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Scenario for the role-playing game “I’m like a mother.” "Going to the store

Scenario of the role-playing game “Car Workshop” For older preschool age

Target: Reflection in the game of plots related to the activities and relationships of people in a car workshop.

Tasks:

Expand children's understanding of the work of a car mechanic, car wash, and gas station attendant.
Organize a developmental environment for active independent creative play of children on the theme of a car workshop (attributes, algorithm diagrams, thematic albums).
Awaken children's play creativity and desire to introduce new things into the game.
Exercise children in inventing new plots, role-playing dialogues, and elements of the game environment.
Learn to use various buildings and items related to a car workshop in the game.
Teach children to independently agree with each other on a common game plan.
Encourage preschoolers to create and use homemade toys in play (homemade gasoline coupons, fake products for cafes, driver’s licenses, models of diagnostic instruments, etc.)
Encourage children's ability to communicate about the game (name their role, identify verbally depicted events).

Equipment:

Sets of locksmith tools,
models of car fault diagnostic devices,
sponges and bottles for car washing,
mock-up of a refueling installation with a flexible hose,
toys - “steering wheel”,
fake money,
"driver's license"
dark-colored aprons and sleeves,
attributes for a “road cafe” (fake coffee maker, doll dishes, fake products, etc.),
thematic albums on the topic "Transport", magazines about cars,
diagrams with examples of building cars from chairs, a large builder, etc.
“Game situations” schemes;
“Plot Development” schemes
car models made from hoops,
driver's caps.

Preliminary work:

Consideration of thematic albums “Transport”, “Car Workshop”.
Excursion to a car repair shop.
Conversation about the work of a car repair shop.
Imitation games “We won’t tell you where we were, but we’ll show you what we did” (on the theme of a car repair shop).
Making attributes for the game.
Constructive games “Build a car”, “Guess what car I built”, etc.
Director's games with cars and toys "Car Workshop" (practicing dialogue interaction).
Game tasks in the art corner “Fix (finish) a broken car”, “Car painting workshop”, “Create an unusual car coloring”.
Modeling “Cars, cars literally filled everything!” (Diagrams with step-by-step instructions for self-sculpting).
Attention games “Which part of the car is missing in the picture?”
School of Polite Sciences “At a gas station”, “At a roadside cafe”, “Car mechanic and driver”, etc.
Outdoor game “Taxi Drivers” (with hoops).

Game roles:

Auto repair shop mechanics
Drivers
Passengers
Waiters at a roadside cafe
Gas station workers
Car washers

Main plot:

The "Gas Station" is equipped with:

mechanics put on aprons, sleeves, prepare tools and equipment;
gas station workers put on bright baseball caps and install a gas pump with a flexible hose;
waiters of a roadside cafe put on a uniform (aprons and caps), set up chairs and a table, prepare menu folders and fake products;
car washers prepare bright sponges, tubes with diffusers, bottles with detergents;
drivers build cars out of chairs or a builder; you can use hoop models of cars with headlights and a license plate; passengers take seats along with the drivers.

AT THE CAR WORKSHOP

DRIVER:(addressing passengers) I need to go to a car repair shop, my car is faulty, the engine is not working well.
(Drives up to the workshop, honks the horn)
A locksmith approaches him.

AUTO FECTER: Hello, what happened?
DRIVER: My car is faulty, the engine is not working well.

AUTO FECTER: We will definitely fix it for you. For now, you and your passengers can go to a cafe and eat ice cream.

The driver gives the keys to the car mechanic, the passengers get out and go to the cafe.

Car mechanics use tools and instruments to determine the malfunction of the car and repair it.

DRIVER: Well, what did they fix?
AUTO FECTER: Yes, we repaired the engine, but you need to fill up with gas, you don't have much.

The driver thanks for the work, pays with money or a card, and goes to the gas station.

DRIVER(addressing a gas station employee): Good afternoon! I need to fill up my car with gasoline.

Gas station worker: Hello, we are very glad that you came to us, we have the best gasoline!
(Refills the car.)

DRIVER: Thank you! (Paying up)

Gas station worker: I would advise you to wash your car, it’s too dirty, you can’t even see the license plate.
DRIVER: Thank you, I'll definitely wash it. (Heads to the car wash)
WASHER: Hello, I see you have decided to wash your car?
DRIVER: Yes.

WASHER: We have different car shampoos, which one do you want? (Banana, mint, orange or apple scented?)
DRIVER: I love the orange scented one.

The washer washes the car.

WASHER: Would you like to wash the inside of the car?
DRIVER: Yes, sure.
WASHER: We'll wash it now, and in the meantime, go and have a coffee in our cafe.
DRIVER: thanks, I'm on my way.

The washer finishes washing the car and leads him to the cafe. The driver thanks him, pays, and invites the passengers to continue the trip.

IN THE CAFE:

Passengers enter the cafe and sit down at the table. The waiter brings them the Menu.

WAITER: Good afternoon, what will you order? Are you ready to place an order?
PASSENGERS: Hello, we want ice cream. (Look at the Menu and place an order).
(The waiter brings the order)

WAITER: Bon appetit. Our cafe has a signature dessert “Fruit Mix”, I recommend trying it.
Where are you going, if it’s not a secret?
PASSENGERS: We are going to visit another city.

WAITER: it's far away, maybe you can have lunch with us? We also bake amazing cakes in our cafe; we can pack them for you to treat to your friends in another city.
PASSENGERS: yes, we should probably have lunch and we'd love to try the cakes.

Options for game situations:

The car needs to change the wheel, headlights, etc.
The family is going to the seaside, and along the way they need to check the car’s serviceability, refuel it and wash it.
The driver decided to repaint his car; he has a sketch of an unusual car coloring.
The driver of his car was caught in a huge hailstorm and came to repair the car.
A motorcyclist arrived at the auto repair shop.
A transforming robot came to the auto repair shop.
Batman came to a car repair shop to make his car fly.
Baba Yaga came to the auto repair shop because her stupa broke.
Emelya arrived at the auto repair shop with a stove, wanting to get his vehicle repaired.
Mobile auto repair shop.
The auto repair shop has magical fuels (the car starts jumping, flying, singing, making everyone laugh, etc.)

Plot options:

The car mechanic has a set of cards-diagrams “Car malfunctions”.
There are 2 car mechanics working in the auto repair shop. First, the driver is sent for diagnostics.
A car mechanic uses instruments to examine vehicle faults and issues cards to the driver with images of the detected faults.
A driver with these cards turns to another mechanic for repairs; the oil can be changed at a gas station, or the car can be washed at a “car wash.”

Summary of the role-playing game for children 6-7 years old “Let's serve the army!” (preparatory group)

Target: Promoting military-patriotic education of preschool children.

Tasks:

Clarify children's ideas about Soviet army, to form in preschoolers specific ideas about soldiers, to develop the desire to be defenders.
Develop the ability to creatively develop the plot of the game, be able to work in a team. Combine different plots in the game.
To instill in boys the desire to be strong, brave, and courageous.

Preliminary work to enrich the subject-development environment:

The enrichment of the developmental environment was carried out with the involvement of parents.

Sewing clothes for doctors.
Collection of attributes for the clinic.
Cones, plastic pieces of glass, tubes, a toy microscope.
Tables for checking vision, jars with medicines, drops, phonendoscopes (broken from the hospital), syringes, tubes, small cans, an otolaryngologist’s mirror, tweezers.
Each “doctor” had his own box with necessary material and equipment.
All material was located in a place accessible to children and was used to play “clinic.”
On the eve of February 23, they brought into the group toys depicting soldiers of different types of troops, illustrations, and toys with military equipment.
The material was used by boys to play "War"
During the educational week, parents were asked to dress their children in military camouflage clothing at will to create an emotional background.

To enrich life experience

There were viewings of educational presentations about the work of doctors, conversations

“If your ears or throat hurt”;
“How to take care of your eyes”;
"If you're sick."

The children watched short educational videos “at a doctor’s appointment”

Playing out small stories with the teacher(we get tested, our ear hurts, we check our eyesight... i.e., joint games between the teacher and the children, observation of the children’s games, their role-playing actions, role-playing dialogues).

We watched presentations and talked about the army

“How they serve in the army” (the life of soldiers in a military camp: what they do, how they sleep, how they eat, what clothes they wear...);
“We will serve in the army” (about the branches of the military).

Material:

medical cards with photographs of boys,
agendas for each boy,
sailor costumes;
attributes for the game “clinic”: “Therapist”, “Ophthalmologist”, “Otolaryngologist”, “Laboratory”;
attributes for the game “Home”: dishes, food.

Roles are assigned (the girls are doctors based on the teacher’s observations of the game plot and role-playing dialogues, the rest of the girls are girlfriends.

Creating a game situation:

The entrance of the postman, who hands the boys summons to the army.

Educator: Only healthy people are accepted into the army. Therefore, you need to undergo a medical examination.

(children are asked to go to the clinic for a medical examination)

All boys at the clinic follow the referrals received from the receptionist, doctors, and take a blood test.

After passing the medical examination, the boys are invited to rest and go to the girls, who have set the festive table for them.

“The General” enters and reports that “all the boys have successfully passed the medical examination and can go serve in the army. All the boys were taken to serve as sailors on a large warship.”

The music of V. Shainsky's “Young Soldier” sounds, the sailors march and board the bus, “Go” to the ship.

At the end, the teacher says that in the evening all the children will get on a warship and begin to serve in the army as sailors.

(continuation of the game's plot).

Empty plastic bottles of hair dye are so neat and smooth that it’s a shame to throw them away.

I kept saving them and thinking, where can I use them? Pieces of colored self-adhesive paper were waiting in the wings. What should we make from all this? “Multi-colored bottles” will come in handy!

We cover the label on the bottle with colored self-adhesive tape, add a circle on the lid in the same color as on the bottle, and voila: everything is ready for an exciting game that you can’t buy in a store!

The rules of the game are simple:

The child plays only under the supervision of an adult!
It's more fun to play with two or three!

Progress of the game

So, multi-colored red, blue, yellow bottles fell into the curious, tenacious hands of children. Experienced mothers know: children test everything for strength. It’s the same with our bottles: sooner or later the caps end up unscrewed. The little experimenters did a great job! Bottles separately, caps separately.

And now the main game begins.

Firstly, you can repeat the colors while playing: select a lid of the same color as the bottle. An adult, under whose supervision the game is being played, unobtrusively tells the child the name of the color of the bottle (“Red bottle! We need a red cap for it. No, look, it’s not that color. Find a red cap, the same as the bottle”), asks to repeat or show this color with your finger among other unscrewed lids.

Secondly, we develop coordination, fine motor skills. The caps that have been unscrewed from the bottles simply need to be screwed back on, but this is no longer so easy. A lot of diligence and patience is required from the child to complete the task. The adult’s task is to show, encourage and praise the child.

If we fill our bottles with suitable filler, we will get “Multi-colored musical bottles” that will fit well in a small child’s hand. Depending on the filler, the bottles can be “rustling”, “rattling” or “ringing”.

"Cops and Bandits"

This game is best organized outdoors so that there is sufficient space for action. All participants are divided into several groups. Members of the first team play the role of “policemen”, the other, respectively, “bandits”. In addition to this, there should be “sellers”, ordinary “passers-by”, “residents” of apartments or houses, etc.

The task of the “policemen” is not just to catch someone, but to monitor the actions of the “bandits” and catch them exactly at the moment of committing a “crime”. The game scenario could be something like this: all participants agree on the territory on which the game should take place. For example, this could be a courtyard area or a small park.

The task of the “bandits” is to try to commit some illegal actions. For example, they can steal imaginary “cars,” rob “residents,” attack “passers-by,” rob “shops,” etc. “Police” must “catch the bandits,” and they have the right to run away and hide in their own “residence.” ".

A “shootout” may occur several times in the game. Of course, there will be “killed” and “wounded” in this case. Accordingly, the “killed” leave the game, and the “wounded” leave the game for a while. The game continues until all the "bandits" are caught. In the game, it may happen that the caught “bandits” will escape from the prison to which the “policemen” send them. In this case, the game continues until all the “bandits” are again “behind bars.”

"Streets with Lights Out"
Surely everyone watched the TV series “Streets of Broken Lights” and remembered everyone characters, as well as the plots on which the episodes are based. First, all participants agree on the territory on which the game will take place. For example, it could be a park, a yard, or some other area. Several participants in the game play the role of “cops”, and they themselves can agree on which film character will be portrayed by whom. The rest choose other images for themselves, for example, “criminals”, “victims” and others.

You can choose a specific film from this series and build a game script strictly based on it. Or you can come up with your own scenario, where everything will happen according to the choice of the participants in the game. There are no winners or losers in the game; everything depends either on the given plot or on the plans of the participants.

Hostilities

At the beginning of the game, all participants agree on a certain territory in which the action will take place. Several participants will be “defenders of the fortress.” They should protect certain “documents” from “snatchers.” In this case, the “kidnappers” can act different ways, including by force. The "documents" are in the "safe". For example, it could be an ordinary box. The remaining participants in the game will carry out “military actions” in the territory where the game is taking place. That is, the participants are divided into two groups that are at odds with each other.

The game ends as soon as the “kidnappers” are able to obtain important “documents.” In this case, it may happen that all the “defenders of the fortress” will be “killed” by the “kidnappers”. In this case, new “defenders” should be found. And, conversely, all the “kidnappers” can be “killed” by the “defenders”. And here, in the same way, it is advisable to find a replacement for them.

This game should be played near a river or swimming pool. All participants are divided into three groups. The first is “marine police”, the second is “pirates”, and the third is “travelers”. The game takes place according to the following scenario: “travelers” are immediately attacked by “pirates” as soon as they enter the water. "Pirates" can take them prisoner. The task of the “policemen” is to catch the “pirates”.

In this game you can organize real “battles”. Namely, the “policemen” can fight with the “pirates”, try to catch them and put them in “prison”. The "travelers" do their best to help the "policemen" so that the "pirates" do not defeat them. The game continues until all the “pirates” are caught and find themselves “behind bars.”

"Indians"

Before the start of the game, the participants agree on the territory on which the action will be organized. Next, the players are divided into two teams. The first team is the “Indians”, and the second is their enemies. The meaning of the game is as follows: a real battle is being fought between the “Indians” and the “tribe” hostile to them. At the same time, players can act by force, when representatives of hostile teams can catch each other and take each other prisoner. The game ends when the “Indians” themselves or their enemies are caught, every single one. After this, players can change roles and the game continues.

"Treasure Hunt"

The game is preceded by an agreement on a certain territory on which the game will take place. All the guys are divided into three groups. The first group will play the role of “robbers”, the second – “royal troops”, the third – “treasure seekers”.

The game is as follows: “treasure seekers” set out to search for treasure. In this case, you can agree in advance on the place where the “treasures” will be hidden. But they are not so easy to get to. Along the way there are “robbers” in wait who can take you prisoner and even “kill”. "Royal troops" must catch the "robbers" in order to free the "treasure seekers." The game will end when all the “robbers” are “behind bars.” After the end of the first round of the game, the guys can change roles.

"Spies and Warriors"

Before the start of the game, they agree on the territory on which they are supposed to play. All participants are divided into two teams. Members of the first team will be “warriors”, the second – “spies”.

The “warriors” set up their own camp and develop “military action plans.” At the same time, the “spies” must eavesdrop or in some other way find out what kind of “military action plans” the “warriors” have developed and against whom they are directed.

"Spies" do not have the right to act with the help of force, they must achieve their goal with the help of cunning. As soon as the "military plans" become known to the "spies", the game ends. Then the players change, the “spies” become “warriors” - and vice versa.

"Great detectives and criminals"

Before starting the game, you should agree on the territory on which the game will take place. Two or three people are selected. They will be “great detectives”, another two or three players become “criminals”. The rest will be "civilians". "Criminals" attack "civilians", then disappear with the loot "in an unknown direction."

"Great detectives" must find the place where the "criminals" are hiding. But the “criminals” themselves must leave some signs where their residence is located. That is, they may accidentally leave somewhere a map indicating the location of their residence, or act in some other way.

The game continues until the last "criminal" is caught. Then the players switch places, the “detectives” become “criminals”, and vice versa.

"Royal War"

Before the game, the guys agree on the territory on which the action will take place, and also distribute roles between all participants. At first they are divided into two teams, each with their own roles. The following characters are assumed: “king”, “commander”, “warriors” both in the first team and in the second. Initially, a conversation between two “kings” takes place. They can talk about anything, but as the conversation progresses, some kind of conflict should flare up between them. After this, the “kings” declare war on each other.

The “commanders” must develop a specific plan of military action, and the “warriors” must carry out this plan. And to make the game more exciting and interesting, you should play it a large number players, because adding “civilians” to the game, such as “peasants”, “citizens”, will liven up the situation. Indeed, in accordance with it, the “royal troops” of both sides can capture “civilians” and conduct battles on the territory of both “kingdoms”.

In this game there is also a place for “spies”, whose goal is to find out the secrets of the “hostile kingdom”. The game continues until one of the "kingdoms" is defeated. To do this, all “warriors” must be “killed,” “wounded,” or “captured.” After this, the first round of the game ends, the players change roles.

"Robot War"

At the beginning of the game, all the guys are divided into two teams. The first team is “people”, the second is “robots”. The game is that “robots” attack “people”, and a battle breaks out between them. The “robots” are not affected by any specific weapon; they can only be destroyed in a special way.

You can agree in advance on which methods will affect the “robots”. For example, only a “laser beam” can deal with them. In the game, you can replace the “laser beam” with the light of an ordinary flashlight. That is, in order to neutralize the “robot”, you need to point a flashlight beam at it closely.

"Robots" must avoid " laser beam". But for that they can use both strength and cunning. The game continues until all the robots are “neutralized.” After this, the game continues, but the participants change roles.

"Battle at Sea"

As usual, the game begins with an agreement on the territory on which the action will take place. Then roles should be assigned. Some will be “ship captain”, some will be “sailors”, and some will be “pirates”. The task of the “captain” is to give commands, the “sailors” are to defend themselves from the “pirates”. “Pirates” strive to attack the “ship,” “kill” or “capture” everyone who is there.

The game continues until someone defeats their “enemies”. After this, the players change roles and the game continues.

"Save the Princess"

At the beginning of the game, roles are assigned - and the participants agree on the territory on which the action is planned to be organized. This game assumes the images of a “princess”, “robbers”, “warriors”. These characters are the most necessary for carrying out the action.

If there are a lot of guys who want to take part in saving the “princess”, you can expand the circle of characters with “king”, “servants”, “civilians” and others. The game begins this way: a “princess” lives in the “kingdom”. "Robbers" are trying to kidnap a girl. She tries to escape from them, the “servants” and the “king” protect her.

And yet the “robbers” manage to “capture” the “princess”. They must "imprison" her in prison. In this case, the “warriors” must save the beauty and free her from the “robbers.”

A battle breaks out between the "warriors" and the "robbers". Both of them can act both by force and by cunning. The game continues until the "princess" is freed. After this, the players change roles, and the game continues according to the same scenario.

"Superman and the Bandits"

First, the participants agree on the territory on which the action will be organized. The players then assign roles. One of the guys is chosen to play the role of “Superman”. Several people become "bandits". The remaining participants will be "civilians". The task of the "bandits" is to attack "civilians", the task of the "superman" is to protect them from the "bandits". Several players become "policemen" and must help "Superman" in his battle with the "bandits".

"Superman" can act with both force and cunning.

The game continues until he catches all the "bandits" and turns them over to the "police". After this, the game continues, and the participants change roles.

"star Wars"

First, assign roles, then divide into two teams. The first consists of “earthlings”, the second – of “aliens”. The task of “earthlings” and “aliens” is to “fight” among themselves for the liberation of people and the planet from the destructive invasion of an alien civilization.

There are special conditions in the game: “battles” can only be arranged in “space,” that is, in a specially designated territory. Aliens do not have the right to enter “earth,” but “earthlings” may well rest on their home territory. The game continues until all the "aliens" are defeated. You can discuss all the conditions in advance, that is, choose a “weapon” that “reliably” affects “aliens.”

Once all the “aliens” have been “defeated,” the players switch roles and the game continues.

"Martian Battles"

At the beginning of the game, roles are assigned. Several players become “Martians,” several become “earthly warriors,” and the rest become “civilians.” They have to go about their business, that is, build houses, work, relax. The goal of the “warriors” is to protect the “earthlings”. The task of the “Martians” is to “kidnap earthlings”, “take them prisoner” and keep them in some strict designated place– on your “spaceship” or in your “space prison”.

The “Martians” must “kidnap” as many “earthlings” as possible, while at the same time trying to avoid communication with the “warriors”. “Warriors,” on the contrary, are obliged to monitor the “earthlings” and prevent the “Martians” from kidnapping them.

The game continues until someone - “Earthlings” or “Martians” - wins. To do this, the “Martians” must be neutralized, and if the “earthlings” lose, then they must be “captured” every single one. After this, the game continues, and the players change roles.

"Robbers and Passersby"

First, roles are assigned. Several players become "robbers", the rest must be "passers-by". The task of the “robbers” is to waylay “passers-by” and take something from them. But “passers-by” need to “defend themselves” properly.

If the "robber" manages to take something from the "passerby", the latter will have to leave the game. And if the “passerby” turns out to be stronger than the “robber,” then this “robber” leaves the game. “Passers-by” can act together, that is, “catch” “robbers” not alone, but together.

The game continues until someone - "robbers" or "passers-by" - wins. After this, the game continues, and the players change roles. But during the action, both “robbers” and “passers-by” are prohibited from starting a fight. Of course, a comic brawl is completely acceptable, but it should be comic and not cruel.

Who is stronger?

All participants are divided into three teams. The first team is “supermen”, the second is “bandits”, the third is “civilians”. The task of the “bandits” is to attack “civilians”, the task of the “superman” is to protect them. In this case, the game unfolds according to the following scenario: “civilians” go about their usual business. When they are attacked by "bandits", they cannot defend themselves against them with force, they only have the right to run away.

For this reason, “supermen” themselves can use any martial arts. Their task is to neutralize the “bandits,” catch them and put them in “prison.” Each “superman” can act either alone or in company with others. If one "superman" can catch several "bandits", he becomes the winner of this game. "Bandits" can also use martial arts. If the “bandits” turn out to be stronger, then one of them becomes the winner. After this, the game continues, but the players change roles.

It is especially important in this game not to forget to keep yourself within the limits of what is permitted and not to start the most ordinary fight. If the players do not actually know martial arts, it is acceptable to use them, as they say, “for fun.” Fighting is prohibited, and if anyone breaks this condition, they must leave the game immediately.

"Bad" and "Good"

Every child was sure to behave very well at least once, and there was always a time when he behaved very badly. The same thing very often happens around children: adults swear, quarrel, harm each other. This game will help children learn how it all looks from the outside, and teaches them to be more patient with others, and the ability to correctly assess the situation.

The players are divided into pairs. The leader writes tasks on cards, and each pair takes turns drawing them. Then the couples complete the assigned task, trying to get into the role as picturesquely as possible. Participants can take one of the players of another pair to help. The winner is chosen by vote. Tasks can be as follows:

1. Portray a naughty boy who quarrels with his mother. The couple independently distributes the roles of mother and boy. The reason for disobedience may be refusal to eat semolina, a broken window, or refusal to clean the room.

2. Play a good student and a bad, evil teacher who, while checking a notebook, finds fault with every letter.

The pair’s task is to show how a good student will try to get out of the current situation.

3. Imagine a husband and wife quarreling. The reason for the quarrel may be the following: late return of one of them from work, dinner not ready on time, TV that does not turn off from morning to night, or a birthday that was forgotten. After the miniature, you can ask the other players to explain which of this pair was the “good” character and which was the “bad” character.

4. Conduct a dialogue between a boss and a subordinate. The boss reprimands that the subordinate sold the wrong product, and the seller, in turn, makes an excuse. At the same time, the couple determines the main character traits independently. The rest, as in the previous version, guess who is good and who is bad.

5. Depict a pedestrian crossing the road at a red light, and the dialogue between him and the driver after that. Then ask the others to explain who was bad and who was good. In this case, the presenter must emphasize that the pedestrian has violated the rules traffic, but still continued to swear and be indignant.

"Robbers"

All participants are divided into two teams. The first team is “robbers”, the second is “respectable citizens”. "Robbers" must steal some items - wallets, jewelry, souvenirs. These items must first be placed in different places. If the game takes place in a room, items can be laid out on a table, on shelves or in a desk drawer. If on the street, hide it under pebbles or in flowers.

The game starts on a conditional signal. “Respectable citizens” go about their business, but they need to keep a close eye on the “robbers.” As soon as one of the “robbers” gets ready to “steal” something, one of the “respectable citizens” tries to catch him and take him “captive”.

The game continues until all the “robbers” are “behind bars.” After this, the players change roles, the “robbers” become “respectable citizens”, and they, in turn, become “robbers”.

The game has its own conditions: “robbers” can only be caught in close proximity to the object that he is going to “steal”. If he manages to escape, he cannot be captured. Thus, “good citizens” need to be especially careful when protecting their “wealth.”

"Poachers"

At the beginning of the game, a leader is chosen. This is a "forester". The remaining players must split into two groups. The first group will be “wild animals”, and the second will be “poachers”. “Wild animals” walk quietly through the forest, and “poachers” catch them.

The “poacher” can “kill” the “animal”, or he can catch it and “put it in a cage”. If the "animal is killed", the participant playing his role must leave the game. If the "animal" is "caged", it can still be "saved". The “forester” is engaged in “rescue”. He must "catch poachers."

The game continues until all the “poachers” are neutralized or all the “animals” are caught and “killed.” In this case, the game continues when the players switch roles. “Poachers” become “wild animals,” and they, in turn, become “poachers.” Again, a leader is selected from among the game participants to play the role of a “forester.”

"How to Rob a Bank"

A presenter is selected. The remaining participants are divided into two groups. The first of them is “policemen”, and the second is “bandits”. These offer various ways, with which you can rob a bank. The "police" are coming up with their own options to prevent this robbery.

The facilitator carefully monitors the participants' statements. After this he sums up the results. The condition of the game is that for every method proposed by the “bandits”, the “policemen” must come up with an exact response. In this case, the “policemen” get a point. If the “policemen” cannot prevent some method of robbery, then the “bandits” get a point. At the end of the game, you need to count the points - the team that scores more points wins.

"Warriors of Darkness and Light"

At the beginning of the game, determine the territory on which the “battle” will take place. A leader is selected, his task is to sum up the results at the end of the game and monitor compliance with the rules of the game. All players are divided into two groups. The first are “warriors of darkness”, and the second are “warriors of light”. “Battles” take place between them. Condition: “warriors of light” can fight both day and night. And the “warriors of darkness” can only fight at night.

The presenter announces: “Night” (or “Day”). When night is declared, “warriors of darkness” enter the selected territory. The "Warriors of Light" begin to catch them. For example, if the “warrior of light” catches up with the “warrior of darkness”, he must leave the game. If several "warriors of darkness" catch up and catch the "warrior of light", then he leaves the game. As soon as the presenter announces “Day,” the “warriors of darkness” should hide in their own residence. If someone did not have time to hide, he must leave the game.

At the end, the presenter sums up the results. He must objectively evaluate the play of each team, that is, the activity and speed of the guys. The winner is the team that showed the greatest activity and conducted “military operations” with unremitting passion.

"Security Agency"

All participants are divided into three groups. The first is “businessmen”, the second is “security guards”, the third is “bandits”. Every “businessman” turns to a “security agency” and hires “security guards”.

After this, the “businessman” goes on a business trip or begins to do his own work. "Bandits" attack the "businessman" and demand money from him. "Securities" protect the "businessman", sometimes they have to fight the "bandits". If the “bandits” turn out to be stronger, then the “businessman” will have to give them some kind of ransom. If the “guards” turn out to be stronger, then the “bandits” will have to leave the game.

At the end the results are summed up. The winner may be a team of “bandits” or a team of “businessmen”. Then the players change roles and the game continues.

"Tribe of Savages"

All participants are divided into two teams. The first is “savages”, the second is “travelers”. It is necessary to determine the territory in which the game will take place. All “travelers” calmly settle down on it. The "savages" are hiding at this time.

It is best to play where there are a lot of bushes and grass, for example in a small forest or park. As soon as any "traveler" goes too far from his comrades, he may be attacked by "savages". He must run away from them. If the “savages” caught up with the “traveler,” they can “eat” him or “take him prisoner.” The "eaten" player leaves the game.

"Captured" travelers can be saved. To do this, it is necessary to “attack” the “savages” and arrange a “battle”. "Murdered Savages" also leaves the action. The game continues until all the "travelers" or all the "savages" have left the game. After this, the players change roles and the game continues.

"Monsters"

All participants are divided into two groups. The first is “monsters”, the second is “astronauts”. Each "astronaut" must explore new territory. To do this, he leaves his friends and begins to act alone. At this time, “monsters” attack him. All “monsters” must be blindfolded, so the “astronaut” can hide from them. "Monsters" never walk alone, they always hunt together. If they catch one of the "astronauts", he leaves the game.

The game continues until all the “astronauts” are outside the playing field. After this, the players change roles and the game continues.

"Divers and Mermen"

The game begins by dividing the guys into two groups. The first is “divers”, the second is “mermen”. Next, the territory of the upcoming action is determined. It will be considered "sea" or "ocean". For example, it could be a large site.

"Mermen" live in the "sea", they must catch "divers". If the "mermen" catch the "diver", he leaves the game. But the divers can defend themselves. They have weapons, which means they can “kill” the “merman”. The “killed” “merman” leaves the game.

In this way, the game continues until the participants of one team leave the game in full force. After this, the players change roles and the game continues.

"Dangerous games"

A presenter is selected. He must carefully observe the progress of the action in order to draw conclusions at the end of the game. All others are divided into two groups. The first consists of “bandits” and “robbers”, and the second – of “respectable citizens”.

"Bandits" offer various situations, which show what actions they can take to enrich themselves. For example, they can rob a bank, get a lot of money through fraud, etc. “Respectable citizens” respond with their own objections, explaining that “bandits” expose themselves to various dangers.

In short, the task of “respectable citizens” is to prove how dangerous the life of “bandits” is. The presenter carefully watches the game, and each team ultimately receives for their statements a certain amount of points. At the end of the game, the overall result is summed up. The team that scores the most points wins. Then the players change roles and the game continues.

"The Young Lady and the Hooligans"

A presenter is selected. He watches the progress of the game, the participants, and sums up the results at the end. All the guys are divided into two teams. The first of them describes various situations that talk about the dangers that await all people. For example, at night, when it is dark and there are no passersby on the streets, a young girl returning home is suddenly attacked by hooligans.

The second team must immediately continue the situation in such a way that it becomes clear that there is a way out of any, even the most difficult and dangerous situation. For example, they continue the story: “Suddenly a girl picks up a stone from the ground and throws it at the window of a nearby house. At the same time, she loudly shouts: “Help! Fire!" People who woke up immediately lean out of the window, a commotion begins. The hooligans, frightened by the unexpected turn of events, run away."

Members of the first team can propose any situation.

For example, a person returns to his home and suddenly sees that the door of his apartment is open. He is about to enter there when he suddenly hears voices and realizes that there are robbers at home.

Members of the second team immediately offer a way out: the person quickly runs to the neighbors and asks to call the police. And he himself watches for robbers near the entrance. When they come out, he looks for ways to detain them until the police arrive. To do this, he quickly turns to them and offers to buy Herbalife. He introduces himself as the distributor of this wonderful product and begins to energetically praise his product. He should be so convincing that robbers cannot get rid of him. By doing this, he successfully keeps them near the house until the police arrive.

The task of the participants in the second group is to come up with a variety of, sometimes even incredible, ways to escape from hooligans and bandits. The presenter observes the statements of each player. For each answer, teams receive a certain number of points. At the end of the game the results are summed up. The team with the most points wins. After this, the players change roles and the game continues.

Tatyana Nikolaevna Obraztsova "Role playing games for children"

Professional games. Part 1

Target: Consolidating children's social experience in a professional direction.

Plot-thematic tasks:

To consolidate children's knowledge about enterprises and institutions of the city, about professions.
Build skills safe behavior on the streets of a big city.
To form a positive assessment of the professions and work of adults, a friendly attitude towards people around them and towards each other.

Game tasks:

Strengthen the ability to act according to a role, accept it, implement it and develop the plot of the game.
To accustom children to basic game planning and independent selection of play equipment.
Develop dialogical speech and collective communication skills.

Equipment:

Attributes for play areas: "Cafe"; "Clothing store"; "Polyclinic"; "Construction"; "Salon".
Information signs, traffic lights, pedestrian crossing model.
Emblems for choosing roles.

Preparatory work:

Production of “Traffic Light” layouts; "Road with a crossroads"; "Road signs". Development of information-decree. signs that make it easier to navigate in a big city.
Thematic lesson according to traffic rules "Road signs"
Reading of S. Mikhalkov’s poems “My Street”, “What Do You Have?”
Conversation about professions. Consideration of plot paintings from the series “Who should I be?”
Educational games to consolidate knowledge about professions
Organization of role-playing games “Hospital”, “Shop”, “Barbershop”

Game roles: Hairdresser, client, doctor, patient, driver, builder, seller, buyer, bartender, visitor, policeman.

Vocabulary: supermarket, food, grocery, clinic.

Constructor role-playing game- application .

Progress of the game

Organizing time.

Conversation between teacher and children.

– Today our activity will not be quite ordinary, you and I will go for a walk along the streets of a big city.

- Guys, what city is located near our village? (Krasnoyarsk)

Raise your hands, those who have been to the city of Krasnoyarsk?

What did you see there? (children's answers)

– The city of Krasnoyarsk is the most Big city Siberia. There are many large enterprises in it: factories, factories, as well as various establishments, shops, hospitals, hairdressing salons, tailor shops, cinemas, stadiums, parks, museums, and even a circus.

– Guys, would you like to go to the city of Krasnoyarsk and walk along its streets?

Then close your eyes and repeat:

- We spun around, circled, and found ourselves in the city.

Children are included in the group.

– So you and I found ourselves on the streets of the city of Krasnoyarsk. Look how wide it is. There are a lot of cars on the city roads. Therefore, I remind you that you need to be careful and attentive, remember the rules of the road.

Where do pedestrians cross the street?

What traffic light light?

Look, there are a lot of signs on this street. What do you think they are for?

What does the sign with the red cross tell us? (There is a hospital here) What is another name for the hospital in big cities? (Policlinic)

And this sign shows that in this place there is what......? Hair salon, or what can you call a hair salon (beauty salon), etc.

What's that sign on the other side of the road? What is located in that place? Construction.

What sign have we not considered yet? What is this sign? (gas station)

Would you like to become an adult now and work as a doctor, hairdresser, builder, etc.

Being an adult is not easy, can you handle it?

Then we start our game!

I have a magic box, it contains pictures that you will take out. These pictures will tell you what role you will play in the game.

Roles are being distributed.

Children occupy a playing place according to their role. The rest of the children play the role of residents.

The teacher invites everyone to visit the new facility. Children-builders tell what they built.

The result of the game.

Children “return” to the group. The teacher asks:

- Guys, did you like our trip?

– Did you like being an adult?

– Who was Nikita, and Tanya, etc.

– Nikita, did you like being a builder? When you grow up, would you like to work as a builder, etc.

– Who would you like to be in our next game?

Scenarios for role-playing games

Game "Family"

Target. Developing interest in the game. Formation of positive relationships between children.

Game material. Doll - baby, attributes for the equipment of the house, doll clothes, dishes, furniture, substitute items.

Preparing for the game.Activity games: “Baby woke up.” “It’s like mom isn’t at home,” “Let’s prepare the baby’s lunch,” “Feeding the baby.” "The dolls are going for a walk." Observations of the work of a nanny and teacher in groups of children of the second year of life; watching mothers walk with their children. Reading fiction and viewing illustrations on the theme “Family”. In design classes: building furniture.

Game roles . Mom, dad, baby, sister, brother, driver, grandmother, grandfather.

Progress of the game . The teacher can start the game by reading work of art N. Zabili “Yasochka’s kindergarten”, at the same time a new doll Yasochka is introduced into the group. After reading the story, the teacher invites the children to play like Yasya and helps them prepare toys for play.

Then the teacher can invite the children to imagine how they would play if they were left at home alone.

In the following days, the teacher, together with the children, can equip a house on the site in which Yasochka will live. To do this, you need to clean the house: wash the floor, hang curtains on the windows.

After this, the teacher can talk in the presence of children with the parents of a recently ill child about what he was sick with, how mom and dad took care of him, how they treated him. You can also play an activity game with a doll (“Yasochka caught a cold”).

Then the teacher invites the children to play “family” on their own, watching the game from the side.

During the subsequent game, the teacher can introduce a new direction, invite the children to play as if it were Yasi’s birthday. Before this, you can remember what the children did: when someone in the group celebrated a birthday, the children secretly prepared gifts: they drew, sculpted, brought cards and small toys from home. At the holiday, they congratulated the birthday boy, played round dance games, danced, and read poetry. After this, the teacher invites the children to make bagels, cookies, candies - a treat - during a modeling lesson, and celebrate Yasochka’s birthday in the evening.

In the following days, many children can already develop their skills in independent games with dolls. various options birthday celebrations, saturating game own experience acquired in the family.

In order to enrich children's knowledge about the work of adults, the teacher, having previously agreed with the parents, can give the children instructions to help their mother at home in preparing food, cleaning the room, doing laundry, and then tell about this in kindergarten.

To further develop the “family” game, the teacher finds out which of the children have younger brothers or sisters. Children can read A. Barto’s book “ Younger brother"and look at the illustrations in it. On the same day, the teacher brings a new baby doll and everything necessary to care for it to the group and invites the children to imagine as if each of them had a little brother or sister, and tell how they would help their mother care for him.

The teacher can also organize a game of “family” during a walk.

The game can be offered to a group of three children. Assign roles: “mom”, “dad” and “sister”. The focus of the game is the baby doll “Alyosha” and the new cookware. Girls can be asked to clean up playhouse, rearrange the furniture, choose a more comfortable place for “Alyosha’s” cradle, make the bed, change the baby, put him to bed. “Dad” can be sent to the “bazaar”, bring grass - “onions”. After this, the teacher can include other children in the game at their request and offer them the roles of “Yasochka”, “dad’s friend - the driver”, who can take the whole family to the forest to relax, etc.

The teacher must provide children with independence in the development of the plot, but also closely monitor the game and skillfully use the role-playing relationships of children to strengthen real positive relationships between them.

The teacher can end the game by suggesting that the whole family go to dinner in a group.

The teacher and the children can constantly develop the plot of the “family” game, intertwining it with the “kindergarten”, “driver”, “mom and dad”, “grandparents” games. Participants in the “family” game can take their children to “kindergarten”, take part in “matinees”, “birthdays”, and repair toys; “moms and dads” with children as passengers go on a bus on a country walk in the forest, or a “driver” takes an ambulance to a mother and her sick son to the “hospital”, where he is admitted, treated, cared for, etc. .

A continuation of the “family” game can be the game “Bath Day”.

Game "Bath Day"

Target. Developing interest in the game. Formation of positive relationships between children. Fostering in children a love of cleanliness and neatness, and a caring attitude towards younger ones.

Game material

Preparing for the game: Reading the works “The Dirty Girl” and “Bathing” from the book “The Younger Brother” by A. Barto. Watching the cartoon "Moidodyr". Examination of the painting by E. I. Radina, V. A. Ezikeeva “Playing with a doll.” Production of attributes for the bathroom, equipment together with the parents of a large room (or bath) on the site.

Game roles. Mother. dad.

Progress of the game . The teacher can start the game by reading the works “The Dirty Girl” and “Bathing” from the book “The Younger Brother” by A. Barto. Discuss the content of the texts.

After this, it is advisable to show the children K. Chukovsky’s cartoon “Moidodyr”. consider the paintings by E. I. Radina, V. A. Ezikeeva “Playing with a Doll”, and also have a conversation “How We Swimmed”, in which

to consolidate not only the bathing sequence, but also to clarify children’s ideas about bathroom equipment, about how attentively, carefully, and affectionately mothers and fathers treat their children.

Also, the teacher can invite children, together with their parents, to take part in the manufacture of attributes and equipment of a large bathroom (or bathhouse) for dolls. With the help of parents and the participation of children, you can build a towel rack and a grid for your feet. Children can design soap boxes. Bathroom benches and chairs can be made from large building material or you can use children's chairs and benches.

During the game, the teacher tells the children that yesterday they cleaned the play corner very well; We washed all the toys and arranged them beautifully on the shelves. Only the dolls were dirty, so you need to wash them. The teacher offers to give them a bath day. Children put up a screen, bring baths, basins, build benches and chairs from building materials, place a grate under their feet, find combs, washcloths, soap, and soap dishes. The bathhouse is ready! Some “mothers” are in a hurry to start bathing without preparing clean clothes for the dolls. The teacher asks them: “What will you dress your daughters in?” “Moms” run to the closet, bring clothes and put them on chairs. (Each doll has its own clothes). After this, the children undress and bathe the dolls: in the bath, under the shower, in a basin. If the need arises, the teacher helps the children, makes sure that they treat the dolls with care and call them by name; reminds that you need to bathe carefully, carefully, not to pour water into your “ears”. When the dolls are washed, they are dressed and combed. After bathing, children pour out the water and clean the bathroom.

A natural continuation of this game could be “The Big Wash”.

Game "Big Wash"

Target. Developing interest in the game. Formation of positive relationships between children. Instilling in children respect for the work of a laundress, caring for clean things - the result of her work.

Game material. Screens, basins, bathtubs, building materials, play bath accessories, substitute items, doll clothes, dolls.

Preparing for the game.Excursion to the laundry kindergarten, observing while walking how the laundress hangs out laundry, and helping her (give clothespins, carry away dry linen). Reading the story by A. Kardashova “The Big Wash.”

Game roles. Mom, dad, daughter, son, aunt.

Progress of the game. Before starting the game, the teacher asks the children to watch their mother’s work at home and help her with the laundry. Then the teacher reads A. Kardashova’s story “The Big Wash.”

After this, if the children do not have the desire to play the game on their own, then the teacher can offer them to do a “big wash” themselves or take the bathtub and laundry out to the area.

Next, the teacher offers the children the following roles: “mother”, “daughter”, “son”, “aunt”, etc. You can develop the following plot: the children have dirty clothes, they need to be washed and all the clothes that are dirty. “Mom” will manage the laundry: what clothes need to be washed first, how to rinse the clothes, where to hang the clothes, how to iron them.

The teacher must skillfully use role-playing relationships during the game to prevent conflict and form positive real relationships.

When subsequently playing the game, the teacher can use another form: the “laundry” game. Naturally, before this, appropriate work must be done to familiarize yourself with the work of a washerwoman.

During an excursion to the kindergarten laundry, the teacher introduces children to the work of a washerwoman (washing, bluing, starching), emphasizes the social significance of her work (she washes bed linen, towels, tablecloths, dressing gowns for kindergarten employees). The laundress tries very hard - snow-white linen is pleasant for everyone. A washing machine and electric irons make the laundress’s work easier. The excursion helps to instill in children respect for the work of a laundress and a careful attitude towards clean things - the result of her work.

The reason for the emergence of a game of “laundry” is often the teacher’s introduction into the group (or area) of objects and toys needed for washing. Children are attracted to the role of “laundress” because they are “interested in doing laundry”, especially in washing machine. To prevent possible conflicts, the teacher invites them to work in the first and second shifts, like in a laundry.

Game "Bus" ("Trolleybus")

Target . Consolidating knowledge and skills about the driver and conductor, on the basis of which the children will be able to develop a plot-based, creative game. Familiarity with the rules of behavior on the bus. Developing interest in the game. Forming positive relationships between children Instilling in children respect for the work of the driver and conductor.

Game material. Construction material, toy bus, steering wheel, cap, policeman's stick, dolls, money, tickets, wallets, bag for the conductor.

Preparing for the game.Observations of buses on the street. Excursion to the bus stop Ride on the bus. Observing the games of older children and playing together with them. Reading and looking at illustrations on the topic “Bus”. Drawing a bus. Making, together with the teacher, attributes for the game. Watching a movie.

Game roles . Driver, conductor, controller, policeman - traffic controller.

Progress of the game . The teacher should begin preparing for the game by observing the buses on the street. It is good if this observation is carried out at a bus stop, since here children can observe not only the movement of the bus, but also how passengers enter and exit it, and see the driver and conductor through the bus windows.

After such an observation, led by the teacher, attracting and directing the attention of the children, explaining to them everything they see, you can invite the children to draw a bus during the lesson.

Then the teacher needs to organize a game with a toy bus, in which the children could reflect their impressions. So, you need to make a bus stop where the bus will slow down and stop, and then hit the road again. Small dolls can be put on a bus at a stop and taken to the next stop at the other end of the room.

The next stage in preparing for the game should be a trip for the children on a real bus, during which the teacher shows and explains a lot to them. During such a trip, it is very important that children understand how difficult the driver’s work is and watch it, understand the meaning of the conductor’s work and see how he works, how he politely behaves with passengers. In a simple and accessible form, the teacher should explain to children the rules of behavior of people on the bus and other types of transport (if they gave you a seat, thank them; give up your seat to an old person or a sick person who has difficulty standing; do not forget to thank the conductor when he gives you a ticket; sit down to a free place, and do not necessarily require a seat by the window, etc.). The teacher must explain each rule of behavior. It is necessary for children to understand why an old person or a disabled person must give up their seat, why they cannot demand for themselves best place near the window. Such an explanation will help children practically master the rules of behavior on buses, trolleybuses, etc., and then, as they gain a foothold in the game, they will become a habit and become the norm of their behavior.

Another important point when traveling on a bus is to explain to children that trips are not an end in themselves, that people do not make them for the pleasure they get from the ride itself: some go to work, others to the zoo, others to the theater, others to the doctor, etc. The driver and conductor, through their work, help people quickly get to where they need to go, so their work is honorable and you need to be grateful to them for it.

After such a trip, the teacher needs to conduct a conversation with the children about the picture of the corresponding content, after carefully examining it with them. When examining the contents of the picture with the children, you need to tell which of the passengers depicted on it is going where (grandmother with a large bag - to the store, mother taking her daughter to school, uncle with a briefcase - to work, etc.). Then, together with the children, you can make the attributes that will be needed for the game: money, tickets, wallets. The teacher also makes a bag for the conductor and a steering wheel for the driver.

The last step in preparing for the game can be watching a film that shows a trip on the bus, the activities of the conductor and driver. At the same time, the teacher must explain to the children everything they see and be sure to ask them questions. After this, you can start the game.

On game day, the teacher makes a bus by moving the chairs and placing them in the same way as the seats on the bus. The entire structure can be fenced off with bricks from a large building kit, leaving a door in front and behind for boarding and disembarking passengers. The teacher makes the conductor's seat at the rear end of the bus, and the driver's seat at the front. In front of the driver is a steering wheel, which is attached either to a large wooden cylinder from a building kit, or to the back of a chair. Children are given wallets, money, bags, and dolls to play with. Having asked the driver to take his seat, the conductor (teacher) politely invites passengers to board the bus and helps them to sit comfortably. Thus, he invites passengers with children to take the front seats, and advises those who do not have enough seats to hold on so as not to fall while driving, etc. While seating passengers, the conductor simultaneously explains to them his actions (“In your arms son. It’s hard to hold him. You need to sit down. Please give way to your place, otherwise it’s hard to hold the boy. Grandfather also needs to give way. He’s old, it’s hard for him to stand. You’re strong, you’ll give way to grandfather and hold your hand here, otherwise you can fall when the bus is moving fast,” etc.). Then the conductor hands out tickets to the passengers and, at the same time, finds out which of them is going where and gives a signal for departure. Along the way, he announces stops (“Library”, “Hospital”, “School”, etc.), helps them get off the bus and to allow the elderly and disabled people to board, gives tickets to new entrants, and keeps order on the bus.

Next time, the teacher can entrust the role of conductor to one of the children. The teacher directs the game, now becoming one of the passengers. If the conductor forgets to announce stops or send the bus on time, the teacher reminds about this, and without disturbing the flow of the game; “Which stop? I need to go to the pharmacy. Please tell me when to get off" or "You forgot to give me a ticket. Please give me a ticket,” etc.

Some time later, the teacher can introduce into the game the role of a controller, checking whether everyone has tickets, and the role of a policeman-regulator, who either allows or denies the movement of the bus.

Further development of the game should be directed along the line of combining it with other plots and connecting to them.

Game "Chauffeurs"

Target. Consolidating knowledge and skills about the work of a driver, on the basis of which children will be able to develop a plot-based, creative game. Developing interest in the game. Formation of positive relationships between children. Raising children's respect for the work of a driver.

Game material. Cars of various brands, a traffic light, a gas station, building materials, steering wheels, a policeman's cap and stick, dolls.

Preparing for the game.Observations of cars on the street, targeted walks to the car park, gas station, garage. Game-activity “Chauffeurs go on a flight.” Observing the games of older children and playing together with them. Learning the outdoor game “Pedestrians and Taxi”. Reading and looking at illustrations on the topic “Chauffeurs”. Reading stories from B. Zhitkov’s book “What did I see?” Construction of a garage for several cars and a truck from building material. Construction of bridges, tunnels, roads, garages from sand.

Game roles. Drivers, mechanic, gas station attendant, dispatcher.

Progress of the game. The teacher should begin preparing for the game by organizing special observations of the driver’s activities. They should be directed by the teacher and accompanied by his story and explanation. A very good reason for children’s first detailed acquaintance with the work of a driver can be watching how food is brought to the kindergarten. Having shown and explained how the driver brought the food, what he brought and what will be used from these products later, you need to inspect the car with the children, including the driver's cabin. It is advisable to organize constant communication with the driver who brings the food to the kindergarten. Children watch at his work, helping to unload the car.

The next stage in preparing for the game is watching how food is delivered to neighboring stores. Walking along the street with your children, you can stop at one store or another and watch how the brought products are unloaded: milk, bread, vegetables, fruits, etc. As a result of such observation, the children should understand that being a driver is not at all doesn’t mean just turning the steering wheel and honking that the driver is driving the car to bring bread, milk, etc.

Also, before the start of the game, the teacher organizes excursions to the garage, to the gas station, to a busy intersection where there is a policeman.

It is advisable for the teacher to take another excursion to the garage, but not just any garage, but to the one where the father of one of the pupils in this group works as a driver, where the father will talk about his work. Children’s emotionally charged ideas about their parents’ work and its social benefits are one of the factors that encourage a child to take on the role of a father or mother and to reflect in play their activities at home and at work.

The impressions children receive during such walks and excursions should be consolidated in a conversation based on a picture or postcards. During these conversations, the teacher needs to emphasize the social significance of the driver’s activities and emphasize the significance of his activities for others.

Then the teacher can organize a game of toy cars. For example, children are given vegetables, fruits, bread and confectionery products, and furniture made from paper that they sculpted in class. The teacher advises taking food to the kindergarten, goods to the store, transporting furniture from the store to new house, ride the dolls, take them to the dacha, etc.

To enrich the experience of children, their knowledge, it is necessary to show the children on the street different cars (for transporting milk, bread, trucks, cars, fire trucks, ambulances) medical care, if possible, show in action machines watering the street, sweeping, sprinkling sand), explaining the purpose of each of them. At the same time, the teacher must emphasize that everything that these cars do can be accomplished only thanks to the activities of the driver.

The teacher should also consolidate the knowledge acquired by children during walks and excursions by examining with them pictures depicting a street with various types cars, and in an outdoor game with a plot element. For this game you need to prepare cardboard steering wheels and a stick for the traffic controller. The essence of the game is that each child, driving the steering wheel, moves around the room in the direction that the policeman points to him with his wand (or hand). The traffic controller can change the direction of movement and stop the vehicle. This simple game When well organized, it brings children a lot of joy.

One of the stages in preparing children for a story game can be watching a film showing a specific case of the driver’s activities and different types cars

At the same time, over the course of two weeks, it is advisable to read several stories from B. Zhitkov’s book “What did I see?”, conduct several lessons on designing from building materials (“Garage for several cars”, “Truck”), followed by playing with buildings. Good to practice with children outdoor game“Colored Cars” and the musical and didactic game “Pedestrians and Taxi” (music by M. Zavalishina).

On the site, children together with their teacher can decorate a large truck with multi-colored flags, carry dolls on it, and build bridges, tunnels, roads, and garages in the sand during walks.

The game can be started in different ways.

First option could be next. The teacher invites the children to move to the dacha. First, the teacher warns the children about the upcoming move and that they need to pack their things, load them into the car and sit down themselves. After this, the teacher appoints a driver. On the way, you should definitely tell your children about what the car is passing by. As a result of this move, the doll corner will be moved to another part of the room. Having sorted things out at the dacha and settled in a new place, the teacher will ask the driver to bring food, then take the children to the forest to pick mushrooms and berries or to the river to swim and sunbathe, etc. A few days later the game can be repeated in a different version - move from the dacha to city, take the children to see how the streets were decorated for the holiday, take everyone to the doctor to weigh them after the dacha, etc.

Further development of the game should go along the line of connecting it to other gaming topics, such as “Shop”, “Theater”, “Kindergarten”, etc.

Another option for the development of this game “could be the following. The teacher takes on the role of a “driver”, inspects the car, washes it, and with the help of the children fills the tank with gasoline. Then he writes out from the “dispatcher” waybill, which indicates where to go and what to transport. “Chauffeur” leaves for the construction of a residential building. Further, the plot develops in this way: the driver helped build the house.

Then the teacher introduces several roles of “drivers” and “builders” into the game. The children, together with the teacher, are building a new house for Yasi and her mom and dad.

After this, the teacher encourages the children to play on their own and reminds the children that they themselves can play as they wish.

During the subsequent game of “drivers”, the teacher brings in new toys - cars of various brands, which he makes together with the children, a traffic light, a gas station, etc. Also, children, together with the teacher, can make new missing toys (car repair tools, a cap and a stick policeman-regulator), improve ready-made toys (using plasticine, attach a trunk to a passenger car or an arc to a bus, turning it into a real trolleybus). All this helps to maintain interest in the device, purpose and methods of using the toy in the game.

At this age, children's games of "drivers" are closely intertwined with games of "construction", since drivers help build houses, factories, and dams.

Dam Building Game

Target. Developing interest in the game. Formation of positive relationships between children. Raising children's respect for the work of a builder.

Game material.Cars of various brands, a traffic light, a gas station, building materials, steering wheels, a policeman's cap and stick, dolls.

Preparing for the game.Observations of the work of builders. Excursion to the dam. Observing the games of older children and playing together with them. Reading and looking at illustrations on the topic “Builders.” Construction of a dam from building material. Construction of bridges, tunnels, roads, dams from sand.

Game roles . Builders, drivers.

Progress of the game . Before the game starts, the teacher introduces the children to the concept of a dam, shows photographs, and talks about the purpose of the dam. The teacher can also organize an excursion to the dam.

The game begins with the teacher, on a walk, drawing attention to a stream flowing along the ground and inviting the children to build a dam. The children each take truck and go to the sandy courtyard. They begin to load and transport sand to where the stream flows. Under the guidance of the teacher, they build a “dam” and block a stream-“river”. Water washes out the hole, it is filled up again, and the dam is made higher. The teacher suggests expanding the dam so that a car can drive across it. They build, rebuild, improve the “dam” and bring in new sand all the time. Each child carries his own truck, sometimes they help each other load it, “to make it faster, otherwise the water will wash it away.” The teacher makes sure that the children play together, without quarreling.

During the subsequent game, the teacher invites the children to play on their own.

Game "River Journey"

Target. Developing interest in the game. Formation of positive relationships between children. Instilling in children respect for the work of naval workers.

Game material. Construction material, kitchen utensils, play sets “at the doctor’s”, “hair salon”, steering wheel, lifebuoy, flags, dolls, substitute items, plastic boats, boats, motor ships, inflatable pool, captain’s cap, binoculars, bullhorn, gangway, anchor on a chain.

Preparing for the game. Excursion to the river station, targeted walks to the river. Meeting with a river station employee. Reading poems about sailors, about the fleet; joint games with older children. Game-activity “Yasochka’s Journey on a Motor Ship.” Reading excerpts from B. Zhitkov’s book “What did I see?” (“Steamboat”, “Pier”. “There is a canteen on the ship”, etc.). Application from ready-made geometric shapes on the topic "Motor ship". Modeling clay boats. Making lifebuoys and flags together with the teacher.

Game roles . Captain, sailor, helmsman, cook, doctor, hairdresser.

Progress of the game . Preparation for the game begins by showing the children a picture of a steamboat and the teacher explaining that they will now go to the river to watch the steamboat. This will help children focus their attention and direct their interest in the right direction. After this, a targeted walk to the river is carried out, where the children observe motor ships, boats, boats, and determine their features. Then the teacher organizes an excursion to the pier to the river station, clarifies the children’s understanding of how ships dock and where passengers buy tickets. Also, the teacher, with the help of parents, can organize a boat excursion. During the excursion, talk about the work of the people who work on it (captain, mate, helmsman, sailors, cook, doctor), inspect the cabins, captain's bridge, helmsman's room, wheel, lifebuoys.

After the walk and excursion, you should consolidate the knowledge acquired by the children in a conversation about the picture, and also invite them to draw what they saw on the river.

A meeting in kindergarten with a river fleet worker and his story about his service will be very interesting for children.

Then the teacher can organize a game with a toy steamer. We need to play with the toy with the children: build a pier, take dolls on a ship, etc.

To prepare for a role-playing game, play attributes should be made together with the children. Children can do some things on their own; the teacher just needs to tell them that they may need it for play. So, children can already make tickets, money, and food for breakfast during the trip themselves. Other attributes, such as a pipe for a steamer, a spyglass for the captain, and caps for sailors (cardboard hoops), are made by the teacher together with the children. During production various crafts The degree of children's participation "should vary depending on their skills. In some cases, the teacher helps children more, in others - less.

The last step in preparing for the game can be watching a film that shows a trip on a steamboat, and a conversation based on its content, which enhances and maintains children’s interest in the topic.

When the children already have a stable interest in the game, the teacher can invite the children to play. Considering the insufficient level of development of organizational skills in children middle group, the teacher can take part in the game. So, with his questions he should be reminded of what the captain’s bridge, the helmsman’s box, the helm, where the passenger lounge is located, looks like. First, the guys build a ship and equip it: they make chairs from building materials, build a kitchen and a buffet: they move a stove, dishes, a table from the doll's corner, make cabins and a doctor's office. With the help of the teacher, masts, anchors, ladders, and lifebuoys are placed in appropriate places

After this, with the help of the teacher, the roles are assigned: “captain”, “sailor”, “helmsman”, “cook”, “doctor”, “passenger”, etc. Then the captain loudly announces through a bullhorn: “Passengers, board the ship, departure now. Let's go along the river." Girls with dolls board the ship and sit down. The rest of the game participants also take their places. The teacher gives the departure signal. “Raise anchor! Remove the ladder! Full speed ahead!” the captain gives commands. The sailors quickly and accurately carry out his orders. The ship is sailing. The children hum and puff, imitating the noise of the engine room.

During the journey, each of the players is busy with their own “important” affairs. “Moms” hold dolls in their arms, lift them to the window so that the banks of the river can be seen, others go to the salon to relax and watch TV. The teacher makes sure that the “doctor” also has work to do: he puts the office in order, lays out, rearranges, wipes the “instruments” - after all, now he needs to receive visitors. And here is the first patient. A “passenger” knocks on the office and asks to “treat” him. The doctor carefully “lubricates” the wound, makes a sticker out of paper, and sits you on a chair. Then the “mothers” come with their “children” to see a doctor for treatment.

The “cooks” are busy with serious business - they need to feed the passengers something. They make “cutlets” and cook “borscht”. Then the teacher announces that the table is set, and the “waiters” invite passengers to dine.

Then you can develop the plot by rescuing a drowning man. There was an emergency on the ship - a “passenger” “fell into the water.” Everyone shouts: “The man is drowning! Man overboard!". They throw life preservers, raise the “drowning man” and quickly take him to the doctor.

You can also set up a “hair salon” on the ship. The “hairdresser” listens carefully to the passengers and fulfills their requests: he cuts their hair and does their hair.

In the future, the game should be modified and updated. So. for example, during a stop, passengers can pick mushrooms and berries or swim, swim, sunbathe, etc.

Having made an interesting “trip” along the river, the guys return home.

When organizing a game, one thing is important for a teacher: having given the children the basis of the game, he needs to guide the way. so that this foundation is enriched with content in which children’s creativity and initiative are manifested.

Game "Shop"

Target. Familiarization with the work of adults in a grocery, vegetable, bookstore, department store, etc. Developing interest in the game. Formation of positive relationships between children. Raising children's respect for the salesman's pile.

Game material. Construction material, toys, food models, clothes for dolls, hangers, mirror, cash register, display case, substitute items, dolls, homemade books, wallets.

Preparing for the game. Excursion to a vegetable store, bookstore, grocery store and clothing store. Meeting with store employees. Reading poems about sellers, about collective farmers. Reading an excerpt from B. Zhitkov’s book “What did I see?” (“Melon”) and S. Mikhalkov’s book “Vegetables”. Drawing on the theme “Excursion to the store.” Joint games with older children. Modeling vegetables and products. Making homemade books together with the teacher.

Game roles. Seller, cashier, buyer, store manager, driver.

Progress of the game. When preparing for the game of “shop,” the teacher can use different reasons. So, you can take advantage of the approaching holiday or birthday of one of your children, or you can simply take advantage of the need to buy something. In any of these cases, children must understand that going to the store is caused by the need to make some purchase. The teacher tells the children: “Today is Sasha’s holiday - his birthday. Sasha has grown big, he is five years old. We’ll go to the store and buy him a gift” or “March 8th holiday is coming soon, we need to make flags and decorate the room. We don't have paper. We will go to the store and buy colored paper and make flags out of it. Then we’ll decorate the room with flags, it will be very beautiful in our group.”

When going on an excursion, the teacher should remind the children once again where and why they are going (“We are going to the store to buy Sasha a gift” or “We don’t have paper. We are going to the store to buy paper”).

During the excursion, you need to show the children the counters, shelves, goods, explain everything they see, and say that all this together is the store. It is very good if the teacher constructs an explanation in such a way that it raises questions in the children. The teacher needs to ensure the children’s active attention and perception of everything that they observe and what is explained to them. The teacher should especially emphasize the meaning of the activities of sellers and cashiers and their relationship in the process of this activity.

Then you need to buy what the children came to the store for. It is best for the children to do this themselves. So, the teacher can instruct one child to find out from the seller whether the desired product is available and, if so, how much it costs, another - to pay at the cash register, a third - to receive the purchase from the seller. In this case, children enter into communication with adults in the process of performing labor activity and actually participate in it as buyers.

Such participation in adult activities helps children understand its meaning, goals, and ways to carry it out.

After the excursion, the teacher must let the children feel and experience its results. For example, if paper for flags was purchased, the children need to make flags and decorate the room with them, etc.

Then the teacher needs to consolidate with the children in a conversation about the picture everything that they learned during the excursion. When showing children a picture, the teacher can ask them not only questions such as: “What is the girl doing?” or “What is the seller doing?”, but also such as: “What did the girl do before?” (paid money to the cash register, took the check, gave the check to the seller, if the picture shows how a girl receives a purchase), etc. By answering such questions, the children can already use not only what they directly perceive when looking at the drawing, but also what they know from their own personal experience purchased during the excursion.

In order for children to understand that the word “store” refers not only to a candy store or stationery store, that is, not only to the store they went to, and the word “buy” refers not only to the purchase of candy or paper, the teacher needs take the children to a few more stores in order to do so. to lead them to correct generalizations, on the basis of which they will form appropriate concepts. “So, you can organize an excursion to a bakery, a vegetable store, a bookstore, a toy store, etc. It’s very good if children buy something in each store. Each of the children in the group should take part in at least one purchase. In stores, children can buy, for example, flags, coloring books, pencils, candies, cookies.

After several excursions, the teacher can invite the children to draw what they saw in the store. Children can draw fruits, vegetables, toys, candies, etc. It is also necessary that during the modeling lesson, children sculpt objects that they will then use during play.

Then the teacher conducts a conversation based on the pictures and summarizes everything that the children already know about the store.

To play “store”, the teacher must prepare a sign with the word “store”, money, checks, a sign with the word “Cashier”, and wallets for customers. I (the teacher moves the tables, which form a counter on which all kinds of toys should be beautifully laid out:.

Having handed out wallets with money to the children, the teacher announces that he has opened new shop, where toys are sold, and invites him to go there. In the store, customers are greeted by a very polite and attentive salesperson (teacher), and at the checkout by an experienced cashier (one of the children). The seller greets the buyer politely, then offers him the product, lets him look at it, shows him how to handle it, and tells him how much it costs. Having paid the amount named by the seller to the cashier and taken the check, the buyer gives it to the seller and receives his purchase from him.

The next day in the store you need to sell something from the assortment that the children made in class. The teacher appoints one of the children as a seller, and he himself takes on the role of one of the buyers, but also new role he directs the course of the game.

Further development of the game can go along the line of changing the profile of the store (either a grocery store, a bookstore, a confectionery store, etc.) or along the line of including this topic in other game themes.

For example, one of the game options could be the following. The teacher brings into the troupe a cash register, a wooden display case with compartments (similar to the one seen in greengrocer) and “strawberries”, molded by the teacher. The teacher replaces missing vegetables and products with pebbles, chestnuts, and leaves. All this should arouse children's interest and desire to play.

The kids did not react to the items for the store; the teacher himself draws the children’s attention to the attributes of the game and invites them to play. With the help of a counting rhyme, the children assign roles: “seller”, “buyer”. Then, the children, together with the teacher, set up a display case, arrange the vegetables into cells, take baskets, “wallets”, “money” and go to the store. The first buyer asks the seller to weigh a kilogram of strawberries. The seller weighs the purchase on the scales and gives it to the “buyer.” The teacher should accustom children to the rules of communication in the store and encourage them to carefully monitor each other so that someone does not forget to say thank you. The next “buyer” buys an apple for his “daughter”, then oranges, plums, pears, etc.

To prevent interest in the game from weakening, the teacher, for example, can remind

“sailors” (children playing “ship”): “Did you forget to buy your children gifts and treats? What will you bring them from the voyage?” Now all the “sailors” gather in the store. They shop with each other.

Over time, there are fewer and fewer customers in the store. The saleswoman is clearly tired of decorating the window, wiping the cash register, and she announces that the store is closed for lunch, hangs a sign at the cash register and leaves.

While playing “store,” children often have questions: Where do the bread, milk, and vegetables come from in the store? Who delivers them and where from? Where are they made? Where is it grown? The teacher must support this interest, satisfy it, broaden the children’s horizons and at the same time contribute to the further enrichment of the content of the game.

To form in children clear ideas about growing vegetables, cereals, melons, the teacher, if possible, organizes an excursion to the collective farm, to the garden team. You can also look at a picture with the guys about harvesting a vegetable garden, read an excerpt from B. Zhitkov’s book “What did I see?” (“Melon”) and S. Mikhalkov’s book “Vegetables”. A conversation about the work of collective farmers will clarify and systematize children’s knowledge.

In parallel with the work of familiarizing collective farmers with labor, it is advisable to carry out modeling, design, and organize the work of children (make bags for cereals from paper, build stores with large display cases from large building materials; mold vegetables, fruits, watermelons, melons, bread from clay, plasticine, rolls, bagels, cookies, etc.) with the assumption that these products can be used in the game.

When interest in the game " Grocery store” weakens, the teacher can offer to play the game “Clothing Store”.

First, the teacher in the classroom and in Everyday life clarifies children's knowledge about types of clothing (summer, winter, underwear, dresses, coats, fur coats, hats, Panama hats, caps, scarves), reinforces general concepts (hats, underwear, outerwear).

In kindergarten, with the help of parents, you can sew clothes for dolls, make hangers and racks for them, sew cellophane bags, make large mirror from foil.

The process of making these attributes together usually reminds children of what they saw on the excursion and encourages them to play.

If such interest in the game does not arise, the teacher takes the initiative. First of all, he helps children in the distribution of roles; the teacher offers several children who want to be sellers, because several departments can be organized (children’s, men’s, women's clothing) and salespeople are needed in every department. Having distributed the roles, the children build a store from chairs, benches and large building materials, lay out laundry in plastic bags on the shelves, hang clothes on hangers (dresses separately, coats separately), build fitting booths, install a cash register, solemnly open a new store and invite “customers.” " Mostly these are “mothers” with doll daughters. The “sales people” advise which clothes are best to choose and help you try them on. “Moms” put clothes on the dolls, pay for the purchase at the cash register, and thank them.

The game of “bookstore” (with a stationery department) is also educationally useful. It makes it possible to shape the cognitive interests of children, to train them in “doing”, since the game encourages children to make “goods” for the store (to design homemade books, albums, notebooks with the help of a teacher). The game consolidates knowledge about the work of store workers, develops respect for it, and children have a desire to imitate them and take on appropriate roles.

The game of “shop” is very often intertwined with games such as “family”, “collective farm”, “kindergarten”, “fishermen”. For example, “mothers”, “fathers”, “grandmothers” buy food at the grocery store, prepare dinner from it and feed the dolls; in a ready-made clothing store they buy their children new clothes for the holiday. “Collective farmers” harvest vegetables and fruits, load boxes onto cars, and “drivers” take them to stores. “Fishermen”, returning from a voyage, unload the fish, and “drivers” take it to the store.

"Game "Pilots"

Target. Consolidating children's ideas about the work of adults at the airport and on the airfield Developing interest in the game. Formation of positive relationships between children. Instilling in children respect for the work of a pilot.

Game material. Toy airplanes, fuel trucks, trolleys, caps for pilots, a cap for a flight attendant, a steering wheel, propellers, airplane wings, rubber hoses for refueling airplanes with gasoline.

Preparing for the game.Excursion to the airport. Meeting with airport employees. Reading poems from B. Zhitkov’s book “What did I see?” (“Airport”) and from the book by I. Vinokurov “The plane is flying” (“At the airfield”, “Who flies the planes”). Joint games with older children. Making a runway, hangar, airplanes, large airplane from building material or from sand (using chairs and cardboard parts). Construction of paper airplanes.

Game roles . First and second pilots (pilots), flight attendants, technicians, gas station attendants, passengers - mothers, fathers, children, grandparents, airport workers, cashier, barmaid, pharmacy and newsstand sellers.

Progress of the game; The first stage in the development of the game will be an excursion to the airport. Children need to be shown the premises (passenger lounges, ticket offices, buffet, newsstand) and introduced to the work of adults at the airport, as well as given an idea that the airfield is a large, flat field, on which there are planes and helicopters, with hangars in the distance . You need to watch with your children how the plane lands, the ramp is brought up, and the passengers get off.

After this, the teacher reads excerpts from B. Zhitkov’s book “What did I see?” (“Airport”) and from the book by I. Vinokurov “The plane is flying” (“At the airfield”, “Who flies the planes”).

Then, together with the children, you can make a runway, a hangar, airplanes, a large airplane from building material or sand (using chairs and cardboard parts). The teacher can offer to design paper airplanes and arrows, and then use them in games with the wind.

In the future, you can once again organize an excursion to the airport. Visit the plane, inspect it, talk about the responsibilities of pilots and flight attendants. To consolidate children's ideas about the work of adults at the airport and on the airfield. After this, conduct a conversation “What we saw at the airfield.”

The teacher can organize a meeting with the pilot in kindergarten so that he can talk about his work, as well as a game-activity “How Yasochka with mom and dad flew on an airplane.”

It is better to play the game of “pilots” in the kindergarten area. The teacher invites the children to play the following roles: first and second pilots (pilots), flight attendant, technicians, gas station attendants, passengers - mothers, fathers, children, grandmothers, grandfathers, airport workers, cashier, barmaid, pharmacy and newsstand sellers.

Next, the teacher gives the children the opportunity to play the game on their own. The teacher must take into account those play ideas that children may have, since in the game, first of all, what pleases and excites the child at the moment should appear.

Game "Fishermen"

Target. Strengthening children's ideas about fishing. Developing interest in the game. Formation of positive relationships between children.

Game material. Construction set, twigs, threads, substitute objects, toy fish.

Preparing for the game.Excursion to the river. Meeting with fishermen. Reading poems about fishing. Joint games with older children. Making boats and oars from building materials. Making fishing rods. Modeling fish.

Game roles. Fishermen.

Progress of the game. When starting the game, first of all, the teacher can organize an excursion to the river, where together with the children they can watch the fishermen, discuss the issues of how a fisherman moves along the river, what kind of boats there are, what a fisherman catches, what he uses to catch fish, what equipment is needed for this. You can also organize a meeting with the fisherman there and ask him questions that interest the children.

After this, the teacher conducts a conversation in the group “What we saw on the river”

The teacher asks parents to take their children to the river on weekends and show them how to fish.

Then, together with the children, you can build boats and oars from building material, and make fishing rods from long twigs.

When all the preparations for the game are ready, the teacher can invite the children to play on their own.

During the game, the teacher must support the children’s emerging interest in playing “fishermen” and guide the development of the plot using advice, questions, and reminders. For example, questions: What are you floating on? Where is your boat going? What are you carrying in it? Advice: “Agree with the captain, load the fish onto the ship and take it to the neighboring town, to the shops.” Addressing the girls: “There, on the pier, they brought fresh fish. Do you need to buy some fish? etc.

In the game, the teacher not only expands the range of ideas about the phenomenon that interests the children, but also helps in organizing the game; sometimes he takes a direct part in the conspiracy, sometimes he helps plan the game.

Game "Theater"

Target. Strengthening children's ideas about the theater. Developing interest in the game. Formation of positive relationships between children.

Game material. Screen, bibabo toys, game attributes: money, wallets, tickets, large signs “Theater”, “Cash desk”.

Preparing for the game. Puppet show. Reading poems about the theater. Joint games with older children. Making theater paraphernalia by children. Watching a film about the theater.

Game roles . Cashier, controller, bus driver, artists.

Progress of the game. The teacher can begin preparing for the game only after the children have been shown a puppet show during the matinee or they themselves have visited the theater (in addition, artists can perform in front of them). After this, the teacher must systematize and summarize the children’s impressions by examining the picture with them and talking about its content.

Then the teacher brings one or two bibabo dolls into the group. In order to maintain interest in playing with these dolls and make it sustainable, the teacher needs to teach children how to use dolls correctly, perform certain display actions with their help, and teach certain playing techniques. The doll can say hello, wave, clap its hands, bow, scratch its forehead or neck. stroke the children's heads, dance, etc. Children, as a rule, get great pleasure from this, and they happily imitate the teacher, forcing the doll to do the actions that he showed them. So, gradually, children, under the guidance and help of a teacher, learn to control dolls and, in the process of playing, master individual gaming techniques.

The next step in preparing for the game could be the children making game attributes. The teacher invites the children to draw beautiful tickets and make money. At the same time, they are preparing large signs with the words “Theater” and “Box Office”.

It is advisable to show the children a film about the theater.

Before the game, the teacher gives the children wallets with money and asks them to see if their clothes are in order and if they have their hair neatly combed, since it’s time to go to the theater. Children leave the kindergarten (group) and go to a stop where a bus has already been prepared in advance (it can even be arranged in another room - the dining room or an adjacent group room). On the bus, children pay the conductor, get tickets from him and go to the Theater stop. Approaching the theater, the guys must find the box office and buy theater tickets there, then present them to the controller and take their seats in the auditorium.

The teacher on the “stage” controls the puppets, the children carefully watch the performance.

After the performance, the children applaud, thank the artists, leave the theater, and again go by bus to the kindergarten.

When repeating the game, the teacher can give children relative freedom of action. So, they themselves travel to and from the theater, prepare the necessary attributes themselves (bus, bus and theater tickets, money, etc.), and play the main roles themselves: conductor, driver, cashier, controller. The teacher retains the role of the presenter: he still controls the dolls himself, but already from the second or third game the teacher can attract children for the performance itself. Gradually, the teacher increasingly draws children into active participation in the performance, reserving only the right to direct their actions and help them. Now the management of the game should be to help children coordinate their actions, come up with the content of what they want to depict, help realize the plan, and if necessary, then show and teach how to perform this or that action.

The teacher also needs to teach children, when playing “theater,” to use not only special dolls, but also other toys: cars, animals, nesting dolls. When children are convinced of the benefits of using additional toys in play, broad prospects for developing play open up before them.

When the game is fully mastered by the children, it is important to explain to the children that the word “theater” also means a performance when the actors are not dolls, but people. To do this, you need to play a different version of the game.

When children understand this, they will certainly modify their play. Puppet shows will alternate, with children themselves taking on certain roles. They will act out the contents of well-known fairy tales and short skits for the audience.

In the future, the teacher’s guidance of this game should be to help children change the content of their “productions”, change the actions that they will perform during the game.

Scenario for the role-playing game "Taking the Snow Town"

The game “Taking the Snow Town” is an original development, repeatedly tested on children aged 11 to 18 years. Can be used in summer camps, schools, etc. The game can be used by counselors, teachers, teacher-organizers, additional education teachers, educators, deputy directors for educational work, methodologists when developing leisure activities at school and children's camp. The purpose of the event is to develop children's independence. Objectives: developing the ability to work according to the rules, the desire to achieve goals, strategic qualities, creativity, children's health.

GAME DESCRIPTION.

"Snowmen"

Counselors. Every “snowman” should have a watch. “Snowmen” have the right to carry as many “snowballs” as they like in their hands, but not in their clothes, bags, etc. “Snowmen” cannot be taken out of the game; they can only be neutralized by one hit of a “snowball” for 1 minute. Several simultaneous hits of a “snowball” on a “snowman” are counted as one. Hitting a frozen “snowman” with a “snowball” does not count.
- Some of them are sitting in the “snowdrifts” - their task is to prevent the players from carrying away the “snowballs”. To do this, they shoot small “snowballs” at the players. The “snowmen” guarding the “drifts” move along their own trajectory. That is, each “snowdrift” has its own trajectory for the “snowmen”. For example, in one, the “snowman” catches up with players only along the perimeter, in the second, along the radius, in the third, along one side, etc. There should be one such “snowmen” for each “snowdrift”.
- Other “snowmen” attack players on their territory, preventing them from building a fortress. There should be one such “snowmen” for each children's territory. They do not have the right to go beyond the boundaries of the territory, but must try to hit the players with a “snowball”. They can attack one by one, or they can all get together and attack one child’s territory.

The players are children.

They look for “drifts” and take “snowballs” out of them. They make a fortress out of large “snowballs” on their territory. Players are only allowed to carry one “snowball” at a time. They can accumulate “snowballs” on their territory, but they cannot pick up 2 or more “snowballs” at once. Children can be taken out of the game and returned to the game. Several simultaneous snowball hits on a player count as one. Hitting a player with a snowball again does not count.

"Snow Woman"

Counselor. It is located in the “bast hut”, where all the children who have been taken out of the game flock. He gives each player or several players who comes to him a task. After completing them, returns players to the game.

IN THE TERRITORY:

"Snowdrift"

(storage) – a place where combat “snowballs” (small), “snowballs” for construction (large) are stored:
- there can be any number of such “drifts” on the territory, preferably as many as possible;
- each “snowdrift” stores a different number of “snowballs”;
- “drifts” can be located both on the plain and in hard-to-reach places, but not dangerous;
- in total, in the “drifts” there should be 5 small “snowballs” for each player, 14 large ones (for construction) for each team;
- the “snowdrift” is located on the territory, which is guarded by counselors (“snowmen”);
- the boundaries of the “snowdrift” are not marked by anything, they can be seen by watching how the “snowmen” move;
- after the players take all the “snowballs” out of the “snowdrift”, the “snowman” can go to another “snowdrift” or join the attack on the children’s territory.

Children's area

- this is the territory whose rear touches either a fence or a wall. That is, only 3 sides are exposed to fire. Its borders are marked with identification signs. On the territory of each team there is: a large tape for gluing large “snowballs” into a fortress, a team flag. The team builds (glues) their fortress on it.

"Lubyanaya hut"

This is a designated area or room where children who have left the game, those who have been hit by a snowball, flock. They have a small cross drawn on their palm. After the players complete the task, the “snow woman” circles a cross on their palms and releases them into the game.

RULES OF THE GAME.

1.The entire shift is divided into teams. Teams can be squads. There may be mixed teams. That is, the shift is divided into several parts/teams, in which children from each squad are present. The following is important here. First, distribute children from junior and senior squads, as well as boys and girls equally, into each team. So that the teams are equal. Secondly, if the shift consists of 2 or 3 teams (the result is large teams), then more than 14 “snowballs” must be allocated to the fortress.
2.Each team draws a flag for itself (paper canvas measuring 25*40cm), attaches it to a twig (1 m)
3.Each team has its own territory.
4. All heroes and players take their places: “snowmen” - “drifts”, “snow woman” - “bast hut”, teams - their territories.
5. The signal to start the game is given.
6.Each team must find and steal 14 large “snowballs” for construction, and build a fortress from them on their territory.
7.To do this, team players must find a “snowdrift” in which large and small “snowballs” lie. You can take both, but one player at a time can only take one “snowball” - large or small.
8. “Snowmen” will interfere with this, trying to hit the players with a small “snowball”.
9.In the event that the “snowman” hits the player with a “snowball”. The player picks up the “snowball” and gives it and his own, if any, to the “snowman”. The “snowman” places a small cross on the player’s palm. The player goes to the “bast hut”.
10. In the “bast hut” there sits a “snow woman”, she asks one or several players tasks, if they complete them, they return to the game.
11.Players, in order to remove the “snowball” from the “snowdrift”, must:
- or hit the “snowman” with a “snowball” (in this case, the “snowman” freezes for 1 minute)
- or watch from a safe place the trajectory of the “snowman” and, having realized which place on the territory is inaccessible to the “snowman”, simply go around it.
12.When attacking a “snowdrift”, all “snowballs”, after being thrown, falling and remaining on the territory of the “snowdrift” belong to the “snowmen”. All “snowballs” that fall behind the “snowdrift” belong to the one who picks them up first.
13.When attacking the players’ territories, all “snowballs”, after being thrown, falling and remaining on the children’s territory belong to the players of this territory. All “snowballs” that fall outside the players’ territory belong to the one who picks them up first.
14.When attacking the players’ territory, players have the right to escape from their territory so as not to be taken out of the game, or to take cover behind the “snowballs” or a fortress under construction, and after the “snowmen” leave, return and try to complete it.
15.Each “snowman” has the right to attack (hit with a “snowball”) any child player without any reason.
16.Players do not attack players.
17. Players do not have the right to take more “snowballs” from the “drifts” than they need for construction.
18.If a player brings an extra 15th “snowball” to the territory, then he must throw it out of his territory so that those who need it can pick it up.
19. The winner will be the team that builds a fortress on its territory from 14 large “snowballs” and hoists (sticks it with tape) its flag on it. As soon as the flag is hoisted on the fortress, the shelling by the “snowmen” ends and a signal is given to end the game.
20.After the signal, all players begin to clean up the area.
21. A collection point for “snowballs” opens in the “bast hut”. The team that brings the most snowballs will receive a sweet prize. Another option is possible - everyone will receive 1 candy for 1 “snowball”. Thus, the more “snowballs” he brings, the more candies he will receive.
22.The awards ceremony usually takes place at the evening or morning assembly.

The game was carried out by my teaching team several times at a summer health camp. It always went off with a bang. The undoubted advantage is that the game is not contact. That is, children “don’t shoot at each other.” The risk of injury is low. The game is dynamic, emotional, strategic. Average physical activity. As a rule, it takes up to 40 minutes.

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