Scenarios of plot-role-playing games on modern themes. role playing games
Scenario of the role-playing game "The Capture of the Snow Town"
The game "Taking the Snow Town" is an author's development, repeatedly tested on children aged 11-18. Can be used in summer camps, schools, etc. The game can be adopted by counselors, teachers, organizing teachers, teachers of additional education, educators, deputy directors for educational work, methodologists when developing leisure activities at school and children's camp. The purpose of the event is to develop children's independence. Tasks: development of the ability to work according to the rules, striving to achieve the goal, strategic qualities, creativity, health improvement of children.
GAME DESCRIPTION.
"Snowmen"
Counselors. Every snowman should have a watch. "Snowmen" have the right to carry as many "snowballs" as they like in their hands, but not in clothes, in bags, etc. "Snowmen" cannot be taken out of the game, only one hit of the "snowball" can be neutralized for 1 minute. Several simultaneous hits with a “snowball” into a “snowman” count as one. Hitting a "snowball" in a frozen "snowman" does not count.
- Some of them are sitting in the "snowdrifts" - their task is not to let the players carry away the "snowballs". To do this, they shoot small "snowballs" at the players. The "snowmen" guarding the "snowdrifts" move along their trajectory. That is, each "snowdrift" has its own trajectory for the "snowmen". For example, in one, the "snowman" catches up with the players only along the perimeter, in the second, along the radius, in the third along one side, etc. There should be one such "snowmen" for each "snowdrift".
- Other "snowmen" attack players in their territory, preventing the construction of a fortress. There should be one such "snowmen" for each children's territory. They do not have the right to go beyond the boundaries of the territory, but must try to hit the players with a “snowball”. They can attack one by one, or they can all come together and attack one particular children's territory.
The players are children.
They look for "drifts" and take out "snowballs" from them. They make a fortress on their territory from large "snowballs". Players are only allowed to wear one snowball at a time. They can accumulate "snowballs" on their territory, but they cannot immediately pick up 2 or more "snowballs" in their hands. Children can be taken out of the game and returned to the game. Several simultaneous snowball hits on a player count as one. Hitting a player with a snowball again does not count.
"Snow Woman"
Leader. He is in the "bast hut", where all the children taken out of the game flock. He gives each player or several players who come to him a task. After completing them, returns the players to the game.
IN THE TERRITORY:
"Snowdrift"
(storage) - a place where combat "snowballs" (small), "snowballs" for construction (large) are stored:
- there can be as many such "snowdrifts" on the territory, better, as many as possible;
- in each "snowdrift" a different number of "snowballs" is stored;
- "drifts" can be located both on the plain and in hard-to-reach places, but not traumatic;
- in total, in the "drifts" of small "snowballs" should be at the rate of 5 for each player, large (for construction) 14 for each team;
- "snowdrift" stands on the territory, which is guarded by counselors ("snowmen");
- the boundaries of the "snowdrift" are not marked by anything, they can be seen by watching how the "snowmen" move;
- after the players take out all the "snowballs" from the "snowdrift", the "snowman" can go to another "snowdrift" or join the attack on the children's territory.
Children's area
- this is the territory that touches either the fence or the wall with the rear. That is, only 3 sides are exposed to shelling. Its borders are marked with identification marks. On the territory of each team there is: a large adhesive tape for gluing large "snowballs" into a fortress, a team flag. On it, the team builds (glues) their fortress.
"Bad hut"
This is a designated area or room where children who have left the game flock, those in whom the “snowball” hit. They have a small cross drawn on their palms. After the players complete the task, the “snow woman” circles a cross on their palms and releases them into the game.
RULES OF THE GAME.
1. The entire shift is divided into teams. Teams can be squads. There may be mixed teams. That is, the shift is divided into several parts / teams, in which there are children from each squad. The following is important here. First, distribute the children from the junior and senior teams, as well as boys and girls equally in each team. In order for the teams to be equal. Secondly, if the shift is divided into 2 or 3 teams (teams are large in number), then more than 14 “snowballs” must be assigned to the fortress.
2. Each team draws a flag for itself (paper canvas 25 * 40 cm in size), attaches it to a twig (1 m)
3. Each team has its own territory.
4. All heroes and players take their places: "snowmen" - "snowdrifts", "snowman" - "bast hut", teams - their territories.
5. The signal to start the game is given.
6. Each team must find and steal 14 large "snowballs" for construction, build a fortress from them on their territory.
7. To do this, the team players must find a "snowdrift" in which there are large and small "snowballs". You can take both, but one player at a time can take only one "snowball" - large or small.
8. "Snowmen" will interfere with this, trying to hit the players with a small "snowball".
9. In the event that the "snowman" hits the player with a "snowball". The player picks up the "snowball" and gives it and his own, if any, to the "snowman". "Snowman" puts a small cross on the player's palm. The player goes to the "bast hut".
10. A “snow woman” sits in the “bast hut”, she asks one player or several tasks, if they pass them, they return to the game.
11. Players, in order to take out the “snowball” from the “snowdrift”, must:
- either knock out the "snowman" with a "snowball" (in this case, the "snowman" freezes for 1 minute)
- either observe from a safe place the trajectory of the “snowman” and, having understood which place on the territory is inaccessible for the “snowman”, simply go around it.
12. When attacking a "snowdrift", all the "snowballs", after the throw, that fell and remained on the territory of the "snowdrift", belong to the "snowmen". All the "snowballs" that fell behind the "snowdrift" belong to the one who picks them up first.
13. When attacking the territories of the players, all the "snowballs", after the throw, that fell and remained on the children's territory belong to the players of this territory. All "snowballs" that fall outside the territory of the players belong to the one who raises them first.
14. When attacking the territory of the players, the players have the right to run away from their territory so as not to be taken out of the game, or hide behind the “snowballs” or the fortress under construction, and after the “snowmen” leave, return and try to complete it.
15. Each "snowman" has the right to attack (get "snowballed") for no reason at any child player.
16. Players do not attack players.
17. Players do not have the right to take more snowballs from the snowdrifts than they need for construction.
18. If a player brings an extra 15th “snowball” into the territory, then he must throw it out of his territory, so that those who need it can pick it up.
19. The team that builds a fortress of 14 large “snowballs” on its territory and hoists (sticks with tape) its flag on it will win. As soon as the flag is hoisted on the fortress, the shooting by the "snowmen" ends and a signal is given to end the game.
20.After the signal, all players begin to clean up the area.
21. In the "bast hut" a collection point for "snowballs" opens. The team that brings the most "snowballs" will receive a sweet prize. Another option is possible - everyone will receive 1 candy for 1 "snowball". Thus, the more “snowballs” he brings, the more sweets he will receive.
22. Rewarding, as a rule, takes place at the evening or morning line.
The game was held by my pedagogical team several times in a summer health camp. Always passed with a bang. A definite plus is that the game is not contact. That is, children do not “shoot” at each other. The risk of injury is low. The game is dynamic, emotional, strategic. Average physical activity. As a rule, it takes up to 40 minutes.
Scenario of the role-playing game "Salon of cellular communication"
The teacher informs the children that a new cell phone store has opened.
Choice of roles. Invites children to choose roles:
Optional;
The teacher, together with the children, chooses the director of the mobile phone salon, the director conducts an interview and recruits staff, the rest of the children are clients.
1 storyline: hiring
director - applicants for a job
Applicant: Hello, I want to apply for a job in your corporation.
Director: Hello, sit down, who do you want to get a job?
Applicant: Seller (sales manager, telephone repairman, operator).
Director: Sorry, but this position has been filled. I can offer a vacancy ... Well, we have the following conditions:
Work schedule from 8.00 to 20.00 pm, day off - Saturday, Sunday;
Salary 10 rubles per month.
Does it suit you?
Applicant: Not really).
Director: You are accepted, apply.
(Signs the statement).
Director: Go to your workplace. Get a document - a badge.
Displays an "Open" sign
2 storyline: working day of a mobile phone salon
seller - customer
Salesman: Hello. We are glad to welcome you in our salon of cellular communication. We have a large selection of phones, as well as various accessories for them. What are you interested in?
Client: I want to give a birthday present to my daughter. She is 12 years old. What models can you offer her?
Salesman: Here is a modern, inexpensive phone with a camera, a flash card. Color white and black. There is a more expensive phone, red, a clamshell. It has a big screen, lots of memory.
Client: But there is something else. More youthful design to suit a girl.
Salesman: Certainly. Check out this model. It is white with a pattern, thin, with a large screen. It is in great demand among young people, with the Internet.
Client: Fine. How much is this phone.
Salesman: 5 rubles. When buying a phone, you choose a case for it for free.
Client A: I'm happy with the price. I take. Make a purchase.
Client: chooses a case. Please gift wrap
Salesman packs. Prepares papers.
This is a warranty card. If the phone breaks down quickly, we will repair it free of charge.
Client: Thank you!
Salesman: Thank you for your purchase. Come again. Goodbye.
Client: Goodbye.
3 storyline: choice of operator and tariff plan.
Dialogue: mobile operator - client
The client approaches the operator.
Client: Hello. Help me choose a mobile operator and a tariff plan. I bought a phone for my daughter.
Operator: We offer various operators: MTS, Megafon, Beeline.
What carrier do you use?
Client: I have Beeline.
Operator: Then it is better for your child to choose the same operator - Beeline. There is a good tariff plan "Family".
Client: She spends a lot of time talking with her friends. And this plan does not work for us.
Operator: Do not hurry. The "Family" plan provides 10 favorite numbers, free SMS to these numbers.
Client: Fine. I like. Make out! (Paying).
Operator: issues a SIM card and a booklet with a tariff plan. There are 3 rubles on your account. You can replenish your account at any branch of cellular communications, at payment terminals. All the best, come again.
4 storyline: cell phone repair
Dialogue: Cell phone repairman is a client.
Client: Hello, my phone is broken.
Master: What happened to him?
Client: I don’t know, it doesn’t show the screen, I can’t hear the interlocutor.
Master: You didn't drop it? Didn't get under water?
Client: No. There was nothing like that. I am very gentle with him.
Master: How long do you use your phone?
Client A: Bought a month ago. It has a warranty period.
Master: Okay, I'll take a look, come tomorrow. Here is the form for phone repair. Enter your last name, phone model, sign.
Here's a coupon for you - that you gave your cell phone for repair.
Client fills out the form.
Thank you. Goodbye.
The next day.
Client: Hello, I left my phone for repair yesterday. Here's a ticket from the repair shop.
The master checks the ticket.
I watched. Damage is a factory defect. I made a conclusion. Go with him to the salon administrator.
Client: Thank you. Goodbye.
The client goes to the administrator.
Client: I bought a phone in your salon, a month later it broke. I contacted the repair shop. Here is the conclusion about the repair of the phone - factory marriage.
Administrator reads the conclusion. Fine. We are obliged to change the phone to a new one or return the money.
Client: I want a new phone.
Administrator call the seller. Please serve the customer .
5 storyline:
Dialogue: administrator - sales manager.
The administrator calls the sales manager.
Administrator: What phone models are in demand?
Manager: Clamshells, light-colored sliders, with flash cards.
Administrator: How many phones are sold per week?
Manager: 4 pcs.
Administrator: I am ordering next week 6 of these models and 4 black phones of the new model. How many accessories have been sold?
Manager: Yes. Black covers with the image of a kitten are in great demand, as well as key rings - cubes. I think I need to order more of this item.
Administrator: Fine. I place an order. Writes down.
"Cops and Bandits"
This game is best organized on the street so that there is enough room for action. All participants are divided into several groups. Members of the first team play the role of "police", the other, respectively, "bandits". In addition, there should be "sellers", ordinary "passers-by", "residents" of apartments or houses, etc.
The task of the "policemen" is not just to catch someone, but to follow the actions of the "bandits" and catch them at the very moment of committing the "crime". The scenario of the game can be approximately as follows: all participants agree on the territory on which the game should take place. For example, it can be a courtyard area or a small park.
The task of the "bandits" is to try to commit some illegal actions. For example, they can steal imaginary "cars", rob "residents", attack "passers-by", rob "shops", etc. "Policemen" must "catch the bandits", and they have the right to run away and hide in their own "residence" ".
In the game, "shootout" can repeatedly occur. Of course, in this case there will be "killed" and "wounded". Accordingly, the "killed" leave the game, and the "wounded" leave the game for a while. The game continues until all "bandits" are caught. In the game, it can happen that the caught "bandits" will escape from the prison to which they are sent by the "cops". In this case, the game continues until all the "bandits" are "behind bars" again.
"Streets with Lights Out"
Surely everyone watched the series "Streets of Broken Lights" and remembered all the characters, as well as the plots on which the series was staged. First, all participants agree on the territory on which the game will take place. For example, it can be a park, a yard or some other territory. Several participants in the game play the role of "cops", while they themselves can agree on which hero of the film who will portray. The rest choose other images for themselves, such as "criminals", "victims" and others.
You can choose a specific movie from this series and build a game script strictly according to it. And you can come up with your own scenario, where everything will happen at the choice of the participants in the game. There are no winners and losers in the game, everything depends either on a given plot or on the intention of the participants.
Hostilities
At the beginning of the game, all participants agree on a certain territory on which the action will take place. Several participants will be "defenders of the fortress". They should protect certain "documents" from "thieves". In this case, the "kidnappers" can act in different ways, including by force. "Documents" are in the "safe". For example, it can be an ordinary box. The rest of the participants in the game will conduct "military operations" in the territory where the game takes place. That is, the participants are divided into two groups that are at war with each other.
The game ends as soon as the "kidnappers" can get important "documents". In this case, it may happen that all the "defenders of the fortress" will be "killed" by the "kidnappers". In this case, new "defenders" should be found. Conversely, all "abductors" can be "killed" by "defenders". And here in the same way it is desirable to find a replacement for them.
This game should be played near a river or pool. All participants are divided into three groups. The first is "naval police", the second is "pirates", and the third is "travelers". The game proceeds according to the following scenario: "travelers" are immediately attacked by "pirates" as soon as they enter the water. "Pirates" can take them prisoner. The task of the "cops" is to catch the "pirates".
In this game, you can organize real "battles". Namely - "policemen" can fight with "pirates", try to catch them and put them in a "prison". "Travelers" help the "cops" with all their might so that the "pirates" do not defeat them. The game continues until all the "pirates" are caught and are "behind bars".
"Indians"
Before the start of the game, the participants agree on the territory on which the action will be organized. The players are then divided into two teams. The first team is the "Indians", and the second is their enemies. The meaning of the game is as follows: a real battle is being played out between the "Indians" and the "tribe" hostile to them. At the same time, players can act by force, when representatives of hostile teams can catch each other, take them prisoner. The game ends when the "Indians" themselves or their enemies are caught one and all. The players can then switch roles and the game continues.
"Treasure Hunt"
The game is preceded by an agreement on a certain territory on which the game will take place. All children are divided into three groups. The first group will play the role of "robbers", the second - "royal troops", the third - "treasure seekers".
The game is as follows: "treasure seekers" embark on a treasure hunt. At the same time, you can agree in advance on the place where the "treasures" will be hidden. But they are not so easy to get to. On the way, "robbers" lie in wait, who can take prisoners and even "kill". The "royal troops" must catch the "robbers" in order to free the "treasure seekers". The game will end when all the "robbers" are "behind bars". The guys after the end of the first round of the game can change roles.
"Spies and Warriors"
Before the start of the game, they agree on the territory on which it is supposed to play. All participants are divided into two teams. The members of the first team will be "warriors", the second - "spies".
"Warriors" arrange their own camp, develop "plans of military action." At the same time, the "spies" must eavesdrop or in some other way find out what kind of "plans of military action" the "warriors" developed and against whom they are directed.
"Spies" do not have the right to act with the help of force, they must achieve their goal with the help of cunning. As soon as the "plans of military action" become known to the "spies", the game stops. Then the players change, "spies" become "warriors" - and vice versa.
"Great Detectives and Criminals"
Before the start of the game, you should agree on the territory on which the game will take place. Two or three people are selected. They will be "great detectives", two or three more players become "criminals". The rest will be "civilians". The "criminals" attack "civilians", then hide with the booty "in an unknown direction".
The "great detectives" must find the place where the "criminals" are hiding. But the "criminals" themselves must leave some signs where their residence is located. That is, they may, as it were, accidentally leave somewhere a map on which the location of their residence is indicated, or act in some other way.
The game continues until the last "criminal" is caught. Then the players change places, "detectives" become "criminals", and vice versa.
"Royal War"
The guys before the game agree on the territory on which the action will take place, and also distribute roles between all participants. At first, they are divided into two teams in which there are roles. The following characters are assumed: "king", "general", "warriors" both in the first team and in the second. Initially, there is a conversation between two "kings". They can talk about anything, but in the course of the conversation, some kind of conflict should flare up between them. After that, the "kings" declare war on each other.
The "commanders" must develop a specific plan of military operations, while the "warriors" will have to carry out this plan. And to make the game more exciting and interesting, it should be played by a large number of players, because adding "civilians" to the game, for example, "peasants", "citizens", will spice up the situation. After all, in accordance with it, the "royal troops" of both sides can take prisoner "civilians" and fight on the territory of both "kingdoms".
In this game there is also a place for "spies", whose goal is to find out the secrets of the "hostile kingdom". The game continues until one of the "kingdoms" is defeated. To do this, all "warriors" must be "killed", "wounded" or "captured". After that, the first round of the game ends, the players change roles.
"Robot War"
At the beginning of the game, all the guys are divided into two teams. The first team - "people", the second - "robots". The game consists in the fact that "robots" attack "people", a battle flares up between them. The "robots" are not affected by any particular weapon, they can only be destroyed in a special way.
You can agree in advance on which methods will affect the "robots". For example, only a "laser beam" can cope with them. In the game, you can replace the "laser beam" with the light of the most ordinary flashlight. That is, in order to neutralize the "robot", you need to direct a flashlight beam at it closely.
"Robots" must avoid the "laser beam". But for that they can use both force and cunning. The game continues until all the robots are "neutralized". After that, the game continues, but the participants change roles.
"Fight at sea"
As usual, the game begins with an agreement on the territory in which the action will take place. Then the roles should be assigned. Someone will be the "captain of the ship", someone will be the "sailors", and someone will be the "pirates". The task of the "captain" is to give commands, the "sailors" - to defend themselves from the "pirates". "Pirates" strive to attack the "ship", "kill" or "capture" everyone who is there.
The game continues until someone defeats his "enemies". After that, the players switch roles and the game continues.
"Save the Princess"
At the beginning of the game, the roles are distributed - and the participants agree on the territory on which it is planned to organize the action. In this game, images of "princess", "robbers", "warriors" are assumed. These characters are the most necessary for the action.
If there are a lot of guys who want to take part in the rescue of the "princess", you can expand the circle of actors with the "king", "servants", "civilians" and others. The game starts like this: a "princess" lives in the "kingdom". "Robbers" seek to kidnap the girl. She tries to escape from them, the "servants" and the "king" protect her.
And yet the "robbers" manage to "capture" the "princess". They must "imprison" her in a dungeon. In this case, the "warriors" must save the beauty, free her from the "robbers".
A battle flares up between the "warriors" and the "robbers". Both those and others can act both by force and cunning. The game continues until the "princess" is freed. After that, the players change roles, and the game continues according to the same scenario.
"Superman and the Bandits"
First, the participants agree on the territory on which the action is organized. Then the players assign roles. One of the guys is selected for the role of "Superman". Several people become "bandits". The rest of the participants will be "civilians". The task of the "bandits" is to attack the "civilians", the task of the "superman" is to protect them from the "bandits". Several players become "cops", they must help the "superman" in his battle with the "bandits".
"Superman" can act both by force and cunning.
The game continues until he catches all the "bandits" and turns them over to the "police". After that, the game continues, and the participants change roles.
"Star Wars"
First distribute the roles, then split into two teams. The first consists of "earthlings", the second - of "aliens". The task of "earthlings" and "aliens" is to "fight" among themselves for the liberation of people and the planet from the destructive invasion of an alien civilization.
There are special conditions in the game: "battles" can only be arranged in "space", that is, on a specially agreed territory. Aliens do not have the right to enter the "earth", and "earthlings" may well rest in their native territory. The game continues until all "aliens" are defeated. You can discuss all the conditions in advance, that is, choose a "weapon" that "reliably" affects the "aliens".
As soon as all the "aliens" are "defeated", the players switch roles - and the game continues.
"Martian Battles"
Roles are assigned at the beginning of the game. Several players become "Martians", a few become "earthly warriors", the rest become "civilians". They have to go about their business, that is, build houses, work, relax. The goal of the "warriors" is to protect the "earthlings". The task of the "Martians" is to "abduct earthlings", "take them prisoner" and keep them in some strictly established place - on their "spaceship" or in a "space dungeon".
"Martians" should "abduct" as many "earthlings" as possible, while trying to avoid communication with the "warriors". "Warriors", on the contrary, are obliged to follow the "earthlings", to prevent the "Martians" from kidnapping them.
The game continues until someone - "Earthlings" or "Martians" - wins. To do this, the "Martians" must be neutralized, and if the "earthlings" lose, then they must be "captured" to the last. After that, the game continues, and the players change roles.
"Robbers and Bystanders"
First, the roles are assigned. Several players become "robbers", the rest must be "passers-by". The task of the "robbers" is to lie in wait for the "passers-by" and take something away from them. But "passers-by" need to properly "defend themselves."
If the "robber" manages to take something away from the "passerby", the latter will have to leave the game. And if the "passer-by" turned out to be stronger than the "robber", then this "robber" is out of the game. "Passers-by" can act together, that is, "catch" "robbers" not alone, but together.
The game continues until someone - "robbers" or "passers-by" - wins. After that, the game continues, and the players change roles. But in the process of action, both "robbers" and "passers-by" are forbidden to start a fight. Of course, a comic brawl is quite acceptable, but it should be just a joke, and not cruel.
Who is stronger?
All participants are divided into three teams. The first team - "supermen", the second - "bandits", the third - "civilians". The task of the "bandits" is to attack the "civilians", the task of the "supermen" is to protect them. At the same time, the game unfolds according to the following scenario: "civilians" go about their usual business. When they are attacked by "bandits", they cannot defend themselves against them with the help of force, they can only run away.
For that, "supermen" themselves can use any martial arts. Their task is to neutralize the "bandits", catch them and put them in a "prison". Each "superman" can act both alone and in company with others. If one "superman" can catch several "bandits", he becomes the winner in this game. "Bandits" can also use martial arts. If the "bandits" are stronger, then one of them becomes the winner. After that, the game continues, but the players switch roles.
It is especially important in this game not to forget to keep yourself within the limits of what is permitted and not to arrange the most ordinary fight. If the players do not really know martial arts, it is permissible to use them, as they say, "make it". It is forbidden to start a fight, and if someone violates this condition, he must immediately leave the game.
"Bad" and "Good"
Every child has always behaved very well at least once, and it has always been such that he behaved very badly. The same very often happens around children: adults swear, quarrel, harm each other. This game will help children learn how it all looks from the outside, and teaches them to be more patient with others, the ability to correctly assess the situation.
The players are divided into pairs. The host writes tasks on the cards, and each pair pulls them in turn. Then the couples perform the task they have received, trying to get used to the role as picturesquely as possible. To help, participants can take one of the players of the other pair. The winner is chosen by voting. Tasks can be as follows:
1. Depict a naughty boy who quarrels with his mother. The couple distributes the role of mother and boy among themselves independently. The reason for disobedience may be the refusal of semolina, a broken window, or the refusal to clean the room.
2. Play a good student and a bad, evil teacher who, checking a notebook, finds fault with every letter.
The task of the couple is to show how a good student will try to get out of this situation.
3. Imagine a quarreling husband and wife. The reason for the quarrel may be as follows: the late return of one of them from work, dinner not ready on time, the TV that does not turn off from morning to night, or a birthday that was forgotten. After the miniature, you can ask the other players to explain which of the given pair was the "good" and who was the "bad" character.
4. Speak the dialogue between the boss and the subordinate. The boss reprimands that the subordinate sold the wrong product, the seller, in turn, makes excuses. At the same time, the couple determines the main character traits independently. The rest, as in the previous version, guess who is good and who is bad.
5. Depict a pedestrian crossing the road at a red light, and a dialogue between him and the driver after that. Then ask the others to explain which of them were bad and which were good. At the same time, the leader should emphasize that the pedestrian violated the rules of the road, but still continued to swear and be indignant.
"Robbers"
All participants are divided into two teams. The first team - "robbers", the second - "respectable citizens". "Robbers" must steal some items - wallets, jewelry, souvenirs. These items must first be laid out in different places. If the game takes place in a room, the items can be laid out on the table, on shelves or in a desk drawer. If on the street - hide under pebbles or in flowers.
The game starts on a prearranged signal. "Respectable citizens" go about their business, while they need to closely monitor the "robbers". As soon as one of the "robbers" prepares to "steal" something, one of the "respectable citizens" tries to catch him and take him "captured".
The game continues until all the "robbers" are "behind bars". After that, the players change roles, the "robbers" become "respectable citizens", and those, in turn, become "robbers".
The game has its own conditions: "robbers" can only be caught in close proximity to the item that he is going to "steal". If he manages to escape, it is impossible to take him "captive". Thus, "respectable citizens" need to be especially careful in protecting their "wealth".
"Poachers"
At the beginning of the game, a leader is chosen. This is a "forester". The rest of the players should be divided into two groups. The first group will be "wild animals" and the second group will be "poachers". "Wild animals" calmly walk through the forest, and "poachers" catch them.
A "poacher" can "kill" an "animal", or it can catch it and "put it in a cage". If the "animal is killed", the participant playing its role must leave the game. If an "animal" is "caged", it can still be "rescued". "Salvation" is engaged in "forester". He must "catch poachers."
The game continues until all "poachers" are neutralized or all "animals" are caught and "killed". In this case, the game continues when the players switch roles. "Poachers" become "wild animals", and those, in turn, become "poachers". Again, a leader is selected from among the participants in the game, playing the role of "forester".
"How to rob a bank"
The leader is selected. The rest of the participants are divided into two groups. The first of them - "police", and the second - "bandits". These offer various ways in which you can rob a bank. The "cops" come up with their own options, thanks to which this robbery can be prevented.
The facilitator carefully monitors the statements of the participants. After that, he sums up. The condition of the game is that for each method proposed by the "bandits", the "cops" must come up with an exact response move. In this case, the "cops" get a point. If the "cops" cannot prevent some method of robbery, then the "bandits" get a point. At the end of the game, you need to count the points - the team that scores more points wins.
"Warriors of Darkness and Light"
At the beginning of the game, determine the territory on which the "battle" will take place. The leader is chosen, his task is to sum up the results at the end of the game, to monitor the implementation of the rules of the game. All players are divided into two groups. The first is the "warriors of darkness", and the second is the "warriors of light". Between them there are "battles". Condition: "warriors of light" can fight both day and night. And the "warriors of darkness" can only fight at night.
The host announces: "Night" (or "Day"). When the night is declared, "warriors of darkness" come out to the chosen territory. The Warriors of Light begin to catch them. For example, if the "warrior of light" catches up with the "warrior of darkness", he must leave the game. If several "warriors of darkness" catch up and catch the "warrior of light", then he is out of the game. As soon as the host announces the "Day", the "warriors of darkness" should hide in their own residence. If someone did not have time to hide, he must leave the game.
At the end, the facilitator sums up. He must objectively evaluate the game of each team, that is, the activity and speed of the guys. The winner is the team that showed the greatest activity and conducted "military operations" with unrelenting passion.
"Security Agency"
All participants are divided into three groups. The first - "businessmen", the second - "guards", the third - "bandits". Each "businessman" turns to a "security agency" and hires "guards".
After that, the "businessman" goes on a business trip or begins to do his own work. The "bandits" attack the "businessman" and demand money from him. "Guards" protect the "businessman", sometimes they have to fight with the "bandits". If the "bandits" are stronger, then the "businessman" will have to give them some kind of ransom. If the "guards" are stronger, then the "bandits" will have to leave the game.
At the end, the results are summarized. The winner may be a team of "bandits" or a team of "businessmen". Then the players switch roles and the game continues.
"Tribe of savages"
All participants are divided into two teams. The first is "savages", the second is "travelers". It is necessary to determine the territory in which the game will take place. All "travelers" are quietly located on it. "Savages" are hiding at this time.
It is best to play where there are a lot of bushes, grass, for example, in a small forest or park. As soon as any "traveler" goes too far from his comrades, he can be attacked by "savages". He must run away from them. If the "savages" caught up with the "traveler", they can "eat" him or "take him prisoner". The "eaten" player is out of the game.
"Captured" travelers can be rescued. To do this, you need to "attack" the "savages" and arrange a "battle". "Slain Savages" also goes out of action. The game continues until all "travelers" or all "savages" are out of the game. After that, the players switch roles and the game continues.
"Monsters"
All participants are divided into two groups. The first is "monsters", the second is "cosmonauts". Each "cosmonaut" must explore new territory. To do this, he leaves his friends and begins to act alone. At this time, "monsters" attack him. All "monsters" must be blindfolded, so the "cosmonaut" can hide from them. "Monsters" never walk alone, they always hunt together. If they catch one of the "cosmonauts", he is out of the game.
The game continues until all the "cosmonauts" are outside the playing field. After that, the players switch roles and the game continues.
"Divers and mermen"
The game begins by dividing the guys into two groups. The first - "divers", the second - "water". Next, the territory of the forthcoming action is determined. It will be considered "sea" or "ocean". For example, it can be a large platform.
"Waters" live in the "sea", they must catch "divers". If the "watermen" caught the "diver", he is out of the game. But "divers" can defend themselves. They have weapons, so they can "kill" the "merman". The "killed" "water" is out of the game.
Thus, the game continues until the participants of any one team leave the game in full force. After that, the players switch roles and the game continues.
"Dangerous games"
The leader is selected. He must carefully observe the progress of the action in order to take stock at the end of the game. All the rest are divided into two groups. The first consists of "bandits" and "robbers", and the second - of "respectable citizens".
"Bandits" offer various situations that show what actions they can take for their own enrichment. For example, they can rob a bank, get a lot of money through fraud, etc. "Good citizens" raise their own objections in response, explaining that "bandits" expose themselves to various dangers.
In a word, the task of "respectable citizens" is to prove how dangerous the life of "bandits" is. The host carefully watches the game, and each team eventually receives a certain number of points for their statements. At the end of the game, the total is summed up. The team that scores more points wins. Then the players switch roles and the game continues.
"The Young Lady and the Hooligans"
The leader is selected. He observes the course of the game, the participants, and sums up the results at the end. All children are divided into two teams. The first of them describes various situations in which it is told about the dangers that await all people. For example, at night, when it is dark and there are no passers-by on the streets, a young girl returning home is suddenly attacked by hooligans.
The second team must immediately continue the situation in such a way that it becomes clear that there is a way out of any, even the most difficult and dangerous situation. For example, they continue the story: “Suddenly a girl picks up a stone from the ground and throws it at the window of the nearest house. At the same time, she loudly shouts: “Help! Fire!" Awakened people immediately lean out the window, a commotion begins. Hooligans, frightened by an unexpected turn of events, run away.
Members of the first team can offer any situation.
For example, a person returns to his home and suddenly sees that the door of his apartment is open. He is about to go in when he suddenly hears voices and realizes that the houses are burglars.
Members of the second team immediately offer a way out: the man quickly runs to the neighbors and asks to call the police. And he himself guards the robbers near the entrance. When they leave, he looks for ways to detain them until the police arrive. To do this, he quickly turns to them and offers to buy Herbalife. He presents himself as a distributor of this wonderful product and begins to vigorously praise his product. He should be so convincing that the robbers could not get rid of him. In doing so, he successfully keeps them outside the house until the police arrive.
The task of the participants in the second group is to come up with a variety of, sometimes even incredible, ways to escape from hooligans and bandits. The facilitator observes the statements of each player. For each answer, teams receive a certain number of points. At the end of the game, the results are summed up. The team with the most points wins. After that, the players switch roles and the game continues.
Tatyana Nikolaevna Obraztsova "Role-playing games for children"
Professional Games. Part 1
Scenarios for role-playing games
Game "Family"
Target. Development of interest in the game. Formation of positive relationships between children.
game material. Doll - baby, attributes for the equipment of the house, doll clothes, utensils, furniture, substitute items.
Preparing for the game.Games-activities: "The baby woke up." “As if mom is not at home”, “Let's cook dinner for the baby”, “Feeding the baby”. "The dolls are going for a walk." Observations of the work of a nanny, a teacher in groups of children of the second year of life; watching mothers walk with children. Reading fiction and looking at illustrations on the theme "Family". Design class: building furniture.
Game roles . Mom, dad, baby, sister, brother, driver, grandma, grandpa.
Game progress . The teacher can start the game by reading the work of art by N. Zabila "Yasochka's garden", at the same time a new Yasochka doll is introduced into the group. After reading the story, the teacher invites the children to play the way Yasya helps to prepare toys for the game.
Then the teacher can invite the children to dream up how they would play if they were left at home alone.
In the following days, the teacher, together with the children, can equip a house on the site in which Yasochka will live. To do this, you need to clean the house: wash the floor, hang curtains on the windows.
After that, the teacher can talk in the presence of children with the parents of a recently ill child about what he was ill with, how mom and dad took care of him, how they treated him. You can also play a lesson with a doll (“Yasochka caught a cold”).
Then the teacher invites the children to play the "family" on their own, watching the game from the side.
During the subsequent game, the teacher can introduce a new direction, invite the children to play, as if Yasha had a birthday. Before that, you can remember what the children did when someone in the group celebrated a birthday, the children secretly prepared gifts: they drew, sculpted, brought postcards, small toys from home. At the holiday, they congratulated the birthday man, played round dance games, danced, read poetry. After that, the teacher invites the children to make bagels, cookies, sweets - a treat in the modeling lesson, and in the evening celebrate Yasochka's birthday.
In the following days, many children can already develop various options for celebrating a birthday in independent games with dolls, saturating the game with their own experience acquired in the family.
In order to enrich the knowledge of children about the work of adults, the educator, having previously agreed with the parents, can instruct the children to help their mother at home in cooking, cleaning the room, doing laundry, and then tell about it in kindergarten.
To further develop the game in the "family", the teacher finds out which of the children has younger brothers or sisters. Children can read A. Barto's book "The Younger Brother" and look at the illustrations in it. On the same day, the teacher brings a new baby doll and everything necessary to take care of it to the group and invites the children to imagine that each of them has a little brother or sister, to tell how they would help their mother take care of him.
The teacher can also organize a game in the "family" for a walk.
The game can be offered to a group of three children. Distribute the roles: "mom", "dad" and "sister". The focus of the game is the baby doll "Alyosha" and new kitchen utensils. Girls can be offered to clean the playhouse, rearrange the furniture, choose a comfortable place for Alyosha's cradle, make a bed, swaddle the baby, put him to bed. "Daddy" can be sent to the "bazaar", bring grass - "onion". After that, the teacher can include other children in the game at their request and offer them the roles of "Yasochka", "dad's friend - driver", who can take the whole family to the forest to rest, etc.
The teacher should provide children with independence in the development of the plot, but also carefully monitor the game and skillfully use the role relationships of children to strengthen real positive relationships between them.
The teacher can finish the game by suggesting that the whole family go to dinner in a group.
The plot of the game in the "family" the teacher, together with the children, can constantly develop, intertwining with the games of "kindergarten", "chauffeurs", "moms and dads", "grandparents". Participants in the “family” game can take their children to the “kindergarten”, take part in “matinees”, “birthday parties”, repair toys; “moms and dads” with children as passengers to go on a bus for a country walk in the forest, or a “chauffeur” to take an ambulance to a mother with a sick little son to the “hospital”, where he is received, treated, cared for, etc. .
A continuation of the game in the "family" may be the game "Bath Day".
Game "Bath Day"
Target. Development of interest in the game. Formation of positive relationships between children. Raising in children a love for cleanliness and tidiness, a caring attitude towards the younger ones.
game material
Preparing for the game: Reading the works "The Dirty Girl" and "Bathing" from A. Barto's book "Younger Brother". Watching the cartoon "Moydodyr". Examination of the painting by E. I. Radina, V. A. Ezikeyeva “Playing with a Doll”. Production of attributes for the bathroom, equipment together with the parents of a large room (or bath) on the site.
Game roles. Mother. dad.
Game progress . The teacher can start the game by reading the work "Dirty Girl" and "Bathing" from A. Barto's book "Younger Brother". Talk about the content of the texts.
After that, it is advisable to show the children the cartoon by K. Chukovsky "Moydodyr". consider the paintings of E. I. Radina, V. A. Ezikeyeva “Playing with a doll”, as well as conduct a conversation “How we swam”, in which
to consolidate not only the sequence of bathing, but also to clarify the ideas of children about the equipment of the bathroom, about how attentively, caringly, affectionately mothers and fathers treat their children.
Also, the teacher can involve children, together with their parents, to take part in the manufacture of attributes, equipping a large bathroom (or bath) for dolls. With the help of parents and with the participation of children, you can build a towel rack, a grate under your feet. Children can construct soap boxes. Benches and chairs for the bathroom can be made of large building material, or you can use highchairs, benches.
During the game, the teacher tells the children that they cleaned the play corner very well yesterday; washed all the toys, arranged them beautifully on the shelves. Only the dolls were dirty, so you need to wash them. The teacher offers to arrange a bath day for them. Children put up a screen, bring baths, basins, build benches, chairs from building material, put a grate under their feet, find combs, washcloths, soap, soap dishes. Here is the bath and ready! Some "mothers" are in a hurry to start bathing without preparing clean clothes for dolls. The teacher asks them: “What will you change your daughters into?”. "Moms" run to the closet, bring clothes and put them on chairs. (Each doll has its own clothes). After that, the children undress and bathe the dolls: in the bath, under the shower, in the basin. If necessary, the teacher helps the children, makes sure that they take care of the dolls, call them by name; reminds that you need to bathe carefully, carefully, do not pour water into the "ears". When the dolls are washed, they are dressed and combed. After bathing, the children pour out the water, clean the bathroom.
A natural extension of this game would be The Big Wash.
Game "Big Wash"
Target. Development of interest in the game. Formation of positive relationships between children. Raising in children respect for the work of the laundress, respect for clean things - the result of her work.
game material. Screen, basins, baths, building material, play bath accessories, substitute items, doll clothes, dolls.
Preparing for the game.Excursion to the laundry room of the kindergarten, observing how the washerwoman hangs up the linen, and helping her (serve clothespins, take away dry linen). Reading the story of A. Kardashova "The Big Wash".
Game roles. Mom, dad, daughter, son, aunt.
Game progress. Before starting the game, the teacher asks the children to observe the work of their mother at home, to help her during the laundry. Then the teacher reads A. Kardashova's story "The Big Wash".
After that, if the children do not have a desire to play the game on their own, then the teacher can offer them to arrange a “big wash *” or take the bath and linen to the site.
Next, the teacher offers the children the following roles: “mother”, “daughter”, “son”, “aunt”, etc. The following plot can be developed: the children have dirty clothes, you need to wash them and all the clothes that are dirty. “Mom” will manage the laundry: what clothes should be washed first, how to rinse the laundry, where to hang the laundry, how to iron.
The educator must skillfully use role-playing relationships during the game to prevent conflict and form positive real relationships.
During the subsequent conduct of the game, the teacher can use a different form: the game of "laundry". Naturally, before this, appropriate work should be carried out to familiarize oneself with the laundress's work.
During an excursion to the laundry of the kindergarten, the teacher introduces the children to the work of the laundress (washes, turns blue, starches), emphasizes the social significance of her work (she washes bed linen, towels, tablecloths, bathrobes for kindergarten employees). The laundress tries very hard - snow-white linen is pleasant for everyone. Washing machine, electric irons facilitate the work of the laundress. The excursion helps to educate children in respect for the work of the laundress, respect for clean things - the result of her work.
The reason for the appearance of the game in the "laundry" is often the introduction by the educator into the group (or to the site) of objects and toys necessary for washing. Children are attracted to the role of "laundress" because they are "interested in doing laundry", especially in the washing machine. To prevent possible conflicts, the teacher suggests that they work in the first and second shifts, as in a laundry.
The game "Bus" ("Trolleybus")
Target . Consolidation of knowledge and skills about the pile of the driver and the conductor, on the basis of which the guys will be able to develop a plot, creative game. Familiarity with the rules of conduct on the bus. Development of interest in the game. Formation of positive relationships between children. Education in children of respect for the work of the driver and conductor.
game material. Construction material, toy bus, steering wheel, cap, policeman's stick, dolls, money, tickets, wallets, bag for the conductor.
Preparing for the game.Observation of buses on the street. Excursion to the bus stop Ride in the bus. Observation of the games of older children and joint games with them. Reading and viewing illustrations on the topic "Bus". Bus drawing. Making together with the teacher attributes for the game. Watching a movie.
Game roles . Driver, conductor, controller, policeman - traffic controller.
Game progress . The educator needs to start preparing for the game by observing the buses on the street. It is good if this observation is carried out at a bus stop, since here children can observe not only the movement of the bus, but also how passengers get in and out of it, and see the driver and the conductor through the windows of the bus.
After such an observation, which is led by the educator, attracting and directing the attention of the children, explaining to them everything that they see, you can invite the children to draw a bus in class.
Then the teacher should organize a game with a toy bus in which the children could reflect their impressions. So, you need to make a bus stop, where the bus will slow down and stop, and then hit the road again. Small dolls can be put on a bus stop at a bus stop and taken to the next stop at the other end of the room.
The next step in preparing for the game should be the trip of children on a real bus, during which the teacher shows and explains a lot to them. During such a trip, it is very important that the children understand how difficult the work of the driver is, and watch it, understand the meaning of the conductor's activity and see how he works, how he politely behaves with passengers. In a simple and accessible form, the teacher should explain to the children the rules of behavior for people on the bus and other modes of transport (if you have given up your seat, thank; yourself give way to an old man or a sick person who finds it difficult to stand; do not forget to thank the conductor when he gives you a ticket; sit down to a free seat, and do not necessarily demand a seat by the window, etc.). The teacher must explain each rule of conduct. It is necessary that the children understand why an old man or a disabled person must give way to a seat, why one cannot demand a better seat by the window for oneself. Such an explanation will help children practically master the rules of behavior in buses, trolleybuses, etc., and then, gaining a foothold in the game, they will become a habit, become the norm of their behavior.
Another important point when traveling by bus is to explain to children that trips are not an end in themselves, that people do not make them for the pleasure they get from the ride itself: some go to work, others go to the zoo, others go to the theater, others go to doctor, etc. The driver and the conductor help people quickly get where they need to, so their work is honorable and you need to be grateful to them for it.
After such a trip, the teacher should conduct a conversation with the children on the picture of the corresponding content, after carefully examining it with them. When analyzing the content of the picture with the children, you need to tell which of the passengers depicted on it goes where (grandmother with a big bag - to the store, mother takes her daughter to school, uncle with a briefcase - to work, etc.). Then, together with the children, you can make the attributes that will be needed for the game: money, tickets, wallets. The teacher, in addition, makes a bag for the conductor and a steering wheel for the driver.
The last step in preparing for the game may be watching a movie that shows the bus ride, the activity of the conductor and the driver. At the same time, the teacher must explain to the children everything that they see, and by all means ask them questions. After that, you can start the game.
On the day of the game, the teacher makes the bus by moving the chairs and placing them in the same way as the seats are on the bus. The entire structure can be fenced with bricks from a large building set, leaving front and rear doors for boarding and disembarking passengers. At the rear end of the bus, the teacher makes the conductor's seat, at the front - the driver's seat. In front of the driver is a steering wheel that is attached either to a large wooden cylinder from a building kit or to the back of a chair. Children are given wallets, money, bags, dolls to play with. Having asked the driver to take his seat, the conductor (teacher) politely invites the passengers to enter the bus and helps them to get comfortable. So, he offers passengers with children to take the front seats, and for those who did not have enough seats, he advises to hold on so as not to fall while riding, etc. Placing passengers, the conductor along the way explains to them his actions (“You have son. It's hard to hold him. You need to sit down. Please give up your seat, otherwise it's hard to hold the boy. Grandfather must also give way. He's old, it's hard for him to stand. you can fall when the bus is moving fast”, etc.). Then the conductor distributes tickets to passengers and along the way finds out which of them is going where and gives a signal to "departure. On the way, he announces stops ("Library", "Hospital", "School", etc.), helps to get off the bus and to enter it for the elderly, the disabled, gives tickets to newly entered, keeps order on the bus.
The next time the teacher can entrust the role of the conductor to one of the children. The teacher directs the game, now becoming one of the passengers. If the conductor forgets to announce stops or send the bus on time, the teacher reminds you of this, and without disturbing the course of the game; "Which stop? I need to go to the pharmacy. Please tell me when to leave” or “You forgot to give me a ticket. Give me a ticket, please,” etc.
Some time later, the teacher can introduce into the game the role of a controller who checks whether everyone has tickets, and the role of a policeman-regulator who either allows or forbids the movement of the bus.
The further development of the game should be directed along the line of combining it with other plots and connecting to them.
Game "Drivers"
Target. Consolidation of knowledge and skills about the work of the driver, on the basis of which the guys will be able to develop a plot, creative game. Development of interest in the game. Formation of positive relationships between children. Raising in children respect for the work of the driver.
game material. Cars of various brands, a traffic light, a gas station, building materials, steering wheels, a cap and a stick of a traffic controller, dolls.
Preparing for the game.Observation of cars on the street, targeted walks to the car park, gas station, garage. Game-lesson "Drivers go on a flight." Observation of the games of older children and joint games with them. Learning the mobile game "Pedestrians and Taxi". Reading and viewing illustrations on the topic "Drivers". Reading stories from B. Zhitkov's book "What did I see?". Construction of a garage for several cars and a truck from building material. Construction of sand bridges, tunnels, roads, garages.
Game roles. Chauffeurs, mechanic, gas tanker, dispatcher.
Game progress. The teacher should start preparing for the game by organizing special observations "of the driver's activities. They should be directed by the teacher and accompanied by his story, explanation. A very good reason for the first detailed acquaintance of children with the driver's work can be watching how food is brought to kindergarten. After showing and explaining how the driver brought food, what he brought and what will be cooked from these products, you need to inspect the car with the children, including the driver's cab.It is advisable to organize constant communication with the driver who brings food to the kindergarten. at his work, helping to unload the car.
The next step in preparing for the game is to observe how food is brought to neighboring stores. Walking down the street with children, you can stop at one store or another and watch how the brought products are unloaded: milk, bread, vegetables, fruits, etc. As a result of such observation, the children should understand that being a driver is not at all does not mean just turning the steering wheel and honking that the driver is driving in order to bring bread, milk, etc.
Also, before the start of the game, the teacher organizes excursions to the garage, to the gas station, to a busy intersection, where there is a police officer.
It is advisable for the educator to conduct another excursion to the garage, but not to any garage, but to the one where the father of one of the pupils of this group works as a driver, where the father will tell about his work. Emotionally colored ideas of children about the work of parents, its social benefits are one of the factors that encourage a child to take on the role of a father or mother, to reflect in the game their activities in everyday life and at work.
The impressions received by children during such walks and excursions must be consolidated in a conversation on a picture or on postcards. During these conversations, the educator needs to emphasize the social significance of the driver's activities, to emphasize the significance of his activities for others.
Then the teacher can arrange to play with toy cars. For example, children are given vegetables, fruits, bread and confectionery products fashioned by them in the classroom, furniture made of paper. The teacher advises taking food to the kindergarten, goods to the store, moving furniture from the store to a new house, driving dolls, taking them to the dacha, etc.
To enrich the experience of children, their knowledge, it is necessary to show the children on the street different cars (for transporting milk, bread, trucks, cars, fire engines, ambulances, if possible, show in action the machines that water the street, sweep, sprinkle sand), explaining the purpose of each of them. At the same time, the teacher must emphasize that everything that these machines do can only be done thanks to the activity of the driver.
The teacher should also consolidate the knowledge gained by the children during walks and excursions, examining with them pictures depicting a street with various types of cars, and in an outdoor game with a plot element. For this game, you need to prepare cardboard steering wheels and a stick for the traffic controller. The essence of the game is that each child, driving the steering wheel, moves around the room in the direction that the policeman points to him with his wand (or hand). The traffic controller can change the direction of movement, stop the transport. This simple game, well organized, gives children a lot of joy.
One of the stages in preparing children for a story game can be watching a movie showing some specific case of the driver's activity and different types of cars.
At the same time, for two weeks, it is advisable to read several stories from B. Zhitkov’s book “What did I see?”, Conduct several classes on designing from building material (“Garage for several cars”, “Truck”), followed by playing with buildings. It is good to learn with children the mobile game “Colored Cars” and the musical and didactic game “Pedestrians and Taxi” (music by M. Zavalishina).
On the site, children, together with the teacher, can decorate a large truck with multi-colored flags, carry dolls on it, build bridges, tunnels, roads, garages in the sand on walks.
The game can be started in different ways.
First option could be next. The teacher invites the children to move to the country. First, the teacher warns the children about the upcoming move and that they need to pack their belongings, load them into the car and sit down themselves. After that, the teacher appoints a driver. On the way, be sure to tell the children about what the car is passing by. As a result of this move, the puppet corner will move to another part of the room. Having sorted out things at the dacha and settled in a new place, the teacher will ask the driver to bring food, then take the children to the forest for mushrooms and berries or to the river to swim and sunbathe, and T-D- After a few days, the game can be repeated in another version - move from the dacha to the city, take the children to see how the streets were decorated for the holiday, take everyone to the doctor to be weighed after giving, etc.
Further development of the game should go along the line of connecting it to other game themes, such as "Shop", "Theater", "Kindergarten", etc.
Another option for the development of this game "may be the following. The teacher takes on the role of a "driver", inspects the car, washes it, fills the tank with gasoline with the help of the children. Then the "dispatcher" writes out a waybill, which indicates where to go and what to transport. "The driver" leaves for the construction of a residential building.Then the plot develops in this way: the driver helped to build the house.
Then the teacher introduces several roles of "drivers", "builders" into the game. The children, together with the teacher, are building a new house for Yasya and her mom and dad.
After that, the teacher encourages the children to play on their own and reminds the children that they themselves can play as they want.
During the subsequent game of “chauffeurs”, the teacher brings in new toys - cars of various brands that he makes with the children, a traffic light, a gas station, etc. Also, children, together with the teacher, can make new missing toys (car repair tools, a cap and a stick policeman-regulator), improve ready-made toys (attach a trunk to a car or an arc to a bus with plasticine, turning it into a real trolleybus). All this contributes to maintaining interest in the device, purpose and ways of using the toy in the game.
At this age, children's "driver" games are closely intertwined with "construction" games, as drivers help build houses, factories, dams.
Dam building game
Target. Development of interest in the game. Formation of positive relationships between children. Raising in children respect for the work of a builder.
game material.Cars of various brands, a traffic light, a gas station, building materials, steering wheels, a cap and a stick of a traffic controller, dolls.
Preparing for the game.Supervision of the work of builders. Excursion to the dam. Observation of the games of older children and joint games with them. Reading and viewing illustrations on the topic "Builders". Construction of a dam from building material. Construction of sand bridges, tunnels, roads, dams.
Game roles . Builders, drivers.
Game progress . Before the start of the game, the teacher introduces the concept of a dam to the children, shows photos, talks about the purpose of the dam. Also, the teacher can organize an excursion to the dam.
The game begins with the fact that the teacher on a walk draws attention to a stream flowing along the ground and invites the children to build a dam. Children each take a truck and go to the sand yard. They begin to load and transport sand to where the stream flows. Under the guidance of the educator, a “dam” is being built, a streamlet-“river” is being blocked. Water washes the hole, it is filled up again, the dam is made higher. The teacher suggests expanding the dam so that a car can drive over it. They build, rebuild, improve the "dam" and all the time they bring new sand. Each child drives his own truck, sometimes they help each other to load, "so that faster, otherwise the water will wash away." The teacher makes sure that the children play together, without quarreling.
During the subsequent game, the teacher invites the children to play on their own.
Game "Journey along the river"
Target. Development of interest in the game. Formation of positive relationships between children. Raising in children respect for the work of fleet workers.
game material. Construction material, kitchen utensils, play sets "at the doctor's", "barber's", steering wheel, life buoy, flags, dolls, substitute items, plastic boats, boats, motor ships, inflatable pool, captain's cap, binoculars, horn, gangway, anchor on the chain.
Preparing for the game. Excursion to the river station, targeted walks to the river. Meeting with an employee of the river station. Reading poems about sailors, about the fleet; joint games with older children. Game-lesson "Travel of Yasochka on the ship." Reading excerpts from B. Zhitkov's book "What did I see?" (“Steamboat”, “Pier”. “There is a dining room on the ship”, etc.). Application of ready-made geometric shapes on the theme "Motor ship". Modeling of clay boats. Production together with the educator of lifebuoys, flags.
Game roles . Captain, sailor, helmsman, cook, doctor, hairdresser.
Game progress . Preparation for the game begins with showing the children a picture of a steamboat and explaining to the teacher that now they will go to the river to watch the steamboat. This will help children focus, direct their interest in the right direction. After that, a targeted walk to the river is carried out, where children watch motor ships, boats, boats, determine their features. Then the teacher organizes an excursion to the pier to the river station, clarifies the children's idea of how ships moor, where passengers buy tickets. Also, the teacher, with the help of parents, can organize an excursion on the ship. During the tour, talk about the work of the people who work on it (captain, assistant captain, helmsman, sailors, cook, doctor), inspect the cabins, the captain's bridge, the helmsman's cabin, the helm, lifebuoys.
After a walk and an excursion, you should consolidate the knowledge gained by the children in a conversation about the picture, and also invite them to draw what they saw on the river.
It will be very interesting for children to meet in kindergarten with a worker of the river fleet, his story about his service.
Then the teacher can organize a game with a toy steamer. It is necessary to beat a toy with children: build a pier, ride dolls on a steamer, etc.
To prepare for a role-playing game, play attributes should be made together with the children. Children can do something on their own, the teacher only needs to tell them that it may be needed for the game. So, tickets, money, food for breakfast during the trip, children can already do it themselves. Other attributes, such as a pipe for a steamer, a spyglass for a captain, caps for sailors (cardboard hoops), are made by the teacher together with the children. In the manufacture of different crafts, the degree of participation of children "should be different depending on their skills. In some cases, the teacher helps the children more, in others - less.
The last step in preparing for the game can be to watch a movie that shows a trip on a steamboat and talk about its content, which increases and maintains children's interest in the topic.
When the children already have a steady interest in the game, the teacher can invite the children to play. Given the insufficient level of development of organizational skills in children of the middle group, the teacher can take part in the game. So, with his questions, he should be reminded of what the captain's bridge looks like, the helmsman's booth, the steering wheel, where the passenger lounge is located. First, the guys build a motor ship and equip it: they make chairs from building material, build a kitchen and a buffet: they transfer a stove, dishes, a table from a doll corner, make cabins and a doctor's office. With the help of the educator, masts, anchors, ladders, lifebuoys are placed in the appropriate places.
After that, with the help of the educator, the roles are distributed: “captain”, “sailor”, “helmsman”, “cook”, “doctor”, “passenger”, etc. Then the captain loudly announces: “Passengers, come on board the ship, now departure. Let's go down the river." Girls with dolls rise to the ship, sit down. The rest of the players also take their places. The teacher gives the departure signal. "Raise the anchor! Remove ladder! Full speed ahead!” the captain commands. Sailors quickly and accurately carry out his orders. The ship is sailing. Children hum and puff, imitating the noise of the engine room.
During the journey, each of the players is busy with their "important" things. "Moms" hold dolls in their hands, raise them to the window so that the banks of the river can be seen, others go to the lounge to watch TV. The teacher makes it so that there is work for the “doctor”: he puts the office in order, lays out, shifts, wipes the “tools” - after all, now you need to receive visitors. Here is the first patient. A “passenger” knocks on the office and asks to “treat” him. The doctor carefully “lubricates” the wound and makes a sticker out of paper, puts him on a chair. Then the "mothers" come with their "children" to be treated by a doctor.
The “cooks” are busy with a serious business - they need to feed the passengers with something. They make "cutlets" and cook "borscht". Then the teacher announces that the table is set, and the "waiters" invite the passengers to dine.
Further, you can develop the plot by rescuing a drowning man. There was an emergency on the ship - a "passenger" "fell into the water." Everyone shouts: “Man is drowning! Man overboard!". Throw lifebuoys, raise the "drowning" and quickly lead him to the doctor.
You can also arrange a "hairdresser's" on the ship. The "hairdresser" listens attentively to the passengers, and fulfills their requests: cuts hair, does hairstyles.
In the future, the game should be modified, updated. So. for example, during a stopover, passengers can pick mushrooms and berries or swim, swim, sunbathe, etc.
Having made an interesting "journey" along the river, the guys return home.
For the educator, when organizing the game, one thing is important: having given the children the basis of the game, he needs to lead the way. so that this basis is overgrown with content in which the creativity of children and their initiative would be manifested.
Game "Shop"
Target. Familiarization with the work of adults in the grocery, vegetable, bookstore, department store, etc. Development of interest in the game. Formation of positive relationships between children. Raising in children respect for the pile of the seller.
game material. Construction material, toys, food models, clothes for dolls, hangers, a mirror, a cash register, a showcase, substitute items, dolls, homemade books, wallets.
Preparing for the game. Excursion to a vegetable, book, grocery and clothing stores. Meeting with store employees. Reading poems about sellers, about collective farmers. Reading an excerpt from the book by B. Zhitkov “What did I see?” (“Bakhcha”) and the book by S. Mikhalkov “Vegetables”. Drawing on the theme "Excursion to the store." Joint games with older children. Modeling vegetables, products. Making homemade books together with the teacher.
Game roles. Seller, cashier, buyer, store manager, driver.
Game progress. When preparing for the game in the “shop”, the educator can use different occasions. So, you can take advantage of the approaching holiday or birthday of one of the children, or you can simply need to buy something. In any of these cases, children should understand that going to the store is caused by the need to make some kind of purchase. The teacher tells the children: “Today Sasha has a holiday - his birthday. Sasha has become big, he is five years old. We will go to the store and buy him a present” or “The holiday of March 8 is coming soon, we need to make flags, decorate the room. We don't have paper. We will go to the store and buy colored paper and make flags out of it. Then we will decorate the room with flags, it will be very beautiful in our group.
Recovering on an excursion, the teacher should remind the children again where and why they are going (“We are going to the store to buy Sasha a gift” or “We have no paper. We are going to the store to buy paper”).
During the tour, you need to show the children the counters, shelves, goods, explain everything that they see, and say that all this together is a store. It is very good if the teacher builds an explanation in such a way that it will raise questions from children. The teacher needs to ensure the children's active attention and perception of everything that they observe and what is explained to them. Especially the teacher should emphasize the meaning of the activities of sellers and cashiers and their relationship in the process of this activity.
Then you need to buy what the children came to the store for. It is best to let the children do it themselves. So, the educator can instruct one child to find out from the seller if there is the right product and, if so, how much it costs, to another - to pay at the cash desk, to the third - to receive the purchase from the seller. In this case, children enter into communication with adults in the process of their labor activity and actually participate in it as buyers.
Such participation in adult activities helps children to understand its meaning, goals, and ways of its implementation.
After the tour, the teacher should let the children feel and experience its results. For example, if flag paper was bought, children need to make flags and decorate the room with them, etc.
Then the teacher needs to consolidate with the children in a conversation about the picture everything that they learned during the excursion. By showing the children a picture, the teacher can ask them not only questions such as: “What is the girl doing?” or “What does the salesman do”?”, but also such as: “What did the girl do before?” (paid money to the cashier, took a check, gave the check to the seller if the picture shows how the girl receives the purchase), etc. Answering such questions, the guys can already use not only what they directly perceive when looking at the picture, but also what they know from their personal experience acquired during the tour.
In order for the children to understand that the word “shop” refers not only to a confectionery or stationery store, that is, not only to the store they went to, but the word “buy” means not only the purchase of sweets or paper, the teacher needs take the kids to a few more stores so. in order to lead them to correct generalizations, on the basis of which they will form the corresponding concepts. “So, you can organize an excursion to a bakery, a vegetable store, a book store, a toy store, etc. It’s very good if children buy something in each store. Each of the children in the group must participate in at least one purchase. In stores, children can buy, for example, flags, coloring books, pencils, sweets, cookies.
After several excursions, the teacher can invite the children to draw what they saw in the store. Children can draw fruits, vegetables, toys, candies, etc. It is also necessary that in the modeling lesson the children sculpt objects that they will then use during the game.
Then the teacher conducts a conversation through the pictures and summarizes everything that the children already know about the store.
To play the “shop”, the teacher should prepare a sign with the word “shop”, money, checks, a sign with the word “Cashier”, wallets for customers. I (the teacher moves the tables, which form a counter, on which all kinds of toys should be beautifully laid out:.
After handing out purses with money to the children, the teacher reports that a new store has opened that sells toys, and invites him to go there. In the store, buyers are met by a very polite and helpful salesperson (teacher), at the checkout - by an experienced cashier (one of the children). The seller politely greets the buyer, then offers him the product, lets him see it, shows how to handle it, says how much it costs. Having paid the amount named by the seller to the cashier and taking the check, the buyer gives it to the seller and receives his purchase from him.
The next day in the store you need to sell something from the assortment that the children made in the classroom. The teacher appoints one of the children as the seller, and he himself takes on the role of one of the buyers, but in the new role he directs the course of the game.
Further development of the game can go along the line of changing the profile of the store (either a grocery store, or a bookstore, or a confectionery, etc.) or by including this theme in other game themes.
For example, one of the variants of the game may be the following. The teacher brings into the troupe a cash register, a wooden showcase with cells (similar to the one seen in a vegetable store) and "strawberries" molded by the teacher. The teacher replaces the missing vegetables and products with pebbles, chestnuts, leaves. All this should arouse interest in children and a desire to play.
If the guys did not react to the items for the store, the teacher himself draws the attention of the children to the attributes for the game and offers to play. With the help of a counting rhyme, the guys distribute the roles: “seller”, “buyer”. Then, together with the teacher, the children set up a showcase, lay out vegetables in cells, take baskets, "purses", "money" and go to the store. The first buyer asks the seller to weigh a kilogram of strawberries. The “seller” weighs the purchase on the scale and gives it to the “buyer”. The teacher should teach children the rules of communication in the store And encourage them to carefully monitor each other so that someone does not forget to thank. The next "customer" buys an apple for his "daughter", then oranges, plums, pears, etc.
So that interest in the game does not weaken, the teacher, for example, can remind
“sailors” (children playing “ship”): “Did you forget to buy gifts and treats for your children? What will you bring them from swimming? Now all the "sailors" gather in the store. They are busy shopping.
Over time, there are fewer and fewer customers in the store. The seller is clearly tired of decorating the window, wiping the cash register, and she announces that the store is closed for lunch, hangs a plaque on the cash register and leaves.
During the game in the "shop" children often have questions: Where do bread, milk, vegetables come from in the store? Who delivers them and where? Where are they produced? Where are they grown? The teacher must maintain this interest, satisfy it, broaden the horizons of children and at the same time contribute to the further enrichment of the content of the game.
In order to form clear ideas in children about growing vegetables, cereals, melons, the teacher, if possible, organizes an excursion to the collective farm, to the garden brigade. You can also consider with the guys a picture of harvesting in the garden, read an excerpt from B. Zhitkov's book “What did I see?” (“Bakhcha”) and the book by S. Mikhalkov “Vegetables”. A conversation about the work of collective farmers will clarify and systematize the knowledge of children.
In parallel with the work on familiarization with the work of collective farmers, it is advisable to carry out modeling, designing, organizing the work of children (make paper bags for cereals, build stores with large windows from large building material; mold vegetables, fruits, watermelons, melons, bread, rolls, bagels, cookies, etc.) with the installation that these products can be used in the game.
When interest in the grocery store game wanes, the teacher may offer to play the clothing store game.
First, the teacher in the classroom and in everyday life clarifies the knowledge of children about the types of clothing (summer, winter, underwear, dresses, coats, fur coats, hats, panama, caps, scarves), reinforces general concepts (headwear, underwear, outerwear).
In kindergarten, with the help of parents, you can sew clothes for dolls, make hangers and stands for them, sew bags from cellophane, and make a large foil mirror.
The process of making these items together usually reminds children of what they saw on the tour and encourages them to play.
If there is no such interest in the game, the teacher takes the initiative. First of all, he helps children in the distribution of roles, the teacher offers several children who want to be sellers, because you can organize several departments (children's, men's, women's clothing) and sellers are needed in each department. Having distributed the roles, the children build a store out of chairs, benches and large building material, put linen in plastic bags on the shelves, hang clothes on hangers (dresses separately, coats separately), build fitting rooms, set up a cash register, solemnly open a new store and invite "customers ". Basically - these are "mothers" with daughters-dolls. "Sellers" advise what clothes to choose, help to try on. “Moms” put on clothes for dolls, pay for the purchase at the checkout, thank you.
Useful in an educational sense and the game in the "bookstore" (with a department of stationery). It makes it possible to form the cognitive interests of children, to exercise them in “doing”, since the game encourages children to make “goods” for the store (to design home-made books, albums, notebooks with the help of a teacher). In the game, knowledge about the work of store employees is consolidated, respect for it is brought up, children have a desire to imitate them and take on the appropriate roles.
The game of "shop" is very often intertwined with such games as "family", "collective farm", "kindergarten", "fishermen". For example, “moms”, “dads”, “grandmothers” buy groceries in a grocery store, cook dinner from them and feed dolls, in a ready-made clothing store they buy new clothes for their children for the holiday. "Collective farmers" harvest vegetables, fruits, load boxes on cars, "chauffeurs" take them to shops. "Fishermen", returning from swimming, unload the fish, and the "chauffeurs" take it to the store.
"Game "Pilots"
Target. Consolidation of children's ideas about the work of adults at the airport and at the airfield Development of interest in the game. Formation of positive relationships between children. Raising in children respect for the work of a pilot.
game material. Toy planes, fuel trucks, trolleys, caps for pilots, a cap for a stewardess, a steering wheel, propellers, airplane wings, rubber tubes-hoses for refueling airplanes with gasoline.
Preparing for the game.Excursion to the airport. Meeting with airport workers. Reading poems from B. Zhitkov's book "What did I see?" (“Airport”) and from the book by I. Vinokurov “The plane flies” (“At the airfield”, “Who drives the planes”). Joint games with older children. Production of a runway, hangar, aircraft, large aircraft from building material or sand (using high chairs and cardboard parts). Designing paper planes.
Game roles . The first and second pilots (pilots), stewardess, technicians, tankers, passengers - mothers, fathers, children, grandmothers, grandfathers, airport workers, cashier, barmaid, pharmacy and newsstand sellers.
Game progress; The first stage in the development of the game will be an excursion to the airport. Children need to be shown the premises (passenger lounges, ticket offices, a buffet, a newsstand) and get acquainted with the work of adults at the airport, as well as give an idea that the airfield is a large, flat field, there are airplanes and helicopters on it, and hangars in the distance . You need to watch with the children how the plane lands, the ladder is brought up, the passengers get off.
After that, the teacher reads excerpts from B. Zhitkov's book “What did I see?” (“Airport”) and from the book by I. Vinokurov “The plane flies” (“At the airfield”, “Who drives the planes”).
Then, together with the children, a runway, a hangar, airplanes, a large plane (using chairs and cardboard parts) can be made from building material or sand. The teacher can offer the design of paper planes, arrows, and then use them in games with the wind.
In the future, you can once again organize an excursion to the airport. To visit the plane, inspect it, talk about the duties of pilots, flight attendants. To consolidate children's ideas about the work of adults at the airport and at the airfield. After that, hold a conversation "What we saw at the airport."
The teacher can arrange a meeting with the pilot in kindergarten, so that he talks about his work, as well as a game-lesson "How Yasochka, mom and dad flew on an airplane."
The game of "pilots" is best played on the site of the kindergarten. The teacher invites the children to play the following roles: first and second pilots (pilots), stewardess, technicians, tankers, passengers - - mothers, fathers, children, grandparents, airport workers, cashier, barmaid, pharmacy and newsstand sellers.
Next, the teacher gives the children the opportunity to play the game on their own. The teacher must take into account those game ideas that children may have, since in the game, first of all, what pleases, excites the child at the moment should appear.
Game "Fishermen"
Target. Consolidation of children's ideas about fishing. Development of interest in the game. Formation of positive relationships between children.
game material. Constructor, twigs, threads, substitute items, toy fish.
Preparing for the game.Excursion to the river. Meeting with fishermen. Reading poems about fishing. Joint games with older children. Production of building material boats, oars. Fishing rod manufacturing. Modeling fish.
Game roles. Fishermen.
Game progress. Starting the game, first of all, the teacher can organize an excursion to the river, where, together with the children, watch the fishermen, discuss questions on what the fisherman moves along the river, what boats are, what the fisherman catches, what he fishes for, what devices are needed for this. You can also organize a meeting with a fisherman there, ask him questions of interest to children.
After that, in the group, the teacher conducts a conversation “What we saw on the river”
The teacher asks parents to take their children to the river for the weekend, to show them how to fish.
Then, together with the children, you can build boats and oars from building material, make fishing rods from long twigs.
When all the preparations for the game are ready, the teacher can invite the children to play on their own.
During the game, the teacher should support the children's interest in playing "fishermen" and guide the development of the plot using tips, questions, and reminders. For example, questions: What are you swimming on? Where is your boat going? What are you carrying in it? Advice: "Agree with the captain, load the fish on the steamer and take it to the neighboring city, to the shops." Addressing the girls: “There, on the pier, they brought fresh fish. Do you need to buy some fish?” etc.
In the game, the educator not only expands the range of ideas about the phenomenon that interests the children, but also helps in organizing the game; sometimes takes a direct part in collusion, sometimes helps to plan the game.
Game "Theatre"
Target. Consolidation of children's ideas about the theater. Development of interest in the game. Formation of positive relationships between children.
game material. Screen, bibabo toys, game attributes: money, wallets, tickets, large signs "Theater", "Cashier".
Preparing for the game. Puppet show. Reading poems about the theater. Joint games with older children. Production of attributes for the theater by children. Watching a film about the theater.
Game roles . Cashier, controller, bus driver, artists.
Game progress. The teacher can start preparing for the game only after the children are shown a puppet show during the matinee or they themselves visit the theater (in addition, artists can perform in front of them). Be sure after this impression of the children, the educator must systematize and summarize, having examined the picture with them and talking about its content.
Then the teacher brings one or two bibabo dolls to the group. In order to maintain interest in playing with these dolls and make it stable, the teacher needs to teach children how to use dolls correctly, to perform certain actions of a descriptive nature with their help, and to teach certain playing techniques. The doll can greet, wave, clap, bow, scratch her forehead or neck. stroking the children, but the head, dancing, etc. As a rule, this gives children great pleasure, and they are happy to imitate the teacher, forcing the doll to do the actions that he showed them. So, gradually, children, under the guidance and with the help of the educator, learn to control the puppets and, in the process of playing, master certain game techniques.
The next step in preparing for the game may be the production of game attributes by children. The teacher invites the children to draw beautiful tickets, make money. At the same time, they themselves are preparing large signs with the words “Theatre”, “Cashier”.
It is advisable to show the children a film about the theater.
Before the game, the teacher distributes wallets with money to the children, asks them to see if their clothes are in order, if they are neatly combed, since it is time to go to the theater. Children leave the kindergarten (group) and go to the stop, where the bus has already been prepared in advance (it can even be arranged in another room - the dining room or the neighboring group room). On the bus, the children pay the conductor, get tickets from him and go to the Teatr stop. Approaching the theater, the guys must find the box office and buy theater tickets there, then present them to the controller and take their seats in the auditorium.
The teacher on the "stage" controls the puppets, the guys carefully watch the performance.
After the performance, the children applaud, thank the artists, leaving the theater, again go by bus to the kindergarten.
When repeating the game, the teacher can provide children with relative freedom of action. So, they themselves go to the theater and from the theater, they themselves prepare the necessary attributes (bus, bus and theater tickets, money, etc.), they themselves play the main roles: conductor, driver, cashier, controller. The role of the leader remains for the educator: he still manages the puppets himself, but from the second or third game, the educator can attract children to the performance itself. Gradually, the teacher draws children more and more into active participation in the performance, reserving only the right to direct their actions and help them. Now the management of the game should be to help children coordinate their actions, come up with the content of what they want to depict, help realize the plan, and if necessary, show, teach how to perform this or that action.
The teacher also needs to teach children, playing the "theater", to use not only special dolls, but also other toys: cars, animals, nesting dolls. When children are convinced of the advantage of using additional toys in the game, wide prospects for the development of the game open up before them.
When the game is fully mastered by the children, it is important to explain to the children that the word "theater" denotes a performance even when the artists are not puppets, but people. To do this, you need to play another version of the game.
When children understand this, they will certainly modify their game. Puppet shows will alternate, where certain roles will be taken by the children themselves. They will act out for the audience the content of well-known fairy tales and small scenes.
In the future, the guidance of the educator in this game should be to help the children change the content of their "performances", change the actions that they will perform during the game.
Zhanna Magomedova
An exemplary scenario for the role-playing game "Theater"
ABSTRACT
PREPARATORY
TO SCHOOL GROUP
STORY-ROLE PLAYING GAME« THEATER»
MBDOU №41
caregiver: Magomedova J.R.
ABSTRACT
STORY-ROLE PLAYING GAME« THEATER»
GROUP PREPARATORY FOR SCHOOL
PROGRAM CONTENT:
Consolidation of children's ideas about theater.
Strengthen the ability to take on various roles in accordance with game plot; use attributes, constructors, building material.
To promote the creative use in games of ideas about the surrounding life, impressions about works of literature, cartoons.
To develop creative imagination, the ability to jointly deploy the game, coordinating one's own game plan with the plans of peers. 6. Cultivate goodwill, willingness to help out peer: the ability to reckon with the interests and opinions of teammates in the game, to fairly resolve disputes.
Development of the ability to develop creatively game plot.
Formation of positive relationships between children. Formation of skills of cultural behavior in public places. Develop speech, imagination and creativity.
preliminary work:
*invite parents to go with their children to theater;
*talk about theaters in our city as cultural institutions;
*viewing postcards theaters of the city of Kemerovo;
*conversation about the rules of conduct in theater;
* reading a fairy tale "Zhiharka" and role-playing;
*production of attributes for games: screen and its design, tickets, seat numbers, masks for actors, poster, money, cash desk, signboard "buffet", sewing an apron and caps for the barmaid.
Subject-game environment.
Equipment:
*props for the performance - a screen, an oven, a spatula, a bench, a table, wooden spoons, wooden cups, a cast iron pot, a ladle, costume elements;
*details for the buffet - a sign "buffet", cash desk, money, products (cakes, chocolates, juices, sweets, apron, cap, doll utensils (cups, teapots, saucers, tray, flowers;
*details for the cash desk - cash desk, calculator, money;
*details for the controller - chairs, numbers.
Preparing for the game:
Puppet show, reading and looking at illustrations about theater, making with children attributes for theater.
Game roles:
Administrator, cashier, usher, barmaid, artists, spectators.
game material:
Cash register, theater tickets, poster, invitation cards, screen, large tablets: "TYuZ", "BUFFET", "AUDITORIUM", "CASH REGISTER"; toy utensils, dummies of products, furniture, money, chairs, where the row and place are marked, decorations, bell, soft modules, costumes, masks, audio recording "Birdsong", illustrations theaters. Perm, portraits of artists and composers, illustrations for fairy tales.
Approximate development of a role-playing game« Theater» :
caregiver: “Children, what did you see unusual today when you entered the group”?
Children: "Poster"!
(Children read)
caregiver: “What do you think the poster is for?
Children: “So that we know that there will be a performance and they came to it.
caregiver: “What is the name of the institution where performances are held”?
Children: « Theaters» .
caregiver: « Theaters are different: OPERA, DRAMA, BALLET. WHAT ARE YOU IN? THEATER WANT TO PLAY? (DRAMATIC, WHERE THEY TALK)
caregiver: “Guys, what do you know theaters in Makhachkala» ? (Russian Drama Theater named after Gorky, "Avar theater» , "Kumyk theater» , Philharmonic - concerts are held there.
caregiver: "Guys, theater- this is a cultural institution and you need to behave there culturally. Do you want to play theater»?
Children: "We want!
caregiver: "In order to start playing, what should we do"?
Children: "Assign Roles".
caregiver: "Let's remember who works in theater» ?
Children: “Controller, cashier.
caregiver: What are the duties of a controller?
Children: “He puts chairs in rows, hangs numbers on them, checks tickets from the audience, helps them find their place.
caregiver: “Who will be the controller? Please go get your workspace ready.
caregiver Q: What are the responsibilities of a cashier?
Children: "Cashier sells tickets".
caregiver: “Who will be the cashier? Take your job".
Who else works in theater"? Usher)
caregiver: "He checks the tickets at the entrance to theater? (A child is selected for the role of usher.
Choose a child for this role.
caregiver: "Without whom there can be no theater and why» ?
Children: “Without the artists, they put on a play. Artists will be...
(Artists, pre-prepared children go behind the screen, get dressed.)
caregiver: “And we will be spectators. What are we going to do in the game??
Children: "Buy tickets, take your seats, clap your hands, give flowers to artists, give flowers."
caregiver: "Let's put ourselves in order, fix our hair and go to theater. What shall we ride?"
Children: "By bus".
(The teacher offers flowers to one child and go to the bus. The driver and the conductor take their attributes, the passengers take imaginary places, the bus goes. Sing a song "Mountain Roads"
The educator talks about behavior in theater.
Driver announces: "Stop - theater» , carefully get off the bus, do not push, the boys let the girls pass.
caregiver: ""Here, you and I have come to theater. See how
called theater»? (Russian Drama Theater named after M. Gorky)
Skomorokh 1: “Listen! Listen"!
Skomorokh 2: “Listen! Listen"!
Both buffoons: "And don't say you haven't heard"!
Skomorokh 1: “We have a performance today!
Skomorokh 2: "To everyone's surprise"!
Skomorokh 1: “People, guests, why are you standing!
Skomorokh 2: "Visit us at theater hurry up» !
Both buffoons: "Pay per performance - your good mood"!
Educator and Children: "Thanks for the invitation! Guys take your seats. The story begins."
The first bell rings, the second bell rings.
Child spectators pass through "hall", give tickets to the controller, another controller escorts the audience. Spectators take their places in the hall.
The third bell rings.
Showing fairy tales to children "Little Red Riding Hood"
Storyteller1: The girl lives in the forest,
And dancing and singing!
Children love everything and wait
It's called Red Riding Hood!
Storyteller2: She lives alone with her mother,
She loves her grandmother!
Comfortable, guests sit down
And watch carefully!
Together: This is a saying, not a fairy tale!
The story is ahead!
In the foreground are several trees, a house, next to a thunderous forest at the end of the forest is a house. On storytellers enter the scene.
Narrator: There was a little girl. Her mother and grandmother loved her very much. Somehow, for her birthday, a grandmother sewed a gift for her granddaughter - a little red riding hood. The girl liked the red cap so much that she went everywhere in it. People from the village called her Little Red Riding Hood.
(Mom and Little Red Riding Hood come out of the house)
Mother: go Little Red Riding Hood visit your grandmother, take her pies and a pot of butter. Yes, my child, find out if she is healthy!
Little Red Riding Hood: Okay, mother, I'll go and visit.
Narrator: Little Red Riding Hood is singing songs, picking flowers, so she comes to the forest, and the Gray Wolf meets her.
Gray wolf: Stop girl. What is your name?
Little Red Riding Hood: I'm Little Red Riding Hood, don't scare me gray.
Wolf: Where are you going Little Red Riding Hood?
Little Red Riding Hood: I'm going to my grandmother. She lives alone, I want to visit her.
Wolf:(sniffs) What do you have in your basket?
Little Red Riding Hood: And these are pies. Mom baked, I'm taking it to my grandmother. Oh, you must be hungry. Help yourself!
Wolf:(takes it carefully) Well, thank you. (eats greedily).
Little Red Riding Hood: Well, I went?
wolf nods (whispers, walks away).
Narrator: And the wolf ate and got better.
Wolf: Wow, ate. Tasty. Kind girl. Oh, she's alone in the forest. I'm going to follow her. And that's not enough. Stop, stop Little Red Riding Hood.
Little Red Riding Hood: What do you Gray?
Wolf: You fed me. Let me walk you.
Little Red Riding Hood: Let's.
Narrator: Here they are together The wolf and Little Red Riding Hood went to the grandmother's house together.
Little Red Riding Hood: Well, here they come, thank you wolf for seeing you off!
Wolf:(sad) Well, what if you don't need me anymore? I went.
Little Red Riding Hood: Wait, wait wolf, let's be friends with you?
Wolf:Be friends!
Little Red Riding Hood: Yes.
Wolf:Let's.
Little Red Riding Hood: Come with me to my grandmother. She is very kind to me.
Narrator: The Wolf and Little Red Riding Hood went to the grandmother's house, and the grandmother, seeing the wolf from the chair, crashed down. Well, the noise was in the house.
(Knock of an ax).
Narrator: And the woodcutters worked nearby (Knock knock, knock knock)
Lumberjack1:You heard?
Lumberjack2: Yes, it seems in my grandmother's house.
Lumberjack1: Let's go faster, let's see, maybe what happened?
Lumberjack2: Yes, faster.
Narrator: Lumberjacks ran to the grandmother's house.
Lumberjack 1: Grandma, grandma, what happened?
Lumberjack2: Yes, what's the noise here?
Grandmother (leaves home): Oh, honey, it's all right! It was me, the old one, who was frightened of the wolf and fell off the chair. And this turns out to be a friend of my Little Red Riding Hood. Come, you will be lovely guests. And tea has already arrived in time with pies. (Grandma looks out the window)
And you come and you come. Then don't say you weren't invited. Let's drink tea and have conversations.
Storyteller1: Here are the tales of that end,
And who listened well done. (The actors line up)
Storyteller 2: When there is good in the world,
Together: Then it's good to live in it!
