Gubanova Natalia Fedorovna - Candidate of Pedagogical Sciences, Associate Professor of the Department of Primary and preschool education Kolomna State Pedagogical Institute.

Role-playing game

Role-playing game continues to develop and occupies a leading place in the life of children 4–5 years old. The child enthusiastically builds plots, strives to play a wide variety of roles, becomes more proactive. The increased opportunities allow him to choose a theme and outline the concept of the game, equip the playing space with the help of objects, and use various attributes in the game. The teacher directs his efforts to enrich the role behavior and relationships of children in play, which are manifested through dialogue and play action.
The teacher encourages children to plan, that is, to create an elementary plan that will be embodied in the game; teaches them to describe plot events, outline (name) a circle actors(characters) in the game, reveal their interactions.
By causing the child's speech activity, the teacher directs it to a peer, teaches him to enter into a dialogue with him, to understand his intentions in the game. To indicate the play situation and to facilitate the child's acceptance of the role, the educator helps the child to equip the game with the necessary attributes (caps for a military man, a bandage with a red cross for a nurse, etc.), as well as plot toys and various multifunctional materials (modules, cones, cubes, bars, wheels and other parts). The simultaneous use of substitute objects and toys in play, on the one hand, contributes to an adequate perception of the situation and the development of a plan, and, on the other hand, to the development of the symbolic function of consciousness.
According to the researchers, in the middle group it would be advisable to abandon the principle of zoning the play space, as this begins to slow down the imagination of children. The teacher creates such a creative subject-developing environment that can be used by children in various ways: light portable screens, multifunctional attributes (for example, a white robe is useful for playing on different topics), convenient drawers for small play material, tables and sofas, modular furniture.
The peculiarity of the process of independent play in children of the fifth year of life lies in the fact that the role-playing game at this age, according to N. Ya. Mikhailenko, is still chaotic: the roles, having begun, are not brought to their logical end; some roles are replaced by others, plots are interrupted, being replaced by new ones. At the same time, this apparent chaos in the game is in fact natural for a given age, since it indicates a certain freedom of choice and the manifestation of dynamism of situations in the game, which is a sign of the establishment of various role connections in it (with toy partners, with peer partners, with parenting partner).
The teacher can use methods of both direct and indirect pedagogical guidance in play, trying to give children more independence. Entering into a role-based dialogue with the guys, he can take on both the main and additional roles, that is, he becomes a playing partner. Acting in the main (main) role in the game, the teacher shows the child an example of interaction with a partner, calls him into active role behavior (the child-client tells the teacher-hairdresser what hairstyle he needs, what hairstyle samples he wants to choose in the magazine). By offering the child the main role, the educator takes on an additional role, and from this position awakens his activity with the help of leading questions (asks the child-seller what assortment of goods is available, asks to demonstrate the operation of a technical device, etc.). Acting as an advisor, the teacher moves away from direct participation in the game, but from time to time subtly intervenes in it, helping the child with word, advice. The teacher can correct the situation of "slipping" (braking) of the plot (for example, drivers who are carried away by car repairs are advised to put the spare wheel on faster, since their children are waiting for their dad masters at the door of the apartment - they forgot their keys, etc.) that takes the game to a new level, gives it a different direction and allows you to introduce additional characters (mothers, children) or change one role to another (for example, one of the drivers becomes a child waiting for father).
This manual suggests a developed by the author practical material, which can be used by a kindergarten teacher for the development of play activities for children 4–5 years old.
The manual provides an approximate topic of role-playing games-situations that children of the fifth year of life can master:
- family games;
- transport games;
- games in the hospital;
- games to the store;
- games in the workshop;
- games at the hairdresser;
- mail games;
- kindergarten games.
The most popular subjects for children of the middle group are family games. By playing mother and daughter, children lose the relationship between parents and their children. At the same time, they quite often use dolls, bears and other toys in the game, but their attention is more attracted not by the objects themselves, but by family relationships.
In the middle group, subject to competent pedagogical guidance, games with objects are gradually transformed into games with peers. By switching the child's attention from the subject to the playing peer, the teacher takes care of a higher level of development of his playing skills. A child in a game with a peer is included in role relationships, which are manifested through role dialogue and role actions. In order for a child to manifest behavior appropriate to the role, his actions must reflect the nature of the role. So, if a child takes on the role of a mother, then he knows what the mother can do (feed the child, take him to kindergarten, buy toys, etc.). Role-playing actions reflect the life experience of children, therefore, the teacher must take care of its timely feeding, showing a wide range of role-playing actions (a nurse gives injections, puts a thermometer, gives out pills).
The favorite subjects for children 4–5 years old are games in the hospital and in the store, in which it is most easy for children to embody their life experience. The teacher, by introducing new roles into play, helps to expand children's ideas about the play image, about the variety of roles and role-playing behavior. For example, in the game to the store, drivers bringing food to the store can simultaneously act as loaders, they can change their roles to others, for example, to the role of storekeepers working in a warehouse. Children, based on their life experience, can replay various situations that occur in medical offices, since each of them has visited the clinic at least once.
Kindergarten games, which appeared as episodic in the framework of family games in the second junior group, are now becoming traditional, they reflect the events of everyday life preschool(the teacher takes the kids for a walk, conducts classes, arranges holidays). By organizing such games, the teacher draws the attention of children to the peculiarities of the relationship between educators and pupils and to situations that arise every day in kindergarten (a newcomer has come to the group; children take care of animals in a living corner; the teacher teaches children to draw).
In the middle group, children develop an interest in playing with fairy tales. We did not single out these games in a separate section, but attributed them to theatrical games, which are an example of the teacher's work in developing the skills of creating an idea and playing up a finished plot in children (in independent activity or directly in teaching artistic creativity).
Mastering new plots, roles and game actions, the child enriches the game with new content, and, therefore, it will remain interesting for him. It is extremely important for the educator to maintain this interest by contributing to an enrichment of life experience, providing the child with time and place to play, and stimulating his creativity. The enrichment of game plots is facilitated by excursions and targeted walks, stories about professions, thematic conversations, didactic and theatrical games, and demonstration of illustrations. All these forms of interaction between an adult and a child become the content of preliminary work, which prepares children for play.
Preliminary work should be purposeful, pedagogically capacious, multifaceted, which will allow you to cover the entire theme used in the game. This kind of work involves all the methods and forms of interaction between an adult and a child in the pedagogical process of a kindergarten; in it, like no other work, one can see the interaction and interpenetration of various types of children's games. The game absorbs everything that happens in a child's life.
Targeted walks and excursions will allow the teacher to better acquaint children with the activities of adults, will give them the opportunity to talk with representatives of this profession, to satisfy the interest of the kids. Achieving the intended goal, a wise teacher will turn the excursion into an exciting journey.
Profession stories will interest children with vivid figurative comparisons, give food for imagination. If you provide such a story with illustrations, then the children will have a desire to get to know better: to use or make such tools, to perform actions. Children are also carried away by the stories invented by the teacher, specifically aimed at reproducing a situation, telling about the event (“How I visited the airport”, “How a girl got lost at the station”, “How I was in a new store”, etc. ). These stories, coming from the perspective of a significant adult for the child, provide freshness of perception and arouse faith in the authenticity of the event.
Thematic conversations are designed to clarify the ideas of children about a particular game (life) situation, their opinion regarding any plot. The teacher engages the children in a dialogue and provokes their speech activity with leading questions. A conversation on any plot allows you to show models of the game's intentions and their development: “You know, usually the doctor first puts out the tools, and then calls the patients”, “When the driver put the car in the garage, what could he find?”; “What is the best way to start the game? Think about where the place for the airfield will be? "
Didactic games will help children learn game actions and behavior (weigh goods, repair a car, listen to the patient, determine the quality of the goods), as well as follow the rules in the game, be organized, show leadership qualities.
Theatrical games will teach children to play around ready-made plots, understand and implement the game plan in action, be expressive in the role.
Illustrations will complement everything the children have seen and heard before. Children will see in them a lot of details that can be easily considered and which they have not noticed before. The bright colors of the illustrations will evoke emotional experiences, will cause a desire to imitate the actions of the characters depicted.
This manual contains exemplary scenarios of role-playing games-situations in the form of blocks of preliminary and main work on each topic. For example, in the section "Games in the family" there is a game-situation "Our friendly neighbors". The preliminary work includes: the didactic game "Who lives where?"; staging game "Let's get to know each other"; didactic game "What do you need to repair?"; the teacher's story "New House"; excursions to the area of ​​new buildings, furniture store, wallpaper store. The main work in this game includes role-playing games-situations "Newcomers" and "We have a housewarming".
Thus, for each topic declared in the list ("Family games", "Transport games", "Hospital games", etc.), specific content is given in the form of blocks of necessary preliminary and basic work, which will help the teacher in everyday work, will provide a sample of activities with children. However, these are only approximate possibilities for the development of the plot of the game, teachers must be creative in guiding the game and can make changes to the plot based on real situations.
In this manual, as in previous manuals on the development of playing activity for younger groups (see manuals Gubanova NF Game activity. The system of work in the first junior group. - M .: MOSAIKA-SINTEZ, 2008 and Gubanova N.F. Game activity System of work in the second junior group - Moscow: MOSAIKA-SINTEZ, 2008), we pay special attention to the interaction of the teacher with the parents of pupils in the field of game activity. We are confident that their close cooperation will have a beneficial effect on the development of life and play experience for children.
The teacher can make the following reminder for parents on the role-playing game of children in the middle group.

Approximate topics and role-playing support of role-playing games-situations

Scenarios for role-playing games-situations

Family games

On the topic of family games, you can offer three blocks of games-situations"Our grandfather is a builder", "Our friendly neighbors" and "A trip to the zoo" with all types of work included in them, both preliminary and basic (didactic games, creative stories, excursions, reading fiction and the actual role-playing games).

Block 1. Game-situation "Our grandfather is a builder"

Educator's story "The Most Important Reward"

Natalia Fedorovna Gubanova

Gubanova Natalia Fedorovna - Candidate of Pedagogical Sciences, Associate Professor of the Department of Primary and Preschool Education, Kolomna State Pedagogical Institute.

Role-playing game

Role-playing game continues to develop and occupies a leading place in the life of children 4–5 years old. The child enthusiastically builds plots, strives to play a wide variety of roles, becomes more proactive. The increased opportunities allow him to choose a theme and outline the concept of the game, equip the playing space with the help of objects, and use various attributes in the game. The teacher directs his efforts to enrich the role behavior and relationships of children in play, which are manifested through dialogue and play action.

The teacher encourages children to plan, that is, to create an elementary plan that will be embodied in the game; teaches them to describe plot events, outline (name) the circle of characters (characters) in the game, and reveal their interaction.

By causing the child's speech activity, the teacher directs it to a peer, teaches him to enter into a dialogue with him, to understand his intentions in the game. To indicate the play situation and to facilitate the child's acceptance of the role, the educator helps the child to equip the game with the necessary attributes (caps for a military man, a bandage with a red cross for a nurse, etc.), as well as plot toys and various multifunctional materials (modules, cones, cubes, bars, wheels and other parts). The simultaneous use of substitute objects and toys in play, on the one hand, contributes to an adequate perception of the situation and the development of a plan, and, on the other hand, to the development of the symbolic function of consciousness.

According to the researchers, in the middle group it would be advisable to abandon the principle of zoning the play space, as this begins to slow down the imagination of children. The teacher creates such a creative subject-developing environment that can be used by children in various ways: light portable screens, multifunctional attributes (for example, a white robe is useful for games on different topics), convenient boxes for small play material, tables and sofas, modular furniture.

The peculiarity of the process of independent play in children of the fifth year of life lies in the fact that the role-playing game at this age, according to N. Ya. Mikhailenko, is still chaotic: the roles, having begun, are not brought to their logical end; some roles are replaced by others, plots are interrupted, being replaced by new ones. At the same time, this apparent chaos in the game is in fact natural for a given age, since it indicates a certain freedom of choice and the manifestation of dynamism of situations in the game, which is a sign of the establishment of various role connections in it (with toy partners, with peer partners, with parenting partner).

The teacher can use methods of both direct and indirect pedagogical guidance in play, trying to give children more independence. Entering into a role-based dialogue with the guys, he can take on both the main and additional roles, that is, he becomes a playing partner. Acting in the main (main) role in the game, the teacher shows the child an example of interaction with a partner, calls him into active role behavior (the child-client tells the teacher-hairdresser what hairstyle he needs, what hairstyle samples he wants to choose in the magazine). By offering the child the main role, the educator takes on an additional role, and from this position awakens his activity with the help of leading questions (asks the child-seller what assortment of goods is available, asks to demonstrate the operation of a technical device, etc.). Acting as an advisor, the teacher moves away from direct participation in the game, but from time to time subtly intervenes in it, helping the child with word, advice. The teacher can correct the situation of "slipping" (braking) of the plot (for example, drivers who are carried away by car repairs are advised to put the spare wheel on faster, since their children are waiting for their dad masters at the door of the apartment - they forgot their keys, etc.) that takes the game to a new level, gives it a different direction and allows you to introduce additional characters (mothers, children) or change one role to another (for example, one of the drivers becomes a child waiting for father).

This manual offers a practical material developed by the author that can be used by a kindergarten teacher for the development of play activities in children 4–5 years old.

The manual provides an approximate topic of role-playing games-situations that children of the fifth year of life can master:

- family games;

- transport games;

- games in the hospital;

- games to the store;

- games in the workshop;

- games at the hairdresser;

- mail games;

- kindergarten games.

The most popular subjects for children of the middle group are family games. By playing mother and daughter, children lose the relationship between parents and their children. At the same time, they quite often use dolls, bears and other toys in the game, but their attention is more attracted not by the objects themselves, but by family relationships.

In the middle group, subject to competent pedagogical guidance, games with objects are gradually transformed into games with peers. By switching the child's attention from the subject to the playing peer, the teacher takes care of a higher level of development of his playing skills. A child in a game with a peer is included in role relationships, which are manifested through role dialogue and role actions. In order for a child to manifest behavior appropriate to the role, his actions must reflect the nature of the role. So, if a child takes on the role of a mother, then he knows what the mother can do (feed the child, take him to kindergarten, buy toys, etc.). Role-playing actions reflect the life experience of children, therefore, the teacher must take care of its timely feeding, showing a wide range of role-playing actions (a nurse gives injections, puts a thermometer, gives out pills).

The favorite subjects for children 4–5 years old are games in the hospital and in the store, in which it is most easy for children to embody their life experience. The teacher, by introducing new roles into play, helps to expand children's ideas about the play image, about the variety of roles and role-playing behavior. For example, in the game to the store, drivers bringing food to the store can simultaneously act as loaders, they can change their roles to others, for example, to the role of storekeepers working in a warehouse. Children, based on their life experience, can replay various situations that occur in medical offices, since each of them has visited the clinic at least once.

Kindergarten games, which appeared as episodic in the framework of family games in the second junior group, are now becoming traditional, they reflect the events of the daily life of a preschool institution (the teacher takes the kids for a walk, conducts classes, arranges holidays). By organizing such games, the teacher draws the attention of children to the peculiarities of the relationship between educators and pupils and to situations that arise every day in kindergarten (a newcomer has come to the group; children take care of animals in a living corner; the teacher teaches children to draw).

In the middle group, children develop an interest in playing with fairy tales. We did not single out these games in a separate section, but attributed them to theatrical games, which are an example of the teacher's work in developing the skills of creating an idea and playing up a finished plot in children (in independent activity or directly in teaching artistic creativity).

Mastering new plots, roles and game actions, the child enriches the game with new content, and, therefore, it will remain interesting for him. It is extremely important for the educator to maintain this interest by contributing to an enrichment of life experience, providing the child with time and place to play, and stimulating his creativity. The enrichment of game plots is facilitated by excursions and targeted walks, stories about professions, thematic conversations, didactic and theatrical games, and demonstration of illustrations. All these forms of interaction between an adult and a child become the content of preliminary work, which prepares children for play.

Preliminary work should be purposeful, pedagogically capacious, multifaceted, which will allow you to cover the entire theme used in the game. This kind of work involves all the methods and forms of interaction between an adult and a child in the pedagogical process of a kindergarten; in it, like no other work, one can see the interaction and interpenetration of various types of children's games. The game absorbs everything that happens in a child's life.

Targeted walks and excursions will allow the teacher to better acquaint children with the activities of adults, will give them the opportunity to talk with representatives of this profession, to satisfy the interest of the kids. Achieving the intended goal, a wise teacher will turn the excursion into an exciting journey.

Profession stories will interest children with vivid figurative comparisons, give food for imagination. If you provide such a story with illustrations, then the children will have a desire to get to know better: to use or make such tools, to perform actions. Children are also carried away by the stories invented by the teacher, specifically aimed at reproducing a situation, telling about the event (“How I visited the airport”, “How a girl got lost at the station”, “How I was in a new store”, etc. ). These stories, coming from the perspective of a significant adult for the child, provide freshness of perception and arouse faith in the authenticity of the event.

Thematic conversations are designed to clarify the ideas of children about a particular game (life) situation, their opinion regarding any plot. The teacher engages the children in a dialogue and provokes their speech activity with leading questions. A conversation on any plot allows you to show models of the game's intentions and their development: “You know, usually the doctor first puts out the tools, and then calls the patients”, “When the driver put the car in the garage, what could he find?”; “What is the best way to start the game? Think about where the place for the airfield will be? "

Didactic games will help children learn game actions and behavior (weigh goods, repair a car, listen to the patient, determine the quality of the goods), as well as follow the rules in the game, be organized, show leadership qualities.

Theatrical games will teach children to play around ready-made plots, understand and implement the game plan in action, be expressive in the role.

Illustrations will complement everything the children have seen and heard before. Children will see in them a lot of details that can be easily considered and which they have not noticed before. The bright colors of the illustrations will evoke emotional experiences, will cause a desire to imitate the actions of the characters depicted.

This manual contains exemplary scenarios of role-playing games-situations in the form of blocks of preliminary and main work on each topic. For example, in the section "Games in the family" there is a game-situation "Our friendly neighbors". The preliminary work includes: the didactic game "Who lives where?"; staging game "Let's get to know each other"; didactic game "What do you need to repair?"; the teacher's story "New House"; excursions to the area of ​​new buildings, furniture store, wallpaper store. The main work in this game includes role-playing games-situations "Newcomers" and "We have a housewarming".

Thus, for each topic declared in the list ("Family games", "Transport games", "Hospital games", etc.), specific content is given in the form of blocks of necessary preliminary and basic work, which will help the teacher in everyday work, will provide a sample of activities with children. However, these are only approximate possibilities for the development of the plot of the game, teachers must be creative in guiding the game and can make changes to the plot based on real situations.

In this manual, as in previous manuals on the development of playing activity for younger groups (see manuals Gubanova NF Game activity. The system of work in the first junior group. - M .: MOSAIKA-SINTEZ, 2008 and Gubanova N.F. Game activity System of work in the second junior group - Moscow: MOSAIKA-SINTEZ, 2008), we pay special attention to the interaction of the teacher with the parents of pupils in the field of game activity. We are confident that their close cooperation will have a beneficial effect on the development of life and play experience for children.

The teacher can make the following reminder for parents on the role-playing game of children in the middle group.

Your child becomes more mature, he is interested in everything around him, he does not stop asking questions. Respect his curiosity, respond to him with attention. An adult who knows how to answer any question of a child rises in his eyes, becomes an indisputable authority for him.

Try to communicate with your baby as much as possible. Do it informally, show interest in your conversation. Give your child food for thought, suggest ideas that require further development - in play, in reasoning, in experimentation.

Your baby at this age is especially interested in experiments, experiments with objects. He is worried about various questions: "Why did the ball go in the water, but not wet?", "Why is the asphalt still warm on a summer evening?", "Where do bees get honey?" - and much more. Look for answers to children's questions in various sources of information: reference books, encyclopedias, fiction. Process the information received so that you can answer clearly and understandably, but do not underestimate the level of the intellectual abilities of your child, let him experience the satisfaction of the efforts made to understand the information received from you.

Read more to your child, make reading together a home tradition, specially set aside time for this. Children 4–5 years old still like fairy tales that teach kindness and courageous deeds. But the children are especially interested in plots in which there are adventures, travels and, of course, heroes worthy of imitation.

Use the opportunity to find out what interested your kid in the story, ask him to draw his impressions of what he heard. Help your child to display the plot that interests him in the game. Put on a familiar plot of a home play in the form of a game, where the roles are "lived through" rather than rehearsed. Let it be a performance "not for show", but for the soul, that is, a game in the full sense of the word. It will capture you with its immediacy, because desire fades away quickly enough, and you need to "grab" it in time, play the game at the peak of interest, then the result (that is, the experienced feeling, state) will be more valuable.

Give your baby a special box or box for various materials: wheels, plates, cubes, bars, sticks, as well as cones, pebbles, buttons left over from old constructors and toys. All this will be useful for the child in the game, awaken imagination.

If you see that a child, inspired by some of his ideas and emotions, is busy playing, try not to distract him, try to observe what games and how he plays. If the kid plays with pleasure, equips the playing field, then this means that his ideas in the game have not dried up; if the same plot is playing, and the actions are monotonous, then he needs your help. Tell your child in time what options for the development of the game plot can be, what new characters can be used in it, and the game will come to life.

Tell your child about professions, read relevant literature to him, show him the profession “in action”: how the janitor cleans the yard, how the hairdresser communicates with the client, how the seller interacts with the buyer, etc. The child will transfer his impressions into the game. At home, play with him on the topic of the profession, for example, offer the baby to become a doctor, while you yourself play the role of a patient; the main thing is to push the kid to a role-based dialogue, to teach him to communicate in the game.

Encourage the child's joint games with peers, as they contribute to the development of role-playing relationships in the game, the ability to distribute roles, create a common plan, and conduct role-based dialogue.

Approximate topics and role-playing support of role-playing games-situations

Family games

Joint rest.

Meeting (seeing off).

Apartment renovation.

Gift preparation.

Preparation for the holiday.

Care about people about animals).

Roles. Mom, dad, children, grandchildren, grandmother, grandfather, sisters, brothers, neighbors, friends.

Coming from a business trip, coming from work; meet and see off guests; prepare for the holiday (gifts, surprises, concert program); tidying up the apartment (washing the floor and windows, wiping furniture, washing toys, hanging curtains, washing things, vacuuming, cleaning and knocking out carpets); renovate an apartment (plaster walls, paint the floor, walls and ceilings, lay the floor, glue wallpaper, glaze windows); cook food, call a doctor for family members, treat pets, collect parcels for the holiday.

Automobile transport(cars and trucks; special equipment: combines, tractors, sweepers, watering machines, cranes, excavators, concrete mixers, dump trucks; passenger transport: bus, trolleybus, tram, taxi).

Water transport (river and sea ​​ships, motor ships, boats, boats, sailboats).

Air transport (planes, helicopters, rockets).

Rail transport (trains: freight and passenger).

Railway stations (river, sea, railway, bus and air terminals).

Roles. Driver, combine operator, tractor driver, excavator operator, loader, tanker, pilot, mechanic, technician, train manager, ticket clerk, passenger, cook, captain, navigator, boatswain, sailor, minder, ship doctor, crew commander, pilot, stewardess, conductor, station chief, train chief, ticket inspector, cashier, conductor, controller.

Play actions and behavior. Load and unload cargo; prepare equipment for work, for a trip (repair, wash, refuel); sow and harvest; knead the solution; clean up the streets; deliver passengers; getting in and out at stops; check and issue travel documents (tickets); inform about the rules of the trip; find out the schedule; give and carry out orders and orders; take care of passengers.

Games to the store

Bakery and confectionery (bakery department, shop).

Vegetable store (department, tent), "Vegetables-fruits".

Meat, sausage shop (department, tent).

Fish shop (department, tent).

Dairy shop (department, tent)

Deli (grocery store).

Barrel (tent) with kvass.

Supermarket.

Clothing store.

Shoe shop.

Furniture store.

Dishes shop.

Household appliances store.

Sporting goods store.

Shop "Tourist".

Book Shop.

Musical instrument shop.

Newsstand.

In the store (sales area; at the cash register; window dressing).

Roles. Seller, buyer, loader, chauffeur, storekeeper, administrator, director, controller, security guard.

Play actions and behavior. Guard, load, bring, unload, check, lay out, count, pack and weigh the goods; write a check, receipt; dress a shopwindow; buy goods; find out the price, hang a label; counting money; offer, advertise, display a product; enter into a dialogue with the seller (buyer); negotiate a purchase.

Hospital games

Hospital (work of hospital departments).

Polyclinic (doctor's office; treatment room; physiotherapy room; reception desk; house call).

Trauma center.

Vet clinic.

Roles. Doctor (doctor); vet; patient (patient), nurse, pharmacist (pharmacist, salesperson), registrar.

Play actions and behavior. Examine the patient (listen, put a thermometer, examine the sore spot); to heal; prescribe treatment and dispense procedures, medications, injections, vaccinations.

Workshop games

Atelier for tailoring and repairing clothes.

Atelier for sewing and repairing footwear.

House of Models.

Photo studio.

Atelier "Furniture to order".

Workshop for minor repairs (locks, keys, umbrellas, bags, etc.).

Workshop for the manufacture of tools and devices (keys, locks).

Workshop for the repair of machines, household appliances and mechanisms (TVs, refrigerators, electric stoves, irons).

Roles. Craftsman, client, inspector, seamstress, joiner, carpenter, engineer, fashion designer, model.

Play actions and behavior. Bring goods for repair, repair; sew, make to order; measure, cut, sweep, try on, customize the product to size; issue a warranty card, check, receipt; take pictures of the client; show clothes and shoes; present a finished item.

Hair salon games

Hairdresser (washing, dyeing, curling, hair styling; haircut; hairstyle; manicure).

Beauty salon (makeup, herbal bar, solarium, masks and baths, hairstyles, haircuts, manicure).

Cosmetics salon (shop).

Roles. Master (hairdresser, manicurist, masseur, beautician), seller, bartender, client, buyer, administrator.

Play actions and behavior. Make an order; to release services (haircut, manicure, massage, etc.): wash your hair with shampoo, cut, curl, dye your hair, do your hair, varnish your hair, paint your nails with varnish, do massage, choose a new product for hair (nails, face skin, hands ), make phytococktails (herbal cocktails).

Mail Games

Post services.

Savings bank services.

Roles. Postman, cashier, telegraph operator, loader, driver, worker.

Play actions and behavior. Write, deliver to the post office and receive letters, telegrams; prepare and send parcels and parcels; buy or subscribe newspapers, magazines; load, unload, bring, deliver, sort, lay out mail; punch, write and pay checks, receipts, fill out forms in the savings bank and in the post office; wire, call and report urgent delivery.

Kindergarten games

Classes with educators (music directors, physical education teachers, etc.).

Labor in kindergarten and on the site.

Walks (games, observations, excursions).

At the stadium.

In the pool.

In a living corner.

At the museum and at the exhibition in the kindergarten.

In the theater room.

Roles. Educator, pupil, music director, physical education teacher, artist, spectator, swimmer, athlete, guide.

Play actions and behavior. Conduct activities and entertainment; teach to work on the site and in the playrooms; teach the correct behavior in the museum and in the theater; conduct excursions; organize games; perform in front of the audience; prepare the stage for the performance; making crafts for the holiday; take care of animals and birds in a living corner.

Scenarios for role-playing games-situations

Family games

On the topic of family games, you can offer three blocks of games-situations"Our grandfather is a builder", "Our friendly neighbors" and "A trip to the zoo" with all types of work included in them, both preliminary and basic (didactic games, creative stories, excursions, reading fiction and the actual role-playing games ).

Block 1. Game-situation "Our grandfather is a builder"

Preliminary work. Several ideas may arise on this topic, which will then be embodied in specific plots. During the entire stay of the children in the kindergarten, the teacher constantly tells the children about the family, what family traditions are, how a friendly family treats the elders and the younger, how to help adults, listen to them, try not to upset, and takes care of their health. In such conversations, the teacher always emphasizes a respectful attitude towards adults, talks about their professions, difficulties at work, teaches them to understand the role of work and rest in people's lives.

During the preparatory work, the teacher shows the children plot pictures, which depict situations of family rest and housework, asks if the children have grandparents and finds out what the children do when they meet with them. Then he introduces into the conversation a story he invented about a neighbor's boy.

Educator's story "The Most Important Reward"

My neighbor Alyoshka Petrov's grandparents live outside the city. Every Saturday Alyoshka with his mom and dad go to visit them - “for a cherry pie,” as dad says. Granny Nina really bakes pies excellent: with a golden brown crust, delicious - just delicious! Alyoshka is very fond of grandmother's pies, and grandmother is always happy to please her grandson.

Grandfather Pavel always prepares for the arrival of guests: he puts on the most beautiful, blue striped shirt, puts honey on the table. My grandfather has his own apiary, though a small one, consisting of several hives, but there is enough honey for the whole winter. The whole family is treated with this honey for colds. Grandpa is proud of his apiary. When everyone gathers at the table and drinks tea, he talks about bees, what kind of workers they are, how useful honey is obtained. Mom and dad often bring gifts to old people: grandmother - a warm scarf, grandfather - a soft scarf. Alyoshka gives them his plasticine crafts. He is especially good at making birds. Grandmother has already collected a whole collection of Alyosha's gifts - birds, various animals.

This Saturday Alyoshka and his parents, as usual, arrived in the village after lunch. Grandfather's house greeted them with silence: the doors were closed, empty, no one was there. The shaggy dog ​​Naida, with a joyful bark, jumped out to meet him and put his big paws on Daddy's chest.

When everyone entered the house, they saw a note on the table. It said that the grandparents went to the House of Culture for a solemn meeting, where the grandfather should be awarded some kind of medal. Dad, barely reading the note, exclaimed: “Yes, yes, he told me that the presentation will take place soon! But he didn't know when it would be. We must prepare ourselves, meet the old man properly. Alyoshka, run to the garden, pick a bouquet of your grandfather's favorite tulips. "

Alyoshka ran for flowers, and my mother began to cook dinner. After a while, everything was ready. A vase of flowers was on the table set for dinner. Dad hung up a new lamp, a specially purchased gift. They all sat down decorously on the sofa opposite the table and waited.

When the clock struck exactly seven, the gate by the house swung open, and grandparents entered the courtyard. Grandmother was holding flowers, and grandfather was all beaming, blushing from the wind. Dad and Mom rushed to hug them. When grandfather undressed, Alyoshka saw a brand new medal on his chest. It was a medal for valiant labor. It turns out that grandfather Pavel is a real hero. In his youth, he went to the taiga, building a new railway there. The work of the builders was very hard. There were few cars, many were built by hand. They felled the forest with an ordinary saw, chopped logs, drove piles. My grandfather was a foreman, his team always took first places in the construction competition.

Aleshin's grandfather traveled many roads in Siberia, built bridges and railways. He often moved from one place to another, and when he was once presented for the award, it turned out that by this time he had departed for a new destination, and the award was lost. And only now, many years later, the government medal was awarded to the grandfather.

It was late evening, but all Friendly family Petrovs sat at the table and listened to grandfather Pavel. He talked about the distant years of his youth, about the comrades with whom he worked and lived. Alyoshka listened and was proud of his grandfather, and kept looking at the brand new medal gleaming slightly on the lapel of his grandfather's jacket. Grandpa thanked all his loved ones for the warm evening and said that for him the most important reward is the attention of his family.

The teacher conducts a conversation on the content of the story on the following sample questions (these questions can be asked in 2-3 receptions, in their free time):

- To whom did dad, mom and their son Alyosha go to visit?

- How did Alyosha's grandparents meet them?

- Where were grandmother and grandfather when mom, dad and Alyosha came to them?

- How did dad, mom and Alyosha prepare for the arrival of grandparents?

- What new did Alyosha learn about his grandfather?

- Why was Alyosha proud of his grandfather?

- What was the main reward for grandfather?

Then the teacher can conduct a design game on the topic "Siberian construction" according to the following plan:

Selection of illustrations depicting bridges, railways, houses.

Construction of bridges, railways and houses (from paper, Lego-type constructor, multifunctional material).

Game on the theme "Construction in the taiga".

Main job. The teacher encourages children to role-play.

Role-playing game-situation "Construction in the taiga"

The teacher invites the children to play on the theme of the Siberian construction site. They agree who will be the foreman, who will be the builders. In the beginning, the caregiver can take on the lead role.

The foreman (educator) chooses an assistant and discusses with him how a road can be made in the taiga: where the paths will go, how and from what material they are best made, what trains will walk on them. The foreman activates the work of the brigades through the assistant, gives him tasks and assignments, asks about the progress of work, asks questions about the construction: “How many trees have been chopped down and is it time to take them out? Call the engineer and ask which section should be uprooted according to the plan? Who will bring lunch to the construction site? "

In the course of the game, specific storylines are outlined: felling and uprooting a forest, exporting timber, bringing lunch, competition between teams. The teacher gradually transfers the main role to the child, and takes on an additional role. As the game progresses, children will change roles: they become drivers of timber trucks, train drivers, engineers, bulldozer drivers. The teacher coordinates the actions of children, activates role-based dialogues, gives outlines of a new storyline for the game.

On the topic of family games, another game-situation about grandfather's birthday may arise.

Role-playing game-situation "Grandfather's birthday"

The teacher brings the calendar and says that she remembered about grandfather's birthday, then agrees with the children to play on a country trip: as if dad, mom, children and other relatives (nephews, aunts, uncles) went by train to grandfather. Relatives are discussing what gifts should be prepared. Gifts are prepared using substitute items. It is important that the children figure out on their own what the grandfather might like.

The family then prepares for the trip and discusses what to take with them. If small children go with them, they collect baby food and clothes. For older children, toys are taken. Adults prepare food bags. Then they discuss what clothes to wear to look smart.

Roles change during the course of the game: you may need an electric train driver, an ice cream seller, a controller, a ticket clerk, a train station dispatcher. New storylines and role-playing actions are outlined: the dispatcher announces that the train is delayed; in the waiting room, mothers watch the schedule of electric trains; on the train, the controller checks the tickets, the seller offers ice cream; the radio announces the stops.

Finally, the family arrives at the village, where they are greeted by their grandparents. Relatives give them gifts, and the birthday celebration begins. Again, new roles and role-playing actions may arise: the birthday boy is congratulated by the neighbors and friends who have come; in honor of grandfather they show a concert.

The game ends with a trip home.

Block 2. Game-situation "Our friendly neighbors"

Preliminary work. The teacher gives the children pictures and illustrations for viewing, which depict the streets of the city: cars are driving, people are in a hurry, shop signs are visible, new houses are being built, city transport is working. Then he asks the children what city they live in, whether they know the names of the streets, what is the name of the street on which their house is located, which of the residents they know.

Didactic game "Who lives where?"

Educator. Once an evil wizard confused the names of the streets of the city - he took, and changed the signs. Residents of the city woke up in the morning and saw that instead of the names of the streets - pictures. Residents left the house and could not find the street where their work is located. Olya the hairdresser worked on Vishneva Street. Doctor Zina worked on Sireneva Street. Policeman Kolya is on Teatralnaya Street. The cubs were looking for Lesnaya Street, the rabbits were looking for Morkovnaya Street, and the ducklings were looking for Rechnaya Street. Help residents find their streets and get to their place of work.

Children find the right street on the playing field (city plan) with the help of plates with street names cut out of cardboard (Vishnevaya Street - a sign “Cherry”, Lilac Street - a sign “Lilac”, Teatralnaya Street - a sign “Theater”, Lesnaya Street - a sign “ Forest ", Morkovnaya street - a sign" Carrot ", River street - a sign" River ").

Children place appropriate signs on the necessary streets: Cherry street is determined on the plan by the cherries growing on it; Lilac - through the bushes of blooming lilacs; Theatrical - in the theater building; Forest - by planting forests; Carrot - in the beds with carrots; River - along the nearby river.

Having identified the streets and spreading signs on them, the children take the figures of animals and dolls and place them on the corresponding streets: the doll Olya is placed on Vishnevaya Street; the doll Zina - to Lilac; policeman Kolya - on Teatralnaya; bear cubs - to Lesnaya; hares - to Morkovnaya; ducklings - to the River.

Then the teacher can conduct a dramatization game.

Game "Let's get acquainted".

1st child.

We live in a new house

At the pharmacy, around the corner.

2nd child.

House on Brave Street,

Block house, multi-storey.

3rd child.

One hundred apartments in it or two hundred,

Light bulbs are shining in the entrance.

4th child.

New settlers come

Housewarming is celebrated.

5th child.

We want to get acquainted

We call at the door all day:

6th child.

We are neighbors, we are waiting for a visit

The whole family, four of us!

7th child... I am Ivan.

8th child... And I am Sergey.

9th child... I am Kuzma.

10th child... And I am Andrey.

11th child.

Come visit us,

We will be glad to see guests!

The educator can hold didactic game "What do you need to repair?", in which he invites children to help Dunno to choose everything that is needed to renovate an apartment - to select pictures depicting the necessary items (wallpaper, glue, paints, boards).

Then you can go to excursion to the area of ​​new buildings, to a furniture store, to a store that sells wallpaper (or ask parents to take their children to similar places). On an excursion, observe the operation of the crane, the state of the construction site and speculate about what has already been built, what needs to be completed, what the result may be, for whom the object is being built. In a furniture store, you can show children samples of furniture, ask around why this or that furniture is needed, how to choose it correctly.

To create a more complete picture of the occupancy of residents in new house the teacher can supplement the impressions of the children with a story invented by him, which he can tell after the excursion.

The teacher's story "New House"

A new house has appeared in our area. He grew up in the place where before there was a wasteland. Once a technique arrived at the wasteland. A bulldozer leveled the ground, an excavator dug a huge hole, and a special machine drove piles into the ground. Then it was time for the builders. Bricklayers were the first to appear. They took picks, shovels and hammers in their hands and began to lay bricks on the cement: one-two, one-two! - so, brick by brick and a new house grew.

Then a crane appeared. The young crane operator quickly ran up the high stairs, and the crane hummed. The builders put a loop of a concrete slab on the crane hook and shouted: "Vira!", Which meant: "Lift up!" Then they shouted: "Maina!", Which meant: "Lower down!" The crane operator obediently did everything that the builders shouted to him.

After a while, the box of the house was built. Now the builders have given way to other workers - plasterers and painters. They took dry cement, mixed it with sand, mixed it with water, and made a mixture. They applied this mixture to the walls - they plastered it. Then they took the ready-made mixture from the bags and applied it to the ceilings - putty. Then the painters took their brushes, dipped them in paint and started painting the walls and ceilings. Then it was time to lay the floor, insert the doors and glue the wallpaper.

Little by little, the house was tidied up. The porches smelled of fresh paint, everything around was new. The electricians turned on the electricity and the lights came on in the house. Now you can invite tenants to your new home.

Soon trucks began to drive up to the new house. They were carrying residents and their belongings. A car drove up. The chauffeur got out of it. He opened the back of the car. Another man came out of the cab, a loader. He began to unload things from the car: refrigerator, wardrobe, TV, kitchen utensils. A car drove up. The tenants arrived in it. They got out of the car and began to help the driver and loader unload and carry things into the house. The elevator was already in operation, and the new settlers could deliver their belongings by elevator.

Gradually, the whole house was filled with people. Here and there light bulbs lit up in the windows. The residents rejoiced at the new house and rushed to improve their apartments. Hammers rattled in the house, drills hummed - these were the new tenants who nailed the slats, screwed in screws, hung shelves, paintings, chandeliers. The house perked up. He, too, happily greeted his tenants. Residents sincerely thanked the builders for their good work.

Role-playing game-situation "Novosely"

The teacher drives a toy truck on which there is toy furniture, and informs that a new house is being moved in, the new settlers need help - there are not enough cars and loaders. Children are drawn into the game as chauffeurs, porters, neighbors. The educator, introducing children into the game for the main and additional roles, helps them to carry out role-based dialogues. So, drivers may ask where, on which street to carry the goods, what to load first. New settlers - indicate the floor, ask the movers to carry furniture more carefully, arrange furniture in the apartment. Neighbors may be interested in which furniture store the furniture was bought from, invite them to visit, and consult about repairs. New settlers can negotiate repairs with craftsmen, make repairs on their own, buy materials from the store. Role reversal can occur in situations where there is no one to play new roles: foremen, workers, new neighbors, and salespeople appear.

The family theme can be realized in another game - in housewarming.

Role-playing game-situation "We have a housewarming"

The teacher can encourage children to play on this topic, drawing them into their play situation, or connecting to the play of children. In the first version, he informs the children that housewarming is coming soon in his family, and the order needs to be put in the apartment. The teacher, in the role of a mother, invites the daughters to arrange a general cleaning: wash and iron the curtains, wipe the dust, put the transported things in the closets: hang the coat in the wardrobe, place the books on the shelves, and the dishes in the cupboard. The boys (sons) will also not be left idle, they will help hang the curtains on the windows, knock out carpets, move the cabinets to their place, nail a coat hanger, assemble new cabinets. Dad will help Mom buy groceries at the store. The girls will set the table. Then everyone will wait for the neighbors. They will come to visit with gifts: they will bring chandeliers, new books, bedspreads. The teacher encourages children to act independently and to role-play dialogue.

In the second version, the teacher can connect to the children who are already playing, turning their game to the theme of housewarming: the teacher in the role of a daughter informs his mother (girl) that she is receiving a phone call from work to move into a new house. The daughter asks her mother what a housewarming is, how to arrange it, what needs to be done for this. In the role of a daughter, the educator communicates with brothers and sisters and encourages them to help mom and dad in moving to a new apartment, in cleaning the apartment for the arrival of guests. Further, the plot of the game can be built along the same lines as in the first case, but it can also have its own branches.

Block 3. Game-situation "A trip to the zoo"

Preliminary work. The educator, creating a playful motivation in children, forms their idea of ​​the zoo, acquaints them with its inhabitants, with the zoo workers. In the process of preparing for the game, he uses various types of interaction with children and forms of work: an excursion to the zoo, reading fiction, a story about visiting a zoo, individual and group active and creative games on this topic, conversations, screenings of films.

The teacher conducts a conversation with the children in order to identify their level of awareness: were they at the zoo, with whom they went there, who they saw there, what else was interesting in the zoo. Then the teacher summarizes the impressions in the story.

Educator's story "Zoo - Museum of Wildlife"

The zoo is a wildlife museum. Different people live in it wild animals and birds: giraffes, elephants, rhinos, wolves, foxes, bears, owls, herons, storks, peacocks.

All animals need a caring attitude towards them from humans. The zoo has scientists who observe its inhabitants, create favorable conditions for their life. Engineers arrange comfortable cages and aviaries for animals and birds. Veterinarians monitor the health of animals, treat them if they get sick. The workers take care of the animals, give them food, clean them in the enclosures.

In zoos, there are not only often found in nature, but also rare animals, for example, Snow leopards, African ostriches. A person must protect all living things: nature, birds and animals. Then animal world the earth will be rich and varied.

During the story, the teacher can show slides or pictures depicting the life of the zoo: how the cages and aviaries are installed, how the animals are fed, treated, looked after, how visitors come to the zoo.

Then it may follow excursion to the zoo(if possible). After her, the teacher conducts a conversation with children on example questions:

- Did you like the zoo?

- Who did you see there?

- What does a wolf look like (fox, hippo, etc.)?

- Who cares for the animals?

- What do animals eat?

In a separate lesson, you can introduce children to the species of animals using pictures, accompanying the show with an emotionally figurative story. This could be, for example, a story based on a picture of a bear.

Bear

Here is a bear, a brown bear. He walks waddling, clubfoot. He seems clumsy, slow. In fact, the bear is very agile, can run quickly on all fours. Look at the shaggy skin he is wearing. She saves him from heat and cold. The bear lives in the forest. He is a big lover of honey. He is not afraid of wild bees, he boldly climbs into the hive with a shaggy paw and takes honey. Oh, how delicious!

He also loves raspberries, hunts frogs, worms and beetles, catches fish.

The whole summer the bear eats, accumulates fat. For the whole winter, he goes to bed in a den and sleeps until spring.

During the preparation for the game, you can hold classes on drawing, modeling on the theme of the inhabitants of the zoo, invite the children to make an exhibition of drawings and stucco figurines "Our Zoo".

The stories will be more interesting if they are accompanied by S. Marshak's poems “Children in a Cage”. You can read to children works of art about animals, their habits and living conditions, encyclopedic literature on the topic “What do you know about animals?”.

The teacher can diversify the ideas of children with stories specially invented by him.

Educator's story "Journey to the Zoo"

Once my little son Misha and I decided to go to the zoo. I told him many stories about animals, read books. So Misha asked me to take him to look at the animals.

We went by train from our old town of Kolomna. The Kolomna Kremlin and ancient temples were visible through the windows. With a loud whistle, our electric train drove over the railway bridge. Forests, fields, small stations flashed outside the window. Suddenly the train slowed down - here is Moscow.

We arrived at the zoo by subway. We got off at the Barrikadnaya station and walked a little. Misha saw the zoo for the first time. It was morning, early visitors crowded in small groups at the enclosures with animals.

We stopped near the cages with tigers. The striped animals were apparently still asleep. We went a little closer to see them. They began to raise their heads and wag their tails lazily, as if asking: "What are you doing here so early?" We waved our hands back to them and went on.

Then a sound like a trumpet sounded from afar. The elephants were screaming. They raised their trunks up and expressed their good mood. And it was good because they had a hearty breakfast. We saw workers bring them a whole basket of grass and leaves for breakfast. Elephants took food with their long trunks, deftly picked it up and sent it up into the mouth. Then they walked importantly around the enclosure, and when the sun began to bake stronger and it got hot, the elephants made a real shower for themselves - they took water from the pool into their trunk and poured out of it, like from a hose.

We really liked the little parrots that live in the pavilion. They flew from branch to branch and chirped softly. Nature painted them in bright colors: yellow, blue, red. With a hooked nose, the parrots deftly gnawed the fruits and seeds of plants.

We stayed at the zoo all day. We saw how polar bears live, watched monkeys, saw lions, wolves, wild boars and other interesting animals. We liked that the animals were taken care of by the people working at the zoo. We realized that visitors should know the rules of behavior at the zoo: do not tease animals, do not feed them, keep the park clean. Full of impressions, we returned home.

In preparation for the role-playing game, the educator can organize creative games.

Game "Bear and Bees"

Children perform actions in accordance with the text of the poem.

The bear came out of the den, (The bear waddles out.)

In a hurry to cross,

Suddenly I saw by the road

The spreading oak stands.

He looked into the hollow timidly, (Looks into the hollow, takes honey.)

Scooped up fragrant honey

The bees got angry in the hive, (The bees fly discontentedly near the bear.)

That their honey was stolen.

- Zoom-zoom-zoom - fly, buzz, (They fly after the bear, the bear runs away.)

- Zoom-zoom-zoom - they want to catch up.

Main job. Then the caregiver can conduct role-playing game on a trip to the zoo.

Role-playing game-situation "We are going to the zoo"

The teacher offers the children a play situation: the parents have a day off, and they go with the children to the zoo. Encourages children to create a general plan of the game (“Let's play as if we decided to go to Moscow to the zoo and started getting ready for the trip”) and to assign roles

("I will be a daughter, and who will be a mother?"). Then the teacher, in the role of a daughter, turns to the mother (child) and asks her to allow her to take the dolls with her.

Daughter (educator)... Mom, I also want to take my baby doll with me. And I'll also take her friend. In what will we carry our things, in a suitcase or do you have a travel bag?

Mom (child)... Travel bag.

Daughter(to the boy). Brother, won't you take anything with you? You can play on the train. What are you going to play?

Son (boy)... I'll take it.

Daughter... Mom has a travel bag, ask her to put her things there.

Thus, the teacher gradually connects other children to the game as daughters, sons and their friends. Developing the idea, he invites the children to collect warm things for the trip: raincoats, jackets, sweaters, sweaters; pack all things in bags and backpacks: take cameras and camcorders.

All together decide to go to the zoo by minibus. The taxi driver announced the route, travelers identified the number route taxi, and sat in it. Then other passengers approached, who were traveling in the same direction, but not to the zoo. The driver offered to pay for the ride, and everyone got a ticket. The driver announced stops, and each passenger got off on the one he needed to get off at. Finally, we got to the Zoo stop, the whole family got off the minibus and went to the zoo.

At this point, the game may end or be interrupted. Then the game can continue as follows.

Role-playing game-situation "Tour of the zoo"

The teacher brings tickets to the zoo and invites his children - daughters and sons - to go and see the animals. A mother (educator) can ask the children whom they want to see, what animals the children know. He takes them to the zoo, where he himself can act as a guide or visitor, and introduces a child to the role of a guide.

1st option

Tour guide (educator)... Where is my group? It is you? I am your guide, my name is Larisa Andreevna. Where are you from? From Moscow? Then you have probably already been to the zoo. Come on, we have new animals, you haven't seen them yet. Look, we came to a cage with wolves. A few days ago, she-wolf Irma gave birth to cubs. She does not allow anyone to approach them, because the kids are still too small. They drink mother's milk, huddle up to her, they are afraid of everyone, they do not crawl out of the corner. And here is the wolf-dad. Free wolves live in deep forests. In search of prey, they have to scour the world a lot. The she-wolf runs in front, the wolf cubs are behind her in single file, and the elder wolf behind everyone - guards the brood. Now let's move on.

The teacher in the role of a guide leads the children near the cages with birds and various animals. It is important to communicate information that not only gives children information about the life of animals, but presents them in any situations: the bear has learned to bow, begging for food from visitors; monkeys climb to the very top of trees and throw fruits from there.

The tour guide asks the visitors if they understand that the monkey shouted at them; can introduce children to new roles - for example, a worker who feeds animals, so that he tells what he feeds them, what they like to eat more, where they sleep, etc.

2nd option

The teacher in the role of a visitor introduces the child to the role of a guide, saying: “Look, this is our guide. What is your name? Where are you taking us? Please tell us about that elephant. How long has he been at your zoo? And when will the animals be fed? What do rhinos love? Where are the lions? Where can visitors dine? Let's go to a cafe, it's time to have lunch. "

3rd option

The teacher can only observe the play of children and only as a last resort can be included in the game and (or), with the help of leading questions or advice, give the game a further course. For example, a teacher sees that children cannot agree on who will be the worker and will take care of the animals. Then the teacher advises to work in shifts: first one worker comes to the animals, then another. The teacher introduces a new role and makes it possible for the child, who was previously in the role of an unclaimed worker, to play in it, and reports that this is a new veterinarian, he came to inspect the animals. The teacher can enter the game in the role of the director of the zoo, who has the right to give one-time orders, to reorganize the work. This allows him to be a participant in the game, but not to play in it all the time.

Connecting family games to games on other topics

Family games can be closely intertwined with games on other topics:

- with games in transport: dad bought a new car and is taking his family out of town;

- with games to the store: the family comes to the store for purchases for the family celebration, chooses gifts;

- with games in the hospital: suddenly grandfather falls ill, and the whole family comes to visit him;

- with games in the workshop and hairdresser: mom works as a hairdresser, children come to her to have their hair cut;

- with games in the mail: mother and younger children go to the post office to give a telegram for the birthday of the eldest son and brother, compose the text of congratulations;

- with games in kindergarten: parents come to kindergarten for a parent meeting.

Games with cars and other vehicles

On the topic of games with cars, we can offer a block of games-situations "River Station", which includes various types of preliminary and basic work.

Block 1. Game-situation "River Station"

Preliminary work. The teacher tells the children about the train stations; gives general information, introducing different stations: river, sea, railway, bus and air terminal. Talking about river ships, he teaches to distinguish a sea terminal from a river one.

Educator's story "River Transport"

There are large berths at the seaport. Huge ships dock at them: warships and passenger ships. There are also small boats: motor ships, yachts, boats. Large ships go on long voyages, they sail to distant countries. Small ships do not enter the open sea, they sail close to the coast, because they are not as powerful as sea vessels. The same low-power transport runs on rivers.

River transport is the most ancient of all types of transport. Since ancient times, people settled along the banks of rivers and lakes, sailed along the banks on boats specially hollowed out of wood - canoes to get to another area. Then the first river fleet appeared. These were sailing ships. Then steamships appeared, the first machine ships. The passenger ships had huge propelling wheels on the sides and rear of the hull and tall twin pipes. The steamers had places for passengers and crew - cabins that were heated by stoves. Then they began to build ships, they had other engines.

Now on our rivers there are two-, three- and four-deck motor ships, as well as diesel-electric ships and high-speed hydrofoil ships “Meteor”, “Raketa”, “Kometa”. On board modern river vessels there is everything necessary for passengers: cinemas, libraries, cafes, gyms.

Not only passenger ships, but also cargo ships - dry cargo ships, pushers, tugs sail along the rivers. The ships of the river fleet are great workers. They carry a lot of cargo, various foodstuffs, construction materials. There are also river icebreakers. They help fight ice, break them when they interfere with the movement of river transport.

The teacher accompanies his story by showing pictures and illustrations to give children a more complete understanding of river transport. If there is a river station in the area where the children live, then an excursion to it will be advisable. There, the children will be able to see various river vessels, watch how they enter the pier, how passengers come out on deck, music plays, how the ship sails or moors. If there is no river station, but there is a navigable river, then from the bank you can watch the movement of river transport. If there is a river, but it is not navigable, then you can watch the movement of water, the coastal vegetation, imagine how ships can sail along the rivers. It is also necessary to watch films with children about river and sea voyages.

The teacher's story "How I traveled"

Once I was going to visit my friend Masha, she lives in another city. I thought for a long time what kind of transport to go, and decided to sail along the river on a motor ship. I took the map and saw how to get to the desired place along the Moskva River, packed my things and went to the river station. I took the metro for a long time, with transfers, and finally got out at the Rechnoy Vokzal station. I really liked the river station in Moscow. I went to the waiting room and looked at the timetable for the ships. The next flight was in an hour. I went to the ticket office and bought a ticket. I had enough free time before sailing, and I went to the pier. There were several boats and small yachts under sail at the pier. Several boats were tied right there. The passengers were waiting for the Raketa, a fast hydrofoil ship. Suddenly there was a powerful roar - it was "Raketa" hurrying to the pier, it seemed to be flying on the water, splashes of water were flying around it. Then the noise of the engines died down, and the "Rocket" quietly swam to the shore. A gangway was brought in, and the passengers began to board the ship. They handed in tickets and were allowed on deck.

A little later my motor ship "Moskva" also approached. The passengers waiting for him rustled approvingly, waited for the gangway and quietly went upstairs. The music started playing, the end of boarding was announced, and the ship set off. The vessel swayed slightly on the waves, it turned a little, backed up, and then straightened in the direction of travel. We sailed along the picturesque banks of the Moscow River. There was such beauty all around that none of the passengers was in a hurry for their cabins. It began to grow dark, the air became damp and cold. I went down to the cabin. The cabin is a rather narrow room, in which the main place is occupied by shelves - beds for sleeping. I put my luggage in a special place and got ready for bed. But the music played so loudly that I did not want to sleep. I went up to the deck.

Couples danced on deck. Some passengers stood at the sides and looked into the dark distance - there were visible bright points - the coast, it was shining with lights. After a while they all went to their quarters.

In the morning we were already there. I called a friend in advance and gave her my flight number. When we moored to the shore, my friend Masha already met me at the gangway. I told her that I really enjoyed traveling along the river.

The children would be interested to hear a story about a river or about the sea from a bearer of the profession, from a person who has ever worked in water transport - from a sailor.

Having received a fairly complete impression of what they saw and heard, children will willingly join in the role-playing game.

Main job. The teacher organizes a role-playing game.

Role-playing game-situation "The ship goes sailing"

The teacher invites the children to play sailors and go on a journey. With the help of a teacher, children prepare a subject-play environment: they build a ship from modules, take sailor collars and peakless caps from the play corner and get ready for the game. The teacher helps them to outline the game plan and directions for the development of its plot. Only the theme is designated: "A trip on a motor ship". The teacher can clarify the initial development of the plot with leading and clarifying questions: “What will you take on the road? Where are you heading? Who will sail with you? What will be the stops along the way? " Leading questions can also help assign roles.

Then the guys can start the game themselves, playing in the crew of sailors. The game can consist not only in the fact that the commander gives orders, and the navigator, together with the sailors, carry out them. You can expand the range of the game with the help of clarifications from the educator: “What are the sailors doing now? Sleeping or scrubbing the deck? Something the deck has become dirty, it must probably be washed. Where is the boatswain? Who is receiving radio telegrams in the radio room? "

The educator can take on the role of the captain and interact with the crew and passengers in turn. The reversal of roles occurs as a result of the appearance of new characters, for example, passengers who come to the ship's doctor; musicians entertaining passengers and the crew during the rest.

Storylines and situations are gradually taking shape, both under the influence of the teacher and independently, for example: the cook does not find the food he needs; the ship is delayed en route for any reason; passengers are resting on the deck; the boatswain trains the crew.

If a child becomes a captain, then the educator can move from role to role: captain - navigator - boatswain - sailor - passenger - ship doctor.

Role-based dialogues emanating from the teacher playing an additional role encourage the child, who is leading the main role, to become more active and enter into control of other participants in the game. So, the educator in the role of a passenger asks the captain what the ship's power is, what routes it goes on, where it will stop, where there is a cafe on the ship, or what the passengers will be fed today.

The game can end with the arrival of the ship at its destination or it can continue the next day if the players take good care of their building, equipped place.

Connecting transport games with games on other topics

Transport games can be closely intertwined with other games:

- with a game in the family: dad goes on a long voyage, and his relatives collect him for a long voyage; mother is a conductor of a fast train, she is often not at home, and children come to the train to see her;

- with a game of shopping: at the end of the trip, the bus turns to the market, and the driver goes out to buy groceries home; at lunchtime, sellers go to the store to make purchases;

- with a game to the hospital: an ambulance cannot leave the garage, as it needs repairs, then they call a car mechanic, he quickly repairs the car, and she rushes to call;

- with a game of a workshop and a hairdresser: the TV set on the ship broke down, so a foreman was called at the nearest stop, who quickly fixed everything; the airport has its own hairdresser, so all flight attendants can do their hair before the flight;

- with a game of mail: a radio telegram is sent from the plane, which the mail will then deliver to the addressee;

- with the game in kindergarten: children play transport; a car brings food to the kindergarten.

Games to the store

On the topic of games in the store, you can offer a block of games-situations "Making purchases", which includes various types of preliminary and basic work.

Block 1. Game-situation "Making purchases"

Preliminary work. The teacher introduces children to specialized stores: food (grocery, bread, bakery, pastry shop, etc.) and manufactured goods (clothes, shoes, Appliances, sporting goods, etc.). The teacher conducts didactic games "Determine which store?", "Who loves what?", "What to wear?" and etc.

IN didactic game"Who plays what?" it is necessary to "buy" musical instruments and "play" them in the orchestra; children, when buying tools, find cards and put them on big map according to the purchased instrument. Then children can imitate playing a particular musical instrument.

Together with the educator, children can make an object environment for playing in a store or kiosk: dummies of products (sausage, bagels, fruits, vegetables, etc.), counters, cash register, scales, computers, goods, carts, newspapers and magazines.

Main job. The teacher engages children in a role-playing game.

Role-playing game-situation "Shop of musical instruments"

The teacher invites all interested children to the musical instrument store that has opened after the repair (the instruments are pre-arranged on the shelves).

1st option

Educator. Only the finest musical instruments are sold in our store. (Turns to the child and points to the window.) What do you want to buy? (Violin.) We have different violins, they sound beautiful. Listen here. (Makes imaginary movements and sings: "La-la-la ...") Now look here, here's a metallophone, it sounds like a bell. You like? Try it, play it. (The child plays.)

(The teacher turns to another child.) Tell me what tool you are interested in now, and we will bring what you need. (Shows a button accordion.) This is a button accordion, it is very good, from Germany. Will you take? Try to play what a good sound! La-la-la ... I will sing along with you, and visitors to our store will immediately understand that you are a good musician. Dear customers, our guest is a famous performer, accordion player Igor Ivanov. Igor, did you come with your musicians friends? Then maybe you will play us at least one piece together, with the orchestra? (The teacher invites nearby children to play musical instruments. Child buyers play in a noise orchestra, other buyers applaud as spectators.)

Who wants to buy a guitar? (To the child.) Tell me, what kind of guitar do you need, classical or electric? Classic. Now the tuner will come and see if everything is in order. Where is he? (To the child standing next to him.) Are you the tuner? (If the child does not agree, then the educator finds another, someone who wishes.) Ah, you are not a tuner, you are just a buyer. And here is the tuner. Please have a look at the buyer's chosen guitar. Do you think she's all right? One string missing? You, the buyer, have to wait. And you, the tuner, call the factory where these guitars are made and ask when they will send us a master to fix the guitars. (The child tuner runs the assignment.)

(The educator is addressing the buyer of the guitar.) Dear buyer, we cannot sell the instrument to you at this time, so please leave your phone number. As soon as the master fixes the guitar, we will call you. Sorry goodbye. And now, dear customers, the opening hours of our store are ending, tomorrow we will be glad to see you again!

2nd option

The educator can use the technique of connecting to playing children, for whom the plot "slips" into the family or the store, taking on the additional role of the buyer.

Educator. Tell me, guys, where is the musical instrument store opened here? (Children show the place. The teacher takes musical instruments and arranges them on the shelves-tables.) Here a good choice musical goods. (To the child playing at mother and daughter.) Are you, by any chance, a salesman? Seller! Then tell me, do you have a good drum? Not? And in the warehouse? Do not know? Can you call there? (Gives a phone number (substitute item). The child seller asks by phone if there is any product in stock.) When will they bring it? Tomorrow? Then I'll come. I also wanted to ask if you have any CDs with music recordings? There is? And who else is your seller who shows the discs? (The caregiver turns to another child who is encouraged to act as a salesperson.) Are you a salesperson? Please show me the disks with recordings of music from cartoons. My daughter (points to the doll) loves to listen to them. What songs do you have? About Cheburashka and crocodile Gena? Oh, how I love listening to this song, and my daughter too. (You can turn on real music, listen to it, and sing along.)

(To the boy.) Have you also come to the store for the music from the cartoons? What kind of discs do you collect? With classical music or pop music? From the stage? What songs do you like the most? Fast? And I love fast tunes. (Turns to the seller.) Tell me, if you have fast pop tunes, please turn them on, we will listen to them with the buyer. (The salesperson finds the CDs they want, turns them on, and everyone dances.) Thanks. I will come next time, I have to go home. Bye.

Situations can be combined, translated from one to another. To practice interaction in role-based dialogue, you can play a regular queue at a newsstand.

Role-playing game-situation "Queue at the newsstand"

The teacher asks the children playing their games if they have a fresh newspaper. If the children answer no, he continues to ask until someone offers him a substitute item instead of a newspaper. The teacher thanks and shows in the "newspaper" the place where it is written about the journey of the famous pilot who flew to the Arctic. Asks the children if they have heard on TV where the Arctic is. Suggests to look closely at the newspaper: it should say about the study of ice. The teacher beckons the children closer to him, bends over the newspaper and “reads” aloud: “Yesterday, while on an icebreaker ship, a scientific expedition reached the North Pole. Scientists arrived in the Arctic, at the North Pole in order to study the nature of this region. In the Arctic, the weather is harsh: severe frosts last for a very long time, so it is difficult to live and work there. The polar night lasts for half a year - the sun goes away and does not shine for a long time. And then the polar day comes and comes - the sun shines all day, and there is no night. "

The teacher tells the children that from the newspaper you can learn about everything that happened on earth for Lately that's why people buy newspapers. Calls children to the newsstand, where you can buy new magazines, where they print recipes for cooking, as many mothers like to share recipes for new dishes.

Educator(addresses the girl). Rita, do you know how to cook oatmeal with strawberries? And I don’t know either. But my friend told me that you can read about it in the new magazine "Liza". I'll go buy. Who is with me?

The teacher negotiates with the children where the newsstand will be, and they put the module there. One of the children can act as a kiosk. A queue immediately lines up. The educator is the first buyer and by his behavior gives a role model. The teacher asks the kiosk for newspapers and magazines. The salesperson learns to respond and then engages in dialogue with other customers in the queue. The teacher stands nearby, takes the line for the second time, explaining that he forgot to buy a new coloring book for his daughter, and invites other mothers to buy this inexpensive and beautiful book. The educator maintains a dialogue between the seller and the buyers, introducing remarks and giving advice ("Neighbor, did you forget about the TV program? It is printed in today's newspaper"; "Dear seller, will you sell newspapers to mothers with small children out of line?" ...

End of introductory snippet.

Svetlana Kornilova
A long-term plan for the week for organizing gaming activities in the middle group.

Monday

Day Mode Game Purpose of the Game

Morning reception of children D / I "Mathematical dominoes" Pin the count to five.

DI "Where does it grow?" Develop thinking, consolidate the knowledge that vegetables grow in the garden, and fruits in the garden.

Word game "On the contrary"

Develop thinking, imagination, fix antonyms in the child's dictionary

A game without rules

Develop children's imaginations

Charging U / G "Zoo" activities

Preparing for a meal

The game "Checkbox" To instill cultural and hygienic skills, to consolidate the rules of behavior in the dining room

Preparing for GCD Game "Mister order" Teach children to order, preparation for direct educational activities

DI "What changed?" To consolidate the ability to place objects in space and distinguish between their spatial position (left, right, left, right, as well as activate the corresponding terms in speech.

DI "What does it look like?"

Reinforce knowledge of geometric shapes

stroll

P / N "Sparrows and a cat" To develop attention, quickness of reaction, the ability to jump from low objects

Game progress: The cat is selected, the rest of the sparrows, at the signal of the teacher, the sparrows jump from the tree and begin to fly. Cat shouts: "Meow" and begins to catch the sparrows caught, and takes them home.

Sedentary game "Edible-inedible" To learn to distinguish between edible and inedible, to learn to catch and hit the ball with two hands, to develop coordination, thinking, reaction speed.

Game progress: the teacher says the word and throws the ball to the child, if it is edible, then the ball must be caught, if not, the ball is beaten off with his hands.

Preparing for lunch Game "Safe steps" To instill cultural and hygienic skills, to consolidate the rules of behavior on the stairs

"Hide and Seek in the Blanket" Create a favorable climate for sleeping, teach the child to properly cover with a blanket.

II half day Game "The sun is waking up" Gradual rise of children

Plot - role-playing game "Barbershop" Develop interest and respect for the hairdressing profession.

Attributes: set "Barbershop" negligee

Theatrical play "Kolobok"

Board print game "Lotto"

Develop thinking, teach to combine objects on a similar basis

Table game "Mozaika"

Walk P / I "Aircraft" Ability to run without bumping into each other

Game progress He speaks: "Prepare for flight!" then: "Motors!" "Rrr" After signal: "We flew" children spread their arms to the side and fly

Sedentary game "Leaf fall" Consolidate knowledge about color, size autumn leaves, teach how to move around the site, following the instructions of the teacher.

Course of the lesson: Children pick the leaves and name the color. The educator reads a poem by V. Mirovich "Leaf fall"... Children perform movements in accordance with the text.

Morning reception of children D / I "What is made of" To teach children group objects according to the material from which they are made, to activate the vocabulary of children, to educate observation.

DI "Who hears what?" To educate children with auditory attention, the ability to designate sounds with a word

DI "What changed?" Exercise children in the correct determination of the spatial arrangement of objects.

Charging U / G "Athletes" Put the child in a vigorous state, activate and facilitate the transition to a more intense activities

Preparation for eating D / I "We are on duty now" Strengthen the ability to be on duty in the dining room

Preparation for GCD D / I "Let's show the doll how to clean up toys" Teach children to put toys in their places.

GOD Board game “Color Lotto To develop the ability to distinguish 4 shades of the same color, to name objects of the same color, but different shades.

Walk P / i "Sparrows and a cat" Learn to run without touching each other, run away quickly, find your place.

Game progress:

The teacher chooses one child - this is a cat, the rest are sparrows. The cat is sleeping, the sparrows are scattering all over the site. The cat wakes up, utters meow, and runs to catch the sparrows. The cat takes the caught sparrows to his home.

Low mobility game "Get in the circle" To develop the ability to throw objects in a certain place with two and one hands, develop an eye, coordination of movements and dexterity.

Game progress: children stand in one line, at a distance of 2-3 steps from a lying hoop or basket. They have sandbags in their hands, at the signal of the teacher, they throw the bags at the target.

Preparing for lunch Game "You can - you can not" Remember the rules of conduct in kindergarten.

Getting ready for bed Relaxation game "Sleepy eyes"

II half of the day D / I "The doll wakes up" Gradual rise of children

C / I "Polyclinic" To acquaint children with the profession of a doctor.

Attributes: Doctor's dressing gown and cap, cards, doctor's suitcase with tools, drug substitutes.

Board print game: "Whose are you, kid?" Learn to name pets and their babies correctly.

DI "Hot and cold" Strengthen the knowledge of children about plants in group.

Walk P / I "Birds and the car" Cultivate observation.

Game progress: One group of children birds, they sit in nests, the other is cars. At the signal of the teacher, the birds fly away, peck at the grains. At the signal of the teacher, cars drive out - they hum, the birds fly away to their nests.

Low mobility game "Run to me" Learn to navigate by sound, move towards sound.

Wednesday

Morning reception of children D / I "Geometric figures" Learn to distinguish and name a ball, cube, cylinder.

DI "Favorite toy" Exercise children in the ability to describe an object

"Mozaika" Develop fine motor skills of the hands

Charging U / G "Gnomes" Put the child in a vigorous state, activate and facilitate the transition to a more intense activities

Preparation for eating D / I "Let us remind Carlson how to eat properly" Remember the rules of conduct at the table

Preparation for GCD D / I "What's wrong with group» Learn to see disorder in group, eliminate it with the help of an adult

GOD Board Game "Put things in order" Improve the ability to define in words the position of an object in relation to oneself

Walk P / I "Cat and Mice" Learn to act on a signal, develop running

Game progress: The cat is selected, the rest of the mice. The cat falls asleep, the mice come out of their holes and steal food from the cat. The cat wakes up He speaks: "Meow" the mice run away to their burrows, the caught mice are taken to their home by the cat

Low mobility game "Flies - does not fly" Develop coordination of movements, quickness of reaction

Game progress: the teacher names the objects, the children sit, when the flying objects are called, the children jump up and raise their hands up.

Preparing for lunch D / i "Let's tell Mishka how to eat with a fork" To consolidate the ability to eat a second course and a side dish with a fork, eat a cutlet, separating pieces with a fork as it is eaten, do not crush in advance.

Getting ready for bed Game "Our eyes fall asleep" Create a favorable climate for sleep, teach how to relax before bed

II half of the day D / I "How we can dress quickly" Improve the skills acquired during the year, quickly and accurately perform the necessary actions

Board print game "What the artist confused" Develop observation, imagination.

C / I "Laundry" Develop interest and respect for professions.

To develop in children the ability to independently develop the plot of the game; agree on a topic; assign roles

Game attributes: basin, linen, soap (cube, tickets, aprons

D / I “Collect a picture“ Learn to assemble a picture from cubes, develop thinking, perseverance.

Walk P / I "Streams and Lakes" Strengthen the ability to run one after another, stand in a circle.

Game progress: at the signal of the streams, the children run after each other, At the signal, the lake is in a circle.

Low mobility game "Little white bunny is sitting" Train to listen to the text and perform movements in accordance with the text

The course of the game: the teacher reads a poem, the children perform movements

Morning reception of children D / I "Describe the picture" Exercise children in describing a picture using handout cards

DI "Wild animals" Strengthen children's knowledge of life in the natural environment of animals

DI "I count to 5" Teach quantitative counting within 5, learn to name the numbers in order.

Charging U / G "Big and Small" Put the child in a vigorous state, activate and facilitate the transition to a more intense activities

Preparation for eating D / I "Whoever doesn't roll up his sleeve won't get some water" Form the ability to behave correctly in the washroom

Preparation for GCD D / I "Preparing for the lesson" Help the teacher to organize the material for the lesson

GCD D / I "When it happens" Strengthen children's knowledge of the parts of the day

Walk P / I "The Bear and the Bees" Develop running, the ability to jump from small objects, run scattering

Game progress: children are divided into bees and bears. Bees live in hives (On log0, bears are in a den. At the signal, bees fly out of the hives, collect honey and hum, at this time the bears leave their dens and climb into the hives. On signal educator: "The Bears", bears are in a hurry to hide in a den, bees sting them (touch with their hand 0

Low mobility game: "Everyone clapped their hands" Learn to perform actions according to the instructions of the teacher

Game progress: To the melody of the song "In the garden, whether in the garden" the teacher sings a song, and the children perform movements

Getting ready for bed Play - relaxation "I imagine ..."

II half of the day D / i “Lay out on plates healthy foods» Teach children that not everything that is tasty is healthy.

Role-playing game "Score"

Help children establish interaction in joint play, unfold the plot. Develop interest and respect for the sales profession

Game attributes: Products, cash register, bags, chips (money, seller's uniform.

Theatrical play "Zayushkina hut" Develop the imagination of children, teach to choose attributes for the game, convey the character of the hero by voice

Board print game "Geometric Lotto" Recall familiar geometric shapes, follow the order.

Walk game small mobility: "Blow up the bubble" Teach children to perform a variety of movements forming a circle, practice pronunciation sound: "Sh".

The course of the game6 Children stand in a circle. Pronounce:

Blow up the bubble, blow up big, stay that way but don't burst

The players step back. After words: "Balloon burst" holding hands go to the center of the circle, pronouncing: "Sh-sh-sh" releasing air from the balloon.

P / N "Aircraft" Develop running, the ability to run in different directions without bumping into or touching each other, act on a signal.

Game progress: children stand on one side of the playground Educator He speaks: "Prepare for flight!" then: "Motors!"... Children make rotational movements with their hands in front of the chest and make a sound "Rrr" After signal: "We flew" children spread their arms to the side and fly.

Morning reception of children D / I "Roll Words Down the Hill" Reinforce the correct pronunciation of vowel sounds.

DI "Name the tree" Exercise in the ability to name different tree species by bark and leaves.

DI "Lacing" Develop fine motor skills of the hands.

Charging U / G "Pilots" Put the child in a vigorous state, activate and facilitate the transition to a more intense activities

Preparation for eating D / I "Let's teach Winnie the Pooh" make foam »To strengthen the ability to soap hands until foam forms, rinse thoroughly with water

Preparation for GCD D / I "Let's set the table" Teach children to carry out their own duties on duty

GCD D / I "What's superfluous" Teach children to notice mistakes in using objects, develop observation skills, a sense of humor, and consolidate knowledge about tools.

Walk P / I "At the Bear in the Forest" Develop running ability to act on a signal

Game progress: On the site, a bear den is selected, at a distance of 20-25 meters - a children's house. A bear is selected. He hides in his den. When the teacher tells the children to go for a walk, the children leave to pick mushrooms and berries.

Taking the bear in the forest, I take mushrooms, berries,

and the bear sits and growls at us

At the word "Growls" the bear runs out of the den, catches the children and takes them to his den

Low mobility game: "Throw and Catch" Learn to toss and catch the ball with two hands

Gameplay: Children toss and catch the ball

Getting ready for bed Game - relaxation: "And now we will rest and we will all fall asleep together." Create a favorable climate for sleep, teach to relax, calm down before bed

II half of the day D / I "We woke up - we stretched together" Gradual rise of children

C / I "Veterinary clinic" To acquaint children with the profession of a veterinarian.

To develop in children the ability to independently develop the plot of the game; agree on a topic; assign roles.

Promote the establishment of role-based interaction in the game and the assimilation of role-based relationships.

Game attributes: animals - toys. Doctor's tools, cards.

Board print game "Who to be?" Introduce children to various professions

Di "Let's finish building houses" The ability of children to select doors and roofs of houses of a certain size.

Walk P / I "Knock down a pin" Develop accuracy, eye

Course of the game: Children take turns trying to knock the pins with a ball.

Low mobility game:

"Tracks" To teach to walk one after another, making difficult turns, maintaining balance, not to interfere with each other and not to push the one in front

Game progress: different winding lines are drawn on the playground, children run along them