Role-playing games for children of senior preschool age (5-6 years old) Card file of games for planning. Role-playing games with a story for preschoolers

Card file of role-playing games for preschoolers

Development of gaming activity.
Main goals and objectives:
Creation of conditions for the development of children's play activities. Formation of game skills, development of cultural forms of the game. Comprehensive upbringing and harmonious development of children in the game (emotional-moral, mental, physical, artistic-aesthetic and socio-communicative). Development of independence, initiative, creativity, self-regulation skills; formation of a benevolent attitude towards peers, the ability to interact, negotiate, independently resolve conflict situations.

Plot - role-playing game"Score"

Target: teach children to classify objects according to common features, cultivate a sense of mutual assistance, expand vocabulary children: introduce the concepts of "toys", "furniture", "food", "dishes".
Equipment: all toys depicting goods that can be bought in a store, located in a shop window, money.
Age: 3–7 years.
Game progress: the educator suggests that the children place a huge supermarket in a convenient place with such departments as a vegetable, grocery, dairy, bakery and others, where buyers will go. Children independently distribute the roles of sellers, cashiers, sales workers in departments, sort goods into departments - food, fish, bakery products,
meat, milk, household chemicals, etc. They come to the supermarket for shopping with their friends, choose goods, consult with sellers, and pay at the checkout. During the game, the teacher needs to pay attention to the relationship between sellers and buyers. The older the children, the more departments and goods can be in the supermarket.

Plot - role-playing game "Toys at the doctor"

Target: teach children how to care for the sick and use medical instruments, educate children in attentiveness, sensitivity, expand vocabulary: introduce the concepts of “hospital”, “sick”, “treatment”, “medicines”, “temperature”, “hospital”.
Equipment: dolls, toy animals, medical instruments: thermometer, syringe, pills, spoon, phonendoscope, cotton wool, medicine jars, bandage, dressing gown and cap for a doctor.
Age: 3–7 years.
Game progress: the teacher offers to play, the Doctor and the Nurse are selected, the rest of the children pick up toy animals and dolls, come to the clinic for an appointment. Patients with various diseases go to the doctor: the bear has a toothache because he ate a lot of sweets, the Masha doll pinched her finger in the door, etc. We specify the actions: the Doctor examines the patient, prescribes treatment for him, and the Nurse follows his instructions. Some patients require inpatient treatment, they are admitted to the hospital. Children of senior preschool age can choose several different specialists - a therapist, an ophthalmologist, a surgeon and other doctors known to children. Getting to the reception, the toys tell why they went to the doctor, the teacher discusses with the children whether this could have been avoided, says that you need to take more care of your health. During the game, children watch how the doctor treats patients - makes dressings, measures the temperature. The teacher evaluates how the children communicate with each other, reminds that the recovered toys do not forget to thank the doctor for the help provided.

Role-playing game "Pharmacy"

Target: expand knowledge about the professions of pharmacy workers: a pharmacist makes medicines, a cashier-seller sells them, a pharmacy manager orders the necessary herbs and other preparations for the manufacture of medicines, expand the vocabulary of children: “drugs”, “pharmacist”, “order”, “medicinal plants ".
Equipment: toy pharmacy equipment.
Age: 5–7 years.
Game progress: a conversation is held about what people of what professions work in a pharmacy, what they do. We are getting acquainted with a new role - the Head of the pharmacy. She takes from the population medicinal herbs and hands them over to Pharmacists to prepare medicines. The manager helps Pharmacy Employees and Visitors to sort out difficult situations. Medicines are issued
strictly by prescription. Children distribute the roles independently, at will.

Role-playing game "Building a house"

Target: introduce children to construction professions, pay attention to the role of technology that facilitates the work of builders, teach children how to build a building of a simple structure, cultivate friendly relations in a team, expand children's knowledge about the features of builders' work, expand children's vocabulary: introduce the concepts of "building", "mason ”, “crane”, “builder”, “crane operator”, “carpenter”, “welder”, “building material”.
Equipment: large building material, cars, crane, toys for playing with the building, pictures of people in the construction profession: bricklayer, carpenter, crane operator, driver, etc.
Age: 3–7 years.
Game progress: the teacher invites the children to guess the riddle: “What kind of turret is standing, and the light is on in the window? We live in this tower, and it is called ...? (house)". The teacher invites the children to build a large, spacious house where the toys could live. Children remember what construction professions are, what people do at a construction site. They look at pictures of builders and talk about their duties. Then the children agree on building a house. Roles are distributed between children: some are Builders, they build a house; others are Drivers, they deliver building materials to the construction site, one of the children is a Crane Operator. During construction, attention should be paid to the relationship between children. The house is ready, and new residents can move in. Children play on their own.

Plot - role-playing game "Zoo"

Target: expand children's knowledge about wild animals, their habits, lifestyle, nutrition, cultivate love, humane treatment of animals, expand children's vocabulary.
Equipment: toy wild animals familiar to children, cages (made of building material), tickets, money, cash desk.
Age: 4–5 years.
Game progress: the teacher informs the children that a zoo has arrived in the city, and offers to go there. Children buy tickets at the box office and go to the zoo. They examine animals there, talk about where they live, what they eat. During the game, children should pay attention to how to treat animals, how to care for them.

Plot - role-playing game " Kindergarten"

Target: to expand children's knowledge about the purpose of a kindergarten, about the professions of those people who work here - an educator, nanny, cook, music worker, to instill in children a desire to imitate the actions of adults, to treat their pupils with care.
Equipment: all the toys you need to play in kindergarten.
Age: 4–5 years.

Game progress: The teacher invites the children to play in kindergarten. At will, we assign children to the roles of the Educator, Nanny, Musical Director. Dolls and animals act as pupils. During the game, they monitor relationships with children, help them find a way out of difficult situations.

Plot - role-playing game "Hairdresser's"

Target: to introduce children to the profession of a hairdresser, to cultivate a culture of communication, to expand the vocabulary of children.
Equipment: dressing gown for a hairdresser, cape for a client, hairdresser's tools - a comb, scissors, bottles for cologne, varnish, hair dryer, etc.
Age: 4–5 years.
Game progress: knock on the door. Doll Katya comes to visit the children. She gets to know all the children and notices a mirror in the group. The doll asks the children if they have a comb? Her pigtail was untangled, and she would like to comb her hair. The doll is offered to go to the hairdresser. It is clarified that there are several rooms there: women's, men's, manicure, good masters work in them, and they will quickly put Katya's hair in order. Assign
Hairdressers, they take their jobs. Other children and dolls go to the salon. Katya is very pleased, she likes her hairstyle. She thanks the children and promises to come to this hairdresser next time. During the game, children learn about the duties of a hairdresser - cutting, shaving, styling hair in a hairstyle, manicure.

Plot - role-playing game "In the library"

Target: expand the horizons of children, teach children how to use the services of the library correctly, apply the knowledge of literary works previously obtained in the classroom, consolidate knowledge about the profession of a librarian, cultivate respect for the work of a librarian and respect for the book, expand the vocabulary of children: "library", "profession" , "librarian", "reading room".
Equipment: books familiar to children, a box with pictures, a card file, pencils, sets of postcards.
Age: 5–6 years old.
Game progress: The teacher invites the children to play in the library. Everyone together remembers who works in the library, what they do there. Children themselves choose 2-3 Librarians, each of them has several books. The rest of the children are divided into
several groups. Each group is served by one Librarian. He shows many books, and in order to take a favorite book, the child must name it or briefly describe what is written in it. You can tell a poem from a book that the child takes. During the game, they give advice to children who find it difficult to choose a book. The librarian needs to be more attentive to visitors, show illustrations for the books they like. Some children wish to stay in the reading room to look at sets of pictures, postcards. They share their experiences. At the end of the game, the children tell how they played, what books the Librarian offered them, and what they liked the most.

Plot - role-playing game "Cosmonauts"

Target: expand the theme of story games, introduce the work of astronauts in space, instill courage, endurance, expand the vocabulary of children: "outer space", "cosmodrome", "flight", "outer space".
Equipment: spacecraft and building material, seat belts, spacecraft tools, toy cameras.
Age: 5–6 years old.
Game progress: the teacher asks the children if they would like to go to space? What kind of person do you need to be to fly into space? (Strong, brave, dexterous, smart.) He suggests going into space to leave a satellite there that will transmit weather signals to Earth. It will also be necessary to take photographs of our planet from space. Together they remember what else they need to take with them so that nothing could happen during the flight. Children play the situation. They complete the mission and return to Earth. The roles of Pilots, Navigator, Radio Operator, Captain are distributed at the request of the children.

Plot - role-playing game "Family"

Target: form an idea of ​​collective farming, family budget, about family relationships, joint leisure activities, to cultivate love, benevolent, caring attitude towards family members, interest in their activities.
Equipment: all the toys needed for family play: dolls, furniture, dishes, things, etc.
Age: 5–6 years old.
Game progress: The teacher invites the children to "play in the family." Roles are distributed as desired. The family is very large, Grandma has a birthday coming up. Everyone is busy about arranging a holiday. Some Family members buy food, others prepare a festive dinner, set the table, and others prepare an entertainment program. During the game, you need to observe the relationship between family members, help them in time.

Plot - role-playing game "In a cafe"

Target: to teach the culture of behavior in public places, to be able to perform the duties of a cook, a waiter.
Equipment: necessary equipment for cafes, toys-dolls, money.
Age: 5–6 years old.
Game progress: Pinocchio comes to visit the children. He met all the children, made friends with other toys. Pinocchio decides to invite his new friends to a cafe to treat them to ice cream. Everyone goes to the cafe. Waiters serve them there. Children learn how to place an order correctly, thank you for the service.

Plot - role-playing game "Around the world trip"

Target: expand the horizons of children, consolidate knowledge about parts of the world, different countries, cultivate a desire to travel, friendships, expand the vocabulary of children: "captain", "travel around the world", "Asia", "India", "Europe", "Pacific Ocean".
Equipment: ship made of building material, steering wheel, binoculars, world map.
Age: 6–7 years old.
Game progress: The teacher invites the children to go to trip around the world on the ship. At will, children are chosen for the roles of Captain, Radio Operator, Sailor, Midshipman. We consolidate knowledge about what these people do on the ship - their rights and obligations. The ship sails through Africa, and India, and other countries and continents. Sailors have to deftly manage the ship in order not to collide with an iceberg, to cope with a storm. Only well-coordinated work and friendship help them cope with this test.

Plot - role-playing game "On the roads of the city"

Target: reinforce children's knowledge of the rules traffic, introduce a new role - a traffic controller, cultivate endurance, patience, attention on the road.
Equipment: toy cars, flags for the traffic controller - red and green.
Age: 5–7 years.
Game progress: children are offered to build a beautiful building - a theater. Choose a place to build. But first you need to transport the building material to the right place. Drivers in cars can easily cope with this. Children take cars and go for building materials. But here's the failure - the traffic lights do not work on the main roads. To avoid an accident on the road, it is necessary that the movement of cars is controlled by a traffic controller. Choose a Regulator. He becomes a circle. He has red and green flags in his hands. The red flag is "stop", the green flag is "go". Now everything will be all right. The traffic controller controls traffic.

Plot - role-playing game "Rules of motion"

Target: continue to teach children to navigate by road signs, to follow the rules of the road. To educate the ability to be polite, attentive to each other, to be able to navigate in a traffic situation, to expand the vocabulary of children: “traffic police post”, “traffic light”, “traffic violation”, “speeding”, “fine”.
Equipment: toy cars, road signs, traffic lights; for a traffic police officer - a police cap, stick, radar; driver's licenses, technical cards.
Age: 6–7 years old.
Game progress: children are offered to choose traffic police officers to keep order on the roads of the city. The rest of the children are motorists. At will, children distribute the roles of gas station workers among themselves. During the game, children try not to violate the rules of the road.

Plot - role-playing game "We are athletes"

Target: to give children knowledge about the need for sports, improve sports skills - walking, running, throwing, climbing. Develop physical qualities: speed, agility, coordination of movements, eye, orientation in space.
Equipment: medals for the winners, a billboard to demonstrate the number of points earned, sports equipment - balls, jump ropes, skittles, rope, ladders, benches, etc.
Age: 6–7 years old.
Game progress: The teacher invites the children to hold a competition in different sports. At the request of the children, judges and organizers of the competition are chosen. The rest of the kids are athletes. Everyone independently chooses the sport in which he will compete with rivals. The judges award points for completing the task. The game ends with the awarding of the winners.

Plot - role-playing game "At the station Maintenance cars"

Target: expand the subject building games develop constructive skills, show creativity, find good place for the game, to introduce a new role - a car repairman.
Equipment: building material for building a garage, locksmith tools for car repair, car washing and painting equipment.
Age: 6–7 years old.
Game progress: inform the children that there are a lot of cars on the roads of the city and these cars break down very often, so we need to open a car service station. Children are offered to build a large garage, to equip a place for washing cars, to choose employees, attendants. They are introduced to the new working specialty– mechanic for the repair of machines (motor, steering, brakes, etc.).

Plot - role-playing game "Border guards"

Target: continue to acquaint children with military professions, clarify the daily routine of military personnel, what their service consists of, cultivate courage, dexterity, the ability to clearly follow the orders of the commander, expand the vocabulary of children: “border”, “post”, “guard”, “violation”, "alarm", "border guard", "dog breeder".
Equipment: border, border post, machine gun, border dog, military caps.
Age: 6–7 years old.
Game progress: the teacher invites the children to visit the state border of our Motherland. A conversation is held about who guards the border, for what purpose, how the service of the border guard goes, what is the daily routine of a military man. Children on their own
distribute the roles of the Military Commander, Head of the Border Outpost, Border Guards, Dog Breeders. In the game, children apply the knowledge and skills acquired in previous classes. It is necessary to draw the attention of children to support and friendly mutual assistance.

Plot - role-playing game "School"

Target: clarify children's knowledge about what they do at school, what lessons there are, what the teacher teaches, cultivate a desire to study at school, respect for work children's vocabulary: "school supplies", "briefcase", "pencil case", "students", etc. d.
Equipment: pens, notebooks, children's books, alphabet, numbers, blackboard, chalk, pointer.
Age: 6–7 years old.
Game progress: The teacher invites the children to play school. A conversation is held about why the school is needed, who works there, what the students do. At the request of the children, a teacher is chosen. The rest of the children are students. The teacher sets tasks for the students, they independently and diligently complete it. Another teacher in another lesson. Children are engaged in the lessons of mathematics, their native language, physical education, singing, etc.

Plot - role-playing game "Space adventure"

Target: teach to apply their knowledge and skills in practice, create a friendly atmosphere between children, develop their responsibility, interest, expand their vocabulary - “space”, “planet”, “Mars”, “outer space”, “weightlessness”, “cosmodrome” .
Equipment: spaceship, medical instruments for a doctor, posters of views of our planet from space.
Age: 6–7 years old.
Game progress: the children are announced that in a few minutes the spaceship will start. Those who wish can become space tourists. But in order to fly into space, you need to think about what qualities you need to have? (To be smart, brave, strong, kind, cheerful.) And you also have to be healthy. Those who decide to go into space must pass a medical examination. The doctor examines tourists and writes out permission. Children choose the Pilot, the Doctor on the ship, the Navigator. Everyone is ready to fly. The dispatcher announces the start. Passengers fasten their seat belts. From a height, children consider (pictures) a view of the planet Earth, discuss why it is called the blue planet (most of it is covered with water). Children tell what they know about oceans, seas, mountains. Spaceship makes a stop on the planet Mars. Tourists go out, inspect the planet, draw conclusions about the existence of life on this planet. The ship flies on. Next stop is Jupiter. Tourists once again inspect the planet, share their knowledge and impressions. The ship returns to Earth.

Plot - role-playing game "We are military scouts"

Target: develop the theme of paramilitary games, teach children to complete tasks exactly, be attentive, careful, cultivate respect for military professions, a desire to serve in the army, expand the vocabulary of children - “intelligence”, “scouts”, “sentry”, “security”, “ soldiers."
Equipment: elements of military clothing for children, weapons.
Age: 6–7 years old.
Game progress: the teacher offers to remember films, stories about the life of military intelligence officers, invites children to play them. Children distribute among themselves the roles of Scouts, Sentinels, Commanders, Security Soldiers, determine goals and objectives, monitor their implementation.

Role-playing games are woven into the daily life of every person of any age. What can we say about preschoolers, for whom the role-playing game is the main activity and a condition for understanding the world around them. With the help of story games, the child expands his horizons, studies the sphere of human relationships, and develops communication skills.

Story games as a way to comprehend the world around

What do you need in order to better understand any business, to learn useful action, realize the relationship? Most effective method- get involved in activities and practice, feel yourself in a specific role. The plot game successfully acts as a similar training field. And most importantly, a role-playing game is available to a person from preschool childhood.

In a role-playing game, separate actions are united by a theme that is revealed in a certain sequence of events. By acting out these events, the participants take on a role that suits their interests or inclinations.

It doesn't matter how old the performer is. Already at 3-4 years old, children understand how to behave within the framework of the role. The girl, imagining herself as a mother, lulls her doll and scolds that she does not want to fall asleep. The boy, having become a photographer for a while, demands that he be posed in accordance with his instructions.

By playing different roles, the child temporarily takes on different points of view. Role-playing actions and relationships help a preschooler to understand another person, to listen to his desire.

Playing a role teaches the child to share the experiences of those around him. Not only the actions taken are recreated, but also the emotional content to which the role obliges. If the plot of the game provides for congratulations on your birthday, it is customary to rejoice. If a preschooler chooses the role of a teacher, he will definitely demonstrate rigor.

The purpose of the role-playing game

The role-playing game in preschool age pursues several goals at the same time. One of them lies on the surface and is to involve children in an interesting useful activity.

The next goal is obvious to educators and psychologists, but adults who are not connected with pedagogy rarely think about it. Meanwhile, this goal is the main one. The game process creates conditions for orientation in how relationships are built in society, how human activity is presented in reality. Accordingly, the purpose of the role-playing game is to include the child in real social relations.

Role-playing games always have a certain theme. Most often, preschoolers choose "daughters-mothers", "hospital", "shop" or "supermarket", "school", "hairdresser's" and similar well-known topics. At the same time, children play in compliance with all the rules of behavior known to them in those situations that make up the game. From these facts follows another important goal of story games - to be a safe training ground for comprehending new knowledge and for expressing emotions.

Characteristics of the role-playing game in preschool age

Performing the functions of an adult in imaginary situations, a preschooler involuntarily includes the inner and outer aspects of human life in his system of knowledge. Role play in this respect is more informative for the child than any other.

The development of a role-playing game at preschool age provides significant changes in the game format from younger to older preschool age. For children 3-4 years old, household roles with one or two tasks are available. Let's consider what stages of development Role-playing games take place before the onset of school age:

1. Repetition of the same game with minor changes (lulling dolls, "boiling" porridge, "driving like a driver"). These games don't need rules. Each child freely chooses the role he likes and performs exactly as long as the interest lasts. This level corresponds to the principle of "play side by side" (and not together).
2. The second level still does not require compliance with the rules, but the children in the game are guided by reality and assign roles a little. If one child "cooks soup", then the second "makes salad". And for two "drivers" there is already an inspector, and not a third driver.
3. The new stage is filled with content: the distribution of roles and the observance of the logic of actions. Having undertaken to comb the dolls, the girl at the very least manipulates the hairstyle of each of them, since the dolls are sitting in line at the hairdresser, and they all need to be serviced. The "driver" does not just steer, but drives up to the stop, waits for all passengers and "carries" them to their destination. At this level, preschoolers play together.
4. At the fourth level, actions included in relations with others become the main content. Preschoolers begin to play in compliance with all the rules, their characters necessarily communicate according to the plot, and role-playing functions are multitasking.

Around the middle preschool age, special experiences appear, provoked by the storyline of the game or real relationships with partners in the game. Feelings and experiences are gradually comprehended, and the preschooler to some extent learns to control them, consciously manifest or restrain them.

Features and functions

An important feature of play activity is its desirability for the child. The preschooler plays when he wants to play. He also chooses the plot of the game on his own. In extreme cases, he agrees with the same children as himself.

The significant role of the role-playing game in the development of preschool children is determined by the following functions:

• Introduces social relations and real activities.
• Develops imagination and the symbolic function of substitution (situations are modeled, substitute objects are used).
• It is a suitable place for the manifestation of pent-up feelings and emotions (you can play "angry dad" or run away from the terrible Baba Yaga).
• Creates conditions for assimilation and rules of conduct.
• Develops the ability to empathize and understand other people.

All of these functions are relevant for a preschooler. Children interact with each other using role-play phrases and play activities, but gain real experience.

The structure of the role-playing game in preschool age

In any role-playing game of preschoolers, structural components can be distinguished:

• Plot and content
• Rules
• Game actions
• Set of used items

The plot is part of real life. In the preschool period, it progresses from everyday to social, from short to extended, from directly arising to planned. The plot is significantly filled in comparison with the younger age.

The role is the main "load" of the child in the game. Having chosen a character for himself, the preschooler understands that he needs to speak and act not in accordance with his desire, but from the position of the role.

Having volunteered to be a "doctor", you need to carefully serve the "patient". And having moved to the role of the patient, it is worth talking about well-being.

Rules are the basic regulations that must be followed in order for the game to take place. Younger preschoolers break them easily, so their games are short and simple. In older preschool age, children attach great importance to the rules and make sure that their partners do not violate them. They are not so strict with themselves. If they violate the agreement, they look for a justification for this liberties.

Game items, on the contrary, are extremely important for kids. They find a substitute for every real object. They don't know how to play "doctor" unless they pick up a stick or pencil as a thermometer. Older children are much more loyal to substitute subjects. Often it is easier for them to perform symbolic movements than to look for a suitable attribute.

The value of role-playing games in the life of preschoolers

This article lists the goals and functions that are implemented through story games. Obviously, all of them are aimed at the development of the personality of the child. The acquisitions of a preschooler through the performance of various roles are multifaceted. This is not only new knowledge and awareness of real relationships.

Plot-based role-playing game solves the main contradiction of preschool age, which is the acute desire to be like an adult and the impossibility of this in reality. But in the game context, the child can be in the role of an adult, a fairy-tale character, or any other hero.

Expanding plot dialogues, children develop. Communicating in the game, they develop. Moreover, if it is enough for one child to feel himself in a new role in order to build communication, then it is important for another to see a model of what to say and how to act. And these patterns are sure to be there as children watch other players.

In role-playing games, preschoolers develop useful patterns of social behavior, which they then apply in everyday relationships. The child not only gets acquainted with the rules of behavior, but also begins to realize their importance for maintaining good relations with others. Thus, in role-playing games, the natural socialization of preschool children is carried out.

Recently, parents are often concerned about the issue of early education of children. At a premium didactic games, educational toys. A one-year-old baby is introduced to the alphabet, a three-year-old is encouraged to solve problems and add syllables. At the same time, parents do not teach their kids to play in the store, "daughter-mother", hospital. Role-playing games are often built according to the type of training session, which discourages interest in them. All this leads to the impoverishment of the personality of the child.

Definition

Children tend to want to grow up quickly and, together with adults, take an active part in public life. Due to their age, they cannot yet bake cakes themselves, nurse babies, drive a car or fly into space. The contradiction is resolved through participation in children's role-playing games.

At their center is a fictional situation. The plots of the games are varied: this is a visit to a beauty salon, and a flight to the moon, and saving the world by Spider-Man. The child assumes the role of a certain character and acts on his behalf. Most often, kids turn into adults or favorite characters. In this case, the players have to negotiate among themselves, act in accordance with the roles (mother and kids, villain and hero, doctor and patient).

Development factor

As we can see, the purpose of the role-playing game, which the children unconsciously pursue, is the modeling of social relations. Getting used to the role, children learn to regulate their behavior in accordance with the rules of society, to coordinate actions with other players. They will need all this for further education at school. The child feels like an active person who can influence the surrounding reality.

At the same time, imagination flourishes. Children use a stick instead of a spoon, build a car out of chairs and compose an exciting story themselves. The game allows you to go beyond everyday life, creatively process the experience gained. To do this, you have to use the existing knowledge, solve the problems that the characters have, express their opinion verbally, negotiate, experience a rich palette of emotions. It is through such games that the comprehensive development of the preschooler takes place.

Role-playing games in the preschool educational institution

Today, parents are actively engaged in the intellectual development of children, devoting little time to analyzing relationships between people. Therefore, the games of modern children are often based on the plots of cartoons or computer games. They play a simple set of actions (for example, a fight between Teenage Mutant Ninja Turtles or Winx fairies). The relationships between the acting characters are primitive. The life of adults in the game is represented by a small set of situations: "Hospital", "Barbershop", "Shop", "Family".

The kindergarten teacher can correct this situation. Role-playing games according to the Federal State Educational Standard should be given one of the leading places in the educational process. In doing so, it is important to observe the following principles:

• The teacher turns into an equal partner in games.
• He performs this role constantly, as the children grow older, complicating the plot, expanding their understanding of the world around them.
• It is necessary from the very beginning to orient the children not only to the reproduction of actions, but also to the meaning of what is happening, the relationship between the characters.

Game Guide

It has already been proven that the ability to play does not arise spontaneously in a child. Therefore, the role of the educator in organizing role-playing games in kindergarten is so important.

First of all, he must acquaint the children with the surrounding reality. Playing the chef will be much more interesting after the excursion to the kitchen, reading books about the North Pole can become a reason for playing polar explorers. Then the necessary attributes are prepared, often with the involvement of the children themselves.

Organizing the game in younger groups, the teacher takes the initiative. He thinks over the plot, distributes roles between the pupils, he himself turns into one of the key characters. However, if this happens every time, children's initiative, free creativity are extinguished.

Therefore, it is important to create conditions for the emergence of independent games. To facilitate this, the teacher after a while transfers his role to one of the pupils. Or he offers a problem situation, from which children must find a way out on their own.

Classification

In pedagogy, there are five types of role-playing games in preschool age. These include:

1. Household games that reproduce family relationships (cooking dinner, a child's birthday, bathing a doll).
2. Public games associated with professional activity people (school, flying on an airplane, building a house).
3. Patriotic games, when kids pretend to be participants in the war or brave astronauts.
4. Games based on the plot of a fairy tale or cartoon.
5. Directing games, when a child invents a story and plays several roles at the same time with the help of toys.

Decide on the scenario

The choice of plot largely depends on the inclinations and interests of children. The teacher prepares for the game in advance, drawing up a plan-outline will help him in this. It usually has the following structure:

• Selected topic, age of preschoolers.
• Goals and objectives that will be solved during the game.
• Required attributes.
• Roles and activities associated with them. For example, visitors to a cafe make orders, dine, communicate, pay before leaving. The administrator meets and seats them, supervises the staff. The waiter takes orders, passes them to the kitchen, delivers food and collects money. The chefs prepare the dishes and pass them to the waiter.
• Possible dialogues between characters. It is important that children learn to speak politely and behave culturally in public places.
• Approximate plan of the plot-role-playing game. It should be interesting for children and allow for changes. So, in a cafe you can organize a play area for visitors with children, invite musicians.

Attributes

The doctor needs tools and a white coat, the cook needs dishes, the driver needs a car. Properly organized environment in the group contributes to the development of children's play. The teacher should stock up on attributes for role-playing games:

• Ready-made kits for a doctor, cashier, locksmith, etc.
• Waste material: broken appliances, food boxes and jars, medicine bottles, bottles of creams, masks, shampoos. All this is useful for games in the house, pharmacy, shop, beauty salon.
• Homemade items. A microwave oven from boxes, cakes from foam rubber sponges, fishing rods from rods ... Older preschoolers can make such attributes for role-playing games with their own hands.
• Costumes of salesmen, policemen, hairdressers and sailors. They can be made from old shirts or cut out capes from lining fabric. The appropriate inscription or symbolic image of the profession will finally clarify the belonging of the costume.
• Masks, real and homemade, crowns, headdresses, scarves.

The younger the kids, the more attributes they need to play. Older preschoolers are able to show their imagination and find substitute items.

nursery group

Young children are just learning how to manipulate toys. The organization of a role-playing game is not yet possible, since the kids do not know how to interact with each other. During the first half of the year, the teacher teaches them to perform simple game actions: swing a doll, roll a car, feed a bear. At the same time, substitute items are actively used: a bar instead of an iron, pieces of paper instead of porridge. Games involve one child or a group of kids, each of which performs the same action.

From the second half of the year, the teacher teaches to build chains of two or three situations: the doll must be fed, and then rocked and put to bed. First, he himself plays the story in front of the children. Then, having fed the doll, he asks one of the kids to rock her, and the other to take her to bed and cover her with a blanket. All actions should be familiar to the children from their own experience.

Junior group

From about 2.5 years old, the beginnings of a role-playing game appear. The goal of the baby is to reproduce the actions of a certain character (mother, doctor). However, he does not yet indicate his role verbally. At this stage, the purposeful work of the teacher is important.

The attention of the children, out of habit, is riveted to objects: they enthusiastically bandage the patient's hand, put a thermometer. An adult must reorient them to interact with a partner in the game. For this purpose, a minimum of toys is used so that they do not distract attention. To get used to the desired role, special costumes and masks are widely used. The adult initially becomes the child's partner himself, encourages him to enter into a dialogue, and then gives way to another baby.

By the age of four, children already consciously take on this or that role, build the simplest dialogues with their peers, and perform actions specific to their character. The plots of the games are taken from the life experience of the kids: driving a car, going to visit, visiting a doctor, buying groceries in a store.

middle group

At the age of 4-5 years, children master role-playing games with several characters, learn to navigate the relationships between them. It is desirable that the plot assumes the presence of one main character (for example, a veterinarian) and 2-3 minor ones (a nurse, pet owners, a pharmacist selling prescription drugs).

It's great if there are more characters than children. Then, during the game, they will have to change their behavior, depicting either a sailor or a diver. At the end, you can enter another role, similar to the main one. So, if a ship trip is being played out, you can arrange a meeting with a ship passing by. The captains will tell each other about their adventures, and the children will become more aware of the relationships of the various roles.

Favorite games of this age are "Hospital" and "Shop". However, the teacher should expand the experience of children, introduce them to new situations: "Ambulance", a visit to the zoo, a city tour, a visit to the theater. The plot is not thought out by the teacher in advance, but develops according to the laws of improvisation.

Role-playing game in senior groups

According to the norms, five-year-old children themselves should initiate games on various topics. Moreover, the plots are taken both from their own experience, and from books, films. Preschoolers turn into pirates, conquer Mars, go on a trip around the world. They get deeply into the role, experience the same emotions as their characters. Before the game, they independently agree on the plot, distribute roles. In this case, the educator must turn into an interested observer.

However, it is difficult for modern children to rise to this level of play. Often they reproduce the same familiar patterns borrowed from television programs. Role-playing games in older groups are divorced from reality, contain a lot of aggression. And here the planned work of the educator is required to enrich the children's experience.

We act wisely

If the games of older preschoolers are poor in content, there are two reasons for this: undeveloped imagination and lack of knowledge. Therefore, the educator needs to expand children's ideas about the world around them through reading books, watching cartoons, excursions, meetings with representatives of different professions.

In order for the children to quickly get involved in a new role-playing game, a group is being prepared with them, models of a ship, a house, and a rocket are being created. It is important from the very beginning to set the tone, to offer children an interesting game situation. Key Roles It is better to distribute to children with a rich imagination. During the games, the teacher should not give the real names of the children, all instructions and comments are made taking into account the chosen plot. He himself soon leaves the game, intervening on two occasions:

• When a conflict occurs.
• With the fading of interest in the game. In this case, you can offer an unexpected plot twist (a huge octopus attacked the ship) or introduce a new character (Baba Yaga comes to the hairdresser).

The task of adults is to prevent the disappearance of role-playing games from the lives of children. After all, it is through it that the child's socialization occurs, imagination develops, the ability to regulate one's behavior in accordance with the role played.

Role-playing game for preschoolers

Role-playing game Supermarket

Urozaeva Elvira Anvarovna, teacher of MBDOU kindergarten No. 13 combined type, Ufa, Republic of Bashkortostan

Material Description: The material can be used by educators with children of older preschool age. This development will help educators organize a role-playing game in a group setting, consistently organize a game, and expand children's ideas.

PURPOSE OF THE GAME
1. Contribute to the development of the ability to expand the plot based on the knowledge gained in the classroom and in Everyday life.
2. Expand children's knowledge about the work of store workers.
3. Give an idea of ​​the different departments in the store.
4. Expand vocabulary, improve verbal communication skills.
5. Continue learning to coordinate the topic, distribute roles, prepare the necessary conditions for the game before the start of the game.
6. Improve counting skills.
7. Improve the dialogic form of speech.
8. Cultivate friendly relationships in the game.

ROLES IN THE GAME
Seller - 1 - 2 children.
Forwarder - 1 child.
Loader - 1 child.
Driver - 1 child.
Cashier - 1 child.
The buyers are children.

STAGES OF DEVELOPMENT AND IMPLEMENTATION OF THE PROJECT
STORY - ROLE GAME "SHOP"
1. Setting goals for the game.
2. Involving children in solving these goals.
3. Create a game plan.
4. Discuss the plan with the children.
5. Collection of material.
6. Working with parents.
7. Preliminary work - classes, games, conversations, excursions, observations.
8. Independent creative work of children.
9. The result of the work is a role-playing game "Shop".

PRELIMINARY WORK
- Conversation “What is porridge made of”, “Where did the bread come from?”
- Excursion to the store.
-Reading literary works: S.Mikhalkov "Crystal Vase", E.Uspensky "Bird Market", V.Berestov "In the toy store", L.Petrushevskaya "Pig Peter and the store".
-Direct educational activities: "Vegetables and fruits on our table", "Teaching storytelling: role-playing game "Shop".
-Drawing "Vegetables and fruits", plot drawing "Shop".
- Application "Which cars bring products to the store."
- Didactic game“Wonderful bag”, “What is it made of?”, “Where can I buy it?” , "What's gone?" , "What's extra?" , "On an excursion to the store", "All works are good."
This preliminary work promotes:
- improvement of dialogic speech:
- acquaintance of children with the work of the seller, her labor actions: listens, weighs, counts, knocks out a check, gives change;
- expanding the understanding of the different departments in the store;
- expanding the idea of ​​adult work.
- clarification of children's ideas about appearance and taste qualities of vegetables and fruits, ways of using them in food.

OPTIONS AND PLOTS OF THE GAME "SHOP"
1. Shop "Toys".
2. Shop "Furniture".
3. Shop "Dishes".
4. Shop "Food".
5. Shop "Clothes".
6. Market "Vegetables and Fruits".
7. Supermarket.
LINK WITH OTHER STORY-ROLE PLAYING GAMES.
- a family
- canteen
- garage
- vegetable warehouse
Objectives: to develop the ability to expand the plot based on the knowledge gained in the classroom and in everyday life; to form the right relationships in the team; develop creativity.

OBJECT-GAME ENVIRONMENT
1. Cash register.
2. Scales.
3. A set of dummies "Vegetables - fruits".
4. Models of products.
5. Wallets.
6. Packages, bags.
7. Abacus.
8. Money.
9. Price tags.
10. Showcase.
11. Bathrobes - aprons, caps.

Preschool childhood is a long period of a child's life. The living conditions at this time are rapidly expanding: the boundaries of the family are expanding to the limits of the street, city, country. The child discovers the world of human relations, various activities and social functions of people. He feels a strong desire to get involved in this adult life, to actively participate in it, which, of course, is still inaccessible to him. in addition, no less strongly he strives for independence. From this contradiction, a role-playing game is born - an independent activity of children, simulating the life of adults.

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RELATIONSHIP OF GAME AND COMMUNICATION

Preschool childhood (from 3 to 7 years old) is a segment of a child's life when the framework of the family expands to the limits of the street, city, country. If during the periods of infancy and early childhood, the child, being in the family circle, received the necessary conditions for his development, then at preschool age the range of his interests expands. The child discovers the world of human relations, various activities of adults. He feels a great desire to get involved in adult life, to actively participate in it. Having overcome the crisis of 3 years, the child strives for independence. From this contradiction, a role-playing game is born - an independent activity of children, simulating the life of adults.

Role play, or as it is also called creative play, appears at preschool age. Play is the activity of children in which they take on "adult" roles and, in play conditions, reproduce the activities of adults and the relationships between them. The child, choosing a certain role, also has an image corresponding to this role - a doctor, mother, daughter, driver. The child's play actions also follow from this image. The imaginative internal game plan is so important that the game simply cannot exist without it. Through images and actions, children learn to express their feelings and emotions. In their games, mother can be strict or kind, sad or cheerful, affectionate and tender. The image is played, studied and remembered. All role-playing games of children (with very few exceptions) are filled with social content and serve as a means of getting used to the fullness of human relationships.

The game takes its origins from the object-manipulative activity of the child in early childhood. At first, the child is absorbed in the object and actions with it. When he masters the action, he begins to realize that he is acting himself and as an adult. He had imitated an adult before, but did not notice this. At preschool age, attention is transferred from the object to the person, due to which the adult and his actions become a role model for the child.

On the border of early and preschool childhood, the first types of children's games appear. One of the types of games of this period is a figurative role-playing game. In it, the child imagines himself to be anyone and anything and acts in accordance with this image. A child can be surprised by a picture, a household item, a natural phenomenon, and he can become one for a short period of time. A prerequisite for the deployment of such a game is a vivid, memorable impression that caused him a strong emotional response. The child gets used to the image, feels it with both soul and body, becomes it.

The figurative role-playing game is the source of the role-playing game, which is clearly manifested from the middle of the preschool period. The game action has a symbolic character. When playing, a child under one action means another, under one object - another. Not being able to handle real objects, the child learns to model situations with substitute objects. In-game item substitutes may bear very little resemblance to real items. The child can use the wand as a spyglass, and then, as the story progresses, as a sword. We see how in a role-playing game a sign enters the life of a child and becomes a means of organizing his activity, just as in the life of an adult.

A child usually receives a lot of toys that are substitutes for real objects of human culture: tools, household items (furniture, dishes, clothes), cars, and so on. Through such toys, the child learns the functional purposes of objects and masters the skills of their use.

To trace the development of the game, consider the formation of its individual components.

Each game has its own game means: children participating in it, dolls, toys and objects. Their selection and combination are different for younger and older preschoolers. At younger preschool age, the game may consist of monotonous repetitive actions, sometimes reminiscent of manipulations with objects, and the composition of the participants in the game may be limited to one or two children. For example, a three-year-old child may "cook dinner" and invite a "guest" to dinner or "cook dinner" for her doll daughter. The play conditions of older preschool children may include a large number of game participants. Each participant can have several additional items and toys to better reveal their image. During the game, it sometimes adds up complex scheme the transition of toys and objects from one participant to another, depending on the development of the game plot.

Children's play begins with a contract. Children agree on the beginning of play activities, choose a plot, distribute roles among themselves and build their actions and behavior in accordance with the chosen role. By taking on a role, the child begins to accept and understand role rights and responsibilities. So, for example, a doctor, if he treats a patient, must be a respected person, he can require the patient to undress, show his tongue, measure the temperature, that is, demand that the patient follow his instructions.

In a role-playing game, children reflect their surrounding world and its diversity, they can reproduce scenes from family life, from adult relationships, work activities, and so on. As the child grows older, the plots of their role-playing games become more complicated. For example, a game of "daughters-mothers" at 3-4 years old can last 10-15 minutes, and at 5-6 years old - 50-60 minutes. Older preschoolers are able to play the same game for several hours in a row, that is, along with an increase in the variety of plots, the duration of the game also increases.

The game plot, as well as the game role, are most often not planned by a child of younger preschool age, but arise situationally, depending on what object or toy is currently in his hands (for example, dishes, which means he will play at home). ). Quarrels in children of this age arise because of the possession of an object with which one of them wanted to play.

Role play in older preschoolers obeys the rules arising from the role taken on. Children plan their behavior, revealing the image of their chosen role. Quarrels of older preschool children, as a rule, arise due to incorrect role-playing behavior in a game situation and end either with the termination of the game or the expulsion of the “wrong” player from the game situation.

There are two types of relationships in the game - game and real. Game relations are relations according to the plot and role, real relationships are the relations of children as partners, comrades who perform a common task. In a joint game, children learn the language of communication, mutual understanding, mutual assistance, learn to subordinate their actions to the actions of other players.

The game is the leading activity in preschool age, it has a significant impact on the development of the child. In the game, the child learns the meaning of human activity, begins to understand and navigate the causes of certain actions of people. Knowing the system of human relations, he begins to realize his place in it. The game stimulates the development of the cognitive sphere of the child. Playing out fragments of real adult life, the child discovers new facets of the reality around him.

In the game, children learn to communicate with each other, the ability to subordinate their interests to the interests of others. The game contributes to the development of arbitrary behavior of the child. The mechanism for controlling one's behavior, obedience to the rules, is formed precisely in a plot-role-playing game, and then it manifests itself in other types of activity (for example, in training). In a developed role-playing game with its complex plots and roles that create a wide scope for improvisation, children develop their creative imagination. The game contributes to the formation of arbitrary memory, attention and thinking of the child. The game creates real conditions for the development of many skills and abilities that a child needs for a successful transition to learning activities.

ROLE PLAYING GAME FOR PRESCHOOL CHILDREN

The value of play for child development

Preschool age is considered the classic age of play. During this period, there arises and acquires the most developed form special kind children's game, which in psychology and pedagogy is called the role-playing game. A role-playing game is an activity in which children take on labor or social functions adults and in specially created by them game, imaginary conditions reproduce (or model) the life of adults and the relationship between them.

In such a game, all the mental qualities and personality traits of the child are most intensively formed.

The subordination of motives, which was mentioned above, arises for the first time and is most clearly manifested in the game. In fulfilling a play role, the child subordinates to this task all his momentary, impulsive actions.

Game activity affects the formation of the arbitrariness of all mental processes- from elementary to the most difficult. So, the game starts to developvoluntary behavior, voluntary attention and memory. In the conditions of the game, children concentrate better and remember more than on the direct instructions of an adult. A conscious goal - to concentrate, to remember something, to restrain an impulsive movement - is the earliest and most easily distinguished by a child in the game.

The game has a big impact on mental development preschooler. Acting with substitute objects, the child begins to operate in a conceivable, conditional space. The substitute object becomes a support for thinking. Gradually, play actions are reduced, and the child begins to act in the internal, mental plane. Thus, the game contributes to the fact that the child moves to thinking in images and ideas. In addition, in the game, performing various roles, the child takes on different points of view and begins to see the object from different sides This contributes to the development of the most important, the thinking ability of a person, allowing him to present a different view and a different point of view.

Role play is critical to development imagination . Game actions take place in an imaginary situation; real objects are used as others, imaginary; the child takes on the roles of the missing characters. This practice of acting in a fictional space helps children acquire the ability for creative imagination.

Communication of a preschoolerwith peers unfolds mainly in the process of joint play. Playing together, children begin to take into account the desires and actions of another child, defend their point of view, build and implement joint plans. Therefore, the game has a huge impact on the development of children's communication during this period.

In the game, other types of child activity are added, which then acquire independent significance. So, productive activities (drawing, design) are initially closely merged with the game. Drawing, the child plays a particular plot. The construction of the cubes is woven into the course of the game. Only by the senior preschool age the result of productive activity acquires an independent meaning, independent of the game.

The inside of the game starts to take shape andeducational activity. The teaching is introduced by the teacher, it does not appear directly from the game. A preschooler begins to learn by playing. He treats learning as a kind of game with certain roles and rules. By following these rules, he masters elementary educational actions.

The great importance of the game for the development of all mental processes and the personality of the child as a whole gives reason to believe that it is this activity that is leading at preschool age.

However, this children's activity raises a lot of questions from psychologists. Indeed, why, how and why do children suddenly take on the roles of adults and begin to live in some kind of imaginary space? At the same time, of course, they remain children and are well aware of the conventionality of their “reincarnation” - they only play adults, but this game brings them incomparable pleasure. It is not so easy to determine the essence of a role-playing game. This activity contains incompatible and contradictory beginnings. It is both free and rigidly regulated, direct and indirect, fantastic and real, emotional and rational.

The plot and content of the game

When analyzing a game, it is necessary to distinguish between its plot and content. The plot of the game - this is the area of ​​reality that is reproduced by children in the game (hospital, family, war, shop, etc.). The plots of the games reflect the specific conditions of the child's life. They change depending on these specific conditions, along with the expansion of the child's horizons and familiarity with the environment,

Game content - this is what is reproduced by the child as the main thing in human relations. The content of the game expresses a more or less deep penetration of the child into the relationships and activities of people. It can only reflect outside human behavior is only that with which and how a person acts, or a person's relationship to other people, or the meaning of human activity. The specific nature of the relationships between people that children recreate in play may be different and depends on the relationships of real adults surrounding the child. Speaking about the influence of adults on the play of children, K.D. Ushinsky wrote: “Adults can have only one influence on the game, without destroying the nature of the game in it, namely, by supplying material for buildings, which the child will independently take care of.

No need to think that all this material can be bought in a toy store. You buy a bright, beautiful house for a child, and he will make a prison out of it, you buy dolls for him, and he will line them up in the ranks of soldiers, you buy a pretty boy for him, and he will flog him: he will remake and rebuild the ones you bought toys not according to their purpose, but according to those elements that will be poured into it from surrounding life, - this is the material that parents and educators should take care of most of all. Indeed, the same game in its plot (for example, “to the family”) can have completely different content: one “mother” will beat and scold her “children”, another will put on makeup in front of a mirror and rush to visit, the third will constantly wash and cook, the fourth is to read books to children and study with them, etc. All of these options reflect what “flows” into the child from the surrounding life. social conditions, in which the child lives, determine not only the plots, but above all the content of children's games.

Thus, the special sensitivity of the game to the sphere of human relations indicates that it is social not only in its origin, but also in its content. It arises from the conditions of the child's life in the life of society and reflects and reproduces these conditions.

The development of role play in preschool age

But how does a role arise in a child's play? Considering the origin of play at an early age, we said that symbolic substitutions and actions with imaginary objects appear already in the third year of life. But such actions are not yet the role. A child can feed a doll for a long time or give her injections without taking on the role of a mother or a doctor. How does a role appear in the mind and in the actions of a preschooler?

The answer to this question was devoted to the study of N.Ya. Mikhailenko , in which different strategies for the formation of a role-playing game were carried out; retelling a simple story, showing a game situation, emotional connection of a child to a story game, etc. Although the majority of children 2-4 years old after these influences performed the indicated actions, they were not yet role-playing. This was expressed, in particular, in the fact that the children accepted adult sentences such as “feed the doll”, “treat the bear”, but did not accept sentences such as “play doctor” or “play teacher”. N.Ya. Mikhailenko suggested that the transition to playing a role is mainly associated with two conditions: firstly, with the assignment of not one, but a series of actions to the same character (mother feeds, walks, puts to bed, washes, reads ; the doctor listens to the patient, writes prescriptions, makes injections, gives medicine); and secondly, with the adoption of the role of the character, which is given in the plot of the game.

In order to form a role-playing game, games were organized jointly with an adult, in which the children performed a series of actions corresponding to one or another character, and in the course of performing the adult attributed them to one or another role: “You, like a mother, feed your daughter”, “You, like a doctor, treat a child,” etc. After the end of the entire chain of actions, the adult recorded all the actions performed by the child: “You played doctor”, “You played driver”. Already after a small number of such joint games, the children actively and willingly played with a simple suggestion of a plot and easily took on roles.

The main takeaway from this formative experiment is that the transition to role play requires guidance from the caregiver or parents.The idea of ​​spontaneity in the development of role play arises from the fact that adults do not notice the leadership that they spontaneously exercise, or because such leadership is taken over by older children. The child himself does not invent a play role. He can learn this way of playing only from those who already own it, who can and want to pass it on to the child.

However, the playing role does not arise immediately and simultaneously. At preschool age, it goes through a significant path of its development. Above, a distinction was made between the plot and the content of the game. It turns out that with the same plot, the content of the game on different stages preschool age is completely different. AT in general terms the line of development of the child's play can be represented as a transition from the operational scheme of a single action to its meaning, which always lies in another person. The evolution of action (according to D.B. Elkonin) goes the following way. First, the child eats with a spoon by himself. Then he spoon-feeds someone else. He then spoon-feeds the doll like a baby. Then he feeds the doll with a spoon, as a mother feeds a child. Thus, it is the relationship of one person to another (in this case, mother to child) that becomes the main content of the game and sets the meaning of the game activity.

The main content of the game of younger preschoolers is the performance of certain actions with toys. They repeatedly repeat the same actions with the same toys: “rub carrots”, “cut bread”, “wash dishes”. At the same time, the result of the action is not used by children - no one eats sliced ​​bread, and washed dishes are not put on the table. At the same time, the actions themselves are maximally deployed, they cannot be abbreviated and cannot be replaced by words. There are actually roles, but they themselves are determined by the nature of the action, and do not determine it. As a rule, children do not identify themselves by the names of the persons whose roles they have assumed. These roles exist in the actions rather than in the mind of the child.

In the middle of preschool childhood, the same game in terms of plot takes place differently. The main content of the game is the relationship between the roles, which are clearly outlined and highlighted. Children call them before the game starts. Game actions are highlighted that convey attitudes towards other participants in the game - if porridge is put on plates, if bread is cut, then all this is given to the “children” for lunch. The actions of the child become shorter, they are not repeated and replace one another. Actions are no longer performed for their own sake, but for the sake of implementing a certain relationship to another player in accordance with the role assumed.

Children 6-7 years old are extremely picky about the implementation of the rules. Performing this or that role, they carefully monitor how their actions and the actions of their partners correspond to generally accepted rules of behavior - it happens or it doesn’t happen: “Moms don’t do that”, “They don’t serve soup after the second”.

A change in the content of games with the same plot in preschoolers of different ages is revealed not only in the nature of the actions, but also in how the game begins and what causes children's conflicts. For younger preschoolers, the role is suggested by the subject itself: if a child has a saucepan in his hands, he is a mother, if a spoon is a child. The main conflicts arise due to the possession of the object with which the game action should be performed. Therefore, two “chauffeurs” often drive by car, and several “mothers” cook dinner. In children of middle preschool age, the role is formed already before the start of the game. The main quarrels over roles are who will be who. Finally, for older preschoolers, play begins with a contract, with joint planning of how to play, and the main debate is around “it happens or it doesn’t happen.”

Playing the role of a teacher showed that for younger children being a teacher means feeding the kids, putting them to bed and walking with them. In the play of middle-aged and older children, the role of the educator is more and more concentrated around the “teacher-children” relationship. There are indications of the nature of the relationship between children, the norms and methods of their behavior.

Thus, the content of games at preschool age changes as follows: from the objective actions of people to the relationships between them, and then to the implementation of the rules that regulate the behavior and attitudes of people.

Every role presupposes certain rules of behavior, i.e. dictates what can and cannot be done. At the same time, every rule has some role behind it, for example, the role of the one who runs away and catches up, the role of the one who seeks and hides, etc. So the division into role-playing games and games with rules is rather arbitrary. But in role-playing games, the rule is, as it were, hidden behind the role, it is not pronounced on purpose and is felt rather than realized by the child. In games with rules, the opposite is true: the rule must be open, i.e. clearly understood and formulated by all participants, while the role may be hidden. The development of play in preschool age goes from games with an open role and a hidden rule to games with an open rule and a hidden role.

The main contradiction of children's play

Almost all researchers who have studied play unanimously noted that play is the most free, unconstrained activity of a preschool child. In the game, he does only what he wants to do. The unconstrained nature of the game is expressed not only in the fact that the child freely chooses the plot of the game, but also in the fact that his actions with objects are completely free from their usual, “correct” use.

The creative freedom of the game is also expressed in the fact that the child is included in it with all his emotionality, experiencing maximum pleasure during the game. The emotional richness of the game is so strong and obvious that this moment is often brought to the fore. which allows us to consider the game as an instinctive source of pleasure.

The paradox lies in the fact that it is in this activity, as free as possible from any coercion, which seems to be entirely in the power of emotions, that the child first of all learns to control his behavior and regulate it in accordance with generally accepted rules. The essence of children's play lies precisely in this contradiction. How does this become possible?

In order for a child to assume the role of any other person, it is necessary to highlight in this person the characteristic features inherent only to him, the rules and methods of his behavior. Only when the child has a sufficiently clear picture of the behavior of the character, the role can be taken and performed by the child in the game. If we want children to take on the roles of doctors, pilots, or teachers, it is necessary first of all that they identify for themselves the rules and ways of behavior of these characters. If this is not the case, if this or that person simply has a certain attraction for the child, but his functions, his relations with others and the rules of his behavior are not clear, the role cannot be fulfilled.

In one of D.B. Elkonin’s studies, a game was proposed “in oneself”, in one of the well-known comrades and in one of the adults (mother or teacher). Children of all ages refused to play “themselves”. The younger children could not motivate their refusals in any way, while the older ones directly indicated: “They don’t play like that, this is not a game” or “How can I play Nina if I am already Nina.” By this, the children showed that without a role, i.e. without imitating the actions of some other person, there can be no game. Younger preschoolers also refused to play the roles of other specific children, since they could not distinguish actions, activities, or behaviors typical of their comrades. Older preschoolers, already able to do this, filled such difficult roles. The role for the child was the easier, the more obvious to him were the features of the behavior of the portrayed character and the differences from his own. Therefore, all children willingly played adults.

Of course, a preschooler, even before accepting a role, knows something about the people he will portray in the game. But only in the game the rules of behavior of these people and their functions become the subject of his active attitude and consciousness. Through play, the world of social relations, much more complex than those available to him in his non-play life, enters the child's consciousness and raises him to a higher level. By accepting the role of an adult, the child thereby assumes a certain, understandable way of behavior inherent in this adult.

But after all, the child takes the role of an adult only conditionally, “pretending”. May be. and the fulfillment of those rules according to which he must behave is also conditional and the child can handle them completely freely, changing them at will?

The question of the conditionality of fulfilling the rules in the game, of the freedom of the child in relation to the role taken upon himself, was specially studied in one of the works of D.B. Elkonin. In this work, an adult, having organized a game of “doctor” with preschoolers, who vaccinates children, tried to violate the rules of the doctor’s behavior. When the child, acting as a doctor, was ready to perform all the usual operations during vaccinations, the adult said: “You know, guys, I have real rubbing alcohol with which you can do real vaccinations. You first graft, and then I will bring it, and then you will smear it with alcohol. Children, as a rule, reacted violently to such an attempt to violate the logic of the doctor's actions: “What are you doing? That doesn't happen. First you need to wipe, and then instill. I'd rather wait."

The sequence of actions of the role that the child assumes has for him, as it were, the force of a law to which he must subordinate his actions. Any attempt to break this sequence or introduce an element of conventionality (for example, make mice catch cats or have the driver sell tickets and the cashier drive the bus) causes a violent protest from the children, and sometimes even leads to the destruction of the game. By taking on a role in the game, the child thereby accepts a system of rigid necessity to perform actions in a certain sequence. So freedom in the game is very relative - it exists only within the limits of the role taken on.

But the thing is that the child takes on these restrictions voluntarily, according to own will. Moreover, it is this obedience to the adopted law that gives the child maximum pleasure. According to L. S. Vygotsky, the game is “a rule that has become an affect”, or “a concept that has become a passion”. Usually the child, obeying the rule, refuses what he wants. In the game, obeying the rule and refusing to act on immediate impulse bring maximum pleasure. The game constantly creates situations that require action not on immediate impulse, but along the line of greatest resistance. The specific pleasure of the game is associated precisely with overcoming immediate urges, with obedience to the rule contained in the role. That is why L.S. Vygotsky believed that the game gives the child “ new form desires." In the game, he begins to correlate his desires with the “idea”, with the image of the ideal adult. A child can cry in the game, like a patient (it is difficult to show how you cry), and rejoice like a player.

Many researchers considered the game to be a free activity precisely because it does not have a clearly defined goal and result. But the considerations expressed above by L.S. Vygotsky and D.B. Elkonin refute this assumption.In a creative, role-playing game of a preschooler, there is both a goal and a result.The purpose of the game is to fulfill the role assumed. The result of the game is how this role is carried out. The conflicts that arise during the game, as well as the pleasure of the game itself, are determined by how the result corresponds to the goal. If there is no such correspondence, if the rules of the game are often violated, instead of pleasure, children experience disappointment and boredom.

In addition, the game is of great importance for the overall mental development of the child. It is in play that the child's behavior first changes from field to strong-willed, he himself begins to determine and regulate his actions, create an imaginary situation and act in it, realize and evaluate his actions, and much, much more. All this arises in the game and, according to L.S. Vygotsky, puts it on highest level development, raises to the crest of a wave, makes it the ninth wave of development of preschool age.

Role play as a school of voluntary behavior

A number of studies by Soviet psychologists have shown that in play children are far ahead of their abilities in mastering their behavior.

A. V. Zaporozhets was the first to draw attention to the fact that the nature of the movements performed by the child in the game and in the conditions of direct performance of the task is different. He cited the interesting results of research by T.O. Ginevskaya, who specifically studied the significance of play for the organization of a child's movements. It turned out that in the role-playing game “to be athletes”, not only the relative efficiency of the jump increased, but the very nature of the movement changed: the preparation phase, a kind of start, stood out much more clearly in it.

In a study by L.I. Bozhovich, it was found that preschoolers are able to long and diligently engage in a boring task for them (writing out the same letters) when they depict students performing their duties in the game.

D. B. Elkonin repeatedly pointed out the decisive role of play activity in the development of voluntary behavior. In his research, it was shown that the introduction of a plot into a child's play significantly increases the effectiveness of obedience to the rule as early as 3-4 years.

In the work of Z.V. Manuilenko, the ability of preschoolers to maintain a given posture for a long time, without changing it and holding it for as long as possible, was studied. In one of the series of experiments, the child had to hold a certain position on the instructions of an adult, in the other, he played the role of a sentry guarding the factory. It turned out that the performance of this difficult task for a preschooler is much more effective in the game. As Z.V. Manuilenko notes, in the game, due to the accepted role of the sentry, maintaining the posture becomes the content of the preschooler's behavior. The image of the behavior of another person acts for the child as a regulator of his own behavior. Characteristically, the greatest dependence on the conditions of activity is observed in children 4-5 years old: in the conditions of play, the time they hold the posture increases by 4-5 times. In younger (3–4 years) and older (6–7 years) preschool children, this time was relatively independent of conditions, while in children it did not exceed 1 minute, and in older children it reached 15 minutes.This may indicate the unequal importance of play motives at different stages of preschool childhood.

The adoption of a playful role has a significant positive influence not only for management outward behavior child, but also to master their own cognitive processes. So, in the work of Z.M. Istomina, the development of arbitrary memory in preschoolers was studied in different conditions. It was found that in the conditions of the game, children are able to remember and reproduce a significantly larger number of words than in the conditions laboratory experience for memorization.

In the work of E.A. Bugrimenko, it was shown that the assimilation of control-evaluative relations between preschoolers is much more effective in a role-playing game (the game “toy factory” was used). Only after such assimilation is it possible to transfer these relations into non-game productive activity. At the same time, at the age of 4-5 years, the maintenance of the process of productive activity is possible only in the presence of an adult, while in the game children can perform the same actions on their own, without adult supervision.

Such compelling data proving the positive impact of the game on different forms arbitrariness of preschoolers, force us to ask questions: why does the introduction of a role and a plot have such a “magical” effect? What is the psychological mechanism of influence of the role on the voluntary behavior of the child? Answering these questions, D. B. Elkonin singles out two such mechanisms.

The first of them consists in the special motivation of gaming activity. The performance of the role, being emotionally attractive to the preschooler, has a stimulating effect on the performance of actions in which the role is embodied. The introduction of a plot changes the meaning of actions for the child, and the rule of behavior, inextricably merged with an attractive role and plot, becomes the subject (motive) of his activity.

The second mechanism of influence of the role on the voluntary behavior of preschoolers is the possibility of objectifying their actions, contributing to their awareness. The rule contained in the role refers precisely to it and only through it to the child himself. This greatly facilitates its comprehension, for the rule turns out to be, as it were, brought outside. It is still very difficult for a preschool child to evaluate his actions, to subordinate them to a conscious definite rule. In play, however, the rule is, as it were, alienated, set in a role, and the child monitors his behavior, controls it, as it were, through a role-mirror. Thus, when performing a role, there is a kind of bifurcation, reflection. The image given in the role acts both as a guide for behavior and as a standard for control.

So, the role-playing game of a preschooler naturally and harmoniously combines two necessary conditions for the development of volitional and voluntary actions: on the one hand, an increase in motivation and, on the other, awareness of behavior.

The role-playing game is precisely the activity that creates optimal conditions for the development of these most important areas of mental life, and therefore it is the most effective tool formation of both volitional and voluntary behavior in preschool age.

However, in a role-playing game there is no conscious control of one's behavior. In it, the child's actions are motivated and mediated by the mode of action of another person (role), but not by awareness of their behavior. In the game, the child acts for another, mediating his actions with “foreign” words and rules.

The next level of development of arbitrariness is associated with the awareness of one's own behavior. This step is most successfully carried out in games with a rule.

Playing with the rule as a means of mastering one's behavior

A game with a rule differs from a role-playing game in that here the rule is open, i.e. addressed to the child himself, not to the game character. Therefore, it can become a means of understanding one's behavior and mastering it. When a child begins to act according to a rule, questions arise for the first time: “How should one behave? Am I doing the right thing?” The fact that a rule was singled out indicates that the first forms of self-control appear in the child and, consequently, his behavior has risen to a new level of arbitrariness not only in play, but also in other, non-play situations. How is this transition to rule-like action carried out?

A number of studies have shown that knowledge of the rule and even its understanding does not always ensure its implementation. Apparently, the action according to the rule does not begin with the memorization of the rule itself, although it is obvious that knowledge of the rule is necessary condition its implementation.

Also doubtful is the possibility of a direct projection of a rule or pattern of behavior into practical action. The imposition of a model or its suggestion, which occurs outside the child's consciousness, leads to the fact that he does not distinguish between right and wrong actions. Such an imposed, unconscious action is forced, automatic, without its own meaning. Mechanical, automated action, in spite of the external rule conformity, is neither arbitrary, nor even volitional. The child must know, imagine how to act and how correct his action is. And at the same time, as noted above, knowledge of the rule in itself does not ensure its implementation.

In order for a rule to be realized by the child and really mediate his behavior, it must acquire a subjective significance. In order for the child to ask the question: “Am I acting correctly?”, He must want to act “correctly”, i.e. in accordance with accepted and understood rules. The emergence of a new value of correct behavior for a preschooler and the transformation of a rule into a motive for one’s own actions signify new stage not only the development of arbitrariness, but also the will of the child.

For the first time, conscious and motivated implementation of voluntarily accepted rules occurs in the games of a preschooler.

The central figure in the game with the rule at the first stages of its formation is the educator, parents (or the older child who has already mastered the rule). The role of the educator is twofold. First, he organizes the game of children, is a model and bearer of the rules of the game. And secondly, he must be hers.direct participant.In his first role, an adult usually sets a task, formulates the rules of the game and controls their implementation. The second role of an adult contributes to the fact that playing with the rule and itselfrules become subjectively significantand attractive to the child: he not only learns how to do it, but becomes infected with interest in the game. Taken together, these two roles of the educator lead to the fact that the rules of action stand out in the mind of the child and acquire a motivating, motivating force,

In one of the studies (E.O. Smirnova, G.N. Roshka), the influence of playing with the rule on the formation of conscious and voluntary behavior was found out not only in gaming, but also in other types of activity. Before the beginning of the formative experiment, indicators of the arbitrariness of the behavior of 3-5-year-old children in a variety of situations were clarified: in the classroom, when solving cognitive problems, in actions according to the model, etc. At the formative stage, games with the rules were systematically and intensively played with the children of the experimental group for two months. . All of them were of a joint nature and took place not only under the guidance, but also with the active participation of an adult. At the last, control stage of the experiment, the same diagnostic methods were carried out with all children as at the first.

It turned out that after the system of games with rules was carried out, the arbitrariness of children increased significantly. The absence of similar changes in the control group may indicate that they were the result of games played with the rules.

This study allowed us to identify several stages in mastering the rule. Initially, children were included in the game only emotionally and directly. They were attracted by the opportunity to communicate with an adult, game material and just motor activity. The rule of action at this stage existed only in a hidden, latent form. However, the adult did not just play with the children, but constantly paid attention to what and when to do, supported their correct actions. As a result, children increasingly adjusted their behavior to the required actions. This prepared the next stage of discovery or awareness of the rule.

Awareness of the rule was most clearly manifested in the remarks that the children began to make to each other in case of its violation. They zealously watched each other, willingly noting the mistakes of others. Control over the actions of other children created an internal readiness to perform the same actions. At the same time, the child’s desire to play according to the rule (or correctly) was clearly manifested: if this did not work out (for example, if he ran over the forbidden line or accidentally peeped when he “led”), he was upset and tried to do everything right next time . This may indicate that the rule has acquired personal significance for the child and has become a motive for his activity.

The observance of the rule by the child at this stage was still unstable and required additional support from the adult. Without his active participation, the game immediately fell apart and the children “forgot” all its rules. Such support assumed the constant and direct participation of the teacher in the game, his emotional involvement, control over compliance with the rules, approval right action. The duration of this stage depended on the complexity and availability of a particular rule.

At the last stage of the formative experiment, cases began to appear when children independently reproduced games with rules shown to adults, and at the same time they themselves monitored compliance with the rules. This may indicate that they have already mastered the rule of action and could control their behavior independently of an adult.

In the sequence of these stages one can see a clear analogy with the stages of the initiation process described above. The central role in this process belongs to an adult, who not only conveys the rule of action to the child, but also makes it affectively significant. Only if the rule acquires a motivating force does it become a means of mastering one's behavior, and the action according to the rule turns into the child's own, free, and not imposed action. The preschooler no longer simply obeys the instructions and control of an adult, but acts on his own, controlling own actions and correlate them with the rule.

How to teach a child to play role-playing games?

Play is the main activity of preschool age. It is not without reason that it is called "leading" - it is thanks to the game that the child comprehends the surrounding world of objects and people, "grows" into the community of adults. The child must master this activity and get enough of it, so that by school age he no longer confuses learning motivation with the game, he distinguished when it was necessary to fulfill the requirements, and when only to imitate their understanding.

After mastering the objective action, the child learns to play. The game of a preschooler goes through several stages.

The first is a role-playing game, when a child simply likens himself to someone, calling himself mom, dad, bear, hare, Baba Yaga, etc.

The second is a story game in which he plays stories that have a beginning, a development, and an end, stories that may not end on one day and continue on the next.

And, finally, the third stage is a game with rules, when the child does not just act according to the logic of the plot, but is able to develop and accept a system of restrictions (norms and rules) that apply to everyone.

The first two stages contribute to the disclosure of the creative possibilities of the child, his artistry, spontaneity, the latter serves as a productive and easy communication for the child, his socialization.

The propensity for gaming activity is not inherent in all people and depends on the characteristics of temperament. Children who are shy, overly restrained sometimes prefer intellectual activities, sports or computer games. But this is not an adequate replacement. How to accustom them to traditional games?

First, start playing with your child yourself. Remember and tell how you played yourself, your parents, what games exist.

Secondly, come up with or invite an intermediary - a doll, a neighbor's child, a brother or sister of a baby who willingly take part in the game. Just make sure that this intermediary does not turn out to be overly active and does not "score" your baby.

Thirdly, along the way, encourage in the child all possible manifestations of initiative and fantasy - let him come up with new words, images, associations, new games and new roles. If he is shy and does not have the proper artistry, let him be a director or a critic.

Very useful theatrical performances that combine elements puppet theater or a mask show - for shy children, it is of particular importance that no one sees their faces, does not recognize them. You can first give the child one of the secondary roles or be in the crowd so that he feels merged with the social background, not standing out from other people. Useful and carnival performances. However, keep in mind that none of these events can be arranged against the wishes of the child and it is very important to make sure that he is comfortable - if he is overwhelmed by more active participants, a possible holiday can easily turn into a psychological trauma.

In general, the ability to play is not just an age skill: it is an element of a life philosophy that makes a person's life easier and more joyful.

Role Playing Sources

Role-playing or, as it is sometimes called, creative play appears in preschool age. This is an activity in which children take on the roles of adults and in a generalized form, in play conditions, reproduce the activities of adults and the relationship between them. The child, choosing and performing a certain role, has an appropriate image - mother, doctor, driver, pirate - and patterns of his actions. The figurative game plan is so important that without it the game simply cannot exist. But, although life in the game proceeds in the form of representations, it is emotionally saturated and becomes for the child his real life.

As already noted, the game "grows" out of object-manipulative activity at the end of early childhood. Initially, the child was absorbed in the subject and actions with it. When he mastered the actions woven into joint activities with adults, he began to realize that he was acting himself and acting like an adult. Actually, even earlier he acted like an adult, imitating him, but did not notice this. As D. B. Elkonin writes, he looked at the object through an adult, "as through glass." At preschool age, the affect is transferred from the object to the person, thanks to which the adult and his actions become a model for the child not only objectively, but also subjectively.

In addition to the necessary level of development of objective actions, for the appearance of the game, a fundamental change in the relationship of the child with adults is necessary. At about 3 years old, the child becomes much more independent, and his joint activities with a close adult begin to fall apart. At the same time, the game is social both in its origin and content. She will not be able to develop without frequent full-fledged communication with adults and without those diverse impressions of the surrounding world, which the child also acquires thanks to adults. A child and various toys, including unformed objects that do not have a clear function, which he could easily use as substitutes for others. D. B. Elkonin emphasized: you can’t throw away the bar, pieces of iron, shavings and other unnecessary, from the mother’s point of view, garbage brought by children into the house. Put a box for him in the far corner, and the child will have the opportunity to play more interestingly, developing his imagination.

So, on the border of early and preschool childhood, the first types of children's games arise. This is the director's game already known to us. Simultaneously with it or somewhat later, a figurative role-playing game appears. In it, the child imagines himself to be whoever and whatever he pleases, and acts accordingly. But a prerequisite for the development of such a game is a bright, intense experience: the child was struck by the picture he saw, and he himself, in his play actions, reproduces the image that caused him a strong emotional response. In Jean Piaget one can find examples of figurative role-playing games. His daughter, who watched during the holidays the old village bell tower, heard the bell ringing, remains impressed by what she saw and heard for a long time. She walks over to her father's table and, standing still, makes a deafening noise. "You're bothering me, you see that I'm working." - "Don't talk to me," the girl replies. "I am the church."

On another occasion, the daughter of J. Piaget, entering the kitchen, was shocked by the sight of a plucked duck left on the table. In the evening, the girl is found lying on the sofa. She does not move, is silent, does not answer questions, then her muffled voice is heard: "I am a dead duck."

Directing and figurative-role-playing games become sources of plot-role-playing games, which reaches its developed form by the middle of preschool age. Later, games with rules stand out from it. It should be noted that the emergence of new types of games does not completely cancel the old ones, already mastered - they are all preserved and continue to improve. In the role-playing game, children reproduce proper human roles and relationships. Children play with each other or with the doll as an ideal partner who is also endowed with a role. In games with rules, the role fades into the background and the main thing is the precise implementation of the rules of the game; usually a competitive motive appears here, a personal or team win. This is the majority of mobile, sports and printed games.

Game development

In order to trace the development of the game, let us consider, following D.B. Elkonin, the formation of its individual components and the levels of development characteristic of preschool age.

Each game has its own playing conditions - children, dolls, other toys and objects participating in it. The selection and combination of them significantly changes the game in the younger preschool age. The game at this time, basically, consists of monotonously repetitive actions, reminiscent of manipulations with objects. For example, a three-year-old child "prepares dinner" and manipulates plates and cubes. If the game conditions include another person (doll or child) and thus lead to the appearance of an appropriate image, manipulations have a certain meaning. The child plays with the preparation of dinner, even if he forgets to feed it to the doll sitting next to him. But if the child is left alone and the toys that lead him to this plot are removed, he continues manipulations that have lost their original meaning. Rearranging the objects, laying them out by size or shape, he explains that he plays "cubes", "so simple". Lunch disappeared from his presentations along with the change in game conditions.

The plot is that sphere of reality, which is reflected in the game. At first, the child is limited by the family and therefore his games are mainly connected with family, everyday problems. Then, as he masters new areas of life, he begins to use more complex plots, say, in "daughter-mother". In addition, the game on the same plot is gradually becoming more stable, longer. If at 3-4 years old a child can play only 10-15 minutes, and then he needs to switch to something else, then at 4-5 years old one game can already last 40-50 minutes. Older preschoolers are able to play the same game for several hours in a row, and some of their games stretch over several days.

Those moments in the activity and relations of adults, which are reproduced by the child, constitute the content of the game.Younger preschoolers imitate object activities - cut bread, rub carrots, wash dishes. They are absorbed in the very process of performing actions and sometimes forget about the result - for what and for whom they did it. The actions of different children do not agree with each other, duplication and a sudden change of roles during the game are not excluded. For average preschoolers, the main thing is the relationship between people, play actions are performed by them not for the sake of the actions themselves, but for the sake of the relationships behind them. Therefore, a 5-year-old child will never forget to put "sliced" bread in front of the dolls and will never mix up the sequence of actions - first dinner, then washing the dishes, and not vice versa. Parallel roles are also excluded, for example, the same bear will not be examined by two doctors at the same time, one train will not be driven by two drivers. Children included in the general system of relations distribute roles among themselves before the start of the game. For older preschoolers, it is important to obey the rules arising from the role, and the correct implementation of these rules is strictly controlled by them.

Game actions gradually lose their original meaning. Actually objective actions are reduced and generalized, and sometimes they are generally replaced by speech ("Hy, I washed their hands. Let's sit down at the table!").

The plot and content of the game are embodied in the role. The development of game actions, roles and rules of the game occurs during preschool childhood along the following lines: from games with an expanded system of actions and roles and rules hidden behind them - to games with a collapsed system of actions, with clearly expressed roles, but hidden rules - and, finally , to games with open rules and hidden roles behind them. For older preschoolers, role-playing is linked with games according to the rules.

Thus, the game changes and reaches a high level of development by the end of preschool age. In the development of the game, 2 main phases or stages are distinguished. The first stage (3-5 years) is characterized by the reproduction of the logic of people's real actions; the content of the game is subject actions. At the second stage (5-7 years), real relations between people are modeled, and the content of the game is social relations, the social meaning of the activity of an adult.

The impact of play on child development

The game is the leading activity in preschool age, it has a significantimpact on child development. First of all, in the gamechildren learn to fully communicate with each other. Younger preschoolers do not yet know how to really communicate with their peers. Here is how, for example, in the younger group of the kindergarten, the game of railroad is played. The teacher helps the children to make a long row of chairs, and the passengers take their places. Two boys, who wanted to be drivers, sit down on the last chairs in the row, hum, puff and “lead” the train in different directions. This situation does not confuse either drivers or passengers and does not cause a desire to discuss something. According to D.B. Elkonin, younger preschoolers "play side by side, not together."

Gradually, communication between children becomes more intense and productive. Here is a dialogue between two 4-year-old girls, in which a clear goal and successful ways to achieve it can be traced.

Lisa: "Let's pretend this will be my car."

Dasha: "No."

Lisa: "Let's pretend this will be our car."

Dasha: "Okay."

Lisa: "Can I drive our car?"

Dasha: "You can" (smiling, gets out of the car).

Liza spins the wheel and imitates the noise of the engine.

In the middle and older preschool age, children, despite their inherent egocentrism, agree with each other, preliminarily distributing roles, as well as in the process of the game itself. A meaningful discussion of issues related to roles and control over the implementation of the rules of the game becomes possible due to the inclusion of children in a common, emotionally rich activity for them.

If, for some serious reason, a joint game falls apart, the process of communication also goes wrong. In an experiment by Kyrt Levin, a group of preschool children were brought into a room with "incomplete" toys (the telephone did not have a receiver, there was no pool for the boat, etc.). Despite these shortcomings, the children played with pleasure, communicating with each other. The second day was the day of frustration (frustration is a state caused by insurmountable difficulties that arose on the way to achieving the goal.) When the children entered the same room, the door to the next room was open, where there were full sets of toys. The open door was covered with a net. With an attractive and unattainable goal in front of their eyes, the children wandered around the room. Someone was shaking the nets, someone was lying on the floor, contemplating the ceiling, many were angrily throwing away old, already unnecessary toys. In the state of frustration, both play activity and the communication of children with each other broke down.

The game contributes to the formation of not only communication with peers, but also the arbitrary behavior of the child. The mechanism for managing one's behavior - obedience to the rules - is formed precisely in the game, and then manifests itself in other activities. Arbitrariness implies the existence of a pattern of behavior followed by the child and control. In the game, the model is not moral norms or other requirements of adults, but the image of another person, whose behavior is copied by the child. Self-control only appears towards the end of preschool age, so initially the child needs external control - from his playmates. Children first control each other, and then - each of himself. External control gradually falls out of the process of behavior control, and the image begins to regulate the child's behavior directly.

The transfer of the arbitrariness mechanism that is formed in the game to other non-game situations during this period is still difficult. What is relatively easy for a child in the game, much worse is obtained with the appropriate requirements of adults. For example, while playing, a preschooler can stand in the pose of a sentry for a long time, but it is difficult for him to complete a similar task of standing straight and not moving, given by the experimenter. Although the game contains all the main components of voluntary behavior, control over the performance of game actions cannot be completely conscious: the game has a bright affective coloring. Nevertheless, by the age of 7, the child begins to focus more and more on the norms and rules; the images that regulate his behavior become more generalized (in contrast to the image of a specific character in the game). With the most favorable options for the development of children, by the time they enter school, they are able to control their behavior as a whole, and not just individual actions.

Motives in the game

In game the motivational-demanding sphere of the child develops. There are new motives of activity and goals associated with them. But there is not only expansion of the range of motives. Already in the previous transitional period - at the age of 3 - the child had motives that went beyond the scope of the situation immediately given to him, due to the development of his relations with adults. Now, in the game with peers, it is easier for him to let go of his fleeting desires. His behavior is controlled by other children, he is obliged to follow certain rules arising from his role, and has no right either to change the general pattern of the role, or to be distracted from the game by something extraneous. The emerging arbitrariness of behavior facilitates the transition from motives that have the form of affectively colored immediate desires to motives-intentions that are on the verge of consciousness.

In an advanced role-playing game with its intricate plots and complex roles that create a wide enough scope for improvisation,children develop creative imagination. The game contributes to the formation of arbitrary memory, the so-called cognitive egocentrism is overcome in it.

To explain the latter, let's use the example of J. Piaget. He modified the well-known "three brothers" problem from A. Binet's tests (Ernest has three brothers - Paul, Henri, Charles. How many brothers does Paul have? Henri? Charles?). J. Piaget asked a preschool child: "Do you have brothers?" - "Yes, Artyp", - answered the boy. - "Does he have a brother?" - "No" - "How many brothers do you have in your family?" - "Two". - "Do you have a brother?" - "One". - "Does he have brothers?" - "No." - "Are you his brother?" - "Yes". - "Then he has a brother?" - "No."

As can be seen from this dialogue, the child cannot take a different position, in this case, accept the point of view of his brother. But if the same task is played with the help of dolls, he comes to the correct conclusions. In general, the position of the child changes radically in the game. While playing, he acquires the ability to change one position to another, to coordinate different points of view. Thanks to the decentration that occurs in the role-playing game, the way is opened for the formation of new intellectual operations - but already at the next age stage.

Preschool childhood is a period of knowledge of the world of human relations. The child models them in a plot-role game, which becomes the leading activity for him. While playing, he learns to communicate with his peers.

Preschool childhood is a period of creativity. The child creatively masters speech, he has a creative imagination. The preschooler has his own, special logic of thinking, subject to the dynamics of figurative representations.

This is the period of the initial formation of the personality. The emergence of emotional anticipation of the consequences of one's behavior, self-esteem, complication and awareness of experiences, enrichment with new feelings and motives of the emotional-demanding sphere - this is an incomplete list of features characteristic of the personal development of a preschooler. The central neoplasms of this age can be considered the subordination of motives and self-consciousness.

MOTIVATIONAL SPHERE. The most important personal mechanism that is formed in this period is the subordination of motives. It appears at the beginning of preschool age and then gradually develops. It is with these changes in the motivational sphere of the child thatthe beginning of his personality.

All wishes children of early age are equally strong and tense. Each of thembecoming a motive, motivating and guiding behavior, determines the chain of actions that immediately unfold. If different desires arise at the same time, the child finds himself in a situation of choice that is almost insoluble for him.

Preschooler's motivesacquire different strength and significance. Already at the younger preschool age, a child can relatively easily make a decision in the situation of choosing one object of several. Soon, he can already suppress his immediate urges, for example, not respond to an attractive object. This becomes possible due to stronger motives that act as "limiters".

It's interesting that the strongest motive for a preschooler is encouragement, receiving an award.Weaker - Punishment(in communication with children, this is, first of all, an exception to the game), even weaker - the child's own promise. Demanding promises from children is not only useless, but also harmful, since they are not fulfilled, and a number of unfulfilled assurances and oaths reinforce such personality traits as optionality and carelessness. The weakest is the direct prohibition of some actions of the child, not reinforced by other additional motives, although adults often place great hopes on the prohibition.

Many researchers write that the patterns of formation of mental actions on the material schooling found in the play activities of children. In it, in peculiar ways, the formation of mental processes is carried out: sensory processes, abstractions and generalizations of arbitrary memorization, etc. Game learning cannot be the only one in educational work with children. It does not form the ability to learn, but, of course, develops cognitive activity schoolchildren.

The game is one of the complex and controversial concepts of philosophy and psychology: there are still disputes about what it is for, what tasks the presence of this "excess" in human existence performs. "The Glass Bead Game" by G. Hesse, "The Man Playing" (Homo ludens) by J. Huizinga - all these phenomena indicate that it is through an extra, non-obvious from the point of view of pragmatic meaning that the main human destiny is realized, which consists in the ability to rise to the heights spirit, break away from bodily needs and earthly existence. It is in the game that something new is created that was not there before. This also applies to children's games. What is "lost" then turns into reality.

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