Recommendations for organizing and guiding the play activities of preschoolers

MAGAZINE Preschooler.RF

The children's play activities are supervised by the teacher. The effectiveness of his leadership depends on taking into account the number and age of children, their individual characteristics, interests, behavior of the participants in the game and the type of game itself. In addition, the teacher must have communication skills. Working with children, doing even the most difficult work, he must maintain a good mood. In order for the game to serve as an emotional means of physically educating children, the teacher must conduct it with joy and pleasure.

First you need to get the children together for the game. To do this, you can use a variety of techniques.

1. This can be a conditioned signal (clap your hands, whistle, pipe).
2. In early preschool age, you can interest children with a toy, a bright attribute, or a mask for games.
3. You can start the game with several children, and the rest join later.
4. You can instruct the child, call other children, or use a little counting rhyme: “Come on, come on, kids, run quickly out of the yard, it’s time to start the game .

In order to arouse children's interest in the game, the teacher can ask children questions about the characters in the game, using riddles, poems, fairy tales, legends, and tales about them.

Next is the goal of the game task; This includes an explanation of the game, an introduction to the plot and course of the game, an explanation of the rules and their repetition, and showing the teachers certain motor actions. The explanation of the game should be clear, specific and intelligible. Long-term explanations and teaching tire children. This leads to them losing interest in the game.

The next stage is the distribution of roles between the players, the appointment of assistants, if these are games - competitions. Assigning a child to the role of leader is an important technique for increasing his activity. Each age group has its own characteristics.

In the younger group, you cannot choose a child to play the role of leader at will. At this age, children cannot yet objectively assess their capabilities. Therefore, the teacher first plays the role of leader himself, and from the second half of the year in the second junior group he assigns children to the role of leader. In the middle group, the teacher can already assign children to the role of leader.

In elementary and middle preschool age, if the game is new, and even with an element of catching, then the child plays the role of the leader twice in a row. The first time he tries, and the second time he plays. If the game is played three times, then the first child is the leader twice, and the second is the leader once. When choosing a child to play the role of leader, one must take into account whether the child chooses the rules of the game fairly. Children sometimes present themselves to the leader, so that next time he will be caught. The teacher must treat all children with respect, know their personal qualities and appoint not only the fastest and most active children to the role of leaders. A child who tries very hard, but at the same time is slow, must also be chosen for the role of leader, so that the child can try himself in this role.

The teacher must know each child, his capabilities, physical qualities, temperament and motor experience. When assigning a leader to the role, you need to clearly think through the differentiation of tasks, taking into account the individual capabilities of the child.

Even if the child has not identified any opportunities in the game, all the same, for his own self-affirmation, he must be assigned the main role in the game. This helps the child find his place among his peers and feel more confident. The teacher must remember that even the distribution of roles in the game has great educational significance, and treat it with respect, be fair and tolerant towards all children.

What techniques should a teacher use when choosing presenters? A technique such as the “arrow” enhances the game moment. Children like it when the teacher, with his eyes closed and his arm outstretched, like an arrow, draws along the line. Then he stops at someone - that child will be the leader.

At the end of the middle group and in senior preschool age, children can choose to play the role of leader on their own. To do this, they will need this little counting rhyme:

We are preschool children, we love to run and play. Well, try to catch up with us: - One, two, three - you will catch us!

You can use counting rhymes from rhythmic works of art, for example: “Our Tanya” by A. Barto, “Moidodyr” by K. Chukovsky.

You can use lots to distribute children into teams. Children take turns pulling chestnuts or acorns from the box. Pre-prepared pieces of paper or sticks of different sizes are used. An interesting technique for children would be the command: “Pay off on the first, pay off on the second ,” where 2 teams are formed by rearranging. Another technique is to hold a competition with formation of units: “Whose unit will assemble faster?” When assigning children to teams for games, it should be borne in mind that there are competitions in which it is important to assemble teams so that they are equal.

Kritskaya Natalya Grigorievna, physical education instructor, Armyansk, Republic of Crimea

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Slide 2

“What is a child's game?”

Play is an activity that gives a child pleasure and is characterized by emotional upsurge. But in modern kindergarten this does not always happen. Children often play because they “need” to play now, but, unfortunately, they are not happy about it. And if there is no joy, then there is no game itself.

A game is an activity that takes place on two levels. On the one hand, the game takes place in a conditional situation and contains a number of conditional elements. The child says “as if” and finds himself in a completely different world - a magical forest, a space rocket, a television studio... The mystery of the game is that the child believes that he is in the magical world of the game, and, at the same time, understands that he is “here and now”.

A game is a symbolic activity, since real objects in it are replaced by symbols - objects or actions that replace real ones. In play, your favorite doll turns into either a cheerful or a capricious child. According to many scientists, the ability to use symbols in one’s activities is one of the universal human abilities, and its development occurs in the game.

Play is an activity in which a child recreates other types of human activity. Taking on real social roles, the child masters a complex system of human relationships through play. If appropriate play practice is not accumulated in preschool childhood, the child's social development may be complicated.

Play is a voluntary activity and carries with it a sense of freedom. Perhaps for preschoolers this is the only activity in which he enjoys freedom and can choose what to play, with whom to play, how long to play, what toys to take. But, unfortunately, adults are increasingly encroaching on a child’s freedom in play. Teachers are confident that they know better what, how and when children should play.

In addition, there is experimental data on the development in the game of voluntary control of behavior, initial forms of intentional memorization, activity, and organization. It is also generally accepted that the game develops knowledge about the phenomena of social life, the actions and relationships of adults, etc.

Slide 3

So, we all know how important play is for preschool children, we are all aware of the fact that the development of children in preschool is ineffective outside of play.

And yet, we are forced to admit that play is “moving away” from kindergarten; children practically do not play. And there are several reasons for this.

Children have few impressions, emotions, holidays, without which the development of play is impossible. Children receive most of their impressions from television programs, the quality of which, unfortunately, leaves much to be desired.

A game is a reflection of the life of adults: while playing, a child imitates them, models various sociocultural situations and relationships. But, perhaps, for the first time in many years, educators in large cities, in particular Moscow, are faced with the fact that children do not know what their parents are doing. Mysterious abbreviations appear in the “Information about parents” column, and in the “position” column - realtors, managers, dealers, agents, referents, etc. Parents cannot clearly explain to their child what they are doing. Only the activities of adults that are directly observed in life remain. But there are very few of them.

The professions of salesman, postman, tailor and cutter have left children's direct observation. Meanwhile, the conditions for the day of these games are created; in many kindergartens there are artificially created play areas. But the attributes for these games gather dust on the shelves, not arousing much interest among children,

Also, one of the good reasons for the departure of the game from preschool educational institutions is our desire to “please” parents, as a result of which teachers do nothing but “work” with children, trying to tell them as much information as possible. There is practically no time left to play. In this case, such a common phrase as “social order” is used.

In fact, this notorious social order is used by many as an excuse, dictated by the reluctance and inability to organize children's play.

Meanwhile, there is time to play preschool educational institutions. It is included in any comprehensive preschool education program. Having analyzed the programs and the daily routines proposed in them, as well as the instructional and methodological letter “On Hygienic Requirements...” and the new Sanitary Regulations and Regulations, we came to the conclusion that in the daily routine of children in kindergarten, time is allocated for play. Children of different age groups are given from 3 hours 15 minutes to 3 hours 30 minutes to play during the day. The main goal of teachers is to use this time correctly, encouraging children to play independently, participating in them and helping children learn new ways of playing.

Slide 4

Currently, there are three main methods of guiding children's play.

The first method of guiding children's story games was developed by Deborah Vladimirovna Mendzheritskaya. In her opinion, the main way a teacher influences children’s play and raising children in play is by influencing its content, i.e. on the choice of theme, plot development, distribution of roles and the implementation of game images. And in order to show children new playing techniques or enrich the content of an already started game, the teacher must enter the game, taking on one of the roles, as a partner.

The second method - the method of forming a game as an activity - belongs to Nineli Yakovlevna Mikhailenko and Nadezhda Aleksandrovna. Korotkova. It is based on the implementation of three basic principles.

The first principle of organizing a story game in kindergarten: in order for children to master gaming skills, the teacher must play with them. An important point that determines how children are “drawn into the game” is the very nature of the adult’s behavior. This should be the position of a “playing partner” with whom the child would feel free and equal in the opportunity to enter and exit the game.

The second principle: the teacher should play with children throughout preschool childhood, but at each age stage, develop the game in a special way, so that the children immediately “discover” and assimilate a new, more complex way of constructing it.

The third principle: starting from an early age and further at each stage of preschool childhood, when developing gaming skills, it is necessary to simultaneously orient children both to the implementation of a gaming action and to explaining its meaning to partners - an adult or a peer.

The principles of organizing a story game formulated above are aimed at developing children’s gaming abilities and skills that will allow them to develop independent play (individual and joint) in accordance with their own desires and interests.

The third method of organizing an independent plot game is called the method of comprehensive guidance. It was proposed by Elena Vladimirovna Zvorygina and Svetlana Leonidovna. Novoselova.

Currently, in the practice of preschool institutions, this method is often used in the presence and interrelation of the following pedagogical conditions: active activity of children aimed at familiarizing themselves with the environment; educational games; timely change of the subject-game environment; activating communication between the teacher and children during the game itself.

Slide 5

Systematic enrichment of children's experience. In everyday life, in class, on a walk, while reading books, watching TV programs, the child learns the purpose of objects, the meaning of people’s actions, the essence of their relationships, and his first emotional and moral assessments are formed. All this can serve as a source for the emergence of the game’s concept and the constant enrichment of its content.

To translate real experience into a game, conditional plan, for children to learn ways to reproduce reality in a game, educational games (didactic, theatrical, etc.) are used. They must contain elements of novelty, introduce children into a conditional situation, and emotionally involve them in the process of acquiring knowledge.

Timely changes in the play environment, selection of toys and play material that help to consolidate in the child’s memory recent impressions received while getting to know the environment, as well as in educational games, aim preschoolers at independent, creative solving of play problems, and encourage different ways of reproducing reality in play. The object-game environment needs to be changed taking into account the practical and play experience of children. It is important not only to expand the theme of toys, but also to select them according to the principle of varying degrees of generalization of the image.

To consolidate the activity experience acquired by children in independent initiative play, it is necessary for them to communicate with an adult during the game process. Communication should be aimed at developing progressive (for each age period) ways of solving game problems. To do this, the teacher organizes the activities of preschoolers in increasingly complex problem game situations, taking into account their specific practical experience, as well as the game environment.

All components of comprehensive guidance in the development of play are interconnected and equally important when working with children of different ages. The level of game development achieved as a result of such guidance at this age stage allows the teacher to go further, taking into account the new capabilities of his students.

Slide 6

Kindergarten teachers have a stable term “game management”. Let's think about how legitimate it is? Play is by its nature a free activity, and its developmental effect becomes maximum when it becomes an independent child activity. It turns out that the nature of children's play comes into conflict with the approach that has developed in history and practice - “leading the game.”

A transition from a pedagogical support strategy helps resolve this contradiction.

The peculiarity of pedagogical support for children’s play activities is that when interacting with children, the teacher flexibly changes his position depending on the degree to which the children demonstrate independence and creativity, and actively cooperates with them.

Accompanying interaction helps the child actualize the gaming experience as a result of playing together with the teacher, and apply it in various situations that arise outside the boundaries of the gaming activity specially organized by the teacher.

Accompanying game interaction has certain difficulties.

Teachers are accustomed to the fact that children need to be purposefully educated and developed all the time. But when playing with children and taking the position of a partner, it is impossible to specifically develop and educate. As soon as the “element of education” appears, the position of the teacher immediately ceases to be a partnership and immediately becomes “educating” or, what is even worse for children, “teaching”. The naturalness of the game is immediately disrupted. Consequently, the teacher needs to develop the ability to be a player, a child’s play partner. This quality is called the play position of the educator.

The teacher’s play position is based on the general principles of the game (self-worth, non-utilitarianism, voluntariness, gaming equality, etc.) and involves mastering the in-game language expressed in gesture, facial expressions, and plasticity. The teacher’s playing position includes:

The teacher’s pronounced interest in children’s games;

Reflection as the ability to see a real situation from the outside and identify game opportunities in it;

Infantilization as the ability to establish a trusting relationship with others;

Empathy as the ability to feel the game states of other people;

Creativity as the ability to find non-standard ways to achieve a goal.

The formed play position of the teacher ensures his inclusion in children's play and allows him to have a positive influence on its development.

The playful position of the teacher is one of the surest paths to achieve closeness with preschoolers, penetration into their inner world.

Having mastered the play position, it is easier for the educator to use the game and its rich opportunities for the development of their students and their relationships.

The play position requires the teacher to have a certain degree of infantilization - the ability to temporarily turn into a child, to act according to the laws by which playing children live and act.

In kindergarten practice, it is sometimes possible to observe when the teacher ignores the child’s initiative and his creative imagination. He “dictates” the game, tactlessly interferes, and suggests the content to the child. Such a teacher intrusively places a toy or materials on him and thereby destroys the child’s creative initiative and independence.

But the opposite phenomenon is also observed. “They play freely,” declares the teacher and remains on the sidelines, does not contribute to the rich development and organization of the game, but directs, does not lead, and does not even monitor the game. In practice, it turns out that elements of the most brutal suppression of children’s initiative are combined with no less harmful elements of “free upbringing.”

In preschool practice, there are also various examples of suppressing children’s initiative under the guise of “stimulated play”, “dictation play”: a ban on touching a toy until the teacher allows it, mechanical distribution of toys among children, etc. Such a leadership system breeds disorganizers and children dissatisfied, and on the other hand, passive, lacking initiative.

One of the most important tasks of communist education and the primary responsibility of a teacher is the education of a creative, active personality. The teacher must remember that 90% of the so-called difficult children are created by us ourselves through our inept pedagogy.

Basic things - respect for the child, attention to his needs. It is necessary to help the child realize his thoughts and feelings in action: in play, in creating an image in fine art, in design. After all, unrealized thoughts and feelings remain in the child as dead capital, not processed, half-thought out, unfelt. This is a very serious moment in the education of a child’s social personality. If a child does not learn to realize his thoughts, interests, and intentions in a specific action, he will subsequently not be able to become an active, useful member of society.

The lack of children's initiative and activity, as well as the lack of a variety of materials and toys for children's creative activities, make the child's life boring and lacking in substance. This leads to passivity, inhibits the child’s development, and makes him “difficult to educate.”

It often happens like this: there are no materials, there are no toys, there is nothing to do, or there are toys, but the teacher does not give the opportunity to use them creatively, and so the child begins to figure out where to put his energy: he becomes overly mobile, noisy, nervous, causes trouble for the children and adults.

Pedagogical conditions for organizing play activities of preschool children, classification of games, their functions

This is a complex, multifaceted activity, since much of the game happens internally. The structure of the game (D.B. Elkonin) is the structural components, elements of the game, namely: plot, role, game actions, game and real relationships, game rules. The plot of the game is a chain of interconnected events that are conveyed in the game. The role, according to D.B. Elkonina is the main element in creative games. Formation of play (N.Ya. Mikhailenko) is a systematic process of pedagogical influence aimed at imparting to children methods of play activity.

Game management (N.Ya. Mikhailenko) - creating conditions for the game, indirect methods of influencing the game.

Game management is the direct participation of the teacher in the game with the children.

Pedagogical game technology is the consistent use in practice of a pre-designed educational process using different types of games.

Pedagogical support for games is a set of methods and techniques aimed at enriching the content of games, relationships, developing creativity, and creating conditions for games.

Play creativity - independence, initiative of children in choosing play partners, toys for play, distribution of roles, choice, construction of a plot.

The culture of the game is its content, psychological, moral, and aesthetic aspects.

Playful position (N.N. Poddyakov) – the presence in children of a playful, humorous attitude towards life.

The theoretical, scientific foundations of the game include methodological, psychological, biological, social and pedagogical foundations.

Philosophy views play as a natural human activity associated with the expression of emotions; the game promotes personality development. During the game, the child experiences positive emotions. The main one is joy. Freedom brings joy when a child chooses his own story, toys, and partners. In phylogenesis, in the development of human society, labor arose first. Game is the “child” of labor; she is also the “embryo” of art. In ontogenesis, play first appears in a person’s life, then work. These are the basic philosophical principles underlying game theory.

The psychological foundations are based on research data from domestic psychologists A. Leontyev, D. Elkonin, L. Vygotsky, N. Poddyakov.

Their main provisions boil down to the following:

1. Play is the leading type of activity for preschool children, since intensive personality development occurs in it, new mental formations appear; Other types of activities arise within the play activity.

2. Play is an introgenic activity, i.e. A child’s behavior in play is determined not only and not so much by external, but also by internal factors (motives, need for communication). Needs, desires, inclinations depend on the creative capabilities of the individual. Creativity depends on the level of development of memory, thinking, and imagination.

3. The game intensively socializes the child. Children master orientation in the world around them, in the world of human relations and human activities.

4. Play is a means of child self-development, self-renewal, self-improvement, self-education, self-regulation, and processing of impressions.

5. The game has a psychotherapeutic effect, since there are two levels of emotions in it. For example, a child cries like a sick person; rejoices like a player; when, with the help of play, certain negative traits of aggressiveness are eliminated.

The biological basis of the game is that:

- play is the destiny of a young organism;

- the child plays due to imitation of adults, other children and the impressionability of the nervous system;

- the child enjoys the game.

The social foundations of the game include:

- the game is a reflection of the surrounding reality, social environment, nationality;

— society designs the content of children’s play through the creation of toys and their production;

— the society prepares teachers who professionally supervise children’s play activities.

The pedagogical foundations of the game are based on the recognition of the unity of the social and biological foundations of gaming activity. There are several theories of the game.

Among them:

1. S. Freud's theory, a form of overcoming barriers, secret desires.

2. Theory of K. Gross: exercise, warning and preparation.

3. S. Hall’s theory includes the position that play is a desire for freedom and autonomy.

4. D. Elkonin’s theory states that play is a special form of reflection of the surrounding reality, a means of socialization. 5. N. Poddyakova functions of development and self-development; the phenomena of the child’s psyche are positively manifested in it.

6. K.D. Ushinsky understood the game as a reflection of real life. 7. A. S. Makarenko play is a meaningful activity, and the joy of play is “creative joy,” “the joy of victory.” The similarity of the game is also difficult to express in the fact that children feel responsible for achieving the set goal and for fulfilling the role that the team assigns to them.

Game as the leading activity of a preschooler.

The leading activity in preschool age is play. A game is a form of activity in which a child reproduces the basic meanings of human activity and assimilates those forms of relationships that will be realized and implemented later. He does this by replacing some objects with others, and real actions with abbreviated ones.

D.B. Elkonin argued that a game is a symbolic-modeling type of activity in which the operational and technical side is minimal, operations are reduced, and objects are conventional.

The subject of the game is an adult as a bearer of some social functions, entering into certain relationships with other people, adhering to certain rules in his activities.

In the game, an internal action plan is formed. This happens as follows. The child, while playing, focuses on human relationships. In order to reflect them, he must internally play out not only the entire system of his actions, but also the entire system of the consequences of these actions, and this is only possible by creating an internal plan of action.

As shown by D.B. Elkonin, play is a historical education, and it arises when a child cannot take part in the system of social labor, because he is still too small for this. But he wants to enter adulthood, so he does this through play, having a little contact with this life.

The importance of play in the upbringing and development of a child (R.I. Zhukovskaya, E.V. Zvorygina, Mendzheritskaya, etc.).

R.I. Zhukovskaya viewed play as a means of education. In her opinion, play is a form of individual, creative reflection of reality, its conditional transformation, a means of comprehensive education. R.I. Zhukovskaya developed a theory and methodology for developing children's speech in games; development of imagination; formation of children's interests, strong-willed character traits, such as determination, independence; nurturing strong-willed character traits in timid, absent-minded, undisciplined children; nurturing a sense of collectivism.

D.V. Mendzheritskaya, defining the game as a child’s social practice, his real life in the society of his peers, emphasized the relevance of the problem of using the game for the purposes of comprehensive education, and, first of all, the formation of the moral side of the individual. At the same time, she notes that in role-playing games, children reproduce in a visual, figurative, effective form the work and relationships of people, and this allows them to better understand and more deeply experience this reality, and is also a powerful factor in the development of thinking and creative imagination, the education of high human qualities.

E.V. Zvorygina, noting the role of a plot game in the educational process, points out that the value of such a game for the further mental development and comprehensive education of a child lies not only in obtaining, consolidating and expanding knowledge about the environment, but in the fact that the game improves the imaginary situation with a gradual transition from objective play to internal, mental games, the transition from individual to collective, a new level of understanding of reality expands the creative capabilities of children.

Pedagogical conditions for organizing play activities for young children:

- games environment, includes didactic, figurative toys related to toys; one games equally.

- teacher-organizer of didactics, outdoor games, fun games, construction games, games with sand, in the third year - role-playing games.

Preschool age:

- involving children in changing and creating a play environment;

- encouraging children to play independently;

- application of tactics of selective interaction between the teacher and children in the game;

- the teacher’s use of different positions when leading the game (organizer, partner, referee);

— use of different game development technologies;

- use of alternations of all types of children's games.

Subject to the above conditions, adults form in children a culture of emotions (a rich aspect of positive emotions), trust in others, and self-confidence. Organizational and partnership skills are formed, the ability to manage one’s behavior, influence the behavior of others, to better know oneself and the world around them; creative contacts between adults and children develop in play; the optimal style of gaming activity is formed.

- in early preschool age, didactic toys (turrets, inserts) are required;

- figurative; rolling toys that develop movements; fun toys.

In older preschool age, attributes are needed for role-playing games, for theatrical games, various construction sets, educational games, multifunctional toys-modules (environment-forming objects). Substitute items are selected by children and adults to use in the game (reels, scraps, boxes, waste material).

For the middle group, open space is used for play, the entire area of ​​the group room, where toys are stored in places accessible to children. In the older group, toys are stored in themed cabinets and drawers.

In pedagogy, there were several classifications of children's games.

Classification K.D. Ushinsky. The classic suggests distinguishing games with rules, folk games, and games for education.

Currently, several classifications of games are used in preschool pedagogy:

1. Games with open rules (didactic, active, fun games). These games are created for children by adults. Games with hidden rules (creative games). The authors of these games are children.

2. N. Mikhailenko, I. Korotkova offer a classification of games taking into account children’s activities: games that are used in the classroom; games organized together with adults and children; games initiated by children.

3. S.L. Novoselova proposed in the 90s of the twentieth century. the following classification of games for preschoolers depending on the initiator of the game:

1st grade - games initiated by children (theatrical, role-playing);

2nd grade – games initiated by adults (educational games, fun games);

3rd grade – folk games (leisure, training, ritual, archaic).

4. Avdulova T., analyzing the current state of play of preschoolers, identifies their varieties: game-role, game-attitude, game-action; about modern preschoolers - the game is losing its traditional meaning, perhaps for objective reasons.

A significant group of games are didactic games. They are called educational games for intellectual competence. Conventionally, they are divided into didactic games with toys (objects), with pictures, and verbal (table and printed). There are didactic games related to the development of speech, with the formation of elementary mathematical concepts, musical and didactic games, didactic games to familiarize with nature, and games of environmental content.

Didactic games taking into account educational tasks:

— desktop-printed (puzzles, task games);

— verbal (riddles, logical problems);

— verbal and mobile (exercises, competitions);

— structural (volumetric and planar);

- games in class;

— games with special teaching materials (maps, diagrams, computer programs);

— games for children’s independent activities.

The group of outdoor games is also diverse: plot-based, plotless, attraction games, elements of sports games (hockey, volleyball, badminton, checkers, chess).

Musical games: round dances, fun games, plotless musical games.

Each type of game has its own specific, educational and developmental effects. It is necessary that all types of games be used in the educational process of the kindergarten.

The problem of development and education of preschoolers in the game involves two sides:

1. Development of the game as an activity. The stages of game development were highlighted by S.L. Novoselova (subject, display, plot-display, actual role). N.Ya. Mikhailenko proposes to distinguish the following stages: subject-role, role-playing action, stage of plot formation. E. Kravtsova points out that first director’s games appear in children’s lives, then role-playing games, after playing with rules, and again director’s games at a higher level. D. Elkonin distinguishes 4 levels of development of role-playing games, regardless of the biological age of children.

2. Development of various aspects of the child’s personality (intellectual, emotional, development of independence, sociability, humane feelings, mental processes). The plot of the game has an educational effect. A group of children playing has a developmental influence. In the educational process of preschool educational institutions, play is a method, a means of teaching, upbringing, and a form of organizing children’s lives. Creative games have the greatest impact on the development of imagination, mental and creative abilities. Games with rules develop speech, attention, memory, and movement.

The main structural elements of the game: goal, motives, means of implementing actions, results and their characteristics

Play is a type of children's activity and, like any activity, has its own structure. It has all the components of the activity structure: motive, goal, planning, means of implementation, game actions, result. The plot-role-playing game, being creative, imposes its own specifics on the structural components.

T.A. Kulikova identifies the following structural components in a role-playing game: plot, content, roles, game actions.

The plot of the game is the child’s reflection of certain actions, events, relationships from the life and activities of those around him.

One of the main means of implementing the plot is game actions. V. I. Loginova, P. G. Samorukova distinguish two types of game actions: operational and figurative - “as if.”

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

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

D. B. Elkonin dealt with the problems of role development in the game. Based on research, he concluded that the central part of play is the fulfillment of the role assumed by the child. In the course of development, the child’s awareness of his role changes, a critical attitude towards playing this role or playing the roles of playmates appears, the content of the role changes - from displaying actions to depicting relationships between people.

V. I. Yadeshko, V. Ya. Sokhin also identify the following components of a role-playing game: game concept, rules. The game plan is a general definition of what and how children will play: to the store, to kindergarten, etc.

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

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