Organization of role-playing games for preschoolers in the middle group. Role-playing games in the middle group

"Card index of plot - role playing games V middle group»

Program content: Strengthen children’s ideas about the family and the responsibilities of family members. Develop interest in the game. Teach children to assign roles and act according to the role they assume, to develop the plot. Encourage children to creatively reproduce family life through play. Learn to act in imaginary situations, use various items– deputies. Foster love and respect for family members and their work.Game material: Furniture, dishes, attributes for equipping a house, “kindergarten”, large construction set, toy car, baby doll, toy stroller, bags, various substitute items.
Preliminary work: Conversations: “My family”, “How I help my mother”, “Who works for whom?” “What do we do at home?” Examination of plot pictures, photographs on the topic. Reading fiction: N. Zabila “Yasochkin’s kindergarten”, A. Barto “Mashenka”, B. Zakhoder “Builders”, “Driver”, D. Gabe from the series “My Family”: “Mom”, “Brother”, “Work”, E .Yanikovskaya “I go to kindergarten", A. Kardashova "Big wash".
Game roles: mom, dad, grandma, grandpa, eldest daughter, preschool children, baby doll.
Plots played out:
"Morning in the Family"
"Lunch in the Family"
"Construction"
"Dad is a good boss"
“We have a baby in our family”
"Evening with the Family"
"Mom puts the kids to bed"
"Family Day Off"
“A child in the family fell ill”
“We help mom wash clothes”
"Big House Cleaning"
"Guests have come to us"
"Moving to a new apartment"
“Holiday in the family: mother’s day, New Year, birthday"
Game actions: Mom teacher gets ready and goes to work; prepares everything necessary for activities with children; accepts children and works with them; plays, walks, draws, teaches, etc.; gives children to parents, cleans workplace; returns home from work; relaxes, communicates with her children and husband; helps grandma, puts the children to bed.
Mom-housewife collects and escorts her daughter to kindergarten, her husband to work; looks after youngest child(doll), walks with him, cleans the house, cooks food; meets a child from kindergarten, a husband from work; feeds them, communicates, puts the children to bed.
Dad the Builder gets ready for work, takes the child to kindergarten, goes to work; builds houses, bridges; returns from work, picks up the child from kindergarten, returns home; helps his wife around the house, plays with the children, communicates.
Dad Driver gets ready for work, takes the child to kindergarten, goes to work; delivers loads (bricks) to the construction site, unloads them, goes for new ones; picks up the child from kindergarten and returns home; helps his wife around the house; invites neighbors over for tea; sees off neighbors; communicates with children, plays with them, puts them to bed.
Grandmother collects and escorts grandchildren to kindergarten and school; cleans the house; turns to her eldest granddaughter for help; picks up her granddaughter from kindergarten and asks the teacher about her behavior; cooks dinner, bakes a pie; asks family members how the work day was; offers to invite neighbors to tea (dinner), treats everyone to a pie; plays with grandchildren; gives advices.
Grandfather helps grandma, dad, reads newspapers, magazines; plays with grandchildren, communicates with neighbors.
Eldest daughter helps grandmother prepare food, wash dishes, clean the house, iron clothes; plays and walks with younger sister, communicates.
Preschool children get up, get ready and go to kindergarten; in kindergarten they do: play, draw, walk; return from kindergarten, play, help parents, go to bed.

Program content: Expand children's understanding of the content of labor actions of kindergarten employees. Induce in children a desire to imitate the actions of adults. Cultivate friendly relationships in games between children.
Game material: Dolls with a set of clothes, furniture, dishes, small toys, mops, buckets, rags, aprons, bathrobes, washing machine, basin, drying rack, ironing board, irons, stove, cookware set, food, vacuum cleaner, musical instruments .
Preliminary work: Supervising the work of a teacher and assistant teacher. Conversation with children about the work of a teacher, assistant teacher, cook, nurse and other kindergarten workers. Excursion-inspection of the music (physical education) hall, followed by a conversation about the work of muses. manager (physical supervisor). Excursion-inspection of medical. office, observation of the doctor’s work, conversations from the personal experiences of children. Inspection of the kitchen, conversation about technical equipment, making the work of kitchen workers easier. Game-dramatization based on N. Zabila’s poem “Yasochkin’s kindergarten” using toys. Excursion to the laundry. Organization of children's work - washing doll clothes, handkerchiefs.
Game roles: Doctor, nurse, teacher, music worker, physical education director, nanny, cook, laundress.
Plots played out:
"Morning Reception"
"Our classes"
"Exercise in kindergarten"
"Nanny Job - Breakfast"
"Nanny's job - group cleaning"
"On a walk"
"At a music lesson"
"At a physical education class"
"Medical examination"
"Lunch in the garden"
"The work of a cook in a kindergarten"
“Working in the laundry room of a kindergarten”
Game actions: Educator receives children, talks with parents, plays with children, conducts classes.
Gym teacher conducts morning exercises, physical education.
Junior teacher keeps order in the group, assists the teacher in preparing for classes, receives food...
Music supervisor conducts music class.
Doctor examines children, listens, makes appointments.
Nurse measures temperature, height, weighs, gives vaccinations, checks the cleanliness of groups and kitchens.
Cook prepares food and gives it to the teaching assistants.
Laundress washes the clothes, dries them, irons them, folds them neatly, and gives them clean clothes to the nanny.

Program content: To arouse children's interest in the medical profession. Develop the ability to creatively develop the plot of the game. Fix the names of medical instruments: phonendoscope, syringe, spatula. To cultivate a sensitive, attentive attitude towards the patient, kindness, responsiveness, and a culture of communication.
Vocabulary work: phonendoscope, spatula, grafting, vitamins.
Game material: doctor's gown and cap, nurses' gowns and caps, medical instruments (thermometer, syringe, spatula), bandage, brilliant green, cotton wool, mustard plasters, patient cards, vitamins.
Preliminary work: Excursion to the medical office. Observing the work of a doctor. Reading fiction: J. Rainis “The Doll Got Sick”, V. Berestov “The Sick Doll”. A. Barto “Tamara and I”, P. Obraztsov “Treating a Doll”, A. Kardashova “Our Doctor”. Dramatization “The Animals Are Sick.” Review of the album “We are playing “doctor”. Making attributes for the game. Conversations with children “We are being treated by a doctor and a nurse”, “How should we behave in a doctor’s office?”
Game roles: Doctor, nurse, patient.
They act out the following stories:
"At the doctor",
"Calling the Doctor Home"
"I hurt my finger"
"Sore throat"
“Let’s put a prick”
"Let's get vaccinated"
Game actions: Doctor receives patients, listens carefully to their complaints, asks questions, listens, looks at their throats, makes prescriptions.
Nurse gives injections, gives medicine, vitamins, puts mustard plasters, lubricates wounds, bandages.
Sick comes to see a doctor, tells what worries him, and follows the doctor’s recommendations.

"I am a driver"

Program content: Expand children's understanding of the profession of a driver or auto mechanic. Develop the ability to build role-playing dialogue, use role-playing speech, creativity in the game, using real objects to create a game environment. Cultivate goodwill and willingness to help. Foster a culture of behavior in transport.
Vocabulary words: gas station, gasoline, canister, tanker, conductor, mechanic, baton, inspector, license.Game material: car repair tools, gas station, construction material, steering wheel, canister, hose for simulating filling a car with gasoline, a bucket with a rag, tickets, money, a bag for the conductor, a traffic light, a baton, a traffic police inspector’s cap, driver’s documents (licence).
Preliminary work: Excursion to the bus stop, observation of the bus, taxi and driver's work. Introduce simple regulatory gestures: “stop”, “get ready”, “passage is allowed”. Outdoor games: “Pedestrians and Taxi”, “Traffic Light”. Reading and looking at illustrations on the topic “Chauffeurs”. D/i “Attentive driver”, “Recognize the car”, “Repair the car”. Reading: V. Suteev “Different Wheels”, 3. Alexandrova “Truck”, A. Kardashov “Rain Car” E. Motkovskaya “I am a Car” B. Stepanov “Chauffeur”, “Bus Driver”, B. Zhitkov “Traffic Light” N. Kalinina “How the guys crossed the street”, N. Pavlova “By car”.
Game roles: Taxi driver, bus driver, conductor, passengers, truck driver, mechanic, gas station attendant, policeman (traffic police inspector).
Plots played out:
"Building a bus"
"Learning to Drive a Bus"
"The bus carries passengers"
"Car repair"
"I'm filling up the car"
"Carwash"
“A truck is carrying furniture to new house»
“The truck carries cargo (bricks, sand, snow)”
“A grocery car carries food (to a store, to a kindergarten, to a hospital)”
“I’m taking passengers to the station”
"I'll go to the garage"
"We're going to kindergarten"
"Riding around the city"
"We're going to visit"
"Trip to the Dacha"
Game actions: Taxi driver delivers passengers to their destination, takes money for travel, takes care of passengers, helps stow luggage.
Truck driver loads and unloads cargo.
Bus driver drives the bus, turns the steering wheel, gives a signal, troubleshoots problems, makes stops, announces them.
Conductor sells tickets, checks travel tickets, monitors order inside the bus, answers passengers' questions about where it is most convenient for them to get off.
Passengers board the bus, buy tickets, get off at stops, give up seats to elders and passengers with children, help them get off the bus, follow the rules of conduct in public transport, communicate; preparing for a long trip - packing things, water, food for the trip; they dress up and comb their hair if they go on a visit or to the theater.
Mechanic carries out repair work, checks the condition of the car before the trip, washes the car with a hose - wipes it.
Refueler inserts a hose, pours gasoline, takes money.
Police officer (traffic police inspector) – regulates traffic, checks documents, monitors compliance with rules traffic.

Program content: Introduce the specifics of the work of male and female hairdressers. To form children’s understanding of how women care for their nails. To teach them to perform several sequential actions aimed at fulfilling their duties. Develop the ability to engage in role interaction and build role dialogue. Foster a culture of communication with “clients”
Vocabulary words: master, hairdryer, apron, cape, razor, manicure.Game material: Mirror, bedside table for storing attributes, various combs, bottles, curlers, hairspray, scissors, hair dryer, cape, apron for hairdresser, manicurists, cleaners, hairpins, elastic bands, bows, towel, magazines with hairstyle samples, razor, hair clipper hair, towels, money, mop, buckets, dust cloths, floor cloths, nail polish, nail file, cream jars.
Preliminary work: Conversation “Why do we need hairdressers.” Ethical conversation about the culture of behavior in public places. Reading stories by B. Zhitkov “What I saw”, S. Mikhalkov “In the hairdresser”. Excursion to the hairdresser. Consideration of items necessary for the work of a hairdresser. Didactic games “Beautiful hairstyles for dolls”, “Let’s learn how to tie bows”, “Pick a bow for a doll”, “Miracle hairdryer”. Consider shaving items. Making game attributes with children (aprons, capes, towels, nail files, checks, money, etc.). Making the album “Hairstyle Models”.
Game roles: Hairdressers - ladies' and men's stylists, manicurists, cleaners, clients (visitors): mothers, fathers, their children.
Plots played out:
“Mom takes her daughter to the hairdresser”
"Dad takes his son to the hairdresser"
“Let’s give the dolls beautiful hairstyles”
“We’re going by bus to the hairdresser.”
“Doing hair for the holiday”
"Let's get ourselves in order"
"In the men's room"
“Purchasing goods for the hairdresser”
“We invite a hairdresser to a kindergarten”
Game actions: Women's salon hairdresser puts a cape on the client, dyes the hair, washes his hair, dries it with a towel, cuts it, shakes off the cut strands from the cape, wraps it in curlers, blow-dries the hair, varnishes it, braids it, pins it, gives recommendations on hair care.
Men's salon hairdresser shaves, washes hair, blow-dries hair, gives haircuts, combs clients' hair, shapes beard and mustache, offers to look in the mirror, refreshes with cologne.
Manicurist files nails,paints them with varnish, applies cream to her hands.
Clients they greet politely while waiting in line - look at albums with illustrations of different hairstyles, read magazines, can drink coffee in a cafe; asking for a haircut or manicure; they consult, pay money, thank you for your services.
Cleaning woman sweeps, dusts, washes the floor, changes used towels.

"Shop - Supermarket"

Program content: To form children’s ideas about the work of people in a store, the variety of stores and their purpose. Learn to perform different roles in accordance with the plot of the game. Develop visual and effective thinking and communication skills. Cultivate goodwill, the ability to take into account the interests and opinions of playing partners.
Vocabulary words: showcase,cashier, candy store.
Game material: showcase, scales, cash register, handbags and baskets for customers, seller's uniform, money, wallets, goods by department, vehicle for transporting goods, cleaning equipment.
“Grocery store”: dummies of vegetables and fruits, various pastries made from salt dough, dummies of chocolates, candies, cookies, cakes, pastries, boxes of tea, juice, drinks, sausages, fish, milk cartons, cups for sour cream, jars from yoghurts, etc.
Preliminary work:
Conversations with children “What stores are there and what can you buy in them?” “Who works in the store?”, “Rules for working with the cash register.” D/i “Shop”, “Vegetables”, “Who needs what?”. Reading the poem “Toy Store” by O. Emelyanova. B. Voronko “A Tale of Unusual Shopping” Making bagels, buns, cookies from salt dough, making candy.
Game roles: Seller, buyer, cashier, store director, driver.
Plots played out:
“Bakery-confectionery (bread department, store)”
"Vegetable shop (department)"
"Meat and sausage shop (department)"
"Fish shop (department)"
"Dairy store (department)"
"Grocery store"
"Musical Instrument Store"
"Book Shop"
Game actions: Salesman puts on a uniform, offers goods, weighs, packs, puts goods on shelves (designs a display case).
Store director organizes the work of store employees, makes requests for goods, pays attention to the correct work of the seller and cashier, and monitors order in the store.
Buyers come for shopping, choose a product, find out the price, consult with sellers, follow the rules of behavior in a public place, form a line at the checkout, pay for the purchase at the checkout, receive a receipt.
Cashier receives money, punches a check, issues a check, gives change to the buyer.
Chauffeur delivers a certain amount of various goods, receives requests for goods from the store director, unloads the delivered goods.

Program content: Enrich children's knowledge about wild animals, their appearance, habits, nutrition. Expand children's understanding of the responsibilities of zoo employees. To develop in children the ability to creatively develop the plot of a game using building floor material and to act with it in a variety of ways. Develop speech, enrich vocabulary. Foster a kind, caring attitude towards animals.
Vocabulary words: veterinarian, guide, aviary (cage).
Game material: “Zoo” sign, building material (large, small), truck with a cage, animal toys, food plates, food models, brooms, scoops, buckets, rags, an apron with sleeves for workers, tickets, money, cash register, white robe for the veterinarian, thermometer, phonendoscope, first aid kit.
Preliminary work: A story about a visit to the zoo. Talk about animals using pictures about the zoo. Conversation “Rules of behavior in the zoo.” Guessing riddles about animals, Reading poems by S.Ya. Marshak “Children in a cage, “Where did the sparrow have dinner?”, V. Mayakovsky “Every page, then an elephant, then a lioness.” Making the album “Zoo”. Drawing and sculpting animals. Didactic games: “Animals and their babies”, “Riddles about animals”, “Who lives where? ", "Animals of hot countries", "Animals of the North".
Game roles: Zoo director, tour guide, zoo workers (servants), doctor (veterinarian), cashier, builder, visitors.
Plots played out:
“Building cages for animals”
“The zoo is coming to us”
"Tour of the Zoo"
"We're going to the zoo"
"Purchasing food for animals"
"Feeding the Animals"
“Cleaning enclosures (cages)”
"Animal Treatment"
Game actions: Zoo director manages the work of the zoo.
Guide conducts excursions, talks about animals, what they eat, where they live, their appearance, how to treat animals, talks about safety measures and how to care for them.
Zoo workers ) receives food for animals, prepares special food for animals, feeds them, cleans cages and enclosures, washes their pets, and takes care of them.
Doctor (veterinarian) examines the animal, measures the temperature, gives vaccinations, treats zoo inhabitants, gives injections, gives vitamins.
Cashier sells tickets to visit the zoo and excursions.
Builder builds an enclosure for an animal.
Visitors buy tickets at the box office and go to the zoo, look at the animals.

"Sailor Fishermen"

Program content: Teach children to take on and play out the roles of captain, helmsman, sailors, cook, and sailor fishermen. Continue to teach how to use substitute items and clearly carry out the chain of game actions. Activate children's speech. Foster friendly relationships and a sense of teamwork.
Vocabulary work: Cook, anchor, steering wheel.
Game material: largebuilding material, captain's cap, caps, guy collars, lifebuoy, medical gown, medical instruments, anchor, steering wheel, binoculars, bucket, mop, cook suit, tableware, toy fish, nets, fish box, money.
Preliminary work: Reading fiction about fishing, ships, sailors. View photographs, paintings about the sea, sailors, ships. Conversation "Who works on the ship." Drawing and sculpting fish.
Game roles: Captain, fishermen, doctor, cook (cook), driver.Plots played out:
"Building a ship"
"Sailors sail on a ship on the sea"
“Sailors fish, work as fishermen”
"Sailors check their health with the ship's doctor"
“Sailors sail the sea, fish, have lunch”
"Sailors go ashore and go to the hairdresser"
“Sailors bring their catch ashore and hand over the fish to the store.”
“Sailors sail to the big city and go to the “Zoo”
“The sailors returned from sailing and went to the store”
Game actions: Captain steers the ship, turns the helm, looks through binoculars, gives the command to cast off, drop anchor, fish, controls the work of the fishermen, gives the command to moor to the shore.
Sailor fishermen they carry out orders, wash the deck, unwind the net, throw it into the sea, catch fish, put it in boxes.
Doctor examines sailors before sailing, allows them to go to sea, and treats those who are sick on the ship.
Cook (cook) prepares food, feeds sailors.
Driver drives up to the ship, checks the quality of the fish, buys the fish from the fishermen, loads it into the car and takes it to the store.

Program content: To form children's ideas about the work of postal workers. Expand children's understanding of ways to send and receive correspondence. Develop imagination, thinking, speech. Foster independence, responsibility, and the desire to benefit others.Vocabulary work: printing, parcel, postman, sorter, receiver.
Game material: a table for sending and receiving parcels, a mailbox, a postman's bag, envelopes with paper, stamps, postcards, parcel boxes, children's magazines and newspapers, attributes for the "pigeon" character, money, wallets, stamps, a car.
Preliminary work: Excursion to the post office, monitoring the reception of correspondence and mail dispatch. Conversations about different types communications: mail, telegraph, telephone, internet, radio. Watching the films “Holidays in Prostokvashino”, “Winter in Prostokvashino”, “Snowman-Postman”. Reading S. Ya. Marshak “Mail”, Y. Kushan “Postal History”. Production of stamp seals, envelopes, postcards, stamps, mailbox and for letters, bags, money, wallets, etc. Collecting postcards, magazines, calendars. Didactic games “Send a letter”, “Journey of a letter”, “What you need to work as a postman”, “How to send a parcel”. Listening to “The Postman's Song” by B. Savelyev.
Game roles: Postman, sorter, receiver, driver, visitors.
Plots played out:
“A letter arrived, a postcard”
« The carrier pigeon brought a letter"
"Send greeting card»
“Buying a magazine at the post office”
“Send a parcel to your grandmother”
"A message from a fairy-tale hero"
"The driver is carrying the mail"
Game actions: Postman picks up letters, newspapers, magazines, postcards from the post office; distributes them to addresses; sends correspondence to the mailbox.
Visitor sends letters, postcards, parcels, packs them; buys envelopes, newspapers, magazines, postcards; complies with the rules of behavior in a public place; takes a turn; receives letters, newspapers, magazines, postcards, parcels.
Receiver serves visitors; accepts parcels; sells newspapers, magazines.
Sorter sorts letters, newspapers, magazines, parcels, puts a stamp on them; explains to the driver where to go (on railway, to the airport…).
Chauffeur takes letters and postcards out of the mailbox; delivers new newspapers, magazines, postcards, letters to the post office; delivers parcels; delivers letters and parcels by postal machines to trains, planes, and ships.

In the lives of 4–5 year old children, role-playing games continue to develop and occupy a leading place. The child constructs stories with enthusiasm, strives to play a wide variety of roles, and becomes more proactive. Increased capabilities allow him to choose a theme and outline the concept of the game, arrange the playing space with the help of objects, and use various attributes in the game. The teacher directs his efforts to enrich the role behavior and relationships of children in the game, which are manifested through dialogue and play action.

The teacher encourages children to plan, that is, to create an elementary plan that will be embodied in the game; teaches them to describe plot events, outline (name) a circle characters(characters) in the game, reveal their interactions.

Traditional stories
Hospital and store games remain favorite stories for children aged 4–5 years, in which it is most easy for children to embody their life experiences. The teacher, by introducing new roles into the game, helps expand children’s understanding of the game image, the variety of roles and role behavior. For example, in a shopping game, drivers who bring groceries to the store can simultaneously act as loaders, and they can change their roles to others, for example, the roles of storekeepers working in a warehouse. Children, based on their life experiences, can lose various situations, taking place in medical offices, since each of them visited the clinic at least once.

How to prepare children for the game?
By mastering new plots, roles and game actions, the child enriches the game with new content, and, therefore, it will remain interesting for him. It is extremely important for the educator to maintain this interest by helping to enrich life experience, providing the child with time and place to play, and stimulating his creative activity. Excursions and targeted walks, stories about professions, thematic conversations, didactic and theatrical games, and the display of illustrations contribute to the enrichment of game plots. All these forms of interaction between an adult and a child become the content of preliminary work that prepares children for play.

Preliminary work should be purposeful, pedagogically succinct, and multifaceted, which will allow the entire topic used in the game to be covered. This kind of work involves all methods and forms of interaction between an adult and a child in the pedagogical process of a kindergarten; in it, like in no other work, one can see the interaction and interpenetration of various types of children's games.

The game absorbs everything that happens in a child’s life.
1. Targeted walks and excursions will allow the teacher to better acquaint children with the activities of adults, give them the opportunity to talk with representatives of this profession, and satisfy the interests of children. Achieving the intended goal, a wise teacher will turn the excursion into an exciting journey.
2. Stories about professions will interest children with lively figurative comparisons and provide food for the imagination. If you provide such a story with illustrations, then children will have a desire to get to know each other better: to use or make similar tools, to perform actions. You can use the book of the “School of the Seven Dwarfs” series “What professions are there?” Children are also captivated by stories invented by the teacher, specifically aimed at reproducing a situation, telling about an event (“How I visited the airport”, “How a girl got lost in station”, “How I was in a new store”, etc.). These stories, coming from the perspective of a significant adult for the child, provide freshness of perception and inspire faith in the authenticity of the event.
3. Thematic conversations are designed to clarify children’s ideas about a particular game (life) situation, their opinion regarding any plot. The teacher involves the children in dialogue and provokes their speech activity with leading questions. A conversation on any plot allows you to show models of the game’s plans and their development: “You know, usually the doctor first lays out the instruments and then calls the patients,” “When the driver put the car in the garage, what could he find?”; “What’s the best way to start the game? Think about where there will be a place for the airfield?”
4.Didactic games will help children learn game actions and behavior (weigh a product, repair a car, listen to a patient, determine the quality of a product), as well as follow the rules of the game, be organized, show leadership skills. To conduct didactic games you will need various kinds of items that can be found in the sections “Game sets”, “Tools and weapons”, “Cookware sets”,
5. Theatrical games will teach children to play out ready-made plots, understand and put into action the game plan, and be expressive in the role. Special furniture sets will help you create an interior for theatrical games.
6.The illustrations will complement everything the children have seen and heard before. Children will see a lot of details in them that they can calmly examine and which they had not noticed before. The bright colors of the illustrations will evoke emotional experiences and make you want to imitate the actions of the characters depicted.

Nomination: role-playing games in kindergarten lesson notes

Position: teacher

1. Zoo.

Target: expand children's knowledge about wild animals, their habits, lifestyle, nutrition, cultivate love and humane attitude towards animals, expand children's vocabulary.

Equipment: toy wild animals, familiar to children, cages (made of building material), tickets, money, cash register.

Progress of the game: The teacher tells the children that a zoo has arrived in town and offers to go there. Children buy tickets at the box office and go to the zoo. There they look at the animals, talk about where they live and what they eat. During the game, children should pay attention to how to treat animals and how to care for them.

2. Kindergarten.

Target: to expand children’s knowledge about the purpose of a kindergarten, about the professions of those people who work here - a teacher, a nanny, a cook, a music worker, to instill in children a desire to imitate the actions of adults, and to treat their pupils with care.

Equipment: all the toys you need to play in kindergarten.

Progress of the game: The teacher invites the children to play in kindergarten. If desired, we assign children to the roles of Educator, Nanny, Music Director. Dolls and animals act as pupils. During the game, they monitor relationships with children and help them find a way out of difficult situations.

1. Family.

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

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

Progress of the game.

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

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

In the following days, the teacher, together with the children, can equip a house on the site in which Yasochka will live. To do this, you need to clean the house: wash the floor, hang curtains on the windows. After this, the teacher can talk in the presence of children with the parents of a recently ill child about what he was sick with, how mom and dad took care of him, how they treated him. You can also play an activity game with a doll (“Yasochka caught a cold”).

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

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

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

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

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

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

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

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

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

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

1. Bath day.

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

Game material

Game roles. Mother, father.

Progress of the game. The teacher can start the game by reading the works “The Dirty Girl” and “Bathing” from the book by A. Barto “ Younger brother" Discuss the content of the texts. After this, it is advisable to show the children K. Chukovsky’s cartoon “Moidodyr”, consider the paintings by E. I. Radina, V. A. Ezikeeva “Playing with a Doll”. And also conduct a conversation “How we bathed”, in which to consolidate not only the sequence of bathing, but also to clarify children’s ideas about the bathroom equipment, about how attentively, carefully, and affectionately mothers and fathers treat their children. Also, the teacher can invite children, together with their parents, to take part in the manufacture of attributes and equipment of a large bathroom (or bathhouse) for dolls.

With the help of parents and the participation of children, you can build a towel rack and a grid for your feet. Children can design soap boxes. Benches and chairs for the bathroom can be made of large building material, or you can use children's high chairs and benches.

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

1. Big Wash.

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

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

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

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

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

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

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

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

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

The reason for the emergence of a game of “laundry” is often the teacher’s introduction into the group (or area) of objects and toys needed for washing.

Children are attracted to the role of “laundress” because they are “interested in doing laundry,” especially in a washing machine. To prevent possible conflicts, the teacher invites them to work in the first and second shifts, like in a laundry.

1. Bus (Trolleybus).

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

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

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

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

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

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

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

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

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

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

After this, you can start the game.

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

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

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

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

1. Drivers

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

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

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

Progress of the game. The teacher should begin preparing for the game by organizing special observations of | driver's activities. They should be directed by the teacher and accompanied by his story, explanation. Very good reason For the first detailed acquaintance of children with the work of a driver, observation of how food is brought to the kindergarten can be used. Showing and explaining how the driver brought the products, what he brought and what of these products will then be cooked, you need to inspect the car with the children, including the driver’s cabin. It is advisable to organize constant communication with the driver who delivers food to the kindergarten. Children watch him work and help unload the car.

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

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

It is advisable for the teacher to take another excursion to the garage, but not just any garage, but to the one where the father of one of the pupils in this group works as a driver, where the father will talk about his work.

Children’s emotionally charged ideas about their parents’ work, their public benefit 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 children receive during such walks and excursions should be consolidated in a conversation based on a picture or postcards. During these conversations, the teacher needs to emphasize the social significance of the driver’s activities and emphasize the significance of his activities for others.

Then the teacher can organize a game of toy cars. For example, children are given vegetables, fruits, bread and confectionery, furniture made from paper. The teacher advises taking groceries to kindergarten, goods to the store, transporting furniture from the store to a new house, riding dolls, taking them to the dacha, etc.

To enrich the experience of children, their knowledge must be shown to children on the street different cars(for transportation of milk, bread, trucks, cars, fire, ambulance medical care, if possible, show in action machines that water the streets, sweep, and sprinkle sand), explaining the purpose of each of them. At the same time, the teacher must emphasize that everything that these cars do can be accomplished only thanks to the activities of the driver.

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

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

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

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

The game can be started in different ways.

The first option could be as follows. The teacher invites the children to move to the dacha. First, the teacher warns the children about the upcoming move and that they need to pack their things, load them into the car and sit down themselves. After this, the teacher appoints a driver. On the way, you should definitely tell your children about what the car is passing by. As a result of this move, the doll corner is moved to another part of the room. Having sorted things out at the dacha and settled in a new place, the teacher will ask the driver to bring food, then take the children to the forest to pick mushrooms and berries, or to the river to swim and sunbathe, etc.

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 could be the following. The teacher takes on the role of a “driver”, inspects the car, washes it, and, with the help of the children, fills the tank with gasoline. Then the “dispatcher” writes out 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” and “builders” into the game. The children, together with the teacher, are building a new house for Yasi and her mom and dad.

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

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

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

1. Shop.

Target: teach children to classify objects according to common features, cultivate a sense of mutual assistance, expand children’s vocabulary: introduce the concepts of “toys”, “furniture”, “food”, “dishes”.

Equipment: all toys depicting goods that can be bought in a store, located on the display window, are money.

Progress of the game: The teacher invites the children to place a huge supermarket in a convenient place with departments such as vegetable, grocery, dairy, bakery and others where customers will go. Children independently distribute the roles of sellers, cashiers, sales workers in departments, sort goods into departments - food, fish, bakery products, meat, milk, household chemicals etc. They come to the supermarket to shop with their friends, choose a product, consult with the sellers, and pay at the checkout. During the game, the teacher needs to pay attention to the relationship between sellers and buyers. The older the children, the more departments and products there may be in the supermarket.

1. At the doctor's.

Target: teach children how to care for the sick and use medical instruments, cultivate attentiveness and sensitivity in children, expand their vocabulary: introduce the concepts of “hospital”, “patient”, “treatment”, “medicines”, “temperature”, “hospital”.

Equipment: dolls, toy animals, medical instruments: thermometer, syringe, pills, spoon, phonendoscope, cotton wool, jars of medicine, bandage, robe and doctor’s cap.

Progress of the game: the teacher offers to play, a Doctor and a Nurse are selected, the rest of the children pick up toy animals and dolls, and come to the clinic for an appointment. Patients with various diseases: the bear’s teeth hurt because he ate a lot of sweets, the doll Masha pinched her finger in the door, etc. We clarify the actions: The Doctor examines the patient, prescribes treatment for him, and the Nurse follows his instructions. Some patients require inpatient treatment and are admitted to the hospital. Children of older preschool age can choose several different specialists - a therapist, an ophthalmologist, a surgeon and other doctors known to children. When they get to the appointment, the toys tell them why they came to the doctor, the teacher discusses with the children whether this could have been avoided, and says that they need to take more care of their health. During the game, children watch how the doctor treats the sick - makes bandages, measures the temperature. The teacher evaluates how children communicate with each other and reminds that recovered toys do not forget to thank the doctor for the help provided.

1. We are building a house.

Target: introduce children to construction professions, pay attention to the role of equipment that facilitates the work of builders, teach children how to build a simple structure, cultivate friendly relationships in a team, expand children’s knowledge about the peculiarities of the work of builders, expand children’s vocabulary: introduce the concepts of “construction”, “bricklayer” ", " crane", "builder", "crane operator", "carpenter", "welder", "building material".

Equipment: large building material, cars, a crane, toys for playing with the building, pictures depicting people in the construction profession: mason, carpenter, crane operator, driver, etc.

Progress of the game: The teacher invites the children to guess the riddle: “What kind of turret is there, and is there a light in the window? We live in this tower, and it's called...? (house)". The teacher invites the children to build a large, spacious house where toys can live. Children remember what construction professions there are, what people do at a construction site. They look at pictures of construction workers and talk about their responsibilities. Then the children agree to build a house. Roles are distributed among the children: some are Builders, they build a house; others are Drivers, they transport building materials to a construction site, one of the children is a Crane Operator. During construction, attention should be paid to the relationships between children. The house is ready and new residents can move in. Children play independently.

1. Salon.

Target: introduce children to the profession of a hairdresser, cultivate a culture of communication, expand children’s vocabulary.

Equipment: robe for the hairdresser, cape for the client, hairdresser's tools - comb, scissors, bottles for cologne, varnish, hair dryer, etc.

Progress of the game: knock on the door. The doll Katya comes to visit the children. She meets all the children and notices a mirror in the group. The doll asks the children if they have a comb? Her braid has come undone and she would like to comb her hair. The doll is offered to go to the hairdresser. It is clarified that there are several halls there: women's, men's, manicure, they work good craftsmen, and they will quickly put Katya’s hair in order. We appoint hairdressers, they take their jobs. Other children and dolls go into the salon. Katya remains very pleased, she likes her hairstyle. She thanks the children and promises to come to this hairdresser next time. During the game, children learn about the duties of a hairdresser - cutting, shaving, styling hair, manicure.

1. Ambulance.

Target: arouse children's interest in the professions of a doctor and nurse; cultivate a sensitive, attentive attitude towards the patient, kindness, responsiveness, and a culture of communication.
Roles: doctor, nurse, ambulance driver, patient.
Game actions: The patient calls 03 and calls an ambulance: gives his full name, tells his age, address, complaints. The ambulance arrives. A doctor and a nurse go to a patient. The doctor examines the patient, listens carefully to his complaints, asks questions, listens with a phonendoscope, measures blood pressure, and looks at his throat. The nurse measures the temperature, follows the doctor’s instructions: gives medicine, gives injections, treats and bandages the wound, etc. If the patient feels very bad, he is taken away and taken to the hospital.
Preliminary work: Excursion to the medical office. Observation of the doctor’s work (listens with a phonendoscope, looks at the throat, asks questions). Listening to K. Chukovsky’s fairy tale “Doctor Aibolit” in a recording. Excursion to the children's hospital. Surveillance of an ambulance. Reading lit. works: Y. Zabila “Yasochka caught a cold”, E. Uspensky “Playing in the hospital”, V. Mayakovsky “Who should I be?” Examination of medical instruments (phonendoscope, spatula, thermometer, tonometer, tweezers, etc.). Didactic game “Yasochka caught a cold.” Conversation with children about the work of a doctor or nurse. Looking at illustrations about a doctor, honey. sister. Modeling “Gift for sick Yasochka.” Making game attributes with children with the involvement of parents (robes, hats, recipes, medical cards, etc.)
Game material: telephone, gowns, caps, pencil and paper for prescriptions, phonendoscope, tonometer, thermometer, cotton wool, bandage, tweezers, scissors, sponge, syringe, ointments, tablets, powders, etc.

1. Veterinary hospital.

Target: arouse children's interest in the profession veterinarian; to cultivate a sensitive, attentive attitude towards animals, kindness, responsiveness, and a culture of communication.
Roles: veterinarian, nurse, orderly, veterinary pharmacy worker, people with sick animals.
Game actions: Sick animals are brought and brought to the veterinary hospital. The veterinarian receives patients, listens carefully to the complaints of their owner, asks questions, examines the sick animal, listens with a phonendoscope, measures the temperature, and makes a prescription. The nurse writes a prescription. The animal is taken to the treatment room. The nurse gives injections, treats and bandages wounds, applies ointment, etc. The nurse cleans the office and changes the towel. After the appointment, the owner of the sick animal goes to the veterinary pharmacy and buys the medicine prescribed by the doctor for further treatment Houses.
Preliminary work: Excursion to the medical office. Observing the doctor’s work (listening with a phonendoscope, looking at the throat, asking questions) Listening to K. Chukovsky’s fairy tale “Doctor Aibolit” in a recording. Examination with children of illustrations to the fairy tale by K. Chukovsky “Doctor Aibolit.” Reading lit. works: E. Uspensky “We played at the hospital”, V. Mayakovsky “Who should we be?” Examination of medical instruments: phonendoscope, spatula, thermometer, tweezers, etc. Didactic game “Yasochka caught a cold.” Conversation with children about the work of a veterinarian. Drawing “My Favorite Animal” Making attributes for the game with children with the involvement of parents (robes, hats, recipes, etc.)
Game material: animals, gowns, hats, pencil and paper for prescriptions, phonendoscope, thermometer, cotton wool, bandage, tweezers, scissors, sponge, syringe, ointments, tablets, powders, etc.

1. Clinic.

Target: revealing the meaning of the activities of medical personnel to develop children’s ability to take on roles. develop interest in the game. form positive relationships between children. instilling in children respect for the work of a doctor.

Game material: play set "Doll Doctor", substitute items, some real items, doctor's cap, robe, doll.

Situation 1 The teacher offers the child the additional role of a patient, and he himself takes the main role of a doctor. Educator: “let’s play “Doctor”: I will be the doctor, and you will be the patient. Where will the doctor's office be? Come on, as if it were an office (puts up a screen) What does a doctor need? (the child, with the help of an adult, lays out medical supplies from the first aid kit on the table). And this is a jar of ointment, and this is a syringe...” (Gradually the child himself begins to name and arrange what is needed). The teacher puts on a cap and a white coat: “I am a doctor. Come see me.” Come in, hello. Do you have a sore throat or tummy? When did you get sick? Let's look at the neck. Open your mouth. say ah-ah-ah. Ay, ay, what a red neck. Let's lubricate it now, doesn't it hurt? Don't you have a headache?

Playing with one child attracts the attention of other children. The teacher, noticing the children watching the game, says: “Are you sick too? Get in line, patients, wait.”

Situation 2 The teacher plays a doctor, two children play sick. Educator “Now let’s play like this. as if I were a doctor. I'm in my office. I have a telephone. If you are sick, call me and call a doctor, Ding, Ding! My phone is ringing. Hello! The doctor is listening. who called? Girl Katya? Do you feel sick? Do you have a headache or stomach ache? Did you measure the temperature? How tall! Tell me Katya, where do you live?

I come to you. I will treat you. In the meantime, drink raspberry tea and go to bed. Goodbye! My phone is ringing again. Hello, who's calling? Boy Dima? What are you complaining about? Runny nose? Have you been sick for a long time? Did you drop drops or take pills? Does not help? Come see me today. I'll prescribe you another medicine. Goodbye!

Situation 3. The doctor himself calls patients, finds out how they feel, and gives advice. During a telephone conversation, the teacher uses a system of alternative and prompting questions that show the variability of game actions and contribute to further development creativity.

1. “The wind blows across the sea and propels the boat.”

Target: Reinforce with children knowledge of the rules and measures of safe behavior on the water.

Program content: Shape elementary presentation O safe behavior on the water; consolidate knowledge about ways to help a drowning person, consolidate children’s knowledge about animals that live in hot countries; develop the ability to behave correctly in an emergency situation.

Equipment: construction set with large parts, steering wheel, rope, anchor, lifebuoys, caps, mats, cap for the captain, sailor collars, buoys, “swimming allowed” sign, red life jacket, pictures of animals from hot countries, palm trees, toys, hats for passengers .

Progress of the game:

We love it when guests come to us. Look how many there are today, every morning we say to each other: “ Good morning“so that we have a good day all day, so that we are in a good mood. Let's say these morning magic words and to our guests: “Good morning”

The teacher reads a poem:

What is summer?

That's a lot of light

This is a field, this is a forest,

These are thousands of miracles!

Educator: In summer it is warm and even hot, so many people will relax at the sea, near a river, lake or pond. Let's go on a journey by sea. And for this we will build a ship.

Children with the help of a teacher build a ship from a construction kit

Educator: Did you forget to take the circle and rope?

Children: Don't forget to take it.

Educator: Why do we need a circle and a rope?

Children: To save a person if he is drowning.

Educator: That's right. Almaz will be the captain on our ship. He will put on a cap and take a telescope, and Ruzal, Azamat, Azat, Damir will be sailors, they will put on visor caps and sailor collars. The rest of the children are passengers. Put on your hats, take your “daughters” /dolls/ in your arms, take handbags with rugs.

Captain: gives the command. Take your seats on the ship. The ship is sailing. Release the mooring lines, raise the anchor!

The ship “sails” Children sing the song “Chunga-Changa”. At the end of the song, put up a “Swimming Allowed” sign and buoys.

Educator: Look guys, it’s a wonderful place, it’s a beach, you can dock, swim and sunbathe.

Captain: Moor ashore! Drop anchor!

The teacher with the children “goes ashore” and explains that this is a beach and you can only swim on the beach, since this is a place specially equipped for swimming. In this place, the bottom has been checked and cleaned, the shore has been prepared, rescuers and a medical worker are on duty, the swimming area is fenced with buoys, beyond which you cannot swim.

We choose who will be on duty at the tower and watch the swimmers, i.e. (lifeguard)

In case of danger, he will rush to help, taking a life preserver. A child lifeguard puts on a red life jacket.

Educator: And I will be a nurse who is on duty on the beach and makes sure that vacationers do not get sunburn.

Children, let's show how we sailed here on a ship, and now let's swim like real dolphins sea ​​waves (imitation of dolphin movements) after swimming, we get out of the water, spread out the rugs and “sunbathe”. First we lie on our backs, then we turn over onto our tummies.

Guys, can you stay in the sun for a long time?

Available sunstroke and burns on the skin.

Educator: Dear tourists, after resting and swimming, take your places on the deck. Our journey continues.

Captain: Raise anchor! Give up the mooring lines! Heading for hot countries!

During the “journey” the teacher reads riddle poems about animals of hot countries. Palm trees and an easel with pictures of animals are placed

Educator: Guys, we have sailed to hot countries. Look guys what animals live here. Come on guys, let's draw them now.

1. Stand in a circle and show how an elephant walks.

2. How a monkey climbs for bananas.

3. Now let's show a roaring tiger.

4. How a kangaroo jumps.

Okay, well done. Guys, not only animals live here, but also people who dance a beautiful dance called “Lambada”. Let's try to dance it too.

Well, now it’s time to rest and head back.

Captain: Raise anchor! Give up the mooring lines! Heading back!

Educator: Oh, look, the “man” is in the water! Throw a life preserver quickly!

Captain: Man overboard! Throw a lifebuoy!

The sailors throw a lifebuoy on a rope and pull it out, saving the “daughter” /doll/. Passengers thank the captain and sailors.

Educator: Guys, this will never happen if you and your friends follow the rules of behavior on the water.

Well, if suddenly, for some reason, a person finds himself overboard, he can be helped by throwing a life preserver, an inflatable mattress, a log, a stick, a board, even a ball. You don't have to throw yourself into the water. You can help a drowning person by shouting loudly, “The man is drowning!” and call adults for help.

And in order to remember well the subject with which you can save a drowning person, we will learn a poem that Aliya G. has already learned.

If someone drowns in the river,

If he goes down

Throw him a rope, a circle,

A stick, a board or a log...

Now, you and I know well the rules of behavior on the water, and our ship has returned safely from its journey!

Let's thank the captain and sailors for interesting trip and a safe return home /children thank the ship’s crew/. And we will go down from the ship to the shore.

16. Traveling around the city.
Tasks:▪ consolidate the ability to carry out game actions according to verbal instructions, act with imaginary objects, use substitute objects,
▪ continue to develop speech,
▪ expand your understanding of the city and professions.

Materials:
▪ driver's cap, steering wheel,
▪ sign “cash desk”, cafe “Skazka”, “Palace of Sports”,
▪ uniform: park employees, instructor, waiter,
▪ animal caps,
▪ carousel,
▪ building material.

Preliminary work:
▪ targeted walk along Kirova Street and Leningradskaya Embankment,
▪ viewing the photo album “Our Beloved City”,
▪ viewing multimedia presentation"Walking around the city"
▪ study of traffic rules,
▪ role-playing game “We are going, going, going...”,
▪ acquaintance with the work of park employees, instructors physical culture, waiter,
▪ learning games and songs, role-playing words and actions.

Progress of the game.
Children with a teacher are building a bus.
Leading. Guys, I want to invite you to go on an excursion. Do you agree? (children's answers). Then get on the bus quickly. I will be the tour guide, and Egor will be the driver (the children take seats on the bus).
Bus driver. Attention, the bus is leaving! Fasten your seat belts.
An audio recording of “Bus” plays.
Chauffeur. Stop "Palace of Sports".
Leading. Let's go there. Tell me guys, what are people doing in the sports palace? (Children's answers). Who conducts the training? Instructor.
Denis. Hello, I am your physical education instructor, I suggest you improve your health, let's take up animals' animals (children wear animal hats). Stand on the flowers!
Children stand on flowers and perform movements to the music.

Leading. Is your health okay?
Children's answer. Thanks for charging.
The presenter and children thank the instructor.
Leading. I’ll ask everyone to board the bus, our city tour continues.
Chauffeur. Be careful, the doors are closing, fasten your seat belts. Next stop: Amusement Park.

Fun bus,
Run along the path
And to the amusement park
You bring us.
Leading. There are a lot of swings
And the magician is waiting
There are carousels there
Cheerful people.

The song “Bus” plays, one verse.

Chauffeur. Amusement Park stop.

Leading. We go out slowly, without pushing.

Park director. Hello, I am the director of the park, I invite you to ride our fun carousels, but first I ask you to purchase a ticket at the box office (gestures to the box office).
Children go to the ticket office and buy tickets. The game "Carousel" is played.
Director. Well, how did you like our park? (children's answers). Would you like to check out the children's cafe "Skazka"? (children's answers)
Leading. Guys, the cafe is on the other side of the street and we will have to walk across the road. How to cross the road correctly? (children's answers). Get up in pairs, I will go in front with a red flag, and Misha will go behind our column. Watch, don't lag behind, otherwise you will get lost in the city.

We're walking through the streets
We lead each other by the hand.
We want to see everything
We want to know about everything.

Children cross the road at a pedestrian crossing.

Leading. Here we are.
Waiter. Hello, please place your order. Here's the menu.
Leading. Let's order juice (a box of juice for each).
Waiter. Will be done.
The waiter brings juice, the children drink, thank the waiter and leave the cafe.
Leading. This is where our tour ends. Please take your seats on the bus, fasten your seat belt - we are going back to kindergarten (children get on the bus, sing a song).
Chauffeur. Stop kindergarten "Smile".
The children get off the bus, thank the driver and the tour guide, the teacher invites the children to tell their family about the excursion.

"Family"

Program content: To consolidate children's ideas about the family and the responsibilities of family members. Develop interest in the game. Teach children to assign roles and act according to the role they assume, to develop the plot. Encourage children to creatively reproduce family life through play. Learn to act in imaginary situations, use various objects - substitutes. Foster love and respect for family members and their work.
Playing material: Furniture, dishes, attributes for equipping a house, “kindergarten”, large construction set, toy car, baby doll, toy stroller, bags, various substitute items.
Preliminary work: Conversations: “My family”, “How do I help my mother”, “Who works for whom?” “What do we do at home?” Examination of plot pictures, photographs on the topic. Reading fiction: N. Zabila “Yasochka’s kindergarten”, A. Barto “Mashenka”, B. Zakhoder “Builders”, “Driver”, D. Gabe from the series “My Family”: “Mom”, “Brother”, “Work” ", E. Yanikovskaya "I go to kindergarten", A. Kardashova "The Big Wash". Playing roles: mother, father, grandmother, grandfather, eldest daughter, preschool children, doll - baby.
Plots played out:
"Morning in the Family"
"Lunch in the Family"
"Construction"
"Dad is a good boss"
“We have a baby in our family”
"Evening with the Family"
"Mom puts the kids to bed"
"Family Day Off"
“A child in the family fell ill”
“We help mom wash clothes”
"Big House Cleaning"
"Guests have come to us"
"Moving to a new apartment"
“Holiday in the family: Mother’s Day, New Year, birthday”
Game actions:
The mother-educator gets ready and goes to work; prepares everything necessary for activities with children; accepts children and works with them; plays, walks, draws, teaches, etc.; gives children to parents, cleans the workplace; returns home from work; relaxes, communicates with her children and husband; helps grandma, puts the children to bed.
A housewife mother gathers and escorts her daughter to kindergarten and her husband to work; takes care of the youngest child (doll), walks with him, cleans the house, prepares food; meets a child from kindergarten, a husband from work; feeds them, communicates, puts the children to bed.
A construction worker dad gets ready for work, takes his child to kindergarten, goes to work; builds houses, bridges; returns from work, picks up the child from kindergarten, returns home; helps his wife around the house, plays with the children, communicates.
The father-driver gets ready for work, takes the child to kindergarten, goes to work; delivers loads (bricks) to the construction site, unloads them, goes for new ones; picks up the child from kindergarten and returns home; helps his wife around the house; invites neighbors over for tea; sees off neighbors; communicates with children, plays with them, puts them to bed.
Grandmother gathers and escorts her grandchildren to kindergarten and school; cleans the house; turns to her eldest granddaughter for help; picks up her granddaughter from kindergarten and asks the teacher about her behavior; cooks dinner, bakes a pie; asks family members how the work day was; offers to invite neighbors to tea (dinner), treats everyone to a pie; plays with grandchildren; gives advices.
Grandfather helps grandma, dad, reads newspapers, magazines; plays with grandchildren, communicates with neighbors.
The eldest daughter helps her grandmother prepare food, wash dishes, clean the house, iron clothes; plays and walks with his younger sister, communicates.
Preschool children get up, get ready and go to kindergarten; in kindergarten they do: play, draw, walk; return from kindergarten, play, help parents, go to bed.

"Kindergarten"

Program content: Expand children's understanding of the content of labor actions of kindergarten employees. Induce in children a desire to imitate the actions of adults. Cultivate friendly relationships in games between children.
Game material: Dolls with a set of clothes, furniture, dishes, small toys, mops, buckets, rags, aprons, bathrobes, washing machine, basin, drying rack, ironing board, irons, stove, cookware set, food, vacuum cleaner , musical instruments.
Preliminary work: Observation of the work of the teacher, assistant teacher. Conversation with children about the work of a teacher, assistant teacher, cook, nurse and other kindergarten workers. Excursion-inspection of the music (physical education) hall, followed by a conversation about the work of muses. manager (physical supervisor). Excursion-inspection of medical. office, observation of the doctor’s work, conversations from the personal experiences of children. Inspection of the kitchen, conversation about technical equipment that makes the work of kitchen workers easier. Game-dramatization based on N. Zabila’s poem “Yasochkin’s kindergarten” using toys. Excursion to the laundry. Organization of children's work - washing doll clothes, handkerchiefs.
Playing roles: Doctor, nurse, teacher, music worker, physical education director, nanny, cook, laundress.
Plots played out:
"Morning Reception"
"Our classes"
"Exercise in kindergarten"
"Nanny Job - Breakfast"
"Nanny's job - group cleaning"
"On a walk"
"At a music lesson"
"At a physical education class"
"Medical examination"
"Lunch in the garden"
"The work of a cook in a kindergarten"
“Working in the laundry room of a kindergarten”
Game actions:
The teacher receives children, talks with parents, plays with children, conducts classes.
Physical instructor conducts morning exercises and physical education.
The junior teacher keeps order in the group, assists the teacher in preparing for classes, receives food...
Music the leader conducts music. class.
The doctor examines the children, listens, and makes prescriptions.
The nurse measures temperature, height, weighs, gives vaccinations, checks the cleanliness of groups and kitchens.
The cook prepares food and gives it to the teacher's assistants.
The laundress washes the clothes, dries them, irons them, folds them neatly, and gives them clean clothes to the nanny.

"Polyclinic"

Program content: To arouse children's interest in the medical profession. Develop the ability to creatively develop the plot of the game. Fix the names of medical instruments: phonendoscope, syringe, spatula. To cultivate a sensitive, attentive attitude towards the patient, kindness, responsiveness, and a culture of communication.
Vocabulary work: phonendoscope, spatula, grafting, vitamins.
Game material: doctor’s coat and cap, nurses’ coats and caps, medical instruments (thermometer, syringe, spatula), bandage, brilliant green, cotton wool, mustard plasters, patient cards, vitamins.
Preliminary work: Excursion to the medical office. Observing the work of a doctor. Reading fiction: J. Rainis “The Doll Got Sick”, V. Berestov “The Sick Doll”. A. Barto “Tamara and I”, P. Obraztsov “Treating a Doll”, A. Kardashova “Our Doctor”. Dramatization “The Animals Are Sick.” Review of the album “We are playing “doctor”. Making attributes for the game. Conversations with children “We are being treated by a doctor and a nurse”, “How should we behave in a doctor’s office?”
Playing roles: Doctor, nurse, patient.
They act out the following stories:
"At the doctor",
"Calling the Doctor Home"
"I hurt my finger"
"Sore throat"
“Let’s put a prick”
"Let's get vaccinated"
Game actions:
The doctor sees patients, listens carefully to their complaints, asks questions, listens, looks at their throats, and makes a prescription.
The nurse gives injections, gives medicine, vitamins, puts mustard plasters, lubricates wounds, bandages.
The patient comes to see the doctor, tells what worries him, and follows the doctor’s recommendations.

"I am a driver"

Program content: Expand children's understanding of the profession of a driver and auto mechanic. Develop the ability to build role-playing dialogue, use role-playing speech, creativity in the game, using real objects to create a game environment. Cultivate goodwill and willingness to help. Foster a culture of behavior in transport.
Vocabulary words: gas station, gasoline, canister, tanker, conductor, mechanic, baton, inspector, license.
Game material: tools for repairing cars, a gas pump, building material, a steering wheel, a canister, a hose for simulating filling a car with gasoline, a bucket with a rag, tickets, money, a bag for the conductor, a traffic light, a baton, a traffic police inspector’s cap, driver’s documents (licenses) .
Preliminary work: Excursion to the bus stop, observation of the bus, taxi and driver’s work. Introduce simple regulatory gestures: “stop”, “get ready”, “passage is allowed”. Outdoor games: “Pedestrians and Taxi”, “Traffic Light”. Reading and looking at illustrations on the topic “Chauffeurs”. D/i “Attentive driver”, “Recognize the car”, “Repair the car”. Reading: V. Suteev “Different Wheels”, 3. Alexandrova “Truck”, A. Kardashov “Rain Car” E. Motkovskaya “I am a Car” B. Stepanov “Chauffeur”, “Bus Driver”, B. Zhitkov “Traffic Light” N. Kalinina “How the guys crossed the street”, N. Pavlova “By car”.
Game roles: Taxi driver, bus driver, conductor, passengers, truck driver, mechanic, gas station attendant, policeman (traffic police inspector).
Plots played out:
"Building a bus"
"Learning to Drive a Bus"
"The bus carries passengers"
"Car repair"
"I'm filling up the car"
"Carwash"
“A truck is carrying furniture to a new house.”
“The truck carries cargo (bricks, sand, snow)”
“A grocery car carries food (to a store, to a kindergarten, to a hospital)”
“I’m taking passengers to the station”
"I'll go to the garage"
"We're going to kindergarten"
"Riding around the city"
"We're going to visit"
"Trip to the Dacha"
Game actions:
The taxi driver delivers passengers to their destination, takes money for travel, takes care of passengers, and helps with luggage.
A truck driver loads and unloads cargo.
The bus driver drives the bus, turns the steering wheel, gives a signal, troubleshoots problems, makes stops, and announces them.
The conductor sells tickets, checks travel tickets, keeps order inside the bus, and answers passengers' questions about where it is most convenient for them to get off.
Passengers board the bus, buy tickets, get off at stops, give up their seats to elders and passengers with children, help them get off the bus, follow the rules of behavior on public transport, communicate; preparing for a long trip - packing things, water, food for the trip; they dress up and comb their hair if they go on a visit or to the theater.
The mechanic carries out repair work, checks the condition of the car before the trip, washes the car with a hose - wipes it.
The gas station attendant inserts the hose, pours in gasoline, and takes the money.
Policeman (traffic police inspector) - regulates traffic, checks documents, monitors compliance with traffic rules.

"Salon"

Program content: To introduce the specifics of the work of male and female hairdressers. To form children’s understanding of how women care for their nails. To teach them to perform several sequential actions aimed at fulfilling their duties. Develop the ability to engage in role interaction and build role dialogue. Foster a culture of communication with “clients”
Vocabulary words: master, hair dryer, apron, cape, razor, manicure.
Game material: Mirror, bedside table for storing attributes, various combs, bottles, curlers, hairspray, scissors, hair dryer, cape, apron for hairdresser, manicurists, cleaners, hairpins, elastic bands, bows, towel, magazines with hairstyle samples, razor, hair clipper, towels, money, mop, buckets, dust cloths, for the floor, nail polish, nail file, cream jars.
Preliminary work: Conversation “Why do we need hairdressers.” Ethical conversation about the culture of behavior in public places. Reading stories by B. Zhitkov “What I saw”, S. Mikhalkov “In the hairdresser”. Excursion to the hairdresser. Consideration of items necessary for the work of a hairdresser. Didactic games “Beautiful hairstyles for dolls”, “Let’s learn how to tie bows”, “Pick a bow for a doll”, “Miracle hairdryer”. Consider shaving items. Making game attributes with children (aprons, capes, towels, nail files, checks, money, etc.). Making the album “Hairstyle Models”.
Game roles: Hairdressers - ladies' master and men's hairdresser, manicurist, cleaning lady, clients (visitors): mothers, fathers, their children.
Plots played out:
“Mom takes her daughter to the hairdresser”
"Dad takes his son to the hairdresser"
“Let’s give the dolls beautiful hairstyles”
“We’re going by bus to the hairdresser.”
“Doing hair for the holiday”
"Let's get ourselves in order"
"In the men's room"
“Purchasing goods for the hairdresser”
“We invite a hairdresser to a kindergarten”
Game actions:
The hairdresser of the women's salon puts a cape on the client, dyes the hair, washes the hair, towels off, cuts the hair, shakes off the cut strands from the cape, wraps it in curlers, blow-dries the hair, varnishes it, braids it, pins it, and gives recommendations on hair care.
The barber of the men's salon shaves, washes the hair, blow-dries hair, makes haircuts, combs the clients' hair, shapes the beard and mustache, offers to look in the mirror, refreshes with cologne.
The manicurist files the nails, paints them with varnish, and applies cream to the hands.
Clients greet politely while waiting in line - look at albums with illustrations of different hairstyles, read magazines, can drink coffee in a cafe; asking for a haircut or manicure; they consult, pay money, thank you for your services.
The cleaning lady sweeps, dusts, washes the floor, and changes used towels.

"Shop - Supermarket"

Program content: To form children's ideas about the work of people in a store, the variety of stores and their purpose. Learn to perform different roles in accordance with the plot of the game. Develop visual and effective thinking and communication skills. Cultivate goodwill, the ability to take into account the interests and opinions of playing partners.
Vocabulary words: showcase, cashier, confectionery.
Game material: display case, scales, cash register, handbags and baskets for customers, seller’s uniform, money, wallets, goods by department, vehicle for transporting goods, cleaning equipment.
“Grocery store”: dummies of vegetables and fruits, various pastries made from salt dough, dummies of chocolates, candies, cookies, cakes, pastries, boxes of tea, juice, drinks, sausages, fish, milk cartons, cups for sour cream, jars from yoghurts, etc.
Preliminary work:
Conversations with children “What stores are there and what can you buy in them?” “Who works in the store?”, “Rules for working with the cash register.” D/i “Shop”, “Vegetables”, “Who needs what?”. Reading the poem “Toy Store” by O. Emelyanova. B. Voronko “A Tale of Unusual Shopping” Making bagels, buns, cookies from salt dough, making candy.
Game roles: Seller, buyer, cashier, store director, driver.
Plots played out:
“Bakery-confectionery (bread department, store)”
"Vegetable shop (department)"
"Meat and sausage shop (department)"
"Fish shop (department)"
"Dairy store (department)"
"Grocery store"
"Musical Instrument Store"
"Book Shop"
Game actions:
The seller puts on a uniform, offers the product, weighs it, packs it, puts the product on the shelves (sets up a display case).
The store director organizes the work of store employees, makes requests for goods, pays attention to the correct work of the seller and cashier, and monitors order in the store.
Buyers come shopping, choose a product, find out the price, consult with sellers, follow the rules of behavior in a public place, form a line at the checkout, pay for the purchase at the checkout, and receive a check.
The cashier receives the money, punches the check, issues the check, and gives the customer change.
The driver delivers a certain amount of various goods, receives requests for goods from the store director, and unloads the delivered goods.

"Zoo"

Program content: Enrich children's knowledge about wild animals, their appearance, habits, and nutrition. Expand children's understanding of the responsibilities of zoo employees. To develop in children the ability to creatively develop the plot of a game using building floor material and to act with it in a variety of ways. Develop speech, enrich vocabulary. Foster a kind, caring attitude towards animals.
Vocabulary words: veterinarian, guide, aviary (cage).
Game material: “Zoo” sign, building material (large, small), truck with cage, animal toys, food plates, food models, brooms, scoops, buckets, rags, apron with sleeves for workers, tickets, money , cash register, white coat for the veterinarian, thermometer, phonendoscope, first aid kit.
Preliminary work: A story about a visit to the zoo. Talk about animals using pictures about the zoo. Conversation “Rules of behavior in the zoo.” Guessing riddles about animals, Reading poems by S.Ya. Marshak “Children in a cage, “Where did the sparrow have dinner?”, V. Mayakovsky “Every page, then an elephant, then a lioness.” Making the album “Zoo”. Drawing and sculpting animals. Didactic games: “Animals and their babies”, “Riddles about animals”, “Who lives where? ", "Animals of hot countries", "Animals of the North".
Playing roles: Zoo director, tour guide, zoo workers (servants), doctor (veterinarian), cashier, builder, visitors.
Plots played out:
“Building cages for animals”
“The zoo is coming to us”
"Tour of the Zoo"
"We're going to the zoo"
"Purchasing food for animals"
"Feeding the Animals"
“Cleaning enclosures (cages)”
"Animal Treatment"
Game actions:
The zoo director manages the operations of the zoo.
The guide conducts excursions, talks about animals, what they eat, where they live, their appearance, how to treat animals, talks about safety measures and how to care for them.
Zoo workers (servants) receive food for animals, prepare special food for animals, feed them, clean cages and enclosures, wash their pets, and take care of them.
A doctor (veterinarian) examines the animal, measures the temperature, gives vaccinations, treats zoo inhabitants, gives injections, and gives vitamins.
The cashier sells tickets to visit the zoo and excursions.
A builder is building an enclosure for an animal.
Visitors buy tickets at the box office and go to the zoo and look at the animals.

"Sailor Fishermen"

Program content: Teach children to take on and play out the roles of captain, helmsman, sailors, cook-cook, and sailor-fishermen. Continue to teach how to use substitute items and clearly carry out the chain of game actions. Activate children's speech. Foster friendly relationships and a sense of teamwork.
Vocabulary work: Cook, anchor, helm.
Game material: large building material, captain's cap, caps, guy collars, lifebuoy, medical gown, medical instruments, anchor, steering wheel, binoculars, bucket, mop, cook suit, tableware, toy fish, nets, fish box, money.
Preliminary work: Reading fiction about fishing, ships, sailors. View photographs, paintings about the sea, sailors, ships. Conversation "Who works on the ship." Drawing and sculpting fish.
Playing roles: Captain, fishermen, doctor, cook (cook), driver.
Plots played out:
"Building a ship"
"Sailors sail on a ship on the sea"
“Sailors fish, work as fishermen”
"Sailors check their health with the ship's doctor"
“Sailors sail the sea, fish, have lunch”
"Sailors go ashore and go to the hairdresser"
“Sailors bring their catch ashore and hand over the fish to the store.”
“Sailors sail to the big city and go to the “Zoo”
“The sailors returned from sailing and went to the store”
Game actions:
The captain steers the ship, turns the helm, looks through binoculars, gives the command to cast off, drop anchor, fish, controls the work of the fishermen, gives the command to moor to the shore.
Sailor fishermen follow orders, wash the deck, unwind the net, throw it into the sea, catch fish, and put it in boxes.
The doctor examines sailors before sailing, allows them to go to sea, and treats those who are sick on the ship.
The cook (cook) prepares food and feeds the sailors.
The driver drives up to the ship, checks the quality of the fish, buys the fish from the fishermen, loads it into the car and takes it to the store.

"Mail"

Program content: To form children's ideas about the work of postal workers. Expand children's understanding of ways to send and receive correspondence. Develop imagination, thinking, speech. Foster independence, responsibility, and the desire to benefit others.
Vocabulary work: seal, parcel, postman, sorter, receiver.
Game material: a table for sending and receiving parcels, a mailbox, a postman's bag, envelopes with paper, stamps, postcards, parcel boxes, children's magazines and newspapers, attributes for the character "pigeon", money, wallets, stamps, a car.
Preliminary work: Excursion to the post office, monitoring the reception of correspondence and mail dispatch. Conversations about different types of communication: mail, telegraph, telephone, Internet, radio. Watching the films “Holidays in Prostokvashino”, “Winter in Prostokvashino”, “Snowman-Postman”. Reading S. Ya. Marshak “Mail”, Y. Kushan “Postal History”. Making stamp seals, envelopes, postcards, stamps, mailboxes for letters, bags, money, wallets, etc. Collecting postcards, magazines, calendars. Didactic games “Send a letter”, “Journey of a letter”, “What you need to work as a postman”, “How to send a parcel”. Listening to “The Postman's Song” by B. Savelyev.
Playing roles: Postman, sorter, receiver, driver, visitors.
Plots played out:
“A letter arrived, a postcard”
"The carrier pigeon brought a letter"
"Send a greeting card"
“Buying a magazine at the post office”
“Send a parcel to your grandmother”
"A message from a fairy-tale hero"
"The driver is carrying the mail"
Game actions:
The postman takes letters, newspapers, magazines, postcards from the post office; distributes them to addresses; sends correspondence to the mailbox.
The visitor sends letters, postcards, parcels, packs them; buys envelopes, newspapers, magazines, postcards; complies with the rules of behavior in a public place; takes a turn; receives letters, newspapers, magazines, postcards, parcels.
The receptionist serves visitors; accepts parcels; sells newspapers, magazines.
The sorter sorts letters, newspapers, magazines, parcels, and puts a stamp on them; explains to the driver where to go (to the railway, to the airport...).
The driver takes letters and postcards from the mailbox; delivers new newspapers, magazines, postcards, letters to the post office; delivers parcels; delivers letters and parcels by postal machines to trains, planes, and ships.

Tasks: create positive interest in role-playing games, conditions for creative self-expression;

to form children’s ideas about the salon employees and what kind of work each of them does; to develop children’s skills to act in accordance with their role; contribute to the formation of the ability to creatively develop game plots; develop dialogical speech, perception, attention, memory; to cultivate interest in role-playing games, a culture of behavior in public places, respectful attitude towards salon employees, and a friendly attitude towards each other in the game.

Vocabulary work: hairstyle, hair dryer, haircut, bangs, curlers, director, administrator, makeup artist, manicurist, client, services.

Subject-game environment. Equipment and attributes: children's furniture (sofa, armchairs), notepad, telephone, book of complaints and suggestions, cash machine, money, albums, magazines, salon business cards; a set of hairdressing accessories (scissors, combs, an apron, a cape for the client, hairpins, elastic bands, shampoo jars), cream jars, powder compacts, mirrors, cotton pads, brushes, a children’s “Cleaning lady” set.

Game roles and actions:

Director- manages the salon; talks with clients, offers them a book of complaints and suggestions;

Administrator— accepts payment for the service, writes in a log about the service, receives calls;

Hairdresser- combs, cuts, blow-dries hair, suggests looking in the mirror.

Visagiste— applies cream to the face, paints the eyes, lips;

Manicurist— takes the client’s order, does a manicure;

Cleaner— washes and sweeps the floors in the salon;

Clients– visit the salon, greet the hairdresser, ask for a haircut, consult with the hairdresser, pay and thank you for the services.

Motivation. Problem situation: Katya doll is getting ready for her birthday, she needs her hair, makeup and manicure done.

Progress of the story game

There is a knock on the door. The doll Katya comes to visit the children. She meets all the children and says that she is going to her friend Masha’s birthday party and doesn’t know where to go to get her beautiful hair, makeup and manicure done.

Educator (B). Guys, what should she do? Maybe we can help her? (Children's answers).

IN. That's right, the Katya doll needs to be sent to a beauty salon. She will get her makeup, manicure and hair done there. Let's open a beauty salon in our group. Our salon will have a hairdressing salon with women's and men's rooms, manicure salon, make-up artist's room. (Conditions for the game are created before it starts.)

IN. Children, who works in the beauty salon? (Children's answers).

The teacher distributes roles by selecting cards that depict the attributes of salon workers. The cards are laid out face down on the table. Children choose cards, look at them, tell what is depicted on them, what these attributes are for, which salon employee will need them in their work, and then use the selected cards to determine their role.

IN. I would really like to play with you. Take me into your game. I will be the director of the salon.

The teacher in the role of director draws attention to the workplaces, indicating the halls. Children take their jobs.

Director. Our first client will be the Katya doll.

The administrator meets her, clarifies what service she will first use in the salon, having clarified, the administrator escorts her to the hairdresser’s room. And then the hairdresser sits her in a chair and works with her. The administrator offers the rest of the clients the salon’s services, takes them to the specialists, then the clients pay for the services, and the administrator hands out business cards and invites them to visit the salon again.

Children visit the office of a makeup artist and manicurist. There is a coffee shop in the waiting room: visitors drink coffee and look at magazines.

Game over.

Director (Educator). Dear Clients! Please note that the salon will close in a few minutes. We will be glad to see you tomorrow! (Reminds children to get their workspaces in order.)

IN. Do you think the Katya doll liked it in our salon? I think that Katya was very pleased. Doll Katya thanks you and promises to come to our salon again next time.

Game evaluation.

IN. Did you like the game? What new and interesting things did you learn?

Praise children for performing their roles well.

A role-playing game for children of the middle group was prepared by K. Velko