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The main features of the role-playing game. Role-playing game as the main type of games for preschoolers

26.04.2019

12.1. Characteristics and essence of development stages story game preschooler (introductory games, imaging games, plot-imaging games, plot-based role-playing games).

Role-playing game does not appear in the child's activities immediately. It goes through a series of successive stages of development. Let's open the game in development. T.A.Kulikova identifies the following stages in the development of play activity, which, in her opinion, represent the prerequisites for plot and role play.

The first stage is an introductory game. Its content is made up of manipulation actions that a child performs together with an adult, exploring the properties and qualities of objects.

At the second stage of the development of play activity, a reflective play appears, in which the child's actions are aimed at identifying specific properties subject and to achieve a certain effect with its help. At this stage, the child's attention is drawn to the properties of toys and taught to act in accordance with them: roll a ball, put small toys in a box; teach to correlate objects by form, by physical properties... For the formation of a role-playing game, it is important to teach the child to generalize actions, that is, to transfer the learned actions from one object to another.

The third stage is a plot-display game. This stage game development refers to the end of the first - the beginning of the second year of life. Children begin to actively reflect the impressions received in Everyday life(lull the doll, feed the bear, etc.).

The fourth stage is a role-playing game. Psychologist D. B. Elkonin gives the following definition of role-playing game: “Role-playing, or the so-called creative, play of children preschool age in a developed form, it represents an activity in which children take on the roles (functions) of adults and, in a generalized form, in specially created play conditions, reproduce the activities of adults and the relationship between them.

Timely change of the gaming environment;

Problematic (activating) communication during the game.

N.F. Tarlovskaya, the author of a section in the Rainbow program devoted to play, suggests that in the third year of life, the teacher's tactics should be complicated, gradually teaching children to set play goals on their own. According to the author, goal-setting is the core of the game. For this, at first, games are used to facilitate the adaptation of children: "Come to visit me, I will treat you", "We walked and walked and found something." Then games like "Feed me", "I'll feed you", "Feed the bunny" are organized. The next series of games teaches children the ability to take a role: "Fox with Foxes", "Cat with Kittens", playing "Airplanes", etc.

In the 2nd younger group the main method, according to N.F. Tarlovskaya, - the technique of parallel play, when the teacher assumes, in agreement with the child playing, the same role as the child, and in this role he naturally guides the game, prompts, suggests new plot twists. It is proposed to teach children role-based dialogues, the teacher gives samples of such dialogues with a minimum of game actions.

The introduction of role-based attributes is also an effective technique. In the older groups N.F. Tarlovskaya suggests using the creation of thematic albums, where illustrations will be collected reflecting the work of doctors (for playing the "Hospital"), sellers (for playing the "Shop"), etc. You can use a story about how the teacher played this game in childhood, the teacher's performance as a dispatcher, a sorceress.

N. Ya. Mikhailenko, N.A. Korotkov's technology was based on the interaction of the teacher with children in the game through the main and additional roles. The interaction algorithm takes into account the age of the children.

Preparation stage for the game;

The stage of assimilation of role behavior;

The stage of interaction of all participants in the game.

The teacher can lead the game from the side or play with the children.

1. The teacher loosening familiar plots;

2. Adding plots (real and fabulous);

3. Fantasy game (inventing old fairy tales in a new way and playing on these subjects).

The main pedagogical conditions in the management of the game are:

Stimulating children's independent play activities;

The use of tactics of selective interaction between a teacher and children in play, i.e. adequate play behavior of the teacher;

Taking into account the capabilities of the child and the teacher in the game.

The teacher can take the child into play, help him choose a role, ways of playing, and develop play interaction. involve the child in the process of exchange of opinions, be interested in the child's wishes, can leave the game alone or as a participant in the game, or with other participants in order to start a new game in a different environment. The teacher helps to create a playful environment, stimulates the search for plots, actions (talking on the phone, enjoying the actions of children, fiction, answering questions, responding to requests, encouraging the game, uses surprise moments).

Psychologist E. Kravtsova argues that for the development of creativity and imagination, it is necessary to use the participation in the game of children to create situations that interfere with the development of the plot, to offer each time to play the same game in a new way. This forces children to look for ways out of situations. For example, a hairdresser once does a fashionista's hairstyle, another time cuts a naughty child or an elderly person, etc. Accordingly, game actions, game dialogues will be different. You can use in the game instead of dolls cubes with a schematic representation of various emotions, human facial expressions.

In the study by T. Palagina and in our study (V. Terchenko, T. Doronova), the following techniques were successfully used in the play of younger children: games with continuation (they treat the “child” in the “hospital”, and then offer to heal him at home, giving detailed instructions ); child in the position of an adult (the child prompts, teaches the adult to play); game trainings (imaginary situation - “Go for a walk, please, with my dog”). At the same time, no attributes, toys are used. Our technology assumes guidance based on the results of observations, allows you to follow the child in the game, to provide him with independence.

12.6. Creation of a play environment in preschoolers as a condition for the development of role-playing games for preschoolers.

The game environment is very important for the game. It is necessary to take into account general principles constructions of a developing environment, developed under the leadership of V. Petrovsky (emotiogenicity, gender, openness, etc.). Toys should carry information, be emotionally attractive, encourage the child to be creative, active, and independent.

Age-appropriate toys are needed. For example, at an early junior preschool age, didactic toys (turrets, inserts) are required; figurative; rolling toys, developing movements; fun toys. In older preschool age, attributes are needed for role-playing games, for theatrical games, various constructors, educational games, multifunctional toys-modules (environment-forming objects). Substitutes are selected by children and adults to use in the game (reels, scraps, boxes, waste material).

For middle group for the game, an open space is used, the entire area of the group room, where toys are stored in places accessible to children. V senior group toys are stored in themed cabinets, drawers.

If conditions permit preschool, it is recommended to create stationary and temporary game centers for different types of games in separate, specially designated rooms (game centers). Gender accounting is expressed in the creation of a play "world" for boys and girls. So, N.F. Tarlovskaya (program "Rainbow") suggests in older groups for girls to have attributes for playing princesses, castles; for boys - into knights, musketeers, pirates, Indians. For the education of masculinity in boys, L.V. Gradusova recommends using attributes for heroic games based on Russians folk tales(the head of the Miracle-Yuda, swords, etc.). Children of older groups can create attributes for games themselves.

Play is a kind of unproductive activity, the motive of which is not in its results, but in the process itself.

Studies of domestic and foreign scientists-philosophers, sociologists, cultural historians (Heinz Liebscher, Georg Klaus, K.G. Yusupov, V.I. Istomin, V.I. Ustimenko, D.N. its role and significance in the life of society and an individual, in human culture. Researchers note the value of the game, its conventionality, and also point to its importance in the formation of social behavior, self-affirmation of a person, the possibility of predicting his behavior in a communication situation.

Play is a person's self-expression, a way of improving him, it is of great importance for the upbringing and development of a person.

For children, play, which is commonly called a "childhood companion," constitutes the main content of life, acts as a leading activity, and is closely intertwined with work and learning. All aspects of the personality are involved in the game: the child moves, speaks, perceives, thinks: during the game, all his mental processes are actively working: thinking, imagination, memory, emotional and volitional manifestations are intensified. Play acts as an important educational tool.

Many domestic studies are devoted to the problem of play in preschool children. Some of them are aimed at studying the theory of creative role play (L.S. Vygotsky, S.L. Rubinstein, A.N. Leontiev, F.I. Fradkina, A.P. Usova, D.B. Elkonin, T.E. Konnikova, D. V. Mendzheritskaya, R. M. Rimburg, R. I. Zhukovskaya, A. V. Chernov, T. A. Markova, N. Ya. Mikhailenko, R. A. Ivanova and others). In others, the features, place and significance of didactic and outdoor games in the pedagogical process are determined (EI Radina, AI Sorokina, EI Udaltsova, VR Bespalova, ZM Boguslavskaya, BI Khachapuridze, V.N. Avanesov and others). Still others reveal the meaning of the game of artistic education children (P.A.Vetlugina, N.P. Sakulina, N.V. Artemeva, etc.).

Role-playing game is the main type of the preschool child's game.

Describing it, S.L. Rubinshtein (20) emphasized that this game is the most spontaneous manifestation of the child and at the same time it is based on the interaction of the child with the adult. The main features of the game are inherent in it: emotional saturation and enthusiasm of children, independence, activity, creativity.

The main source that feeds the child's plot-role play is the world around him, the life and activities of adults and peers.

The main feature of the role-playing game is the presence of an imaginary situation in it. The imaginary situation is made up of plot and roles.

The plot of the game is a series of events that are united by life-motivated connections. The plot reveals the content of the game - the nature of those actions and relationships that connect the participants in the events.

The role is the core of the role-playing game. More often than not, the child takes on the role of an adult. The presence of a role in the game means that in his mind the child identifies himself with this or that person and acts in the game on his behalf. The child appropriately uses certain objects (prepares dinner, like a cook; gives an injection, like a nurse), enters into various relationships with other players (praises or scolds a daughter, examines a patient, etc.). The role is expressed in actions, speech, facial expressions, pantomime.

In a role-playing game, children enter into real organizational relationships (agree on the plot of the game, assign roles, etc.). At the same time, complex role relationships are simultaneously established between them (for example, mother and daughter, captain and sailor, doctor and patient, etc.).

A distinctive feature of an imaginary play situation is that the child begins to act in a mental rather than a visible situation: the action is determined by a thought, not a thing. However, the thought in the game still needs support, so often one thing is replaced by another (a stick replaces a spoon), which allows you to carry out the action required by the meaning.

The most common motive for role-playing play is the child's desire for a joint social life with adults. This desire is faced, on the one hand, with the unpreparedness of the child for its implementation, and on the other, with the growing independence of children. This contradiction is resolved in the role-playing game: in it, the child, taking on the role of an adult, can reproduce his life, activities and relationships.

The originality of the content of the role-playing game is also one of its most important features. Numerous studies of domestic teachers and psychologists (D.B. Elkonin, D.V. Mendzheritskaya, A.V. Cherkov, P.G. Samorukov, N.V. Korolev, etc.) have shown that the main content of creative plot-based role-playing games children is the social life of adults in its various manifestations. Thus, play is an activity in which children themselves model the social life of adults.

Role-playing game in its developed form, as a rule, is of a collective nature. This does not mean that children cannot play alone. But the presence of a children's society is the most favorable condition for the development of role-playing games.

Role-playing creative games are games that children themselves come up with. The games reflect knowledge, impressions, the child's ideas about the world around them are recreated social relations... Each such game is characterized by: theme, game design, plot, content and role.

In games, the creative imagination of a child is manifested, who learns to operate with objects and toys as symbols of the phenomenon of the surrounding life, comes up with various combinations of transformation, through the role he has taken, he leaves the circle of familiar everyday life and feels himself an active participant in the life of adults.

In games, the child not only reflects the surrounding life, but also rebuilds it, creates the desired future. The child's play is not a simple recollection of the experience, but the creative processing of the experienced impressions, combining them and building from them a new reality that meets the needs and desires of the child himself.

In play, all aspects of a child's personality are formed in unity and interaction.

Play occupies an important place in the system of physical, moral, labor and aesthetic education of preschoolers, has great educational value, it is closely connected with learning in the classroom, with observations of everyday life.

As V.I. Yadeshko notes (25), an important and complex process of mastering knowledge takes place in creative games, which mobilizes the child's mental abilities, his imagination, attention, memory. Playing roles, depicting certain events, children reflect on them, establish a connection between various phenomena. They learn to independently solve game problems, find The best way implementation of the plan, use your knowledge, express it in words.

Quite often the game serves as a pretext for communicating new knowledge to preschoolers, for expanding their horizons. With the development of interest in the work of adults, in public life, in the heroic deeds of people, children have their first dreams of future profession, the desire to imitate your favorite characters. All this makes play an important means of creating the direction of the child's personality, which begins to take shape in preschool childhood.

Creative play cannot be subordinated to narrow didactic goals; with its help, basic educational tasks are solved.

An interesting game increases the child's mental activity, and he can solve a more difficult problem than in class. But this does not mean that classes should be conducted only in the form of a game. Learning requires a variety of methods. Play is one of them, and it gives good results only in combination with other methods: observation, conversation, reading, etc.

While playing, children learn to apply their knowledge and skills in practice, to use them in different conditions... In creative games, a wide scope for invention and experimentation opens up. In games with rules, knowledge mobilization is required, an independent choice of a solution to a given problem.

Play is an independent activity in which children interact with their peers. They are united by a common goal, joint efforts to achieve it, and common experiences. Play experiences leave a deep imprint on the child's mind and contribute to the formation of good feelings, noble aspirations, and skills of collective life. The task of the educator is to make each child an active member of the play team, to create relationships between children based on friendship, justice, and responsibility to comrades.

The game fosters interest and respect for the work of adults: children portray people of different professions and at the same time imitate not only their actions, but also their attitude to work and people. Often the game serves as a stimulus to work: the production of the necessary attributes, design.

The interrelation of an image, a game action and a word constitutes the core of game activity, serves as a means of displaying reality.

The main structural elements of the game are: game design, plot or its content; game actions; roles; rules that are dictated by the game itself and created by children or suggested by adults. These elements are closely related.

Play intent is a general definition of what and how children will play.

It is formulated in speech, reflected in the game actions themselves, formed in the game content and is the core of the game. According to the game concept of the game, the following groups can be divided: reflecting everyday phenomena (games in the "family", in the "kindergarten", in the "clinic", etc.); reflecting creative labor (construction of the subway, construction of houses); reflecting social events, traditions (holidays, meeting guests, travel, etc.). Such a division of them, of course, is conditional, since the game can include a reflection of various life phenomena.

The structural feature and center of play is the role played by the child. According to the meaning of the role in the game process, many of the games are called role-playing or plot-based role-playing. The role is always associated with a person or an animal; his imaginary actions, actions, relationships. The child, entering their image, plays a certain role. But the preschooler does not just play this role, he lives in the image and believes in its truthfulness. Depicting, for example, a captain on a ship, he does not reflect all of his activities, but only those features that are necessary during the game: the captain gives commands, looks through binoculars, takes care of passengers and sailors. In the process of playing, the children themselves (and in some games, adults) establish rules that determine and regulate the behavior and relationships of the players. They give the games organization, stability, reinforce their content and determine further development, complication of relationships and relationships.

All these structural elements games are more or less typical, but they have different meanings and are related in different ways in different types of games.

Role-playing games differ in content (reflection of everyday life, work of adults, events of public life); by organization, number of participants (individual, group, collective); by type (games, the plot of which are invented by the children themselves, dramatization games - playing out fairy tales and stories; construction).

Role-playing game is a model of an adult society, but the connections between children in it are serious. You can often observe conflict situations on the basis of the unwillingness of this or that child to play his role. The role in younger preschoolers is often given to the one who at the moment has the attribute necessary for it from the point of view of children. And then situations arise when two drivers are driving in a car or two mothers are cooking in the kitchen at once. In children of middle preschool age, roles are formed already before the start of the game. All fights over roles. For older preschoolers, the game begins with a contract, with joint planning, who will play whom, and the main questions are now "Does it happen or not?" So, children learn social relations during the game. The process of socialization is noticeably smoothed out, children are gradually joining the team. In fact, the tendency to the fact that in our time not all parents send their children to kindergarten is frightening because the younger generation experiences significant difficulties with communication, being, as it were, isolated right up to school.

Dramatization games are quite close to role-playing games. Their difference lies in the fact that children must act out a scene based on some work, for example, a fairy tale. Each child has an occupation - someone plays, someone prepares costumes. Usually the children themselves choose the appropriate role for themselves. Play-dramatization assumes that the child must play his character as accurately and correctly as possible. In practice, it turns out that an uncontrolled dramatization game gradually turns into a plot-based role-playing game.

The main features of the role-playing game:

1. Compliance with the rules.

The rules regulate the actions of the child and the educator and say that sometimes you have to do what you don't want to do at all. It's just that the ability to act according to the rule does not appear in the child. An important stage preschool development is a role-playing game, where obedience to the rule follows from the very essence of the game.

Mastering the rules of role behavior in the game, the child also masters the moral norms contained in the role. Children master the motives and goals of adults' activities, their attitude to their work, to events and phenomena of social life, to people, things: in the game, a positive attitude to the way of life of people, to actions, norms and rules of behavior in society is formed.

2. The social motive of games.

The social motive is laid in the role-playing game. Play is an opportunity for a child to find himself in the world of adults, to understand the system of adult attitudes himself. When play reaches its peak, it becomes not enough for a child to replace relationships in play, as a result of which a motive is ripening to change his status. The only way he can do this is by going to school.

3. Emotional development takes place in the role-playing game.

A child's play is very rich in emotions, often those that are not yet available to him in life. The child distinguishes play from reality, in the speech of preschoolers there are often such words as “as if”, “pretend” and “in truth”. But despite this, gaming experiences are always sincere. The child does not pretend: the mother really loves her doll daughter, the driver is seriously concerned about whether he will be able to save the comrade who got into the accident.

The outstanding Russian psychologist L. S. Vygotsky also noted that although the child creates imaginary situations in the course of role play, the feelings he experiences are real.

With the increasing complexity of the game and the game design, the feelings of children become more conscious and complex. When a child imitates astronauts, he conveys his admiration for them, the dream of becoming the same. At the same time, new feelings arise: responsibility for the task entrusted, joy and pride when it is successfully completed. Repeated repetition of the actions of adults, imitation of their moral qualities affect the formation of the same qualities in a child.

From the above, we can conclude that the role-playing game is a school of feelings, in it is formed emotional world baby.

4. In the course of the role-playing game, the preschooler's intellect develops.

The development of the concept in the role-playing game is associated with the general mental development of the child, with the formation of his interests. Preschool children have an interest in various life events, to different types adult labor; they have favorite heroes of books, films, cartoons, which they strive to imitate, as a result of which the ideas of games become more persistent, sometimes they take possession of their imaginations for a long time. Some games (in "sailors", "pilots", "cosmonauts") continue for weeks, gradually developing. The emergence of a long-term perspective of the game speaks of a new, higher stage in the development of game creativity. At the same time, there is not a repetition of the same theme from day to day, as is the case with babies, but a gradual development, enrichment of the intended plot. This makes the thinking and imagination of children focused. The long stay of the child in one role makes him delve deeper into the meaning of what he portrays.

5. The role-playing game develops imagination and creativity.

Planning, consistency of actions in long-term role-playing games is combined with improvisation. Children outline a general plan, a sequence of actions, and during the game new ideas and new images arise. The development of game creativity is also reflected in the way in which the content of the game combines various impressions of life. Reflection of life in play, repetition of life experiences in different combinations - all this helps the formation of general ideas, makes it easier for the child to understand the connection between different phenomena of life.

To implement a plan in a role-playing game, a child needs toys and various objects that help him to act in accordance with the role he has assumed. If the necessary toys are not at hand, then the children replace one object with another, endowing it with imaginary signs. This ability to see non-existent qualities in an object is one of the characteristic features of childhood. The older and more developed the children are, the more demanding they relate to the objects of play, the more they look for similarities with reality.

6. Development of speech.

In the creation of an image, the role of the word is especially great. The word helps the child to reveal his thoughts and feelings, to understand the experiences of partners, to coordinate his actions with them. The development of purposefulness, the ability to combine is associated with the development of speech, with the ever-increasing ability to clothe your ideas in words.

There is a two-way connection between speech and play. On the one hand, speech develops and becomes more active in play, and on the other hand, the play itself develops under the influence of speech development. The child denotes his actions with a word, and thereby comprehends them; he also uses the word to complement actions, to express his thoughts and feelings. In older preschool years, sometimes entire episodes of play are created using words.

Thus, role-playing games have their own specificity, which reflects the originality, independence, creativity of its participants. The main distinguishing feature of the role-playing game is that it is created by the children themselves, the game activity is of a pronounced amateur and creative nature.

Volnaya T.Yu., Chief Specialist of OIPP
Role-playing game as the main type of games for preschoolers
Place in the structure of children's games.

Play is the main activity in the preschool period.

The leading type of play activity for preschoolers is role-playing game. Role-playing games constitute the main layer of creative games inherent in preschoolers. They may include elements of construction and construction, theatrical and other games.

Psychologist D. B. Elkonin gives the following definition of plot-role play: “Role-playing, or the so-called creative, play of preschool children in a developed form is an activity in which children take on the roles (functions) of adults and in a generalized form in specially created play conditions reproduce the activities of adults and the relationship between them.

L. S. Vygotsky noted that the basis of plot-role play is an imaginary, or imaginary, situation, which consists in the fact that the child takes on the role of an adult and performs play actions in a play environment created by him.

Source of role-playing games for preschoolers - the world objects, people, nature, life and activities of children and adults.

A. V. Zaporozhets noted: "A game, like a fairy tale, teaches a child to be imbued with the thoughts and feelings of the people portrayed, going beyond the circle of everyday impressions into the wider world of human aspirations and heroic deeds."

Play occupies an important place in the life of a preschooler and is the predominant type of independent child's activity. Role-playing games develop actions in representation, orientation in relations between people, initial skills of cooperation (A. V. Zaporozhets, A. N. Leontiev, D. B. Elkonin, L. A. Venger, A. P. Usova) ...

Free storytelling is the most fun activity for preschool children. Its attractiveness is explained by the fact that in play, the child experiences an internal subjective feeling of freedom, the subordination of things, actions, relationships to him, which does not always happen in other types of productive activities of preschoolers. Plot play does not require a specific “product” from the child. Everything happens "as if" in it. A child can successfully carry out any activity of adults, be involved in any situation, experience “desired events”. These opportunities expand the child's practical world, create a positive emotional background for development.

The source of role-playing games is the surrounding world in all its diversity. Role-playing games are organically included in different types of organized and independent activities of children and are important in their development and upbringing.

Features of the role-playing game in the preschool period.

The value of role-playing games in the development and education of preschoolers

Role-playing games have their own specifics, which reflects the originality, independence, creativity of its participants. The main distinguishing feature of the role-playing game, according to the researchers, is that it is created by the children themselves, the game activity has a pronounced amateur and creative character.

The amateur character of the role-playing game, according to D. B. Elkonin, lies in the fact that children themselves choose the theme of the game, determine the lines of its development, decide how they begin to reveal roles, how the game unfolds, etc. In other words, in In a role-playing game, children reproduce certain actions, phenomena, relationships in an active and original way.

The originality is due to the peculiarities of the perception of children, their understanding and comprehension of certain facts and phenomena, the presence or absence of experience and the immediacy of feelings.

KD Ushinsky noted that the most important thing in the role-playing game is that the child embodies his view, his ideas, his attitude to the event that he is playing.

The creative nature of the role-playing game is determined by the presence of a plan in it, the implementation of which is associated with the active work of the imagination, with the development of the child's ability to reflect his impressions of the world around him. Role-playing games are characterized by the main features of game activity: emotional saturation, enthusiasm, independence, activity, creativity, competitiveness, cooperation.

The role-playing game by its nature is a reflective activity, but the child passes the acquired knowledge and impressions through himself, transforming them, giving them a personal meaning and including them in his personal experience.

Speaking about the role-playing game as the leading type of game activity, it is necessary to note its importance in the development and education of preschool children.

The developmental value of the role-playing game is diverse. In the game, the child learns the world around him, mental operations, feelings, will are improved, relationships with peers are formed, self-esteem and self-awareness are formed.

R. I. Glukhovskaya, R. I. Zhukovskaya, N. K. Krupskaya, S. N. Karpova, A. S. Makarenko, A. P. Usova, D. B. Elkonin and other teachers and psychologists.

J1. S. Vygotsky, A. N. Leontiev and D. B. Elkonin revealed the meaning of role-playing games for mental development... They pointed out that the motivational-need sphere of the personality develops in the plot-role play: the child develops new motives for activity (to become an adult and to carry out his functions), there is a consciousness of his limited place in the system of adult relationships and the need to become one. In the role-playing game, a new mental form of motives arises (from motives in the form of immediate desires to motives in the form of social intentions).

Research by psychologists (L.A. Venger, V.V.Davydov, Ya.L. Kolomensky, S.L. Novoselova, D.B. Elkonin, etc.) confirm that a symbolic (sign) function consciousness, consisting in the use of substitutes instead of real objects. The use of external, real substitutes turns into the use of internal, figurative substitutes, and this rebuilds all mental processes of the child, allows him to build in his mind ideas about objects and phenomena of reality and apply them in solving various mental problems.

A.V. Zaporozhets, relying on the theory of P. Ya. simulate) samples that are emotionally attractive, but still, due to age characteristics, are inaccessible to him.

In the studies conducted under the leadership of D. B. Elkonin, using the example of the formation of some intellectual operations, it was shown that in a collective plot-role-playing game, a child can form an objective assessment of the object or phenomenon under consideration and the transition of his intellectual operations to a new level of development (specifically -operative). The emergence of the possibility of coordinating different points of view is carried out due to the formation of a “conditionally dynamic” position in the child (simultaneous being in his actual and “conditional” positions) while sequentially taking on different play roles.

L.A. Wenger emphasizes the importance of role-playing in the formation of children’s ability to take the point of view of another person, to look at things through his eyes.

Researchers paid much attention to identifying the importance of role-playing games for the development of voluntary processes.

L. S. Vygotsky considered the formation of voluntary behavior from the point of view of the development of the affective-need sphere. In his opinion, in order to satisfy the basic desire of the child - to act like an adult, he needs to subordinate his behavior to the rules. The fulfillment of the rule is a means of realizing the generalized affects of the child.

Research A. V. Zaporozhets showed that preschoolers have qualitative and quantitative indicators voluntary memorization, holding a certain posture, building a complex movement in the context of a role-playing game is much higher than in the situation of performing a direct task of an adult.

According to researchers of role-playing games (L. S. Vygotsky, A. V. Zaporozhets, D. B. Elkonin), the development of cognitive and volitional processes, which occurs due to the peculiarities of play motivation, is mainly associated with the child's performance of the role he has assumed. ... L. A. Venger, L. S. Vygotsky, K.D. Ushinsky noted that imagination develops in the role-playing game. V.V.Davydov pointed out that the ability to transfer the functions of one object to another, which does not possess these functions (the cube becomes soap, etc.), develops in the game. Thanks to this property of imagination, according to V.V.Davydov, children use substitute objects and symbolic actions in play. The widespread use of substitute objects in the game in the future will allow the child to master other types of substitution (modeling, schemes, symbols, etc.) that will be required in learning.

In addition to the above meanings of plot-role play in the development of a child, one can note the importance of play for the development of moral qualities of a person (S.N. Karpova, N.K.Krupskaya, A.S. Makarenko, etc.). Through the role-playing game, children learn moral norms and rules of behavior. In the game, the style of relationships is formed, the child's communication with peers and adults is formed, feelings and tastes are brought up, etc.

Thus, the role-playing game is the leading activity of preschoolers. It makes up a significant layer of preschoolers' games. All the features of play as an activity are inherent in this type of children's creative games. A distinctive feature of a plot-based role-playing game is the presence of an imaginary situation in which the idea of the game unfolds. Play has an impact on all aspects of the development and upbringing of the personality of a preschooler. It has a specific structure. Consider the components of a role-playing game.

The structure of the role-playing game.

Characteristics of structural elements.

Play is a type of child's activity and, like any activity, has its own structure. All components of the structure of activity are inherent in it: motive, goal, planning, means of implementation, game actions, result. Role-playing game, being creative, imposes its own specifics on structural components.

T.A. Kulikova in the role-playing game distinguishes the followingstructural components: plot, content, roles, game actions.

The plot of the game is a reflection by the child of certain actions, events, relationships from the life and activities of others. The plots of the games are varied: household games family, kindergarten, industrial, reflecting the professional work of people, games in the hospital, shop, etc., social games to celebrate the birthday of the city, etc.

Game actions are one of the main means of plotting. V. I. Loginova, P. G. Samorukova distinguish two types of game actions: operational and visual - "as if".

Numerous studies of domestic teachers and psychologists (D. V. Mendzheritskaya, P. G. Samorukova and D. B. Elkonin) have shown that the main content of role-playing games is the social life of adults in its various manifestations: the actions and attitudes of adults to objects, the content of their work, the relationship and communication of people in everyday life, work, etc.

The role is the core of the role-playing game. The presence of a role in a game means that in his mind the child identifies himself with this or that person and acts in the game on his behalf, appropriately using certain objects, entering into various relationships with other players.

DB Elkonin was involved in the development of the role in the game. On the basis of research, he concluded that the central role in play is the fulfillment of the role assumed by the child. In the course of development, the child's awareness of his role changes, a critical attitude appears to the playing of this role or the performance of roles by playmates, the content of the role changes - from displaying actions to portraying relationships between people.

V. I. Yadeshko, V. Ya. Sokhin also distinguish the following components of the role-playing game: game design, rules.

Play intent is a general definition of what and how children will play: in the store, in kindergarten, etc.

The rules in the process of the game are established by the children themselves, and in some games - by adults, they are designed to determine and regulate the behavior and relationships of the players. They give the game organization, stability, consolidate the content and determine the further development, complication of relationships and relationships.

Analysis of various literary sources on the problem allows us to single out the following structural components in role-playing games: game design, plot, content, roles, game actions, rules. These components, their deployment by children in joint activities with adults and other children, form diverse plot-based role-playing games that occupy a significant place in the life of children at all stages of preschool childhood.

Stages and levels of development of the role-playing game of preschoolers

Role-playing game does not appear in the child's activities immediately. It goes through a series of successive stages of development. Let's open the game in development. T. A. Kulikova identifies the following stages in the development of play activity, which, in her opinion, represent the prerequisites for a role-playing game.

First step- introductory game. Its content is made up of manipulation actions that a child performs together with an adult, exploring the properties and qualities of objects.

On second stage In the development of play activity, a reflective play appears, in which the child's actions are aimed at identifying the specific properties of an object and at achieving a certain effect with its help. At this stage, the child's attention is drawn to the properties of toys and taught to act in accordance with them: roll a ball, put small toys in a box; teach to correlate objects by form, by physical properties. For the formation of a role-playing game, it is important to teach the child to generalize actions, that is, to transfer the learned actions from one object to another.

Stage Three- plot and display game. This stage of development of the game refers to the end of the first - the beginning of the second year of life. Children begin to actively reflect the impressions they get in everyday life (lulling a doll, feeding a bear, etc.).

Based on a deep study of the role-playing game of children 3-7 years old, D. B. Elkonin identified and characterized four levels of game development, which, in his opinion, are also stages of its development.

First level. The content of the game is actions with objects aimed at an accomplice in the game.

There are roles, but they are determined by the nature of the actions, and do not determine the actions. As a rule, roles are not named.

Actions are monotonous and consist of a series of repetitive operations. Play from the side of actions is limited only to acts of feeding, which do not logically develop into other actions that follow them, just as they are not preceded by other actions.

Second level. The content of the game is actions with objects, but the focus is on the correspondence of the game action to the real one.

Roles are called children. The division of functions is outlined. Fulfillment of a role is reduced to the implementation of actions associated with this role.

The quality of actions expands and goes beyond any one type of action. The logic of actions is determined by the life sequence, that is, by their sequence in reality.

Third level. The main content of the role becomes the performance of the role and the actions arising from it, among which special actions begin to stand out, conveying the nature of relations to other participants in the game.

The roles are clearly delineated and highlighted. Children name their roles before they start playing. Roles define and guide the child's behavior. The logic and nature of the actions are determined by the role assumed.

Actions become varied. A specific role-playing speech appears, addressed to a playmate in accordance with his role and the role played by a playmate, but sometimes ordinary ones break through into non-play relationships.

Fourth level. The main content of the game becomes the performance of actions related to the relationship to other people, the roles of which are played by other children.

The roles are clearly delineated and highlighted. The role functions of children are interrelated. Speech is role-playing, determined by both the role of the speaker and the role of the person to whom it is addressed.

Actions unfold in a clear sequence that strictly recreates real logic.

In order for children to reach a high level of formed role-playing game, it is necessary to systematically develop the playing skills of children, their knowledge and impressions from adults.

As noted by T. A. Kulikova, P. G. Samorukova, the development of role-playing games is carried out in two directions: the formation of the game as an activity; the use of play as a means of raising a child, the formation of a children's team.

Let us consider the first direction in more detail, since the second was considered by us in the first lecture on the essence of the game of preschoolers.

Russian pedagogy has accumulated a wealth of experience in managing children's games (RI Zhukovskaya, NF Komarova, DV Mendzheritskaya, N. Ya. Mikhailenko, PG Samorukova, etc.). Today the term "game management" has been replaced in preschool pedagogy by the concept of "development" of the game of preschoolers. Realizing that play is a creative and independent activity of children, teachers clearly understand the need to develop children's play skills with the participation of adults. Only in this case, children's games are interesting, diverse, and play activity plays the role of a leading activity in the development of children of this age period... At the same time, the influence of an adult should be tactful, correct, evoking positive emotions in children.

Direct pedagogical methods: role-playing participation in the game, participation in the collusion of children, showing a sample of the game action, proposing a ready-made plot of the game, proposing finished theme games, advice during the game, explanation, conversation about the content of the upcoming game, about the distribution of roles in it, assistance in the distribution of roles, the selection of toys, attributes, teaching role behavior.

The listed methods of leadership make it possible to purposefully influence the content of the game, the relationship of children in the game, the behavior of the players.

The methods of indirectly influencing the course of children's games without directly interfering with the game are very diverse: enriching the knowledge of children about social life in the classroom, while observing during a walk, in conversations with children, conversations, while reading books, looking at pictures, illustrations; the formation of knowledge about the structure of a specific game activity, its goals, means, sequence of actions, result, interaction and relationships between people in the labor process, distribution of responsibilities between them; using toys and creating a playful environment; a reminder of the past games of children, of what they saw; organization of visual, labor, constructive activities that can push people to play.

When choosing methods and techniques for the development of role-playing games, it is necessary to take into account that as the activity and independence of children grows, more indirect techniques should be used. The younger the children, the more often the teacher pays attention to the organization of the game.

S. A. Shmakov, considering the basic principles of organizing the game by the teacher, identified a number of principles, the observance of which ensures the implementation of the game's inherent functions. He referred to these principles:

no coercion of any form when children are involved in the game; authoritarianism contradicts the essence of the game, it is important to maintain mutual respect, to assume only the voluntary involvement of children in the game;
the principle of development of game dynamics is implemented through the rules of games, they stimulate the development of the plot; it is important to encourage playful initiative that activates play;
the principle of creating a game atmosphere, removing moments that provoke conflicts, expanding game accessories, conducting trainings for failures, enriching the repertoire of children's games;
the principle of the relationship between play and non-play activities (being an accelerator of many processes of children's development, play should recede into the background in activities that are valuable in themselves - work, experimentation; in preschool educational institutions, play is a means of transition to another activity);
the principle of transition from the simplest games to more complex ones; the child's delay in the sphere of one-dimensional, simple games is dangerous, it is necessary to move towards more complex models of games that help to realize oneself, to establish contacts.

The principles of organizing a role-playing game in a preschool educational institution

The teacher should play with the children. At the same time, he takes the position of an emotional partner who knows how to play interestingly, with whom the child feels on an equal footing, feels himself out of assessments, and takes initiative.
1. The teacher should play with children throughout preschool childhood, but at each stage the game should be developed in such a way that children immediately discover and learn a new, more complex way of building it.
2. Starting from an early age and further, at each stage of preschool childhood, it is necessary, when developing play skills, to simultaneously orient the child both to the implementation of a play action and to explain its meaning to partners - an adult or a peer.
3. On each age stage pedagogical process the organization of the game should be two-part, including the moments of the formation of playing skills in the joint play of the teacher with the children and the creation of conditions for independent children's play.

The main guidelines to the development of role-playing games for preschoolers at different age stages.

First junior group. In the first half of the year, the teacher solves the problems of forming stable actions in children with plot toys and substitute objects, elementary object-game interaction of a child with a peer, including one or two children in a game with an adult, organizing group games that require all participants to share the same conditional game actions ...

In the second half of the year, the teacher's activities are aimed at developing the ability of children to build semantic chains of 2-3 play actions in the game with plot toys, substitute objects and imaginary objects. The means of formation is the joint play of the teacher with the children, in which he unfolds two-phase, and then more complex plots.

Thus, already at the first stage of the organization, games are of a two-part nature: the joint play of an adult with children is combined with the independent play of the children themselves, in which they embody the acquired play skills.

In the second junior group the child is able to master the role. Role behavior covers the range from role-based imitation to consciously operating a role, including it in a variety of connections and relationships. Mastering role behavior consists of the ability to take on a play role and designate it for a partner. Mastering a role consists of the ability to carry out conditional objective actions, to develop a role-based dialogue, to change role-playing behavior in the course of the game based on the role of a partner, to change the playing role depending on the unfolding plot. These skills are developed gradually. For children of four years old, it is enough to be able to accept and designate a play role, to implement specific play actions aimed at a toy partner, to carry out paired role interaction, and an elementary role dialogue with a peer.

The task of the teacher is to build a joint game with them so that role-playing behavior becomes the center. It is important to transfer the child's attention from actions with toys to interaction with an adult partner. The child enters into a role dialogue initiated by an adult, acquires the experience of performing and developing different roles. Independent (builder, chauffeur, astronaut, firefighter) and complementary (doctor, nurse, patient) roles are distinguished. To form role-playing behavior, the teacher begins the game with children, using complementary roles that are understandable to children. Paired complementary roles confront children with the need to build a role-based dialogue to unfold the plot. At first, the teacher plays the leading role in a pair of partners, and then yields to another child and orientates the children towards each other. Roles are initiated different - from the simplest (mother - daughter) to any social roles and fairy-tale characters. The game can be started by the child, the teacher “guesses” what the child is doing, connects to the game, acts within it, and correctly develops role-based interaction based on the personal interests of the preschooler. From the standpoint of his role, the teacher activates the speech of children with questions and remarks. The game uses a minimum number of toys to emphasize the dialogue. The teacher can create conversational situations in games like "telephone conversation", where the teacher participates in the dialogue and can suggest the content of the answers. It is also effective to use improvisation games based on well-known fairy tales such as "Kolobok", "Turnip".

Thus, the teacher plays with the children, he unfolds the game in such a way as to induce role behavior in children. For this, plots with paired role connections and role dialogue are used. The child's role-playing behavior is focused on the partner (first on the adult, and then on the peer).

Middle group. The task of the educator at this stage is to transfer children to more complex role-playing behavior in the game, to form the ability to change their role-playing behavior in accordance with the different roles of partners, to change the playing role and to designate a new role for partners during the game.

This is possible if the educator observes two conditions: the use of multi-character plots with a specific role structure, where one of the roles is included in direct links with all the others; refusal from the unambiguous correspondence of the number of roles to the number of participants in the game, there must be more characters in the plot than participants.

In the practice of developing the game of age group the teacher lays out any theme of the game in the form of a "bush" of roles, where one is the main one (the captain) and several concomitant ones (passenger, sailor, diver). Thus, a development of the topic in the roles is obtained (a trip on a steamer). The plot in this case is revealed gradually: the main role and each additional one in turn (captain and sailor, captain and passenger, captain and diver). The main role unfolds for the child who performs it in a variety of different relationships. When playing with children, it is important to empower everyone to play primary and secondary roles in order to gain experience in role interaction. At the same time, there should be more supposed roles in the game than playing children, so that children learn to change roles, type of behavior and interaction during the game. The plot also does not have to be thought out in advance, it develops in the course of the game. For children of the fifth year of life, 2-3 additional roles are enough (the seller is the main one; additional ones are the buyer, the store director, the driver bringing the groceries). For games, fairy-tale plots can be used, where the main character meets successively with each of the fairytale characters (Cinderella - stepmother, fairy, prince). Then you can connect a second role to the end of the game, the same as the main one. Communication of the same characters allows you to expand the experience of each child, once again to see the connections and relationships of the roles.

At this stage of development of the role-playing game, the teacher enters into role interaction with many children, activates the role dialogue, "closes" the children in role interaction with each other. The game has the character of free improvisation. The teacher's play with each of the children and microgroups stimulates flexible role-playing behavior and role change, gives significant shifts in the independent play of children. In play, the child not only interacts in concert with peers, but also simulates a role dialogue with a toy partner, with an imaginary partner. Children widely and creatively use actualized play roles, perform conditioned actions with toys and substitute objects.

Senior preschool age. During this period, the child's desire to play along with his peers intensifies, each of the children seeks to realize his own rather complex idea. At the same time, the volume of knowledge about the environment in children increases, and interests in different aspects of life are determined. To build games of a new level, children need to be taught more complex structure games - a way of joint plot formation. Plot formation includes: the child's ability to build new sequences of events, covering a variety of thematic content; be peer-partner oriented; to indicate their further plans for the partners, to listen to their opinion; the ability to combine the events proposed by the child himself and his partners in the game in the general plot during the game.

Playing together with an adult is still the leading method in the first stage of mastering plot formation. However, the form of interaction is changing. N.Ya. Mikhailenko and N.A. In a fantasy game, an adult can unobtrusively stimulate children to combine and coordinate various plot events. In this case, the invention is carried out without the participation of game attributes. This game for preschoolers is available only in conjunction with an adult. In independent play, children return to toys, but the acquired skills for inventing plot lines help them to fully and consistently implement their game plans.

Plots of famous fairy tales are best suited for such work. The general semantic outline of events remains, only the specific conditions of the characters' actions change. All fairy tales have a fairly clear outline:

there is a desire to have some kind of object, for which the main character goes;
the hero meets with the owner of the magic remedy and undergoes a test to obtain it;
the hero receives a magical means by which he gets the desired object;
the hero discovers the enemy, in whose hands the desired object is located, and passes the main test (fights with the enemy);
the hero defeats the enemy and gets the desired object;
the hero returns home and receives a well-deserved reward. Let's consider the organization of a role-playing game using the example of the fairy tale "Ivan Tsarevich and the Gray Wolf". Ivan Tsarevich can go not for a firebird, but for a New Year tree, meet on the way not a gray wolf, but a fairy, get not a magic ball, but a guide mouse. With the help of a magic mouse, he enters the Land of Trees. The trees are guarded by a giant, with whom you have to fight. Having defeated the enemy, the hero takes the most beautiful tree and returns home. As a reward, he receives a holiday in the kingdom, a new flying car, etc. When transforming a fairy tale, other fairy tales, life stories, films known to children are used.

The general scheme of a fairy tale is not given to children, the teacher needs it in order to develop an invention game, otherwise the game will turn into a learning task. In fantasy games, it is important to teach children to listen to each other, to be able to continue the partner's story. You can start changing the fairy tale with the main character, and then make other changes.

The game lasts 10-15 minutes. The number of children can be increased from two to three. The teacher must play the game emotionally. In such games, there are also observers who partially acquire skills. From fabulous plots, you can go to real events from life. The child uses the acquired skills in independent games, making them consistent and diverse.

Anikeeva N.P. - Novosibirsk, 1994.
Baryaeva JI. B., Zarin A. Teaching the role-playing game of children with problems intellectual development... - SPb., 2001.
A.K.Bondarenko Didactic games in kindergarten. - M., 1985.
Preschool Pedagogy / Ed. V. I. Loginova, P. G. Samorukova. Part 1, 2, - M., 1988.
Dubrova V.P., Miloshevich E.P. Pedagogical practice in kindergarten. - M., 1998.
Preschooler's game / Ed. S. L. Novoselova. - M., 1991.
Kozlova S.A., Kulikova T.A. Preschool pedagogy. - M., 2000.
Kravtsova EE Wake up a magician in a child. - M., 1996.

First step... The main content of the game is actions with objects. They are carried out in a specific sequence, although this sequence is often violated. The chain of action is story-driven. The main plots are everyday. Actions are monotonous and often repeated. Roles are not specified. In its form, this is a game near or "single game. Children willingly play with an adult. Independent play is short-lived. As a rule, the stimulus for the emergence of a Measure is a toy or a substitute object previously used in the game."

Second phase. As in the first level, the main content of the game is actions with an object. These actions unfold more fully and consistently in accordance with the role that is already indicated by the word. The sequence of actions becomes the rule. The first interaction occurs between the participants based on the use of a common toy (or direction of action). Associations are short-lived. The main subjects are everyday. The same game is repeated many times. Toys are not selected in advance, but children often use the same ones - favorite ones. The game brings together 2-3 people.

Stage three. The main content of the game is still actions with objects. However, they are complemented by actions aimed at establishing a variety of contacts with game partners. Roles are clearly defined and assigned prior to the start of the game. Toys and objects are selected (most often during the game) in accordance with the role. The logic, nature of actions and their direction are determined by the role. This becomes the basic rule. The game often proceeds as a joint one, although the interaction is interspersed with parallel actions of partners who are not connected with each other and are not assigned to the role. The duration of the game increases. The plots are becoming more diverse: children reflect everyday life, the work of adults, and vivid social phenomena.

Stage four. The main content of the game is a reflection of the relationships and interactions of adults with each other. The theme of the games is varied; it is determined not only by the direct, but also by the mediated experience of children. Games are collaborative, collective. The associations are stable. They are built either on the interest of children in the same games, or on the basis of personal sympathies and affections. Games of the same content are not only repeated for a long time, but also develop, enrich, exist for a long time.

The preparatory stage is clearly distinguished in the game: the distribution of roles, the selection of play material, and sometimes its production (homemade toys). The requirement of compliance with the life logic applies not only to actions, but also to all actions and role-playing behavior of the participants. The number of people involved in the game increases to 5-6.

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Introduction

Conclusion

Bibliography

Introduction

Preschool childhood is a short but important period of personality formation. During these years, the child acquires initial knowledge about the life around him, he begins to form a certain attitude towards people, to work, the skills and habits of correct behavior are developed, character is formed.

The main activity of preschool children is play, during which the child's spiritual and physical strength develops: his attention, memory, imagination, discipline, dexterity. Play is a peculiar way of assimilating social experience, characteristic of preschool age.

A special place is occupied by games that are created by the children themselves - they are called creative or plot-based role-playing. In these games, preschoolers reproduce in roles everything that they see around them in the life and activities of adults. Creative play most fully shapes the personality of the child, therefore it is an important means of education.

In the game, the child begins to feel like a member of the team, to fairly evaluate the actions and deeds of his comrades and his own. The task of the educator is to focus the attention of the players on such goals that would cause a community of feelings and actions, to help establish relations between children based on friendship, justice, and mutual responsibility.

Creative collective play is a school for the education of the senses of preschoolers. The moral qualities formed in the game influence the child's behavior in life. At the same time, the skills that have developed in the process of everyday communication of children with each other and with adults are further developed in the game. It takes great skill of the educator to help children organize a game that encourages good deeds, evokes the best feelings.

Guiding creative games is one of the most difficult sections of the preschool education methodology. The teacher cannot foresee in advance what the children will come up with and how they will behave in the game. But this does not mean that the role of the educator in creative play is less active than in class or in games with rules.

The originality of children's activities also requires original management techniques. The most important condition for the successful management of creative games is the ability to win the trust of children, to establish contact with them. This is achieved only if the teacher takes the game seriously, with sincere interest, understands the intentions of children, their experiences. Children willingly tell such a teacher about their plans, turn to him for advice and help.

Studies by Russian psychologists: L.S.Vygotsky, A.N. Leontiev, D.B. Elkonin, A.A. Volochkov, S.A. Vasyura and others show the significant role of play activity in the activity of a preschooler.

Meanwhile, the culture of play and the culture of play in modern world lose their positions. Childhood loses the meaning of a unique age period, where the most important source of development is live communication and play. This is explained by the fact that modern preschool education is increasingly focused on accelerating development to the detriment of its enrichment. At the same time, development is identified with the formation of knowledge, skills and abilities, which leads to its obvious simplification.

Today we will not see the game as described by D.B. Elkonin. Role-playing games, even if they do arise, are characterized by monotony, limited plot, the roles of representatives of various professions are practically absent in them. It is extremely rare to single out a full-fledged plot that develops logically and reflects a certain social side of reality.

A general decrease in the level of development of role-playing game, the absence of developed forms in the activity of a preschooler lead to the dissolution of the potential of the game. Only role play, including building relationships, can fundamentally affect the mental development of a child. Play must be taught, the child must gain experience of play actions in interaction with adults and older children, be able to communicate with peers and strive to learn about the social reality that surrounds him.

All this determined the relevance of our research.

Purpose of the research: at a theoretical level, consider the process of leading a plot-role-playing game in psychological and pedagogical literature

Object of research: plot-role-playing game of senior preschool children.

Subject of research: the process of leadership role-playing game in senior preschool age

Research objectives:

1. Expand the concept of "plot-role-playing game"

2. Consider the psychological and pedagogical characteristics of children of senior school age

3. To study the methods and techniques of leading the role-playing game of older preschool children

Research methods: analysis, comparison, generalization - theoretical methods

Work structure: course work consists of an introduction, one chapter, a conclusion, a list of references

Chapter I. Theoretical basis guidance of the role-playing game of older preschool children

1.1 The concept of "role-playing game"

Play is a kind of unproductive activity, the motive of which is not in its results, but in the process itself.

Studies of domestic and foreign scientists-philosophers, sociologists, cultural historians (Heinz Liebscher, Georg Klaus, K.G. Yusupov, V.I. Istomin, V.I. Ustimenko, D.N. its role and significance in the life of society and the individual, in human culture. Researchers note the value of the game, its conventionality, and also point to its importance in the formation of social behavior, self-affirmation of a person, the possibility of predicting his behavior in a communication situation.

Play is a person's self-expression, a way of improving him, it is of great importance for the upbringing and development of a person.

Many domestic studies are devoted to the problem of play in preschool children. Some of them are aimed at studying the theory of creative role play (L.S. Vygotsky, S.L. Rubinstein, A.N. Leontiev, F.I. Fradkina, A.P. Usova, D.B. Elkonin, T.E. Konnikova, D. V. Mendzheritskaya, R. M. Rimburg, R. I. Zhukovskaya, A. V. Chernov, T. A. Markova, N. Ya. Mikhailenko, R. A. Ivanova and others). In others, the features, place and significance of didactic and outdoor games in the pedagogical process are determined (EI Radina, AI Sorokina, EI Udaltsova, VR Bespalova, ZM Boguslavskaya, BI Khachapuridze, V.N. Avanesov and others). Still others reveal the meaning of play in the artistic education of children (P.A.Vetlugina, N.P. Sakulina, N.V. Artemeva, etc.).

Role-playing game is the main type of the preschool child's game.

The main source that feeds the child's plot-role play is the world around him, the life and activities of adults and peers.

The main feature of the role-playing game is the presence of an imaginary situation in it. The imaginary situation is made up of plot and roles.

Role-playing creative games are games that children themselves come up with. The games reflect the knowledge, impressions, ideas of the child about the world around them, and social relations are recreated. Each such game is characterized by: theme, game design, plot, content and role.

In play, all aspects of a child's personality are formed in unity and interaction.

As V.I. Yadeshko notes (25), an important and complex process of mastering knowledge takes place in creative games, which mobilizes the child's mental abilities, his imagination, attention, memory. Playing roles, depicting certain events, children reflect on them, establish a connection between various phenomena. They learn to independently solve game problems, find the best way to implement their plans, use their knowledge, and express them in words.

Quite often the game serves as a pretext for communicating new knowledge to preschoolers, for expanding their horizons. With the development of interest in the work of adults, in public life, in the heroic deeds of people, children have their first dreams of a future profession, the desire to imitate their favorite heroes. All this makes play an important means of creating the direction of the child's personality, which begins to take shape in preschool childhood.

Creative play cannot be subordinated to narrow didactic goals; with its help, basic educational tasks are solved.

While playing, children learn to apply their knowledge and skills in practice, to use them in different conditions. In creative games, a wide scope for invention and experimentation opens up. In games with rules, knowledge mobilization is required, an independent choice of a solution to a given problem.

The interrelation of an image, a game action and a word constitutes the core of game activity, serves as a means of displaying reality.

Play intent is a general definition of what and how children will play.

The structural feature and center of play is the role played by the child. According to the meaning of the role in the game process, many of the games are called role-playing or plot-based role-playing. The role is always associated with a person or an animal; his imaginary actions, actions, relationships. The child, entering their image, plays a certain role. But the preschooler does not just play this role, he lives in the image and believes in its truthfulness. Depicting, for example, a captain on a ship, he does not reflect all of his activities, but only those features that are necessary during the game: the captain gives commands, looks through binoculars, takes care of passengers and sailors. In the process of playing, the children themselves (and in some games, adults) establish rules that determine and regulate the behavior and relationships of the players. They give the games organization, stability, consolidate their content and determine the further development, complication of relationships and relationships.

All these structural elements of the game are more or less typical, but they have different meanings and are related in different ways in different types of games.

Role-playing game is a model of an adult society, but the connections between children in it are serious. Conflict situations can often be observed due to the unwillingness of one or another child to play his role. The role in younger preschoolers is often given to the one who at the moment has the attribute necessary for it from the point of view of children. And then situations arise when two drivers are driving in a car or two mothers are cooking in the kitchen at once. In children of middle preschool age, roles are formed already before the start of the game. All fights over roles. For older preschoolers, the game begins with a contract, with joint planning, who will play whom, and the main questions are now "Does it happen or not?" So, children learn social relations during the game. The process of socialization is noticeably smoothed out, children are gradually joining the team. In fact, the tendency to the fact that in our time not all parents send their children to kindergarten is frightening because the younger generation experiences significant difficulties with communication, being, as it were, isolated right up to school.

The main features of the role-playing game:

1. Compliance with the rules.

The rules regulate the actions of the child and the educator and say that sometimes you have to do what you don't want to do at all. It's just that the ability to act according to the rule does not appear in the child. An important stage in preschool development is a role-playing game, where obedience to the rule follows from the very essence of the game.

2. The social motive of games.

3. Emotional development takes place in the role-playing game.

The outstanding Russian psychologist L. S. Vygotsky also noted that although the child creates imaginary situations in the course of role play, the feelings he experiences are real.

From the above, we can conclude that the role-playing game is a school of feelings, the emotional world of the baby is formed in it.

4. In the course of the role-playing game, the preschooler's intellect develops.

The development of the concept in the role-playing game is associated with the general mental development of the child, with the formation of his interests. Children of preschool age develop an interest in various life events, in various types of adult labor; they have favorite heroes of books, films, cartoons, which they strive to imitate, as a result of which the ideas of games become more persistent, sometimes they take possession of their imaginations for a long time. Some games (in "sailors", "pilots", "cosmonauts") continue for weeks, gradually developing. The emergence of a long-term perspective of the game speaks of a new, higher stage in the development of game creativity. At the same time, there is not a repetition of the same theme from day to day, as is the case with babies, but a gradual development, enrichment of the intended plot. This makes the thinking and imagination of children focused. The long stay of the child in one role makes him delve deeper into the meaning of what he portrays.

5. The role-playing game develops imagination and creativity.

6. Development of speech.

1.2 Psychological and pedagogical features of older preschool children

storyline role playing game management

Older preschoolers include children aged 5-7 years attending the older and preparatory group kindergarten... Senior preschool age is the last of the preschool age periods when new formations appear in the child's psyche. This is the arbitrariness of mental processes - attention, memory, perception, etc. - and the resulting ability to control their behavior, as well as changes in ideas about oneself, in self-consciousness and in self-assessments. The emergence of arbitrariness is a decisive change in the child's activity, when the goal of the latter is not to change the external objects surrounding him, but to master his own behavior.

At the senior preschool age, the foundations of the future personality are laid: a stable structure of motives is formed, new social needs arise (the need for respect and recognition on the part of adults and peers, interest in collective forms of activity); a new (mediated) type of motivation arises - the basis of voluntary behavior; the child learns a certain system of social values; moral norms and rules of behavior in society.

The features of senior preschool age were comprehensively studied by domestic teachers and found their coverage in the works of Z. Ikunina, N. Poddyakov, L. Venger, A. Leontiev and others.

Children of the sixth year of life are distinguished by even greater physical and mental capabilities than children of the middle group. They master the main movements. Physically, the child became even stronger. Physical development is still associated with mental development. It becomes a necessary condition, a background against which the diversified development of the child takes place successfully. Mental, aesthetic, moral, i.e. purely social, development is gaining a high pace.

At this stage of life, the improvement of all aspects of the child's speech continues. He pronounces all sounds correctly native language, clearly and clearly reproduces words, has the vocabulary necessary for free communication, correctly uses many grammatical forms and his statements become categories, more meaningful, expressive and more accurate.

Communication is developing as a type of activity. By older preschool age, a non-situational-personal form of communication appears, which is distinguished by the need for mutual understanding and empathy and personal motives for communication. Communication with a peer acquires features of extra situationality, communication becomes extra situational and businesslike; stable electoral preferences are formed.

Personality development in senior preschool age is characterized by the development of new knowledge, the emergence of new qualities and needs. In other words, all aspects of the child's personality are formed: intellectual, moral, emotional and strong-willed, effectively - practical. Soviet psychologists L.S. Vygotsky and A.V. Zaporozhets have repeatedly emphasized that in older preschool age, the child moves from situational behavior to activities subject to social norms and requirements, and is very emotional about the latter. During this period, instead of the cognitive type of communication between a child and an adult, the personal type comes to the fore, in the center of which is interest in human relationships. An older preschooler is generally correctly aware of what adults like and what they dislike in his behavior, and quite adequately assesses the quality of his actions and individual traits of his personality. By the end of preschool age, children develop self-esteem. Its content is the state of practical skills and moral qualities child, expressed in submission to the norms of behavior established in a given team. In general, the self-esteem of a preschooler is very high, which helps him to master new types of activities, without hesitation and fear, to be included in educational-type activities in preparation for school, etc.

In children of this age, one can already observe manifestations of genuine care for loved ones, actions that are aimed at protecting them from anxiety and grief. The child masters the ability to a certain extent to restrain violent, harsh expressions of feelings, a 5-6-year-old preschooler can hold back tears, hide fear, etc. He learns the "language" of feelings - accepted in society forms of expressing the subtlest shades of experiences with the help of glances, facial expressions, gestures, postures, movements, intonations.

Designing, drawing, modeling - these are the most typical activities for a preschooler. But at this age, elements of labor activity are also formed, the main psychological meaning of which is as follows: the child must understand that he is doing the necessary work, useful for others, to work. The skills of self-service acquired by the age of five, experience of working in nature, making crafts allow children to participate more in the affairs of adults. Older preschoolers can move from individual assignments to regular duties: cleaning their play area, watering flowers, cleaning their clothes and shoes. Along with completing such tasks, the child will receive the first knowledge of the joy of his own work - a work done for the common good.

Another activity, the elements of which are assimilated in preschool childhood, is learning activity. Its main feature is that, while doing it, the child changes himself, acquiring new knowledge and skills and. V learning activities the main thing is to acquire new knowledge.

The age of five is characterized by the flowering of fantasy. The child's imagination is especially vividly manifested in the game, where he acts with enthusiasm. At the same time, it is not easy for children of this age to imagine something intentionally, using the will.

The leading type of activity is the role-playing game. It is in her that the child takes on the role of an adult, fulfilling his social, public functions... An older child - a preschooler can already first select all the items he needs to play doctor, and only then start the game, not grabbing at one thing or another in the process. Along with the role-playing game - the leading activity in preschool childhood - by the end of preschool age children have games with rules: hide and seek, tag, round rounders, etc. The ability to obey a rule is formed in the process of role playing, where any role contains hidden rules ... By the end of preschool age, the child's play forms those qualities (neoplasms) that become the basis for the formation of educational activity in primary school age.

In the sixth year of life, the child develops the ability to set goals concerning himself, his own behavior. This new change in activity and its goals is called the arbitrariness of mental processes and is decisive for the success of the subsequent schooling, and for all further mental development. After all, obedience to school rules just requires arbitrary behavior. This means the child's ability to act in accordance with some model (or rule) and his control over his behavior. It is in play, when performing a role, that the child, on the one hand, follows the pattern, and on the other hand, controls his behavior. Growing up, the baby learns to organize himself. His behavior is, as it were, freed from the game situation. Games with rules are more meaningful for older preschoolers. By the age of six or seven, the attitude of children towards breaking the rule changes. Children are becoming more and more strict about strict adherence to the rules of the game. They insist on its continuation, even if it had time to bother all the participants. And they find some kind of pleasure in this routine game.

In older preschool years, the child still looks at the world with wide eyes. More and more often, more and more boldly, he casts his gaze on the opened prospect of knowing the big world. Children are interested in everything, everything attracts and attracts them. An older preschooler with the same zeal is trying to master both what lends itself to comprehension at this age stage, and what he is not yet able to deeply and correctly grasp. It is in children 5-6 years old that the peak of cognitive issues is observed. Their cognitive needs can be expressed by the motto: "I want to know everything!"

However, the child's possibilities for processing, ordering information still do not allow him to fully cope with the flow of incoming information about big world... The discrepancy between the cognitive needs of a child and his ability to process information can lead to an overload of consciousness with various disparate information and facts, many of which children of this age are not able to comprehend and understand. Cognitive interests arise in games, in communication with adults, peers, but only in learning, where the assimilation of knowledge becomes the main goal and result of activity, cognitive interests are formed and finally take shape. In order to satisfy their aspirations, desires and needs, in the arsenal of a five-year-old child there are various ways of knowing. These include: actions and own practical experience; word, i.e. explanations, stories of adults. Great value for cognitive development an older child has a conscious acquaintance with various sources of information (book, TV, computer, etc.), instilling primary skills to use some of them.

With the transition to older preschool age, a particularly intensive development of verbal memory is noted. Children memorize verbal material almost as well as visual material. Working with verbal material plays an important role in teaching at school, therefore, in older preschool age, attention should be paid to the development of verbal memory.

The level of development of the mental operations of an older preschool child (analysis, comparison, generalization, classification, etc.) helps him to more consciously and deeply perceive and comprehend the available and incoming information about our world and understand it.

By the end of preschool age, the child begins to develop conceptual, or logical, thinking. The child begins to be interested not only in those phenomena that he saw directly in front of him, but in the generalized properties of objects in the surrounding reality. Children are interested in causes and effects in the relationship of objects, they are interested in the "technology" of their manufacture. The child is already able to break away from what he saw directly, to reveal the cause-and-effect relationships between phenomena, to analyze, generalize new material and make quite logical conclusions. Gradually expanding children's ideas about the environment. To develop cognitive interests great importance has the child's own participation in the most different types activities.

In preschool age, significant changes occur in all areas of the child's mental development. Like at no other age, the child masters a wide range of activities - play, work, productive, everyday, communication, both their technical side and the motivational-target side are formed. The main result of the development of all types of activity is the mastery of modeling as a central mental ability and the formation of voluntary behavior.

By the end of preschool age, a child can perform any activity for quite a long time, as long as it is interesting to him, does not require any internal efforts, based only on involuntary attention. The arbitrariness and mediation of attention in preschool age is achieved through games.

By the age of six, the child has a sufficiently formed mechanism for comparing the perceived reality and the teacher's words, as a result of which the ability to suggestibility decreases. Children are able to defend their point of view, understand comic situations. According to research data, older preschoolers in characteristic life situations more self-critical, more demanding of himself than junior schoolchildren in a new educational activity for them. Important changes in the personality of the child are associated with a change in his ideas about himself (his image - me) and awareness of the attitude of those around him.

Older preschool age is sensitive to moral development. This is the period when the foundations of moral behavior and attitudes are laid. At the same time, it is very favorable for the formation of the moral character of the child, whose features are often manifested throughout the subsequent life.

At this age, there are also changes in children's ideas about themselves, in their self-awareness and self-esteem, which is directly influenced by more complex and meaningful relationships with peers and adults.

Thus, a child of older preschool age is distinguished by even greater physical and mental capabilities than children of the middle group. Their relationship with peers and adults becomes more complex and meaningful. Children have the vocabulary necessary for free communication, all aspects of the child's personality are formed: intellectual, moral, emotional and strong-willed, effectively - practical; elements of labor activity are also formed - skills of self-service, labor in nature, etc. The leading type of activity is a role-playing game, a game with rules. In the game, they reflect not only actions and operations with objects, but also relationships between people. The main changes in the activity, consciousness and personality of the child consist in the appearance of the arbitrariness of mental processes - the ability to purposefully control their behavior and mental processes - perception, attention, memory, etc. There is a change in the idea of oneself, its image - I.

1.3 Senior Preschool Role Play Leadership

Russian pedagogy has accumulated a wealth of experience in managing children's games (R.I. Zhukovskaya, N.F. Komarova, D.V. Mendzheritskaya, N.Ya. Mikhailenko, P.G. Samorukova, etc.). Today the term "game management" has been replaced in preschool pedagogy by the concept of "development" of the game of preschoolers. Realizing that play is a creative and independent activity of children, teachers clearly understand the need to develop children's play skills with the participation of adults. Only in this case, the games of children are interesting, diverse, and play activity plays the role of a leading activity in the development of children of this age period. At the same time, the influence of an adult should be tactful, correct, evoking positive emotions in children.

Direct pedagogical techniques: role-playing in the game, participation in the collusion of children, showing a sample of the game action, proposing a finished game plot, proposing a ready-made game theme, advice during the game, clarification, conversation about the content of the upcoming game, about the distribution of roles in it, help in distribution of roles, selection of toys, attributes, teaching role behavior.

The listed methods of leadership make it possible to purposefully influence the content of the game, the relationship of children in the game, the behavior of the players.

Psychological and pedagogical studies of children's play show that plot play, like any activity, does not arise spontaneously in a child, but is transmitted by other people who already own it. Today at pedagogical theory and in practice, it is increasingly noted that the play of children in preschool educational institutions does not reach the proper level, and, therefore, does not fulfill its inherent functions. The game leaves the life of preschoolers, its place is taken by cognitive, artistic and aesthetic activities. One cannot expect some kind of miracle from the game: I bought toys for the child - and his development began to gain momentum. Play must be taught, the child must gain experience of play actions in interaction with adults and older children, be able to communicate with peers and strive to learn about the social reality that surrounds him. The statement “It is necessary to teach children to play” has become generally accepted. However, there are no special classes for this in the daily routine of the preschool educational institution. Therefore, the teacher often teaches children to play: sets a theme, builds a game, assigns roles, develops a plot, evaluates the actions of children. Thus, the independence, initiative and creativity of children are supplanted by the too direct influence of an adult. A set of attributes clearly selected for each game appears in the group, a scenario played out with the teacher, the children reproduce it, making only small adjustments. Such games cease to interest children. In addition, teachers, from year to year offering children themes of games, often do not take into account the interests and culture of the child, which change over time.

The life of a modern child is diverse, filled with various impressions, which he gladly reflects in the game in the absence of too tough guidance from the teacher. Many researchers of children's play criticize the false, in their opinion, concept of "the collective nature of play", when all children must play one game at the same time. It is important to understand this attitude towards the collective nature of play as a voluntary association of children in an activity that is interesting for everyone. In other situations, the individualization of the pedagogical process is realized in accordance with the independent choice of types of activity by children in their free time.

Most naturally, the child enters the game, being drawn into the world of playing children. This happens when a child enters a group of different ages with different play experiences. In such an environment, the child gradually accumulates his own experience in terms of playing skills, the themes of the game, and he himself becomes the bearer of the game for younger children. Groups of different ages in preschool educational institutions are rare, children of different ages are more often disunited. In this case, the teacher must replace the missing children group of different ages for the preschooler, help the child master playing skills.

N. Ya. Mikhailenko, N.A. Korotkov, in this regard, they write: “In order to carry out adequate pedagogical influences in relation to the plot play of children, it is necessary to understand well its specifics, to have an idea of its developmental meaning, what it should be at each age stage, and also to be able to play appropriately with children of different preschool ages ”(18; p. 80).

A plot game is schematically constructed as a chain of conditional actions with objects; in a more complex form - a chain of specific role interactions, and in an even more complex form - a sequence of various events. Such a complication of play activity is possible if children have appropriate play skills. Consequently, the more fully all the methods of constructing the game are presented in the child's activity, the wider the repertoire of play skills, the more diverse the content offered to children can be, the more opportunities for children's self-realization.

As the main criterion for assessing the level of play activity of preschoolers, the authors of the theory consider the level of development of play skills, the predominant method of constructing play, the ability to combine these methods, the child's ability, depending on the intention, to include conditioned actions with objects, role dialogues, and combine different events into play.

The goal of pedagogical influences in relation to play should not be a collective study of knowledge, but the formation of play skills that provide independent creative play for children, in which they implement various ideas, interact with peers in small play associations.

N. Ya. Mikhailenko, N.A. Korotkova formulated the principles of organizing a plot game in a preschool educational institution (15):

1. The teacher should play with the children. At the same time, he takes the position of an emotional partner who knows how to play interestingly, with whom the child feels on an equal footing, feels himself out of assessments, and takes initiative.

2. The teacher should play with children throughout preschool childhood, but at each stage the game should be developed in such a way that children immediately discover and learn a new, more complex way of building it.

3. Starting from an early age and further, at each stage of preschool childhood, it is necessary, when developing play skills, to simultaneously orient the child both to the implementation of a play action and to explain its meaning to partners - an adult or a peer.

4. At each age stage, the pedagogical process of organizing the game should be two-part, including the moments of the formation of play skills in the joint play of the teacher with the children and the creation of conditions for independent children's play.

In older preschool age, the child's desire to play with his peers increases, each of the children seeks to realize his own rather complex idea. At the same time, the volume of knowledge about the environment in children increases, and interests in different aspects of life are determined. To build games of a new level, children need to be taught a more complex game structure - the method of joint plot formation. The plot includes:

The child's ability to build new sequences of events covering a variety of thematic content;

Be focused on peer partners;

Outline your further plans for the partners, listen to their opinion;

The ability to combine the events suggested by the child himself and his partners in the game in the general plot during the game.

Playing together with an adult is still the leading method in the first stage of mastering plot formation. It includes the child's ability to build new sequences of events and at the same time focus on peer partners: to designate for them (explain) what event he would like to unfold at the next moment of the game, listen to the opinion of partners (after all, they can offer completely different events); the ability to combine the events suggested by the child and other participants in the general plot of the game. Master the plot composition of N.Ya. Mikhailenko and N.A. Korotkov (18) is proposed using the “game-invention” method, which proceeds in a purely verbal sense. In a fantasy game, an adult can unobtrusively stimulate children to combine and coordinate various plot events. In this case, the invention is carried out without the participation of game attributes. This game for preschoolers is available only in conjunction with an adult. In independent play, children return to toys, but the acquired skills in coming up with storylines help them fully and consistently implement their play ideas.

There is a desire to have some kind of object, for which the main character goes;

The hero meets with the owner of the magic remedy and undergoes a test to obtain it;

The hero receives a magical means by which he gets the desired object;

The hero discovers the enemy, in whose hands the desired object is located, and passes the main test (fights with the enemy);

The hero defeats the enemy and gets the desired object;

The hero returns home and receives a well-deserved reward.

It is quite easy to transform fairy tales: while maintaining the general semantic outline of events, you just need to change the specific conditions for the actions of the characters or the characters themselves performing certain functions in the fairy tale (hero, "donor", opponent), and a new fairy tale will be obtained.

Of course, the above scheme for transforming fairy tales is needed not by children, but by the educator in order to develop a game of invention; know how to "shake" a familiar plot. In no case should you specifically explain the plot scheme to preschoolers and demand to invent it "according to the scheme." In this case, the game will turn into a learning task and will lose its attractiveness as a free and optional activity, as improvisation-co-creation.

The game-invention should take no more than 10-15 minutes each time. The attractiveness of the game-inventing for children, the appearance of the joy of co-creation in them largely depends on the emotional behavior of the adult, his enthusiasm, the ability to improvise, flexible response to any suggestions.

As they master the skills to combine various events together, the educator can stimulate children to combine plot formation with role-based interaction. To this end, an adult includes children in a game where the participants are offered roles belonging to different semantic spheres - roles of different contexts (for example: Pinocchio and educator, Aibolit and soldier, etc.). In order not to “close” the creative work of uniting these roles in a common plot with substantive actions, the game can be carried out in the form of “telephone” conversations of the characters.

The need to combine roles of different contexts very often arises in children with peers, when they want to play together, and the roles that attract each of the partners are completely different. The experience gained in the game with an adult in coming up with multi-theme plots, events that combine multi-context roles, helps children to more successfully develop independent joint play.

The nature of the game-inventing the teacher with the children during pedagogical work changes in a certain sequence:

1. joint "remembering" (retelling) of a famous fairy tale;

2. partial transformation of a well-known fairy tale;

3. inventing a new fairy tale with a combination of fairy and realistic elements;

4. deployment of a new plot with different contextual roles in the process of "telephone conversations";

5. inventing new stories based on realistic events.

It is advisable to include children in the inventing game at least two or three times at each stage.

...

The main features of the role-playing game. Role-playing game as the main type of games for preschoolers

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