Scheme of analysis of a plot-based role-playing game. Game activity analysis scheme
The leading activity of preschool children is role-playing play. It is in it that the child takes on the role of an adult, imitating and performing his social and professional functions. Preschool age can be called the period of the most intensive development of the meanings and goals of human activity, a period of intense orientation in them. In a preschooler’s play, the most important new developments of preschool age are developed and effectively mastered: imagination, imaginative thinking, self-awareness, which as a result allows the preschooler to develop an internal position.
D. B. Elkonin described the structure of a story game as an imaginary communication situation. Within the framework of the game, a real and role-playing game plan is distinguished. A great contribution to the understanding of the game situation was made by L. I. Elkoninova, complementing D. B. Elkonin’s idea of the unit of play, which is understood as “not one isolated role, but the relationship of two roles (role action, causing a response and only because of this meaningful action )".
Considering the structure of the plot- role playing game, D. B. Elkonin highlighted the game plot and content of the game. The plot is the area of reality that the child reproduces in the game. In contrast, the content reflects the main thing that the child highlights in human relationships. This reflects the child's more or less deep penetration into human relationships. However, these characteristics are clearly not enough for the tasks that modern practice puts forward, namely, to describe the nature of a particular game and for the typology of children's games.
To become a means of developing valuable personal qualities, the game itself must have a certain level of development appropriate to age.
Developed play involves creating and holding in an imaginary space “as if”, “make believe”. This means that children must take on roles or assign them to toys, carry out playful and real interactions, maintain a certain plot, use substitute objects, and model the play space. It is such a game, if fully developed, that can set the zone of proximal development, that is, be the leading activity.
The use of play as the main form of work with preschool children is laid down in federal standards, which require high level its development in preschool children.
Observation has long been the most established method of observing mental and psychological phenomena. Observation of pre-school children is carried out both in individual subject activities and in collective play.
A psychologist can organize a game plot-role plan, games with rules. Methods and techniques for psychodiagnostics of preschoolers, in accordance with age, should be associated not only with play as a leading activity, but also with interpersonal communication - a new social formation for them. L.A. Regush notes that observation, and, accordingly, psychodiagnostic methods should be developed so that they presuppose the beginning of awareness of one’s behavior, the rules of interpersonal communication. Let us describe the results of a study of differences in formation play activity in groups of preschool children.
The observation method can give very important results in the study of play activity and behavior of a preschooler. This method has a number of undeniable advantages; it allows the researcher to unfold the specific life of a child, gives many living, interesting facts, allows you to study a child in the natural conditions of his life, it is indispensable for initial orientation in the problem and obtaining preliminary facts. But this method has a number of disadvantages, the main one of which is its extreme labor intensity. It requires high psychological education of the researcher and a huge investment of time, which does not at all guarantee obtaining facts. The researcher is forced to wait until the phenomena of interest arise by themselves. In addition, observational results often do not allow us to understand the reasons for certain forms of behavior. Many researchers have noticed that when observing, a psychologist sees only what he already knows, and what is still unknown to him passes by his attention.
Based on the approach of E. O. Smirnova and I. A. Ryabikova, who made extremely impressive conclusions as a result of the study role-playing game among preschoolers, conducted in Moscow kindergartens, we conducted a similar study in a kindergarten in the city of Artem, Primorsky Territory.
In our work, we tried to present the structure of a plot game through the subject plan, space and time of the game, interaction with partners, and the child’s position in the game. The expressiveness and meaningful content of these aspects determine the nature of the game and can be used to analyze its specific type.
Let us describe in more detail the diagnosable components of the structure of a preschooler’s plot-role-playing game: the method of realizing a game role - a role in action, a role in the plot, a role in relation; game actions, the number of game actions is less than 5; the average number of game actions is from 5 to 10; high number of game actions - 10 or more; partner in the game - relationships in the game at the level of observation and/or imitation; playful collaboration; game planning; support for role-playing dialogue; game object material . Use of realistic toys; the use of substitute objects, the use of words, individual gestures, the ability to do without objects. Organization of play space: using real space or ignoring it; space modeling. Designation of the scene: domestic plot; adventure; fantastic.
In the role-playing game, the need-motivational sphere of the personality of a preschool child also develops. New motives for activity arise, and activity goals associated with them are set. Qualitative changes occur in the psyche of a preschool child.
The plot of the game is the sphere of reality simulated in the game. The most general typology of plots for children's games includes the so-called. everyday stories, so-called. production stories, etc. socio-political subjects.
The content of the game is the preschool child’s specific ideas about the content of people’s social and professional activities, reproduced by the playing child during the unfolding of the game’s plot. The psychological content of the game is the playful modeling by children of professional, social and interpersonal relationships of people and the life events and situations that arise in this regard. Thus, the psychological content of the game is what is reproduced by the child as a central characteristic moment of activity and relationships between adults in their work and social life.
Structural components of a role-playing game: game role; game actions; playful use of objects (including objects that replace something); social relationships of children developing during role-playing games.
A play role is a child’s reproduction of a certain social or professional position of an adult, which is expressed by the child in a whole system of play actions performed with the help of game items and modeling social and professional relationships among adults.
Game actions are game actions that initially reproduce real objective actions, but as the child develops, they become increasingly generalized and abbreviated while maintaining the logic and sequence of actions performed in the game.
The playful use of objects - this phenomenon can be presented both in the form of the use of the so-called. fine toys, and in the form of using the so-called. subject substitution.
Social relationships of children are the experience of children interacting with each other during play, which is of decisive importance in the development of the child’s communicative and social competence and in his moral development. The parameters of children's social relations during the game are planning the game plot, distribution of game roles and game objects among the participants, control and correction of the development of the plot and the performance of roles by the game participants.
D. B. Elkonin, based on the structure of the formation of play activity in preschool childhood, identifies four levels of development of plot-role play, reflecting the dynamics of its formation in this age period. According to the scientist, children aged 5-6 years are characterized by the third level; during this period, the main content of the game is the children’s performance of the play role and the actions associated with it. For the first time, preliminary planning of gaming activities, control and correction of role performance are included. The roles are named by the children before the game begins. The logic and nature of game actions determine the role in the game. Social relationships, play actions, game rules, which are not verbalized, but regulate the fulfillment of roles and are updated in cases of violation of the logic of game actions and their inconsistency with real actions. For older children - 6-7 years old - the fourth level is characteristic: the central content of the game is the performance of actions that reflect social and interpersonal relationships. Preliminary planning of the game and verbalization of all stages are required. Substitution is widely used. Children discover the ability to sustainably preserve new game values even when used as substitutes for objects that in reality have a clearly fixed objective function. Work on diagnosing the components of role-playing games by researcher V.S. Chernyavskaya was carried out earlier, although the results of the study had a slightly different goal.
The study was conducted in a kindergarten in the city of Artem, Primorsky Territory. Children took part in the study preparatory group at the age of 6-7 years. The guys were organized into two subgroups: seven and nine people. The children were given a set of toys: dolls, pieces of furniture - a sofa, armchairs, dishes, a stove, chickens - and were given instructions: “Agree, discuss and play family together.”
The guys in the first group did not assign roles or discuss the plot. The toys immediately caught their attention. Some of them have already come up with a role for themselves, without notifying others about it. Everyone approached the toy that interested them and began to play with it.
There were five girls and two boys in this group. The girls played with dolls (put them to bed, sat them on the sofa), and used dishes to play with: they prepared food. The role of food was played by beans found in one of the jars. Playing with beans - pouring them into saucepans and stirring them with a spoon - aroused great interest. “Cooked” on the stove. During the discussion after the game, it turned out that there were three girls in the game at the same time who performed the same role as mother, and there was also a daughter and a sister.
One of the boys played the role of dad. In the game he also used toy dishes to prepare food for the chickens. And the second boy was a chicken himself, jumping and washing his wings.
The guys in the second subgroup (five boys, four girls) tried to negotiate: someone loudly announced their role, someone agreed in pairs (who would be who), and someone integrated into the game in the process, successfully playing with the nature of the role. So, one boy took on the role of a waiter when another boy - “dad” - came for lunch while at work. The boy “dad” sat down at the table on which there was a toy tea set, with the intention of “dining,” the boy “waiter” asked: “What will you order?” This is how we observed the development of the plot during the family game; a “cafe” appeared nearby, the services of which were used by all participants in the game.
Another boy invented the role of a grandfather for himself, but other than the fact that he walked “like a grandfather,” no further play actions followed. In this group there was one “mother” and one “father”; they had three daughters. One of the “sisters” was already an adult, she even had her own store. The other two “sisters” helped “mom” in the kitchen with preparing dinner. Two boys were unable to “fit in” to the game on their own without the help of an adult. The main results are presented below (see table).
Having analyzed the results, we can draw the following conclusions: role-playing game remains the leading activity of preschool children.
In the first group, the observed level of play can be classified as the “third level”, according to D. B. Elkonin, when the main content of the game is the children’s performance of the play role and related actions (age 5-6 years). Then we can conclude that this level of game development does not correspond to age norms for game development.
Number of children using role-playing game components
In the second group, we observed actions reflecting social and interpersonal relationships between the participants in the game; there was a weak attempt to agree and discuss roles. In two cases there was no preliminary planning of the game or verbalization of all stages. Children did not use object substitution.
Consequently, we can conclude that the development of role-playing play in the children of this sample is at a fairly low level. In this context, it seems relevant to introduce preschool education federal state educational standards, the task of which is to organize the development and education of preschoolers through the leading activity - play. However, play is not just a method of teaching preschoolers, but the most important independent activity that leads to the entire development of the child. It seems necessary to convey to educators and parents of preschoolers information about how important role-playing play is for the development of a preschooler compared to playing with toys.
1. Role-playing game "Polyclinic"
Goal: to reveal the meaning of the activities of medical personnel, to develop in children the ability to take on roles, to develop an interest in play, to form positive relationships between children, to instill in children respect for the work of a doctor.
Game material: game set"Puppet Doctor", substitute items, some real items, doctor's cap, robe, doll.
Stage 1. the implementation of the assigned tasks is carried out by the teacher in the position of a “co-player” in a game together with the children.
Situation 1 The teacher offers the child the additional role of a patient, and he himself takes the main role of a doctor. Educator: “let’s play “Doctor”: I will be the doctor, and you will be the patient. Where will the doctor’s office be? Let’s act as if it were an office. What does the doctor need? (the child, with the help of an adult, lays out medical supplies from the first aid kit on the table) And this is a jar of ointment, and this is a syringe...” (Gradually the child himself begins to name and arrange what is needed). The teacher puts on a cap and a white coat: “I am a doctor, come to my appointment. Come in, hello. Do you have a sore throat or tummy? When did you get sick? Let’s see your neck.”
Open your mouth. say ah-ah-ah. Ay, ay, what a red neck. Let's lubricate it now, doesn't it hurt? Don't you have a headache?
Playing with one child attracts the attention of other children. The teacher, noticing the children watching the game, says: “Are you also sick? Get in line, sick people, Wait.”
Situation 2 The teacher plays a doctor, two children play sick. Educator." Now let's play as if I'm a doctor. I'm in my office. I have a phone. You're sick, call me and call the doctor, Ring, ding! My phone is ringing. Hello! The doctor is listening, who called? Girl Katya? Are you sick? Do you have a headache or a stomach ache? Tell me, Katya, where do you live? In the meantime, drink tea with raspberries and go to bed. Goodbye! My phone is ringing again. Hello, who’s calling? What are you complaining about? Have you been taking drops or taking pills? Come to me today. I’ll prescribe you another medicine.
Situation 3. The doctor himself calls patients, finds out how they feel, and gives advice. While talking on the phone, the teacher uses a system of alternative and prompting questions that show the variability of game actions and contribute to the further development of creativity.
Situation 4. Educator: And now I need a nurse. Let you be a nurse (puts on a cap - denotes the role) Nurse, please find the patient’s card.
Have you already called all our patients? Nurse, have you written out a prescription? Call sick Dasha and find out how her health is. Do pills help? Nurse, give me an injection, please.
Situation 5. Child in the role of doctor, educator-patient. Teacher: “Hello, doctor! My finger hurts, it’s even swollen. What do you advise me? Do I need to take pills, apply ointment or give injections? When should I come now? Thank you.
Situation 6. Teacher, doctor, I came to see you yesterday. And today my finger hurts even more. The medicine doesn't help. What else do you recommend?
Situation 7. Educator: “I’m a patient, I’m calling the doctor’s office. Hello! Hello, who is this? Nurse, please call the doctor. I forgot to take my pills yesterday. What should I do? When should I come to you? Thank you. Goodbye .
Situation 8. The teacher invites children to take on the additional roles of nurse and mother, who brought her daughter - a doll - to the appointment. The teacher takes on the role of a doctor. The teacher does not yet know how to talk. The teacher: “Hello, mommy, your daughter is still very small. What happened to her? Don’t you know? She’s crying all the time? Now let’s see. Nurse, put the girl on the couch (the doctor is examining the patient). The ears are fine, the throat is not red, everything is clear now. Your daughter’s tooth is growing. It’s okay. Write a prescription and tell me how to take the medicine. Mikhailenko N., N. Korotkova. Organization of a story-based game in kindergarten - Linka. Press, 2009 - 86 p.
At stage II, the implementation of tasks is carried out by the teacher in the position of an assistant.
In the doctor game, one child plays a doctor, another a nurse, and the rest are patients. The teacher is close to the children, but is not a participant in their play, coordinates plans, and gives advice in case of difficulty.
Situation 1. In the doctor's office. Educator: “Ask how the patient felt yesterday? Have you already taken the pills?”
Situation 2. In the doctor's office. Educator: “Nurse, the phone is ringing. Pick up the phone, tell me who you are and ask what happened?”
Situation 3. In line to see a doctor. Educator: “While the patients are waiting their turn, are they talking? Let’s talk about...”
Situation 4. One of the patients lost his prescription. Teacher: “Come into the office, tell me what happened?”
Situation 5. Educator: “Let you be another doctor. You came to this doctor to talk about one of the patients who was very ill.”
Situation 6. A sick child who is afraid of the doctor was brought to see a doctor.
Situation 7. All medications disappeared from the doctor’s office. Teacher, there's a long line. Patients are waiting. What to do? Think about what you can take instead of them? What can replace a syringe or a listening tube? Etc.
At stage 3, children independently play doctor. The teacher implements tasks in the position of an observer. If children have difficulties during the game, they turn to the teacher for advice (“What can we do next?”). The independent approach of children to an adult is facilitated by a partnership position that ensures acceptance of the teacher as a teacher. The enrichment of the content of the game plot occurs mainly in the process of game communication with the teacher. Magazine “PRESCHOOL EDUCATION” No. 4/2010 - 56 p.
1. Role-playing game “Shop”
Goal: To learn to carry out game actions according to speech instructions; learn to distribute roles and act according to the role assumed; learn to model role-playing dialogue; cultivate a friendly attitude towards each other, determine the characters of the heroes, evaluate their actions.
Equipment: white coat, scales, set of weights, models of vegetables and fruits, cubes, set of tools for repairing the machine.
Progress of the game. Organizing time. Guys, we recently went on an excursion to the store. Tell us who works in the store? What do sellers do? Who brings groceries to the store? (Children remember the names of the professions of people working in the store.)
Want to play shop? Let's distribute the roles. Who wants to be a salesperson? Driver? Who will buy the products? To play, you need to build a counter. (The children, together with the teacher, build a counter out of tables and chairs). What products will be brought to the store? Boxes with vegetables and fruits.
Plot development. Let's start playing. (Sellers lay out goods in the display case, prepare paper receipts, drivers deliver food cubes that replace boxes of vegetables and fruits, buyers prepare paper money and line up).
I need to buy 1 kilogram of pears. Please show me what kind of pears you have. I like these ones. How much does 1 kilogram of pears cost? Here's the money, punch the check. Tell me, will they deliver grapes to you? (The teacher gives a sample of buyer behavior, the children approach the sellers, choose and buy vegetables and fruits.) What is this red, round, probably very sweet thing you have? (The teacher consolidates children's knowledge about the signs of vegetables and fruits).
Tell me, what did you buy? Are these vegetables or fruits? (Work is being done to differentiate the concepts of “vegetables” and “fruits”.) Did you buy plums for your daughter? What other ones does she like? (Buyers tell what they bought and are going to buy more.) Don’t take these bananas. Their skin is very dark. They've already gone bad. Choose something else...
Look, the truck that brings vegetables and fruits to the store has a flat tire. Now they won't be delivered on time. Who will help the driver fix the car? Maybe some of the buyers are auto mechanics?
Fresh products were brought to the store. (Sellers are updating their windows.) Who wants to be a seller now? Let's count. Who will be the loader? He must be very strong to carry such heavy boxes! He must be a real strongman! And you need to buy groceries to celebrate your birthday.
Who looks like it's going to be a birthday? Fine. It’s like I’m a housewife and I’ll tell someone in their ear who needs to buy what. (The teacher gives each of the children a list of 4-6 words indicating the name of food products.) Won’t you forget? Maybe repeat on the other ear? Well, run to the store and get in line. (Children buy a product, the teacher suggests, through a description of the signs, the name of what they forgot.)
Have you bought everything? All products are sold out. Who bought sausage and cheese for sandwiches? Eggs and meat for dumplings? Milk and powdered sugar for pancakes? How come there was no powdered sugar? What does a powdered sugar bag look like? Think what could replace it? ... Cream for decorating a cake? What are they like? ...Go buy it. What else do you want me to prepare for my birthday?
Well, now help me clean the room, otherwise the guests will arrive soon, and while I’m preparing the treat... Look what I’ve prepared. (Marmalade is handed out to the children.) What is it made of? So what is he like? (Children form relative adjectives corresponding to the names of fruits and berries.)
Results of the games. After completing the games, the teacher asks the children what roles they played, whether they liked the games, who played their role well, but also did not forget to help their friends, etc.
In role-playing games, the child reproduces and, as it were, models the actions and relationships of adults, penetrating into the meaning of their activities, one of the remarkable abilities of the human mind is formed in them - the ability to operate with signs and symbols.
Children play “mother and daughter”, drivers and pilots, kindergarten, in hospital. But the same plot can be played out in different ways. One girl, pretending to be a mother, limits herself to silently “feeding” the doll, while the other talks with her “daughter”, teaches her how to hold a spoon correctly and use a napkin. It is clear that the second option is preferable, and adults should help the child play meaningfully.
An adult needs to get involved in the game gradually, without giving orders or explaining to the child what he should and should not do. Kaygorodtseva N.N. “Organization of role-playing games with preschool children in preschool educational institutions” 2010 - 55 p.
The second chapter examines the conduct of role-playing games in kindergarten No. 53 in Almaty. Carrying out such games in middle groups in this kindergarten allows children to learn life by imitating the actions of adults, to play out everyday situations and cope with them correctly, and to develop intelligence. The principles of organizing role-playing games were also studied, among which the following should be highlighted: 1) the teacher should play with the children 2) the teacher should play with the children throughout childhood, but at each stage develop the game so that the children “discover” and assimilate a new, more complex way of constructing it 3) the teacher must orient children to carry out play actions.
When analyzing play activity preschoolers found out the following: Conditions have been created for games, i.e. in stock necessary materials, toys for role-playing games (set “Hospital”, “Shop”, “Hairdressing Salon”, “Chauffeur”, etc.). A place for these games is specially allocated. Children can independently choose a game and assign roles; if difficulties arise, the teacher helps the children to come to an agreement. The children act in accordance with the role they have taken, they know the rules of behavior and actions. Up to 5-6 people often participate in the game. The children’s sympathies for each other influence the relationship in the game. They use substitute objects and create the missing conditions for the game. , or carrying out actions. In the game they show a wide range of relationships, give in to each other, and can independently resolve conflicts (most often based on the choice of role).
The teacher most often does not take part in the role-playing game, sometimes takes on the role of a leader, distributes roles, offers another game in which they can participate large quantity children, explains actions in accordance with the role. Offers new story and the game becomes more difficult. Observes their behavior in the game.
In the process of observation and analysis role-playing games noted that children act out in the game those actions and remarks that adults (parents, educators...) do in real life. Most often they reproduce manipulative actions; girls cook, clean, boys watch TV, drive cars. The structure of the plots is mostly one-theme, multi-character (a hairdresser gives a haircut, clients are sitting). There are few people willing to play minor and negative roles, so disputes arise about leading roles. The teacher needs to pay attention to this; I propose to give explanations of the importance and significance of those roles that, in the opinion of children, are uninteresting and insignificant. Children's creativity is manifested in a combination of actions corresponding to the role and those actions that are not typical for it, using substitute objects, arranging the environment in accordance with the chosen plot from available material.
When analyzing theatrical games It should be noted that, despite the fact that there is a screen, costumes, masks, children rarely play out the entire plot; most often they use them for role-playing games. The teacher organizes the theatrical game, helps to choose a character, the hero’s words, monitors and guides the sequence of children’s actions. They don’t know how to organize these games on their own. For similar games requires preliminary memorization or memorization of the text, selection of missing costumes and masks, which presents certain difficulties.
Wednesday
Analysis of the lesson on FEMP
Topic: Number 7. Composition of the number, number seven.
1. Goals: Develop decision skills logic problems. Introduce the composition of the number 7. Learn to denote the number seven with the number seven and learn to write the number seven. These goals are closely interrelated. 2. Workbooks, pens, colored pencils, three-dimensional numbers for examination, chamomile - the composition of the number, everything corresponds to hygiene, safety, and accessibility for children of this age. 3. Type - combined. Structure: organizational moment, repetition, new material, physical exercise, consolidation, results. The stages are logically and sequentially interconnected. The explanation of new material is carried out in comparison with old knowledge about the number 6. 30 min. 4. The content of the lesson has a scientific basis, since mathematics is a scientific subject, the study of numbers and their designation with numbers has a scientific basis mathematical basis. The material is suitable for children's ages. 5. Most of the lesson is carried out using Kolesnikova’s notebooks; it includes various activities for children. The teacher uses a visually practical method of explaining the material; the composition is studied using special handouts and demonstration materials (a circle divided into seven parts). Leads children to reasoning (how many parts must be taken to get seven), which activates them cognitive activity. 6. Children practically learn the composition of numbers by trial and error, and carefully listen to the teacher’s instructions. 7. The teacher knows the methodology for teaching FEMP. 8. The objectives of the lesson have been achieved. The topic is difficult for children and requires repeated repetition in individual lessons.
Thursday
ANALYSIS of outdoor games in preschool groups. Outdoor games in the group are carried out taking into account the individual characteristics of the children. The teacher pays special attention to preparing the attributes of the game, making them together with the children or in their presence. The game is played simultaneously with all children or with a small group.
The teacher gathers children for the game using different techniques. Starts to play with 3-5 children, gradually others join them. he rings a bell or picks up a beautiful toy (bunny, teddy bear), attracts the attention of the kids and immediately involves them in the game. Collects children for 1-2 minutes, as the delay reduces interest in the game.
Children must learn the rules of the game in order to accurately perform movements and experience emotional uplift. Sometimes the teacher reads poetry, asks the children to sing a song on an appropriate topic, and shows the children objects and toys that they will encounter in the game. Sometimes it is possible to lead to the game by asking questions or asking riddles. The teacher tries to place the children correctly. For children in the middle group, the teacher most often places them in the way they need to play. The teacher stands so that everyone can see him.
IN middle group all explanations are made during the game itself. The explanations are brief, precise, and emotional. Without interrupting the game, the teacher places and moves the children and tells them how to act. When playing the game again, the rules are clarified. The teacher assigns roles; it is important for him to take into account the characteristics of the children: shy, sedentary children do not always cope with a responsible role, but the teacher gradually leads them to this. Responsible roles are gradually assigned to all children. Next, the teacher first takes on the main role (for example, the cat in the game “Sparrows and the Cat”). And only then, when the kids get used to the game, does he assign this role to the children themselves. Even during the explanation, he appoints a driver and puts the rest of the players in their places, but counting rhymes can also be used for this purpose. Before the game started, the teacher marked the area. Equipment, toys and attributes are distributed before the start of the game or laid out in a visible place so that children can use it independently during the game.
The teacher supervises the children's play activities. In the middle group, the teacher first plays the main role himself, and then passes it on to the children. He also participates in the game when there is not enough pair (“Find yourself a pair”). The teacher gives commands or sound and visual signals to start the game: hitting a tambourine, drum, rattle, musical chord, clapping, waving a colored flag, or hand. The teacher gives instructions during the game and evaluates the children’s activities.
The teacher monitors the children’s actions and does not allow long-term static poses (squatting, standing on one leg, raising arms forward, upward), which cause narrowing of the chest and poor circulation, and monitors the general condition and well-being of each child. The teacher regulates physical activity, which should increase gradually.
The teacher suggests moving on to some other activities of a calmer nature. The game ends.
Friday
ANALYSIS OF ENTERTAINMENT IN KINDERGARTEN
Title: "Kitten-Kitten"
Group: second youngest
Venue: group room
Purpose of the visit: to analyze the work of the teacher aimed at introducing preschoolers to the origins of Russian national culture, the teacher’s ability to organize children.
| No. | Questions for analysis | Notes |
| Preparing for entertainment | ||
| - availability of notes; | the notes are available, submitted to the methodological office | |
| - room decoration; | the room was not specially decorated (it was possible to decorate the room in the style of a Russian hut) | |
| - timely preparation of attributes, toys, scenery, costumes, TSO, quality of the material used | pictures, bibabo doll, scarf, gingerbread, sun were prepared in a timely manner, TSO did not use; | |
| The pictures for children of this age were small and inexpressive. | - preliminary work with children | |
| reading Russian folk nursery rhymes, asking riddles | ||
| Providing entertainment | - motivation; | |
| there was no motivation | - cognitive and educational significance; | |
| introducing children to small folklore forms (riddles, riddles) of the Russian people | - surprise moments, game situations | |
| a surprise moment - the transformation of the teacher into a grandmother-hostess, to whom the children came to visit, treating the children to gingerbread, game situations - a game with a cat | - the quality of the literary material used: its artistry, accessibility, volume. | |
| the volume of literary material offered to children corresponded to the age of the children, was understandable to the children (preliminary work was carried out with the children with the word “mill”) | - changing the types of children’s activities, rational use of room space | |
| During the lesson, the children either sat on chairs and listened to the teacher, reciting nursery rhymes with him, or moved around the group during outdoor play; | ||
| there was enough space in the room for outdoor play, but the teacher did not use the group space very well when conducting the game, when seating children on chairs | Evaluation of teacher performance | |
| - knowledge of the script | I didn’t know the script very well (I forgot the text of nursery rhymes, missed some points from the notes) | |
| - the ability to organize children and activate their attention, interest, emotional tone, speech culture; | ||
| The teacher knows how to organize children, interest them, activate their attention, but she has always been in a position “above the children”; her speech is literate, but lacks emotionality | Assessment of children's activities | |
| - children’s activity, ease, natural behavior, interest, feeling of joy. | all children were active, emotional, behaved naturally, at ease, experienced a feeling of joy and satisfaction |
Duration, density, dynamism, richness of entertainment. the entertainment lasted 15 minutes, which complied with the requirements of SanPiN, included two outdoor games, and was full of gaming activities. During the entertainment, the children got acquainted with new Russian folk nursery rhymes and repeated familiar nursery rhymes and riddles. The teacher knows how to organize children, interest them, and activate their attention.
Annex 1
10. End of the game.
eliminated?
Analysis of observation of children's play activities
Techniques for directing role-playing games used by the teacher.
1. What techniques did the teacher use to develop role-playing games?
Expanded children's understanding (through stories, reading a book, looking at illustrations, holding didactic game);
I was interested in: “What are you playing?”;
Offered new game actions;
Offered new roles;
Contributed optional equipment or offered to make it together with the children;
Offered new game situations;
Gave direct instructions to action: “Feed the doll”, “Turn the steering wheel”;
Asked questions that guided the development of the game;
Took on the main (minor) role and thus directed the game;
Gave an assessment (analysis) of the game;
2. What techniques did the teacher use to form relationships between children during play?
Involved timid, shy children in the game (by direct proposal “Take it to play”, by introducing a new role);
He himself organized a team around himself for the game;
Encouraged children to negotiate independently (about the distribution of roles, about toys);
Prevented or eliminated conflicts that arose (over toys, over roles, over following rules);
Encouraged children to unite different games between themselves;
Used some other techniques.
Children's play activities in the 2nd half of the day.
1. Preparation of the teacher and play activities.
2. Types of games, their role and place in educational work with the group.
3. Features of the game material in each age group and its location.
4. Conditions for games: availability of games, game material; how much time was allocated for games.
5. The beginning of gaming activity, the emergence of a role-playing game.
6. Themes of games, their content, duration, children’s attitude to various types of games.
7. State of gaming skills and abilities. Game culture.
8. How a teacher uses gaming activities to form moral traits, character, moral, volitional qualities of an individual (reception of leadership, use of games as a means of moral education).
9. Techniques for managing different types of games.
10. End of the game.
Board-printed games.
1. Name of the game. What type of printed games does it belong to?
2. Educational value of the game.
3. In which group can it be used and why?
4. Explain the rules of the game and come up with a new version of the games.
Scheme for analyzing children's play.
1. Did the game bring joy to the children?
2. Reasons for the achieved result - preparation for the game:
Planning the game (does the program content correspond to the age and level of development of children, is the complex management of the game reflected in the program content;
Creating conditions (what time is allocated in the daily routine, is there a special place in the group, how is the game equipped);
Preparing children;
On whose initiative the game arose;
Was there a preparatory period of play in accordance with age;
Are children independent during play or does the game develop with the participation of the teacher;
What was the guidance of the game on the part of the teacher (techniques, directions);
Did the teacher suppress the children with his intervention?
Children's activities in play;
How was the task of developing creativity, initiative, and imagination in children solved?
How the game was completed - organized or unexpected;
How the analysis was carried out.
3. How would you direct this game?
Games with building materials.
1. Compliance of the tasks with the age characteristics of the children.
2. What preparatory work was carried out before the game, was it expedient?
3. What building material was used in the game (specially created, natural, auxiliary).
4. Methods and techniques of stimulation and motivation to play.
5. The effectiveness of methodological techniques used during the game and for its completion.
6. What type of construction was used during the game, its suitability for age, feasibility:
A) on a given topic;
B) by design;
B) according to the conditions;
D) “according to models.”
7. Place and time for the game.
8. Children's associations.
9. What conditions were created for playing around with the buildings.
10. Educational orientation of the game.
Appendix 2
EXAMPLE OF A PLAN FOR ORGANIZING A ROLE-PLAYING GAME
Subject: Salon
Age: middle group.
Program content:
Educational: expand children's knowledge about social life, the profession, the purpose of the hairdresser profession; improve children’s skills to invent and develop actions in the game;
Developmental: promote the development of children's creative potential in coming up with a game plot, thereby developing interest in enriching the game plot, attracting more children to play;
Educational: cultivate a positive attitude towards professions, actions and results in the game, form friendly relationships in the group, promote team unity and playing “together”;
Game development tasks:
Develop the ability to change role behavior in accordance with the different roles of partners; outline the game role and designate it for partners in the process of unfolding the game; act independently in accordance with the game plan, the ability to select a place, select toys, attributes, combine several game actions into one plot; develop the plot based on the acquired knowledge.
Objectives of moral education: develop the ability to take into account the interests of comrades and provide all possible assistance; develop the ability to objectively evaluate the actions of partners, subordinate one’s behavior to rules, distribute roles without conflict, and demonstrate friendly relationships.
Techniques:
a story with illustrations, a conversation, showing the actions of combing, tidying up dolls in a group in individual work, creating subject-game environment, introduction of game material, indirect management of the game.
Equipment:
Photos of a hairdresser at work, an illustration with Petya and Seryozha (for reading a poem by S. Marshak), a hairdresser's corner, combs, bottles, the use of substitute objects (cubes, sticks...), a telephone, a toy TV, a catalog of hairstyles.
Vocabulary work:
Curling irons, types of haircuts, perm, cosmetologist, makeup artist.
Roles:
Hairdresser, assistants, visitors, cosmetologists, massage therapists.
Main storylines:
Choice of activities by children (combing, cutting, washing hair, curling, coloring, etc.)
Invitation to visit other types of services: makeup artist.
Involving new roles and actions in the game: sweeping the floor, going for new paints, scissors.
Progress of the game:
The television announces the opening of a new hairdressing salon:
"Attention! Attention! A new hairdressing salon has opened in our kindergarten group; it employs specialists in their field! They will gladly welcome everyone!
And the services are very different:
· creating hairstyles for holidays, for every day;
· haircuts for women and men;
· curling, hair coloring;
· in the near future the hairdresser plans to open both a beauty salon and a massage parlour.
Don’t forget that you can sign up for services by phone: 3-44-55
Come everyone! Hurry!
A new hairdresser is waiting for you!
Attention! The following specialists are required for a new hairdressing salon:
Hairdresser in the women's and men's salons
Cosmetologists, makeup artists
contact the new director - Maria Petrovna"
Distribution of roles: The kids show interest on their own and get a job. Indirect guidance may consist of an offer to do an internship next to a specialist; ask the director to replace an employee who is on make-up leave.
On the street, a clown knocks on the window, asking to be let in! He comes in and says that he came because of an announcement about the opening of a new hairdressing salon. He talks about the fact that he didn’t have time to comb his hair, but he has a performance at the circus today! He asks to help the children.
The guys offer to do your hair, the clown suggests actions - he wants to dye his hair, get a haircut. Giving explanations to the hairdresser, children observe, perform their roles, and come up with new ones.
The clown thanks the hairdressers. Paying off. Invites all children to make beautiful, mischievous hairstyles, because... he invites them to the circus.
Notes the work of the masters, beautiful hairstyles. At the end of the role-playing game with the guys, the clown conducts various games, shows tricks, plays.
In the second half of the day, the group receives a letter from a clown! In it, he thanks the hairdressers for their excellent work. All viewers liked the hairstyle. And he offers to make a magazine - to come up with and draw hairstyles, makeup, and costumes for the holidays.
Progress of the game.
Like from our village
The path freezes along the edge,
Ruffled by the blizzard,
Covered with snow.
The blizzard has been blowing all day long,
Weaves good stories.
The blizzard is braided into a braid -
The tale will be about the Fox.
Guys, today we will play the fairy tale “Zayushkina’s Hut”. You and I have already read this fairy tale many times. you all know the content. Please tell me who are the main characters in this fairy tale? That's right, a fox, a hare and a rooster. What other characters are there in this fairy tale? That's right, dogs, wolf, bear, bull.
Our fox will be Elvina, the hare will be Adeline, the rooster will be Rail, the dogs will be Egor and Airat, the bear will be Amir, the bull will be Marcel, and the wolf will be Alyosha. Take your masks. I will be the author and usher, and the rest of the children will be spectators, take the money.
So, viewers, buy tickets! One ticket costs 100 rubles! And don’t forget about the rules of behavior in the theater! Who will remind me? Lera, please tell me! That's right, don't talk, sit nicely!
Take your seats, so the fairy tale begins!
My hut is light, and yours is dark! I have a light one, and you have a dark one!
Let me, my dear, into your yard!
Hare:- No, fox, I won’t let you in: why were you teasing?
The next day the fox asks again:
Fox:- Let me, little bunny, onto the porch.
Hare:
Fox:- Let me, little bunny, into the hut.
Hare:- No, I won’t let you in: why did you tease me?
A day passed, then another - the fox began to chase the hare out of the hut:
Fox:- Get out, scythe! I don't want to live with you!
Dogs:- Tyaf, tyaf, tyaf! What are you crying about, little bunny?
Hare:
Don't cry, bunny, they say dogs. - We'll kick her out.
Hare:- No, don't kick me out!
No, we'll kick you out!
Let's go to the hut.
Dogs:- Tyaf, tyaf, tyaf! Get out, fox!
And she told them from the stove:
The dogs got scared and ran away. The bunny sits again and cries. goes by wolf:
What are you crying about, little bunny?
How can I not cry? I had a bast hut, and the fox had an ice hut. Spring came. The fox's hut melted. She asked to come to me, but she kicked me out.
wolf, - I'll kick her out.
No, you won't kick me out! They chased the dogs - they didn’t drive them out, and you won’t drive them out.
No, I'll kick you out!
Uyyy... Uyyy... Get out, fox!
And she from the stove:
As soon as I jump out, as soon as I jump out, the scraps will go down the back streets!
The wolf got scared and ran away.
Here the little bunny sits and cries again. Goes old bear:
What are you crying about, little bunny?
How can I, little bear, not cry? I had a bast hut, and the fox had an ice hut. Spring came. The fox's hut melted. She asked to come to me, but she kicked me out.
Don't cry, bunny, he says bear,- I'll kick her out.
No, you won't kick me out! The dogs chased and chased but did not drive him out, the gray wolf chased and chased him but did not drive him out. And you won't get kicked out.
No, I'll kick you out!
The bear went to the hut and growled:
Rrrrr... rrr... Get out, fox!
And she from the stove:
As soon as I jump out, as soon as I jump out, the scraps will go down the back streets!
The bear got scared and left.
The hare sits again and cries. Coming rooster, carries a scythe.
Ku-ka-re-ku! Bunny, what are you crying about?
How can I not cry? I had a bast hut, and the fox had an ice hut. Spring came. The fox's hut melted. She asked to come to me, but she kicked me out.
Don’t worry, little bunny, I’ll drive the fox out for you.
No, you won't kick me out! The dogs chased - they didn’t drive out, the gray wolf chased, chased - did not drive out, the old bear chased, chased - did not drive out. And you won't get kicked out.
The rooster went to the hut: - Ku-ka-re-ku! I’m walking on my feet, in red boots, carrying a braid on my shoulders: I want to whip the fox, the fox has left the stove!
The fox heard it, got scared and said: “I’m getting dressed...
The rooster again: - Ku-ka-re-ku! I’m walking on my feet, in red boots, carrying a braid on my shoulders: I want to whip the fox, the fox has left the stove!
A fox says: “I’m putting on a fur coat...
Rooster for the third time: - Ku-ka-re-ku! I’m walking on my feet, in red boots, carrying a braid on my shoulders: I want to whip the fox, the fox has left the stove!
The fox got scared, jumped off the stove and ran. And the bunny and the rooster began to live and get along.
That's the end of the fairy tale! Actors, come out together and take a bow! What should the audience do? That's right, clap! Let's applaud our "artists."
Viewers, did you like it? Whose game did you like the most? Why? Who thinks differently?
Well done guys, I liked all the guys, they all got into their roles like real actors! Thanks to all!
Appendix 3
Questions for analyzing gaming technologies in preschool educational institutions
1. Types of games, their role and place in educational work with the group.
2. Features of gaming material in each age group and its location: analyze the gaming corners in the group.
3. Conditions for games: availability of games, game material.
Questions for analyzing the labor process.
- Did children's work have any practical significance?
- Compliance of the assigned tasks with the requirements of the program, as well as the content of the work and the characteristics of the participants.
3. To what extent do the forms of organization of children (for collective work - forms of association) correspond to their level of development? labor activity and experience.
4. Educational value of goal setting and motivation techniques:
a) the effectiveness of these techniques for convincing the necessity and significance of the work;
b) influencing the feelings of children, expressing the desire to achieve the goal;
c) to what extent the teacher’s techniques teach one to independently determine the need for work.
5. Education in the planning process?
a) what planning method is chosen by the teacher (preschoolers’ action according to the plan proposed by the teacher, planning based on questions, planning - a story); whether it is consistent with children's experiences;
b) does the content of the plan cover all stages of planning (organization of work, sequence and methods of execution), does it provide for self-control;
d) in verbal planning, evaluate children's speech.
6. Education while doing work:
b) what moral and volitional qualities are manifested in preschoolers and how the teacher helps to consolidate positive manifestations, how he encourages them;
c) to what extent the teacher’s techniques contribute to solving the assigned educational tasks in a given labor process;
7. Assessment of children's activities;
a) children’s attitude to the result of the activity, the degree of adequacy of the results obtained;
b) what kind of friendly expressions does the teacher encourage children to make when assessing the work of their comrades, by what methods;
c) how independent children are in assessing their work and comrades;
d) whether the content of the assessment corresponds to the educational objectives set;
e) what techniques are used to develop children’s ability to evaluate; Does the teacher encourage you to find the reasons for failures and mistakes?
Appendix 4
Part: Final
Let's play the game "Guess what we'll do"
Children with a teacher walk in a circle, saying:
We will work with you,
Let's not forget the order.
Don't yawn, do it.
And repeat after me.
At the end of the words everyone stops. The teacher shows some movement. (washes, irons, wrings out, shakes. Hangs, children repeat, guess the action, naming it.
Appendix No. 5
Annex 1
OPTIONS FOR ANALYSIS OF GAMING ACTIVITY
Scheme for analyzing gaming activity.
1. Preparing the teacher for gaming activities.
2. Types of games, their role and place in educational work with the group.
3. Features of gaming material in each age group and its location.
4. Conditions for games: availability of games, game material; how much time was allocated for games.
5. The beginning of gaming activity, the emergence of a role-playing game.
6. Themes of games, their content, duration, children’s attitude to various types of games.
7. State of gaming skills and abilities. Game culture.
8. How a teacher uses gaming activities to form moral traits, character, moral, volitional qualities of an individual (reception of leadership, use of games as a means of moral education).
9. Leadership Techniques different types games.
10. End of the game.
Questions for analyzing the role-playing games of the teacher.
1. On whose initiative did the game originate?
2. Did the children plan its course in advance?
3. How many children took part in the game?
4. What were the roles and how were they distributed?
5. What play actions did the children perform in accordance with their roles?
6. What did the children prefer during the game? actions with objects or relationships with people?
7. What new game situations were invented during the game?
8. How long did the game last?
9. Is it connected? this game with other children's games?
10. How did the game end: organized or unexpected? Did the children discuss the progress of the game after it ended?
11. Are children independent in developing the game, or did it develop with the participation of the teacher?
12. Is the game age appropriate for children?
13. What is the level of development of children’s play activities?
14. How you design further development gaming activity?
15. What kind of relationships between children did you observe?
16. How were the roles distributed?
17. How many children took part in the game? Who decided the issue of admission to the game?
18. Did the children leave the game during the game and why?
19. Did any conflicts arise during the distribution of roles? Who and how are they
eliminated?
20. How will you plan the teacher’s work on Forming relationships between children in play?
21. Relationship between teacher and child.
22. Connection of this event with other activities.
The study of scientific and methodological literature has shown that knowledge received from adults will be accepted by the child’s inner world if it is played out and consolidated in leading activities (Vygotsky L.S., Leontev A.N., Zhukovskaya A.I., etc.) .
This means that the development of a preschooler occurs in play; play is of a social nature, and therefore changes with changes in the historical conditions of people’s lives, i.e. The plots of children's games change because they reflect changing lives.
Almost all researchers who studied the game unanimously noted that the game is the most free, relaxed activity of a preschool child (Elkonin D.B.). The relaxed nature of the game is expressed in the fact that the child freely chooses the plot of the game, his actions with objects are completely free from their usual, correct use. Despite the fact that it is commonly believed that play in children arises spontaneously, it is still built on the relationship between the child and the adult.
According to research by N.Ya. Mikhailenko, in the games of older children, along with actions, various social relations and actions begin to be reflected. Gradually, in the games of an older preschooler, indirect experience begins to occupy an increasing place: knowledge gained from books and stories from adults. So, in the older preschool age a collective game appears, which makes it possible to quickly develop and change the themes, content and structure of the game, which is associated with the expansion of their sources.
However, classical studies of the game were carried out in the 50s and 60s of the last century, when social relations and society as a whole were different in many ways. Since then, significant changes have occurred in the lives of adults and in the relationships between them, as well as in the conditions of raising children. These changes could not but affect the plot of the children's game. The nature of these changes is extremely important to understand, since the characteristics of the play of modern preschoolers reflect the uniqueness of their inner world and the characteristics of their mental development.
In the generally accepted norms of preschool pedagogy, among the plots of children's games, it is customary to distinguish: everyday, professional and socio-political (E.A. Arkin, V.S. Mukhina, A.P. Usova, D.B. Elkonin, etc.).
S.A. Shmakov believes that game plots age and die out, losing their relevance and attractiveness. Since story games imitate life, children playing them accumulate experience of social relationships between people, experience of social experiences. In terms of content, the most common subjects are: professional; paramilitary; creative (construction); search and discovery (travel, "space"); related to art (“circus”, “theater”); fabulous; fantastic; ethnographic (“to the Indians”).
As a result, we come to the conclusion that research into the real state of children’s play and its changes seems possible only in a specific age group.
Hence, the experimental part of this work is aimed at describing the features of role-playing games of modern preschoolers senior group. The interest of this work is a broad and generalized picture of what and how modern preschoolers play, what are the plots and content of their games.
The work of collecting information was carried out in stages.
The first stage of the analysis was aimed at clarifying the plots of children's games, namely, what modern children play and what games are most popular with them. To answer this question, non-participant observation and analysis of free play preschoolers 5.5-6.5 years old. The observation was carried out on the basis of kindergarten No. 46 in Krasnodar. 10 preschoolers from senior group No. 3 took part in it. During the observation process, it was noted what the children did during free activities and what they played. As a result, a list of 20 games was obtained, which were included in the protocol for monitoring children’s independent play activities.
Observation of children's play activities showed that there are traditional games which remain popular in the gaming repertoire for many decades (about 55% of all recorded plots): “Hospital”, “Shop”, “Cafe”, “Family”, “Police”, “Military”, “Barbershop”, “Animals” , "Kindergarten".
Professional stories occurred in 40% of cases. These were games of police, cafe, bank, hospital, shop, travel agency and hairdresser.
Quite often (30%) there were stories related to TV shows, movies and cartoons (Spider-Man, Teenage Mutant Ninja Turtles, Mako Mermaids, Princesses, winx sorceresses, Barbie, Dancing with the Stars, etc. .).
Preschoolers used everyday game plots (20%): in kindergarten and family. This also includes a modern version of the game "Barbie Doll Family".
The next group of subjects consisted of games with pets (approximately 10%). In these games, children take on the roles of cats or dogs and their owners and act out the relationships between them: feeding, walking, treatment, etc.
Describing the specifics of the plots of games for preschoolers of the 21st century, we can conclude: new game roles have appeared: banker, agent, client, makeup artist, designer, etc.) and new game professional plots: “Cellular Salon”, “Bank”, “McDonald’s” etc. Children of senior preschool age continue to play both traditional games (military, family, kindergarten, etc.) and new stories taken from the surrounding social environment (TV shows, cartoons, movies, etc.). A characteristic feature of the subculture of modern childhood occurs under the formative influence of the media. Television influences the imagination of preschoolers, which leads to stereotyping of images. (Spider-Man, Barbie and Ken, Batman, TV presenter, etc.) The choice of roles and game plots is influenced by what is happening in the surrounding reality.
The difficulty lies in the fact that in modern children, in older preschool age, professional games, and socio-political ones are “suppressed” by television ones. Often the game comes down to manipulating a bright, fashionable toy or game attributes. IN independent games there is repeated repetition of plots, without children introducing new ones storylines. When inventing games, the guys do not know how to play, how to develop the game plot, as a result, conflicts arise, loss of interest in the game and its rapid termination without finishing the plan.
At the second stage, in order to obtain information about children’s play not only in a preschool institution, but also at home, a survey was organized among parents of children in senior group No. 3 of kindergarten No. 46. The goal was to identify parents’ attitudes to children’s games, as well as children’s attitudes to play , their preferences in choosing a game theme and a playing partner at home.
Analysis of the survey results showed the following.
Only 20 parents took part in the survey.
The majority of parents who took part in the survey were women: 17 people or 85%. To the second question, parents answered that, if possible, they take part in their children’s games every day (50%), three to four times a week (35%), but some noted that they do not have enough time to play with their child (15%). It turned out that parents spend more than an hour a day playing together with their child (15%), 6 people (30%) spend 1 hour a day playing with their children, 8 people (40%) spend half an hour playing together, and 3 person (15%) - 15 minutes a day.
The majority (15 parents - 75%) of respondents believe that play is a way of communication. 11 people (55%) see the game as entertainment. 8 people (40%) see the game as a “means of self-expression”. 6 parents (30%) understand that this is a way for a child to learn social experience. And only 20% (4 people) consider the game to be the leading activity. Nobody considers gaming to be a waste of time. Also, 35% of parents admitted that their children have conflicts during games.
To the survey question: “What role-playing games do your children prefer to play?” The following results were obtained. At home, children play “bank, post office”, school (5%, 1 person), games “museum, theater, circus” and space (10% - 2 people), travel games, theatrical games (20% - 4 people), games based on fairy tales, performance games (15% - 3 people). In addition, 9 people (45%) responded that their children play games based on imitating TV characters. 40% of parents (8 people) answered that children play in the store, play with animals, and play with transport. 35% of children prefer to play “family” and school, while only 25% play in kindergarten, “Barbie”, hospital, cafe and hairdresser. Also, children of 30% parents play war games and rescue services.
To the question “What influences your child’s choice of game plot?” 14 parents, or 70%, believe that the choice of plot in a game is influenced by the appearance of a new toy, as well as new experiences (walks, excursions). TV shows watched, according to 65% or 13 respondents. About half of parents (9 people or 45%) believe that the choice of plot is influenced by the experience their children receive. 6 people are inclined to believe that computer games and works read to children. 7 respondents (35%) - their professional activities have an influence. Only 3 people or 15% offer their children a game plot, and 10% think that dramatization games have an influence.
The initiator of joint play is often the child himself (75%).
Answering the question: did parents play the games their children play and whether they differed, more than half (55%) of respondents answered that they differed significantly in content, roles, toys, duration and plots. They were based on their own experience and were carried out mainly on the street. Three (15%) of the parents surveyed believe that modern children's play has remained the same. Six parents (30%) noted that the games have changed partially.
Based on the results of the responses, we can conclude that parents generally understand the importance of play in a child’s life, considering the game as a way of communication, entertainment or self-expression for the child. Since they imply the “fulfillment” by children of certain social roles of adults. However, a small part knows about the leading role of play in the development of children. Most parents pay attention and allocate time for joint games with kids.
At the same time, the child’s own initiative to play is more often noted, and the characters of the television screen become the plots of the games. The next place is occupied by traditional games of family, shop, cafe and others. Currently, considering that the main thing in choosing a plot is new toy, new impressions and TV shows watched.
Some parents understand that the play of preschoolers differs in many ways from their ideas about the games they played in their childhood, but at the same time, others notice that the changes are associated with the emergence of new characters, with new toys, but the games are the same, like before.
Thus, the data obtained coincide both with the generally accepted norms of the plots of role-playing games, and with the modern opinion of psychologists about them.
gaming preschooler mental role-playing
