they know from their personal experience acquired during the excursion.
In order for children to understand that the word “store” refers not only to a candy store or stationery store, i.e. not only to the store they went to, and the word “buy” means not only the purchase of candy or paper, the teacher needs to take the children to several more stores in order to bring them to the correct generalizations, on the basis of which they will form appropriate concepts.
So, you can organize an excursion to a bakery, vegetable store, bookstore, toy store, etc. It’s very good if children buy something in every store. Each of the children in the group must participate in at least one purchase. In stores, children can buy, for example, flags, coloring books, pencils, candies, and cookies.
After several excursions, the teacher can invite the children to draw what they saw in the store
Children can draw fruits, vegetables, toys, candies, etc. It is also necessary that during the modeling lesson the children sculpt objects that they will then use during play.
Then the teacher conducts a conversation based on the pictures and summarizes everything that the children already know about the store.
To play “store”, the teacher must prepare a sign with the word “store”, money, checks, a sign with the word “Cashier”, and wallets for customers. The teacher moves the tables, which form a counter on which all kinds of toys should be beautifully laid out.
After handing out wallets with money to the children, the teacher informs them that a new store has opened that sells toys, and invites them to go there. In the store, customers are greeted by a very polite and attentive salesperson (teacher), and at the checkout by an experienced cashier (one of the children). The seller greets the buyer politely, then offers him the product, lets him look at it, shows him how to handle it, and tells him how much it costs. Having paid the amount named by the seller to the cashier and taken the check, the buyer gives it to the seller and receives his purchase from him
The next day in the store you need to sell something from the assortment that the children made in class. The teacher appoints one of the children as a seller, and he himself takes on the role of one of the buyers, but in this new role he also directs the course of the game.
Further development of the game can go along the line of changing the profile of the store (either a grocery store, a bookstore, a confectionery store, etc.) or along the line of including this topic in other game themes.
For example, one of the game options could be the following. The teacher brings into the group a cash register, a wooden display case with compartments (similar to the one seen in a grocery store) and a “strawberry” made by the teacher. The teacher replaces missing vegetables and products with pebbles, chestnuts, and leaves. All this should arouse children's interest and desire to play.
If the children do not respond to the items for the store, the teacher himself draws the children’s attention to the attributes of the game and invites them to play. With the help of a counting rhyme, the children assign roles: “seller”, “buyer”. Then the children, together with the teacher, set up a display case, arrange the vegetables into cells, take baskets, “wallets”, “money” and go to the store. The first buyer asks the seller to weigh a kilogram of strawberries. The “seller” weighs the purchase on the scales and gives it to the “buyer”. The teacher should teach children the rules of communication in the store and encourage them to carefully monitor each other so that someone does not forget to say thank you. The next “buyer” buys an apple for his daughter, then oranges, plums, pears, etc.
To ensure that interest in the game does not weaken, the teacher, for example, can remind the “sailors” (children playing “ship”): “Did you remember to buy gifts and treats for your children? What will you bring them from the voyage?” Now all the “sailors” gather in the store. They shop with each other.
Over time, there are fewer and fewer customers in the store. The saleswoman is clearly tired of decorating the window, wiping the cash register, and she announces that the store is closed for lunch, hangs a sign on the cash register and leaves.
While playing “store,” children often have questions: Where do the bread, milk, and vegetables come from in the store?
Who delivers them and where from? Where are they made? Where is it grown? The teacher must support this interest, satisfy it, broaden the children’s horizons and at the same time contribute to the further enrichment of the content of the game.
To form clear ideas in children about growing vegetables, cereals, and melons, the teacher, if possible, organizes an excursion to the collective farm or to the garden team. You can also look at a picture with the guys about harvesting a vegetable garden, read an excerpt from B. Zhitkov’s book “What did I see?” (“Melon”) and S. Mikhalkov’s book “Vegetables”. A conversation about the work of collective farmers will clarify and systematize children’s knowledge.
In parallel with the work of familiarizing collective farmers with labor, it is advisable to carry out modeling, design, and organize the work of children (to make bags for cereals from paper, to build stores with large display cases from large building materials; to mold vegetables, fruits, watermelons, melons, bread from clay, plasticine, rolls, bagels, cookies, etc.) with the assumption that these products can be used in the game.
When interest in the Grocery Store game wanes, the teacher can offer to play the Clothes Store game.
First, the teacher in the classroom and in Everyday life clarifies children's knowledge about types of clothing (summer, winter, underwear, dresses, coats, fur coats, hats, Panama hats, caps, scarves), reinforces general concepts (hats, underwear, outerwear).
In kindergarten, with the help of parents, you can sew clothes for dolls, make hangers and racks for them, sew plastic bags, and make a large mirror from foil.
The process of making these attributes together usually reminds children of what they saw on the excursion and encourages them to play.
Methodological recommendations: if such interest in the game does not arise, the teacher takes the initiative. First of all, he helps children in the distribution of roles, the teacher offers several children who want to be sellers, because several departments can be organized (children’s, men’s, women's clothing) and salespeople are needed in every department. Having distributed the roles, the children build a store from chairs, benches and large building materials, lay out laundry in plastic bags on the shelves, hang clothes on hangers (dresses separately, coats separately), build fitting booths, install a cash register, solemnly open a new store and invite “customers.” "
Mostly these are “mothers” with doll daughters. The “sales people” advise which clothes are best to choose and help you try them on. “Moms” put clothes on the dolls, pay for the purchase at the cash register, and thank them.
The game of “bookstore” (with a stationery department) is also educationally useful. It makes it possible to shape the cognitive interests of children, to train them in “doing”, since the game encourages children to make “goods” for the store (to design homemade books, albums, notebooks with the help of a teacher). The game consolidates knowledge about the work of store workers, develops respect for it, and children have a desire to imitate them and take on appropriate roles.
The game of “shop” is very often intertwined with games such as family, kindergarten, and fishermen. For example, “mothers”, “fathers”, grandmothers” buy food at the grocery store, prepare dinner from it and feed the dolls; in a ready-made clothing store they buy their children new clothes for the holiday. “Fishermen”, returning from a voyage, unload the fish, and “drivers” take it to the store.
"Pilots"
Goal: To consolidate children’s ideas about the work of adults at the airport and on the airfield. Developing interest in the game. Formation of positive relationships between children. Instilling in children respect for the work of a pilot.
Game material: Toy airplanes, fuel trucks, trolleys, caps for pilots, a cap for a flight attendant, a steering wheel, propellers, airplane wings, rubber hoses for refueling airplanes with gasoline.
Preparing for the game: Excursion to the airport. Meeting with airport employees. Reading poems from B. Zhitkov’s book “What did I see?” (“Airport”) and from the book by I. Vinokurov “The plane is flying” (“At the airfield”, “Who flies the planes”). Joint games with older children. Making a runway, hangar, airplanes, large airplane from building material or from sand (using chairs and cardboard parts). Construction of paper airplanes.
Playing roles: First and second pilots (pilots), flight attendant, technicians, gas station attendants, passengers - mothers, fathers, children, grandparents, airport workers, cashier, barmaid, pharmacy and newsstand sellers.
Progress of the game: The first stage in the development of the game will be an excursion to the airport. Children need to be shown the premises (passenger lounges, ticket offices, buffet, newsstand) and introduced to the work of adults at the airport, as well as given an idea that the airfield is a large, flat field, on which there are planes and helicopters, with hangars in the distance . You need to watch with your children how the plane lands, the ramp is brought up, and the passengers get off.
After this, the teacher reads excerpts from B. Zhitkov’s book “What did I see?” (“Airport”) and from the book by I. Vinokurov “The plane is flying” (“At the airfield”, “Who flies the planes”).
Then, together with the children, you can make a runway, a hangar, airplanes, a large airplane from building material or sand (using chairs and cardboard parts). The teacher can offer to design paper airplanes and arrows, and then use them in games with the wind.
In the future, you can once again organize an excursion to the airport. Visit the plane, inspect it, talk about the responsibilities of pilots and flight attendants. To consolidate children's ideas about the work of adults at the airport and on the airfield. After this, conduct a conversation “What we saw at the airfield.”
The teacher can organize a meeting with the pilot in kindergarten so that he can talk about his work, as well as a game-activity “How Yasochka with mom and dad flew on an airplane.”
The game of “pilots” is best played in the kindergarten area
The teacher invites the children to play the following roles: first and second pilots (pilots), flight attendant, technicians, gas station attendants, passengers - mothers, fathers, children, grandmothers, grandfathers, airport workers, cashier, barmaid, pharmacy and newsstand sellers.
Methodological recommendations: then the teacher gives the children the opportunity to play the game on their own. The teacher must take into account the play ideas that children may have, since in the game, first of all, what pleases and excites the child should appear. this moment.
"Fishermen"
Goal: To consolidate children’s ideas about fishing. Developing interest in the game. Forming positive relationships between children
Game material: Construction set, twigs, threads, substitute items, toy fish
Preparing for the game: Excursion to the river. Meeting with fishermen. Reading poems about fishing. Joint games with older children. Making boats and oars from building materials. Making fishing rods. Modeling fish.
Playing roles: Fishermen
Progress of the game:
When starting the game, first of all, the teacher can organize an excursion to the river, where together with the children they can watch the fishermen, discuss the questions: what does a fisherman use to move along the river, what kind of boats are there, what does a fisherman catch, what does he use to catch fish, what equipment is needed for this. You can also organize a meeting with the fisherman there and ask him questions that interest the children.
After this, the teacher conducts a conversation in the group “What we saw on the river.” The teacher asks parents to take their children to the river on weekends and show them how to fish.
Then, together with the children, you can build boats and oars from building material, and make fishing rods from long twigs.
When all the preparations for the game are ready, the teacher can invite the children to play on their own.
During the game, the teacher must support the children’s emerging interest in playing “fishermen” and guide the development of the plot using advice, questions, and reminders. For example, questions: What are you floating on? Where is your boat going? What are you carrying in it? Advice: “Agree with the captain, load the fish onto the ship and take it to nearby town, to the shops."
Addressing the girls: “There, on the pier, they brought fresh fish. Do you need to buy some fish? etc.
Methodological recommendations: in the game, the teacher not only expands the range of ideas about the phenomenon that interests the children, but also helps in organizing the game; sometimes he takes a direct part in the conspiracy, sometimes he helps plan the game.
"Theater"
Goal: Consolidating children’s ideas about theater. Developing interest in the game. Formation of positive relationships between children.
Game material: Screen, bibabo toys, game attributes: money, wallets, tickets, large signs “Theater”, “Cash desk”.
Preparing for the game: Puppet show. Reading poems about the theater. Joint games with older children. Making theater paraphernalia by children. Watching a film about the theater.
Game roles: Cashier, controller, bus driver, actors Game progress:
The teacher can begin preparing for the game only after the children have been shown a puppet show during the matinee or they themselves have visited the theater (in addition, artists can perform in front of them). After this, the teacher must systematize and summarize the children’s impressions by examining the picture with them and talking about its content.
Then the teacher brings one or two bibabo dolls into the group. In order to maintain interest in playing with these dolls and make it sustainable, the teacher needs to teach children how to use dolls correctly, perform certain display actions with their help, and teach certain playing techniques. The doll can say hello, wave, clap, bow, scratch his forehead or cheek, pat children on the head, dance, etc.
Children, as a rule, get great pleasure from this, and they happily imitate the teacher, forcing the doll to do the actions that he showed them. So, gradually, children, under the guidance and help of a teacher, learn to control dolls and, in the process of playing, master individual gaming techniques.
The next step in preparing for the game could be the children making game attributes. The teacher invites the children to draw beautiful tickets and make money. At the same time, he himself is preparing large signs with the words “Theater” and “Box Office”.
It is advisable to show the children a film about the theater.
Before the game, the teacher gives the children wallets with money and asks them to see if their clothes are in order and if they have their hair neatly combed, since it’s time to go to the theater. Children leave the kindergarten (group) and go to a stop where a bus has already been prepared in advance (it can even be arranged in another room - the dining room or an adjacent group room). On the bus, children pay the conductor, get tickets from him and go to the Theater stop. Approaching the theater, the guys must find the box office and buy theater tickets there, then present them to the controller and take their seats in the auditorium.
The teacher on the “stage” controls the puppets, the children carefully watch the performance.
The content of what is depicted on stage should be very simple. The teacher can use the plot of one of the fairy tales well known to children and use dolls to act it out. You can also act out something close to children, something they often see, something they encounter every day in their lives, something they themselves are a part of.
After the performance, the children applaud, thank the artists, leave the theater, and again go by bus to the kindergarten.
When repeating the game, the teacher can give children relative freedom of action.
So, they themselves travel to and from the theater, prepare the necessary attributes themselves (bus, bus and theater tickets, money, etc.), and play the main roles themselves: conductor, driver, cashier, controller. The teacher retains the role of the presenter: he still controls the dolls himself, but already from the second or third game the teacher can attract children for the performance itself.
Gradually, the teacher increasingly draws children into active participation in the performance, reserving only the right to direct their actions and help them.
Now the management of the game should be to help children coordinate their actions, come up with the content of what they want to depict, help realize the plan, and if necessary, then show and teach how to perform this or that action.
The teacher also needs to teach children, when playing “theater,” to use not only special dolls, but also other toys: cars, animals, nesting dolls. When children are convinced of the benefits of using additional toys in play, broad prospects for developing play open up before them.
When the game is fully mastered by the children, it is important to explain to the children that the word “theater” also means a performance when the actors are not dolls, but people. To do this, you need to play a different version of the game.
When children understand this, they will certainly modify their play. Puppet shows will alternate with those where children themselves will take on certain roles. They will act out the contents of well-known fairy tales and short skits for the audience.
"City of Polite"
Age: pre-school group
Goal and objectives: creating conditions for children to make decisions, express feelings and thoughts, support children’s initiative and independence in play activity. Establishing rules of interaction in play situations, developing children’s communication abilities that allow them to resolve conflict situations with peers, developing children’s play activities, familiarizing them with basic generally accepted norms and rules for relationships with peers and adults, incl. and moral.
Train children in standards of moral behavior. Strengthen children's knowledge of basic rules of behavior in in public places(in a store, on the street, at a stadium, in a cinema, at a post office). Foster a sense of camaraderie at work and at play.
Distribution of roles: cashiers, projectionists, salespeople, toy factory workers, policeman, city residents.
Statement of the rules of the game (those who violated the rules of politeness give up the token; the winner is the one who has not lost a single token).
Equipment and materials: attributes for games: “Mail”, “Shop”, “Toy Factory”, “Cinema”, “Stadium”, “Street Rules”, layout of a role-playing game, route cards, tokens.
Preliminary work with children:
A) familiarity with the rules of cultural behavior;
B) reading fiction on moral education;
C) conversations on ethical topics;
D) training children in moral behavior in everyday life and in games;
E) preparing the teacher for the game - reading methodological literature - “Moral education in kindergartens”, edited by Nechaeva “ABC moral education"edited by Kairov, outline of the game.
Progress of the game:
I invite children to listen to A. Barto’s poem “Lyubochka”:

Who doesn't know Lyubochka? Everyone knows Lyuba.
Girls at the holiday will gather in a circle
How Lyubochka dances! Best of all friends.
Both the skirt and the ribbon in the braid are spinning.
Everyone looks at Lyubochka, everyone is happy.
But if you come to this Lyubochka’s house.
There you will hardly recognize this girl.
She shouts from the doorway and announces as she goes:
- I have a lot of lessons, I won’t go for bread!
Lyubochka is riding on a tram - she doesn’t take a ticket.
He pushes everyone apart with his elbows and makes his way forward.
She says, pushing: “Ugh, what a cramp!”
She says to the old woman: - These are children's places.
- Well, sit down. - she sighs.
Blue skirt, ribbon in a braid.
This is Lyubochka in all her glory.
- It happens that girls can be very rude, although they are not necessarily called Lyuba.
Questions for children:
1. What can you say about Lyubochka? (I didn’t like Lyubochka

Lukyanchikova A.G., physical education instructor
MADOOU d/s No. 106 “Zabava”, Naberezhnye Chelny

IN pedagogical work taking into account the age characteristics of children 3-7 years of age (their natural need to imitate, the desire to communicate in joint play activities and relatively low level knowledge, skills, volitional processes, etc.), you need to pay maximum attention to learning the game. For this purpose, games are used - activities, games - conversations, games - dramatization, joint games of the teacher with children outside of class, as well as joint games of younger and older children. The teacher, organizing a game with children and taking on a role, has the opportunity to show the process of the game and give instructions regarding relationships in further games. The nature of the relationship is influenced by the child’s personal experience of communication with adults and peers. The accumulation of social experience in joint activities is considered as a necessary condition without which children's relationships cannot develop.

The joint participation of the teacher and children in the game, the establishment of closer contacts brings together, activates the players, and creates in them a positive emotional attitude towards the activity. By participating in joint activities with adults, the child experiences a desire to be worthy of praise, attention, and positive evaluation, as a result of which he develops an appreciation of his own skills and merits.

Learning to play combines the tasks of mental and moral education of children and the formation of common interests. The pedagogical task is to teach children to independently develop role-playing games, develop an interest in joint games and the ability to coordinate their own actions with the actions of their peers.

The development of independent gaming activity under the influence of learning to play is considered as mastery of an activity based on a model. The main prerequisite for the successful formation of positive relationships is the natural imitative activity of the child.

For the development of imitation, it is necessary, firstly, for children to have psychological readiness to this process, i.e. the presence of interest in this game; secondly, it is important that the role model has a special power of influence and influences the emotional sphere of children

In the process of forming positive relationships with the help of joint games and games-activities, it is necessary to focus mainly on the education of moral feelings: attentiveness, empathy, care, mutual assistance, etc. At the same time, the ability to politely address comrades with a request, thank them for the service rendered, and observe turns is formed and etc.

One of the significant indicators of children's relationships is an increase in the duration of joint games. At the beginning of the year, when children do not yet have sufficient experience in organizing joint activities, single games, as a rule, last longer than joint games.

Under the influence of learning, games become longer and more meaningful, with a pronounced humane orientation, and children’s interests in them are more stable.

Consequently, in the pedagogical process, first of all, conditions must be provided for the development of children's interests, imagination, accumulation of children's experience, nurturing their activity and independence in the implementation of knowledge. For this purpose, games - conversations can be used as one of the methods that allows you to clarify and generalize certain knowledge, as well as train children in applying this knowledge. Unlike games-activities, games-conversations have a direct impact on real relationships.

The teacher’s participation in the game should not be long and constant, since children lose initiative, activity, independence, and become dependent on adults, which is why the game loses most of its educational value.

In the process of purposeful work, when the pedagogical process is built taking into account the connections between various types of children's activities, mainly between learning and play, the level of relationships between children increases. But sometimes there are some differences in the interests of girls and boys. The teacher must take this circumstance into account and strive to combine them in independent games.

Contestant:

Sharova Valentina Nikolaevna

teacher

MBDOU "Kindergarten "Forest Fairy Tale"

Nyagan. p. Talinka.

Target: give parents knowledge about the importance of play in the development of a child, about the influence of play on the development of communication abilities in children;

to attract the attention of parents to children's play as an activity that, in a family environment, most fully satisfies the child's needs for business, cognitive and emotional communication with adults and peers.

Equipment. Chips - red, yellow, blue colors(for each participant). Ball, tape recorder, audio recording. Cards on which the conditions and methods for developing children’s play activities in the family are formulated. Toy – hammer (with squeaker); easel; subject pictures for the game “Riddles and Guessing”. A set of subject pictures for the game “Logic Train”; booklets “Home Game Library”, presentation “Game is the spark that ignites the flame of inquisitiveness and curiosity.”

Plan of the seminar - workshop.

1. Theoretical part.

1.1.Consultation for parents “Game is the leading activity of a child.”

2. Practical part.

2.1. Game - task for parents

2.2. Discussion about the appropriateness of the conditions and methods for developing children's play activities in the family.

2.3. Stories from parents from experience family education"Games in the family."

2. 3. Traditional game “I give you a word.”

2.4. Toy library (joint games between children and parents). Making a magazine in the group room “Riddles and Riddles”.

3.1. View the presentation “Game is the spark that ignites the flame of inquisitiveness and curiosity.”

3.2. Presentation of “Home Toy Library” booklets.

1. Theoretical part.

Consultation for parents “Game is a child’s leading activity”

Hello, dear parents! I'm very glad to see you! And I want to start our meeting with the words of V. Sukhomlinsky

The years of childhood are, first of all, the education of the heart. Education is not the sum of events and techniques, but the wise communication of an adult with the living soul of a child.

V. Sukhomlinsky

Play is the leading activity of a child preschool age and the most The best way solving issues of child upbringing and development.

Games are very diverse and can be divided into two large groups: role-playing games and games with rules.

Role-playing games are a source of formation of the child’s social consciousness and the possibility of developing communication skills. These are games such as “Shop”, “Guests”, etc.

The life of adults interests children not only for its external side. They are attracted to the inner world of people, the relationships between them, the relationship of parents with each other, with friends, with other people. Their attitude to work and to surrounding objects. Children imitate adults: their manner of communicating with others, their actions. And they transfer all this into games, thus consolidating the accumulated experience of behavior and forms of relationships.

The game effectively develops the ability to live and act together, to help each other, and develops a sense of collectivism and responsibility for one’s actions.

However, without the guidance of an adult, even older preschoolers do not always know how to play. In kindergarten, we teachers play with children. And at home, one of the older family members can get involved in the game and become a link between the children, teaching them to play together. Joint games between parents and children enrich children spiritually and emotionally, satisfy the need to communicate with loved ones, and strengthen self-confidence.

This group includes theatrical games that children really like, and they take an active part in them with great pleasure. Theatrical play is effective means communicative development and creates favorable conditions for developing a sense of partnership and mastering ways of positive relationships.

Dear parents, make flat figures with the whole family from cardboard and other materials; this will give children the opportunity to independently act out familiar works of fiction and invent fairy tales.

The second group of games are games with rules. These include didactic, board, and outdoor games. Games: lotto, dominoes, paired pictures, etc. provide children with the opportunity to enjoy the game, develop memory, attention, observation, and eye. Despite the fact that games are educational, group play also teaches communication.

Such games have an organizing effect because they require strict adherence to the rules. It is interesting to play such games with the whole family, so that all partners are equal in the rules of the game.

The participation of adults in children's games can vary. If a child has just been bought a toy and he knows how to play with it, it is better to give him the opportunity to act independently. But soon the child’s experience is exhausted. The toy becomes uninteresting. Here the help of elders is needed, to suggest a new game action, to show them, to offer additional game material to the established game (you always need to have a piece of fur, fabric, cardboard, wire, box, etc. on hand).

When playing with your child, please follow your plan. The even, calm, friendly tone of an equal playing partner gives the child confidence that they understand him and want to play with him.

The child is very happy about the minutes given to him by his parents in the game. Communication in play is never fruitless for a child. The more precious moments he has in the company of people close to him, the more mutual understanding, common interests, and love there will be between them in the future.

2. Practical part.

2.1 Game-task

Dear parents, I offer you an unusual task: remember your family evenings and give them self-esteem. If you do as stated, then you place a red chip, not always yellow, never blue.

• Every evening I spend time playing with the children.
• I talk about my games as a child
• If a toy is broken, I repair it together with the child.
  • Having bought a toy for a child, I explain how to play with it and show different options.
    games
• I listen to stories from a child about games and toys in kindergarten
  • I don’t punish a child with games, toys, etc. I don’t deprive him of it during the game or
    toys
• I often give my child a game or toy.

If there are more red chips on your table, then the game is always present in your house. You play as equals with your child. After all, play is the most interesting thing in a child’s life.

Exercise. Dear parents, you have cards on your table on which the following conditions and methods for developing children’s play activities in the family are formulated. (Appendix 1.) Please familiarize yourself with them and choose those that you implement in your family.

The teacher organizes a discussionabout the appropriateness of the methods used by parents.

2.2.Stories from parents from the experience of family education"Games in the family."

2.3. Dear parents, I propose to introduce the game into the tradition of the family and our group “I’ll give you a word.” The goal is to expand the child's vocabulary; develop communication skills with adults and peers.

Once a week, on a day off, parents, “give” your child a new word: not just name it, but also be sure to explain its lexical meaning. You can “give” a variety of words: “spring” (drops, thawed patches, etc.), “sweet” (marmalade, sherbet, jam, roasted...), “heavy” (weight, barbell...), “light” (fluff, snowflake, clouds, feather...), etc.

The tradition of “I give you a word” continues in kindergarten. Every Monday, children “bring” words given to them at home to the group and introduce them to their friends throughout the day. We write down each word on small pieces of paper, and on back side- the first and last name of the person who brought it. We will put all the papers in this piggy bank. From time to time we will take out the piggy bank and play various games. For example. Option 1. Pieces of paper with words are poured into a hat. Children take turns taking out pieces of paper, the teacher reads out the word, and the one taking it out must explain its meaning. If the child has completed the task, he is awarded a chip. The one who collects the most chips wins. Option 2. You can organize the game in another way: the teacher takes turns taking out pieces of paper with words and explains their lexical meaning without naming them. The child(ren) who correctly names the word gets a chip. At our next meeting, we will play the game “I give you a word” together. Annex 1.

2.4.Game library (joint games of children and parents.) (Children are invited to the second part of the seminar-workshop.)

Educator: I suggest we all go to the magical land of “Igralochka”, where we can play our favorite games. Do you agree?

Game "Logic Train".

Educator: You can’t get to a magical land by regular transport. Let's create an unusual train. (We approach the easel), look, there is a train, but no carriages. The cars will be pictures, they need to be laid out so that each picture is somewhat similar to the next picture: the images in the picture can be the same color, can have the same shape, or can perform the same action. Or maybe something else unites them, even something that is not visible in the picture, but this happens in life. (Pictures - trailers are connected to each other using a logical connection.)

The first trailer I will attach is a picture of Christmas trees, because the train and the Christmas tree are green. What do you think is the next picture of a trailer that should be attached? (I'm attaching a bump because fir cones barely growing. A squirrel, because a squirrel gnaws cones. A cat, because she can also climb trees like a squirrel. A chicken, because it lives at home, next to a person, like a cat. Sunny, because it is yellow like a chicken. A fur coat - it warms you like the sun, mittens are also clothing, etc.)

Educator. Well done! The train is ready to depart. I am a train, you are my carriages, you are attached to the train. (Music sounds.)

Here we are.

In a magical land, all residents know how to greet each other without words. Let's try it too. ( Game "Let's say hello").

You have to greet yourself in a certain way:

• The music sounds - we all walk around the hall.
• The music stops once - we shake hands with whoever is nearby.
• 2 times - we greet with hangers.
• 3 times – we greet with our backs. Talking is prohibited.

After the game, the participants sit down on chairs.

Game "Auction"

There's an auction in the country of Igralochka! Do you all know what an auction is? (Answers). Please name objects that have the same characteristic, for example: round table, round plate, etc. When the pace of the game slows down, the teacher counts and knocks on the table with a hammer toy (with a squeaker): “Round - one, round - two, round - three!” The last person to name the final item wins and is awarded a sticker. The auction continues, please name objects that have one characteristic: curly, etc.

Game "Riddles and guesses."

Now let’s go to the “Guess It” workshop. Here everyone (family) will make up a riddle (according to the TRIZ (theory of inventive problem solving) and RTV (development of creative imagination) methods and makes a wish for all participants in the game. Whoever guesses the riddle is awarded a sticker.

And we will make riddles like this: each family will take a picture, carefully examine the object, name what it is and compare it, what happens? For example:

Red like a flower

Round like Kolobok

Rubber, but not a hose. (Ball) Etc.

Well done to everyone, the riddles they came up with were interesting, not alike, everyone really liked them. I invite everyone at home to write down the riddle they have come up with (parents), and the children will draw an illustration for it. We'll laminate each piece of paper, fasten it with a brochure, and we'll have our own magazine with riddles. Do you agree? (Yes.) And we can wish them upon our peers, senior group No. 2. Appendix 2.

It's time for us to go back to kindergarten. And in a magical land there are hearts, please write on them what you liked or didn’t like? Place your wishes and suggestions in the box.

3. Bottom line.

3.1. And now, I suggest you watch the presentation “A game is a spark that ignites the flame of inquisitiveness and curiosity” (Appendix presentation).

3.2. Parents are given “Home Toy Library” booklets.

Childhood is not only the happiest and most carefree time of a person’s life. The poverty and primitiveness of the game have a detrimental effect on the development of personality, as well as on the communicative development of children - after all, communication occurs mainly in joint play. It is joint play that is the main content of communication. Playing and performing various playing roles, children learn to see events from different positions, take into account the actions and interests of others, and observe norms and rules. So let's play together with our children! Goodbye! See you again!

Appendix 1. Conditions and methods for developing children's play activities in the family.

• Creating situations that stimulate the emergence and development of the game.
• Enriching children's impressions that can be used in the game: reading books, listening to records, discussing events in children's lives, adults telling stories about themselves and other people, conducting excursions, walks, visiting museums, theaters; attracting children's attention
  to the content of people’s activities, to their relationships, to phenomena in living and inanimate nature, etc.
• Allocating time to play with your child.
  • Development of children's creative activity in play: encouraging children to play fantasy games (inventing fairy tales, etc.).
  • Encouraging the use of substitute items in the game, assistance in their selection, and in the use of gaming equipment.
  • An attentive and tactful attitude towards children’s free play, inclusion in it as necessary as an equal partner.
  • Stimulation different types games (movable, board-printed, creative, dramatization games, etc.).

Appendix 2.

Parents actively introduced the traditional game “I give you a word” into the life of the family. Once a month, in the information corner for parents, we post a letter of gratitude, which indicates those families (parents) whose children brought a lot of interesting words to the collection. This form of encouragement is a good incentive for both children and parents.

Appendix 3.

Over the course of the week, the children brought illustrations with riddles, and we designed the magazine “Riddles and Guessings.” The children are very proud of him.

References:

1. Arnautova E.P. teacher and family. 2001.
2. Gurin Yu.V. Games for children from 3 to 7 years old. Sphere shopping center, St. Petersburg, 2008.
3. Rogaleva N.A. Psychological club for parents. Magazine "Management" preschool", No. 8, 2008.
4. Skorolupova O.A. classes for children of senior preschool age “Winter”. Moscow, 2005.

Valentina Belyaeva
Organization of dramatization games in the joint activities of the teacher and children

Dramatization games are a type of theatrical games with children. Typically, such games are based on acting out literary works or their own dramatizations. Dramatization games are played according to a pre-prepared scenario, which is based on the content of a poem, story, or fairy tale. Fairy tales are a particularly favorite repertoire for children. Particularly interesting are fairy tales where the characters are animals. It's easier for us to imagine ourselves as a bunny or a dog. Thanks to a fairy tale, a child learns about the world not only with his mind, but also with his heart, and expresses his own attitude towards good and evil. Dialogue speech and its grammatical structure improve.

Unlike a play, a dramatization game does not require the distribution of roles and rehearsals can be carried out indoors and on the site. It gives everyone the opportunity to act together with the hero and empathize with him.

It is important to choose the right work of art so that it interests children, caused strong feelings and experiences, had an entertaining - developing plot. Dialogues are also necessary.

Subject ready-made scripts can be creatively used in theatrical games to children there was an opportunity to improvise independently on topics taken from life (funny incident, interesting event, good deed). It is useful to find different options for the development of each topic, as if to see in perspective the results of your deeds, actions, etc.

The next step is for each participant to depict the scene in their own way. And an even more difficult task - the child chooses a topic and acts it out himself. Next time the guys will ask each other topics themselves.

Dramatization games can be performed without spectators or have the nature of a concert performance. They can be performed in the usual theatrical form (stage, curtain, scenery, costumes, etc.) or in the form of a mass plot spectacle, they are called theatricalizations.

Types of dramatization: these are games that imitate images of animals, people, and literary characters; role-playing dialogues based on text; staging of works; staging performances based on one or more works; also improvisation games with acting out the plot without prior preparation

Dramatization games are extremely useful and necessary for a child at different stages of his development.

It makes it possible to clearly see what certain negative actions or qualities of the characters lead to and what should be done in this situation. This game gives you the opportunity to free time replay the work the way the children want.

An important aspect activities of the teacher is the gradual expansion of gaming experience through the development of varieties of dramatization games. The implementation of this task is achieved by consistently complicating the game tasks and dramatization games, in which the child is included.

The steps of work are as follows:

Game-imitation of individual actions of humans, animals and birds (the children woke up and stretched, the sparrows flapped their wings) and imitation of basic human emotions (the sun came out - children rejoiced: smiled, clapped their hands, jumped up and down).

The game is an imitation of a chain of sequential actions combined with the transfer of the main emotions of the hero (the cheerful nesting dolls clapped their hands and began to dance; the bunny saw a fox, got scared and jumped behind a tree).

A game of imitation of images of well-known people fairy tale characters (the clumsy bear walks towards the house, the brave cockerel walks along the path).

Improvisation game to music ( "Happy Rain", "Leaves fly and fall on the path", "Round dance around the Christmas tree").

A one-volume wordless improvisation game with one character, based on the texts of poems and jokes that he reads teacher("Katya, little Katya...", "Bunny, dance...", V. Berestov "Sick Doll", A. Barto "Snow, snow").

Improvisation game texts: short tales, stories and poems that he tells teacher(3. Alexandrova "Herringbone"; K. Ushinsky "Cockerel with his family". "Vaska"; N. Pavlova "By car", "Strawberry"; V. Charushin "Duck with ducklings").

Role-playing dialogue between fairy tale heroes ( "Mitten", "Zayushkina's hut", "Three Bears").

Dramatization of fragments of fairy tales about animals ( "Teremok", "Cat, Rooster and Fox").

One-volume dramatization game with several characters folk tales ("Kolobok", "Turnip") and author's texts (V. Suteev "Under the mushroom", K. Chukovsky "Chick").

U children This age marks the primary development of director's theatrical play - tabletop toy theatre, tabletop plane theatre, plane theater on a flannelgraph, finger theatre.

The process of mastering includes mini-productions based on the texts of folk and original poems, fairy tales, stories ( “This finger is grandpa...”, "Tili-bom", K. Ushinsky "Cockerel with his family", A. Barto "Toys", V. Suteev "Chick and Duckling".) The child begins to use finger theater figures with an adult in improvisations on given topics.

Enriching the gaming experience is possible only if special gaming skills are developed.

The first group of skills is related to mastering the position "viewer"(the ability to be a friendly viewer, watch and listen to the end, clap your hands, say thank you "artists").

The second group of skills ensures the initial formation of a position "artist", this is the ability to use some means of expression (facial expressions, gestures, movements, strength and timbre of voice, rate of speech) to convey the image of the hero, his emotions and experiences and correctly hold and "to lead" a doll or figurine of a hero in a director's theatrical play.

The third group of skills is the ability to interact with other participants games: play together, don’t quarrel, take turns playing attractive roles, etc.

Activities of the teacher should be aimed at stimulating interest in creativity and improvisation, which is an important part of working with children. Gradually they become involved in the process of playful communication with theatrical puppets, and then in joint with adult improvisation type "Acquaintance", "Giving help". "An animal's conversation with its cub» etc. U children the desire to participate in gaming dramatic miniatures on free themes develops ( "Sun and Rain", "In the forest", "Merry Monkeys", "Kittens are playing" and so on.).

At this age, interest in theatrical games deepens. Job teacher with children 4-5 years old should consist of maintaining interest in theatrical play, which consists in preferring a certain type of game (dramatization or director's), establishing motivation for interest in the game as a means of self-expression.

Expanding the theatrical gaming experience children carried out through the development of dramatization games. Almost all types of game tasks and dramatization games which he mastered junior preschooler, useful and interesting for a child of middle preschool age.

Complication concerns texts, which are now distinguished by more complex content, the presence of semantic and emotional overtones, interesting images of characters, and original linguistic means. In addition to the games mentioned above, when working with children they use

Multi-character games-dramatization based on the texts of two-three-part fairy tales about animals and fairy tales ("Winter quarters of animals", "The Fox and the Wolf", "Swan geese", "Little Red Riding Hood");

Dramatization games based on the texts of stories on themes "Children and their games", "Guys and animals", "Adult Labor";

Staging a performance based on the work.

Expanding the gaming experience children also occurs due to the development of theatrical play. At the age of 4-5 years, a child masters different types of tabletop theater: soft toy, wooden theatre, cone theatre, theater of folk toys and flat figures. A horse puppet theater is also available for children (without a screen, and towards the end school year- and with a screen, theater of spoons, etc. Children show performances based on poetic and prose texts (S. Marshak "The Tale of the Stupid Mouse"; K. Chukovsky "Confusion"). Finger theater is more often used in independent activities when a child improvises based on familiar poems and nursery rhymes, accompanying his speech with simple actions ( "We lived with grandma"; S. Mikhalkov "Kittens", 3ubkova "We shared an orange").

In older preschool age, the theatrical gaming experience is deepened through the development of different types of dramatization games and director's theatrical games. The deepening of the experience of dramatization games means that children become more active and independent in choosing the content of games and approach their choices creatively.

Texts for productions are becoming more complex. They are distinguished by a deeper moral meaning and hidden subtext, including humorous ones. In theatrical play, Russian folk tales and fables about animals begin to be used ( "The Fox and the Crane", "The Hare and the Hedgehog", works by L. Tolstoy, I. Krylov, G. H. Andersen, M. Zoshchenko, N. Nosov.

It is not at all necessary to create a semblance of a theater for this; artists and spectators should be as close to each other as possible, since the proposed type dramatization games is more consistent in its essence with a role-playing game rather than a children's play.

The sets and costumes should be very simple and expressive. It's better if teacher will prepare costumes and decorations together with the children.

The teacher’s share of participation in this process depends on the age and experience of the participants in the game.

After the costumes and scenery are ready, performers are selected, and the teacher explains to the children that they will be able to play this fairy tale several times and therefore several people will participate in it.

Dramatization games are interesting from a pedagogical point of view because all children can be involved in their preparation and implementation. groups: some as performers, others as craftsmen and artists preparing costume details. Masks, decorations, others - as spectators, actively perceiving the actions of the heroes deeply emotionally experiencing all events. And then the children all draw together on how the fairy tale played out.

Dramatization games are used by children with unchanging love, include dramatization of songs, fairy tales, literary texts, nursery rhymes, play creativity children. Children are happy to join in the game.

Theatrical activity aimed at developing children's sensations, feelings and emotions, thinking, imagination, fantasy, attention, memory, will, as well as many skills (speech, organizational, design, motor).

The main thing is to create relationships of kindness, cordiality and love between adults and children.