A role-playing game for children in the preparatory group of kindergarten. Profession sailor

Annotation. This article reveals the topic of early career guidance for children of senior preschool age through role-playing games. The features of this type of game, which directly influence the formation of older preschoolers’ ideas about the professions of adults, are examined in detail. The emphasis is placed on the fact that role-playing games are the connecting link between older preschoolers and the world of professions.
Keywords: career guidance, pre-professional self-determination, children of senior preschool age, profession, role-playing game.

In the modern age of political, economic, social and cultural upsurge of society, all sorts of interesting and exciting professions are emerging. New institutions are being created in the general education system - lyceums, gymnasiums, and diversified schools, whose task is to provide professional guidance to the younger generation.

Where does the formation of children’s initial ideas about professions actually take place?

Early career guidance of a child, according to many teachers, should take place within the walls of a preschool institution. It is in the educational programs of preschool educational institutions that the task of familiarizing children with the work of adults is spelled out, within the framework of which children become acquainted with professions. What is the actual purpose of early career guidance, you ask?

The main goal of early career guidance for children is to develop the child’s emotional attitude towards the professional world, to give the opportunity to demonstrate their strengths and capabilities in various types of activities and professions.

By receiving such knowledge, the child, firstly, develops work skills and develops a respectful attitude towards the work of adults of different professions; secondly, it expands his horizons, and finally, it contributes to the early manifestation of the child’s interests and aptitudes for a specific profession.

Consequently, the task of introducing children to professions implies preparing the child so that in due time he can boldly enter into an independent life and specifically choose his own path of professional activity, that is, we are talking about professional self-determination.

In a children's institution, the child's pre-professional self-determination occurs directly, since it is not related to the choice and mastery of a profession, but prepares and leads to this. Thus, the main goal is the gradual formation in the child of readiness to independently plan, analyze and implement his own path of professional development.

Pre-professional self-determination of the child occurs in the older group. According to A.N. Leontiev, it is in children of senior preschool age that the ability to evaluate the activities of another person and compare themselves with others appears. At this age, a direct interest in the world of adults and in their various activities appears. If at a younger preschool age simple imitation is carried out, imitation of the work actions of adults, then already at an older preschool age children have knowledge about individual professions and everything that is associated with them.

In the practice of preschool institutions, a certain set of methods has been accumulated that contribute to the formation of children's ideas about the professions of adults. This includes a tour, conversation, reading children's fiction, observing specific work actions of people of different professions, experimenting with different materials and, of course, playing.

Play is the leading activity of a preschool child. Children spend a large amount of their time playing. Consequently, play is a key means of developing ideas about adult professions in older preschool children. The main type of game, where children are directly introduced to the professions of adults, is a role-playing game. It is in the senior group of a preschool educational institution that a real, meaningful and rich plot-role-playing game unfolds.

In a role-playing game, children reproduce the adult world. Here they create an imaginary situation, transform into the images of the adults around him, taking on their roles, and perform it in the play environment they created. For example, when playing hospital, they depict a doctor receiving patients in his office.

The main feature of role-playing games is the independence of children. They themselves choose the theme of the game, determine the plot lines, take on roles, decide where to unfold the game, etc. At the same time, children are free to choose the means to create their own image. For example, by picking up any book and a “pointer” stick, he can become a teacher at school. Such a game of fantasy and freedom in realizing the concept of the game allows the child to feel like a part of the adult world, to get used to any profession that will not soon be available to him in real life. And the content of the game itself helps to understand the main motives and goals of the professional activities of adults.

Another feature of role-playing games is that they are creative. Children's creative abilities are already manifested in the fact that they create a plan and unfold the plot of the game. Creativity in this type of game is also expressed by the fact that children depict the professions of adults from their own point of view, that is, as they see it, but at the same time it is limited by the game rules.

A role-playing game is a collective game, during which children themselves set the game rules, monitor their implementation, and regulate relationships. It is also important that children exchange information among themselves, which helps to enrich their knowledge about the professions of adults.

During the game, children change roles, which directly contributes to increasing their interest in various aspects of the profession in which they are playing. That is, the teacher must ensure that children do not portray only one role during play activities, but that roles change. Also a priority during the game is the constant change of the composition of the players, as this contributes to the mutual influence of children on each other and the expansion of the amount of information that is absorbed during the game.

Also important is the fact that by acting out a certain situation, the child thereby embodies his view and shows his attitude towards it.

In role-playing games for children of senior preschool age, the desire to show the work of certain institutions - a store, hospital, hairdresser, pharmacy, etc. - is most evident. . Games are being implemented aimed at playing the plot of a particular profession (doctor, sailor, driver, police officer). Also, older preschoolers tend to imitate the professions of their parents. During play, older preschoolers tend to combine their life experiences with knowledge acquired from stories, conversations, observations, and books.

It should also be noted that in the process of role-playing games, children not only expand their knowledge about people with different professions, but also enrich their knowledge in other areas. For example, the children decided to play the game “Police”. The plot of the game is that a bus with kindergarten children is traveling, and a traffic police officer stops them and reminds them of the rules of the road.

The teacher also plays an important role in organizing role-playing games. It stimulates children: it introduces new attributes (tools, equipment), the roles of new specialties into the game, and adds new plots. All this directly contributes to the formation of children’s ideas about the professions of adults.

I would like to note such a feature of the role-playing game that it requires preliminary preparation. This is where we can see the close connection of this type of game with the above methods of introducing children to the professions of adults. There are a lot of professions in our world, and if an older preschooler, for example, doesn’t know who an astronomer is, how then can he play his role?!

The benefit of role-playing games lies in the fact that they are emotionally rich. And if gaming activity brings joy and satisfaction to the child, then this is a positive incentive for learning something new or consolidating previously acquired knowledge about professions.

Thus, role-playing game is a guide for older preschool children into the profession of adults. Since this type of game promotes practical experience of the surrounding reality, children expand their knowledge and impressions and learn something new. A role-playing game gives a joyful realization that the child has become an adult, he has a profession and he strives to perform some professional actions, even within the framework of the game.

Literature

1. Boychenko, N.A. and others. Role-playing games for preschoolers. / ON THE. Boychenko, G.I. Grigorenko, E.I. Kovalenko, E.I. Shcherbakova - K.: Rad.shkola, 1982. - 112 p.
2. Kondrashev, V.P. Introduction of preschoolers to the world of professions: Educational and methodological manual / V.P. Kondrashev. - Balashov: Publishing house. "Nikolaev", 2004. - 52 p.
3. Mikhailenko, N.Ya., Korotkova N.A. Organizing a story-based game in kindergarten: A manual for teachers. 2nd ed., rev. / N.Ya. Mikhailenko, N.A. Korotkova - M.: Publishing house. “Gnoi i D”, 2000. - 96 p.
4. Pasechnikova, T.V. Career guidance work in a preschool educational organization: Methodological manual / T.V. Pasechnikova - Samara: Publishing house. TsPO, 2013. - 45 p.

Play is the leading activity of a preschooler. Role-playing games reflect children’s ideas about the world around them, relationships and professional responsibilities of people. The child is transported out of everyday routine: he tries on an interesting role, uses memory images and fantasy to act in an imaginary situation. Role-playing games not only entertain the child, but are also an element of the educational process in kindergarten.

Goals and objectives of role-playing games in kindergarten

The essence of a role-playing game is that the child comes up with a fictitious situation, chooses attributes and acts in accordance with the plan.

Children play in the Toy Store. Goods (toys) are placed on the table, price tags are attached to them (provided that the children are already familiar with numbers and numbers; these can be ready-made sticker plates or self-signed pieces of paper). On the “counter” there is a toy cash register with bills and coins. Children are assigned roles: seller, cashier, buyers. A fictitious situation should be played out: buyers selecting goods, seller assistance, making a purchase at the checkout.

According to child psychologists and teachers, interest in role-playing games arises by the age of three. This is due to the fact that in the first years of life, the child accumulates ideas about the world, learns to operate with objects, and develops coordination of movements. However, the initial elements of role-playing play can be traced in the independent activities of children 2–3 years old, when children, in actions with toys, reproduce what they see in everyday life.

The initial role-playing game consists of reproducing the actions of adults seen by the baby in everyday life

When the author of this article became a mother for the second time, her first son was barely one and a half years old. Naturally, the older child watched the baby and how his parents took care of him: bathing him, swaddling him, feeding him from a bottle, putting him to bed. And at the age of two years, the son repeated scenes of everyday life with toys. He rocked the little bear in his arms and hummed a lullaby, gave him a pacifier and a rattle, and rolled him in a stroller. That is, the child tried on the role of a parent.

In preschool childhood, play is educational in nature: with its help, important personal qualities are formed and mental abilities are developed. Role-playing games are one of the main teaching methods: a culture of relationships within a team is established, respect for the work of adults and various professions is instilled, and simple social competencies (how to behave in society) are established. The purpose of conducting role-playing games with preschoolers is the diversified development of the child’s personality in a fictitious situation.

Play has been used as a form of learning almost since ancient times.

Jan Amos Comenius

https://nsportal.ru/detskiy-sad/raznoe/2012/05/11/aforizmy-ob-igre-i-obuchenii

Table: tasks of the role-playing game

In a role-playing game, children consolidate knowledge about the profession (salesperson-cashier) and learn the culture of visiting a store

Types of role-playing games

Based on the focus of the educational goal and the methods of achieving it, role-playing games are divided into creative, plot-didactic and interactive.

• In creative role-playing games, children fantasize as much as possible; they do not simply copy the behavior of adults in specific life situations, but show their own version of actions under fictitious circumstances. Children are transformed according to a game plan: they become circus performers, scientists in the laboratory, surgeons, and fashion designers. There are no limits to children's imagination in creative games. By conspiracy, they act in everyday situations: a bus ride, a trip to the theater or museum, lunch in a cafe. Or they can be transferred to plots from films and books: becoming paleontologists at excavations, flying to Mars, inventing a time machine.
  

  The creative game “Journey into Space” begins with one of the students declaring himself a captain and offering to fly to the moon. The guys agree: the boys build a spaceship (from chairs or soft modules), the girls collect supplies for the journey. When everything is ready, the captain commands: “Let's go!”, and the journey begins. The guys talk about what they see through imaginary portholes and show action in zero gravity. Suddenly a breakdown occurs, the ship lands on the nearest planet, and the astronauts explore unknown territory.

  

  The students independently developed a plan, prepared objects for the game and assigned roles

• A plot-based didactic game is a playful form of learning; it synthesizes the creative activity of children with the study of visual materials and the practical application of knowledge acquired in the classroom. The teacher always leads this type of game: voices the responsibilities for each role, monitors the progress of the game, and corrects the implementation of the didactic task. Plot-based didactic games are built on the basis of creative games already familiar to children: “Shop”, “Kindergarten”, “Bank”, “Canteen”. The game acquires additional content: cognitive (the difference between fruits and vegetables in the game “Dining Room” or “Vegetable Garden”), mathematical (count the number of objects in a game situation), linguistic (relevant for groups in which the national language is studied).
  

  The author’s children love to play “Supermarket”. The eldest son is preparing to enter school, he can add and subtract within 100 - he plays the role of a cashier, placing toy bills into cells. My daughter is learning to write, she is drawing up price tags for goods, her role in the game is the buyer. The game scenario is classic: the buyer puts goods into the cart, the cashier punches, the purchase is made. The didactic content of the game consists of training the daughter’s ability to write numbers and improving the son’s computational operations (addition and subtraction).

  

  The game involves the practical application of mathematical knowledge: getting a sum (adding the denomination of banknotes or the cost of goods), counting change

• The organization of interactive games is due to the introduction of technical means into the educational process of preschool educational institutions (the use of ICT). The use of an interactive board in role-playing games enriches the gaming experience of preschoolers. Photographs of real places (sea, tropical landscapes, cities and representatives of distant countries) and fantastic scenes (illustrations of a magical land, the era of dinosaurs, alien races) are projected onto the screen.
  

  During the role-playing game “Space Travel”, video clips of the rocket launch and the crew’s stay inside the ship are shown on the interactive board. To develop the game plot, landscapes of various cosmic phenomena are used: meteor shower, comet flight, black hole. Pupils are invited to complete tasks on the interactive board on the topic of previous lessons: crew members consolidate knowledge about the rotation of the planets and the structure of the solar system.

  

  Space landscapes are projected onto the board in order to maximize children’s immersion in the gaming environment and to consolidate knowledge in small didactic tasks

Based on the theme, role-playing games are conventionally divided into business, modern, and games based on the interests of boys and girls.

• A business game is a recreation by children of the content of the professional activities of adults. The interaction between the game participants reflects the model of cooperation between managers and specialists. Business games are aimed at developing a culture of relations in society and primary ideas about professional ethics. Children must understand that not only bosses, captains, directors are important, but also every team member. Responsibility in fulfilling professional duties and coherence in the work of the team is the key to successful work (in a kindergarten - work-play).
  

  Examples of business games for primary and secondary preschoolers: “Hairdresser”, “Grocery Store”, “Cafe”, “Post Office”, “Garage”, “On the Bus”, “Ship Trip”.
  Business games for older preschoolers require the ability to act in concert and in a coordinated manner: “Operating Room”, “School”, “Experimental Laboratory”, “Rescue Team”, “Editors/Journalists”, “Space Crew”.

  

  Children act within the framework of roles - auto mechanics, driver

• A modern role-playing game is based on the plots of real life in the 21st century. A child’s consciousness is absorbent: the places visited by the child, how adults usually behave there, and what roles they play in the functioning of various enterprises are stored in memory. The world of adults is changing, children learn about the structure of modern society and new professions, including from television programs. The themes of children's games are expanding, and new attributes are appearing. And we can watch how children play “Office”, “Real Estate Agency”, “Hypermarket”, “Cellular Communications Salon”, “Travel Company”, “Design Studio”, “Model Agency”, “Management Company”, “ Animal shelter”, etc.
  

  The modern role-playing game "Sberbank" copies the model of professional relationships "bank operator - client". The game is suitable for older preschoolers who have an idea of ​​the provision of services in a savings bank (visited with their parents): paying receipts, issuing a bank card, issuing cash, transferring funds, etc. The teacher makes some attributes for the game together with the children: a terminal and an ATM (stick on the boxes are printed screens with buttons), badges for operators, banknotes and coins.

  

  The game uses old bank cards, a keyboard and telephone, fake banknotes and a terminal

• Games are divided according to interests - for boys and girls - at the age of 4–5 years. Girls like to model the role of mother, housewife, traditionally female professions (nurse, nanny, teacher, canteen employee). For girls' role-playing games, a small space and a sufficient number of dolls and accessories (strollers, cribs, dishes, clothes) are required. Boys reproduce the male model of behavior in games: protecting the population (military-themed games, police, fire), construction, activities with equipment and transport.
  

  The writer of these lines observes every evening several companies in the senior group that her son attends. Girls play “Fashion House”, “Nail Salon”, “Mothers and Daughters” in the play activity corner. While boys' role-playing games have a larger scope and go beyond the play area: their games are active and often noisy. The favorite games of my son and classmates are “Policemen and Thieves”, “Builders”, “Motorists and Inspector”.

  

  Boys are interested in playing builders using special equipment, clothing and tools

  With older preschoolers, the teacher needs to organize joint role-playing games for boys and girls so that an idea is formed about the importance of interaction between men and women in everyday life, about professionalism, regardless of gender. In the games “Family” and “Welcoming Guests”, children try on different age roles (kids, parents, aunts and uncles, older generation of relatives), develop a culture of communication with adults, with guests, and are reminded that household chores are carried out by all family members (mother cooks , washes, irons, dad fixes, makes repairs, children help). The game “War” contributes to the patriotic preparation of pupils: children understand the importance of each participant in this difficult situation, girls are assigned roles in the camp kitchen and the medical aid station.

  

  Both girls and boys participate in military-patriotic games, because everyone can help their homeland

When to conduct role-playing games

Role-playing games are usually held between classes and in free time in the afternoon. You can play the game while walking.

Often role-playing games are included in the structure of speech and creative activities. The role of the teacher is to pronounce the conditions and plan of the game and to control the actions of the children, since the game in this case is a learning tool.

Role-playing game acts as a means of speech development. During the speech lesson, children study visual materials on the named topic, talk with the teacher, learn new words and explain their meaning. The teacher suggests immersing them in the topic and playing, actively using new words in dialogues.

The role-playing game “At the doctor’s appointment” is used in a speech lesson on the topic “Polyclinic” in the middle group. Children distribute roles: dentist, pediatrician, ophthalmologist, patients. The teacher gives a task: in the dialogue between the doctor and the patient, words related to the topic of the lesson should be used (names of medical specialties, “examination”, “symptoms”, “diagnosis”, “prescription”).

In role-playing games, children apply the knowledge acquired in a speech lesson on medical topics.

To activate imagination and develop talents, role-playing games are carried out in creative classes: music, choreography and theatrical activities. After familiarizing children with a certain group of musical instruments, they are invited to play the game “Wind/String/Folk Ensemble”; in the preparatory group, the role-playing role-playing in a music lesson becomes more complicated.

Playing in the preparatory group “Symphony Orchestra” requires students to know the professional duties of a conductor and his interaction with all members of the orchestra. To play the roles of musicians (violinists, flutists, drummers, etc.), children must be familiar with all groups of instruments and ways of playing them.

Musical classes and especially choreographic classes include role-playing games and dances. Children perform movements to the music in accordance with the theme of the composition: “At the edge of the forest” - children depict bunnies, foxes, bear cubs, “Dance with sabers” - improvisation on a military plot, “Lumberjacks”, “Mowers” ​​- simulation of labor activity in dance.

To the music, children dance in accordance with the plot: a wolf catches a hare

Also, role-playing games are the first stage of theatrical activities for preschoolers. Playing games based on literary works are held with children (in a theater corner or an additional education group): “Teremok”, “Turnip”, “The Fox and the Hare”, “Moidodyr”, etc.

The dramatization game is based on a fairy tale known to children

Conducting role-playing games in kindergarten

The organization of role-playing games begins with the preparation of attributes and toys. For younger preschoolers, the teacher selects items for specific games and places them in the play area for free access, which stimulates interest in developing independent activities. For children 4–7 years old, attributes are stored in the play area in sections/boxes by topic (“Cookware”, “Tools”, “Medicine”). Children from older groups are happy to make materials for games with their own hands: swords from cardboard, products from plasticine, substitute drawn pictures.

The play activity of younger preschoolers is activated using a ready-made set for role-playing games

Methodology for organizing role-playing games

The teacher gets acquainted with the long-term plan for the development and enrichment of play activities, identifies the children’s personal interests and the ability to independently think through the plot. Taking into account the data received, he begins to organize a role-playing game in the group.

1. Choosing a theme for the game, drawing up a rough game plan with possible plot options.
2. Preparing the gaming environment: pieces of furniture, gaming attributes and substitutes, costume details, materials for self-production of objects according to plan.
3. Creating motivation and starting the game:
   • the teacher creates a game or problem situation (“Guys, Cheburashka has never been to the circus, let’s show him a show?”, “The residents of Chunga-Changa island invite us to visit!”, “The dolls have accumulated a lot of dirty clothes, let’s arrange a laundry for them!” );
   • conducting a short conversation on the topic of the game (“What acts are performed in the circus?”, “What is necessary for a sea voyage?”, “What household appliances are in the laundry?”);
   • guide to the game (for younger preschoolers - direct, for older children - indirect): distribution of roles, designation of an approximate plot;
4. Maintaining the game situation: monitoring the emotional state of all participants in the game, hints to enrich the plot, encouragement;
5. Completion of the game: analysis of the roles played, implementation of the plot idea, praise for initiative and manifestation of imagination.

Video: organizing role-playing games in kindergarten at all age levels

https://youtube.com/watch?v=RQ_AAg7vfdE Video can’t be loaded: Story-based role-playing game in a modern kindergarten (https://youtube.com/watch?v=RQ_AAg7vfdE)

Card index of role-playing games - table

Temporary game plan in kindergarten

The provisions of SaNPin on the organization of work hours in preschool educational institutions do not contain direct instructions on the duration of play activities for preschoolers. Since a role-playing game organized by a teacher is considered a form of education in kindergarten, let us equate its duration to the temporary norms of educational and physical education classes.

Table: approximate time plan of games

If the teacher sees the children's interest in playing for a longer period of time and does not observe signs of overwork or excessive excitement, it is worth increasing the time for the game a little.

Video: role-playing game “Journey into Space” in the preparatory group (30 minutes)

Summary of the role-playing game “Beauty Salon” in the middle group - table

In role-playing games, children learn to master elements of new professions, for example, nail technicians

Attributes and visual material for games

There are many ideas on how to diversify children's games using various attributes and design options. Substitute items and toys for role-playing games can be easily made with your own hands, including from waste material. Pupils and parents should be involved in replenishing the material base of the play corner.

Video: attributes for role-playing games

https://youtube.com/watch?v=CyranziRHJw Video can’t be loaded: Attributes for role-playing games in kindergarten (https://youtube.com/watch?v=CyranziRHJw)

Photo gallery: ready-made sets for games

Overalls and tools for playing construction game Phonendoscope, other tools and bottles for playing the role of a doctor Cash register, basket and goods for playing in a supermarket/shop Menu and a set of products for playing in a cafe Set of utensils for playing in a family, kitchen, restaurant
Tools for cutting, styling and hairstyles

The toys in ready-made sets are functional: a calculator is built into the cash register, the burners on the kitchen stove light up, the hair dryer makes noise and blows, the drill rotates, etc. These attributes for games are the most accurate copies of real appliances and tools, they are bright and comfortable.

Photo gallery: attributes made from waste material

Attributes for playing space travel Attributes for playing grocery store or cafe Attributes for playing construction or apartment renovation Attributes for playing correspondents Attributes for playing office, agency Attributes for playing kitchen, cafe, farm Attributes for playing clinic Attributes for beauty salon/nail salon games

Using homemade objects in games arouses genuine interest in children and stimulates their imagination. Children often create simple substitute objects for games themselves: sticks as sabers, elements from construction sets as tools for construction, etc. Waste material is used to enrich the play environment: bubbles and jars for playing in the pharmacy and treatment room, empty bottles and boxes with labels - for filling the shelves of a grocery store, bottles of shampoos, nail polishes - for a beauty salon.

Photo gallery: role-playing costumes

Ready-made costumes for role-playing games can be placed in the dressing-up corner or play area A simple version of role-playing costumes with your own hands: decorate aprons with special symbols of professions Attributes and elements of costumes for playing a sea voyage Do-it-yourself astronaut costume Hats for the game based on a folk tale

Children love to transform and try on elements of workwear: caps, construction helmets, aprons, hats. Role-playing costumes for children's games are easy to make yourself: add symbolic designations of professions to aprons, make hats or masks of heroes for story-based games.

An incident from the life of the author of the article: children came up with a game about superheroes. There were no special masks or clothes at home, and my imagination immediately kicked in! The superhero mask was made from a piece of dark fabric with slits for the eyes. The Wonder Girl costume was made from her mother’s T-shirt and a hat made from a plastic sheet.

Children are incredible dreamers, they make costumes out of simple things and can imagine themselves as anyone

Photo gallery: design of the gaming environment

The pharmacy display window with a window is made with your own hands using printed images of medicines (leaflets can be taken at any pharmacy) Filling with real objects (fabric samples, sewing supplies, magazines with patterns) encourages children to become more familiar with the structure of the atelier Original design of the play environment using waste material ATM for a modern game, it can be made from an ordinary box. The most important thing in a gaming environment with a nautical theme is the presence of a ship. The gaming environment consists of homemade items with the symbols of the Russian Post. For a modern role-playing game, equipment is used, and children’s drawings are used to decorate the gaming office. The gaming environment is filled with real objects (tools and devices) and an important homemade attribute - a table for assessing vision

As mentioned above, gaming activities are rapidly developing with the use of real objects and waste material. Children try to bring their games as close to reality as possible. Therefore, in the design of the gaming environment, it is advisable to use non-working household and technical appliances, magazines and books, empty containers with labels, and signs with logos of existing companies.

Analysis of role-playing games

In order to identify the effectiveness of the teacher’s organizational abilities in role-playing games and adjust the plan for further activities, the teacher analyzes the game.

The protocol is drawn up according to the following criteria:

1. Correspondence of the theme and content of the game to the interests of the students and the level of their gaming skills.
2. Correspondence of the preparatory stage to the age category of children.
   

   The playing environment, the choice of attributes and the plot plan are thought out by the teacher - for younger children. Children independently selected attributes from those proposed and outlined a game plan - middle age. In accordance with the theme of the game, the pupils themselves prepared the subject conditions, made the material and attributes, assigned roles and developed the plot - older preschoolers.

3. Description of methods for guiding the course of gaming activities, their effectiveness.
4. What tasks were implemented in the game.
5. Assessment of pupils’ activities:
   • means of embodying roles (use of costumes, facial expressions, gestures, expressiveness of speech);
   • use of attributes;
   • communicative aspect in the game (interaction with a partner, help, absence of conflict situations).
6. Completion of the game: the logical conclusion of the game plot, the emotional state of the children (signs of overwork, high spirits, desire to develop the game plot in the future).
7. The direction of the teacher’s subsequent work: adjusting/improving the methodology for conducting the game, what means to enrich the children’s gaming experience.

Proper organization of play activities in kindergarten contributes to the development of personal qualities of pupils. In role-playing games, children expand their understanding of relationships between adults, form primary professional competencies, and gain respect for human work. Children show initiative in developing stories on everyday and fantastic themes, revealing their creative potential by transforming into the assigned role.

SP d/s "Teremok" GBOU secondary school "OC" s. Old Shentala

Plot-role-playing game:

“All professions are important”

in the older group

Developed by: teacher

Dorozhkina Galina Alexandrovna

Software tasks:

• continue to teach children how to plan a game and independently select game materials and necessary attributes;
• continue training in role interaction skills in accordance with etiquette standards;
• teach children to take on different roles, in accordance with the plot of the game;
• enriching the social and playful experience of children according to the plots: “Family”, “Barbershop”
• clarify and expand vocabulary and speech material on the topics: “Hairdressing”;
• develop children's dialogical speech;
• promote the establishment of role interactions and relationships between players in the game
• to form creative activity in the game, friendly relationships with each other.

Game material:

1. "Family"

• attributes for room equipment
• dishes
• furniture
• fruits

1. "Salon"

• hairdresser clothes
• cape for client
• barber tools
• album with hairstyle samples

Preparing for the game:

• compiling the album “All professions are important”;
• conversations about people's professions using illustrations;
• didactic game “Who needs what for work?”;
• production of attributes for the game;
• conversations about the culture of behavior in public places;
• reading Vasiliev-Gangnus “The ABC of Politeness”;
• role-playing games with children “Family”.

Progress of the game: Children and the teacher stand in a circle, holding hands.

Educator: I’m glad to see you all healthy and cheerful today! To me

I really want this mood to remain with you until

very evening. And for this, we must smile more often,

enjoy each other. Smile at each other

and everyone will become brighter and happier.

Today we will talk to you about family and professions. Let's look at the illustrations! What do the people depicted on them do?

(children tell who is depicted in the illustrations, what they are wearing and by whom

can work)

Educator: Every morning, moms and dads bring you to kindergarten. And where to

do they come later?

(Children's answers)

Educator: Well done, guys! You know a lot about your parents' work. AND

Their professions are so different and interesting. And who do you want

become when you grow up.

(Children's reasoning)

Educator: Let’s play “family”!

What do we need to do to start the game?

(Children's reasoning)

Educator: Correct! We need to assign roles.

For our game we need: mother, father and daughters.

Educator: Who do you think we can choose? Why?

(Children choose mom, dad and children and justify their choice)

Educator: Today mom will have a day off, and she will go with

daughters to the hairdresser.

Who do we need to work in the hairdressing salon?

Children: Hairdresser.

Morning has come! The family gathered around the table for breakfast.

Proposed Actions:

Dad: What will you do today?

Mom: I have a day off today, the girls and I will go to

Hair salon.

Dad: (Looks at his watch).

It's already a long time ago, it's time for me to go to work. Meet me in the evening (says goodbye)

Mom and daughters remove dishes from the steel.

Mom: Girls, are you ready.

Daughter: Yes, we are ready, we can go.

Mom: First we’ll go to the hairdresser, I need to get my hair done.

(Go to the hairdresser)

"Salon"

Mom and daughters go to the hairdresser. At this time the hairdresser is busy with

client.

Hairdresser: Good afternoon! Do you want anything?

Mom: I would like to cut my hair and style it.

Hairdresser: Please sit down and wait. Now I'll be free and

I will invite you...

Please pass! Sit down.

The hairdresser serves mom.

Mom: (Looks in the mirror).

Hairdresser: Do you like it?

Mom: Thank you very much, I really like it. How much do I owe you?

Hairdresser: 100 rubles, please.

Mom: Pays the hairdresser.

Hairdresser: Thank you very much, come again. Goodbye.

Mom: Goodbye.

Mom and daughters leave the hairdresser.

The hairdresser closes at this time. Everyone cleans up their work places and goes to the festive disco.

Director: And now, the best part! We give everyone air balloons as a gift.

balloons. We ask you to go to the main hall. A festive disco will be held for guests.

Cheerful music sounds. All participants in the game dance.

(As the game progresses, I help create a game environment with questions, advice, and suggestions. I pay attention to the relationships between children in the game).

Results of the game.

Educator: Well done guys! Did you enjoy playing? What roles did you play in the game? What did your characters do? Do you think you handled your roles well? Who do you think did their role best? Why?

I really liked the way you played today. We will play with you more than once and learn a lot more about professions, add additional attributes, and the game will become even more interesting.

References:

1. Gubanova N.F. Development of gaming activities.

2. System of work in the middle group of kindergarten. - M.: Mosaic-Sintez, 2012.

“All jobs are good, all professions are important”

for middle group children

Goal: Orientation of children to work that is productive and necessary for other people.

Tasks:

1. Help create a game environment, establish interaction between those who have chosen certain roles.

2. To develop in children the ability to play according to their own plans, to stimulate children’s creative activity in play.

3. Form friendly relationships in the game, a sense of humanism, activity, responsibility, friendliness.

4. Consolidate previously acquired knowledge about the work of a doctor and builder.

Preliminary work.

1. Conversations about professions using illustrations, looking at paintings and illustrations.

2. Reading fiction: V.V. Mayakovsky "Who to be?" S. Mikhalkov “What do you have?”

3. Reading K.I. Chukovsky "Doctor Aibolit".

Vocabulary work: phonendoscope, construction helmet.

Methodological support: construction kits, attributes for the game "Hospital", a bus made of chairs, a steering wheel, a conductor's bag, a traffic light, a car, a suitcase with tools, a telephone.

Audio equipment: tape recorder, cassette with the phonogram “We are going, going, going.

Motivation: The teacher's proposal to go on a trip to a magical town

Approximate course of the game.

Children enter the group and stand next to the teacher.

Educator:

You're all getting older,

It will be seventeen.

Where to work then

What to do.

Children, let's talk to you about what professions you know (the children call them). But in order to work as a doctor, hairdresser, or salesperson, you must first grow up, finish school, and get a specialty. Oh, what a long wait. And I really want to become an adult right now and work. Is it true?

Let us go on a trip to a magical town. It is called "City of Masters". All children, when they get there, become adults and can choose a profession for themselves. Do you want to go there?

Educator: What will we go on?

Children: Let's go by bus.

Educator: Tell us about the rules of behavior in public transport. What rules must be followed?

Children: While driving, do not touch doors with your hands, talk loudly, or lean out of windows.

Educator: Where can I go out?

Children: At the bus stop.

(In the group there are chairs in two rows).

Educator: What are the names of those people who ride on the bus?

Children: Passengers.

Educator:

Right. Passengers.

You will be the passengers and I will be the driver.

Or maybe any of you would like to?

Let's count.

Reading book "Traffic light".

Where have you been so far?

The traffic light was delayed.

Red - clear - the path is dangerous,

Yellow is the same as red.

And the green one is ahead - come on in!

(Chauffeur chosen)

Educator: Guys, who else works on the bus?

Children: Conductor.

Educator: What does the conductor do?

Whoever says it correctly will be the one.

(The conductor takes a bag with tickets and sells tickets to the children. The children give the conductor money (for fun)).

Educator: And so, let's go!

The song “Merry Travelers” is playing

"We're going, we're going, we're going.

To distant lands...”

(Children sing along if desired)

Educator: Guys, look, someone is stopping our bus.

Probably someone needs our help.

The driver stops the bus and asks;

What's happened?

Danya D.: Yes, the wheel is not spinning, Help me, please.

Driver: I’ll get the tools now.

The driver helps Dana:

Danya D.: Thank you very much.

Where are you going?

Driver: To the “City of Masters”.

Danya D.: Can I go with you too?

Driver: Let's go.

“I’m swinging, flying at full speed,

I press the pedal

And the car rushes into the distance"

Conductor: Stop “City of Masters”.

Educator: Look, here is the “City of Masters”.

How can we get there?

Children: We need to cross the road.

(Children look at the traffic lights).

They cross the passage.

Educator: So we found ourselves in the city of masters.

You can choose a job to your liking,

You can work where you like.

(The children left at will)

(Girls organize a s/r game “Hospital”, and boys build houses)

Teacher (for girls):

Listen to what I tell you;

“Who is most useful in days of illness,

And heals us from all diseases?

Children: "Doctor"

Educator: Guys, let's see what's in this box.

Children look at medical supplies and name them.

(phonendoscope, thermometer, syringe, cotton wool, bandage, cotton swabs, brilliant green).

Educator: Guys, who are these supplies for?

Children: For doctors and nurses.

(A child is heard crying.)

Educator: Oh, it’s the girl Masha who’s crying.

She must have gotten sick.

Masha, what hurts you?

(Masha shows - throat, head, stomach.)

We need to do something urgently!

How can I help Masha? How?

Educator: I came up with an idea: I will put on a white coat and treat the sick.

How will we treat Masha?

(Children's answers)

Educator: Here is our magical city of “Masters”.

You look at each other.

You have become adults

And here we have a construction site.

The whole area knows the builder,

He's an excellent master

With his team, he is building a brick house.

Educator: The construction profession is very dangerous.

What do builders wear for their safety?

Children: They put helmets on their heads.

Educator: Now you can organize teams and begin construction.

(During the construction of the house, Danya D. injured his hand and bruised his leg)

Educator: Danya, what’s wrong with you? You need to see a doctor.

(The teacher calls the hospital on the phone.)

Educator: Doctor, a worker at our construction site was injured.

Doctor: Bring him to the hospital immediately.

(Danya is being treated in the hospital).

Along the way, the teacher helps create a playful environment and build relationships.

Educator: What a beautiful city you have built, people really need all the facilities: houses, a store, a zoo, a kindergarten.

Well done! No wonder the proverb says it. In which?

Children: “The master’s work is afraid.”

Educator: Evening has come in our city, the working day is over, the hospital is closing, work at the construction site is finished.

Let's go back to kindergarten.

And if you liked the town, then you and I will go there every day.

Natalia Zolotova
GCD role-playing game “All professions are important”

GCD role-playing game"All professions are important»

Target: to arouse interest in the work of adults of different professions;

Tasks:

Training tasks:

Form children's understanding of species professions;

Clarify, generalize and expand children’s knowledge about the features hairdresser profession, doctor, nurse, salesman, builder, architect, conductor.

Developmental tasks:

Strengthen children’s ability to plan a game and independently select

game material, necessary attributes;

Promote the development of coherent speech, thinking, memory, curiosity, observation, activate and enrich children’s vocabulary with nouns, adjectives, verbs on the topic of the lesson;

To develop the need for children to answer in complete, common sentences.

Improve role interaction skills in accordance with etiquette standards;

Educational tasks:

Arouse respect and the desire to imitate adults, to work

constantly and conscientiously;

Create conditions for kind attitude towards people of different professions.

Integration: "Cognitive Development", “Artistic and aesthetic development”, "Social and communicative development", "Physical development", "Reading fiction".

Game material:

1. "Family"

Attributes for room equipment

2. "Construction"

Construction material

shoulder blades

Construction plan

Substitute items

3. "Salon"

Barber clothes

Cape for the client

Barber tools

Album with hairstyle samples

4. "Shop"

Seller's clothes

Counter

Wallet

Bijouterie

5. "Polyclinic"

Medical spatula

6."Souvenir shop"

Souvenirs

Clothespins

Corrugated paper

Velvet paper

Activating the dictionary: Hairdresser, shirtfront, hairstyle, seller, buyer, pay at the cash register, cashier, counter, jewelry, foreman, plan diagram, cement, souvenir, medical spatula.

Preparing for the game:

Album compilation "All professions are important» ;

Conversations about professions people using illustrations;

Didactic a game“Who needs what for work?”;

Making attributes for the game;

Conversations about the culture of behavior in public places;

Reading Vasiliev-Gangnus "The ABCs of Politeness";

plot-wise- role-playing games with children "Family", "Salon", "Shop", "Polyclinic", "Construction" "Souvenir shop".

Progress of the game.

Educator: Children enter the group and stand around the teacher.

You and everyone are getting older

You will be seventeen.

Where should you work then?

What to do?

When you grow up, what will you work as? (Children's answers.)

Children read poetry:

I want to be a driver, DANILO

Carry different loads.

I dream of ballet, FAYA

There is no better one in the world.

I want to become a great doctor, VANYA

I will treat everyone with medicine.

Very tasty, like candy

I ate it - no disease!

I don't like colors, TIMOTHEY

I dream of becoming an artist.

Order me a portrait

I can handle it, no doubt!

You are with me, friends, don’t argue, EGOR

I want to become the first in sports.

Scoring the puck is a trifle for me,

I I play for"Spartacus"!

I want to become a pianist, ANYA K

A wonderful artist,

Music has been with me since childhood,

I love her with all my heart.

I dream of becoming KATYA S soon

Children's teacher.

Sing with them, walk with them, play,

Celebrate birthdays.

Educator: All professions are wonderful,

All professions are important,

Everyone knows what your hands are

The Motherland will need them.

But in order to work as a doctor, hairdresser, or salesperson, you must first grow up, finish school, and get a specialty. But how long to wait. And I really want to become an adult right now and work. Is it true?

I know one such city where you can find your favorite job. All children, when they get there, immediately become adults and choose for themselves profession. Do you want to go on a trip with me to the magical “City of Masters”? (Children's answers.)

What do you think you can use to travel? (Children's answers.)

Children: Let's go by bus.

Educator: Don't forget about the rules of behavior in public transport.

Children: While driving, do not touch the doors with your hands.

To talk loudly.

lean out of the windows.

(In the group there are chairs in two rows).

Educator: What are the names of those people who travel on the bus?

Children: Passengers.

Educator: Right. Passengers.

You will be passengers, and GOSHA will be the driver, since only he knows the way. (I put on my cap.)

Educator: Guys, who else works on the bus?

Children: Conductor.

Educator: What does the conductor do?

(Children answer)

(The conductor takes a bag with tickets and sells tickets to the children).

Educator: Today I will be the conductor.

And so, let's go!

There's a song playing "Jolly Travelers"

I'm swinging and flying at full speed. GOSHA

I am the driver and the engine myself!

I press the pedal

And the car rushes into the distance.

Conductor: Stop "City of masters".

Educator: Look, here it is "City of masters".

Here we are! Come out, please. Don't go too far, you can get lost in an unfamiliar city. Everyone is ready for a city tour. (Children's answers.)

Oh, what's wrong with you? You have all become adults.

There are no workers in the “City of Masters”, but there are various organizations. Let's walk through and see what this city has.

Now I will introduce you to where you can work in the magical city of masters.

Here we have "Salon". There is a hairdresser working there. What does a hairdresser do? (Children's answers).

It's bright and interesting here: DASHA P

Mirrors, perfumes and armchairs,

The hall is large, but you can even see

Better than our trellis.

The hairdresser will cut your hair,

He will curl his hair in curlers,

A hairdryer will dry your hair,

If necessary, he will perfume you.

Mom and daughters go to the hairdresser. At this time, the hairdresser is busy with a client.

Hairdresser: Good afternoon! Do you want anything?

Mother: I would like to cut my hair and style it.

Hairdresser: Please sit down and wait. Now I’ll be free and invite you....Please come in! Sit down.

The hairdresser serves mom.

Mother: (Looks in the mirror).

Hairdresser: You like?

Mother: Thank you very much, I really like it. How much do I owe you?

Hairdresser: 100 rubles, please.

Mother: Pays the hairdresser.

Hairdresser: Thank you very much, come again. Goodbye.

Mother: Goodbye.

Here we have "Shop".

And now we are in the store - Dasha

All products on display:

Tea, sweets, sausage -

My eyes widen.

Come and buy it

Give the money to the cashier.

Salesman: Hello, dear customers! Our store offers you different products (the buyer approaches the department sellers and asks about the freshness and price of the goods). I need to buy fruit. Please show me what fruits you have. I like these ones. How much does a kilogram of apples cost?

Salesman: Should I put it in the bag?

Buyer: Yes

The seller punches all the goods and puts them in plastic bag: from you 50 rubles.

Salesman: Do we have cash or card?

The buyer takes out a wallet from the bag and gives the money.

The seller takes the money: Please take your change.

Buyer: Thank you!

Salesman: Thanks for purchase, come again!

Look, here we have "Polyclinic". A doctor and a nurse work there.

Always attentive, with love KARINA

Our doctor is treating you guys.

When your health improves -

He is the happiest of all!

Child doctor: “Hello, come in, sit down. What's your last name? Tell me exactly where your pain is concentrated?

Sick child: "I have a sore throat".

Doctor: “Let’s take a look at you. Open your mouth, say "ah-ah-ah". I'll look at you with a spatula, don't be alarmed. Yes, the neck is red. Go to the nurse. She will take your temperature and write a prescription."

Doctor: Guys. Do you know what you need to do to avoid getting sick?

Children: Temper yourself.

Doctor: And what else

Children: Do exercises in the morning

Educator: Let's do some exercises "Radiant Sun"

Educator: But here we have a construction site. Who works at a construction site?

Children: builders, architects, drivers.

Educator: What do builders do?

Children: standing at home.

The whole area knows the builder, VOVA K

He is an excellent master.

With his brigade he

He is building a brick house.

Greets workers.

Hello Anur! Anur works as a driver for us, he delivers material.

Hello, Gosha! Gosha works as an architect and develops building plans.

Today we are starting to build a new facility using building materials.

I ask the architect to carefully consider the plan - the construction diagram.

(The foreman and workers are reviewing the construction plan. The foreman talks about the responsibilities of each - distributes roles between children: some are Builders, they are building a house; others are Drivers, they deliver building materials to the construction site, discuss who will do what. The driver delivers construction material).

And here we live KATYA

Dolls, hares, bears,

waiting for them to come

Baby mommies.

Educator: Here we have a Souvenir Shop

Children, just look around

Our whole life is the work of our hands.

Villages, bridges, cities. Viaducts.

All our hands, all our hands.

Skillful hands are the basis of success

Hands are the face of a person!

Hands, they say a lot.

The eye only sees, but the hands create.

Welcome, dear guests!

We wish you fun and joy

We've been waiting for your visit for a long time

Mistress: Admire my product, just don’t bargain!

We have a word and a place for everyone.

(The hostess invites the children to make their own souvenirs)

Educator: Now you see how many interesting things there are in our town.

In our magical city of craftsmen, evening has come, the working day is over, the clinic and store are closing, and work at the construction site is finishing up.

Bus signal. Is everyone here? Make sure no one is left here alone. Get on the bus and make yourself comfortable. Everyone gets on the bus and goes back to kindergarten.

Guys, you liked the magical city of masters, you and I can go there every day. There you will meet others professions and you can work.

Here is our kindergarten “Rossianochka”. Come out, please.

Look at each other, you are children again. (I call them by name.)

I really liked the way you are today were playing. We are with you more than once let's play and learn a lot more about professions, let's make additional attributes, and a game it will become even more interesting.

Educator: We give everyone balloons as a gift, and there will be a festive disco for you.

Cheerful music sounds. All the children in the game are dancing.