Let's play!
Joint activities of children
And an educator.
During the day, the child spends most of the day in kindergarten, and how he spends this day depends on the teacher and the nature of the child. Children, just like adults, have their own characteristics. Most of all, children are prone to aggression, shyness, emotional imbalance, it is difficult to find contact with peers. I offer games to overcome these shortcomings in preschool children.
Games aimed at developing skills
Effective communication.
The ability to communicate is not an easy but necessary skill in modern life. Psychologists define communication as the process of establishing contacts. Everyone's ability to do this is different. If a child has difficulty making contact with peers, he needs psychological support and adult help.
The proposed games evoke positive feelings towards other participants, develop speech, teach children to highlight good qualities about a person, talk about them, make and accept compliments.
PRESS CONFERENCE. All children in the group participate. Any topic known to children is chosen, for example: “My toys”, “My pet”, “How I help my mother”, etc. One of the participants - the "guest" - sits in the center of the room and answers the participants' questions on the topic.
PRINCESS NESMEYANA. An adult offers children a fairy tale-task: in order to cheer up Princess Nesmeyana, you need to say kind words to her about how good she is. Princess Nesmeyana is chosen. Children take turns talking about her positive qualities. When Nesmeyana agrees with the named quality, she should smile.
POLITE WORDS. Children stand in a circle, the Leader gives one of the participants a ball. Children toss the ball to each other, saying words of courtesy. Then the game gets more difficult. The host asks to name only words of greeting (forgiveness, apology, gratitude).
Games to overcome shyness.
Many people confuse two completely different concepts - shyness and modesty. And if modesty really adorns a person, then shyness creates many difficulties. Shyness is a characteristic of many children. Psychologists consider this feature a reaction to fear. It arises and is fixed at a certain moment of the child's communication with other people. It is not easy to help a little person overcome shyness and form in him a desire to communicate with peers. The proposed games will help the child overcome the feeling of self-doubt, get rid of shyness, form the child's self-confidence, develop speech, increase self-esteem.
FAIRY TALE. The child is invited to come up with and tell a fairy tale about a person whose name is the same as him, based on the meaning and sound of the name. For example: Irina is peaceful, a fairy tale about a girl who brings peace to every family.
PLAYING THE SITUATION. To play out various situations, the child can be offered topics: “Your friends came to visit you. How will you show them your room? "You lost your toy. How will you look for her? How do you ask your friends to help you"?
SECRET. The host distributes small items to all participants: beads, buttons, small sticks, pieces of cloth; the child clamps the fist with the object and does not show it to anyone. It's a secret". Participants must find a way to persuade each other to reveal their "secret".
I AM THE BEST OF EVERYONE. Children sit in a circle. The facilitator gives the task to remember what each of the participants is best at (for example: dancing, singing, drawing, braiding, etc.). Then the children take turns showing these actions with gestures.
Games for correcting emotionally -
Unbalanced behavior of children.
When observing children, psychologists talk about emotional imbalance. It is difficult, and sometimes beyond the power of such children, to control their emotions. Many of their actions are uncontrolled, and their behavior can be aggressive. All negative emotional manifestations do not arise by themselves, but have a certain, sometimes hidden reason. As you work with your child, learn to be aware of youremotions and express them appropriately. Games will help overcome the difficulties of the emotional development of the baby, establish contact with a restless child, and teach them to concentrate.
PICTURE EMOTION. Children sit in a circle. The facilitator distributes cards on which various emotional states are written or drawn: joy, interest, anger, etc. Players must depict, with the help of facial expressions, gestures and expressive movements, the emotion that is shown on their card. The rest of the participants guess what emotional state their friend is trying to express.
LISTEN TO SILENCE. At the signal of the leader, the children begin to do whatever they want: jump, jump, knock. At the second signal, the children sit on the chairs and listen to what is happening around. After the game, you can discuss what sounds you managed to hear.
CLEW. If the child is very excited or naughty from an excess of tension, invite him to play with a ball. Prepare a small ball of wool yarn in advance. Rewinding the threads, the child calms down, becomes serious, concentrates his attention. The game can be varied. Cut several pieces of thread of different lengths. Let the child put together some figure from them, and maybe the whole picture.
Games for the development of group cohesion.
When attending kindergarten, the child most of the time is in the team. If the team is friendly, close-knit, then the child easily adapts, receives positive emotions, feels confident and comfortable, studies with great desire, and gets less tired. Team cohesion is affected Team work, joint exciting games. The proposed games will help the child find mutual language with peers, make contact with a group of children, teach children mindfulness and accuracy.
PASS IN A CIRCLE. Children sit in a circle. The teacher passes (by pantomime) an object in a circle: “hot potato”, “ice”, “bead”, etc. It is important that the other participants can guess what is transmitted, and this object would return back to the leader, not changing (pantomime should not change).
LISTEN TO CLAP. Participants move freely around the room. At the signal of the educator, they need to unite in groups of several people (the number of people in the group depends onthe number of claps made by the teacher). If the number of participants in the group does not match the number of claps, then the group itself must decide how to fulfill the conditions of the game.
ASSOCIATIONS. The child, with gestures, facial expressions, depicts another participant in the game, his features, habits, manner of movement, etc. The rest of the children guess which of the participants is portrayed by the leader.
CONFUSION. The leader is chosen. He leaves the room. The rest join hands and form a circle. Without unclenching their hands, they begin to get tangled. When confusion has formed, the driver enters the room and unravels the players, also without separating the hands of the players.
Games for the removal of aggression in children.
Aggression is quite common among children. Very often you can see how children come into conflict, provoke each other to a quarrel, enter into a fight with peers. Aggressiveness can be manifested in children both verbally (insulting with words) and non-verbally (fights, pushes, etc.). The child must understand that he can cope with the state of aggression himself, without causing trouble to anyone. Games will help the child to master the techniques of self-regulation, contribute to the release of negative emotions, calm down, develop fine motor skills.
COIN IN A CAM. Give the child a coin in the fist and ask him to squeeze hard. After holding the fist clenched for several seconds, the child opens it and shows a coin. In this case, the child's hand relaxes.
RIP THE PAPER. If you see that the child is aggressive or excited, offer him a simple game. Have him take a sheet of paper or newspaper and tear it into small pieces. This game will quickly calm the child and help relieve stress.
COUNTING BEADS. Scatter large beads of different colors on the table and offer to count first all green, then red, blue, etc. At the end of the game, the child alternately puts it in a box or strings it on a fishing line.
DRAW THE ANGER. Invite the children to draw anger or a person at the moment of aggression. You can recall a situation in which the child experienced a feeling of anger and draw it. At the end of the lesson, all participants discuss the drawings and offer their own ways to get out of the situation without showing aggression.
Competitor:
Sharova Valentina Nikolaevna
educator
MBDOU "Kindergarten "Forest Fairy Tale"
Mr. Nyagan. the village of Talinka.
Target: give parents knowledge about the importance of the game in the development of the child, the impact of the game on the development of communication skills in children;
to draw the attention of parents to children's play as an activity that, in a family environment, most fully satisfies the needs of the child in business, cognitive and emotional communication with adults and peers.
Equipment. Chips - red, yellow, blue (for each participant). Ball, tape recorder, audio recording. Cards on which the conditions and methods for the development of children's play activities in the family are formulated. Toy - hammer (with a squeaker); easel; subject pictures for the game "Riddles and riddles". A set of subject pictures for the game "Logic train"; booklets "Home game library", presentation "The game is a spark that kindles the flame of inquisitiveness and curiosity."
The plan of the seminar - workshop.
1. Theoretical part.
1.1.Consultation for parents "The game is the leading activity of the child."
2. Practical part.
2.1. The game is a task for parents
2.2. Discussion about the expediency of conditions and methods for the development of children's play activities in the family.
2.3. Parents' stories from experience family education Family Games.
2. 3. The traditional game "I give you a word."
2.4. Igroteka (joint games of children and parents). Making a magazine in the group room "Riddles and Riddles".
3.1. View presentation "A game is a spark that ignites the flame of inquisitiveness and curiosity."
3.2. Presentation of booklets "Home game library".
Advice for parents "The game is the leading activity of the child"
Hello dear parents! Very glad to see you! And I want to start our meeting with the words of V. Sukhomlinsky
The years of childhood are, first of all, the education of the heart. Education is not the sum of activities and techniques, but the wise communication of an adult with the living soul of a child.
V. Sukhomlinsky
The game is the leading activity of a preschool child and the best way to solve issues of upbringing and development of a child.
Games are very diverse and can be conditionally divided into two large groups: role-playing games and games with rules.
Role-playing games are a source of the formation of the child's social consciousness and the possibility of developing communication skills. These are games such as "Shop", "Guests", etc.
The life of adults interests children not only with its external side. They are attracted by the inner world of people, the relationship between them, the attitude of parents to each other, to friends, to other people. Their attitude to work, to surrounding objects. Children imitate adults: the manner of communicating with others, their actions. And they transfer all this into games, thus consolidating the accumulated experience of behavior, forms of relationships.
In the game, the ability to live and act together, to help each other, develops a sense of collectivism, responsibility for one's actions.
However, without adult guidance, even older preschoolers do not always know how to play. In kindergarten, we educators play with children. And at home, one of the older family members can join the game, and become a link between the children, teach them to play together. Joint games of parents with children spiritually and emotionally enrich children, satisfy the need for communication with loved ones, strengthen faith in their own strength.
This group includes theatrical games that children really like, and they take an active part in them with great pleasure. The theatrical game is an effective means of communicative development and creates favorable conditions for developing a sense of partnership and mastering ways of positive relationships.
Dear parents, make flat figures from cardboard and other materials with the whole family, this will enable children to independently play familiar works of fiction, invent fairy tales.
The second group of games are games with rules. These include didactic, board, outdoor games. Games: lotto, dominoes, paired pictures, etc. open up the opportunity for children to enjoy the game, develop memory, attention, observation, eye. Despite the fact that the games are educational, the collective game also teaches to communicate.
Such games have an organizing effect, since they offer to strictly follow the rules. It is interesting to play such games with the whole family so that all partners are equal in the rules of the game.
The participation of adults in children's games can be different. If a child has just bought a toy and knows how to play with it, it is best to let him act on his own. But soon the experience of the child is depleted. The toy becomes uninteresting. Here the help of the elders is needed, to suggest a new game action, to show them, to offer additional game material for the existing game (it is always necessary to have a piece of fur, fabric, cardboard, wire, boxes, etc. at hand).
When playing with your child, please follow your plan. The even, calm, friendly tone of an equal partner in the game inspires the child with confidence that they understand him, they want to play with him.
The child is very happy with the minutes given to him by his parents in the game. Communication in the game is not fruitless for the baby. The more precious minutes fall in the company of people close to him, the more mutual understanding, common interests, love between them in the future.
2. Practical part.
2.1. Game-task
Dear parents, I offer you an unusual task: remember your family evenings and give them self-esteem. If you do as it is said, then you put a red chip, not always yellow, never blue.
If there are more red chips on your table, then the game is always present in your house. Play with your child as equals. After all, the game is the most interesting thing in the life of a child.
Exercise. Dear parents, there are cards on your table on which the following conditions and methods for developing the play activities of children in the family are formulated. (Appendix 1.) Please familiarize yourself with them, and choose those that you implement in your family.
The teacher organizes the discussionabout the appropriateness of the methods used by parents.
2.2. Parents' stories from the experience of family educationFamily Games.
2.3. Dear parents, I propose to introduce the game into the tradition of the family and our group. "I give you a word." The goal is to expand the child's vocabulary; develop communication skills with adults and peers.
Once a week, on a day off, parents, “give” the child a new word for him: do not just name it, but be sure to explain its lexical meaning. Words can be “gifted” in a variety of ways: “spring” (drops, thawed patches, etc.), “sweet” (marmalade, sherbet, jam, roasting ...), “heavy” (weight, barbell ...), "light" (fluff, snowflake, clouds, feather...), etc.
The tradition of "I give you a word" continues in kindergarten. Every Monday, children “bring” the words presented at home to the group and introduce them to their friends throughout the day. We write down every word on small pieces of paper, and on reverse side- the name and surname of the person who brought it. We will put all the papers in this piggy bank. From time to time we will take out a piggy bank and hold a variety of games. For example. Option 1. Papers with words are poured into a hat. Children take turns taking out pieces of paper, the teacher reads out the word, the taker must explain its meaning. If the child coped with the task, he is rewarded with a chip. The one with the most chips wins. Option 2. You can organize the game in a different way: the teacher takes turns taking out pieces of paper with words and explains their lexical meaning without naming them. The child(ren) who correctly names the word receives a token. At our next meeting, we will play the game "I give you a word" together. Annex 1.
2.4. Toy library (joint games of children and parents.) (Children are invited to the second part of the workshop.)
Educator. I suggest that we all go to the magical land of the "Player", where we can play our favorite games. Do you agree?
The game "Logic train".
Educator. You can’t get to a magical land by ordinary transport. Let's create an unusual train. (We approach the easel), look, there is a train, but there are no trailers. The trailers will be pictures, they must be laid out so that each picture is somewhat similar to the neighboring picture: the images in the picture can be the same color, they can have the same shape, or they can perform the same action. Or maybe something else unites them, even something that is not visible in the picture, but it happens in life. (Pictures - wagons are interconnected using a logical connection.)
With the first trailer, I will attach a picture with an image Christmas trees, because the train and the Christmas tree are green. What do you think, what next picture - trailer should be attached? (I am attaching a cone, because fir cones grow on spruce. A squirrel, because a squirrel gnaws cones. A cat, because she also knows how to climb trees, like a squirrel. A chicken, because he lives at home, next to a person, like a cat The sun, because it is yellow like a chicken, a fur coat - it warms like the sun, mittens are also clothes, etc.)
Educator. Well done! The train is ready for departure. I am a train, you are my trailers, attached to the train. (Music plays.)
Here we have arrived.
In a magical land, all residents know how to greet each other without words. Let's try it too. ( The game "Let's say hello").
You need to say hello in a certain way:
After the game, the participants sit on the chairs.
Game "Auction"
In the country Igrolochka auction! Do you all know what an auction is? (Answers). Please name objects that have the same feature, for example: a round table, a round plate, etc. When the pace of the game slows down, the teacher counts and knocks with a hammer toy (with a squeaker) on the table: “Round - one, round - two, round - three!” The last person to name the final item wins and is awarded a sticker. The auction continues, please name the objects that have one sign of curly, etc.
The game "Riddles and riddles".
And now let's go to the workshop "Guess - ka." Here everyone (family) will make a riddle (according to the TRIZ method (the theory of inventive problem solving) and RTV (development of creative imagination) and guess all the participants in the game. Whoever guesses the riddle is rewarded with a sticker.
And we will compose riddles in such a way that each family will take a picture, carefully examine the object, name what it is and compare, what happens? For example:
Red like a flower
Round like a gingerbread man
Rubber, but not a hose. (Ball) Etc.
All the fellows, the invented riddles are interesting, they are not alike, everyone really liked them. I suggest that everyone at home write down a riddle that they made up (parents), and the guys will draw an illustration for it. We will laminate each sheet, fasten it with a booklet and we will have our own magazine with riddles. Do you agree? (Yes.) And we can make them to our peers, senior group No. 2. Appendix 2
It's time for us to go back to kindergarten. And in the magical land there are hearts, write on them, please, about what you liked or didn’t like? Your wishes, suggestions and lower into the box.
3. Bottom line.
3.1. And now, I suggest you watch the presentation "The game is a spark that ignites the flame of inquisitiveness and curiosity" (Presentation Appendix).
3.2. Parents are given booklets "Home Game Library".
Childhood is not only the happiest and most carefree time of a person's life. The poverty and primitiveness of the game are detrimental to the formation of the personality, as well as to the communicative development of children - after all, communication occurs mainly in joint play. It is a joint game that is the main content of communication. Playing and performing various game roles, children learn to see events from different perspectives, take into account the actions and interests of others, and comply with norms and rules. So let's play with our kids! Goodbye! See you soon!
Annex 1. Conditions and methods for the development of children's play activities in the family.
Appendix 2
Parents actively introduced the traditional game "I give you a word" into the life of the family. Once a month in the information corner for parents, we post a letter of thanks, which indicates those families (parents) whose children brought a lot of interesting words to the piggy bank. This form of encouragement is a good incentive for both children and parents.
Appendix 3
During the week, the children brought illustrations with riddles, and we designed the Riddles and Riddles magazine. The children are very proud of him.
References:
Joint games of children and parents
Target: to draw the attention of parents to children's play as an activity that contributes to the formation of the social and moral potential of the child.
Tasks:
- introduce parents to different types of games;
- show parents the knowledge, skills and abilities of children;
- to develop in children and parents an interest in spending time together.
Relevance:
The joint game of children and parents is a great opportunity to get to know the child. And in order to educate a child's social and moral qualities, you need to know him. In addition, in a playful way it is much easier to teach something. Also, the joint game of parents and the child helps to maintain close relationships, and gives him the opportunity to feel needed and significant. Given all of the above, we present to your attention joint games for children and parents.
The target audience:
The material is intended for educators, musical directors of kindergartens, for spending leisure time with preschool children and their parents.
Fun ball game
Equipment: ball.
Game description: Children and adults stand in a circle and pass the ball to each other to the musical accompaniment, while saying:
You roll, funny ball,
Quick, quick hand.
Who has a funny ball
He dances hopaka.
Whoever has a ball in his hands on the last word of the poem, he becomes in the center of the circle and dances (paired with one of the parents)
Game "Glass" (game in pairs)
Players sit opposite each other. It must be imagined that there is thick glass between them. They convey information to each other with facial expressions, gestures, without words:
It's cold outside, you forgot to put on your hat;
Go home - it's getting late;
Bring me a glass of water, etc.
Game "Beads for mommy"
Material for the game: pasta with a large hole, multi-colored shoelaces.
Game description:
the child strings pasta on a string, then puts the resulting beads on his mother. 
Game "Sew on a button"
Material for the game:
buttons made from ceiling tiles, cardboard, multi-colored laces.Game description:
there are buttons and multi-colored laces on the table, two moms (dads) compete. Their task is to stitch the buttons with a cross as much as possible. 
The game "Hang up the handkerchiefs"
Material for the game: multi-colored handkerchiefs, skipping rope, clothespins, a basin.
Game description:
children are divided into two teams, each child is given a handkerchief and a clothespin, they run to their mothers, who pull the rope and hang handkerchiefs to dry, attaching them with a clothespin. 
Game "Dad can do anything"
Material: yogurt, spoon, book, dumbbells.
Game description: dad and child are selected, dad must do three things at the same time: read a fairy tale, feed the child yogurt and lift a dumbbell.
Game "Hug"
To start this game, children form a small (inner) circle, and their mothers form a large (outer) circle. Participants of each circle hold hands. When the music starts, babies and mothers walk in opposite directions - clockwise and counterclockwise. As soon as the melody stops, everyone unhooks their hands. Each child should try to find his mother, run up to her and hug her before the rest. d. 
Game "I give you a word"
Target: develop communication skills with adults and peers, expand the child's vocabulary.
Once a week, on a day off, parents “give” a child a new word for him: not just naming it, but also necessarily explaining its meaning. Words can be “gifted” in a variety of ways: “spring” (drops, thawed patches, etc.), “Sweet (marmalade, roasting, jam, etc.), heavy (barbell, kettlebell), etc. etc. Every Monday, the children "bring" the words presented at home to the group and introduce them to their friends during the day. The teacher writes down each word on small pieces of paper, and on the reverse side the name and surname of the one who brought it. We put all the words in a piggy bank.
From time to time we will take out a piggy bank and hold a variety of games. For example.Option 1. Leaflets with words are poured into a hat. Children take turns taking out leaves, the taker must explain its meaning. If the child coped with the task, he is awarded a chip. The one with the most chips wins.Option 2. You can organize the game in a different way: the teacher takes turns taking out leaflets with words and explains their lexical meaning without naming them. The child who correctly names the word gets a token.
Forming friendships between children through games.
Didactic games for preschoolers
The game "Beasts in the swamp".2. Your friend asks you for a toy. What will you answer him?
I need her myself;
take it please;
I will give you if you will only give me yours.
3. Grandma asks you to help her wash the dishes. What will you tell her?
Don't want;
Certainly;
I'm tired, I'll wash myself.
The task of the players is to choose the correct option. If the players, for some reason, make a mistake, the teacher does not leave this mistake unattended: it is important to explain why this particular answer, and not the other, is correct. The teacher must say that good, polite words must be confirmed by actions.
STORY-ROLE GAMES.
"Family"
Purpose: To develop interest in the game. Formation of positive relationships between children.
Game material: Doll - baby, attributes for the equipment of the house, doll clothes, dishes, furniture, substitute items.
Preparation for the game: Games-activities: “The baby woke up”, “As if mom is not at home”, “Let's cook dinner for the baby”, “Feeding the baby”, “Dolls are going for a walk”. Observations of the work of a nanny, a teacher in groups of children of the second year of life; watching mothers walk with children. Reading fiction and looking at illustrations on the theme "Family". Design class: building furniture.
Playing roles: Mom, dad, baby, sister, brother, driver, grandmother, grandfather.
Game progress:
The teacher can start the game by reading the work of art by N. Zabila "Yasochka's garden", at the same time a new Yasochka doll is introduced into the group. After reading the story, the teacher invites the children to play the way Yasya helps to prepare toys for the game. Then the teacher can invite the children to dream up how they would play if they were left at home alone.
In the following days, the teacher, together with the children, can equip a house on the site in which Yasochka will live. To do this, you need to clean the house: wash the floor, hang curtains on the windows.
After that, the teacher can talk in the presence of children with the parents of a recently ill child about what he was ill with, how mom and dad took care of him, how they treated him. You can also play a lesson with a doll (“Yasochka caught a cold”).
Then the teacher invites the children to play the "family" on their own, watching the game from the side.
During the subsequent game, the teacher can introduce a new direction, invite the children to play, as if Yasha had a birthday.
Before that, you can remember what the children did when someone in the group had a birthday (the children secretly prepared gifts: they drew, sculpted, brought postcards, small toys from home.
At the holiday, they congratulated the birthday man, played round dance games, danced, read poetry). After that, the teacher invites the children to make bagels, cookies, sweets - a treat in the modeling lesson, and in the evening celebrate Yasochka's birthday.
In the following days, many children can already develop various options for celebrating a birthday in independent games with dolls, saturating the game with their own experience acquired in the family.
In order to enrich the knowledge of children about the work of adults, the educator, having previously agreed with the parents, can instruct the children to help their mother at home in cooking, cleaning the room, doing laundry, and then tell about it in kindergarten.
To further develop the game in the "family", the teacher finds out which of the children has younger brothers or sisters. Can children read A. Barto's book " Younger brother and look at the illustrations in it. On the same day, the teacher brings a new baby doll and everything necessary to take care of it to the group and invites the children to imagine that each of them has a little brother or sister, to tell how they would help their mother take care of him.
The teacher can also organize a game in the "family" for a walk.
The game can be offered to a group of three children. Distribute the roles: "mom", "dad" and "sister". The focus of the game is the baby doll "Alyosha" and new kitchen utensils. Girls can be offered to clean the playhouse, rearrange the furniture, choose a comfortable place for Alyosha's cradle, make a bed, swaddle the baby, put him to bed. "Papa" can be sent to the "bazaar", bring grass - "onion".
After that, the teacher can include other children in the game at their request and offer them the roles of "Yasochka", "dad's friend - driver", who can take the whole family to the forest to rest, etc.
The educator should provide children with independence in the development of the plot, but also carefully monitor the game and skillfully use the role relationships of children to strengthen real positive relationships between them.
The teacher can finish the game by suggesting that the whole family go to dinner in a group.
The plot of the game in the "family" the educator together with the children can constantly develop, intertwining with games in the "kindergarten", in "chauffeurs", "moms and dads", "grandparents".
Participants in the “family” game can take their children to the “kindergarten”, take part in “matinees”, “birthday parties”, repair toys; “moms and dads” with children as passengers to go on a bus for a country walk in the forest, or a “chauffeur” to take an ambulance to a mother with a sick little son to the “hospital”, where he is received, treated, cared for, etc. .
Methodological recommendations: the game "Bath day" can be a continuation of the game of "family".
"Bath Day"
Purpose: To develop interest in the game. Formation of positive relationships between children. Raising in children a love for cleanliness and tidiness, a caring attitude towards the younger ones.
Preparing for the game: Reading the works "Dirty Girl" and "Bathing" from A. Barto's book "Younger Brother". Watching the cartoon "Moydodyr". Examination of the painting by E.I. Radina, V.A. Ezikeyeva "Playing with a doll". Production of attributes for the bathroom, equipment together with the parents of a large room (or bath) on the site. Playing roles: Mom, dad Game progress:
The teacher can start the game by reading the work "Dirty Girl" and "Bathing" from A. Barto's book "Younger Brother". Talk about the content of the texts.
After that, it is advisable to show the children the cartoon of K. Chukovsky “Moydodyr”, to consider the paintings of E.I. Radina, V.A. Ezikeyeva “Playing with a doll”, as well as to conduct a conversation “How we swam”, in which to consolidate not only the sequence of bathing, but also to clarify children's ideas about bathroom equipment, about what. how attentive, caring, affectionate mothers and fathers treat their children.
Also, the teacher can involve children, together with their parents, to take part in the manufacture of attributes, equipping a large bathroom (or bath) for dolls.
With the help of parents and with the participation of children, you can build a towel rack, a grate under your feet. Children can construct soap boxes. Benches and chairs for the bathroom can be made of large building material, or you can use highchairs, benches.
During the game, the teacher tells the children that they cleaned the play corner very well yesterday; washed all the toys, arranged them beautifully on the shelves. Only the dolls were dirty, so you need to wash them. The teacher offers to arrange a bath day for them.
Children put up a screen, bring baths, basins, build benches, chairs from building material, put a grate under their feet, find combs, washcloths, soap, soap dishes. Here is the bath and ready! Some "moms" are in a hurry to start bathing without preparing clean clothes for dolls. The teacher asks them: “What will you change your daughters into?”. "Moms" run to the closet, bring clothes and put them on chairs. (Each doll has its own clothes). After that, the children undress and bathe the dolls: in the bath, under the shower, in the basin. If necessary, the teacher helps the children, makes sure that they take care of the dolls, call them by name; reminds that you need to bathe carefully, carefully, do not pour water into the "ears". When the dolls are washed, they are dressed and combed. After bathing, the children pour out the water, clean the bathroom.
Methodical recommendations: a natural continuation of this game can be the "Big Wash".
"Big Wash"
Purpose: To develop interest in the game. Formation of positive relationships between children. Raising in children respect for the work of the laundress, respect for clean things - the result of her work.
Game material: Screen, basins, baths, building material, play bath accessories, substitute items, doll clothes, dolls.
Preparation for the game: Excursion to the laundry kindergarten, observing on a walk how the laundress hangs out clothes, and helping her (serve clothespins, take away dry clothes). Reading the story of A. Kardashova "The Big Wash". Playing roles: Mom, dad, daughter, son, aunt Game progress:
Before starting the game, the teacher asks the children to observe the work of their mother at home, to help her during the laundry. Then the teacher reads A. Kardashova's story "The Big Wash".
After that, if the children do not have a desire to play the game on their own, then the teacher can offer them to arrange a “big wash” themselves or take the bath and linen to the site.
Next, the teacher offers the children the following roles: “mother”, “daughter”, “son”, “aunt”, etc. The following plot can be developed: the children have dirty clothes, you need to wash them and all the clothes that are dirty. “Mom” will manage the laundry: what clothes should be washed first, how to rinse the laundry, where to hang the laundry, how to iron.
The educator must skillfully use role-playing relationships during the game to prevent conflict and form positive real relationships.
During the subsequent conduct of the game, the teacher can use a different form: the game of "laundry". Naturally, before this, appropriate work should be carried out to familiarize oneself with the laundress's work.
During an excursion to the laundry of the kindergarten, the teacher introduces the children to the work of the laundress (washes, turns blue, starches), emphasizes the social significance of her work (she washes bed linen, towels, tablecloths, bathrobes for kindergarten employees). The laundress tries very hard - snow-white linen is pleasant for everyone. Washing machine, electric irons facilitate the work of the laundress. The excursion helps to educate children in respect for the work of the laundress, respect for clean things - the result of her work.
The reason for the appearance of the game in the "laundry" is often the introduction by the educator into the group (or to the site) of objects and toys necessary for washing.
Methodological recommendations: children are attracted to the role of "laundress" because they are "interested in doing laundry", especially in a washing machine. To prevent possible conflicts, the teacher suggests that they work in the first and second shifts, as in a laundry.
"Bus" ("Trolleybus", "Route Taxi")
Purpose: Consolidation of knowledge and skills about the work of the driver and conductor, on the basis of which the children will be able to develop a plot, creative game. Familiarity with the rules of conduct on the bus. Development of interest in the game. Formation of positive relationships between children. Raising in children respect for the work of the driver and conductor.
Game material: Building material, toy bus, steering wheel, cap, policeman's stick, dolls, money, tickets, wallets, bag for the conductor.
Preparation for the game: Observations of buses on the street. Excursion to the bus stop. Bus ride. Observation of the games of older children and joint games with them. Reading and viewing illustrations on the topic "Bus".
Bus drawing. Making together with the teacher attributes for the game. Watching a movie.
Playing roles: Driver, conductor, controller, policeman-regulator.
Game progress:
The educator needs to start preparing for the game by observing the buses on the street. It is good if this observation is carried out at a bus stop, since here children can observe not only the movement of the bus, but also how passengers get in and out of it, and see the driver and the conductor through the windows of the bus.
After such an observation, which is led by the educator, attracting and directing the attention of the children, explaining to them everything that they see, you can invite the children to draw a bus in class.
Then the teacher should organize a game with a toy bus in which the children could reflect their impressions. So, you need to make a bus stop, where the bus will slow down and stop, and then hit the road again. Small dolls can be put on a bus stop at a bus stop and taken to the next stop at the other end of the room.
The next step in preparing for the game should be the trip of children on a real bus, during which the teacher shows and explains a lot to them.
During such a trip, it is very important that the children understand how difficult the work of the driver is, and watch it, understand the meaning of the conductor's activity and see how he works, how he politely behaves with passengers.
In a simple and accessible form, the teacher should explain to the children the rules of behavior for people on the bus and other modes of transport (if you have given up your seat, thank; yourself give way to an old man or a sick person who finds it difficult to stand; do not forget to thank the conductor when he gives you a ticket; sit down to a free seat, and do not necessarily demand a seat by the window, etc.).
The teacher must explain each rule of conduct. It is necessary that the children understand why an old man or a disabled person must give way to a seat, why one cannot demand a better seat by the window for oneself. Such an explanation will help children practically master the rules of behavior in buses, trolleybuses, etc., and then, gaining a foothold in the game, they will become a habit, become the norm of their behavior.
Another important point when traveling by bus is to explain to children that trips are not an end in themselves, that people do not make them for the pleasure they get from the ride itself: some go to work, others go to the zoo, others go to the theater, others go to doctor, etc.
The driver and the conductor with their work help people quickly get where they need to, so their work is honorable and you need to be grateful to them for it.
After such a trip, the teacher should conduct a conversation with the children on the picture of the corresponding content, after carefully examining it with them. When analyzing the content of the picture with the children, you need to tell which of the passengers depicted on it goes where (grandmother with a big bag - to the store, mother takes her daughter to school, uncle with a briefcase - to work, etc.). Then, together with the children, you can make the attributes that will be needed for the game: money, tickets, wallets. The teacher, in addition, makes a bag for the conductor and a steering wheel for the driver.
The last step in preparing for the game may be watching a movie that shows the bus ride, the activity of the conductor and the driver. At the same time, the teacher must explain to the children everything that they see, and by all means ask them questions.
After that you can start the game
For the game, the teacher makes a bus by moving the chairs and placing them the way the seats are on the bus. The entire structure can be fenced with bricks from a large building set, leaving front and rear doors for boarding and disembarking passengers. At the rear end of the bus, the teacher makes the conductor's seat, at the front - the driver's seat.
In front of the driver is a steering wheel that is attached either to a large wooden cylinder from a building kit or to the back of a chair. Children are given wallets, money, bags, dolls to play with. Having asked the driver to take his seat, the conductor (teacher) politely invites the passengers to enter the bus and helps them to get comfortable. So, he offers passengers with children to take the front seats, and for those who do not have enough seats, he advises to hold on so as not to fall while driving, etc.
Placing passengers, the conductor along the way explains to them his actions "You have a son in your arms." It's hard to keep him. You need to sit down. Give up your seat, please, otherwise it’s hard to hold the boy. Grandpa also needs to give way. He is old, it is difficult for him to stand. And you are strong, you give way to your grandfather and hold on with your hand here, otherwise you can fall when the bus is going fast, ”etc. Then the conductor distributes tickets to the passengers and along the way finds out which of them is going where and gives a signal to depart. On the way, he announces stops (“Library”, “Hospital”, “School”, etc.), helps the elderly and the disabled get off the bus and enter it, gives tickets to those who have entered again, keeps order on the bus.
The next time, the teacher can entrust the role of the conductor to one of the children. The teacher directs the game, now becoming one of the passengers. If the conductor forgets to announce stops or send the bus on time, the teacher reminds of this, and without disturbing the course of the game: “What stop? I need to go to the pharmacy. Please tell me when to leave” or “You forgot to give me a ticket. Give me a ticket, please,” etc.
Some time later, the teacher can introduce into the game the role of a controller who checks whether everyone has tickets, and the role of a policeman-regulator who either allows or forbids the movement of the bus.
Methodological recommendations: the further development of the game should be directed along the line of combining it with other plots and connecting to them.
"chauffeurs"
Purpose: Consolidation of knowledge and skills about the work of a driver, on the basis of which the children will be able to develop a plot, creative game. Development of interest in the game. Formation of positive relationships between children. Raising in children respect for the work of the driver.
Game material: Cars of various brands, a traffic light, a gas station, building materials, steering wheels, a cap and a policeman's stick, dolls.
Preparation for the game: Observations of cars on the street, targeted walks to the car park, gas station, garage. Game-lesson "Drivers go on a flight." Observation of the games of older children and joint games with them. Learning the mobile game "Pedestrians and Taxi". Reading and viewing illustrations on the topic "Drivers". Reading stories from B. Zhitkov's book "What did I see?". Construction of a garage for several cars and a truck from building material. Construction of sand bridges, tunnels, roads, garages.
Playing roles: Drivers, mechanic, gas station driver, dispatcher Game progress:
The educator should start preparing for the game by organizing special observations of the driver's activities. They should be directed by the teacher and accompanied by his story, explanation. A very good reason for the first detailed acquaintance of children with the work of a driver is to observe how food is brought to kindergarten.
After showing and explaining how the driver brought food, what he brought and what of these products will be cooked later, it is necessary to inspect the car with the children, including the driver's cab. It is advisable to organize constant communication with the driver who brings food to the kindergarten. Children watch him work, help unload the car. The next step in preparing for the game is to observe how food is brought to neighboring stores.
Walking down the street with children, you can stop at one or another store and watch how the brought products are unloaded: milk, bread, vegetables, fruits, etc.
As a result of such observation, the guys should understand that being a driver does not mean just turning the steering wheel and honking that the driver drives a car in order to bring bread, milk, etc.
Also, before the start of the game, the teacher organizes excursions to the garage, to the gas station, to a busy intersection, where there is a policeman.
It is advisable for the educator to conduct another excursion to the garage, but not to any garage, but to the one where the father of one of the pupils of this group works as a driver, where the father will tell about his work.
Emotionally colored ideas of children about the work of parents, its social benefits are one of the factors that encourage a child to take on the role of a father or mother, to reflect in the game their activities in everyday life and at work.
The impressions received by children during such walks and excursions must be consolidated in a conversation on a picture or on postcards. In the course of these conversations, the educator needs to emphasize the social significance of the driver's activities, to emphasize the significance of his activities for others.
Then the teacher can arrange to play with toy cars. For example, children are given vegetables, fruits, bread and confectionery products fashioned by them in the classroom, furniture made of paper. The teacher advises taking food to the kindergarten, goods to the store, moving furniture from the store to a new house, driving dolls, taking them to the dacha, etc.
To enrich the experience of children, their knowledge, it is necessary to show the children on the street different cars (for transporting milk, bread, trucks, cars, fire engines, ambulances, if possible, show in action the machines that water the street, sweep, sprinkle sand), explaining the purpose of each of them. At the same time, the teacher must emphasize that everything that these machines do can only be done thanks to the activity of the driver.
The teacher should also consolidate the knowledge gained by the children during walks and excursions, examining with them pictures depicting a street with various types of cars, and in an outdoor game with a plot element. For this game, you need to prepare cardboard steering wheels and a stick for the traffic controller. The essence of the game is that each child, driving the steering wheel, moves around the room in the direction that the policeman points to him with his wand (or hand). The traffic controller can change the direction of movement, stop the transport. This simple game, well organized, gives children a lot of joy.
One of the stages in preparing children for a story game can be watching a movie showing some specific case of the driver's activity and different types of cars.
At the same time, for two weeks, it is advisable to read several stories from B. Zhitkov’s book “What did I see?”, Conduct several classes on designing from building material (“Garage for several cars”, “Truck”), followed by playing with buildings.
It is good to learn with children the mobile game “Colored Cars” and the musical and didactic game “Pedestrians and Taxi” (music by M. Zavalishina).
On the site, children, together with the teacher, can decorate a large truck with multi-colored flags, carry dolls on it, build bridges, tunnels, roads, garages in the sand on walks.
The game can be started in different ways.
The first option could be next. The teacher invites the children to move to the country. First, the teacher warns the children about the upcoming move and that they need to pack their belongings, load them into the car and sit down themselves. After that, the teacher appoints a driver. On the way, be sure to tell the children about what the car is passing by. As a result of this move, the puppet corner moves to another part of the room.
Having sorted out things at the dacha and settled in a new place, the teacher will ask the driver to bring food, then take the children to the forest for mushrooms and berries or to the river to swim and sunbathe, etc.
After a few days, the game can be repeated in a different version - move from the dacha to the city, take the children to see how the streets were decorated for the holiday, take everyone to the doctor to be weighed after the dacha, etc.
Further development of the game should go along the line of connecting it to other game themes, such as "Shop", "Theater", "Kindergarten", etc.
Another option for the development of this game may be the following. The teacher takes on the role of a “driver”, inspects the car, washes it, and with the help of the children fills the tank with gasoline. Then the "dispatcher" writes out a waybill, which indicates where to go and what to transport. The "chauffeur" leaves for the construction of a residential building. Further, the plot develops in this way: the driver helped build the house. Then the teacher introduces several roles of "drivers", "builders" into the game. The children, together with the teacher, are building a new house for Yasya and her mom and dad.
After that, the teacher encourages the children to play on their own and reminds the children that they themselves can play as they want.
Methodological recommendations: during the subsequent game of “chauffeurs”, the teacher introduces new toys - cars of various brands that he makes with the children, a traffic light, a gas station, etc.
Also, children, together with the teacher, can make new missing toys (tools for car repair, a cap and a policeman's stick), improve finished toys (attach a trunk to a car or an arc to a bus using plasticine, turning it into a real trolleybus). All this contributes to maintaining interest in the device, purpose and ways of using the toy in the game.
At this age, children's "driver" games are closely intertwined with "construction" games, as drivers help build houses, factories, dams.
"Builders"
Purpose: To develop interest in the game. Building relationships between children. Raising in children respect for the work of a builder.
Game material: Cars of various brands, a traffic light, a gas station, building materials, steering wheels, a cap and a stick of a traffic controller, dolls.
Preparation for the game: Observation of the work of builders. Observation of the games of older children and joint games with them. Reading and viewing illustrations on the topic "Builders". Construction of a dam from building material. Construction of sand bridges, tunnels, roads, dams. Playing roles: Builders, drivers
Game progress:
Before the start of the game, the teacher introduces the concept of a dam to the children, shows photos, talks about the purpose of the dam. Also, the teacher can organize an excursion to the dam.
The game begins with the fact that the teacher on a walk draws attention to a stream flowing along the ground and invites the children to build a dam. Children each take a truck and go to the sand yard. They begin to load and transport sand to where the stream flows.
Under the guidance of the educator, they build a "dam", block the stream - the "river". Water washes the hole, it is filled up again, the dam is made higher. The teacher suggests expanding the dam so that a car can drive over it.
They build, rebuild, improve the “dam” and all the time they bring new sand under. Each child drives his own truck, sometimes they help each other to load, "so that faster, otherwise the water will wash away." The teacher makes sure that the children play together without quarreling.
Methodological recommendations: during the subsequent game, the teacher invites the children to play on their own.
"River Journey"
Purpose: To develop interest in the game. Formation of positive relationships between children. Raising in children respect for the work of fleet workers.
Game material: Building material, kitchen utensils, play sets "at the doctor's", "barber's", steering wheel, life buoy, flags, dolls, substitute items, plastic boats, boats, motor ships, inflatable pool, captain's cap, binoculars, horn, gangway, anchor on the chain.
Preparation for the game: Excursion to the river station, targeted walks to the river. Meeting with an employee of the river station. Reading poems about sailors, about the fleet; joint games with older children. Game-lesson "Jasochka's journey on the ship." Reading excerpts from B. Zhitkov's book "What did I see?" (“Steamboat”, “Pier”, “There is a dining room on the ship”, etc.). Application from ready-made geometric shapes on the theme "ship". Modeling of clay boats. Production together with the educator of lifebuoys, flags.
Playing roles: Captain, sailor, helmsman, cook, doctor, hairdresser Game progress:
Preparation for the game begins with showing the children a picture of a steamboat and explaining to the teacher that now they will go to the river to watch the steamboat. This will help children focus, direct their interest in the right direction.
After that, a targeted walk to the river is carried out, where children watch motor ships, boats, boats, determine their features. Then the teacher organizes an excursion to the pier to the river station, clarifies the children's idea of how ships moor, where passengers buy tickets. Also, the teacher, with the help of parents, can organize an excursion on the ship.
During the tour, talk about the work of the people who work on it (captain, assistant captain, helmsman, sailors, cook, doctor), inspect the cabins, the captain's bridge, the helmsman's cabin, the helm, lifebuoys.
After a walk and an excursion, you should consolidate the knowledge gained by the children in a conversation about the picture, and also invite them to draw what they saw on the river.
It will be very interesting for children to meet in kindergarten with a worker of the river fleet, his story about his service.
Then the teacher can organize a game with a toy steamer. It is necessary to beat a toy with children: build a pier, ride dolls on a steamer, etc.
To prepare for a role-playing game, play attributes should be made together with the children. Children can do something on their own, the teacher only needs to tell them that it may be needed for the game. So, tickets, money, food for breakfast during the trip, children can already do it themselves. Other attributes, such as a pipe for a steamer, a spyglass for a captain, caps for sailors (cardboard hoops), are made by the teacher together with the children. When making different crafts, the degree of participation of children should be different depending on their skills. In some cases, the teacher helps children more, in others - less.
The last step in preparing for the game can be to watch a movie that shows a trip on a steamboat and talk about its content, which sparks and maintains children's interest in the topic.
When the children already have a steady interest in the game, the teacher can invite the children to play. Considering the insufficient level of development of organizational skills in children middle group, the teacher can take part in the game. So, with his questions, he should be reminded of what the captain's bridge looks like, the helmsman's booth, the steering wheel, where the passenger lounge is located. First, the guys build a motor ship and equip it: they make chairs from building material, build a kitchen and a buffet: they transfer a stove, dishes, a table from a doll corner, make cabins and a doctor's office. With the help of an educator, masts, anchors, ladders, lifebuoys are placed in the appropriate places.
After that, with the help of the teacher, the roles are distributed: “captain”, “sailor”, “helmsman”, “cook”, “doctor”, “passenger”, etc.
Then the captain announces loudly through a loudmouth: “Passengers, get on the ship, now is the departure. Let's go down the river." Girls with dolls rise to the ship, sit down. The rest of the players also take their places. The teacher gives the departure signal. "Raise the anchor! Remove ladder! Full speed ahead!” the captain commands. Sailors quickly and accurately carry out his orders. The ship is sailing. Children hum and puff, imitating the noise of the engine room.
During the journey, each of the players is busy with their "important" things. "Moms" hold dolls in their hands, raise them to the window so that the banks of the river can be seen, others go to the lounge to watch TV. The teacher does this. that there is work for the “doctor”: he puts the office in order, lays out, shifts, wipes the “tools” - after all, now you need to receive visitors. Here is the first patient. A “passenger” knocks on the office and asks to “treat” him. The doctor carefully “lubricates” the wound and makes a sticker out of paper, puts him on a chair. Then the "mothers" come with their "children" to be treated by a doctor.
The “cooks” are busy with a serious business - they need to feed the passengers with something. They make "cutlets" and cook "borscht". Then the teacher announces that the table is set, and the "waiters" invite the passengers to dine.
Further, you can develop the plot by rescuing a drowning man. There was an emergency on the ship - a "passenger" "fell into the water." Everyone shouts: The man is drowning! Man overboard!". Throw lifebuoys, raise the "drowning" and quickly lead him to the doctor.
You can also arrange a "hairdresser's" on the ship. The “hairdresser” listens attentively to passengers and fulfills their requests: cuts hair, does hair.
Methodological recommendations: in the future, the game should be modified, updated. So, for example, during a stop, passengers can pick mushrooms and berries or swim, swim, sunbathe, etc.
Having made an interesting “journey” along the river, the children return home. For the educator, when organizing the game, one thing is important: having given the children the basis of the game, he needs to lead so that this basis is overgrown with content in which the children’s creativity and their initiative would be manifested.
"Shop"
Purpose: Familiarization with the labor of adults in a grocery, vegetable, bookstore, department store, etc. Development of interest in the game. Formation of positive relationships between children. Raising children's respect for the work of the seller.
Game material: Building material, toys, food models, clothes for dolls, hangers, mirror, cash register, showcase, substitute items, dolls, homemade books, wallets.
Preparation for the game: Excursion to the vegetable, book, grocery and clothing stores.
Meeting with store employees. Reading poems about sellers, about collective farmers. Reading an excerpt from the book by B. Zhitkov “What did I see?” (“Bakhcha”) and the book by S. Mikhalkov “Vegetables”. Drawing on the theme "Excursion to the store." Joint games with older children. Modeling vegetables, products. Making homemade books together with the teacher.
Playing roles: Seller, cashier, customer, store manager, driver
Game progress:
When preparing for the game in the “shop”, the educator can use different occasions. So, you can take advantage of the approaching holiday or birthday of one of the children, or you can simply need to buy something. In any of these cases, children should understand that going to the store is caused by the need to make some kind of purchase.
The teacher tells the children: “Today Sasha has a holiday - his birthday. Sasha has become big, he is five years old. We will go to the store and buy him a present” or “The holiday of March 8 is coming soon, we need to make flags, decorate the room. We don't have paper. We will go to the store and buy colored paper and make flags out of it. Then we will decorate the room with flags, it will be very beautiful in our group.
Recovering on an excursion, the teacher should remind the children again where and why they are going (“We are going to the store to buy Sasha a gift” or “We have no paper. We are going to the store to buy paper”).
During the tour, you need to show the children the counters, shelves, goods, explain everything that they see, and say that all this together is a store. It is very good if the teacher builds an explanation in such a way that it will raise questions from children. The teacher needs to ensure the children's active attention and perception of everything that they observe and what is explained to them. Especially the teacher should emphasize the meaning of the activities of sellers and cashiers and their relationship in the process of this activity.
Then you need to buy what the children came to the store for. It is best to let the children do it themselves. So, the educator can instruct one child to find out from the seller if there is the right product and, if so, how much it costs, to another - to pay at the cash desk, to the third - to receive a purchase from the seller. In this case, children enter into communication with adults in the process of their labor activity and actually participate in it as buyers.
Such participation in adult activities helps children to understand its meaning, goals, and ways of its implementation.
After the tour, the teacher should let the children feel and experience its results. For example, if paper for flags was bought, children need to make flags and decorate the room with them, etc.
Then the teacher needs to consolidate with the children in a conversation about the picture everything that they learned during the excursion. By showing the children a picture, the teacher can ask them not only questions such as: “What is the girl doing?” or “What does the seller do?”, but also such as: “What did the girl do before?” “paid money to the cashier, took a check, gave the check to the seller, if the picture shows how the girl receives the purchase), etc.
Answering such questions, the guys can already use not only what they directly perceive when looking at the drawing, but also what they know from their personal experience acquired during the excursion.
In order for children to understand that the word "shop" refers not only to a candy store or stationery store, i.e. not only to the store they went to, and the word “buy” means not only the purchase of sweets or paper, the teacher needs to take the children to several more stores in order to lead them to the correct generalizations, on the basis of which they will form the appropriate concepts.
So, you can organize an excursion to a bread, vegetable, book, toy store, etc. It is very good if children buy something in every store. Each of the children in the group must participate in at least one purchase. In stores, children can buy, for example, flags, coloring books, pencils, sweets, cookies.
After several excursions, the teacher can invite the children to draw what they saw in the store
Children can draw fruits, vegetables, toys, candies, etc. It is also necessary that in the modeling lesson the children fashion objects that they will then use during the game.
Then the teacher conducts a conversation through the pictures and summarizes everything that the children already know about the store.
To play the “shop”, the teacher should prepare a sign with the word “shop”, money, checks, a sign with the word “Cashier”, wallets for customers. The teacher moves the tables, which form a counter, on which all kinds of toys should be beautifully laid out.
After handing out purses with money to the children, the teacher reports that a new store has opened that sells toys, and invites him to go there. In the store, buyers are met by a very polite and helpful salesperson (teacher), at the checkout - by an experienced cashier (one of the children). The seller politely greets the buyer, then offers him the product, lets him see it, shows how to handle it, says how much it costs. Having paid the amount named by the seller to the cashier and taking the check, the buyer gives it to the seller and receives his purchase from him
The next day in the store you need to sell something from the assortment that the children made in the classroom. The teacher appoints one of the children as the seller, and he himself takes on the role of one of the buyers, but in the new role he directs the course of the game.
Further development of the game can go along the line of changing the profile of the store (either grocery, book, confectionery, etc.) or the inclusion of this theme in other game themes.
For example, one of the variants of the game may be the following. The teacher brings a cash register, a wooden showcase with cells (similar to the one seen in a vegetable store) and “strawberries” molded by the teacher into the group. The teacher replaces the missing vegetables and products with pebbles, chestnuts, leaves. All this should arouse interest in children and a desire to play.
If the children did not respond to the items for the store, the teacher himself draws the attention of the children to the attributes for the game and offers to play. With the help of a counting rhyme, the guys distribute the roles: “seller”, “buyer”. Then the children, together with the teacher, set up a showcase, lay out vegetables in cells, take baskets, "purses", "money" and go to the store. The first buyer asks the seller to weigh a kilogram of strawberries. The "seller" weighs the purchase on the scales and gives it to the "buyer". The teacher should teach the children the rules of communication in the store and encourage them to carefully monitor each other so that someone does not forget to thank. The next "customer" buys an apple for his daughter, then oranges, plums, pears, and so on.
So that interest in the game does not weaken, the teacher, for example, can remind the “sailors” (children playing the “ship”): “Did you forget to buy gifts and treats for your children? What will you bring them from swimming? Now all the "sailors" gather in the store. They are busy shopping.
Over time, there are fewer and fewer customers in the store. The seller is clearly tired of decorating the window, wiping the cash register, and she announces that the store is closed for lunch, hangs a plaque on the cash register and leaves.
During the game in the "shop" children often have questions: Where do bread, milk, vegetables come from in the store?
Who delivers them and where? Where are they produced? Where are they grown? The teacher must maintain this interest, satisfy it, broaden the horizons of children and at the same time contribute to the further enrichment of the content of the game.
In order to form clear ideas in children about growing vegetables, cereals, melons, the teacher, if possible, organizes an excursion to the collective farm, to the garden brigade. You can also consider with the guys a picture of harvesting in the garden, read an excerpt from B. Zhitkov's book “What did I see?” (“Bakhcha”) and the book by S. Mikhalkov “Vegetables”. A conversation about the work of collective farmers will clarify and systematize the knowledge of children.
In parallel with the work on familiarization with the work of collective farmers, it is advisable to carry out modeling, design, and organize the work of children (make paper bags for cereals, build stores with large storefronts from large building material; mold vegetables, fruits, watermelons, melons, bread, rolls, bagels, cookies, etc.) with the installation that these products can be used in the game.
When interest in the grocery store game wanes, the teacher may offer to play the clothing store game.
First, the teacher in the classroom and in everyday life clarifies the knowledge of children about the types of clothing (summer, winter, underwear, dresses, coats, fur coats, hats, panama, caps, scarves), reinforces general concepts (headwear, underwear, outerwear).
In kindergarten, with the help of parents, you can sew clothes for dolls, make hangers and stands for them, sew bags from cellophane, and make a large foil mirror.
The process of making these attributes together usually reminds children of what they saw on the excursion and encourages them to play.
Methodological recommendations: if there is no such interest in the game, the teacher takes the initiative. First of all, he helps children in the distribution of roles, the teacher offers several children who want to be sellers, because you can organize several departments (children's, men's, women's clothing) and sellers are needed in each department. Having distributed the roles, the children build a store out of chairs, benches and large building material, lay out linen in plastic bags on the shelves, hang clothes on hangers (dresses separately, coats separately), build fitting rooms, set up a cash register, solemnly open a new store and invite "customers ".
Basically - these are "mothers" with daughters-dolls. "Sellers" advise what clothes to choose, help to try on. "Moms" put clothes on dolls, pay for the purchase at the checkout, thank you.
Useful in an educational sense and the game in the "bookstore" (with a department of stationery). It makes it possible to form the cognitive interests of children, to exercise them in “doing”, since the game encourages children to make “goods” for the store (to design home-made books, albums, notebooks with the help of a teacher). In the game, knowledge about the work of store employees is consolidated, respect for it is brought up, children have a desire to imitate them and take on the appropriate roles.
The game of the "shop" is very often intertwined with such games as family, kindergarten, fishermen. For example, “mums”, “dads, grandmothers” buy groceries in a grocery store, cook dinner from them and feed dolls, in a ready-made clothing store they buy new clothes for their children for the holiday. "Fishermen", returning from swimming, unload the fish, and the "chauffeurs" take it to the store.
"Pilots"
Purpose: Consolidation of children's ideas about the work of adults at the airport and at the airfield. Development of interest in the game. Formation of positive relationships between children. Raising in children respect for the work of a pilot.
Game material: Toy planes, fuel trucks, trolleys, caps for pilots, a cap for a stewardess, a steering wheel, propellers, airplane wings, rubber tubes-hoses for refueling airplanes with gasoline.
Preparation for the game: Excursion to the airport. Meeting with airport workers. Reading poems from B. Zhitkov's book "What did I see?" (“Airport”) and from the book by I. Vinokurov “The plane flies” (“At the airfield”, “Who drives the planes”). Joint games with older children. Production of a runway, hangar, aircraft, large aircraft from building material or sand (using high chairs and cardboard parts). Designing paper planes.
Playing roles: First and second pilots (pilots), stewardess, technicians, tankers, passengers - mothers, fathers, children, grandparents, airport workers, cashier, barmaid, pharmacy and newsstand sellers.
Game progress: The first stage in the development of the game will be an excursion to the airport. Children need to be shown the premises (passenger lounges, ticket offices, a buffet, a newsstand) and get acquainted with the work of adults at the airport, as well as give an idea that the airfield is a large, flat field, there are airplanes and helicopters on it, and hangars in the distance . You need to watch with the children how the plane lands, the ladder is brought up, the passengers get off.
After that, the teacher reads excerpts from B. Zhitkov's book “What did I see?” (“Airport”) and from the book by I. Vinokurov “The plane flies” (“At the airfield”, “Who drives the planes”).
Then, together with the children, a runway, a hangar, airplanes, a large plane (using chairs and cardboard parts) can be made from building material or sand. The teacher can offer the design of paper planes, arrows, and then use them in games with the wind.
In the future, you can once again organize an excursion to the airport. To visit the plane, inspect it, talk about the duties of pilots, flight attendants. To consolidate children's ideas about the work of adults at the airport and at the airfield. After that, hold a conversation "What we saw at the airport."
The teacher can arrange a meeting with the pilot in kindergarten, so that he talks about his work, as well as a game-lesson "How Yasochka, mom and dad flew on an airplane."
The game of "pilots" is best played on the site of the kindergarten
The teacher invites the children to play the following roles: first and second pilots (pilots), stewardess, technicians, tankers, passengers - mothers, fathers, children, grandparents, airport workers, cashier, barmaid, pharmacy and newsstand sellers.
Methodological recommendations: further, the teacher provides the children with the opportunity to play the game on their own. The teacher must take into account those game ideas that children may have, since in the game, first of all, what pleases, excites the child at the moment should appear.
"Fishermen"
Purpose: Consolidation of children's ideas about fishing. Development of interest in the game. Formation of positive relationships between children
Game material: Constructor, twigs, threads, substitute items, toy fish
Preparation for the game: Excursion to the river. Meeting with fishermen. Reading poems about fishing. Joint games with older children. Production of building material boats, oars. Fishing rod manufacturing. Modeling fish.
Playing roles: Fishermen
Game progress:
Starting the game, first of all, the teacher can organize an excursion to the river, where together with the children to watch the fishermen, discuss questions: what does the fisherman move along the river, what boats are there, what does the fisherman catch, what does he catch fish, what devices are needed for this. You can also organize a meeting with a fisherman there, ask him questions of interest to children.
After that, in the group, the teacher conducts a conversation "What we saw on the river." The teacher asks parents to take their children to the river for the weekend, to show them how to fish.
Then, together with the children, you can build boats and oars from building material, make fishing rods from long twigs.
When all the preparations for the game are ready, the teacher can invite the children to play on their own.
During the game, the teacher should support the children's interest in playing "fishermen" and guide the development of the plot using tips, questions, and reminders. For example, questions: What are you swimming on? Where is your boat going? What are you carrying in it? Advice: "Agree with the captain, load the fish on the ship and take it to the neighboring city, to the shops."
Addressing the girls: “There, on the pier, they brought fresh fish. Do you need to buy some fish?” etc.
Methodological recommendations: in the game, the educator not only expands the range of ideas about the phenomenon that interests the children, but also helps in organizing the game; sometimes takes a direct part in collusion, sometimes helps to plan the game.
"Theater"
Purpose: Consolidation of children's ideas about the theater. Development of interest in the game. Formation of positive relationships between children.
Game material: Screen, bibabo toys, game attributes: money, wallets, tickets, large signs "Theatre", "Cashier".
Preparation for the game: Puppet show. Reading poems about the theater. Joint games with older children. Production of attributes for the theater by children. Watching a film about the theater.
Playing roles: Cashier, controller, bus driver, artists Game progress:
The teacher can start preparing for the game only after the children are shown a puppet show during the matinee or they themselves visit the theater (in addition, artists can perform in front of them). Be sure after this impression of the children, the educator must systematize and summarize, having examined the picture with them and talking about its content.
Then the teacher brings one or two bibabo dolls to the group. In order to maintain interest in playing with these dolls and make it stable, the teacher needs to teach children how to use dolls correctly, to perform certain actions of a descriptive nature with their help, and to teach certain playing techniques. The doll can greet, wave, clap, bow, scratch her forehead or cheek, stroke children's heads, dance, etc.
As a rule, this gives great pleasure to children, and they happily imitate the teacher, forcing the doll to do the actions that he showed them. So, gradually, children, under the guidance and with the help of the educator, learn to control the puppets and, in the process of playing, master certain game techniques.
The next step in preparing for the game may be the production of game attributes by children. The teacher invites the children to draw beautiful tickets, make money. At the same time, he himself is preparing large signs with the words "Theater", "Cashier".
It is advisable to show the children a film about the theater.
Before the game, the teacher distributes wallets with money to the children, asks them to see if their clothes are in order, if they are neatly combed, since it is time to go to the theater. Children leave the kindergarten (group) and go to the stop, where the bus has already been prepared in advance (it can even be arranged in another room - the dining room or the neighboring group room). On the bus, the children pay the conductor, get tickets from him and go to the Teatr stop. Approaching the theater, the guys must find the box office and buy theater tickets there, then present them to the controller and take their seats in the auditorium.
The teacher on the "stage" controls the puppets, the guys carefully watch the performance.
The content of what is depicted on the stage should be very simple. The teacher can use the plot of one of the fairy tales well known to children and play it with the help of puppets. You can also act out something close to the children, which they often see, which they encounter every day in their lives, which they themselves are participants in.
After the performance, the children applaud, thank the artists, leave the theater, and again go by bus to the kindergarten.
When repeating the game, the teacher can provide children with relative freedom of action.
So, they themselves go to the theater and from the theater, prepare the necessary attributes themselves (bus, bus and theater tickets, money, etc.), they themselves play the main roles: conductor, driver, cashier, controller. The role of the leader remains for the educator: he still manages the puppets himself, but from the second or third game, the educator can attract children to the performance itself.
Gradually, the teacher draws children more and more into active participation in the performance, reserving only the right to direct their actions and help them.
Now the management of the game should be to help children coordinate their actions, come up with the content of what they want to depict, help realize the plan, and if necessary, show, teach how to perform this or that action.
The teacher also needs to teach children, playing the "theater", to use not only special dolls, but also other toys: cars, animals, nesting dolls. When children are convinced of the advantage of using additional toys in the game, wide prospects for the development of the game open up before them.
When the game is fully mastered by the children, it is important to explain to the children that the word "theatre" denotes a performance even when the actors are not puppets, but people. To do this, you need to play another version of the game.
When children understand this, they will certainly modify their game. Puppet shows will alternate with those where children themselves will take on certain roles. They will act out for the audience the content of well-known fairy tales and small scenes.
"City of the Polite"
Age: preschool group
Purpose and objectives: creating conditions for children to make decisions, express feelings and thoughts, support children's initiative and independence in gaming activity. Establishment of rules for interaction in game situations, development of children's communicative abilities that allow them to resolve conflict situations with peers, development of children's play activities, familiarization with elementary generally accepted norms and rules of relationships with peers and adults, incl. and moral.
Exercise children in the norms of moral behavior. To consolidate children's knowledge about the elementary rules of behavior in public places (in a store, on the street, at a stadium, in a cinema, at the post office). Cultivate a sense of camaraderie in work and play.
Distribution of roles: cashiers, projectionists, salespeople, toy factory workers, policeman, city residents.
Message of the rules of the game (violating the rules of politeness gives a token, the winner is the one who has not lost a single token).
Equipment and materials: attributes for games: "Post Office", "Shop", "Toy Factory", "Cinema", "Stadium", "Rules of the Road", layout of a role-playing game, route cards, tokens.
Preliminary work with children:
A) familiarity with the rules of cultural behavior;
B) reading fiction on moral education;
C) conversations on ethical topics;
D) the exercise of children in moral behavior in everyday life, in games;
E) preparing the educator for the game - reading methodical literature - "Moral education in kindergarten" edited by Nechaeva "ABC of moral education" edited by Kairov, outline plan of the game.
Game progress:
I invite children to listen to A. Barto's poem "Lyubochka":
Who doesn't know Lyubochka? Everyone knows love.
The girls at the party will gather in a circle
How Lyubochka dances! Best of all friends.
The skirt and the ribbon in the braid are spinning.
Everyone looks at Lyubochka, everyone rejoices.
But if you come to this Lyubochka's house.
You will hardly recognize this girl there.
She shouts from the threshold, announces on the go:
- I have a lot of lessons, I won’t go for bread!
Lyubochka rides in a tram - she does not take a ticket.
He pushes everyone apart with his elbows, making his way forward.
She says, pushing: - Fu, what tightness!
She says to the old woman: - These are children's places.
- Well, sit down. she sighs.
Little blue skirt, ribbon in a braid.
Here is Lyubochka in all her glory.
- It happens that girls are very rude, although they are not necessarily called Lubs.
Questions for children:
1. What can you say about Lyubochka? (I didn't like Lyubochka
1.Game "Children and mothers"
Children stand in a circle. The teacher with the ball is in the center of the circle. In turn, he throws the ball to the children and asks a question about mom, for example: “Do I need to consult with mom?” If the child thinks it is necessary, he catches the ball. If someone does not agree with the opinion of a particular child, the game stops and everyone discusses this issue.
Questions for the game:
2. The game "Who will help mom?"
The teacher divides the pupils into groups and gives them cards with the words: sky, earth, sun, mountain, star, ocean, river, etc. Then he asks the children, on behalf of those who got them on the cards, to come up with magic way help mom if:
Each group tells, without naming itself, how it will help mom in this situation. The rest guess who offered mom help. They then receive cards with different words and the game is repeated with a new situation.
3. The game "Magic mother's eyes"
The teacher asks the children to list what their mother's eyes look like when she looks at her children (kind, bright, gentle). Everything listed by the children is written on the board. Invites the children to look at each other through the eyes of their mother and describe everything that they saw in each other.
Literature: T. Pozdeeva, Praleska magazine
Synopsis of the role-playing game "Family" in the middle group
Target: enrichment of social - game experience between children; development of gaming skills on the plot "Family".
Tasks: To consolidate children's ideas about the family, about the responsibilities of family members. Develop interest in the game. Teach children to act according to the role they have assumed, develop the plot. Encourage children to creatively reproduce family life in the game. Contribute to the establishment of role-playing interactions and relationships between players in the game. act in imaginary situations, use various objects - substitutes.7. Develop role-playing speech; (communicative actions)
Preliminary work.
To acquaint with the symbol of medicine (a snake in a bowl), tools and the appearance of a doctor. Stories about the professions of honey. workers, ambulance.
Activate the words in speech: pediatrician, surgeon, emergency doctor, pharmacist, etc.
Conversations based on the personal experience of children about doctors, hospitals.
Reading thin. Literature: K. Chukovsky "Aibolit", Z. Aleksandrova "My bear", A. Krylov "The rooster got sick with a sore throat."
Excursion to honey. office in d.s.
Did. game: “Which doctor should the bear go to?”;
Did. game: "Professions"
Materials:
Game corner "Family", Masha doll, ambulance car, medical instruments, a white coat for a doctor and a pharmacist, attributes, toy phones, toys - deputies.
Game progress:
1. Conversation: Today we will play the game "Family". No wonder people say: "The whole family is together and the soul is in place."
What do you think a family is? Who is in the family?
What are the duties of a father?
What are the responsibilities of a mother?
What is their child doing?
Tell us how you take care of your loved ones, how do you help them?
Children, if one of your family members gets sick, what will you do? (I summarize the children's answers).
2. Knock on the door. They bring a doll Masha, who asks to take her home to mom and dad. She is naughty because her throat hurts.
Children, so as not to upset the Masha doll, let's become her family and take care of her.
Where do you think we will start the game?
3. - That's right, first we will distribute who will be the father, who will be the mother, who will be the ambulance doctor, because the doll is sick.
(the distribution of roles using the "magic bag")
What else do you need to play?
That's right, you need to choose a place to play.
(Choosing the location of the game)
Indeed, it will be convenient for us to play in a dollhouse.
The ambulance car park will be located here.
4. Dad, mom and little daughter Masha live in this house. Today is a day off.
What does mom do in the morning? (preparing breakfast)
What is dad doing? (works with a child).
Daughter Masha is naughty, crying. (In the role of Masha's doll, the educator)
What do you think, children, why is Masha crying? (She is ill)
Mom and Dad, maybe your daughter has a high temperature?
What should be done?
Mom touches Masha's forehead with her palm, asks dad to bring a thermometer. The child has a high temperature. Mom and dad are worried.
What to do, guys, dad and mom? (Call an ambulance)
Dad picks up the phone and calls an ambulance.
What number do we call the ambulance? (03)
Dad's dialogue with the ambulance doctor.
Dad: Hello, can I call a doctor at home?
Doctor: What happened to you?
Dad: My daughter is sick. She has a high temperature.
Doctor: What is your address?
Doctor: Wait, we're leaving.
The doctor arrives.
(Dad meets the ambulance and invites to the house)
Children, what should the doctor do first? (To wash hands)
The doctor examines the girl (eyes, ears, neck), puts a thermometer, then makes an injection, writes out a prescription and asks to visit a pediatrician (pediatrician) tomorrow.
Mom rocking her daughter.
Dad goes to the pharmacy for medicine.
Guys, which of you was in the pharmacy? What is the name of the profession of people who work in a pharmacy? (Pharmacist)
Hello.
Hello.
Do you have this medicine? (Hands the prescription to the pharmacist)
Yes. 4 rubles.
Please. (Holds money out the window)
Take your medicine.
Goodbye
Masha is given syrup. Put to sleep. She is healthy.
5. - Children, did you like the game?
What did you like, Sophia? Artem? Etc.
Have you had such cases at home?
How did the paramedics behave?
Would you like to play this game again?
The ambulance is coming towards us again. What's happened? We are all healthy, right, children?
The doctor wants to treat us with vitamins so that we never get sick
Synopsis of the role-playing game "Family"
Target: enrichment of social-play experience between children.
Tasks:
- enrich the social and gaming experience of children according to the plot "Family" according to the situation - the dog got sick, the animal was examined by a veterinarian;
- encourage independent distribution of roles;
- develop game skills according to the plot;
- learn to choose a convenient place for the game and organize the game environment, select the necessary game material and attributes.
- develop role-playing speech (communicative actions);
- to encourage the development of simple plots with 2-3 situations (a trip to the veterinarian, buying medicines in a pet store), regulatory actions.
- to form friendly relationships, personal universal learning activities;
- Learn to love animals.
Materials:
Game corner "Family", a toy - a puppy, a car, a toy.med. tools, white coat for the veterinarian, paraphernalia, toy phones, substitute toys.
1. Conversation.
Educator:
Two grandmothers, two grandfathers,
Parents and me
This is how it turns out
An ordinary family.
And if the seed is in the water
Put in time
Water is a seed
soften a little,
That is a soft sign with a sprout
Will push "em" and "I" -
So, too, it turns out an ordinary family!
Today we will play the family game. No wonder people say: "The family is in a heap, not a cloud is terrible." What do you think a family is?
Children: This is when everyone lives together in one house, when many people live together.
Educator: Who is in the family?
Children: Mom, dad, grandfather, grandmother, sister, brother.
Educator: What are the duties of a father?
Children: Hammer nails, watch TV, chop wood.
caregiver Q: What are the duties of a mother?
Children: Washes dishes, cooks food, reads fairy tales, does laundry, goes to the store.
caregiver: What does their child do?
Children: Plays.
Educator: Tell us how you take care of your loved ones, how do you help them?
Children: We collect toys, wash dishes, sweep.
caregiver: Children, who else lives with you? What animals?
Children: Cats, dogs, parrots, hamsters.
caregiver: Are they also members of your family?
Children: Yes.
caregiver: And if one of the animals gets sick, what should be done?
Children: It is necessary to treat, take to the doctor.
caregiver: Right. A doctor who treats animals is called a veterinarian, and a hospital is called a veterinary clinic.
2. Surprise moment.
Noise outside the door. Someone whines, barks (the toy is a dog, the teacher plays the role).
Puppy: Hello guys. I was walking and got lost. Walk me home. I want mom and dad. I seem to have caught a cold? ( He whines, cries).
caregiver: Children, so as not to upset the puppy, let's become his family and take care of him.
Children: Let's
caregiver: How do you think, where do we start the game?
Children: Let's assign roles.
3. Distribution of roles.
caregiver: That's right, first we will distribute who will be the father, who will be the mother, who will be the child, who will be the veterinarian, because the puppy is sick.
(The distribution of roles at the request of children).
caregiver Q: What else do you need to play?
Children: We need to choose a place to play.
caregiver: Right.
(Choosing the location of the game).
Children: We will play in the dollhouse.
Educator: Indeed, it will be convenient for us to play in a dollhouse. Where will the garage for our car be located?
Children: Close to home.
Educator: Where will the veterinary clinic be located?
Children: The veterinary clinic will be located next to the store.
4. Joint game with the teacher.
caregiver: Dad with mom and little daughter Masha and a puppy live in this house. Today is a day off. What does mom do in the morning?
Children: Preparing breakfast.
caregiver: What is dad doing?
Children: Helps mom.
caregiver: What does daughter Masha do?
Children: Plays with a dog.
The puppy whines, does not want to play.
caregiver: What do you think, children, why is the puppy whining?
Children: He is ill.
caregiver: Mom and Dad can your puppy get sick? What should be done?
Children: We need to measure the temperature.
caregiver: We will not be able to measure the temperature of the puppy, we can only touch his nose (if he is hot and dry, then he is sick).
Dad touches the puppy's nose. The puppy has a dry, hot nose, which means he has a temperature. All family members are concerned.
caregiver: What to do, guys, dad and mom?
Children: Take the puppy to the clinic.
Dad drives the car out of the garage. Mom and daughter are going to the clinic with the puppy.
Family dialogue with a veterinarian.
All: Hello.
Vet: Hello. What happened to you?
Dad: Our puppy is sick.
Mother: He has a dry and hot nose.
Daughter: He doesn't play with me and whines all the time.
caregiver: Children, what should the veterinarian do first?
The veterinarian examines the puppy (eyes, ears, nose), puts a thermometer.
Vet: Yes, the temperature is high. I'll give you an injection, write a prescription. You will do everything as I say, he will recover.
Daughter: Hooray!
Vet: Everything will be fine! Goodbye.
All: Goodbye.
Everyone is going home. Dad goes to the pet store for medicine.
caregiver: Guys, which one of you was in the pet store?
Children: I was, we were with my grandmother.
caregiver: What is the name of the profession of people who work in a pet store?
Children: Salesman.
caregiver: What do they sell at the pet store?
Children: Animals, food for them and medicines.
Dialogue between dad and seller.
Dad: Hello.
Salesman: Hello.
Dad: Do you have this medicine? (Hands the prescription to the pharmacist)
Salesman: Yes. 4 rubles.
Dad: Please. (Holds money out the window)
Salesman: Take your medicine.
Dad: Goodbye.
The puppy is being given medicine. He falls asleep. Puppy is healthy .
5. Bottom line.
caregiver: Children, did you like the game?
Children: Very.
caregiver: What did you like the most?
Children: Go to the veterinary clinic, buy medicine.
caregiver: Have you had such cases at home?
Children: Yes, we recently had a cat.
caregiver: Did you take the cat to the clinic?
Children: Yes, everyone there was polite and kind, they cured our "Muska".
caregiver Q: Would you like to play this game again?
Children: Yes!
caregiver A: Next time, you will play this game without me.
Didactic games with spiritual and moral content.
1. "Remember the fairy tale"
Target: to teach to analyze and evaluate the actions of heroes; cultivate the desire to do good deeds.
Game actions: children remember familiar fairy tales and their heroes who have done good and evil deeds, analyze and evaluate them. Each answer gets a token. At the end of the game, the teacher counts the chips and determines the winner.
Rules of the game: remember fairy tales, heroes, evaluate their actions.
Material: colored chips; prize for the winner.
2. "Good - evil."
Target: teach children to distinguish between good and evil deeds; cultivate friendliness, mutual assistance and harmony.
Game actions: children stand in front of an adult. He in turn names any words denoting any deeds, actions. If the word means good, good deeds, then the children clap their hands. If the word is evil, the children wag their fingers and stamp their feet.
Drivers can also choose children.
3.”Call it affectionately.”
Target: to teach children to choose affectionate words, form diminutive words and say them to each other; cultivate friendliness, affection.
Game actions: Children stand in a circle. The driver is chosen - Fairy Tenderness. This child takes turns touching all the children in the circle with the magic wand. The selected child says tender words to the neighbor on the right (left).
Rules of the game: think, form words correctly and select words, listen carefully to the answers of comrades, help if necessary.
4.”Wish Circle”
Target: to promote the development of communication skills, thinking; cultivate peacefulness, a firm desire to do good.
Game actions: the children stand in a circle and, passing the toy to each other, express their wishes. For example: "I want all the evil on the planet to disappear." And so on.
Material: favorite toy (ball, doll, bear, etc.)
5. "Guess who it is."
Target: to form the ability of a loved one according to certain features.
Game actions: children are read a sentence, and they must name the names of those people who match the description.
6.”Magic Chair”
Target: develop the ability to speak pleasant words to others.
Game actions: ask the children to stand in a circle, put some beautiful chair in the center.
Children walk in a circle and sing:
Who is the most beautiful today
Who is the happiest today?
Show up soon!
Sit on the magic chair!
In turn, the children sit on the magic chair, and each in a circle must say something good and kind about the person sitting. Before the start of the game, the teacher tells that the magic chair can give children good qualities and, on the contrary, takes away all the bad ones. But to see this, you need to look with kind, loving eyes at the one who sits on the magic chair.
GAMES WITH TRANSFORMATIONS.
1st situation.
Leading. I will be a mother, and one of you will be my son or daughter. Pay close attention to your son's behavior. I wonder if he can understand and fulfill the desire of another?
There is a book, glasses, newspapers on the table. Mom walks around the room and looks for something, looks under the table.
Mother. Son, have you seen my glasses?
Son: No, I haven't seen . (does not hurry to help find glasses.)
Mother. No? Then let's eat together. ( looking for.)
Son. Mom, here they are!
Mother. Thank you, son, together we found them quickly.
When the son does not help look for glasses, the mother says: “I can’t find glasses for so long. I wanted to relax, read a book, newspapers.
Children discuss the behavior of the son.
2nd situation.
Mom is sitting at the table. She is upset, sobbing, trying not to look at her son. On the table there is a saucepan, a spoon, a plate.
Mother. Maybe you want to eat? I made soup. Sit down and have lunch. (puts a bowl of soup in front of his son) Don't get burned: hot!
When the son does not ask his mother why she is crying, the game stops. Children discuss the behavior of the son. In the case when the son is interested in the mood of the mother, she hugs him and smiles: “You are smart, you see ... the neighbor offended me in the morning, so the tears themselves roll. But nothing, it will pass ... "
caregiver. Today we learned to be good wizards. It is not easy. But, when you are lucky, and you can please your loved ones, you will become real wizards. I know that here, in the group, there is a gift from one sorceress. We must find him.
Children find a basket with a letter in it.
"Hello children. I am a wizard. I live in a fairyland and help everyone learn to speak politely, teach them to do only good deeds. My gift to you is a “complimentary chest”, in which you will find tablets with words that you know well and forget to say.
The teacher takes out signs from the chest with the words: “Thank you”, “Please”, “Hello”, “Goodbye”, “Sorry”.
educator b: The sorceress is very pleased that you know these words. She also sent us a miracle tree. Look how sad and dry it is. Let's help him. The sorceress put the leaves into the chest. Let each of you take one and draw on it the person whom you consider the kindest, most attentive. Then the leaf needs to be hung on a tree, tell about this person, and, I think, this is how we will help the tree.
Children draw to the music of Mozart. Then they hang their drawings on a tree, and it "comes to life". The teacher and children thank the sorceress for a wonderful gift.
Literature: Z.S. Dynikova "Sow reasonable, good, eternal ..."
Mozyr LLC Publishing House "White Wind" 2003.
1. The game "Photo for memory".
Target: to promote the development of close, trusting relationships with parents.
Game action:
The photograph (picture) depicts a situation, for example, a child walks with his mother in the park.
Adult instruction: " The photographer came to us. He wants to shoot such a scene (shows a photo). Draw what you see in the photo. Tell about what you will talk with your mother during the walk.
Questions for conversation: Does your "photo" look like the one shown by the photographer? What worked out well for you and what didn't work out? Would you like to have such a photo in an album? Do you like this photo?
2. The game "Mom, dad and child"
Target: develop a respectful, trusting relationship with parents
Game action:
The group is divided into three people, the roles of mother, father and child are distributed. "Mom" and "dad" should express parental feelings towards their "child" mainly through touch, accompanying it with appropriate words (not just a conversation, but an expression of love for their child). You need to touch various parts of the body (arms, face, shoulders), stroke them, etc. Then the children switch roles.
After the exercise, discuss:
How did you feel as a “mom”, “dad”, “child”?
Did you enjoy being a dad ("mom")?
Which role did you do better or worse?
Did you feel the love of "mother" ("father") for yourself as a "child"?
Did the “mother” (“daddy”) feel the reciprocal love of the “child”?
When you become a mom (dad), what kind of (them) mom (dad) will you be?
Everyone takes turns speaking.
3. Game "Swaddling baby doll".
Target: clarify children's ideas about how to take care of their mother. Cultivate love and respect for the mother.
Pre-talk:
Guys, we were all once as small as this baby doll. How do parents take care of a baby? (they feed, swaddle, take out for a walk, are constantly next to him - what if the little one needs to be fed urgently or something hurts him!) How affectionately called? (baby, bunny, sun, flower, fish).
Parents always strive to express their love for the baby. Surround him with care, tenderness. Indeed, without parental warmth, a small child will not grow up healthy. Now we will learn how to swaddle a helpless baby.
The adult consistently points to the doll. How to swaddle babies. When showing, the sincerity of maternal feelings for the child should be expressed in touch and words. After that, the children repeat the actions of the adult.
Literature: I.A. Komarova, N.V. Ershov "The House of Our Smiles", Mozyr LLC Publishing House "Bely Wind" 2008.
4. A game-lesson of activity: a collage "My family".
Target: cultivate a positive relationship with the family. Learn to empathize, love, trust.
Lesson progress:
Previously, the teacher prepares cards with the image of women, men, children. grandparents, i.e. family members and relatives. Educator: - Guys, each of you has a family. Let's look at the illustrations and tell what family members do. (Conversation on a series of paintings about the family).
Next, each child is asked to choose a certain number of cards, lay them out on their own sheet of paper, and then stick mini-portraits of family members. Thus, children make a model of the family in which they would like to live.
Fizminutka"My Friendly Family"
Then the pupils demonstrate the models, describe in detail "their family" according to the following algorithm:
Who lives in the family?
What does each family member do at home?
Who do adults work?
What kind of relationship do you have in your family?
What do parents teach their children?
Game "What should I do"? ( problem solving)
Children are given colorful flags. Raising the flag means the child is ready to offer his own solution to the situation.
The teacher sums up the lesson.
Materials used I.A. Komarova, N.V. Ershova "The House of Our Smiles", Mozyr LLC Publishing House "Bely Wind" 2008.
