Card file of role-playing games for the second younger group. Card file of role-playing games for children of the second junior group Role-playing game: sports

Maria Aprelikova
Card file of role-playing games for children of the second younger group

Another new academic year has come! I sincerely congratulate you and wish all educators and employees of children's institutions further success in the professional field, good health, happiness, prosperity, inexhaustible creative inspiration and love of the pupils! After all, the purpose of our profession is not only to give knowledge. An educator is a high mission, the purpose of which is the creation of a PERSONALITY, the establishment of a PERSON in a person, constant concern for the well-being of our children!

And now about the essentials. I suggest card index of role-playing games for children of the second junior group.

Role-playing games

"Feeding the doll Katya"

Target: Consolidate knowledge children about tableware, activate speech children, cultivate a culture of behavior while eating, a caring attitude towards the doll.

Material and equipment: Doll Katya, a set of dishes in the play corner.

Game progress: The game is played in the play corner. The teacher shows and tells what utensils are used at dinner (deep bowls for soup, shallow for second, spoons, forks, cups, etc., shows how to set the table, rules of conduct for dinner, how to use cutlery. Invites the children to feed the doll with dinner.

"We are going to kindergarten by car"

Target children

Material and equipment: Cars

Game progress: The teacher says that today they go to kindergarten by car and we need to drive through crowded streets, and for this we need to know the rules (do not enter houses, do not knock down pedestrians, drive carefully on the roads without knocking down oncoming cars, etc.) .). Further, the teacher pushes children to play actions, prompting, follows the course of the game.

"The doll Katya went to the store"

Target: Activate and develop speech children, reveal the game plan. Form initial skills of role-playing behavior.

Material and equipment: Doll Katya

Game progress: The teacher tells the children that the doll Katya is going to the grocery store, but she does not want to go alone, because she needs to buy a lot of groceries. Then he chooses from children helpers for the doll. “Take your bag and "Go"... Put toys, boxes, jars in your bag, commenting on your actions. “This cube will be our butter. This box is cornflakes. The rings from the pyramid are drying, and the parts from the designer are cookies. " Further, the teacher pushes children

"A letter came to the kindergarten"

Target: To develop dialogical speech, teach to perform several actions with one subject.

Material and equipment: Letter and teddy bear

Game progress: The teacher tells the children that a letter has come to the kindergarten. And in this letter Misha asks very much to send him a parcel. Shall we send it? Then you need to collect gifts for him. Finds out from children what gifts Misha loves. Children collect a bag of gifts for Misha. Further, the teacher pushes children on game actions and monitors the progress of the game.

"Bunny goes to kindergarten"

Target: Activate and develop speech children, reveal the game plan. Form initial skills of role-playing behavior.

Material and equipment: Bunny

Game progress: - Guys, Zayka needs to go to kindergarten, and he is very far away, so Zayka decided to go by car. Help him get to kindergarten. We need a car chauffeur. But not everything is so simple, because you need to drive through various obstacles. Further, the teacher monitors the game and arranges obstacles in the path of the car.

"Making a haircut for Katya doll"

Target plot actions with role name.

Material and equipment: Hair Salon Tools

Game progress: Educator informs: "The doll Katya is going to the ball and she needs a very beautiful hairstyle, so she came to your salon to see the best master." Selects from children of the master... Further, the teacher pushes children on game actions and monitors the progress of the game.

"Help Misha collect toys in kindergarten"

Target: Orientation in group, activation of dialogue speech children, the ability to play small in groups.

Material and equipment: toy bear

Game progress: The teacher tells the children that Misha scattered all the toys in his kindergarten and is now crying, because he does not remember where what was lying. Let's help him. Further, the teacher prompts and guides the game children.

"Kindergarten for chickens"

Target: Activate and develop speech children, reveal the game plan. Form initial skills of role-playing behavior.

Material and equipment: Chickens.

Game progress: - Children, chickens also want to go to kindergarten, but they do not have a kindergarten. Let's help them! Choose from child caregiver and nanny... Further, the teacher prompts and guides the game children.

"The doll Katya got sick"

Target: To form initial skills of role-playing behavior, to connect plot actions with role name.

Material and equipment: Game set "Hospital"

Game progress: The teacher informs the children that Katya's doll is sick. We need to call a doctor. The teacher chooses from children"The doctors" and puts him in a white robe and cap and invites him to examine the patient. Further, the teacher guides the game children and watches its progress.

"The doll Katya is going to kindergarten"

Target: activate speech children, educate attention to their appearance, caring attitude to the doll.

Material and equipment: A set of clothes for a doll.

Game progress: The teacher shows the children that the doll Katya is still sleeping, and she already needs to get ready for kindergarten. Together with the children, the doll is lifted out of bed, taken to wash and brush its teeth. Choosing clothes for the doll and dressing it. The teacher closely monitors the progress of the game and corrects it.

"Walk in kindergarten"

Target: Activate and develop speech children, reveal the game plan. Form initial skills of role-playing behavior.

Material and equipment: Dolls.

Game progress: - Children, our dolls went for a walk. Let's show them how we walk. What we do while walking and what games we play. Further, the teacher pushes children on game actions and monitors the progress of the game.

"Bunny - postman"

Target: Activate and develop speech children, reveal the game plan. Form initial skills of role-playing behavior.

Material and equipment:

Game progress: The teacher reports that Bunny is a postman today, and he delivers mail, and if you want to send a letter or a parcel, Bunny will deliver it to its destination. Further, the teacher pushes children on game actions and monitors the progress of the game.

"A toy shop"

Target: Create from children cheerful children.

Material and equipment: The game takes place in the play corner - the store.

Game progress: The teacher tells the children that he is a salesman in a toy store and invites the children to buy something. He praises various toys to children and explains how they work. Then the seller selects someone from children... Further observes the game and directs the game action.

"A toy repairman has come to the kindergarten"

Target: Lead to understanding the role in the game, activate communication skills children and conversational speech.

Material and equipment: Game set "Tools"

Game progress: From children the teacher chooses a toy repairman, dresses him in an apron and gives him a suitcase with tools. Tells the children that a toy repairman has come, who needs to be repaired, call the repairman. Further observes the game and directs the game action.

"A guest has come to the kindergarten"

Target: Create from children cheerful, joyful mood, enhance communication skills children.

Material and equipment: chef doll

Game progress: Educator: “Guys, a guest has come to our kindergarten - a doll Katya, she is a cook. She needs to make soup. But, here's the trouble, what, she forgot what vegetables are needed for the soup. Help the doll to remember and choose the necessary products. "

Let the little ones put the vegetables in the saucepan themselves, salt and stir the soup with a spoon. You can treat other dolls with ready-made soup.

"Haircut for a Bunny"

Target: Promote desire children independently select the attributes for the game. Form initial skills of role-playing behavior.

Material and equipment: Tools for playing hairdresser, toy Bunny.

Game progress: The teacher chooses from children of the master and says that Bunny came to him for a haircut. Further, the teacher observes the game and guides it.

"Animals in kindergarten"

Target: Activate and develop speech children, reveal the game plan. Form initial skills of role-playing behavior.

Material and equipment: toys animals.

Game progress: - Guys, look at the animals came to kindergarten. What are they doing there, how should one behave in kindergarten? Let's help them and teach them how to behave correctly. Further observes the game and directs the game action.

"Doctor of kindergarten"

Target: The game promotes the development of communication skills, social adaptation.

Material and equipment: Set "Doctor"

Game progress: Suggest toddlers to play doctor. Put on a white robe or something similar. Let the children bring their own « children» (doll or stuffed toy)... Have a friendly conversation with "Parent" and his "Child". Ask: "Tell me exactly where your pain is concentrated? Where does it hurt, how does it hurt? "... Offer the little one to switch roles.

Games with plot toys

"Bunny goes to kindergarten"

Target: Develop speech, activate conversational speech.

Materials (edit): bunny toy, pet toys

Game progress: - Guys, today Bunny went to kindergarten alone. Bunny appears. On the way, he meets different animals and asks them how to get to kindergarten. The game situation unfolds. At the end of the game, Bunny must come to kindergarten

"The chanterelle sits down to dinner"

Target: Develop speech, activate conversational speech. Consolidate knowledge about dishes, instill a culture of behavior at the table.

Materials (edit): Toy Chanterelle, a set of dishes in the play corner

Game progress: - The chanterelle has been running through the forest for a long time and is very hungry, she asks you to feed her. Children sit Chanterelle at the table, put on her bib and set the table. The teacher closely monitors the game, corrects children, helps them, directs the game action.

Theatrical games

"A doll in kindergarten is washed"

Target: Activate and develop speech children, consolidate hygiene skills children.

Material and equipment: Puppets for puppet theater

Game progress: - Our doll got her face dirty when she walked, she needs to wash. The teacher shows how the doll washes (washes eyes, mouth, nose, cheeks) and wipes her face with a towel, and then invites the children to wash the doll.

"Dolls in kindergarten are built in pairs and go for a walk"

Target: Activate and develop speech children, reveal the game plan. Form initial skills of role-playing behavior.

Material and equipment: dolls for puppet theater

Game progress: The teacher distributes dolls to the children and says that the dolls are built in pairs and go for a walk. Children put dolls in pairs and remind them how to walk in pairs. The teacher helps and guides the game.

Sections: Working with preschoolers

A properly organized developmental environment allows every kid to find something to their liking, to believe in their own strengths and abilities, to learn to interact with teachers and with peers, to understand and evaluate their feelings and actions, and this is what lies at the heart of developmental learning. The free activity of children helps them to independently search, to be involved in the research process, and not to receive ready-made knowledge from the teacher, this allows them to develop such qualities as curiosity, initiative, independence, the ability to creative self-expression.

SPEECH DEVELOPMENT CORNER

Tasks: Teaching techniques, the use of play material for the development of speech, cognitive and creative abilities of children.

Didactic visual materials; subject and plot pictures, etc.; book corners with age-appropriate literature; "Wonderful bag" with various items.

SPORT CORNER

Objectives: To create conditions for physical exercise in a group, stimulating the desire of children to engage in physical activity. To bring up in children a conscious attitude to their health. Strengthening the muscles of the lower and upper extremities, prevention of flat feet; Prevention of colds; Strengthening the muscles of the spinal column, preventing scoliosis.

Equipment and materials that should be in the corner: Board smooth and ribbed; - rugs, massage paths, with footprints (for the prevention of flat feet); gymnastic stick; balls; basket for throwing swords; hoops; skipping rope; skittles; arc; cubes; bench; gymnastic mat; the cord is long and short; gymnastic ladder; bags with a load (150-200 gr.); ribbons, flags.

CORNER ON PERFORMANCE

Tasks: To develop interest, attention, curiosity, emotional response of children to certain aesthetic properties and qualities of objects of the surrounding reality.

Equipment and materials, which should be in the corner: easel or music stand; sets of colored pencils; sets of markers; ballpoint pens; gouache; watercolor; colored wax crayons and the like; brushes - thin and thick, bristly, squirrel; jars for washing the brush nap from paint; drawing paper of various sizes; napkins made of fabric that absorb water well to dry the brush; foam sponges; hand wipes; plasticine, clay; boards for modeling; large oilcloths for table cover; hinged rollers with rolls of paper; school crayons for drawing on blackboard and asphalt or linoleum.

CONSTRUCTION CORNER

Tasks: to develop ideas about the basic properties of volumetric geometric, mainly large, forms(stability, instability, strength), in acquiring the skills to recreate familiar horizontal objects (paths, ladders, chairs, etc.), to develop the skills of co-creation with adults of independent creativity, to develop fine motor skills of fingers and hands, in acquiring the ability to build furniture, slides, houses. Learn to understand the mutability, design variability, the possibility of building not only horizontally, but also vertically. Be able to analyze an object, see the main parts of the details that make up structures, the ability to create them from various shapes.

Equipment and materials that should be in the corner: Materials for construction: plastic constructors with various methods of fastening parts (it is advisable to use 2-3 new ones during the year); building kits with parts of various shapes and sizes; soft modules; boxes are large and small; drawers; waste material: blocks, cylinders, cubes, blocks with drilled holes; small toy characters (kittens, dogs, etc.), cars for playing around. Materials for manual labor: paper of various types (colored, corrugated, napkins, cardboard, postcards, etc.); cotton wool, foam rubber, textile materials (fabric, strings, laces, ribbons, etc.); colored wire; natural materials; tools: scissors with blunt ends; brush; glue.

THEATRE

Objectives: Formation of listening skills; Development of children's creativity based on literary works.

Equipment and materials that should be in the corner: Desktop theater, a small screen and sets of dolls (finger, flat, etc.); a theater made by the teacher (cones with nozzle heads, masks, decorations); dramatization theater - ready-made costumes, masks for playing fairy tales, homemade costumes; there may be books (or there is a book corner nearby).

BOOK CORNER

Tasks: Formation of listening skills, ability to handle a book; Formation and expansion of ideas about the environment.

Equipment and materials which should be in the corner: A bookcase, a table and two chairs, a soft sofa, a screen separating the corner from the outdoor games areas; Books according to the program, favorite books of children, baby books, toy books; Albums for viewing: "Professions", "Seasons", "Kindergarten", etc.

NATURE CORNER

Tasks: environmental education and education of children

Equipment and materials that should be in the corner: There are 2-3 indoor plants in the group, those that the teacher has selected, preferably similar to a tree, grass; unpretentious, flowering monochromatic flowers (primrose, begonia, geranium); with wide, dense leaves (ficus); contrasting (tradescantia).; There is an active observation of wildlife objects in natural conditions. An adult organizes actions with various objects: wet and dry sand, considering different conditions of water. dr.

RPG CORNER

Tasks: Formation of role-based actions; Stimulation of role-playing game; Formation of communication skills in the game; Development of imitation and creativity.

Equipment and materials that should be in the corner: doll furniture for the room and kitchen; ironing board; attributes for playing "House", "Shop", "Hairdresser", "Hospital", sailors, drivers, etc .; large dolls (35-40 cm), medium (25-35 cm); dolls for girls and boys; toy wild and domestic animals; sets of kitchen and tea utensils; a set of vegetables and fruits; large and medium-sized cars; trucks and cars; telephone, steering wheel, scales, bags, buckets, iron, hammer, etc .; doll carriages; toys-fun with the dependence of the effect on the action (tumbler, pecking hens, fighting rams, jumping frogs, etc.); clothes for dressing up.

DIDACTIC GAME CORNER

Tasks: Development of thinking and finger motor skills. Mastering the operations of nesting, overlaying, joining parts into a whole; Development of visual perception and attention. Formation of survey skills; Acquaintance with geometric shapes and shapes of objects; Teaching the grouping of objects by color, size, shape; Revealing the relationship of groups of objects in terms of quantity and number (many, few, one) ; Development of the ability to use speech to determine the meaning of their actions; Formation of the ability to group objects, consistently compose pictures; Enrichment of the active vocabulary of children; Formation of the ability to describe and name objects in pictures.

Equipment and materials that should be in the corner:

Sensing and Mathematics Materials

1. Large mosaic, volumetric inserts from 5-10 elements, prefabricated toys, pyramids (from 6-10 elements), lacing, games with elements of modeling and replacement, lotto, pair pictures and other board-printed games.

2. Unconventional material: closed containers with slots for filling with various small and large objects, large buttons or bones from bills for stringing.

3. Carpet cloth, type-setting cloth, magnetic board.

4. A set of geometric shapes, objects of various geometric shapes, counting material with Velcro.

5. Various small figures and non-traditional material (cones, acorns, stones) for counting.

6. Blocks of Gienesh.

7. Cuisener's sticks.

8. Matryoshka dolls (5-7 elements), insert boards, insert frames, a set of colored sticks (5-7 of each color).

9. A set of volumetric bodies for serialization in size from 3-5 elements (cylinders, bars, etc.).

10. Cut (folding) cubes with subject pictures (4-6 parts).

11. Cut subject pictures, divided into 2-4 parts (vertically and horizontally).

Materials for the development of speech and cognitive activity.

1. Sets of pictures for grouping, up to 4-6 in each group: pets, wild animals, animals with children, birds, fish, trees, flowers, vegetables, fruits, food, clothes, dishes, furniture, transport, household items.

2. Sets of subject pictures for sequential grouping according to different criteria (purpose, etc.).

3. Series of 3-4 pictures to establish the sequence of events (fairy tales, social situations).

4. Series of 4 pictures: parts of the day (activities of people in the immediate environment).

5. Series of 4 pictures: seasons (nature and seasonal activities of people).

6. Subject pictures in large format (with different themes that are close to the child - fabulous, social).

7. Toys and simulators for training correct physiological respiration.

MUSICAL CORNER

Tasks: Development of auditory perception and attention; Formation of performing skills.

Equipment and materials that should be in the corner: A set of noise boxes; sounding toys, contrasting in timbre and character of sound production (bells, drum, rubber tweeters, rattles, etc.); musical didactic games.

AESTHETIC CORNER

Tasks: To teach the child to see, feel and understand the beauty of the world around him, art and create it in his life.

Aesthetic education of children is carried out by acquainting children with the aesthetics of everyday life, with the beauty in work, in nature, social phenomena, and the means of art.

TRAFFIC CORNER

Tasks: Acquaintance with the traffic light, with the rules of behavior in accordance with the light signals of the traffic light.

Equipment and materials that should be in the corner: "Traffic light"(stick on the traffic light); A canvas with the image of roads, pedestrian crossings (can be made of leatherette, so that you can fold and remove); Medium transport; Models of houses, trees, traffic lights, road signs; Small toys (figures of people, animals).

SEALING CORNER

This is a place where a child can sit, think, dream, remember pleasant sensations, communicate with loved ones and relatives, consider something, listen to something pleasant and useful, act with some objects, toys, collaborate with an adult or a peer ...

FIND CORNER

Tasks: To teach children to find something unusual, interesting in the world around them, to be able to explain what is interesting and unusual about this or that subject. Teach children to improve, modify the subject, know its purpose. To help children master the various ways of knowing the world around them available to them (comparison, elementary analysis, generalization, etc.), to develop cognitive activity, curiosity, creative thinking, imagination, fantasy.

LOCKER ROOM AND STAND MATERIAL IN THE LOCKER ROOM

Tasks: Formation of self-service skills, the ability to dress and undress, button and unfasten buttons; Formation of communication skills, the ability to greet each other, say goodbye to each other; Involvement of parents in the process of educational work, creation of a community of teachers and parents.

Equipment and materials that should be in the corner: Lockers with identification of individual accessories (bright pictures and photographs of children), benches, “algorithm” of the dressing process; Stands for adults: constantly updated exhibition of children's works; constantly updated photo exhibition; information about treatment and prophylactic procedures carried out in a group, kindergarten; recommendations to parents on organizing children's leisure time, materials for games, etc .; Mini-library of methodological literature for parents, books for children to read at home. Information stands .

Documents regulating the choice of equipment, educational, methodological and game materials

1. The concept of the content of continuing education (preschool and primary level), approved by Federal Coordination Council for General Education of the Ministry of Education of the Russian Federation of June 17, 2003;
2. Sanitary and epidemiological rules and standards "Sanitary and epidemiological requirements for the device, content and organization of the mode of operation in preschool organizations. SanPiN 2.4.1.2660-10", approved. Resolution of the Chief State Sanitary Doctor of Russia dated 22.07.2010 No. 91;
3. Letter of the Ministry of Education of Russia dated 03/15/2004 No. 03-51-46in / 14-03 "On the Direction of Approximate Requirements for the Content of the Developing Environment of Preschool Children Raised in a Family";
4. Letter of the Ministry of Education of Russia of 05/17/1995 No. 61 / 19-12 "On the psychological and pedagogical requirements for games and toys in modern conditions" (together with the Procedure for the psychological and pedagogical examination of children's games and toys, toys, Methodological instructions for employees of preschool educational institutions "On the psychological and pedagogical value of games and toys");
5. The concept of building a developing environment in a preschool institution (authors V.A. Petrovsky, L.M. Klarina, L.A. Smyvina, L.P. Strelkova, 1993);
6. The concept of preschool education (authors V.V.Davydov, V.A.Petrovsky, 1989).
7. FGT requirements for the environment of the preschool educational institution (draft).

Card file

role-playing games

(2nd junior group)

Educator: Molokova E.N.

1. "Kindergarten"
2. "Treat"
3. "Family"
4. "Doll"
5. "Chauffeur"
6. "Drive"
7. "A train"
8. "Fox"
9. "Bear cub"

10. "Cat"

11. "Horse"

12. "Hedgehog"

13. "Sparrow"

14. "Airplane"

15. "Wind and Leaves"

16. "We are going for a walk"

17. "Shop"

18. "Toys at the doctor's"

19. "Stepashka's birthday"

20. "Building a house"

21. "Hairdresser"

22. "Beauty salon"

"Kindergarten"

Target. Familiarization of children with the work of adults working in kindergarten. Developing the ability to take on a role.

Game material. Dolls, toy dishes, substitute items

Game roles. Chef, doctor, nanny, educator, music worker.

The course of the game. The teacher can start the game with a tour of the kindergarten. During the excursion, he draws the attention of the children to the fact that there are many groups and many children in the garden. All children in the garden have a fun and interesting life, because adults take care of them: the cook prepares food, classes, the doctor vaccinates children, treats them, the nanny cleans up the group room, serves food, the teacher works with the children, plays with them.

After the excursion, the teacher asks the children what they saw, and invites everyone to try to be a cook, nanny, educator, music worker.

The teacher can first show himself actions with objects. For example, playing the role of a cook, the teacher prepares the necessary items for making soup: a saucepan, a spoon to stir the soup, carrots, potatoes, etc. In this case, the teacher uses substitute items. Then he invites one of the children to cook the soup.

So, the teacher can act out several plots. Gradually, several plots merge into a single interesting game. For example, two girls play with dolls, lift them out of bed, dress them, talk to each other, at a distance from them another girl organizes a children's dining room, she puts three dolls at the table and places cutlery in front of them. The teacher can use this situation in the following way: he tells two girls that it’s time for mothers to go to work, and for the children to go to kindergarten, where breakfast is already starting. Thus, the teacher contributes to the natural unification of the two playing groups into one. The game is already going on at a higher level. And in the meantime, the teacher can already "call the car fleet" and find out why the car has not been sent to the kindergarten yet - the kindergarten needs food, etc.

"Treat"

Target. Development of children's ability to implement a game plan.Game material.Substitutes, play utensils, toy dogs, fluffy collar.

Preparing for the game.Reading and discussion of N. Kalinina's story "Helpers".

The course of the game.

The teacher asks the guys: “Who wants to play with me? I invite everyone to play: Sasha, Pavlik, Alena and Vitalik. Does Ira want to play with us? Now I'm going to bake you buns. I'll bake buns - I'll feed you. See, I have a lot of dough in the pan. " Shows a large baby pot filled with pieces of building material - yellow or red hemispheres. “There will be a lot of buns, enough for everyone. Sit down here, on the carpet, rest, and I'll cook. " The teacher seats the children so that they can see his actions. “I'll take a large sheet (the lid of the box from the board-printed game). I'm going to put buns on it. I make this bun for Valyusha (he takes one part from the box, makes circular movements, reminiscent of rolling a ball, and puts it on a “sheet”). I'll roll it, roll the dough, a bun is ready for Valyusha. And I will make this bun for Kiryusha (by naming the names of the children, the teacher keeps their attention on himself). That's all.

I have not forgotten anyone. I made buns for everyone. Now they can be baked in the oven. " He puts the “leaf in the oven” and takes it out immediately. “All the buns are already baked” (puts the sheet on the table, sniffs the buns). “How delicious they smell. Now I'm going to try one for fun. " The teacher shows how to do this in the game, says that these are delicious, sweet. Then he treats each child. Asks the children if they liked the buns. He also complains that the buns turned out to be too large and never eat all of them. After that, the teacher suggests that, a hundred ate, put the remaining pieces on a sheet to finish eating later.

Then the teacher says: “Now let's play hide and seek. You will be tricky guys. Hide behind a chair, some behind a closet, and some may even hide under a table. You will hide, and I will look for you. Do you want to play like that? Now I will close my eyes with my hands and I will count, and you hide. One - two - three - four - five, I'm going to look. "

The teacher is looking for children, while rejoicing when someone is. The game can be repeated two or three times.

Then the teacher invites the children to eat the buns again, otherwise they all played enough and wanted to eat again. "Would you like to eat buns?" - distributes buns to the children and says: “Now finish the buns - I'll give you some milk to drink. Who is full - put the leftovers here, on the sheet, and come up to me. I'll pour you some milk. " Each teacher gives a cup and pours imaginary milk. You can offer children supplements - a second cup of milk.

In conclusion, the teacher switches the children to independent play: "You are full and drunk, and now go play with toys."

"Family"

Target. Encouraging children to creatively reproduce family life in the game.

Game material.Dolls, furniture, dishes, bathing tub, building material, animal toys.

Preparing for the game.Observing the work of a nanny, a teacher in groups of children of the second year of life; watching mothers walk with children. Reading fiction and examining illustrations: E. Blaginina "Alyonushka", 3. Alexandrova "My Bear". Furniture construction.

Game roles. Mother, father.

The course of the game. The game begins with the teacher bringing a large, beautiful doll into the group. Addressing the children, he says: “Children, the name of the doll is Oksana. She will live in our group. Let's build a room for her together, where she will sleep and play. " Children, together with the teacher, build a room for the doll.

After that, the teacher reminds them how to play with the doll: carry it in your arms, roll it in a stroller, drive a car, feed it, change clothes. At the same time, she emphasizes that the doll should be treated with care, talked to her affectionately, take care of her, as real mothers do.

Then the children play with the doll on their own.

When the children have played for a sufficient amount of time themselves, the teacher organizes a joint game. When organizing the game, he must take into account the relationship between boys and girls. So, while the girls are feeding the dolls, washing the dishes, the boys, together with the teacher, build a car out of chairs and invite the girls to go for a ride with the dolls.

After that, the teacher can bring in one more Doll - Oksana's girlfriend, the doll Katya. The teacher introduces children to the new doll, tells how to play with it, where both dolls will live.

Games with two dolls in themselves oblige several children to work together. At this time, the closeness of the educator, and often his inclusion in the game, is necessary. Subsequently, when the children have already played this game several times, the teacher happens

it is enough just to remind about the possible roles to start the game: “Children, who wants to be Oksana's mother? And Katya's mom? Who wants to be an educator? " Each of the children begins to fulfill their responsibilities.

"Doll"

Target. Consolidation of knowledge about different types of dishes, the formation of the ability to use the dishes for their intended purpose. Fostering a culture of behavior while eating. Consolidation of knowledge about the names of clothes. Reinforcing in children the skill of undressing and folding their clothes correctly in a certain sequence.

Game material.Dolls, toy dishes, pictures depicting elements of the painting "Playing with a doll."

Preparing for the game.Examining the illustration "Playing with a doll."

Game roles. Mom, cook, nanny.

The course of the game. Preparation for the game begins with examining the painting "Playing with a doll." Children sit at two or three tables shifted in a line, facing the teacher. They look at the picture, name what they see ("Bathing the doll", "The girl is bathing", "Washes the soap off the doll", "The boy holds a towel to wipe the doll").

After that, the teacher turns to the children: “Before you are the pictures (face down), turn them over. Look at your pictures and tell me, who has the bath, who has the soap? Who has tights? ... ”The child, who has found the desired picture, puts it next to the large picture.

So we helped the girl in the white apron. Everything was prepared in order to redeem the doll. "

The teacher offers the children a story about this painting: “The children decided to buy the doll back. They brought a stool, put a bath on it, poured warm water into the bath. Nearby, on a red bench, they put a green sponge and soap. Strip the doll. Her clothes were laid out neatly on a large chair, and tiny blue shoes were placed under the chair. “Now, now, be patient a little more,” a girl in a white apron persuades the doll. - I'll wash off the soap from you, and then I'll wipe it dry. You see, Ilya is standing next to him, holding a large white towel in his hands ... ”.

The teacher can use various options for playing with dolls.

1st option. The doll Katya is having lunch.

There are tea, dining and kitchen utensils on the table. The doll Katya is sitting at the table. The teacher says: “Children, Katya needs to be fed lunch. There are various dishes here. We will put on the table in front of Katya only what is needed for dinner. " Children take turns finding the items they need. The teacher asks what it is and why. At the request of the teacher, the children find all the objects: plates, a fork, a spoon, a bread box, they are correctly named and beautifully placed on the table, not forgetting to lay a tablecloth and put a napkin holder. They wish Katya bon appetit, and after dinner they clean up the dishes.

2nd option. Pick up utensils for the dolls.

The teacher puts three dolls on the table: the cook is at the stove, a nanny doll in a dressing gown prepares dishes for dinner, a girl doll sits at the table. The teacher examines the dolls with the children, talks about what they are doing, what kind of dishes they need. There are various dishes on the table near the teacher. While showing the object, the teacher says what it is called. Then he asks the children about this subject. To maintain interest, you can ask: "And this dish, probably, no one needs?". Both the cook and the nanny need a ladle, a kettle, and a spoon.

After that, the teacher asks each of the children who he would like to be now: a cook, a nanny, or a girl who is going to have lunch. Invites children to play themselves.

3rd option. "The doll wants to sleep."

The teacher brings the doll and says that the doll is very tired and wants to sleep, asks the children to help her undress.

Children one by one, at the direction of the teacher, remove the clothes from the doll and, neatly folded it, put it on the doll's chair. So, one child takes off an apron, another takes off a dress, etc. The teacher guides their actions, helping to correctly fold one or another part of the doll's toilet, showing how to do it correctly. When the doll is completely undressed (only in a shirt), they put on slippers and lead her to the bed. Having put the doll in bed, the teacher turns it on one side, puts her hands under her cheek, carefully covers it, gently strokes the head and says: "Sleep!" Having shown the children that the doll has fallen asleep, the teacher asks them to be quiet and, putting a finger to their lips, on tiptoe, together with the children, leaves the group where the doll is sleeping.

4th option. The dolls woke up.

There are 2 dolls sleeping on the beds: a large and a small one. Clothes are on the shelves of the closet. Children sit on chairs in a semicircle. Educator: “Children, look who sleeps on this crib. Did you recognize her? Yes, this is a Katya doll. Who sleeps on this one? This is the doll Tanya. " The teacher turns to one doll: “Katya, are you awake yet? Are you going to get up? Guys, she says she wants to get up, but first we need to find her clothes. What do you need to dress Katya? " “Look closely at the shelf. Do you see the clothes? Bring a dress. We try on a dress, if it's small, we fold it by Tanya's crib. Should we put on the dress right away, or should we put on other things first? We are looking for size underwear and other things for dolls. " Children take turns putting clothes on the doll Katya, then dressing Tanya.

At the end of this game, the doll dressed with the help of the children greets each of the children, thanks each of them for their help, pats the head affectionately, dances merrily for the children who clap their hands and then thank the doll for the dance.

With the subsequent conduct of this game, the teacher encourages the children to play on their own.

The educator must treat dolls like living things. So, if the doll is dropped, the teacher takes pity on her, soothes so that she does not cry, asks the children to caress, calm down and take pity on the doll.

During a walk, the teacher makes sure that the doll is not cold, so that it does not freeze: he carefully straightens her hat or scarf, carefully looks to see if there is any blowing under the blanket that wraps the doll. During feeding, it makes sure that it does not burn it: it cools the food.

The teacher includes dolls in the life of children, makes them participants in children's life. So, a doll, sitting on a chair, watches how the children study or eat, praises who eats quickly and accurately, who is attentive in class. In the morning, the doll greets the children and watches the guys dress and wash, and in the evening, before the children are taken away, they undress the doll and put it in bed, say goodbye to her, turn off the lights and tiptoe away

"Chauffeur"

Target. Meet children with the profession of a driver. Teach children to establish relationships through play.

Game material.Various cars, building materials, steering wheels, traffic lights, traffic caps.

Preparing for the game.Observations of cars on the street, targeted walks to the car park, gas station, car garage. Examination of the painting "Bus". Learning the poem by A. Barto "Truck". Game-lesson "Drivers go on a flight". Observation of the games of older children and joint games with them. Learning the outdoor game "Sparrows and the car". Reading and viewing illustrations: "Our street", viewing photographs from the series "Little chauffeurs". Construction of a garage from building material.

Game roles. Chauffeur, mechanic, gas station.

The course of the game. The teacher can start the game by walking down the street and observing the cars. In the course of observations, the teacher draws the attention of children to the variety of cars, to what cars are transported.

After the walk, in conversation with the children, the teacher asks them the following questions: “What kind of cars did you see on the street? What were the cars carrying? What is the name of the person who drives the car? Who regulates traffic on the streets? How do pedestrians cross the street? "

Then the teacher invites the children to play chauffeur, taking on the role of a traffic controller. Children draw on the ground a road with intersections and a carriageway. Boys - "chauffeurs" "ride on the pavement", keeping to the right side of the street. Girls - "mothers" with strollers walk along the sidewalk. Crossing the road is allowed only at intersections and only at the green light of the traffic light.

In subsequent work, the teacher acquaints children with the fact that cars are fueled with gasoline. Further clarification and systematization of knowledge allows children to single out three or four roles in games with cars: driver, mechanic, petrol stationer.

During the subsequent game, the teacher can invite the children to listen to the story of the driver doll: “There are many drivers working in the car park (garage). They are all friendly with each other. They have one very good rule - never leave a friend in trouble, help everyone and in everything: acquaintances or strangers - to any driver. For example, a chauffeur is driving and sees that there is a car on the road ahead. He will definitely stop and ask what happened, and will certainly help: pour a little gas from his car, help replace a wheel, or simply take it onto a trailer and take it to the garage. This is how our chauffeurs live together. "

Then the teacher invites the children to play on their own the game "As if the drivers are leaving for a flight."

Next time you can start the game by reading the story "How the machine rolled animals."

“There is a car on the road. Itself is blue, the body is yellow, the wheels are red. Beautiful car! The forest animals saw her, stopped and looked. Hey, yes a car! Nice car!

A curious squirrel ran closer. She looked into the back. There is nobody! A squirrel jumped into the back, and the car went off: back and forth, back and forth.

A car drove up to the bunny, buzzed: beep-beep-beep!

A bunny jumped into the car. And again the car went: back and forth, back and forth.

A car drove up to the teddy bear, buzzed: beep-beep-beep!

The bear climbed into the back. The car went: back and forth, back and forth. The squirrel, bunny and teddy bear are happy!

A hedgehog climbed into the back. The car went: back and forth, back and forth. Hooray!

The kids are rolling, they are tired.

The first squirrel jumped out of the car, followed by ..? - bunny. Then he got out ..? - teddy bear. And the hedgehog - he doesn't know how to jump - just can't get off. Got upset! The bear cub, here's a clever one, came back and extended his paw to the hedgehog. Well-mannered people and animals always help each other.

As soon as the hedgehog got out of the car, she drove away. “Goodbye, blue car! Thank you!" - the animals shouted after her.

After reading the story, the teacher can invite the children to ride the toys in the cars on their own.

"Drive"

Target.

Game material.Building material, dolls, animal toys, substitute items.

Preparing for the game.Observation on a walk for transport, excursion to the car park, to the port, to the airport, to the station. Reading poems and stories about transport. Making a car, plane, steamer, train, boat, bus, etc. from a building material.

Game roles. Driver, driver, passenger.

The course of the game. The teacher can use different versions of the game, depending on what the game actions are aimed at.

1st option. The playful actions of the educator are aimed at children.

The teacher starts the game: “Now I will build something very interesting. Who wants to help me? Please bring large cubes (modules). These are the big circles. Well done, thanks! Now, please bring me a lot of chairs, they will come in handy too. Everything seems to be ready, you can start building. Do you know what I want to build for you? The car. So big ... With wheels, with a body. I'll build a car and ride my guys. Do you want me to take you for a ride in a car? " The teacher builds a car and comments on his actions. “First, I’ll build a cockpit (takes chairs). The cockpit is ready. Now I will make the steering wheel. I will steer. The car will go, drive Sasha, Marina, Vadik ... The steering wheel is also ready. I will make the body. I will put the chairs like this so that the children are comfortable to sit, I will make the body big so that everything will fit. It remains only to attach the wheels. Everything. The car is ready. Well, sit down, my dears, in the car, now let's go. This is the place for Katya. And this is for Petya ... Is everyone comfortable? Can I start the car? Chick-chick, the motor turned on. Do you know where I'm taking you now? To the toy store. Beep! Go. Shhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhh! Stop. We arrived at the store. Now I will open the door. Come out. Here is a store (the teacher points to a wardrobe with toys that are unusually arranged and dressed in advance: someone has a bow tied, someone has a collar, a new skirt, etc.). Lots in the toy store. Do you like them? Let's buy toys. I will buy a bunny for Vanyusha. And you, Olenka, what toy to buy? Well, it seems that everyone has bought toys. Did I buy you good toys? Does everyone like it? Then get in the car, let's go back to the group. Bi-yip! Go...".

On the way, the teacher makes a stop, buys a bottle of lemonade in the store, treats the children, and suggests making a glass out of a fist. Shows how you can drink from such a glass. “Who has the same cups? Substitute. I'm going to pour you lemonade. Who else wants lemonade? (For those who refuse to drink from the glass, he is given a toy cup). Have you all drank? Now let's treat some lemonade to toys. Those who drank can get into the car. Is everyone sitting down? Beep. Go. Shh-sh-sh. We arrived in the group. You can go play. Show your toys where they can sleep, cook dinner, and I'll fix the car. If you want to ride a car again, come to me. I'll take you somewhere else. "

If, after the teacher's proposal, the children have a desire to get into the car again, the game continues.

During the next game, the teacher finds out, together with the children, where else you can take the children and why. It turns out that children can be taken: to the sea or a river, to the forest to swim, play in the water, walk along the bridge; to the zoo, get acquainted with fish, a whale, look for something interesting; to the forest to pick mushrooms, berries, flowers, get acquainted with the animals, feed them, visit the hedgehog, see how the animals live, build houses for them.

prepare food for them, feed them, take a walk with them; to the circus to teach animals different circus tricks: jumping over a stick, through a hole, from cube to cube, crawling into a hoop, walking on a board, singing, whining, barking, dressing up animals, performing; to the store to buy new toys; on a visit to various forest animals, to dolls, to Aunt Galya (teacher's assistant), etc. Also, the teacher can find out with the children what kind of transport you can go on: by plane, by boat, by train, by boat, by train, by car, by bus, by taxi.

2nd option. Play actions are aimed at the educator.

The teacher includes children in the game. “I have rudders (shows various items that can replace rudders). Who wants to go by car, get steering wheels. " “Here's the steering wheel, Vadik. Where are you going? What will you bring me? Katyusha, where are you going? To the store too? Okay. What will you buy me in the store? Candy? And Vadik had already gone for the sweets. Can you bring me something else? Bread? Well done, right. We don't have bread for lunch. ” If the teacher sees that the child is at a loss in choosing a goal, you need to offer him your own: “Sasha, please bring me bricks. I will build a kennel for my dog. She has nowhere to live. You see, she’s over there in the corner, sitting and grieving. ”

After that, the teacher shows the children how to make a car out of a highchair.

When children bring food, things, etc. to the teacher, he must thank the children for the delivery.

"And now let's all go together in cars to the circus, see how the bear performs." The teacher shows the children a teddy bear performance. Then the children "return" to the group in cars.

3rd option. The play actions of children are aimed at toys.

The teacher includes children in the game and sets a game goal for them: “Now I will build a puppet theater. I need helpers. Who will bring me toys? " Further, the educator encourages an independent search for a substitute object and ways of realizing the game goal. “Find your own cars and bring me toys. I will tell you what toys I need for a puppet show. Little Johnny, please bring me a bunny. And you, Larisa, are the doll Dasha. And Vitalik will bring a children's table ... ". The teacher names those toys, building materials, and so on that will be needed to set up a theater. Shows where you can put toys. Children carry toys, and the teacher arranges a puppet theater scene. By showing children a puppet show, the teacher tries in the play and when arranging the stage, it is imperative to use everything that the children brought.

The teacher can invite the children to bring their friends to the play: dolls, bears, etc.

After the performance, the children take everything to the place. The teacher will certainly thank them for their help. Offers to play with friends whom they invited to the play. Reminds them that their guests also love to ride a car.

Then the children move on to independent play.

4th version of the game. This option can be used to introduce children to order.

The teacher invites children on an exciting train journey. He puts 3-4 trailer chairs one after another and offers to take seats on the train. Children take extra highchairs, attach them to the already supplied ones, and now - a long train is ready to travel. At this time, the teacher picks up various toys from the floor and says: “Bear, why are you sad? You want to ride the train. And you are a bunny, and a matryoshka, and a doll Dasha. " Children are ready to help their little toy friends. They quickly disassemble them and gently sit them on their laps. “Guys,” the teacher continues, “on the way we will see a lot of interesting and funny things. Look carefully to see if it will be clearly visible to your little friends: a squirrel, a bunny, Masha. Ask them. If they can't see anything, make them comfortable. Well, now - let's go! ".

On the way, the teacher describes to children 2-3 imaginary pictures outside the window: “Look, look! There are two little kids fighting and butting. Or maybe they are playing. It's funny. And now we are crossing the river, driving along a long bridge. And the boat is sailing along the river. You see? And now we drove into a dense forest. What do you see here? And I see a squirrel. She jumps on the branches, wants to catch up with our train. But where would she go. We're going fast. Goodbye, squirrel. (The children and the teacher wave their hand to the imaginary character). Well, now we are going home. Have arrived. The teacher invites the children to get out of the trailers. “Here we are at home. But what is it? - exclaims the teacher. - Children, while we were traveling, someone visited our group, scattered everything, scattered everything. What a mess! Who could it be? You do not know?". Children look around. “I guessed who it was,” the teacher continues. - These are sly little rascals. If they appear somewhere, then it's just a disaster. There will be no living from them. Everything will always roll around, get lost, get dirty. It is impossible to live with them! We must get rid of them as soon as possible! Do you agree with me? What do we have to do with them, you don’t know? ”. Children give advice. The teacher listens to them attentively and suddenly exclaims joyfully: “I remembered! When I was little, my grandmother used to tell me about sly naughty little ones and how to get rid of them. Playful girls do not like order and cleanliness. And if everything is quickly put in place, they instantly disappear. Shall we banish the naughty ones? Certainly. So, let's start! "

Children scatter around the group room and read to clean up the mess. The teacher helps them. He can maintain interest and the pace of cleaning by:

• rhymes (“We take away the toys, we drive away the rascals, the rascals will never come back here”, etc.);
• appeals to children (“Look carefully for the traces of the naughty little ones. Where there’s a disorder, it means that the naughty ones have settled there.” “It seems to me that one of the naughty little ones is hiding among the books, so they are all scattered”, etc.);

Encouragements ("Ay-yes, Misha! Ay-yes, well done! He puts the cubes in this order. Now I'm sure that not a single rascal will show his nose here." look in. And there were plates, spoons and even a doll's dress? Well, now everything is in order here! ").

After cleaning the toys, the teacher and the children look around their group with satisfaction. The teacher sums up the work done: “Now it's a completely different matter! If it were not for you, then we will never get rid of the cunning rascals. And now I am sure that you will not let them come to us. I'm right?".

Subsequently, the teacher can refer to the image of "rascals" (but already as a reminder of them): "Don't you think that rascals were frolicking around the dolls in the kitchen?" Who wants to drive them out of there? Who will clean up there?

"A train"

Target. Teaching children to implement a game plan.

Game material.Building material, toy train, picture of a train, steering wheel, suitcases, handbags, dolls, animal toys, nesting dolls, substitute items.

Preparing for the game.Observation on a walk for transport, excursion to the station. Reading poems and stories about the train. Making a train from a building material. Production of tickets, money together with the educator. Modeling food that the guys take with them on the road.

Game roles. Driver, passengers.

The course of the game. The teacher begins preparing for the game by showing the children a real train.

The next stage of preparation for the game is playing with the toy train with the children. The teacher, together with the children, needs to build rails (lay them out of building material), a bridge, a platform. On the platform, the train will be waiting for nesting dolls, which will then go for a ride on it or to the dacha, etc. As a result of playing around with a toy, children must understand what and how to depict with it, learn to play with it.

After that, the teacher introduces children to the image of the train in the picture, postcard. It is necessary to carefully consider the picture with the children, compare it with a toy, draw the attention of children to the most essential in this picture.

And, finally, the last stage in this preparation is teaching children the mobile game of the "train". In this case, a picture should be used, which must be correlated with the construction of children, depicting a train, so that the children understand that each of them depicts a carriage standing in front - a steam locomotive. While moving, the train must hum, rotate the wheels, then accelerate, then slow down, etc. And only after this outdoor game is mastered by children, you can start teaching them a story game on this topic.

The teacher needs to prepare a steering wheel for the driver, put chairs one after another. After explaining to the children that this is a train, it is necessary to seat the children in their seats, give them dolls, bears, suitcases, handbags, hand the steering wheel to the driver, having previously shown all the children how to operate the train. Then the teacher says goodbye to the children, they, in turn, wave their hands, and the train sets off.

Further guidance on this game should be aimed at making it more difficult. After the excursion to the station, the game should be changed: it reflects the new impressions and knowledge gained by the children during the excursion. So, passengers will have to buy tickets, they have a purpose of the trip (they go either to the dacha, or, conversely, from the dacha to the city), which determines their actions (depending on the purpose of the trip, they either pick mushrooms, berries in the forest , pick flowers, or sunbathe and bathe in the river, or go to work, etc.). Roles appear in the game. So, the cashier sells tickets, the controller checks them, the conductor puts passengers in their seats and monitors the order in the carriage, the station attendant sends the train, the driver's assistant lubricates the train and monitors its serviceability, etc. You can also involve children in making play attributes : making tickets, making money, sculpting food that they take with them on the road, etc.

The teacher should not unite more than three children for joint games. However, in the event that a large number of children have a desire to play together, if the game is enriched from this, this should not be hindered. First of all, the teacher needs to help the children to come to an agreement and act together.

"Fox"

Target.

Game material.Substitutes, toys, buns.

Preparing for the game.Acquaintance with the distinctive features of a fox from pictures, illustrations, reading poems and stories about a fox.

Game roles. Fox, cubs.

The course of the game. The teacher addresses the children: “Let's play. I will be the Fox. I have sharp ears (shows). See which ones. Do you see a fluffy big tail? (shows an imaginary tail with a movement of his hand). Do I have a beautiful tail? " Then Lisa briefly tells where she lives, what she eats and what she likes to do (play with foxes, catch mice, etc.).

Having outlined the appearance of the fox, its habits and disposition, the teacher moves on to the most important moment - encourages children to enter the image of fox cubs. This is how it looks: “I'm bored alone. I have no children - little foxes with fluffy tails. They grew up, became large and fled into the forest. If I had cubs, I would treat them with my bread, give candy wrappers. See how many I have. Who wants to be my little fox? " Someone wanted to be a fox - good! Well, those who did not want to play should not be forced under any circumstances. Let these children do whatever they want. The teacher continues to play further with those who wish.

“Fox cubs, show your ears. Do you have ponytails? (imaginary) ". Perhaps one of the children will attach a jump rope on the back. Others may want to do ponytails too. Don't rush to help them. Let them try to deal with it themselves. Such independence will only benefit. The most important thing has already happened - the child has entered the image. He became "different" in his imagination.

Then the teacher must praise the children, treat the fox with a little fox bread (for a start, you can treat it with a real bun), later use the substitute object, breaking off imaginary pieces and saying: “This fox gave, and gave this, and the fox did not forget this. Fox cubs, look at this little fox. Isn't he a redhead? Help yourself, Ryzhik, with bread. Now protrude, foxes, pockets and close your eyes. I'll put something for you in secret ”(puts candy wrappers in the pockets).

Further, the teacher can prolong the game in different directions (everything will depend on his creativity), but only on condition that the children want it, that they have retained an interest in the game. You can go into the forest, look for a common mink, where the cubs will hide from the rain, and stockpile their supplies. On the site, you can collect twigs and leaves to arrange a warm mink, mushrooms, berries (substitute items: pebbles, clover flowers, etc.).

The teacher can, for example, end the game of fox cubs like this, addressing the children: “Fox cubs, your mother is a fox from the bazaar, she brought you toys (dolls, cars, different mosaics and any other objects interesting for the child: plastic bottles with screw caps, ballpoint pens, large bolts for boys, perfume boxes for girls, etc.). Run to me, I will give out gifts. Well, now, I gave it to everyone. Everyone can get busy. Then let's go for a walk "

"Bear cub"

Target. The development in children of the ability to assume the role of an animal.

Game material.Sweets, fruits, pies.

Preparing for the game.Acquaintance with the distinctive features of a bear from pictures, illustrations. Reading poems and stories about a bear.

Game roles. Bear cubs.

The course of the game. When offering children toys, sweets, fruits, pies, etc., the teacher says: “Look, guys, what a big delicious pie the bear baked and sent it to our group. She thought that we have bears in the group - sweet tooth who adore delicious pies, and decided to treat them. Who is our bear? For whom did the bear bake a sweet cake? Are you a bear cub, Sasha? Where are your paws, teddy bear? Do you have any fur, teddy bear? How many cubs we have in the group. Good cubs! It's time to give them pie! "

Then the teacher invites the cubs to stand around a large table (made of shifted tables) and see how she will solemnly cut the pie into equal parts so that everyone gets the same amount. In this way, a regular afternoon snack can take place. Handing out the pie, the teacher says: “This bear cub has a piece of the pie and this one. I share the bear's pie equally for all the cubs. Did all the cubs have enough pie? Eat to your health! "

"Cat"

Target. The development in children of the ability to assume the role of an animal.

Game material.

Preparing for the game.Acquaintance with the distinctive features of a cat from pictures, illustrations, reading poems and stories about a cat and kittens.

Game roles. Cat, kittens.

The course of the game. The teacher can start the game by reading the story of V. Gerbova "About the girl Katya and the little kitten."

“Katya went out for a walk. I went to the sandbox and began to make Easter cakes. She baked a lot of Easter cakes. Tired. I decided to rest and sat down on the bench. Suddenly he hears: meow-oo-oo. The kitten meows: subtly so, pitiful. "Kis-kis-kis," Katya called. And a little black fluffy lump came out from under the bench. Katya took the kitten in her arms, and he purred: murry-murr, murry-murr. I sang and sang and fell asleep. And Katya sits quietly, does not want to wake the kitten.

• I'm looking for you, looking for! - said the grandmother, going up to Katya. - Why is it quiet?
• Ts-ts-ts, - Katya put her finger to her lips and pointed at the sleeping kitten.

Then Katya and her grandmother went around all the neighbors to find out if someone had lost a little black kitten that can purr loudly. But the kitten turned out to be a draw.

And my grandmother let Katya take him home. "

After that, the teacher can talk with the children about the kittens.

Then he invites the children to play. “I will be a cat. I have fluffy fur and soft paws (shows). I have a long tail and small ears (shows an imaginary tail, and then ears). I love to lap milk, sour cream. I love catching mice. More than anything, I love playing with balls of thread or with a ball. The ball will roll under the chair, and I take it out with my paw. And more ... I love to play with my master Petya. He runs away from me with a piece of paper on a string, and I catch the piece of paper. I will catch a piece of paper, and Petya strokes me on the back, calls me a clever girl. I like it when they caress me, and I purr: mur-mur. Yes, that's the problem. My master Petya went to see his grandmother. Now I miss. I have no one to play with. And I have no kittens. If only there were kittens, I would play with them. We would climb the ladders, run after balls and meow to our hearts content. Meow meow, I want to have kittens. Who wants to be my kittens? "

When the guys enter the image of kittens, the teacher says: “Kittens, show your ears. Do you have ponytails? (imaginary) What do you like to eat? How do you like to play? How do you meow? "

Then the teacher must definitely praise the children. To treat the kittens with milk, using fictional cups (palms together), saying: “I poured this kitten, and poured this one, and I have not forgotten this kitten. Kittens, look at this kitten. Isn't he a redhead? Help yourself, Ryzhik, with milk. "

Further, the teacher can prolong the game in different directions (everything will depend on his creativity), but only on condition that the children want it, that they have retained an interest in the game. You can go outside, play "with your tail", "meow" who is louder, etc.

You can end the game like this. The teacher says that the mother cat was in the toy store and brought you gifts. “Run to me, I will give out gifts. Well, now, I gave it to everyone. Everyone can get busy. Then let's go for a walk. "

"Horse"

Target. The development in children of the ability to assume the role of an animal.

Game material.Subjects-substitutes, toys, sultans, pictures, illustrations.

Preparing for the game.Acquaintance with the distinctive features of a horse from pictures, illustrations, reading poems and stories about a horse and foals.

Game roles. Horse, foals.

The course of the game. The teacher invites the children to play and takes on the role of a circus horse: “I am a circus horse. I have hooves. Here they are. Look how I hit them. And this is my bushy tail (shows an imaginary tail). Here is the mane. Does your hair get cut? They also cut my mane and tail so that they are beautiful. When I perform in a circus, they put a sultan on my head, like this (shows, but does not put on). See what beautiful horses are in the circus (shows the picture). In the circus, they teach me to jump beautifully (the teacher shows). How do I jump over a log, show? I can dance too. When the show ends, I bow to everyone (shows). Most of all I love performing in front of little children, they are good at clapping. And when everyone leaves the circus, I stay, because I live in the circus. I eat grass (hay), bread and rest after the performance. It is a pity that I have no children - little foals. If I had colts, I would teach them to perform in a circus. I even have beautiful sultans for foals. Who wants to be my colt? " Guys take on the roles of foals. The teacher continues: “Where are your hooves, foal? Show how you can hit with hooves. Do you have a tail? Did you get your ponytail cut, foal? Do you want to perform in a circus? Try on a sultan and you will become a real horse. " Further, the game is carried out similarly to the game "Fox".

"Hedgehog"

Target. The development in children of the ability to assume the role of an animal.

Game material.Substitutes, toys, illustrations.

Preparing for the game.Acquaintance with the distinctive features of a hedgehog and hedgehog from pictures, illustrations. Reading poems and stories about hedgehogs and hedgehogs.

Game roles. Hedgehog, hedgehog.

The course of the game. The teacher invites the children to play and takes on the role of a hedgehog: “I will be a hedgehog. I have spiky needles and a long nose, at the end with a black pipette. Although my paws are small, I run fast. I live in a mink. I can hide from the fox. I will curl up into a ball - neither head nor legs are visible, and I lie on the forest path. (You can show an illustration where a fox tries to touch a hedgehog curled up in a ball with his paw). She walks, walks around me and cannot grab me in any way. The ball is covered with sharp needles. The fox is afraid to touch me even with his paw. That's just bad - I live alone. No, I have a hedgehog. I'm bored. Who wants to be my hedgehog? " Further, the game is carried out similarly to the game "Fox".

"Sparrow"

Target. Development in children of the ability to take on the role of birds.

Game material.Substitutes, toys.

Preparing for the game.Acquaintance with the distinctive features of a sparrow from pictures, illustrations, reading poems and stories about sparrows.

Game roles. Sparrow, sparrow.

The course of the game. The teacher can start the game by observing a sparrow on the street: “Look, a sparrow is sitting on the roof of a neighboring house. It is small. He sat, sat and began to jump. Has stopped. He flapped his wings, chirped and flew. "

After that, the teacher offers to play a game. The teacher in the role of a sparrow says: “I have wings. Here they are, look. I flap my wings and fly high, I can fly even higher than houses. And here is my beak. I peck grains for them, drink some water. I really like to eat bread crumbs and worms. I live in a tree with other sparrows. Do you know what I like to do the most? To swim and tweet in a puddle: tweet-tweet, tweak-tweet, tweet-tweet. All day I fly and chirp, looking for my children. I want my little sparrows to come to me. Chick-chirp, chick-chirp, sparrows, where are you? Respond, chirp. I wait". (If the children do not respond to the teacher's proposal, then we can say that the sparrows do not hear the sparrow mother, they have flown far away). Then the teacher asks who wants to be a sparrow.

After that, the game continues in the same way as the game "Fox".

"Airplane"

Target. The development in children of the ability to take on the role of an object.

Game material.Substitutes, stuffed toys, dolls, a truck.

Preparing for the game.Examining pictures and illustrations depicting an airplane. Excursion to the airport, shop. Reading poems and stories about airplanes.

Game roles. Airplane, buyers, seller.

The course of the game. The game begins with the teacher telling the children that today, going to kindergarten, he saw a silver plane in the sky: “He had big wings (these are ...). The plane tilted its wings in one direction (shows), then in the other. He flew in the sky like a bird. Up and down. The motor hummed rrr, rrr. And then the plane turned around and climbed high, high and became very small, just like a toy. He only seemed small, because he flew too high. I really liked the plane. I want to fly too. " Further, the teacher transforms into an airplane. “I am an airplane. I will fly. Here are my wings. Now I will turn on the engine and fly for tangerines. Rrrrr, rrrrrr - flew. I see a big mountain (table in the group, slide on the site). I will cover the mountain. Rrrr. Everything has arrived. Now I will land (crouches, arms out to the sides). I turn off the engine - rrrrr (in a fading voice). Everything sat down. Now I'll load up with tangerines (puts balls in his pockets) and fly back. I can't take all the tangerines alone, but there are also other fruits. See how many apples, oranges, bananas, watermelons (shows a box filled with substitute items). Who wants to be an airplane and carry fruit too? "

Further, the teacher asks the children questions that relate to the features of the subject that are understandable and most interesting for them: “Airplane, where are your wings? Does your motor turn on? Airplanes, show how you can fly. How do you swing your wings? Airplanes know how to fly, you can load them with fruits. I will load planes, fly up to me. Take turns, take your time. Otherwise you will touch each other with your wings and there will be an accident. "

The teacher puts in the pockets of the children two or three substitute items, calling them watermelons, apples, tangerines. Then he says: “Who has loaded, turn on the motors and fly. And you will land there, on the carpet, it will be our airfield. A car will come there and you will unload the fruit into it. "

Next, the teacher brings a large truck onto the carpet and invites the planes to unload. He says that he will take the fruits to the store and sell them. Pulls the car to the table: "There will be a store here." Places substitute items on plates and in boxes, invites children to choose dolls for themselves and come with them to the store.

Then the educator continues: “The store is open. Come and buy fruit. Here are the apples. And these are tangerines, watermelons. What does your baby elephant like, tangerines or watermelons? Please take a watermelon. And your monkey wants bananas, you see how she looks at them. Take a banana. "

After that, the teacher invites the children to feed their dolls and put them to bed (children can make cribs from cubes, chairs, boxes, etc.).

When the kids cope with their task, the teacher can invite them to take a walk on the street while their "children" are sleeping.

"Wind and Leaves"

Target. The development in children of the ability to take on the role of an inanimate object. Raising love for nature.

Game material. Leaves.

Preparing for the game.Observing the leaves and wind outside. Examination of illustrations, pictures. Reading poems and stories about nature.

Game roles. Leaves, wind.

The course of the game. The teacher begins the game on a walk and gives the children tasks to look at how the boat-leaf floats in the water (in a puddle), to look for what or who is hiding on the ground under the leaves, to decorate the plot, troupe, their locker, themselves with leaves, place to place, carry a leaf through a puddle by a string.

After that, the teacher proposes to hang the leaves in the through openings. Suspended in this way, they instantly react to the slightest breeze, start spinning, swinging in different directions. The teacher draws the attention of the children to this: “Look! Our leaves are spinning, spinning, flew, flew and calmed down. They flew again, whirled around and ... calmed down. "

Then the teacher talks to the kids about the wind. “Who is this blowing on our leaves? - the teacher is surprised. - You, Mishenka, did not blow on the leaves? And you, Tanechka? And I didn’t blow on the leaves. Who lifts them into the air? " The teacher is waiting for an answer, if the children are silent, he continues: “I know who picks up the leaves, who blows on them. This is the wind. He, like us, loves to play with leaves. Will fly apart, but as it blows - fu-fu-fu! Light leaves will be delighted and whirl, whirl, fly, fly and calm down. "

After such a story, the teacher offers to play. “Shall we play with the wind and the leaves? I am a cheerful wind, and you are beautiful leaves. " Children can be invited to take a leaf in their hand, you can decorate the clothes of children with leaves. "What beautiful leaves!" - the teacher says, decorating the children with autumn leaves. Everyone is “dressed up”, you can play. "

During the game, the teacher accompanies all his words with a show. Children are guided by his words and actions. "The little leaves are quietly sitting on their twigs (the children and the teacher are squatting)." “Suddenly a cheerful wind came. How to blow - fu-fu-fu! The leaves woke up, their eyes opened, they flew (children move around the playground, some are spinning, some are running, some are just walking). " "The wind has flown away, the leaves have calmed down, sank (the children and the teacher stop, sit down)."

The teacher can repeat the game several times at the request of the children.

"We are going for a walk"

Target : to develop in children the ability to choose clothes for different seasons, to teach how to correctly name the elements of clothing, to consolidate the generalized concepts of "clothes", "shoes", to foster a caring attitude towards others.

Equipment: dolls, clothes for all seasons (for summer, winter, spring and autumn), a small wardrobe and a chair.

Game progress : a new doll comes to visit the children. She meets them and wants to play. But the guys are going for a walk and offer the doll to go with them. The doll complains that she cannot dress, and then the guys offer her their help. Children take doll clothes out of the locker, name them, choose what they need to dress now according to the weather. With the help of a teacher in the correct sequence, they dress the doll. Then the children dress themselves and go out with the doll for a walk. Upon returning from a walk, the children undress themselves and undress the doll in the required sequence, commenting on their actions.

"Score"

Target: to teach children to classify objects according to common characteristics, to foster a sense of mutual help, to expand the vocabulary of children: to introduce the concepts of "toys", "furniture", "food", "dishes".

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

Game progress: the teacher offers the children to place in a convenient place a huge supermarket with such departments as vegetable, grocery, dairy, bakery and others, where customers will go. Children independently distribute the roles of salespeople, cashiers, salespeople 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 sellers, pay at the checkout. During the game, the teacher needs to pay attention to the relationship between buyers and sellers. The older the children are, the more departments and products there can be in the supermarket.

"Toys at the doctor's"

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

Equipment: dolls, toy animals, medical instruments: thermometer, syringe, pills, spoon, phonendoscope, cotton wool, medicine jars, bandage, gown and cap for a doctor.

Game progress: the teacher offers to play, the Doctor and the Nurse are selected, the rest of the children pick up toy animals and dolls, come to the clinic for an appointment. Patients with various diseases come to the doctor: the bear has a toothache because he ate a lot of sweets, Masha's doll pinched her finger on the door, etc. We clarify the steps: The doctor examines the patient, prescribes treatment for him, and the Nurse follows his instructions. Some patients require inpatient treatment, they are admitted to the hospital. When they get to the appointment, the toys tell why they got to the doctor, the teacher discusses with the children whether this could have been avoided, says that you need to take more care of your health. During the game, children observe how the doctor treats patients - makes bandages, measures the temperature. The teacher assesses how the children communicate with each other, reminds that the recovered toys do not forget to thank the doctor for the help provided.

"Stepashka's birthday"

Target: expand children's knowledge of the ways and sequence of table setting for a festive dinner, consolidate knowledge about tableware, educate attentiveness, care, responsibility, a desire to help, expand vocabulary: introduce the concepts of “festive dinner”, “name day”, “table setting”, “dishes ", "service".

Equipment: toys that may come to visit Stepashka, tableware - plates, forks, spoons, knives, cups, saucers, napkins, tablecloth, table, chairs.

Game progress: the teacher informs the children that Stepashka has a birthday today, invites them to visit him and congratulate him. Children take toys, visit Stepashka and congratulate him. Stepashka offers everyone tea and cake and asks to help him set the table. Children are actively involved in this, with the help of a teacher, they set the table. It is necessary to pay attention to the relationship between children during the game.

"Building a house"

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

Equipment: large building materials, cars, a crane, toys for playing with a building, pictures depicting people of the construction profession: bricklayer, carpenter, crane operator, driver, etc.

Game progress: the teacher invites the children to guess the riddle: “What kind of turret is there, and the light is on in the window? We live in this tower, and it is called ...? (House)". The teacher invites the children to build a large, spacious house where toys could settle. Children remember what kind of construction professions are, what people are doing at a construction site. They look at the pictures of the builders and talk about their responsibilities. Then the children agree to build the house. Roles are distributed between the children: some are Builders, they build a house; others are Drivers, they bring construction materials to the construction site, one of the children is a Crane Operator. During construction, attention should be paid to the relationship between children. The house is ready, and new residents can move in there. Children play on their own.

"Salon"

Tasks: expand and consolidate the knowledge of children about the work of a hairdresser, foster a culture of behavior in public places, respect, polite treatment of elders and each other, teach to thank for the help and service provided

Roles: hairdressers - ladies' handyman, male handyman, cashier, cleaning lady, clients.

Game actions: The cashier knocks out checks. The cleaning lady sweeps, changes the used towels. Visitors take off their outerwear, politely greet the hairdresser, ask for a haircut, consult with the hairdresser, pay at the cashier, and thank for the services. The hairdresser washes hair, dries it, combs, makes haircuts, dyes hair, shaves, refreshes with cologne, gives advice on hair care. Can be paired with Home, Family

Preliminary work: Children visit a hairdresser with their parents. Children's stories about what they did in the hairdresser. Ethical conversation about the culture of behavior in public places. Examining an album of hairstyles. Didactic game "We comb the doll beautifully" Walk to the nearest hairdresser. Making attributes for the game with the children with the involvement of parents (dressing gowns, drapes, towels, checks, money, etc.)

Game material: a mirror, a set of combs, a razor, scissors, a hair clipper, a hair dryer, curlers, hairspray, cologne, an album of hairstyles, hair dye, dressing gowns, drapes, towels, cash register, receipts, money, a mop, buckets, dust rags, floor.

"Beauty saloon"

Tasks: to expand and consolidate the knowledge of children about working in the "Beauty Salon", to induce the desire to look beautiful, to foster a culture of behavior in public places, respect, and a polite appeal to elders and to each other.

Roles: hairdresser, manicurist, beauty parlor, cashier, cleaner, clients.

Game actions:The hairdresser washes hair, combs, makes haircuts, dyes hair, shaves, refreshes with cologne. A manicurist does a manicure, varnishes the nails, and gives recommendations for hand care. The master of the beauty parlor does a facial massage, wipes it with lotion, lubricates it with cream, paints the eyes, lips, etc. The cashier knocks out receipts. The cleaning lady sweeps, changes used towels, napkins. Visitors politely greet the salon employees, ask for a service, consult with the masters, pay at the cashier, thank for the services.

Preliminary work: Children visit a hairdresser with their parents. Children's stories about what they did in the hairdresser. The educator's story about the culture of behavior in public places. Examining an album of hairstyles. Examining the booklets with samples of cosmetics. Didactic game "We will comb the doll beautifully". Didactic game "Cinderella is going to the ball". Walk to the nearest hairdresser. Making attributes for the game with the involvement of parents (dressing gowns, capes, towels, napkins, etc.)

Game material: mirror, set of combs, razor, scissors, hair clipper, hair dryer, hair spray, cologne, nail polish, baby cosmetics, album with samples of hairstyles, hair dye

Role-playing game becomes the leading activity of the child from the age of 4. Children are ready to play role-playing games endlessly, especially since the field for plots is vast. All that is required of a parent and educator is to provide the child with an appropriate developmental environment that the child can adapt to fictitious circumstances.

In the game of children of middle preschool age, several favorite topics can be distinguished.

Role-playing game: SHOP

The store is one of the most efficient and versatile spaces for RPG. Children can play the role of a seller, buyer, cashier, manager, product supplier - and the list of available roles is not limited to that. It is in the corner of the store in the kindergarten that a variety of games can be organized in which children will learn the most important social skills.

A separate and very important function that a role-playing game in a store allows you to implement is teaching counting and mastering basic economic concepts and ideas about financial-monetary relations. In order for this to become possible, in addition to other toys, it is necessary to purchase toys such as a cash register and, of course, toy money.

Counting money, a child not only actively trains his mathematical skills, but also learns the concept of money as the most important element of the life of a modern person. It is the financial side of the story-driven role-playing game in the store that makes it so attractive and gives it an outstanding developmental effect.

Role-playing game: HAIRDRESSER

A beauty salon or hairdresser is mandatory in every kindergarten group. As a rule, children's furniture is purchased and filled with all the necessary accessories. The toys purchased in the store can be supplemented with various shampoo, cream, cotton pads, combs, curlers, safety glass mirrors and much more, which fits the theme of a hairdresser and beauty salon.

An important element is a drape for the client and an apron for the employee of the hairdresser. Through these objects, children transform into their roles and begin to play them in the plot. Simple costumes can be purchased in specialized stores for preschool educational institutions or sewn by yourself.

The hairdresser's corner in the kindergarten is an island of femininity and beauty. Every girl will pay attention to him and will play there with great pleasure.

On the picture you see "Set Hairdresser" which includes everything you need: plastic accessories, hairdresser's cape. It is packed in a pink suitcase. We found this set in the store "Kindergarten"

Role-playing game: DESK corner

The notions of discipline and housekeeping begin with being on duty in kindergarten. Since learning and development in kindergarten takes place in a specially organized life, it is necessary to create a pedagogically effective situation out of this. In other words, no kindergarten can put the responsibility for organizing the life of children completely on the shoulders of adults. Even the smallest children, to the best of their ability, should be involved in the most important everyday issues, because this activity contains the most important educational element.

In the corner of the nurse on duty in kindergarten, children should familiarize themselves with the elementary rules of housekeeping, as well as learn how to handle a variety of elements of household appliances. Specially for safety reasons, toys are developed for children that are most similar to real household items and appliances, but, however, are only an imitation of them. However, this does not reduce the effectiveness of the educational process, the purpose of which is to instill in children the skills and habits of housekeeping, as well as to foster responsibility and love for order.

On the picture a set called - Game set Cinderella №4. It is produced by the old factory of plastic toys "Sovtekhstrom". The quality of the toy is good, the price is very affordable!

HOSPITAL play corner

Some of the most popular subjects for children are a clinic, a hospital, and a dental office. From childhood, kids understand the importance of such a profession as a doctor. Playing in the hospital is an integral part of children's playtime.

As a rule, specific furniture is needed to organize a corner: a children's couch and a cabinet with a red cross. If ent it is possible to organize a couch, then a locker must be required. What needs to be put there, I think, is not difficult to guess - dummies of medical instruments, jars, cotton wool, bandages and other items that children associate with a hospital. It is also a good idea to have prescription and prescription forms for your doctor to write. Doctor's kits are sold in any store, it is not difficult and not expensive to purchase them. Polesye has an excellent and wide selection, from doctor's carts to the simplest and most budgetary sets.

Role-playing game: SCIENTIFIC LABORATORY

Each age in a person's life brings us new discoveries. For a preschooler, the whole vast world around is full of mysteries and secrets, and the duty of adults is to do all they can to ensure that the knowledge of the surrounding reality for the child takes place in a fun way.

The experimenting corner in kindergarten will open doors for children to the world of elementary knowledge in the field of physics, chemistry, biology and other natural sciences.

The power of the experiment is that it clearly demonstrates to children the most important laws of nature in action. Since preschoolers do not yet have sufficiently developed abstract and logical thinking in order to comprehend the laws of reality using formulas and scientific calculations, it is the experiment for them that becomes a conduit into the world of really useful and relevant scientific knowledge, adapted to children's perception.

On the picture you see the "Magnetic Rod". Unique equipment for kindergartens to explain the power of a magnet, its action and more. It's fun, interesting and useful! "Magnetic wands" are foreign equipment, which only today began to appear in kindergartens.

Role-playing game: TRAVEL OFFICE

A corner of the world in a kindergarten (or travel agency) actively contributes to the fact that the child learns important geographic and political-economic concepts. For children who have never been to other countries, it can be really difficult to understand the real scale of the world, and the traveler's corner successfully solves this problem. In addition, the game of travel is the strongest stimulator of interest in learning about the world around us. In addition, a travel agency can organize a game program for traveling even into space or to the bottom of the ocean.

Another unique function of a corner of the world in kindergarten is the ability to link it to the study of foreign languages, which is undoubtedly very important. For a preschooler who is studying a foreign language, it is important to get acquainted not only with the alphabet and the basic rules of grammar, but also to learn the culture and traditions of other countries, which is also successfully implemented in the space of a corner of the world in kindergarten.

On the picture you see the talking poster "Living Geography". It makes it easier for children to study and understand the nature of our Earth. This is modern equipment for home and kindergarten. In the second photo: Physical globe of the Earth, d-250 mm.

Role-playing game: MAIL

We live in the era of information dominance.

It is thanks to the fact that people have learned to communicate with each other through huge layers of time and numerous kilometers of space that humanity has been able to take a huge step in its development.

Despite the fact that now in the world information is already able to be transferred from one side of the globe to another in a split second, we must not forget that it all started with the mail. And that, despite modern technology, this area of ​​human activity is still functioning and flourishing.

Playing with mail, a child in kindergarten will not only get acquainted with the fascinating processes of information exchange, but will also understand how important these processes are.

By signing postcards and sending letters by mail, the baby will not only learn to correctly formulate his thoughts and wishes, but will also understand that, thanks to mail, not only texts or images, but also human emotions and feelings can be transmitted over great distances.

On the picture: children's role-playing costume "Mail". It includes a cap, a cape and a bag with the inscription "Mail". This is an inexpensive and practical suit. It is made of raincoat fabric, so it is easy to clean.

Role-playing game: THEATER

It is difficult to list all the advantages of theater as the most important developmental activity for a preschooler.

When children participate in a play or even just watch it, a whole series of pedagogically and psychologically important processes takes place, ranging from training in the ability to empathize and understand the emotions and feelings of other people, and ending with aesthetic education and cultural development.

No wonder A.S. Makarenko made theatrical performances in his system of education the most powerful and one of the most important means for influencing children for pedagogical and educational purposes. Perhaps the most important function of theatrical performances in a kindergarten is psychotherapeutic. By playing the role of a character, or simply empathizing with him, the child can get rid of various problems in the emotional, sensory and social spheres that inevitably arise even in preschool age.

On the picture: knitted finger theater, manufacturer IP Nikulin. Excellent quality! Characters are easy to put on a finger. They are hand-knitted. In the second and third photos: characters of the walking theater. Development of Russian manufacturers of didactic equipment "Naive World". The fingers are inserted into special loops that are sewn to the back of the doll. Wiggling your fingers - you wiggle the doll's legs. A very interesting development. Sets based on fairy tales and just individual dolls are sold in specialized stores for kindergartens.

Role-playing game: BY RUSSIAN FOLK MOTIVES

One thing distinguishes a folk toy from a modern one - the vast experience of our ancestors and their endless wisdom, which is embodied in every folk product.

Please note that the folk toy is practically immortal - children of different generations have been playing with them for hundreds and thousands of years, and no modern technology can challenge and surpass their effectiveness.

In addition, the wisdom of the people endows toys with tremendous symbolism, which is undoubtedly perceived by children at least on a subconscious level.

For example, nesting dolls symbolize the sanctity of motherhood and the continuation of the human race, and the whimsical Russian folk decorative painting that adorns almost all folk toys brings to the child information about the structure of the world, encrypted in visual and color symbols.

Thus, Russian folk toys in kindergarten are more than a means of instilling patriotism. It is also an opportunity to pass on to children the experience gained by people over a huge period of time.

On the picture: our traditional educational toy is a matryoshka.

Role-playing game: SPORT

Sports and a healthy lifestyle are what modern children need most.

Now, when society is faced with many problems, such as physical inactivity (lack of movement) in children and adults, the problem of drug addiction and alcoholism, the problem of malnutrition - sport is a real miraculous means of preventing and eradicating these negative social phenomena. Therefore, a sports corner must be present in every kindergarten and in every family.

Childhood is a wonderful time when the human body is still light, flexible and obedient, when the child still has enough strength, energy and desire to be active, no matter if it is outdoors or in the gym.

Our duty is to give children everything they need for sports development and stimulate their interest and love for sports, for movement, for a healthy lifestyle. In addition, it is sports education that forms in children such important qualities as willpower, perseverance, determination, dedication, responsibility, discipline and team spirit.

On the picture: darts with Velcro. An excellent and interesting sports game! The task is to hit the various numbers on the board with cartoon characters with Velcro balls. The balls stick!

Card file of plot - role-playing games.

name of the game

goal of the game

game "Family"

to form an idea of ​​collective management of the economy, family budget, family relationships, joint leisure activities, foster love, a benevolent, caring attitude towards family members, interest in their activities.

"We are going for a walk"

develop the ability to choose clothes for different seasons.

"Stepashka's birthday"

to consolidate knowledge about tableware, about ways of table setting.

"On a visit with gifts"

teach a sense of gratitude.

games with dolls

Consolidation of knowledge about different types of dishes, the formation of the ability to use dishes, pieces of furniture for their intended purpose. Fostering a culture of behavior while eating. Consolidation of knowledge about the names of clothes. Reinforcing in children the skill of undressing and folding their clothes correctly in a certain sequence.

"We bring cleanliness in the room"

same

"The new doll gets to know the play corner."

same

“Acquaintance with dolls”.

same

"Vera's doll has a new wardrobe"

same

Toy Animal Games

"Games with the Bug"

same

"Circus of animals"

same

"The car drives down the street"

same

"Carwash"

same

"The car wants to be clean"

same

"Teddy bear repairs a car"

same

Hospital.

"Toys at the doctor's"

same

"Bunny got sick"

same

"The doctor came to us"

same

"Score"

"Shopping"

same

"What to wear on your legs?"

same

"Salon".

introduce children to the profession of a hairdresser, foster a culture of communication, expand the vocabulary of children

"Fancy Hairstyle"

same

"Building a house"

to acquaint children with construction professions, to pay attention to the role of technology that facilitates the work of builders, to teach children to build a building of a simple structure, to cultivate friendly relations in a team, to expand children's knowledge about the peculiarities of builders' work, to expand the vocabulary of children: introduce the concepts of “construction”, “bricklayer "," Crane "," builder "," crane operator "," carpenter "," building material ".

"Let's build a turret for the princess"

same

"Building a fence"

same

Family game

Target: to form an idea of ​​collective housekeeping, family budget, family relationships, joint leisure activities, foster love, a benevolent, caring attitude towards family members, interest in their activities.

Equipment: all toys necessary for playing with the family: dolls, furniture, dishes, things, etc.

Card number 1.

"We are going for a walk"

Target: to develop in children the ability to choose clothes for different seasons, to teach them to correctly name the elements of clothing, to consolidate the generalized concepts of "clothes", "shoes", to foster a caring attitude towards others.

Equipment: dolls, clothes for all seasons (for summer, winter, spring and autumn), a small locker for clothes and a high chair.

Age: 3-4 years.

Game progress: a new doll comes to visit the children. She meets them and wants to play. But the guys are going for a walk and offer the doll to go with them. The doll complains that she cannot dress, and then the guys offer her their help. Children take doll clothes out of the locker, name them, choose what they need to dress now according to the weather. With the help of a teacher in the correct sequence, they dress the doll. Then the children dress themselves and go out with the doll for a walk. Upon returning from a walk, the children undress themselves and undress the doll in the required sequence, commenting on their actions.

Card number 2.

"Stepashka's birthday"

Target: to expand the knowledge of children about the methods and sequence of table setting for a festive dinner, to consolidate knowledge about tableware, to foster attentiveness, care, responsibility, a desire to help, to expand vocabulary: to introduce the concepts of “festive dinner”, “name day”, “table setting”, “ dishes "," service ".

Equipment: toys that may come to visit Stepashka, tableware - plates, forks, spoons, knives, cups, saucers, napkins, tablecloth, table, chairs.

Age: 3-4 years.

Game progress: the teacher informs the children that Stepashka has a birthday today, invites them to visit him and congratulate him. Children take toys, visit Stepashka and congratulate him. Stepashka offers everyone tea and cake and asks to help him set the table. Children are actively involved in this, with the help of a teacher, they set the table. It is necessary to pay attention to the relationship between children during the game.

Card number 3.

"Visit with gifts!"

Target: teach children a sense of gratitude.

Equipment: colorful, multi-colored boxes according to the number of children, small toys (rubber or soft).

Age: 2– 4 years.

Game progress: The presenter, in order to attract attention, says: “I came to visit you with gifts. I have in my hands these beautiful boxes for all of you. " He walks around the room, saying: "I'll go to Sasha, Tanechka, Natasha." The names of those children who are distracted by something at that moment are specially named. Then he comes up to the largest group of children and says: “Hello, children! I came to visit you, I brought you gifts. This gift is for Masha, ”he gives the box, pauses to understand whether the child will guess to say“ thank you ”or he can simply forget to do it, as he is keen on the game. The presenter then reminds: "What do you need to say when you receive a gift?" The child himself (or other children may suggest) says "thank you". Distributes boxes until all children receive them. It is important not to delay this process. Host: "Now let's see what is in the boxes." If the game is played for the first time, then it shows how the boxes are opened. Children open and discover toys in them. It is important that at this moment the children do not have envy or a slight sense of superiority, if suddenly it turns out that the toys are slightly different from each other (a little larger in size or a little more beautiful).

Children play with new toys, share their impressions with each other or their loved ones, if they are nearby (mom, dad, grandmother, sister, etc.).

Host: “I am glad that I was your guest. And I gave you gifts because you are good children: friendly, play together, do not offend each other. Did you like the gifts? " Children answer. Presenter again: “Now I have stayed with you, it's time for me to leave. May I come to you again? " Children can vying with each other to speak or shout, it is important that they have positive emotions and a friendly, joyful mood. The host says goodbye and leaves.

Games with dolls.

Target. Consolidation of knowledge about different types of dishes, the formation of the ability to use the dishes for their intended purpose. Fostering a culture of behavior while eating. Consolidation of knowledge about the names of clothes. Reinforcing in children the skill of undressing and folding their clothes correctly in a certain sequence.

Game material. Dolls, toy dishes.

Card number 4.

Game-situation "Making the room clean"

The teacher tells the children: Vera has finally recovered. We can all put things in order together. Who will take the vacuum cleaner? Take it, Galya. Who is the rag? Take it, Valya. Misha, bring us some water. Let's start, perhaps. Our faith is so clean. She loves to keep the room clean and beautiful. Vera sweeps, Valya washes the floor, Galya wipes the dust. Misha, help move the chairs. You guys are good at it. The floor is shiny, there is no dust. Together it turns out quickly: one or two and - it's done! Look around - cleanliness! We have a good hostess Vera. And you guys are great - you tried. Rest now, workers. "

Card number 5.

Game - situation "A new doll gets to know the play corner".

The teacher brings a new doll to the group and says that her name is Christina. Children examine the doll. The teacher begins to show the doll a play area: a kitchen, a bedroom, etc. children help the doll to get comfortable: they show kitchen utensils, the contents of wardrobes, bathing accessories, etc.

A version of the game (for children over 2.5 years old). children are given greater independence: they can name and show objects on their own initiative.

Card number 6.

Game-situation "Acquaintance with dolls".

The dolls are sitting on the couch. The teacher brings another doll and says to the sitting dolls, aroused the curiosity of the children playing next to them: “Hello, dolls. You are resting? A friend came to you, the doll Vera. Do you want to meet her? ”The doll Vera gets to know all the dolls. The teacher invites the children who come closer to introduce their dolls to Vera. The teacher gives the children various assignments: to offer Olya doll tea, to transplant the Katya doll closer to the window, to treat Nastya to a doll with a pie. Thus, children memorize the names of the dolls and call them during the game, answering the teacher's questions: “Who is sitting closer to the window? Who drinks tea? Who was given the pie? "

A version of the game (for children over 2.5 years old). Children themselves can come up with names for dolls.

Card number 7.

Game-situation "The doll Vera has a new wardrobe"

The teacher is carrying a wardrobe on a toy car. He stops the car next to the dolls corner and announces: “A new wardrobe was brought in from a furniture store by truck. Where to unload? Children run up to the car, the teacher asks the boys to help with unloading, and the girls to choose a place for the closet. She praises the purchase and discusses with the children whether the dolls have been brought in a good cupboard. Children, together with the teacher, examine it, open the doors, discuss what can be put in the closet.

Educator (to dolls). Dolls, we bought a wardrobe in the store for your new girlfriend. Now Vera can store her outfits there. Vera, you have many helpers, they will collect your clothes (To the children.) Let's help Vera? Kolya, what shall we put on the shelf? A hat? Here, Vera, Kolya has a hat on the shelf, and now you too. Lena, where to put your shoes? Help us, please, bring the boots. Where's the jacket? Let's hang it on a hanger. Look, Vera, everything is in its place: both clothes and shoes in the closet. Can you get ready for a walk

Game variant... The teacher turns to the children: ("Moms, are your daughters' clothes in order?") Children lay out the clothes of their dolls themselves.

Games with toy animals.

Target. The development in children of the ability to assume the role of an animal.

Game material. Substitutes, toys, illustrations.

Card number 8.

Game-situation "Games with a Bug"

The teacher approaches the toy dog ​​and addresses the playing children: “Near our kindergarten there is a dog walking. What is her name, I do not know. Who is her master? Misha, are you? Why did you go so far, your dog was scared. Look, she pressed her ears, looking around in fright. (The child takes the dog.) Dog, do you love your master? Do you, Misha, love your dog? Let's, guys, ask the owner of the dog what her name is. (The child says the name of the dog.) Her name is Bug. What can she do? Can you jump, bug? Jump over the stick (The boy holds the stick, and the teacher takes the dog and the dog "jumps over the barrier.") Well done, Beetle. One more time, one more time. Do you want to eat, Bug? The master will feed you soon. Where is your bowl? (The child gives the dog "food", it "eats".) Look, Mishenka, your little dog is wagging its tail, whining happily, fingering. She ate and cheered up. Now, Bug, you can go to bed. Where do you belong? On the rug? Where is the rug? " (The child shows.)

Card number 9.

Game-situation "Circus of animals"

The teacher hangs a poster on which animals are drawn on the board and says: “Attention, attention! The circus came to us today. Trained animals will perform in the circus! Hurry, hurry!

There are funny animals in the circus: Monkey, lion, cubs. "Dear viewers, would you like to buy tickets?"

The teacher gives the children “tickets to the circus” and says: “The lion is the first to speak. He can jump: up! Once again: ap! (Demonstrates the jumping of a toy lion over the bar) Well done! Let's clap.

Now the tiger comes out. He also knows how to jump high through the hoop. (Demonstrates the jump of a toy tiger.) He jumped beautifully, dexterously! Let's clap him too. A nimble monkey can swing on a swing:

up down! Up down! (Demonstrates the skills of a toy monkey.) And here is a parrot, he can sing verses:

I'm a parrot sitting on a branch

Singing songs in a cage.

Take your ticket

And come!

The performance of the animal artists is over. Goodbye!" Animals come out to bow, children applaud. Note. After 1-2 days, the game can be repeated, and then leave the equipment in the group for the children to play on their own.

Games with cars and other vehicles.

Target: to introduce children to the profession of a driver, to foster respect for this profession, to expand the vocabulary of children.

Equipment: a bus made of highchairs, a steering wheel, a driver's cap, a pump, toy cars, building material.

Card number 10.

Game-situation "The car is driving down the street"

The teacher approaches a child driving a toy car and asks what he is doing, where his car is going. If the child finds it difficult, he tells him a game situation: the car drives through the city, then to the garage. Educator using a show. tips helps the child to diversify play actions: roll the car back and forth, drive it with turns, obstacles (drove around them). to a specific place, object. Helps the child to feel like a driver who can plan their actions ("I'll go to the garage", "I need to go to the dacha ..") Note. By the age of 3, the child gradually gets used to the role, calls himself a chauffeur, that is, he takes on this role.

Card number 11.

Game-situation "Car wash"

The teacher comes up to the children playing cars and says: “Your car is driving well, Zhenya, but, in my opinion, it is a little dusty. I have a hose, you can pour water on it, wash it. The car loves to be washed and looked after. Do you need a rag or washcloth? Wet a cloth, wipe the doors, body, glass. The car dried up, shone. What a caring driver she has! "

Card number 12.

Game-situation "The car wants to be clean"

The teacher approaches a row of toy cars and, unobtrusively attracting the attention of children, says in a surprised tone: “There are a lot of cars! Sasha, do you know why there was a queue? Cars are rushing to wash. All cars love to be clean. Who works at our car wash? Are you, Alyosha? Then go quickly, the cars are waiting. Dirty cars shouldn't be driving around the city. Here's one car washed, now another one. We need car washers. Who else will be our washers? Zhenya, Seryozha are coming to us. Take hoses, rags, buckets. Wash your cars. It turns out cleverly! One or two, the windows shone! Three or four, the doors are clean! The wheels also need to be washed. All cars were washed. Listen to what Alyosha's car says.

Now I am clean.

and the sun is radiant

Glows with sparks

The forest and meadow are lighter.

Through the dusty glass

The lawn was dark

Now both the forest and the street

They turned green suddenly.

Card number 13.

Game-situation "Bear repairing a car"

The teacher starts the game: he takes the bear and puts it near the typewriter.

Teddy bear “Today I will go on a visit, a bunny invited me to his place. Start the engine. Rrr ... Oh, it won't start. What's the matter? I will try again. R-r-r ... Stalled again. What to do? Why won't my car start? It's broken? (Cries.)

Educator (talking to himself). The teddy bear is unlucky today. The car does not obey him, does not start. (To the guys.) Drivers, do you have any repair tools? Sasha, give me the wrench. Thank you. Here, teddy bear, a wrench. I'll show you how to twist. Sasha, help him tighten the nut. Good at it. And you also have to knock here. Zhenya, give me a hammer. Getcha. And the teddy bear will take the engine oil and lubricate the parts for now. Everything is ready. Sasha, start the engine. Bear, push the car. Rrr ... Rrrr ... The motor growled, hummed, snorted: rrrr ... Rrrr ... Oooh .. Fyrr- p ... Bear thanks you. Thanks guys.

Teddy bear. I went to visit! Goodbye! (Sings.)

Buzz harder, motor. I am a skilled chauffeur. I need to - turn the steering wheel to the left, I will tighten the nut, I will give the signal to buzz - the driver should be able to do everything.

Hospital games.

Card number 14.

"Toys at the doctor's"

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

Equipment: dolls, toy animals, medical instruments: thermometer, syringe, pills, spoon, phonendoscope, cotton wool, medicine jars, bandage, gown and cap for a doctor.

Age: 3-7 years old.

Game progress: the teacher offers to play, the Doctor and the Nurse are selected, the rest of the children take toy animals and dolls in their hands, come to the clinic for an appointment with the doctor. Patients with various diseases come to the doctor: the bear has a toothache because he ate a lot of sweets, the clown has a bump on his forehead, Masha's doll has pinched her finger on the door, etc. We clarify the steps: The doctor examines the patient, prescribes treatment for him, and the Nurse performs his instructions. Some patients require inpatient treatment, they are admitted to the hospital. Older preschool children can choose from several different specialists - therapist, ophthalmologist, surgeon and other doctors known to children. When they get to the appointment, the toys tell why they got to the doctor, the teacher discusses with the children whether this could have been avoided, and says that you need to take more care of your health. During the game, children observe how the doctor treats patients - makes bandages, measures the temperature. The teacher assesses how the children communicate with each other, reminds that the recovered toys do not forget to thank the doctor for the help provided.

Card number 15.

Game-situation. "Bunny got sick"

The educator-doctor plays out a dialogue with the bunny-patient (toy).

Doctor. The hospital opens. I am a doctor. Who came to see me?

Bunny patient (plaintively). I'm a doctor.

Doctor. Sit down, sick one. Tell me exactly where your pain is concentrated?

A patient. I have a cough, my ears hurt.

Doctor. Let me listen to you. Breathe deeply. (He listens to the patient on the pipe.) You are coughing violently. Show your ears. The ears are inflamed. And now we need to measure the temperature. Take a thermometer. High temperature. You need to take medicine. This. (gives a bottle.) Spoon it and drink every day. Did you understand?

A patient. Yes. I will take the medicine as you ordered. Thank you Doctor. Goodbye.

Card number 16.

Game-situation "The doctor has come to us"

The teacher points to the toys sitting on the sofa - a bunny, a bear, a doll, a hedgehog - and says: "(What is the queue at the hospital! Animals, are you all sick? But the doctor went to the sick, and there are no more doctors. What to do? We urgently need a doctor Who will treat the sick? Lena, will you be a doctor? Treat sick animals? Put on a dressing gown. Now you are a doctor. Call the sick in the office. The "doctor" listens to the sick, looks at the throat, gives medicine.

Educator “Doctor, we have an office in the hospital where the ears and nose are warmed. I'm a nurse giving injections. Your sick people will come to me. "

Patients are being admitted. A nurse helps a doctor: prescribes a prescription, warms ears and nose with devices, and gives injections.

The teacher says: “I have to go home, my work is over. Who will be the nurse? Olya, go to work for me. Bring the dolls to Ola for treatment. She does the injections well, it doesn't hurt at all.

The game continues.

Games to the store

Card number 17.

"Score"

Target: to teach children to classify objects according to common characteristics, to foster a sense of mutual help, to expand the vocabulary of children: to introduce the concepts of "toys", "furniture", "food", "dishes".

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

Age: 3-7 years old.

Game progress: the teacher offers the children to place in a convenient place a huge supermarket with such departments as vegetable, grocery, dairy, bakery and others, where customers will go. Children independently distribute the roles of salespeople, cashiers, salespeople 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 sellers, pay at the checkout. During the game, the teacher needs to pay attention to the relationship between buyers and sellers. The older the children are, the more departments and products there can be in the supermarket.

Card number 18.

Game-situation "Making purchases"

The teacher takes the bag and says, without addressing the children: “I'll go to the store, I need to buy flour. There is a queue in the store. What are they selling? Flour sugar. Here is the Rita doll. Rita, what do you want to buy? Flour? I'll line up for you. Who is our seller? (To the girl.) Lisa, are you a salesman today? Rita and I came to your store. "

Buyer (educator). Hello, I want to bake a pie, I need flour. give me one bag of flour.

Seller (child). Here, take it.

Customer. I still need something for the filling. I love cabbage pies. Do you have cabbage?

Salesman. There is.

Customer. Give the head of cabbage. And now I need cottage cheese, I'll bake some cheesecakes. I love cheesecakes with raisins. Do you have cottage cheese and raisins? Salesman. There is.

Customer. Do you have gingerbread? Are they mint or chocolate? Salesman. Mint.

Customer. I'll take some gingerbread. Thank you. My daughter will be happy. She loves cakes and gingerbread. Goodbye!

Card number 19.

Game-situation "What to put on your legs?"

The teacher turns to the doll standing barefoot: Katya, why do you have bare feet? You can freeze! There is no one to feel sorry for you. Where is your mother? Olya, isn't your daughter running barefoot? Then you won’t get out of trouble with her: the neck will hurt, the temperature will rise, and you will not be able to walk. (Olya comes up to the doll and takes her in her arms.) Where are her shoes? Not? Then you have to go to the store. Let's go pick up your daughter's shoes. I work in a shoe store. There are a lot of goods. Take your bag.

The teacher and the girl go to the store.

Seller (educator). In our store, you can pick up whatever you want. What kind of shoes do you want to buy? Boots?

Buyer (child). Yes.

Salesman. Do you prefer red or white shoes?

Customer. Red.

Salesman. Try on your daughter's shoes. Did they suit her?

Buyer (trying on shoes for the doll). Come over.

Salesman. Thank you for your purchase. You are satisfied?

Customer. Yes. Thank you.

Hair salon games

Card number 20.

"Salon".

Target: to acquaint children with the profession of a hairdresser, to foster a culture of communication, to expand the vocabulary of children.

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

Age: 3-5 years old.

Game progress: 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 hairbrush? Her pigtail 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 rooms there: for women, men, for manicure, good masters work in them, and they will quickly put Katya's hair in order. We appoint Hairdressers, they take their jobs. Other children and dolls go to the salon. Katya remains very pleased, she likes her hairstyle. She thanks the children and promises to come to this particular hairdresser next time. During the game, children will learn about the duties of a hairdresser - haircut, shaving, hair styling, manicure.

Card number 21.

Game-situation "Fashionable hairstyle"

Option 1. The teacher asks the doll where she made such a beautiful hairstyle. The doll replies that she went to the hairdresser. The teacher says that he is opening a hairdressing salon and invites the children to visit it.

Educator. The doll Polina came to me. Polina, what do you want to do with your hair? Haircut? Hairstyle. Then sit down comfortably. (does her hair.) The hair is ready. Look in the mirror. Like? goodbye. Who is next to me? Hello, Petya. Shave you? Sit down. Here's the scissors, here's the comb. The haircut is ready. Do you like it? Come again.

Option 2... The teacher says: “I am a hairdresser. The queue is long, it's hard for me to work alone. Who will work as a hairdresser with me? Lena, let's work together. Here the bear came to get a haircut.

Lena works by imitating her teacher. Children come with toys or act as clients themselves.

Educator. That's it, I finished work. I'm going to the hospital, my throat hurts. Who will be in my place? Lisa, be the hairdresser for me. Will you work with Lena?

A new hairdresser - Lisa - arrives and accepts clients.

Building material games.

Card number 22.

"Building a house"

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

Equipment: large building materials, cars, a crane, toys for playing with a building, pictures depicting people of the construction profession: bricklayer, carpenter, crane operator, driver, etc.

Age: 3-7 years old.

Game progress: the teacher invites the children to guess the riddle: “What kind of turret is there, and the light is on in the window? We live in this tower, and it is called ...? (House)". The teacher invites the children to build a large, spacious house where toys could settle. Children remember what kind of construction professions are, what people are doing at a construction site. They look at the pictures of the builders and talk about their responsibilities. Then the children agree to build a house. Roles are distributed between the children: some are Builders, they build a house; others are Drivers, they bring building materials to a construction site, one of the children is a Crane Operator. During construction, attention should be paid to the relationship between children. The house is ready, and new residents can move in there. Children play on their own.

Card number 23.

Game-situation "Let's build a tower for a princess"

The teacher brings a beautiful doll-princess to the group, sits it on a chair and tells her: “Princess, your house will be built soon. You have to choose a good place. I’ll call - ka, I’m the builders. Who will build the house for the princess? Lena and Lisa, do you know where the construction site will be? Then find us a suitable place where there will be a home for the princess. (The girls find a place for a home.) Now we need building materials. Gena and Sasha, help us, please choose everything you need for the construction site. What do we need? (children name materials: bricks, boards, stones, sand.) children, YOU will be builders. Build a nice tower-like house. Children, together with the teacher, build a turret using a building kit and materials at hand. At the end of the game, the teacher shows the new home to the princess and says: “This is your new home - the tower. Are you satisfied, princess? Our builders did their best! They can build other beautiful houses as well.

Card number 24.

Game-situation "Building a fence"

The teacher says to children playing with building materials: “Is this your construction site? What are you building? Sasha, what have you got? house. And what about you, Galya? Also a house? I see there is good building material at the construction site. You can build fences for your houses. children, do you want the house to have a fence? Sasha's house will have a fence and Galina's house will also have a fence. Then we start a new construction site Let's see what fences will be.

We decided to build a house

For your little animals.

The house is built and now

We need a fence.

The boards were hewn

They nailed it tightly.

Knock knock, knock,

The boards were hewn.

Knock knock, knock,

They nailed it tightly.

Good fences are obtained. Here are the fences ready. A pussy came up to Sasha's fence, purrs. Let's let her into the house. A cockerel flew up onto Galin's fence: "Ku-ka-re-ku!" It turned out to be a real village ”.