Drawing up a plan-scenario for the development of plot and role-playing games for children of the third year of life. An exemplary scenario for the role-playing game "Theater
Role-playing game script
(senior group)
educator: Bunkova Irina Vladimirovna
Subject:"Report on the city of masters"
Target: construction of role-playing dialogues, role-playing interaction of children;
continue to teach to perform various roles in accordance with the plot of the game, using attributes, encourage children to independently create the missing items for the game, parts (tools, equipment);
to encourage children to use knowledge about the work of doctors, hairdressers, manicurists, cooks, waiters, builders more widely and creatively in games;
develop creative imagination, the ability to jointly deploy the game, continue to form the ability to negotiate;
cultivate goodwill, readiness to help out a comrade.
Attributes and material: pictures - signs, correspondent (microphone, camera, notepad, pen);
train (cubes, checkers, a tray with dishes, magazines);
beauty salon (aprons, combs, bottles, jars, false nails, etc.); cafe (tables, tablecloth, menu, dishes, replicas of vegetables, fruits and products); hospital (gowns, plates, bandages, syringes, bottles, pill boxes, phonendoscope, etc.); construction site (schemes, plans, constructor, tools, helmet, vest)
Vocabulary work: correspondent, conductor, manicurist, menu, waiter, virus, vaccination, foreman, electrician, bricklayer.
Preliminary work: examining the illustrations "Hospital", "Beauty Salon", "Cafe", acquaintance with the work of builders, conversation with nurse kindergarten; a conversation with children about how they went with their parents to a cafe, children's stories about what they learned new about the profession of a builder.
Organization and conduct of activities:
1. Conversation
If I ask you what kind of games you know, then you will name many games, and therefore I propose to name only role-playing games.
(children list)
2. Distribution of roles:
Educator:
Please note that our group has turned into a mini-city, a city of craftsmen and master builders, hairdressers, and even cooks and doctors live there, real masters of their craft.
So where are these masters?
Children:
And this is us!
Educator:
- What is your occupation?
And what are you doing?
Who do you work with?
(children answer)
Educator:
Well, then turn into masters and take your places
(children are distributed in different corners, the correspondent remains)
Educator:
And the correspondent and I will take the train to get to this city and shoot a report about the masters
3. C\r game "Train"
Educator:
Is this train 320, the city of masters?
Conductor:
Yes, leaving in 5 minutes, please, your documents?
- I looked at the tickets.
Good afternoon, please go
Your seat is 9-10
Can you bring tea?
Correspondent:
- Yes, please bear
It will be very good
(the conductor carries tea and serves it to the passengers)
Correspondent:
- The conductor brought sugar, tea, biscuits
Riding the train friends, just fun!
Conductor:
- Everyone, they've arrived!
Since the train will stop
Just a few minutes
You will have to go out
Very very fast here.
(Educator and correspondent thank you for a pleasant trip)
Educator:
- After the trip, I need to clean myself up, and I already see that there is a beauty salon in this city.
4 C\r game "Beauty Salon"
Educator:
- Hello, we would like to do our hair and manicure.
(salon workers and correspondent greet each other)
Correspondent:
- What is the name of your profession?
Manicurist:
- I am a manicurist, I do a manicure, smear my nails with a special solution, and then cover them with varnish.
Correspondent:
- And what are you doing?
Hairdresser:
- I am a hairdresser, I do hair
Correspondent:
- On what occasion do you do your hair?
Client:
- I'm going to my friend's birthday
Educator:
- Please do something special for me
(the teacher sits on a chair and they give her a manicure)
Correspondent:
I'm so hungry, do you know where the cafe is?
Educator:
- Yes, around the corner, very close.
(correspondent goes to a cafe)
5 C\r game "Cafe»
Waiter:
- Good afternoon, come to our cafe.
(teacher and correspondent sit down at the table)
- What will you order?
(gives menu)
Correspondent:
- Tell me, are you cooking?
- No, we have a chef and I take orders and serve customers
(correspondent goes to the cook)
- What are you cooking now?
Cook:
- I cook pizza, first I roll out the dough, then I put mushrooms and tomatoes.
(The teacher from the salon comes and takes the correspondent with him)
Educator:
- I heard that the flu virus is rampant in the city and therefore it is necessary for everyone to be vaccinated. Would you like to see how our doctors work?
Correspondent:
- Of course with pleasure!
(on the way they talk about cafes and dishes)
6 C\r game "Hospital"
Educator:
Hello, we would like to shoot a report about the work of a doctor and a nurse.
Doctor:
- Good afternoon, today is vaccination day, and we vaccinate all patients against the flu.
Educator:
- I would like to be safe and get vaccinated too, can you help me?
Doctor:
- Yes, of course, but before that, you must definitely examine and listen to you.
(examines, listens, then sends to the treatment room)
Nurse:
- Good afternoon, you have already been examined so that prepare your hand.
(performs procedures and vaccinates)
Doctor:
Do not wet for 3 days, do not keep your hand in the cold, and now hold the cotton wool a little and sit.
(the correspondent takes pictures all this time)
Correspondent:
- Do you know where the builders work here?
Educator:
- Yes, of course you need to go to the next street.
(correspondent goes to the construction site)
7 C\r game "Construction site"
Foreman:
The whole area knows the builder
He is an excellent master
With his team, he
Building a brick house
House among other houses
And slimmer and taller
They speak up to the clouds
He will get the roof.
Educator:
- Yes, good house turned out, it means that real masters work.
- And who are you?
Mason:
- I am a bricklayer, I lay brick walls so that the house is strong and strong.
Electrician:
- And I am an electrician, so that there is electricity in the house, I run the wires, and people will be able to watch TV and use the equipment.
Educator:
8 Outcome:
Attention, all residents of the city gather in the main square!
(The correspondent thanks everyone, promises to print and invites to his city, the children get on the train and go)
The scenario of the plot-role-playing game "We are going to the theater."
For children of middle preschool age.
Target: fix the rules of behavior for children in a public place (on a bus, in a theater); develop acting skills (expressive reading of poetry, movement), development of the horizons of children, communication skills and interaction with peers and adults.
Download:
Preview:
S.R.I. "We're going to the theater"
Middle group.
Target: fix the rules of behavior for children in a public place (on a bus, in a theater); develop acting skills (expressive reading of poetry, movement), development of the horizons of children, communication skills and interaction with peers and adults.
Game attributes and materials:
1) Attributes for a "bus ride"
2) arrange a theatrical wardrobe, the presence of a mirror.
3) draw up a theater box office, prepare "money" and "tickets" (make in advance together with the children).
4) make programs for the upcoming performance together with the children.
5) prepare treats for the theater buffet
6) prepare flowers for the artists.
First you need to talk with the children about the theater, look at the illustrations, discuss the rules of conduct in in public places, tell about the staff of the theater.
Game progress.
The teacher invites the children to visit the theater and asks how can we get there?
Children's answers, discussion of options and selection of a suitable vehicle.
We decided to take the bus. We appoint the driver and guide of our bus (explain who the guide is, if they don’t know yet). The role of the guide is performed by the educator. Children ride in a circle, and the guide offers to look left and right through the windows and names the sights. Talking rules to children safe behavior in the bus. The bus stops at a red light of a traffic light, we pronounce the rules of traffic, on yellow - we start the motors: “Drrrr-drrrr-drrr”, on green - we start moving. Finally, we get off at the Teatralnaya Street stop.
We direct the children to the wardrobe. We pronounce the need to put ourselves in order in front of the mirror, straighten clothes, hairstyles, look neat and tidy.
Distribute flowers to children for artists.
We approach the box office of the theater. We pronounce the need to speak polite words.
Hello! Give me a theater ticket, please!
The cashier also responds politely:
Hello! Please! Enjoy watching!
Thank you!
Children are in the "foyer" of the theater. The roles of the seller of programs, barmaids are performed by children. One barmaid can serve desserts, the other can offer tea.
After the third call, the children take their places in the auditorium. The role of the entertainer can be performed by both the teacher and the child.
Entertainer:
Good evening, dear viewers! We are pleased to invite you to our performance!
Performing artists are announced.
The children take turns reading the poems with expression. The audience applauded and gave flowers.
At the end of solo performances, you can invite all the guys to try themselves as artists, to play the movements of animals to cheerful music or an appropriate song.
Thank everyone and invite everyone to clap!
Return back to the group by bus.
Working with parents:recommend parents to visit the children's theater, prepare a booklet with brief description children's theaters, perhaps with a list of interesting performances in the near future.
On the topic: methodological developments, presentations and notes
Synopsis of the role-playing game "We are going to the theater" in the senior group 9 of the preschool department 2 GBOU secondary school 657
The abstract contains a description of the role-playing game, which introduces children to theatrical professions, the organization of the theater, the distribution of roles in a short staging based on the fairy tale by V. Suteev "Who ...
Synopsis of the role-playing game "We are going to the theater"
The abstract describes the purpose and objectives of organizing a role-playing game with children with severe speech disorders, its approximate structure and content in accordance with the requirements of the Federal State Educational Standard.
Scenarios plot - role playing
Game "Family"
Target. Development of interest in the game. Formation of positive relationships between children.
game material. Doll - baby, attributes for the equipment of the house, doll clothes, utensils, furniture, substitute items.
Preparing for the game.Games-activities: "The baby woke up." “As if mom is not at home”, “Let's cook dinner for the baby”, “Feeding the baby”. "The dolls are going for a walk." Observations of the work of a nanny, a teacher in groups of children of the second year of life; watching mothers walk with children. Reading fiction and viewing illustrations on the theme "Family". Design class: building furniture.
Game roles . Mom, dad, baby, sister, brother, driver, grandma, grandpa.
Game progress . The teacher can start the game by reading the work of art by N. Zabila "Yasochka's garden", at the same time a new Yasochka doll is introduced into the group. After reading the story, the teacher invites the children to play the way Yasya helps to prepare toys for the game.
Then the teacher can invite the children to dream up 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 that, the teacher can talk in the presence of children with the parents of a recently ill child about what he was ill with, how mom and dad took care of him, how they treated him. You can also play a lesson with a doll (“Yasochka caught a cold”).
Then the teacher invites the children to play the "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 Yasha had a birthday. Before that, you can remember what the children did when someone in the group celebrated a birthday, the children secretly prepared gifts: they drew, sculpted, brought postcards, small toys from home. At the holiday, they congratulated the birthday man, played round dance games, danced, read poetry. After that, the teacher invites the children to make bagels, cookies, sweets - a treat in the modeling lesson, and in the evening celebrate Yasochka's birthday.
In the following days, many children can already develop in independent games with dolls various options birthday celebrations, saturating the game with their own experiences acquired in the family.
In order to enrich the knowledge of children about the work of adults, the educator, having previously agreed with the parents, can instruct the children to help their mother at home in cooking, cleaning the room, doing laundry, and then tell about it in kindergarten.
For further development games in the "family" 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 take care of it to the group and invites the children to imagine that each of them has a little brother or sister, to tell how they would help their mother take care of him.
The teacher can also organize a game in the "family" for a walk.
The game can be offered to a group of three children. Distribute the roles: "mom", "dad" and "sister". The focus of the game is the baby doll "Alyosha" and the new cookware. Girls can be offered to clean in playhouse, rearrange the furniture, choose a comfortable place for Alyosha's cradle, make a bed, swaddle the baby, put him to bed. "Papa" can be sent to the "bazaar", bring grass - "onion". After that, the teacher can include other children in the game at their request and offer them the roles of "Yasochka", "dad's friend - driver", who can take the whole family to the forest to rest, etc.
The educator should provide children with independence in the development of the plot, but also carefully monitor the game and skillfully use the role relationships of children to strengthen real positive relationships between them.
The teacher can finish the game by suggesting that the whole family go to dinner in a group.
The plot of the game in the "family" the teacher, together with the children, can constantly develop, intertwining with the games of "kindergarten", "chauffeurs", "moms and dads", "grandparents". Participants in the “family” game can take their children to the “kindergarten”, take part in “matinees”, “birthday parties”, repair toys; “moms and dads” with children as passengers to go on a bus for a country walk in the forest, or a “chauffeur” to take an ambulance to a mother with a sick little son to the “hospital”, where he is received, treated, cared for, etc. .
A continuation of the game in the "family" may be the game "Bath Day".
Game "Bath Day"
Target. Development of interest in the game. Formation of positive relationships between children. Raising in children a love for cleanliness and tidiness, a caring attitude towards the younger ones.
game material
Preparing for the game: Reading the works "The Dirty Girl" and "Bathing" from A. Barto's book "Younger Brother". Watching the cartoon "Moydodyr". Examination of the painting by E. I. Radina, V. A. Ezikeyeva “Playing with a Doll”. Production of attributes for the bathroom, equipment together with parents big room(or baths) on the site.
Game roles. Mother. dad.
Game progress . The teacher can start the game by reading the work "Dirty Girl" and "Bathing" from A. Barto's book "Younger Brother". Talk about the content of the texts.
After that, it is advisable to show the children the cartoon by K. Chukovsky "Moydodyr". to consider the paintings of E. I. Radina, V. A. Ezikeyeva “Playing with a doll”, as well as to conduct a conversation “How we swam”, in which
to consolidate not only the sequence of bathing, but also to clarify the ideas of children about the equipment of the bathroom, about how attentively, caringly, affectionately mothers and fathers treat their children.
Also, the teacher can involve children, together with their parents, to take part in the manufacture of attributes, equipping a large bathroom (or bath) for dolls. With the help of parents and with the participation of children, you can build a towel rack, a grate under your feet. Children can construct soap boxes. Benches and chairs for the bathroom can be made from large building material or you can use baby chairs, benches.
During the game, the teacher tells the children that they cleaned the play corner very well yesterday; washed all the toys, arranged them beautifully on the shelves. Only the dolls were dirty, so you need to wash them. The teacher offers to arrange a bath day for them. Children put up a screen, bring baths, basins, build benches, chairs from building material, put a grate under their feet, find combs, washcloths, soap, soap dishes. Here is the bath and ready! Some ""mothers" are in a hurry to start bathing without preparing clean clothes for dolls. The teacher asks them: “What will you change your daughters into?”. "Moms" run to the closet, bring clothes and put them on chairs. (Each doll has its own clothes). After that, the children undress and bathe the dolls: in the bath, under the shower, in the basin. If necessary, the teacher helps the children, makes sure that they take care of the dolls, call them by name; reminds that you need to bathe carefully, carefully, do not pour water into the "ears". When the dolls are washed, they are dressed and combed. After bathing, the children pour out the water, clean the bathroom.
A natural extension of this game would be The Big Wash.
Game "Big Wash"
Target. Development of interest in the game. Formation of positive relationships between children. Raising in children respect for the work of the laundress, respect for clean things - the result of her work.
game material. Screen, basins, baths, building material, play bath accessories, substitute items, doll clothes, dolls.
Preparing for the game.Excursion to the laundry room of the kindergarten, observing how the washerwoman hangs up the linen, and helping her (serve clothespins, take away dry linen). Reading the story of A. Kardashova "The Big Wash".
Game roles. Mom, dad, daughter, son, aunt.
Game progress. Before starting the game, the teacher asks the children to observe the work of their mother at home, to help her during the laundry. Then the teacher reads A. Kardashova's story "The Big Wash".
After that, if the children do not have a desire to play the game on their own, then the teacher can offer them to arrange a “big wash *” or take the bath and linen to the site.
Next, the teacher offers the children the following roles: “mother”, “daughter”, “son”, “aunt”, etc. The following plot can be developed: the children have dirty clothes, you need to wash them and all the clothes that are dirty. “Mom” will manage the laundry: what clothes should be washed first, how to rinse the laundry, where to hang the laundry, how to iron.
The educator must skillfully use role-playing relationships during the game to prevent conflict and form positive real relationships.
During the subsequent conduct of the game, the teacher can use a different form: the game of "laundry". Naturally, before this, appropriate work should be carried out to familiarize oneself with the laundress's work.
During an excursion to the laundry room of the kindergarten, the teacher introduces the children to the labor of the laundress (washes, turns blue, starches), emphasizes the social significance of her work (she erases bed sheets, towels, tablecloths, bathrobes for kindergarten employees). The laundress tries very hard - snow-white linen is pleasant for everyone. Washing machine, electric irons facilitate the work of the laundress. The excursion helps to educate children in respect for the work of the laundress, respect for clean things - the result of her work.
The reason for the appearance of the game in the "laundry" is often the introduction by the educator into the group (or to the site) of objects and toys necessary for washing. Children are attracted to the role of "washerwoman" because they are "interested in doing laundry", especially in washing machine. To prevent possible conflicts, the teacher suggests that they work in the first and second shifts, as in a laundry.
The game "Bus" ("Trolleybus")
Target . Consolidation of knowledge and skills about the pile of the driver and the conductor, on the basis of which the guys will be able to develop a plot, creative game. Familiarity with the rules of conduct on the bus. Development of interest in the game. Formation of positive relationships between children. Education in children of 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.Observation of buses on the street. Excursion to the bus stop Ride in the bus. Observation of the games of older children and joint games with them. Reading and viewing illustrations on the topic "Bus". Bus drawing. Making together with the teacher attributes for the game. Watching a movie.
Game roles . Driver, conductor, controller, policeman - traffic controller.
Game progress . The educator needs to start 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 get in and out of it, and see the driver and the conductor through the windows of the bus.
After such an observation, which is led by the educator, attracting and directing the attention of the children, explaining to them everything that they see, you can invite the children to draw a bus in class.
Then the teacher should 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 stop at a bus stop and taken to the next stop at the other end of the room.
The next step in preparing for the game should be the trip of 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 the children understand how difficult the work of the driver is, and watch it, understand the meaning of the conductor's activity and see how he works, how he politely behaves with passengers. In a simple and accessible form, the teacher should explain to the children the rules of behavior for people on the bus and other modes of transport (if you have given up your seat, thank; yourself give way to an old man or a sick person who finds it difficult to stand; do not forget to thank the conductor when he gives you a ticket; sit down to a free seat, and do not necessarily demand a seat by the window, etc.). The teacher must explain each rule of conduct. It is necessary that the children understand why an old man or a disabled person must give way, why one cannot demand for oneself best place near the window. Such an explanation will help children practically master the rules of behavior in buses, trolleybuses, etc., and then, gaining a foothold in the game, they will become a habit, become the norm of their behavior.
Another one from important points while traveling by bus - to explain to children that trips are not an end in themselves, that people do not make them for the pleasure "received from the ride itself: some go to work, others go to the zoo, others go to the theater, others go to the doctor, etc. The driver and the conductor with their work help people quickly get to where they need to, so their work is honorable and you need to be grateful to them for it.
After such a trip, the teacher should conduct a conversation with the children on the picture of the corresponding content, after carefully examining it with them. When analyzing the content of the picture with the children, you need to tell which of the passengers depicted on it goes where (grandmother with a big bag - to the store, mother takes 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, in addition, makes a bag for the conductor and a steering wheel for the driver.
The last step in preparing for the game may be watching a movie that shows the bus ride, the activity of the conductor and the driver. At the same time, the teacher must explain to the children everything that they see, and by all means ask them questions. After that, you can start the game.
On the day of the game, the teacher makes the bus by moving the chairs and placing them in the same way as the seats are on the bus. The whole structure can be fenced with bricks from a large building set, leaving front and rear doors for boarding and disembarking passengers. At the rear end of the bus, the teacher makes the conductor's seat, at the front - the driver's seat. In front of the driver is a steering wheel that 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, dolls to play with. Having asked the driver to take his seat, the conductor (teacher) politely invites the passengers to enter the bus and helps them to get comfortable. So, he offers passengers with children to take the front seats, and for those who did not have enough seats, he advises to hold on so as not to fall while riding, etc. Placing passengers, the conductor along the way explains to them his actions (“You have son. It's hard to hold him. You need to sit down. Please give up your seat, otherwise it's hard to hold the boy. Grandfather must also give way. He's old, it's hard for him to stand. you can fall when the bus is moving fast”, etc.). Then the conductor distributes tickets to passengers and along the way finds out which of them is going where and gives a signal to "departure. On the way, he announces stops ("Library", "Hospital", "School", etc.), helps to get off the bus and to enter it for the elderly, the disabled, gives tickets to newly entered, keeps order on the bus.
The next time the teacher can entrust the role of the 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 you of this, and without disturbing the course of the game; "Which stop? I need to go to the pharmacy. Please tell me when to leave” or “You forgot to give me a ticket. Give me a ticket, please,” etc.
Some time later, the teacher can introduce into the game the role of a controller who checks whether everyone has tickets, and the role of a policeman-regulator who either allows or forbids the movement of the bus.
The further development of the game should be directed along the line of combining it with other plots and connecting to them.
Game "Drivers"
Target. Consolidation of knowledge and skills about the work of the driver, on the basis of which the guys will be able to develop a plot, creative game. Development of interest in the game. Formation of positive relationships between children. Raising in children respect for the work of the driver.
game material. Cars of various brands, a traffic light, a gas station, building materials, steering wheels, a cap and a stick of a traffic controller, dolls.
Preparing for the game.Observation of cars on the street, targeted walks to the car park, gas station, garage. Game-lesson "Drivers go on a flight." Observation of the games of older children and joint games with them. Learning the mobile game "Pedestrians and Taxi". Reading and viewing illustrations on the topic "Drivers". 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 sand bridges, tunnels, roads, garages.
Game roles. Chauffeurs, mechanic, gas tanker, dispatcher.
Game progress. The teacher should start preparing for the game by organizing special observations "for the activities of the driver. They should be directed by the teacher and accompanied by his story, explanation. A very good reason for the first detailed acquaintance of children with the work of the driver can be watching how food is brought to the kindergarten. After showing and explaining how the driver brought food, what he brought and what will be cooked from these products, you need to inspect the car with the children, including the driver's cab.It is advisable to organize constant communication with the driver who brings food to kindergarten. at his work, helping to unload the car.
The next step in preparing for the game is to observe how food is brought to neighboring stores. Walking down the street with 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 does not mean just turning the steering wheel and honking that the driver is driving in order 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 police officer.
It is advisable for the educator to conduct another excursion to the garage, but not to any garage, but to the one where the father of one of the pupils of this group works as a driver, where the father will tell about his work. Emotionally colored ideas of children about the work of parents, its social benefits are one of the factors that encourage a child to take on the role of a father or mother, to reflect in the game their activities in everyday life and at work.
The impressions received by children during such walks and excursions must be consolidated in a conversation on a picture or on postcards. In the course of these conversations, the educator needs to emphasize the social significance of the driver's activities, to emphasize the significance of his activities for others.
Then the teacher can arrange to play with toy cars. For example, children are given vegetables, fruits, bread and butter fashioned by them in the classroom. confectionery, furniture made of paper. The teacher advises taking food to the kindergarten, goods to the store, moving furniture from the store to a new house, driving dolls, taking them to the dacha, etc.
To enrich the experience of children, their knowledge, it is necessary to show the children on the street different cars (for transporting milk, bread, trucks, cars, fire engines, ambulances). medical care, if possible, to show in action the machines that water the street, sweep, sprinkle sand), explaining the purpose of each of them. At the same time, the teacher must emphasize that everything that these machines do can only be done thanks to the activity of the driver.
The teacher should also consolidate the knowledge gained by the children during walks and excursions, examining with them pictures depicting a street with various types of 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, stop the transport. This simple game, well organized, gives children a lot of joy.
One of the stages in preparing children for a story game can be watching a movie showing some specific case of the driver and different types machines.
At the same time, for two weeks, it is advisable to read several stories from B. Zhitkov’s book “What did I see?”, Conduct several classes on designing from building material (“Garage for several cars”, “Truck”), followed by playing with buildings. It is good to learn with children the mobile game “Colored Cars” and the musical and didactic game “Pedestrians and Taxi” (music by M. Zavalishina).
On the site, children, together with the teacher, can decorate a large truck with multi-colored flags, carry dolls on it, build bridges, tunnels, roads, garages in the sand on walks.
The game can be started in different ways.
First option could be next. The teacher invites the children to move to the country. First, the teacher warns the children about the upcoming move and that they need to pack their belongings, load them into the car and sit down themselves. After that, the teacher appoints a driver. On the way, be sure to tell the children about what the car is passing by. As a result of this move, the puppet corner will move to another part of the room. Having sorted out things 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 for mushrooms and berries or to the river to swim and sunbathe, and T-D- After a few days, the game can be repeated in another version - move from the dacha to the city, take the children to see how the streets were decorated for the holiday, take everyone to the doctor to be weighed after giving, etc.
Further development of the game should go along the line of connecting it to other game themes, such as "Shop", "Theater", "Kindergarten", etc.
Another option for the development of this game "may be the following. The teacher takes on the role of a "driver", inspects the car, washes it, fills the tank with gasoline with the help of the children. Then he writes out from the "dispatcher" waybill, which indicates where to go and what to transport. "The driver", 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", "builders" into the game. The children, together with the teacher, are building a new house for Yasya and her mom and dad.
After that, the teacher encourages the children to play on their own and reminds the children that they themselves can play as they want.
During the subsequent game of “chauffeurs”, the teacher brings in new toys - cars of various brands that he makes 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 (attach a trunk to a car or an arc to a bus with plasticine, turning it into a real trolleybus). All this contributes to maintaining interest in the device, purpose and ways of using the toy in the game.
At this age, children's "driver" games are closely intertwined with "construction" games, as drivers help build houses, factories, dams.
Dam building game
Target. Development of interest in the game. Formation of positive relationships between children. Raising in children respect for the work of a builder.
game material.Cars of various brands, a traffic light, a gas station, building materials, steering wheels, a cap and a stick of a traffic controller, dolls.
Preparing for the game.Supervision of the work of builders. Excursion to the dam. Observation of the games of older children and joint games with them. Reading and viewing illustrations on the topic "Builders". Construction of a dam from building material. Construction of sand bridges, tunnels, roads, dams.
Game roles . Builders, drivers.
Game progress . Before the start of the game, the teacher introduces the concept of a dam to the children, shows photos, talks about the purpose of the dam. Also, the teacher can organize an excursion to the dam.
The game begins with the fact that the teacher on a walk draws attention to a stream flowing along the ground and invites the children to build a dam. Children each take a truck and go to the sand yard. They begin to load and transport sand to where the stream flows. Under the guidance of the educator, a “dam” is being built, a streamlet-“river” is being blocked. Water washes the hole, it is filled up again, the dam is made higher. The teacher suggests expanding the dam so that a car can drive over it. They build, rebuild, improve the "dam" and all the time they bring new sand. Each child drives his own truck, sometimes they help each other to load, "so that faster, otherwise the water will wash 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 "Journey along the river"
Target. Development of interest in the game. Formation of positive relationships between children. Raising in children respect for the work of fleet workers.
game material. Construction material, kitchen utensils, play sets "at the doctor's", "barber's", steering wheel, life buoy, flags, dolls, substitute items, plastic boats, boats, motor ships, inflatable pool, captain's cap, binoculars, horn, gangway, anchor on the chain.
Preparing for the game. Excursion to the river station, targeted walks to the river. Meeting with an employee of the river station. Reading poems about sailors, about the fleet; joint games with older children. Game-lesson "Travel of Yasochka on the ship." Reading excerpts from B. Zhitkov's book "What did I see?" (“Steamboat”, “Pier”. “There is a dining room on the ship”, etc.). Application from ready-made geometric shapes on the theme "ship". Modeling of clay boats. Production together with the educator of lifebuoys, flags.
Game roles . Captain, sailor, helmsman, cook, doctor, hairdresser.
Game progress . Preparation for the game begins with showing the children a picture of a steamboat and explaining to the teacher that now they will go to the river to watch the steamboat. This will help children focus, direct their interest in the right direction. After that, a targeted walk to the river is carried out, where children watch motor ships, boats, boats, determine their features. Then the teacher organizes an excursion to the pier to the river station, clarifies the children's idea of how ships moor, where passengers buy tickets. Also, the teacher, with the help of parents, can organize an excursion on the ship. During the tour, talk about the work of the people who work on it (captain, assistant captain, helmsman, sailors, cook, doctor), inspect the cabins, the captain's bridge, the helmsman's cabin, the helm, life buoys.
After a walk and an excursion, you should consolidate the knowledge gained by the children in a conversation about the picture, and also invite them to draw what they saw on the river.
It will be very interesting for children to meet in kindergarten with a worker of the river fleet, his story about his service.
Then the teacher can organize a game with a toy steamer. It is necessary to beat a toy with children: build a pier, ride dolls on a steamer, etc.
To prepare for a role-playing game, play attributes should be made together with the children. Children can do something on their own, the teacher only needs to tell them that it may be needed for the game. So, tickets, money, food for breakfast during the trip, children can already do it themselves. Other attributes, such as a pipe for a steamer, a spyglass for a captain, caps for sailors (cardboard hoops), are made by the teacher together with the children. In the manufacture of different crafts, the degree of participation of children "should be different depending on their skills. In some cases, the teacher helps the children more, in others - less.
The last step in preparing for the game can be to watch a movie that shows a trip on a steamboat and talk about its content, which increases and maintains children's interest in the topic.
When the children already have a steady interest in the game, the teacher can invite the children to play. Given the insufficient level of development of organizational skills in children of the middle group, the teacher can take part in the game. So, with his questions, he should be reminded of what the captain's bridge looks like, the helmsman's booth, the steering wheel, where the passenger lounge is located. First, the guys build a motor ship and equip it: they make chairs from building material, build a kitchen and a buffet: they transfer a stove, dishes, a table from a doll corner, make cabins and a doctor's office. With the help of the educator, masts, anchors, ladders, lifebuoys are placed in the appropriate places.
After that, with the help of the educator, the roles are distributed: “captain”, “sailor”, “helmsman”, “cook”, “doctor”, “passenger”, etc. Then the captain loudly announces: “Passengers, come on board the ship, now departure. Let's go down the river." Girls with dolls rise to the ship, sit down. The rest of the players also take their places. The teacher gives the departure signal. "Raise the anchor! Remove ladder! Full speed ahead!” the captain commands. Sailors quickly and accurately carry out his orders. The ship is sailing. Children hum and puff, imitating the noise of the engine room.
During the journey, each of the players is busy with their "important" things. "Moms" hold dolls in their hands, raise them to the window so that the banks of the river can be seen, others go to the lounge to watch TV. The teacher makes it so that there is work for the “doctor”: he puts the office in order, lays out, shifts, wipes the “tools” - after all, now you need to receive visitors. Here is the first patient. A “passenger” knocks on the office and asks to “treat” him. The doctor carefully “lubricates” the wound and makes a sticker out of paper, puts him on a chair. Then the "mothers" come with their "children" to be treated by a doctor.
The “cooks” are busy with a serious business - they need to feed the passengers with something. They make "cutlets" and cook "borscht". Then the teacher announces that the table is set, and the "waiters" invite the passengers to dine.
Further, 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: “Man is drowning! Man overboard!". Throw lifebuoys, raise the "drowning" and quickly lead him to the doctor.
You can also arrange a "hairdresser's" on the ship. The "hairdresser" listens attentively to the passengers, and fulfills their requests: cuts hair, does hairstyles.
In the future, the game should be modified, updated. So. for example, during a stopover, passengers can pick mushrooms and berries or swim, swim, sunbathe, etc.
Having made an interesting "journey" along the river, the guys return home.
For the educator, when organizing the game, one thing is important: having given the children the basis of the game, he needs to lead the way. so that this basis is overgrown with content in which the creativity of children and their initiative would be manifested.
Game "Shop"
Target. Familiarization with the work of adults in the grocery, vegetable, bookstore, department store, etc. Development of interest in the game. Formation of positive relationships between children. Raising in children respect for the pile of the seller.
game material. Construction material, toys, food models, clothes for dolls, hangers, a mirror, a cash register, a showcase, substitute items, dolls, homemade books, wallets.
Preparing for the game. Excursion to a vegetable, book, grocery and clothing store. Meeting with store employees. Reading poems about sellers, about collective farmers. Reading an excerpt from the book by B. Zhitkov “What did I see?” (“Bakhcha”) and the book by S. Mikhalkov “Vegetables”. Drawing on the theme "Excursion to the store." Joint games with older children. Modeling vegetables, products. Making homemade books together with the teacher.
Game roles. Seller, cashier, buyer, store manager, driver.
Game progress. When preparing for the game in the “shop”, the educator can use different occasions. So, you can take advantage of the approaching holiday or birthday of one of the children, or you can simply need to buy something. In any of these cases, children should understand that going to the store is caused by the need to make some kind of purchase. The teacher tells the children: “Today Sasha has a holiday - his birthday. Sasha has become big, he is five years old. We will go to the store and buy him a present” or “The holiday of March 8 is coming soon, we need to make flags, decorate the room. We don't have paper. We will go to the store and buy colored paper and make flags out of it. Then we will decorate the room with flags, it will be very beautiful in our group.
Recovering on an excursion, the teacher should remind the children again where and why they are going (“We are going to the store to buy Sasha a gift” or “We have no paper. We are going to the store to buy paper”).
During the tour, you need to show the children the counters, shelves, goods, explain everything that they see, and say that all this together is a store. It is very good if the teacher builds an explanation in such a way that it will raise questions from children. The teacher needs to ensure the children's active attention and perception of everything that they observe and what is explained to them. Especially the teacher should 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 to let the children do it themselves. So, the educator can instruct one child to find out from the seller if there is the right product and, if so, how much it costs, to another - to pay at the cash desk, to the third - to receive a purchase from the seller. In this case, children enter into communication with adults in the process of their labor activity and actually participate in it as buyers.
Such participation in adult activities helps children to understand its meaning, goals, and ways of its implementation.
After the tour, the teacher should let the children feel and experience its results. For example, if paper for flags was bought, 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. By showing the children a picture, the teacher can ask them not only questions such as: “What is the girl doing?” or “What does the salesman do”?”, but also such as: “What did the girl do before?” (paid money to the cashier, took a check, gave the check to the seller if the picture shows how a girl receives a purchase), etc. Answering such questions, the guys can already use not only what they directly perceive when looking at the picture, but also what they know from their personal experience purchased during the tour.
In order for the children to understand that the word “shop” refers not only to a confectionery or stationery store, that is, not only to the store they went to, but the word “buy” means not only the purchase of sweets or paper, the teacher needs take the kids to a few more stores so. in order to lead them to correct generalizations, on the basis of which they will form the corresponding concepts. “So, you can organize an excursion to a bakery, a vegetable store, a book store, a toy store, etc. It’s very good if children buy something in each store. Each of the children in the group must participate in at least one purchase. In stores, children can buy, for example, flags, coloring books, pencils, sweets, 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 in the modeling lesson the children sculpt objects that they will then use during the game.
Then the teacher conducts a conversation through the pictures and summarizes everything that the children already know about the store.
To play the “shop”, the teacher should prepare a sign with the word “shop”, money, checks, a sign with the word “Cashier”, 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 reports that he has opened new shop where toys are sold and invites him to go there. In the store, buyers are met by a very polite and helpful salesperson (teacher), at the checkout - by an experienced cashier (one of the children). The seller politely greets the buyer, then offers him the product, lets him see it, shows how to handle it, says how much it costs. Having paid the amount named by the seller to the cashier and taking 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 the classroom. The teacher appoints one of the children as the seller, and he himself takes on the role of one of the buyers, but also in new role he directs the game.
Further development of the game can go along the line of changing the profile of the store (either a grocery store, or a bookstore, or a confectionery, etc.) or by including this theme in other game themes.
For example, one of the variants of the game may be the following. The teacher brings into the troupe a cash desk, a wooden showcase with cells (similar to the one seen in vegetable store) and "strawberries" molded by the teacher. The teacher replaces the missing vegetables and products with pebbles, chestnuts, leaves. All this should arouse interest in children and a desire to play.
If the guys did not react to the items for the store, the teacher himself draws the attention of the children to the attributes for the game and offers to play. With the help of a counting rhyme, the guys distribute the roles: “seller”, “buyer”. Then, together with the teacher, the children set up a showcase, lay out vegetables in cells, take baskets, "purses", "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 scale and gives it to the “buyer”. The teacher should teach children the rules of communication in the store And encourage them to carefully monitor each other so that someone does not forget to thank. The next "customer" buys an apple for his "daughter", then oranges, plums, pears, etc.
So that interest in the game does not weaken, the teacher, for example, can remind
“sailors” (children playing “ship”): “Did you forget to buy gifts and treats for your children? What will you bring them from swimming? Now all the "sailors" gather in the store. They are busy shopping.
Over time, there are fewer and fewer customers in the store. The seller is clearly tired of decorating the window, wiping the cash register, and she announces that the store is closed for lunch, hangs a plaque on the cash register and leaves.
During the game in the "shop" children often have questions: Where do bread, milk, vegetables come from in the store? Who delivers them and where? Where are they produced? Where are they grown? The teacher must maintain this interest, satisfy it, broaden the horizons of children 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, gourds, the educator, if possible, organizes an excursion to the collective farm, to the garden brigade. You can also consider with the guys a picture of harvesting in the garden, read an excerpt from B. Zhitkov's book “What did I see?” (“Bakhcha”) and the book by S. Mikhalkov “Vegetables”. A conversation about the work of collective farmers will clarify and systematize the knowledge of children.
In parallel with the work on familiarization with the work of collective farmers, it is advisable to carry out modeling, design, and organize the work of children (make paper bags for cereals, build stores with large storefronts from large building material; mold vegetables, fruits, watermelons, melons, bread, rolls, bagels, cookies, etc.) with the installation that these products can be used in the game.
When interest in the grocery store game wanes, the teacher may offer to play the clothing store game.
First, the educator in the classroom and in Everyday life clarifies children's knowledge about the types of clothing (summer, winter, underwear, dresses, coats, fur coats, hats, panama, caps, scarves), reinforces general concepts (headwear, underwear, outerwear).
In kindergarten, with the help of parents, you can sew clothes for dolls, make hangers and stands for them, sew bags from cellophane, and make a large foil mirror.
The process of making these items together usually reminds children of what they saw on the tour and encourages them to play.
If there is no such interest in the game, 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 you can organize several departments (children's, men's, women's clothing) and each department needs salespeople. Having distributed the roles, the children build a store out of chairs, benches and large building material, put linen in plastic bags on the shelves, hang clothes on hangers (dresses separately, coats separately), build fitting rooms, set up a cash register, solemnly open a new store and invite "customers ". Basically - these are "mothers" with daughters-dolls. "Sellers" advise what clothes to choose, help to try on. “Moms” put on clothes for dolls, pay for the purchase at the checkout, thank you.
Useful in an educational sense and the game in the "bookstore" (with a department of stationery). It makes it possible to form the cognitive interests of children, to exercise them in “doing”, since the game encourages children to make “goods” for the store (to design home-made books, albums, notebooks with the help of a teacher). In the game, knowledge about the work of store employees is consolidated, respect for it is brought up, children have a desire to imitate them and take on the appropriate roles.
The game of "shop" is very often intertwined with such games as "family", "collective farm", "kindergarten", "fishermen". For example, “moms”, “dads”, “grandmothers” buy groceries in a grocery store, cook dinner from them and feed dolls, in a ready-made clothing store they buy new clothes for their children for the holiday. "Collective farmers" harvest vegetables, fruits, load boxes on cars, "chauffeurs" take them to shops. "Fishermen", returning from swimming, unload the fish, and the "chauffeurs" take it to the store.
"Game "Pilots"
Target. Consolidation of children's ideas about the work of adults at the airport and at the airfield Development of interest in the game. Formation of positive relationships between children. Raising in children respect for the work of a pilot.
game material. Toy planes, fuel trucks, trolleys, caps for pilots, a cap for a stewardess, a steering wheel, propellers, airplane wings, rubber tubes-hoses for refueling airplanes with gasoline.
Preparing for the game.Excursion to the airport. Meeting with airport workers. Reading poems from B. Zhitkov's book "What did I see?" (“Airport”) and from the book by I. Vinokurov “The plane flies” (“At the airfield”, “Who drives the planes”). Joint games with older children. Production of a runway, hangar, aircraft, large aircraft from building material or sand (using high chairs and cardboard parts). Designing paper planes.
Game roles . The first and second pilots (pilots), stewardess, technicians, tankers, passengers - mothers, fathers, children, grandmothers, grandfathers, airport workers, cashier, barmaid, pharmacy and newsstand sellers.
Game progress; 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, a buffet, a newsstand) and get acquainted with the work of adults at the airport, as well as give an idea that the airfield is a large, flat field, there are airplanes and helicopters on it, and hangars in the distance . You need to watch with the children how the plane lands, the ladder is brought up, the passengers get off.
After that, the teacher reads excerpts from B. Zhitkov's book “What did I see?” (“Airport”) and from the book by I. Vinokurov “The plane flies” (“At the airfield”, “Who drives the planes”).
Then, together with the children, a runway, a hangar, airplanes, a large plane (using chairs and cardboard parts) can be made from building material or sand. The teacher can offer the design of paper planes, arrows, and then use them in games with the wind.
In the future, you can once again organize an excursion to the airport. To visit the plane, inspect it, talk about the duties of pilots, flight attendants. To consolidate children's ideas about the work of adults at the airport and at the airfield. After that, hold a conversation "What we saw at the airport."
The teacher can arrange a meeting with the pilot in kindergarten, so that he talks about his work, as well as a game-lesson "How Yasochka, mom and dad flew on an airplane."
The game of "pilots" is best played on the site of the kindergarten. The teacher invites the children to play the following roles: first and second pilots (pilots), stewardess, technicians, tankers, passengers - - mothers, fathers, children, grandparents, 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 game ideas that children may have, since in the game, first of all, what pleases, excites the child at the moment should appear.
Game "Fishermen"
Target. Consolidation of children's ideas about fishing. Development of interest in the game. Formation of positive relationships between children.
game material. Constructor, twigs, threads, substitute items, toy fish.
Preparing for the game.Excursion to the river. Meeting with fishermen. Reading poems about fishing. Joint games with older children. Production of building material boats, oars. Fishing rod manufacturing. Modeling fish.
Game roles. Fishermen.
Game progress. Starting the game, first of all, the teacher can organize an excursion to the river, where, together with the children, watch the fishermen, discuss questions on what the fisherman moves along the river, what boats are, what the fisherman catches, what he fishes for, what devices are needed for this. You can also organize a meeting with a fisherman there, ask him questions of interest to children.
After that, in the group, the teacher conducts a conversation “What we saw on the river”
The teacher asks parents to take their children to the river for the weekend, to show them how to fish.
Then, together with the children, you can build boats and oars from building material, 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 should support the children's interest in playing "fishermen" and guide the development of the plot using tips, questions, and reminders. For example, questions: What are you swimming on? Where is your boat going? What are you carrying in it? Advice: "Agree with the captain, load the fish on the ship and take it to the neighboring city, 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 educator not only expands the range of ideas about the phenomenon that interests the children, but also helps in organizing the game; sometimes takes a direct part in collusion, sometimes helps to plan the game.
Game "Theatre"
Target. Consolidation of children's ideas about the theater. Development of interest in the game. Formation of positive relationships between children.
game material. Screen, bibabo toys, game attributes: money, wallets, tickets, large signs "Theater", "Cashier".
Preparing for the game. Puppet show. Reading poems about the theater. Joint games with older children. Production of attributes for the theater by children. Watching a film about the theater.
Game roles . Cashier, controller, bus driver, artists.
Game progress. The teacher can start preparing for the game only after the children are shown a puppet show during the matinee or they themselves visit the theater (in addition, artists can perform in front of them). Be sure after this impression of the children, the educator must systematize and summarize, having examined the picture with them and talking about its content.
Then the teacher brings one or two bibabo dolls to the group. In order to maintain interest in playing with these dolls and make it stable, the teacher needs to teach children how to use dolls correctly, to perform certain actions of a descriptive nature with their help, to teach individual game techniques. The doll can greet, wave, clap, bow, scratch her forehead or neck. stroking the children, but the head, dancing, etc. As a rule, this gives children great pleasure, and they are happy to imitate the teacher, forcing the doll to do the actions that he showed them. So, gradually, children, under the guidance and with the help of the educator, learn to control the puppets and, in the process of playing, master certain game techniques.
The next step in preparing for the game may be the production of game attributes by children. The teacher invites the children to draw beautiful tickets, make money. At the same time, they themselves are preparing large signs with the words “Theatre”, “Cashier”.
It is advisable to show the children a film about the theater.
Before the game, the teacher distributes wallets with money to the children, asks them to see if their clothes are in order, if they are neatly combed, since it is time to go to the theater. Children leave the kindergarten (group) and go to the stop, where the bus has already been prepared in advance (it can even be arranged in another room - the dining room or the neighboring group room). On the bus, the children pay the conductor, get tickets from him and go to the Teatr 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 guys carefully watch the performance.
After the performance, the children applaud, thank the artists, leaving the theater, again go by bus to the kindergarten.
When repeating the game, the teacher can provide children with relative freedom of action. So, they themselves go to and from the theater, prepare the necessary attributes themselves (bus, bus and theater tickets, money, etc.), they themselves play the main roles: conductor, driver, cashier, controller. The role of the leader remains for the educator: he still manages the puppets himself, but from the second or third game, the educator can attract children to the performance itself. Gradually, the teacher draws children more and more 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, show, teach how to perform this or that action.
The teacher also needs to teach children, playing the "theater", to use not only special dolls, but also other toys: cars, animals, nesting dolls. When children are convinced of the advantage of using additional toys in the game, wide prospects for the development of the game open up before them.
When the game is fully mastered by the children, it is important to explain to the children that the word "theatre" denotes a performance even when the actors are not puppets, but people. To do this, you need to play another version of the game.
When children understand this, they will certainly modify their game. Puppet shows will alternate, where certain roles will be taken by the children themselves. They will act out for the audience the content of well-known fairy tales and small scenes.
In the future, the guidance of the educator in this game should be to help the children change the content of their "performances", change the actions that they will perform during the game.
Material from summer camp
This section is dedicated to the so-called MIGs or office role-playing games. On the page you can find materials on creating, running games of this kind, as well as some interesting games.
Small role-playing game (MIG)
Features and rules of conducting role-playing games. The game gives the child the opportunity to try himself in adult roles, to show creativity in non-standard life situations. A game is a competition in solving problems of human interaction.
- Role play features (any game):
- socio-cultural function (in the course of games, the cultural traditions and values of the people are recreated, and the game itself acts as a standard of cultural values, because it contains the rules of behavior and interaction of people, social universal values);
- communicative function (playing, the guys learn to establish new connections and relationships with people, organize interaction to achieve the goal);
- activity function (a game is an action, a real activity, in addition, the game makes it possible to use various types of activities);
- the function of realizing the child's ability, self-realization (any game has a goal, to achieve which the participant must use all his knowledge, skills and abilities in order to evaluate himself at the end of the game);
- protective, or corrective function (the game is a model of society, its life and relationships, therefore, during the game, a child can be taught to see and solve his problems).
- Role play features:
- fictional situation,
- extremeness;
- well-defined rules.
- Role play rules.
- The master is always right (he decides all controversial issues and situations in the game).
- Mandatory knowledge and observance of the rules of the game.
- Here and now (the game has a clearly limited time frame, all the relationships that have developed in the game are not transferred to real life).
- Information about the playing role (it is a secret for other participants in the game, this is a "trump card", an advantage for any player).
- Possibility of in-game death ("the deceased" cannot communicate with the current players, transmit any information to them; all information known to him "dies" with him).
- Friendly attitude towards teammates the main task games - establishing interaction, cooperation in the process of achieving game goals).
- The law of the playing territory (the territory of the game is always limited and it is forbidden to perform game actions outside it; whoever leaves the playing territory leaves the game).
- The unity of the playing role (image - who are you?
- Game action algorithm:
- building your gaming legend;
- acquaintance with the participants (characters) of the game;
- collection of useful information;
- search for allies and opponents;
- determining the means to achieve its goal;
- choice of means and implementation of game actions to achieve the goal - analysis of the results of their activities.
- Role play technology:
- choosing a suitable game that implements these goals or writing a new special game;
- familiarity with the text of the game:
- general rules;
- special rules;
- general introductory;
- individual introductory;
- informing and training the participants in the game: general introduction and rules of the game, after which it is necessary to ensure the involvement of all participants in the game;
- study of the participants in the game and the distribution of roles between them, taking into account the individual characteristics and abilities of the players;
- selection of a place and preparation of game tools;
- design of the playing area;
- the last collection before the game, the issuance of tools and advice on the game;
- organization of a bright theatrical beginning; organized end of the game;
- detailed analysis of the game.
- The activity of the Master during the game.
- The master organizes a spectacular beginning and end of the game.
- The master controls the implementation of the rules during the game.
- The master advises the players.
- The master supports the story of the game.
- The master performs pedagogical functions: the microclimate during the game, the game, the ethics of the game, the consolation and support of the losers, the interaction of the players.
Technology of organization and conduct of the game
The person who organizes and conducts the game is traditionally called the master. He himself does not participate in the game, his goal is to create conditions for the successful play of children. In order for the game to be successful, you need to complete next sequence actions:
- analysis of conditions and opportunities for conducting a role-playing game;
- goal setting for this game;
- the choice of a game that implements these goals;
- familiarity with the text of the game;
- informing and training game participants;
- study of the participants in the game and distribution to roles;
- Gathering of participants: mood for the game, getting to know the general introductory game and its rules, issuing individual roles (1-2 days before the game);
- preparation of tools and place of the game;
- immediately before the game, individual consultations, individual issuance of tools;
- gathering of players, announcement of the start of the game.
During the game, the master gives advice on the content of the role and methods of the game, controls the rules of the game, maintains a high emotional mood of the players, supports the development of the plot of the game by means of the game, helps players who cannot cope with the game situation, organizes a spectacular end of the game.
After the game, it is necessary to conduct a conversation, where each participant tells what role he played, what means he used, with whom he interacted, whether he was able to achieve his goals. The pronunciation of the game takes place in a general circle, in an atmosphere of goodwill and voluntary statements. The greatest pedagogical effect will be given by group and individual analysis, the subject of which can be relationships in the group, individual characteristics and ways of working in conflict situation, personal difficulties that arose during the game, problems of values and morality.
Rules of the game
- the master is always right, that is, in all disputable situations, the final word remains with him.
- obligatory knowledge and observance of the rules of the game.
- "here and now". Do not transfer the relationship of life to the game and vice versa.
- role information is secret and cannot be disclosed, this will make the game not interesting for you and your comrades.
- game death is possible in the game, when exposed to any weapon, in this case the player leaves the game and does not have the right to disclose information.
- friendly attitude towards teammates.
- careful attitude to gaming tools.
- the law of the playing area.
In addition to these general rules, each game may have its own technical rules, which stipulate the possibility of using gaming tools.
- Litigation "Planet and man - friend or foe"
Role-playing games (RP) are of two types: scripted and non-scripted.
Scenario RI
They belong to the category of great creative works. The group of organizers takes as a basis a real-life situation (revolution, Miklukha Maclay's meeting with natives, etc.), or a situation from a book, and adapts it to the real place of the game and the participants. After that, tasks are formed for the participants, which talk about the situation and their role in it. (Of course, the task must be formed in advance so that the guys have time to get acquainted with the materials about the situation: read books, ask adults, prepare costumes.)
Scenario games, as a rule, have the following pedagogical goals: to familiarize children with historical material in an interesting way and to develop acting skills. Such games are easier to conduct than non-scenario ones and, as a rule, give fewer failures during the conduct.
Non-scripted RI
A non-scenario RI can end unplanned for two reasons: loss of interest in the game, fulfillment of the game goal by the game participants. Accordingly, special attention should be paid to the prevention of these reasons when preparing the RI.
The organizers formulate for themselves the goals of the participants in the game (for example: earn as much money as possible, establish parliamentary government, etc.). Next, the possible roles of RI participants are described. Whether or not to tell the guys about their game goals and their roles depends on the specific game. Sometimes role goal participants is posed through the situation, and not directly. After the development of roles, methods of influencing the course of the game are considered, roles for game masters are selected, they sign when and how game masters begin to influence the game. The options for setting additional game goals for the guys in a playful way are signed in case they fulfill their goal ahead of schedule.
Non-scenario games, as a rule, have the following pedagogical goals: the development of independence, the ability to navigate in a new situation, the development of intellectual potential, the formation of a concept of goals and means to achieve them.
Stages of composing a role-playing game
- Problem formulation. The problem must excite the author (or it must be savored, which requires some skill). Break down into tasks.
- A fan of bright, emotional scenes, pictures that will<задевать>playing. This is necessary because mainly those things that took place against the backdrop of vivid emotions are remembered. The scenes should roughly correlate with the tasks at hand.
- thinking through<географии игры>, that is, what is where, what heroes play what. The development of scenes, that is, the plot. What groups of players are there. Modeling and isolation of constants and variables. + rules and standards. (+ sinusoidal activity).
- Schedule by people or teams, finish by individuals
- Thinking through the background activity (creating a special activity for the younger psychological age).
- Prescribing game algorithms (to increase the tension in the game).
- beautiful and visual design games.
- Docking the game with the leaders of the group.
It is necessary to take into account:
- Atmosphere is very important for RPGs. Because if you want people to feel like pirates, kindly put them on a "ship". To create an atmosphere, music, costumes, vocabulary are used ...
- Role setting is a way to create a role, the ability to distinguish a person from the mass.
- You can add a role moment to almost any game. And it's often worth it.
What are the games
- Epic games (full-time activity) The game, which becomes the leading activity, the core of the shift, subjugating all collectives and groups, all-camp mass holidays. The epic game is based on an invented legend. It is overgrown with rituals, secrets, mandatory division of labor and duties, and certainly has a printed set of laws - taboos, charter, code of honor, etc. The secret of the game is in a well-thought-out program and an unusual plot, which easily solves many children's problems in the detachment.
- field games Such games are most often held "in the field", that is, in a more or less uninhabited area, which is why they are called that. For example, the players decide to play Ancient Rome. They distribute among themselves the roles of patricians and plebeians, warriors and slaves, residents neighboring countries. The scale can be different: somewhere they try to portray the whole city, or even several cities or even the whole Mediterranean, somewhere, say, guests at a patrician's feast. Throughout the game, players will attempt to live the way they think the characters lived, speak the way they would speak, and make decisions based on their characters' goals.
- No less common board word games, they are also modules, "dengens" and so on. In such games, no one runs anywhere or waves anything, and the actions of the characters are simply described. For example, the player says: "I'm climbing a rope on a wall." What and how he succeeds is determined by the rules of the game. They give the player truly limitless possibilities, but require a developed imagination.
Beware the game!!!
It may seem paradoxical, but the most serious obstacle to the use of the game in the camp is the professional training of the counselor and his teaching experience.
- Firstly, alas ... but, many counselors use the dominant methods of communication and raising children: discipline, rules, distribution of roles, regime. Inspection functions are prohibited in the game: they destroy the game itself. The task of a competent organizer of the game is to make sure that the players are “ordered, punished and explained” by the game itself.
- Secondly, the organizer can only influence the course of the game, but cannot determine it. A personal attitude cannot be divided into right or wrong, it either arises or it does not. And the attitude of the players to the last game may not be at all what the counselors expected. Role play is an unpredictable, spontaneous method! The use of stereotypes here leads to show participation.
- Thirdly, it is imperative to avoid the symptoms of "gambling" when a child begins to use the game as a compensation for his own failure in life. Most often this is due to the construction of games according to a template. After the series similar games the players have the illusion of their own "coolness" - "we all know, we can do everything." As a result, there is a desire to act only in the mastered area, and then the child reveals himself only in the game.
- But the most dangerous thing, in our opinion, is to “play too much”. Another father of "psychodrama" J.-L. Moreno noticed that some, having entered the role, had difficulty getting out of it. In especially susceptible children, when immersed in a role, psychosis and depression begin. For a certain category of children, the line between the imaginary and the real world is unsteady, and when playing “in role” it sometimes disappears altogether. The task of the counselor is to prevent immersion, to help use the game as a means, and not as an opportunity to escape from reality.
How to build a role playing game
When preparing a role-playing game, along with the creation of a plot, it is necessary to single out another important stage - the placement of people in the playing places. The scenario is divided into two parts:
- distribution of roles between people, taking into account their personal characteristics;
- introduction to the game - the construction of special "bridges" along which the child adapts more easily. The main thing is not to forget that in a role-playing game, as in life, there are rules and steps.
The first step is the joint distribution of roles. After the playing places are filled, the little man is introduced into the role - installation. At the same time, it is important to outline the boundaries of the game world, give an idea of the type of the game world (epoch, roles, legends), set a set of actions possible in the game (what is possible and what is not). Children will only play what you tell them to play, so the text of the installation must be very carefully drafted and even more closely monitored for how it is understood. As a rule, most of the turns of the game that are contrary to the plan of the counselors are associated with an incorrect installation. The final stage can be put out of the game situation. Purely entertainment game almost always comes down to "playing war" - the child tries on a role and acts according to the plot and in life.
Why are they playing?
As you know, with age, the needs of the child change, respectively, the motives of his behavior, including the game, become different. So, initially children play because it is interesting, then they play “for something”, by the age of 12 they move on to a serious role-playing game in which they discover the world of relationships. For us, adults, this game is a waste of time, an opportunity to “occupy” a bored person. For children, the opposite is true: only in the game the child solves his problems that he could not solve in reality (get to know a girl, learn to command, try his hand at something new, chat with guys from other units). If there is no game, one of the most effective ways of managing and learning about the world around us will disappear.
The yacht was designed as a role-playing game for teenagers, nevertheless, for adult players it is of no less interest than children. What's more, when the role-playing game Yacht is played by adults, the gameplay becomes a truly action-packed spy detective. The yacht has long been good classic example game scenario and deservedly takes its place in the file cabinet of any "office" role player. Even if you are far from the role-playing movement, and are quite a respectable person, this role-playing game, as a means of having an unforgettable time and taking a break from your serious problems and worries, no doubt, you will come in handy. Many firms dealing with the theme of corporate recreation take a lot of money for organizing the role-playing game "Yacht". Below, I will tell you how to download the game script and give you some tips that will greatly help the organizer to make Yacht more interesting and better.
So, if you are planning to become involved in this role-playing game as a player, then I categorically do not advise you to read the game script. Only the master should know the entire script. The tips written below can be read, as they are of a general nature and do not reveal the essence of the legend of the characters.
You can download the script for the role-playing game Yacht, and now let's get down to the tips:
There is a version of the scenario online that adds two more players, but this is for the most extreme case. These two roles are written into the game without changing the roles of other players, and in fact, no one needs them. I advise you to meet with all the players in advance, give them their roles (at least a couple of days in advance, since you need to get a grasp of the role and, ideally, make a costume). In addition, fees for the game (on Consumables etc.) I recommend taking it in advance. It disciplines the players. If, nevertheless, one of the players in last moment refused - urgently look for a replacement, or, what can you do, you need to start without any player. (the main thing is that the captain was J). If the absent player had to have an important prop, we stage a suddenly dead character with the help of any toy and whoever has time to rummage around him, well done. In extreme cases, even without two players, the game can go with a bang.
According to the scenario of the role-playing game Yacht, you will need various props.
It is detailed in the rules, however, I will say the following:
- 1. The map can be printed, or you can draw it beautifully on whatman paper, if you have time and hands.
- The seal of the captain, you can buy at the kiosk of Rospechat (seals with Smeshariki are sold there).
- If you simply stick a piece of plasticine as a seal, it will easily peel off from the door jamb and stick back without a trace of opening. To avoid this annoying possibility of hacking, you can make real seals: we take a cap from under the soda, coat it with plasticine and tightly tape it into the door jamb. To the door, just as tightly we fasten a thin rope with adhesive tape. We wind the rope into the lid, to a slight tension and put a piece of plasticine on top, pressing the prospector into the lid. From above, on plasticine (preferably light colors), we stamp a signet. Thus, it will become impossible to open the room without damaging the seal. The sealing procedure must be carried out by the captain in the presence of the owner of the cargo, but the props must be glued with adhesive tape in advance.
According to the scenario, in almost any role-playing game for teenagers or adults, you will need a weapon.
Pistols can be used from children's pneumatics of two types: with plastic balls and with rubber bullets. The difference is as follows:
With plastic balls, the gun is easier to reload and there is a real magazine that can be removed. However, the bullets are small, and it is not always possible to notice whether you hit the enemy or not.
With rubber bullets, the gun will have to be reloaded like a musket, driving the bullets into the barrel after each shot. This bullet is much easier to find on the floor, pick up and use a second time.
Which option is preferable - decide for yourself, the main thing to remember is that All weapons must first be tested on yourself, on the strength of a shot at close range. Shooting point-blank (really point-blank) I recommend modeling like this: the shooter points a pistol into the enemy’s body and says “bang-bang”, after that he immediately lowers the barrel down and shoots at the floor. If the bullet flew out and the shot was successful, then the enemy was killed. If it turns out that before the bang-bang the shooter forgot to cock the gun, then there was no shot.
The entourage of the role-playing game "Yacht" can be provided by the following elements.
In addition to the general design of the room, you can download music from the 30s and 40s for the cabin campaign and the sounds of the sea for other rooms on torrents.
As a radio station, you can use not a typewriter, but glued / tied to the captain's table cellular telephone(respectively, the use of a walkie-talkie - sending the desired SMS or calling the desired number). At the same time, do not forget to write down the number in this phone as a “radio station”.
Also, if you have portable radio stations, then you can organize a speakerphone from the captain's cabin to the entire yacht (and also make masterful announcements through them).
During the organization of the role-playing game Yacht, you need to take into account one flaw in the script.
More precisely, a phrase in the tasks of one of the players. He needs to "acquire a document confirming the right of ownership ...". No one can issue this document. Because of this, the game task becomes impossible. The solution is as follows: 1. Remove this phrase from the task. 2. Give the captain the powers of a notary (confirmation of transactions, weddings, issuance of death certificates, etc.). In other words, any document sealed (signature is not important) becomes legal. Well, except for passports, of course. The second option complicates the task of the first character and brings a little variety and side jobs to the life of the captain.
In almost every role-playing game, there are hard-core "bad guy" roles.
Otherwise, the role of the bad guy would be played by the master. Given that the game is pseudo-historical in nature, it is important to pay special attention to the issuance of such roles, especially if the game is played for teenagers. After the game, it is always necessary to give each player the opportunity to speak out. For those masters who will be especially stressed by the brutality of a number of roles, I recommend looking for a version of the Yacht about the Caribbean crisis. In fact, this is the same yacht, only a remake with different names and countries. But the remake, in terms of atmosphere, is worse than the original, so take it only as a last resort.
The finale of the plot-role-playing game "Yacht" can be beautifully beaten.
This can be done with the help of killed players. 5 minutes before the final in one of the rooms (preferably not a game room), we dress them all in camouflage (and the master also dresses), put on bulletproof vests (black bags with holes for the arms and head), paste the necessary chevrons with adhesive tape, distribute spare pistols ( the more weapons, the better). In two minutes we explain who they are. And at the moment when the game time expires, we break into the playing territory and then, depending on what chevrons you have on, do so. But in general, the process of victory should be driven by the winning players, and not special forces in camouflage (he only makes sure that no one else takes out pistols and tries to escape, well, he also controls the behavior of the winners, checks passports if necessary).
If you decide to enlighten your friends on the game according to the scenario of the yacht, then be sure to write how it went. Also, if you have any questions while preparing for the game, feel free to ask in the comments. I will help with all I can. And if there are other powerful scenarios in your file cabinet of role-playing games, I will be glad if you share the link.
And now you can go to
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This post has 39 comments
- Leonid 27th May 2012 .
Interesting. Tell me, in what place does the murder, the introduction to sleep and the search take place? Not in front of everyone. And how then does the put to sleep react to the put to sleep?
- Yuri 10th March 2013 .
an interesting situation arose 12 guys and 3 girls was it worth rewriting the legends or just giving the girls male roles and the guys female?
- Denis 11th July 2013 .
Hello! Decided to play the game on the other camp site. There are only 13 of us, so I excluded English intelligence from the game and edited the roles.
A few questions.
How is it possible that the flag will be moved not by the captain and the first mate? When will they be offered money, for example?
how to open a safe with weapons in the game? - Denis 12th July 2013 .
In the role of the captain, it is written that he and the first mate are on duty in turn, but in the role of the first mate, this is not written.
in the roles still in my opinion a mistake. the first mate of the sapota wrote that “Among the passengers, you recognized several more people: SS officer Peter Bocca (F. I. player), who rides under the name of Pierre Brusso, and José Balboa (F. I. player). You have never met them personally. You saw Peter Bock once in the Reich Chancellery. And you know Jose Balboa in absentia - his photograph appeared in the case of the laboratory, it was assumed that he was well acquainted with the author-developer of "Weapons of Retribution."José is a typo and refers to Tomaso?
About the safe. - the captain has the key and they can steal it, redeem it probably? me game moment interested. Can it be hacked?
About the management of the yacht is written only by Abraham Weinger (in addition to the captain and the first mate)
Another question - is there enough poison for only 1 person?
What about a sleeping pill?
Where to put the antidote? Isn't it released to anyone?
The seal and the false seal must be identical?
Are real passports different from fake ones? on what basis? - Vova 16th November 2013 .
And how long does the game last?
- Elizabeth 2nd December 2014 .
Good afternoon
Tell me, please, where can I find more scenarios for cabinet role-playing games? I can't find any scripts on the internet.
I really liked the yacht, but, unfortunately, we are not recruited 15 people. - Roman 26th December 2014 .
Hello!
in the text document CAPTAIN FORMS, a link is given to this page and it says that on this page we will find out why the captain's forms are needed, unfortunately I did not find this (
that was the first question.
The second question: in the terms of the game it is said about a real phone and about real calls and SMS, where and to whom should they be sent?(As a radio station, you can use not a typewriter, but a cell phone glued / tied to the captain’s table (respectively, using a walkie-talkie is sending the right SMS or calling the right number)
Or here in question about masterful announcements, then in this case you don’t need to write or call anyone, and the phone may not be real, and I can pronounce announcements out loud ???!!! - Roman 26th December 2014 .
How to use radio?
- Roman 28th December 2014 .
Please write an answer regarding the captain's forms!
And it is not entirely clear how infection occurs, how to determine who has become infected.
Thank you)) - Roman 28th December 2014 .
Who should initially have an order for the right to issue Money… and who should find it??
- Andrew 13th January 2015 .
Hello, super scenario, there are only a couple of questions that I did not find answers to.
If there are fewer than 15 players, which characters should be eliminated in order?
In 1 of the comments I saw that there are other characters, where to find information about them, this is if more than 15 characters play
- Victor 14th January 2015 .
How to "throw the body overboard"? Carry the dead man in your arms or tell him that I threw you overboard?
- lexrem 26th April 2015 .
The question arose, are coffee / cookies in the bar sold for play money, or is it better not to bother with this and consider food included in the fare?
Funny Reply:
April 27th, 2015 at .In general, this is the captain's competence - this is his ship and his rules. But according to logic and torture, they are usually sold for 1-2 dollars a piece. The fact is that both the bartender and the captain will be able to earn extra money somehow + the bartender and the waiter do not have the feeling that they are wasting their time + eating like the rich on the ship. so the poor for whom 1-2 dollars is a significant amount. So it's better for the money, however. the captain can announce for free and make an exception for someone separate (sometimes the team is fed by the yacht)
lexrem Reply:
May 5th, 2015 at .I apologize for a possibly stupid question, but I can't figure it out. And how to attach the lid (for sealing) to the jamb with tape? Then cut a hole in the tape? But she won't hold on, will she? Or does it need to be tied to the end? Nothing comes to mind in any way ... I completely lost my ingenuity. 🙁
- lexrem 11th May 2015 .
Thank you so much for your help, we played the game. The first time it turned out a little crumpled, but everyone just loved it terribly. If anyone is interested:
Funny Reply:
May 11th, 2015 at .Normal such money))
How many people survived by the end of the game?lexrem Reply:
May 14th, 2015 at .And by the way, here is the file, there is money, passports and slightly reworked add. roles that I used in the game.
Maria Forest Reply:
December 26th, 2016 at .You have Israel in additional roles. In 1945, there was no such state yet :) Do not kill historical authenticity))
- lexrem 14th May 2015 .
- Alex 5th February 2016 .
What's the point of giving Sandra Trevolyan the skill to control the radio if the task of British intelligence is not to transmit anything over the frequencies?
- Alexander 17th April 2017 .
Do I understand correctly that the captain's cabin is located in private room so that no one can see who is there now? What about the cargo compartments? Should they be located so that no one sees that someone is approaching them? And another question: if, for example, the V-2 documents and the amber room are a folder and a box, respectively, then all players will immediately see if someone has taken possession of these items. What is the best way to avoid this?
