Notes on plot-based role-playing games. Summary of the role-playing game “Hospital”

Tverdyakova Larisa
GCD in the form of a role-playing game “Our City”

Target: compiling stories according to the scheme demonstrated by the actions.

Tasks:

Educational.

Cultivate a polite attitude towards each other, observe a culture of behavior during the game.

Developmental.

Develop the ability to act according to plan. Continue to develop coherent speech.

Educational.

Teach children to organize games independently: choose a theme, assign roles.

Roles: masons, drivers, excavator operators, cooks, mom, dad.

Equipment: story picture “At a construction site”, building material, special transport (concrete mixer, grader, truck, crane, set of “Cookware”, set of “Furniture”, 2 aprons, dolls, pictures and diagrams of the construction, diagrams for preparing borscht or soup, story pictures based on the fairy tales “Kolobok” and “The Wolf and the Seven Little Goats”.

Preliminary work: designing various structures, looking at pictures of people’s professions, drawing up descriptive stories according to diagrams and stories based on the actions demonstrated.

Speech therapist. Guys, what professions do you know?

Children. Cook, teacher, builder, seller, postman, driver, military man….

Speech therapist. What do your parents do?

Children. My dad is a prosecutor (doctor, salesman, driver, and my mom doesn’t work, she’s always at home.)

Speech therapist. Who would you like to become?

Children. I want to become a police officer (doctor, driver, speech therapist, teacher)

Speech therapist. Now look at this picture and tell me what professions are depicted here?

Children. Driver, crane operator, carpenter, mason...

Speech therapist. Do you want to play the game “Builders”?

(Children's answers.)

Speech therapist. A new microdistrict is being built in our city. There will be many small children living there. For the new microdistrict it is necessary to build a kindergarten. The construction company of our group "Korabliki" won the tender - the right to build kindergarten. Well, let's help hometown build a kindergarten?

(Children's answers.)

The chief architect of the city gave us a project for a kindergarten. It consists of these drawings.

Speech therapist. What do we need for this?

Children. We will need building material and special transport.

Speech therapist. Right. And who will work as who at the construction site?

(Children distribute roles)

Speech therapist. On which street will we build a kindergarten? If many children live on this street, what can it be called?

Children. Children's street.

Speech therapist. And those guys who remained will be residents of our city. Someone will be a mother and cook lunch for the builders, someone will help the mother, someone will look after small children.

(Children distribute roles)

(Children examine the drawings and determine the construction sequence. During construction, children follow the rules of cultural behavior and communication. At the end of construction, the builders tell mothers and children the construction sequence using a mnemonic table.)

Speech therapist. Dad will soon come home from work for lunch. Mom needs to prepare borscht (soup). She asks her son (daughter) to help her with this. He (she) doesn't know how. She says that she will cook according to the recipe, and her son (daughter) will serve her the food. At the end of the activity, the mother will ask the child about how they cooked. The child will tell you the recipe (mnemonic table).

(While preparing lunch, children follow the rules of cultural behavior and communication.)

Speech therapist. The kindergarten is ready. You can take your children to kindergarten. Who will be the teacher? Who will take the children to kindergarten?

(Children distribute roles.)

Speech therapist. The mother brought the child to kindergarten. There is a conversation in the morning with the teacher about the child’s condition. The teacher wants to tell the children a fairy tale. But the tales got mixed up.

(The teacher asks them to unravel and put in order the plot pictures of two fairy tales. The teacher tells one of the fairy tales using the mnemonic table herself. Then he asks who will tell the other fairy tale? The child tells a fairy tale based on the mnemonic table.)

Speech therapist. Guys, who were you in the game today? What they were doing? What else do you want to build? How will you do this? What other dishes can you prepare? Can you cook them? How to learn?

(Children's answers.)

Publications on the topic:

Teachers: Furshtakova Svetlana Anatolyevna, Petrova Elena Sergeevna. In preparation for the "Space is a Pro" competition, my colleague and I.

Scenario of the role-playing game “Geologists” Role-playing game “Geologists” by Melnikova A.V. and Varenova A.D. Purpose: to give children elementary representations about the properties of stones, fix.

Thematic role-playing game “Mishutka’s Birthday”. Goal: to promote the formation of the ability to reflect impressions received in everyday life.

Summary of the role-playing game “Hospital” Goal: developing the ability to apply early knowledge about the surrounding life in the game. Objectives: - consolidate previously acquired knowledge about work.

Summary of the role-playing game “Inventors” Compiled by the senior teacher - preparatory group MBDOU No. 13: Vlasyuk M. P. Goal: To develop fantasy, imagination, interest in knowledge.

Software tasks:

"kindness"

4. Continue learning to portray emotional condition using facial expressions and gestures. Replenish the vocabulary: gentlemen, ladies, compliments, passes, loyal subjects, master of ceremonies. Form positive relationships and a culture of behavior in in public places.

View document contents
“Synopsis of educational activities for the development of speech, role-playing games and activities in the senior group.”

Abstract of GCD on speech development, role-playing game-activities in the senior group - “Fairytale Ball”.

Svetlana Sheina
Summary of role-playing game-activities for older children preschool age"Fairytale Ball"

Target: development of communication skills, creative abilities children

Program tasks:

1. Learn to unite in a game, agree on a sequence of actions, display the characteristic features of images, learn to conduct role-playing dialogue

2. Continue to introduce the rules of etiquette, moral values

3. Consolidate knowledge of proverbs and sayings on the topic "kindness"

4. Continue learning to portray an emotional state using facial expressions and gestures. Replenish dictionary: gentlemen, ladies, compliments, passes, loyal subjects, master of ceremonies. Form positive relationships and a culture of behavior in public places.

Preparing for the game-activity (preliminary work):

1. Making crafts and attributes in class manual labor

2. Reading fiction literature: fairy tales"Cinderella", "Little Red Riding Hood", "Pinocchio", "Sleeping Beauty", "Sister Alyonushka and brother Ivanushka"

3. Ethical conversations about behavior in public places

4. Learning sayings and proverbs about kindness

5. Preparation for "competition of gentlemen", conversation on the topic “How to cheer up a girl (lady)»

Game roles: king, queen, fairies of kindness, beauty, joy, master of ceremonies, guests (Puss in Boots, Pinocchio, Gray wolf, Little Red Riding Hood, Alyonushka, Brother Ivanushka, Cinderella, Baba Yaga, Pierrot, Malvina)

Progress of the lesson

Educator: Guys, today the postman brought us this letter (shows a large envelope with a picture of a crown, reads out the letter). The king and queen invite the most good-natured, well-mannered loyal subjects to the ball on the occasion of the birth of the princess. Do you want to go to this ball? Then you need to prepare for it, and also prepare gifts for the princess.

Children pack pre-made gifts and decorate the boxes with ribbons and beads. Complement their outfits accessories: hats, feathers, jewelry. Assign roles.

Educator: The hour has come when the king and queen are waiting for us in their kingdom! The king and queen greet the guests.

King: How glad we are to see you in our palace!

Queen: Be so kind as to come in!

The guests greet, bow, congratulate the parents on their newborn, wish the princess to grow up healthy, kind, well-mannered, smart, beautiful, and to obey her parents and teachers. Handmade gifts are presented.

The king and queen thank the guests for the gifts and congratulations and admire the gifts.

Guests greet each other, give each other compliments, and thank each other for them.

The king and queen invite guests to sit down, rest from the road and listen to classical music (P. I. Tchaikovsky "Nannyfairy tale » )

Lanterns sound and three appear at the ball fairies: fairy of beauty, fairy of kindness and fairy of joy. Fairies perform a dance (P. I. Tchaikovsky "Waltz of the Flowers").

The fairies greet the king and queen, congratulate them on the birth of their daughter and bring her their magical gifts.

The Kindness Fairy waves her magic wand and imbues the princess with kindness.

The king and queen thank the fairy for her generous gift.

The fairy greets the guests and invites them to remember proverbs and sayings about kindness:

There is no price for good light

He who helps people has all his wishes come true.

Life is given for good deeds

Do a good deed boldly

A faithful pointer is not a fist, but a caress

Hurry to do good

A good deed will never be forgotten

It's warm in the sun, and kindness in mother's presence

It doesn't matter the face, it would be a golden heart

The fairy gives forfeits to those guests who remember these proverbs. Then he offers to dance "Good Beetle".

The beauty fairy waves her magic wand and gives the princess beauty.

The king and queen thank the fairy.

The fairy greets the guests and invites them to remember where beauty lives (in nature, in music, in poetry, fairy tales, in painting, in jewelry, beautiful clothes and good deeds).

The fairy of joy waves her magic wand and gives the princess a cheerful disposition and always good mood.

The king and queen thank the fairy for the gift.

The fairy greets the guests and invites them to play an outdoor game "Ocean is shaking" (emotions of sadness, joy, fear, resentment).

Then the fairy of joy announces "Competition of Cavaliers", invites them to have fun and please their lady. The ladies announce the winner and reward him with smiles and applause.

At the end of the holiday, the king and queen thank everyone present for coming and paying attention to the newborn princess. The guests say goodbye, bow and disperse. The king and queen say goodbye to the guests.

Irina Chusovitina
Summary of a role-playing game according to the Federal State Educational Standard in the senior group “Family trip to the dacha”

1. Objectives:

1. formation of respectful and friendly relations in family;

2. formation and development of gaming activities:

3. expansion of ideas about the environment world:

* introduce the types of activities at the dacha;

* consolidate knowledge about the sequence of growing fruit and berry crops;

* consolidate knowledge about carpentry tools and their purpose;

* consolidate knowledge about the rules of table setting;

4. development of creativity (handmade attributes, use of substitute items, improvisation in game actions).

2. Preparing for the game:

Date Preparation

attributes Enrichment with impressions Teaching game techniques

May 2016 1. Making attributes for the main plot:

*vegetables fruits

*gardening tools (shovels, rakes; buckets; scoops)

2. Making and preparing existing toys (buckets, watering cans, dishes, carpentry tools, seeds, stroller, doll, (pacifier, bottle, blanket, cubes - to indicate beds, towels);

4. Construction family car;

3. Construction of buildings in group. 1. Conversation with children on topics "Adult Labor", "My family", "What can you plant in your garden"

2. Reading a poem "Country house" (Denkov D. A);

3. Examination of illustrations with images of country holidays and work;

4. Examination of vegetables and fruits.

1. Display of games for children actions:

*use of carpentry tools (hammer, saw, plane, vice, etc.)

3. Training to transition from the main one plot to accompanying(transferring play actions from one toy to another - from zone to zone).

4. Consolidation of knowledge on the rules of seating and behavior in a car (an adult is driving, children do not sit in the front seat, everyone needs to buckle up before setting off).

3. Long-term plan preparation for the game "In the country"

Basic plot Roles Attributes Game actions Speech figures

Work in the garden

*Vegetables fruits

* Garden tools (shovels, rakes, buckets, watering cans)

* Cubes for marking beds

*Water

*Gathering the harvest *Come on together, come on together!

*Please help me please

*Help is needed

*What great fellows!

*Thanks a lot!

Related stories

* Automobile

*Eldest son

*Daughter * Built car

*We put in the car what we are taking with us (baggage)

*Take a seat

take your seats, buckle up

*We talk on the way *Has everyone sat down?

*Buckle up!

*Go!

* Builders

*Eldest son

* Building tools

* Hammering nails

*Making it *Look, son!

*Come on, help!

Kitchen *Mom

* Products

*Towel

*Cooking lunch

*Boil the kettle

*We're setting the table

*Wash and dry the dishes *Turn on the stove

*Wash the vegetables

*Peel the potatoes

*Put the kettle on

* Please help me!

* Time to have lunch!

*Everyone to the table!

*Bon appetit!

*Who will wash the dishes?

* "Mothers and Daughters"

(*Grandmother)

(*Daughter)* Baby doll, stroller, blanket, pacifier, bottle * Swaddling the doll

*Feed her

*Putting us to bed *You are my good one!

*Let's eat

*Bye-bye, close your eyes

4. Move games

1. The teacher introduces a game situation.

Reading a poem "Country house!" (author Denkov D. A.):

Look around the dacha in the summer -

Everything is dressed for summer:

And rose hips and roses,

And an oak tree and a birch tree.

Everything is chosen to perfection -

I came up with some fun

Dress like a model

There's a spruce in the corner behind the oak tree!

Nearby the apple tree is laughing,

Like a young lady stands

Here he will smile again,

Let me treat you to some rosy...

Evening, summer, and at the dacha -

The nightingale jumps through the beds,

Just a little bit in the corner

The stove is heating by the window,

Mom again: "Let's go to sleep,

It's too early to leave tomorrow..."

I woke up with the early light -

It's good to be at the dacha in the summer!

B. After reading the poem with the children, have a conversation on the topic "My family", "Adult Labor in the Garden". Of course, as a rule, the main work in the garden is planting and growing fruit and berry crops, after which a conversation with the children reveals the topic "What can you plant in the garden" with a look at the vegetables and fruits that are grown at home.

B. Making dummies of vegetables and fruits that will become necessary in the process games.

D. The teacher invites the children to answer the situational question:

* “What can you do at the dacha besides working in the garden?”

During the discussion and proposals, actions are clarified. In this case, the teacher shows children games actions:

* possible actions in the garden (dig, plant, weed, water, etc.)

*use of construction tools (hammer, saw, nails, etc.)

Here you can also look at illustrations depicting country holidays and work.

Based on this, in addition to the main plot"work in the garden" associated stories, which will certainly be included in the game. This: "automobile", "kitchen", "builders", "mothers and daughters".

* "What can we take with us on dacha?»

This is where all the attributes that will be included in the game are identified– This: gardening tools, dishes, food for preparing lunch, construction tools, stroller, doll. Let's call it all baggage.

2. Distribution of roles. Children choose their own roles. The teacher observes and prompts. To avoid any conflict situations, the teacher suggests dividing into subgroups of 6 people according to the principle "Who is friends with whom" or by "Counting" and lose plot several times in different compositions. Be sure to inform everyone that you can play an unlimited number of times and prove yourself in any role.

3. Game design space:

* location determination games(group or an area on the street);

* distribution of zones on the territory (car (garage, vegetable garden, kitchen, carpentry workshop);

* placement of attributes in each zone.

4. Game actions:

*. Participants sit in the car. Packing luggage. Buckle up. "Adults" help "children". Dad gets behind the wheel.

coming situational conversation;

*. We've arrived. "Adults" help "children" get out of the car, take out your luggage.

*. We take out the gardening tools and move into the garden. We dig a garden with a shovel and sow it. Water using a watering can. We weed the beds. We collect the ripe harvest. Everything happens with elements of training and support "adults" "children".

*. The boy participants remain in the garden, the girl participants move to the kitchen area.

*. Lunch is being prepared in the kitchen. We wash, peel vegetables, prepare lunch from available products. We boil the kettle. We're setting the table.

*. Participants plot"kitchen" they call those remaining in the garden to dine. Let's have lunch. We wash and dry the dishes.

*. Boy participants go to a construction workshop. They independently choose the type of activity using construction tools.

*. Meanwhile, the girl participants feed, swaddle and put the baby doll to bed.

*. In case of conflict situations during games, the teacher joins in plot in the role of chairman of the gardening and dacha partnership, which implies his competence in resolving any dispute.

5. End games

* “End of the day off at the dacha”;

*Move to another view activities:

** conversation-discussion

** drawing

* When games on the site - end of the walk (mode moment).

6. Evaluation games

During game actions, disclosures plot The teacher, through observation, assesses the children’s interest in the game by parameters:

* activity inside plot;

* desire to move from plot to plot;

* the desire of others to participate or organize a similar parallel plot.

1. have a conversation on Topics:

* “What did you like? What didn’t you like?”

* “What can I add?”

2. Thematic drawing: “Who do I want to be in the game? "In the country"?»

ABSTRACT

PLOT-ROLE GAME
(SENIOR GROUP)
Topic: “TRAVEL TO THE COUNTRY
GOOD DEEDS AND
GOOD DEEDS."

DEVELOPER: Pushina T.V.
Position: teacher
MDOU "Golubok"

Nizhnyaya Tura
Program content:

1. Continue to develop positive moral qualities in children.

2.Develop the ability to evaluate your attitude towards positive and negative actions.

3.Help children establish interaction in joint games, reveal the content, connection and correlation of the roles played.

4.Use the game to improve the lives of children in a group of peers.

5. To cultivate a sense of kindness, responsiveness, empathy, the ability and desire to use “magic” words and good deeds in life.

Individual work:

With Vlad, Sasha, Ksenia, Nikita. Help children agree to play together, establish contact with active children.
Talk to Denis and Zakhar about the rules of behavior during the game.

Subject-game environment: bus model, steering wheel.

A) Attributes for the game “to the store”:
bags, wallets, money, money substitutes, cash register.

B) Attributes for the game “cafe”: fruit models, substitutes: paper cups (ice cream), etc.

C) Attributes for playing “hospital”: phonendoscope, first aid kit, set for playing hospital.

D) Attributes for the game “hair salon”: a set of combs, curling irons, hair dryer.

D) A box with soil for planting onions, aprons, and a watering can.

Preliminary work

1.Reading fiction about rules and regulations
human behavior.
V. Oseeva “Bad”, “Magic Word”
V. Mayakovsky “What is good, what is bad” Kalinin’s “Alien Gate” Reading stories by N. Nosov.

2. Conversations about the culture of behavior based on the book by N. Kunina “The ABC of Behavior.” Vasilyeva-Gangnus “The ABC of Politeness”

3.Creation problem situations in the group during games and activities. Ways to resolve them.

4. Observations and excursions, visits to public places.

Progress of the lesson.

Children sit on chairs with the teacher.
Educator:
-Guys, when I was little, like you, I loved to play different games. I had many friends because I was a kind, cheerful girl. And everyone wanted to play with me.
I believe that you are all kind, sympathetic, there is no place in your hearts for sadness, boredom and anger.
Smile kindly at each other, shake hands,
after all, you now have a long journey ahead of you to the land of “Good deeds and good deeds”

How can you go there?

Right! By bus. Let's decide who will be the driver.
Driver is a responsible profession. He is responsible for the life and health of passengers.
(select driver)

Who wants to be a conductor?
(at the request of the children, we choose a conductor)

Guys, what games would you like to play?
(if children find it difficult, help, focus on the game)

Who will be the “doctor”?
(choose using a counting rhyme)

For the store game, who do we need to choose?
(select “seller”)

Who can do a beautiful hairstyle?
(choose a hairdresser using the “magic wand”)

Where can you drink juice, have delicious ice cream, and eat fruit? (in the cafe)

A waiter named... will serve us today.

So we have solved all the problems. But do not forget that our country is called “Good deeds and good deeds”

Chauffeur:
(addresses passengers) (announces stops)

A) POLYCLINIC stop! “doctor” and “patients” get off the bus

B) STORE stop “seller and buyers” get off

B) stop “HAIRDRESSER” “hairdresser and clients” get off

D) CAFE stop, the waiter comes out.

Children play in play corners.

Pay attention to those playing in the “cafe”
The teacher creates a game situation: juice was spilled on the girl’s dress.
How can you get out of this situation?

The stain was removed with soda and soap.
Be careful in future. “Don’t be angry and sit down at the guest table again”

During the game, I help children develop the plot, monitor the children’s relationships, and encourage them.

Educator:
Do you guys think we played well today?
Did you offend anyone?
Which one of you is sad, bad?
(to no one)
Look how funny your eyes are sparkling,
It’s not for nothing that we are treated to salads and juice every day in the garden.

Today we planted our vitamins on the window.
Who was good today, attentive, did not offend anyone,
Even the onion will sprout quickly.

Children plant onions and remember proverbs about friendship.

THERE IS NO FRIEND - FIND, FOUND - TAKE CARE.
WHAT ONE CAN’T DO, THEY WILL DO TOGETHER.
IT'S A BORING DAY TILL THE EVENING IF YOU HAVE NOTHING TO DO.

Our journey to the country has come to an end.
"Good deeds and good deeds"

What good things did you take today, how and what games would you like to play?
We remembered the wise, popular proverb:

AND NOW LET'S GET TO BUSINESS - YOU NEED TO PICK UP THE TOYS.
BUSINESS BEFORE PLEASURE.

Play remains the main activity for older preschoolers. A variety of plots, free flight of imagination, active exchange of remarks are the distinctive features of games for children aged 5–6 years. The teacher acts less and less often as a partner. He stimulates and directs children's play activities and is an active observer. Everyday sketches, incidents from the lives of professionals, incredible adventures on land, water and even in space - the plot-role-playing game reflects a child's vision of the world in its versatility.

Theoretical aspects of organizing role-playing games in the senior group of preschool educational institutions

At 5–6 years old, children are able to independently organize meaningful role-playing games. “Come on...” - what incredible roles and fantastic worlds are born after this childish phrase. And it’s impossible to list all the possible plots that guys compose for familiar games of a clinic, a store, a construction site, etc.

Arseny, let’s pretend we’re flying into space now! - Let's! Let's land on the Moon, fall into a cave and find a window into the past there! - Then I’ll bring the dinosaurs right away!
My age-old children (4 years, 9 months and 6 years) were running around the apartment and preparing to launch a spaceship made from sofa cushions. After 15 minutes, a technical accident occurred and the ship fell apart. The pillows became escape capsules and landed on the Moon, where they became lunar rovers. Afterwards there were dinosaurs, escaping from an erupting volcano, building a raft... I remember on it the children returned to reality. They were carried away by the river current.

The imagination of children 5–6 years old develops rapidly, creates exciting stories and should be encouraged

The purpose and objectives of organizing role-playing games with children aged 5–6 years

The purpose of organizing role-playing games in the senior group of kindergarten is the diversified development of students in a fictitious situation. The game forms important personal qualities and develops mental abilities. Children take the initiative in preparing the space for play and choosing attributes. Five-year-old children agree among themselves on options for developing the main plot, offering all sorts of roles. In a role-playing game, participants learn to act in various professional competencies, that is, they try on the roles of specialists.

Older preschoolers independently choose partners for games, discuss roles and plot

Realizing this goal with older preschoolers involves solving a number of problems:

• Developing the ability to independently determine the rules and improvise during the game.
• Encouragement to use images and plots of works of art in games (from fairy tales and stories, films and cartoons).
• Activation of dialogic speech.
• Strengthening friendships within the children's team.

Older preschoolers can be encouraged to play out unusual plots, for example, borrowed from films or books

Types of games in the senior group

Role-playing games for older preschoolers are divided into the following types:

• Household games - scenes from Everyday life. Girls traditionally play daughter-mother, family. It is important to attract boys too, because play activity ideas about the role and responsibilities of parents are formed. Older preschoolers play out with interest the following everyday situations: moving, renovation, housewarming celebration. The teacher can introduce a national element into everyday games (holding Cossack, Bashkir, Tatar and other holidays with the family). Everyday games do not get boring for my children. They can agree to play together, imitate an unusual situation by conspiracy. But usually the game doesn’t start right away. My daughter plays in the corner of the kitchen, cooks or washes dishes. The last time her microwave “broke.” “Dad, dad! Our microwave is broken! Something clicked in her!” the daughter shouted. Please note, my daughter calls her dad, but only me, her and my brother are at home. The child is immersed in the game and acts in accordance with the role: she is mom and calls dad. My son came running from the other room with a suitcase of toy instruments. That is, he immediately joined the game and took on the role of father of the family.

  Boys need to be involved in family-themed games to develop ideas about the role of men in the family

• Creative games are the embodiment of fantastic plots or the involvement of fairy-tale characters in an ordinary situation. In the game, the children strive to display the most interesting things they have learned or seen. Therefore, the teacher carries out intensive preliminary work with the children. Fantasy images are enriched through watching animated videos, studying illustrations (including encyclopedias), educational conversations. To maintain children's play interest, the teacher uses in the older group new way building a plot-role-playing game - introducing a non-standard hero (for example, “Baba Yaga in the hairdresser”). Elements of costumes and unusual attributes (knightly armor and swords, astronaut helmets, paleontologists’ tools, etc.) stimulate the imagination and help one get used to the role. The game was not going well for my son and his friends. The plans included building a ship and subsequent sea adventures. And now the sailboat made from chairs and pillowcases is ready. And the team is bored.
  Then I shook out the cupboards at the dacha and helped the boys become real pirates. Colored scarves became bandanas. There was one vest for the captain. They quickly made a few blindfolds. Found a plush... eagle owl. Not a parrot, but a wise bird, just what a pirate needs as a partner! I poured the buttons into a tin cookie box and hid them in the garden. I quickly drew a map with simple symbols: beds, apple trees, a fence, a raspberry tree.
  And the game began!

  The game evolves Creative skills children: the ability to play a role, present fictional conditions as truthful

• Older preschoolers are involved in director's games. At first these are individual “performances” with toys or dolls. Then the children agree on who will be the directors, who will be the actors, and try to dramatize a familiar story or a fictional plot.