Summary of the role-playing game “My Family” in the middle group 

Summary of the role-playing game "Family".

Summary of the role-playing game "Family".

The plot of “Visiting the girl Zalina.”

Target:

formation of children's social experience through play activities.

Educational objectives:

- to teach children to distribute roles and act according to the role they have assumed, to develop the plot;

- perform appropriate play actions, find objects necessary for play in the environment, lead children to independently create play ideas;

— enrich vocabulary (cash register, receipts, confectionery); develop children's dialogical speech; — enrich children’s social and gaming experience (teach correct relationships in play).

Developmental tasks:

—

develop interest in the game;

—

learn to unite into groups in the game;

— introduce children to the rules of behavior in the store.

Educational tasks:

- cultivate respect for the work of adults; promote the establishment of friendly relationships between players.

Game material:

“Family” - attributes for room equipment; dishes; furniture; bag; wallet; money; substitute items. “Store” - seller’s clothes; cash register; vegetables, fruits, sweets, etc. "Driver" - steering wheel; tickets.

Preliminary work:

- a conversation about the hometown, about the republic in which the children live;

- examination of national clothing; dishes; - looking at pictures about the family; - reading poems about mom, lullabies, talking about mom; — board game “Family”; - conversations about people’s professions; — didactic game “Who works where? "; — production of attributes for the game; — conversations about the culture of behavior in public places; — role-playing games with children “Family”, “Shop”.

Contents of organized children's activities

I.
Organizational moment:
- Guys, I want to inform you that they brought me a very beautiful dress today. But this is the women's national costume of Kabardians. Children look at the costume. What Kabardian female names do you know? Children call.

Do you know that today the girl Zalina invited us to visit. Maybe we can all go visit her together.

II. Basic course of the game:

Educator:

Who wants to try on a suit.
Anya, I suggest you be a mother, and Camilla a daughter, and we will have Timur as a dad. You will be our Kabardian family, and we will go to visit you. But we still need another family. Children choose mom, dad, daughter and son. Well done, the roles have been distributed. Now, we need to decide how and what we will use to get there? The children suggest going by bus. Educator:
Okay, let's go by bus. But then we need another driver. Children choose a driver. I suggest stopping at a store along the way to buy gifts for friends. So we need a seller. I suggest that Zalina’s family go and prepare to welcome guests. The driver is preparing the bus. And another family is going to visit. The girls are dressing up. Dad reads the newspaper. My son is playing with a car.

Before leaving the house, mother reminds children of the rules of behavior. They go on a visit, or rather, first go to the bus stop. Mother:

We carefully board the bus.
Driver:
Careful, the doors are closing, next stop: “Magnit”.
Driver:
Careful, the doors are opening, Magnit stop.
Mom:
We get off the bus carefully, without jostling, we help each other.
We got off the makeshift bus. Dad suggests going to the store and buying gifts for Zalina. Mom:
Children, hold hands, let's go to the store, but there is a roadway ahead.
What do we need to do in order to cross the road? Children:
First, you need to look in one direction to see if there are any cars, then in the other, and only after that we cross the road.
Mom:
Well done, right.
We go to the store. The children greeted the seller. - Hello. We need gifts for friends. Seller:
Hello, please choose.
Children and parents choose a box of Choco Pie, a pack of tea and a box of Raffaello. They approach the cash register. Mom turns to the seller: Please count how much we owe you. Seller:
Thank you for your purchase, 250 rubles from you. Mom pays the seller and they leave the store.

They cross the road to the stop. They get on the bus again.

Driver:

Be careful, the doors are closing, next stop: “Friendship.”

Driver:

Be careful, the doors are opening, the Druzhba stop.

They approach the house. The doorbell rings. Dad opens the door. - Hello, my dears, come in. Dad and dad shake hands. Everyone enters the house and is greeted by their mother. Everyone greets and greets each other.

Zalina's mom:

Come on in, come on in.
You are probably tired from the road. Have a seat. I’ll put the kettle on now (mom, supposedly, put the kettle on). Coming back. Well, tell me how you are doing, how are you doing at school, in kindergarten? Children:
please take the gifts we brought for tea.
Zalina's mom:
Thank you very much.
I baked our national dish, lakuma. Then they all drink tea together with delicacies and cakes. Moms:
The kids can go play games while we prepare lunch.
And dads will go to the grocery store. Here's a list of products. Mom:
Kids, what do you want for lunch?
Children:
I want pies;
and I want a sausage. Mom:
Okay. Children leave the table and start playing with toys. Dads go to the store. And the mothers begin to prepare dinner. Children independently come up with a further turn of events.

MAGAZINE Preschooler.RF

CAFE

Authors:

• Chentsova O.N.
• Khokhlova G.T.

teachers of MBDOU "Combined kindergarten No. 31 "Scarlet Flower" Gubkin, Belgorod region

Tasks:

• consolidate knowledge about the profession of a cook - pastry chef, waiter, the purpose of a cafe
• develop skills in constructing a game plot, conducting game dialogue, playing a role in accordance with the plot
• develop imagination, speech, communication skills
• create a sense of collectivism.

Roles: waiter, pastry chef, security guard

Game actions:

1. Menu selection
2. Accepting an order
3. Service
4. Payment for the order

Subject-game environment:

1. Dishes, trays
2. Menu
3. Food replicas
4. Calculator
5. Cash machine
6. Phone and walkie-talkie for security guard

PHOTO STUDIO

Tasks:

— expand and consolidate children’s knowledge about working in a photo studio, cultivate a culture of behavior in public places, respect, polite treatment of elders and each other, teach gratitude for the help and service provided.

Roles: administrator, photographer

Game actions:

1. Selecting a photo
2. Accepting an order
3. Working with the administrator (thanks)
4. Payment for the order
5. Photo posing

Subject-game environment:

1. Cameras
2. Photo catalogs
3. Easel (panel)
4. Computer
5. Envelopes
6. Photos
7. Receipts

FAMILY

Tasks:

• encourage children to creatively reproduce family life in games
• improve the ability to independently create a game environment for a planned plot

- to form valuable moral feelings (humanity, love, sympathy, etc.).

Roles: mom, dad, son

Preliminary work: conversations, excursions to a photo studio, cafe, looking at illustrations, reading fiction.

Preparing for the game: joint production of attributes.

Progress of the game

In order to develop the game, the teacher reveals the moral essence of the activities of adults: a responsible attitude to one’s responsibilities, mutual assistance, and the collective nature of work.

The teacher encourages children to creatively reproduce the atmosphere of a photo studio, cafe, or car ride. Roles are assigned. The teacher invites the “family” to depict one of their family’s weekends in the game.

Educator

Today we will play the game "Our Family's Day Off" .

Let's distribute the roles. Who wants to be who? (Children choose roles).

Educator

Early in the autumn morning, the family of Seeds and Veronica decided... (Children conduct a dialogue).

“Mom” , “dad” and “son” get into the car and go to the photo studio. There they are met by an “administrator” with whom they place an order after viewing sample photographs. The “administrator” accompanies the “family” to the “photographer” , where the photography takes place.

The “administrator” issues a receipt and sees off the clients. The "family" goes to the "cafe" . They are met by a security guard and escorted into the hall. The “waiter” offers to go to the table and brings the menu. "Family" makes an order. The "waiter" serves customers. After eating, the “family” receives the bill, pays, thanks the cafe workers for the good service, and returns to the photo studio for photographs.

The “administrator” issues photos. The “family” looks at the photographs, thanks the photo studio workers and returns home in their car.

Result: upon returning home, “family members” share their impressions of the day off spent together.

Educator

Did you like the game?

Where did you like it better: a photo studio or a cafe?

Shall we play this game again?

Who wants to be who next time?

The meaning of story games

The development of a little person is impossible without a variety of games. At an early age, it is enough for the baby to take a rattle in his hands and shake it. Children grow up, they are attracted to new toys, and the rules of the game become more complex. The baby strives to involve those around him in the gameplay, first his mother, then other children. The creativity in the personality of a preschooler is manifested.

A plot appears in the gaming activity: the children begin to assign playing roles and agree on the rules. Thematic role-playing games of preschoolers in the older group are already becoming more specific on the topic: not just “play with dolls,” but depict a plot scene, for example, a tea party with guests, where each child has a specific role, or act out a scene of disobedience. The child creates an imaginary situation that allows him to try on any role and feel like the main character.

The preschooler is absolutely independent in his actions: he can cut off bread with an imaginary knife, or with a small stick, imagining it as a key, open the lock on the door. The kid imagines himself in the hospital, at school, in the store, acting out various situations. The child’s self-expression manifests itself especially clearly in story-based play situations.

Experts identify role-playing games as a separate creative type, which are characterized by the mandatory presence of a plot, distribution of roles, and are subject to certain game rules. Any game process with a plot and distributed roles is a gaming activity of a team. Several people are involved here.

Significant socialization occurs precisely in joint activities, when preschoolers interact with each other in accordance with accepted roles. The baby learns the norms of social and moral behavior, and develops communication skills. The fidget learns to show independence, find a way out of complicated situations, and engage in constructive communication during conflicts. The child gains experience of behavior in different situations.

Among the characteristic features of all role-playing games of older preschoolers, many experts attribute the duality of the nature of the game process, which manifests itself in the combination of the fictional, imaginary world of adults with the reality of the actions of preschoolers in the game. For example, a baby is sitting on a chair, and at the same time in game reality this child is a bus driver.

Game objects replace in the imaginary world objects that are inherent in the world of adults. The duality of the situation allows preschoolers to receive information and acquire knowledge about aspects of reality previously unknown to them. The kid cannot cure a sick person or pull out a tooth, but in the gameplay he learns what a doctor does, how to behave in a hospital, and that helping people is good.

The role of the teacher in organizing the game process

Often adults believe that it is not worth organizing children's leisure time; it is enough to give dolls, cars, puzzles, construction sets and give complete independence to the child. Do not forget that the game process contributes to the full development and upbringing of children.

Left to their own devices, unorganized leisure of preschool children will not carry any cognitive information. The opposite situation is also possible, when children left without adult supervision can insult each other and start fights during play activities.

Most preschoolers are conservative by nature - they prefer to play and act out those storylines in which they are familiar with all the rules and conditions. If preschool children are given the task of independently choosing what to play, then most likely it will be “mothers and daughters”, “hospital”, “shop” or war games with catch-up, which boys usually prefer.

Constantly repeated stories do not contribute to broadening one’s horizons and acquiring new skills and knowledge. Sometimes children begin to develop aversion to any changes. A proposal to change or supplement the plot causes a sharply negative reaction. A child who proposes something new is not accepted into the team and begins to be ignored.

The inability to change the plot, act out a new scene, or endlessly repeat the same actions is a consequence of the inability to use imagination and lack of knowledge. Very early in any children's group a leader appears, recognized by the rest of the kids. He quickly organizes gaming activities, distributes who will portray whom, and sets the rules.

The strict rules dictated by such a leader do not allow other children to express themselves and limit their development as independent individuals. It is the educator, teacher or parents who must take a leading, guiding role in organizing play time. Adults, in order to broaden the horizons of preschoolers, organize new role-playing games, monitor the development of the plot, and unobtrusively help in the gameplay.

You can’t just offer a game to play: for preschoolers, the process of preparation, discussion of the storyline, distribution of roles, and adherence to the rules discussed in advance are important. It is necessary to give every preschooler the opportunity to fantasize, to offer his own version of the plot development, so that the kids develop a desire to invent and create.

Any story-based game requires the presence of game attributes: for a hospital you will need white coats and caps, for a store - scales, a cash register. Adults can help organize gaming activities, while slightly complicating the game rules and adding new conditions. For example, when playing “mothers and daughters,” you can play around the arrival of another child in the family.

At home, parents can also arrange joint story games with their child: play at the hospital, at school, at a cafe. Adults have a decisive influence on children, their behavior, adherence to moral standards, ability to negotiate and communicate.

"Family"

One of the most popular is the role-playing game “family” for children in the older group. Every child often imagines himself in the place of his mother or father. The preschooler likes to act out various family scenes, often changing roles.

Target:

• reproduce the everyday life of a family, learn to create your own environment for a given plot using toys and other things;
• developing a sense of the value of family relationships, mutual assistance, love;
• involvement in work activities around the house through gameplay;
• create an understanding of what a family budget and joint housekeeping are.

Preparation:

• invite preschoolers to remember how holidays are celebrated at home, for example, the birthday of a family member;
• discuss what the parents are doing at home, how the family spends their free time, how they clean the house, prepare food, and welcome guests;
• choose a topic.
• Each child must be assigned an independent role in the game plot.

Items: dolls, toy furniture and dishes, car, apron, scarf. A variety of items that will be needed in the process.

Plot. Grandma's birthday. We are waiting for guests. Spring-cleaning. My daughter is capricious. A car ride into nature. The child got sick.

Actions. For example, when choosing a “Birthday” plot, many characters will be required. Some kids are preparing a holiday dinner, others are buying gifts. It is necessary to set the table beautifully, put the house in order, and prepare ceremonial congratulations. Adults observe how family members communicate, how they help each other, and suggest correct behavior to preschoolers.

Elements of labor activity are also introduced into the process: it is necessary to wash and iron clothes, repair a TV or iron. For realism, they act out everyday scenes: a pipe burst, a light bulb burned out, planning a joint budget.

"In the cafe"

Preschoolers should already know the rules of behavior in public places. A role-playing game “in a cafe” will help kids understand how to behave correctly in public places.

The goal is to become familiar with public places, the work and responsibilities of a waiter, cook, and cafe director, and to develop a culture of behavior.

Items: furniture, cafe dishes, dolls, aprons for waiters, chef's hat, money, bank cards.

Plot: after a walk, go to a cafe with friends.

Actions: children enter the cafe, take tables, and place an order. Waiters bring orders and serve customers. The children thank the waiter and cook for their work and pay.

Preschoolers can change roles: those who were clients will next time become waiters and treat guests of the cafe. During the gameplay, kids must understand that it is not nice to shout loudly, wave their arms, or run between tables. Fidgets must learn to behave well.

"Library"

Currently, few children know about the work of librarians or about why libraries themselves are needed. Preschoolers get used to using a computer from early childhood, without paying attention to books. The plot-role-playing game “library” for preschoolers in the older group reveals the importance and value of books.

The goal is to develop a caring attitude towards literature and books, increase vocabulary, broaden horizons. Give an idea of ​​the work of a librarian, instilling respect for the profession. Learn to find the book you need in the library and be able to use the catalogue.

Items: bookshelves, tables, books, coloring books, sets of postcards.

Preparation and plot. Preschoolers remember what a library is, who works there, what they do, how can they borrow a book from the library? Several kids are selected to play the role of librarians, the rest are readers and library visitors.

Actions. Each librarian has several books and magazines. Readers come up and ask to see books. When the child has chosen a book, the librarian asks why the reader chose this particular book? Registration of the reader's form. The librarian gives books to real lovers of reading, and to prove this, the little reader recites a poem.

The librarian offers to look at magazines and sets of postcards in the reading room. After completing the game, preschoolers share their opinions on which books they saw and which they liked. Evaluate the work of librarians.

"Polyclinic"

Unfortunately, all children encounter diseases in their lives, and as a result, doctors. The role-playing game “clinic” introduces fidgets to the work of doctors.

The goal is to introduce preschoolers to the medical profession, to cultivate a sense of compassion and kindness towards the sick. Kids learn to be attentive and sensitive.

Items: toy sets for doctors, white coats and caps, disposable masks, shoe covers. Thermometer, syringes for injections, bandages, scissors. Recipe paper.

Preparation, plot. The actions of different doctors are chosen for the plot. For example, an appointment with a pediatrician, dentist, or ophthalmologist. Variations of the plot include: taking tests, conducting vaccinations.

Before offering such a plot, the teacher carries out preliminary preparation. He talks about the work of different doctors, can organize a visit to the clinic or invite a medical worker to the group. Preschool children are divided into doctors and a group of patients. Some may take on the role of a nurse.

Actions. The patient comes to the clinic, puts on shoe covers, takes a card from the reception desk and a referral to see a doctor. The doctor examines the patient. He asks what complaints there are and listens carefully. Checks blood pressure, examines throat and ears. Prescribes a course of treatment. The nurse makes dressings, injections, and changes old bandages.

"Hospital"

Often the game of clinic turns into a role-playing game "hospital".

The goal is to develop respect for the work of doctors, nurses, orderlies, and other health workers. Sensitivity, attentiveness, compassion, and the desire to help are formed and strengthened. An understanding of the importance of the doctor’s work is created.

Items: gowns, hats, phonendoscope, syringes, scissors, bandages, cotton wool, tablets, tonometer.

Plot, preparation. The patient is in the hospital undergoing treatment. The teacher asks what doctors do in hospitals, introduces the children to the rules of treatment, the responsibilities of doctors and nurses. Tells about the daily routine for the patient, the rules for visiting him. All suggestions are listened to and the development of the plot and role is discussed.

Actions. The patient arrived at the hospital emergency room. The nurse takes the documents, formalizes it and takes him to the ward. The doctor comes and conducts an examination. Listens to complaints, measures blood pressure and temperature, prescribes a course of treatment. The nurse gives pills, makes injections, bandages. The nurse keeps order and cleanliness. The patient is visited by friends and relatives.

"School"

Preschoolers look forward to going to school with great anticipation. The role-playing didactic game “school” in the senior group will help them prepare for this.

The goal is to give children an idea of ​​school and to prepare them for the rules of conduct accepted in educational institutions. Teach polite behavior, instill respect for the teacher’s work, and love for school.

Items: notebooks, pens, books, pencils, pencil cases, briefcases. Furniture for classes.

Before starting the game itself, the teacher invites the fidgets to come up with several storylines. For example, a teacher is teaching a lesson or the director comes to check on a lesson. Preschoolers learn the rules that must be followed. The children are explained that during lessons they cannot shout, jump up, or interrupt the teacher or other students. Tasks must be completed carefully and diligently. Listen carefully to the teacher.

The teacher organizes a film about the school, they study books together, and learn songs about the school. Together with preschool children, a classroom and school supplies are prepared. Pencil cases are made from boxes. Notebooks, textbooks, and a class magazine are being prepared. To write on the board and erase inscriptions, place chalk and a cloth on a stand near the board.

Actions. The teacher enters the class, the students greet the teacher. The teacher explains the task, students solve problems, answer questions. The teacher may ask you to count to 10 or name the letters and write them on the board. The teacher checks the notebooks and grades the answers. Students must sit at a desk. If the child wants to answer, he must raise his hand. The teacher praises the student and gives a mark for the correct answer.

Game activities can be done in the same way as school lessons. The first lesson is mathematics. The teacher asks to name the numbers and solve a simple addition or subtraction problem. The second lesson is physical education, so that the kids can run and jump. The third lesson is drawing. Offer to draw school or summer. After the second lesson, take the fidget to the school cafeteria.

The school principal may come into class and take notes in a notebook. After lessons, the director asks the teacher to come to his place and gives him assignments. After the end of the lesson, the bell rings, students must wait for the teacher to inform them that the lesson is over. Students should not run during recess.

For such a story-based game with many events and participants, a lesson plan must be drawn up, where all the rules are spelled out in detail. The desire of preschool children to play at school should be supported and encouraged.

"Studio"

Preschool children should have information about different types of work activities, respect and appreciate the work of others, and understand that creating any thing requires a lot of effort, time and labor. The role-playing game “atelier” introduces preschoolers to the work of tailors, cutters, and fashion designers.

The goal is to teach the value of work, provide knowledge about working in a studio, and instill respect for people in the working profession.

Items: patterns, measuring tape, pieces of fabric, patterns, chalk, dolls.

Boys can also be involved in the gameplay, as they can check sewing machines, repair them, and deliver orders to the studio’s clients. The teacher introduces preschoolers to the work of the atelier. He explains what tailors do, what cutters do, how measurements are taken.

Actions. The client comes to the studio. Together with the tailor, he selects the style, color of the material, and places the order. The tailor takes measurements, makes patterns, and sews the product. Trying on in the studio, fitting to the figure. The client receives a completed order and pays for it.

"Mail"

The role-playing game “mail” allows you to get acquainted with how work is organized in post offices and instills respect for the work of the postman and other postal workers.

The goal is to increase your vocabulary, learn and understand the meaning of new words: parcel, parcel, registered letter. Develop the ability to listen, be polite, and the ability to work in a team.

Items: envelopes, stamps, parcel boxes, magazines, newspapers. In the parcels department there are scales and postage stamps. Postman's bag.

This story game is characterized by a large number of participants. There are roles of postman, mail operator, driver, manager, and clients. Preschoolers can send parcels and parcels, receive registered letters, and subscribe to newspapers. The driver delivers and unloads parcels. The postman delivers mail, pensions, newspapers. The operator processes postal orders, sorts letters, and sells newspapers. The postal manager controls all the work and checks how everyone is working. Places orders for the supply of fresh press for sale, issues wages to employees.

Actions. Customers send packages and ask questions. The postal employee quickly weighs, writes out a receipt, puts a stamp and places stamps on the parcel. People write letters, come to the post office, and drop them in the mailbox. A postman with a bag delivers newspapers and letters.

Summary of a lesson in the middle group on the topic “Family Traditions”

Progress of the lesson

1. Psychological attitude.

Stand in a circle, children, I’m in a very good mood today and I want to convey it to you, let’s hold hands and smile at each other.
– Did you feel the warmth in your hands? This mood of mine was conveyed to you. 2. Motivational-oriented stage.
I draw the children’s attention to the house. There is a house in a clearing, Well, the path to the house is open. We are opening the gates. We invite you to this house! You will find out who lives in the house if you guess the riddle. 3. Search stage.

Didactic game “Guess the riddle.”
- Before going to bed, putting on pajamas, we ask to read... (mom) - Fragrant jam, pies for a treat, delicious pancakes at his beloved... (grandmother) - He did not work out of boredom, his hands are calloused, and now he is old and gray, my dear beloved... (grandfather) - Who will teach you how to hammer a nail, let you steer the car and tell you how to be strong, brave, dexterous and skillful? You guys all know, this is our favorite... (dad) - Who is the cheerful little one - crawling quickly on his belly? Amazing boy - this is my youngest... (brother) - Who likes to dress up so much? A very fashionable girl, my eldest... (sister). As they solve riddles, children find and display pictures - the answers. We find out that a large family lives in the house, and family members are called in one word - relatives. 4. Game exercise “Continue the sentence:
“I live with...”.
Children take turns naming their family members (relatives). 5. Game exercise “Who is older, who is younger?”
- Denis, who is older, you or dad?
- Eva, who is younger, mom or you? Etc. 6. Sedentary ball game “Say kindly.”
— Since ancient times, there has been a tradition that when a child is born, he is given a name.
So each of you has your own name. While you are little, what do they call you? And when you grow up, what will they call you? — In the family, everyone calls each other affectionately, tenderly, because they love them, but how can you affectionately call your son? (daughter, grandson, mother, grandfather, granddaughter, father, brother, etc.). The game is played with a ball, everyone must form a diminutive form. 7. Motor minute.
We go out into the yard as a friendly family.
Let's stand in a circle and do exercises together in order. Mom raises her hands, Dad cheerfully crouches. Turns left and right, made by my brother Seva. Well, I jog and shake my head. 8. Game exercise “Fourth odd”.
To clarify who is a family member, I propose to determine which of these people is the odd one out: - mother, neighbor, grandmother, sister - grandmother, friend, sister, mother - sister, grandmother, salesman, brother - grandfather, father, driver , son, janitor, dad, brother, grandfather.
9. Didactic game “Mother’s Daughters.”
- And now you will choose your role (mom, dad, grandmother, grandfather, brother, sister) using an emblem and an object (hammer, dishes, watering can, threads, fishing rod, rattle, doll, book, etc.).
Tell us what you will do in this role tonight. For example, I am a grandfather, I will read a book in the evening, I am a dad, I will go fishing in the evening, etc. 10. Reflective - evaluative stage.
- Guys, what did we talk about today?
(I offer mnemonic cards to help) - What did you like? - Well done, you tried very hard! Expected results:
enrichment and systematization of ideas about your family, awareness of yourself as a family member; expanding ideas about family traditions; emotional and cognitive inclusion of children in the process of individual and collective interaction with reality; demonstration of certain skills, relying on one’s knowledge and skills in a specific activity.