Summary of a role-playing game in the middle group “Polyclinic”
Summary of a plot-role-playing game in the middle group.
Topic : " Polyclinic"
Target:
enriching social and gaming experience between students, developing gaming skills.
Tasks:
Teach children to act according to the role they have assumed, to develop the plot.
Continue working with children to develop and enrich the plots of games, using indirect methods of guidance, leading children to independently create game ideas.
Encourage children to creatively play the role of a doctor and parents of a sick doll.
Improve children's ability to unite in play.
Learn to select items and attributes for the game.
Foster friendly relationships between children.
Technology used
: Information and communication.
Health-saving.
Preliminary work.
Familiarize yourself with the tools and appearance of the doctor. Stories about the professions of medical workers.
Activate the words in speech: doctor, nurse, pharmacist and registrar, prescription.
Conversations based on children’s personal experiences about doctors, clinics and hospitals.
Reading fiction: K. Chukovsky “Aibolit”, Alexandrova “My Bear”, A. Krylov “The rooster got sick with tonsillitis”.
An excursion to a medical office in a kindergarten, a visit by children to a pediatrician at the clinic.
Didactic game: “Which doctor should the bear see?”
Didactic game: “Professions”.
Materials:
Play corner “Hospital”, Masha doll, attributes for the roles of mom and dad, medical instruments, a white coat for a doctor, nurse and pharmacist, attributes for a clinic and pharmacy, toy phones, toys.
Lesson structure.
1. Surprise moment (the Masha doll arrives).
2. Distribution of roles in the game: doctor, nurse, mother, father, pharmacist, registrar.
3. Game management.
4. Summary of the lesson.
Progress of the game:
Children greet guests.
1. Game situation: (children sitting on the carpet)
There's a knock on the door. They bring a doll Masha, who wants to go home to mom and dad. She is naughty because her throat hurts.
- Children, the doll Masha is sick. Let's play the game "Polyclinic". We will treat the doll.
2.-Today Eva will be a mother, Lesha will be a father, Ilyas will be a doctor, Olya will be a nurse, Olesya will be a receptionist at the reception, and Vera will be a pharmacist at a pharmacy. The teacher clarifies knowledge about each role.
(distribution of roles using a “magic box”).
— We have distributed the roles and everyone goes to their workplace.
3. Dad, mom and little daughter Mashenka live in this house. Today is a weekday evening. Parents took sick Masha from kindergarten and went to the clinic to see a doctor.
Summary of a plot-role-playing game for the middle group “Hospital”
Summary of the plot-role-playing game “Hospital” for children of the middle group.
Author: Galina Nikolaevna Tovpeko, teacher at the Proletarsky combined kindergarten, Proletarsky village, Serpukhov district, Moscow region. Description of the material: I offer you a summary of the plot-role-playing game “Hospital”. This material will be useful for educators of children of middle preschool age, it will help make the plot-role-playing game an exciting process, during which the child’s full development occurs. Goal: To develop in children the ability to play the role-playing game “Hospital”” Tasks: - continue to work on developing and enriching the plot of the game “Hospital” (therapist, surgeon, pharmacy, ambulance), gradually lead children to independently create game ideas, reflect your knowledge about the hospital in the game; in a game containing several roles, improve the ability to combine, distribute roles, perform game actions, and act in accordance with the general game plan; — teach children to combine the relationship between image, play action and words, develop children’s verbal communication in play (dialogical speech), expand their vocabulary: therapist, surgeon, recipes. - to form positive relationships between children (friendliness, mutual assistance), instilling organization, the ability to follow the rules of the game, perseverance, endurance. Equipment and attributes for the game: gowns, doctor’s caps, chairs, steering wheel, items for the doctor, boxes for the pharmacy. Creating a game situation: a) The group has created a therapist’s office (table, chairs with items for the therapist - fondoscope, spatula, recipes) b) a surgeon’s office (couch, table, chair, items for the doctor - tray, cotton wool, iodine , brilliant green, bandage) c) “Pharmacy” kiosk, with medicines d) “Ambulance” (a boy arrives, “steering wheel”) The hospital is open, doctors are receiving patients. Medicines are obtained at the pharmacy. An ambulance brings a patient. Game management. During the conversation with the children, I make sure that the children take on roles at will, and during the game I constantly observe and remind them to show friendly relations towards each other; I expand the content of the game, clarify game actions and roles, use leading questions, advice, and recommendations; I use the participation of the teacher himself in the game, at the end of the game I note the friendly actions of the children, the discussion of the game, and I note the positive relationships between its participants. Progress of the game. Children enter the group and greet the guests.
Educator: Today, children, we will learn to play.
What kind of game is this? Tell me now. A siren signal is heard and Doctor Aibolit enters the group together with the driver.
Doctor Aibolit: Hello, children!
Did you recognize me? Who am I? /children's answers/
What fairy tale am I from?
The child reads the passage: Good Doctor Aibolit. He sits under a tree, Come to him for treatment, And a cow, and a she-wolf, And a bug, and a spider and a bear. The Good Doctor, Aibolit, will heal everyone, heal everyone. Doctor Aibolit: Oh, you have so many interesting things here! Perhaps the hospital is open? /begin to examine/
a) They approach the doctor’s office (there is a fondoscope, thermometer, spatula, prescriptions on the table) Do they examine each item?
- What is this? (thermometer)
- What is it for?
- What is this? (phonendoscope)
- What is it for?
Etc. — What is the name of the doctor who works in this office? (therapist)
b) They approach the surgeon’s office (there are instruments on the table - scissors, cotton wool, bandage, brilliant green, iodine, a stick.) - What are these instruments for?
- What is the bandage and cotton wool used for? - What are iodine and brilliant green needed for? — What is the name of the doctor who works in this office? (surgeon)
- What is he doing?
c) They approach the pharmacy. - What is this? (pharmacy)
- What is in it?
(medicines)
- For what?
- Who works there? (pharmacist, pharmacist)
After examination.
— Children, what do you need to never get sick? /temper up, do physical exercise, exercise/
Doctor Aibolit sings: Temper up if you want to be healthy, Work out, don’t be treated by doctors, Douse yourself with cold water if you want to be healthy.
Phone call: /tape recording/
Voice of the Hare: Ay, ay, ay!
It's me, the bunny! My bunny got hit by a tram! He ran along the path And his legs were cut 1 And now he is sick and lame My little bunny! Doctor Aibolit: No problem! I'm coming. I'll sew him new legs. And he will run along the path. I’m in a hurry, children, to help the hare. Goodbye / signal, leaves / Educator: Children, you and I saw here the office of a general practitioner, a surgeon, a pharmacy, that’s right! And who will tell me what to do if you are very sick, have a very high temperature, and cannot go to the hospital? What should be done? /children's answers/
So, what game are we going to play today?
(Hospital)
What else is missing in our game?
(Car - “Ambulance”)
- Why do we need it in this game?
— What is the driver doing? (that's right, well done!) The distribution of roles begins
- Who wants to be a doctor - therapist?
- Who will be the surgeon? — And Nadya will work for us in the pharmacy. She will give out medications. -Who will be the patients? - What are they doing? — Kirill will be our driver. He will bring patients to doctor appointments. Conversation with children about rules - relationships.
—What should we say when a patient enters the doctor’s office?
And when does he leave? (thank you - goodbye)
- And when you get medicine at the pharmacy, what should you say?
“Don’t forget to also thank the driver for delivering the patient to the hospital on time.” Physical exercise. /musical/
Educator: Well, everything is ready with us.
Let's play our game. “Hospital” (Children take their places) The reception of patients begins. Enters... Sick child:
“Hello, doctor.
I have a sore throat and a high temperature. Doctor:
Hello!
Sit down. Show me your throat. Say “A” (Place the thermometer). Yes, you have a high temperature. You have a sore throat. I'll prescribe you some more pills and gargle again. Go and get your medicine from the pharmacy. Patient:
Thank you, goodbye.
He comes to the pharmacy. Patient:
Hello!
Here are my prescriptions, please give me the medicine. Pharmacist:
Please take it.
Take 1 tablet 3 times a day. Patient:
Thank you!
Goodbye! A mother and child enter. Mom:
Hello!
My daughter is sick. High temperature, severe cough! I don’t know what’s wrong with her. Help, please, doctor! Doctor:
Now we will listen to her!
(put the child on the couch) Breathe! Don't breathe! The girl has wheezing. She needs to put mustard plasters on (let's put them on and give her the medicine). I put her in the department (put mustard plasters on and give her the medicine). Suddenly a signal sounds. The teacher announces:
“The ambulance has arrived!
I brought a sick person!” The driver helps bring the patient to the doctor, and then returns to the car, gives the “signal” and drives back) (Then the same child becomes a patient.) Patient: (from the ambulance!)
Hello!
Doctor:
What happened to you?
Patient:
I hurt my hand.
Doctor:
Now I’ll take a look at you (
(examines and says)
“You need to treat the wound. I will refer you to a surgeon!
(the patient goes to the surgeon)
.
Surgeon:
Hello! Let us now treat the wound and apply a bandage
(does)
The patient. Thank you! Now I can go home. A) if there is time left, we can let in 1 more patient B) after the hospital, the girls can go “home” and themselves play the game “family” Educator: Children, doctors took all the patients, and the worker their day is ending.
The hospital is closing. But before they go home, what should they do? (children say)
“Put everything back in its place, clean up the office!
(children clean up)
.
Result of the game:
Well, our game is over.
- What was her name? - Who took part in the game? (called by children)
- Did you like the game, why? - If you liked it, then we will continue to play it tomorrow, and now we’re going for a walk! Well done! Thank you!
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Middle group project. Role-playing game "Hospital".
Project “Plot-role-playing game “HOSPITAL”.
Relevance of the topic:
In the life of a preschool child, play occupies one of the leading places. For him, play is the main activity, a form of organizing children’s lives, and a means of comprehensive development. Every kindergarten teacher is faced with the task of creating a friendly, organized team and teaching children to play.
Plot-based role-playing games help children learn, take into account the opinions of their comrades, and take into account each other’s capabilities and desires. They are taught to respect each other’s interests and rights.
Through role-playing games, educational, educational, and developmental tasks are solved. In the process of role-playing games and preparation for them, a preschool child exhibits the following activities: gaming, communicative, labor, motor, cognitive-research, musical-art, perception of fiction and productive.
Project type:
group, educational.
Project duration:
short-term (1 month).
Project participants:
teachers, children, their parents, music director.
Children's age
: middle group.
Justification of the problem:
- children’s inability to play role-playing games, follow the rules and course of story games;
- insufficient knowledge of children and parents about the structure of role-playing games and ways of presenting them to children.
Objective of the project:
to develop in children and parents the interest and ability to play role-playing games.
Tasks:
- Teach children to play role-playing games, following the rules and course of the game, developing their interest and active participation.
- To acquaint parents with the structure of a role-playing game, its educational objectives, and ways of presenting it to children.
- Enrich, expand and systematize children’s knowledge about the medical profession and the work of the clinic.
- Create your own gaming environment for your intended purpose.
- To contribute to the formation of the ability to creatively develop game plots.
- Cultivate respect and gratitude for the work of doctors and nurses. To arouse children's interest in the medical profession. To cultivate a sensitive, attentive attitude towards the patient, kindness, responsiveness, and a culture of communication.
Project methods:
- Visual
- Gaming
- Verbal
Activities:
- speech;
- gaming;
- musical;
- creative;
- figurative;
- productive;
- theatrical;
- joint and independent;
- educational;
- familiarization with fiction;
- acquaintance with art;
- familiarization with the surroundings;
- formation of temporary concepts;
- development of communication abilities.
Equipment and materials:
- attributes for the game "Hospital": doctor's coat, nurse's coat, caps with a red cross, disposable syringes without needles, plastic bottles, jars, droppers, children's phonendoscope, toy thermometer, mustard plasters made of yellow paper, bandage, napkins (cotton wool), forms for prescriptions, doctor's bag with a cross;
- doctor's kit;
- illustrations, pictures;
- selection of works of art about the profession of a doctor, a hospital;
Integration of educational areas:
Socialization, cognition, communication, safety, work, reading fiction.
Implementation deadlines:
October.
Expected Result:
- At the end of the project, children began to use the role-playing game “HOSPITAL” more often for games and played it with great interest and success.
• Parents were introduced to the structure of a role-playing game, its educational objectives, and ways of presenting it to children. Parents were interested in the topic and received new and useful information, successfully tested on their children, which is clear from conversations with parents on this topic.
Project stages:
1.Preparatory stage:
- Study educational and methodological literature, articles in the magazines “Preschool Education”, “Hoop”, on teaching children role-playing games.
- Prepare equipment for decorating the “hospital”
- Prepare substitute objects for the child’s independent play.
- Design a wall newspaper based on the role-playing game “Hospital”.
- Excursion to the medical office of the kindergarten.
- Observing the work of a nurse or doctor (listens with a phonendoscope, looks at the throat, asks questions).
- Conversation with children “How I went to see a doctor with my mother”
- Puppet theater “Doctor Aibolit”. Reading literary works about the work of a doctor: (B. Zhitkov “Collapse”, S. Marshak “Ice Island” Y. Zabil “Yasochka Got a Cold”, E. Uspensky “Playing in the Hospital”, V. Mayakovsky “ Who to be?").
- Conversations about the doctor's profession using illustrations and looking at paintings.
- Manual labor: making a thermometer, phonendoscope, mustard plasters for the game “hospital”.
- Listening to K. Chukovsky’s fairy tale “Doctor Aibolit” in a recording.
- Modeling “Gift for sick Yasochka.”
- Making game attributes with children with the involvement of parents (robes, hats, recipes, medical cards, coupons, etc.)
2.Main stage.
- Help create a game environment, establish interaction between those who have chosen certain roles.
- To develop in children the ability to play according to their own plans, to stimulate children’s creative activity in play.
- To form friendly relationships in the game, a sense of humanism, activity, responsibility, friendliness.
- Reinforce previously acquired knowledge about the work of a doctor.
3. Final stage.
- Organizing a photo exhibition for parents “By playing we learn, by playing we learn! ", where you can see what role-playing games children play in the group.
• Visual information “Plot-role-playing game in a child’s life.”
Options for the role-playing game “Hospital”:
“The doll Katya is sick.”
Pedagogical idea: to teach two children to take on the roles of mother and doctor, to act adequately to the role, to bring the role taken to the end of the game. Teach children the actions of a doctor: examine the patient, take the temperature, look at the throat, listen with a straw; use attributes in the game for their intended purpose, accompany your actions with speech, and conduct simple dialogues. Cultivate a feeling of caring for the patient, convey this through gentle speech.
Game content:
A doll with a bandage is lying in bed. The teacher asks the children what could have happened to the doll? Why doesn't she get out of bed? Why is her throat tied? Listens to the children's answers, gives comments about them, then clarifies whether the children know what to do when someone gets sick? Who treats children and adults? Invites children to think and say who should be called to the sick doll.
The teacher suggests playing at the clinic. He assigns roles and briefly instructs about who should do what during the game. In the first lesson, children act on verbal prompting.
As the plot develops, the mother (child) calls a doctor at home by calling the clinic: “Hello, my daughter is sick. Can I call a doctor? “The doctor (child) replies that he will come to the patient. A doctor arrives with a medical bag, wearing a robe and cap. An adult helps develop a dialogue between mother and doctor about the doll’s illness. Then the doctor measures the temperature, listens, looks at the throat, and gives recommendations for treatment (drink pills, gargle). An adult helps the child doctor conduct a dialogue with the doll and mother. Mom gives her daughter pills and drinks. He speaks affectionately to his daughter. The teacher helps the child conduct a conversation with the doll and perform play actions.
"Dad calls the doctor."
Pedagogical intent: to teach children to take on the roles of mom, dad and doctor, to act adequately to the role, to bring the role they take to the end of the game. Continue to teach the actions of a doctor: examine the patient, measuring the temperature, looking at the throat, listening with a straw: use the attributes in the game for their intended purpose; accompany your actions with speech, conduct simple dialogues. Cultivate in children a sustainable interest in play and friendly relationships. Teach to treat the doll like a daughter.
Game content:
The teacher suggests playing “doctor”. The roles of the doctor, mother and father are assigned, and the actions of the participants are discussed.
The adult helps the children start the game by assigning roles “in the family”: dad calls the doctor by phone to see his sick daughter, and mom sits next to the child, strokes her on the head, gives her a drink, etc.
A doctor comes in a white coat with all the attributes. Dad meets the doctor at the entrance and invites him to wash his hands, and takes the doctor to his daughter. The doctor asks the daughter what is hurting her, examines her, puts a thermometer, listens, looks at her throat. As the game progresses, the teacher constantly helps the children perform actions and accompany them with speech, addressing the children according to their role, for example: “Mom, ask the doctor how you should treat your daughter? “or: “Doctor, tell mom and dad what temperature their daughter has: high or normal,” etc.
In the next lesson, a child can play the role of the patient, thus four children are included in the game, etc. as the plot develops. It is advisable that all children take turns playing different roles.
"Ambulance".
Pedagogical intent: to strengthen children’s ability to take on the roles of a doctor, driver, mother, father, patient, and to act according to the role taken. Learn to adequately use the attributes of the game, consolidate their purpose and actions with it.
Game content:
In a short introductory conversation, the teacher talks about what should be done if a person is seriously ill or falls ill at night, and how he can be helped. Introduces the plot of the game to children. Helps distribute roles. Starting the game, the teacher tells the children that dad is sick and cannot get out of bed to go to the doctor.
The adult asks the children what should be done in this case? Children, in accordance with the proposed plot, guess that they need to call an ambulance. A daughter or son calls an ambulance by phone, the ambulance officer on duty accepts the call and informs the doctor. The doctor arrives, rings the doorbell, my mother opens it, invites me to go into the apartment, wash my hands, gives me soap and a towel. The doctor washes his hands and goes to the patient. An adult helps, if necessary, to conduct a dialogue between the patient and the doctor, to accompany the actions with speech. As the game progresses, the doctor examines the patient, puts him on a thermometer, and offers to give him an injection. When performing this action, the teacher can provide assistance (showing, explaining the actions). If the doctor tries to leave immediately, the teacher draws attention to the fact that it is advisable to observe the patient, sit by his bed, measure the temperature again, etc.
The doctor sits for some time at the patient’s bedside, asking him questions about his health. Family members see him off and say goodbye. The doctor leaves by car.
“An ambulance takes the Katya doll to the hospital.”
Pedagogical intent: to continue to teach children to take on the roles of a doctor, driver, mother, father, patient, to act according to the role taken, to adequately use the attributes of the game, to consolidate their purpose. Continue to cultivate a polite attitude towards each other and sympathy for the patient.
Game content:
The teacher offers a new plot of the game, explains it in detail to the children, and helps distribute roles.
An adult, together with his children-parents, is worried about the illness of the Katya doll and suggests calling an ambulance doctor. Mom (child) calls the doctor by phone. The doctor answers that he leaves, gets into the car, the ambulance driver drives the car, drives away. Dad meets the doctor, offers to wash his hands and takes him to his sick daughter. Mom meets the doctor at her daughter’s bedside and answers the doctor’s questions. The doctor examines the patient, listens, takes the temperature, feels the stomach, etc. The doctor offers to take the daughter to the hospital. The mother takes her daughter in her arms, gets into the car with the doctor, and they go to the hospital. Dad stays at home, puts everything in order, prepares dinner, etc. In the hospital, where mom and the sick doll Katya come, there are 2-3 beds on which the “sick” dolls lie. The doctor meets the arrivals, takes Katya and puts her to bed, calms her mother down, invites her to come to the hospital with her dad tomorrow. Mom is leaving. The doctor gives Katya medicine, etc. The parents call the hospital and find out about Katya’s health.
During this game, you can teach children to “visit” patients in the hospital, walk with them, help the nanny feed sick dolls, etc.
“The doll has recovered.”
Pedagogical intent: to introduce children to a new plot, to reinforce the doctor’s game action: take the temperature, examine the throat, listen with a straw, etc. Continue to teach children to accompany their actions with speech, to conduct simple dialogues.
Contents of the game.
A short conversation about the work of a doctor in a clinic, the distribution of roles.
As the game progresses, mothers with their daughters and sons (dolls) come to see a doctor at the clinic.
The doctor takes turns seeing visitors. Mom with a doll comes to the doctor and says hello. The doctor asks questions about the child’s health, looks at the throat, takes the temperature, listens, etc. All actions are accompanied by speech, the teacher helps organize dialogues, directing the doctor’s actions and questions, for example: “Doctor, look at the throat, is it not red?” After inspection and recommendations, they say goodbye. The next mother enters with her child and so on (2-3 children).
This plot can be played out over several games until all the children have played the role of a doctor and parents of sick children.
"Doctor and nurse."
Pedagogical idea: to introduce children to the role of a nurse, her responsibilities, work actions: giving injections, putting drops in the eyes, ears, putting mustard plasters, compresses, lubricating wounds, bandaging. Fix a chain of game actions between the doctor, the mother who came to the appointment with the child, the doctor and the nurse, in which the doctor gives orders to the nurse. Continue to teach how to use attributes, introduce substitutes. Continue to work on activating children's vocabulary.
Game content:
In order for learning new game actions to take place in the context of the game, the teacher takes on the role of a doctor. Brief introduction by the teacher, explanation of the course of the game, distribution of roles.
A doctor and a nurse are sitting at a table in a clinic. Nearby is a cabinet with medical instruments. Visitors sit on chairs in front of the office. The patient enters. The doctor asks him questions, clarifies what hurts, turns to the nurse with a recommendation on what needs to be done, for example: “Please wash the wound, lubricate it with iodine and bandage it.” The patient approaches the nurse, she (he) carries out the doctor’s orders. The doctor looks and helps if necessary. Then the doctor invites the patient to come the next day for procedures with the nurse. The patient thanks and leaves. The doctor calls the next one (2-3 visitors).
During subsequent games, the registry is turned on. Patients first come to the reception desk, take a card, then go to see a doctor and nurse. Gradually, the nurse’s “office” is equipped separately from the doctor’s office, additional treatment rooms are introduced, etc. Thus, the game expands and deepens in content.
"Pharmacy".
Pedagogical intent: to introduce children to the role of a pharmacist, cashier, and pharmacy visitors, to teach how to perform game actions, and to follow their sequence.
Materials: cash register, “money”, a pharmacy display case with various medicines and patient care items, personal hygiene items, a pharmacist’s white coat, recipes, pictures depicting medications, patient care items.
Game content:
The teacher talks with the children about the last excursion to the pharmacy. He remembers what he saw in the pharmacy, who works there, what he does and how, who comes to the pharmacy, what is needed to be able to buy medicine, etc. The adult invites the children to equip the pharmacy and place everything they need there. Children do this together with the teacher. Distribution of roles: an adult takes on the role of a pharmacist, invites some of the children to be a cashier, and the rest - visitors.
The pharmacist-teacher stands behind the display window, the cashier sits at the cash register. Visitors enter, each holding a doctor’s prescription, money, and a bag. They go to the display window and see if the medicine they need is there. The pharmacist helps them with leading questions, gives recommendations, and leads children into a conversation about medications and their purposes. Children take turns receiving checks at the cash register (cards with mugs, go to the pharmacist, take medications. The adult makes sure that all children voice their actions, for this he uses both direct and indirect questions.
In the next game, the role of the pharmacist is assigned to one of the children, and the teacher becomes a visitor and, together with the children, buys medicines, talks with them, etc.
Game situations: “At an appointment with an ENT doctor,” “At an appointment with a surgeon,” “At an appointment with an ophthalmologist,” etc.
Ophthalmologist
– checks vision using a table, writes out a prescription for eyes, or a prescription for glasses. Patients buy glasses at the pharmacy (without lenses).
Ear, Nose and Throat Doctor
looks at the neck, tongue, ears. Measures temperature and gives appointments for procedures. The nurse is warming up.
"Hospital".
The patient is admitted to the emergency room. The nurse registers him and takes him to the room. The doctor examines patients, listens carefully to their complaints, asks questions, listens with a phonendoscope, measures blood pressure, looks at their throat, and makes a prescription. The nurse gives medications to patients, takes temperatures, gives injections and dressings in the treatment room, treats wounds, etc. The nurse cleans the room and changes the linen. Patients are visited by relatives and friends.
"Ambulance".
The patient calls 03 and calls an ambulance: gives his full name, tells his age, address, complaints. The ambulance arrives. A doctor and a nurse go to a patient. The doctor examines the patient, listens carefully to his complaints, asks questions, listens with a phonendoscope, measures blood pressure, and looks at his throat. The nurse measures the temperature, follows the doctor’s instructions: gives medicine, gives injections, treats and bandages the wound, etc. If the patient feels very bad, he is taken away and taken to the hospital. An ambulance doctor goes to your home, asks what’s wrong, gives an injection, and takes you to the hospital.
Applications. Photo.
17
Summary of the role-playing game: “Mishutka is sick.”
Summary of the role-playing game “Mishutka Got Sick” (second junior group).
Target:
teach children to take on a role and perform appropriate play actions, use medical instruments during play and name them; promote the emergence of role-playing dialogue, form a sensitive, attentive attitude towards the sick person.
Tasks:
— expand children’s ideas about the medical profession and the accessories (attributes) of the profession; (Cognition)
-to form a sensitive, attentive attitude towards the sick person; (Socialization).
- develop the ability to behave in public places, a culture of communication; (Socialization).
- show children various game actions for a given plot; (Socialization)
- encourage interaction with other children during the game, distribution of roles, selection of attributes, equipment of a place for play; (Communication)
- activation of children's vocabulary: sick, treat, medicine, thermometer, syringe, bandage, cotton wool, pipette, phonendoscope (Communication).
Attributes:
dolls, bear, cap, screen, thermometer, syringe, bandage, cotton wool, pipette, phonendoscope.
Progress of the game:
- Children, someone is crying in our corner. Oh, but this is a bear. Now I
I’ll ask him what happened and I’ll tell you.
— Mishutka and her dolls were playing in kindergarten and when they went to
walk, then began to ride down the hill. One girl pushed him, little bear
fell and hit his head.
- Yes, indeed, the bear has a wound on his head.
- We need to do something urgently. I came up with an idea.
“Now I’ll put on a white cap and treat him.” I am doctor.
- Here I have a hospital, my office. Here are the medicines
Thermometers, syringes for injections, bandages.
- Mishutka, let me look at your wound.
- Now I’ll take a phonendoscope and listen to you.
— The lungs are clean, but the wound needs to be treated with brilliant green, now
apply ointment and bandage it.
- You, little bear, need peace, sit quietly and don’t run, you can’t. When
When the wound heals, we’ll remove the bandage.
-Arina, in kindergarten they told me that your daughter was sick. Pick her up from kindergarten and take her to the hospital.
— Hello, what hurts your daughter?
Let's look at the neck, open your mouth wider. We also need to measure her temperature - we’ll put a thermometer on her. Your daughter has a sore throat. Let's give her some pills and spray her neck.
— At home, put your daughter in her crib, cover her warmly with a blanket and let her
warm milk with honey. Sing her a lullaby.
- Igorek, come on, now it’s like you’re sick and also go to the hospital
came.
- Hello, patient! Come in, sit down! Tell me exactly where your pain is concentrated.
- And now I will have lunch. Another doctor will take my place. Lerochka, let's be a doctor now. Put on your white cap, you are now a doctor, you will treat the sick.
(The game continues)
Summary of the role-playing game “At a doctor’s appointment” in the middle group
Municipal budgetary preschool educational institution d/s No. 27 of the city of Yelets.
Abstract
role-playing game
"At the doctor"
in the middle group.
Prepared by the teacher:
Korobelnikova N.V.
Summary of the role-playing game “At a doctor’s appointment” in the middle group
Goal: to enrich the social and gaming experience of children in the plot of “Hospital”, to expand children’s ideas about the professions of a doctor, a nurse, their caring attitude towards sick people, to encourage independent distribution of roles, to develop gaming skills in the plot, to develop role-playing speech, to encourage the development of simple game stories with 2-3 situations (you take an appointment ticket and a card at the reception, the doctor writes out a prescription, you buy medicine at the pharmacy, you go to the treatment room for procedures).
Tasks:
Educational: learn to reveal the meaning of the activities of medical personnel, consolidate the names of medical instruments, learn to take on roles.
Developmental: Consolidate knowledge of social relations, develop game dialogue, game interaction; activate and expand your vocabulary.
Educational: instill in children a sense of gratitude to a person for his work.
Vocabulary work: Complain, phonendoscope, spatula, syringe, registry, registrar, pediatrician, procedural nurse.
Preliminary work: excursion to the medical office of the kindergarten, to the treatment room. A teacher's story about the medical profession.
Materials and equipment:: doctor's gown and cap, gowns and caps for nurses, medical instruments (thermometer, syringe, bandage, brilliant green, cotton wool, phonendoscope, screen, cards with recommendations, patient cards, appointment coupons, injection solution), vitamins .
Progress of the game
The teacher attracts the children's attention and holds a doll in his hands. (crying)
Educator: Guys, look what happened to the Alice doll. Why is she crying? Is she sick?
Children: I'm sick!
Educator: She probably got her feet wet yesterday during her walk. Spring is cold, boots are not warm enough, and they forgot to put on socks. Apparently, the doll had caught a cold in her feet, her throat and head hurt, and she had a runny nose. What to do now?
Children: We need to cure the doll.
Educator: Guys, how can you cure a doll? (children’s individual answers)
Children: Drink tea with lemon.
Educator: Well done, what else can you offer?
Children: Take your medicine. (children name their guesses about treatment methods)
Educator: Guys, but you and I don’t know what medicine should be given to the Alice doll. How to be? Who should I turn to for help?
Children: We need to call a doctor.
Educator: Where is the doctor?
Children: At the clinic.
Educator: Guys, which of you was in the clinic? Let's remember who sees the sick?
Children: Doctor, nurse.
Educator: Who will tell me when and why people come to the clinic?
Children: When they are sick. To heal
Educator: We come to the clinic and say that something hurts. What is it called?
Children: Complain.
Educator: That's right, the doctor asks “what are you complaining about?”
Guys, please tell me when we come to the clinic, do we immediately go to the doctor?
Children: No.
Educator: That's right, first we go to the registration desk. There is a nurse-receptionist sitting there who asks for your last name, first name, and home address. And only then the nurse gives you a medical card. With this medical card you go to the doctor. There is also a nurse at the reception who answers phone calls, because one of the sick people can call a doctor at home.
Are you guys ready to go to the clinic?
Children: Yes.
Educator: Guys, maybe someone’s bear or doll is sick, take them with you. And we go to the clinic.
Please note that to our left is the reception desk, to our right is the doctor’s office. I will be the doctor, Arina the nurse.
(children go to the reception desk, receive a medical card for the Alice doll and go to the doctor’s office)
Educator (
doctor
)
: Hello, what happened to you, what are you complaining about?
Children: Alice got sick, she caught a cold and is now coughing, she has a runny nose. Help us cure Alice.
Educator: Now I will examine the sick doll. (takes out a phonendoscope)
Guys, why does a doctor need a phonendoscope?
Children: Listen to the back.
Educator: That's right guys, the doctor listens to the heart, lungs, breathing. (listens to the doll)
The Alice doll is breathing heavily, so she coughs.
And this tool is called a spatula. (shows)
What does the doctor examine for them?
Children: Looks at the neck.
Educator: Well done, but before we examine the neck, we must open our mouths wide and say “Ahhhhhhh”
.
Let's say “A-a-a-a-a”
.
(the teacher examines Alice’s throat)
Children: (say)
“A-a-a-a-a”
Teacher: Guys, what is the name of this instrument? What is it for? (shows thermometer)
.
Children: This is a thermometer; they use it to measure the temperature.
Educator: Now let’s measure Alice’s temperature (the teacher shows how to apply the thermometer correctly)
And here is another tool - a syringe. What does the nurse do with this tool?
Children: They give injections.
Educator: Guys, the Alice doll is very sick, her neck is red, her temperature is high, and she has a cough. The nurse will now write you a prescription for medicine, give you an injection, and the Alice doll will be healthy.
Educator: Well done guys, you are very caring and attentive.
Let's continue our game, but for this we need to distribute the roles between you. How many of you want to be a doctor? The nurse who sits at the reception desk? Medical registrar? The most responsible of you will be the doctor. We have a real clinic with you.
Choice of roles.
The children take their places. One by one, they approach the register and give their last name, first name, and address. The child medical registrar issues cards. (the same geometric shapes are drawn on the cards as on the badges of child patients). Then the children take turns approaching the doctor.
Child doctor: Hello, come in, sit down. What's your last name? What are you complaining about, what hurts?
Sick child: My throat hurts.
Doctor: Let me examine you. Open your mouth. Say "ah-ah"
. I'll examine you with a spatula. Don't be alarmed. Yes, the neck is red. Go to the nurse. She will put a thermometer on you and give you some medicine.
One by one, the children approach either the doctor or the nurse.
The game continues until the last child patient.
Summing up the game:
1. Did you like the game?
2. Did the children like the doctor? Nurse? Medical registrar? (yes or no, and why)
.
3. Did the child like being in the role of a doctor, nurse, medical receptionist and patient?
Educator: Guys, you came to the clinic sad and sick. And now the doctor has treated you, and you have become healthy, mischievous, cheerful, as you were before your illness.
Children are given sweet gifts.
Literature:
1. N. A. Vinogradova Role-playing games for preschoolers: a practical guide / N. A. Vinogradova, N. V. Pozdnyakova. – M.: Iris-press, 2008. – 128 p.
