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 some question about mom, for example: "Do I need to consult with mom?" If the child thinks what is needed, he catches the ball. If someone does not agree with the opinion of this or that child, the game stops, and everyone discusses this issue.

Questions for the game:

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

2. Game "Who will help mom?"

The teacher divides the pupils 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 mom if:

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

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

3... Game "Mom's Magic Eyes"

The teacher asks the children to list what a mother's eyes are like when she looks at her children (kind, light, gentle). He writes down everything listed by the children on the board. Invites children to look at each other through the eyes of a mother and describe everything that they saw in each other.

Literature: T. Pozdeeva, magazine "Praleska"

Plot synopsis - role play "Family" in the middle group

Purpose: enrichment of social - play experience between children; development of game skills based on the "Family" storyline.

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

Preliminary work.

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

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

Conversations based on personal experience children about doctors, hospital.

Reading thin Literature: K. Chukovsky "Aibolit", Z. Aleksandrova "My Bear", A. Krylov "The cock got sore throat."

Excursion to honey. office in d.s.

Did. game: "What doctor should the bear go to?";

Did. game: "Professions"

Materials:

Play corner "Family", doll Masha, ambulance car, medical instruments, white coat for a doctor and pharmacist, attributes, toy phones, toys - substitutes.

Game progress:

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

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

What are the responsibilities of a dad?

What are the responsibilities of mom?

What is their child doing?

Tell us how you care for your loved ones, how do you help them?

Children, and if someone from your family gets sick, what will you do? (I summarize the children's answers).

2. A knock on the door. They bring a doll Masha, who asks to accompany her home to 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 start the game?

3. - That's right, first we will distribute who will be the father, who will be the mother, who will be the ambulance doctor, because the doll is sick.

(distribution of roles using the "magic bag")

What else do you need to play?

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 car 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? (deals with the child).

Daughter Mashenka is capricious, crying. (In the role of Mashenka's doll, educator)

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

Mom and Dad can your daughter have a high fever?

What should be done?

Mom touches Masha's forehead with her palm, asks Dad to bring a thermometer. The child has a high fever. Mom and Dad are worried.

What should dad and mom do, guys? (Call an ambulance)

Dad takes the phone and calls an ambulance.

What number do we call an ambulance? (03)

Dad's dialogue with the ambulance 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, let's leave.

The doctor arrives.

(Dad meets an ambulance and invites you into the house)

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

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

Mom rocks her daughter.

Dad goes to the pharmacy for medicine.

Guys, which one of you was in 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.

You are welcome. (Hands out money through the window)

Take your medicine.

Goodbye

Masha is given syrup to drink. They put him to bed. She is healthy.

5. - Children, did you like the game?

What did you like, Sophia? Artem? Etc.

Have you had such cases at home?

How did the ambulance doctors behave?

Would you like to play this game again?

The ambulance car is coming to us again. What happened? We're all healthy, aren't we kids?

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

Synopsis of the role-playing game "Family"

Purpose: enrichment of social - play experience between children.

Tasks:

- to enrich the social and play experience of children according to the plot "Family" according to the situation - a dog got sick, the animal is examined by a veterinarian;

- to encourage the independent distribution of roles;

- develop game skills according to the plot;

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

- develop role speech (communicative actions);

- encourage the development of simple stories with 2-3 situations (a trip to the veterinarian, buying drugs in a pet store), regulatory actions.

- to form benevolent relationships, personal universal educational actions;

- to teach to love animals.

Materials:

Play corner "Family", toy - puppy, car, games. Honey. tools, a white vet's coat, paraphernalia, toy phones, toys - substitutes.

1. Conversation.

Educator:

Two grandmothers, two grandfathers,

Parents and me -

This is how it turns out

An ordinary family.

And if the seed is in the water

Put for a while,

With water this seed

Soften a little,

That is a soft sign sprouting

Will push "em" and "me" apart -

This is how an ordinary family also turns out!

Today we are going to play the game "Family". It is not for nothing that the people say: "The family is in a heap, and the cloud is not terrible either." What do you think a family is?

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

Educator: Who is in the family?

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

Educator: What are the responsibilities of a dad?

Children: Hammering nails, watching TV, chopping wood.

Educator: What responsibilities does mom have?

Children: Washes dishes, cooks to eat, reads fairy tales, washes, goes to the store.

Educator: What does their child do?

Children: Plays.

Educator: Tell us how you care for your loved ones, how do 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 any of the animals gets sick, what should be done?

Children: It is necessary to treat, take 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 teacher plays the role).

Puppy: Hello guys. I walked and got lost. Take me home. I want to see mom and dad. I seem to have a cold? ( He whines, 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 start the game?

Children: Let's assign roles.

3. Distribution of roles.

Educator: That's right, first we will distribute 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 children).

Educator: What else do you need to play?

Children: We need to choose a place to play.

Educator: Right.

(Choice of the place of the game).

Children: We will be playing in a dollhouse.

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

Children: Next to the house.

Educator: Where will the veterinary clinic be located?

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

4.Cooperative play with the teacher.

Educator: Dad with mom and 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, does not want to play.

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

Children: He is ill.

Educator: Mom and Dad, can your puppy get sick? What should be done?

Children: We need to measure the temperature.

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

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

Educator: What to do, guys, for dad and mom?

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.

Family dialogue with the veterinarian.

All:Hello.

Veterinarian:Hello. What happened to you?

Dad:Our puppy got sick.

Mum:He has a dry and hot nose.

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

Educator: Kids, what should the vet do first?

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

Veterinarian:Yes, the temperature is high. I'll give you an injection, write a prescription. You will do everything as I say, he will recover.

Daughter:Hooray!

Veterinarian: Everything will be fine! Goodbye.

All: Goodbye.

Everybody goes home. Dad goes to the pet store for medicine.

Educator: Guys, how many of you were in the pet store?

Children: I was, we were with my grandmother.

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

Children: Seller.

Educator: What do they sell at the pet store?

Children: Animals, food for them and medicines.

Dialogue between dad and the seller.

Dad:Hello.

Seller:Hello.

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

Seller:Yes. 4 rubles.

Dad:You are welcome. (Hands out money through the window)

Seller: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 the most?

Children: Go to the veterinary clinic, buy medicine.

Educator: Have you had such cases at home?

Children: Yes, we recently had a cat.

Educator: Did you take the 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!

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

Didactic games with spiritual and moral content.

1. "Remember the tale"

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

Game actions: children recall familiar fairy tales and their heroes who have done good and evil deeds, analyze and evaluate them. For each answer they receive a token. At the end of the game, the teacher counts the chips and determines the winner.

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

Material: colored chips; prize for the winner.

2. "Good is evil."

Purpose: 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 in turn names any words denoting any deeds, actions. If the word means good, good deeds, then the children clap their hands. If the word is evil, children shake their toes and stamp their feet.

Children can also be chosen as drivers.

3. "Name it kindly."

purpose: teach children to select affectionate words, form diminutive words and say them to each other; cultivate friendliness, 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 chosen child speaks tender words to the neighbor on the right (left).

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

4. "Circle of desires"

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

Game actions: children stand in a circle and, passing the toy to a friend, express their wishes. For example: "I want all evil on the planet to disappear." Etc.

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

5. "Guess who he is."

purpose: shape ability loved one for one or another feature.

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

1. Who never yells?
2. Who will always listen, understand?
3. Who has the softest voice?
4. Who is the strongest and bravest?
5. Who is the most honest?
6. Who knows how to keep secrets?
7. Who is the fairest?
8. Who is the most affectionate, kind? Etc.

6. "Magic chair"

Purpose: develop the ability to speak pleasant words to others.

Game actions: Ask the children to stand in a circle, put a nice chair in the center.

Children go in circles and sing:

Who is more beautiful than everyone today,

Who is the happiest today?

Show up soon!

Sit on the magic chair!

In turn, the children sit on the magic chair, and each in a circle must say something good and kind about the person sitting. Before the start of the game, 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 TRANSFORMATION.

1st situation.

Leading... I will be a mother, and some of you will be my son or daughter. Observe your son's behavior carefully. I wonder if he can understand and fulfill the desire of the other?

On the table is a book, glasses, newspapers. Mom walks around the room looking for something, looking under the table.

Mum... Son, have you seen my glasses?

Son: No, I have not seen ... (not in a hurry to help find the glasses.)

Mum. Not? Then let's search together. ( looking for.)

Son.Mom, there they are!
Mum... Thank you, son, together we found them quickly.

When the son does not help to look for glasses, the mother says: “I can't find glasses for so long. I wanted to relax, read a book, newspapers. "

Children discuss the behavior of their son.

2nd situation.

Mom is sitting at the table. She is upset, sobs, tries not to look at her son. On the table there is a saucepan, a spoon, a plate.

Mum. Do you want to eat? I made the soup. Sit down for lunch. (puts a bowl of soup in front of his son) Don't burn yourself: hot!

When the son doesn't ask mom why she is crying, the game stops. Children discuss the behavior of their son. In that case, when the son is interested in the mood of his mother, she hugs him and smiles: “You are my clever, you see… the neighbor offended me in the morning, so the tears are rolling. But nothing will pass ... "

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

The children find a basket with a letter in it.

"Hello children. I am a wizard. I live in a fabulous country and I help everyone learn to talk politely, I teach 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 from the chest of the tablet with the words: "Thank you", "Please", "Hello", "Goodbye", "Sorry."

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

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

Literature: Z.S. Dynikova "Sow reasonable, kind, eternal ..."

Mozyr Publishing House "White Wind" LLC 2003.

1. Game "Photo for memory".

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

Game action:

The photograph (picture) shows a situation, for example, a child walks with his mother in the park.

Adult instruction: "A photographer came to us. He wants to shoot such a scene (shows a photo). Depict what you see in the photo. Tell your mom about what you will talk about while walking.

Questions for conversation: Does your "photograph" look like the one shown by the photographer? What did you do well and what did not work? Would you like to have such a photo in your album? Is this photo dear to you?

2. Game "Mom, Dad and Child"

Purpose:to form a respectful, 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, accompanied by appropriate words (not just a 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 switch roles.

After the exercise, you should discuss:

How did you feel "mom", "dad", "child"?

Did you enjoy being a dad ("mom")?

What role did you do better, worse?

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

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

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

All take turns speaking.

3. Game "Swaddling of a baby doll".

Purpose:clarify the ideas of children about how to take care of them mother. Foster love and respect for the mother.

Preliminary conversation:

Guys, we all were once as small as this baby doll. How do parents look after their baby? (they feed, swaddle, take out for a walk, are constantly next to him - what if the little one needs to be fed urgently or he has something sick!) What is it affectionately called? (baby, bunny, sun, flower, fish).

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

The adult consistently shows on the doll. Swaddling babies properly. When showing, you should express the sincerity of maternal feelings for the child in touches and words. After that, the children repeat the actions of the adult.

Literature: I.A. Komarova, N.V. Ershova "The House of Our Smiles", Mozyr Publishing House "Bely Veter" 2008

4. Activity game: collage "My family".

Purpose:foster a positive attitude towards the family. Learn to empathize, love, trust.

Course of the lesson:

Previously, the teacher prepares cards with the image of women, men, children. grandmothers, grandfathers, i.e. family members and relatives. Educator: - Guys, each of you has a family. Let's look at the illustrations and tell you what family members are doing (conversation on a series of paintings about the family).

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

Fizminutka"My friendly family."

Then the pupils demonstrate the models, describe in detail “their family” 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 relationship do you have in your family?

What do parents teach their children?

Game "What to do"? (solving problem situations)

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

1. The little child is crying. Why do you think he might cry? What should mom do?
2. Many guests came to my mother's birthday. After a delicious dinner, it's time for a treat. And then it turned out that all the sweets had been eaten by the youngest son Fedya. Dad, mom, older brother Kostya were very ashamed in front of the guests. Why do you think? Did Fedya do the right thing by eating candy?
3. Dasha and dad were returning from kindergarten home. When they passed a toy stall, the girl began to persistently ask her dad to buy a new doll. Dad explained to his daughter that if they bought a doll, they would have no money left to buy medicines for grandfather, without which he would not be able to recover. Dasha shouted even louder: "I want a doll." What can you say about Dasha?
4. Grandma asked her grandson Vitya to help wash the dishes. Vitya refused to help, and instead went to watch cartoons. What should Vitya have done?

The teacher sums up the lesson.

Materials used I.A. Komarova, N.V. Ershova “The House of Our Smiles”, Mozyr Publishing House “Bely Veter” 2008.

Building friendships between children through games.

Didactic games for preschoolers

Game "Animals in the swamp".
Purpose:
1. Teach children to be responsive to their peers, to help them at the right time.
2. To foster trust in each other, a sense of responsibility for another, a friendly attitude towards others.
3. To continue to enrich the children's dictionary with expressions: verbal politeness (please, thank you, etc.)
Game progress.
All children of the group are playing. They are "beasts" that have fallen into the swamp. Each has three boards (three sheets of paper). You can get out of the swamp only in pairs and only on the boards. One of the players had two planks broken and sank to the bottom. In order for him not to drown, he needs help - this can be done by his partner (his pair). Every child should be a victim and rescuer. Both the willingness to help and the proposed options for salvation are evaluated.
Game "Bridge of Friendship".
Purpose: to develop an orientation towards the behavior and emotional state of another, the ability to see positive in the other, overcoming indecision, constraint, optimize relationships.
An adult shows a ruler (unsharpened pencil, etc.) and says: “This is a bridge of friendship. Let's try to hold this bridge with our foreheads, while we say something good to each other. "
Game "Photos of friends"
Purpose: to develop the ability to know another, to form a positive attitude towards peers, the ability to express their feelings, relationships in speech.
On the table are pictures of children in a group. The child is invited 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".
Purpose: to develop empathy (orientation towards the emotional state and behavior of another) in children by stimulating visual and tactile contact, friendships 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 evenly distributed over the entire area of \u200b\u200bthe carpet. Then the teacher gives each pair a thick sheet of paper. A sheet of paper is placed on the partners' heads so that it is convenient for each pair to hold it during the dance. Then the music turns on and the children begin to dance, trying to hold the sheet of paper as long as possible. The couple that holds the sheet of paper longer than the others wins.
Word game "Who will say more kind and warm words"
Purpose: to stimulate the development of verbal communication; evoke sympathy, the desire to help others. Peer-friendliness.
- When you hear so much kind words, and even with a smile on his face, then the pain and sadness immediately go away. It became much easier for me. Do you know the song "Smile"? Teach me to sing and dance! V. Shainsky's song "Smile" is played.
Didactic game "Flower of friendship".
Material: seven-color flower and Carlson doll.
Game progress:
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: “On my birthday, the Kid gave me a magic flower of friendship. Once I saw that all the petals from the magic flower had fallen off. And before that, my friend Kid was offended by me and left. Help me understand how I could offend 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 assumptions, gradually collecting the flower of friendship. After that, they pass it on to Carlson. He thanks the guys for their help and says that now he understood why the Kid was offended and how a real friend should not act.
Creative game "Helping each other"
Material: cut pictures (camel, balloon, two palms, clouds, hippo, apple tree), Barmaley costume, ship model.
Game progress:
Rep. I suggest you take a trip to an unknown island on this wonderful ship.
Children climb onto the ship and, to light music, "sail" to distant countries.
Rep. Guys, look! The land appeared ahead! Now our ship will sail to the island, and we will go ashore.
Children leave the ship and go to the island. Suddenly a terrible, formidable Barmaley comes out to meet them.
Barm. Got you who bite? What do you need on my island? I am a terrible, angry, cruel Barmaley! I love to grab and swallow small children!
Rep. Please wait, dear Barmaley. Don't grab us and swallow us. And at all you are not so scary and evil. Really guys?
Children. Yes.
Rep. Now you can be convinced of this. We invite you to play with us.
Barm. What are we going to play?
Rep. We will explain it 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 to help me.
Children and Barmaley begin their assignment.
Barm. For some reason I can't. And you put everything together so quickly and well.
Rep. This is because we collected the picture all together, together, and you are alone. You had no one to help. Now, Barmalei, the children will help you post the picture.
The guys help Barmaley, he is happy and thanks them.
Rep. Dear Barmaley, do you know who friends are?
Barm. Not.
Rep. These are just those 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 a friend affectionately".
Material: inflatable heart.
Game progress:
The teacher explains to the children that there are many kind, pleasant and affectionate words called compliments. The teacher invites the children to stand in a circle so that they see each other's eyes, and, passing the inflatable heart, say some kind word to their neighbor.
After the game, everyone notes that warm words made them happier and more cheerful.
Didactic game "Doing the right thing"
Purpose of the game: to make children understand about good and bad deeds and be able to analyze them. Develop politeness, the ability to politely address comrades.
Equipment Needed: Paired pictures on the same topic, one of the pictures depicts a bad deed, and the other a good one.
Course of the game: The teacher explains to the children what actions can be called good, and which are bad... Then he invites the children to give examples of good and bad things. Then the game starts. 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 another player. The task of each player is to find a pair for both pictures. Children will have to communicate with other players, compare the drawings on their cards with others. The teacher makes sure that all children are courteous to each other. After all the pairs are found, the players describe the plot of the pictures, why they came to this or that opinion. After the game, the teacher sums up everything that the children said.
Didactic game "What would you say?"
Purpose of the game: to make children understand about good and bad deeds, to foster a sense of friendship, the ability to share.
Course of the game: The teacher invites the children to play. During the game, he offers the children a situation and gives three options for answering how to answer it. The task of children is to choose the correct answer from three options. For example, the teacher plays up the following situations:
1. “Mom gave you candy. What do you say to that?
give me one more;
I don't like those like that, give me another one;
thank.

2. Your friend asks you for a toy. What will you answer him?
I need her myself;
take it, please;
I'll give you, if only you give me yours.
3. Grandma asks you to help her wash the dishes. What will you tell her?
I do not want;
sure;
I'm tired, I'll wash it myself.
The players' task is to choose correct option... If the players, for some reason, make mistakes, the educator does not ignore this mistake: it is important to explain why this, and not another answer, is correct. The educator should say that good, polite words should be supported by actions.
Plot-role-playing games.
"A family"
Purpose: Development of interest in the game. Formation of positive relationships between children.
Play material: Baby doll, attributes for equipping the house, doll clothes, dishes, furniture, substitute items.
Preparation for the game: Games-activities: "The baby woke up", "As if mom is not at home", "Let's prepare lunch for the baby", "Feeding the baby", "Dolls are going for a walk." Observing the work of a nanny, a teacher in groups of children of the second year of life; watching mothers walk with children. Reading fiction and looking at illustrations on the theme of "Family". In the design class: building furniture.
Playing roles: Mom, Dad, Baby, Sister, Brother, Chauffeur, Grandmother, Grandfather.
Game progress:
The teacher can start the game by reading the artistic work of N. Zabila "Yasochkin Garden", at the same time a new doll Yasochka is added to the group. After reading the story, the teacher invites the children to play the way Yasya does, helps prepare toys for the game. The educator may then invite the children to fantasize how they would play when left alone at home.
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 that, the teacher can talk in the presence of children with the parents of a recently ill child about what he was ill with, how mom and dad took care of him, how they treated him. You can also conduct a game-lesson with a doll ("Yasochka caught a cold").
Then the teacher invites the children to play independently in the "family", observing the game from the side.
With the subsequent conduct of the game, the teacher can introduce a new direction, invite the children to play, as if it was Yasha's birthday.
Before that, you can remember what the children did when someone in the group had a birthday (the children secretly prepared gifts: they drew, sculpted, brought postcards from home, small toys.
At the holiday, they congratulated the birthday man, played round dance games, danced, recited poetry). After that, the teacher invites the children to mold bagels, cookies, sweets - a treat in a modeling lesson, and celebrate Yasochka's birthday in the evening.
In the following days, many children can already develop in independent games with dolls various options celebrating a birthday, saturating the game with their own experience gained in the family.
In order to enrich the knowledge of children about the work of adults, the teacher, having previously agreed with the parents, can instruct the children to help the mother at home with cooking, cleaning the room, doing the laundry, and then tell about it in the kindergarten.
For the further development of the “family” game, the teacher finds out which of the children has younger brothers or sisters. You can read the book by A. Barto "Younger Brother" to children 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 pretend that each of them has little brother or sister, tell how they would help his mother take care of him.
The educator can also organize a family game for a walk.
The game can be offered to a group of three children. Distribute the roles: "mom", "dad" and "sister". The focus of the game is the baby doll "Alyosha" and new kitchen utensils. Girls can be offered to clean the playhouse, rearrange the furniture, choose a comfortable place for "Alyosha" cradle, make a bed, swaddle the baby, put him to bed. "Dad" can be sent to the "bazaar", bring grass - "onions".
After that, the teacher can include other children in the game as they wish and offer them the roles of "Yasochka", "Dad's friend - a driver" who can take the whole family to the forest to rest, etc.
The teacher should provide children with independence in the development of the plot, but also carefully monitor the game and skillfully use the role relationships of children to strengthen real positive relationships between them.
To end the game, the teacher can offer the whole family to go to dinner in the group.
The teacher, together with the children, can constantly develop the plot of the game in the "family", intertwining with games in the "kindergarten", in "chauffeurs", "mom and dad", "grandmother and grandfather."
Participants in the "family" game can take their children to "kindergarten", take part in "matinees", "birthdays", fix toys; “Moms and dads” with children as passengers go on a bus for a country walk in the forest, or a “chauffeur” to take a mother with a sick son to a “hospital” where he is received, treated, looked after, etc. ...
Methodical recommendations: a continuation of the game in the "family" can be the game "Bath Day".
"Bath day"
Purpose: Development of interest in the game. Formation of positive relationships between children. Fostering in children a love of cleanliness and tidiness, a caring attitude towards younger ones.
Preparation for the game: Reading the works "Grimy Girl" and "Bathing" from A. Barto's book "Younger Brother". Viewing the cartoon "Moidodyr". Examination of the painting by E.I. Radina, V.A. Ezikeeva "Playing with a doll". Making 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 work "Grimy Girl" and "Bathing" from A. Barto's book "Younger Brother". Talk about the content of the texts.
After that, it is advisable to show the children K. Chukovsky's cartoon "Moidodyr", to consider the paintings of E.I. Radina, V.A. Ezikeeva "Playing with a doll", as well as conduct a conversation "How we swam", in which to consolidate not only the sequence of bathing, but also to clarify the ideas of children about the equipment of the bathroom, about how. how attentively, caringly, affectionately mothers and fathers treat their children.
Also, the teacher can involve children, together with their parents, to take part in the manufacture of attributes, equipping a large bathroom (or bath) for dolls.
With the help of parents and with the participation of children, you can build a towel rack, a grate under your feet. Children can design soap boxes. Benches and chairs for the bathroom can be made of large building material, or you can use highchairs and benches.
During the game, the teacher tells the children that they cleaned up the play corner very well yesterday; washed all the toys, arranged them beautifully on the shelves. Only the dolls are dirty, so you need to wash them. The teacher offers to arrange a bath day for them.
Children put up a screen, bring baths, basins, build benches and chairs from building material, put a grate under their feet, find combs, washcloths, soap, and soap dishes. Here the bath is ready! Some "moms" rush to start bathing without having prepared clean clothes for the dolls. The teacher asks them: "What will you change your daughters into?" “Moms” run to the closet, bring clothes and put them on chairs. (Each doll has its own clothes). After that, the children undress and bathe the dolls: in the bath, under the shower, in a basin. If the need arises, the educator helps the children, makes sure that they take good care of the dolls, call them by name; reminds that you need to bathe carefully, carefully, do not pour water into your "ears". When the dolls are washed, they are dressed and combed. After bathing, children pour out the water, clean the bathroom.
Methodological recommendations: The natural continuation of this game can be "Big wash".
"Big washing"
Purpose: Development of interest in the game. Formation of positive relationships between children. Fostering in children respect for the work of the washerwoman, respect for clean things - the result of her labor.
Play material: Screen, basins, baths, building material, play bath accessories, substitute items, doll clothes, dolls.
Preparation for the game: Excursion to the kindergarten laundry, observing how the washerwoman hangs up the laundry during a walk, and helping her (serve clothespins, take away dry clothes). Reading the story of A. Kardashova "Big wash". Playing roles: Mom, dad, daughter, son, aunt
Before starting the game, the teacher asks the children to observe the work of the mother at home, to help her during the wash. Then the teacher reads the story by A. Kardashova "Big wash".
After that, if the children do not have a desire to play a game on their own, the teacher can offer them to arrange a "big wash" or take out the bath and linen to the site.
Further, the teacher offers the children the following roles: "mom", "daughter", "son", "aunt", etc. You can develop the following plot: the children have dirty clothes, you need to wash them and all the clothes that are dirty. “Mom” will direct the washing: which clothes should be washed first, how to rinse the laundry, where to hang the laundry, how to iron it.
The educator must skillfully use role relationships during play to prevent conflict and form positive real relationships.
During the subsequent conduct of the game, the teacher can use another form: the game of "laundry". Naturally, before this, appropriate work should be carried out to familiarize with the work of the washerwoman.
During an excursion to the kindergarten's laundry, the teacher introduces the children to the work of the washerwoman (washes, turns blue, starch), emphasizes the social significance of her work (she washes bed linen, towels, tablecloths, dressing gowns for kindergarten employees). The washerwoman tries very hard - everyone is pleased with the snow-white linen. Washing machine, electric irons make the work of the washer easier. The excursion contributes to the education in children of respect for the work of the washerwoman, respect for clean things - the result of her labor.
The reason for the emergence of the game in the "laundry" is often the introduction of the teacher into the group (or area) of objects and toys necessary for washing.
Methodical recommendations: children are attracted by the role of "washerwoman", 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", "Route taxi")
Purpose: Consolidation of knowledge and skills about the work of a driver and a conductor, on the basis of which the children will be able to develop a story-driven, creative game. Acquaintance with the rules of conduct on the bus. Development of interest in the game. Formation of positive relationships between children. Fostering in children respect for the work of the driver and conductor.
Play material: Building material, toy bus, steering wheel, cap, policeman's stick, dolls, money, tickets, wallets, conductor's bag.
Preparation for the game: Observation of buses on the street. Excursion to the bus stop. Bus ride. Observation of the games of older children and joint games with them. Reading and viewing illustrations on the topic "Bus".
Drawing the bus. Production of attributes for the game together with the educator. Watching a movie.
Playing roles: Driver, conductor, controller, police officer.
Game progress:
The teacher should start 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 leave it, and see the driver and the conductor through the windows of the bus.
After such observation, which is 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 in class.
Then the teacher needs to organize a toy bus game 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 pupae can be put on the 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 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 the children understand how difficult the driver's job is, and observe it, understand the meaning of the conductor's activity and see how he works, how he behaves politely with passengers.
In a simple and accessible form, the teacher must explain to the children the rules of behavior for people on the bus and other types of transport (if you have been given a seat, thank you; give way to an old man or a sick person who finds it difficult to stand; do not forget to thank the conductor when he gives you a ticket; sit down to free space, and do not necessarily require a seat by the window, etc.).
The teacher must necessarily explain each rule of behavior. Children need to understand why an old man or a disabled person needs to give up their seat, why they cannot demand a better seat by the window. Such an explanation will help children to practically master the rules of behavior on buses, trolleybuses, etc., and then, fixing themselves in the game, they will become a habit, become the norm of their behavior.
Another important point while 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 of the ride itself: some go to work, others to the zoo, others to the theater, and others to doctor, etc.
The driver and the conductor by their work help people to quickly get to where they need to, so their work is honorable and you need to be grateful to them for this.
After such a trip, the teacher must conduct a conversation with the children about the picture of the corresponding content, having previously carefully examined it with them. When analyzing the content of the picture with the children, you need to tell which of the passengers depicted on it is going where (grandmother with a big bag to the store, mother is 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 stage in preparing for the game can be watching a movie that shows the ride on the bus, the activities of the conductor and the driver. At the same time, the educator must explain to the children everything that they see, and be sure to ask them questions.
Then 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 set, leaving the front and rear doors for passengers to pick up and drop off. At the rear end of the bus, the teacher makes the place of the conductor, in the front end - the driver's seat.
In front of the driver is the steering wheel, which is attached either to a large wooden cylinder from the building kit or to the back of a chair. Children are given wallets, money, bags, dolls to play with. Having asked the driver to take his place, the conductor (educator) politely invites passengers to get on the bus and helps them to get comfortable. So, for passengers with children, he offers to take the front seats, and for those who did not have enough seats, he advises to hold on so as not to fall while driving, etc.
Placing passengers, the conductor along the way explains his actions to them "You have a son in your arms." It's hard to hold it. You need to sit down. Please give up your seat, otherwise it's hard to keep the boy. Grandpa also needs to make way. He is old and difficult to stand. And you are strong, you will give way to your grandfather and hold on to your hand here, otherwise you can fall when the bus is going fast, ”etc. Then the conductor hands out tickets to passengers and simultaneously finds out which of them is going where and gives a signal to depart. On the way, he announces stops ("Library", "Hospital", "School", etc.), helps to get off the bus and enter it for elderly people, disabled people, gives tickets to newcomers, keeps order on the bus.
Next time, the teacher can assign the role of a 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 during the departure of the bus, the teacher reminds about this, and without disrupting the course of the game: “What is the stop? I have 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 traffic policeman, who either allows or prohibits the movement of the bus.
Methodical recommendations: further development of the game should be directed towards combining it with other plots and connecting to them.
"Chauffeurs"
Purpose: Consolidation of knowledge and skills about the work of the driver, on the basis of which the children will be able to develop a plot, creative game. Development of interest in the game. Formation of positive relationships between children. Raising children's respect for the work of the driver.
Game material: Cars of various brands, traffic light, gas station, building material, steering wheels, cap and stick of a police officer, dolls.
Preparation for the game: Observation of cars on the street, targeted walks to the car park, gas station, garage. Game-lesson "Drivers go on a flight". Observation of the games of older children and joint games with them. Learning the outdoor game "Pedestrians and Taxi". Reading and viewing illustrations on the topic "Chauffeurs". Reading stories from the book by B. Zhitkov "What have I seen?" Construction of a garage for several cars and a truck from building material. Sand construction of bridges, tunnels, roads, garages.
Roles to play: Drivers, mechanic, petrol stationer, dispatcher.
The teacher should start preparing for the game by organizing special observations of the driver's activities. They should be guided by the teacher and accompanied by his story, explanation. A very good reason for the first detailed acquaintance of children with the work of a chauffeur can be the observation of how food is brought to the kindergarten.
After showing and explaining how the driver brought the food, what he brought and what will then be prepared from these food, it is necessary to examine the car with the children, including the driver's cabin. It is advisable to organize constant communication with the driver who brings food to the kindergarten. Children watch him work, help unload the car. The next step in preparing for the game is observing how food is brought to nearby stores.
Walking with children along the street, you can stop at one or another store and watch how the imported products are unloaded: milk, bread, vegetables, fruits, etc.
As a result of such observation, the guys should understand that being a chauffeur does not mean just turning the wheel and humming, that the chauffeur drives a car in order to bring bread, milk, etc.
Also, before the start of the game, the teacher organizes excursions to the garage, to the petrol station, to a busy intersection where there is a police officer.
It is advisable for the teacher to conduct another excursion to the garage, but not to any garage, but to the one where the father of one of the pupils of this group works as a driver, where the father will talk about his work.
Emotionally colored ideas of children about the work of their parents, its social benefits are one of the factors that induce a child to take on the role of a father or mother, to reflect in the game their activities in everyday life and at work.
The impressions received by children during such walks and excursions must be consolidated in a conversation about a painting or postcards. In the course of these conversations, the educator needs to emphasize the social significance of the driver's activities, emphasize the importance of his activities for others.
The educator can then arrange a play on the toy cars. For example, children are given vegetables, fruits, bread and pastries, furniture made of paper that they fashioned in class. The teacher advises to take food to kindergarten, goods to the store, to transport 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, ambulance, if possible, show in action the cars that water the street, sweep, sprinkle with sand), explaining the purpose of each of them. At the same time, the teacher must emphasize that everything that these machines do can be done only thanks to the activity of the driver.
The teacher should also consolidate the knowledge gained by children during walks and excursions, examining with them pictures depicting a street with different kinds 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 indicated by the policeman with his wand (or hand). The traffic controller can change the direction of movement, stop transport. This simple game, when well organized, is a lot of fun for children.
One of the stages in preparing children for a story-driven game can be watching a movie showing a specific case of a chauffeur's activity and different types of cars.
At the same time, for two weeks, it is advisable to read several stories from the book by B. Zhitkov “What have I seen?”, To conduct several classes on designing from building material (“Garage for several cars”, “Truck”), followed by playing around with buildings.
It is good to learn with children the outdoor game "Colored cars" and the musical and didactic game "Pedestrians and taxis" (music by M. Zavalishina).
On the site, children, together with the teacher, can decorate a large truck with multi-colored flags, carry dolls on it, build bridges, tunnels, roads, garages in the sand for 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. The caregiver then appoints a driver. On the way, you should definitely tell the children about what a car is passing by. As a result of this move, the doll corner moves to another part of the room.
Having disassembled things in the country and settled in a new place, the teacher will ask the driver to bring food, then take the children to the forest for mushrooms and berries or to the river to swim and sunbathe, etc.
After a few days, the game can be repeated in another version - to move from the dacha to the city, take the children to see how the streets were decorated for the holiday, take everyone to the doctor to weigh 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 may be the following. The teacher takes on the role of a "driver", inspects the car, washes it, with the help of children, refills 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. Then the plot develops in this way: the chauffeur helped build the house. Then the teacher introduces into the game several roles of "drivers", "builders". The children together with the teacher are building a new house for Yasi and her mom and dad.
The teacher then encourages the children to play on their own and reminds the children that they can play however they want.
Methodical recommendations: during the subsequent game of "chauffeurs", the teacher brings in 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 repairs, a cap and a police officer's stick), improve finished toys (attach a trunk to a passenger car or an arc to a bus using plasticine, turning it into a real trolleybus). All this contributes to maintaining interest in the device, purpose and methods of using the toy in the game.
At this age, children's games of "chauffeurs" are closely intertwined with games of "construction", since chauffeurs help build houses, factories, dams.
"Builders"
Purpose: Development of interest in the game. Formation of relationships between children. Raising respect for the work of a builder in children.
Game material: Cars of various brands, traffic light, gas station, building material, steering wheels, cap and stick of a policeman-traffic controller, dolls.
Preparing for the game: Observing the work of builders. Observation of the games of older children and joint games with them. Reading and viewing illustrations on the topic "Builders". Construction of a dam from building material. Construction of sand bridges, tunnels, roads, dams. Roles to play: Builders, chauffeurs
Game progress:
Before the start of the game, the teacher introduces the children to the concept of a dam, shows photographs, talks about the purpose of the dam. Also, the teacher can organize an excursion to the dam.
The game begins with the fact that the teacher, during a walk, draws attention to a stream flowing along the ground, and invites the children to build a dam. The children each take a truck and go to the sandy courtyard. They begin to load and transport the sand to where the trickle flows.
Under the guidance of a teacher, they build a "dam", block off a stream - a "river". The water washes the hole, they fill it up again, make the dam higher. The teacher suggests expanding the dam so that a car can pass through it.
They build, rebuild, improve the "dam" and all the time they carry new sand. Each child carries his own truck, sometimes they help each other to load, "so that faster, otherwise the water will wash away." The teacher makes sure that the guys play together, without quarreling.
Methodical recommendations: during the subsequent conduct of the game, the teacher invites children to play on their own.
"River trip"
Purpose: Development of interest in the game. Formation of positive relationships between children. Raising children's respect for the work of naval workers.
Play material: Building material, kitchen utensils, play sets "at the doctor's", "hairdresser's", steering wheel, lifebuoy, flags, dolls, substitute items, plastic boats, boats, motor ships, inflatable pool, captain's cap, binoculars, horn, ladder, anchor on a chain.
Preparation for the game: Excursion to the river station, targeted walks to the river. Meeting with an employee of the river station. Reading poems about sailors, about the navy; joint games with older children. Game-lesson "Yasochka's journey on a motor ship". Reading excerpts from the book by B. Zhitkov "What have I seen?" ("Steamer", "Pier", "There is a dining room on the steamer," etc.). Application of ready-made geometric shapes on the theme "Motor ship". Modeling boats from clay. Production, together with the teacher of lifebuoys, flags.
Game roles: Captain, sailor, helmsman, cook, doctor, hairdresser
Preparation for the game begins with showing the children a picture of a steamer and the teacher explaining that they will now go to the river to watch the steamer. This will help children to focus their attention, direct their interest in the right direction.
After that, a targeted walk to the river is carried out, where children observe motor ships, boats, boats, determine their characteristics. Then the teacher organizes an excursion to the pier at the river station, clarifies the children's idea of \u200b\u200bhow motor ships dock, where passengers buy tickets. Also, the teacher, with the help of parents, can organize an excursion on the boat.
During the excursion, tell about the work of the people who work on it (captain, mate, helmsman, sailors, cook, doctor), examine the cabins, the captain's bridge, the helmsman's cabin, steering wheel, lifebuoys.
After the walk and excursion, you should consolidate the knowledge gained 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 an employee of the river fleet, 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 a toy with children: build a pier, ride dolls on a steamer, etc.
To prepare for the role-playing game, play attributes should be made together with the children. Children can do something on their own, the teacher only needs to tell them that this may be needed for the game. So, children can already make tickets, money, breakfast products during the trip themselves. Other attributes, for example a steamer tube, a captain's telescope, sailor caps (cardboard hoops), are made by the teacher together with the children. When making different crafts, the degree of participation of children should be different depending on their skills. In some cases, the teacher helps children more, in others - less.
The last step in preparing for the game can be watching a movie that shows a trip on a steamer, and a conversation about its content, which casts and maintains children's interest in the topic.
When children already have a strong interest in play, the teacher can invite children to play. Given the insufficient level of development of organizational skills in children of the middle group, the teacher can take part in the game. So, with his questions he should be reminded of what the captain's bridge looks like, the helmsman's booth, the steering wheel, where the passenger compartment is located. First, the guys build a motor ship and equip it: they make chairs from building material, build a kitchen and a buffet: they move a stove, dishes, a table from a doll's corner, make cabins and a doctor's office. With the help of a tutor, masts, anchors, ladders, lifebuoys are placed in the appropriate places.
After that, with the help of the educator, the roles are assigned: “captain”, “sailor”, “helmsman”, “cook”, “doctor”, “passenger”, etc.
Then the captain loudly announces in a megaphone: “Passengers, enter the ship, now it is departure. Let's go along the river. " Girls with dolls climb onto the ship, sit down. The rest of the participants in the game also take their places. The teacher gives the signal to start. “Raise the anchor! Remove the ladder! Full speed ahead! ”, - the captain gives commands. The sailors quickly and accurately carry out his orders. The motor ship is sailing. Children buzz and puff, imitating the noise of the engine room.
During the trip, each of the players is busy with their own "important" affairs. “Moms” hold dolls in their arms, raise them to the window so that the banks of the river can be seen, others go to the salon to relax to watch TV. The teacher does this. that there is work for the “doctor” too: he tidies up the office, unfolds, rearranges, wipes the “tools” - after all, now it is necessary to receive visitors. And here is the first patient. The "passenger" knocks on the office and asks to "treat" him. The doctor gently "lubricates" the wound and makes a sticker out of paper, puts it on the chair. Then the “mothers” come with their “children” to see a doctor.
The "cooks" are busy with a serious business - you need to feed the passengers with something. They make "cutlets" and cook "borscht". Then the teacher announces that the table is set and the "waiters" invite the passengers to dine.
Then you can develop the plot by saving a drowning man. There was an emergency on the ship - the "passenger" "fell into the water." Everyone shouts: The man is drowning! Man overboard!". They throw lifebuoys, lift the "drowning man" and quickly lead him to the doctor.
You can also arrange a “hairdresser's” on the boat. The “hairdresser” listens attentively to passengers and fulfills their requests: cuts a hair, does hair.
Methodological recommendations: in the future, the game should be modified, updated. For example, during a stop, passengers can pick mushrooms and berries or swim, swim, sunbathe, etc.
Having made an interesting "journey" along the river, the children return home. One thing is important for the educator when organizing the game: having given the children the basis for the game, he needs to be guided so that this basis becomes overgrown with content in which the creativity of children and their initiative is manifested.
"Score"
Purpose: Familiarization with the work of adults in a grocery, vegetable, bookstore, department store, etc. Development of interest in the game. Formation of positive relationships between children. Raising children's respect for the work of the seller.
Play material: Building material, toys, dummies of products, clothes for dolls, hangers, mirror, cash register, showcase, substitute items, dolls, homemade books, wallets.
Preparation for the game: Excursion to a vegetable, book, grocery store and a clothing store.
Meeting with store employees. Reading poems about sellers, about collective farmers. Reading an excerpt from B. Zhitkov's book "What have I seen?" ("Bakhcha") and S. Mikhalkov's book "Vegetables". Drawing on the theme "Excursion to the store". Joint games with older children. Modeling of vegetables, products. Production of homemade books together with the teacher.
Roles in play: Salesman, cashier, customer, store manager, chauffeur
Game progress:
When preparing for the game in the "store", the teacher can use different reasons. So, you can take advantage of the approaching holiday or birthday of one of the children, or you can simply buy something. In any of these cases, children should understand that the trip to the store is caused by the need to make some kind of purchase.
The teacher tells the children: “Today is Sasha's birthday. Sasha became big, he is five years old. We will go to the store and buy him a gift "or" March 8 is coming soon, we need to make flags, decorate the room. We have no paper. We'll go to the store and buy colored paper and make flags out of it. Then we will decorate the room with flags, it will be very beautiful in our group. "
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 a gift for Sasha” or “We have no paper. We are going to the store to buy paper”).
During the excursion, you need to show the children counters, shelves, goods, explain everything they see, and say that all this together is a store. It is very good if the teacher constructs the explanation in such a way that it will raise questions from the children. The teacher needs to ensure the active attention and perception of children of everything that they observe and what is explained to them. Especially the teacher should emphasize the meaning of the activities of salespeople and the cashier 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 it themselves. So, one child can be instructed by the educator to find out from the seller if there is a necessary product and, if there is, how much it costs, to another - to pay to the cashier, to the third - to receive a purchase from the seller. In this case, children enter into communication with adults in the process of performing their labor activity and, in fact, participate in it as buyers.
Such participation in the activities of adults helps children to understand its meaning, goals, ways of its implementation.
After the excursion, the teacher should let the children feel and experience the results. For example, if paper was bought for flags, 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. By showing children a picture, a 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?" “I paid money to the cashier, took the check, gave the check to the seller, if the picture shows a girl receiving a purchase), etc.
Answering such questions, the children can already use not only what they perceive directly, considering the drawing, but also what they know from their personal experience gained during the excursion.
In order for children to understand that the word "store" does not only refer to a confectionery or stationery store, ie. not only to the store they went to, but the word "buy" means not only the purchase of sweets 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 the appropriate concepts.
So, you can organize an excursion to the bread, vegetable, book, toy store, etc. It is 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, candy, cookies.
After several excursions, the teacher can invite the children to draw what they saw in the store
Children can draw fruits, vegetables, toys, candy, etc. It is also necessary that in a modeling lesson, children sculpt objects that they will then use during the game.
Then the teacher conducts a conversation on the pictures and summarizes everything that the children already know about the store.
To play in the "store", the teacher must prepare a sign with the word "store", money, checks, a plate with the word "Cashier", wallets for customers. The teacher moves the tables, which form a counter on which all kinds of toys should be beautifully laid out.
After distributing wallets with money to the children, the teacher informs him that a new store has opened, where toys are sold, and invites him to go there. In the store, customers are greeted by a very polite and helpful seller (educator), at the checkout - by an experienced cashier (one of the children). The seller politely greets the buyer, then offers him the product, gives him a look, shows how to handle it, says how much it costs. Having paid the amount named by the seller to the cashier and taking 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 the classroom. The teacher appoints one of the children as a seller, and he takes on the role of one of the buyers, but in a new role he directs the course of the game.
Further development of the game can go along the line of changing the profile of the store (either grocery, then book, then pastry, etc.) or along the line of including this topic in other game themes.
For example, one of the options for the game might be the following. The teacher brings the cash register, a wooden display case with cells (similar to the one seen in a grocery store) and a “strawberry” made by the teacher into the group. The teacher replaces the missing vegetables and products with pebbles, chestnuts, leaves. All this should arouse interest in children and a desire to play.
If the children did not react to the items for the store, the teacher himself draws the attention of the children to the attributes of the game and suggests to play. With the help of a counting board, the guys distribute the roles: "seller", "buyer". Then the children, together with the teacher, set up a showcase, put vegetables in the cells, take baskets, "wallets", "money" and go to the store. The first buyer asks the seller to weigh a kilo of strawberries. The “seller” weighs the purchase on the scales and gives it to the “buyer”. The teacher should accustom children to the rules of communication in the store and encourage them to carefully monitor each other so that someone does not forget to thank. The next “buyer” buys an apple for his daughter ”, then oranges, plums, pears, etc.
To keep the interest in the game not weakened, the teacher, for example, can remind the “sailors” (children playing in the “ship”): “Did you forget 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 are eager to shop.
Over time, there are fewer and fewer buyers in the store. The seller is clearly tired of decorating the window, wiping the cash register, and she announces that the store is closed for lunch, hangs a plaque at the cash register and leaves.
During the game in the "store" children often have questions: Where do the bread, milk, vegetables come from in the store?
Who delivers them and where? Where are they made? Where is it grown? The teacher must maintain this interest, satisfy it, broaden the horizons of children and at the same time contribute to the further enrichment of the content of the game.
To form in children clear ideas about growing vegetables, cereals, melons and gourds, the teacher, if possible, organizes an excursion to the collective farm, to the garden brigade. You can also see with the guys a picture of harvesting in the garden, read an excerpt from the book by B. Zhitkov "What have I seen?" ("Bakhcha") and S. Mikhalkov's book "Vegetables". A conversation about the work of collective farmers will clarify, systematize the knowledge of children.
In parallel with the work on familiarizing with the work of collective farmers, it is advisable to carry out modeling, design, organize the work of children (make bags for cereals from paper, build shops with large display cases from large building material; mold vegetables, fruits, watermelons, melons, bread, from clay, plasticine, rolls, bagels, cookies, etc.) with the installation that these products can be used in the game.
When interest in the “Grocery store” game wanes, the educator may suggest playing the “Clothing store” game.
First, the teacher in the classroom and in everyday life clarifies the knowledge of children about the types of clothing (summer, winter, underwear, dresses, coats, fur coat, hat, panama, cap, scarf), consolidates generalizing concepts (hats, underwear, outerwear).
In kindergarten, with the help of parents, you can sew clothes for dolls, make hangers and racks for them, sew cellophane bags, make a large mirror from foil.
The process of jointly making these attributes usually reminds children of what they saw on a field trip and encourages them to play.
Methodical recommendations: if such interest in the game does not arise, the teacher takes the initiative. First of all, it helps children in the distribution of roles, the teacher invites several willing children to be salespeople, because you can organize several departments (children's, men's, women's clothing) and each department needs salespeople. Having assigned roles, the children build a store from chairs, benches and large building materials, lay out linen in plastic bags on the shelves, hang clothes (separately dresses, separately coats) on hangers, build fitting booths, set up a cash register, solemnly open a new store and invite “buyers ".
Basically - these are "mothers" with doll daughters. "Sellers" advise on which clothes are better to choose, help to try on. “Moms” put clothes on dolls, pay for the purchase at the checkout, and give thanks.
Useful in educational terms and the game in the "bookstore" (with a department of stationery). It makes it possible to form the cognitive interests of children, to exercise them in “doing”, since the game encourages children to make “goods” for the store (with the help of a teacher, they can design homemade books, albums, notebooks). The game consolidates knowledge about the work of store employees, fosters respect for it, children have a desire to imitate them and take on appropriate roles.
The "store" game is very often intertwined with such games as family, kindergarten, and fishermen. For example, "mothers", "fathers", grandmothers "buy groceries at the grocery store, prepare dinner from them and feed the dolls, in a ready-made clothing store they buy new clothes for their children for the holiday. The "fishermen", returning from the voyage, unload the fish, and the "chauffeurs" take it to the store.
"Pilots"
Objective: To reinforce children's ideas about adult work at the airport and at the airport. Development of interest in the game. Formation of positive relationships between children. Raising respect for the work of a pilot in children.
Play material: Toy planes, fuel trucks, carts, caps for pilots, cap for a stewardess, steering wheel, propellers, aircraft wings, rubber tubes-hoses for refueling aircraft with gasoline.
Preparation for the game: Excursion to the airport. Meeting with airport employees. Reading poems from the book by B. Zhitkov "What have I seen?" ("Airport") and from I. Vinokurov's book "The plane flies" ("At the airport", "Who drives the planes"). Joint games with older children. Manufacturing from building material or sand of a runway, hangar, aircraft, large aircraft (using chairs and cardboard parts). Construction of paper airplanes.
Playing roles: First and second pilots (pilots), stewardess, technicians, gas tankers, passengers - mothers, fathers, children, grandmothers, grandfathers, airport workers, cashier, barmaid, pharmacy and newsstand sellers.
Course 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 (halls for passengers, ticket offices, buffet, newsstand) and introduce the work of adults at the airport, as well as give an idea that the airfield is a large, flat field, there are planes and helicopters on it, hangars in the distance ... You need to watch with the children how the plane lands, the gangway is brought up, the passengers get out.
After that, the teacher reads excerpts from the book by B. Zhitkov "What have I seen?" ("Airport") and from I. Vinokurov's book "The plane flies" ("At the airport", "Who drives the planes").
Then, a runway, a hangar, airplanes, a large plane (using chairs and cardboard parts) can be made from building material or sand with the children. The teacher can offer the design of paper planes, arrows, and then use them in games with the wind.
In the future, you can once again organize an excursion to the airport. To visit the plane, inspect it, tell about the duties of pilots and flight attendants. Consolidate children's ideas about adult work at the airport and at the airfield. After that, conduct a conversation "What we saw at the airport."
The teacher can organize a meeting with the pilot in the kindergarten, so that he talks about his work, as well as a game-lesson "How Yasochka with his mom and dad flew on an airplane."
It is better to play the "pilots" game at the kindergarten site
The educator invites the children to play the following roles: the first and second pilots (pilots), stewardess, technicians, petrol servants, passengers - mothers, fathers, children, grandmothers, grandfathers, airport workers, cashier, barmaid, pharmacy and newsstand sellers.
Methodical recommendations: further, the teacher provides children with the opportunity to play the game on their own. The teacher must reckon with those play ideas that may arise in children, since in the play, first of all, what pleases and worries the child should appear in this moment.
"Fishermen"
Purpose: To consolidate children's ideas about fishing. Development of interest in the game. Forming positive relationships between children
Play material: Constructor, twigs, threads, substitute items, toy fish
Preparation for the game: Excursion to the river. Meeting with fishermen. Reading poems about fishing. Joint games with older children. Making boats, oars from building material. Making fishing rods. Modeling fish.
Playable Roles: Fishermen
Game progress:
Starting the game, first of all, the educator can organize an excursion to the river, where, together with the children, observe the fishermen, discuss the questions: what does the fisherman travel on along the river, what kind of boats are, what the fisherman catches, how he catches fish, what devices are needed for this. You can also arrange a meeting with the fisherman there, ask him questions of interest to the children.
After that, in the group, the teacher conducts a conversation "What we saw on the river." The teacher asks the parents to take the children with them to the river on weekends, to show them how to fish.
Then, together with the children, you can build boats and oars from building material, make fishing rods from long rods.
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 should support the children's interest in the game of "fishermen" and guide the development of the plot using tips, questions, reminders. For example, questions: What are you sailing on? Where is your boat sailing? What are you carrying in it? Advice: "Agree with the captain, load the fish on the steamer and take it to the neighboring town, to the shops."
Addressing the girls: “There, at the pier, they brought fresh fish. Do you need to buy fish? " etc.
Methodical recommendations: in the game, the teacher not only expands the range of ideas about the phenomenon that interested children, but also helps in organizing the game; sometimes he is directly involved in the collusion, sometimes he helps to plan the game.
"Theater"
Purpose: To consolidate children's ideas about the theater. Development of interest in the game. Formation of positive relationships between children.
Game material: Screen, bibabo toys, game attributes: money, wallets, tickets, large signs "Theater", "Cashier".
Preparation for the game: Puppet show. Reading poems about the theater. Joint games with older children. Children making attributes for the theater. Viewing a film about the theater.
Game roles: Cashier, controller, bus driver, actors
The teacher can start preparing for the game only after the children are shown a puppet show during the matinee or they themselves visit the theater (in addition, artists can perform in front of them). It is imperative that after this impression of the children, the educator must systematize and summarize, having examined the picture with them and talked 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 to make it stable, the teacher needs to teach children how to use dolls correctly, perform individual actions of a reflective nature with their help, and teach individual game techniques. The doll can say hello, wave its hand, clap its hands, bow, scratch its forehead or cheek, stroke children on the head, dance, etc.
Children, as a rule, enjoy it a lot, and they happily imitate the teacher, forcing the doll to do the actions that he showed them. So, gradually, children, under the guidance and with the help of a teacher, learn to control the dolls and in the process of playing they master certain playing techniques.
The next stage in preparation for the game can be the making of play attributes by children. The teacher invites children to draw beautiful tickets, make money. At the same time, he himself prepares large plaques with the words "Theater", "Cashier".
It is advisable to show the children a film about the theater.
Before the game, the teacher gives the children wallets with money, asks to see if their clothes are in order, if they are neatly combed, since it is time to go to the theater. Children leave the kindergarten (group) and go to the bus stop, where a bus has already been prepared in advance (it can even be arranged in another room - a dining room or an adjacent group room). On the bus, children pay to the conductor, get tickets from him and go to the Teatr stop. Having approached the theater, the children must find a ticket office and buy theater tickets there, then show them to the controller and take 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 the stage should be very simple. The teacher can use the plot of one of the fairy tales well known to children and play it out with the help of puppets. You can also play something close to the children, which they often see, with which they face daily in their lives, in which they themselves are participants.
After the performance, the children applaud, thank the artists, leave the theater, again take the bus to the kindergarten.
By repeating the game, the teacher can give children relative freedom of action.
So, they themselves go to and from the theater, prepare the necessary attributes themselves (bus, bus and theater tickets, money, etc.), they themselves play the main roles: conductor, driver, cashier, controller. The teacher is left with the role of the leader: he still controls the puppets 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 an active participation in the performance, reserving only the right to direct their actions and help them.
Now, the guidance of the game should be to help children coordinate their actions, come up with the content of what they want to portray, help realize the plan, and if necessary, show, teach how to perform this or that action.
The teacher also needs to teach children, playing in the "theater", to use not only special dolls, but also other toys: cars, animals, nesting dolls. When children become convinced of the advantages of using additional toys in play, they open up broad prospects for the development of play.
When the play is fully mastered by the children, it is important to explain to the children that the word “theater” denotes a performance even when the actors are not dolls, but people. To do this, you need to play another version of the game.
When children understand this, they will certainly modify their play. Puppet shows will alternate with performances where children will take on certain roles. They will act out for the audience the content of well-known fairy tales and small scenes.
"City of the Polite"
Age: school preparatory group
Purpose and objectives: creating conditions for children to make decisions, express feelings and thoughts, support children's initiative and independence in play. Establishment of rules for interaction in play situations, the development of children's communication skills, allowing them to resolve conflict situations with peers, the development of children's play activities, familiarization with elementary generally accepted norms and rules of relationships with peers and adults, incl. and moral.
Exercise children in the norms of moral behavior. Strengthen the knowledge of children about the elementary rules of behavior in in public places (in the store, on the street, at the stadium, at the cinema, at the post office). Foster a sense of camaraderie in work and play.
Distribution of roles: cashiers, projectionists, salespeople, toy factory workers, policeman, city residents.
Message of the rules of the game (the one who violated the rules of courtesy gives a 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", "Traffic Rules", a model 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) exercise of children in moral behavior in everyday life, in games;
E) preparation of the teacher for the game - reading the method. Literature - "Moral education in the school" edited by Nechaeva "ABC moral education"Edited by Kairov, outline of the game.
Game progress:
I invite children to listen to A. Barto's poem "Lyubochka":

Who doesn't know Lyubochka? Everyone knows Lyuba.
Girls at the party will gather in a circle
How Lyubochka dances! Best of all friends.
A skirt and a ribbon in a 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, announces on the go:
- I have many lessons, I will not go for bread!
Lyubochka is on the tram - she does not take a ticket.
He pushes everyone with his elbows, makes his way forward.
She says, pushing: - Phew, what tightness!
She says to the old woman: - These are children's places.
- Well, sit down. - she sighs.
A blue skirt, a ribbon in a braid.
That's what Lyubochka is in all her glory.
- It happens that girls are very rude, although they are not necessarily called Lubas.
Questions for children:
1. What can you say about Lyubochka? (I didn't like Lyubochka

Lukyanchikova A.G., physical culture instructor
MADOU 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, abilities and skills, volitional processes, etc.), you must pay maximum attention to learning the game. For this purpose, games - classes, games - conversations, games - dramatizations, joint games of the teacher with children outside of classes, as well as joint games of younger and older children are used. The teacher, organizing a game with children and taking on a role, has the opportunity to show the process of the game, to give instructions on 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 seen as a necessary condition, without which children's relationships cannot develop.

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

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

The development of independent play activity under the influence of learning to play is considered as mastering the activity according to the 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, that children have psychological readiness to this process, that is, the presence of interest in this game, and secondly, it is important that the role model has a special power of influence, affects the emotional sphere of children

In the process of forming positive relationships with the help of joint games, games-activities, it is necessary to focus mainly on the education of moral feelings: attentiveness, empathy, care, mutual assistance, etc. and etc.

One of the essential indicators of children's relationships is the 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, are longer than joint ones.

Under the influence of learning, games become longer and more meaningful, with a pronounced humane orientation, the interests of children 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, fostering their activity and independence in the implementation of knowledge. For this purpose, games - conversations can be used as one of the methods to clarify and generalize certain knowledge, as well as to exercise children in the application of 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, fall into a certain dependence 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 playing, the level of children's relationships 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 unite them in independent games.

Contestant:

Sharova Valentina Nikolaevna

educator

MBDOU "Kindergarten" Forest Fairy Tale "

g Nyagan. p. Talinka.

Purpose: to give parents knowledge about the importance of play in the development of a child, about the influence of play on the development of communication skills in children;

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

Equipment. Chips - red, yellow, blue (for each participant). Ball, tape recorder, audio recording. Cards on which the conditions and methods for the development of children's play activities in the family are formulated. Toy - hammer (with a squeaker); easel; subject pictures for the game "Riddles and Answers". A set of subject pictures for the game "Logic Train"; booklets "Home games library", presentation "A game is a spark that kindles a spark of curiosity and curiosity."

Seminar - workshop plan.

1. The theoretical part.

1.1. Counseling for parents "Play is the leading activity of the child."

2. The practical part.

2.1. Game is a task for parents

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

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

2. 3. The traditional game "I give you a word."

2.4. Game library (joint games of children and parents). Design of the magazine in the group room "Answers and Riddles".

3.1. Viewing the presentation "A game is a spark that ignites a flame of curiosity and curiosity."

3.2. Presentation of the booklets "Home Game Library".

1. Theoretical part.

Consultation for parents "Play is the leading activity of a child"

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

The years of childhood are above all the education of the heart. Education is not a sum of activities and receptions, but wise communication between an adult and the living soul of a child.

V. Sukhomlinsky

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

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

Role-playing games are the source of the 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 with its outer side. They are attracted by the inner world of people, the relationship between them, the attitude of parents to each other, to friends, to other people. Their attitude to work, to the surrounding objects. Children imitate adults: the manner of communicating with others, their actions. And they transfer all this into games, thus consolidating the accumulated experience of behavior, forms of relations.

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

However, without adult guidance, even older preschoolers do not always know how to play. In kindergarten, we educators play with children. And at home, one of the older family members can join in the game, and become a connecting link between children, teach them to play together. Joint games between parents and children enrich children spiritually and emotionally, satisfy the need for communication with loved ones, and strengthen faith in their own strength.

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

Dear parents, make flat figures with the whole family out of cardboard and other materials, this will enable children to independently play familiar works of fiction, come up with fairy tales.

The second group of games is games with rules. These include didactic, board, outdoor games. Games: bingo, dominoes, paired pictures, etc. open up the opportunity for children to enjoy the game, develop memory, attention, observation, eyes. Despite the fact that games are cognitive, collective play also teaches to communicate.

Such games have an organizing effect, since they offer to strictly follow 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 play varies. If a child has just bought a toy and knows how to play it, it is better to give him the opportunity to act independently. But soon the child's experience is depleted. The toy becomes uninteresting. Here you need the help of elders, suggest a new game action, show them, offer additional game material for the current game (you always need to have a piece of fur, fabric, cardboard, wire, boxes, etc. on hand).

While playing with your child, please follow your plan. An even, calm, benevolent tone of an equal in play partner instills the child confidence that he is understood, they want to play with him.

The child is very happy about the minutes given to him by his parents in the game. Communication in the game is never fruitless for a kid. The more precious minutes fall in the company of people close to him, the more mutual understanding, common interests, love between them in the future.

2. The 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 it is said, then you put a chip in red, not always yellow, never blue.

• I devote time every evening to play with children
• Talking about my childhood games
• If the toy breaks down, I repair it together with the child
  • Having bought a toy for a child, I explain how to play with it, show different options
    games
• I listen to stories of a child about games and toys in kindergarten
  • I do not punish a child with a game, a toy, i.e. do not deprive it for the duration of the game or
    toys
• Often I give a child a game, a toy

If there are more red chips on your table, then there is always a game in your house. Play on an equal footing with your child. After all, play is the most interesting thing in a child's life.

The task. Dear parents, you have cards on your table on which the following conditions and methods for the development of 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 the discussionabout the appropriateness of the methods used by the parents.

2.2 Parental stories from family parenting experience"Games in the Family".

2.3. Dear parents, I propose to introduce a game into the tradition of the family and our group "I 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, "present" the child with a new word for him: do not just name it, but also be sure to explain its lexical meaning. Words can be “given” very different: “spring” (drops, thawed patches, etc.), “sweet” (marmalade, sherbet, jam, roasted nuts ...), “heavy” (weight, barbell ...), "Light" (down, snowflake, clouds, feather ...), etc.

The tradition "I give you a word" continues in kindergarten. Every Monday the children "bring" the words donated 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 the back - the name and surname of the person who brought it. We will put all the papers in this piggy bank. From time to time we will take out a piggy bank and conduct a variety of games. For example. Option 1. Papers with words are poured into the hat. Children take turns taking out pieces of paper, the teacher reads out the word, the one who gets it must explain its meaning. If the child coped with the task, he is awarded a token. The one who has collected 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 (children) who correctly names the word receives a token. At our next meeting we will play the game "I give you a word" together. Appendix 1.

2.4. Games room (joint games of children and parents.) (Children are invited to the second part of the workshop.)

Educator. I invite all of us to 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 the magical land by ordinary transport. Let's create an unusual train. (We approach the easel), look, there is a train, but there are no trailers. The carriages will be pictures, they must be arranged so that each picture is somewhat similar to the neighboring picture: the images in the picture can be of the same color, they can have the same shape, or they can perform the same action. Or maybe something else unites them, even something that is not visible in the picture, but it happens in life. (Pictures - trailers are connected to each other using a logical connection.)

The first trailer I will attach a picture with an image christmas trees, because the engine and the herringbone are green. What do you think the next picture - the trailer should be attached? (I attach the bump because fir cones grow on barely. Squirrel, because the squirrel gnaws at the buds A cat, because she, too, can climb trees like a squirrel. A chicken, because he lives at home, next to a person, like a cat. Sunny, because it's yellow like chicken. A fur coat - it warms like the sun, mittens are also clothes, etc.)

Educator Well done, the train is ready for departure. I am a locomotive, you are my wagons, you are attached to the locomotive. (Music plays.)

So we arrived.

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

You need to greet in a certain way:

• Music sounds - we all walk around the hall.
• The music stops 1 time - we shake hands with the one who will be near.
• 2 times - say hello with your shoulders.
• 3 times - greet the backs. Talking is prohibited.

After the game, the participants sit on chairs.

Game "Auction"

In the country iglochka auction! Do you all know what an auction is? (Answers). Please name items that have the same feature, 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 winner is the one who is the last to name the final item and is awarded a sticker. The auction continues, please name the objects that have one sign of curly, etc.

Game "Riddles and Answers".

And now let's go to the Guess workshop. Here everyone (family) will make up a riddle (according to the TRIZ method (theory of inventive problem solving) and RTV (development of creative imagination) and will ask all the participants of the game. Whoever guesses the riddle is rewarded with a sticker.

And we will compose riddles in this way, each family will take a picture, carefully examine the object, name which one it will compare, what does the same thing happen? For example:

Red like a flower

Round like a gingerbread man

Rubber but no hose. (Ball) etc.

All the good fellows, the riddles invented are interesting, not alike, everyone really liked them. I invite everyone at home to write down a riddle (parents), and the guys will draw an illustration for it. We will laminate each sheet, fasten it with a brochure and we will have our own magazine with riddles. Do you agree? (Yes.) And we will be able to make them to our peers, senior group # 2. Appendix 2.

It's time for us to go back to kindergarten. And in a magical land there are hearts, write on them, please, about what you liked or disliked? Put your wishes, suggestions in the box.

3. Outcome.

3.1. And now, I invite you to watch the presentation "A game is a spark that ignites the flame of curiosity and curiosity" (Appendix presentation).

3.2. Parents are presented with booklets "Home Game Library".

Childhood is not only the happiest and most carefree time in a person's life. Poverty and primitiveness of play have a detrimental effect on the formation of the personality, as well as on the communicative development of children - after all, communication takes place mainly in joint play. It is joint play that is the main content of communication. By playing and performing various playing roles, children learn to see events from different perspectives, to take into account the actions and interests of others, to comply with norms and rules. So let's play with our kids! Goodbye! Until next time!

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

• Creating situations that stimulate the emergence and deployment of the game.
• Enriching the impressions of children that can be used in the game: reading books, listening to records, discussing events in the life of children, stories of adults about themselves and other people, conducting excursions, walks, visiting museums, theaters; attracting children's attention
  to the content of human activity, to their relationships, to phenomena in animate and inanimate nature, etc.
• Making time to play with your child.
  • Development of children's creative activity in play: encouraging children to play - fantasies (inventing fairy tales, etc.).
  • Encouraging the use of substitute items in the game, assistance in their selection, in the use of gaming equipment.
  • Attentive and tactful attitude to the free play of children, inclusion in it as necessary as an equal partner.
  • Stimulating different types of games (outdoor, desktop-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 thanks, in which those families (parents) are indicated, whose children brought many interesting words to the piggy bank. This form of encouragement is a good incentive for both children and parents.

Appendix 3.

During the week, children brought illustrations with riddles, and we designed the magazine "Riddles and Answers". 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. Sfera shopping center, St. Petersburg, 2008.
3. Rogaleva N.A. Psychological club for parents. The magazine "Management of a preschool institution", No. 8, 2008.
4. Skorolupova O.A. classes with 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 dramatized games with children. Usually such games are based on acting out literary works or their own dramatizations. Dramatization games are played out according to a prepared scenario, which is based on the content of a poem, story, fairy tale. Fairy tales are a repertoire especially loved by children. Especially 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 the fairy tale, the child learns the world not only with his mind, but also with his heart, expresses his own attitude to good and evil. Dialogic speech and its grammatical structure are improving.

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

It is important to choose the right piece of art to make it interesting children, caused strong feelings and experiences, had an entertaining - developing plot. Dialogues are also required.

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

Further step - each participant depicts the scene in his own way. And an even more difficult task - the child chooses a topic and plays it himself. The next time the guys themselves ask each other topics.

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

Types of dramatization: These are games that simulate images of animals, people, literary characters; role-based dialogues based on text; staging of works; staging performances based on one or several works; also improvisation games with plotting without preliminary 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 these or those negative actions or qualities of the heroes lead to and how one should act in this situation. Such a game makes it possible, at will in their free time, to replay the work as the children want.

An important aspect activities of the educator is a gradual expansion of the gaming experience through the development of varieties of play-dramatization. The implementation of this task is achieved by the sequential complication of game tasks and games-dramatizations, in which the child is included.

The steps are as follows:

A game that simulates individual actions of humans, animals and birds (children woke up, stretched, sparrows flap their wings) and imitation of the basic emotions of a person (the sun came out - children were delighted: smiled, clapped their hands, jumped on the spot).

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

A game that imitates the images of well-known fairy-tale characters (a clumsy bear goes to the house, a brave rooster steps along the path).

Game-improvisation to music ( "Cheerful rain", "Leaves fly and fall on the track", "Round dance around the Christmas tree").

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

Game-improvisation by texts: short stories, stories and poems that tells educator(3. Alexandrova "Herringbone"; K. Ushinsky "Cockerel with family". "Vaska"; N. Pavlova "By car", "Strawberry"; V. Charushin "Duck with ducklings").

Role-playing dialogue of heroes of fairy tales ( "Mitten", "Zayushkina hut", "Three Bears").

Performance 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").

Have children At this age, the primary development of the stage director's theatrical play is noted - the tabletop toy theater, the tabletop plane theater, the plane theater on the flannelegraph, the finger theater.

The process of mastering includes mini-performances based on the texts of folk and author's poems, fairy tales, stories ( "This finger is a grandfather ...", "Tili-bom", K. Ushinsky "Cockerel with family", A. Barto "Toys", V. Suteev "Chicken and Duckling".) The child begins to use the figurines of the finger theater 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 associated with mastering a position "viewer" (the ability to be a friendly spectator, watch and listen to the end, clap your hands, say thank you "Artists").

The second group of skills provides the primary formation of the 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 "Lead" a doll or a figure of a hero in a director's theatrical game.

The third group of skills is the ability to interact with other participants games: play in a friendly manner, do not quarrel, take turns in attractive roles, etc.

Educator activities should aim to stimulate interest in creativity and improvisation, which is an important part of working with children. Gradually they are included in the process of play communication with theatrical puppets, and then in joint with an adult type improvisation "Acquaintance", "Giving help". "The conversation of the animal with its cub» etc. U children the desire to participate in play dramatic miniatures on free themes develops ( "The sun and the rain", "In the woods", "Funny monkeys", "Kittens are playing" etc.).

At this age, there is a deepening interest in theatrical games. Job educator with children 4-5 years old should consist in maintaining interest in theatrical play, which consists in preference for a certain type of game (dramatization or directorial, the formation of motivation for interest in the game as a means of self-expression.

Expanding the theater and play experience children is carried out by mastering the game-dramatization. Almost all types of game tasks and games-dramatizations, which the younger preschooler has mastered, are useful and interesting for a child of middle preschool age.

Complication concerns texts that from now on are distinguished by more complex content, the presence of semantic and emotional overtones, interesting images of heroes, and original language means. In addition to the games mentioned above, children are used

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

Dramatization games based on the texts of stories on topics "Children and Their Games", "Guys and Animals", "Adult labor";

Staging a performance based on the work.

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