Story game family 1st junior group. Role-playing games in the first junior group
Organization role-playing games in 1st junior group.
Subject-based development environment in groups.
Role-playing games.Teach children to show interest in the playful activities of their peers; help play nearby, do not interfere with each other.
Learn to perform several actions with one object and transfer familiar actions from one object to another; with the help of an adult, perform several game actions united by a plot outline. Promote children’s desire to independently select toys and attributes for play, and use substitute items.
Lead children to understand the role in the game. Form initial skills of role behavior; learn to connect plot actions with the role.
Develop the prerequisites for creativity.
Games with dolls:
– feeding dolls;
– bathing;
– going to bed;
– dolls get dressed for a walk;
– dolls for a walk;
– lunch for dolls;
- the doll is sick;
– room for a doll;
– dolls go to kindergarten;
– the dolls are resting (watching TV, reading, listening to music, going on a visit, on a holiday, going to the dacha, to the sea).
Name of the game, content of PPRS | Group No. 1 | Group No. 2 | Group No. 3 |
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“Family”, “Cooking dinner”, “Let’s treat the doll to tea”, “We receive guests”, “Help the dolls set the table”, “Katya’s doll has a birthday”, “Let’s help the cook prepare soup”, “Matryoshka came to visit us” ", "Toys have a holiday" Target: To consolidate children's knowledge about tableware, to activate children's speech, to cultivate a culture of behavior during meals, and a caring attitude towards the doll. |
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Doll Katya ( Dolls: soft stuffed, plastic; imitating a child 2–3 years old (40–50 cm), with movable body parts – boy, girl; imitating a baby (baby), nesting dolls, toys | ||||||||
Attributes for creating an interior: a full set of tableware and teaware, commensurate with the size of the dolls, plastic vases, a telephone, a watch, models of food, vegetables and fruits. Substitute items (counting sticks instead of spoons, plastic circles instead of plates, etc.). | ||||||||
play corner | ||||||||
“We are going to kindergarten by car”, “Garage”, “Children are crossing the street”, “Toys are walking along the path”, “The car is driving along a long and short path”, “We are builders”, Cars and traffic lights”, “A trip to bus" Games with cars and other vehicles: – the car is driving down the street; – car wash; - car repairs; – refueling the car; – a passenger car is carrying a guest; takes friends for rides; – truck carries cargo (to a construction site, to a garage) The bus carries passengers Target: |
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Various machines, tool set: wrench, hammer, screwdrivers, pump, hose, construction kit, intersection layout, traffic light, steering wheels | ||||||||
“Shop”, “The children came to the store”, “Toy store”, “Clothing store”, “Katya the doll went to the store” Target: To activate and develop children’s speech, to reveal the game’s intent. Form initial skills of role behavior. |
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toys scales; jars, small bottles made of plastic, cardboard, plates with sets of products; sets of vegetables, fruits, bags, wallets. | ||||||||
“Bathing doll Katya”, “Washing doll Katya’s dress” Goal: learn to correctly name objects and bathing accessories, cultivate emotional responsiveness ( Nice memories about the doll) |
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Towel, bath | ||||||||
Soap, doll, clothespins, rope | ||||||||
“Hairdresser”, “Doing the hairstyle of the doll Katya” Target: Develop initial skills in role behavior, connect plot actions with the name of the role. |
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Tools for playing hair salon(dressing table with mirror, combs, brushes (made of cardboard, plywood, linoleum), toy sets for hairdressing salons | ||||||||
“Help Misha collect the toys in kindergarten", Helpers", "Let's help the nanny sweep the floor", "Let's put things in order in the doll's room", Target: Orientation in a group, activation of children's dialogue speech, ability to play in small groups. |
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bear toy, hostess set | ||||||||
"Let's feed the birds", "Cockerel and his family" Target: To activate and develop children’s speech, to reveal the game’s intent. Form initial skills of role behavior. |
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Birds, cockerel, hen, chicks | ||||||||
“Let’s dress the doll Katya for a walk”, “The dolls are walking” Target: activate children's speech, cultivate attention to their appearance, caring attitude towards the doll. |
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A set of clothes for a doll. Laundry: ironing board, irons. Didactic doll (40–50 cm).A doll equipped with all the items of the lower and outerwear child, used in different seasons, as well as accessories (handkerchiefs, beads, ribbons, brooches, etc.). | ||||||||
Target: Promote children's desire to independently select attributes for the game. Form initial skills of role behavior. |
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Tools for playing hair salon, | ||||||||
toy Bunny | ||||||||
“Pets behind a fence”, “Building a fence for animals” Target: To activate and develop children’s speech, to reveal the game’s intent. Form initial skills of role behavior. |
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Pet figurines, | ||||||||
"Meeting with the Doctor" Target: The game promotes the development of communication skills and social adaptation. |
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Set "Hospital" | ||||||||
doctor doll in professional clothes with a symbol (medicine - red cross) | ||||||||
" Kindergarten" Goal: To contribute to enriching children's gaming experience by combining individual actions into a single storyline. |
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Dolls, toy dishes, furniture, substitute items | ||||||||
Baradi Bazarova
Card index of role-playing games in the first junior group
Hospital games.
Game-situation. "Bunny is sick" №1
A teacher-doctor acts out a dialogue with a bunny-patient (toy).
Doctor. The hospital opens. I am a doctor. Who came to my appointment?
Bunny patient (complaining).I am doctor.
At the doctor's office, sit down, patient. Tell me exactly where your pain is concentrated?
Patient. I have a cough and my ears hurt.
Doctor. Let me listen to you. Breathe deeply. (Listen to the patient with a tube.) You are coughing a lot. Show your ears. My ears are inflamed. Now we need to measure the temperature. Take a thermometer. High temperature. You need to take medicine. This. (gives a bottle.) Pour into a spoon and drink every day. Did you understand?
Patient. Yes. I will take the medicine as you ordered. Thank you Doctor. Goodbye. Hospital games.
Game-situation "The doctor has come to see us" №2
The teacher points to the toys sitting on the sofa - a bunny, a bear, a doll, a hedgehog speaks: <(Какая очередь в больнице! Зверя- та, вы все заболели? Но доктор уехал к больным, а больше врачей нет. Что делать? Нам срочно нужен доктор. Кто будет лечить больных? Лена, ты будешь доктором? Полечишь больных зверюшек? Надевай халат. Теперь ты доктор. Зови больных в кабинета.
“doctor” listens to patients, looks at their throats, gives medicine.
Educator. Doctor, we have an office in the hospital where they warm your ears and nose. I'm a nurse, I give injections. Your patients will come to me.
Patients are being received. Nurse helps doctor: writes out a prescription, warms ears and nose with devices, gives injections.
The teacher says: <(Я должна уйти домой, моя работа закончилась. Кто будет медсестрой? Оля, иди работать за меня. Приводите к Оле кукол лечиться. Она делает уколы хорошо, совсем не больно.
Game continues.
Games to the store
Game-situation "doing shopping" №1
The teacher takes the bag and says without addressing children: “I’m going to the store, I need to buy flour. There's a queue at the store. What are they selling? Flour sugar. Here is the Rita doll. Rita, what do you want to buy? Flour? I'll get in line behind you. Who is our seller? (Addresses the girl.) Lisa, are you a salesperson today? Rita and I came to your store.”
Buyer (teacher). Hello, I want to bake a cake, I need flour. give me one packet of flour.
Salesman (child). Here, take it.
Buyer. I still need something for the filling. I love cabbage pies. Do you have any cabbage?
Salesman. Eat.
Buyer. Give me a head of cabbage. And now I need cottage cheese, I’ll bake cheesecakes. I love cheesecakes with raisins. Do you have cottage cheese and raisins? Salesman. Eat.
Buyer. Do you have any gingerbread? Are they mint or chocolate? Salesman. Mints.
Buyer. I'll take some gingerbread. Thank you. My daughter will be happy. She loves pies and gingerbread. Goodbye! Games to the store
Game-situation “What to wear on your feet? No. 2
The teacher addresses the doll standing barefoot: Katya, why do you have bare feet? You might freeze! There is no one to feel sorry for you. Where is your mother? Olya, isn’t that your daughter running around barefoot? Then there's no hassle with her you'll turn around: your throat will hurt, your temperature will rise, you won’t be able to go for a walk. (Olya approaches the doll and takes it in her arms.) Where are her shoes? No? Then you need to go to the store. Let's go pick out some shoes for your daughter. I work in a shoe store. There's a lot of goods there. Take your bag.
Teacher and girl<(идут в магазина.
Salesman (teacher). In our store you can pick up everything you want. What shoes do you want to buy? Boots?
Buyer (child). Yes.
Salesman. Do you prefer red or white boots?
Buyer. Reds.
Salesman. Try on your daughter's shoes. Did they suit her?
Buyer (trying on shoes for the doll). Come over.
Salesman. Thank you for your purchase. You are happy?
Buyer. Yes. Thank you.
Hair salon games
Game-situation Fashionable hairstyle No. 1
Option 1. The teacher asks the doll where she got such a beautiful hairstyle. Doll<ютвечает», что ходила в парикмахер- скую. Воспитатель сообщает, что открывает парикмахерскую и приглашает ребят посетить ее.
Educator. The Polina doll came to me. Polina, what do you want to do with your hair? Haircut? Hairstyle. Then sit down comfortably. (does her hair.) The hairstyle is ready. Look in the mirror. Like? Goodbye. Who's next for me? Hello, Petya. Should I cut you off? Sit down. Here are the scissors, here is the comb. The haircut is ready. Do you like it? Come again.
Option 2 Teacher speaks: "I am a hairdresser. The queue is long, it’s hard for me to work alone. Who will work as a hairdresser with me? Lena, let's work together. Here the bear came to get a haircut>.
Lena works, imitating the teacher. children come with toys or act as clients themselves.
Educator. That's it, I finished work. I'm going to the hospital, my throat hurts. Who will take my place? Lisa, be a hairdresser for me. Will you work with Lena?
A new hairdresser, Lisa, arrives and accepts clients.
Mail games No. 1
Game-situation "The postman brings a telegram"
The teacher plays the role of a postman. He knocks on the door and speaks: “Open the door for the postman! Lena, open the door for me, please. Hello children, I am the postman, do you recognize me? I have a cap and a shoulder bag. I'm bringing the mail. You have received letter:
Dear children, I congratulate you on the New Year, your Grandfather Frost.” Do you know who Grandfather Frost is? He brings gifts to the children. Here's another letter. It was written by Katya's grandmother. She invites Katya to the village to visit. Katya, read the letter. Who wants to write grandma a letter? Write, I will send a letter by mail. Mail games No. 2
Game-situation "The package arrived".
The teacher brings the package and tells the children that it has arrived (UG of Goat’s mother. Speaks: “The goat loves her kids, gives them milk, protects them from the wolf. The goat sent the children fresh sour cream. What will we send to the goat? let's send her apples in a parcel. “The children take the balls and put them in the parcel) The goat will be happy and treat her kids.”
The teacher gives the children the parcel and they play on one's own:
put various gifts in it (for grandmother, for mother, for dolls).
Games with toy animals
Game-situation "Games with Bug"№1
The teacher approaches the toy dog and addresses the players children: “A dog is walking near our kindergarten. I don't know what her name is. Who is her owner? Misha, is that you? Why did you go so far, your dog got scared. Look, she has her ears flattened, looking around in fear. (The child takes the dog.) Doggie, do you love your owner? Do you, Misha, love your dog? Let's, guys, ask the dog's owner what his name is. (The child says the name of the dog.) Her name is Zhuchka. What can she do? Bug, can you jump? Jump over the stick (The boy holds the stick, and the teacher takes the dog - and the dog "jumps over the barrier".) Well done, Zhuchka. One more time, one more time. Do you want to eat, Bug? Soon the owner will feed you. Where's your bowl? (The child gives the dog "feed", she "eating".) Look, Mishenka, your dog is wagging its tail, whining joyfully, and caressing. She was full and cheerful. And now, Bug, you can go to bed. Where is your place? On the rug? Where's the rug? (Child shows.)
Games with toy animals
Game-situation "Circus of Animals"№2
The teacher hangs a poster on the board with animals and reports: "Attention attention! Today the circus came to us. Trained animals will perform in the circus! Hurry, hurry!
Funny animals at the circus: Monkey, lion, tiger cubs. “Dear viewers, would you like to buy tickets?”
The teacher distributes to the children "tickets to the circus" And reports: « The lion speaks first. He can jump: up! More once: up! (Demonstrates a toy lion jumping over the crossbar) Well done! Let's clap.
Now the tiger comes out. He can also jump high through hoops. (Demonstrates the jump of a toy tiger.) He jumped beautifully and deftly! Let's clap for him too. The agile monkey can swing on swing:
up down! Up down! (Demonstrates the skills of a toy monkey.) And here comes the parrot, he can sing couplets:
I'm a parrot, sitting on a branch,
I sing songs in the cage.
Take a ticket
And come!
The performance of the animal artists is over. Goodbye!" The animals come out to bow, the children applaud. Note. After 1-2 days the game can be repeated, and then leave the equipment in group for children to play independently.
Games with dolls
Game-situation<Знакомство с куклами №1
The dolls are sitting on the sofa. The teacher brings another doll and says to the sitting dolls, arousing the curiosity of those playing nearby children: “Hello, dolls. You are resting? Your friend, the doll Vera, has come to see you. Do you want to meet her? “Vera the doll gets to know all the dolls. The teacher invites the children who come closer to introduce their dolls to Vera. The teacher gives the children different instructions: offer the Olya doll tea, move the Katya doll closer to the window, treat the Nastya doll with a pie. In this way, children remember the names of the dolls and name them during the game, answering questions teacher: “Who sits closest to the window? Who drinks tea? Who got the pie?
Game option (for children over 2.5 years old). Children can come up with names for the dolls themselves.
Games with dolls
Game-situation The doll Vera has a new wardrobe No. 2
The teacher is transporting a wardrobe in a toy car. Stops
car next to the doll corner and announces: “A new cabinet was brought from a furniture store by truck. Where to unload?” Children run up to the car, the teacher asks the boys to help with unloading, and the girls to choose a place for the closet. He praises the purchase and discusses with the children whether they brought a good wardrobe for the dolls. The children and the teacher look at it, open the doors, and discuss what can be put in the closet.
Educator (to dolls). Dolls, we bought a wardrobe for your new girlfriend in the store. Now Vera can store her outfits there. Vera, you have many helpers, they will collect your clothes (Addresses the children.) Shall we help Vera? Kolya, what should we put on the shelf? A hat? Here, Vera, Kolya has a hat on his shelf, and now you have it too. Lena, where should I put the shoes? Help us, please, bring the boots. Where's the jacket? We'll hang it on a hanger. Look, Vera, everything is on its own places: both clothes and shoes in the closet. You can get ready for a walk
Game option. The teacher turns to children: (<Мамы, а у ваших дочек одежда в порядке?» дети сами раскладывают одежду своих кукол.
Games with dolls
Game-situation “Cleaning the room”№3
The teacher says children: Vera has finally recovered. We can all put things in order together. Who will take the vacuum cleaner? Take it, Galya. Who's the rag? Take it, Valya. Misha, bring us some water. Let's get started, I guess. Our faith is so neat. She loves the room to be clean and beautiful. Vera sweeps, Valya washes the floor, Galya wipes the dust. Misha, help me move the chairs. You guys do it really well. The floor is shiny, there is no dust. Together it turns out fast: one-two and - done! Look around - cleanliness! We have a good hostess Vera. And you guys are great - you tried. Now rest, workers."
Games with dolls
Game - situation "A new doll meets the play corner".№4
The teacher brings to group a new doll and says that her name is Christina. Children look at the doll. The teacher begins to show the doll the game corner: kitchen, bedroom, etc. children help the doll get comfortable: show kitchen utensils, the contents of wardrobes, bathing accessories, etc.
Game option (for children over 2.5 years old). children are provided
greater independence: They can name and show objects on their own initiative.
Game-situation New doll gets acquainted with the play corner
Game-situation: A car is driving down the street"No. 1
The teacher approaches the child driving a toy car and asks what he is doing and where his car is going. If the child11OK finds it difficult. tells him the game situation: the car drives through the city, then to the garage. Educator using demonstration. advice helps a child diversify his play actions: roll the car back and forth, drive it with turns, obstacles (went around them). to a specific place or object. Helps the child feel like a driver who can plan his actions (“I’ll go to the garage”<Мне надо ил дачу. Примечание. К З годам ребенок постепенно вживается в роль, называет себя шофером, то есть принимает эту роль на себя. Игры с машинами и другим транспортом
Game-situation<Мойка машин» №2
The teacher approaches the children playing with cars and speaks:
“Your car drives well, Zhenya, but I think it’s a little dusty. I have a hose, you can pour water on it and wash it. The car loves to be washed and looked after. Do you need a cloth or washcloth? Wet a cloth and wipe the doors, body, glass. The car was dry and shining. What a caring driver she is!”
Games with cars and other vehicles
Game-situation<Машина хочет быть чистой»№3
The teacher approaches a row of toy cars and, unobtrusively attracting the attention of the children, says to the surprised tone: “There are a lot of cars piled up! Sasha, do you know why there is a line? Cars are rushing to the wash. All cars like to be clean. Who works at our car wash? Are you, Alyosha? Then go quickly, the cars are waiting. Dirty cars should not be driven around the city. One car has been washed, now another one. We need car washers. Who else will be our washers? Zhenya and Seryozha are coming to us. Take hoses, rags, buckets. Wash your cars. It turns out cleverly! One-two, the windows sparkled! Three or four, the doors are clean! The wheels also need to be washed. All cars were washed. Listen to what Alyosha's machine says.
Now I have become clean.
and the sun is radiant
Shines with sparks
The forest and meadow are lighter.
Through dusty glass
The lawn was dark
Now both the forest and the street
Games with cars and other vehicles
Game-situation<Медвежонок чинит автомобиль» №4
The teacher begins game: takes the teddy bear and places it near the typewriter.
Small vege ok. Today I will go to visit, the bunny invited me to his place. I'll start the engine. Rrrr. Oh, for some reason it won't start. What's the matter? I will try again. Rrrr. I stalled again. What to do? Why won't my car start? It's broken? (Cries.)
Educator (talking to himself). Little bear is unlucky today. The car doesn’t listen to him and won’t start. (Addresses the guys.) Drivers, do you have tools for repairs? Sasha, give me a wrench. Thank you. Here, little bear, is a wrench. I'll show you how to twist. Sasha, help him tighten the nut. It works out well. And you also need to knock here. Zhenya, give me the hammer. Knock. Meanwhile, the little bear will take the machine oil and lubricate the parts. All is ready. Sasha, start the engine. Little bear, push the car. Rrrr. Rrrr. The engine growled and hummed, snorted: r-r-r. Rrrr. Oooh. Fir-r-r. The little bear thanks you. Thanks guys.
Little bear. I went to visit! Goodbye! (Sings.)
Sound louder, engine. I am a skilled driver. I need to turn the steering wheel to the left, tighten the nut, let the signal sound - a driver must be able to do everything.
Games with building materials No. 1
Game-situation "Let's build a tower for the princess"
The teacher brings to group a beautiful princess doll, sits her on a chair and says to her: “Princess, your house will be built soon. We need to choose a good place. I'll call the builders. Who will build a house for the princess? Lena and Lisa, do you know where the construction site will be? Then find us a suitable place where there will be a home for the princess. (The girls find a place for the house.) Now we need building materials. Gena and Sasha, help us, please select everything we need for construction. What do we need? (children call materials: bricks, boards, stones, sand.) children, YOU will be builders. Build a good house, like a tower>.
Children, together with the teacher, build a turret using a building kit and available materials. At the end of the game, the teacher shows the new house to the princess and speaks: “This is your new home - the tower. Are you satisfied, princess? Our builders did a good job! They can build other beautiful houses. Games with building materials
Game-situation "Building a fence" №2
The teacher tells the children playing with construction material: “Is this your construction site? What are you building? Sasha, what do you have? house. What about you, Galya? Is it also a house? I see there is good building material at the construction site. You can build fences for your houses. children, do you want the house to have a fence? Sasha's house will have a fence and Galina's house will also have a fence. Then we’ll start a new construction project. Let’s see what kind of fences there will be.
We decided to build a house
For your little animals.
The house is built and now
We need a fence.
The boards were hewn,
They nailed it down tightly.
Knock, knock, knock,
The boards were hewn.
Knock, knock, knock,
They nailed it down tightly.
They make good fences. The fences are ready. A pussy came up to Sasha’s fence and purred. Let's let her into the house. The fence flew up on Galin cockerel: “Ku-ka-re-ku!” It turned out to be a real village.”
Role-playing games with children of the first junior group.
"Hospital"
STROKE:
PART I:
Children and their teacher find Dunno (doll)
- Oh, look who it is?
- Let's say hello to him.
- Dunno, why don’t you say hello to us?
- Dunno, do you want cookies? (shakes his head).
- Dunno, do you want some jam? (shakes his head).
- Do you want to see the guys’ new toys?
- Maybe you want to play a new game with us?
- Dunno, why are you silent all the time and don’t want to talk to us?
Why are you so sad today?
- Guys, what do you think happened to Dunno?
(I got sick)
- Dunno, what hurts you?
(My throat hurts, it feels like it's whispering in my ear)
- You probably drank too cold lemonade?
(No, I sucked icicles and ate snow)
- Oh, Dunno, they’re cold and dirty and you can’t eat them.
- Do you guys eat snow and icicles? (No)
- Since you, Dunno, are sick, let us treat you with the guys.
Lie down on the couch, lie down, rest.
PART II:
- Guys, tell me, when people get sick, where do they go? (In hospital)
- Who treats them? (Doctor, doctor)
- The doctor has a lot of tools and medicines that he uses when he treats people.
- Let you help me choose everything the doctor needs for his work.
From a variety of items, children choose those items that the doctor may need.
Syringe - give an injection.
Thermometer - measure temperature.
Bandage - bandage a wound.
Zelenka - treat a scratch.
Phonendoscope - listen to the work of the heart and lungs.
Syrup - drink for cough.
Tablets - for temperature.
Robe, cap - the clothing of a health worker.
Brick
Iron these items remain lying,
Pan teacher finds out why
The children didn’t take the ball.
PART III:
Well, we brought everything we need.
And now it’s time to treat Dunno.
Let's take turns being doctors.
- Put on special clothes, Vika,
put a thermometer and measure the temperature.
- What will you give Dunno for fever? (tablet)
- And you, Seryozha, look at the neck.
- What do you advise him to drink so that it doesn’t hurt? (syrup)
- And you, Sasha, treat his runny nose.
- And you, Zhenya, listen with a tube to how his heart works.
PART IV:
- Well, Dunno, we have treated you, lie down, rest, get better.
- Thank you guys!
“Heal me, Zhenya,” the teacher turns to the child.
Next, the teacher asks to treat the children.
A dialogue unfolds between the children
- Tell me exactly where your pain is concentrated?
- I have a pain (throat, stomach, cat scratched, etc.)
The child in the role of a doctor provides medical care.
The teacher makes sure that the children do not forget to say “thank you.”
- But so that you don’t get sick, I’ll treat you all with vitamins.
Look, Dunno has cheered up, which means he is feeling better. Let's invite him to play with us.
Game "Treat"
Target. Developing children's ability to implement game plans.
Game material.Substitute items, play utensils, toy dogs, furry collar.
Preparing for the game.Reading and discussion of N. Kalinina’s story “Helpers.”
Game roles. Cook.
Progress of the game.
1st option. The teacher’s actions are aimed at children.
The teacher asks the children: “Who wants to play with me? I invite everyone to play: Sasha, Pavlik, Alena and Vitalik. Does Irochka want to play with us? Now I will bake you some buns. I'll bake buns and feed you. You see, I have a lot of dough in the pan.” Shows a large children's pan filled with parts of building material - yellow or red hemispheres). “There will be a lot of buns, enough for everyone. Sit here on the carpet, relax, and I’ll cook.” The teacher seats the children so that they can see his actions. “I’ll take a large sheet (the lid of a box from a printed board game). I'll put buns on it. I make this bun with Valute (takes one piece from the box, makes circular movements reminiscent of rolling a ball, and places it on the “sheet”). I'll roll, roll the dough, the bun is ready for Valyusha. And I’ll make this bun for Kiryusha (by calling the children’s names, the teacher keeps their attention on himself). That's all. I haven't forgotten anyone. I made buns for everyone. Now you can bake them in the oven.” Places the “leaf in the oven” and immediately takes it out. “All the buns are already baked” (puts the sheet on the table, sniffs the buns). “They smell so delicious. Now I’ll pretend to try one.” The teacher shows how to do this in the game, says that they are tasty and sweet. Then he gives each child a treat. Asks the children if they liked the buns. He complains that the buns turned out too big and... You can’t eat it all at once. After this, the teacher invites those who have eaten enough to put the remaining pieces on a sheet to finish eating later.
Then the teacher says: “Now let's play hide and seek. You will be cunning guys. You will hide, some behind a chair, some behind a closet, and some may even hide under the table. You hide, and I will look for you. Do you want to play like this? Now I will cover my eyes with my hands and count, and you hide. One-two-three-four-d-five, I’m going to look.”
The teacher is looking for the children, while rejoicing when someone is found. The game can be repeated two or three times.
Then the teacher invites the children to eat buns again, otherwise everyone has played enough and already wants to eat again. “Would you like to eat some buns?” - hands out buns to the children and says: “Now, when you finish your buns, I’ll give you some milk to drink.” If you've eaten enough, put the rest here on the sheet and come to me. I’ll pour you some milk.” The teacher gives each person a cup and pours imaginary milk. You can offer children supplements - a second cup of milk.
In conclusion, the teacher switches the children to independent play: “You have eaten and drunk, now go play with toys.”
2nd option . Children's play actions are directed at the teacher.
The teacher suggests to the children: “Let’s play, guys. I really want to play with Romochka, with Vitalik...” The number of children participating in the game can be any. You can play with all the children or only those who approach the teacher. “It was like I came home from work. Tired. And my head hurts. I can not. even cook your own food. And I really want to eat. Who, guys, will cook something for me to eat?” The children respond to the teacher's request. “Look how many products I have, a whole box. What will you cook for me? Here in the box there are cabbage and carrots (shows a green ball and a red cone). You can cook a delicious soup. I know Masha can cook soup. Mashenka, can you make me some soup? Here are your vegetables: cabbage and carrots. Here is a slab (large cube, upside down box). You’ll find the saucepan yourself, okay? Sasha, can you cook some potatoes for me? Who else will cook my potatoes? How many berries are there?! It will make a good compote! Who will cook me compote?
After this, the teacher helps everyone individually prepare “food” and shows the children no more than one or two playful cooking activities.
Then the teacher continues: “Whoever has food ready can feed me. I’ve already washed my hands and sat down at the table.” “What have you prepared for me, Verochka? Soup? Probably very tasty. Can I try? Pour me a bowl of soup, please. Oh, how delicious. Soup with carrots and cabbage. Consolidation! I still want to eat one bowl of soup. Can? Thank you, Verochka, very, very much. You made a very tasty soup.” It doesn’t matter if this procedure is delayed and the rest of the children are waiting for their turn to feed the teacher. Observing the actions of the teacher and the actions of the children, playful communication is very interesting for them. It will undoubtedly enrich their experience.
After feeding, the teacher expresses gratitude to all the children: “What great guys - they fed me. I rested and ate. And my head stopped hurting. Well, now you can have some fun. Do you want to dance? (children and the teacher dance to the music).
The teacher encourages children to independently accept the game goal: “Oh! I danced for a while and got hungry again. Who else will feed me? What are you going to feed me, Sasha?” The procedure of feeding and expressing gratitude is repeated again.
Then the teacher finishes the game: “I’m already so full that I can’t eat all the porridge you cooked, Alyosha. There is still half of the pan left. Feed the bunny porridge. He’s already come running to me to find out who was cooking the porridge.” The teacher can invite children to engage in another activity, gives them, for example, pencils and paper, etc.
3rd option.
The teacher includes the children in the game: “Guys, come here quickly, everyone. Look who came running there." Shows the dogs and offers to get to know them and pet them. “You can hear them whining. Let's ask the dogs, maybe they're hungry." It turns out that they are really hungry.
After this, the teacher “calms” the dogs. Tells them what delicious soups, porridges, etc. our children can cook. “Don't worry, doggies. You see how many children we have in our group, and they all know how to cook very well. Some people make soup, some porridge, some make potatoes and even compote... and they know how to make scrambled eggs. Don't worry, we'll feed you now. Guys, do you want to cook food for the dogs?”
Then the teacher encourages each child to accept the game goal: “This dog chose you, Kiryusha. What will you cook for her? If the child cannot cope with the task assigned to him, the teacher offers him some of his own options: “I guessed that your dog loves soup with bones most of all.” The dog barks in agreement.
So, in turn, the teacher gives each child a dog and encourages them to accept an individual play goal.
When all the dogs have found their owners, the teacher invites the children to take the necessary “products” from the boxes with substitute items. While the children are preparing food, the teacher asks the children: “How is the puppy behaving. Does he listen to you, Nina, doesn’t it interfere with your cooking? What are you cooking for him? He likes his porridge to be sweet. Will you put sugar in the porridge?” “Sharik, are you glad that Vitya cooks meat for you? Sit here and don’t get into the pan, otherwise you’ll get burned - the stove is hot.” “You know, Vitya, your dog is so clean. When she eats, she runs to wash her face and paws. Will you help her wash up later?
Completing the feeding procedure, the teacher says: “Guys, listen to what the dogs want to tell you. They thank you for feeding them delicious food.” “The dogs say that now they want to sleep, that they like to sleep on rugs in a quiet corner behind a closet or under a chair. Here are the rugs for you." Children put the dogs to bed.
After this, the teacher can introduce the children to a new game goal - playing the circus. In a whisper he calls the children to him and tells them to go slowly, otherwise the dogs will wake up. He reports that the “mother” of the dogs has come running to the group. She wants to show the children a dog circus. He asks the children if they saw dogs performing in the circus on TV. She tells how well the “mother” of dogs can perform. The teacher invites the children to sit on the carpet and watch a dog circus. The teacher shows two or three play actions with a circus dog. The dog can jump over a stick, climb a tower of blocks, somersault, count children, etc. Children clap for the dog. In order for the dog to become a circus dog, put a beautiful “fluffy” collar around its neck.
After the performance, the “mother” asks the dogs to wake up her puppies and bring them. The teacher puts the puppies in a box. Takes her away. The dog “says goodbye” to the children and “leaves.” The teacher invites her to visit the children more often.
Game "Hedgehog"
Target
Game material. Substitute objects, toys, illustrations.
Preparing for the game. Familiarization with the distinctive features of hedgehogs and hedgehogs through pictures and illustrations. Reading poems and stories about hedgehogs and hedgehogs.
Game roles. Hedgehog, hedgehog.
Progress of the game . The teacher invites the children to play and takes on the role of a hedgehog: “I will be a hedgehog. I have prickly needles and a long nose with a black tip at the end. Although my paws are small, I run fast. I live in a hole. I know how to hide from a fox. I curl up into a ball - neither my head nor my legs are visible and I lie on the forest path. (You can show an illustration where a fox is trying to touch a hedgehog curled up with its paw). She walks and walks around me and can’t grab me. The ball is covered in sharp needles. The fox is afraid to even touch me with his paw. The only bad thing is that I live alone. No, I'm hesitant. I'm bored. Who wants to be my hedgehog?
Game "Family"
Target. Encouraging children to creatively reproduce family life in play.
Game material.Dolls, furniture, dishes, bathtub, building material, animal toys.
Preparing for the game.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 examination of illustrations: E. Blaginina “Alyonushka”, Alexandrova “My Bear”. Construction of furniture.
Game roles. Mother, father.
Progress of the game. The game begins with the teacher bringing a large beautiful doll into the group. Addressing the children, he says: “Children, the doll’s name is Oksana. She will live in our group. Let's build her a room together where she can sleep and play." The children, together with the teacher, build a room for the doll.
After this, the teacher reminds them how to play with the doll: carry it in their arms, roll it in a stroller, in a car, feed it, change clothes. At the same time, she emphasizes that the doll should be treated with care, talk to it affectionately, and take care of it, as real mothers do.
Then the children play with the doll on their own.
When the children have played on their own for a sufficient amount of time, the teacher organizes a joint game. When organizing the game, he must take into account the relationship between boys and girls. So, while the girls feed the dolls and wash the dishes, the boys, together with the teacher, build a car out of chairs and invite the girls to go for a ride with the dolls.
After this, the teacher can bring in another Doll - Oksana's friend, the Katya doll. The teacher introduces the children to the new doll, tells how to play with it, and where both dolls will live.
Games with two dolls in themselves oblige several children to work together. At this time, the proximity of the teacher, and often his inclusion in the game, is necessary. Later, when the children have already played this game several times, the teacher may only need to remind them of the possible roles for the game to begin: “Children, who wants to be Oksana’s mother? And Katya’s mother? Who wants to be a teacher? Each of the children begins to fulfill their responsibilities.
Game "Trip"
Target . Teaching children to implement game plans.
Game material. Construction material, dolls, animal toys, substitute items.
Preparing for the game. Observation of transport while walking. Reading poems and stories about transport. Making a car, plane, steamship, train, boat, bus, etc. from building materials.
Game roles . Driver, driver, passenger.
Progress of the game. The teacher can use different game options depending on what the game actions are aimed at.
1st option . The teacher's play actions are aimed at children.
The teacher starts the game: “Now I’m going to build something very interesting. Who wants to help me? Please bring large cubes (modules). These are the big circles. Well done, thank you! Now please bring me a lot of chairs, they will also come in handy. It seems that everything is ready, we can start building. Do you know what I want to build for you? A car. So big... With wheels, with a body. I'll build a car and give my guys rides. Would you like me to take you for a ride in the car?” The teacher builds a car and comments on his actions. “First I’ll build a booth (takes chairs). The cabin is ready. Now I'll make the steering wheel. I'll steer. The car will go, it will take Sasha, Marina, Vadik... The steering wheel is also ready. I'll do the body. I’ll put the chairs here so that the children can sit comfortably, and I’ll make the body large so that everyone can fit in. All that remains is to attach the wheels. All. The car is ready. Come on, my dears, get into the car, let's go now. This is the place for Katya. And this is for Petya... Did everyone sit comfortably? Can I start the car? Chick-chick, the engine turned on. Do you know where I’m taking you now? To the toy store. Beep! Go. Shhhhh! Stop. We arrived at the store. I'll open the door now. Come out. Here is a store (the teacher points to a closet with toys that are arranged and dressed in an unusual way in advance: someone has a bow tied, someone has a collar, a new skirt, etc.). Lots of them in the toy store. Do you like them? Let's buy toys. I’ll buy a bunny for Vanyusha. And for you, Olenka, what toy should I buy? Well, it seems everyone has bought toys. Did I buy you any good toys? Does everyone like it? Then get in the car, let's go back to the group. Beep! Go…".
On the way, the teacher makes a stop, buys a “bottle” of lemonade at the store, treats the children, and offers to make a glass from a fist. Shows how you can drink from such a glass. “Who has the same cups? Substitute. I'll pour you lemonade. Who else wants lemonade? (Those who refuse to drink from a cup are given a toy cup.) Has everyone had a drink? Now let's treat the toys with lemonade. Anyone who has drunk can get into the car. Is everyone seated? Beep beep. Go. Shhhhhh. We arrived as a group. You can go play. Show your toys where they can sleep, cook dinner, and I’ll fix the car. If you want to drive a car again, come see me. I’ll take you somewhere else.”
If, after the teacher’s suggestion, the children have a desire to get into the car again, the game continues.
During the subsequent game, the teacher finds out together with the children where else they can take the children and why. It turns out that children can be transported; to the sea or river, to the forest to swim, play in the water, walk along the bridge; to the zoo, meet fish, whales, look for something interesting; to the forest to pick mushrooms, berries, flowers, meet the little animals, feed them, go to visit the hedgehog, see how the little animals live, how they are treated in the veterinary hospital, build houses for them. Prepare food for them, feed them, walk with them; to the circus to teach animals various circus tricks: jumping over a stick, over a pit, from cube to cube, climbing through a hoop, walking on a board, singing, whining, barking, dressing up animals, performing; to the store to buy new toys; to visit various forest animals, dolls, Aunt Gala (teacher's assistant), etc. The teacher can also find out with the children what kind of transport they can take: by plane, by boat, by train, by boat, by train, by car, by bus, by taxi.
2nd option . Game actions are aimed at the teacher.
The teacher includes the children in the game. “I have steering wheels (shows different objects that can replace steering wheels). Anyone who wants to drive a car, get steering wheels.” “Here’s the steering wheel for you, Vadik. Where will you go? What will you bring me? Katyusha, where are you going? To the store too? Fine. What will you buy me in the store? Candies? And Vadik already went for candy. Can you bring me something else? Bread? Well done, right. Otherwise we don’t have bread for lunch.” If the teacher sees that the child is having difficulty choosing a goal, you need to offer him your own: “Sasha, please bring me some bricks. I will build a doghouse for my dog. She has nowhere to live. You see, she’s sitting over there in the corner and grieving.”
After this, the teacher shows the children how to make a car out of a high chair.
When the children bring food, things, etc. to the teacher, he must thank the children for the delivery.
“Now let’s all go to the circus in cars and see how the bear performs.” The teacher shows the children a performance of a teddy bear. ! Then the children “return” to the group in cars.
3rd option. Children's play actions are aimed at toys.
The teacher includes the children in the game and sets a game goal for them: “Now I will build a puppet theater. I need helpers. Who will bring me toys? Next, the teacher encourages an independent search for a substitute object and ways to realize the game goal. “Find yourself a car and drive it for me; toys. I will tell you what toys I need for the puppet theater. Vovochka, please bring me a bunny. And you, Larisa, - the doll Dasha. And Vitalik will bring a children’s table...” The teacher names the toys, building materials, etc. that will be needed to build the theater. Shows a place where you can put toys. Children carry toys, and the teacher sets up a puppet theater stage. When showing children a puppet show, the teacher tries to use everything that the children brought in the performance and when setting up the stage.
The teacher can invite children to bring their friends to the performance: dolls, bear cubs, etc.
After the performance, the children take everything to the place. The teacher certainly thanks them for their help. Offers to play with friends whom they invited to the performance. Reminds us that their guests also love to ride in cars.
Then the children move on to independent play.
4th version of the game . This option can be used to introduce order to children.
The teacher invites the children on an exciting train journey. He places 3-4 little chairs one after another and offers to take seats on the train. Childrenthey take additional chairs, attach them to the ones already installed, and now - the long train is ready to travel. At this time, the teacher picks up various toys from the floor and says: “Bear, why are you sad? Do you want to take a train ride? And you are a bunny, and a matryoshka doll, and a Dasha doll.” Children are ready to help their little toy friends. They quickly take them apart and carefully place them on their laps. “Guys,” the teacher continues, “we will see a lot of interesting and funny things along the way. Look carefully to see if it will be clearly visible to your little friends: the squirrel, the bunny, Masha. Ask them. If they can't see anything, make them sit more comfortably. Well, now let’s go!”
During the “path”, the teacher describes to the children 2-3 imaginary pictures outside the window: “Look, look! There are two little goats fighting, butting heads. Or maybe they are playing. It's funny. And now we are crossing the river, driving along a long bridge. And a boat floats along the river. You see? And now we have entered a dense forest. What do you see here? And I see a squirrel. She jumps along the branches, wants to catch up with our train. But where should she go? We're going fast. Goodbye, squirrel. (The children and the teacher wave to the imaginary character.) Well, now we are returning home. We've arrived. The teacher invites the children to get out of the trailers. “Here we are at home. But what is it? - exclaims the teacher. - Children, while you and I were traveling, someone visited our group, scattered everything, scattered it. What a mess! Who could it be? You do not know?". The children look around. “I guessed who it was,” the teacher continues. - These are cunning little naughty girls. If they appear somewhere, then it’s just a disaster. There will be no life from them. Everything will always lie around, get lost, get dirty. It is impossible to live with them! We need to get rid of them quickly! Do you agree with me? What should we do with them then, you don’t know?” Children give advice. The teacher listens to them carefully and suddenly exclaims joyfully: “I remember! When I was little, my grandmother told me about cunning naughty girls and how to get rid of them. Playful girls do not like order and cleanliness. And if you quickly put everything back in its place, they will instantly disappear. Shall we drive away the naughty girls? Certainly. So, let's start!
The children scatter around the group room and begin to clean up the mess. The teacher helps them. He can maintain the interest and pace of cleaning with the help of:
Rhymes (“We put away the toys, we drive away the naughty girls, the naughty girls will never come back here”, etc.);
Appeals to children (“Look more carefully for traces of the naughty girls. Where there is disorder, it means that some naughty girls have settled there.” “It seems to me that one of the naughty girls is hiding among the books, they are all scattered,” etc.);
Encouragements (“Oh, yes, Misha! Oh, yes, well done! He puts the cubes in this order. Now I’m sure that not a single playful person will show his nose here.” “Tanya, what a smart girl you are! I would never have guessed for a doll’s look at the crib. And there were plates, spoons and even a doll’s dress? Well, now everything is in order!”).
After cleaning up the toys, the teacher and children look around their group with satisfaction. The teacher sums up the work done: “Now it’s a completely different matter! If it weren’t for you, we would never get rid of the cunning naughty girls. And now I am sure that you will not let them come to us. I'm right?"
Subsequently, the teacher can refer to the image of the “naughty girls” (but as a reminder of them): “Don’t you think that the little naughty girls were frolicking in the dolls’ kitchen? Who wants to drive them out of there? Who will clean it there?
Game "Bear Cubs"
Target . Developing in children the ability to take on the role of an animal.
Game material. Sweets, fruits, pies.
Preparing for the game.Familiarization with the distinctive features of a bear from pictures and illustrations. Reading poems and stories about the bear.
Game roles. Bear cubs.
Progress of the game . Offering children toys, candies, fruits, pies, etc., the teacher says: “Look, guys, what a big delicious pie the bear baked and sent to our group. She thought that in our group there were cubs with a sweet tooth who loved delicious pies, and decided to treat them. Who is our little bear? Who did the bear bake a sweet pie for? Are you a bear cub, Sasha? Where are your paws, little bear? Do you have fur, little bear? How many cubs we have in our group. Nice cubs! It's time to give them the pie!
Then the teacher invites the cubs to stand around a large table (made of pushed tables) and watch as she solemnly cuts the pie into equal parts so that everyone gets an equal share. In this way, a regular afternoon tea can take place. While handing out the pie, the teacher says: “This little bear has a piece of the pie and this one. I share the bear's pie equally with all the cubs. Did all the cubs have enough pie? Eat to your health!”
Game "Horse"
Target . Developing in children the ability to take on the role of an animal.
Game material. Substitute items, toys, plumes, pictures, illustrations.
Preparing for the game.Getting to know the distinctive features of a horse from pictures, illustrations, reading poems and stories about horses and foals.
Game roles. Horse, foals.
Progress of the game . The teacher invites the children to play and takes on the role of a circus horse: “I am a circus horse. I have hooves. Here they are. Look how I hit them. And this is my bushy tail (shows an imaginary tail). Here's the mane. Do you get your hair cut? They also cut my mane and tail so that they are beautiful. When I perform in the circus, they put a plume on my head, like this (shows, but doesn’t put it on). Look how beautiful the horses are in the circus (shows a picture). At the circus they teach me how to jump beautifully (the teacher shows). Can you show me how I jump over a log? I can dance too. When the performance ends, I bow to everyone (shows). What I love most is performing in front of little kids, they are good at clapping. And when everyone leaves the circus, I stay, because I live in the circus. I eat grass (hay), bread and relax after the performance. It's a pity that I don't have children - little foals. If I had foals, I would teach them to perform in the circus. I even have beautiful plumes for foals. Who wants to be my foal? The boys take on the roles of foals. The teacher continues further: “Where are your hooves, little foal? Show me how you can kick with your hooves. Do you have a tail? Did you have your tail cut, little foal? Do you want to perform in the circus? Try on the plume on your head and you will become a real horse.”
Game "Dolls"
Target. Consolidating knowledge about different types of utensils, developing the ability to use utensils for their intended purpose. Fostering a culture of behavior while eating. Consolidating knowledge about the names of clothes. Strengthening in children the skill of undressing and folding their clothes correctly in a certain sequence.
Game material. Dolls, toy dishes, pictures depicting elements of the painting “Playing with a Doll.”
Preparing for the game.Looking at the illustration “Playing with a doll.”
Game roles. Mom, cook, nanny.
Progress of the game. Preparing for the game begins by looking at the painting “Playing with a Doll.” Children sit at two or three tables arranged in a line, facing the teacher. They look at the picture, name what they see (“They are bathing a doll”, “The girl is bathing”, “Washes the soap off the doll”, “The boy is holding a towel to dry the doll”).
After this, the teacher turns to the children: “The pictures in front of you (lie face down), turn them over. Look at your pictures and tell me who has a bathtub and who has soap? who has tights?...” The child, who has found the desired picture, places it near the large picture.
So we helped the girl in the white apron. Everything has been prepared to bathe the doll.” The teacher offers the children a story based on this picture: “The children decided to buy the doll. They brought a stool, placed a bath on it, and poured warm water into the bath. Nearby, on a red bench, they placed a green sponge and soap. Separate the doll. Her clothes were neatly laid out on a large chair, and her tiny blue shoes were placed under the chair. “Now, now, be patient a little longer,” a girl in a white apron persuades the doll. - I’ll wash the soap off you, and then wipe you dry. You see, Ilyusha is standing nearby, holding a large white towel in his hands...” The teacher can use various options for playing with dolls.
1st option. Katya doll is having lunch.
There is tea, dining and kitchen utensils on the table. Katya doll is sitting at the table. The teacher says: “Children, Katya needs to be fed lunch. There are different dishes here. We will put only what is needed for lunch on the table in front of Katya.” One by one, the children find the items they need. The teacher asks what it is and why. At the request of the teacher, the children find all the objects: plates, fork, spoon, bread box, name them correctly and arrange them beautifully on the table, not forgetting to lay out the tablecloth and place the napkin holder. They wish Katya bon appetit and clear the dishes after dinner.
2nd option. Choose dishes for the dolls.
The teacher places three dolls on the table: a cook stands at the stove, a nanny doll in a dressing gown prepares dishes for dinner, and a girl doll sits at the table. The teacher looks at the dolls with the children, talks about what they do, what kind of utensils they need. There are different dishes on the table near the teacher. When showing an object, the teacher says what it is called. Then he asks the children about this subject. To maintain interest, you can ask: “Is this dishware probably no one needs?” Both the cook and the nanny need a ladle, a teapot, and a spoon. After this, the teacher asks each of the children who he would like to be now: a cook, a nanny or a girl going to dinner. Invite children to play on their own.
3rd option. "The doll wants to sleep."
The teacher brings the doll and says that the doll is very tired and wants to sleep, asks the children to help her undress. Children, one by one, at the teacher’s direction, remove the doll’s clothes and, carefully folding them, place them on the doll’s chair. So, one child takes off his apron, the other takes off his dress, etc. The teacher guides their actions, helping to correctly fold this or that part of the doll’s toilet, showing how to do it correctly. When the doll is completely undressed (only a shirt remains), they put slippers on her and lead her to the bed. Having put the doll to bed, the teacher turns her on her side, puts her hands under her cheeks, carefully covers her, gently strokes her head and says: “Sleep!” Having shown the children that the doll has fallen asleep, the teacher asks them to be quiet and, putting a finger to their lips, on tiptoe, leaves the group room with the children where the doll is sleeping.
4th option. The dolls woke up.
There are 2 dolls sleeping on the beds: a large one and a small one. There are clothes on the shelves of the closet. Children sit on chairs in a semicircle. Educator: “Children, look who sleeps in this crib. Did you recognize her? Yes, this is a Katya doll. Who sleeps on this one? This is a Tanya doll." The teacher turns to one doll: “Katya, are you awake yet? Will you get up? Guys, she says she wants to get up, but first we need to find her clothes. What do you need to dress Katya? “Look carefully at the shelf. Do you see the clothes? Bring a dress. We try on the dress, if it’s small, we fold it next to Tanya’s crib. Should we put on the dress right away or should we put on other things first? We are looking for underwear in size and other things for the dolls.” Children take turns putting clothes on the Katya doll, then dressing Tanya.
At the end of this game, the doll, dressed with the help of the children, greets each of the children, thanks each of them for their help, affectionately strokes the head, dances merrily for the children, who clap their hands and then thank the doll for dancing.
When this game is played subsequently, the teacher encourages the children to play independently.
The teacher must treat dolls as if they were living beings. So, if a doll is dropped, the teacher takes pity on it, calms it down so that it doesn’t cry, asks the children to caress, calm and feel sorry for the doll.
During the walk, the teacher makes sure that the doll is not cold, that she does not freeze: he carefully adjusts her hat or scarf, and carefully checks to see if there is a breeze under the blanket with which the doll is wrapped. During feeding, make sure not to burn her: she cools the food.
The teacher includes dolls in the lives of children, making them participants in children's lives. So, the doll, sitting on a chair, watches how children study or eat, praises who eats quickly and carefully, who is attentive in class. In the morning, the doll greets the children and watches how the children dress and wash themselves, and in the evening, before the children are taken away, the doll is undressed and put into bed, they say goodbye to it, turn off the lights and tiptoe away.
Game "Cat"
Target . Developing in children the ability to take on the role of an animal.
Game material.Substitute items, toys.
Preparing for the game. Getting to know the distinctive features of a cat from pictures, illustrations, reading poems and stories about cats and kittens.
Game roles. Cat, kittens.
Progress of the game . The teacher can start the game by reading the story by V. Gerbova “About the girl Katya and the little kitten.”
“Katya went out for a walk. She went up to the sandbox and began making Easter cakes. I baked a lot of Easter cakes. Tired. I decided to rest and sat down on a bench. Suddenly he hears: meow-oo-oo. The kitten meows: so thinly, pitifully. “Kiss-kiss-kiss,” Katya called. And a little black fluffy ball crawled out from under the bench. Katya took the kitten in her arms, and he began to purr: purr-purr, purr-purr. He sang and sang and fell asleep. And Katya sits quietly, doesn’t want to wake the kitten.
I'm looking for you, looking for you! - said the grandmother, approaching Katya. -Why are you quiet?
Tsk-tsk-tsk,” Katya put her finger to her lips and pointed at the sleeping kitten.
Then Katya and her grandmother went around to all the neighbors to find out if anyone had lost a small black kitten that could purr loudly. But the kitten turned out to be a draw. And grandma allowed Katya to take him home.” After this, the teacher can talk with the children about the kittens.
Then he invites the children to play. “I'll be a cat. I have fluffy fur and soft paws (shows). I have a long tail and small ears (shows an imaginary tail, and then ears). I like to lap up milk and sour cream. I love catching mice. More than anything else, I love playing with balls of thread or a ball. The ball rolls under the chair, and I take it out with my paw. And one more thing... I love to play with my owner Petya. He runs away from me with a piece of paper on a string, and I catch the piece of paper. I catch the piece of paper, and Petya pats me on the back and calls me smart. I like to be caressed and I purr: purr-purr. Yes, that's the problem. My master Petya went to visit his grandmother. Now I miss you. I have no one to play with. And I don't have kittens. If there were kittens, I would play with them. We would climb ladders, run after balls and meow to our heart's content. Meow-meow, I want to have kittens. Who wants to be my kittens?
When the children enter the image of kittens, the teacher says: “Kittens, show your ears. Do you have ponytails? (imaginary) What do you like to eat? How do you like to play? How do you meow?
Then the teacher must praise the children. Treat the kittens with milk using imaginary cups (palms together), saying: “I poured it for this kitten, and I poured it for this one, and I didn’t forget this kitten.” Kittens, look at this kitten. Is he really red? Help yourself, Ryzhik, to some milk.”
Then the teacher can extend the game in different directions (everything will depend on his creativity), but only on the condition that the children want this, that they still have an interest in the game. You can go outside, play “with your tail”, “meow”, who is louder, etc.
You can finish the game like this. The teacher says that the cat's mother was in a toy store and brought you gifts. “Run to me, I will hand out gifts. Well, I gave it to everyone. Everyone can get busy. Then we’ll go for a walk.”
Game "Wind and Leaves"
Target . Developing in children the ability to take on the role of an inanimate object. Cultivating a love for nature.
Game material. Leaves.
Preparing for the game. Observations of leaves and wind outside. Looking at illustrations and paintings. Reading poems and stories about nature.
Game roles . Leaves, wind.
Progress of the game . The teacher starts the game on a walk and gives the children tasks to watch how a boat leaf floats in the water (in a puddle), look for what or who is hiding on the ground under the leaves, decorate an area, a group, their cabinet, themselves with leaves, carry and rearrange the leaves with place to place, carry a leaf through a puddle by a string.
After this, the teacher suggests hanging the leaves in the through openings. Suspended in this way, they instantly react to the slightest breath of wind and begin to spin and sway in different directions. The teacher draws the children’s attention to this: “Look! Our leaves are spinning and spinning, they flew and flew and calmed down. They flew and spun again and... calmed down.”
Then the teacher talks to the kids about the wind. “Who is this blowing on our leaves? – the teacher is surprised. - You, Mishenka, didn’t blow on the leaves? And you, Tanechka? And I didn't blow on the leaves. Who lifts them into the air? The teacher waits for an answer; if the guys are silent, he continues: “I know who picks up the leaves, who blows on them. It's the wind. He, like us, loves to play with leaves. It will fly apart as soon as it blows - fu-fu-fu! The light leaves will rejoice and swirl and swirl, fly and fly and calm down.”
After such a story, the teacher offers to play. “Shall we play with the wind and leaves? I am the cheerful wind, and you are the beautiful leaves.” Children can be asked to take a leaf in their hand; you can decorate children’s clothes with leaves. “What beautiful leaves!” - the teacher says, decorating the children with autumn leaves. Everyone is “dressed up”, you can play.”
During the game, the teacher accompanies all his words with a demonstration. Children are guided by his words and actions. “Small leaves sit quietly on their branches (children and teacher squat).” “Suddenly a cheerful wind flew in. As soon as it blows - fu-fu-fu! The leaves woke up, opened their eyes, and flew away (the children are moving around the playground, some are spinning, some are running, some are just walking).” “The wind flew away, the leaves calmed down and fell down (the children and the teacher stop and sit down).”
The teacher can repeat the game several times at the request of the children.
Game "Sparrow"
Target . Developing in children the ability to take on the role of birds.
Game material. Substitute items, toys.
Preparing for the game.Getting to know the distinctive features of a sparrow from pictures, illustrations, reading poems and stories about sparrows.
Game roles . Sparrow, little sparrows.
Progress of the game . The teacher can start the game by observing a sparrow on the street: “Look, a sparrow is sitting on the roof of the neighboring house. It is small. He sat, sat and began to jump. Has stopped. He flapped his wings, chirped and flew.”
After this, the teacher offers to play a game. The teacher in the role of a sparrow says: “I have wings. Here they are, look. I flap my wings and fly high, I can even fly higher than houses. And here is my beak. I peck grains with it and drink water. I really like to eat bread crumbs and worms. I live in a tree with other sparrows. Do you know what I love to do most? Swim in a puddle and chirp: chik-tweet, chik-tweet, chik-tweet. I fly and tweet all day, looking for my kids. I want my little sparrows to come to me. Chick-tweet, chick-tweet, little sparrows, where are you?
Respond, tweet. I'm waiting". (If the children do not respond to the teacher’s proposal, then we can say that the sparrows do not hear the mother sparrow; they have flown far away). Then the teacher asks who wants to be a sparrow.
Game "Builders"
Target . Introducing children to the work of builders. Teaching children to establish relationships in play. Game material. Construction material, machinery,
dolls, animal toys.
Preparing for the game.. Game-activity “Dolls have a housewarming party” (furniture construction). Examination of the paintings “Building a house”, “Children playing with blocks”. Looking at photographs from the “Little Builders” series. Construction of a garage, house, path. Drawing on the theme “Fence”, “House”.
Game roles. Driver, builder, new resident.
Progress of the game . You can start the game by meeting with the builders. They will talk about their work, the significance of their work for society: builders build new houses, build theaters, schools, shops, kindergartens, so that children and adults have a place to study, buy food, etc. After this, the teacher can give a tour to the construction site, having previously organized it. During the excursion, the teacher draws the children’s attention to how a house is built: from bricks, panels, blocks; how a bulldozer, excavator, or crane works; how well all the workers work together. Also at a construction site, children can observe the work of drivers, masons, plasterers, plumbers, etc.
In a group, in order to clarify knowledge about builders, the teacher can organize the examination of albums, photographs, illustrations from magazines on the topic of construction.
Then the teacher can invite the children to look at the picture “Children playing with blocks.”
The teacher offers the children a picture,
tells what is depicted on it. Explains: “The girl made a big beautiful gate.” He asks if the children like these gates, and clarifies what they are like: “The gates are yellow and red on top.”
The children look at the red tower that was built by a boy, a boy in a striped shirt, who brought blocks on a truck.
Finally, the children listen to the following story.
“It’s good to play with blocks. Interesting! A boy in black pants built a high tower. The tower turned out beautiful! The bottom is yellow, the top is sharp, red. The girl helps him. She made the gate. The boy in the striped shirt is the driver. Beep beep! - he signals to the children. “I brought you some more cubes.”
Having finished the story, the teacher invites the children to approach the picture. He repeats her description again, welcoming the children’s attempts to finish the words.
After this, the teacher invites the children to assign roles and play the game “Construction”. If the children find it difficult, then he asks: “Who wants to be a builder and build a house for Tanya’s doll? And who wants to be a driver to bring the necessary materials to build a house? etc.". Then the teacher gives the children the opportunity to play independently.
During the subsequent game, the teacher can invite the children to play the game “Tanya’s Housewarming Party,” where the children themselves must come up with and choose roles for themselves.
The appearance of role-playing games in the younger group of kindergarten is associated with a number of conditions: the presence of various impressions from the environment, the accumulation of objective play actions, the presence of toys, the frequency of communication with adults, and the development of the child.
The first story games of children proceed as games without a role or games with a hidden role. Children's actions acquire a plot character and are combined into a chain that has vital meaning. This chain consists of two or three actions and is repeated many times. The main content, as in an object game, is a variety of actions with objects. The form of the game remains unchanged: either as an individual game or as a side-by-side game. Actions with objects and toys are carried out by each of the players independently, and they do not yet have a basis for unification. Children can play together only with the participation of an adult.
The formation of conditioned object-based play actions in children of the third year of life should first of all be combined with the organization of object-based play interaction, which makes it easier for children in the future to enter into joint story-based play with each other. For this purpose, the teacher must use any rolling objects (ball, cart, etc.) - a carpet or bench that guides the movement of the toy. It is very important that initially the interaction of two partners is carried out with one large object (one ball, one car, etc.).
Further play between the teacher and children with the aim of forming substantive interaction can take various forms: this is the joint construction of a tower from cubes, assembling a pyramid, etc. For example, the teacher suggests to two kids: “Let's build a tower together. I placed the first cube. Sasha, now you put the cube on top. And now - Sveta. Now - Sasha again. It turned out to be a tall tower.” In parallel with the organization of paired object interaction, the teacher forms in children the simplest conditioned actions with story toys and substitute objects. To do this, he unfolds a plot game in front of children; he can animate dolls and other toy characters.
As children begin to master actions with story toys, the teacher moves on to showing a game that includes not one, but two semantic situations connected to each other, for example, cooking soup on a toy stove and then feeding it to dolls; washes a doll's dress in a toy basin, and then irons it with an iron, etc. All these plots must certainly include actions already known to children, which they have repeatedly observed in real life.
First, the teacher himself acts out such a “two-phase” plot in front of the children. When the game is repeated, he involves one or two kids in the game: “Kolya, I fed the bunny, now it’s time for him to sleep. Should I put him to bed? and so on.
At this stage of work, the teacher should, along with story toys, introduce substitute objects into joint play with children (for example, a stick instead of a spoon, a cube instead of a pie, etc.). Gradually, in different games, the teacher needs to expand the range of actions with substitute objects: use the same object to perform different game actions (for example, in one game a stick is a spoon, in another a pencil, in a third a comb); use different objects to perform the same game action (for example, in one game a cube is offered instead of soap, the next time - a block, etc.).
It is very important that the substitute object in games with children of this age is combined with a realistic plot toy, for example, if a bun is mixed with a cube, then the plate on which it lies should be “like a real one.”
In order for children to be able to develop play actions in their independent activities after playing with adults, the teacher should preserve the object-based play environment or specially organize it.
Educators and psychologists have noticed that in the second half of the third year of life, a significant leap occurs in the development of children’s story-based games - a role appears in the game. At first, it is present as if in a hidden form: the child, acting in a certain way, does not yet call himself by the name of the adult. Then your role in
In the game, the child designates with a word (mother, doctor, builder), but only after he has performed a series of corresponding actions. After some time, at the very beginning of the game, the child takes on a role, designates it with a word, and begins to act in accordance with this role.
The appearance of a role in the game is associated with a change in the direction of the child’s consciousness (as impressions and experience accumulate) from the object and action with it to the one who acts, that is, to the person. Thanks to the ability to transfer action from one object to another, children develop the ability to identify their actions with the actions of other people. This serves as the basis for the appearance of roles in children’s games. Games are becoming role-playing.
For the transition to role-playing to occur, it is necessary, first of all, for the child to be able to identify actions specific to a particular adult and reproduce them in play with toys. The teacher must clearly understand what roles are appropriate to introduce into children’s play at this stage. Most importantly, these should be adult roles that are familiar to the child from his life practice, realized through actions that are understandable to him, and that have a bright, distinctive external attribute. For example, the role of “doctor” (the doctor measures the temperature, gives injections, gives medicine; the external attribute of the role of “doctor” can be a white cap or robe), the role of “driver” (the driver drives a car, bus, carries passengers, cargo; a specific object indicating this role may be the steering wheel).
The teacher must first prepare several sets of toys and role-playing attributes and gradually introduce them into games. Each set must be played out by the teacher. For example, the teacher takes out a pre-prepared box with “medical supplies”, puts on a white cap and begins to play in front of the children, taking on the role of a “doctor”: “I am a doctor. I will treat children. This is where I have a hospital. Bunny, are you sick? What is hurting you? Show me the neck. Now we'll take your temperature. (Puts a thermometer on the bunny.) Now I’ll listen to you. You have a sore throat."
The teacher's play naturally attracts the children's attention. Now you can involve children in it: “Lena, is your daughter sick too? Take her to the hospital. I’m a doctor, I’ll treat her.” The “treatment” procedure can be repeated with two or three dolls or animals, which the children “bring” to the hospital. Also, along with the dolls, the teacher can “treat” one of the children: “Roma, let’s act as if you were sick and also came to the hospital. Now the doctor will treat you too.” After such a game, the teacher asks the children: “Who wants to be a doctor now? Vasya? Put on your cap. Now you will treat children."
During the game, the teacher must repeatedly name his playing role, associating it with specific role-playing actions.
Having a role in the game leads to a rapid increase in variety of actions; The emotional content of the game is gradually enriched: the child experiences feelings associated with a specific role.
In form, the first role-playing games most often continue to be side-by-side games: children most often carry out actions independently of each other.
In such a game there is no preparatory period: the guys start the game as if on the spot. Most often, the impetus for the emergence of play is given by a toy that comes into the child’s field of vision.
The enrichment of role-playing actions in the games of individual children gradually leads to the emergence of joint play, uniting first two or three, and then a larger number of children. Initially, they are grouped based on the action and its direction: the driver drives the car, and the passenger rides in it; a doctor treats a patient, a hairdresser cuts a mother’s hair, etc. Such associations are still very short-lived and quickly disintegrate. The plot of the children's game is simple: in it, children mainly reflect the life of their family and kindergarten.
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CARD INDEX
plot-role-playing games
for the first junior group
Game "Kindergarten"
Target. Familiarizing children with the work of adults working in kindergarten. Developing the ability to take on a role.
Game material. Dolls, toy dishes, substitute items
Preparing for the game.Tour of the kindergarten (groups, music room, medical room, kitchen). Excursion to the place where the nanny receives finished products for children (by subgroups). Systematic observations of the work of a nanny. Observations of the work of a teacher, nurse, music worker. Observations of older children's games. Examination of the paintings “Kindergarten”, “Nursery” (series “Our Tanya”). Game-activity “The kindergarten cook prepares lunch for the children”, “Holiday in the kindergarten”. Conversation “Who takes care of us in kindergarten.” Reading the story “Yasochkin’s kindergarten” by N. Zabila, “Toys” by A. Barto, “First day in kindergarten” by N. Kashnina. Modeling treats for dolls; construction of a sand box, veranda, collective construction “Our group’s site.” Listening to the musical work “Kindergarten” by A. Filippenko.
Game roles. Cook, doctor, nanny, teacher, music worker.
Progress of the game. The teacher can start the game with a tour of the kindergarten. During the excursion, he draws the children's attention to the fact that there are many groups and many children in the garden. All children in the garden live a fun and interesting life, because adults take care of them: the cook prepares food, classes, the doctor vaccinates the children, treats them, the nanny cleans the group room, serves food, the teacher works with the children, plays with them.
After the excursion, the teacher asks the children what they saw and invites everyone to try to be a cook, nanny, teacher, or music worker.
The teacher can first demonstrate actions with objects himself. For example, playing the role of a cook, the teacher prepares the necessary items for preparing soup: a saucepan, a spoon to stir the soup, carrots, potatoes, etc. In this case, the teacher uses substitute items. After this, he invites one of the children to cook soup.
So, the teacher can act out several stories. Gradually, several plots are merging into a single interesting game. For example, two girls play with dolls, lift them out of bed, dress them, talk to each other, at a distance from them another girl organizes a children's dining room, she places three dolls at the table and places cutlery in front of them. The teacher can use this situation in the following way: he tells the two girls that it is time for the mothers to go to work, and for the children to go to kindergarten, where breakfast is already starting. Thus, the teacher promotes the natural unification of two playing groups into one. The game is already continuing at a higher level. Meanwhile, the teacher can already “call the car park” and find out why a car has not yet been sent to the kindergarten - the kindergarten needs food, etc.
Game "Treat"
Target. Developing children's ability to implement game plans. After this, the teacher helps everyone prepare “food” individually, shows
Game material.Substitute items, play utensils, toy dogs, furry collar.
Preparing for the game.Reading and discussion of N. Kalinina’s story “Helpers.”
Game roles. Cook.
Progress of the game. The teacher can use different game options depending on what the game actions are aimed at.
1st option. The teacher’s actions are aimed at children.
The teacher asks the children: “Who wants to play with me? I invite everyone to play: Sasha, Pavlik, Alena and Vitalik. Does Irochka want to play with us? Now I will bake you some buns. I'll bake buns and feed you. You see, I have a lot of dough in the pan.” Shows a large children's pan filled with parts of building material - yellow or red hemispheres. “There will be a lot of buns, enough for everyone. Sit here on the carpet, relax, and I’ll cook.” The teacher seats the children so that they can see his actions. “I’ll take a large sheet (the lid of a box from a printed board game). I'll put buns on it. Valyusha makes this bun (takes one piece from the box, makes circular movements reminiscent of rolling a ball, and places it on the “sheet”). I'll roll, roll the dough, the bun is ready for Valyusha. And I’ll make this bun for Kiryusha (by calling the children’s names, the teacher keeps their attention on himself). That's all.
I haven't forgotten anyone. I made buns for everyone. Now you can bake them in the oven.” Places the “leaf in the oven” and immediately takes it out. “All the buns are already baked” (puts the sheet on the table, sniffs the buns). “They smell so delicious. Now I’ll pretend to try one.” The teacher shows how to do this in the game, says that these are tasty and sweet. Then he gives each child a treat. Asks the children if they liked the buns. He also complains that the buns turned out to be too big and he couldn’t eat them all at once. After this, the teacher invites those who have eaten enough to put the remaining pieces on a sheet to finish eating later.
Then the teacher says: “Now let's play hide and seek. You will be cunning guys. Some will hide behind a chair, some behind a closet, and some will even hide under the table. You hide, and I will look for you. Do you want to play like this? Now I will cover my eyes with my hands and count, and you hide. One - two - three - four - five, I’m going to look.”
The teacher is looking for the children, while rejoicing when someone is found. The game can be repeated two or three times.
Then the teacher invites the children to eat buns again, otherwise everyone has played enough and already wants to eat again. “Would you like to eat some buns?” - hands out buns to the children and says: “Now, when you finish your buns, I’ll give you some milk to drink.” If you've eaten enough, put the rest here on the sheet and come to me. I’ll pour you some milk.” The teacher gives each person a cup and pours imaginary milk. You can offer children supplements - a second cup of milk.
In conclusion, the teacher switches the children to independent play: “You have eaten and drunk, now go play with toys.”
2nd option. Children's play actions are directed at the teacher.
The teacher suggests to the children: “Let’s play, guys. I really want to play with Romochka, with Vitalik...” The number of children participating in the game can be any. You can play with all the children or only those who approach the teacher. “It was like I came home from work. Tired. And my head hurts. I can't even cook my own food. And I really want to eat. Who, guys, will cook something for me to eat?” The children respond to the teacher's request. “Look how many products I have, a whole box. What will you cook for me? Here in the box there are cabbage and carrots (shows a green ball and a red cone). You can cook a delicious soup. I know Masha can cook soup. Mashenka, can you make me some soup? Here are your vegetables: cabbage and carrots. Here is a slab (large cube, upside down box). You’ll find the saucepan yourself, okay? Sasha, can you cook some potatoes for me? Who else will cook my potatoes? How many berries are there?! It will make a good compote! Who will cook me compote? children should have no more than one or two playful cooking activities.
Then the teacher continues: “Whoever has food ready can feed me. I’ve already washed my hands and sat down at the table.” “What have you prepared for me, Verochka? Soup? Probably very tasty. Can I try? Pour me a bowl of soup, please. Oh, how delicious. Soup with carrots and cabbage Delightful! I still want to eat one bowl of soup. Can? Thank you, Verochka, very, very much. You made a very tasty soup.” It doesn’t matter if this procedure is delayed and the rest of the children wait for their turn to feed the teacher. Observing the actions of the teacher and the actions of the children, playful communication is very interesting for them. It will undoubtedly enrich their experience.
After feeding, the teacher expresses gratitude to all the children: “What great guys - they fed me. I rested and ate. And my head stopped hurting. Well, now you can have some fun. Do you want to dance? (children and the teacher dance to the music).
The teacher encourages children to independently accept the game goal: “Oh! I danced for a while and got hungry again. Who else will feed me? What are you going to feed me, Sasha?” The procedure of feeding and expressing gratitude is repeated again.
Then the teacher finishes the game: “I’m already so full that I can’t eat all the porridge you cooked, Alyosha. There is still half of the pan left. Feed the bunny porridge. He’s already come running to me to find out who was cooking the porridge.” The teacher can invite children to engage in another activity, gives them, for example, pencils and paper, etc.
3rd option. Children's play actions are aimed at toys.
The teacher includes the children in the game: “Guys, come here quickly, everyone. Look who came running to us." Shows the dogs and offers to get to know them and pet them. “You can hear them whining. Let's ask the dogs, maybe they're hungry." It turns out that they are really hungry.
After this, the teacher “calms” the dogs. Tells them what delicious soups, porridges, etc. our children can cook. “Don't worry, doggies. You see how many children we have in our group, and they all know how to cook very well. Some people can make soup, some porridge, some can make potatoes and even compote... and scrambled eggs. Don't worry, we'll feed you now. Guys, do you want to cook food for the dogs?”
Then the teacher encourages each child to accept the game goal: “This dog chose you, Kiryusha. What will you cook for her? If the child cannot cope with the task assigned to him, the teacher offers him some of his own options: “I guessed that your dog loves soup with bones most of all.” The dog barks in agreement.
So, in turn, the teacher gives each child a dog and encourages them to accept an individual play goal.
When all the dogs have found their owners, the teacher invites the children to take the necessary “products” from the boxes with substitute items. While the children are preparing food, the teacher asks the children: “How is the puppy behaving. Does he listen to you, Nina, doesn’t it interfere with your cooking? What are you cooking for him? He likes his porridge to be sweet. Will you put sugar in the porridge?” “Sharik, are you glad that Vitya cooks meat for you? Sit here and don’t get into the pan, otherwise you’ll get burned - the stove is hot.” “You know, Vitya, your dog is so clean. When she eats, she runs to wash her face and paws. Will you help her wash up later?
Completing the feeding procedure, the teacher says: “Guys, listen to what the dogs want to tell you. They thank you for feeding them delicious food.” “The dogs say that now they want to sleep, that they like to sleep on rugs in a quiet corner behind a closet or under a chair. Here are the rugs for you." Children put the dogs to bed.
After this, the teacher can introduce the children to a new game goal - playing the circus. In a whisper he calls the children to him and tells them to go slowly, otherwise the dogs will wake up. He reports that the “mother” of the dogs has come running to the group. She wants to show the children a dog circus. He asks the children if they saw dogs performing in the circus on TV. She tells how well the “mother” of dogs can perform. The teacher invites the children to sit on the carpet and watch a dog circus. The teacher shows two or three play actions with a circus dog. The dog can jump over a stick, climb a tower of blocks, somersault, count children, etc. Children clap for the dog. In order for the dog to become a circus dog, put a beautiful “fluffy” collar around its neck.
After the performance, the “mother” asks the dogs to wake up her puppies and bring them. The teacher puts the puppies in a box. Takes her away. The dog “says goodbye” to the children and “leaves.” The teacher invites her to visit the children more often.
Game "Family"
Target. Encouraging children to creatively reproduce family life in play.
Game material.Dolls, furniture, dishes, bathtub, building material, animal toys.
Preparing for the game.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 looking at illustrations: E. Blaginina “Alyonushka”, 3. Alexandrova “My Bear”. Construction of furniture.
Game roles. Mother, father.
Progress of the game. The game begins with the teacher bringing a large beautiful doll into the group. Addressing the children, he says: “Children, the doll’s name is Oksana. She will live in our group. Let's build her a room together where she can sleep and play." The children, together with the teacher, build a room for the doll.
After this, the teacher reminds them how to play with the doll: carry it in their arms, roll it in a stroller, in a car, feed it, change clothes. At the same time, she emphasizes that the doll should be treated with care, talk to it affectionately, and take care of it, as real mothers do.
Then the children play with the doll on their own.
When the children have played on their own for a sufficient amount of time, the teacher organizes a joint game. When organizing the game, he must take into account the relationship between boys and girls. So, while the girls feed the dolls and wash the dishes, the boys, together with the teacher, build a car out of chairs and invite the girls to go for a ride with the dolls.
After this, the teacher can bring in another Doll - Oksana's friend, the Katya doll. The teacher introduces the children to the new doll, tells how to play with it, and where both dolls will live.
Games with two dolls in themselves oblige several children to work together. At this time, the proximity of the teacher, and often his inclusion in the game, is necessary. Later, when the children have already played this game several times, the teacher may only need to remind them of the possible roles for the game to begin: “Children, who wants to be Oksana’s mother? And Katya’s mother? Who wants to be a teacher? Each of the children begins to fulfill their responsibilities.
Game "Dolls"
Target. Consolidating knowledge about different types of utensils, developing the ability to use utensils for their intended purpose. Fostering a culture of behavior while eating. Consolidating knowledge about the names of clothes. Strengthening in children the skill of undressing and folding their clothes correctly in a certain sequence.
Game material.Dolls, toy dishes, pictures depicting elements of the painting “Playing with a Doll.”
Preparing for the game.Looking at the illustration “Playing with a doll.”
Game roles. Mom, cook, nanny.
Progress of the game. Preparing for the game begins by looking at the painting “Playing with a Doll.” Children sit at two or three tables arranged in a line, facing the teacher. They look at the picture, name what they see (“They are bathing a doll”, “The girl is bathing”, “Washes the soap off the doll”, “The boy is holding a towel to dry the doll”).
After this, the teacher turns to the children: “The pictures in front of you (lie face down), turn them over. Look at your pictures and tell me who has a bathtub and who has soap? who has tights?...” The child who finds the right picture puts it next to the big picture.
So we helped the girl in the white apron. Everything has been prepared to bathe the doll.”
The teacher offers the children a story based on this picture: “The children decided to buy the doll. They brought a stool, placed a bath on it, and poured warm water into the bath. Nearby, on a red bench, they placed a green sponge and soap. Separate the doll. Her clothes were neatly laid out on a large chair, and her tiny blue shoes were placed under the chair. “Now, now, be patient a little longer,” a girl in a white apron persuades the doll. - I’ll wash the soap off you, and then wipe you dry. You see, Ilyusha is standing nearby, holding a large white towel in his hands...”
The teacher can use various options for playing with dolls.
1st option. Katya doll is having lunch.
There is tea, dining and kitchen utensils on the table. Katya doll is sitting at the table. The teacher says: “Children, Katya needs to be fed lunch. There are different dishes here. We will put only what is needed for lunch on the table in front of Katya.” One by one, the children find the items they need. The teacher asks what it is and why. At the request of the teacher, the children find all the objects: plates, fork, spoon, bread box, name them correctly and arrange them beautifully on the table, not forgetting to lay out the tablecloth and place the napkin holder. They wish Katya bon appetit and clear the dishes after dinner.
2nd option. Choose dishes for the dolls.
The teacher places three dolls on the table: a cook stands at the stove, a nanny doll in a dressing gown prepares dishes for dinner, and a girl doll sits at the table. The teacher looks at the dolls with the children, talks about what they do, what kind of utensils they need. There are different dishes on the table near the teacher. When showing an object, the teacher says what it is called. Then he asks the children about this subject. To maintain interest, you can ask: “Is this dishware probably no one needs?” Both the cook and the nanny need a ladle, a teapot, and a spoon.
After this, the teacher asks each of the children who he would like to be now: a cook, a nanny or a girl going to dinner. Invite children to play on their own.
3rd option. "The doll wants to sleep."
The teacher brings the doll and says that the doll is very tired and wants to sleep, asks the children to help her undress.
Children, one by one, at the teacher’s direction, remove the doll’s clothes and, carefully folding them, place them on the doll’s chair. So, one child takes off his apron, the other takes off his dress, etc. The teacher guides their actions, helping to correctly fold this or that part of the doll’s toilet, showing how to do it correctly. When the doll is completely undressed (only a shirt remains), they put slippers on her and lead her to the bed. Having put the doll to bed, the teacher turns her on her side, puts her hands under her cheeks, carefully covers her, gently strokes her head and says: “Sleep!” Having shown the children that the doll has fallen asleep, the teacher asks them to be quiet and, putting a finger to their lips, on tiptoe, leaves the group room with the children where the doll is sleeping.
4th option. The dolls woke up.
There are 2 dolls sleeping on the beds: a large one and a small one. There are clothes on the shelves of the closet. Children sit on chairs in a semicircle. Educator: “Children, look who sleeps in this crib. Did you recognize her? Yes, this is a Katya doll. Who sleeps on this one? This is a Tanya doll." The teacher turns to one doll: “Katya, are you awake yet? Will you get up? Guys, she says she wants to get up, but first we need to find her clothes. What do you need to dress Katya? “Look carefully at the shelf. Do you see the clothes? Bring a dress. We try on the dress, if it’s small, we fold it next to Tanya’s crib. Should we put on the dress right away or should we put on other things first? We are looking for underwear in size and other things for the dolls.” Children take turns putting clothes on the Katya doll, then dressing Tanya. At the end of this game, the doll, dressed with the help of the children, greets each of the children and thanks each of them for their help. When this game is subsequently played, the teacher encourages the children to play independently. The teacher must treat dolls as if they were living beings.
Game "Chauffeurs"
Target. Introduce children with the profession of a driver. Teach children to establish relationships in play.
Game material.Various cars, building materials, steering wheels, traffic lights, traffic controller's cap.
Preparing for the game.Observations of cars on the street, targeted walks to the car park, gas station, garage. Examination of the painting “Bus”. Learning the poem “Truck” by A. Barto. Game-activity “Chauffeurs go on a flight.” Observing the games of older children and playing together with them. Learning the outdoor game “Sparrows and a car.” Reading and looking at illustrations: “Our Street”, looking at photographs from the “Little Drivers” series. Construction of a garage from building materials.
Game roles. Driver, mechanic, gas station attendant.
Progress of the game. The teacher can start the game by walking down the street and observing cars. During the observations, the teacher draws the children’s attention to the variety of cars, to what the cars transport.
After a walk, in a conversation with the children, the teacher asks them the following questions: “What cars did you see on the street? What did the cars carry? What is the name of the person who drives the car? Who regulates traffic on the streets? How do pedestrians cross the street?
Then the teacher invites the children to play drivers, taking on the role of a traffic controller. Children draw a road with intersections and a roadway on the ground. Boys - “drivers” “drive along the pavement”, keeping to the right side of the street. Girls - “mothers” with strollers walk along the sidewalk. Crossing the road is allowed only at intersections and only when the traffic light is green.
In subsequent work, the teacher introduces children to the fact that cars are refueled with gasoline. Further clarification and systematization of knowledge allows children to identify three or four roles in games with cars: driver, mechanic, gas station attendant.
During the subsequent game, the teacher can invite the children to listen to the story of the driver doll: “There are many drivers working in the car park (garage). They are all friendly with each other. They have one very good rule - never leave a friend in trouble, help everyone and in everything: acquaintances or strangers - any driver. For example, a driver is driving and sees a car standing on the road ahead. He will definitely stop and ask what happened, and will certainly help: he will pour a little gasoline out of his car, help change a tire, or simply take you on a trailer and take you to the garage. This is how our drivers live together.”
Then the teacher invites the children to play the game “As if drivers are leaving for a flight” on their own.
Next time you can start the game by reading the story “How the Machine Rolled the Animals.”
“There is a car standing on the road. It's blue, the body is yellow, the wheels are red. Beautiful car! The forest animals saw her, stopped and looked. Oh, yes, a car! Nice car!
The curious squirrel ran closer. I looked into the body. There is no one! The squirrel jumped into the back, and the car drove off: back and forth, back and forth.
A car drove up to the bunny and buzzed: beep-beep-beep!
A bunny jumped into the car. And again the car drove: back and forth, back and forth.
A car drove up to the bear cub and buzzed: beep-beep-beep!
The little bear climbed into the back. The car drove: back and forth, back and forth. The squirrel, bunny and bear are happy!
A hedgehog climbed into the back. The car drove: back and forth, back and forth. Hooray!
The kids have ridden around and are tired.
The squirrel jumped out of the car first, followed by...? - bunny. Then he got out..? - teddy bear. And the hedgehog - he doesn’t know how to jump - just can’t get down. Got upset! The little bear, what a clever girl, returned and extended his paw to the hedgehog. Well-mannered people and animals always help each other.
As soon as the hedgehog got out of the car, it drove off. “Goodbye, blue car! Thank you!" - the animals shouted after her.”
After reading the story, the teacher can offer the children to independently
Role-playing game: “Hospital” with children of the first junior group.
STROKE:
PART I:
Children and their teacher find Dunno (doll)
- Oh, look who it is?
- Let's say hello to him.
- Dunno, why don’t you say hello to us?
- Dunno, do you want cookies? (shakes his head).
- Dunno, do you want some jam? (shakes his head).
- Do you want to see the guys’ new toys?
- Maybe you want to play a new game with us?
- Dunno, why are you silent all the time and don’t want to talk to us?
Why are you so sad today?
- Guys, what do you think happened to Dunno?
(I got sick)
- Dunno, what hurts you?
(My throat hurts, it feels like it's whispering in my ear)
- You probably drank too cold lemonade?
(No, I sucked icicles and ate snow)
- Oh, Dunno, they’re cold and dirty and you can’t eat them.
- Do you guys eat snow and icicles? (No)
- Since you, Dunno, are sick, let us treat you with the guys.
Lie down on the couch, lie down, rest.
PART II:
- Guys, tell me, when people get sick, where do they go? (In hospital)
- Who treats them? (Doctor, doctor)
- The doctor has a lot of tools and medicines that he uses when he treats people.
- Let you help me choose everything the doctor needs for his work.
From a variety of items, children choose those items that the doctor may need.
Syringe - give an injection.
Thermometer - measure temperature.
Bandage - bandage a wound.
Zelenka - treat a scratch.
Phonendoscope - listen to the work of the heart and lungs.
Syrup - drink for cough.
Tablets - for temperature.
Robe, cap - the clothing of a health worker.
Brick
Iron these items remain lying,
Pan teacher finds out why
The children didn’t take the ball.
PART III:
Well, we brought everything we need.
And now it’s time to treat Dunno.
Let's take turns being doctors.
- Put on special clothes, Vika,
put a thermometer and measure the temperature.
- What will you give Dunno for fever? (tablet)
- And you, Seryozha, look at the neck.
- What do you advise him to drink so that it doesn’t hurt? (syrup)
- And you, Sasha, treat his runny nose.
- And you, Zhenya, listen with a tube to how his heart works.
PART IV:
- Well, Dunno, we have treated you, lie down, rest, get better.
- Thank you guys!
“Heal me, Zhenya,” the teacher turns to the child.
Next, the teacher asks to treat the children.
A dialogue unfolds between the children
- Tell me exactly where your pain is concentrated?
- I have a pain (throat, stomach, cat scratched, etc.)
The child in the role of a doctor provides medical care.
The teacher makes sure that the children do not forget to say “thank you.”
- But so that you don’t get sick, I’ll treat you all with vitamins.
Look, Dunno has cheered up, which means he is feeling better. Let's invite him to play with us.
Game "Treat"
Target. Developing children's ability to implement game plans.
Game material. Substitute items, play utensils, toy dogs, furry collar.
Preparing for the game. Reading and discussion of N. Kalinina’s story “Helpers.”
Game roles. Cook.
Progress of the game.
1st option. The teacher’s actions are aimed at children.
The teacher asks the children: “Who wants to play with me? I invite everyone to play: Sasha, Pavlik, Alena and Vitalik. Does Irochka want to play with us? Now I will bake you some buns. I'll bake buns and feed you. You see, I have a lot of dough in the pan.” Shows a large children's pan filled with parts of building material - yellow or red hemispheres). “There will be a lot of buns, enough for everyone. Sit here on the carpet, relax, and I’ll cook.” The teacher seats the children so that they can see his actions. “I’ll take a large sheet (the lid of a box from a printed board game). I'll put buns on it. I make this bun with Valute (takes one piece from the box, makes circular movements reminiscent of rolling a ball, and places it on the “sheet”). I'll roll, roll the dough, the bun is ready for Valyusha. And I’ll make this bun for Kiryusha (by calling the children’s names, the teacher keeps their attention on himself). That's all. I haven't forgotten anyone. I made buns for everyone. Now you can bake them in the oven.” Places the “leaf in the oven” and immediately takes it out. “All the buns are already baked” (puts the sheet on the table, sniffs the buns). “They smell so delicious. Now I’ll pretend to try one.” The teacher shows how to do this in the game, says that they are tasty and sweet. Then he gives each child a treat. Asks the children if they liked the buns. He complains that the buns turned out too big and... You can’t eat it all at once. After this, the teacher invites those who have eaten enough to put the remaining pieces on a sheet to finish eating later.
Then the teacher says: “Now let's play hide and seek. You will be cunning guys. You will hide, some behind a chair, some behind a closet, and some may even hide under the table. You hide, and I will look for you. Do you want to play like this? Now I will cover my eyes with my hands and count, and you hide. One-two-three-four-d-five, I’m going to look.”
The teacher is looking for the children, while rejoicing when someone is found. The game can be repeated two or three times.
Then the teacher invites the children to eat buns again, otherwise everyone has played enough and already wants to eat again. “Would you like to eat some buns?” - hands out buns to the children and says: “Now, when you finish your buns, I’ll give you some milk to drink.” If you've eaten enough, put the rest here on the sheet and come to me. I’ll pour you some milk.” The teacher gives each person a cup and pours imaginary milk. You can offer children supplements - a second cup of milk.
In conclusion, the teacher switches the children to independent play: “You have eaten and drunk, now go play with toys.”
2nd option . Children's play actions are directed at the teacher.
The teacher suggests to the children: “Let’s play, guys. I really want to play with Romochka, with Vitalik...” The number of children participating in the game can be any. You can play with all the children or only those who approach the teacher. “It was like I came home from work. Tired. And my head hurts. I can not. even cook your own food. And I really want to eat. Who, guys, will cook something for me to eat?” The children respond to the teacher's request. “Look how many products I have, a whole box. What will you cook for me? Here in the box there are cabbage and carrots (shows a green ball and a red cone). You can cook a delicious soup. I know Masha can cook soup. Mashenka, can you make me some soup? Here are your vegetables: cabbage and carrots. Here is a slab (large cube, upside down box). You’ll find the saucepan yourself, okay? Sasha, can you cook some potatoes for me? Who else will cook my potatoes? How many berries are there?! It will make a good compote! Who will cook me compote?
After this, the teacher helps everyone individually prepare “food” and shows the children no more than one or two playful cooking activities.
Then the teacher continues: “Whoever has food ready can feed me. I’ve already washed my hands and sat down at the table.” “What have you prepared for me, Verochka? Soup? Probably very tasty. Can I try? Pour me a bowl of soup, please. Oh, how delicious. Soup with carrots and cabbage. Consolidation! I still want to eat one bowl of soup. Can? Thank you, Verochka, very, very much. You made a very tasty soup.” It doesn’t matter if this procedure is delayed and the rest of the children are waiting for their turn to feed the teacher. Observing the actions of the teacher and the actions of the children, playful communication is very interesting for them. It will undoubtedly enrich their experience.
After feeding, the teacher expresses gratitude to all the children: “What great guys - they fed me. I rested and ate. And my head stopped hurting. Well, now you can have some fun. Do you want to dance? (children and the teacher dance to the music).
The teacher encourages children to independently accept the game goal: “Oh! I danced for a while and got hungry again. Who else will feed me? What are you going to feed me, Sasha?” The procedure of feeding and expressing gratitude is repeated again.
Then the teacher finishes the game: “I’m already so full that I can’t eat all the porridge you cooked, Alyosha. There is still half of the pan left. Feed the bunny porridge. He’s already come running to me to find out who was cooking the porridge.” The teacher can invite children to engage in another activity, gives them, for example, pencils and paper, etc.
3rd option.
The teacher includes the children in the game: “Guys, come here quickly, everyone. Look who came running there." Shows the dogs and offers to get to know them and pet them. “You can hear them whining. Let's ask the dogs, maybe they're hungry." It turns out that they are really hungry.
After this, the teacher “calms” the dogs. Tells them what delicious soups, porridges, etc. our children can cook. “Don't worry, doggies. You see how many children we have in our group, and they all know how to cook very well. Some people make soup, some porridge, some make potatoes and even compote... and they know how to make scrambled eggs. Don't worry, we'll feed you now. Guys, do you want to cook food for the dogs?”
Then the teacher encourages each child to accept the game goal: “This dog chose you, Kiryusha. What will you cook for her? If the child cannot cope with the task assigned to him, the teacher offers him some of his own options: “I guessed that your dog loves soup with bones most of all.” The dog barks in agreement.
So, in turn, the teacher gives each child a dog and encourages them to accept an individual play goal.
When all the dogs have found their owners, the teacher invites the children to take the necessary “products” from the boxes with substitute items. While the children are preparing food, the teacher asks the children: “How is the puppy behaving. Does he listen to you, Nina, doesn’t it interfere with your cooking? What are you cooking for him? He likes his porridge to be sweet. Will you put sugar in the porridge?” “Sharik, are you glad that Vitya cooks meat for you? Sit here and don’t get into the pan, otherwise you’ll get burned - the stove is hot.” “You know, Vitya, your dog is so clean. When she eats, she runs to wash her face and paws. Will you help her wash up later?
Completing the feeding procedure, the teacher says: “Guys, listen to what the dogs want to tell you. They thank you for feeding them delicious food.” “The dogs say that now they want to sleep, that they like to sleep on rugs in a quiet corner behind a closet or under a chair. Here are the rugs for you." Children put the dogs to bed.
After this, the teacher can introduce the children to a new game goal - playing the circus. In a whisper he calls the children to him and tells them to go slowly, otherwise the dogs will wake up. He reports that the “mother” of the dogs has come running to the group. She wants to show the children a dog circus. He asks the children if they saw dogs performing in the circus on TV. She tells how well the “mother” of dogs can perform. The teacher invites the children to sit on the carpet and watch a dog circus. The teacher shows two or three play actions with a circus dog. The dog can jump over a stick, climb a tower of blocks, somersault, count children, etc. Children clap for the dog. In order for the dog to become a circus dog, put a beautiful “fluffy” collar around its neck.
After the performance, the “mother” asks the dogs to wake up her puppies and bring them. The teacher puts the puppies in a box. Takes her away. The dog “says goodbye” to the children and “leaves.” The teacher invites her to visit the children more often.
Game "Hedgehog"
Target
Game material . Substitute objects, toys, illustrations.
Preparing for the game . Familiarization with the distinctive features of hedgehogs and hedgehogs through pictures and illustrations. Reading poems and stories about hedgehogs and hedgehogs.
Game roles. Hedgehog, hedgehog.
Progress of the game . The teacher invites the children to play and takes on the role of a hedgehog: “I will be a hedgehog. I have prickly needles and a long nose with a black tip at the end. Although my paws are small, I run fast. I live in a hole. I know how to hide from a fox. I curl up into a ball - neither my head nor my legs are visible and I lie on the forest path. (You can show an illustration where a fox is trying to touch a hedgehog curled up with its paw). She walks and walks around me and can’t grab me. The ball is covered in sharp needles. The fox is afraid to even touch me with his paw. The only bad thing is that I live alone. No, I'm hesitant. I'm bored. Who wants to be my hedgehog?
Game "Family"
Target. Encouraging children to creatively reproduce family life in play.
Game material. Dolls, furniture, dishes, bathtub, building material, animal toys.
Preparing for the game. 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 examination of illustrations: E. Blaginina “Alyonushka”, Alexandrova “My Bear”. Construction of furniture.
Game roles. Mother, father.
Progress of the game. The game begins with the teacher bringing a large beautiful doll into the group. Addressing the children, he says: “Children, the doll’s name is Oksana. She will live in our group. Let's build her a room together where she can sleep and play." The children, together with the teacher, build a room for the doll.
After this, the teacher reminds them how to play with the doll: carry it in their arms, roll it in a stroller, in a car, feed it, change clothes. At the same time, she emphasizes that the doll should be treated with care, talk to it affectionately, and take care of it, as real mothers do.
Then the children play with the doll on their own.
When the children have played on their own for a sufficient amount of time, the teacher organizes a joint game. When organizing the game, he must take into account the relationship between boys and girls. So, while the girls feed the dolls and wash the dishes, the boys, together with the teacher, build a car out of chairs and invite the girls to go for a ride with the dolls.
After this, the teacher can bring in another Doll - Oksana's friend, the Katya doll. The teacher introduces the children to the new doll, tells how to play with it, and where both dolls will live.
Games with two dolls in themselves oblige several children to work together. At this time, the proximity of the teacher, and often his inclusion in the game, is necessary. Later, when the children have already played this game several times, the teacher may only need to remind them of the possible roles for the game to begin: “Children, who wants to be Oksana’s mother? And Katya’s mother? Who wants to be a teacher? Each of the children begins to fulfill their responsibilities.
Game "Trip"
Target . Teaching children to implement game plans.
Game material . Construction material, dolls, animal toys, substitute items.
Preparing for the game . Observation of transport while walking. Reading poems and stories about transport. Making a car, plane, steamship, train, boat, bus, etc. from building materials.
Game roles . Driver, driver, passenger.
Progress of the game. The teacher can use different game options depending on what the game actions are aimed at.
1st option . The teacher's play actions are aimed at children.
The teacher starts the game: “Now I’m going to build something very interesting. Who wants to help me? Please bring large cubes (modules). These are the big circles. Well done, thank you! Now please bring me a lot of chairs, they will also come in handy. It seems that everything is ready, we can start building. Do you know what I want to build for you? A car. So big... With wheels, with a body. I'll build a car and give my guys rides. Would you like me to take you for a ride in the car?” The teacher builds a car and comments on his actions. “First I’ll build a booth (takes chairs). The cabin is ready. Now I'll make the steering wheel. I'll steer. The car will go, it will take Sasha, Marina, Vadik... The steering wheel is also ready. I'll do the body. I’ll put the chairs here so that the children can sit comfortably, and I’ll make the body large so that everyone can fit in. All that remains is to attach the wheels. All. The car is ready. Come on, my dears, get into the car, let's go now. This is the place for Katya. And this is for Petya... Did everyone sit comfortably? Can I start the car? Chick-chick, the engine turned on. Do you know where I’m taking you now? To the toy store. Beep! Go. Shhhhh! Stop. We arrived at the store. I'll open the door now. Come out. Here is a store (the teacher points to a closet with toys that are arranged and dressed in an unusual way in advance: someone has a bow tied, someone has a collar, a new skirt, etc.). Lots of them in the toy store. Do you like them? Let's buy toys. I’ll buy a bunny for Vanyusha. And for you, Olenka, what toy should I buy? Well, it seems everyone has bought toys. Did I buy you any good toys? Does everyone like it? Then get in the car, let's go back to the group. Beep! Go…".
On the way, the teacher makes a stop, buys a “bottle” of lemonade at the store, treats the children, and offers to make a glass from a fist. Shows how you can drink from such a glass. “Who has the same cups? Substitute. I'll pour you lemonade. Who else wants lemonade? (Those who refuse to drink from a cup are given a toy cup.) Has everyone had a drink? Now let's treat the toys with lemonade. Anyone who has drunk can get into the car. Is everyone seated? Beep beep. Go. Shhhhhh. We arrived as a group. You can go play. Show your toys where they can sleep, cook dinner, and I’ll fix the car. If you want to drive a car again, come see me. I’ll take you somewhere else.”
If, after the teacher’s suggestion, the children have a desire to get into the car again, the game continues.
During the subsequent game, the teacher finds out together with the children where else they can take the children and why. It turns out that children can be transported; to the sea or river, to the forest to swim, play in the water, walk along the bridge; to the zoo, meet fish, whales, look for something interesting; to the forest to pick mushrooms, berries, flowers, meet the little animals, feed them, go to visit the hedgehog, see how the little animals live, how they are treated in the veterinary hospital, build houses for them. Prepare food for them, feed them, walk with them; to the circus to teach animals various circus tricks: jumping over a stick, over a pit, from cube to cube, climbing through a hoop, walking on a board, singing, whining, barking, dressing up animals, performing; to the store to buy new toys; to visit various forest animals, dolls, Aunt Gala (teacher's assistant), etc. The teacher can also find out with the children what kind of transport they can take: by plane, by boat, by train, by boat, by train, by car, by bus, by taxi.
2nd option . Game actions are aimed at the teacher.
The teacher includes the children in the game. “I have steering wheels (shows different objects that can replace steering wheels). Anyone who wants to drive a car, get steering wheels.” “Here’s the steering wheel for you, Vadik. Where will you go? What will you bring me? Katyusha, where are you going? To the store too? Fine. What will you buy me in the store? Candies? And Vadik already went for candy. Can you bring me something else? Bread? Well done, right. Otherwise we don’t have bread for lunch.” If the teacher sees that the child is having difficulty choosing a goal, you need to offer him your own: “Sasha, please bring me some bricks. I will build a doghouse for my dog. She has nowhere to live. You see, she’s sitting over there in the corner and grieving.”
After this, the teacher shows the children how to make a car out of a high chair.
When the children bring food, things, etc. to the teacher, he must thank the children for the delivery.
“Now let’s all go to the circus in cars and see how the bear performs.” The teacher shows the children a performance of a teddy bear. ! Then the children “return” to the group in cars.
3rd option. Children's play actions are aimed at toys.
The teacher includes the children in the game and sets a game goal for them: “Now I will build a puppet theater. I need helpers. Who will bring me toys? Next, the teacher encourages an independent search for a substitute object and ways to realize the game goal. “Find yourself a car and drive it for me; toys. I will tell you what toys I need for the puppet theater. Vovochka, please bring me a bunny. And you, Larisa, - the doll Dasha. And Vitalik will bring a children’s table...” The teacher names the toys, building materials, etc. that will be needed to build the theater. Shows a place where you can put toys. Children carry toys, and the teacher sets up a puppet theater stage. When showing children a puppet show, the teacher tries to use everything that the children brought in the performance and when setting up the stage.
The teacher can invite children to bring their friends to the performance: dolls, bear cubs, etc.
After the performance, the children take everything to the place. The teacher certainly thanks them for their help. Offers to play with friends whom they invited to the performance. Reminds us that their guests also love to ride in cars.
Then the children move on to independent play.
4th version of the game . This option can be used to introduce order to children.
The teacher invites the children on an exciting train journey. He places 3-4 little chairs one after another and offers to take seats on the train. Childrenthey take additional chairs, attach them to the ones already installed, and now - the long train is ready to travel. At this time, the teacher picks up various toys from the floor and says: “Bear, why are you sad? Do you want to take a train ride? And you are a bunny, and a matryoshka doll, and a Dasha doll.” Children are ready to help their little toy friends. They quickly take them apart and carefully place them on their laps. “Guys,” the teacher continues, “we will see a lot of interesting and funny things along the way. Look carefully to see if it will be clearly visible to your little friends: the squirrel, the bunny, Masha. Ask them. If they can't see anything, make them sit more comfortably. Well, now let’s go!”
During the “path”, the teacher describes to the children 2-3 imaginary pictures outside the window: “Look, look! There are two little goats fighting, butting heads. Or maybe they are playing. It's funny. And now we are crossing the river, driving along a long bridge. And a boat floats along the river. You see? And now we have entered a dense forest. What do you see here? And I see a squirrel. She jumps along the branches, wants to catch up with our train. But where should she go? We're going fast. Goodbye, squirrel. (The children and the teacher wave to the imaginary character.) Well, now we are returning home. We've arrived. The teacher invites the children to get out of the trailers. “Here we are at home. But what is it? - exclaims the teacher. - Children, while you and I were traveling, someone visited our group, scattered everything, scattered it. What a mess! Who could it be? You do not know?". The children look around. “I guessed who it was,” the teacher continues. - These are cunning little naughty girls. If they appear somewhere, then it’s just a disaster. There will be no life from them. Everything will always lie around, get lost, get dirty. It is impossible to live with them! We need to get rid of them quickly! Do you agree with me? What should we do with them then, you don’t know?” Children give advice. The teacher listens to them carefully and suddenly exclaims joyfully: “I remember! When I was little, my grandmother told me about cunning naughty girls and how to get rid of them. Playful girls do not like order and cleanliness. And if you quickly put everything back in its place, they will instantly disappear. Shall we drive away the naughty girls? Certainly. So, let's start!
The children scatter around the group room and begin to clean up the mess. The teacher helps them. He can maintain the interest and pace of cleaning with the help of:
- rhymes (“We put away the toys, we drive away the naughty girls, the naughty girls will never come back here”, etc.);
- appeals to children (“Look more carefully for traces of the naughty girls. Where there is disorder, it means that some naughty girls have settled there.” “It seems to me that one of the naughty girls is hiding among the books, they are all scattered,” etc.);
- encouragement (“Oh, yes, Misha! Oh, yes, well done! He puts the cubes in this order. Now I’m sure that not a single playful person will show his nose here.” “Tanya, what a smart girl you are! I would never have guessed for a doll’s look at the crib. And there were plates, spoons and even a doll’s dress? Well, now everything is in order!”).
After cleaning up the toys, the teacher and children look around their group with satisfaction. The teacher sums up the work done: “Now it’s a completely different matter! If it weren’t for you, we would never get rid of the cunning naughty girls. And now I am sure that you will not let them come to us. I'm right?"
Subsequently, the teacher can refer to the image of the “naughty girls” (but as a reminder of them): “Don’t you think that the little naughty girls were frolicking in the dolls’ kitchen? Who wants to drive them out of there? Who will clean it there?
Game "Bear Cubs"
Target . Developing in children the ability to take on the role of an animal.
Game material . Sweets, fruits, pies.
Preparing for the game. Familiarization with the distinctive features of a bear from pictures and illustrations. Reading poems and stories about the bear.
Game roles. Bear cubs.
Progress of the game . Offering children toys, candies, fruits, pies, etc., the teacher says: “Look, guys, what a big delicious pie the bear baked and sent to our group. She thought that in our group there were cubs with a sweet tooth who loved delicious pies, and decided to treat them. Who is our little bear? Who did the bear bake a sweet pie for? Are you a bear cub, Sasha? Where are your paws, little bear? Do you have fur, little bear? How many cubs we have in our group. Nice cubs! It's time to give them the pie!
Then the teacher invites the cubs to stand around a large table (made of pushed tables) and watch as she solemnly cuts the pie into equal parts so that everyone gets an equal share. In this way, a regular afternoon tea can take place. While handing out the pie, the teacher says: “This little bear has a piece of the pie and this one. I share the bear's pie equally with all the cubs. Did all the cubs have enough pie? Eat to your health!”
Game "Horse"
Target . Developing in children the ability to take on the role of an animal.
Game material . Substitute items, toys, plumes, pictures, illustrations.
Preparing for the game. Getting to know the distinctive features of a horse from pictures, illustrations, reading poems and stories about horses and foals.
Game roles. Horse, foals.
Progress of the game . The teacher invites the children to play and takes on the role of a circus horse: “I am a circus horse. I have hooves. Here they are. Look how I hit them. And this is my bushy tail (shows an imaginary tail). Here's the mane. Do you get your hair cut? They also cut my mane and tail so that they are beautiful. When I perform in the circus, they put a plume on my head, like this (shows, but doesn’t put it on). Look how beautiful the horses are in the circus (shows a picture). At the circus they teach me how to jump beautifully (the teacher shows). Can you show me how I jump over a log? I can dance too. When the performance ends, I bow to everyone (shows). What I love most is performing in front of little kids, they are good at clapping. And when everyone leaves the circus, I stay, because I live in the circus. I eat grass (hay), bread and relax after the performance. It's a pity that I don't have children - little foals. If I had foals, I would teach them to perform in the circus. I even have beautiful plumes for foals. Who wants to be my foal? The boys take on the roles of foals. The teacher continues further: “Where are your hooves, little foal? Show me how you can kick with your hooves. Do you have a tail? Did you have your tail cut, little foal? Do you want to perform in the circus? Try on the plume on your head and you will become a real horse.”
Game "Dolls"
Target. Consolidating knowledge about different types of utensils, developing the ability to use utensils for their intended purpose. Fostering a culture of behavior while eating. Consolidating knowledge about the names of clothes. Strengthening in children the skill of undressing and folding their clothes correctly in a certain sequence.
Game material . Dolls, toy dishes, pictures depicting elements of the painting “Playing with a Doll.”
Preparing for the game. Looking at the illustration “Playing with a doll.”
Game roles. Mom, cook, nanny.
Progress of the game. Preparing for the game begins by looking at the painting “Playing with a Doll.” Children sit at two or three tables arranged in a line, facing the teacher. They look at the picture, name what they see (“They are bathing a doll”, “The girl is bathing”, “Washes the soap off the doll”, “The boy is holding a towel to dry the doll”).
After this, the teacher turns to the children: “The pictures in front of you (lie face down), turn them over. Look at your pictures and tell me who has a bathtub and who has soap? who has tights?...” The child, who has found the desired picture, places it near the large picture.
So we helped the girl in the white apron. Everything has been prepared to bathe the doll.” The teacher offers the children a story based on this picture: “The children decided to buy the doll. They brought a stool, placed a bath on it, and poured warm water into the bath. Nearby, on a red bench, they placed a green sponge and soap. Separate the doll. Her clothes were neatly laid out on a large chair, and her tiny blue shoes were placed under the chair. “Now, now, be patient a little longer,” a girl in a white apron persuades the doll. - I’ll wash the soap off you, and then wipe you dry. You see, Ilyusha is standing nearby, holding a large white towel in his hands...” The teacher can use various options for playing with dolls.
1st option. Katya doll is having lunch.
There is tea, dining and kitchen utensils on the table. Katya doll is sitting at the table. The teacher says: “Children, Katya needs to be fed lunch. There are different dishes here. We will put only what is needed for lunch on the table in front of Katya.” One by one, the children find the items they need. The teacher asks what it is and why. At the request of the teacher, the children find all the objects: plates, fork, spoon, bread box, name them correctly and arrange them beautifully on the table, not forgetting to lay out the tablecloth and place the napkin holder. They wish Katya bon appetit and clear the dishes after dinner.
2nd option. Choose dishes for the dolls.
The teacher places three dolls on the table: a cook stands at the stove, a nanny doll in a dressing gown prepares dishes for dinner, and a girl doll sits at the table. The teacher looks at the dolls with the children, talks about what they do, what kind of utensils they need. There are different dishes on the table near the teacher. When showing an object, the teacher says what it is called. Then he asks the children about this subject. To maintain interest, you can ask: “Is this dishware probably no one needs?” Both the cook and the nanny need a ladle, a teapot, and a spoon. After this, the teacher asks each of the children who he would like to be now: a cook, a nanny or a girl going to dinner. Invite children to play on their own.
3rd option. "The doll wants to sleep."
The teacher brings the doll and says that the doll is very tired and wants to sleep, asks the children to help her undress. Children, one by one, at the teacher’s direction, remove the doll’s clothes and, carefully folding them, place them on the doll’s chair. So, one child takes off his apron, the other takes off his dress, etc. The teacher guides their actions, helping to correctly fold this or that part of the doll’s toilet, showing how to do it correctly. When the doll is completely undressed (only a shirt remains), they put slippers on her and lead her to the bed. Having put the doll to bed, the teacher turns her on her side, puts her hands under her cheeks, carefully covers her, gently strokes her head and says: “Sleep!” Having shown the children that the doll has fallen asleep, the teacher asks them to be quiet and, putting a finger to their lips, on tiptoe, leaves the group room with the children where the doll is sleeping.
4th option. The dolls woke up.
There are 2 dolls sleeping on the beds: a large one and a small one. There are clothes on the shelves of the closet. Children sit on chairs in a semicircle. Educator: “Children, look who sleeps in this crib. Did you recognize her? Yes, this is a Katya doll. Who sleeps on this one? This is a Tanya doll." The teacher turns to one doll: “Katya, are you awake yet? Will you get up? Guys, she says she wants to get up, but first we need to find her clothes. What do you need to dress Katya? “Look carefully at the shelf. Do you see the clothes? Bring a dress. We try on the dress, if it’s small, we fold it next to Tanya’s crib. Should we put on the dress right away or should we put on other things first? We are looking for underwear in size and other things for the dolls.” Children take turns putting clothes on the Katya doll, then dressing Tanya.
At the end of this game, the doll, dressed with the help of the children, greets each of the children, thanks each of them for their help, affectionately strokes the head, dances merrily for the children, who clap their hands and then thank the doll for dancing.
When this game is played subsequently, the teacher encourages the children to play independently.
The teacher must treat dolls as if they were living beings. So, if a doll is dropped, the teacher takes pity on it, calms it down so that it doesn’t cry, asks the children to caress, calm and feel sorry for the doll.
During the walk, the teacher makes sure that the doll is not cold, that she does not freeze: he carefully adjusts her hat or scarf, and carefully checks to see if there is a breeze under the blanket with which the doll is wrapped. During feeding, make sure not to burn her: she cools the food.
The teacher includes dolls in the lives of children, making them participants in children's lives. So, the doll, sitting on a chair, watches how children study or eat, praises who eats quickly and carefully, who is attentive in class. In the morning, the doll greets the children and watches how the children dress and wash themselves, and in the evening, before the children are taken away, the doll is undressed and put into bed, they say goodbye to it, turn off the lights and tiptoe away.
Game "Cat"
Target . Developing in children the ability to take on the role of an animal.
Game material. Substitute items, toys.
Preparing for the game . Getting to know the distinctive features of a cat from pictures, illustrations, reading poems and stories about cats and kittens.
Game roles . Cat, kittens.
Progress of the game . The teacher can start the game by reading the story by V. Gerbova “About the girl Katya and the little kitten.”
“Katya went out for a walk. She went up to the sandbox and began making Easter cakes. I baked a lot of Easter cakes. Tired. I decided to rest and sat down on a bench. Suddenly he hears: meow-oo-oo. The kitten meows: so thinly, pitifully. “Kiss-kiss-kiss,” Katya called. And a little black fluffy ball crawled out from under the bench. Katya took the kitten in her arms, and he began to purr: purr-purr, purr-purr. He sang and sang and fell asleep. And Katya sits quietly, doesn’t want to wake the kitten.
- I'm looking for you, looking for you! - said the grandmother, approaching Katya. -Why are you quiet?
- Tsk-tsk-tsk,” Katya put her finger to her lips and pointed at the sleeping kitten.
Then Katya and her grandmother went around to all the neighbors to find out if anyone had lost a small black kitten that could purr loudly. But the kitten turned out to be a draw. And grandma allowed Katya to take him home.” After this, the teacher can talk with the children about the kittens.
Then he invites the children to play. “I'll be a cat. I have fluffy fur and soft paws (shows). I have a long tail and small ears (shows an imaginary tail, and then ears). I like to lap up milk and sour cream. I love catching mice. More than anything else, I love playing with balls of thread or a ball. The ball rolls under the chair, and I take it out with my paw. And one more thing... I love to play with my owner Petya. He runs away from me with a piece of paper on a string, and I catch the piece of paper. I catch the piece of paper, and Petya pats me on the back and calls me smart. I like to be caressed and I purr: purr-purr. Yes, that's the problem. My master Petya went to visit his grandmother. Now I miss you. I have no one to play with. And I don't have kittens. If there were kittens, I would play with them. We would climb ladders, run after balls and meow to our heart's content. Meow-meow, I want to have kittens. Who wants to be my kittens?
When the children enter the image of kittens, the teacher says: “Kittens, show your ears. Do you have ponytails? (imaginary) What do you like to eat? How do you like to play? How do you meow?
Then the teacher must praise the children. Treat the kittens with milk using imaginary cups (palms together), saying: “I poured it for this kitten, and I poured it for this one, and I didn’t forget this kitten.” Kittens, look at this kitten. Is he really red? Help yourself, Ryzhik, to some milk.”
Then the teacher can extend the game in different directions (everything will depend on his creativity), but only on the condition that the children want this, that they still have an interest in the game. You can go outside, play “with your tail”, “meow”, who is louder, etc.
You can finish the game like this. The teacher says that the cat's mother was in a toy store and brought you gifts. “Run to me, I will hand out gifts. Well, I gave it to everyone. Everyone can get busy. Then we’ll go for a walk.”
Game "Wind and Leaves"
Target . Developing in children the ability to take on the role of an inanimate object. Cultivating a love for nature.
Game material . Leaves.
Preparing for the game . Observations of leaves and wind outside. Looking at illustrations and paintings. Reading poems and stories about nature.
Game roles . Leaves, wind.
Progress of the game . The teacher starts the game on a walk and gives the children tasks to watch how a boat leaf floats in the water (in a puddle), look for what or who is hiding on the ground under the leaves, decorate an area, a group, their cabinet, themselves with leaves, carry and rearrange the leaves with place to place, carry a leaf through a puddle by a string.
After this, the teacher suggests hanging the leaves in the through openings. Suspended in this way, they instantly react to the slightest breath of wind and begin to spin and sway in different directions. The teacher draws the children’s attention to this: “Look! Our leaves are spinning and spinning, they flew and flew and calmed down. They flew and spun again and... calmed down.”
Then the teacher talks to the kids about the wind. “Who is this blowing on our leaves? – the teacher is surprised. - You, Mishenka, didn’t blow on the leaves? And you, Tanechka? And I didn't blow on the leaves. Who lifts them into the air? The teacher waits for an answer; if the guys are silent, he continues: “I know who picks up the leaves, who blows on them. It's the wind. He, like us, loves to play with leaves. It will fly apart as soon as it blows - fu-fu-fu! The light leaves will rejoice and swirl and swirl, fly and fly and calm down.”
After such a story, the teacher offers to play. “Shall we play with the wind and leaves? I am the cheerful wind, and you are the beautiful leaves.” Children can be asked to take a leaf in their hand; you can decorate children’s clothes with leaves. “What beautiful leaves!” - the teacher says, decorating the children with autumn leaves. Everyone is “dressed up”, you can play.”
During the game, the teacher accompanies all his words with a demonstration. Children are guided by his words and actions. “Small leaves sit quietly on their branches (children and teacher squat).” “Suddenly a cheerful wind flew in. As soon as it blows - fu-fu-fu! The leaves woke up, opened their eyes, and flew away (the children are moving around the playground, some are spinning, some are running, some are just walking).” “The wind flew away, the leaves calmed down and fell down (the children and the teacher stop and sit down).”
The teacher can repeat the game several times at the request of the children.
Game "Sparrow"
Target . Developing in children the ability to take on the role of birds.
Game material . Substitute items, toys.
Preparing for the game. Getting to know the distinctive features of a sparrow from pictures, illustrations, reading poems and stories about sparrows.
Game roles . Sparrow, little sparrows.
Progress of the game . The teacher can start the game by observing a sparrow on the street: “Look, a sparrow is sitting on the roof of the neighboring house. It is small. He sat, sat and began to jump. Has stopped. He flapped his wings, chirped and flew.”
After this, the teacher offers to play a game. The teacher in the role of a sparrow says: “I have wings. Here they are, look. I flap my wings and fly high, I can even fly higher than houses. And here is my beak. I peck grains with it and drink water. I really like to eat bread crumbs and worms. I live in a tree with other sparrows. Do you know what I love to do most? Swim in a puddle and chirp: chik-tweet, chik-tweet, chik-tweet. I fly and tweet all day, looking for my kids. I want my little sparrows to come to me. Chick-tweet, chick-tweet, little sparrows, where are you?
Respond, tweet. I'm waiting". (If the children do not respond to the teacher’s proposal, then we can say that the sparrows do not hear the mother sparrow; they have flown far away). Then the teacher asks who wants to be a sparrow.
Game "Builders"
Target . Introducing children to the work of builders. Teaching children to establish relationships in play. Game material. Construction material, machinery,
dolls, animal toys.
Preparing for the game. . Game-activity “Dolls have a housewarming party” (furniture construction). Examination of the paintings “Building a house”, “Children playing with blocks”. Looking at photographs from the “Little Builders” series. Construction of a garage, house, path. Drawing on the theme “Fence”, “House”.
Game roles. Driver, builder, new resident.
Progress of the game . You can start the game by meeting with the builders. They will talk about their work, the significance of their work for society: builders build new houses, build theaters, schools, shops, kindergartens, so that children and adults have a place to study, buy food, etc. After this, the teacher can give a tour to the construction site, having previously organized it. During the excursion, the teacher draws the children’s attention to how a house is built: from bricks, panels, blocks; how a bulldozer, excavator, or crane works; how well all the workers work together. Also at a construction site, children can observe the work of drivers, masons, plasterers, plumbers, etc.
In a group, in order to clarify knowledge about builders, the teacher can organize the examination of albums, photographs, illustrations from magazines on the topic of construction.
Then the teacher can invite the children to look at the picture “Children playing with blocks.”
The teacher offers the children a picture,
tells what is depicted on it. Explains: “The girl made a big beautiful gate.” He asks if the children like these gates, and clarifies what they are like: “The gates are yellow and red on top.”
The children look at the red tower that was built by a boy, a boy in a striped shirt, who brought blocks on a truck.
Finally, the children listen to the following story.
“It’s good to play with blocks. Interesting! A boy in black pants built a high tower. The tower turned out beautiful! The bottom is yellow, the top is sharp, red. The girl helps him. She made the gate. The boy in the striped shirt is the driver. Beep beep! - he signals to the children. “I brought you some more cubes.”
Having finished the story, the teacher invites the children to approach the picture. He repeats her description again, welcoming the children’s attempts to finish the words.
After this, the teacher invites the children to assign roles and play the game “Construction”. If the children find it difficult, then he asks: “Who wants to be a builder and build a house for Tanya’s doll? And who wants to be a driver to bring the necessary materials to build a house? etc.". Then the teacher gives the children the opportunity to play independently.
During the subsequent game, the teacher can invite the children to play the game “Tanya’s Housewarming Party,” where the children themselves must come up with and choose roles for themselves.