Educational games for children from 5 to 10 years old. Formation of personal behavior skills in role-playing games

The role of play in the development of every child

Role-playing games are one of the most effective ways to develop a child’s imagination, his ability to understand the world around him, the people in it, “play out” adult life, express himself and his experiences, etc.

The need to actively participate in the life that he sees, whether it concerns him or not, is the reason why a child begins to play role-playing games from a very early age.

Such entertainment begins at six months, but parents notice this no earlier than one and a half years, since fiddling with corks, broken sticks and other things is not perceived by adults as a real game with a plot. In fact, in the baby’s head the box can be anything, and he will already repeat what he saw around him. This magical ability to see the whole object rather than its characteristics will gradually decrease.

Role-playing games in raising children

Role-playing helps a child:

express your thoughts and worries through play;

play with a desired but forbidden object (iron or hammer);

act out a situation that is imprinted in his memory and has agitated him (family quarrel, father’s housework, etc.)

try on some profession (a doctor treats dolls, a driver carries toys, etc.);

distract yourself from your problems, fictitious or real (difficulties in communicating with peers, rejection of the team, etc.).

And for parents, such a play production is an endless stream of information about their own child, his problems and perception of the world around him.

But when a baby plays on his own, without the guidance of an adult, he develops, interpreting reality as he understands. If an adult plays with him, then any such game can be used as an educational element.

For the little ones - help them name the object being presented, clarify its main characteristics and functions.

For middle-aged preschoolers - voice with him what exactly is happening in a given situation, why this or that person is doing this, whether it is good or bad.

Older preschoolers can already master various professions and act out real-life situations with a more complex plot. But most often this happens intuitively, and it is the actively playing adult who helps to group the child’s knowledge and highlight the main elements of a particular situation or subject.

Such an educational element as a game helps to unite the children's team, introduce them to social rules of behavior, and new professions. It allows you to develop independence from a very early age. Teaches how to transfer the characteristics of one object to another, and how to direct a game. The child manages to connect unrelated things and objects using an independently invented plot.

A child who has not lost this gift will easily play along with another child during a skit. As he grows up, this skill will help him organize his life, planning act by act any, most complex activity or task.

Role playing games

This section is devoted to the so-called MIGs or office role-playing games. On the page you can find materials on creating and running games of this kind, as well as some interesting games.

Small role-playing game (SRP)

Features and rules of role-playing games. The game gives the child the opportunity to try himself in adult roles, to show creativity in non-standard life situations. A game is a competition in solving problems of human interaction.

Role-playing game (any game) features:
communicative function (while playing, children learn to establish new connections and relationships with people, organize interaction to achieve goals);
activity function (a game is an action, a real activity, in addition, the game makes it possible to use various types of activities);
function of realizing the child’s ability, self-realization (any game has a goal, to achieve which the participant must use all his knowledge, skills and abilities in order to evaluate himself at the end of the game);
protective or corrective function (game is a model of society, its life and relationships, therefore, during the game, a child can be taught to see and solve his problems).
Role-playing game features:
extremeness;
clearly defined rules.
Role-playing game rules. The master is always right (he decides all controversial issues and situations in the game).
Mandatory knowledge and compliance with the rules of the game.
Here and now (the game has a clearly limited time frame, all relationships developed in the game do not transfer to real life).
Information about the game role (it is a secret for other participants in the game, it is a “trump card”, an advantage of any player).
Possibility of in-game death (“the deceased” cannot communicate with current players or transmit any information to them; all information known to him “dies” with him).
A friendly attitude towards fellow players (the main task of the game is to establish interaction, cooperation in the process of achieving game goals).
The law of the game territory (the game territory is always limited and it is prohibited to perform game actions outside of it; anyone who leaves the game territory leaves the game).
Unity of the playing role (image - who are you? Where are you from? what are you like? goal - what should you do? instructions - how can you complete your tasks, achieve the best result?).

Algorithm of game actions:

building your gaming legend;

getting to know the participants (characters) of the game;

collection of useful information;

search for allies and opponents;

determining the means to achieve your goal;

choosing means and implementing game actions to achieve the goal - analyzing the results of your activities.

Technology for conducting role-playing games:

analysis of conditions and opportunities for conducting role-playing games;

setting a goal for this game;

choosing a suitable game that realizes these goals or writing a new special game;

introduction to the text of the game:

general rules;

special rules;

general introductory;

individual introductory notes;

informing and preparing the participants of the game: general introduction and rules of the game, after which it is necessary to ensure that all participants are included in the game;

studying the participants in the game and the distribution of roles between them, taking into account the individual characteristics and abilities of the players;

choosing a location and preparing gaming tools;

“loading” on roles;

design of the playing area;

last gathering before the game, distribution of tools and consultations on the game;

organization of a bright theatrical beginning; organized ending of the game;

detailed analysis of the game.

Activities of the Master during the game.

The master organizes a spectacular beginning and end of the game.

The master monitors the implementation of the rules during the game.

The master advises the players.

The master supports the game's plot.

The master carries out pedagogical functions: the microclimate during the game, the game, the ethics of the game, the consolation and support of the losers, the interaction of the players.

Technology of organizing and conducting the game

The person who organizes and conducts the game is traditionally called a master. He himself does not participate in the game; his goal is to create conditions for children to play successfully. In order for the game to be successful, you need to perform the following sequence of actions:

analysis of conditions and opportunities for conducting role-playing games;
setting a goal for this game;
choosing a game that realizes these goals;
familiarization with the text of the game;
informing and preparing game participants;
study of game participants and assignment to roles;
gathering of participants: getting ready for the game, getting acquainted with the general introductory game and its rules, issuing individual roles (1-2 days before the game);
preparation of instruments and playing area;
immediately before the game, individual consultations, individual distribution of tools;
gathering of players, announcement of the start of the game.

During the game, the master gives advice on the content of the role and methods of play, controls the rules of the game, maintains a high emotional mood of the players, supports the development of the plot of the game using the means inherent in the game, helps players who cannot cope with the game situation, and organizes a spectacular end to the game.

After the game, it is necessary to conduct a talk, where each participant tells what role he played, what means he used, with whom he interacted, and whether he was able to achieve his goals. The conversation of the game takes place in a general circle, in an atmosphere of goodwill and voluntariness of statements. The greatest pedagogical effect will come from conducting group and individual analysis, the subject of which can be relationships in the group, individual characteristics and methods of activity in a conflict situation, personal difficulties that arose during the game, problems of values and morality.

Rules of the game

the master is always right, i.e. in all controversial situations, the final word remains with him.
mandatory knowledge and compliance with the rules of the game.
“here and now.” Do not transfer the relationships of life to the game and vice versa.
role information is secret and cannot be disclosed, this will make the game uninteresting to you and your comrades.
In-game death is possible in the game when exposed to any weapon; in this case, the player leaves the game and has no right to disclose information.
a friendly attitude towards fellow players.
careful handling of gaming instruments.
law of the playing area.

In addition to these general rules, each game may have its own technical rules, which stipulate the possibility of using gaming tools.

List

English killer
Desert Island
Night of the Triffids
Mafia
Royal Ball
turnip
Yacht
Dresser
Planet
3 boats
Chronicle of a Sinking Submarine
Sirius
Desert Island
Trouble in the Deep
Detective story
Role play set
Role Play Set 2
Lords of the Seas
President elections
Litigation “Planet and Man – Friends or Enemies”
The jungle book
Citadel
Fairy Chess
Role-playing games for kids
Stay alive
Rainbow of the planet Gnaremub
Galactic Commonwealth
Voice of an Alien Planet
Situational role-playing game “Crystal of Power”
Detective in Slavic style
Role-playing game "King Arthur"
Game "New Civilization"
Game "Teleportation"
Game "Book Depository"
Game "Arzaks and Menvits"
Role-playing game "Balls"
Role-playing game "Virus"
Team game "Vampires"
The Last Curse of the Magicians
The Last Curse of the Magicians
Role-playing game "Sinegoria"
Role-playing game "Toontown"

Role-playing games (RG) are of two types: scripted and non-scripted.

Scenario RI

They belong to the category of great creative works. A group of organizers takes as a basis a real-life situation (revolution, Miklouha Maclay’s meeting with the aborigines, etc.), or a situation from a book, and adapts it to the real location of the game and the participants. After that, tasks are formulated for the participants, which talk about the situation and their role in it. (Of course, the task must be prepared in advance so that the children have time to familiarize themselves with materials about the situation: read books, ask adults, prepare costumes.)

Scenario games, as a rule, have the following pedagogical goals: introducing children to historical material in an interesting way and developing acting abilities. Such games are easier to carry out than non-scripted games and, as a rule, give fewer failures during execution.

Non-scripted RI

They belong to the category of small creative affairs.

Non-scripted RI can end unplanned for two reasons: loss of interest in the game, fulfillment of the game goal by the game participants. Accordingly, special attention should be paid to avoiding these reasons when preparing RI.

The organizers formulate for themselves the goals of the game participants (for example: to earn as much money as possible, to establish a parliamentary government, etc.). The following describes the possible roles of RI participants. Whether or not to tell children about their game goals and their roles depends on the specific game. Sometimes the role goal of the participants is set through the situation, and not directly. After developing the roles, methods of influencing the course of the game are considered, roles are selected for game masters, and when and how game masters begin to influence the game are described. Options for setting additional game goals for the children in a playful way are outlined, in case they complete their goal ahead of schedule.

Non-script games, as a rule, have the following pedagogical goals: development of independence, the ability to navigate in a new situation, development of intellectual potential, formation of the concept of goals and means of achieving them.

Stages of creating a role-playing game

Problem formulation. The problem must excite the author (or must be savored, which requires some skill). Break it down into tasks.
A fan of bright, emotional scenes, pictures that will touch the players. This is necessary because what is remembered is mainly those things that took place against the backdrop of strong emotions. The scenes should roughly correspond to the tasks at hand.
Thinking through the “geography of the game”, that is, what is where, what characters play what. The development of scenes, that is, the plot. What groups of players are there? Modeling and isolation of constants and variables. + rules and standards. (+ sinusoidal activity).
Scheduling by people or teams, classification by individuals
Thinking through background activities (creating special activities for younger psychological age).
Prescribing game algorithms (to increase the tension in the game).
Beautiful and clear design of the game.
Connecting the game with the group leaders.

Please note:

Atmosphere is very important for role-playing games. Because if you want people to feel like pirates, be kind enough to put them on a “ship”. Music, costumes, vocabulary are used to create an atmosphere...
A role setting is a way of creating a role, an opportunity to distinguish a person from the mass.
You can introduce a role-playing moment into almost any game. And it's often worth doing.

What types of games are there?

Epic games (an activity for the entire shift)
A game that becomes the leading activity, the core of the shift, subjugating all teams and groups, camp-wide mass holidays. The epic game is based on an invented legend. It becomes overgrown with rituals, secrets, a mandatory division of labor and responsibilities, and certainly has a printed set of laws - taboos, regulations, code of honor, etc. The secret of the game is in a well-thought-out program down to the smallest detail and an unusual plot that easily solves many children's problems in the squad.
Field games
Such games are most often played “in the field,” that is, in a more or less uninhabited area, which is why they are called that. For example, players decide to play Ancient Rome. They distribute among themselves the roles of patricians and plebeians, warriors and slaves, residents of neighboring countries. The scale can be different: somewhere they are trying to depict the entire city, or even several cities or even the whole Mediterranean, somewhere, say, guests at a patrician’s feast. Throughout the game, players will attempt to live as they believe the characters lived, speak as they would speak, and make decisions based on their characters' goals.
No less common are “ board-word” games
, they are also modules, “dangers”, and so on. In such games, no one runs anywhere or waves anything, and the actions of the heroes are simply described. For example, a player says: “I’m climbing a rope onto a wall.” What and how he succeeds is determined using the rules of the game. They give the player truly limitless possibilities, but require a developed imagination.

Beware, game!!!

Paradoxical as it may seem, the most serious obstacle to using the game in a camp is the professional training of the counselor and his teaching experience.

Firstly, alas... but many counselors use dominant methods of communicating and raising children: discipline, rules, distribution of roles, routine. Inspector functions are prohibited in the game: they destroy the game itself. The task of a competent game organizer is to ensure that the players are “ordered, punished and explained” by the game itself.
Secondly, the organizer can only influence the course of the game, but cannot determine it. A personal attitude cannot be divided into right or wrong; it either arises or it does not. And the attitude of the players to the last game may not be at all what the counselors expected. Role-playing is an unpredictable, spontaneous method! The use of stereotypes here leads to participation “for show.”
Thirdly, it is imperative to avoid the symptoms of “gambling”, when a child begins to use the game as compensation for his own lack of success in life. Most often this is due to the construction of games according to a template. After a series of similar games, the players develop the illusion of their own “coolness” - “we know everything, we can do everything.” As a consequence, there is a desire to act only in the mastered area, and then the child opens up only in play.
But the most dangerous thing, in our opinion, is to “play too much.” Also the father of “psychodrama” J.-L. Moreno noticed that some people, having entered into a role, have difficulty getting out of it. Particularly susceptible children experience psychosis and depression when immersed in a role. For a certain category of children, the line between the imaginary and real worlds is fragile, and when playing “as a role,” it sometimes disappears completely. The counselor’s task is to prevent immersion, to help use the game as a means, and not as an opportunity to escape from reality.

How to build a role-playing game

When preparing a role-playing game, along with creating a plot, it is necessary to highlight another important stage - arranging people in playing places. Staging is divided into two parts:

distribution of roles between people taking into account their personal characteristics;
introduction to the game - building special “bridges” along which the child adapts more easily. The main thing is not to forget that in a role-playing game, as in life, there are rules and steps.

The first step is the joint distribution of roles. After the playing places are filled, the person is introduced into the role - installation. At the same time, it is important to outline the boundaries of the game world, give an idea of the type of game world (era, roles, legends), and set a set of possible actions in the game (what is possible and what is not). Children will only play what you tell them to play, so the text of the installation must be written very carefully and even more carefully monitor how it is understood. As a rule, most of the turns of the game that contradict the plans of the counselors are associated with an incorrect installation. The final stage can be a way out of the game situation. A purely entertaining game almost always comes down to a “war game” - the child tries on a role and acts according to the plot and in life.

Why are they playing?

As you know, with age, a child’s needs change, and accordingly, the motives for his behavior, including play, become different. So, initially children play because it’s interesting, then they play “for something,” and by the age of 12 they move on to serious role-playing play, in which they discover the world of relationships. For us adults, this game is a waste of time, an opportunity to “occupy” someone who is bored. For children, it’s the other way around: only in the game does the child solve his problems that he couldn’t solve in reality (get to know a girl, learn to command, try his hand at something new, communicate with guys from other units). If there is no game, one of the most effective ways of managing and understanding the world around us will disappear.

Play for your health!

And yet, according to experts, with proper organization, the advantages of a new game outweigh its disadvantages: it is leisure that provides excellent nervous relaxation, frees you from oppressive thoughts and aggressive impulses, develops ingenuity, imagination, and, consequently, a person’s creative abilities.

Role-playing functions

Among the many functions of this type of activity, the most important are the following:

1. Getting what you want, most often this is an item that adults do not allow to play with or that the baby cannot get. Its role is played by any other object: a box - a machine, an iron or stove, a stick - a horse, a hammer, a rocket, etc.

2. Awareness of the fundamental characteristics of objects and images: a car hums, drives, carries, a horse carries, neighs, eats hay, etc.

3. Visualization of various social roles: daughters and mothers, patient and doctor, driver and passengers, grandmother and granddaughter, etc.

4. Trying on various specialties.

5. Trying on the role of a fairy-tale or historical hero - a prince or princess, a fairy or a villain, a partisan or an enemy spy.

6. Protection from psychological problems.

Examples of role-playing games for two children

Any preschool institution has a file of role-playing games, and these variations are played out more than once by children in the group. However, at home, two children of different ages often cannot find a starting point for play. To do this, sometimes parents can offer them some ready-made interesting options for the game - role-playing performances according to the parental scenario quickly acquire originality and literally after a couple of tens of minutes they lose the slightest similarity with the original scenario.

Here we will give some examples of role-playing games, both new and those that have been popular for more than a year, and even for more than a century. However, ready-made versions of role-playing games can always help you out or inspire you to create a completely new plot.

Option number 1: “Cozy house”

This option always tops children's role-playing games. You yourself probably remember from your childhood a table-book half-opened and curtained with a blanket, under which a real home was located. Unfortunately, book tables have almost gone out of fashion, but the memory of this game remains.

But you can make a house for children from almost any auxiliary materials: you can buy a ready-made children’s tent, you can move chairs and put blankets on them, you can get a large cardboard box, or curtain the most ordinary table - any option is suitable! As soon as you create an impromptu home for your kids, they will immediately begin to make it cozy, arrange lighting, and steal everything there that may be useful in their opinion. Moreover, absolutely any plots can develop in the house; it is rather an attribute of the game.

Option No. 2: “Big Swim”

Wonderful role-playing games - children's variations on a marine theme. So playing ship is one of the most favorite children's entertainment, and not only among boys. Take a basin, box or bathtub as the watercraft itself, a clothes dryer designed to represent sails, toy fishing sets, sabers and bandanas.

During a trip, pirates or sailors can catch magnetic fish, eat sea biscuits or improvised food, try to pretend to sleep in a hammock, row oars, drown in turns and, accordingly, save each other, look for treasures and escape from pirates, rob ships - if they themselves are pirates .

Option number 3: “Holiday - holiday”

Another game that kids often play is organizing a party. Most often, parents need a couple of tips, a motivating idea and guidance at the very beginning of the game.

To organize a birthday you need: a birthday person - either one of the children, or a doll, or a cat, a cake - or something that will act in this role, dishes, plastic or even real products. Children pour tea for each other and the dolls, give gifts to the birthday boy, and can sing and dance. If implemented successfully, you can repeat it a couple of times.

Option No. 4: “Cosmonauts”

Often, when coming up with various role-playing games, it is enough to come up with a starting point from which a child’s imagination will create its own game. For astronauts, such a point can be either a spaceship or spacesuits.

You can make a spaceship out of a cardboard box, a colander on your head is a sure sign of an alien, helmets for young astronauts can be made from improvised materials. Give children something similar to the necessary paraphernalia - and they themselves will enthusiastically conquer space.

Option No. 5: “Shop”

Another timeless role-playing game is the shop game. Let one of the children be the buyer, and the second the seller, and then the children switch roles. You can sell anything, and for payment you can use candy wrappers, small iron money, old business cards from your father, or just scraps of paper. At the same time, you can learn to count and learn about currency (children, having watched enough of Scrooge McDuck and Peppa Pig, often trade in dollars).

“Products” can be laid out on the display case, put them in a bag or package, weighed, checked the “barcode”, drawn price tags, and do much, much more with them.

Option number 6: Classic of the genre - “Hospital”

Probably the most famous story-based role-playing game is Hospital. Children are happy to practice the latest treatment methods on each other, get used to vaccinations, give sweet candy medicine, and even stand in line at the doctor.

If you decide to teach your children to play role-playing games, the hospital is the easiest and most accessible option.

A game of patient and doctor that is brilliant in its simplicity and effectiveness. A special kit is often used, but improvised means are also suitable. Most often, the youngest child becomes the patient, and the eldest child is the doctor, but it happens in different ways.

Option No. 7: “Kindergarten”

In kindergarten, children play various role-playing games, but only at home can they play the game... “kindergarten”. Children willingly play in kindergarten, especially since this topic is very close to at least one of them. And look at what the children do in kindergarten, what they do and how they spend their day.

The older child can dress the baby, take him to kindergarten (a place reserved for the garden or to his mother’s), feed the younger one, play with him, put him to bed, that is, project onto himself in a playful way the ordinary life of the kindergarten.

Option No. 8: “War”, “partisans”, “Indians”...

For boys, most role-playing games are children's variations on the theme of war and struggle. This is logical and due to socio-genetic prerequisites. Armed with pistols or swords, or having equipped several regiments of transformers for war, the boys selflessly lead the fighting troops to inevitable victory.

But it is worth noting that any fighting completely captivates children of both sexes. One has only to hand them weapons - and goodbye, pacifism! The rival and the enemy will be overtaken, killed, reanimated and cured. And the arsenal of toy weapons is amazing.

Option No. 9: “Family” – “mothers and daughters”

One of the popular and most famous is the family role-playing game. Projecting the roles of mother and father onto themselves draws children into the unknown world of adults. They try to independently understand and feel the feelings of adults, dressing, feeding, rocking and putting to bed baby dolls and dolls, discussing with each other “adult” problems of raising children.

Well, while the children are playing dad and mom, you can look at your family from the outside.

Option number 10: “Zoo”

If you collect all the figurines of small animals around the house, especially from Kinder Surprises or Lego Zoo, then it is quite possible to create a zoo rich in flora and fauna. Children together can take dolls and soldiers there on excursions, feed the animals, learn information about unknown species (yes, what does the platypus eat?) and even rent animals for circus performances.

Option No. 11: “Barbershop”

Another well-known story-based role-playing game is hairdressing. Arm your kids with hairpins, elastic bands, a hair dryer, hair gel and an ordinary comb, and children of both sexes will enthusiastically change each other's image and lead them to the heights of style.

Just don't give me the scissors. What if one of your children is the unrecognized Zverev? And then you feel embarrassed to go out with your child...

Benefits of Role Playing Games

The main and main advantage of this method of education is play, which means it is always pleasant and natural for any age. The educational moment occurs unnoticed by children, like entertainment, it allows you to study any information, form a correct understanding of a phenomenon that is difficult for children to understand, etc. And most importantly, this type of education allows you to establish contact with the most shy, closed and unsociable children. It is role-playing that stimulates the development of children's fantasy and imagination.

Such games play a special role for the timid and shy. If you say that now the child is not Sasha or Petya at all, but another person who can make mistakes, then the baby will not be afraid of his mistakes (for example, burr or stutter, etc.). It is the fear of shame, ridicule and self-consciousness that is precisely the cause of excessive shyness and constraint

The game can accompany any task that is boring for a child - household chores, responsibilities, etc. Such training will be pleasant, easy and joyful for the baby.

Role of parents

Despite the fact that many children themselves are great at coming up with stories and playing, it is still adults, and ideally parents, who can not only become closer to their offspring, starting from six months, but also find out what is really in their heads what they care about. This is a good way to identify problems at home; just invite them to play family. Any violence or problems will be displayed during the game (dad screams, mom swears, cries, etc.). Even fantastic plots of productions will be based on real events.

An adult should actively play with children, but not correct them, but simply observe, play by their rules. There should be no criticism or raised voices. If there is a need to fix something, then it would be optimal to disassemble each game at the end and then tell you how to do it correctly. In this case, the adult plays the role of an experienced peer friend, not an adult mentor.

Don't limit the kids, let them express their fantasies and thoughts. And you will be able to look into their souls, discover unexpected talents, observing them, approving, but not criticizing, even if they make ridiculous mistakes. As is right, they will definitely learn everything before entering school, but in the meantime their way of thinking and vision of the world allows them to develop their imagination and talents.

Examples of role-playing games card index (middle group) on the topic

Municipal autonomous preschool educational institution

Child Development Center - Kindergarten No. 17

Recommendation for teachers

Examples of figurative and role-playing games for the development of communication skills

Compiled by: Middle group teacher

Sheshko Oksana Alexandrovna

Examples of role-playing games

"Mail"

Goal: to introduce children to the work of the post office, to expand their understanding of work

postal workers (postman, receiving operator, telegraph operator, sorter,

driver), consolidate the ability to correctly use the attributes of the game.

Equipment: homemade parcels, postcards, telegrams, letters, envelopes,

postman bags, letter box, stamp.

Age: 4–5 years.

Preliminary work: The teacher tells the children that mail is needed so that they can contact other people, congratulate friends on the holiday with a postcard, send a telegram, letter, or parcel. Introduces different types of postal services (telephone, telegraph, Internet...), the duties of employees (serve customers, check the execution of letters, telegrams, documents, forms. At the post office, workers sort received correspondence, then trains or planes deliver mail to different parts of our country , and the postmen will take it home) and postal clients.

Invite parents to visit the post office and send a postcard.

Progress of the game:

Preparing equipment for the game: cut out pictures and texts for letters from magazines, glue envelopes, prepare forms and receipts, stamps, lay out newspapers and magazines, prepare empty boxes and bags for parcels and parcels. We offer children various plot lines:

Visitors stand in line and one by one approach the receptionist and say that they want to send a parcel, a parcel, give a telegram, buy an envelope...

Sorter - arranges letters, newspapers, magazines, and explains to the driver where to go (to the railway, to the airport...).

Receptionist – serves visitors (the role is played by the teacher).

"Treat"

Target. Developing children's ability to implement game plans. After this, the teacher helps everyone individually prepare “food” and shows the Game material. Substitute items, play utensils, toy dogs, furry collar.

Preparing for the game: Reading and discussing N. Kalinina’s story “Helpers.”

Game roles. Cook.

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

The teacher asks the children: “Who wants to play with me? I invite everyone to play: Sasha, Pavlik, Alena and Vitalik. Does Irochka want to play with us? Now I will bake you some buns. I'll bake buns and feed you. You see, I have a lot of dough in the pan.” Shows a large children's pan filled with parts of building material - yellow or red hemispheres. “There will be a lot of buns, enough for everyone. Sit here on the carpet, relax, and I’ll cook.”

The teacher seats the children so that they can see his actions. “I’ll take a large sheet (the lid of a box from a printed board game). I'll put buns on it. Valyusha makes this bun (takes one piece from the box, makes circular movements reminiscent of rolling a ball, and places it on the “sheet”). I'll roll, roll the dough, the bun is ready for Valyusha. And I’ll make this bun for Kiryusha (by calling the children’s names, the teacher keeps their attention on himself). That's all. I haven't forgotten anyone. I made buns for everyone. Now you can bake them in the oven.” Places the “leaf in the oven” and immediately takes it out. “All the buns are already baked” (puts the sheet on the table, sniffs the buns).

“They smell so delicious. Now I’ll pretend to try one.” The teacher shows how to do this in the game, says that these are tasty and sweet. Then he gives each child a treat.

"Family "

Target. Encouraging children to creatively reproduce family life in play.

Game material. Dolls, furniture, dishes, bathtub, building material, animal toys.

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

Game roles. Mother, father.

Progress of the game. The game begins with the teacher bringing a large beautiful doll into the group. Addressing the children, he says: “Children, the doll’s name is Oksana. She will live in our group. Let's build her a room together where she can sleep and play." The children, together with the teacher, build a room for the doll. After this, the teacher reminds them how to play with the doll: carry it in their arms, roll it in a stroller, in a car, feed it, change clothes. At the same time, she emphasizes that the doll should be treated with care, talk to it affectionately, and take care of it, as real mothers do.

Then the children play with the doll on their own.

When the children have played on their own for a sufficient amount of time, the teacher organizes a joint game. When organizing the game, he must take into account the relationship between boys and girls. So, while the girls feed the dolls and wash the dishes, the boys, together with the teacher, build a car out of chairs and invite the girls to go for a ride with the dolls. After this, the teacher can bring in another Doll - Oksana’s friend, the Katya doll. The teacher introduces the children to the new doll, tells how to play with it, and where both dolls will live.

"Dolls"

Target. Consolidating knowledge about different types of utensils, developing the ability to use utensils for their intended purpose. Fostering a culture of behavior while eating. Consolidating knowledge about the names of clothes. Strengthening in children the skill of undressing and folding their clothes correctly in a certain sequence.

Game material. Dolls, toy dishes, pictures depicting elements of the painting “Playing with a Doll.”

Preparing for the game. Looking at the illustration “Playing with a doll.”

Game roles. Mom, cook, nanny.

Progress of the game. Preparing for the game begins by looking at the painting “Playing with a Doll.” Children sit at two or three tables arranged in a line, facing the teacher. They look at the picture, name what they see (“They are bathing a doll”, “The girl is bathing”, “Washes the soap off the doll”, “The boy is holding a towel to dry the doll”).

After this, the teacher turns to the children: “The pictures in front of you (lie face down), turn them over. Look at your pictures and tell me who has a bathtub and who has soap? who has tights?...” The child, who has found the desired picture, places it near the large picture.

So we helped the girl in the white apron. Everything has been prepared in order to redeem the doll.”

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

The teacher can use various options for playing with dolls. Katya doll is having lunch. There is tea, dining and kitchen utensils on the table. Katya doll is sitting at the table. The teacher says: “Children, Katya needs to be fed lunch. There are different dishes here. We will put on the table in front of Katya only what is needed for lunch.” Children take turns finding the items they need. The teacher asks what it is and why. At the request of the teacher, the children find all the objects: plates, fork, spoon, bread box, name them correctly and arrange them beautifully on the table, not forgetting to lay out the tablecloth and place the napkin holder. They wish Katya bon appetit and clear the dishes after dinner.

"Chauffeurs"

Target. Introduce children to the profession of a driver. Teach children to establish relationships in play.

Game material. Various cars, building materials, steering wheels, traffic lights, traffic controller's cap.

Preparing for the game. Observations of cars on the street, targeted walks to the car park, gas station, garage. Examination of the painting “Bus”. Learning the poem “Truck” by A. Barto. Game-activity “Chauffeurs go on a flight.” Observing the games of older children and playing together with them. Learning the outdoor game “Sparrows and a car.” Reading and looking at illustrations: “Our Street”, looking at photographs from the “Little Drivers” series. Construction of a garage from building materials.

Game roles. Driver, mechanic, gas station attendant.

Progress of the game. The teacher can start the game by walking down the street and observing cars. During the observations, the teacher draws the children’s attention to the variety of cars, to what the cars transport. After a walk, in a conversation with the children, the teacher asks them the following questions: “What cars did you see on the street? What did the cars carry? What is the name of the person who drives the car? Who regulates traffic on the streets? How do pedestrians cross the street? Then the teacher invites the children to play driver, taking on the role of a traffic controller. Children draw a road with intersections and a roadway on the ground. Boys - “drivers” “drive along the pavement”, keeping to the right side of the street. Girls - “mothers” with strollers walk along the sidewalk. Crossing the road is allowed only at intersections and only when the traffic light is green. In subsequent work, the teacher introduces children to the fact that cars are refueled with gasoline. Further clarification and systematization of knowledge allows children to identify three or four roles in games with cars: driver, mechanic, gas station attendant.

During the subsequent game, the teacher can invite the children to listen to the story of the driver doll: “There are many drivers working in the car park (garage). They are all friendly with each other. They have one very good rule - never leave a friend in trouble, help everyone and in everything: acquaintances or strangers - any driver. For example, a driver is driving and sees a car standing on the road ahead. He will definitely stop and ask what happened, and will certainly help: he will pour a little gasoline out of his car, help replace a tire, or simply take it to the trailer and

will take you to the garage. This is how our drivers live together.” Then the teacher invites the children to play the game “As if drivers are leaving for a flight” on their own.

Next time you can start the game by reading the story “How the Machine Rolled the Animals.” “There is a car standing on the road. It's blue, the body is yellow, the wheels are red. Beautiful car! The forest animals saw her, stopped and looked. Oh, yes, a car! Nice car! The curious squirrel ran closer. I looked into the body. There is no one! The squirrel jumped into the back, and the car drove off: back and forth, back and forth. A car drove up to the bunny and buzzed: beep-beep-beep! A bunny jumped into the car. And again the car drove: back and forth, back and forth. A car drove up to the bear cub and buzzed: beep-beep-beep! The little bear climbed into the back. The car drove: back and forth, back and forth. The squirrel, bunny and bear are happy! A hedgehog climbed into the back. The car drove: back and forth, back and forth. Hooray! The kids have ridden around and are tired.

The squirrel jumped out of the car first, followed by...? - bunny. Then he got out..? - teddy bear. And the hedgehog - he doesn’t know how to jump - just can’t get down. Got upset! The little bear, what a clever girl, returned and extended his paw to the hedgehog. Well-mannered people and animals always help each other. As soon as the hedgehog got out of the car, it drove off. "Goodbye, blue car! Thank you!" - the animals shouted after her.”

Game "Fox"

Target. Developing in children the ability to take on the role of an animal.

Game material. Substitute items, toys, buns.

Preparing for the game. Getting to know the distinctive features of a fox from pictures, illustrations, reading poems and stories about a fox.

Game roles. Fox, fox cubs.

Progress of the game. The teacher turns to the children: “Let's play. I'll be Lisa. I have pointy ears (shows). You see what. Do you see the big fluffy tail? (shows an imaginary tail with a movement of his hand). Is my tail beautiful?” Then the Fox briefly tells where she lives, what she eats and what she likes to do (play with fox cubs, catch mice, etc.). Having outlined the appearance of the fox, its habits and disposition, the teacher moves on to the most important point - he encourages children to take on the role of fox cubs. This is what it looks like: “I’m bored alone. I don’t have children - little foxes with fluffy tails. They grew up, became big and ran away into the forest. If I had little foxes, I would treat them to my bread and give them candy wrappers. You see how many of them I have. Who wants to be my little fox? Someone wanted to be a fox - good! Well, those who did not want to play should not be forced under any circumstances. Let these children do what they want. The teacher continues to play with those who wish. “Little foxes, show me your ears. Do you have ponytails? (imaginary)."

“You sail, my little boat, and then return home!”

Goal: To reinforce with children the knowledge of the rules and measures of safe behavior on the water.

Program content:

1. Form a basic idea of safe behavior on the water;

2. Consolidate knowledge about means of rescue (lifebuoy).

3. Develop the ability to behave correctly in an emergency situation.

Equipment: playground - ship, steering wheel, rope, anchor, lifebuoys, caps, rugs, captain's cap, sailor collars, buoys, "swimming allowed" sign, red life jacket. Progress of the game.

Let's go on a journey by sea. And for this we will board the ship.

Educator: Did you forget to take the circle and the rope?

Children: We didn’t forget, we took it.

Educator: Why do we need a circle and a rope?

Children: To save a person if he is drowning.

Children play, pretending to be people asking for help and rescuers on a ship, then the roles change.

This is where our game ends, thank you all very much.

Game “POLYCLINIC” (“HOSPITAL”)

Target:

1. Enrich, expand and systematize children’s knowledge about the medical profession and the work of the clinic.

2. Cultivate respect and gratitude for the work of doctors and nurses.

3. Activation of the dictionary: ophthalmologist, therapist, pediatrician, surgeon, procedures, thermometer, prescription.

Previous work:

Excursion to the medical office.

Supervising the work of nurses and doctors.

A teacher's story about the work of a doctor in a clinic, an ophthalmologist, a surgeon, a pediatrician, and a therapist.

Examination of photographic illustrations of the work of doctors of various specializations.

Conversation with children “How I went to see a doctor with my mother”

Puppet theater "Doctor Aibolit"

Reading stories about the work of a doctor (B. Zhitkov “Collapse”, S. Marshak “Ice Island”, etc.)

Didactic games: “Who needs what for work”, “Who can name more actions”

Manual labor: making a thermometer, phonendoscope, mustard plasters for the game “hospital”.

Progress of the game:

The roles of doctors - specialists and patients at the reception - are selected. Child patients should tell the right doctor about their illness. About the eyes - to the ophthalmologist, about the stomach - to the therapist, etc., the doctor must advise the medicine and write a prescription.

Game "HAIRDRESSER"

Target:

1. Enrich children’s knowledge about the work of a hairdresser.

2. Cultivate polite treatment and respect for the work of a hairdresser.

3. Activation of the dictionary: hairdresser, master, scissors, comb, hairstyle, hairdryer, haircut, cuts, bangs, shave, refreshes with cologne, styling foam, roll on curlers, pay money to the cash register.

Previous work:

The teacher's story about the profession of a hairdresser, about work in a hairdresser.

Examination of paintings, photo illustrations about the work of a hairdresser.

Conversation with children “How I went to the hairdresser with my mother.”

Observing the work of the master.

Reading stories by B. Zhitkov “What I saw”, S. Mikhalkov “In the hairdresser”

Manual labor: making toy scissors, combs

Progress of the game:

Hairdressers are chosen, the rest of the children go to the hairdresser to get their hair done, cut, etc.

You can use the game after an hour of sleep. When the teacher puts the children in order, braids their hair and makes ponytails.

Children can sit nearby and play with elements of imitation.

Types of children's role-playing games

Children's role-playing games can be classified by type, direction, location, number and activity of participants, the use of aids and decorations, etc.

The most frequently used are social-role and role-playing dramaturgy. As the name implies, the first is a repetition of any social relationships in the game, and the second is staged performances that may not be related to reality.

The role-playing game is the most common one. It allows you to relive what you saw in the store, play as a janitor, salesman, astronaut, etc. In such games, it is important not to stifle children’s imagination, not to force them to show what they want, but to play.

Children are particularly enthusiastic about shadow theater, puppet theater on the table, large puppet theater and productions with the participation of children.

Role-playing games for preschoolers - the key to understanding the world

If you think about it, role-playing games with a plot can be imagined as a theatrical performance, where children come up with a plot and direct the actions, after which they try on fictitious roles and bring the production to life with the help of their imagination and the surroundings at hand. The development of a plot-based role-playing game occurs smoothly, having starting points, the actual development of the plot and a climax, which marks the end of the game.

Most often, the plan for the role-playing game itself is offered to children by their parents, teachers or other significant adults, on whose shoulders the organization of the plot-based role-playing game falls. But, having shown the game once, you can relax; now the children will play it on their own, complementing and changing it according to their taste and desire. Children, transforming into fictional characters, strive to understand both the mechanism of interaction between the game characters, their motives, and the essence of manipulation with any objects. The oar rows, the stethoscope allows you to listen to the lungs, the crown allows you to identify the princess or king. The doctor treats, the mother cares. Everything in the child’s head falls into place, and the essence of previously incomprehensible things becomes crystal clear.

It is important to know!

Often, the heroes of children are drunk or arrogant teenagers who demonstrate strength and fearlessness. Also, negative movie characters can become role models. It’s worth acting out a scene with him, then analyzing his behavior together, imagining if in real life people would do this to people, would it be good? It is role-playing games that allow you to form the correct attitude towards negative phenomena or false heroes.

Puppet theater allows you to reduce shyness when a child hides his problems under a puppet face. Such scenes allow you to relieve internal tension and react less painfully to your own, often far-fetched or exaggerated shortcomings. By allowing children to assign roles in the game themselves, it is possible to identify leadership and organizational inclinations at a very young age, and, accordingly, further develop them.

Most often, in kindergartens, children do not play, but simply show what adults want to see. If the situation deviates even a little from the usual, children are lost, not knowing what to do, and they are afraid to invent, to show their imagination. Their thinking becomes patterned. It is important to move away from the standard and dullness, giving free rein to their imagination. In independently invented games, the child develops, grows, and obeying the rules, loses his individuality, imitating the crowd.

Those children who more often played with abstract objects (lids, glass, sticks, etc.), for example, did not have enough full-fledged toys for some reason, have a more developed imagination, in the future it will be easier for them to objectively evaluate the world, they know how to listen to someone else's opinion, using the knowledge gained. That is, their adaptability in adulthood is much higher.

Conditions:

1) the use of multi-character plots with a specific role structure, where one of the roles is included in direct connections with all the others; sailor captain (main) - passenger (2-3 additional roles)

2) refusal to unequivocally correspond the number of characters (roles) in the plot to the number of participants in the game: there should be more characters in the plot than participants.

Children's skills:

1. Connect to the game of peers, find a role that is suitable in meaning to their roles, and during the game correlate your actions with the actions of different partners.

2. He knew how to change the initially accepted role to a new one (one of the children takes the role of Emelya, the other has to be a “pike”, and then a “king”, etc.).

Creative approach in senior and preparatory groups.

transition to a new stage - fantasy play in a purely verbal sense (without relying on objective actions or roles). Mastering a new, more complex way of building a game - collaborative plotting.

The teacher develops in children the ability to build new and varied game plots, to coordinate creative, individual, game plans with peer partners.

Game - inventing with 2 - 4 children. The teacher helps organize the preparatory period for children to play independently (discussion of roles, actions, organization of decorations). Creates conditions for director's play.

If until the age of 5.5 - 6 years the predominant place was occupied by story-based play, now a game with rules is beginning to occupy an equal place with it.

The main task is to transfer children to a new, higher level of play - to joint creative plotting

The game is fantasy (“dreamers.” N. Nosova). Creative plotting includes the child’s ability to identify holistic events, connect them in a variety of sequences, and at the same time be oriented toward peer partners.

Imagination game (2 – 4 children). You need to start playing together with children not by inventing completely new plots, but by partially changing already known ones. Gradually, the adult leads the children to increasingly complex transformations of a familiar plot.

The teacher first includes two children in the imagining game (participating in it himself as a third partner). First, you need to teach children to hear each other and continue their partner’s thoughts. A technique for remembering a famous fairy tale.

After 2-3 days, he plays with these children in a new way: they come up with a common fairy tale, but a little different. It is better to start transforming a well-known fairy tale by changing the main character, his task, the desired object or character and the obstacles in his path. The teacher gently prepares several options for himself, the beginning of a new fairy tale. It is advisable to combine fairy-tale and realistic elements in a new fairy tale. As you master the inventive game, the teacher encourages role-playing interaction (Baba Yaga is a seller, Pinocchio is the old woman Shapoklyak)

“making up real stories” (4–5 people)

Features of role-play depending on the age of the child

Undoubtedly, play activity is different at each age.

Every month the little man learns more and more, his game becomes more complex, the plots move from simple actions to complex ones, covering many areas of activity. And if at first he does not need complex designs or accessories, then later his action becomes overgrown with details, trifles, decorations and costumes. Some children learn from others who are older or more active.

And if younger preschoolers are more attracted to objects and their properties, then they are more attracted to social relationships. And if initially all the children want to play the main role, and because of this, many conflicts occur, then the older kids are already learning to agree on roles and scenarios in advance, before the action begins. Younger children are interested in interaction, older children are interested in the rules that apply within the team.

Role-playing games for young children (0-3 years)

Reflecting yourself in a new image. Imitation of what surrounds them. Most often it is imitation, especially of an action recently seen. The child transforms such repetitions, and if he is not explained why adults do this, he uses these actions incorrectly, for other purposes. Therefore, parents should always comment on their actions, as if communicating with a child, telling him what is happening now.

The most popular will be everyday subjects (family, transport, school, kindergarten).

At this stage you need:

Teach a child to imitate the actions of adults in the game, to connect several actions into a single simple plot.

Take on a specific role that the baby can name.

Encourage the preparation of decorations, toys, etc.

Organize a game for 2-3 children

Role-playing games for preschoolers (3-6 years old)

Reflection of the attitude towards the people around you. In the process of establishing and forming character and ideas, imitation, identification and emotional games are used.

At this stage, rules are already important for children and now you can teach them to follow the system, observe the regime, obey and follow the rules, cutting off unreasonable ones.

I will like games that reveal a particular profession and its interaction with other people. This could be the work of a driver, doctor, nurse, teacher, policeman, salesman, etc.

At this stage you need:

Encourage the creation of stories.

Praise independent division of roles and ability to follow rules.

Allow the use of substitute items.

Approve friendly collective activities.

Role-playing games for younger schoolchildren (7-10 years old)

Reflection of adult relationships. For children of this age, the competitive moment is already important; an interesting plot with an ending is needed. There is an active enrichment of new knowledge and skills. Children should be asked to come up with games for their peers and younger children.

I like games with a social theme (going to the store, going to kindergarten, flying into space, school, going to the hospital, library, sandbox, etc.). All the games played previously are also favorites.

At this stage you need:

Encourage them to create stories based on what they see.

Write small productions, distribute roles, draw up a plan of action and preparation for the performance.

Increase the number of participants, distribute roles without conflict.

Prepare all the necessary attributes for the performance, make important decorations with your own hands;

Gather groups according to preferences, resolve conflicts within the team.

Educational games for children from 5 to 10 years old. Formation of personal behavior skills in role-playing games

Role-playing games for children from 5 to 10 years old

One of the most powerful ways to develop personal behavior skills is through role-playing. As was shown in the first chapter, role is the basis of children's play. Psychologists have long used this fact to form a more objective and adequate, and therefore more correct, view of the world and people’s relationships. In the nature of the game, as well as in the role that the playing child takes on in general games, the individual characteristics of individual children and their character traits appear quite early. General games are of great importance for character development. Endurance in relation to pain, a sense of dignity, responsibility, trust, justice, compassion for the weak. In no other period of his life will a child learn so much and so effectively as in his childhood games. That is why play activities should be carried over into the period of schooling: the child’s internal capabilities in this case develop much more freely.

Let's look at some role-playing games that influence a child's personal development.

☺ Game “Exchange Roles”

The game technology is very simple. For a short time, you and your child exchange roles. “Come on, you will be mom (dad), and I will be daughter (son)!” For example, invite your child to set the table for breakfast, as mom does, make sure that the “children” (for example, dad and mom or grandmother) do not forget to wash their hands, “behave” correctly at the table, etc.

For older children, role reversal play is even more significant. For example, your son came home “out of sorts” from school, got a bad grade, did not fulfill his duties, etc. You need to have a serious talk with him. Try changing the form: “Sit down, I need to talk to you seriously” to “Sit down, talk to me.”

Invite your child to express everything that you or he thinks you should tell him. Undoubtedly, you will see an absolutely amazing result of mutual understanding. This will reveal that you and your child see the problem differently, and what the difference is. You will get to know your child from a new, unknown side. But he will also understand you and your mood, attitude, feelings much more deeply.

☺ Game “Empty Chair”

Your little daughter came running to you with a complaint about her older brother. Don't rush into investigation and disassembly. Place an empty chair, invite the girl to sit opposite and say: “Imagine that Vitya is sitting on this chair. He is good? Bad? What don't you like about it? What will we tell him? Get started. What did you do to him? What did he answer you? And so on. With a calm attitude and reorientation to play activities, the child will gradually calm down and significantly reconsider his assessment of the situation. It is possible that Vitya’s role will turn out to be different and that the daughter herself is not entirely right, Vitya is not so bad.

☺ Game “Step into the future”

A game in which expected events are played out. Any mother knows the stress a child experiences when he has to visit a doctor. He pictures in his imagination situations associated with painful procedures, regardless of the actual state of affairs. (For example, you should visit a regular pediatrician, whose examination is usually painless.) If your child is very anxious, encourage him to play a game at the upcoming doctor's visit. Let him choose the role he likes: doctor or patient. And start playing. Play the whole situation sequentially.

Here you are going to the clinic, you came to the doctor, go through all the stages of the examination, prescribe procedures, write prescriptions, go to the pharmacy and get treatment. Try to play out different scenarios. (Which child likes it best.) Look at the result. Children tend to express their excitement through play and objectively become calmer. It is possible that after such a game your child will even want to go to the doctor in order to satisfy his curiosity: is everything really the same as in the game?

☺ Game “Dreams”

We often see different dreams. Children are no exception. Usually a child does not remember what he dreamed. But there are special cases when the dream is very emotionally charged and occupies the child while he is awake. More often these are disturbing dreams or nightmares. If the child wakes up and continues to experience terrible dream events, invite him to play in this dream. Assign roles and go! Offer your child the role of a strong hero, let him destroy, break in the game something or something that frightened him.

Play out the dream events so that they have a favorable or even happy outcome. It’s even better if the events in the game take on a comic twist. Take the time to play, and you will greatly help your child and calm his nervous system.

The game “Dreams” will also help when the child is simply excited or very worried before some event. In this case it has a different shape. Invite your child to imagine that he has “fallen asleep” and is “having” a dream. The dream is cheerful and pleasant. “In his sleep” he performs various actions. Invite him to act out his behavior “in his sleep.” Help him direct the game's plot in a calm and optimistic direction. As our practice shows, children really like this game.

☺ Game “Double Bilboke”

This is an ancient game that develops coordination and attention in joint activities. This game trains the ability to adapt to another person, “adjust” to him, and is a good model of interaction and development of personal self-control. The game is played by two people and can take place both indoors and outdoors.

Fix a rectangle of fabric measuring 30 x 50 cm on the short sides on two sticks. Cut two holes in the fabric on the right and left. A small ball is attached to a string 80–100 cm long in the center.

By folding and stretching the fabric, two players make the ball fly. The task of each player is to catch the falling ball into his hole. Each hit counts as one point. They play up to five points or up to three in a row for one player.

The game is aimed at developing in the child attention to another personality, trying to evaluate it both through comparison and through association.

A group of children is playing. The driver goes out the door, and among the others they make a guess for one person. The driver enters and asks those in the room questions:

- What plant does this person look like?

- What animal does this person look like?

— What color dress (shirt) is best to dress this person in?

☺ Game “Guess me!”

Based on the answers received, the driver must guess the “mysterious” child. If one of the children finds it difficult to answer the question asked, then they are skipped and the question is asked to the next one. If the driver guessed correctly, then he remains in the group of players, and the “guessed” child becomes the driver.

☺ Game “Living Pictures”

This game was known to our great-grandmothers. Its psychological content is quite diverse. It characterizes a person’s ability to understand and, as they say, “feel” another person and at the same time teaches this. All participants in the game stand in a circle. One (the driver) is in the center of the circle. He must use facial expressions and pantomime to portray one of the participants in the game. The rest must guess who it is. The one who first guessed the person depicted becomes the driver.

It is important not only to be able to play, but also to be able to organize the game. For this purpose, a certain skill is also required.

☺ Game “Entertainer”

This is a group game. Each participant is asked to take turns recalling a fun game and organizing it in a group. The group members give the “entertainer” a rating for the game performed on a five-point scale. The total amount of grades given is calculated. Whoever has more at the end of the game wins.

☺ Game "Concert"

This game is characterized by the fact that it is prepared in advance, and the preparation process for the child is no less entertaining and attractive than the game itself.

One of the participants in the game takes on the role of entertainer. He prepares in advance and posts in a prominent place before the game a poster stating that a concert will take place at which the following participants (list) will perform. If this game is played in a family, then all family members should be participants, including pets and random guests. The task of each participant in the future concert is to come up with a number, props, costume and prepare it all. Then the concert itself will take place at the appointed time. All participants act as spectators when they are not busy in the room. Prizes are then awarded by voting. It is important that all participants receive some kind of prize. To do this, you need to come up with the appropriate number of nominations. From the most ordinary (for “best number”, “costume”) to unconventional (for “the widest smile”, “for working with all four paws”, “the longest skirt”, etc.).

☺ Game “Xop song”

This game is aimed at developing collective activity and joint coordination. The “conductor” comes forward (optional). Everyone chooses a song to perform together. This should be a song that is familiar to everyone and has a simple melody. (You can prepare cheat sheets with words in advance and distribute them to the players.) At the “conductor’s” sign, all children begin to sing loudly, then at the “conductor’s” clap.

There is silence, but everyone continues to sing mentally. At the next clap, they sing out loud again. And so on several times. The one who gets it wrong becomes the “conductor” and directs the performance of another song. The winners are those players who lasted the longest in the “singers”.

☺ Game “Compliment”

Participants are divided into pairs (possibly randomly), and these pairs must speak kind and good words to each other for a while, without stopping or repeating themselves. One speaks, the other speaks in response, again the first, again the second, etc. The longest-playing pair wins.

☺ Game “Teases with salt”

To be able to communicate, a child must know the people around him well and be attentive to them. At the same time, he must be able to “look at himself from the outside,” and correctly imagine how he looks in the eyes of others. The solution to these two problems is provided by the fun game "Teases" . Teasing and all sorts of nonsense are especially popular among children 5-7 years old . Children love to tease. “Teasers” indirectly negatively evaluate the behavior of another person, give vent to negative emotions, and restore justice. Often, ridiculous rhymes are used by children not with the goal of offending their playmate, but simply to entertain the company, as a unique form of showing children’s sense of humor. The desire to make others laugh and have fun themselves is typical for children. The proposed game is precisely aimed at giving the “teasing” a positive, fun (and not offensive) context.

First option. All participants sit in a circle (for example, at a table) so that everyone can see each other and take a salty stick in their teeth. Then they must tease each other with words and facial expressions, but not to drop the salty stick from their mouth. As its tip begins to get wet in the mouth, it is bitten off and swallowed without releasing the stick from the mouth and without using the hands. The one who dropped the stick can leave the game, but as an option, he can remain in it (put the stick in his mouth again), receiving penalty points for each loss of the stick. The winner is the participant who teased the longest and never dropped the stick from his mouth.

The second version of the game "Teases". At least ten children participate in the game. All participants in the game stand in a wide circle. The first player comes to the center of the circle, tells the adult presenter in the ear who he is going to “tease”, and begins to imitate one of the participants in the game in a funny way. Everyone else watches him and guesses which of those present was portrayed. If the player accurately portrayed his friend and he was guessed the first time, then the person guessed changes places with the “leader”. If the person is not recognized the first time, then the teaser leaves the game. The game takes place in a circle. The winners are those who managed to stay in the game the longest.

Cheat sheet for the presenter

To develop collective behavior skills, it is good to use active motor games. You can offer your child ball games.

1. All children are divided into two teams and stand in a circle. They must quickly pass the ball from hand to hand in a circle without dropping it or throwing it through the air. Whichever team held the ball longer won.

2. Children move freely around the playground, the driver holds the ball in his hands. At the leader’s command, everyone freezes, and the driver must hit one of the players with the ball without moving from his place. The one who is hit by the ball is eliminated from the game. The last one left on the court wins.

3. Children stand in a circle and begin to throw the ball to each other, as in volleyball. The one who did not catch the ball squats in the center of the circle. From time to time, players throw the ball at those sitting in the center of the circle. If one of them catches the ball, he again stands in the circle. The winner is the last player in the circle.

☺ Running games

1. Children are divided into pairs, and on command, each pair, holding hands, runs to the finish line. The winner is the couple that comes running first and does not loosen their hands.

2. All children stand in a wide circle. The driver selects one player, calling him, and tries to catch up with him. They run around the outside of the circle of children. The one who is being caught up can shout out any name of the person standing in the circle. The one who was named quickly leaves his place and runs away from the driver, and the first running player takes the vacated place. The one who “fell” into the hands of the driver becomes the driver himself.

3. At the signal, everyone starts running around the court, and the driver tries to “smear” one of the players. The one who gets caught becomes the driver’s assistant and also chases the players, trying to “smear” them. The winner is the one who is the last one left “ungreased”.

☺ Game “Siamese Twins”

All children are divided into pairs, preferably equal in height. Then each pair, taking a piece of blank paper, stands facing each other. On command, the children press their foreheads against each other, with a piece of paper sandwiched between them. Music begins to play, and pairs of “Siamese twins” slowly dance to it. Their hands should be behind their backs; the sheet is held by their foreheads. You can't stay in place without moving. If the leaf falls to the floor, the couple stops and freezes in the position in which they found themselves when the leaf touched the floor. Children must maintain these poses until the end of the game, creating interference for other pairs. The couple that dances the longest while holding the piece of paper wins.

☺ Game “Air volleyball”

The game develops coordination; in addition, it instills in children a spirit of mutual assistance, perseverance, and perseverance. All participants in the game are located evenly on the court - so that the distance between any two players is at least one and a half meters. Then an inflated balloon is thrown into the group of players. The players' task is to hit each other's ball without letting it fall to the ground. However, players cannot move or lift their heels off the floor. Whoever moved or touched the ball last before it fell to the ground receives a penalty point. Anyone who receives three penalty points is eliminated from the game. The winners are the two players last remaining on the court.

☺ Game “Funny tennis”

The game allows you not only to develop coordination, but also to better feel the other person and learn to coordinate joint actions. Two players stand behind each other's heads at a distance of one meter. The first player bends his torso forward, horizontal to the ground. A tennis ball is placed on his neck, under the back of his head. Sharply straightening his torso, the player “throws” the ball with his head and neck to the back player. The second player catches the ball, turns his back to the first and “throws” the ball to his partner in the described manner. Each loss of the ball gives one penalty point. The game continues until five points. Whoever gets them faster loses.

☺ Game “Catch up with the chip”

Groups of four play. Two sit opposite each other at the table. On the table in front of them is a sheet of paper with a drawn playing field.

A chip is placed in the middle cell of the playing field. The right to move first is played out. Now the couple that goes first “throws” their right hands forward, palms up or down. For a couple sitting on the right side of the table, the winning option is for both participants' hands to match (both palms facing up or down). If the position of the palms coincides, then they move the chip one square in their direction, if not, then one square in the direction of the opposite pair. The couple sitting on the left side of the table is interested in ensuring that their “thrown out” palms do not coincide: one looks up, the other down. In this case, they move the chip one square in their direction. If their palms coincide in position, then they move the chip one square towards the “enemy”. The task of each playing pair is to “bring” the chip as quickly as possible to the cell closest to itself. The one who did it first wins. The number of cells on the playing field can reach nine, but this will significantly lengthen the game.

Complex patterns of behavior in a group are formed in a child through the accumulation of personal experience, often through “trial and error.” He can be helped by offering story-based games that simulate relationships in adult society.

☺ Game “Etiquette”

This is a challenging game that helps children learn certain behavior patterns. It is carried out in several stages.

The first stage is “Greeting” . All participants in the game sit on chairs so that they can see each other. Then they take turns coming out and greeting everyone else. The main task: the greeting of each player should be somewhat different from the others. For example, one said “Hello!”; another - “Good afternoon!”; the third waved his hand; the fourth - “saluted”; fifth - bowed; the sixth waved and said, “Hello!” etc. Children can combine several greetings into one, and an adult can help them. When everyone has greeted each other, the second stage of the game begins.

The second stage is “Compliment”. Children elect a King and Queen from their group, who are seated on the throne (you can put two chairs on the table, depicting a “throne”).

All other participants in the game are subjects who take turns approaching the “throne”, bowing to the King and complimenting the Queen. When all subjects have said their compliments, the roles of King and Queen pass to the next participants, and so on until everyone has received their “share” of bows and compliments.

The third stage “Invitation to dance” . Participants approach each other and invite them to dance. The invitees thank you.

The fourth stage is “Treat” or “Gift” . Children take turns “treating” each other to ice cream (chocolate, candy, apple) or “giving” each other a “gift”. In return they receive words of gratitude. Each player must “treat” someone or “gift” something and thank them when they “treat” them.

Fifth stage “Farewell”. All children take turns saying goodbye and leaving the room. Game over.

Then everyone discusses together who was the best in the game at its various stages.

☺ Game “How many friends do I have!”

Children are asked to indicate three qualities they would like to see in their best friend. Then the guys must name one quality of those present for which this person can be praised. Then they compare the list of “best friend qualities” with the qualities of those present and count the matches. Based on the results, they determine how many potential friends each person has in the group.

☺ Game "Twins"

The game allows the child to more clearly grasp the content of specific concepts and their antipodes. It is especially useful for mastering moral categories and norms.

The children are told a story: “Once upon a time there lived two twins. One was called Vitya, and the other Mitya. They were very similar, and they could only be distinguished by what and how they did. Vitya always did everything right: he spoke correctly, studied, behaved correctly. But Mitya did everything the other way around, that is, incorrectly.”

Now we will find out who was Vitya and who was Mitya in each case. So:

— One boy ate soup with a spoon, and the other with a fork. Who is Vitya and who is Mitya?

— One boy went to bed in the evening, and the other in the morning. Which one is which?

“One boy tried to get only A’s, and the other got C’s.” Who is Vitya and who is Mitya?

— One, entering the house, took off his hat, but the other did not. Who was Mitya?

— One boy ate a lot of sweets, but said that he didn’t touch them at all. Another did not take sweets without permission and waited until he was called for tea. Who was who?

— One boy sat quietly in class, and the other chatted. Who is Vitya and who is Mitya?

These questions can be continued by contrasting right and wrong behavior.

Another form of this game involves the child himself suggesting correct and incorrect forms of behavior using the mechanism of opposition.

— Vitya honestly admitted that he accidentally broke the cup, and Mitya... (Then the child completes the phrase himself.)

— Vitya washed his hands before eating, and Mitya...

“Mitya was the very first to enter the class, pushing the girls away, and Vitya...

- Mitya was waiting for his grandmother to iron his shirt, and Vitya...

“Mitya thought it was very funny to scare a girl by suddenly shouting in her ear, and Vitya...

This can be continued as long as the game is of interest to the children. You can invite the children to come up with their own ideas about what Vitya did and what Mitya did. This option causes a particularly violent and active reaction from children - you will hear many possible correct and incorrect forms of behavior. Depending on the age of the children, the concepts embedded in the formulations can be

change - from simpler to more complex.

☺ Game “Report”

The game will help you master new forms of behavior and teach you how to communicate. Participants in the game must prepare and conduct a “television report.” As a topic, you can choose an event that is familiar to all participants in the game. (For example, a report about a past excursion, yesterday’s lesson, summer holidays, etc.)

All participants in the game are divided into pairs. One of the pair will be a “reporter” and the other will be a “TV guest.” The “reporter” prepares in advance several questions on the topic that he will ask his guest. Then the playing couple sits on the stage in front of the rest of the spectators. The “television report” begins. The “reporter” introduces the “guest”, names the topic of conversation and asks the first question; "guest" answers; should

second question, and so on. During the conversation, the “reporter” can describe some events, make comments, and ask impromptu questions. In turn, the “guest” can also deviate from the topic and ask counter questions. When the “report” is over, another couple takes up space on the “screen”. This continues until everyone shows themselves in the role of “reporter” and “guest”.

The game will be more interesting if each pair develops its own theme. For each “report”, the players currently playing the role of spectators give the couple their ratings: 3, 4 or 5 points. Each participant gives marks separately. Then the scores are summed up, and the sums of each pair are compared with each other. The winner is the couple that scores the most points.

☺ Game “Experiment with a laboratory mouse”

This game is for older children (from 9 years old) aimed at developing skills of understanding another person and leadership. Two people play, the rest of the children are spectators. Pairs of active players change sequentially. The essence of the game is that one player plays the role of an “experimenter”, and the other plays the role of a “laboratory mouse”. The “mouse” leaves the room, and the “experimenter”, together with other children, decides what task the “mouse” should perform. For example, go to the table and sit on a chair or go to the window, etc. Tasks should be dynamic and fairly simple. Then they invite the “mouse” into the room without explaining what is required of it. She does what she wants, and the “experimenter” watches her. When the actions of the “mouse” are close to what is required of it, the experimenter tells it: “Good girl.” This is the only word that the “experimenter” can pronounce, and this must be done with the same intonation. The game ends when the mouse finally does what is asked of it. The pair that completes the task fastest and most accurately wins. She can be given a comic “Diploma of Candidate of Mouse Sciences.”

☺ Game “Cossacks - Robbers”

A classic game from our grandparents. All participants in the game are divided into two teams: one is the “robbers”, the other is the “Cossacks”. The “robbers” are hiding, and the “Cossacks” are catching them. However, when the "robbers" hide, they leave "traces" indicating the search route. These are arrows indicating the direction, or notes, which may contain a direct indication of the stage of the route, or may be encrypted in the form of a rebus or riddle. It all depends on the imagination of the players. The game “Cossacks-Robbers” is more interesting the more effort put into its preparation (a route has been developed, notes have been prepared, etc.). The game continues until all the "robbers" are caught.

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