Role-playing game "Barbershop" Junior-middle group Systematic enrichment of children's experience

In the second younger group, a qualitative change occurs in the activities of children. Subject activity gives way to the leading role of play. Role-playing games occupy a significant place among games. Teaching a four-year-old child to play role-playing games is a responsible and important task for a teacher. It is necessary to prepare and organize the game in such a way that the child’s creative participation does not turn into simply repeating the actions proposed by the adult. After all, when playing freely, the baby experiences the joy of creativity and fulfilled desires.

• 2 Organization and conduct of role-playing games in the junior group of a preschool educational institution
  2.1 Objectives of the role-playing games in the second junior group
• 2.2 Preparing a role-playing game
• 2.3 Management of role-playing games in the second junior group

The purpose and significance of role-playing games in early preschool age

Play is the leading activity of preschoolers. Many scientists, teachers and psychologists point out that without play, the full formation of a child’s personality is impossible. Children who are deprived of the opportunity to play to their heart's content in preschool, freely, at will, upon entering school have problems with academic performance, socialization, and are prone to neuroses and aggression.

To ensure that a child fully experiences all stages of childhood, it is necessary to satisfy his need for play. One of the main tasks of preschool educational institutions (DOU) is the development and improvement of the play activities of pupils. This is also enshrined in exemplary general education programs, and in some (for example, “Origins”), a separate chapter is devoted to the play of a child at each age. This demonstrates the recognition of the importance of play by modern educational scientists and childhood researchers.

A special place among preschoolers’ games is occupied by plot-role games, that is, those in which children voluntarily perform sequences of interrelated actions (plot) and take on an image (role) with certain responsibilities. Independent role-playing play by children is considered the highest manifestation of play activity.

Growing up, a little person strives to take his place in the world, declaring himself more and more loudly. He is a person, but his capabilities are significantly limited. The main goal of role-playing play is to eliminate the contradiction between the child’s capabilities and aspirations, to let him play in the role of an adult, using available actions, materials, and relationships.

In role-playing games, children imagine themselves as adults whom they want to imitate

Children do not immediately come to independent role-playing games. The formation of play activity goes through natural stages, different at each age. The period of early childhood, namely the fourth year of life, is very important in the art of mastering role-playing games, and teachers working with this age need to pay special attention to the development of children’s gaming skills. Children of the fourth year of life move from plot-based games to role-playing games, that is, from the ability to display actions in a game to the ability to take on a role and follow it.

Role-playing games at this age contribute to:

• Development of intelligence. The game requires not only to create a plot plan, but also to follow it, selecting appropriate actions. This has a positive effect on the development of logic, memory, and attention.
• Speech activation. A child cannot play without communicating with peers; he must interact with them, including through speech. If kids are interested in a game and want its development and continuation, their speech becomes more active, and even silent ones enter into playful dialogues with their friends. When playing a director's game with a doll or other character, the child also builds a dialogue, pronouncing lines on his own behalf and on behalf of the toy.
• Socialization. Children of primary preschool age usually choose games about what is closest and familiar to them: family, kindergarten. Contributing to the expansion of ideas about society by introducing new themes of games is the task of the educator. He offers games “Construction”, “Hairdresser”, “Hospital”, “Shop” to enrich children’s understanding of professions, their benefits to society, as well as to teach children to reproduce the professional actions of adults, to cultivate interest and respect for work. It is in story-based play that children gain an idea of ​​how to behave in various life situations and form the experience of communicating with others.
• Development of creativity, imagination, ability to improvise. Children as young as four years old can combine real-life events in a game and interpret them creatively. Usually, by imagining something in a game, children realize their desires and dreams: we have become skillful, strong, baked a big delicious cake, invited a lot of guests, bought a lot of toys in the store, etc. Or they imagine themselves in the role of their favorite cartoon character , fairy tales, perform actions on their behalf: they fly like fairies, build tall houses like robots. This play behavior not only brings children pleasure and develops creativity, but also serves as an excellent means of emotional relief.

By fulfilling his desire to be “like adults” in the game, the child experiences joy and relieves emotional stress.

It is worth remembering that such games do not carry a large didactic (educational) load, since their feature is the unreality and conventionality of events. However, the educational significance of role-playing games is great and the teacher should think through what exactly the game will give to children in terms of developing feelings and positive qualities.

Card index of role-playing games for children of the second junior group

Maria Aprelikova

Card index of role-playing games for children of the second junior group

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

And now about the urgent matter. I offer a card index of role-playing games for children of the second junior group .

Role-playing games

"Feeding the doll Katya"

Goal: To consolidate children's knowledge about tableware children's speech , to cultivate a culture of behavior while eating, and a caring attitude towards the doll.

Materials and equipment: Katya doll, a set of dishes in the play corner.

Progress of the game: The game is played in the game corner. The teacher shows and tells what kind of dishes are used at lunch (deep plates for soup, shallow ones for the main course , spoons, forks, cups, etc., shows how to set the table, rules of behavior at lunch, how to use cutlery. Offers children feed the doll lunch.

“We’re going to kindergarten by car”

Goal: To activate and develop children’s , to reveal the game’s intent. Form initial skills of role behavior.

Material and equipment: Machines

Progress of the game: The teacher reports that today they are going to kindergarten by car and we need to drive through crowded streets, and for this we need to know the rules (do not drive into houses, do not hit pedestrians, drive carefully on the roads without hitting oncoming cars, etc. .d.). Next, the teacher encourages the children to take game actions , giving hints and monitoring the progress of the game.

“Doll Katya went to the store”

Goal: To activate and develop children’s , to reveal the game’s intent. Form initial skills of role behavior.

Material and equipment: Katya doll

Progress of the game: The teacher tells the children that the Katya doll is going to the store for groceries, but she doesn’t want to go alone because she needs to buy a lot of groceries. Then he selects helpers for the doll from among the children . "Grab your bag and let's go"

.
Place toys, boxes, jars in your bag, commenting on your actions. “This cube will be our butter. But this box is corn flakes. The rings from the pyramid are dryers, and the parts from the designer are cookies.” Next, the teacher encourages the children to take game actions and monitors the progress of the game.
“A letter arrived at the kindergarten”

Goal: Develop dialogic speech, learn to perform several actions with one object.

Material and equipment: Letter and teddy bear

Progress of the game: The teacher tells the children that a letter has arrived at the kindergarten. And in this letter Misha asks very much to send him a parcel. Shall we send? Then you need to collect gifts for him. Finds out from the children what gifts Misha likes. The children are collecting a bag of gifts for Misha. Next, the teacher encourages the children to take game actions and monitors the progress of the game.

"The bunny goes to kindergarten"

Goal: To activate and develop children’s , to reveal the game’s intent. Form initial skills of role behavior.

Material and equipment: Bunny

Progress of the game: - Guys, Bunny needs to go to kindergarten, and he is very far away, so Bunny decided to go by car. Help him get to kindergarten. We need a car driver. But not everything is so simple, because you need to go through various obstacles. Next, the teacher monitors the game and places obstacles in the way of the car.

“We do the hairstyle for the doll Katya”

Goal: To develop initial skills in role behavior, to connect plot actions with the name of the role.

Material and equipment: Tools for playing hair salon

Progress of the game: The teacher says: “The doll Katya is going to a ball and she needs a very beautiful hairstyle, so she came to your salon to the best hairdresser.” Selects a master from among the children . Next, the teacher encourages the children to take game actions and monitors the progress of the game.

“Help Misha collect toys in kindergarten”

Goal: Orientation in a group , activation of children’s , ability to play in small groups .

Material and equipment: bear toy

Progress of the game: The teacher tells the children that Misha scattered all the toys in his kindergarten and is now crying because he doesn’t remember where everything was. Let's help him. Next, the teacher prompts and guides the children’s .

"Chicken Kindergarten"

Goal: To activate and develop children’s , to reveal the game’s intent. Form initial skills of role behavior.

Materials and equipment: Chickens.

Progress of the game: - Children, chickens also want to go to kindergarten, but they do not have a kindergarten. Let's help them! A teacher and a nanny are selected from among . Next, the teacher prompts and guides the children’s .

“Doll Katya got sick”

Goal: To develop initial skills in role behavior, to connect plot actions with the name of the role.

Material and equipment: Play set “Hospital”

Progress of the game: The teacher informs the children that the doll Katya is sick. We need to call a doctor. The teacher chooses “Doctor” the children

and dresses him in a white robe and cap and invites him to examine the patient.
Next, the teacher directs the children’s and observes its progress.
“Doll Katya is going to kindergarten”

Goal: to activate children’s , to cultivate attention to their appearance, and a caring attitude towards the doll.

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

Progress of the game: The teacher shows the children that the Katya doll is still sleeping, and she already needs to get ready for kindergarten. Together with the children, they lift the doll out of bed and take them to wash and brush their teeth. We choose clothes for the doll and dress it. The teacher carefully monitors the progress of the game and corrects it.

"Walk in kindergarten"

Goal: To activate and develop children’s , to reveal the game’s intent. Form initial skills of role behavior.

Materials and equipment: Dolls.

Progress of the game: - Children, our dolls went for a walk. Let's show them how we walk. What do we do on a walk and what games do we play? Next, the teacher encourages the children to take game actions and monitors the progress of the game.

"Bunny - postman"

Goal: To activate and develop children’s , to reveal the game’s intent. Form initial skills of role behavior.

Material and equipment:

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

"A toy shop"

Goal: To create a cheerful , joyful mood in children, to activate children’s .

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

Progress of the game: The teacher tells the children that he is a seller in a toy store and offers the children to buy something. He praises various toys to the children and explains how they work. Then he chooses one of the children . Then he observes the game and directs the game action.

“A toy repairman came to the kindergarten”

Goal: To lead to an understanding of the role in the game, to activate children’s communication skills and dialogue speech .

Material and equipment: Game set “Tools”

Progress of the game: The teacher selects a toy repairman the children Informs the children that a toy repairman has come, whoever needs it, call the repairman. Then he observes the game and directs the game action.

“A guest came to the kindergarten”

Goal: To create a cheerful , joyful mood in children, to activate children’s .

Material and equipment: cook doll

Progress of the game: Educator: “Guys, a guest came to our kindergarten - the doll Katya, she is a cook. She needs to cook soup. But the trouble is, she forgot what vegetables are needed for the soup. Help the doll remember and choose the necessary products."

Let the kids themselves put the vegetables in the pan, add salt and stir the resulting soup with a spoon. You can treat other dolls with the finished soup.

"Haircut for Bunny"

Goal: To promote children’s to independently select attributes for the game. Form initial skills of role behavior.

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

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

"Animals in kindergarten"

Goal: To activate and develop children’s , to reveal the game’s intent. Form initial skills of role behavior.

Material and equipment: toys Animals.

Progress of the game: - Guys, look at the animals that came to kindergarten. What are they doing there, how should they behave in kindergarten? Let's help them and teach them to behave correctly. Then he observes the game and directs the game action.

"Kindergarten Doctor"

Purpose: The game promotes the development of communication skills and social adaptation.

Material and equipment: “Doctor” set

How to play: Invite the kids to play doctor. Wear a white robe or something similar. Let children bring their “
baby ” (doll or soft toy)
.
Talk kindly with the “parent”
and his
“child
.” Ask:
“What hurts you?
Where does it hurt, how does it hurt?” . Invite the baby to switch roles.

Games with story toys

"The bunny goes to kindergarten"

Goal: Develop speech, activate dialogue speech.

Materials: Bunny toy, pet toys

Progress of the game: - Guys, today Bunny went to kindergarten alone. Bunny appears. On the way, he meets various animals and asks them how to get to the kindergarten. The game situation is unfolding. At the end of the game the Bunny must come to kindergarten

"The fox sits down to dinner"

Goal: Develop speech, activate dialogue speech. To consolidate knowledge about dishes, to instill a culture of behavior at the table.

Materials: Fox toy, set of dishes in the play corner

Progress of the game: - The fox ran through the forest for a long time and was very hungry, she asked you to feed her. The children seat the Fox at the table, put on her bib and set the table. The teacher carefully monitors the game, corrects the children , helps them, and directs the game action.

Theatrical games

“A doll in kindergarten washes itself”

Goal: To activate and develop children’s , strengthen children’s .

Material and equipment: Puppets for puppet theater

Progress of the game: - Our doll got her face dirty while she was walking, she needs to wash herself. The teacher shows how the doll washes itself (washes its eyes, mouth, nose, cheeks)

and wipes his face with a towel, and then offers the children to wash the doll.

“Dolls in kindergarten line up in pairs and go for a walk”

Goal: To activate and develop children’s , to reveal the game’s intent. Form initial skills of role behavior.

Material and equipment: puppets for puppet theater

Progress of the game: The teacher hands out dolls to the children and says that the dolls line up in pairs and go for a walk. Children put dolls in pairs and remind them how to walk in pairs. The teacher helps and guides the game.

Organization and conduct of role-playing games in the younger group of preschool educational institutions

To successfully prepare and conduct role-playing games with children of the fourth year of life, the teacher needs to know what the main tasks are performed by this type of activity.

Tasks of role-playing games in the second junior group

The tasks of a teacher in the fourth year of a child’s life in organizing role-playing games are:

• Help the child translate meaningless actions with toys and objects into meaning and results, build and develop a simple plot. For example, noticing that the child is repeatedly and interestedly “feeding” a toy dog ​​from a bowl, the teacher says: “What a wonderful dog you have! What is her name? (Giving names to all participants in the plot game develops speech, imagination, and also brings the game closer to reality, because in real life, all living creatures close to the child have names. If the child finds it difficult to choose a name for the pet, you should help him with this so as not to delay the development of the game). Let's call her Buddy. My friend is probably hungry. Let's feed him. He will eat and go for a walk. Will you take him for a walk?"
• It is necessary to teach a child the transition from actions with a toy to a story-based game gradually, preferably in an individual form, focusing on the desires of the child himself. This work is carried out at the beginning of the school year, after which they move on to organizing general games.

It is very important to teach children play interaction and mutual understanding

Preparing a role-playing game

The plot game is preceded by careful preparation. The teacher should think through the following questions:

• Location. Typically, role-playing games are held indoors in the group, in the play area. But in the summer it is better to spend them in the fresh air, so toys and other equipment are taken out to the site, choosing a shaded place where the children will not be disturbed by those who engage in free or active games: a pavilion, a gazebo.
• Equipment. The teacher prepares both toys and materials, as well as costume elements: hats and aprons for cooks, hairdressers, builders’ helmets, etc., as well as substitute items. The latter are used in various games, and they can be stored in boxes or containers, displayed during the game. Children should be taught from a young age to use equipment carefully, not to break toys, and to put everything back in its place after play.
• Methods and techniques for attracting children's interest in the game. This could be a conversation, a riddle, showing illustrations, or creating a problem situation.
• Complication in the game. Repeatingly, a role-playing game must necessarily contain some kind of complication or innovation in order not only to amuse, but also to develop children. For example, when playing the “Shop” game again, you should choose new goods for sale: vegetables and fruits, doll clothes and furniture, toy household appliances, groceries, books. Each time when planning a story game, the teacher thinks about what new things the children will learn and what gaming skills they will improve.

The game “Ride the Bus” can be varied with stops: today we stopped and walked in a forest clearing, next time - on the river bank

Management of role-playing games in the second junior group

In order for children to become interested in the game and be able to realize the game plan, they must accumulate life experience, which they can then transfer into the game. For this purpose, the kindergarten organizes:

• Observations of the work of adults (assistant teacher, janitor, music director), games of children of other groups, phenomena of social life (food was brought to the kindergarten, children are taken home, passers-by walk past the group’s site, etc.).
• Excursions to the nurse's office, laundry, kitchen, construction site.
• Targeted walks along nearby streets. During them, the teacher draws the children’s attention to the variety of buildings, transport, various establishments (shop, cafe, pharmacy), talks briefly about their purpose, benefits, and features.
• Reading and learning works of fiction. Having learned a nursery rhyme, a lullaby, or a poem about a profession, children are happy to use them in the corresponding game.
• Exercises “Share a toy”, “Which tableware and which teaware?” and others. As children get older, short display games of early age such as “Dress the doll”, “Make the doll’s bed”, “Load the cubes into the car” are in themselves uninteresting to them, easy and do not contain material for development. But the skills that are developed in them are useful when conducting role-playing games. So, to go for a walk with dolls, you must first dress them, and to organize a birthday party for toys, you need to know what dishes to put on the table and how to serve it. To play "Builders" you need to be able to place cubes in the back of a car and so on.

Carrying out all these types of work, the teacher is already leading the role-playing game, although it has not yet begun. But what is instilled in children will then be reflected in the course and quality of the game.

The excursions will provide topics for new role-playing games, and will also enrich children’s knowledge with new useful information about the professions of adults

Once the game has begun, its direction must remain indirect. It is impossible to point out or persistently recommend anything; children may lose interest in the game, since in this type of activity they express themselves, express themselves, and do not follow other people’s instructions. The teacher can lead the game only by becoming a participant in it, taking on some role and performing game actions. Therefore, very valuable qualities of a teacher are the ability to play and build playful dialogues.

Children will gladly accept an adult as a partner who can teach them interesting ways to play, but only if the teacher does not look down on them, performing actions formally, but actually begins to play, take part in what is happening, empathize and express genuine emotions.

The teacher carries out indirect management of the plot game, taking one of the roles

The purpose of the teacher’s participation in a role-playing game is to teach children of primary preschool age to take on a play role and build play dialogues. He shows all this by personal example. The teacher’s participation in role-playing game goes through the following stages:

• Playing the main role. The teacher organizes the game and takes on the main role (doctor, salesperson), inviting children to play dependent roles: patient, buyer.
• Participation in minor roles. The teacher organizes a game or connects to a child already playing, offering himself as a partner with an auxiliary role. For example, if a teacher sees a boy pretending to be a driver, he turns to him with a proposal: “You will be the driver, take me for a ride in your car, take groceries to the store, materials to the construction site, and I will help you load them.”
• “Closing” the roles played by children in one game. For example, one girl plays with a doll, the second with toy dishes. The teacher says: “Olya, are you playing with your daughter? Are you mom? But Ira is preparing a delicious lunch. Ira, do you want to invite Olya and her daughter to visit and treat them to lunch? (Children will happily accept this development of the plot.) Ira also has a daughter, the doll Masha. Ira and Olya’s daughters will definitely become friends and go for walks together.” When a playing pair is formed, the teacher can take on an episodic role (And I will be an aunt, help wash the fruit, set the table) or remain an observer to whom the children will turn for help if the development of the plot stops.

To teach children role-playing dialogues, the teacher must voice his own actions and the actions of his partners (even toys), clearly and repeatedly name all the actions, objects used, and his role. Among the methodological techniques that help stimulate verbal communication in the game are:

• Conversation between game partners on the phone (mother and daughter, doctor and patient).
• Fairy-tale dialogues (Kolobok and the Fox, the Little Goat and the Wolf). The dialogues can be interpreted by connecting the characters of the two fairy tales.
• Polylogues “What I dream about”, “Who would I like to become in a fairy tale”, “If I became a wizard, a fairy”.

Speaking fairy-tale dialogues is a successful technique for developing the ability to communicate in play and in life.

Summary of the role-playing game “Barbershop” in the second junior group

Summary of the role-playing game “Barbershop” in the 2nd junior group “Rainbow”

Goal: To teach children to take on a role and perform appropriate game actions, use hairdresser tools during the game and name them. Develop dialogical speech, enrich vocabulary. Cultivate a sensitive, attentive attitude towards each other.

Game material: Dolls, apron, cape, mirror, brush, bottles, combs, hairpins, bows, a set of special toys “Children's hairdresser”.

Vocabulary work: Hairdresser, master, hairdryer, apron, cape, women's salon, men's salon.

Preliminary work: Conversation about the profession of a hairdresser using illustrations. Review of illustrative material on the topic.

Progress of the game: Children enter the group and stand around the teacher. Look at the guests and say hello.

Listen, I’ll tell you a riddle, and you try to guess what we’re going to play today.

The teacher asks a riddle:

We'll take the scissors from mom.

We'll cut our own hair.

Let's cut the hair off the top of your head,

Let's bare the ears a little.

The teacher draws the children's attention to drawings depicting a beauty salon.

— Guys, I suggest you look into the hairdresser, it’s bright and interesting: mirrors, perfume, and chairs, the hall is large. There is a female master working in the hairdresser who does hairstyles for whom? And a male hairdresser who does boys' hair. But before you go to the hairdresser, you can sit and wait your turn.

- Look how many dolls are sitting in the hall. They all came to the hairdresser, sat and waited for the hairdresser to invite them. Are all dolls beautifully combed? (No.)

- Oh, and the Katya doll is so shaggy. Now I’ll ask her what happened and I’ll tell you.

— Doll Katya and other dolls were playing in kindergarten and when they went for a walk, a strong wind blew. The wind tore the bow from her head and her hair became disheveled.

- Yes, indeed, Katya’s head is a mess.

- We need to do something urgently. I came up with an idea.

Distribution of roles: The role of the hairdresser is played by children. The teacher as an administrator.

- Now, Arina will be a hairdresser. She will put on an apron, and we will tie a cape to the Katya doll so that hair does not get on her clothes and we will comb her hair. Arina is a master; she has a hairdresser here. This is her office.

— Questions for children: — look what’s on her table? Children's answers...)

- Katya sits down in a chair, Arina looks at how to comb her hair...

- Now Arina will take a comb and comb her hair.

— My hair is tangled from the wind, I need to comb it carefully so that Katya doesn’t get hurt.

— Katya needs a beautiful hairstyle. Therefore, we will put beautiful hairpins in her hair.

— Arina will have lunch. Anna, come on now, you will be a hairdresser in a women's salon, and Amir in a men's salon.

- Anna. He will do Milena's hair. And Amir to Artyom.

— Invite them to the salon and ask them what hairstyle they should do.

- Hello! Come, sit down! How to cut your hair? “With scissors or a machine?”, “Do I need to spray it with water?” etc. After this, he asks to bend his head, close his eyes, etc.

- And now Anna will have lunch. Another hairdresser will take her place. Adeline, come on, now you will be a hairdresser. Put on an apron, you will cut the children's hair and give them beautiful hairstyles. (The game continues…)

Result of the game: Did you like the hairdresser? What did you like most about the hairdresser's workshop?

Now let's show off our hairstyles to our guests and go visit.

Duration and types of role-playing games

For children of the fourth year, it is enough to develop a role-playing game within 30–40 minutes, but sometimes it can last 20 minutes, since the game, like any creative process, does not have a strict time frame. There are the following main types of role-playing games for preschoolers:

• Situation games (events from life are reproduced).
• Dramatizations (based on fairy tales, cartoons).
• Construction (joint construction and execution of buildings).

Role-playing games for primary preschool age (fourth year of life) mostly have one theme, are distinguished by the simplicity of the plot (without additional lines) and include one main and one or two dependent roles of the same type, involving interaction in a pair.

Table: card index of story games for the second junior group of preschool educational institutions

Photo gallery: equipment of areas for role-playing games

Little fashionistas will really like this elegant hairdresser

The attributes for the hospital game are located so that they are convenient to use

Shop is one of the kids' favorite games

This craftsmen's corner contains everything you need for building games.

In this area you can play both as a family and in a cafe

Little cooks will love the cozy kitchen corner

For travel games, it's great to have large mock-ups of vehicles in the group.

Table: summary of the role-playing game “Katya’s doll has a birthday,” developed by R. A. Popova

Role-playing games in kindergarten will turn into pleasure for both the children and the teacher, if the teacher approaches their preparation and organization creatively and manages to become the children’s friend and play partner. And colorful, varied attributes and materials will make the game process even more exciting and rich.

role-playing game "Barbershop" 1st junior group material (junior group) on the topic

Summary of the role-playing game “Barbershop” in the first junior group.

Target:

expand children’s understanding of the work of hairdresser workers; developing the ability to apply previously acquired knowledge about the surrounding life in the game.

Tasks:

— Teach children to take on a role and perform appropriate game actions, use hairdresser’s tools during the game and name them.

— Develop dialogical speech, enrich vocabulary.

- Cultivate a sensitive, attentive attitude towards each other. To educate children emotionally and positively towards their peers, taking into account gender differences. To instill respect, develop interest in the work of a hairdresser. - Enrich children’s knowledge about people in the hairdressing profession. - Consolidate knowledge about the rules of behavior in public places.

Dictionary: Hairdresser, master, hair dryer, apron, cape, women's salon, men's salon.

Attributes: toy scissors, curlers, hairpins and clips, magazines with haircuts, used bottles of hairspray, shampoo, dolls, an apron, cape, mirror, brush, combs, a set of special toys “Children's hairdresser”.

Preliminary work: Conversation about the profession of a hairdresser using illustrations. Review of illustrative material on the topic.

Conversation with parents. Ask parents to take their children to the hairdresser.

Summary of the role-playing game “Barbershop” in the 2nd junior group

Progress of the game:

- Guys, I’ll tell you a riddle, and you try to guess what we’re going to play today.

We'll take the scissors from mom.

We'll cut our own hair.

Let's cut the hair off the top of your head,

Let's bare the ears a little.

-That's right, guys, this is a hairdresser.

-Who knows where the hairdresser works?

— What does a hairdresser do? (cuts, washes, dyes hair, combs, styles)

— Who comes to the hairdresser to get a haircut? (men, women, girls and boys)

— What does the master put on the client’s shoulders when he works? (cape)

Educator: - Guys, tell me, which of you was at the hairdresser? Who did you go there with? What did you see there? What are people doing there? (Children's answers). - Do you want us to play hairdresser today? — Children, it’s our Katya’s birthday soon! And she invited me to her holiday. But the problem is, I can’t do a beautiful hairstyle myself. Will you guys help me?

Distribution of roles in the plot. The hairdresser is a student, the client is a teacher. The rest of the children take a line, wait, watch, look at the proposed brochures with hairstyles. The teacher says hello and sits on a chair in front of the mirror.

Educator (suggestions - assistants)

- Could you please wash my hair with shampoo first?

— What shampoo do you have?

-Who is this shampoo for?

- Please put on a cape for me so as not to stain or wet my clothes.

-Why do you have capes of different colors?

-Please, dry my hair with a hairdryer and comb it with a comb, the client-teacher speaks with the master a spell for hair loss.

“Grow, braid, to the waist,

don't lose a hair

Grow, braid, to your toes

All the hairs are in a row..."

- Please make me two ponytails and hairpins on both sides.

The teacher thanks the hairdresser and admires the hairstyle.

Educator - Look how many dolls are sitting in the hall. They all came to the hairdresser. Are all dolls beautifully combed?

“Now I’ll ask them what happened and I’ll tell you.” The doll Natasha and her friend Maxim were playing with other dolls in kindergarten and when they went for a walk, a strong wind blew. The wind tore the bow off Natasha's head and her hair became disheveled, and Maxim also needs help.

- Yes, indeed, Natasha and Maxim are a mess in their heads.

- We need to do something urgently. Who is ready to help the doll Natasha and Maxim?

To change those playing the role of hairdresser, the teacher adds a men's and manicure room.

Distribution of roles:

The role of the hairdresser is played by children. The teacher takes on a secondary role. Helps - reminds us of shampoos for girls and boys. Invites the craftsmen to work in turns. One master has gone to lunch, the other is working. Game continues.

Summary of a role-playing game on the theme “Home” for children of the 2nd junior group

Software tasks:

- to develop the ability to reproduce in play actions with toys related to everyday life;

— expand children’s ideas about ways of interaction and communication in a game;

— activate children’s role-playing speech.

Vocabulary work: stroller, cradle, pacifier, rattle.

Object-play environment: children's play corner, dolls according to the number of children playing, strollers, sets of toy dishes, doll clothes, feeding bottles, pacifiers, combs, children's books, rattles, a set of tools.

Game roles and actions:

Mom feeds the doll, walks, washes, reads, puts her to bed.

Dad helps mom feed the doll, goes for a walk, rocks the stroller, repairs the stroller.

Preliminary work: conversation “My Family”, looking at illustrations on the topic “Family”, reading the work of D. Gabe from the book “My Family” (abbreviated), reading the work.

Progress of the game

The teacher reads L. Tolstoy’s poem “Nastya had a doll.”

Educator (V.). Guys, did you like this poem? Who is it talking about? (Children's answers).

Q. Oh, children, why are our dolls bored? They became completely sad. They probably miss their mothers. Come on, let's play with them.

Children go to the play corner, choose their favorite doll, and come up with names for them.

Q. Guys, how should you care for and care for dolls so that they are cheerful and happy? (Children's answers). Walking, that's right, but before that you need to dress the dolls warmly, because it's cool outside. And after the walk, what will we do? (Children's answers).

We'll feed you and put you to bed. And after they wake up? (Children's answers). What will our boys do? (Children's answers). The boys will be dads and will help their mothers: push the stroller, feed them, go for walks, and also fix them if something is broken.

Okay, guys, now let's collect the dolls for the street. Masha, look, it seems to me that the wheel of your stroller has broken off, let’s ask Maxim to repair it, while you dress your doll.

Children dress up dolls and go for a walk (children with strollers walk in a group). Upon returning, the teacher reminds that it is necessary to wash your hands, wash and feed the dolls. The children are fed and then put to bed. At this time, the boys are repairing something, the girls are putting away the dishes and washing the bottles.

V. Katya, look, your doll has already woken up, it seems to me that she wants to play. But first, she needs to be combed and dressed.

Children pick up dolls from their beds, brush them, play with them, and read books to them. Some girls go to cook and eat, and boys play with their dolls. Then the children take the dolls outside and feed them upon arrival.

Q. Guys, it’s already quite late and it’s time for the dolls to go to bed. Children wash the dolls, change them into pajamas, put them to bed, and sing a lullaby before going to bed at night.

“Synopsis of a role-playing game for the 2nd junior group”

Summary of the role-playing game “Forest Hospital” for children of the second junior group

Role-playing game for children 3-4 years old “Forest Hospital”

Author: Manichkina Ekaterina Vasilievna. Place of work: teacher at MBDOU DS "Lesnaya Polyana"

TASKS:

To develop in children the ability to take on a role and perform appropriate play actions, use medical instruments during play and name them;
promote the emergence of role-playing dialogue, form a sensitive, attentive attitude towards the sick person, and evoke sympathy for sick toys. PRELIMINARY WORK:
Excursion to the nurse’s office, reading fiction, looking at plot illustrations.
ATTRIBUTES:
Crow with telegram;
toys: bear, bunny, cat, fox, wolf, etc.; children's hats and gowns; “Doctor” game set: thermometer, syringe, bandage, cotton wool, pipette, phonendoscope. GAME TASK:
cure sick animals.
GAME ROLES AND RULES:
At the initial stage of the game, the teacher takes the leading role - the role of a doctor, and later this role is played by the children themselves
(joint actions with an adult by imitation, following a model)
.
Organizational moment:
a crow flies out: Kar-kar-kar?
Here is a telegram for you. The teacher takes the telegram and is surprised
.
I wonder from whom? The teacher reads the telegram:
Help, help?
Send a doctor quickly! Our animals are sick. They must have eaten a lot of snow! And now they have tonsillitis, scarlet fever, hepatitis and diphtheria. What should we do, what should we do? How to overcome diseases.....? PROGRESS OF THE GAME: Educator:
Are all the animals in the forest sick?
How can we help them? (Children reason)
.
Educator:
And who is the most useful on days of illness and cures all illnesses?
(children's answers)
Yes, doctor.
The doctor has a lot of tools and medicines that he uses when he treats. Look how much the magpie brought in the bag, everything is mixed up here, let you help me choose everything necessary that the doctor will need for his work (From a variety of items, children choose those items that the doctor may need).
Syringe - give an injection.
Thermometer - measure temperature. Vata - lubricate wounds. Bandage - bandage a wound. Zelenka - treat a scratch. Phonendoscope - listen to the work of the heart and lungs. Syrup - drink for cough. Tablets - for temperature. Robe, cap - the clothing of a health worker. Brick, Iron, Pan, Ball, these items remain lying, the teacher finds out why the children did not take them.
That's right, the doctor needs all this for work, and now it's time to go, the animals have been waiting for us, hurry up to the forest clearing for help
(let's go on a train...)
The locomotive goes, goes, past the fir trees and birches, chug, chug, chug, puffs and knocks the wheels .
Whistling loudly su-su-su So we are already in the forest. Well, here is the clearing, we have come with you... Look, guys, how many animals there are, but they are sad, don’t smile and don’t play at all... And here is the fox, she says, oh, I was bitten by a wasp And the dog Barbos, his chicken pecked at nose Poor hippopotamus grabbed his tummy, his hippopotamus tummy hurts. And there are chickens nearby, squealing like piglets. And this is a bunny that got hit by a tram, my little bunny, my boy got hit by a tram and his legs were cut and now he’s sick and lame, my little bunny. And the cat Murka is also sick, the unfortunate cat injured her paw, she sits and cannot take a single step. And you probably have a sore throat? Do you need to do something urgently? We need to take all the animals to the hospital. And here is the hospital, I will be a doctor, now I will put on a white coat and will treat. (the teacher puts on a robe and shows the children how to treat)
so the bunny came to the hospital.
What hurts the bunny? The bunny caught a cold in his ear - he forgot to close the window. How can we help him? I'll take a phonendoscope and listen to you. I put it to my chest and tell you to breathe deeper. The lungs are clear, there are no wheezes. Let's look at the neck, open your mouth wider and say A-A-A, and now the ear. We also need to measure his temperature - put a thermometer on him, raise your paw (puts the thermometer on)
, and you need to wait a little.
Yes, you have a high fever, you need to take medicine urgently to relieve the high fever. Yes, the bunny caught a cold. We need to give him pills and drops in his ear. And the bunny will recover quickly. Let's write out the prescription now. Educator:
Guys, where are medications sold
(in a pharmacy)
Yes, here we have a pharmacy, a pharmacist works there, he makes and dispenses medicine.
Look, what else does the pharmacist give out (tablets, patches, ointments, syrups, vitamins)
Well, guys, I can’t do it alone, I need helpers. Let’s all help me get to work.
We put on scrubs and become doctors. A hospital for birds and animals has been opened. Go get treatment there as soon as possible! Children approach the animals and choose a sick animal for themselves. Children are treated:
They put thermometers, give pills, sing with medicine.
They put drops in the nose, sing them from the pacifier, and make compresses. Conclusion Educator:
So we cured the sick animals. Well done guys for helping. Now they are laughing, jumping and having fun. Did you like being doctors and helping the sick? And when you grow up you will be doctors. Always attentively, with love. Our doctor treats you guys. When your health improves, He is the most happy!

Summary of the role-playing game in the second junior group “Fireflies”. "Shop"

Tasks:

— To develop children’s interest in role-playing games, to form positive relationships between children.

— Introduce children to the toy store. Give the concept that toys are made from different materials.

— Teach children to purposefully look at a toy, compose descriptive sentences, coordinating nouns with adjectives. Help enrich children's vocabulary, activate familiar words in speech: toys, store, display case.

— Develop visual-auditory attention and hand-eye coordination.

— Cultivate activity in class, the ability to listen to the answers of comrades.

Equipment: Soft toy bunny, box of chocolates, balloons, glasses, beads, ball, flowers, watch, bear, kitten, toy money.

Preliminary work: looking at toys, role-playing game “Shop”, looking at illustrations, memorizing poems about a bunny, a bear, a kitten, a ball, a balloon.

Progress of gaming activities:

Children stand in a circle.

Educator: Guys! Today is our doll Katya's birthday! She invited us to visit. But they don’t go to visit empty-handed. Let's go to the store and buy her gifts and treats.

— Guys, did you go to the store with mom and dad? What kind of stores are there? (Children's answers.)

— Where can I buy a soft toy as a gift for the birthday girl?

(Children are involved in the game “Toy Store”.)

The roles are distributed: (teacher-seller, children buyers).

Educator: We came to a large, beautiful store where many different goods are sold. Children approach the display window, the “seller” offers the product.

Teacher-seller: Hello, what would you like to buy in our store?

Child 1: Hello! I want to buy a stuffed bunny and give it to Katya!

Educator-seller: Do you know a poem about a bunny? Please tell me! The child recites a poem:

“The owner abandoned the bunny.

A bunny was left in the rain.

I couldn't get off the bench,

All wet to the skin."

Educator-seller: What a great fellow you are! You have one coin. The child holds out money. Here's a plush bunny!

Child 1: Thank you, goodbye!

Teacher-seller: Guys, let's buy a box of the most delicious and sweet chocolates for Katya.

Child 2: Hello, please give me some candy for Katya’s doll.

Educator-seller : Please, here are some delicious sweets for you. But first, guess the riddle:

On the left is a bow, on the right is a bow.

Pretty Woman has a candy wrapper dress.

Pre-dressed coquette, chocolate (Candy.)

Child 2 : Sweetie! How much will my purchase cost?

Teacher-seller: Two coins. Thank you for your purchase.

Child 3: Hello, I want to buy a balloon.

Educator-seller: Hello, do you know a poem about a balloon?

Child 3: I have a balloon

Bright, light and obedient.

When I go for a walk, I hold the ball by a thread.

I really regret the ball

Why is he losing weight?

Educator-seller: Thank you very much, what a great guy you are. You have one coin.

Child 3: Thank you, goodbye!

Educator-seller: Come see us again!

Child 4: Hello, I want to give beads to Katya’s doll.

Educator-seller: Hello, guess the riddle:

Put the balls on strings

Very beautiful, look!

Shine more beautiful in the sun

They are on our neck……. (Beads.)

Child 4: Beads!!!

Teacher-seller: Well done! You have two coins. Goodbye, thanks for your purchase.

Child 5: Hello, please give me these beautiful flowers for Katya’s doll.

Teacher-seller: Hello! I’ll tell you a riddle now, try to guess it:

Bouquets are collected from them,

For a birthday they give

What is that beauty called? (Flowers.)

Child 5 : Flowers!!!

Educator-seller: Correct! One coin from you! Goodbye!

Child 6: Hello, I'm going to a birthday party today and I want to give a teddy bear, do you have one?

Teacher-seller: Hello! Look how wonderful our bear is. Do you know a poem about a bear?

Child6:

Dropped the teddy bear on the floor

They tore off the bear's paw.

I still won't leave him -

Because he's good.

Educator-seller: Thank you! Wonderful poem! You have two coins.

Child 7: Hello, please give me your watch.

Educator-seller: Hello, good choice. You have one coin and guess the riddle:

Do you hear them knocking tick-tock, tick-tock?

The arrows-mustaches are spinning,

They measure time

Who is this? (Watch.)

Child 7: Watch!

Teacher-seller: Great! Come to us again.

Child8: Hello, I need sunglasses.

Educator-seller: Hello, you have three coins and guess the riddle:

A pair of glasses and two arms,

Holds your ears tightly

Wear them in winter and summer

Who can tell me what this is? (Glasses.)

Child 8: Glasses!

Child 9 : Hello, I’m going to Katya’s doll’s birthday party today and I want to give her a ball.

Educator-seller: Hello, do you know a poem about him?

Child 9: I know!!!

Our Tanya cries loudly:

She dropped a ball into the river.

-Hush, Tanechka, don’t cry:

The ball will not drown in the river.

Educator-seller: Thank you for the poem.

Educator-seller: Guys, we walked around the store for a very long time. Your legs are tired. Let's warm up.

Physical school.

Look at all the toys on display in the store (Hands to the sides.)

Clockwork Bunnies (Squats.)

Dolls and balls (Jumping.)

Fluffy kittens (Stroke each other.)

Matryoshka dolls, bear cubs (Imitate a bear.)

Everyone is sitting on the shelves (Squats.)

They want to play with us. (Running in place.)

Educator-seller: Well, guys, we bought a lot of gifts for the birthday girl. I think that Katya doll will really like your gifts. Let's go congratulate her on her birthday and sing her a loaf of bread. It will be more fun together. Doll Katya will be glad to see all guests, and therefore has prepared treats for you.

Reflection: Where did we go shopping? Who did you buy gifts for? What gifts did you buy for Katya’s doll?