Role-playing games
"Feeding Katie's Dolls"
Purpose: To consolidate the knowledge of children about tableware, to activate children's speech, to cultivate a culture of behavior during meals, a caring attitude to the doll.
Material and equipment: Kate doll, set of dishes in the play area.
Game progress: The game is held in the game corner. The teacher shows and tells what dishes are used at dinner (deep plates for soup, small dishes for the second, spoons, forks, cups, etc.), shows how to set the table, rules of conduct at dinner, how to use cutlery. Invites children to feed the doll with lunch.

"We go to kindergarten by car"

  Material and equipment: Machines
Course of the game: The teacher reports that today they are going to kindergarten by car and we need to drive along crowded streets, and for this we need to know the rules (do not drive into houses, do not shoot down pedestrians, drive carefully on roads without getting into oncoming cars, etc. .d.). Further, the teacher pushes children to play actions, prompting, monitors the progress of the game.

"Katya doll went to the store"
Purpose: To activate and develop children's speech, to reveal the game plan. To form initial skills of role behavior.
Material and equipment: Katya doll
Course of the game: The teacher tells the children that Katya’s doll is going to the grocery store, but she doesn’t want to go alone because she needs to buy many products. Then he selects from the children helpers for the doll. “Take the bag and go.” Put toys, boxes, jars in your bag, commenting on your actions. “This cube will be butter with us. But this box is cornflakes. The rings from the pyramid are drying, and the details from the designer are cookies. ” Further, the teacher pushes children to play actions and monitors the progress of the game.

“A letter has come to kindergarten”
Purpose: To develop dialogical speech, to learn to perform several actions with one subject.
Material & Equipment: Letter and Teddy Bear
Course of the game: The teacher tells the children that a letter has come to kindergarten. And in this letter Misha very much asks to send him a parcel. Shall we send? Then you need to collect his gifts. He finds out from children what kind of gifts Misha loves. Children collect bag with gifts for Misha. Further, the teacher pushes children to play actions and monitors the progress of the game.

"Bunny goes to kindergarten"
Purpose: To activate and develop children's speech, to reveal the game plan. To form initial skills of role behavior.
Material and equipment: Bunny
Game progress: - Guys, Zayka needs a kindergarten, and he is very far away, so Zayka decided to go by car. Help him get to the kindergarten. We need a car driver. But not everything is so simple, because you need to drive through different obstacles. Further, the teacher monitors the game and arranges obstacles in the way of the machine.
“We do a hairstyle for Katya’s doll”

Material & Equipment: Hairdresser Tools
Course of the game: The teacher reports: “Katya’s doll is going to the ball and she needs a very beautiful hairstyle, so she came to your salon to the best master.” Chooses a master from the children. Further, the teacher pushes children to play actions and monitors the progress of the game.

“Help Misha collect toys in kindergarten”
Purpose: Orientation in a group, activation of dialogue speech of children, the ability to play in small groups.
Material and equipment: toy bear
Course of the game: The teacher tells the children that Misha scattered all the toys in his kindergarten and now cries, because he does not remember where everything was. Let's help him. Further, the teacher prompts and directs the game of children.

"Kindergarten for chickens"
Purpose: To activate and develop children's speech, to reveal the game plan. To form initial skills of role behavior.
Material & Equipment: Chickens.
Course of the game: - Children, chickens also want to go to kindergarten, but they do not have a kindergarten. Let's help them! Choose a teacher and a nanny from the children. Further, the teacher prompts and directs the game of children.

"Katya's doll got sick"
Purpose: To form the initial skills of role-playing behavior, to connect the plot actions with the role name.
Material and equipment: Game set "Sick"
Course of the game: The teacher informs the children that the doll Katya is sick. Need to call a doctor. The teacher chooses the Doctor from the children and puts him in a white coat and hat and offers him to examine the patient. Next, the teacher directs the game of children and watches its progress.

"Katya's doll is going to kindergarten"
Purpose: to intensify the speech of children, to bring attention to their appearance, caring for the doll.
Material and equipment: A set of clothes for a doll.
Course of the game: The teacher shows the children that the doll Katya is still sleeping, and she already needs to get ready for kindergarten. Together with the children, the doll is lifted from the bed, they are washed and cleaned. We choose clothes for the doll and dress it. The teacher carefully monitors the progress of the game and corrects it.

"A walk in kindergarten"
Purpose: To activate and develop children's speech, to reveal the game plan. To form initial skills of role behavior.
Material and equipment: Dolls.
Game progress: - Children, our dolls went for a walk. Let's show them how we walk. What we do on a walk and what games we play. Next, the teacher encourages children to play actions and monitors the progress of the game.

"" Bunny - the postman "
Purpose: To activate and develop children's speech, to reveal the game plan. To form initial skills of role behavior.
Material and equipment:
Course of the game: The teacher reports that Bunny is a postman today, and he is delivering mail, and if you want to send a letter or parcel, then Bunny will deliver it to its destination. Further, the teacher pushes children to play actions and monitors the progress of the game.

"Toy shop"

Material and equipment: The game takes place in the gaming corner - the store.
Course of the game: The teacher tells the children that he is a seller in a toy store and suggests that the children buy something. Praises children with various toys and explains how they work. Then the seller selects one of the children. Then he watches the game and directs the game action.

A toy repairman came to kindergarten "
Purpose: To lead to an understanding of the role in the game, to intensify children's communication skills and dialogue.
Material and equipment: Game set "Tools"
Course of the game: From the children, the teacher selects a toy repairman, dresses him in an apron and gives him a suitcase with tools. Tells the children that a toy repairman has arrived, who needs to repair, call the master. Then he watches the game and directs the game action.

“A guest has come to kindergarten”
Purpose: To create a cheerful, joyful mood in children, to intensify children's communication skills.
Material and equipment: cook doll
Course of the game: Educator: “Guys, a guest came to our kindergarten - a doll, Katya, she is a cook. She needs to make soup. But, here is the trouble, what, she forgot what vegetables are needed for the soup. Help the doll remember and choose the necessary products. ”
Let the kids put the vegetables in the pan themselves, salt and stir the soup with the spoon. Ready-made soup can treat other dolls.

"Bunny haircut"
Purpose: To promote the desire of children to choose their own attributes for the game. To form initial skills of role behavior.
Material and equipment: Tools for playing at the hairdresser, toy Bunny.
Course of the game: The teacher chooses the master from the children and says that Zayk came to him for a haircut. Next, the teacher observes the game and directs it.

"Animals in kindergarten"
Purpose: To activate and develop children's speech, to reveal the game plan. To form initial skills of role behavior.
  Material & Equipment: Toys Animals.
Game progress: - Guys, look at the animals came to kindergarten. What are they doing there, how to behave in kindergarten? Let us help them and teach them how to behave properly. Then he watches the game and directs the game action.

"Doctor of kindergarten"
Purpose: The game contributes to the development of communication skills, social adaptation.
Material and equipment: Set "Hospital"
Course of the game: Invite the kids to play doctor. Put on a white bathrobe or something similar. Let the children bring their “children” (doll or soft toy) to the reception. Friendly talk with the "parent" and his "child". Ask: “What hurts you? Where does it hurt, how does it hurt? ” Offer the baby to swap roles.

Games with story toys
"Bunny goes to kindergarten"
Purpose: To develop speech, to enhance dialogue speech.
Materials: Bunny toy, pet toys
Game progress: - Guys, today Zayka went to kindergarten alone. Bunny appears. On the way, he meets different animals and asks them how to get to kindergarten. The game situation unfolds. At the end of the game, Bunny should come to kindergarten

"The fox sits down to dinner"
Purpose: To develop speech, to enhance dialogue speech. To consolidate knowledge about dishes, to instill a culture of behavior at the table.
Materials: Toy Chanterelle, set of dishes in the play area
Course of the game: - The little fox ran around the forest for a long time and was very hungry, she asked you to feed her. Children sit Chanterelle at the table, put on her bib and set the table. The teacher carefully monitors the game, corrects the children, helps them, directs the game action.

Theatrical games
“A doll is washing in a kindergarten”
Purpose: To activate and develop children's speech, to strengthen children's hygiene skills.
Material & Equipment: Dolls for puppet theater
Course of the game: - Our doll has messed up her face, she was walking, she needs to wash herself. The teacher shows how the doll is washed (washing her eyes, mouth, nose, cheeks) and wipes her face with a towel, and then offers to wash the doll with children.

“Dolls in kindergarten are built in pairs and go for a walk”
Purpose: To activate and develop children's speech, to reveal the game plan. To form initial skills of role behavior.
  Material and equipment: dolls for puppet theater
Course of the game: The teacher distributes dolls to the children and says that the dolls are built in pairs and go for a walk. Children put dolls in pairs and remind them how to walk in pairs. The teacher helps and guides the game.

Organization of role-playing games in the 1st junior group.

Subject-developmental environment in groups.

Role-playing games.  To teach children to show interest in the game actions of their peers; help play nearby, do not interfere with each other.

To teach you to perform several actions with one subject and transfer familiar actions from one object to another; perform with the help of an adult several game actions, united by a storyline. To promote the desire of children to independently choose toys and attributes for the game, use substitute items.

Lead children to understanding the role in the game. To form initial skills of role behavior; learn to associate plot actions with a role.

Develop the background of creativity.

Doll Games:

- feeding dolls;

- swimming;

- laying to sleep;

- dolls dress for a walk;
- dolls for a walk;

- lunch for dolls;

- the doll got sick;

- room for the doll;

- dolls go to kindergarten;

- dolls are resting (watching TV, reading, listening to music, visiting, on holiday, going to the cottage, at sea).

	Name of the game, content	Group No. 1			Group No. 2			Group No. 3
	“Family”, “Cooking lunch”, “We treat the doll with tea”, “We receive guests”, “We help the dolls set the table”, “Katya’s doll has a birthday”, “We will help the cook make soup”, “Matryoshka came to visit us "," Toys have a holiday " Goal: To consolidate the knowledge of children about tableware, to intensify children's speech, to cultivate a culture of behavior during meals, and a caring attitude to the doll.
	Doll Katya ( Dolls: soft-stuffed, plastic; imitating a child 2-3 years old (40-50 cm), with moving parts of the body - a boy, a girl; imitating a baby child (naked), dolls, toys
	Attributes for creating the interior: a full set of tableware and tea-ware commensurate with the size of dolls, plastic vases, a phone, a clock, imitations of food, vegetables and fruits. Substitutes (counting sticks instead of spoons, plastic circles instead of plates, etc.).
	play area
	“We go to kindergarten by car”, “Garage”, “Children cross the street”, “Toys go along the track”, “The car goes along the long and short tracks”, “We are builders”, Cars and traffic lights, “A trip to bus » Games with cars and other vehicles: - the car is driving along the street; - car wash; - car repairs; - refueling machine; - a passenger car carries a guest; rolls friends; - the truck carries goods (to the construction site, to the garage) The bus carries passengers Goal:
	Various machines, tool kit: wrench, hammer, screwdriver, pump, hose, building kit, mock intersection, traffic light, steering wheels
	“Shop”, “Children came to the store”, “Toy store”, “Clothing store”, “Kate doll went to the store” Goal: Activate and develop children's speech, reveal the game plan. To form initial skills of role behavior.
	the toys   Libra; jars, small bottles from plastic, cardboard, plates with sets of products; sets of vegetables, fruits, bags, wallets.
	"Bathing Katya's dolls", "Wash Katya's doll's dress" Purpose: to teach the correct naming of bathing items and accessories, to develop emotional responsiveness (pleasant memories of the doll)
	Towel, bath
	Soap, doll, clothespins, rope
	“Barber”, “We do a hairstyle for Katya’s doll” Goal: To form the initial skills of role-playing behavior, to connect the plot actions with the role name.
	Hairdressing Tools  (dressing table with a mirror, combs, brushes (from cardboard, plywood, linoleum), toy sets for hairdressers (mirror, scissors, capes, perfume sets))
	“Help Misha collect the toys in the kindergarten,” “Helpers”, “Help the nanny sweep the floor”, “Put things in order in the doll room”, Goal:   Orientation in a group, activation of dialogue speech of children, the ability to play in small groups.
	toy bear, hostess set
	“Feed the birds”, “Cockerel and his family” Goal: Activate and develop children's speech, reveal the game plan. To form initial skills of role behavior.
	Birds, cockerel, chicken, chickens
	“We will dress Katya’s doll for a walk”, “Dolls walk” Goal: activate children's speech, bring attention to their appearance, caring for the doll.
	A set of clothes for the doll. Laundry:   ironing board, irons. Didactic doll (40-50 cm).  A doll equipped with all items of the child’s lower and outer clothing used in different seasons, as well as accessories (handkerchiefs, beads, ribbons, brooches, etc.).
	Goal:   Promote the desire of children to independently choose attributes for the game. To form initial skills of role behavior.
	Hairdressing tools
	toy bunny
	“Pets behind the fence”, “We build a fence for animals” Goal:   Activate and develop children's speech, reveal the game plan. To form initial skills of role behavior.
	Pet figures,
	"Meeting with the doctor" Goal:   The game contributes to the development of communication skills, social adaptation.
	Set "Hospital"
	doctor doll in professional clothes with a symbol (medicine - red cross)
	" Kindergarten" Purpose: To contribute to the enrichment of the gaming experience of children by combining individual actions into a single storyline.
	Dolls, toy dishes, furniture, substitute items

  Ekaterina Podkovenko
  The importance of role-playing games in the 1st junior group

Plotrole-playing game is the main type of game for a preschool child. The game is a spontaneous manifestation of the child and at the same time it is built on the interaction of the child with adults. She has the basic features games: emotional richness and dedication of children,

independence, activity, creativity.

The main source of nutrition plotrole-playing game of the child, - is the world around him, the life and work of adults and peers.

Main feature plotrole-playing game is the presence in it of an imaginary situation. The imaginary situation consists of plot and roles. Plot  Games are a series of events that are united by life-motivated connections. IN plot  the content of the game is revealed - the nature of those actions and relationships by which participants in events are connected. Role is the core role-playing game. Most often, the child assumes the role of an adult. The presence of a role in the game meansthat in his mind a child identifies himself with a particular person and acts in the game on his behalf. The child appropriately uses certain items (preparing dinner as a cook; makes an injection, like a nurse, enters into a variety of relationships with other players (praises or scolds the daughter, examines the patient, etc.). The role is expressed in actions, speech, facial expressions, pantomime.

IN plot  children use two kinds action: operational and visual - "as if". Most common motive plotrole-playing game - the child’s desire for a joint social life with adults. This desire is faced, on the one hand, with the unpreparedness of the child for its implementation, and on the other, with the growing independence of children. This contradiction is resolved in role-playing game: in it, a child, assuming the role of an adult, can reproduce his life, activity and relationships. The originality of the content plotrole-playing game is also one of its most important features. The game occupies a very important, if not central, place in the life of a preschooler, being the predominant type of his independent activity. The game has value personalities

people: firstly, by reconstructing the interaction of adults in the game, the child learns the rules of this interaction, and secondly, in a joint game with peers, he gains experience of understanding, learns to explain his actions and intentions, and coordinate them with other people. The game has an important effect on the emotional development of the child. Children bring in not what they know about of life: their knowledge and delusions, their fears and wishes, and sometimes painful memories, with which they are trying to control. Young children whose language abilities are limited often use the game as a means of understanding their world. Thanks to the game, children increase their understanding of their strengths and weaknesses, their affections and antipathies, the ability to lead and persuade, or to obey, and may coordinate interests. All this contributes to the development of self-awareness. Plotrole-playing game - lesson in largely mental. Children use memory: they recall people and events and then reproduce them. They test ideas, plan and implement their plans, form an idea of \u200b\u200bthe past, present and future.

In the game, children create using materials and toys in completely new ways. In addition, they improve their conversational skills, which is extremely important for thinking and the ability to exchange information. The game is not only a means of forming abstract thinking, but also a factor in expanding knowledge about subject areas. In the process plotrole-playing game is the development of many mathematical representations. In the game, the child is faced with various groups and subgroups of materials and things. Children learn to classify objects, using concepts such as "more less", “Wider already”, "Harder - lighter". Enrichment of the dictionary and the development of concepts is an important prerequisite for successful reading and understanding. Communicating in the game, children use their native language, increasing the flexibility of speech, expanding the vocabulary, and mastering new concepts. Putting in order materials and objects in accordance with their similarities and differences aggravates the ability of observation. Identifying similarities and differences is crucial for identifying letters and words when reading. Playing a topic makes the children organize their performances. In the future, this makes it easier for them to understand texts where the logical sequence of events should be taken into account. Plotrole-playing game almost always involves the participation of several children, so it is an important factor in the social development of the child. The game often includes elements of joint planning and cooperation. The game provides conflict resolution practice. Children may argue and be upset, but they are used to dealing with the interests of others. As they have materials and equipment, they develop an empathic attitude towards people. At the same time, they begin to understand that playing and engaging with peers is interesting and enjoyable.

Children usually start to play without thinking. The choice of a game is determined by a toy that catches your eye, imitation of other children. The goal arises during the game. (make dinner for the doll, go by car). Children begin to set goals first in construction games, and then in games with toys. At the end of the 3rd year of life, children begin to prepare conditions for games, signify the intent of the game. Game designs are starting to be addressed a group of children.

The main content of the game is action with objects. By the end of the 3rd year of life, learning to act with objects, children move on to display the simplest relationships between characters. Plots  mostly household. They are few, monotonous, unstable. At the end of the 3rd year of life, children begin to combine 2-3 well-known events in the game, sometimes they include episodes of fairy tales in the game. Household plots prevailbut they are already less static. More often children use episodes from well-known fairy tales in games

At the end of the 3rd year of life, some children begin label a role. Children often

talking with toys as partners in the game. The role of partners is gradually transferred

to peers who understand the meaning of imaginary actions, value  subjects - substitutes. Children go to the games for two, and then to group games.

By the end of the 3rd year of life, children take from an adult and perform actions with objects-

deputies, inform others of the alleged content of their actions with them. They perceive an imaginary situation, play with imaginary objects, move on to actively replacing well-mastered actions with the word ( “The dolls have already eaten”) The convention of the game becomes available to them ( “It's pretend”) Children move on to generalized actions. In joint games, they first perform the same actions, then the functions of the players are divided (one combes the other, and by the 3rd year the first truly collective games appear.

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

Loose plot  the game is the most attractive activity for preschool children. Its attractiveness is explained by the fact that in the game the child experiences an internally subjective feeling of freedom, subject to him things, actions, relationships - all that in practical productive activity is resisting is difficult. This state of inner freedom is associated with specifics. plot  games - action in an imaginary, conditional situation. Storyline  the game does not require a real, tangible product from the child, everything is conditional in it, everything "as if", "Make-believe".

All these "opportunities" plot  Games expand the practical world of the preschooler and provide him with internal emotional comfort. This is due to the fact that in the game the child recreates the areas of life that interest him with the help of conditional actions. First, these are actions with toys that replace real things, and then - figurative, speech and imaginary actions (performed internally, in “Mind”).

The game has value  not only for the mental development of the child, but also for the development of his personalities: assuming various roles in the game, recreating the actions of people, the child is imbued with their feelings and goals, empathizes with them, begins to navigate between people.

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

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

FILES

role-playing games

for the first younger group

The game "Kindergarten"

Goal. Familiarizing children with the labor of adults working in kindergarten. Developing the ability to take on the role.

Game stuff. Dolls, toy dishes, substitute items

Preparing for the game. Tour of kindergarten (in groups, music room, medical room, kitchen). Excursion to the place where the nanny received the finished products for children (by subgroups). Systematic observation of the work of the nanny. Observations of the work of the teacher, nurse, music worker. Watching the games of older children. Examination of the paintings "Kindergarten", "Nursery" (series "Our Tanya"). Game-lesson "Kindergarten cook prepares children lunch", "Holiday in kindergarten." Conversation "Who cares about us in kindergarten." Reading the story of N. Zabila “Yasochkin kindergarten”, A. Barto “Toys”, N. Kashnina “The first day in kindergarten”. Modeling treats for dolls; construction of a sandbox, a veranda, collective construction "The platform of our group." Listening to a musical work by A. Filippenko "Kindergarten".

Game roles. Cook, doctor, nanny, tutor, music worker.

The course of the game. The teacher can start the game with a tour of the kindergarten. During the tour, he draws the attention of children to the fact that in the garden there are many groups and many children. All children in the kindergarten have fun and interesting life, because adults take care of them: the cook prepares food, classes, the doctor vaccinates the children, treats them, the nanny cleans the group room, serves food, the teacher takes care of the children, plays with them.

After the tour, the teacher asks the children what they saw, and invites everyone to try to be a cook, nanny, teacher, music worker.

The teacher may first show actions with objects. For example, playing the role of a cook, the teacher prepares the necessary items for the preparation of the soup: a pot, spoon to interfere with the soup, carrots, potatoes, etc. At the same time, the teacher uses substitute items. After that, invites one of the children to cook soup.

So, the teacher can play several stories. Gradually, several plots merge into a single interesting game. For example, two girls play with dolls, lift them out of bed, dress them, talk among themselves, at a distance from them another girl organizes a children's dining room, she sets three dolls at a table and arranges cutlery in front of them. The educator can use this situation as follows: he tells two girls that it’s time for mothers to go to work, and for children - for kindergarten, breakfast is already beginning there. Thus, the teacher contributes to the natural union of the two playing groups into one. The game is already ongoing at a higher level. Meanwhile, the teacher can already “call the car fleet” and find out why the car has not been sent to the kindergarten yet - the kindergarten needs food, etc.

Game "Treat"

Goal. The development of children's ability to implement a game plan. After that, the teacher helps everyone individually prepare "food", shows

Game stuff. Substitute items, game dishes, toy dogs, furry collar.

Preparing for the game. Reading and discussion of the story of N. Kalinina "Helpers".

Game roles. Cook.

The course of the game. The teacher can use different versions of the game depending on what the game actions are aimed at.

1st option. The actions of the teacher are aimed at children.

The teacher asks the guys: “Who wants to play with me? I invite everyone to play: Sasha, Pavlik, Alena and Vitalik. Does Ira want to play with us? Now I will bake you rolls. I’ll bake buns - I will feed you. See, I have a lot of dough in the pan. ” Shows a large children's pan filled with details of building material - yellow or red hemispheres. “There will be a lot of rolls, that's enough for everyone. Sit down here on the carpet, relax, and I will cook. ” The teacher places the children so that they can see his actions. “I'll take a large sheet (box cover from a board-printed game). I will put buns on it. I make this bun Valyushe (takes one part from the box, makes circular motions, reminiscent of rolling a ball, and puts it on a “sheet”). Roll, roll the dough, ready roll for Valya. And I’ll make this bun for Kiryusha (by naming the names of the children, the teacher keeps their attention to himself). That's all.

I have not forgotten anyone. I made buns for everyone. Now they can be baked in the oven. ” Places the "sheet in the oven" and immediately takes it out. “All the buns have already been baked” (puts the sheet on the table, sniffs the buns). “What a delicious smell.” I’ll try one for fun now. ” The teacher shows how to do this in the game, says that these are delicious, sweet. Then treats each child. Interrogates children if they liked buns. He complains that the buns turned out to be too big and; once you do not eat all. After this, the teacher suggests that one hundred ate, put the remaining pieces on the sheet, to eat later.

Then the teacher says: “Now, let's play hide and seek. You will be tricky guys. You’ll hide behind a chair, some behind a closet, and some may even hide under a table. You will hide, and I will look for you. Do you want to play like that? Now I will close my eyes with my hands and I will count, and you hide. One, two, three, four, five, I’m going to search. ”

The teacher is looking for guys, while rejoicing when someone is there. The game can be repeated two to three times.

Then the teacher invites the children to eat buns again, otherwise everyone has played enough and already wanted to eat again. “Want to eat buns?” - distributes buns to the children and says: “Now finish the buns - I will give you milk to drink.” Who has eaten - put the leftovers right here, on the sheet, and come to me. I’ll pour you milk. ” Each teacher gives a cup and pours imaginary milk. You can offer children supplements - a second cup of milk.

In conclusion, the teacher switches the children to an independent game: "You have eaten and got drunk, and now go play with toys."

2nd option. Game actions of children are aimed at the teacher.

The teacher offers the children: “Let's guys play. I really want to play with Romochka, with Vitalik ... ". The number of children participating in the game can be any. You can play with all the children, or only with those who approach the caregiver. “It’s as if I came home from work. I'm tired And something hurts my head. I can’t even cook my own food. And I really want to. Who will prepare something for me guys? ” The guys respond to the request of the teacher. “See how many products I have, a whole box. What do you cook for me? Here in the box lies cabbage and carrot (shows a green ball and a red cone). You can cook a delicious soup. I know Masha knows how to cook soup. Masha, will you make me some soup? Here are the vegetables: cabbage and carrots. Here is the stove (large cube, inverted box). You’ll find a saucepan yourself, okay? Sasha, cook me some potatoes? And who else will cook me potatoes? And how many berries are there ?! Good compote succeed! Who will cook me compote? ” children no more than one or two game actions for cooking.

Then the teacher continues: “Whoever has the food ready can feed me. I already washed my hands and sat down at the table. ” “What have you, Verochka, prepared for me? Soup? Probably very tasty. May I try? Please pour me a bowl of soup. Oh, how delicious. Soup with carrots, with cabbage Eating! I also want to eat one bowl of soup. Can? Thank you, Verochka, very big. You made a very tasty soup. ” It does not matter if this procedure is delayed and the rest of the children are waiting in line to feed the teacher. Watching the actions of the educator and the actions of children, game communication is very interesting to them. It will undoubtedly enrich their experience.

After feeding, the teacher expresses gratitude to all the children: “Well done, I was fed. I rested, ate a lot. Yes, and the head stopped hurting. Well, now, and now you can have fun. Want to dance? ” (children with the teacher dance to the music).

The teacher encourages children to independently accept the game goal: “Oh! I danced something and wanted to eat again. Who else will feed me? And what will you feed me, Sasha? ” The feeding and gratitude procedure is repeated again.

Then the teacher finishes the game: “I’ve already eaten so much that I can’t eat all the porridge that you cooked, Alyosha. Another half of the pan remained. Feed the hare with porridge. He was already running to me, finding out who was cooking porridge. ” The teacher can invite children to engage in another type of activity, giving them, for example, pencils and paper, etc.

3rd option. Game actions of children are aimed at toys.

The teacher includes the children in the game: “Guys, go all here soon. Look who ran to us. ” Shows little dogs and offers to get to know them, stroke. “Hear them whine. Let's ask the dogs, maybe they want to eat. " It turns out that they are really hungry.

After that, the teacher “calms” the dogs. Tells them what delicious soups, cereals and more our children can cook. “Don't worry, dogs. You see how many children in our group, and they all know how to cook very well. Who is the soup, who is the porridge, who is the potato and even the compote ... and they know how to make scrambled eggs. Don’t worry, now we will feed you. Do you guys want to cook dog food? ”

Then the teacher encourages each child to adopt a game goal: “This little dog chose you, Kiryusha. What will you cook for her? ” If the child does not cope with the task assigned to him, the teacher offers him some of his options: "I guessed that your dog loves bone soup most of all." The dog barks in agreement.

So, in turn, the teacher gives each child a dog and contributes to the adoption of an individual game goal.

When all the dogs have found their owners, the teacher offers the children to take the necessary "products" from the boxes with substitute items. While the children are preparing food, the teacher asks the children: “How does the puppy behave. Does he obey you, Nina, doesn’t interfere with cooking? What do you cook for him? He loves porridge to be sweet. Will you put sugar in the porridge? ” “Ball, are you glad Vitya is cooking meat for you? Sit here and don’t get into the pot, otherwise you’ll burn yourself - the stove is hot. ” “You know, Vitya, your dog is so clean. When she eats, she runs to wash her face and legs. Will you help her to wash herself later? ”

Concluding the feeding procedure, the teacher says: “Guys, listen to what the dogs want to tell you. They thank you for feeding them deliciously. ” “Dogs say that now they want to sleep, that they like to sleep on rugs in a quiet corner behind a cupboard or under a chair. Here are the rugs. ” Children lay dogs.

After this, the teacher can introduce the children to a new gaming goal - the circus game. In a whisper, he calls the children to him and says that they should walk slowly, otherwise the dogs will suddenly wake up. Reports that the "mother" of the dogs ran into the group. She wants to show the children a dog circus. He asks the children if they saw on television how the dogs perform in the circus. He tells how well the “mother” of the dogs is able to perform. The teacher offers the children to sit on the carpet and watch a dog circus. The teacher shows two or three game actions with a circus dog. A dog can jump over a stick, climb a tower of cubes, tumbling, counting children, etc. Children clap a dog. In order for the dog to become a circus, put a beautiful “fluffy” collar around her neck.

After the performance, the “mother” of the dogs asks to wake her puppies and bring them. The teacher puts the puppies in a box. Carries her away. The dog "says goodbye" to the children and "leaves." The teacher invites her to come to the children more often.

Game "Family"

Goal. Encouragement of children to creatively reproduce family life in the game.

Game stuff. Dolls, furniture, dishes, bathtub for bathing, building material, animal toys.

Preparing for the game. Observations of the work of the nanny, the teacher in the groups of children of the second year of life; watching mothers walk with their children. Reading fiction and looking at illustrations: E. Blaginina “Alyonushka”, 3. Alexandrova “My Bear”. The construction of furniture.

Game roles. Mother, father.

The course of the game. The game begins with the teacher introducing a large, beautiful doll into the group. Addressing the children, he says: “Children, the doll’s name is Oksana. She will live in our group. Let's build her a room together, where she will sleep and play. ” Children with the teacher are building a room for the doll.

After that, the teacher reminds them how to play with the doll: carry it on your hands, roll it in a stroller, in a car, feed it, change clothes. At the same time, he emphasizes that the doll should be handled carefully, gently talk to her, take care of her, like real mothers do.

Then the children play with the doll on their own.

When the children play a sufficient amount of time themselves, the teacher organizes a joint game. When organizing the game, he must take into account the relationship between boys and girls. So, while the girls feed the dolls, wash the dishes, the boys, together with the teacher, build a car out of the chairs and invite the girls to go ride with the dolls.

After that, the teacher can make another Doll - Oksana's girlfriend, Katya doll. The teacher introduces the children to the new doll, tells how to play with it, where both dolls will live.

Games with two dolls already in themselves oblige several children to work together at once. At this time, the proximity of the teacher, and often including him in the game is necessary. Later, when the children have already played this game several times, it’s enough for the educator to just remind about the possible roles for the game to start: “Children, who wants to be Oksana’s mother? What about mom Katie? And who wants to be an educator? ” Each of the children begins to fulfill his duties.

The Dolls Game

Goal. Consolidation of knowledge about different types of dishes, the formation of the ability to use the dishes for their intended purpose. Nurturing a culture of eating behavior. Consolidation of knowledge about the names of clothes. Securing the children’s skill to undress and fold their clothes correctly in a certain sequence.

Game stuff. Dolls, toy dishes, pictures with the image of the elements of the picture “Game with a doll”.

Preparing for the game. Consideration of the illustration "Playing with a doll."

Game roles. Mom, cook, nanny.

The course of the game. Preparation for the game begins with a review of the picture "Playing with the Doll." Children sit at two or three tables shifted in a line, facing the teacher. They examine the picture, name what they see (“They bathe the doll”, “The girl bathes”, “Washes soap from the doll”, “The boy holds a towel to wipe the doll”).

After that, the teacher addresses the children: “Before you are pictures (they are facing down), turn them over. Look at your pictures and tell me who has a bath, who has soap? who has tights? ... ”A child who finds the right picture puts it near the big picture.

So we helped the girl in a white apron. All prepared in order to redeem a doll. "

The teacher offers the children the story of this picture: “The children decided to buy the doll. They brought a stool, put a bath on it, and poured warm water into the bath. Nearby, on a red bench, put a green sponge and soap. Share the doll. Her clothes were neatly laid out in a large chair, and tiny blue shoes were placed under the chair. “Now, now, be patient a little more,” a girl in a white apron persuades the doll. “I will wash off the soap from you, and then I will wipe it dry and dry.” You see, Ilyusha is standing nearby, holding a large white towel ... ".

The teacher can use various options for games with dolls.

1st option. Doll Katya is having lunch.

On the table there is tea, dining room and kitchen utensils. Doll Katya is sitting at the table. The teacher says: “Children, Katya should be fed dinner. There are different dishes. On the table in front of Katya we will put only what is needed for dinner. ” Alternately, the children find the necessary items. The teacher asks what it is and why. At the request of the teacher, the children find all the items: plates, a fork, a spoon, a bread box, they are correctly called and placed beautifully on the table, not forgetting to lay a tablecloth and put a napkin holder on. They wish Katya a pleasant appetite, after dinner they clean the dishes.

2nd option. Pick up the dishes for the dolls.

The teacher puts three dolls on the table: a cook stands at the stove, a nanny doll in a bathrobe prepares dishes for dinner, and a girl doll sits at the table. The teacher with the children examines the dolls, talks about what they do, what kind of dishes they need. On the table near the teacher there are different dishes. Showing the subject, the teacher says what it is called. Then he asks children about this subject. To maintain interest, you can ask this: "And this dishware, probably, no one needs?". A ladle, a teapot, a spoon are needed by both the cook and the nanny.

After this, the teacher asks each of the children who he would like to be now: a cook, a nanny, or a girl about to have dinner. Invites children to play for themselves.

3rd option. "The doll wants to sleep."

The teacher brings the doll and says that the doll is very tired and wants to sleep, asking the children to help her undress.

The children take off the clothes from the doll one by one at the direction of the teacher and, carefully folding them, put them on the doll chair. So, one child takes off his apron, another - a dress, etc. The teacher directs their actions, helping to correctly fold this or that part of the doll’s toilet, showing how to do it correctly. When the doll is completely undressed (it remains only in a shirt), they put on slippers and lead her to the bed. Having laid the doll in bed, the teacher turns her to one side, puts her hands under her cheek, carefully covers, gently strokes her head and says: "Sleep!" Having shown the children that the doll has fallen asleep, the teacher asks them to be quiet and, putting his finger on his lips, tiptoe, leaves the group where the doll is sleeping.

4th option. The dolls woke up.

On the beds 2 dolls sleep: large and small. On the shelves of the cabinet is clothing. Children sit on chairs in a semicircle. Educator: “Children, look who sleeps on this crib. Did you recognize her? Yes, this is Katya’s doll. And who is sleeping on this? This is Tanya’s doll. ” The teacher turns to one doll: “Katya, have you woken up already? Will you get up? Guys, she says she wants to get up, but first you need to find her clothes. What do you need to dress Katya? ” “Look carefully at the shelf. Do you see clothes? Bring a dress. We try on the dress, if it’s small, put it at Tanya’s crib. Will we put on the dress right away or do you need to put on other things first? We are looking for dolls in size, other things. ” The children take turns putting on clothes for Katya’s doll, then they put on Tanya. At the end of this game, a doll dressed with the help of children greets each of the children, thanks each of them for help. In the subsequent game, the teacher encourages the children to play on their own. The teacher should treat puppets as living things.

Game "Drivers"

Goal. Will introduceb children with the profession of a driver. To teach children to establish relationships in the game.

Game stuff. A variety of cars, building material, steering wheels, traffic light, traffic cap of the traffic controller.

Preparing for the game. Observations of cars on the street, targeted walks to the car park, gas station, car garage. Examination of the painting "Bus". Learning a poem by A. Barto "Truck". Game-lesson "Drivers Go On Flight". Watching and playing games with older children. Learning the mobile game "Sparrows and the car." Reading and viewing illustrations: “Our Street”, viewing photos from the series “Little Chauffeurs”. Construction of a garage from building material.

Game roles. Chauffeur, mechanic, gas station.

The course of the game. The teacher can start the game by walking along the street and observing the cars. In the course of observations, the teacher draws the attention of children to a variety of cars, to the fact that cars are transported.

After a walk in a conversation with children, the teacher asks them the following questions: “What kind of cars did you see on the street? What drove cars? What is the name of the person who drives the machine? Who regulates traffic on the streets? How do pedestrians cross the street? ”

Then the teacher offers the children to play drivers, taking on the role of traffic controller. Children draw on the ground a road with intersections and a roadway. Boys - “drivers” “ride along the pavement”, adhering to the right side of the street. Girls - "mothers" with prams walk on the sidewalk. Crossing the road is allowed only at intersections and only at the green light of the traffic light.

In the subsequent work, the teacher acquaints children with the fact that cars are refueled with gasoline. Further refinement and systematization of knowledge allows children in games with machines to allocate three or four roles: a driver, a mechanic, a gas station.

During the subsequent game, the teacher can offer the children to listen to the story of the driver doll: “There are a lot of drivers in the car park (garage). All of them are friendly with each other. They have one very good rule - never leave a friend in trouble, help everyone and in everything: familiar or unfamiliar to any driver. Here, for example, a driver rides and sees that a car is standing in front of the road. He will definitely stop and ask what happened, and will certainly help: he will pour a little gasoline out of his car, help replace the wheel, or simply take it on a trailer and drive to the garage. This is how our drivers live together. ”

Then the teacher offers the children to play the game "As if the drivers are going on a flight."

The next time you can start the game by reading the story "How the Beast Rolled the Beast."

“There is a car on the road. Itself is blue, the body is yellow, the wheels are red. Nice car! Forest animals saw her, stopped, watching. Ai, yes a car! Nice car!

A curious squirrel ran closer. I looked into the back. There is no one! The squirrel jumped into the back of the truck, and the car drove off: back and forth, back and forth.

The car drove up to the bunny, hummed: beep-beep-beep!

A bunny jumped into the car. And again the car drove: back and forth, back and forth.

The car drove up to the teddy bear, buzzed: beep-beep-beep!

I got into the teddy bear. The car went: back and forth, back and forth. Squirrel, bunny and teddy bear are happy!

He climbed into the back of a hedgehog. The car went: back and forth, back and forth. Hurrah!

Kids rolled up, tired.

The first squirrel jumped out of the car, behind her ..? - a bunny. Then got out ..? - teddy bear. But the hedgehog - after all, he cannot jump - cannot get down in any way. Got upset! The teddy bear, here is a clever girl, returned and extended a hedgehog's paw. Educated people and animals always help each other.

Only the hedgehog got out of the car, and she left. “Goodbye, blue car!” Thank you!" “the animals shouted after her.”

After reading the story, the teacher can offer the children independently

Prospective planning of role-playing games in the 1st junior group

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   “Prospective planning of role-playing games in the 1st junior group.”

Municipal treasury preschool educational institution "Kindergarten of general developing type No. 22" Ryabinushka "with priority implementation of the artistic and aesthetic direction of development of pupils."

Prospective planning of role-playing games in the 1st junior group.

Made up:

educator

Novoselova N.V.

Talitsa - 2016

Long-term plan for role-playing games.
(I younger group)

		Game list	Game formation environment and attributes
September	Role-playing game Arouse children's interest in collaborative with adult gaming activities and shape the ability to accept an imaginary situation. To teach children to perform a number of game actions, use the words “wrap”, “wiggle” in a speech, etc. Encourage use substitute items. Arouse children's interest in the game corner, the desire to act with toys.	"Katya woke up" (see the appendix) “Let's drink the doll tea” (see the appendix) "Mom feeds the doll" Let's put the doll to sleep "	Show Conventions action. Reading a poem: S. Marshak "Mustachioed- striped ”, V. Berestov“ Zainki ”, M. Druzhinina“ Moore, moore, moore ” Attributes: doll, dishes, stove, sink, crib.
	Building game Teaching children to play with building learn material and name details. Learn with the help of an adult to create elementary construction and beat it, form the beginning of the story game.	"Bench for the garden"	Problem situation: “To the garden matryoshka came, they need to rest. (we will build benches) "
October	Role-playing game Continue to teach children to transfer to game domestic scenes. Form a desire and encourage the use of substitute toys. Improve knowledge about vegetables and fruits, their purpose in cooking. Learn to develop a game plot.	"Put the doll to sleep" “Bathing Dolls” (see attachment) "We will help the doll to cook dinner" “We are going to the forest”	Didactic games Show conditionality Create a problem situation: “Your doll is dirty, but where is the bath and soap?” Attributes: sheet, soap, cribs, chairs.
	Building game Continue learning to play with building material (bricks). Build track building skills different widths and beat the building.	"Color tracks" "Drive a car animals " “Garage and paths”	Watching the road track. Walking with children on a track with singing songs. Attributes: large and small building material.
November	Role-playing game Create conditions for the plot role-playing games for children, enrich their content. Introduce children to a storage location in play area of \u200b\u200btoy clothes, consider it, call it. Arouse the desire to include the clothes of toys in the game, that when they "go" for a walk, you need to wear appropriate clothing. Continue to unite the plot of the game with building toys. Lead children to joint games.	"Mom feeds, washes, puts to bed" “Let's dress Katya for a walk” (see appendix) "New room for dolls" (see the appendix)	Problem situations: “Your dolls sat at the table. What did you cook for them? What do they like to eat? ” Problem situation: “And where is take your favorite pie ”, etc. Questions, answers, tips. Attributes: dishes for feeding dolls, utility material.
	Building game Teaching children with a tutor create simple buildings. Build skills to build and call pieces of furniture. Build collaborative skills.	“Let's build dolls furniture” "Furniture for a kitten" Mishkin’s house ” “New room for dolls” (see the appendix)	Examining the crib, table, stool. Show the significance of them. Creating a problem situation: “Matryoshka came to visit Masha’s doll. And where will they drink tea? ” Arrange a doll room.
December	Role-playing game To introduce children to the attributes of the game "Doctor", teach them to use, reflecting the actions of the doctor. Encourage game moves to new items in new conditions, and not be limited to the model specified in the game. Contribute to the plot and gaming collective games. Arouse interest in activities with cotton, bandages, etc.	Call a doctor. At the doctor. “The doll caught a cold, it must be treated” (see the appendix) "Dolls for a walk"	Review of illustrations for the works of K. Chukovsky. Andryusha doll brings attributes to the game "Doctor" Choose a place with your children for an office doctor. At first, the teacher as a doctor. Make additional attributes: ambulance, mustard plasters, bandage, cotton wool, etc.
	Building game Continue to develop interest in games with doll and building material. Learn to use purchased skills in the construction of simple buildings To develop the ability to beat buildings, share game material.	"Machine" (large constructor) "Dolls ride on cars » "Garage for the car" (major designer)	Attributes: major building constructor
	Role-playing game Continue to learn to perform in the game 2-3 familiar actions with the doll (the doll walked, came home, will undress, wash, etc.) Develop ability to take on role in the game and carry out role-playing actions. Teach children in games with dolls use the ability to play together, share toys.	"Teach a doll Katya undress after a walk " (see Attachment) “Let's roll the dolls from the hill” (see appendix) "Doctor" "Dress the doll for a walk"	Action Observations doctor’s child. Joint games of children and educator. Attributes: to the game "Doctor"
	Building game Teach children to beat buildings.		Problem situation: "Dolls look out the window. They like fluffy snow. Where are their clothes? ” Viewing slides on the site. Skating with dolls from a hill. Construction of a slide from building material. Attributes: dolls in winter clothes, building material, nesting dolls.
	Role-playing game To give children an idea of \u200b\u200bsubjects washing and ironing. Develop the ability to change along the way games role position. Foster interest in labor actions of adults, to acquaint with the performance of labor. Mom washes clothes to keep them clean.	“Washing and ironing doll clothes” * (see attachment) "Katya came from a walk" "Fox and fox" ** (see appendix)	Attribute Consideration for Encourage children to conditional performing actions. Attributes * Laundry and ironing. ** Building modules, tea doll set, car, boxes, toilet water bottles, cones.
	Building game Teach children to beat small construction.	"Airplane" "Machine" (major designer) "Bus"	Looking at the transport in the picture. Building, then beating buildings. Attributes: Large and small building material.
	Role-playing game Learn to set game goals, complete appropriate game actions, walk around the environment items needed for the game. Mimic the actions of adults (music director). To teach to act imaginary situation.	"Katya's doll's birthday" (see appendix) “We bake pies” * (see the appendix) “Let's build a doll house” "Musical lesson"	Supervision of the work of the musical director in his classes, at entertainment. Conversation after observation. Staging of the plot “Dolls sing and dance” * Attributes: box with a lid, parts from a building kit (small balls, cut in half)
	Building game Continue to teach children to create and beat the largest buildings. Continue to build skills co-playing and enriching game plots.	"House for the teddy bear" Big house for animals " Multi-storey building" "House"	Observation of a house under construction. Problem situation: “The doll froze. Where is her house? What will we build from? Where did the cubes come from? ”
	Role-playing game Continue to develop game content, where it is possible to unite children. Introduce the game "Barber".	“Let's make Katya a beautiful hairstyle” (see attachment) "Barbershop"	Excursion to the "hairdresser" in the preparatory group for the school. Consideration of attributes to the game. Joint games of children with the teacher. Didactic game "Misha is disheveled, he needs to be combed."
	Building game Continue to interest children construction, beat the construction together with the teacher.	The Fence "Hill with a path" "Truck. The doll will go to the sick bear. ”	Looking over the fence. Problem situation: “Andryusha came to visit the children and introduced the children to a little chicken who ran a lot, walked, ran away from his mother and got lost.” Building a fence, truck and beating them. Attributes: small and large building material, chicken with chickens.
	Role-playing game Continue to develop the skill transfer familiar actions with building material to new game situations, perform actions in accordance with the role (driver, passenger). Create conditions for use in a game of substitute items.	“We roll dolls by car” (see the appendix) "A trip to the country"	Subject-didactic game "The doll went to the cottage" Watching the children plot the game.
	Building game Continue to teach children to create simple buildings, enrich the game plots.	“Courtyard and dog house” "Bridge for pedestrians" "Building a house and a store" “The doll goes shopping”	Attributes: small and large building material, toys.