Organization of play activities for children of senior preschool age

Introduction

Relevance of the work. Successfully solving educational problems requires close attention to the problems of children's play.

Currently, specialists in preschool pedagogy unanimously recognize that play, as the most important specific activity of a child, should perform general educational social functions.

Play is the most accessible type of activity for children, a way of processing impressions and knowledge received from the surrounding world. The game clearly reveals the characteristics of the child’s thinking and imagination, his emotionality, activity, and developing need for communication.

The outstanding researcher in the field of Soviet psychology L. S. Vygotsky emphasized the unique specificity of preschool play. It lies in the freedom and independence of playing combinations with strict, unconditional obedience to the rules of the game [8].

The foundation on which all of a preschooler’s play activity rests and its content is determined is the theme of the game. According to D. B. Elkonin, the theme of a game is an idea that is reflected both in speech and specific game actions. Based on the chosen theme of the game, the plot is formed. Storylines in gaming activities are children’s reflections of real life situations and episodes of interaction between people around them.

Game as a phenomenal human phenomenon is considered in most detail in pedagogy (F.K. Bleher, A.S. Ibragimova, N.M. Konysheva, M.T. Salikhova, etc.). This is because scientists view play as an important learning method for preschool children. This problem is also considered in their works by such scientists as V.I. Yadeshko, T.I. Ilyina, S.A. Kozlova and others. In their works they give recommendations on the practical use of different types of gaming activities.

Although the number of scientific works on the topic under consideration is colossal, it must be recognized that many issues within its framework have been insufficiently studied. All of the above determines the complexity of the process of organizing play activities for children of senior preschool age and the presence of problems in this area. Therefore, the process of organizing play activities for children of senior preschool age requires constant analysis, search for problems, and measures to develop means of solving these problems. In this study, the problems of organizing play activities for children of senior preschool age are associated with the use of various forms of play activities.

Object of study: play activity of preschool children.

Subject of research: forms and methods of organizing play activities for children of senior preschool age.

The purpose of the study is to consider the theoretical aspects of the problem of organizing the play activities of children of senior preschool age.

Research objectives:

To study the concept and essence of play activity of preschoolers by means of analyzing psychological and pedagogical literature.
Consider play activity as a factor in the personality development of children of senior preschool age.
To characterize the forms of organizing the play activities of children of senior preschool age.

Research methods: analysis of scientific and methodological literature on the research problem, targeted observation of the process of children's development, analysis of existing programs and scientific and educational documentation.

The course work consists of an introduction, three paragraphs, a conclusion, and a list of references.

1 The concept and essence of play activities of preschool children

Preschool childhood is the first period where personality is formed. By the age of three, a child has come a long way in his mental development. It is in the process of play activity that a preschooler develops physical and spiritual strength, memory, attention, discipline and dexterity [17].

In domestic preschool pedagogy, V. A. Krutetsky and L. I. Fedorova consider the significance of the game mainly as purely didactic. The term “game” is present mainly in various combinations: “game form”, “game means”, “game technologies”. The game is used to acquire new skills, ideas, develop useful skills, etc., which naturally occurs under the guidance and control of adults.

Modern conditions for the development of education actualize the problem of forming children's play activities. The Federal State Educational Standard for Preschool Education proclaims the need to implement the educational process through the implementation of typical types of children's activities, primarily play. However, according to modern research (V.A. Derkunskaya, N.A. Korotkova, E.E. Kravtsova, E.O. Smirnova), there is a tendency for play activity to be insufficiently developed in preschool age.

According to D. B. Elkonin, play activity is the basis of social relationships, which helps resolve existing contradictions and prepares the child to implement other types of activities.

Domestic author V. A. Krutetsky, analyzing the approach of J. Piaget, notes that this author, in his own scientific works, defines play activity as a significant and vivid expression of the egocentric aspirations of children.

In modern pedagogy, the concept of play is considered as a special type of activity that originates in infancy, develops and accompanies the personality throughout life. The main directions of research into gaming activity were important for researchers in a wide variety of branches of scientific knowledge. Researchers such as L. S. Vygotsky [8], A. V. Zaporozhets, A. N. Leontiev, A. S. Makarenko, D. B. Elkonin have studied the characteristics of the play activity of older preschoolers in Russian psychological and pedagogical science. , K. D. Ushinsky.

L. S. Vygotsky formulated criteria that distinguish play activities directly from other types of children’s activities [8, p. 24].

O. S. Gazman considers gaming activity as a special sphere of human activity in which a person does not pursue any other goals other than obtaining pleasure, pleasure from the manifestation of physical and spiritual forces

According to A. S. Makarenko, play is as important for a child as work is for an adult. The formation of future activity occurs, first of all, during the game. Accordingly, the development of a particular person can be represented in the formation of play activity and its consistent transition into work activity. The founder of game theory in Russian pedagogical science, K. D. Ushinsky, noted that collective play has special educational significance, developing social activity skills in preschoolers and causing initial associations with social relations.

The significance of play as a leading activity for a child of primary preschool age is determined by the fact that it ensures the success of the child’s personality development [21].

Play activities are of great importance for the development of preschool children.

At the early stages of mastering the game, the simplest game chains of children can be organized on the basis of the rhythm of repetition and are represented by a set of repeated objective and serial speech actions (imitative repeated syllables, sound complexes, etc.). In primary and middle preschool age, children play short game chains with individual accented links, accompanied by a word, simple or extended phrase, which indicates the manifestation of the rhythm of alternation in the child’s play activity. If in older preschool age chains of play actions show signs of plot, and speech means begin to perform a substitute function, then we can say that the play activity of a preschooler is organized on the basis of a symmetry rhythm [26].

The play activity of a preschooler is a complex psychological phenomenon, the general structure of which is determined according to the basic principles of the classical, domestic theory of activity. The unit of play of a preschooler remains a play action that performs the main substitutive function. In addition, in the structure of play activity one can distinguish the theme, design, plot of the game, etc. An important component of the play activity of a preschooler is its spatio-temporal organization.

Understanding the play activity of a preschooler as a psychological and pedagogical phenomenon is necessary for the successful implementation of the process of upbringing and training of preschoolers and becomes of great importance when addressing the issues of meeting the special educational needs of children with developmental problems.

The federal state educational standard for preschool education sets a new goal for teachers - creating conditions for full support of children’s self-disclosure and their positive socialization in conditions of individualization. As priority conditions, the Federal State Educational Standard for Preschool Education focuses teachers on ensuring emotional well-being through direct communication with each child and respectful attitude towards him, his feelings and needs, supporting the individuality and initiative of children, which implies the possibility of free choice of activities and its participants, development of independence in different types of activities.

It is also necessary to pay attention to the role of the teacher when organizing play activities in a group of different ages.

The social position of the teacher is that of a senior partner. Equal partnerships are built only on recognition and respect for each other. When setting goals for the development of children's play activities in a mixed-age group, the emphasis is on using the conditions of a mixed-age community to develop play. A child, regardless of age or level of gaming abilities, is completely immersed in the playing field of interaction of different ages. Each participant in the game is aware of who he is in the game and why, and understands the interdependence of each other’s game roles.

The role of the teacher at the first stage: in the process of communication and observation, help determine the range of interests and preferences of all children [18].

At the second stage, determine the degree of development of play skills in children in accordance with age, build an individual play route for the child, taking into account the provision of assistance (the possibility of self-education of the child himself, mutual learning in the process of interaction with a partner (older child, teacher), the possibility of using natural circumstances, arising during the game).

The role of the teacher: observe, analyze, and, if necessary, make adjustments to the organization of the RPES, taking into account the interests and needs of both the child and the microgroup of children, indirectly express his attitude when the need arises. You can enter the game as a partner, not forgetting to clarify your gaming rights [11].

During game interaction, it is necessary to discuss the relationships that develop in a particular game. From the perspective of older children: discuss successes, failures, emerging new role relationships. From the perspective of younger children: independence skills, the dependence of success on the help and support of older children. The change in direct impact on pedagogical, play assistance and indirect impact allows us to talk about the possibilities of independent development of a child’s play abilities. The transition of children to free play automatically gives rise to high responsibility of the participants not only to each other, but also to the teacher. This is a qualitatively new level of relations between children and teachers, and its full implementation is possible only in a group of different ages.

Thus, there is a shift in the teacher’s position from the direct organizer and leader of children’s joint play to the position of the organizer and leader of the child’s advancement from play to educational areas and back, which is one of the conditions for the child’s real opportunity for self-development, self-education, and self-education.

2 The role of play activities in the development of older preschoolers

In preschool age, play performs the function of social learning; this is due to the fact that the child, when performing manipulations with objects, tries to repeat the actions and movements of an adult. At this time, the child is driven by the social instinct received from our primate ancestors and primitive people. Since this method was at that time the only way to transmit information that was very valuable and important for survival. (How to get food, what not to eat, which animals are dangerous, how to treat wounds, and so on). And despite the fact that our society has evolved and uses different means of storing, transmitting and reproducing information, the brain and psyche of a child develop according to the same rules and uses the same mechanisms as their ancestors [12].

Play is the main activity of a preschooler. The child spends most of his time playing, and normally the game becomes much more complicated over the course of 3 years [14].

In the process of gaming activity, mental abilities develop. The child learns to act with a substitute object, that is, he gives it a new name and acts in accordance with this name. The appearance of a substitute object becomes a support for the development of thinking. If at first, with the help of substitute objects, the child learns to think about a real object, then over time, actions with substitute objects decrease and the child learns to act with real objects. There is a smooth transition to thinking in terms of ideas.

During the role-playing game, imagination develops. From replacing some objects with others and the ability to take on different roles, the child moves on to identifying objects and actions with them in his imagination. For example, six-year-old Masha, looking at a photograph of a girl who rests her finger on her cheek and thoughtfully looks at a doll sitting near a toy sewing machine, says: “The girl thinks as if her doll is sewing.” Based on this statement, one can judge the girl’s typical way of playing.

Play also influences a child’s personal development. In the game, he reflects and tries on the behavior and relationships of significant adults, who at this moment act as a model of his own behavior. Basic communication skills with peers are formed, feelings and volitional regulation of behavior are developing.

Reflective thinking begins to develop. Reflection is a person’s ability to analyze his actions, actions, motives and correlate them with universal human values, as well as with the actions, actions and motives of other people. The game promotes the development of reflection because it makes it possible to control how an action that is part of the communication process is performed. For example, when playing hospital, a child cries and suffers, playing the role of a patient. He gets satisfaction from this because he believes that he played the role well.

Interest in drawing and design arises. At first, this interest manifests itself in a playful form: the child, while drawing, acts out a certain plot, for example, the animals he has drawn fight among themselves, catch up with each other, people go home, the wind blows away apples hanging on the trees, etc. Gradually, the drawing is transferred to the result of the action , and a drawing is born.

Learning activities begin to take shape within the play activity. Elements of educational activities do not arise in the game; they are introduced by an adult. The child begins to learn through play and therefore treats learning activities as role play, and soon masters some learning activities.

Thus, young children manipulate objects, have low interest in playing together, and react minimally to peers present. In this case, the adult most often adapts to the child’s range of interests and follows him. But already in middle preschool age, the child begins to demonstrate preferences in play; basically, he chooses a play partner, focusing on personal sympathy.

Closer to older preschool age, the child is interested in role-playing games and in the preparatory group of kindergarten, children play board games according to the rules with great interest.

Thus, through play, the child gains a lot of experience, which he will use later.

It is important to understand that the play of children of senior preschool age should be based on emotionally rich, varied everyday life. That is, the plots should be familiar and visual, they should respond with real experiences, this will allow the child to react to the experience, gain the necessary knowledge and consolidate skills, resolve the scale of the perceived plot from emotion, impression, thought and to the installation in the end. Thus, children “re-experience” their life experiences in play, and the variability of play situations depends on how full their lives are, which subsequently affects individual personal characteristics (character, values, motivational sphere).

The pedagogical potential of the game increases if the child’s experience is enriched, he is taken to different places (exhibitions, performances, parks), and adults are involved in work (doable household chores, which not only help enrich the experience of interacting with people, but also give important skills, and also influence to form a sense of personal belonging to a family, clan, homeland). Involving a child in creativity is especially important; it is creation at a level accessible to the child that serves as an important way to demonstrate internalized knowledge, skills, and abilities, as well as to determine the attitude of children of senior preschool age to this. It is also important to guide parents to use a variety of materials, because this enriches the child’s internal sensory experience [15].

When organizing the zone of proximal development, it is important to pay special attention to the functional load of the subject-spatial environment. That is, the objects surrounding the child should give him the opportunity to use them multifunctionally, model them, and the space should be easily modernized.

The play of older preschool children should have its own ritual. Many parents, thanks to their experience, understand the importance of rituals in a child’s life. First, the idea of the game arises, the creation of the environment or transformation, the game itself, after which there must be a conclusion to the game and the removal of roles. Compliance with this ritual will allow children to form a clear boundary between reality and fiction. It will teach children not to transfer gaming relationships into everyday ones, but at the same time, to gain such important experience.

The pedagogical possibilities of games are certainly unique. Their influence on the personality of a preschooler is multifaceted and multi-level. These games are distinguished by their aesthetics, are fundamental for enriching the emotionally sensitive, motivational sphere, and are valuable for their ability to influence biological rhythms. But the most important thing that sets this group of games apart is the simplicity and accessibility, and the infectiousness of the tasks. Children are easily involved and reproduce the images they like, not only in the form of singing, music or dancing. But also in the form of visual and applied creativity (crafts, drawings, playing out plots in role-playing games) [19, p. 131].

What are the specifics of organizing activities in a group of different ages, including the priority type of children's activity - play?

Research by teachers and psychologists (T. N. Doronova, V. G. Shchur, V. N. Butenko, E. N. Gerasimova, etc.) regarding the development of pedagogical foundations for designing educational activities for preschoolers shows that the group is the most natural and psychological a comfortable environment for the development of a child - preschooler. A distinctive feature of the group is a qualitatively new social experience of interpersonal relationships. The natural organization of everyday life in a group of different ages allows a preschooler to understand and accept another child, regardless of age, to master and enrich his social experience. The child’s own “I” is closely intertwined with the multi-age community “They”, “We”, its transformation in new social conditions. Mastering a real role position when organizing joint activities of children is the most important integrated indicator of a child’s social and play experience.

In a mixed-age group, the teacher has a unique opportunity, using the example of older children, to model the development prospects of a younger child. When organizing joint play activities, the youngest child chooses for himself: to be outside of this activity, to be nearby, or to be together. To do this, you not only need to want, but you need to know and be able to. The older child has the opportunity to tell, show, and explain to the younger one what he knows and can do himself, which greatly not only helps to consolidate what he has previously learned, but also to enrich and expand his social experience. The conditions of a mixed-age group contribute to the expansion of a child’s independent cultural practices, regardless of age, social and play position [27].

To find out what gaming skills have been developed in children, at the beginning of the year, the teacher unobtrusively, through conversations, discussions, involving children in various gaming situations, observations, and interaction with parents, determines what games children in kindergarten like, how often and on whose initiative they are organized, which ones are played at home with parents, older brothers, sisters, in the yard. The obtained result helps the teacher model the conditions for developing interest in the game for all participants in the educational process. Why the emphasis on parents? If play is a natural state for a preschool child, then parents treat it as something secondary, forgetting that they themselves were children and they also had favorite games. Children play not only in kindergarten, but also at home, where they also need help making things, giving advice, looking up something in the encyclopedia, the Internet. We believe that interaction with parents and older brothers and sisters is very important for enriching the social play experience of children.

An important component of the development of children’s play activity in a mixed-age group is the creation of conditions, one of which is a developing subject-spatial environment that meets modern requirements in accordance with the Federal State Educational Standard for Education.

The teacher needs to provide for the occupancy and maintenance of play centers based on the age and individual characteristics of the children, taking into account that these groups contain children with special educational needs. Particular emphasis should be placed on the developmental potential of the equipment presented (for example, in the Center for Constructive Activity there should be a construction set of different sizes, different materials and orientations (Lego), thematic sets of parts, building diagrams). The presented equipment must comply with the principles of versatility, accessibility, safety, and transformability depending on the interests of children. The organization of play activities in this center contributes to the fact that younger children receive help not only from the teacher, but also from older children, who, due to their play experience, can already provide them with help and support in choosing the necessary material, equipment, and determining the sequence of work in accordance with the proposed scheme.

In a mixed-age group, a child has a real opportunity to be [29]:

- senior partner, he takes this position when he realizes his seniority in age, in having extensive gaming experience, the desire and desire to provide help to those who need it;

- mentor: this role position is based on personal relationships. The older child has experience and knowledge in organizing games of various types; he recognizes the younger child as an equal partner in the game. The game teaches him certain rules and actions. The individualization of education is clearly visible here.

Thus, this type of game smoothly intertwines with many game forms, making significant changes in the experience of children and in the development of their personality.

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MAGAZINE Preschooler.RF

Guiding children's play activities

The children's play activities are supervised by the teacher. The effectiveness of his leadership depends on taking into account the number and age of children, their individual characteristics, interests, behavior of the participants in the game and the type of game itself. In addition, the teacher must have communication skills. Working with children, doing even the most difficult work, he must maintain a good mood. In order for the game to serve as an emotional means of physically educating children, the teacher must conduct it with joy and pleasure.

First you need to get the children together for the game. To do this, you can use a variety of techniques.

This can be a conditioned signal (clap your hands, whistle, pipe).
In early preschool age, you can interest children with a toy, a bright attribute, or a mask for games.
You can start the game with several children, and the rest join later.
You can instruct the child, call other children, or use a little counting rhyme: “Come on, come on, kids, run quickly out of the yard, it’s time to start the game .

In order to arouse children's interest in the game, the teacher can ask children questions about the characters in the game, using riddles, poems, fairy tales, legends, and tales about them.

Next is the goal of the game task; This includes an explanation of the game, an introduction to the plot and course of the game, an explanation of the rules and their repetition, and showing the teachers certain motor actions. The explanation of the game should be clear, specific and intelligible. Long-term explanations and teaching tire children. This leads to them losing interest in the game.

The next stage is the distribution of roles between the players, the appointment of assistants, if these are games - competitions. Assigning a child to the role of leader is an important technique for increasing his activity. Each age group has its own characteristics.

In the younger group, you cannot choose a child to play the role of leader at will. At this age, children cannot yet objectively assess their capabilities. Therefore, the teacher first plays the role of leader himself, and from the second half of the year in the second junior group he assigns children to the role of leader. In the middle group, the teacher can already assign children to the role of leader.

In elementary and middle preschool age, if the game is new, and even with an element of catching, then the child plays the role of the leader twice in a row. The first time he tries, and the second time he plays. If the game is played three times, then the first child is the leader twice, and the second is the leader once. When choosing a child to play the role of leader, one must take into account whether the child chooses the rules of the game fairly. Children sometimes present themselves to the leader, so that next time he will be caught. The teacher must treat all children with respect, know their personal qualities and appoint not only the fastest and most active children to the role of leaders. A child who tries very hard, but at the same time is slow, must also be chosen for the role of leader, so that the child can try himself in this role.

The teacher must know each child, his capabilities, physical qualities, temperament and motor experience. When assigning a leader to the role, you need to clearly think through the differentiation of tasks, taking into account the individual capabilities of the child.

Even if the child has not identified any opportunities in the game, all the same, for his own self-affirmation, he must be assigned the main role in the game. This helps the child find his place among his peers and feel more confident. The teacher must remember that even the distribution of roles in the game has great educational significance, and treat it with respect, be fair and tolerant towards all children.

What techniques should a teacher use when choosing presenters? A technique such as the “arrow” enhances the game moment. Children like it when the teacher, with his eyes closed and his arm outstretched, like an arrow, draws along the line. Then he stops at someone - that child will be the leader.

At the end of the middle group and in senior preschool age, children can choose to play the role of leader on their own. To do this, they will need this little counting rhyme:

We are preschool children, we love to run and play. Well, try to catch up with us: - One, two, three - you will catch us!

You can use counting rhymes from rhythmic works of art, for example: “Our Tanya” by A. Barto, “Moidodyr” by K. Chukovsky.

You can use lots to distribute children into teams. Children take turns pulling chestnuts or acorns from the box. Pre-prepared pieces of paper or sticks of different sizes are used. An interesting technique for children would be the command: “Pay off on the first, pay off on the second ,” where 2 teams are formed by rearranging. Another technique is to hold a competition with formation of units: “Whose unit will assemble faster?” When assigning children to teams for games, it should be borne in mind that there are competitions in which it is important to assemble teams so that they are equal.

Kritskaya Natalya Grigorievna, physical education instructor, Armyansk, Republic of Crimea

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Long-term planning of role-playing games (senior group)

Long-term planning of role-playing games
senior group Month
Week

Subject

Game objectives

September

1 Week

"Family"

Continue to teach how to reflect various everyday scenes in s-r games. Management techniques: distribution of roles, changing roles during the game, the main role is assigned to the child.

"Supermarket"

Continue to teach children to verbally indicate the theme of the game, their role, the role of other children, and the game actions performed. Management techniques: distribution of roles, communication.

"Builders"

Continue to teach how to reflect the work of builders. Management techniques: distribution of roles, communication.

"Bus"

Continue to teach how to create a play environment using real objects (chairs, large building materials). Management techniques: distribution of roles, communication (main role is the child, additional role is the teacher, changing roles during the game).

2 week

"Supermarket"

Develop the ability to use role speech, establish role relationships, and conduct role dialogue. Management techniques: distribution of roles, communication.

"Builders"

Develop the ability to independently erect household buildings and use them in the s-r game. Management techniques: distribution of roles, communication.

"Family"

Develop the ability to determine the theme, plot, distribute roles, and engage in different role-playing dialogues. Management techniques: distribution of roles, changing roles during the game.

"Bus"

Develop the ability to change roles with the teacher, to act in accordance with the new playing position. Management techniques: distribution of roles, communication

3 week

"Builders"

Cultivate friendships in the game. Management techniques: distribution of roles, communication.

"Family"

Cultivate friendly relationships between children. Management techniques: distribution of roles, changing roles during the game.

"Bus"

Develop the ability to follow the rules of cultural behavior and communication. Management techniques: distribution of roles, communication

"Supermarket"

Foster positive relationships between children. Management techniques: distribution of roles, communication.

4 week

"Bus"

Driver-passenger

Strengthen the ability to create a game environment using real objects (chairs, large building materials). Management techniques: distribution of roles, communication (main role is the child, additional role is the teacher, changing roles during the game).

"Supermarket"

Strengthen children's ability to verbally indicate the theme of the game, their role, the role of other children, and the game actions performed. Management techniques: distribution of roles, communication.

"Builders"

Strengthen the ability to reflect the work of builders in the game. Management techniques: distribution of roles, communication.

"Family"

Strengthen the ability to reflect various everyday scenes in the game. Management techniques: distribution of roles, changing roles during the game.

October

1 Week

«Clinic»

Doctor-patient

Develop the ability to creatively develop the plot of the game; reveal the meaning of the activities of medical personnel. Management techniques: distribution of roles, communication.

"Journey"

Continue to develop the ability to creatively develop the plot of the game. Management techniques: distribution of roles, change of additional roles (educator-passenger, sailor).

"Kindergarten"

Teach children to assign roles, perform game actions in accordance with the chosen role, and not leave the chosen role until the end of the game. Management techniques: activation of role dialogue, polite communication.

"Auto repair shop"

Continue to teach children to assign roles and act according to the accepted role. Management techniques: distribution of roles, communication, activation of role dialogue.

2 week

"Auto repair shop"

Learn to be creative and find a good place to play. Management techniques: distribution of roles, communication, activation of role dialogue.

«Clinic»

Doctor-nurse

Introduce the role of a doctor, nurse, pharmacist, their responsibilities, work actions, and follow the sequence of game actions. Management techniques: distribution of roles, communication.

"Journey"

Learn to agree on a plot, distribute roles. Management techniques: distribution of roles, change of additional roles (educator-passenger, sailor).

"Kindergarten"

Develop the ability to engage in role interaction - build role dialogue. Management techniques: activation of role dialogue, polite communication.

3 week

"Kindergarten"

To develop the ability to follow the rules of cultural behavior and communication in the game. Management techniques: activation of role dialogue, polite communication.

"Auto repair shop"

Introduce a new role - a car repair mechanic. Management techniques: distribution of roles, communication, activation of role dialogue.

«Clinic»

Nurse-patient

Learn role-playing dialogues, reinforce the rules of behavior for patients in the doctor’s office. Management techniques: distribution of roles, communication.

"Journey"

Introduce new roles - captain, boatswain, sailor, cook, ship's doctor. Management techniques: distribution of roles, change of additional roles.

4 week

"Journey"

Learn to perform game actions in accordance with the role, observe their sequence. Management techniques: distribution of roles, change of additional roles.

"Kindergarten"

Continue learning how to conduct role-playing dialogues. Management techniques: activation of role dialogue, polite communication.

"Auto repair shop"

Strengthen children’s ability to reflect the life and work of people in games. Management techniques: distribution of roles, communication, activation of role dialogue.

«Clinic»

Strengthen the ability to create a game environment using real objects and their substitutes. Management techniques: distribution of roles, communication.

November

1 Week

"Salon"

Continue to teach children to assign roles, act in accordance with the role, observe the sequence of role actions, their logic. Management techniques: distribution of roles, communication.

"Drivers"

Teach children to assign roles and act according to the accepted role. Management techniques: distribution of roles, communication.

"Vegetable shop"

Teach children how to decorate a grocery store, take on roles, and perform a chain of sequential actions in accordance with the role. Management techniques: distribution of roles, activation of role dialogue.

"Puppet show"

Artists-spectators

Teach children to act out familiar stories from fairy tales with toys. Management techniques: distribution of roles, creating a good mood, changing roles.

2 week

"Drivers"

Introduce the new role - traffic controller, inspector. Management techniques: distribution of roles, communication.

"Salon"

Develop the ability to engage in role-playing dialogues, change the content. Management techniques: distribution of roles, creating a good mood, changing roles.

"Puppet show"

Cashier-spectators
.
Develop the ability to strive to expressively convey the characteristics of the voice and the emotional states of the characters. Management techniques: distribution of roles, creating a good mood, changing roles.

"Vegetable shop"

Develop the ability to use substitute objects, conduct role-playing dialogue, and engage in role-playing interaction. Management techniques: distribution of roles, activation of role dialogue.

3 week

"Vegetable shop"

Teach to be creative, accustom children to the rules of communication in the store. Management techniques: distribution of roles, activation of role dialogue.

"Drivers"

Strengthen children's knowledge of traffic rules and teach them to navigate by road signs. Management techniques: distribution of roles, communication.

"Salon"

Learn to model role-playing dialogue, cultivate a friendly attitude towards each other; display phenomena of social life in the game. Management techniques: distribution of roles, creating a good mood, changing roles.

"Puppet show"

Entertainer artists

Foster children's independence and creativity through play. Management techniques: distribution of roles, creating a good mood, changing roles.

4 week

"Puppet show"

Artists-spectators

Strengthen children's ability to act out familiar stories from fairy tales with toys. Management techniques: distribution of roles, creating a good mood, changing roles.

"Vegetable shop"

Strengthen the ability to verbally indicate the theme of the game, your role and the roles of the children, and the game actions performed. Management techniques: distribution of roles, activation of role dialogue.

"Drivers"

Strengthen the ability to name the game, verbally indicate the role being performed and the roles of other children, and coordinate game actions with the accepted role. Management techniques: distribution of roles, communication.

"Salon"

Strengthen the ability to reflect various plots in the game, determine the theme and plot of the game. Management techniques: distribution of roles, creating a good mood, changing roles.

December

1 Week

«Mail»

Expand children's understanding of ways to send and receive correspondence. Management techniques: changing roles during the game, communication, mutual assistance.

"Zoo"

Consolidating and enriching knowledge about animals, their appearance and habits. Management techniques: distribution of roles, communication.

"In library"

Teach children to properly use library services and apply knowledge of literary works previously acquired in classes. Management techniques: changing roles during the game, communication, mutual assistance.

"Builders"

Continue to teach children to assign roles and act according to the role they assume, use attributes in accordance with the plot, resolve disputes fairly, act in accordance with the game plan. Management techniques: changing roles during the game, communication, mutual assistance.

2 week

"Zoo"

Develop the ability to construct a plot from meaningful episodes, coordinate work actions with the accepted role, and engage in various role-playing dialogues. Management techniques: distribution of roles.

«Mail»

Develop the ability to develop the plot, diversify game actions, engage in role-playing dialogues, change the content of dialogue depending on the change of roles, change roles, act in accordance with a new game position. Management techniques: changing roles during the game, communication, mutual assistance.

"Builders"

Develop the ability to build role-playing dialogue, use role-playing speech, creativity in the game, using real objects to create a game environment. Management techniques: changing roles during the game, communication, mutual assistance.

"In library"

To consolidate knowledge about the librarian’s profession, to cultivate respect for the librarian’s work and respect for the book, to expand children’s vocabulary: “library”, “profession”, “librarian”, “reading room”. Management techniques: changing roles during the game, communication, mutual assistance.

3 week

"In library"

Develop the ability to engage in role interaction and build role dialogue. Management techniques: changing roles during the game, communication, mutual assistance.

"Zoo"

Formation of the ability to creatively develop the plot of the game; develop a kind attitude towards animals. Management techniques: distribution of roles.

«Mail»

To develop respect for the work of postal workers, the ability to listen carefully to the client, treat each other in a polite manner, and expand the vocabulary of children: “parcel”, “parcel”, “magazines”, “postman”. Management techniques: changing roles during the game, communication, mutual assistance.

"Builders"

Learn to reflect knowledge about the surrounding life in the game, develop creative imagination. Management techniques: changing roles during the game, communication, mutual assistance.

4 week

"Builders"

Develop the ability to develop a plot, diversify game actions, and engage in role-playing dialogues. Management techniques: changing roles during the game, communication, mutual assistance.

"In library"

Foster a culture of communication with “clients” Management techniques: changing roles during the game, communication, mutual assistance.

"Zoo"

Expand children's understanding of the responsibilities of zoo employees. Management techniques: distribution of roles.

«Mail»

Strengthen children's ability to reflect in the game the work actions of postal employees. Management techniques: changing roles during the game, communication, mutual assistance.

January

1 Week

«Cosmonauts"

To introduce children to the work of astronauts in space, to cultivate courage and endurance. Management techniques: distribution of roles, activation of role dialogue.

"A toy shop)

To form children’s ideas about the work of people in a store, the variety of stores and their purpose. Management techniques: distribution of roles, activation of role dialogue.

«Drivers»

Enrich the content of the game with a variety of game activities. Management techniques: changing roles during the game (passenger-refueler-mechanic), mutual assistance, communication.

"Pharmacy"

Expand knowledge about the professions of pharmacy workers: the pharmacist makes medicines, the cashier-salesperson sells them, the head of the pharmacy orders the necessary herbs and other drugs for making medicines, expand the vocabulary of children: “medicines”, “pharmacist”, “order”, “medicinal plants” " Management techniques: distribution of roles, activation of role dialogue.

2 week

"A toy shop)

Teach children how to decorate a toy store, take on roles, and perform a chain of sequential actions. Management techniques: distribution of roles, activation of role dialogue.

«Cosmonauts"

Expand the theme of story games. Management techniques: distribution of roles, activation of role dialogue.

"Pharmacy"

Develop interest in the game. Teach children to assign roles and act according to the role they assume, to develop the plot. Management techniques: distribution of roles, activation of role dialogue.

«Drivers»

Teach children to establish interaction in a joint game, develop a plot, enrich vocabulary, develop children’s speech. Management techniques: changing roles during the game (passenger-refueler-mechanic), mutual assistance, communication.

3 week

«Drivers»

Develop the ability to follow the rules of cultural behavior and communication. Management techniques: changing roles during the game (passenger-refueler-mechanic), mutual assistance, communication.

"Pharmacy"

Learn to act in imaginary situations, use various objects - substitutes. Management techniques: distribution of roles, activation of role dialogue.

«Cosmonauts"

To develop in children the ability to creatively develop the plot of a game using building floor material and to act with it in a variety of ways. Management techniques: distribution of roles, activation of role dialogue.

"A toy shop)

Learn to be creative, develop the ability to take into account the interests of partners. Management techniques: distribution of roles, activation of role dialogue.

4 week

"Pharmacy"

Deepen children's knowledge about the work of pharmacy workers, teach children to assign roles and act according to the role they have assumed, and develop the plot. Foster love and respect for family members and their work. Management techniques: distribution of roles, activation of role dialogue.

«Drivers»

Strengthen the ability to enter into role interaction (build role dialogue). Management techniques: changing roles during the game (passenger-refueler-mechanic), mutual assistance, communication.

"A toy shop)

Cultivate goodwill, the ability to take into account the interests and opinions of playing partners. Management techniques: distribution of roles, activation of role dialogue.

«Cosmonauts"

To cultivate courage, endurance, to expand children’s vocabulary: “outer space”, “cosmodrome”, “flight”, “outer space”. Management techniques: distribution of roles, activation of role dialogue.

February

1 Week

«Family»

To form an idea of collective housekeeping, the family budget, family relationships, joint leisure activities, to cultivate love, a friendly, caring attitude towards family members, and interest in their activities. Management techniques: distribution of roles, activation of role dialogue.

"Military"

Clarify military professions and the daily routine of military personnel, what their service consists of, etc.; introduce new roles: commander, soldiers, with the role actions of commander, soldier. Management techniques: distribution of roles, changing roles during the game.

"Salon"

To promote the establishment of role interaction in the game and the assimilation of role relationships. Form proper relationships between children in the team. Management techniques: distribution of roles, activation of role dialogue.

"Firefighters"

Expand children's understanding of the firefighter profession. Learn to reflect the actions of a firefighter in the game. Management techniques: distribution of roles, communication.

2 week

"Firefighters"

Develop the ability to establish role-playing relationships, conduct role-playing dialogue, and act in a real and imaginary game situation. Management techniques: distribution of roles, changing roles during the game.

«Family"

Induce in children a desire to imitate the actions of adults. Management techniques: distribution of roles, activation of role dialogue.

"Military"

Develop the ability to independently erect household buildings and use them in the s-r game. Management techniques: distribution of roles, communication.

Hairdresser "Goldilocks"

Develop interest and respect for the hairdressing profession. To develop in children the ability to independently develop the plot of the game; agree on a topic; distribute roles. Management techniques: distribution of roles, activation of role dialogue.

3 week

"Family"

To develop in children the ability to independently develop the plot of the game; agree on a topic; distribute roles. Management techniques: distribution of roles, activation of role dialogue.

"Military"

Learn to display social events in the game. Cultivate friendships in the game. Management techniques: distribution of roles, changing roles during the game.

"Salon"

To develop in children the ability to independently develop the plot of the game; agree on a topic; distribute roles. Management techniques: distribution of roles, activation of role dialogue.

"Firefighters"

Cultivate friendships in the game. Management techniques: distribution of roles, communication.

4 week

"Firefighters"

Strengthen the ability to use a variety of game actions to generalize and develop the plot and content of the game. Enrichment of the dictionary. Management techniques: distribution of roles, changing roles during the game.

"Family"

To cultivate a sensitive, attentive attitude towards adults, kindness, responsiveness, and a culture of communication. Management techniques: distribution of roles, activation of role dialogue.

"Military"

To consolidate children's ideas about the content of military actions. Enrichment of the dictionary. Management techniques: distribution of roles, activation of role dialogue.

"Salon"

To promote the establishment of role interaction in the game and the ability to role relationships. Form proper relationships between children in the team. Management techniques: distribution of roles, activation of role dialogue.

March

1 Week

"Studio"

To form preschoolers’ ideas about what an atelier is and what it is needed for. Management techniques: distribution of roles, activation of role dialogue.

"Hospital"

Develop interest and respect for the noble profession of medicine. Help children establish interactions in joint play. Management techniques: distribution of roles, activation of role dialogue.

"Journey"

Continue to develop the ability to creatively develop the plot of the game; agree on the plot, distribute roles. Management techniques: distribution of roles, activation of role dialogue.

"Sailors"

Continue to teach children to develop the plot of the game. Management techniques: activation of role dialogue, polite communication.

2 week

"Sailors"

Develop the ability to create a play environment and use various substitute items. Management techniques: activation of role dialogue, polite communication.

"Studio"

Learn to develop the plot; introduce new roles (customer, receptionist, cutter, dressmaker, atelier manager) and role-playing actions; develop dialogical speech. Management techniques: distribution of roles, activation of role dialogue.

"Hospital"

Develop the ability to develop the plot of the game. Management techniques: distribution of roles, activation of role dialogue.

"Journey"

Strengthen the ability to carry out game actions according to verbal instructions, act with imaginary objects, and use substitute objects. Management techniques: distribution of roles, activation of role dialogue.

3 week

"Hospital"

Help children establish interaction in joint play, develop the plot, enrich vocabulary, develop children's speech. Management techniques: distribution of roles, activation of role-playing dialogue.

"Sailors"

Strengthen the ability to carry out game actions according to verbal instructions, act with imaginary objects, and use substitute objects. Management techniques: activation of role dialogue, polite communication.

"Studio"

"Journey"

Continue to develop dialogic speech and enrich vocabulary. Management techniques: distribution of roles, activation of role dialogue.

4 week

"Journey"

Learn to perform game actions in accordance with the role, observe their sequence. Management techniques: distribution of roles, activation of role dialogue.

"Hospital"

To cultivate a sensitive, attentive attitude towards the patient, kindness, responsiveness, and a culture of communication. Management techniques: distribution of roles, activation of role dialogue.

"Sailors"

Enrich the content of the game with a variety of game activities. Management techniques: activation of role dialogue, polite communication.

"Studio"

Strengthen children’s ability to reflect people’s labor actions. Management techniques: distribution of roles, activation of role dialogue.

April

1 Week

“Family” +
“Ambulance”
Continue teaching children to combine several plots in a game. Management techniques: distribution of roles, introduction of additional roles (communication).

“Builders” + “Zoo”

Continue to teach children to combine several plots in a game. Management techniques: distribution of roles, introduction of additional roles (communication).

"Barbershop" + "Family"

Continue to teach children to assign roles, act in accordance with the role, observe the sequence of role actions, their logic. Management techniques: distribution and change of roles, independent development of the plot, planning game actions.

“Auto repair shop” + “Drivers”

Learn to combine role-playing games of different themes into one plot. Management techniques: distribution and change of roles, development of the storyline, activation of dialogue.

2 week

“Builders” + “Zoo”

Consolidate knowledge and play actions that reflect the labor actions of builders and zoo workers. Management techniques: distribution of roles, activation of role dialogue, changing roles, development of the storyline.

“Family” +
“Ambulance”
Teach children to independently assign roles, divide into subgroups depending on the plot and the role taken, display knowledge about the life around them in the game, and develop children’s positive communication skills. Management techniques: distribution of roles, introduction of additional roles (communication).

“Auto repair shop” + “Drivers”

Develop the ability to plan game actions, independently develop the plot of the game, create a game environment, and use role-playing speech. Management techniques: distribution and change of roles, development of the storyline, activation of dialogue.

"Barbershop" + "Family"

Develop the ability to create a game environment, engage in role-playing dialogues, change the content of dialogue and game actions depending on the change of role. Management techniques: distribution and change of roles, independent development of the plot, planning of game actions.

3 week

"Barbershop" + "Family"

Cultivate friendships in the game. Management techniques: distribution and change of roles, independent development of the plot, planning of game actions.

“Builders” + “Zoo”

Develop the ability to use substitute objects, carry out imaginary actions and imaginary game situations, change roles, change the content of dialogue depending on the change of roles, transfer gaming experience to independent games with peers. Management techniques: distribution of roles, activation of role dialogue, changing roles, development of the storyline.

“Family” +
“Ambulance”
Cultivate friendly relationships. Management techniques: distribution of roles, introduction of additional roles (communication).

“Auto repair shop” + “Drivers”

Foster a desire to play together with peers. Management techniques: distribution and change of roles, development of the storyline, activation of dialogue.

4 week

“Auto repair shop” + “Drivers”

Strengthen the ability to combine role-playing games of different themes into one plot. Management techniques: distribution and change of roles, development of the storyline, activation of dialogue.

"Barbershop" + "Family"

Encourage children to more widely use knowledge about the life around them in games and develop dialogic speech. Management techniques: distribution and change of roles, independent development of the plot, planning of game actions.

“Builders” + “Zoo”

Continue to teach children to enrich the content of the game with a variety of gaming activities. Management techniques: distribution of roles, activation of role dialogue, changing roles, development of the storyline.

“Family” +
“Ambulance”
Continue to teach children to enrich the content of the game with a variety of play activities. Management techniques: distribution of roles, introduction of additional roles (communication).

May

1 Week

"Kindergarten"

Continue for children to reflect in the game the labor actions of kindergarten employees. Management techniques: changing roles during the game, communication, mutual assistance.

"Cosmonauts"

Enrich the content of the game with a variety of game activities. Management techniques: changing roles during the game, mutual assistance, communication.

"Supermarket"

Continue to teach how to reflect people’s work actions in the game. Management techniques: distribution of roles, changing roles during the game.

"Military"

Strengthen the ability to reflect the actions of the military in the game. Management techniques: distribution of roles, changing roles during the game.

2 week

"Cosmonauts"

Develop the ability to engage in role-playing interaction (build role-playing dialogue, change the content of dialogue and game actions depending on the change of role), create a game environment, and use substitute objects. Management techniques: changing roles during the game, mutual assistance, communication.

"Kindergarten"

"Military"

To consolidate children's ideas about the content of military actions. Enrichment of the dictionary. Management techniques: distribution of roles, changing roles during the game.

"Supermarket"

Develop the ability to build role-playing dialogue, change the content of dialogue depending on the change of roles, and act in accordance with the new playing position. Management techniques: distribution of roles, changing roles during the game.

3 week

"Supermarket"

To develop the ability to follow the rules of cultural behavior and communication during the game. Management techniques: distribution of roles, changing roles during the game.

"Cosmonauts"

Develop the ability to follow the rules of cultural behavior and communication. Management techniques: changing roles during the game, communication.

"Kindergarten"

Foster respect for the work of kindergarten employees. Management techniques: changing roles during the game, communication, mutual assistance.

"Military"

4 week

"Cosmonauts"

Enrich the content of the game with a variety of game activities. Management techniques: changing roles during the game, mutual assistance, communication.

"Supermarket"

Strengthen the ability to reflect people’s labor actions in the game. Management techniques: distribution of roles, changing roles during the game.

"Military"

Continue to teach children to enrich the content of the game with a variety of gaming activities. Management techniques: distribution of roles, introduction of additional roles (communication).

"Kindergarten"

Strengthen children's ability to reflect in the game the work actions of kindergarten employees. Management techniques: changing roles during the game, communication, mutual assistance.