Role-playing game presentation. Expands children's understanding
Organization of role-playing games in kindergarten Municipal budgetary preschool educational institution kindergarten of a general developmental type with priority implementation of activities in one of the areas of child development 58 according to Mikhailenko N.Ya., Korotkova N.A.
Free story play is the most attractive activity for preschool children. In play, the child experiences an internal subjective feeling of freedom and internal emotional comfort. The game develops the ability to imagine and think creatively. While playing, the child tries on different roles. Masters the rules of interaction and learns to explain his actions and coordinate them with others.
Principles for organizing a story game 1. The teacher must play with the children (the “playing partner” position) 2. The teacher must play with the children throughout preschool childhood 3. At each stage of preschool childhood, develop gaming skills, orienting the child to the implementation of the game action and explanation its meaning to the playing partner.
Formation of a conditional play action What the child actually does What this action means The conditioned action of “feeding” with the help of a plot toy - a copy of the real thing. The conditional action of “feeding” with a stick is to act as a substitute object. The conditioned action of “feeding”, performing movements reminiscent of “feeding” with a spoon, is to act with an imaginary object
Eliminating “getting stuck” in children during the organization of a story game. Connecting the teacher to an already existing game. Goal: expanding the meaning of the play situation for the child. Connecting to the child’s independent activities. Goal: having started a game parallel to the child, the adult verbally, through a story, “attributes” a plot, conventional meaning to the simple objective action of the child.
Formation of game action The ability to take on a game role and designate it for a partner. The ability to perform role-specific conditional objective actions. The ability to develop specific role interaction - role dialogue. The ability to change your playing role depending on the unfolding plot.
Formation of role behavior Use of complementary roles - require interaction with another role (mother - daughter, doctor - patient, seller - buyer) Use of “independent” roles - connection with other roles is indirect (builder, driver, astronaut, fireman)
Conditions for the development of the game 1. The use of multi-character plots with a certain role structure, where one of the roles is included in direct connections with all the others. 2. Refusal to unequivocally correspond the number of characters in the plot to the number of participants in the game (there are more characters than players).
The teacher’s play with each of the children and subgroups, stimulating flexible role behavior and role changes, produces significant changes in children’s independent activities. Children interact more freely, connect with peers who are already playing, taking on roles that are appropriate in meaning. In joint play with peers and individual play, the range of play roles actualized by children expands (actions with story toys, substitute objects).
Summary At every age stage pedagogical process in relation to the game, it should be two-part, consisting of the situation of developing gaming skills in a joint game between an adult and children, where the adult is a “playing partner,” and an independent children’s game, in which the adult is not directly involved, but only provides the conditions for it.
“Plot-role-playing games for modern children”
Completed:
Blokhina N.V.
senior teacher
Welcomes you senior group "DROPPLE"
Educational field "SOCIALIZATION" Development play activity; Introduction to generally accepted norms and rules of relationships with peers and adults; Formation of gender, family, citizenship, a sense of belonging to the world community.
Role-playing games
Improve and expand gaming ideas and skills;
Develop the ability to coordinate their actions
with the actions of partners;
Contribute to strengthening sustainable children's play associations;
They teach you to develop the plot of the game based on knowledge;
Develop skills to agree on the theme of the game, distribute roles, prepare necessary conditions, agree on
sequences of joint actions.
“In our beauty salon, stylists will give you the most fashionable hairstyles”
Role-playing game
"Salon"
Expands knowledge
children about profession
hairdresser,
stylist, educates
benevolent
attitude
to each other
“If a master gets down to business, it means things are going well.”
Role-playing game
"Car service"
Introduces children to the profession
car mechanic, fosters respect
to male labor, desire
finish what you start
“We live together happily, we don’t care about all the troubles!”
Role-playing game
“Mothers and Daughters”, “Home”, “Family”
Forms an idea of the content
zhaniya social roles men and
women, helps to realize the meaning
reduction of parents' work around the house,
learn business skills
labor
“If a policeman is standing, remember the path is closed”
Role-playing game
"DPS Post"
Strengthens children's knowledge about
traffic rules,
road signs, signals
traffic lights, children getting acquainted
with the work of employees
road guard
services
“We all have a nice doctor the treatment is just great!”
Role-playing game
"Hospital"
Clarifies children's ideas about work
doctor, his duties, equipment
necessary for work, educates
respect for people in this profession
"Captain, captain, smile, after all, a smile is a ship’s friend!”
Role-playing game
"We are sailors"
Expands children's knowledge about
male professions: captain,
sailor, cabin boy, educates
courage, masculinity,
responsibility for assigned
case
“In our superstore, behind the counter, finally, Everywhere we go, you meets the seller!
Role-playing game
"Supermarket"
Forms ideas about
labor actions of the seller,
develops communication skills with
buyers, educates
respect for the work of adults
“The master’s work is afraid!”
Role-playing game
"Carpentry Workshop"
Introduces children to men's
carpenter profession, various
carpentry tools,
instills hard work,
responsible attitude
to men's responsibilities
"At the center of the Young Reader" Joy and dreams await you: lines of the magic alphabet, wondrous beauty fairy tales!
Role-playing game "Library"
Promotes the establishment of role interaction and the assimilation of role relationships: librarian-reader, fosters respect for the work of a librarian, creates awareness of the importance of this profession
“A steam locomotive rushes along the rails...”
Role-playing game
"Driver"
about the driver's work. Develops
moral and volitional qualities,
typical for boys
forms an adequate gender
behavior pattern
“I love my kindergarten, it full of guys"
Role-playing game
"Kindergarten"
Expands children's understanding
about teaching professions
employees kindergarten. Introduces
with working conditions and labor
responsibilities, fosters kindness
kind attitude towards each other
“Our plane flies like a bird, and is not afraid of obstacles!”
Role-playing game
"We are pilots"
Introduces children to the profession
pilot, educates
respect for the people of this
professions, develops
masculinity,
courage and responsibility
Thus, long-term creative role-playing game contains enormous opportunities for the development of children's thinking. In such games, the child shows more independence, imagination and creativity in choosing actions when distributing roles and using substitute objects. And the active participation of children in the distribution of roles contributes to the formation of collectivist feelings. Children learn to respect opinions peers, taking into account the possibilities and each other's desires.
THANK YOU FOR ATTENTION
Description of the presentation by individual slides:
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Organization of a role-playing game in accordance with the Federal State Educational Standard for Educational Education Performed by: Valeeva Milyausha Khusainovna Teacher of the first qualification category
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Play is the main activity of children, as well as a form of organizing children's activities. The game is a cross-cutting mechanism of child development, through which the content of five educational areas is realized: “Social and communicative development”; " Cognitive development"; “Speech development”; “Artistic and aesthetic development”; “Physical development” (clause 2.7. Federal State Educational Standards for Additional Education)
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One of the targets is "at the completion stage preschool education"The child must master in different forms and types of games, distinguish between conventional and real situations, be able to obey different rules and social norms.”
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The main source that feeds the role-playing game is the world around it, the life and activities of adults and peers. What surrounds our children? What is the source for the game?
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The plot-role-playing game is the queen of games. The general motive of the HRE is the child’s desire for joint social life with adults. The main feature of the HRE is the presence in it of an imaginary situation (“As if”) What does an imaginary situation consist of?
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The main features of SRI: Compliance with the rules The social motive of the game The child’s emotional development The child’s intelligence develops (how?) 5. Imagination and creativity develops 6. Speech development
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Tasks for developing children’s skills in story-telling role playing games: -2nd junior group - enriching children's gaming experience through joint games with adults, the formation and development of gaming actions, simple gaming interaction, understanding the conventions of the gaming situation - Middle group- mastering and developing role behavior, supporting children’s play associations, enriching play interaction, expanding thematic focus story games, enriching children's gaming experience - Senior group- enriching the gaming experience by developing and complicating the game plot, organizing the subject space of one’s own game through joint games with the teacher in subgroups; creating conditions and supporting children’s amateur play - Preparatory group- formation and pedagogical support of the children's team as a playing children's community, support for independence and initiative in the choice and implementation of games by children different types; support for the transition to dialogue games, fantasy games, games in a home-made subject environment
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Levels of development of a role-playing game: Stage 1 – the main content of the game is action with objects. Children's actions are monotonous and often repeated. The stimulus for the emergence of a game is a toy or a substitute object that was previously used in the game. Stage 2 – the main content of the game – action with objects. Actions unfold in accordance with the role, which is already indicated by the word. The same game is repeated many times.
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Stage 3 – the main content of the game is also action with objects. However, they are complemented by actions aimed at establishing various contacts with playing partners. Roles are clearly defined before the game begins. Toys and objects (most often during the game) are selected in accordance with the role. Stage 4 – the main content of the game is a reflection of the relationships and interactions of adults with each other. The game is of a collective nature. The game clearly highlights preparatory work: distribution of roles, selection of game material, and sometimes production
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Enrichment life experience Goal: to give children vivid impressions of the environment, to create the basis for the development and enrichment of the content of the game (children’s understanding of the purpose of objects, the meaning of actions, people, etc.) - Observations, targeted walks - Examination of paintings, illustrations, photographs - Examination, experimentation with objects -Reading, storytelling, memorizing text -Free communication -Listening to CDs, audio recordings -Children's strong participation in the work activities of adults -Productive types of children's and joint activities with adults
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Development of communication skills with children and the teacher during the game Goal: development of independent play, search for new game problems and ways to solve them, development of communication skills with adults and with each other - Paired assignments - Creation of problem situations - Encouragement to role-playing statements - Telephone conversations -Game exercises-End-to-end role -Maintaining role dialogue
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Creating a subject-based play environment Goal: creating conditions for independent play that are adequate to the level of development of children’s play skills and the content of play activities. - Toys - characters: attributes, dolls, figurines of people, animals - Playing space markers: these are toys (game material) indicating the place of action, the environment in which it occurs (for example, a toy stove, a house-teremok, a rocket frame, a frame depicting the bow of a ship or the front wall of a bus, etc.) - Operating objects: toys imitating real objects that allow you to recreate the meaning of a real action (iron, hammer, steering wheel, etc.) - Substitute objects - Zoning rooms: modules, screens , podiums
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Slide captions:
“Organization of a plot-role-playing game in accordance with the requirements of the Federal State Educational Standard for Educational Education” Completed by: Beskinskaya Angelina Borisovna Educator of the children’s school “Zvezdochka”, Zernograd
Regulatory requirements for organizing a developing subject-spatial environment When organizing a developing subject-spatial environment for a preschool educational organization, it is necessary to take into account the regulatory requirements of the following documents: Constitution Russian Federation; Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation”; Federal Law of July 2, 2013 No. 185 “On Amendments to Certain legislative acts Russian Federation in connection with the adoption Federal Law"On education in the Russian Federation"; Order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155 “On approval of the federal state educational standard preschool education"; Letter of the Ministry of Education and Science of Russia 02/28/2014 No. 08-249 “Comments on the Federal State Educational Standard for Preschool Education”; Content concept continuing education(preschool and primary level), approved by the Federal Coordination Council for general education Ministry of Education of the Russian Federation dated June 17, 2003; Resolution of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26 “On approval of SanPiN 2.4.1.3049-13 “Sanitary and epidemiological requirements for the design, content and organization of the operating mode of preschool educational organizations”; Resolution of the Chief State Sanitary Doctor of the Russian Federation dated December 19, 2013. No. 68 “On approval of SanPiN 2.4.1.3147-13 “Sanitary and epidemiological requirements for preschool groups located in residential premises of the housing stock”;
Play is the main activity of children. Play is a cross-cutting mechanism of child development, through which the content of five educational areas is realized: Social and communicative development Cognitive development Speech development Artistic and aesthetic development Physical development
One of the target guidelines is “at the stage of completing preschool education,” the child must master different forms and types of play, distinguish between conventional and real situations, and be able to obey different rules and social norms.”
The main source that feeds the role-playing game is the world around him, the life and activities of adults and peers.
Plot-based role-playing game is the queen of games. General motive of the HRE Main feature of the HRE
Main features of the HRE: 1. Compliance with the rules; 2. Social motive of the game; 3. The child’s emotional development is underway; 4. The child’s intelligence develops (how?); 5. Imagination and creativity develops; 6. Speech development.
Tasks for developing children’s skills in role-playing games: 2nd junior group - enriching children’s gaming experience through joint games with adults. Middle group - mastering and developing role behavior. Senior group - enriching the gaming experience by developing and complicating the game plot. Preparatory group - formation and pedagogical support of the children's team as a playing children's community.
Levels of development of a role-playing game: Stage 1 – the main content of the game is action with objects. Children's actions are monotonous and often repeated. Stage 2 – the main content of the game – action with objects. The same game is repeated many times. Stage 3 – the main content of the game is action with objects. Actions are aimed at establishing various contacts with game partners. Stage 4 – the main content of the game is a reflection of the relationships and interactions of adults with each other.
Enriching life experience Goal: to give children vivid impressions of the environment, to create the basis for the development and enrichment of the content of the game (children’s understanding of the purpose of objects, the meaning of actions, people, etc.) Observations, targeted walks; Examination of paintings, illustrations, photographs; Examination, experimentation with objects; Reading, storytelling, learning text by heart; Free communication; Listening to discs, audio recordings; Enabled participation of children in the work activities of adults; Productive types of children's and joint activities with adults.
Development of communication skills with children and the teacher during the game Goal: development of independent play, search for new game problems and ways to solve them, development of communication skills with adults and with each other. Paired assignments Creating problematic situations Encouraging role-playing statements Telephone conversations Game exercises Maintaining role-playing dialogue
Creating a subject-based play environment Goal: creating conditions for independent play that are adequate to the level of development of children’s play skills and the content of play activities. Toys - characters; Game space markers; Operating items; Subjects are substitutes; Zoning premises.
Game name Junior group Middle group Older age Dressing up + + + Family Mom, dad, children association with a hairdresser, doctor, household stories, transport Doctor Doctor nurse, patient card, pharmacy, registry, ambulance, doctors - specialists Shop Vegetables, fruits, dishes, toys departments: bread, dairy, confectionery departments: deli, fish, meat, shoes, clothes, furniture, household appliances.
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