An approximate scenario for the role-playing game “Theater. Scenario of a role-playing game for the older group "trip to the big city"
Scenario for the role-playing game "Taking the Snow Town"
The game “Taking the Snow Town” is an original development, repeatedly tested on children aged 11 to 18 years. Can be used in summer camps, schools, etc. The game can be adopted by counselors, teachers, teacher-organizers, teachers additional education, educators, deputy directors for educational work, methodologists in the development of leisure activities at school and children's camp. The purpose of the event is to develop children's independence. Objectives: developing the ability to work according to the rules, the desire to achieve goals, strategic qualities, creativity, improving the health of children.
GAME DESCRIPTION.
"Snowmen"
Counselors. Every “snowman” should have a watch. “Snowmen” have the right to carry as many “snowballs” as they like in their hands, but not in their clothes, bags, etc. “Snowmen” cannot be taken out of the game; they can only be neutralized by one hit of a “snowball” for 1 minute. Several simultaneous hits of a “snowball” on a “snowman” are counted as one. Hitting a frozen “snowman” with a “snowball” does not count.
- Some of them are sitting in the “snowdrifts” - their task is to prevent the players from carrying away the “snowballs”. To do this, they shoot small “snowballs” at the players. The “snowmen” guarding the “drifts” move along their own trajectory. That is, each “snowdrift” has its own trajectory for the “snowmen”. For example, in one, the “snowman” catches up with players only along the perimeter, in the second, along the radius, in the third, along one side, etc. There should be one such “snowmen” for each “snowdrift”.
- Other “snowmen” attack players on their territory, preventing them from building a fortress. There should be one such “snowmen” for each children's territory. They do not have the right to go beyond the boundaries of the territory, but must try to hit the players with a “snowball”. They can attack one by one, or they can all get together and attack one child’s territory.
The players are children.
They look for “drifts” and take “snowballs” out of them. They make a fortress out of large “snowballs” on their territory. Players are only allowed to carry one “snowball” at a time. They can accumulate “snowballs” on their territory, but they cannot pick up 2 or more “snowballs” at once. Children can be taken out of the game and returned to the game. Several simultaneous snowball hits on a player count as one. Hitting a player with a snowball again does not count.
"Snow Woman"
Counselor. It is located in the “bast hut”, where all the children who have been taken out of the game flock. He gives each player or several players who comes to him a task. After completing them, returns players to the game.
IN THE TERRITORY:
"Snowdrift"
(storage) – a place where combat “snowballs” (small), “snowballs” for construction (large) are stored:
- there can be any number of such “drifts” on the territory, preferably as many as possible;
- in each “drift” it is stored different quantities"snowballs";
- “drifts” can be located both on the plain and in hard-to-reach places, but not dangerous;
- in total, in the “drifts” there should be 5 small “snowballs” for each player, 14 large ones (for construction) for each team;
- the “snowdrift” is located on the territory, which is guarded by counselors (“snowmen”);
- the boundaries of the “snowdrift” are not marked by anything, they can be seen by watching how the “snowmen” move;
- after the players take all the “snowballs” out of the “snowdrift”, the “snowman” can go to another “snowdrift” or join the attack on the children’s territory.
Children's area
- this is the territory whose rear touches either a fence or a wall. That is, only 3 sides are exposed to fire. Its borders are marked with identification signs. On the territory of each team there is: a large tape for gluing large “snowballs” into a fortress, a team flag. The team builds (glues) their fortress on it.
"Lubyanaya hut"
This is a designated area or room where children who have left the game, those who have been hit by a snowball, flock. They have a small cross drawn on their palm. After the players complete the task, the “snow woman” circles a cross on their palms and releases them into the game.
RULES OF THE GAME.
1.The entire shift is divided into teams. Teams can be squads. There may be mixed teams. That is, the shift is divided into several parts/teams, in which children from each squad are present. The following is important here. First, distribute children from junior and senior squads, as well as boys and girls equally, into each team. So that the teams are equal. Secondly, if the shift consists of 2 or 3 teams (the result is large teams), then more than 14 “snowballs” must be allocated to the fortress.
2.Each team draws a flag for itself (paper canvas measuring 25*40cm), attaches it to a twig (1 m)
3.Each team has its own territory.
4. All heroes and players take their places: “snowmen” - “drifts”, “snow woman” - “bast hut”, teams - their territories.
5. The signal to start the game is given.
6.Each team must find and steal 14 large “snowballs” for construction, and build a fortress from them on their territory.
7.To do this, team players must find a “snowdrift” in which large and small “snowballs” lie. You can take both, but one player at a time can only take one “snowball” - large or small.
8. “Snowmen” will interfere with this, trying to hit the players with a small “snowball”.
9.In the event that the “snowman” hits the player with a “snowball”. The player picks up the “snowball” and gives it and his own, if any, to the “snowman”. The “snowman” places a small cross on the player’s palm. The player goes to the “bast hut”.
10. In the “bast hut” there sits a “snow woman”, she asks one or several players tasks, if they complete them, they return to the game.
11.Players, in order to remove the “snowball” from the “snowdrift”, must:
- or hit the “snowman” with a “snowball” (in this case, the “snowman” freezes for 1 minute)
- or watch from a safe place the trajectory of the “snowman” and, having realized which place on the territory is inaccessible to the “snowman”, simply go around it.
12.When attacking a “snowdrift”, all “snowballs”, after being thrown, falling and remaining on the territory of the “snowdrift” belong to the “snowmen”. All “snowballs” that fall behind the “snowdrift” belong to the one who picks them up first.
13.When attacking the players’ territories, all “snowballs”, after being thrown, falling and remaining on the children’s territory belong to the players of this territory. All “snowballs” that fall outside the players’ territory belong to the one who picks them up first.
14.When attacking the players’ territory, players have the right to escape from their territory so as not to be taken out of the game, or to take cover behind the “snowballs” or a fortress under construction, and after the “snowmen” leave, return and try to complete it.
15.Each “snowman” has the right to attack (hit with a “snowball”) any child player without any reason.
16.Players do not attack players.
17. Players do not have the right to take more “snowballs” from the “drifts” than they need for construction.
18.If a player brings an extra 15th “snowball” to the territory, then he must throw it out of his territory so that those who need it can pick it up.
19. The winner will be the team that builds a fortress on its territory from 14 large “snowballs” and hoists (sticks it with tape) its flag on it. As soon as the flag is hoisted on the fortress, the shelling by the “snowmen” ends and a signal is given to end the game.
20.After the signal, all players begin to clean up the area.
21. A collection point for “snowballs” opens in the “bast hut”. The team that brings the most snowballs will receive a sweet prize. Another option is possible - everyone will receive 1 candy for 1 “snowball”. Thus, the more “snowballs” he brings, the more candies he will receive.
22.The awards ceremony usually takes place at the evening or morning assembly.
The game was carried out by my teaching team several times at a summer health camp. It always went off with a bang. The undoubted advantage is that the game is not contact. That is, children “don’t shoot at each other.” The risk of injury is low. The game is dynamic, emotional, strategic. Average physical activity. As a rule, it takes up to 40 minutes.
Scenarios for role-playing games
Game "Family"
Target. Developing interest in the game. Formation of positive relationships between children.
Game material. Doll - baby, attributes for the equipment of the house, doll clothes, dishes, furniture, substitute items.
Preparing for the game.Activity games: “Baby woke up.” “It’s like mom isn’t at home,” “Let’s prepare the baby’s lunch,” “Feeding the baby.” "The dolls are going for a walk." Observations of the work of a nanny and teacher in groups of children of the second year of life; watching mothers walk with their children. Reading fiction and viewing illustrations on the theme “Family”. In design classes: building furniture.
Game roles . Mom, dad, baby, sister, brother, driver, grandmother, grandfather.
Progress of the game . The teacher can start the game by reading work of art N. Zabili “Yasochka’s kindergarten”, at the same time a new doll Yasochka is introduced into the group. After reading the story, the teacher invites the children to play like Yasya and helps them prepare toys for play.
Then the teacher can invite the children to imagine how they would play if they were left at home alone.
In the following days, the teacher, together with the children, can equip a house on the site in which Yasochka will live. To do this, you need to clean the house: wash the floor, hang curtains on the windows.
After this, the teacher can talk in the presence of children with the parents of a recently ill child about what he was sick with, how mom and dad took care of him, how they treated him. You can also play an activity game with a doll (“Yasochka caught a cold”).
Then the teacher invites the children to play “family” on their own, watching the game from the side.
During the subsequent game, the teacher can introduce a new direction, invite the children to play as if it were Yasi’s birthday. Before this, you can remember what the children did: when someone in the group celebrated a birthday, the children secretly prepared gifts: they drew, sculpted, brought cards and small toys from home. At the holiday, they congratulated the birthday boy, played round dance games, danced, and read poetry. After this, the teacher invites the children to make bagels, cookies, candies - a treat - during a modeling lesson, and celebrate Yasochka’s birthday in the evening.
In the following days, many children can already develop their skills in independent games with dolls. various options birthday celebrations, saturating game own experience acquired in the family.
In order to enrich children's knowledge about the work of adults, the teacher, having previously agreed with the parents, can give the children instructions to help their mother at home in preparing food, cleaning the room, doing laundry, and then tell about it in kindergarten.
For further development In the “family” game, the teacher finds out which of the children has younger brothers or sisters. Children can read A. Barto’s book “The Younger Brother” and look at the illustrations in it. On the same day, the teacher brings a new baby doll and everything necessary to care for it to the group and invites the children to imagine as if each of them had a little brother or sister, and tell how they would help their mother care for him.
The teacher can also organize a game of “family” during a walk.
The game can be offered to a group of three children. Assign roles: “mom”, “dad” and “sister”. The focus of the game is the baby doll “Alyosha” and the new cookware. Girls can be asked to clean up playhouse, rearrange the furniture, choose a more comfortable place for “Alyosha’s” cradle, make the bed, change the baby, put him to bed. “Dad” can be sent to the “bazaar”, bring grass - “onions”. After this, the teacher can include other children in the game at their request and offer them the roles of “Yasochka”, “dad’s friend - the driver”, who can take the whole family to the forest to relax, etc.
The teacher must provide children with independence in the development of the plot, but also closely monitor the game and skillfully use the role-playing relationships of children to strengthen real positive relationships between them.
The teacher can end the game by suggesting that the whole family go to dinner in a group.
The teacher and the children can constantly develop the plot of the “family” game, intertwining it with the “kindergarten”, “driver”, “mom and dad”, “grandparents” games. Participants in the “family” game can take their children to “kindergarten”, take part in “matinees”, “birthdays”, and repair toys; “moms and dads” with children as passengers go on a bus on a country walk in the forest, or a “driver” takes an ambulance to a mother and her sick son to the “hospital”, where he is admitted, treated, cared for, etc. .
A continuation of the “family” game can be the game “Bath Day”.
Game "Bath Day"
Target. Developing interest in the game. Formation of positive relationships between children. Fostering in children a love of cleanliness and neatness, and a caring attitude towards younger ones.
Game material
Preparing for the game: Reading the works “The Dirty Girl” and “Bathing” from the book “The Younger Brother” by A. Barto. Watching the cartoon "Moidodyr". Examination of the painting by E. I. Radina, V. A. Ezikeeva “Playing with a doll.” Production of bathroom accessories and equipment together with parents large room(or baths) on the site.
Game roles. Mother. dad.
Progress of the game . The teacher can start the game by reading the works “The Dirty Girl” and “Bathing” from the book “The Younger Brother” by A. Barto. Discuss the content of the texts.
After this, it is advisable to show the children K. Chukovsky’s cartoon “Moidodyr”. consider the paintings by E. I. Radina, V. A. Ezikeeva “Playing with a Doll”, and also have a conversation “How We Swimmed”, in which
to consolidate not only the bathing sequence, but also to clarify children’s ideas about bathroom equipment, about how attentively, carefully, and affectionately mothers and fathers treat their children.
Also, the teacher can invite children, together with their parents, to take part in the manufacture of attributes and equipment of a large bathroom (or bathhouse) for dolls. With the help of parents and the participation of children, you can build a towel rack and a grid for your feet. Children can design soap boxes. Bathroom benches and chairs can be made from large building material or you can use children's chairs and benches.
During the game, the teacher tells the children that yesterday they cleaned the play corner very well; We washed all the toys and arranged them beautifully on the shelves. Only the dolls were dirty, so you need to wash them. The teacher offers to give them a bath day. Children put up a screen, bring baths, basins, build benches and chairs from building materials, place a grate under their feet, find combs, washcloths, soap, and soap dishes. The bathhouse is ready! Some “mothers” are in a hurry to start bathing without preparing clean clothes for the dolls. The teacher asks them: “What will you dress your daughters in?” “Moms” run to the closet, bring clothes and put them on chairs. (Each doll has its own clothes). After this, the children undress and bathe the dolls: in the bath, under the shower, in a basin. If the need arises, the teacher helps the children, makes sure that they treat the dolls with care and call them by name; reminds that you need to bathe carefully, carefully, not to pour water into your “ears”. When the dolls are washed, they are dressed and combed. After bathing, children pour out the water and clean the bathroom.
A natural continuation of this game could be “The Big Wash.”
Game "Big Wash"
Target. Developing interest in the game. Formation of positive relationships between children. Instilling in children respect for the work of a laundress, careful attitude to pure things - the result of her labor.
Game material. Screens, basins, bathtubs, building materials, play bath accessories, substitute items, doll clothes, dolls.
Preparing for the game.An excursion to the kindergarten laundry, observing while walking how the laundress hangs out laundry, and helping her (giving clothespins, taking away dry laundry). Reading the story by A. Kardashova “The Big Wash.”
Game roles. Mom, dad, daughter, son, aunt.
Progress of the game. Before starting the game, the teacher asks the children to watch their mother’s work at home and help her with the laundry. Then the teacher reads A. Kardashova’s story “The Big Wash.”
After this, if the children do not have the desire to play the game on their own, then the teacher can offer them to do a “big wash” themselves or take the bathtub and laundry out to the area.
Next, the teacher offers the children the following roles: “mother”, “daughter”, “son”, “aunt”, etc. You can develop the following plot: the children have dirty clothes, they need to be washed and all the clothes that are dirty. “Mom” will manage the laundry: what clothes need to be washed first, how to rinse the clothes, where to hang the clothes, how to iron them.
The teacher must skillfully use role-playing relationships during the game to prevent conflict and form positive real relationships.
When subsequently playing the game, the teacher can use another form: the “laundry” game. Naturally, before this, appropriate work must be done to familiarize yourself with the work of a washerwoman.
During an excursion to the kindergarten laundry, the teacher introduces children to the work of a washerwoman (washes, bluing, starches), emphasizes the social significance of her work (she washes bed sheets, towels, tablecloths, dressing gowns for kindergarten employees). The laundress tries very hard - snow-white linen is pleasant for everyone. A washing machine and electric irons make the laundress’s work easier. The excursion helps to instill in children respect for the work of a laundress and a careful attitude towards clean things - the result of her work.
The reason for the emergence of a game of “laundry” is often the teacher’s introduction into the group (or area) of objects and toys needed for washing. Children are attracted to the role of “laundress” because they are “interested in doing laundry”, especially in washing machine. To prevent possible conflicts, the teacher invites them to work in the first and second shifts, like in a laundry.
Game "Bus" ("Trolleybus")
Target . Consolidating knowledge and skills about the driver and conductor, on the basis of which the children will be able to develop a plot-based, creative game. Familiarity with the rules of behavior on the bus. Developing interest in the game. Forming positive relationships between children Instilling in children respect for the work of the driver and conductor.
Game material. Construction material, toy bus, steering wheel, cap, policeman's stick, dolls, money, tickets, wallets, bag for the conductor.
Preparing for the game.Observations of buses on the street. Excursion to the bus stop Ride on the bus. Observing the games of older children and playing together with them. Reading and looking at illustrations on the topic “Bus”. Drawing a bus. Making, together with the teacher, attributes for the game. Watching a movie.
Game roles . Driver, conductor, controller, policeman - traffic controller.
Progress of the game . The teacher should begin preparing for the game by observing the buses on the street. It is good if this observation is carried out at a bus stop, since here children can observe not only the movement of the bus, but also how passengers enter and exit it, and see the driver and conductor through the bus windows.
After such an observation, led by the teacher, attracting and directing the attention of the children, explaining to them everything they see, you can invite the children to draw a bus during the lesson.
Then the teacher needs to organize a game with a toy bus, in which the children could reflect their impressions. So, you need to make a bus stop where the bus will slow down and stop, and then hit the road again. Small dolls can be put on a bus at a stop and taken to the next stop at the other end of the room.
The next stage in preparing for the game should be a trip for the children on a real bus, during which the teacher shows and explains a lot to them. During such a trip, it is very important that children understand how difficult the driver’s work is and watch it, understand the meaning of the conductor’s work and see how he works, how he politely behaves with passengers. In a simple and accessible form, the teacher should explain to children the rules of behavior of people on the bus and other types of transport (if they gave you a seat, thank them; give up your seat to an old person or a sick person who has difficulty standing; do not forget to thank the conductor when he gives you a ticket; sit down to a free place, and do not necessarily require a seat by the window, etc.). The teacher must explain each rule of behavior. It is necessary for children to understand why an old person or a disabled person must give up their seat, why they cannot demand for themselves best place near the window. Such an explanation will help children practically master the rules of behavior on buses, trolleybuses, etc., and then, as they gain a foothold in the game, they will become a habit and become the norm of their behavior.
Another one of important points while traveling on a bus, explain to children that trips are not an end in themselves, that people do not make them for the pleasure they get from the ride itself: some go to work, others to the zoo, others to the theater, others to the doctor, etc. The driver and conductor, through their work, help people quickly get where they need to go, so their work is honorable and you need to be grateful to them for it.
After such a trip, the teacher needs to conduct a conversation with the children about the picture of the corresponding content, after carefully examining it with them. When examining the contents of the picture with the children, you need to tell which of the passengers depicted on it is going where (grandmother with a large bag - to the store, mother taking her daughter to school, uncle with a briefcase - to work, etc.). Then, together with the children, you can make the attributes that will be needed for the game: money, tickets, wallets. The teacher also makes a bag for the conductor and a steering wheel for the driver.
The last step in preparing for the game can be watching a film that shows a trip on the bus, the activities of the conductor and driver. At the same time, the teacher must explain to the children everything they see and be sure to ask them questions. After this, you can start the game.
On game day, the teacher makes a bus by moving the chairs and placing them in the same way as the seats on the bus. The entire structure can be fenced with bricks from large construction kit, leaving doors in front and behind for boarding and disembarking passengers. The teacher makes the conductor's seat at the rear end of the bus, and the driver's seat at the front. In front of the driver is a steering wheel, which is attached either to a large wooden cylinder from a building kit or to the back of a chair. Children are given wallets, money, bags, and dolls to play with. Having asked the driver to take his seat, the conductor (teacher) politely invites passengers to board the bus and helps them to sit comfortably. Thus, he invites passengers with children to take the front seats, and advises those who do not have enough seats to hold on so as not to fall while driving, etc. While seating passengers, the conductor simultaneously explains to them his actions (“In your arms son. It’s hard to hold him. You need to sit down. Please give way to your place, otherwise it’s hard to hold the boy. Grandfather also needs to give way. He’s old, it’s hard for him to stand. You’re strong, you’ll give way to grandfather and hold your hand here, otherwise you can fall when the bus is moving fast,” etc.). Then the conductor hands out tickets to passengers and, at the same time, finds out which of them is going where and gives a signal for departure. Along the way, he announces stops (“Library”, “Hospital”, “School”, etc.), helps them get off the bus and to allow the elderly and disabled people to board, gives tickets to new entrants, and keeps order on the bus.
Next time, the teacher can entrust the role of conductor to one of the children. The teacher directs the game, now becoming one of the passengers. If the conductor forgets to announce stops or send the bus on time, the teacher reminds about this, and without disturbing the flow of the game; “Which stop? I need to go to the pharmacy. Please tell me when to get off" or "You forgot to give me a ticket. Please give me a ticket,” etc.
Some time later, the teacher can introduce into the game the role of a controller, checking whether everyone has tickets, and the role of a policeman-regulator, who either allows or denies the movement of the bus.
Further development of the game should be directed along the line of combining it with other plots and connecting to them.
Game "Chauffeurs"
Target. Consolidating knowledge and skills about the work of a driver, on the basis of which children will be able to develop a plot-based, creative game. Developing interest in the game. Formation of positive relationships between children. Raising children's respect for the work of a driver.
Game material. Cars various brands, traffic light, gas station, building material, steering wheels, cap and stick of a traffic policeman, dolls.
Preparing for the game.Observations of cars on the street, targeted walks to the car park, gas station, garage. Game-activity “Chauffeurs go on a flight.” Observing the games of older children and playing together with them. Learning the outdoor game “Pedestrians and Taxi”. Reading and looking at illustrations on the topic “Chauffeurs”. Reading stories from B. Zhitkov’s book “What did I see?” Construction of a garage for several cars and a truck from building material. Construction of bridges, tunnels, roads, garages from sand.
Game roles. Drivers, mechanic, gas station attendant, dispatcher.
Progress of the game. The teacher should begin preparing for the game by organizing special observations of the driver’s activities. They should be directed by the teacher and accompanied by his story and explanation. A very good reason for children’s first detailed acquaintance with the work of a driver can be watching how food is brought to the kindergarten. Having shown and explained how the driver brought the food, what he brought and what will be used from these products later, you need to inspect the car with the children, including the driver's cabin. It is advisable to organize constant communication with the driver who brings the food to the kindergarten. Children watch at his work, helping to unload the car.
The next stage in preparing for the game is watching how food is delivered to neighboring stores. Walking along the street with your children, you can stop at one store or another and watch how the brought products are unloaded: milk, bread, vegetables, fruits, etc. As a result of such observation, the children should understand that being a driver is not at all doesn’t mean just turning the steering wheel and honking that the driver is driving the car to bring bread, milk, etc.
Also, before the start of the game, the teacher organizes excursions to the garage, to the gas station, to a busy intersection where there is a policeman.
It is advisable for the teacher to take another excursion to the garage, but not just any garage, but to the one where the father of one of the pupils in this group works as a driver, where the father will talk about his work. Children’s emotionally charged ideas about their parents’ work and its social benefits are one of the factors that encourage a child to take on the role of a father or mother and to reflect in play their activities at home and at work.
The impressions children receive during such walks and excursions should be consolidated in a conversation based on a picture or postcards. During these conversations, the teacher needs to emphasize the social significance of the driver’s activities and emphasize the significance of his activities for others.
Then the teacher can organize a game of toy cars. For example, children are given vegetables, fruits, bread and confectionery, furniture made from paper. The teacher advises taking food to the kindergarten, goods to the store, transporting furniture from the store to new house, ride the dolls, take them to the dacha, etc.
To enrich the experience of children, their knowledge must be shown to children on the street different cars(for transportation of milk, bread, trucks, cars, fire, ambulance medical care, if possible, show in action machines watering the street, sweeping, sprinkling sand), explaining the purpose of each of them. At the same time, the teacher must emphasize that everything that these cars do can be accomplished only thanks to the activities of the driver.
The teacher should also consolidate the knowledge acquired by children during walks and excursions by examining with them pictures depicting a street with various types cars, and in an outdoor game with a plot element. For this game you need to prepare cardboard steering wheels and a stick for the traffic controller. The essence of the game is that each child, driving the steering wheel, moves around the room in the direction that the policeman points to him with his wand (or hand). The traffic controller can change the direction of movement and stop the vehicle. This simple game When well organized, it brings children a lot of joy.
One of the stages in preparing children for story game maybe watching a film showing a specific case of a driver's activity and different types of cars.
At the same time, over the course of two weeks, it is advisable to read several stories from B. Zhitkov’s book “What did I see?”, conduct several lessons on designing from building materials (“Garage for several cars”, “Truck”), followed by playing with buildings. It’s good to learn with your children the outdoor game “Colored Cars” and the musical and didactic game “Pedestrians and Taxi” (music by M. Zavalishina).
On the site, children together with their teacher can decorate a large truck with multi-colored flags, carry dolls on it, and build bridges, tunnels, roads, and garages in the sand during walks.
The game can be started in different ways.
First option could be next. The teacher invites the children to move to the dacha. First, the teacher warns the children about the upcoming move and that they need to pack their things, load them into the car and sit down themselves. After this, the teacher appoints a driver. On the way, you should definitely tell your children about what the car is passing by. As a result of this move, the doll corner will be moved to another part of the room. Having sorted things out at the dacha and settled in a new place, the teacher will ask the driver to bring food, then take the children to the forest to pick mushrooms and berries or to the river to swim and sunbathe, etc. A few days later the game can be repeated in a different version - move from the dacha to city, take the children to see how the streets were decorated for the holiday, take everyone to the doctor to weigh them after the dacha, etc.
Further development of the game should go along the line of connecting it to other gaming topics, such as “Shop”, “Theater”, “Kindergarten”, etc.
Another option for the development of this game “could be the following. The teacher takes on the role of a “driver”, inspects the car, washes it, and with the help of the children fills the tank with gasoline. Then he writes out from the “dispatcher” waybill, which indicates where to go and what to transport. “Chauffeur” leaves for the construction of a residential building. Further, the plot develops in this way: the driver helped build the house.
Then the teacher introduces several roles of “drivers” and “builders” into the game. The children, together with the teacher, are building a new house for Yasi and her mom and dad.
After this, the teacher encourages the children to play on their own and reminds the children that they themselves can play as they wish.
During the subsequent game of “drivers”, the teacher brings in new toys - cars of various brands, which he makes together with the children, a traffic light, a gas station, etc. Also, children, together with the teacher, can make new missing toys (car repair tools, a cap and a stick policeman-regulator), improve ready-made toys (using plasticine, attach a trunk to a passenger car or an arc to a bus, turning it into a real trolleybus). All this helps to maintain interest in the device, purpose and methods of using the toy in the game.
At this age, children's games of "drivers" are closely intertwined with games of "construction", since drivers help build houses, factories, and dams.
Dam Building Game
Target. Developing interest in the game. Formation of positive relationships between children. Raising children's respect for the work of a builder.
Game material.Cars of various brands, a traffic light, a gas station, building materials, steering wheels, a policeman's cap and stick, dolls.
Preparing for the game.Observations of the work of builders. Excursion to the dam. Observing the games of older children and playing together with them. Reading and looking at illustrations on the topic “Builders.” Construction of a dam from building material. Construction of bridges, tunnels, roads, dams from sand.
Game roles . Builders, drivers.
Progress of the game . Before the game starts, the teacher introduces the children to the concept of a dam, shows photographs, and talks about the purpose of the dam. The teacher can also organize an excursion to the dam.
The game begins with the teacher, on a walk, drawing attention to a stream flowing along the ground and inviting the children to build a dam. The children each take truck and go to the sandy courtyard. They begin to load and transport sand to where the stream flows. Under the guidance of the teacher, they build a “dam” and block a stream-“river”. Water washes out the hole, it is filled up again, and the dam is made higher. The teacher suggests expanding the dam so that a car can drive across it. They build, rebuild, improve the “dam” and bring in new sand all the time. Each child carries his own truck, sometimes they help each other load it, “to make it faster, otherwise the water will wash it away.” The teacher makes sure that the children play together, without quarreling.
During the subsequent game, the teacher invites the children to play on their own.
Game "River Journey"
Target. Developing interest in the game. Formation of positive relationships between children. Instilling in children respect for the work of naval workers.
Game material. Construction material, kitchen utensils, play sets “at the doctor’s”, “hair salon”, steering wheel, lifebuoy, flags, dolls, substitute items, plastic boats, boats, motor ships, inflatable pool, captain’s cap, binoculars, bullhorn, gangway, anchor on a chain.
Preparing for the game. Excursion to the river station, targeted walks to the river. Meeting with a river station employee. Reading poems about sailors, about the fleet; joint games with older children. Game-activity “Yasochka’s Journey on a Motor Ship.” Reading excerpts from B. Zhitkov’s book “What did I see?” (“Steamboat”, “Pier”. “There is a canteen on the ship”, etc.). Application from ready-made geometric shapes on the topic "Motor ship". Modeling clay boats. Making lifebuoys and flags together with the teacher.
Game roles . Captain, sailor, helmsman, cook, doctor, hairdresser.
Progress of the game . Preparation for the game begins by showing the children a picture of a steamboat and the teacher explaining that they will now go to the river to watch the steamboat. This will help children focus their attention and direct their interest in the right direction. After this, a targeted walk to the river is carried out, where the children observe motor ships, boats, boats, and determine their features. Then the teacher organizes an excursion to the pier to the river station, clarifies the children’s understanding of how ships dock and where passengers buy tickets. Also, the teacher, with the help of parents, can organize a boat excursion. During the excursion, talk about the work of the people who work on it (captain, mate, helmsman, sailors, cook, doctor), inspect the cabins, captain's bridge, helmsman's room, wheel, lifebuoys.
After the walk and excursion, you should consolidate the knowledge acquired by the children in a conversation about the picture, and also invite them to draw what they saw on the river.
A meeting in kindergarten with a river fleet worker and his story about his service will be very interesting for children.
Then the teacher can organize a game with a toy steamer. We need to play with the toy with the children: build a pier, take dolls on a ship, etc.
To prepare for a role-playing game, play attributes should be made together with the children. Children can do some things on their own; the teacher just needs to tell them that they may need it for play. So, children can already make tickets, money, and food for breakfast during the trip themselves. Other attributes, such as a pipe for a steamer, a spyglass for the captain, and caps for sailors (cardboard hoops), are made by the teacher together with the children. When making different crafts, the degree of children's participation "should vary depending on their skills. In some cases, the teacher helps children more, in others - less.
The last step in preparing for the game can be watching a film that shows a trip on a steamboat, and a conversation based on its content, which enhances and maintains children’s interest in the topic.
When the children already have a stable interest in the game, the teacher can invite the children to play. Considering the insufficient level of development of organizational skills in children middle group, the teacher can take part in the game. So, with his questions he should be reminded of what the captain’s bridge, the helmsman’s box, the helm, where the passenger lounge is located, looks like. First, the guys build a ship and equip it: they make chairs from building materials, build a kitchen and a buffet: they move a stove, dishes, a table from the doll's corner, make cabins and a doctor's office. With the help of the teacher, masts, anchors, ladders, and lifebuoys are placed in appropriate places
After this, with the help of the teacher, the roles are assigned: “captain”, “sailor”, “helmsman”, “cook”, “doctor”, “passenger”, etc. Then the captain loudly announces through a bullhorn: “Passengers, board the ship, departure now. Let's go along the river." Girls with dolls board the ship and sit down. The rest of the game participants also take their places. The teacher gives the departure signal. “Raise anchor! Remove the ladder! Full speed ahead!” the captain gives commands. The sailors quickly and accurately carry out his orders. The ship is sailing. The children hum and puff, imitating the noise of the engine room.
During the journey, each of the players is busy with their own “important” affairs. “Moms” hold dolls in their arms, lift them to the window so that the banks of the river can be seen, others go to the salon to relax and watch TV. The teacher makes sure that the “doctor” also has work to do: he puts the office in order, lays out, rearranges, wipes the “instruments” - after all, now he needs to receive visitors. And here is the first patient. A “passenger” knocks on the office and asks to “treat” him. The doctor carefully “lubricates” the wound, makes a sticker out of paper, and sits you on a chair. Then the “mothers” come with their “children” to see a doctor for treatment.
The “cooks” are busy with serious business - they need to feed the passengers something. They make “cutlets” and cook “borscht”. Then the teacher announces that the table is set, and the “waiters” invite passengers to dine.
Then you can develop the plot by rescuing a drowning man. There was an emergency on the ship - a “passenger” “fell into the water.” Everyone shouts: “The man is drowning! Man overboard!". They throw life preservers, raise the “drowning man” and quickly take him to the doctor.
You can also set up a “hair salon” on the ship. The “hairdresser” listens carefully to the passengers and fulfills their requests: he cuts their hair and does their hair.
In the future, the game should be modified and updated. So. for example, during a stop, passengers can pick mushrooms and berries or swim, swim, sunbathe, etc.
Having made an interesting “trip” along the river, the guys return home.
When organizing a game, one thing is important for a teacher: having given the children the basis of the game, he needs to guide the way. so that this foundation is enriched with content in which children’s creativity and initiative are manifested.
Game "Shop"
Target. Familiarization with the work of adults in a grocery, vegetable, bookstore, department store, etc. Developing interest in the game. Formation of positive relationships between children. Raising children's respect for the salesman's pile.
Game material. Construction material, toys, food models, clothes for dolls, hangers, mirror, cash register, display case, substitute items, dolls, homemade books, wallets.
Preparing for the game. Excursion to a vegetable store, bookstore, grocery store and clothing store. Meeting with store employees. Reading poems about sellers, about collective farmers. Reading an excerpt from B. Zhitkov’s book “What did I see?” (“Melon”) and S. Mikhalkov’s book “Vegetables”. Drawing on the theme “Excursion to the store.” Joint games with older children. Modeling vegetables and products. Making homemade books together with the teacher.
Game roles. Seller, cashier, buyer, store manager, driver.
Progress of the game. When preparing for the game of “shop,” the teacher can use different reasons. So, you can take advantage of the approaching holiday or birthday of one of your children, or you can simply take advantage of the need to buy something. In any of these cases, children must understand that going to the store is caused by the need to make some purchase. The teacher tells the children: “Today is Sasha’s holiday - his birthday. Sasha has grown big, he is five years old. We’ll go to the store and buy him a gift” or “March 8th holiday is coming soon, we need to make flags and decorate the room. We don't have paper. We'll go to the store and buy colored paper and make flags out of it. Then we’ll decorate the room with flags, it will be very beautiful in our group.”
When going on an excursion, the teacher should remind the children once again where and why they are going (“We are going to the store to buy Sasha a gift” or “We don’t have paper. We are going to the store to buy paper”).
During the excursion, you need to show the children the counters, shelves, goods, explain everything they see, and say that all this together is the store. It is very good if the teacher constructs an explanation in such a way that it raises questions in the children. The teacher needs to ensure the children’s active attention and perception of everything that they observe and what is explained to them. The teacher should especially emphasize the meaning of the activities of sellers and cashiers and their relationship in the process of this activity.
Then you need to buy what the children came to the store for. It is best for the children to do this themselves. So, the teacher can instruct one child to find out from the seller whether the desired product is available and, if so, how much it costs, another - to pay at the cash register, a third - to receive the purchase from the seller. In this case, children enter into communication with adults in the process of performing labor activity and actually participate in it as buyers.
Such participation in adult activities helps children understand its meaning, goals, and ways to carry it out.
After the excursion, the teacher must let the children feel and experience its results. For example, if paper for flags was purchased, the children need to make flags and decorate the room with them, etc.
Then the teacher needs to consolidate with the children in a conversation about the picture everything that they learned during the excursion. When showing children a picture, the teacher can ask them not only questions such as: “What is the girl doing?” or “What is the seller doing?”, but also such as: “What did the girl do before?” (paid money to the cash register, took the check, gave the check to the seller, if the picture shows how a girl receives a purchase), etc. By answering such questions, the children can already use not only what they directly perceive when looking at the drawing, but also what they know from their own personal experience purchased during the excursion.
In order for children to understand that the word “store” refers not only to a candy store or stationery store, that is, not only to the store they went to, and the word “buy” refers not only to the purchase of candy or paper, the teacher needs take the children to a few more stores in order to do so. to lead them to correct generalizations, on the basis of which they will form appropriate concepts. “So, you can organize an excursion to a bakery, a vegetable store, a bookstore, a toy store, etc. It’s very good if children buy something in each store. Each of the children in the group should take part in at least one purchase. In stores, children can buy, for example, flags, coloring books, pencils, candies, cookies.
After several excursions, the teacher can invite the children to draw what they saw in the store. Children can draw fruits, vegetables, toys, candies, etc. It is also necessary that during the modeling lesson, children sculpt objects that they will then use during play.
Then the teacher conducts a conversation based on the pictures and summarizes everything that the children already know about the store.
To play “store”, the teacher must prepare a sign with the word “store”, money, checks, a sign with the word “Cashier”, and wallets for customers. I (the teacher moves the tables, which form a counter on which all kinds of toys should be beautifully laid out:.
Having handed out wallets with money to the children, the teacher announces that he has opened new shop, where toys are sold, and invites him to go there. In the store, customers are greeted by a very polite and attentive salesperson (teacher), and at the checkout by an experienced cashier (one of the children). The seller greets the buyer politely, then offers him the product, lets him look at it, shows him how to handle it, and tells him how much it costs. Having paid the amount named by the seller to the cashier and taken the check, the buyer gives it to the seller and receives his purchase from him.
The next day in the store you need to sell something from the assortment that the children made in class. The teacher appoints one of the children as a seller, and he himself takes on the role of one of the buyers, but also new role he directs the course of the game.
Further development of the game can go along the line of changing the profile of the store (either a grocery store, a bookstore, a confectionery store, etc.) or along the line of including this topic in other game themes.
For example, one of the game options could be the following. The teacher brings into the troupe a cash register, a wooden display case with compartments (similar to the one seen in greengrocer) and “strawberries”, molded by the teacher. The teacher replaces missing vegetables and products with pebbles, chestnuts, and leaves. All this should arouse children's interest and desire to play.
The kids did not react to the items for the store; the teacher himself draws the children’s attention to the attributes of the game and invites them to play. With the help of a counting rhyme, the children assign roles: “seller”, “buyer”. Then, the children, together with the teacher, set up a display case, arrange the vegetables into cells, take baskets, “wallets”, “money” and go to the store. The first buyer asks the seller to weigh a kilogram of strawberries. The seller weighs the purchase on the scales and gives it to the “buyer.” The teacher should accustom children to the rules of communication in the store and encourage them to carefully monitor each other so that someone does not forget to say thank you. The next “buyer” buys an apple for his “daughter”, then oranges, plums, pears, etc.
To prevent interest in the game from weakening, the teacher, for example, can remind
“sailors” (children playing “ship”): “Did you forget to buy your children gifts and treats? What will you bring them from the voyage?” Now all the “sailors” gather in the store. They shop with each other.
Over time, there are fewer and fewer customers in the store. The saleswoman is clearly tired of decorating the window, wiping the cash register, and she announces that the store is closed for lunch, hangs a sign at the cash register and leaves.
While playing “store,” children often have questions: Where do the bread, milk, and vegetables come from in the store? Who delivers them and where from? Where are they made? Where is it grown? The teacher must support this interest, satisfy it, broaden the children’s horizons and at the same time contribute to the further enrichment of the content of the game.
To form in children clear ideas about growing vegetables, cereals, melons, the teacher, if possible, organizes an excursion to the collective farm, to the garden team. You can also look at a picture with the guys about harvesting a vegetable garden, read an excerpt from B. Zhitkov’s book “What did I see?” (“Melon”) and S. Mikhalkov’s book “Vegetables”. A conversation about the work of collective farmers will clarify and systematize children’s knowledge.
In parallel with the work of familiarizing collective farmers with labor, it is advisable to carry out modeling, design, and organize the work of children (to make bags for cereals from paper, to build stores with large display cases from large building materials; to mold vegetables, fruits, watermelons, melons, bread from clay, plasticine, rolls, bagels, cookies, etc.) with the assumption that these products can be used in the game.
When interest in the Grocery Store game wanes, the teacher can offer to play the Clothes Store game.
First, the teacher in the classroom and in Everyday life clarifies children's knowledge about types of clothing (summer, winter, underwear, dresses, coats, fur coats, hats, Panama hats, caps, scarves), reinforces general concepts (hats, underwear, outerwear).
In kindergarten, with the help of parents, you can sew clothes for dolls, make hangers and racks for them, sew plastic bags, and make a large mirror from foil.
The process of making these attributes together usually reminds children of what they saw on the excursion and encourages them to play.
If such interest in the game does not arise, the teacher takes the initiative. First of all, he helps children in the distribution of roles; the teacher offers several children who want to be sellers, because several departments can be organized (children’s, men’s, women's clothing) and salespeople are needed in every department. Having distributed the roles, the children build a store from chairs, benches and large building materials, lay out laundry in plastic bags on the shelves, hang clothes on hangers (dresses separately, coats separately), build fitting booths, install a cash register, solemnly open a new store and invite “customers.” " Mostly these are “mothers” with doll daughters. The “sales people” advise which clothes are best to choose and help you try them on. “Moms” put clothes on the dolls, pay for the purchase at the cash register, and thank them.
The game of “bookstore” (with a stationery department) is also educationally useful. It makes it possible to shape the cognitive interests of children, to train them in “doing”, since the game encourages children to make “goods” for the store (to design homemade books, albums, notebooks with the help of a teacher). The game consolidates knowledge about the work of store workers, develops respect for it, and children have a desire to imitate them and take on appropriate roles.
The game of “shop” is very often intertwined with games such as “family”, “collective farm”, “kindergarten”, “fishermen”. For example, “mothers”, “fathers”, “grandmothers” buy food at the grocery store, prepare dinner from it and feed the dolls; in a ready-made clothing store they buy their children new clothes for the holiday. “Collective farmers” harvest vegetables and fruits, load boxes onto cars, and “drivers” take them to stores. “Fishermen”, returning from a voyage, unload the fish, and “drivers” take it to the store.
"Game "Pilots"
Target. Consolidating children's ideas about the work of adults at the airport and on the airfield Developing interest in the game. Formation of positive relationships between children. Instilling in children respect for the work of a pilot.
Game material. Toy airplanes, fuel trucks, trolleys, caps for pilots, a cap for a flight attendant, a steering wheel, propellers, airplane wings, rubber hoses for refueling airplanes with gasoline.
Preparing for the game.Excursion to the airport. Meeting with airport employees. Reading poems from B. Zhitkov’s book “What did I see?” (“Airport”) and from the book by I. Vinokurov “The plane is flying” (“At the airfield”, “Who flies the planes”). Joint games with older children. Making a runway, hangar, airplanes, large airplane from building material or from sand (using chairs and cardboard parts). Construction of paper airplanes.
Game roles . First and second pilots (pilots), flight attendants, technicians, gas station attendants, passengers - mothers, fathers, children, grandparents, airport workers, cashier, barmaid, pharmacy and newsstand sellers.
Progress of the game; The first stage in the development of the game will be an excursion to the airport. Children need to be shown the premises (passenger lounges, ticket offices, buffet, newsstand) and introduced to the work of adults at the airport, as well as give an idea that the airfield is a big, flat field, there are planes and helicopters on it, and hangars in the distance. You need to watch with your children how the plane lands, the ramp is brought up, and the passengers get off.
After this, the teacher reads excerpts from B. Zhitkov’s book “What did I see?” (“Airport”) and from the book by I. Vinokurov “The plane is flying” (“At the airfield”, “Who flies the planes”).
Then, together with the children, you can make a runway, a hangar, airplanes, a large airplane from building material or sand (using chairs and cardboard parts). The teacher can offer to design paper airplanes and arrows, and then use them in games with the wind.
In the future, you can once again organize an excursion to the airport. Visit the plane, inspect it, talk about the responsibilities of pilots and flight attendants. To consolidate children's ideas about the work of adults at the airport and on the airfield. After this, conduct a conversation “What we saw at the airfield.”
The teacher can organize a meeting with the pilot in kindergarten so that he can talk about his work, as well as a game-activity “How Yasochka with mom and dad flew on an airplane.”
It is better to play the game of “pilots” in the kindergarten area. The teacher invites the children to play the following roles: first and second pilots (pilots), flight attendant, technicians, gas station attendants, passengers - mothers, fathers, children, grandmothers, grandfathers, airport workers, cashier, barmaid, pharmacy and newsstand sellers.
Next, the teacher gives the children the opportunity to play the game on their own. The teacher must take into account those play ideas that children may have, since in the game, first of all, what pleases and excites the child at the moment should appear.
Game "Fishermen"
Target. Strengthening children's ideas about fishing. Developing interest in the game. Formation of positive relationships between children.
Game material. Construction set, twigs, threads, substitute objects, toy fish.
Preparing for the game.Excursion to the river. Meeting with fishermen. Reading poems about fishing. Joint games with older children. Making boats and oars from building materials. Making fishing rods. Modeling fish.
Game roles. Fishermen.
Progress of the game. When starting the game, first of all, the teacher can organize an excursion to the river, where together with the children they can watch the fishermen, discuss the issues of how a fisherman moves along the river, what kind of boats there are, what a fisherman catches, what he uses to catch fish, what equipment is needed for this. You can also organize a meeting with the fisherman there and ask him questions that interest the children.
After this, the teacher conducts a conversation in the group “What we saw on the river”
The teacher asks parents to take their children to the river on weekends and show them how to fish.
Then, together with the children, you can build boats and oars from building material, and make fishing rods from long twigs.
When all the preparations for the game are ready, the teacher can invite the children to play on their own.
During the game, the teacher must support the children’s emerging interest in playing “fishermen” and guide the development of the plot using advice, questions, and reminders. For example, questions: What are you floating on? Where is your boat going? What are you carrying in it? Advice: “Agree with the captain, load the fish onto the ship and take it to the neighboring town, to the shops.” Addressing the girls: “There, on the pier, they brought fresh fish. Do you need to buy some fish? etc.
In the game, the teacher not only expands the range of ideas about the phenomenon that interests the children, but also helps in organizing the game; sometimes he takes a direct part in the conspiracy, sometimes he helps plan the game.
Game "Theater"
Target. Strengthening children's ideas about the theater. Developing interest in the game. Formation of positive relationships between children.
Game material. Screen, bibabo toys, game attributes: money, wallets, tickets, large signs “Theater”, “Cash desk”.
Preparing for the game. Puppet show. Reading poems about the theater. Joint games with older children. Making theater paraphernalia by children. Watching a film about the theater.
Game roles . Cashier, controller, bus driver, artists.
Progress of the game. The teacher can begin preparing for the game only after the children have been shown a puppet show during the matinee or they themselves have visited the theater (in addition, artists can perform in front of them). After this, the teacher must systematize and summarize the children’s impressions by examining the picture with them and talking about its content.
Then the teacher brings one or two bibabo dolls into the group. In order to maintain interest in playing with these dolls and make it sustainable, the teacher needs to teach children how to use dolls correctly, to perform certain actions of a display nature with their help, to teach certain gaming techniques. The doll can say hello, wave, clap its hands, bow, scratch its forehead or neck. stroke the children's heads, dance, etc. Children, as a rule, get great pleasure from this, and they happily imitate the teacher, forcing the doll to do the actions that he showed them. So, gradually, children, under the guidance and help of a teacher, learn to control dolls and, in the process of playing, master individual gaming techniques.
The next step in preparing for the game could be the children making game attributes. The teacher invites the children to draw beautiful tickets and make money. At the same time, they are preparing large signs with the words “Theater” and “Box Office”.
It is advisable to show the children a film about the theater.
Before the game, the teacher gives the children wallets with money and asks them to see if their clothes are in order and if they have their hair neatly combed, since it’s time to go to the theater. Children leave the kindergarten (group) and go to a stop where a bus has already been prepared in advance (it can even be arranged in another room - the dining room or an adjacent group room). On the bus, children pay the conductor, get tickets from him and go to the Theater stop. Approaching the theater, the guys must find the box office and buy theater tickets there, then present them to the controller and take their seats in the auditorium.
The teacher on the “stage” controls the puppets, the children carefully watch the performance.
After the performance, the children applaud, thank the artists, leave the theater, and again go by bus to the kindergarten.
When repeating the game, the teacher can give children relative freedom of action. So, they themselves travel to and from the theater, prepare the necessary attributes themselves (bus, bus and theater tickets, money, etc.), and play the main roles themselves: conductor, driver, cashier, controller. The teacher retains the role of the presenter: he still controls the dolls himself, but already from the second or third game the teacher can attract children for the performance itself. Gradually, the teacher increasingly draws children into active participation in the performance, reserving only the right to direct their actions and help them. Now the management of the game should be to help children coordinate their actions, come up with the content of what they want to depict, help realize the plan, and if necessary, then show and teach how to perform this or that action.
The teacher also needs to teach children, when playing “theater,” to use not only special dolls, but also other toys: cars, animals, nesting dolls. When children are convinced of the benefits of using additional toys in play, broad prospects for developing play open up before them.
When the game is fully mastered by the children, it is important to explain to the children that the word “theater” also means a performance when the actors are not dolls, but people. To do this, you need to play a different version of the game.
When children understand this, they will certainly modify their play. Puppet shows will alternate, with children themselves taking on certain roles. They will act out the contents of well-known fairy tales and short skits for the audience.
In the future, the teacher’s guidance of this game should be to help children change the content of their “productions”, change the actions that they will perform during the game.
Role-playing games for children - these are games that have a proposed scenario or plot, which is determined by the players themselves. Roles are assigned to the participants.
Fairy tale "Turnip"
7 participants are selected. The roles are given out: Turnip, Grandfather, Grandmother, Granddaughter, Bug, Cat, Mouse. It’s great if you have headdresses and masks.
Texts (written in advance on thick paper and distributed to participants) for characters:
The turnip says the phrase: Both-on! Grandfather: Oh, I'm tired! Grandma: I'm coming, I'm coming! Granddaughter: Come on! Bug: My life is a dog, woof-woof! Cat: I understand you, meow-meow! Mouse: Well, damn it, give it to me!
The presenter tells the fairy tale “Turnip”. The actors come out one by one from behind the scenes. As soon as the presenter mentions this or that character, he pronounces his text.
For example: the presenter begins: “Once upon a time there was a grandfather.” Grandfather says: “Oh, I’m tired!” Presenter: “He planted a turnip.” Turnip: “Both-on!” etc.
The presenter tells the entire fairy tale to the end, and the actors’ task is to react to the text of the fairy tale in a timely manner and say only one phrase - their text.
Fairy tale "Kolobok"
7 participants are selected. The principle of the game is the same as in the previous version.
Grandfather: I want to eat something!
Grandma: But there’s no flour!
Kolobok: Here I am!
Hare: How round you are!
Wolf: Kolobok, Kolobok, I'll eat you!
Bear: Move away, little fry!
Lisa: I can't hear so well!
Fairy tale text: Once upon a time there lived a grandfather (I want to eat something!) and a grandmother (but there is no flour!).
Once I was sitting on the stove, and then my grandfather said (I want to eat something!). And the grandmother answers him (but there is no flour). No, says the grandfather (I want to eat something). The grandmother went (and there was no flour) and scraped the bottom of the tree, swept the barn with a broom and scraped up a little. The grandmother kneaded the dough (but there was no flour), heated the stove and baked a bun (and here I am). The grandmother took (and there was no flour) the bun (here I am) and put it on the windowsill to cool. And the bun (and here I am) jumped out the window and rolled along the path, and beyond the outskirts. The bun is rolling (and here I am), rolling, and towards it is a hare (how round you are). The bun looked (here I am) at the hare (how round you are). And he looked at such a miracle and said the hare (how round you are) turned around and took off. And the bun (and here I am) rolled on. And a gray wolf meets him (Kolobok, Kolobok, I’ll eat you). The bun got scared (here I am) and rolled in the other direction. And towards him is a clubfooted bear (go away, small fry). But the bun is not inferior (here I am). The bear saw the round monster and got scared (go away, small fry) and ran away. Only the bun shouted after him (and here I am). And out of nowhere, a sly fox appeared from the forest (I can’t hear so well). And then our main character I realized that the fox (I can’t hear so well) couldn’t hear well and then the bun said loudly (here I am). And the sly fox (I can’t hear so well) got even closer to the kolobok (and here I am). But then, out of nowhere, a grandfather appeared (I want something) and a grandmother (but there is no flour) and were delighted with their newly-baked granddaughter (and here I am). This is the end of the tale, and well done to those who listened.
Role-playing game Birds
From 5 to 15 people can take part in the game. Before the game starts, we determine who wants to be which bird. We make nests from cardboard and scatter them on the floor, or chairs can serve as nests. There should be one less nest than there are participants. To make the game more spectacular, you can make wings for your hands. As soon as the music starts playing, the “birds” scatter throughout the “forest”. The music suddenly stops, and the birds take their place in the empty nests. Those who did not manage to take a place in the nest are eliminated from the game. You can also introduce a “marten” into the game, which will steal nests and move them from one place to another, thereby complicating the game - the emotional effect of this is enhanced.
Role-playing gameJourney
The whole class or group can take part in the game. The “driver” of the train and the route are chosen - where we are going: to Crimea, Turkey, India, etc. Children become a train - they take the person in front by the shoulders, music sounds - “lambada” and the train sets off. At each station, the train must be re-coupled (the presenter-dispatcher announces which parts of the body we grab the person in front: waist, nose, ears, knees) - we change the position of our hands and move on. On the way there is an obstacle - a tunnel (a large elastic band stretched and twisted crosswise in front of the train). Children enjoy crawling through the gum web.
A gameBubble
Children they join hands in a round dance.
At the leader's command:
Blow up the bubble
Blow up big
Stay like this
Don't burst!
They move apart, holding hands. After the presenter said: “the bubble has burst,” the children squat down and wait for the leader’s words to be repeated, then they join hands again and repeat everything. As an option: children do not throw their hands and say: Shhhhhh! - converge to the center of the circle.
Role play Paints
At the very beginning, you need to decide what colors (participants) the painter (presenter) will paint with. We choose colors and start playing: the painter stands in front of the palette (participants standing in one line). When the presenter says: “Pencil” - the participants raise one hand up, “Brush” - begin to wave their arms to the sides, “Paints” - cover their faces with their hands. At the word “palette” all the colors raise their hands up. When the “painter” names any paint, she must quickly run up to the leader and touch him with her hand. The presenter changes teams very quickly. The task is not to hesitate and to respond correctly and in a timely manner to the “painter’s” cues. Anyone who mixed up the teams or was too slow leaves the game.
For older children, you can come up with a story with words, as in the first and second games.
Story gameCinema
The game takes place between two teams. The task is given by the “director” - the presenter: it is necessary to act out the plot of a famous feature film. Two teams are given time to prepare at the same time. After the “film is shot,” one team shows it to the other. She, in turn, guesses what movie they watched. Then the second “troupe” performs.
Guess the melody
The presenter, the “composer,” invites one participant, the “musician,” to join him. She whispers the name of a famous song in his ear. Or lets you listen to it on headphones. Then the “musician” must “clap” the melody of this song with his hands. Listeners must guess it.
Is the star weak?
This game is a parody of famous “star groups” and pop singers. Songs of your favorite stars are recorded. Elements of clothing, wigs and attributes of the artists you are going to parody are being prepared. You can use lollipops as microphones. The room in which the concert will take place is divided into an auditorium and a stage. The music sounds - and you are at a concert of pop stars.
Story-based role-playing gameMother hen and chicks
The whole group or class can take part in the game. The leader - the "mother hen" - leads the process. A rope is tied between two chairs at a height of 40-50 cm. On one side there are “chickens” who went out into the yard to peck some grains, on the other side - behind the fence a danger awaits them - a fox. The “mother hen,” while there is no danger, invites the chickens to nibble the grass behind the fence. At the same time, she says: “Ko-ko-ko” and all the “Chicks” rush under the rope to get out to the other side. The carefree walk is interrupted by the presenter’s signal: “Fox!” And all the “chickens” quickly run away under the rope.
Where do role-playing games begin?
It is adults who help the child understand the world, the objects and phenomena around him. Parents, grandparents, nannies and governesses teach children many skills: dressing, eating independently, washing, reading, counting and much more.
Play children's games also, especially in younger age, adults teach. First, the child learns the simplest children's games: with a rattle, with a doll, with soft animal toys. The baby learns to “communicate” with toys, showing imagination.
As children grow older, they receive and absorb more information about different professions And different types activities. They begin to understand how a janitor sweeps the street, how a salesman counts customers in a store, how a doctor treats people. First of all, the child copies the actions of those people who surround him - his family.
When a child starts playing role-playing games, he imagines that his toys are adult objects. In addition to suitable toys, it is also necessary that the child wants to show his independence, and that excessive care does not interfere with this. Within reasonable limits, the child should express his individuality and his opinion.
If you notice that your child does not like role-playing games, or he plays them poorly, perhaps it’s time to think about whether you are suppressing his independence too much. It is this quality that allows for better development of a child’s creative inclinations. Because children's role-playing game is, first of all, an independent activity of the baby!
Role-playing game “Waiter, there’s a fly in my soup”
Group members are invited to participate in conflict situation which happened in one of the expensive restaurants.
Give each participant one of the following scenarios to review.
Explain that the exercise is a role-play designed to demonstrate some aspects of communication.
Have two performers come out and stand where everyone can see and hear them, then start playing.
After playing the situation, you should discuss the impressions, opinions, experiences that arose among the participants in the scene, and then the observations of the rest of the group members. If time permits and there are people willing, the exercise can be repeated, but with other participants.
ROLE A
You are traveling in a foreign country. Today, while having lunch at a very expensive restaurant, you discovered something in the soup that looked like part of an insect. You complained to the waiter, but he insisted that it was not an insect, but spices. You did not agree and wanted to talk to the manager. And then the manager comes to your table.
ROLE B
You are the manager of a very good restaurant. The prices may seem high, but the quality of service greatly justifies them. Your restaurant has a good reputation and attracts many foreigners. Today a foreigner came to your restaurant for lunch, and one of the new waiters served him soup. Some complaints arose, and the waiter told you that the foreigner wants to talk to you. So you head over to his table.
Analysis:
1. Did A complain? Did he cancel the order? Did you refuse to pay for the soup?
2.Did B get to the heart of the problem? Have the parties overcome the misunderstanding of each other? Did you express sincere regret? Did you make a polite apology?
3. Were the parties able to give explanations, accept them and resolve the problem to mutual satisfaction?
4. Could A state his complaint clearly and distinctly? Role play can be used to demonstrate cultural specificity in human behavior: For example: Do men and women express the same complaint in the same way?
Completion:
No one can indicate " best way» solutions to the problems that accompany communication with foreigners, but discussing this role-play can help participants see ample opportunities for this.
Role-playing game "Discussion with hidden roles."
Goal: to develop the ability to determine behavioral styles during interaction, their effectiveness in decision making.
Number of participants: up to 20 people.
Progress of the lesson:
Five students from the group are invited to participate, who are located inside the circle formed by the group. The rest of the students are watching.
Discussion participants receive cards with instructions written on them. Instructions cannot be shown. The group must guess the role played by the student.
Roles:
“Organizer” - ensures the identification of all positions. Encourages those who have not yet spoken out to speak out. Asks clarifying questions and is interested in the progress of the discussion. Summarizes intermediate and final results. He is the last to express his position.
“Disputant” - “I argue because I argue.” Any proposal, any statement is met with hostility.
“Original” - sometimes, from time to time, puts forward unexpected, paradoxical proposals that only he can understand, the connection of which with the essence of the proposal is not always clear. Interferes with general progress conversation at least three, but no more than five times. Participates in the general dispute sluggishly.
“Ringleader” - from the very beginning strives to seize the initiative in the discussion and persuade the group to his opinion. He is not inclined to listen to anyone if someone else's opinion does not coincide with his own. Emotional, assertive. Emotions, although excessive, are mostly positive.
“Agreer” - agrees with everyone. The first to support any statement. For him, the main thing is not the search best solution, but peaceful, conflict-free communication between the participants in the discussion.
You can propose any topic for discussion, for example:
Should universities provide sexual education for students, and if so, in what form;
What are the reasons for the popularity of beards among a fairly large number of men;
How to most effectively fight for sobriety.
Exercise Interview.
Goal: to analyze the existing social experience of interaction; develop the skill of social behavior in a group.
Time: 30-50 minutes.
Progress of the lesson:
The teacher assigns roles to students.
Their task is to answer any tricky questions on behalf of the character.
Everyone else plays the role of “meticulous correspondents for radio and television, newspapers and magazines.”
Roles:
1. “Aggressor” - decides everything from a position of strength, keeps the group in fear, does not hide his unsightly actions from those around him, is rude, takes into account only a force superior to his own. He cannot pass by the weak without hurting them.
2. “Victim” - no matter what he does, nothing works out, everyone is accustomed to this and expects mistakes from him. In a conflict, he defends himself weakly and unconvincingly.
3. "Jester." His goal is to make you laugh at any cost. Those around him expect remarks from him, they laugh at any of his jokes.
4. “Favorite” - tries to look as attractive as possible, wants to convince everyone of his competence and personal freedom.
5. “Diva” is always the center of attention, everyone wants to be friends with her, everyone is flattered by her attention. Beautiful, elegant, envious of other people's successes.
6. “An exemplary child” - demonstrates obedience to teachers, respect, loyalty, is always polite, even with everyone, and helpful.
7. “Mangy cat” - indiscriminate in friends, interests, passions, indifferent to studies. Has a sloppy appearance with super fashionable accessories.
8. “Sirotinushka” - everyone feels sorry for him, the reasons can be different: illness, difficult family situation. With the air of a stoic he talks about his troubles. Everyone helps him, patronizes him, he takes everything for granted.
9. “Erudic” - loves to amaze others with his knowledge, is condescending towards friends, strives to emphasize the difference in knowledge. Despises brute physical force.
10. “Lady” is cold, arrogant, has a limited circle of communication, and behaves arrogantly with everyone who is not included in this circle.
Exercise “Diplomatic Reception”
Goal: to determine successful behavioral strategies when interacting with the social environment.
Number of participants: up to 15 people.
Time: 30-50 minutes.
Progress of the lesson:
Students need to stand in a circle and pay off: “First - second, first - second...”. All first numbers acquire the status “ business partners”, the second numbers are “diplomatic workers”.
The teacher outlines the situation: “You meet a business partner at the airport with whom you want to sign a profitable agreement. Within five minutes, you need to make the guest feel comfortable, in the center of attention and care.”
The teacher records the time.
Students break into pairs and each pair begins a conversation.
After five minutes, the group discusses the following questions: “Which of the business partners felt sincere and warm attention? What were you talking about? Did you feel free or constrained during the conversation?”
Note:
The teacher may suggest a different situation: “You are meeting a friend at the airport whom you have not seen for a long time. Within five minutes, you need to make the guest feel comfortable, in the center of attention and care.”
Target: Consolidating children's social experience in a professional direction.
Plot-thematic tasks:
- To consolidate children's knowledge about enterprises and institutions of the city, about professions.
- Build skills safe behavior on the streets of a big city.
- To form a positive assessment of the professions and work of adults, a friendly attitude towards people around them and towards each other.
Game tasks:
- Strengthen the ability to act according to a role, accept it, implement it and develop the plot of the game.
- To accustom children to basic game planning and independent selection of play equipment.
- Develop dialogical speech and collective communication skills.
Equipment:
- Attributes for play areas: "Cafe"; "Clothing store"; "Polyclinic"; "Construction"; "Salon".
- Information signs, traffic lights, pedestrian crossing model.
- Emblems for choosing roles.
Preparatory work:
- Production of “Traffic Light” layouts; "Road with a crossroads"; " Road signs" Development of information-decree. signs that make it easier to navigate in a big city.
- Thematic lesson according to traffic rules "Road signs"
- Reading of S. Mikhalkov’s poems “My Street”, “What Do You Have?”
- Conversation about professions. Consideration of plot paintings from the series “Who should I be?”
- Educational games to consolidate knowledge about professions
- Organization role-playing games"Hospital", "Shop", "Barbershop"
Game roles: Hairdresser, client, doctor, patient, driver, builder, seller, buyer, bartender, visitor, policeman.
Vocabulary: supermarket, food, grocery, clinic.
Role-playing game constructor – application.
Progress of the game
Organizing time.
Conversation between teacher and children.
– Today our activity will not be quite ordinary, you and I will go for a walk along the streets of a big city.
- Guys, what city is located near our village? (Krasnoyarsk)
Raise your hands, those who have been to the city of Krasnoyarsk?
What did you see there? (children's answers)
– The city of Krasnoyarsk is the most Big city Siberia. There's a lot in it large enterprises: factories, factories, as well as various institutions, shops, hospitals, hairdressing salons, ateliers where clothes are sewn, cinemas, stadiums, parks, museums, there is even a circus.
– Guys, would you like to go to the city of Krasnoyarsk and walk along its streets?
Then close your eyes and repeat:
- We spun around, circled, and found ourselves in the city.
Children are included in the group.
– So you and I found ourselves on the streets of the city of Krasnoyarsk. Look how wide it is. There are a lot of cars on the city roads. Therefore, I remind you that you need to be careful and attentive, remember the rules of the road.
Where do pedestrians cross the street?
What traffic light light?
Look, there are a lot of signs on this street. What do you think they are for?
What does the sign with the red cross tell us? (There is a hospital here) What is another name for the hospital in big cities? (Policlinic)
And this sign shows that in this place there is what......? Hair salon, or what can you call a hair salon (beauty salon), etc.
What's that sign on the other side of the road? What is located in that place? Construction.
What sign have we not considered yet? What is this sign? (gas station)
Would you like to become an adult now and work as a doctor, hairdresser, builder, etc.
Being an adult is not easy, can you handle it?
Then we start our game!
I have a magic box, it contains pictures that you will take out. These pictures will tell you what role you will play in the game.
Roles are being distributed.
Children occupy a playing place according to their role. The rest of the children play the role of residents.
The teacher invites everyone to visit the new facility. Children-builders tell what they built.
The result of the game.
Children “return” to the group. The teacher asks:
- Guys, did you like our trip?
– Did you like being an adult?
– Who was Nikita, and Tanya, etc.
– Nikita, did you like being a builder? When you grow up, would you like to work as a builder, etc.
– Who would you like to be in our next game?
