Pedagogical studies of the formation of a plot game in children of the fifth year of life. Parent meeting "Age characteristics of children of the fifth year of life Age characteristics of children of the fifth year of life

08.03.2022 -

Svetlana Baranova
Parent meeting "Age characteristics of children of the fifth year of life"

Parent meeting "Age characteristics of children of the 5th year of life"

Goals: expanding contact between teachers and parents; modeling the prospects for interaction for the new academic year; improving the pedagogical culture of parents.

Tasks: consider the age and individual characteristics of children of the 5th year of life; to acquaint parents with the tasks and features of educational work, the tasks of a preschool institution for the new academic year; to teach parents to observe the child, study him, see successes and failures, try to help him develop at his own pace; intensify work on the development of children's speech.

Members: educators and parents.

Plan of the event:

1. Introductory part.

2. Age and individual characteristics of children of the fifth year of life.

3. Features of the educational process in the middle group.

4. Familiarization of parents with the goals and objectives of the preschool educational institution for the new academic year.

5. Election of a new composition of the parent committee.

6. Briefly about different things.

Educator: Hello dear parents! We are very glad to see you in our cozy group! We want to congratulate you on the start of the school year. Our children have grown up and become a year older. The kids have learned a lot this year. They grew up, got stronger, became more independent. They also became very inquisitive.

We try to present any even the most complex knowledge to the child in the form of a game, where you can run, hear a fairy tale, and reason.

We try to create conditions for each child to feel emotionally comfortable, psychologically protected, to feel loved and unique.

Each child develops differently, each at its own pace of development.

Our kindergarten works according to the program "From birth to school", in this program the emphasis is on the formation and comprehensive development of the individual.

This academic year, the development of children will also be carried out in the organization of all types of children's activities: play, communication, labor, motor, cognitive research, visual, constructive, musical

Today we want to talk about the features of the development of children of the fifth year of life.

The age of four to five years is the average preschool period. It is a very important stage in a child's life. This is a period of intensive development and growth of the child's body. At this stage, the character of the child changes significantly, cognitive and communicative abilities are actively improved. There are specific age characteristics of children of the 5th year of life, which parents simply need to know in order for the development and upbringing of a preschooler to be harmonious. And this means that the baby, as he grows up, will always find a common language with his peers.

physical features. the physical capabilities of the child increase significantly: coordination improves, movements become more confident. At the same time, there is a constant need for movement. Motor skills are actively developing, in general, the average preschooler becomes more dexterous and faster than the younger ones. It should be noted that the age characteristics of children 4–5 years old are such that physical activity must be dosed so that it is not excessive. This is due to the fact that the muscles in this period grow, albeit quickly, but unevenly, so the child quickly gets tired. Therefore, babies need to be given time to rest. As for the pace of physical development, from 4 to 6 years they do not change significantly. On average, a child grows by 5–7 cm per year and gains 1.5–2 kg of weight. There is a growth and development of all organs and systems of the child's body. slide 2

Mental development of a child At the age of 4–5 years, various mental processes develop rapidly: memory, attention, perception, and others. An important feature is that they become more conscious, arbitrary: strong-willed qualities develop, which will definitely come in handy in the future. The type of thinking that is characteristic of the child now is visual-figurative. This means that basically the actions of children are of a practical, experimental nature. For them, visibility is very important. However, as one grows older, thinking becomes generalized and, by the older preschool age, gradually turns into a verbal-logical one. Slide 3 The amount of memory increases significantly: he is already able to remember a small poem or an adult's instruction. The arbitrariness and stability of attention increase: preschoolers can concentrate on any type of activity for a short time (15–20 minutes). slide 4

The role of the game Play activity still remains the main one for the baby, but it becomes much more complicated compared to the early age. The number of children participating in communication is increasing. Thematic role-playing games appear. The age characteristics of children of the 5th year of life are such that they are more inclined to communicate with peers of their gender. Girls are more fond of family and everyday topics (daughters, mothers, a store). Boys prefer to play cars, military, police. At this stage, children begin to arrange the first competitions, strive to succeed. slide 5

Middle preschoolers are happy to master various types of creative activities. The child likes to engage in plot modeling, appliqué. One of the main activities is visual arts. The age characteristics of children of the 5th year of life according to the Federal State Educational Standard suggest that at this stage the preschooler already masters fine motor skills, which allows them to draw in detail and pay more attention to details. Drawing becomes one of the means of creative self-expression. The average preschooler can compose a short fairy tale or a song, understands what rhymes are, and uses them. Vivid fantasy and rich imagination allow you to create entire universes in your head or on a blank sheet of paper, where the child can choose any role for himself. slide 6

Speech development During the middle preschool period, there is an active development of speech abilities. Sound pronunciation is significantly improved, vocabulary is actively growing, reaching about two thousand words or more. Speech age features of children of the 5th year of life allow them to express their thoughts more clearly and fully communicate with their peers. The child is already able to characterize this or that object, describe his emotions, retell a short literary text, answer questions from an adult. At this stage of development, children master the grammatical structure of the language: they understand and correctly use prepositions, learn to build complex sentences, and so on. Connected speech develops. Communication with peers and adults In the middle preschool age, contacts with peers are of paramount importance. If earlier the child had enough toys and communication with parents, now he needs interaction with other children. There is an increased need for recognition and respect from peers. Communication, as a rule, is closely connected with other activities (play, joint work). The first friends appear with whom the child communicates most willingly. In a group of children, competition and the first leaders begin to emerge. Communication with peers is usually situational. Interaction with adults, on the contrary, goes beyond the specific situation and becomes more abstract. The child regards his parents as an inexhaustible and authoritative source of new information, so he asks them a wide variety of questions. It is during this period that preschoolers experience a special need for encouragement and are offended by comments and if their efforts go unnoticed. Sometimes adult family members do not notice these age-related features of children of 5 years of age. Slide 7, 8 (speak on the slide)

emotional features. At this age, there is a significant development of the sphere of emotions. This is the time of the first sympathies and affections, deeper and more meaningful feelings. A child can understand the state of mind of an adult close to him, learns to empathize. Children are very emotional about both praise and comments, they become very sensitive and vulnerable. By the age of 5, the child begins to be interested in questions of sex and their gender. As already mentioned, one of the distinguishing features of this age is a vivid fantasy, imagination. It must be borne in mind that this can give rise to a variety of fears. The child may be afraid of a fairy tale character or imaginary monsters. Parents do not need to worry too much: this is not a problem, but only the age characteristics of children of the 5th year of life. It is important to remember that these are just temporary difficulties that will go away with time if parents do not focus on them or use them against the child for educational purposes. Slide 9

Education Speaking about the upbringing of children of this age, it must be remembered that at this stage the character changes significantly. The crisis of three years passes safely, and the child becomes much more obedient and docile than before. It is at this time that children need full communication with their parents. Strictly speaking, this is the basis of education. The main function of adults now is to explain in as much detail as possible and show by personal example. The child absorbs everything like a sponge, with the curiosity of a discoverer, he is drawn to new knowledge. Parents should carefully listen to numerous questions and answer them, because in the family children draw the first knowledge about the world around them and their place in it. Right now it is necessary to lay down moral qualities, to develop kindness, politeness, responsiveness, responsibility, love for work in a child. At this stage, the child has the first friends, so it is very important to teach how to communicate with peers: to give in, to defend one's interests, to share. Slide 10

The family plays an important role in the development of a child's personality. The relationship between parents is the first thing a growing baby sees, this is the standard that he considers the only true one. Therefore, it is very important that the child has a worthy example in the face of adults. Parents should remember that it is at preschool age that such character traits as kindness, justice, truthfulness develop, life values and ideals are laid. Therefore, it is so important to take into account the age characteristics of children of the 5th year of life. Assistance in the education of individual character traits should also be carried out in accordance with the sex of the preschooler and the roles of adults in the family. So, a mother teaches a child to find a common language, seek a compromise, affection, care and love come from her. Dad is the personification of order, protection, this is the first teacher of life, which helps to be strong and purposeful. Relationships within the family are the most important factor influencing the upbringing of the child and his entire subsequent life. slide 11

Details Published: 18.12.2013 10:31 Views: 3954

Age features of children of the fifth year of life.

The fifth year of life is a period of intensive growth and development of the child's body. There are noticeable qualitative changes in the development of the basic movements of children. Emotionally colored motor activity becomes not only a means of physical development, but also a way of psychological unloading of children, who are distinguished by a rather high excitability.

The ability to plan one's actions arises and improves, to create and implement a certain plan, which, unlike a simple intention, includes an idea not only of the purpose of the action, but also of ways to achieve it.
Of particular importance is the joint role-playing game. Didactic and outdoor games are also essential. In these games, cognitive processes are formed in children, observation develops, the ability to obey the rules, behavior skills develop, and basic movements improve.

Along with the game, children of the fifth year of life intensively develop productive activities, especially visual and constructive. The plots of their drawings and buildings are becoming much more diverse, although the ideas remain insufficiently clear and stable.

Perception becomes more fragmented. Children master the ability to examine objects, consistently identify individual parts in them and establish the relationship between them.

An important indicator of the development of attention is that by the age of 5, an action according to the rule appears in the child's activity - the first necessary element of voluntary attention. It is at this age that children begin to actively play games with rules: board (lotto, children's dominoes) and mobile (hide and seek, tag).

An important mental neoformation of children of middle preschool age is the ability to operate in the mind with ideas about objects, generalized properties of these objects, connections and relationships between objects and events. Understanding some dependencies between phenomena and objects gives rise to an increased interest in children in the arrangement of things, the causes of observed phenomena, the dependence between events, which entails an intensive increase in questions to an adult: how ?, why ?, why? Children try to answer many questions themselves, resorting to a kind of experiment aimed at clarifying the unknown. If an adult is inattentive to the cognitive needs of preschoolers, then in many cases children show features of isolation, negativism, stubbornness, and disobedience towards elders. In other words, the unfulfilled need to communicate with an adult leads to negative manifestations in the child's behavior.

In the fifth year of life, children actively master coherent speech, they can retell small literary works, talk about a toy, a picture, and some events from their personal lives.

The most important new formations of this age are: the completion of the process of formation of active speech and the exit of consciousness beyond the limits of directly perceived reality.

The adult is now of interest primarily as a source of fascinating and competent information. Communication is extra-situational - business in nature.

At this age, the development of initiative and independence of the child in communication with adults and peers takes place. Children continue to cooperate with adults in practical matters (joint games, assignments), along with this, they actively strive for intellectual communication. This is manifested in numerous questions (why? why? for what?), the desire to obtain new information of a cognitive nature from an adult. The ability to establish causal relationships is reflected in children's answers in the form of complex sentences. In children, there is a need for respect from adults, their praise, therefore, a child of the fifth year of life reacts to the comments of adults with increased resentment. Communication with peers is still closely intertwined with other types of children's activities (play, work, productive activities), but situations of "pure communication" are already being noted.

Children begin to show interest in their peers as partners in the game. Peer opinion is of particular importance.

Thinking is still visual and figurative. For example, children can understand what a room plan is. If a child is offered a plan of a part of a group room, then he will understand what is shown on it. In this case, a little help from an adult is possible, for example, an explanation of how windows and doors are indicated on the plan. With the help of a schematic representation of a group room, children can find a hidden toy (according to the mark on the plan). The middle age is quite special in relation to both the previous and the next. The experiment showed that the most effective way to make information more attractive to a child of 4-5 years old is "animation". At this age, as in no other, children listen to fairy tales with pleasure.

Advice for parents

Psychological features

children of the fifth year of life

At the age of 4-5 years, the child has a circle of elementary responsibilities. On the one hand, under the guidance of an adult who creates conditions and teaches, and on the other hand, under the influence of the "children's society". Children communicate with each other, act together, in the process of this activity their public opinion is created. Joint activity is replaced by independent fulfillment of the instructions of an adult. An adult in this period is very authoritative. The social situation of development is expressed in all types of activities and, above all, in the role-playing game. The child is actively looking for a reason to play together, to establish relationships. The duration of communication depends on the ability to create and implement a game plan and on the possession of game actions. With the development of game skills and the complication of game ideas, children begin to unite for playing and communicating for a longer time. The game itself requires it and contributes to it.

Games are becoming more collaborative and more children are getting involved. The main thing in these games is not the reproduction of the behavior of adults in relation to the objective world, but the imitation of certain relationships between people, in particular role-playing ones. Children identify roles and rules on which these relationships are built, strictly monitor their observance in the game and try to follow them themselves. Children's story-role-playing games have various topics with which the child is quite familiar from his own life experience. Roles played by children in the game:

Family roles (father, mother, grandmother, grandfather, etc.) Educational (nanny, kindergarten teacher) Professional (doctor, commander, pilot) Fairytale (goat, hare, snake)

The role-players in the game can be people, adults and children, or substitute toys, such as dolls. Plot - role-playing games at this age are much more diverse, the theme of roles, game actions, rules introduced and implemented in the game. Many items of a natural nature used in the game are replaced here by conditional ones, and a symbolic game arises.

A special role is given to the exact observance of the rules and relationships in the game. At this age, leadership appears for the first time, organizational skills and skills begin to appear in children.

For children of the fifth year of life, extra-situational-cognitive communication is characteristic. With it, objects and phenomena of the surrounding world are known. At this age, the adult must also communicate with the child about what was not in the direct experience of the child. This causes the child to desire to communicate in order to gain new knowledge and there is a desire to discuss the causes of phenomena.

Children 4-5 years old strive for independence, but failure discourages them. Therefore, it is very important to correctly determine the degree of complexity of the task and its volume. Some complex skills and abilities must be formed in stages, highlighting individual elements. The desire of the child to build, sculpt, work, tell is necessary, supported and developed. At this age, children learn the rules well, which serves as the basis for their organized behavior.

Features of the cognitive sphere of children of the fifth year of life:

Perception. They are able to recognize, name and correlate seven primary colors (red, blue, green, yellow, brown, black, white), differentiate geometric shapes (ball - circle, cube - square. Triangle), size of objects (large - small, long - short , high - low, wide - narrow, thick thin), being in space (far - close, high - low), emotional states (joy, sadness, anger).

Memory: the processes of voluntary recall begin to develop, and then deliberate memorization. The amount of visual memory is 4-5 items, the amount of auditory memory is 4 items.

Attention: attention becomes more stable. Reasoning aloud helps the child develop voluntary attention. If the child is asked to constantly say or name aloud what he must keep in the sphere of his attention, then the child will be quite able to voluntarily and for a sufficiently long time keep his attention on certain objects or their details. A child can be productive at this age for 10 to 12 minutes.

Thinking. Visual-active thinking prevails. A four-year-old child is able to: assemble a whole from 3 parts without relying on a sample, and from 4 parts - with visual support or superimposition on a sample, compare objects by color, shape, size, location in space. When comparing, the child should be able to independently identify 3 similarities and 3 differences.

Imagination. Characteristically recreative, which consists in creating images described in fairy tales; adult stories.

In the images of the imagination, there may be a mixture of several elements drawn from different sources; a combination of the real and the fabulous, the fantastic. This is not a strength, but a weakness of the imagination:

Due to lack of experience;

Because of the inability to distinguish the possible from the impossible.

The child is simply trying to understand, while adults believe that he is consciously fantasizing.

In the field of developing communication skills, children of this age group are able to address a peer and an adult by name, take on various roles in a game invented by an adult.

The development of the volitional sphere allows children of middle preschool age to accept and keep 2 rules in a game situation.

Parents are able to diagnose the psychophysiological development of their child by independently checking:

whether he can paint over objects inside the contour;

Whether he knows how to string small objects (beads) on the wood.

Whether he knows how to mold small and large objects from plasticine or clay;

Whether he is able to depict various emotional states with the help of facial expressions and gestures.

I would like to warn parents about the danger of excessively early (up to 5.5 years) teaching children to read, write, math, foreign language, chess, music from notes, learning on the display, playing on the computer. Early and illegitimate stimulation of the development of the left hemisphere of the brain can occur to the detriment of the right - figurative, creative. At the age of six, figurative thinking should dominate. Letters, numbers, notes, schemes displace images, suppress figurative thinking. In addition to the fact that children's spontaneity is replaced by abstract thinking, early learning can provoke neurosis.

Teacher - psychologist MADOU No. 41.

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Formation of a plot game in children of the fifth year of life

In this article, we continued talking about the formation of role-playing behavior in children as an important way to build a story game.

Earlier (see: Preschool education. - 1989. - No. 6) the sequence of formation of role behavior was outlined. It is indicative how children of the fourth year of life master the skills to accept a playing role, designate it for a partner, develop elementary pair role interaction, role-playing dialogue with a peer partner.

The task of the educator in working with children of the fifth year of life is to form the ability to change role behavior in accordance with the different roles of partners, change the playing role and re-designate it for partners in the process of developing the game. These skills are the key to the future creative and coordinated development of play with peers, they provide the flexibility of the child's role-playing behavior. Indeed, in order to connect to the game of peers, the child must find a role that is suitable in meaning to their roles, in the course of the game to correlate their actions with the actions of different partners. Situations may arise when children play together, and as the story progresses, new characters appear. Then it is important that the child is able to change the initial accepted role to a new one (for example, if one of the children takes the role of Emelya, the second one has to be a “pike”, and then a “king”, etc.). These skills are also necessary in individual play, where the development of the plot is associated with the successive performance of several roles, with actions for puppets to which the child ascribes different roles. role-playing behavior child

Usually, educators do not set themselves the task of special formation of such skills in children, focusing on enriching the content of the game. A specific topic is selected related to a certain area of real life (about which children are previously given knowledge), and a game is organized according to a pre-planned plot, including the corresponding roles that must be performed until the end of the game. The teacher seeks to immediately include exactly as many participants in the game as he has planned roles; Each one has specific actions to take. Periodically repeating the game according to one plot, the teacher ensures that each child learns to play different roles. A large number of participants requires a director standing over them and commanding when to perform certain actions. In striving for "order" in the game (mechanically reflecting the order of real life), the educator kills the very spirit of the game as a free activity, where obligation can arise only within the framework of a voluntary agreement between the participants themselves. Children, obeying the command of an adult, become passive objects of his influence, fulfill his instructions. The initiative is excluded, because it leads to the destruction of "order".

What, therefore, does organized activity give the child for the development of his independent play (except for the “working out” of knowledge about mail, construction, etc.)? The plot, with a whole set of interrelated roles, is understandable only to the teacher. And each of the children is, as it were, an isolated unit, absorbed in the actions assigned to him according to his role. At best, he sees the role of the closest partner directly interacting with him, that is, he remains within the framework of the paired role interaction that he has already mastered. Neither the ability to independently correlate their role-playing actions with the actions of partners, to connect to their game, nor even the ability to change roles during the game, is formed.

How can such skills be developed? The solution to this problem is possible in the joint game of the educator with the children, where the adult is not a leader, but a participant, a partner. The game must unfold in a special way, so that the child has the need to correlate his role with other roles, as well as the possibility of changing roles during the game in order to develop an interesting plot. This is possible if the educator complies with two conditions: 1) the use of multi-character plots with a certain role structure, where one of the roles is directly related to all the others; 2) rejection of a one-to-one correspondence between the number of characters (roles) and the number of participants in the game (there should be more characters in the plot than participants).

Let's take a closer look at the plot structure. Any topic of interest to children can be presented in such a way that one of the roles (the main one) is semantically related to several others. A possible composition of roles takes the form of a “bush”, for example, to the topic “Ride on a steamboat”:

Captain Passenger

Such a plot unfolds gradually - in the first event in the game, the "captain" and "sailor" interact, in the second - "captain" and "passenger", in the third - "captain" and "diver". Thus, one role ("captain") is no longer included in a single, but in multiple role relationships. The child-“captain” is forced all the time to change his role behavior in accordance with the new role connection.

In order for the child to discover the possibility of changing roles during the game, the second condition must be met: there must be more characters (roles) than participants in the game. For example, if in the above story the roles are distributed among four participants, there is no need to change them during the game. And if there are only two participants, one of them will have to change roles as new characters appear in the plot (to be first a “sailor”, then a “passenger”, etc.). In this case, the plot should not be set, planned in advance; a new character (role) appears during the game itself. The general scheme of the plot (regardless of its specific subject matter) will look like this:

Additional role 1 (event 1)

Primary Role Secondary Role 2 (Event 2)

Additional Role 3 (Event 3)

For children of the fifth year of life, two or three additional roles in such a plot are enough (although, in principle, there may be more of them). As an example, here are a few specific "bushes" of roles:

Daughter (son)

mother, father

passenger

chauffeur tanker

buyer

salesman chauffeur who brings groceries

store manager

If, in order to use realistic themes in a game, the educator will have to think about how to build a possible “bush” of roles, then fairy tale plots already have such a role structure (the main character of a fairy tale usually interacts sequentially with other characters). Here are some examples of fabulous "bushes":

Girl geese-swans

magic river

Cinderella fairy

sick sparrow

Aibolit jackal postman

Barmaley

Let's note one more important point. Mastering the ability to change role positions in itself makes the child's independent play richer, contributes to the development of an emotionally effective orientation in the sense of human actions and relationships. However, by selecting roles in a semantic “bush” in a special way, it is possible not only to focus on the variety of role connections, but also to highlight the types of relationships between people. So, the roles can be interconnected by specific functions that one person performs in relation to another (the doctor treats the patient), more complex management-subordination relations (the doctor gives orders to the nurse, the policeman points out to the driver about the violation of the rules), mutual assistance relations, which for children are more clearly revealed on the example of the same roles (the driver helps his friend fix the breakdown, the doctor consults with another doctor). To include various types of relationships in the game, you can build a "bush" of roles as follows:

doctor nurse

another doctor

The introduction of another main role at the end of the game is very useful, since the communication of two identical characters (initiated by an adult) helps the child to more clearly imagine the semantic connections of the roles, activates the role-playing dialogue, and contributes to the development of speech.

The above schemes will help the educator to properly deploy a joint game with children. However, even if the teacher plans a plot, for children it should look like an improvisation - an interesting proposal made during the game by an adult partner.

Of course, it is very important that children have an idea about certain roles included in the game, but we note once again that familiarization with the environment, no matter how complete it may be, will not provide the child with specific playing skills that he can easily acquire in the appropriate way of unconstrained joint game with an adult partner.

Let's consider how exactly the educator deploys a joint game with children. It is advisable to start such work with each of the children individually. The most suitable time is the morning and evening hours, when there are few children in the group and the teacher can devote 7 to 15 minutes to the child.

At the first stage, the game is structured in such a way that the child has the main role, and the adult, as the plot develops, consistently changes his roles.

The teacher does not preliminarily tell the plot, but immediately starts the game, offering the child the main role, focusing on topics that attract him. For example, a boy likes to play "chauffeur". The teacher says: “Vasya, let's play with you. Here's your car. Will you be the driver? And I am a passenger. During the “trip”, he develops a role-playing dialogue with the “driver”, and then introduces the following event into the plot, requiring the appearance of a new character: “Come on, we seemed to have gone through a red light, and the policeman stopped us. Now I'm going to be a policeman." After clarifying the circumstances with the "policeman", you can enter a third event that requires the appearance of another character: "Let's go next to your car another one - a truck. I am now a truck driver. My car suddenly broke down. I'm signaling you to stop and help fix it." Etc.

If the child has his own suggestions during the game, you must accept them. If possible, the educator should include them in the overall scheme of the plot. For example, a boy may reject an offer to meet with a policeman and put forward his own: "No, we went to the gas station, for gasoline." In this case, the adult introduces another character into the game: “Okay. I am now a gas station attendant, I pour gasoline at the station. Driver, how much gas do you need? The very fact of changing the role is important, and the planned "policeman" can be neglected (if for some reason this is important for the educator, the proposal can be repeated a little later).

When playing with a child, the teacher uses the minimum number of toys so that manipulations with them do not distract attention from role-playing interaction. If in the course of the game a change in the objective situation is required (the designation of a gas station, a second car), then an adult organizes it with the help of children's chairs, ropes, screens, or simply calls: “Here there will be a house, and here a yard”, so that role interaction is practically not interrupted. Special attributes are not needed in such a game, they fix the role too rigidly for the participant. Changing his roles during the game, the adult constantly fixes the child’s attention on this (“I am now also a driver, I am no longer a passenger”), activates his role-playing speech with his questions and remarks, stimulates role-playing appeals to successively appearing characters.

With preschoolers who have less developed role-playing behavior, it is advisable to deploy a game based on fairy tales that are well known to them. Children in this case feel confident, as they expect the appearance of a certain character. At the same time, the child is offered the role of the main character, and the adult consistently changes roles: “Come on, you are Emelya, and I am a pike ... And now I am a nobleman who came to Emelya .... And now I am a king." Of course, the game should be in the nature of improvisation, without an exact repetition of the text of the fairy tale (it is only important to reproduce the general meaning of role-playing dialogues).

With each child, it is advisable to play the game according to this scheme (with a change of roles for adults) two or three times (each time changing a specific topic). After that, the educator can proceed to the next stage - he teaches children to change the initially taken role during the development of the game.

For this purpose, the same plot schemes are used as before, but now the adult takes the main role for himself, and offers the child an additional one. During the game, the educator stimulates the child to sequentially change the roles of the game: “Let's play, I am a doctor, and you are a patient, you came to see me .... As if the patient had left, and the nurse came to me to help.

Come on, you’re a nurse now ... ”, etc. The plot event introduced by an adult to justify the appearance of a new character must be interesting enough, then the child has a desire to change the role to a new one, and the continuation of the game depends on this. If the partner resists changing the playing role, the adult should not insist, it is better to postpone it until the next time and try on another topic. The initiative of the child (who himself can propose a new character) must be accepted and supported.

Similarly, there is a change of roles in the game based on fairy tales. Now the teacher takes on the role of the protagonist, and the partner offers to be “everyone else, in turn” (“Let's play Emelya? I will be Emelya, and you will be a pike. Do you agree? And then you will be a nobleman ...”). With each child, two or three games are played on different plot topics.

The teacher does not always have real opportunities to often play with each child, so it is necessary to play with a small subgroup. How can this be done? The caregiver chooses one of the children as his primary partner. If the child is already busy with the game, the teacher connects to it, if not, he offers the main role in the plot (for example, “doctor”), and takes on an additional one (“patient”). Having started the game, the teacher attracts several more children to play the role of the “patient”: “Let's you get sick too and come to the doctor!” The adult actively interacts with the child who plays the main role. “Having been treated” and giving way to the next “patient”, the educator changes his role: “I am now a nurse. Doctor, let me help you." Then one of the children (from the “patients” waiting for their turn) is again involved in the role of “nurse”, and the adult becomes another “doctor”. Changing roles in the game, the educator each time develops a new dialogue with his main partner (talks to the “doctor” as a “patient”, as a “nurse” reporting to him, as an equal workmate). At the same time, the adult's successive change of roles and his changing interaction with the child - the "doctor" are, as it were, a model for the deployment of the game for other children included in it. In such a game, you can intentionally involve from 3 to 7 people. If other children spontaneously join it, they should not be disturbed (“patients”, “passengers”, “customers” can be as many as you like).

A child can master the ability to change the role even without individual work with him, by imitating the teacher (for example, if an adult turns from a “passenger” into a “sailor”, then one of the “passengers” also announces: “And now I am a sailor!”) .

The involvement of children in the game (or connection to the game) is carried out only at their request. Also, children should have complete freedom to leave the game, move around the group room and switch to other activities. If the game with the educator does not captivate the child (he does not reveal initiative actions, emotional revival), its continuation is meaningless, because in this case it turns into a mandatory activity.

Since the conduct of the game depends on the situation, mood, and initiative of its participants, it is impossible to give specific recipes for its organization. One can only roughly imagine the tactics and behavior of an adult as a partner of children. Let's take an example.

In the afternoon, children play in the group room: several boys carry loads in cars, two girls put the dolls to bed and talk to each other on the phone. One of the boys, wearing a white coat, lays out medical supplies on the table (“there are no patients”). Some children are engaged in didactic toys, look at books, draw.

Educator: (addresses several children who are not busy playing). Julia, Lena, let's play!

Julia: And what will we play?

Teacher: let's go to the store.

The children agree, and the teacher, together with Yulia, Alyosha, Lena, Tanya, builds a counter out of chairs, lays out small toys on it.

Educator: Julia, will you be a seller?

Julia: No, you're better!

Teacher: Please! I will be a salesman in a toy store. Who will be the buyer? Who wants to buy toys?

A line of "buyers" is lining up: Yulia, Alyosha, Tanya. Other kids come up.

Lena (to the teacher). I will help you.

Educator: ok, you will be the sales assistant.

The teacher sells toys to all the children in turn, deploying role-playing dialogues with each (what the buyer wants to buy, for whom), takes imaginary money, gives change. Sasha and Maxim come up with trucks and watch the game.

Educator: and here the drivers have arrived. Drivers, have you brought any toys to the store yet? (To Lena.) Assistant, look what they brought there?

Sasha and Maxim join the game with pleasure, unload cubes on the counter with Lena, and bring more toys.

Teacher: My shift is over. Who will be the salesperson on the second shift? (Sveta watching the players.) Do you want to be a salesman?

Sveta (takes a seat behind the counter): yes, I am a salesman.

Children continue to play on their own. And the teacher approaches Vasya, who alone turns the steering wheel of the steamer (marked on the floor with bars from the building kit).

Educator: Vasya, what are you playing?

Vasya: I'm going on the boat. I am the captain. (touches his cap).

Educator: Captain, can I come with you? I will be a passenger.

Vasya: you can.

Educator (sitting down): Where are you sailing, captain? (Vasya does not answer.) I need to visit Dr. Aibolit in Africa.

Vasya: We are sailing to Africa.

Yulia and Tanya (who had previously been "buyers") get on the ship.

Julia: Me too. (to teacher) Let me be your daughter?

Educator: Okay, sit down, daughter.

Tanya: And I'm a passenger. And I'm in Africa too.

Sasha and Maxim (they were drivers) approached the steamer. Maxim puts on a sailor's collar, but does not name a new role.

Educator: there are no sailors on our ship. I will be a sailor now, I will help the captain.

Maxim: And I am also a sailor (points to his collar).

Sasha: I am also a sailor.

Educator: Captain, what should the sailors do?

Vasya: Look where the shore is. And wash the floor.

The teacher seems to be washing the deck, and the rest of the sailors are invited to look through imaginary binoculars.

At this time, Sveta, the "salesperson", remained in the store only with her "assistant" - Lena ("customers and drivers" after the teacher moved to the steamer and became "passengers" and "sailors").

Light: Come buy!

Educator: We will come when there is a stop.

Yulia: Captain, is there a stop soon?

Vasya: stop.

The teacher goes to the store and buys a toy from Sveta (followed by some of the passengers).

Teacher: I have a headache. I'll go to the doctor.

Zhenya, the “doctor”, has been sitting at the table all this time and shifting medical supplies, watching the general game from afar; There are no patients yet.

Educator: Doctor, can I come to you? I have a headache.

Zhenya: I'll give you pills. And here are some more drops.

Teacher: Thank you doctor. (turning to Maxim and Sasha.) Sailors! Have you been examined by a doctor?

Maxim and Sasha approach Zhenya.

Maxim: I'm the first. Look at my throat!

Educator: Zhenya, now I'm like a nurse. Doctor, I'll help you conduct a physical examination. Etc.

As can be seen from the example, the teacher with many children enters into role-playing interaction, activates the role-playing dialogue, “closes” the children in role-playing interaction with each other. But the main partners who are directly directed by the adult’s formative influences are two children: Vasya is the “captain” (the caregiver interacted with him first as a passenger, and then as a "patient", and then as a sailor) and Zhenya - "doctor" (to whom the adult connected as a "patient", and then as a "nurse"). The whole game is in the nature of free improvisation , children are active, lively, although, perhaps, from the traditional point of view, this does not look like a “good game”.

Nevertheless, the educator's play with each of the children and with subgroups, which stimulates flexible role-playing behavior and role reversal, provides significant changes in children's independent activity. Preschoolers interact more freely, connect with peers who are already playing, taking a role that is appropriate in meaning.

At the same time, children widely and creatively use the method of conditionally performing an action with plot toys, substitute objects, combining previously acquired game skills with new ones. They develop a taste for the dynamic development of the plot during the game by including new characters and changing game roles within one or another semantic sphere. In the game, the child not only interacts in a coordinated manner with one or two peers, but also models a role-playing dialogue with a toy partner, with an imaginary partner, i.e., establishes various role-playing connections in the game. All this prepares the possibility of a further transition to the joint creative construction of new game plots at the senior preschool age.

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Pedagogical studies of the formation of a plot game in children of the fifth year of life. Parent meeting "Age characteristics of children of the fifth year of life Age characteristics of children of the fifth year of life

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