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Technological map of organizing a musical didactic game. Technological maps

Oksana Enicheva
Development of technological maps for the development of plot- role playing game

Every person has the potential to move

in a natural positive direction.

Each teacher has a sense of his own

values, virtues and ability to guide

your life and move towards self-actualization,

personal and professional growth.

V. E. Pakhalyan

With the introduction of the Federal State Educational Standard for Preschool Education in the educational space of preschool educational institutions, issues still remain relevant development of children's play. IN development issues are being considered systematic approach to the organization story game with children of primary preschool age, one of the forms of planning is presented - routing.

This methodological development will be useful for kindergarten teachers who work directly with children and other participants educational process, as well as students of preschool departments of pedagogical colleges and universities.

1. Introduction

2. Main part

Characteristic role-playing game at the present stage.

Didactic content analysis technological maps.

3. Conclusion

4. List of sources used.

5. Application

Introduction

With the introduction of the Federal State Educational Standard for Preschool Education in the educational space of preschool educational institutions, issues still remain relevant development of children's play. Planning is of particular importance.

The issues of planning gaming activities are quite controversial and ambiguous. If we proceed from the fact that the teacher should follow the child’s lead, then plan the game in advance, its plot, problematic. At the same time, leave the process spontaneous development Play activities for preschoolers are prohibited.

Giving due place to amateur games, we must not forget that they do not arise by themselves, but "education" the game has an extremely specific character, fundamentally different from teaching, for example, productive types of activities, etc. F. I. Fradkina expressed this very precisely, emphasizing that “the game must be taught, especially in early childhood, this should be stated quite boldly. But you can teach it in different ways. It is impossible to build a sample that should turn out in the end development, and impose it on the child. First of all, it won't work, it won't be a game. The game will turn into an activity.”

Choosing a methodological topic development served as the following causes: the playing position of educators during the organization role-playing game is weak, and sometimes is completely absent, and also due to the fact that teachers do not systematically form gaming skills in students when organizing role-playing game, but replace it with independent activities of children, independent plot the game changes little. The mindset to think up new, interesting things doesn’t arise. games. Subjects, deployed by students, monotonous, simple and mostly on the same topic.

Development of technological maps for the development of role-playing games with children of primary preschool age, one of the ways out of the current situation. Data technological maps have been developed based on the method of comprehensive support for amateur games. The method was designed by C. L. Novoselova and E. V. Zvorygina and was first published back in 1979.

In this development reveals the specific tactics of adult behavior in cooperative game with kids

Main part

Characteristic role-playing game at the present stage.

Pedagogical value role-playing game is what's in progress games in addition to the relationships dictated plot, assumed by the role or rules, a different kind of relationship arises - no longer conditional, but real, valid, regulating real relationships between children. In Game it turns out: how does the child feel about the successes or failures of his playing partners, does he enter into conflicts with other participants games, is he able to restrain immediate impulses, is he ready to help a friend, is he attentive to other participants games, how accurate he is in fulfilling the role, etc. A. V. Zaporozhets in this regard wrote that children’s play “is the true social practice of the child, this is his real life in a team in which the social qualities and moral consciousness of the child’s personality are formed »

What do we have now? Unfortunately, we are faced with a phenomenon associated with the primitivization of children's games. The main reason for this situation is the simple non-interference of adults. Moreover, some do this simply because they do not consider it necessary to observe children’s play at all - they play and play for themselves, the main thing is that there are no fights and quarrels; while others take a completely principled position, sincerely believing that children’s play should not be interfered with. In the end, we have what we have.

Leaving the right to choose baby games, the teacher needs to try to see the immediate prospects and correctly predict development children's play activities. In accordance with program objectives, individual characteristics and interests of each child.

We invite teachers to use in their work technological maps for the development of role-playing games in the younger group. Data maps designed us based on the method of comprehensive support for amateur games, designed by C. L. Novoselova and E. V. Zvorygina and supplemented by the section “interaction with the families of pupils”. At development special attention was paid to ensuring that the tasks of not only the full education of children in all five complementary educational areas are solved, but also the tasks associated with progressive development and the complication of the play activities of the pupils themselves. If we highlight the most basic, priority tasks, they can be formulated as follows way:

Enrichment gaming experience children through joint with an adult games(individual and small subgroups, formation and development of game actions, the simplest game interaction, understanding the conventions of the game situation.

These tasks are aimed exclusively at the development and development of children's amateur play, they should not be accompanied by any additional didactic educational tasks. If the need arises to include such tasks in a particular game, then the teacher does this not within the framework of organized joint games, but not within the framework of independent ones. Here the initiative remains with children: they get the opportunity to act independently, set their own game tasks, implement them in their own activities, etc.

Didactic content analysis technological maps.

Enriching the experience and knowledge of children, expanding their ideas about the environment;

Enrichment of gaming experience (formation of gaming actions, methods of implementation games);

Creation developing subject environment;

Activating communication between adults and children.

Let's take a closer look at the content of each aspect.

Enriching children's experience and knowledge. It is necessary to enrich in every possible way the direct and indirect experience of children, their ideas about the objective world and social relationships in various areas of reality. Moreover, this knowledge should not only be "encyclopedic" how practical, actionable it should be "live" knowledge, experience that a child could put into practice.

Meaning games in that, that it allows you to act practically where reality not available. Due to this, the game refines that knowledge. Representations that cover more and more distant spheres of reality, creating a zone not only of the nearest development and promising development . Already by middle preschool age, children actively include in their knowledge games obtained indirectly (from books, films, stories of adults, etc., which exceed the real practical experience child. Playing these contents, children in their own way comprehend the field of activity that interests them, building its model in their play, actively transforming and achieving it. This important role games emphasized A. V. Zaporozhets, noting that the game “equips the preschooler with accessible ways of actively recreating, modeling, with the help of external, objective actions, such contents that under other conditions would be inaccessible and, therefore, could not be truly mastered.”

Unsurpassed in its own way developing effect and influence on enrichment plot children's games have been and remain good children's fiction.

All sources of information (observations, excursions, classes, artistic expression, viewing illustrations, didactic games, if they are interesting to children, awaken their thoughts, surprise, excite, do not leave them emotionally indifferent, and provide a great opportunity for creative reproduction of various events.

Thus, it is important for the teacher not only to take into account the life experience of children, but also to purposefully expand it.

Enriching children's gaming experience. Common line development children's gaming skills are well known to teachers today. It was indicated in the works of A.P. Usova: in early preschool age, the formation of role (game) actions, in middle preschool age there is development of role behavior, and in older preschool age the formation of a planned beginning occurs in the implementation of the game plan.

In early preschool age, the transfer of gaming experience can be organized by two forms: 1) specially training games(shows, dramatizations, various theatrical games; games-activities; plot-didactic and plot-action games); 2) a game between a teacher and children, when the teacher’s participation can be long-term or fragmentary.

The transfer of gaming experience combines both an imaginary situation and an interesting event side (plot) .

Game problem situations that are created by changing the game environment and active communication are of great importance. Game problem situations confront children with the need to use previously acquired impressions and encourage children to search for new knowledge.

Introducing children to different games, you should not force events by offering more and more new options every day - this can lead to just the opposite effect. Principle “Let the children play enough” applicable not only to preschool age in general, but also to each specific game separately. This principle brings the adult’s learning initiative into line with the child’s capabilities. development: their individual pace of assimilation of certain contents, living through certain significant events, mastering certain skills in a wide variety of games.

To implement a particular gaming experience, an appropriate gaming subject environment is required. The next component of the method reveals the content of the planned work.

Changing the subject-game environment. The game subject environment is an integral part developing subject-spatial environment, to which the Federal State Educational Standard for Education imposes special requirements. One of the most important requirements, a red thread running through all the texts of the Federal State Educational Standard for Education, is the requirement to comply with the characteristics of each age stage.

So, developing the subject-play environment of a child of early and junior preschool age involves providing children with dynamic toys, toys, tools (gurneys, socs, sticks, etc., various didactic toys aimed at the formation of sensory standards, as well as educationally generalized in the image plot toys and various paraphernalia, commensurate with these toys, to reflect observed everyday scenes (which include figures of people and animals and corresponding furniture, dishes, household items, etc.).

Of particular importance for games Children of this age have the introduction of substitute objects into the game. Of course, it is not enough to simply give them to children - in a joint game, the teacher shows how they can be used. The presence of substitute toys implements the principle of the Federal State Educational Standard for Educational Education, associated with the requirement of multifunctionality developing subject-spatial environment.

Timely changes in the play environment help the child to recall recent impressions and encourage independent play.

But even in the most wonderful environment, children sometimes need timely assistance from a playground supporter. culture: suggested idea, continued plot, new character or new repeat developments. And the next component of the method allows you to solve these problems.

Activating communication with adults. This component of the method is aimed at encouraging independent use children new ways to solve game problems, to reflect new aspects of life in the game.

Typically, the help of a teacher is needed in three cases: start activation games; help in case "hitches"; pauses in the process games; need for translation games to more complex forms.

If observations of children's games day after day show that stories games are repeated practically without changes, they do not occur development, then special efforts of the teacher are required to enrich the content of children's games. In such cases, the teacher can get involved in the game with his character, play along, and then offer the children new game tasks, create "climax" moments and provide them allow the children themselves. It is better to help younger children by asking questions that help them set and solve new game problems.

Thanks to the interconnection of all components, the game from its first stages is organized as an independent activity of children. Gradually she becomes more and more creative and self-developing.

Direct participation of parents of students (their representatives) V educational activities required condition. Therefore in technological maps we have included a section on teacher interaction with parents on issues development of children's play.

Areas of interaction between preschool teachers and families pupils:

1. Learning from positive experiences family education and promoting it among parents.

2. Improving the pedagogical culture of parents, developing their pedagogical skills and abilities, and a reflective attitude towards themselves.

3. Practical help parents in solving specific situations in the upbringing and education of a preschool child.

I would like to end this section with a wonderful quote, which can become a teacher’s motto regarding the organization of his gaming activities. pupils: “...It is necessary to create conditions for the formation and game development. There are quite a few of these conditions, but the main one is the ability and love of adults for gaming activities...”

Technological maps developed by us can be used by any teacher working directly with children of primary preschool age. Knowing the technique development of role-playing games, these cards will be a good helper in organizing a nursery games, will help make the game "alive", to which children will begin to discover their plans and desires, and the teacher will become a real partner, and not an edifier and teacher.

List of sources used.

1. N. Mikhailenko, N. Korotkova Organization story game in kindergarten .

2. E. V. Zvorygina First story games for kids.

3. N. F. Gubanova Development gaming activity. System of work in the second junior group of kindergarten.

4. Magazine "Kindergarten from A to Z" No. 5 2015

5. Magazine "DOW Methodist" Issue 15

« Outdoor games"

2. Lesson topic: Outdoor games

4. Purpose of the lesson:

1. At the teacher level:

View document contents
“Technological map with the didactic structure of the lesson “Outdoor Games””

Routing with didactic lesson structure« Outdoor games"

1. Avdienko Elena Vladimirovna

2. Lesson topic: Outdoor games

3. Place: MOBUSOSH No. 1, Novokubansk

4. Purpose of the lesson: promote the development of interest in physical education through outdoor games.

1. At the teacher level: promote the development of interest in physical education through outdoor games; promote the development and improvement of physical qualities.

2. Subject learning outcomes: choosing the most effective ways to solve problems depending on specific conditions; creating conditions for students to learn the rules of outdoor games and develop physical qualities.

- Personal learning activities: students’ establishment of a connection between the purpose of educational activity and its motive.

-Regulatory UUD: setting an educational task based on the correlation of what is already known and learned by the student and what is still unknown.

- Communicative: planning educational cooperation with the teacher and peers; control, correction, evaluation of the partner’s actions.

5. Lesson type: repetition

6. Didactic structure of the lesson

7. Plan for studying new material:

Introductory and preparatory part:

Construction, organizational moment;

Walking and its variations;

Running and its varieties;

Walking with breathing restored;

Formation into columns of two;

Main part:

Conducting outdoor games (with volleyballs);

Final part.

Construction;

Summing up the lesson, individual comments and advice.

8. Educational and methodological complex:

Equipment requiring special training: jump rope, gymnastic mats, volleyballs, skittles.

Technical (or electronic) teaching aids:

Auxiliary equipment: whistle, stopwatch.

Didactic support:

Literature for teachers (including Internet sites): www. edu. ru

Literature for students (including Internet sites): Bishaeva A. A. Professional and health-improving physical culture of a student: textbook. - M., 2013. Evseev Yu. I. Physical education.

Software (educational electronic resources on CD-ROM): educational film 2011

9. Educational pedagogical technologies: lesson with educational orientation.

10. Interdisciplinary connections: life safety fundamentals.

11. Intrasubject connections: cross training, volleyball, basketball.

DURING THE CLASSES

Lesson stage (min)	Planned learning outcomes				Components		Activity
	subject	metapre- marksmanship (R,K,P)	personally- fat	teachers			students
Organized start of lesson (1 min)
1.Organizational moment		Regulatory: development of attention, ability to evaluate the correctness of an action; make the necessary adjustments to the action after its completion based on its assessment and taking into account the nature of the errors made. Cognitive: extract the necessary information from the teacher’s explanation and their own experience.	need for physical education, personal responsibility for one’s actions, attitude towards healthy image life.	Educational program in physical education		I check the students’ readiness for the lesson (availability of sports uniform and replacement shoes). I'm building. Greetings.		They line up in one line. - organize themselves for work; preparing for independence.
Preparatory part of the lesson
1 . Updating knowledge	Be able to properly use accumulated knowledge; navigate your knowledge system.	observe and analyze your own educational activities and partner activities in the process joint activities; contribute to the formation of the ability to adequately assess the correctness of the actions of oneself and a friend, focusing on the teacher’s demonstration of movements.	understand the need to comply with the rules of safe behavior during class;			I will repeat the safety precautions. I answer questions from students. I remind you of the distance - arm outstretched, follow the guide.		Students express their assumptions regarding TB.
2. Walking and its variations: Walking on toes Walking on your heels Walking on the inside and outside of the foot Heel-to-toe rolls Running and its varieties: One lap at a steady, medium pace Galloping left side/right side Easy running Running backwards Easy running Fast walk Walking while restoring breathing Formation around the hall into columns of three.	Be able to correctly perform special running exercises.	observe and analyze your own educational activities and the activities of your partner in the process of joint activities.		Bishaeva A. A. Professional and health-improving physical culture of a student: textbook. - M., 2013.		I give commands for students to follow while walking. I correct the performance of walking exercises. I give commands for students to carry out while running. I correct the execution of running exercises.		Do walking exercises. They move around the hall following the teacher’s commands. When moving around the hall, keep a distance of 2 steps Do the exercises. Do running exercises. While moving in a circle, perform breathing exercises. Perform breathing exercises.
3. Outdoor switchgear without items: For posture:(4 reps.) IP: feet shoulder-width apart, hands on the belt. 1. The left leg is pulled back, arms up, palms facing each other. 3. The right leg is pulled back, arms up, palms facing each other. On the shoulder girdle:(4 reps.) I.P.: feet shoulder-width apart, arms along the body. 1-4 Rotation of arms forward. 5-8 Rotate arms backwards. On the hands:(4 reps.) IP: feet shoulder-width apart, arms forward. 1-4 rotate the hands in inner side 5-8 rotate outward Forward bends:(4 reps.) 1. Tilt towards the left leg. 3. Tilt at the right leg Lateral bends (4 repetitions) IP: feet shoulder-width apart, hands on the belt. 1. Tilt to the left; 3. Tilt to the left; For the muscles of the trunk:(4 reps.) I.P.: feet shoulder-width apart, hands on the belt 1. turn your hand to the left side behind your back. 3. turn your hand in right side behind your back On knee-joint: ( 4 reps.) IP: legs slightly bent at the knees, hands on the knees. 1-4 rotate clockwise. 5-8 rotate counterclockwise. For leg muscles:(4 reps.) Squats I.P: feet shoulder-width apart, hands on waist 1. Squat, arms forward; 3-4-repeat Leg swings:(4 reps.) I.P: Feet slightly wider than shoulders, arms forward to the side. 1. Left leg swing, to right hand 3. Swing the right leg towards the left hand. Jumping:(4 reps.) I.P: Feet shoulder-width apart, hands on waist 1-3 jump on two legs. 4 – legs are drawn up.	Be able to correctly perform outdoor exercises that purposefully influence the development of basic physical qualities. Be able to correctly perform outdoor activities that purposefully influence the development of basic physical qualities.	observe and analyze your own learning activities. observe and analyze your own learning activities. observe and analyze your own learning activities.	promote the manifestation of positive personality traits such as discipline, organization, hard work and perseverance. promote the manifestation of positive personality traits such as discipline, organization, hard work and perseverance. promote the manifestation of positive personality traits such as discipline, organization, hard work and perseverance.	Evseev Yu. I. Physical education.		I’m showing the outdoor switchgear complex. I correct the execution of the complex exercises. I show the outdoor switchgear complex and correct the execution of the exercises of the complex.		Perform the complex exercises, taking into account the teacher’s instructions. Perform the complex exercises, taking into account the teacher’s instructions. Perform the complex exercises, taking into account the teacher’s instructions.
Main part of the lesson
Educational component
1. Updating knowledge	Recognize dangerous moments when performing tasks.	organizing yourself to anticipate the outcome	independence			I repeat the safety precautions		They listen carefully.
2. Formulation of the problem.	Be able to navigate your knowledge system.	Formulate your thoughts orally with sufficient completeness and accuracy of thought. Formation goals-motives of educational activities.	understand difficulties and the desire to overcome them			I ask a question: are physical qualities such as speed and dexterity relevant to outdoor games?		Students think and give several answers.
	be able to act from the perspective of the content of the subject	To develop the ability of educational cooperation and collective discussion of problems and assumptions	understand difficulties and the desire to overcome them			I’m comparing judgments. In previous classes we studied cross-country elements such as running. Now your knowledge, speed and dexterity will help you be the best in the outdoor games that we will play.		Listen carefully and remember the knowledge learned in previous classes.
Motor component
No. 1. Game “Calling Numbers” № 2. Game "Day and Night" № 3. Outdoor game "Feet off the ground" Game "Fishing Rod"	contribute to the formation of the ability to apply acquired knowledge in practice; understanding the rules of the game; independent performance of exercises in health-improving forms of exercise. Use acquired knowledge and skills, develop skills in selecting the necessary physical activity.	contribute to the formation of the ability to perceive and maintain a learning task, plan your actions in accordance with the task to achieve a positive result. determine, together with the teacher, criteria for assessing their educational activities (regulatory UUD); build positive relationships in the learning process (communicative UUD); perform basic technical actions, used in the starting acceleration (subject);	contribute to the formation of the ability to understand the reasons for the success and failure of educational activities and the ability to act constructively even in situations of failure.	Whistle, skittles, etc.		The columns are calculated in order. The teacher gives an example (for example, 10-4) and the answer to this example will be the player's number. The player with this number must run around the pin, run around his team and return to his place. The teacher counts the points. The team with the highest score wins large quantity points. Tasks: practice running in different directions, act on a signal. Description: All participants are divided into two teams. One command is “day”, the other is “night”. A line is drawn or a cord is placed in the middle of the hall. The teams stand at a distance of two steps from the drawn line, with their backs to each other. At the command of the presenter, for example, “Day!” the team with the appropriate name begins to catch up. Students from the “night” team must manage to run beyond the conditional line before their opponents have time to tarnish them. The team that manages to stain the most players from the opposing team wins. Objectives: learn to follow the rules of the game. Description: The driver walks around the hall with other guys. As soon as the teacher says: “Catch!”, all participants scatter, trying to climb to any height where they can raise their feet above the ground. You can only insult those whose feet are on the ground. At the end of the game, the number of losers is counted and a new driver is selected. Objectives: develop dexterity, attention, speed of reaction. Description: participants sit in a circle. In the center there is a driver - a teacher. He is holding a jump rope in his hands. The driver rotates the rope in a circle just above the ground. Students jump in such a way that the jump rope does not hit their legs. Those participants whose legs are hit by the jump rope are eliminated from the game.		Fulfillment of assigned tasks Perform exercises, agree on the distribution of functions and roles of joint activities.
Diagnostics of learning outcomes
1.Analysis of participation in outdoor games.	determine, together with the teacher, criteria for assessing their educational activities Identify your own and your partner’s actions that contributed to or hindered productive communication.	observe and analyze your own educational activities and the activities of your partner in the process of joint activities (communicative learning activities); identify your own actions and those of your partner that contributed to or hindered productive communication (communicative UUD);				I'm building. I summarize the results of outdoor games.		Analyze their own activities and answer the teacher’s questions.
2. Solving the problem.		generalize ideas about a solved problem				I'm asking.		Students answer.
Reflection	identify your own problems	observe and analyze your own educational activities and the activities of your partner in the process of joint activities. To promote students’ ability to predict the results of the level of mastery of the material being studied.	contribute to the formation in students of an understanding of the importance of knowledge about physical education and motor skills in human life.			What did we do in class today? What did you like, what did you not like? What was difficult, what was easy? Were you able to resolve the problem?		Students answer.
Homework organization
1.Homework.						I ask homework for everyone: evening walk and morning exercises.		Listen and remember to perform.
Organized end of lesson						I say goodbye		Students say goodbye.

The teacher offers to build a car and drive it with the children to the dacha. First the teacherwarns children about the upcoming move, that they need to pack their things, load them into the car and sit down themselves. After this, a driver is selected. On the way, you should definitely tell your children about what the car is passing by. Having sorted things out at the dacha and settled in a new place, the teacher will ask the driver to bring food, then take the children to the forest to pick mushrooms and berries, or to the river to swim and sunbathe, etc.

Role-playing game type "drive" is built along the line connecting it to others gaming topics, such as “Shop”, “Theater”, “Kindergarten”, “Hospital”, etc. Drivers need to take (bring) passengers somewhere, deliver goods to their destination.

The teacher takes on the role of a “driver”, inspects the car, washes it, and, with the help of the children, fills the tank with gasoline. Then the “dispatcher” writes out a waybill, which indicates where to go and what to transport. The “Chauffeur” leaves for the construction of a residential building. Further, the plot develops in this way: a lot of building material is needed to build a house, one driver cannot cope, many trucks and many drivers are needed, who wants to help the builders and is ready to transport goods to the construction site?

Cargo delivery bureau. In the group, a subject-play environment is created in advance: a city street is built, transport toys (trucks, vans) are brought in, loads are prepared. The teacher informs the children that the cargo delivery office has received many orders (groceries to the store, parcels to the post office, bricks to a construction site, medicines to the pharmacy), but there is no one to deliver the goods. What to do? They make a decision to deliver the goods to their destination, distribute roles: the teacher takes on the role of the director of the bureau, distributes waybills, helps choose a travel route, and accepts new orders.

Cars on the city streets. A problematic situation is created: all the cars have disappeared from the city (all transport toys are removed). What to do? How to get around the city? Children take on the roles of drivers of different cars, plan the storyline of the game, and carry out game actions.

Busy intersection. The teacher informs the children that the traffic light is broken at the intersection, and there is a lot of traffic there. To prevent an accident from happening, a traffic controller is needed to control the movement of cars. A traffic controller is selected who, using signal cards (flags, batons), regulates traffic at the intersection.

Taxi park.A game situation is created: the teacher loudly tries to call a taxi on the phone, but he fails. Then he turns to the children for help and a taxi fleet is created in the group.

Rescuers are rushing to help. The teacher tells the children that there was a fire in the city (an accident, a person became ill), the residents of the burning house call the rescue services. Who's ready to help? They assign roles and discuss what special machines and services the victims will need.

Parking.The teacher tells the children a new rule: cars cannot be parked in the wrong place on city streets, so a parking lot is needed. They choose a place for it, build it, choose a security guard who helps place cars in the parking lot and regulates their entry and exit.

Let's clear the city streets. The teacher tells the children that there was a strong hurricane at night and now the city streets are littered with fallen trees, garbage, etc. There are traffic jams on the roads, cars cannot pass due to the rubble. What to do? What machines help people clear the streets? Who wants to help clean up the city streets? Assign roles and start the game.

Car trip. The family decided to go on a trip in their car. What should you take with you on the road? How to choose a route on the map? What can happen on the road? What kind of meetings are possible? What stops will travelers make? After discussing options for developing the game, they assign roles and go on a journey.

If the teacher sees that interest in the game is disappearing,you can use the following game techniques: you have run out of gas, you need to stop by gas station; The car has a punctured tire, you need to go to a car repair shop; there is a traffic jam on the road; another driver’s car breaks down, you need to take it in tow and take it to a repair shop or call a tow truck; the car has become dirty, you need to go to the car wash; the traffic inspector stops the car, checks the driver’s documents; a traffic inspector issues a fine for illegal parking or violation of traffic rules; entered urgent call still: you need to take your family to the station (to the theater, on a visit, etc.); an urgent order was received for the delivery of cargo to a cafe, for the delivery of pizza around the city; the tour desk invites you on a bus tour of the city; there was an accident, you need to call the traffic inspector, traffic police, and rescue services.

Explanatory note

Social and personal education

through role-playing games in preschool educational institutions

Introduction:

Teaching children to play

In the life of a preschool child, play occupies one of the leading places. For him, play is the main activity, a form of organizing children’s lives, and a means of comprehensive development.

Every kindergarten teacher is faced with the task of creating a friendly, organized team and teaching children to play.

The kids were brought to kindergarten, how different they were, how different they were from each other. The group included 16 kids with different personalities: silent, talkative, fighters and bullies. For most children, the kindergarten group is the first children's society where they acquire initial skills in collective relationships. It is necessary to teach the child to live by common interests, obey the demands of the majority, and show kindness to peers (social and personal education). Therefore, we are faced with the task of cultivating this feeling in children from the first days of their stay in kindergarten, and for this it is necessary to use role-playing games for this purpose. It is necessary to outline specific ways to work with each child. The following tasks contribute to this:

Teach the child to play, promote the unification of children in the game;

Tactfully guide the choice of game, teach children to follow the rules during the game, cultivate a sense of goodwill and mutual assistance.

Work on the development of role-playing games should be carried out in two directions:

Creating the necessary gaming environment

Direct supervision of children's games.

Parents can be involved in setting up the subject environment. Beautiful elegant dolls, furniture, different dishes They quickly attract babies, and they begin to act with them in a variety of ways: roll, feed, lay, etc. We played both in the morning and after a nap. It was important that our kids learned to perform several interrelated actions. To this end, make extensive use of questions that prompt new actions. Much space is given to showing actions with certain toys. For example, to attract children’s attention, you can start playing with a doll, combining several plots that children can understand: “heating up the porridge,” “feeding the doll,” “putting me to bed by singing a lullaby.” Children carefully watch your actions. Continuing the game and then passing the doll to the children verbally directed the further course of events. It is very important that children treat dolls and bears as living beings, affectionately and caringly. If one of the guys throws a doll on the floor, pay attention to the fact that it is very painful, cold, unpleasant to lie there, she wants to be caressed, pitied, and played with. Kids quickly respond to these words. In order for the game to develop, it is necessary to give children knowledge about the environment and promote the development of imagination. For this purpose, didactic games are held: “Dress the doll for a walk,” “Wash the doll’s dress,” “Bathing the doll,” etc.

Use a technique such as introducing a doll into daily life children. A similar technique is to use an introduction to a game situation when it is necessary to maintain interest in the game, to teach a lesson about caring for the toy. If you notice that interest in the game does not wane, encourage them to solve a new game problem - offer to give the Katya doll some tea.

To enrich children's games, select simple plots for performances with a doll. For example: mother and daughter came home from a walk. The daughter wanted to eat. Mom cooked porridge and fed her daughter. Such performances help children in independent choice game “Mothers and Daughters”, and additional attributes and substitute objects enrich its content. In the younger group, the plot of the game is simple, but gradually it became more complicated, new game actions are introduced: mother washes clothes, bathes the doll, treats it, walks with it, etc.

As a result of joint play activities, children learn to transfer play actions from one toy to another. Make extensive use of demonstration games in your work. So, while playing with say: “Our Tanya wants to go for a walk, let’s help her get dressed.” While dressing, look at the doll’s clothes, say her name. Then sequentially dress the doll if the children watch your actions. To consolidate your skills, offer to repeat your actions. At first, the kids need your help, and then they learn to dress and undress the dolls on their own. At the same time, pay attention to the fact that clothes must be taken and folded carefully. The accumulated experience helps children participate more actively in the game.

In terms of educational work, pay great attention to the formation of independent, more developed plot-based play of children with different toys, plan special events for the development of the first plot-role-playing games.

If you have difficulty managing the game, use the following techniques:

Find out from your parents how they play at home.

During communication, encourage the use of familiar situations

For example: Children came to the group who did not play at all. Katya V. Showed no interest in games or toys. When talking with my mother, I found out that at home she plays with one bear cub, even goes to bed with him. In the evening, I asked Katya to bring the bear to kindergarten, he would have more fun here, but he would be bored at home alone. In the morning, I affectionately greeted the bear and invited him to visit us. So, throughout the day I addressed the bear as a living creature. In the following days, Katya brought different toys and played out play actions with them that were already familiar to her: feeding her, putting her to bed. During the conversation with the girl, I encouraged her to remember familiar situations and asked her a new game task. Thus, Katya developed an interest in toys, and her first play ideas began to appear. The girl became sociable and cheerful.

However, for the development of the game, it is not enough just to equip the group with gaming material. It is also necessary to have a variety of impressions about the surrounding reality, which children reflect in their play. At the beginning of the younger group, most children reproduce only object actions, many of them simply manipulate toys. The teacher’s task is to direct children to enrich play activities and develop the play plot. For this purpose, children are monitored at the work of a nanny, cook, doctor, and targeted walks are organized, during which they pay attention to the labor actions of the driver and janitor. While observing, draw the kids’ attention to the fact that the cook has prepared a delicious breakfast, lunch, and dinner. Introduce children to the names of dishes. Subsequently, while playing, children do not just put pots on the stove, but “cook” soup, compote, etc.

From the younger group, involve children in making simple crafts for games.

For example: At first, when some children do not know each other, they play alone and in quite a variety of ways. It is necessary to help them unite into a single team. By the end of the junior group, Children should learn to play in small groups, and show attention and kindness to each other, and give up toys to their comrades. Reduce conflict situations. Use surprise moments, Matryoshka and Kolobok toys, funny Gnome and Clown, interactive toys. With their help, teach children to remember some of the rules of the game.

Positive results in work can be achieved by working in close contact with parents, enriching them with knowledge about the features of the baby’s play activity. In order to choose the right direction in working with parents, conduct a survey in the group. Analysis of the answers will help clarify a number of issues that need to be explained to parents and outline a work plan. In the group, you can set up a stand “Children Play” Conduct a series of consultations: “Kids start playing”, “Kids and his toys”, “From boredom to all trades”. "Play with your children." All this work contributes to the development of children's interest in children's play activities. They correctly perceive all recommendations, which will greatly help you in your work.

By the age of 5, role-playing games began to flourish. Children actively interact in the game and unite in groups. Gaming interests are stable. They can play games with the same plot for hours, days, weeks, and each time from the beginning. Children begin to play more confidently and independently. If the kids gladly accept the teacher into the game, even conceding the main roles to him, then now they take on all the main roles. The role of the educator is the role of hidden leadership. This allows children to feel like adults, “masters” of the game. In children's games, leaders appear who “move” the plot. The rest agree with the leader and usually adjust. Disagreements happen extremely rarely, and they learn to resolve them on their own.

Based on the above, the following solutions for teaching children role-playing games are determined:

Tasks:

Educational:

2. Learn to develop and enrich the content of the game, distribute game material and roles between participants without conflicts, resolve disputes, questions, and misunderstandings.

3. Tactfully influence the relationships between children, teaching them to respect each other’s interests and rights.

4. Formulate cognitive interest and organizational skills.

5. Teach self-organization skills and distribute roles among themselves.

6. Expand children’s understanding of their parents’ professions and apply them in play.

7. Teach to follow the established rules.

8. Teach game actions, the ability to negotiate a game

Educational:

1. Develop creative imagination, promote joint development of the game.

2. Contribute to the identification and formation of diverse interests and abilities.

3. Strengthen the ability to independently set game tasks.

4. Encourage children to widely and creatively use knowledge about the work of adults.

5. Continue to teach children to perform various roles according to the plot.

6. Develop in children the ability to develop a game together, to coordinate their own plans with the plans of their peers.

7. Develop a desire to set various game tasks and choose ways to solve them.

Educational:

1. Cultivate mental activity and moral feelings.

2. Develop the ability to fairly resolve disputes and tactfully refuse a role.

4. Strengthen positive feelings and habits.

5. Cultivate goodwill and willingness to help the victim.

6. Cultivate a sense of humor.

7. Cultivate friendly relationships, teach them to play without interfering with each other.

8. Continue working to unite playing children into subgroups and involve inactive children in the game.

9. Maintain the desire to use substitute items and fantasy events.

10. Cultivate a caring attitude towards toys.

11. Strengthen the variety and expressiveness of role-playing actions.

Rules of the game for children:

1. Before you start the game, think about what you will play.

2. Think about what you will play with.

3. Finish the game with the one you started playing with.

4. Play together.

5. Treat toys with care.

6. Keep your toys in order.

7. Talk to your friend calmly and kindly.

8. Don’t interfere with your friend’s play.

9. Play on your own.

Game Guide:

1. Do not suppress children’s initiative and creativity.

2. Contribute to the development of role-playing games without destroying the children’s plans.

3. Encourage mutual understanding, sensitivity, justice, and mutual assistance.

4. To teach children to independently use building materials, construction sets, homemade toys, and substitute toys in games.

5. Learn to use the skills acquired in classes on speech development, drawing, appliqué, and music.

6. In classes, teach how to enter into dialogue on behalf of the characters.

7. Encourage children to ask more questions according to the content of the game.

8. Help children negotiate in the game.

9. Don't force them to play something they haven't seen.

10. Take on a role in the game only when the child asks.

11. Watch children play.

12. Analyze what you see in the game.

13. Teach to pose in situations, but without specifying specific methods or actions.

14. Train all children to take the main role.

15. Conversation before the start of the game about its progress.

16. Preliminary demonstration of the actions of children performing a previously unknown role,

17. Summing up the game,

18. Further planning for the development of the game (reminders, advice, suggestions for using knowledge gained in class in the game, instructions, assignments, tasks).

Communication between teacher and children :

1. Be careful when engaging in children’s play, without destroying the children’s plans.

2. Encourage you to ask more questions about the content of the game.

3. Help negotiate in the game.

4. Learn to enter into dialogue on behalf of the character.

5. Take on a role in the game only when the child asks.

6. Watch children play.

7. Analysis of what was seen in the game.

8. Teach children to pose in situations, but without indicating specific methods of action.

Conclusion:

Thus, through role-playing games and preliminary work, educational, educational, and developmental tasks are solved. In the process of role-playing games and preparation for them, a preschool child exhibits the following activities: gaming, communicative, labor, motor, cognitive-research, musical-artistic, perception fiction and productive.

In the process of role-playing games and communication with children, the teacher:

1. Gives children information about social life a person through reading fiction, conversations, using ICT technologies, watching videos and cartoons and discussing them, didactic games, and so on.

2. Helps the child decide on a role in the game, which in the future will allow the child to do this independently.

3. Helps the child establish and internalize rules and norms social behavior through play, control your behavior, regulate your emotional state.

4. Gradually, the child moves from joint activities to independent activities with peers, being able to negotiate, choose a game, distribute roles, create a plot and develop it in joint activities with peers.

5. In the future, the game should take place in real time, combining real life(For example: work activity) and play, which allows the child to feel not just a child, but integral part society, which can bring benefit and joy to others.

Thus, the scheme for the development of any type of activity is as follows: first it is carried out in joint activities with an adult, then in joint activities with peers and becomes an amateur activity.

The construction of play activities should take place using age-appropriate forms of working with children.

Signs of joint activity of adults and children are highlighted - the presence of a partner position of an adult and a partner form of organization (cooperation between adults and children, the possibility of free placement, movement and communication of children).

Based on these approximate schemes for preparing the implementation of role-playing games, the teacher can develop a plan for working with children and parents for the year in accordance with the comprehensive thematic work program of his group.

Subject: " School »

Age group: Preparatory group

Tasks:

Educational: Expand, clarify and specify children’s knowledge about school. Help children master expressive means implementation of the role (intonation, facial expressions, gestures).

Educational:

Educational: Instill in children a desire to learn. Instill respect for the work of teachers and the work of school employees. Help children learn some moral standards. Bring up fair relations. Strengthen forms of polite address. Develop friendship, the ability to live and work in a team.

Activate the dictionary: school supplies, recess, bell, teacher's room.

Preliminary work:

Target walk for school. Excursion (Inspection of the school building and school grounds, inspection of the classroom). Conversation with a 1st grade teacher.

Conversation with children about the excursion.

Examination of the pictures taken about the school. A conversation about school supplies using illustrated material.

Didactic game “Collect a briefcase”

Memorizing poems by A. Alexandrova “To School”, V. Berestov “Counting Table”.

Reading to children the works of S. Marshak “The First of September”, Aleksin “The First Day”, V. Voronkova “Girlfriends Go to School”, E. Moshkovskaya “We Play School”.

Learn the song “What They Teach at School”

Drawing "Our school"

Manual labor: make small notebooks, books, a teacher’s magazine for the game “back to school”, prepare rags and chalk. Making attributes for the game (briefcases, notebooks, baby books, schedules...)

10.Riddles about school, school supplies. Meeting with kindergarten graduates (organization of leisure activities).

Subject-game environment : A doll in a school uniform, a small briefcase, small checkered notebooks, small sketchbooks, a teacher's journal, colored paper, glue stick, small boards for drawing, chalk, pointer, pictures with the plot of school life, letters and numbers. briefcases, books, notebooks, pens, pencils, pointer, cards, blackboard, teacher's desk and chair, globe, teacher's magazine, headbands for attendants.

Roles: students, teacher, school director, head teacher, technician.

Game actions: The teacher conducts the lessons, the students answer questions, tell stories, and count. The director (head teacher) is present at the lesson, makes notes in his notebook (the teacher in the role of director can call the teacher to his office and give advice), the head teacher draws up a lesson schedule. The technician monitors the cleanliness of the room and rings the bell. Learn to build a game according to a preliminary, collectively drawn up plot plan. Acting as an equal partner or performing a major (minor) role, indirectly influence changes in the gaming environment and correct gaming relationships. Encourage the construction of interconnected buildings (school, street, park), while correctly distributing the responsibilities of each participant in collective activity. Children go to school on September 1st. Meet the teacher. They sit at a desk, draw,

They look at books. The bell rings at recess

Topic: "Railroad"

Age group: Preparatory group, with senior group

Tasks:

Educational: To deepen, expand and specify children’s knowledge about the work of railway transport workers, about railway.

Give children information about other cities of our Motherland - Kazan, Almetyevsk, Nurlat, Elabuga, cities of neighboring republics.

Educational:

Educational: Cultivate curiosity in children. Instill respect for the work of adults. Help children learn moral standards - rules of behavior when traveling. Strengthen forms of polite address. Develop friendship, the ability to live and work in a team.

Activating the dictionary: platform, train, tunnel, barrier, diesel locomotive, conductor, compartment, carriage.

Integration educational areas:

Socialization, cognition, communication, safety, work, reading fiction.

Preliminary work:

Excursion to the railway station.

Monitoring trains and the work of the railway station.

Targeted excursion to the crossing, observing the work of the switchman.

Conversation about the work of railway station workers.

Reading stories about the railway.

The use of ICT technologies - a video about the railway and the work of Russian Railways employees.

Interactive didactic games.

Memorizing poems about the railway.

Board game "Railroad"

Examination of a map in order to determine the route by rail to Moscow and get acquainted with the cities of Russia.

Drawing “The train is coming”

Manual labor: making signal flags for switchmen.

Examination of photographic illustrations about the railway.

Roles: driver, conductor, passengers, loaders

Subject-game environment: caps, bags, tickets, path map, flags, tea cups, etc.

Game actions:

We are building a train. We are going to travel around Russia. Passengers look out the window and talk to each other. The conductor brings tea.

Passengers get off at the stations. They go with a guide on excursions, to museums, go to shops, and walk around the city.

Subject:"Space"

Age group:

Tasks:

Educational: Enrich and systematize children's knowledge about the work of astronauts and space flights.

Educational: Develop children's constructive abilities when working with large building materials. Create your own gaming environment for your intended purpose. To contribute to the formation of the ability to creatively develop game plots.

Educational: Cultivate curiosity and the desire to be like astronauts. Cultivate curiosity in children. Strengthen forms of polite address. Develop friendship, the ability to live and work in a team.

Activating the dictionary: space, outer space, Universe, planets, spaceship, spacewalk, connection with the Earth.

Integration of educational areas:

Socialization, cognition, communication, safety, work, reading fiction.

Preliminary work:

A teacher's story about space and astronauts.

Examination of photo illustrations about space rockets, about the work of astronauts on Earth and in space.

Conversation with children about the first cosmonaut Yu. Gagarin, about the first female cosmonaut V. Tereshkova.

About the first cosmonauts - dogs: Belka and Strelka

Reading stories and books about space.

Drawing "Space Rocket"

Application "Cosmonaut"

Construction: building a rocket from large building material

Roles: astronauts, doctors, mourners, aliens, photographers, doctors.

Subject-game environment:

Polyethylene spacesuits, a map of the Earth, the Moon, the starry sky, a lunar rover, an antenna, a walkie-talkie, a control panel, headphones, a tablet, a notepad, a camera, postcards of the planets, the starry sky.

Game actions:

Training of astronauts, flights into space to study stars and other planets. Doctors “check the health” of astronauts before the flight.

They built a space rocket, the astronauts flew to the Moon to study the lunar soil. There are depressions and mountains on the Moon. Landing on the Moon, we walk in zero gravity, photograph lunar landscapes, stars, the sun. We move on the moon on a lunar rover.

We flew to other planets: Mars, Saturn. We study soil samples from other planets. In space we use space food and spacesuits for protection. Communicating with aliens. We exchange souvenirs. We go into outer space. We keep in touch with the ground, use video communications, computers, cameras. We meet the astronauts on the ground after their flights. Doctors check your health after the flight and measure your blood pressure. Other cosmonauts are being trained on simulators.

Topic: "Steamboat"

Age group: Preparatory group, senior group.

Tasks:

Educational: Expand and deepen children’s knowledge about water transport workers. Give children information about what types of ships there are, where they sail, and what they carry.

Educational: Develop children's constructive abilities when working with large building materials. Create your own gaming environment for your intended purpose. To contribute to the formation of the ability to creatively develop game plots.

Educational: To instill in children respect for the work of water transport workers. Cultivate curiosity in children. Instill respect for the work of adults. Help children learn moral values norms and rules travel behavior. Strengthen forms of polite address. Develop friendship, the ability to live and work in a team.

Activating the dictionary: ladder, captain, bridge, helm, deck, sailors, pier, mast.

Integration of educational areas:

Socialization, cognition, communication, safety, work, reading fiction.

Preliminary work:

Reading stories about sailors and water transport.

Examination of illustrations about water transport.

View slides or cartoons (“In the port”) about steamships and the work of river transport.

A conversation about the work of sailors, about the work of water transport.

Didactic game “On land, in sky, on water”

Board game lotto "Transport"

Application “Steamboat on the River”

Manual labor: making binoculars, a megaphone, colored flags for a mast, a lifebuoy.

Reading stories, asking riddles.

Roles: ship captain, sailors, passengers

Subject-game environment:

Sailors' caps, collars, binoculars, steering wheel, caps, anchor on a rope, signal flags (red, yellow), compass, map, fishing net, bullhorn, globe

Game actions and situations:

"Ship Voyage"

We build a ship, we go to trip around the world. We take with us binoculars, a map, a compass, and a megaphone. We come up with a name for the ship. Passengers board and go to their cabins. The ship's captain orders the anchor to be raised. The sailors listen to the captain's commands.

The ship is sailing to Africa. We go ashore. We meet residents and get to know each other. We are walking around Africa. We meet monkeys, elephants, tigers.

We are sailing to the North. It's cold there. We see icebergs, penguins, polar bears.

We are sailing to Australia. There we will see kangaroos and giraffes. We study nature, swim in the ocean, study the seabed. We are returning home.

« Steamboat »

The steamboat is built from cubes, blocks, bricks, rope, and chairs.

Passengers go on a journey along the river. The captain gives commands and looks through binoculars. The helmsman steers the ship and turns the rudder. At stops, everyone goes ashore, walks, and goes on excursions. Sailors on the ship remove the gangway, wash the deck, and follow the captain's commands. The cook prepares lunch for the team.

"Fishing vessel"

Fishermen are preparing to go to sea. They collect nets, binoculars, and a megaphone. They go out to sea to fish. The captain of the fishing boat gives commands, everyone helps each other.

Fishermen throw nets into the sea, catch fish, unload them into containers, and put them in refrigerators. The team is resting; the cook has prepared a delicious lunch. The captain looks at the direction of the ship on the map. Everyone returns to shore. The fish is loaded onto special vehicles that take it to the store.

Topic: "Zoo"

Age group: Preparatory group, senior group.

Tasks:

Educational: Expand children's knowledge about wild animals:Enrich and concretize children's knowledge and ideas about wild animals and their habits and conditions of captivity.

Educational: Develop children's constructive abilities when working with large building materials. Create your own gaming environment for your intended purpose. To contribute to the formation of the ability to creatively develop game plots.

Educational: Foster respect for the work of zoo workers.cultivate kindness, responsiveness, sensitive, attentive attitude towards animals, a culture of behavior in in public places.

Activating the dictionary: trapper, guide, animals of Africa, animals of the North, animals of Australia, marsupials.

Integration of educational areas:

Socialization, cognition, communication, safety, work, reading fiction.

Preliminary work:

An excursion to a zoo or menagerie to get acquainted with the life of animals in captivity.

A conversation about the zoo, what they were created for, how the animals live there.

Reading literary works about animals: S.Ya. Marshak “Where the Sparrow Dined”, “Children in a Cage”, etc.

Memorizing poems about wild animals.

Looking at illustrations about the zoo and wild animals.

Modeling “Zoo Animals”

Drawing “What I saw at the zoo”

Construction of zoo and animal cages from building materials. Making attributes for the game with children.

Conversation with children about the rules of safe behavior at the zoo. A teacher's story about the work of a veterinarian at the zoo.

Listening to K. Chukovsky’s fairy tale “Doctor Aibolit” in a recording. . Examination with children of illustrations to the fairy tale by K. Chukovsky “Doctor Aibolit.”

Children's stories “How we went to the zoo”

Roles: builders, driver, loaders, animals, zoo workers, veterinarian, cashier, zoo visitors.

Subject-game environment: large building material, wild animals (toys), dishes for feeding animals, cleaning equipment (buckets, brooms, dustpans), gowns, hats, sanitary bag (phonendoscope, thermometer, cotton wool, bandage, tweezers, scissors, syringe, ointments, tablets , powders), cash register, tickets, money. Figures of animals by zone of residence (North, Africa, desert, forests), enclosures or cages from boxes, silhouettes of trees, pine cones, shells, pebbles, plates with the names of animals, birds, equipment for caring for animals (bucket, scoop, broom).

Play activity:

Builders are building a zoo: we put up cages for animals from cubes and bricks, we house the animals, we make enclosures, we plant trees. The driver brings the animals. The movers unload and put the cages with the animals in place. Zoo workers care for the animals (feed, water, clean the cages). A veterinarian examines animals (measures temperature, listens with a phonendoscope) and treats patients. The cashier sells tickets. The guide conducts a tour, talks about animals, and talks about safety measures. Visitors buy tickets, listen to the guide, and watch the animals.

Feeding animals, training animals. The guide tells visitors about the animals. The doctor comes, examines the animals, prescribes treatment for sick animals, gives them medicine

Topic: "Polyclinic"

(“Hospital”, “Ambulance”)

Age group: Preparatory group, senior group, with middle group.

Tasks:

Educational: Enrich, expand and systematize children’s knowledge about the medical profession and the work of the clinic.

Educational: Create your own gaming environment for your intended purpose. To contribute to the formation of the ability to creatively develop game plots.

Educational: Cultivate respect and gratitude for the work of doctors and nurses. To arouse children's interest in the medical profession. To cultivate a sensitive, attentive attitude towards the patient, kindness, responsiveness, and a culture of communication.

Activating the dictionary: ophthalmologist, therapist, pediatrician, surgeon, phonendoscope, x-ray, procedures, thermometer, prescription.

Integration of educational areas:

Socialization, cognition, communication, safety, work, reading fiction.

Preliminary work:

Excursion to the medical office of the kindergarten.

Observing the work of a nurse or doctor (listens with a phonendoscope, looks at the throat, asks questions).

A teacher's story about the work of a doctor in a clinic, an ophthalmologist, a surgeon, a pediatrician, a therapist, and a radiologist.

Examination of photographic illustrations of the work of doctors of various specializations.

Watch a video about a doctor's work. Conversation after watching the film.

Examination of medical instruments (phonendoscope, spatula, thermometer, tonometer, tweezers, etc.)

Conversation with children “How I went to see a doctor with my mother”

Puppet theater "Doctor Aibolit"

Reading literary works about the work of a doctor: (B. Zhitkov “Collapse”, S. Marshak “Ice Island” Y. Zabil “Yasochka Got a Cold”, E. Uspensky “Played in the Hospital”, V. Mayakovsky “Who to Be?”.)

Didactic games: “Who needs what for work”, “Who can name the most actions”, “Yasochka caught a cold”

Manual labor: making a thermometer, phonendoscope, mustard plasters for the game “hospital”.

Modeling “Gift for sick Yasochka.”

Making game attributes with children with the involvement of parents (robes, hats, recipes, medical cards, coupons, etc.)

Roles: doctor, nurse, receptionist, orderly, patients.

Subject-game environment:

Doctor's gown, nurse's gown, caps with a red cross, disposable syringes without needles, plastic bottles, jars, droppers, children's phonendoscope, toy thermometer, yellow paper mustard plasters, bandage, napkins (cotton wool), prescription forms, doctor's bag with a cross .

Game actions:

The patient goes to the reception desk, takes a coupon to see the doctor, and goes to the appointment. The doctor sees patients, listens carefully to their complaints, asks questions, listens with a phonendoscope, measures blood pressure, looks at their throat, and makes a prescription. The nurse writes a prescription, the doctor signs it. The patient goes to the treatment room. The nurse gives injections, bandages wounds, applies ointment, etc. The nurse cleans the office and changes the towel.

Game situations: “At an appointment with an ENT doctor,” “At an appointment with a surgeon,” “At an appointment with an ophthalmologist,” etc.

The doctor is attentive and polite.

"Polyclinic" - A doctor and a nurse are working. The doctor listens to the patients, examines them, the nurse writes out directions for procedures, sets up a thermometer, gives injections, dressings, and puts on heating pads. The patients are grateful for the treatment. Buy medicines at the pharmacy.

Ophthalmologist – checks vision using a table, writes out a prescription for eyes, or a prescription for glasses. Patients buy glasses at the pharmacy (without lenses).

Ear, Nose and Throat Doctor looks at the neck, tongue, ears. Measures temperature and gives appointments for procedures. The nurse is warming up.

Patients are brought to the hospital, the doctor examines them, the patients are placed in a ward, fed, given medications, and given injections.

The pharmacy makes medicine, dispenses prescriptions to patients, and advises what to buy for various diseases.

"Hospital" - the patient enters the emergency room. The nurse registers him and takes him to the room. The doctor examines patients, listens carefully to their complaints, asks questions, listens with a phonendoscope, measures blood pressure, looks at their throat, and makes a prescription. The nurse gives medications to patients, takes temperatures, gives injections and dressings in the treatment room, treats wounds, etc. The nurse cleans the room and changes the linen. Patients are visited by relatives and friends.

"Ambulance". The patient calls 03 and calls an ambulance: gives his full name, tells his age, address, complaints. The ambulance arrives. A doctor and a nurse go to a patient. The doctor examines the patient, listens carefully to his complaints, asks questions, listens with a phonendoscope, measures blood pressure, and looks at his throat. The nurse measures the temperature, follows the doctor’s instructions: gives medicine, gives injections, treats and bandages the wound, etc. If the patient feels very bad, he is taken away and taken to the hospital. An ambulance doctor goes to your home, asks what’s wrong, gives you an injection, and takes you to the hospital.

Subject: "Pharmacy"

Age group: Preparatory group, senior group.

Tasks:

Educational: Enrich, expand and systematize children’s knowledge about the profession pharmacist; about the work of the pharmacy.

Educational: Create your own gaming environment for your intended purpose. To contribute to the formation of the ability to creatively develop game plots.

Educational: To cultivate a sensitive, attentive attitude towards the patient, kindness, responsiveness, and a culture of communication.

Activating the dictionary: pharmacist, apothecary, medicinal herbs, medicines, prescription.

Integration of educational areas:

Socialization, cognition, communication, safety, work, reading fiction.

Preliminary work:

Excursion to the medical office, examination of the cabinet with medicines (vitamins, herbs, medicines)

Watch a video about a pharmacy. Conversation with children about the video they watched (using an interactive whiteboard).

Listening to K. Chukovsky’s fairy tale “Doctor Aibolit” in a recording.

Watching the cartoon “Doctor Aibolit”, talking about the cartoon, consolidating knowledge

Reading lit. works: Y. Zabila “Yasochka caught a cold”, E. Uspensky “Played at the hospital”, V. Mayakovsky “Who should I be?”

Looking at the set of postcards “Medicinal Plants”. Examination of medicinal plants in the kindergarten area.

Didactic game “Herbs Helpers”.

Riddles about medicinal plants. Safety rules for using herbs.

Making game attributes with children with the involvement of parents (robes, hats, recipes, potions.)

Roles: driver, pharmacy workers (pharmacists), customers

Game material: gowns, hats, recipes, a counter with medicines: cotton wool, bandages, ointments, tablets, powders, medicinal herbs.
Game actions: The driver brings medicine to the pharmacy. Pharmacy workers put them on shelves. People come to the pharmacy to buy medicine. The prescription department dispenses medications according to doctor's prescriptions. Here they make potions, ointments, drops. Some visitors talk about their problems and ask which medicine is best to buy, the pharmacist advises. The herbal department sells medicinal herbs and infusions.

Topic: “Veterinary hospital”

Age group:

Tasks:

Educational: to arouse children’s interest in the profession of veterinarian;

Developmental: Independently create a game environment for the intended purpose. To contribute to the formation of the ability to creatively develop game plots.

Educational: to cultivate a sensitive, attentive attitude towards animals, kindness, responsiveness, and a culture of communication.

Integration of educational areas:

Socialization, cognition, communication, safety, work, reading fiction.

Preliminary work:

1. Excursion to the medical office.

2. Observation of the doctor’s work (listens with a phonendoscope, looks at the throat, asks questions)

3. Conversation with children about the work of a veterinarian.

4. Listening to K. Chukovsky’s fairy tale “Doctor Aibolit” in a recording.

5. Examination with children of illustrations to K. Chukovsky’s fairy tale “Doctor Aibolit.” Reading lit. works: E. Uspensky “We played at the hospital”, V. Mayakovsky “Who should we be?”

6. ICT technologies: educational videos, presentations, cartoons, didactic games (at the discretion and capabilities of the teacher)

7. Interactive didactic games.

8. Examination of medical instruments: phonendoscope, spatula, thermometer, tweezers, etc.

10. Drawing “My favorite animal”

1. Didactic game “Yasochka caught a cold.”

2. Manual labor: Making attributes for the game with children with the involvement of parents (robes, hats, recipes, etc.)

Roles: veterinarian, nurse, orderly, veterinary pharmacy worker, people with sick animals.

Object-game environment: animals, gowns, hats, pencil and paper for prescriptions, phonendoscope, thermometer, cotton wool, bandage, tweezers, scissors, sponge, syringe, ointments, tablets, powders, etc.

Game actions and situations: Sick animals are brought and brought to the veterinary hospital. The veterinarian receives patients, listens carefully to the complaints of their owner, asks questions, examines the sick animal, listens with a phonendoscope, measures the temperature, and makes a prescription. The nurse writes a prescription. The animal is taken to the treatment room. The nurse gives injections, treats and bandages wounds, applies ointment, etc. The nurse cleans the office and changes the towel.After the appointment, the owner of the sick animal goes to the veterinary pharmacy and buys the medicine prescribed by the doctor for further treatment at home.

Topic: "Hairdressing"

"Beauty saloon"

Age group:

Tasks:

Educational: Expand and consolidate children’s knowledge about the work of a hairdresser in the “Beauty Salon”.

Educational: Create your own gaming environment for your intended purpose. To contribute to the formation of the ability to creatively develop game plots.

Educational: Arouse the desire to look beautiful, cultivate a culture of behavior in public places, respect, polite address to elders and each other, teach gratitude for the help and service provided.

Activating the dictionary: hairdresser, master, scissors, comb, hairstyle, hairdryer, haircut, cutting, bangs, shaving, refreshing with cologne, styling foam, curling, paying money to the cash register.

Integration of educational areas:

Socialization, cognition, communication, safety, work, reading fiction.

Preliminary work:

The teacher's story about the profession of a hairdresser, about work in a hairdresser.

Examination of paintings, photo illustrations about the work of a hairdresser.

Looking at magazines, an album with hairstyle samples.

Conversation with children “How I went to the hairdresser with my mother.”

Excursion to the hairdresser.

Observing the work of the master.

Reading stories by B. Zhitkov “What I Saw”, S. Mikhalkov “In the Barber Shop”.

Use of ICT technologies - videos, educational games.

Manual labor: making toy scissors, combs.

Collect attributes for the game: used clean boxes and jars of creams, perfumes, deodorants, shampoos.

Didactic games “What we saw, we won’t say, but what we did, we will show” “What are these objects for.” “Let’s comb the doll’s hair beautifully”

Watching videos, slides about the work of a hairdresser, beauty salon (use of ICT technologies)

Making game attributes with children with the involvement of parents (robes, capes, towels, checks, money, etc.)

Roles: hairdressers - ladies' master, men's hairdresser, cashier, cleaning lady, clients, manicurist, beauty salon master,

Subject-game environment:

A cape for visitors, a robe for a hairdresser, combs with blunt teeth, plastic scissors, a small (or toy) hair dryer, bottles of perfume, deodorant, plastic jars of creams, paints, curlers, hair clipper,mirror, set of combs, razor, scissors, hairspray, cologne, nail polish, children's cosmetics, album with hairstyle samples, hair dye, cash register, receipts, money, mop, bucket.

Game actions:

The cashier knocks out checks. The cleaning lady sweeps and changes used towels. Visitors take off their outerwear, politely greet the hairdresser, ask for a haircut, consult with the hairdresser, pay at the cash desk, and thank them for their services.

The master combs the hair and cuts it. Mothers and daughters at the hairdresser. The master is polite with clients. He combs, cuts, blow-dries his hair, and offers to look in the mirror.

The master of the men's room - cuts hair, shaves, refreshes with cologne. Speaks politely and affably. The client pays money to the cash register.

The master of the children's room cuts, combs, and braids the girls' hair. Clients thank you for your work.

Hairdressing salon for animals - dogs are cut and combed. They prepare animals for performances in the circus, do their hair, tie bows

Topic: "Traffic"

"Drivers"

Age group: Preparatory group, senior group, middle group.

Tasks:

Educational: Enrich and concretize children's knowledge about traffic rules. Traffic light: for pedestrians: green-go, red-stop.

For a car: green - you can go (pedestrians - red), yellow - get ready for the car, red - stop the car (pedestrians - green)

Educational: Create your own gaming environment for your intended purpose. To contribute to the formation of the ability to creatively develop game plots.

Educational: Careful behavior on the roads. Foster respect for the work of a driver and a policeman. Teach polite manners in the process of communication “driver - passenger”, “driver - policeman”.

Activating the dictionary: traffic rules, traffic police post,

traffic controller, intersection, traffic light, pedestrian crossing, passenger, pedestrian. Pedestrian traffic light: green-stop, red-go.

Integration of educational areas:

Socialization, cognition, communication, safety, work, reading fiction.

Preliminary work:

Monitoring the operation of transport at an intersection with a traffic light and a zebra crossing.

Excursion along Krasnaya Street (monitoring the movement of cars)

Meeting with traffic police officers to familiarize themselves with the profession.

Conversation about traffic rules.

Studying road signs.

Reading: S. Mikhalkov “Uncle Styopa is a policeman”, B. Zhitkov “Traffic Light”, etc.

Memorizing poems about traffic rules

Examination of photo illustrations about the work of the traffic police.

Didactic games: “Dominoes - road signs”, “Transport”

Games on the Crossroads layout

Outdoor game “One, two, three – run to the sign!”

Drawing “Follow traffic rules”

Application “Car at a traffic light”

Manual labor: making a model of a traffic light, road signs, driver's licenses.

Roles: bus drivers, truck drivers, passengers, pedestrians, traffic controllers.

Subject-game environment:

Road signs, caps with stencils “taxi”, “milk”, “bread”, “cargo”, “construction”, “ambulance”, “fire”, steering wheels of different diameters - 5-10 pieces, silhouettes of different cars for dressing around the neck, police batons, a gas station made from boxes.

Game actions:

Cars carry dolls and building materials. The driver drives the car carefully so as not to run into people. The cars are filled with gasoline, driven to the construction site, unloaded with construction material, and filled with sand. The driver drives through a green traffic light and stops at a red light.

Taxi driver - takes people to work, to the theater, to the cinema.

A truck driver pours gasoline into the car, washes it, and puts it in the garage.

The bus driver drives the car carefully, carefully, the conductor sells tickets. The bus takes people wherever they need to go: to visit, to work, home.

A policeman is standing at the intersection, regulating traffic.

Pedestrians walk along the sidewalk. The road turns green.

There is a special zebra crossing for pedestrians. We follow traffic rules.

Fire truck driver - brings firefighters to the fire, helps to extend the ladder, and deploy the fire hose.

Ambulance driver - helps load patients into the car, gives stretchers, drives carefully.

Topic: "Shop"

Age group: Preparatory group, senior group, middle group.

Tasks:

Educational: Expand children's knowledge about the work of a salesperson in a store.

Educational: Create your own gaming environment for your intended purpose. To contribute to the formation of the ability to creatively develop game plots.

Educational: Cultivate a respectful and polite attitude towards the work of the seller. arouse children's interest in the sales profession.

Develop skills of a culture of behavior in public places, cultivate friendly relationships

Activating the dictionary : seller, buyer, pay at the cash register, display case, goods, scales, cashier, weigh, wrap things, names of products, household appliances, clothes.

Integration of educational areas:

Socialization, cognition, communication, safety, work, reading fiction.

Preliminary work:

Children meet with their mother, who works as a salesperson in a store. Watch a video about the seller's work. Conversation with children.

Ethical conversation about behavior in public places.

Conversation with children “How I went to the store with my mother (vegetable, grocery, electrical goods, household goods)”

A teacher's story about the sales profession.

Children compose stories on the topic “What can we do?”: “How to buy bread in a bakery?”, “How to cross the road to get to the store?”, “Where do they sell notebooks and pencils?” etc.

Looking at pictures or photo illustrations of the store’s work.

Reading literary works: B. Voronko “The Tale of Unusual Purchases” and others.

Didactic games: “Who can name the most items for stores: “Toys”, “Products”, “Dishes”, “Clothes”, “Who can name the most actions.”

Drawing “Groceries Store”

Modeling “Fruits and vegetables for the store”

Making game attributes with children (sweets, money, wallets, plastic cards, price tags, etc.) - manual labor.

Roles: store director, salespeople, cashier, customers, driver, loader, cleaner.

Subject-game environment for the game:

scales, cash register, gowns, hats, bags, wallets, price tags, goods by department, machine for transporting goods, cleaning equipment.

A salesman's robe and cap, scales, a cash register for a cashier, tokens with numbers instead of money, checks, handbags for customers, baskets, models of vegetables, fruits, products, jars of juices, yoghurts, sour cream, kefir, tea boxes, sweets, coffee (small), food racks (from boxes).

Game situations: “In the grocery store”, “Clothing”, “Products”, “Fabrics”, “Souvenirs”, “Cooking”, “Books”, “Sporting goods”.

Game actions:

The driver brings the goods by car, the loaders unload them, and the sellers arrange the goods on the shelves. The director keeps order in the store, makes sure that goods are delivered to the store on time, calls the base, and orders goods. Buyers arrive. Sellers offer goods, show them, weigh them. The buyer pays for the purchase at the cash register and receives a receipt. The cashier receives the money, punches the check, gives the buyer change and a check. The cleaning lady is cleaning the room.

There is a salesman in the store who sells bread, milk, vegetables, fruits, and candies. Products are weighed on scales. The seller speaks politely to customers. Shoppers place their purchases in a bag or basket.

Buyers pay money to the cashier - he gives them checks.

The seller receives receipts and weighs the products and releases the goods.

Toy store - choose the best one beautiful toy, the seller shows how to play with it.

Ready-made clothing store - we try on beautiful clothes for our son or daughter. We talk politely with the seller.

Tableware store - we choose the dishes we need and name them correctly.

Fabric store - correctly name the fabric we want to buy. The seller cuts the fabric, wraps the purchase, and accepts money from buyers.

Shoe store - we try on shoes for our son or daughter and call them correctly. The seller is polite to customers.

Subject: " Circus"

Age group: preparatory group, senior group.

Tasks:

Educational: consolidate knowledge about the circus and its workers.

Educational: Create your own gaming environment for your intended purpose. To contribute to the formation of the ability to creatively develop game plots.

Educational: consolidate children’s ideas about cultural institutions, rules of behavior in public places;

Activating the dictionary: usher, presenter, trainer, magician, acrobat.

Integration of educational areas:

Socialization, cognition, communication, safety, work, reading fiction.

Preliminary work:

Looking at illustrations about the circus.

Conversation on children's personal impressions of visiting the circus.

Excursion to the circus. Reading the works “Girl on a Ball” by V. Dragunsky, “Circus” by S. Marshak, “My Friends Cats” by Y. Kuklachev.

Use of ICT technologies – videos,

Making attributesfor the game (tickets, programs, posters, garlands, flags, etc.)

Roles: ticket takers, presenter, circus clowns, trainer, magician, acrobat

Subject-game environment: posters, tickets, programs, costume elements, attributes (spouts, caps, whistles, soap bubbles, “ears”), garlands, flags, attributes for circus performers (ropes, hoops, balls, clubs), makeup, cosmetic sets, overalls for ticket takers, buffet workers, etc. A cape or a beautiful robe for a magician, a magic wand, handkerchiefs on a string, a top hat, a bow tie, plastic rings for a juggler, a ball, unbreakable dishes, soft toys dogs, cats, monkeys, elephants, ribbons, cords for tightrope walkers, paper flowers.

Game situations: Buying tickets, coming to the circus. Purchasing attributes. Preparing artists for the performance, drawing up a program. Circus performance with intermission. Taking photographs.

Game actions:

We make an arena out of hoops, ropes, and cubes. In the circus, animals are trained, performances are shown, and trainers perform with monkeys, dogs, elephants, and tigers.

Clowns will make the audience laugh. Acrobats and gymnasts do beautiful exercises. Magicians perform tricks.

Tickets are sold at the box office. The controller checks tickets and maintains order during the performance. The spectators at the circus are having fun, they applaud the performers and laugh.

Subject: "War Games"

Age group : preparatory group, senior group.

Tasks:

Educational: expand children's knowledge about military professions.

Educational: Create your own gaming environment for your intended purpose. To contribute to the formation of the ability to creatively develop game plots.

Educational: to cultivate a patriotic attitude towards their Motherland, towards each other, towards their loved ones.

Activating the dictionary: border guards, pilots, sailors, infantry. Protect the borders of our Motherland.

Integration of educational areas:

Socialization, cognition, communication, safety, work, reading fiction.

Preliminary work:

Conversation with children about military professions.

(ICT technologies) Watching videos, cartoons about the military. Presentations.

Reading fiction about the military.

Looking at illustrations and photographs.

Didactic game: “Military equipment”

Meeting with war veterans.

Introducing children to the history of our country: WWII, civil war - 20th century..

Excursion to Post No. 1 (Naberezhnye Chelny)

Learning songs on military themes.

Making paraphernalia for paramilitary games

Roles:

Border guards, sailors, infantrymen, pilots, nurses

Subject-game environment:

Soldier caps (2-3 pcs.), tanker helmet (2-3 pcs.), paratrooper beret (2 pcs.), binoculars (2-3 pcs.), weapon silhouettes (machine guns, pistols), map, walkie-talkie, tablet for commander

Game actions and situations:

"BORDER GUARDS" - bold, courageous, dexterous. Border guard training, classes, recreation. Dog training. A border guard at his post guards the borders of our Motherland.

I noticed footprints on the control strip in the sand. The border violator was detained, his documents were checked, and he was taken to headquarters.

"RUSSIAN ARMY" - soldiers are brave, dexterous, fearless. Soldiers training, studies, military exercises at the training ground. Awards for outstanding service members. The soldier follows the commander's order and salutes.

"PILOTS" - train on the ground, doctors check your health before the flight.

Pilots fly airplanes, helicopters, and perform various aerobatic maneuvers in the sky.

They maintain contact with the ground; on the ground, the flight controller controls the flight, speaks to the pilot on the radio, and allows landing.

"MILITARY BOAT" - training of sailors on land, doctors check the health of sailors before going to sea. Sailors are on deck, looking through binoculars, turning the helm. They protect the maritime borders of our Motherland. Sailors communicate with the ground via radio. The boat commander gives commands and studies the map.

Subject : "Dining room", "Cafe"

Age group: senior group, preparatory group

Tasks:

Educational: Introduce children to the professions of a cook, cook, waiter. Introduce them to the rules of proper nutrition. Provide information about unhealthy and healthy foods.

Educational: Create your own gaming environment for your intended purpose. To contribute to the formation of the ability to creatively develop game plots.

Educational : Caring attitude towards each other. Take care of yourself, your body (healthy eating).

Activating the dictionary: cook, waiter, administrator, visitors, healthy eating.

Integration of educational areas:

Socialization, cognition, communication, safety, work, reading fiction.

Preliminary work:

1. Excursion to the kitchen of the kindergarten and observation of the work of the cook and nanny.

2. Observing the cook preparing food, watching mom in the kitchen at home.

3. Conversation about the work of workers in canteens and cafes. About what mom cooks.

5. Reading fiction: “Who should I be?”

6. Use of ICT technologies - educational videos, presentations, cartoons, educational games (at the discretion and capabilities of the teacher)

video about the work of the canteen employees.

7. Interactive educational games “Cook a dish”

8. Drawing “Who cooks” Tasty food»

9. Manual labor: manufacturing.

10. Examination of photo illustrations about food products and cooking.

Roles: cook, culinary specialist, loader, waiter, cafe and canteen visitors.

Subject-game environment:

White cap (2 pcs.), apron (2 pcs.), children's kitchen dishes, children's tableware, children's teaware, stove, models of food, vegetables, fruits, menus, children's trays, cocktail straws, juice boxes , yoghurts.

Game actions and situations:

The dining room has tables and chairs for visitors. The cooks prepare delicious food in the kitchen, cook dumplings, bake pies, cook borscht, soups, fry cutlets. The canteen feeds drivers, workers, construction workers, sailors, and schoolchildren.

There are napkins and vases of flowers on the tables. Waiters serve food to visitors, talk to them politely, and give them a book with a menu to choose food according to the visitor’s wishes.

Visitors pay for lunch at the cash register and are given a receipt.

People come to cafes not only to eat, but also to listen to music.

We celebrate a birthday, dance, sing karaoke. The waiters are polite to visitors, bringing food and sweet water. There are beautiful dishes and flowers on the tables. The musicians play and sing beautifully.

Visitors, leaving, thank you for the pleasure you have received.

Topic: “Family”, “Mothers and Daughters”.

Age group: middle group, senior group, preparatory group,

Tasks:

Educational:

Encourage children to creatively reproduce family life in games.

Educational:

Create your own gaming environment for your intended purpose. To contribute to the formation of the ability to creatively develop game plots.

Educational:

Reveal the moral essence of the activities of adults: a responsible attitude to their responsibilities, mutual assistance and the collective nature of work.

Activating the dictionary: relatives.

Integration of educational areas:

Socialization, cognition, communication, safety, work, reading fiction.

Preliminary work:

Assignment for children: learn at home about the work of their parents

Monitoring parents at home, work, relationships.

A conversation about the work of parents using illustrated material.

Conversation on the topic “How I help adults” with the participation of Petrushka.

Children compose stories on the topic “How I live at home.”

Creation of the album “Our fathers and mothers are working.”

Reading the story by V. Oseeva “The Magic Word” and subsequent conversation.

ICT technologies: educational videos, presentations, cartoons, didactic games (at the discretion and capabilities of the teacher)

Memorizing poems about mom, grandma, grandpa, dad.

A dramatization of S. Mikhalkov’s poem “What do you have?”

Looking at illustrations and family photographs

Drawing: “My Family”

Application: “Flowers for Mom”

Modeling: “Gift for Dad”

Manual labor: Making attributes for the game with children.

Working with parents: the “Pedigree” project - my family tree.

Roles: mom, dad, children, grandma, grandpa.

Subject-game environment: household items, dolls.

Dolls - boys and girls (several), baby strollers (dolls), dishes,

furniture for a doll's room, handbags, clothes for mummers (hats, ties, scarves, capes), Appliances(toys) – refrigerator, washing machine, iron, vacuum cleaner.

Game actions and situations: Game problem situations: “When mom and dad are not at home” (taking care of the younger ones, doing all possible homework), “We are preparing for the holiday” (joint activities with the family), “We are welcoming guests” (rules for receiving guests, behavior when visiting), “Our day off”, etc. Introduce elements of labor into the game: washing doll clothes, mending clothes, cleaning the premises. As the game progresses, select and change toys and objects, construct a play environment using a variety of auxiliary materials, use your own homemade products, and use natural materials.

Mom carefully feeds, dresses, undresses, puts her daughter to bed, washes, cleans the room, irons the clothes. Mom goes with her daughter to the hairdresser, combs her hair beautifully, decorates the Christmas tree at home, buys food at the store, and prepares a delicious lunch. Dad comes home from work and they sit down to dinner.

Guests arrive. Celebrating the birthday of a daughter or son.

Dad is a driver truck(or taxi). Dad is a builder at a construction site.

My daughter caught a cold and got sick. Mom took her to the doctor, put mustard plasters on her at home, and gave her medicine.

Mom took her daughter for a walk. They ride the bus, ride on the swings in the park. Grandma came to visit for her birthday. Celebrate New Year.

Mom takes her daughter to the puppet theater, to the circus, to the cinema, to school.

Subject: "Kindergarten"

Age group: senior group, preparatory group.

Tasks:

Educational: expand and consolidate children’s ideas about the content of labor actions of kindergarten employees

Educational: Create your own gaming environment for your intended purpose. To contribute to the formation of the ability to creatively develop game plots.

Educational: cultivate a respectful attitude towards the work of the teacher.

Activating the dictionary: head, parents, methodologist, musician, instructor.

Integration of educational areas:

Socialization, cognition, communication, safety, work, reading fiction.

Preliminary work :

1. Excursion-inspection of the music (physical education) hall, followed by a conversation about the work of muses. manager (physical supervisor). Excursion-inspection of medical. office, observation of the doctor’s work, conversations from personal experience children. Inspection of the kitchen, conversation about technical equipment, making the work of kitchen workers easier.

2. Observation of the work of the teacher, assistant teacher.

3. A conversation about the work of kindergarten workers: teacher, assistant teacher, cook, nurse and other kindergarten workers.

4. Reading the story “Compote” by N. Artyukhova and talking about the work of those on duty.

5. ICT technologies: educational videos, presentations, cartoons, didactic games (at the discretion and capabilities of the teacher)

6. Children compose stories on the topic “My best day in kindergarten.”

7. Game-dramatization based on the poem by N. Zabila “Yasochkin’s kindergarten” using toys.

8. Using Parsley, show skits on the topics “Our life in kindergarten”, “Good and bad deeds”.

9. Examination of illustrations, photographs

10. Drawing: my favorite teacher

11. Manual labor: Selection and production of toys for the roles of muses. worker, cook, assistant teacher, nurse.

12. Work with parents: Project activity - “Profession educator”

Roles: V teacher, junior teacher, speech therapist, manager, cook, music director, physical education director, nurse, doctor, children, parents.

Subject-game environment: notebook for recording children, dolls, furniture, kitchen and dining utensils, cleaning kits, honey. tools, clothes for a cook, doctor, nurse, etc.

Game situations: “Morning appointment”, “Our classes”, “On a walk”, “At a music lesson”, “At a physical education lesson”, “Doctor’s examination”, “Lunch in the kindergarten”, etc.

Game actions: IN the teacher receives children, talks with parents, conducts morning exercises, classes, organizes games... The junior teacher monitors order in the group, assists the teacher in preparing for classes, receives food... The speech therapist works with children on sound production, speech development... Music. the leader conducts music. class. The doctor examines the children, listens, and makes prescriptions. The nurse weighs, measures children, gives vaccinations, injections, gives pills, checks the cleanliness of groups and kitchens. The cook prepares food and gives it to the teacher's assistants.

Children in kindergarten do gymnastics with the teacher, conduct music classes, physical education classes, and show a puppet theater.

Children come to kindergarten with their parents, undress, say goodbye to their parents, play with other children, eat, draw, go for a walk, study, read books.

It's a holiday in kindergarten. Children come dressed up, perform at the matinee, give gifts to their parents, and drink tea and treats together. Father Frost and Snow Maiden arrive. Children read poems to them and receive gifts.

Various classes are held in the kindergarten - music (the music director comes, plays an instrument, sings with the children, dances), physical education (competitions and exercises are held), mathematics classes (children count, write numbers), modeling classes, drawing, etc. .

Children help the nanny with cleaning, neatly folding books and toys.

Everyone plays together, doesn’t quarrel, doesn’t fight, and helps each other.

Topic: "Mail"

Age group: senior, preparatory group.

Tasks:

Educational: expand knowledge about the profession of a postman, about means of communication between people at a distance.

Educational: Create your own gaming environment for your intended purpose. To contribute to the formation of the ability to creatively develop game plots.

Educational: respectful attitude towards the work of the postman.

Activating the dictionary: postman, telegraph, telegram, envelope, letter.

Integration of educational areas:

Socialization, cognition, communication, safety, work, reading fiction.

Preliminary work:

Targeted excursion to the post office and conversation.

Observing the work of a postman (video)

Conversation about the work of postal workers. Meeting with postal workers

Reading stories: “Postman Pechkin”, “Who should I be?”

ICT technologies: educational videos, presentations, cartoons, educational games (at the discretion and capabilities of the teacher) – watching the cartoon “Prostokvashino”

Looking at illustrations and photographs

Drawing: “Letter to Santa Claus”

Application: “Greeting card to a friend”

Manual labor: making attributes for playing mail

Roles: postmen, driver, senders and recipients of letters, postcards, magazines

Subject-game environment: A postman's cap, a postman's bag, newspapers, letters, postcards, various forms, small parcels from boxes, a postage stamp, scales, a mailbox from a box, a pencil for notes.

Game actions and situations: People write letters to each other, send telegrams, postcards, and congratulate each other on the holiday. People take letters and postcards to the post office and throw them into a large mailbox.

The postman delivers telegrams and letters. He has a large bag with letters and newspapers. Letters and newspapers are delivered to addresses, the address is written on the envelope: street name, house number, apartment and last name. The postman drops letters into the mailbox of every house or apartment.

Envelopes are bought at the post office, at a kiosk. At the post office you can send a parcel to another city. The postal worker weighs the package, stamps it, and sends it to the train station.

Topic: "Library"

Age group: senior group, preparatory group

Tasks:

Educational: display knowledge about the surrounding life in the game, show the social significance of libraries; expand ideas about library workers,

Educational: Create your own gaming environment for your intended purpose. To contribute to the formation of the ability to creatively develop game plots.

Educational: establish rules of behavior in a public place; introduce the rules for using the book; awaken interest and love for books, cultivate a caring attitude towards them.

Activating the dictionary: librarian, form

Integration of educational areas:

Socialization, cognition, communication, safety, work, reading fiction.

Preliminary work:

Excursion to the library followed by conversation.

Conversation about the work of library workers.

Reading the work of S. Zhupanin “I am a librarian”, opening a “Book Workshop” for book repair.

ICT technologies: educational videos, presentations, cartoons, didactic games (at the discretion and capabilities of the teacher)

Drawing: Exhibition of drawings based on the works read

Manual labor: Making pockets in books and forms.

Working with parents: book repair workshop for children together with parents

Roles: librarian, readers.

Subject-game environment: forms, books, card index.

Game actions and situations: Registration of reader forms. Librarian accepting applications. Working with a card index. Issuance of books. Reading room.

There are many books in the library, they are on the shelves.

The library is always very quiet. In the reading room, the reader can choose a book himself, sit at the table and read, or copy a poem from memory.

The librarian issues books to the home, writes down the reader’s first and last name and home address on a special card - a form. The reader returns the books after a few days and takes others.

The librarian and the reader respect each other and are polite. The librarian advises what to read, what book you received recently, what you can take for the children.

At home they read books to their children. They handle books very carefully, do not tear them, do not throw them away, and return them to the library on time.

Topic: "Photo studio"

Age group: senior group, preparatory group

Tasks:

Educational: expand and consolidate children's knowledge about working in a photo studio.

Educational: Create your own gaming environment for your intended purpose. To contribute to the formation of the ability to creatively develop game plots.

Educational: cultivate a culture of behavior in public places, respect, polite address to elders and each other, teach gratitude for the help and service provided.

Activating the dictionary: camera, photographer, photographs, photo studio.

Integration of educational areas:

Socialization, cognition, communication, safety, work, reading fiction.

Preliminary work:

Excursion to a photo studio. Conversation about the excursion

Ethical conversation about the culture of behavior in public places.

Looking at an album with sample photographs.

Getting to know the camera.

ICT technologies: educational videos, presentations, cartoons, didactic games (at the discretion and capabilities of the teacher)

Examination of a child's and a real camera.

Looking at family photos.

Manual labor: Making attributes for the game with children

Working with parents

Roles: photographer, cashier, clients.

Subject-game environment: children's cameras, mirror, comb, film, sample photographs, photo frames, photo albums, money, checks, cash register, sample photographs.

Game actions and situations: The cashier takes the order, receives the money, and issues a check. The client says hello, places an order, pays, takes off his outerwear, cleans up, takes a photo, and thanks for the service. The photographer takes photographs, takes photographs. In a photo studio you can take photographs, develop film, view film on a special device, take photographs (including for documents), enlarge and restore photographs, buy a photo album, photographic film.

Topic: "Builders"

Age group: middle group, senior group, preparatory group.

Tasks:

Educational: form concrete ideas about construction and its stages; consolidate knowledge about working professions; Build a model according to the diagram.

Educational: Create your own gaming environment for your intended purpose. To contribute to the formation of the ability to creatively develop game plots.

Educational: cultivate respect for the work of builders; develop the ability to creatively develop the plot of the game.

Activating the dictionary: builder, mason, crane operator.

Integration of educational areas:

Socialization, cognition, communication, safety, work, reading fiction.

Preliminary work:

Excursion to the construction site. Conversation with builders

Examination of paintings, illustrations about construction and conversations on the content.

Reading the fairy tale “Teremok”, the works “Who built this house?” S. Baruzdina, “There will be a city here” by A. Markushi, “How the metro was built” by F. Lev.

ICT technologies: educational videos, presentations, cartoons, didactic games (at the discretion and capabilities of the teacher)

Conversation about safety at a construction site.

Looking at illustrations, photographs about construction, about famous builders of our city

Didactic game: “Tools”

Drawing on the theme “Building a house.”

Floor construction games: Lego, cubes, modules.

Manual labor: Making attributes for construction games.

Working with parents:

Roles: builder, mason, driver, loader.

Subject-game environment: construction plans, various building materials, uniforms, helmets, tools, construction equipment, material samples, design magazines, substitute items.

Game actions and situations: "Construction". Selection of construction site. The choice of building material, the method of its delivery to construction site. Construction. Building design. Delivery of the object.

They build a house, a fence, a path from cubes and bricks. They are building a garage for a car. They build a house for dolls and decorate it. They are building a kindergarten, a tower, a bridge over which cars will then travel. They make floors. They are building a steamship.

They are building a road and a bridge across the river. The builders work together, do not quarrel, and build beautifully.

City construction: houses, shops, hospital, theater. Workers build houses from blocks, bricks, panels, and boards. Heating and electricity are provided. Trees are planted near houses, sidewalks and roads are made.

Construction of a street: there are houses on both sides of the road, cars are driving along the road.

We are building a garage: it can accommodate many different cars.

We are building a space rocket, a military boat, a tourist steamer, a fishing boat, etc.

Topic: “Sewing studio”

Age group : senior group, preparatory group

Tasks:

Educational: expand and consolidate children’s knowledge about working in a sewing studio, form the initial idea that a lot of labor is spent on the manufacture of each item

Educational: Create your own gaming environment for your intended purpose. To contribute to the formation of the ability to creatively develop game plots.

Educational: strengthen skills social behavior, thank for the help and care provided, develop and strengthen friendly relationships between children.

Activating the dictionary:

Integration of educational areas:

Socialization, cognition, communication, safety, work, reading fiction.

Preliminary work:

Excursion to the sewing studio, to the costume room of the kindergarten. Conversation with children about what they saw on the excursion.

Observing the work of a wardrobe maid in a kindergarten (repairing clothes).

Conversation about the work of studio workers. Meeting with sewing studio workers (parents), conversation

Reading works: S. Mikhalkov “The Tailor Hare”, Viktorov “I sewed a dress for my mother”, Grinberg “Olin’s apron”.

ICT technologies: educational videos, presentations, cartoons, didactic games (at the discretion and capabilities of the teacher)

Looking at fashion magazines.

Making the album “Fabric Samples”.

Examination of tissue samples. Conversation “What fabric can be sewn from?

Applique “Doll in a beautiful dress.”

Didactic game “What wool do you have?”

Manual labor: Manual labor “Sew on a button.”

Working with parents:Making attributes for the game with the involvement of parents (display case, ironing boards, sets of fabrics, buttons, threads, patterns, etc.)

Roles: fashion designer, cutter, seamstress, embroiderer, ironer, storekeeper, cashier-receiver.

Subject-game environment: various fabrics on display, sets containing threads, needles, buttons, thimbles, 2-3 sewing machines, scissors, patterns (patterns), measuring tape, cutting table, irons, ironing boards, aprons for seamstresses, a fashion magazine, dressing table, receipts.

Game actions and situations: choosing a style, advice, placing an order, taking measurements, laying out patterns and cutting, fitting, sewing products, finishing them, embroidery, ironing, handing over the seamstress finished products to the warehouse, payment for the order, receipt of the order

Irina Popova
Technological map for organizing and conducting didactic games for middle group"The Book of Good Fairy Tales"

Technological map for organizing and conducting a didactic game for the middle group« Book of good fairy tales»

Target: Formation in children of emotional responsiveness, empathy, respectful and friendly relationships with others.

Tasks: develop memory, attention, thinking through analysis of the characters' characters, their role in fairy tale.

Materials: didactic manual« Book of good fairy tales» , box, letter.

1. Motivation

Surprise moment box

Guys, they sent us a package!

Look here and there is a letter! It is from the people of the country fairy tales!

"We give you A book of good fairy tales so that you don't forget that the bad ones there are no fairy-tale heroes, they just need help to become kind. And our gift will help you with this. Sincerely, residents of the country Fairy tales».

2. Goal setting

Guys, let's see what this is book?

Look, there are no heroes! What kind of pocket is this? book?

That's where they hid!

4. Actions

Guys, what time? fairy tale would you like to play?

How we would like to help heroes become kind?

5. Summary, reflection

How wonderful it turned out to be a fairy tale!

What kind of heroes did we get?

Guys, let's write a letter of gratitude for the gift and send it to the country Fairy tales.

You guys are great!

Publications on the topic:

Summary of organizing the didactic game “Shop” for children of the younger group Goal: to teach children to describe the item that needs to be bought, to be polite and attentive to each other, to learn the norms of behavior in the store:

Technological map of the organization NOD "Child's Rights" Technological map of the NCD organization Topic: “Children's rights” Age group: preparatory. Integration of educational areas:.

Construct of direct educational design activities for children of the middle group Topic: “Magic Birds”, using.

Technological map of the educational quest “To the Land of Fairy Tales” Title: "To the Land of Fairy Tales." Author: Mazina Olga Aleksandrovna Age group: 5-6 years. Goal: Consolidating knowledge about Russian fairy tales. Tasks:.

Project approach “Gossamer” Age group: Senior GROUP COLLECTION Topic: “What is the Great Patriotic War” Purpose: formation.

Technological map for organizing joint direct educational activities with children “Flower for a Butterfly” Age group: average 4-5 years Form of educational activities: gaming, artistic-aesthetic, cognitive Form of organization: group, individual.