Recently, parents have often been concerned about the issue of early childhood education. Didactic games developing toys are highly regarded. The one-year-old baby is introduced to the alphabet, the three-year-old is encouraged to solve problems and add syllables. At the same time, parents do not teach their kids to play in the store, "mother-daughter", the hospital. Role-playing games in kindergarten are often built according to the type of training session, which discourages interest in them. All this leads to a depletion of the personality of the child.
Definition
Children tend to desire to grow up quickly and, together with adults, take an active part in public life. Due to their age, they still can’t bake cakes, babysit kids, drive a car or fly into space. The contradiction is resolved through participation in children's role-playing games.
At their center is a fictional situation. The plot of the games is diverse: this is a visit to a beauty salon, and a flight to the moon, and saving the world by Spider-Man. The child takes on the role of a specific character and acts on his behalf. Most often, babies turn into adults or favorite characters. In this case, players have to agree among themselves, act in accordance with the roles (mother and kids, villain and hero, doctor and patient).
Developing factor
As we see, the goal of the role-playing game, which the children are unknowingly pursuing, is the modeling of social relations. Getting used to the role, children learn to regulate their behavior in accordance with the rules of society, coordinate actions with other players. They will need all this for further education at school. The child feels himself an active person, which can affect the surrounding reality.
At the same time, imagination is booming. Children use a wand instead of a spoon, build a car out of chairs and compose an exciting plot themselves. The game allows you to go beyond everyday life, creatively rework the experience gained. To do this, one has to use the existing knowledge, solve the problems that the characters have encountered, express their opinion verbally, agree, and experience a rich palette of emotions. It is through such games that the preschooler develops comprehensively.
Role-playing games in the DOW
Today, parents are actively engaged in the intellectual development of children, devoting little time to analyzing relationships between people. Therefore, the games of modern children are often based on the plots of cartoons or computer games. They reproduce a simple set of actions (for example, a fight of ninja turtles or fairies Winx). The relationship between the characters is primitive. Adult life in the game is represented by a small set of situations: "Hospital", "Barber", "Shop", "Family".
Correct this situation can kindergarten teacher. GEF subject-role games should be assigned one of the leading places in the educational process. It is important to observe the following principles:
- The teacher turns into an equal partner in games.
- He performs this role constantly, as the children grow older, complicating the plot, expanding their ideas about the world.
- It is necessary from the very beginning to orient the children not only in the reproduction of actions, but also in the sense of what is happening, the relationship between the characters.
Game guide
It has already been proven that the ability to play does not occur in a child spontaneously. Therefore, the role of the educator in organizing story-based role-playing games in kindergarten is so important.
First of all, he must introduce the children to the surrounding reality. Playing a cook will be much more interesting after an excursion into the kitchen; reading a book about the North Pole may become a reason for playing polar explorers. Then the necessary attributes are prepared, often with the involvement of the children themselves.
Organizing the game in the younger groups, the teacher takes the initiative. He thinks through the plot, distributes the roles between the pupils, turns himself into one of the key characters. However, if this happens every time, children's initiative, free creativity is quenched.
Therefore, it is important to create the conditions for the emergence of independent games. To facilitate this, the teacher, after some time, transfers his role to one of the students. Or offers a problematic situation, children must find a way out on their own.
Classification
In pedagogy, there are five types of plot-role-playing games in preschool age. These include:
- Household games that reproduce family relationships (cooking dinner, baby's birthday, bathing dolls).
- Public games related to the professional activities of people (school, flying on an airplane, building a house).
- Patriotic games, when the kids represent themselves as participants in the war or brave astronauts.
- Games based on the plot of a fairy tale or cartoon.
- Directing games when a child makes up a story and plays several roles simultaneously with the help of toys.
Decide on the script
The choice of plot largely depends on the inclinations and interests of the children. The teacher prepares for the game in advance, in this he will help drawing up a plan-summary. Usually it has the following structure:
- Selected topic, the age of preschoolers.
- Goals and objectives to be solved during the game.
- Required Attributes.
- Roles and activities associated with them. For example, visitors to cafes place orders, dine, talk, and pay before leaving. The administrator meets and seats them, manages the staff. The waiter takes orders, transfers them to the kitchen, delivers food and collects money. Chefs prepare dishes, pass them to the waiter.
- Possible dialogue between characters. It is important that children learn to politely talk, to behave culturally in public places.
- An approximate plan for the role-playing game. It should be interesting to children and allow changes. So, in the cafe you can organize a play area for visitors with children, invite musicians.
Attributes
The doctor needs tools and a white coat, the cook needs dishes, the driver needs a car. A properly organized environment in the group contributes to the development of children's play. The teacher should stock up on attributes for role-playing games:
- Ready-made sets of a doctor, cashier, locksmith, etc.
- Throw material: broken appliances, boxes and cans of food, medicine vials, creams, masks, shampoos. All this is useful for games in the house, pharmacy, shop, beauty salon.
- Homemade items. A microwave oven from boxes, pastries from foam sponges, rods from rods ... Older preschoolers can make such attributes for story-based role-playing games with their own hands.
- Costumes of sellers, police officers, hairdressers and sailors. They can be made from old shirts or cut out capes from the lining fabric. Finally, the suit will be clarified by the corresponding inscription or symbolic image of the profession.
- Masks, real and homemade, crowns, hats, scarves.
The younger the kids, the more attributes they need to play. Older preschoolers themselves are able to show imagination and find substitute objects.
Nursery group
Young children only learn to manipulate toys. Organization of a role-playing game is not yet possible, as the kids do not know how to interact with each other. During the first half of the year, the teacher teaches them to perform simple game actions: rock the doll, roll the car, feed the bear. At the same time, substitute objects are actively used: a bar instead of an iron, pieces of paper instead of porridge. Games involve the involvement of one child or group of toddlers, each of which performs the same action.
From the second half of the year, the teacher teaches to build chains of two or three situations: the doll needs to be fed, and then rocked and cradled. First, he himself plays the story in front of the children. Then, having fed the doll, he asks one of the kids to rock it, and the other to take it to bed and cover it with a blanket. All actions should be familiar to the children from their own experience.
Junior group
From about 2.5 years old, the beginnings of a role-playing game appear. The goal of the baby is to reproduce the actions of a certain character (mother, doctor). However, he does not yet mean his role verbally. At this stage, the focused work of the teacher is important.
The attention of the children is out of habit riveted to objects: they enthusiastically bandage the patient’s hand, put a thermometer. An adult should reorient them to interact with a partner in the game. To this end, a minimum of toys is used so that they do not distract attention. Special costumes and masks are widely used to get used to the desired role. The adult initially becomes the child’s partner himself, encourages him to enter into dialogue, and then gives way to another baby.
By the age of four, children already consciously take on this or that role, build simple dialogues with peers, and perform actions specific to their character. The plots of the games are taken from the life experience of the kids: a trip by car, going on a visit, visiting a doctor, buying food in a store.
Middle group
At the age of 4-5 years, children master role-playing games with several characters, learn to navigate in the relationship between them. It is desirable that the plot suggests the presence of one protagonist (for example, a veterinarian) and 2-3 minor ones (a nurse, animal owners, a pharmacist selling prescription drugs).
Great if there are more characters than children. Then, during the game, they will have to change their behavior, depicting either a sailor or a diver. At the end, you can introduce another role similar to the main one. So, if a trip on a ship is played out, you can arrange a meeting with a ship passing by. Captains will tell each other about their adventures, and children will be more aware of the relationship between different roles.
Favorite games of this age are “Hospital” and “Shop”. However, the teacher should expand the experience of children, introduce them to new situations: "Ambulance", a visit to the zoo, a city tour, a visit to the theater. The plot is not thought out by the teacher in advance, but develops according to the laws of improvisation.
Role-playing game in senior groups
According to the norms, five-year-old children should themselves initiate games on various topics. Moreover, the plots are taken both from their own experience, and from books, films. Preschoolers turn into pirates, conquer Mars, go on a trip around the world. They deeply get used to the role, experience the same emotions as their characters. Before the game, they independently agree on the plot, distribute roles. In this case, the educator should become an interested observer.
However, modern children find it difficult to rise to this level of play. Often they reproduce the same familiar patterns borrowed from television broadcasts. Role-playing games in older groups are divorced from reality, contain a lot of aggression. And here the systematic work of the educator is required to enrich children's experience.
We act wisely
If the games of older preschoolers are poor in content, there are two reasons: undeveloped imagination and lack of knowledge. Therefore, the teacher needs to expand the children's perception of the world through reading books, watching cartoons, excursions, meeting with representatives of different professions.
To help children quickly get involved in a new role-playing game, a group is prepared with them, mock-ups of the ship, houses, and rockets are created. It is important to set the tone from the very beginning, to offer children an interesting game situation. Key roles are best given to imaginative kids. During the games, the teacher should not give the real names of the children, all instructions and comments are made taking into account the chosen plot. He himself soon leaves the game, intervening in two cases:
- In case of conflict.
- When fading interest in the game. In this case, you can offer an unexpected plot twist (a huge octopus has attacked the ship) or introduce a new character (Baba Yaga comes to the hairdresser).
The task of adults is to prevent the disappearance of the plot role-playing game from the life of children. After all, it is through her that the child socializes, the imagination develops, and the ability to regulate one's behavior in accordance with the performed role.