Summary of the role-playing game for children of the middle group “Trip around the city”

Plot-role-playing games for children of the middle group

“Card index of plot-role-playing games in the middle group”

"Family"

Program content:

Strengthen children’s ideas about the family and the responsibilities of family members.
Develop interest in the game. Teach children to assign roles and act according to the role they assume, to develop the plot. Encourage children to creatively reproduce family life through play. Learn to act in imaginary situations, use various objects - substitutes. Foster love and respect for family members and their work. Playing material:
Furniture, dishes, attributes for equipping a house, “kindergarten”, large construction set, toy car, baby doll, toy stroller, bags, various substitute items.
Preliminary work:
Conversations: “My family”, “How do I help my mother”, “Who works for whom?”
“What do we do at home?” Examination of plot pictures, photographs on the topic. Reading fiction: N. Zabila “Yasochka’s kindergarten”, A. Barto “Mashenka”, B. Zakhoder “Builders”, “Driver”, D. Gabe from the series “My Family”: “Mom”, “Brother”, “Work” ", E. Yanikovskaya "I go to kindergarten", A. Kardashova "Big wash". Playing roles:
mother, father, grandmother, grandfather, eldest daughter, preschool children, baby doll.
The following scenes are played out:
“Morning in the family” “Lunch in the family” “Construction site” “Dad is a good owner” “We have a baby in our family” “Evening in the family” “Mom puts the children to bed” “Day off in the family” “In the family” a child is sick" "We help mom wash clothes" "Big cleaning of the house" "We have guests" "Moving to a new apartment" "Family holiday: mother's day, New Year, birthday" Game
actions: Mom-teacher
gets ready and goes to work;
prepares everything necessary for activities with children; accepts children and works with them; plays, walks, draws, teaches, etc.; gives children to parents, cleans the workplace; returns home from work; relaxes, communicates with her children and husband; helps grandma, puts the children to bed. A housewife mother
gathers and escorts her daughter to kindergarten and her husband to work;
takes care of the youngest child (doll), walks with him, cleans the house, prepares food; meets a child from kindergarten, a husband from work; feeds them, communicates, puts the children to bed. A construction worker dad
gets ready for work, takes his child to kindergarten, goes to work;
builds houses, bridges; returns from work, picks up the child from kindergarten, returns home; helps his wife around the house, plays with the children, communicates. The father-driver
gets ready for work, takes the child to kindergarten, goes to work;
delivers loads (bricks) to the construction site, unloads them, goes for new ones; picks up the child from kindergarten and returns home; helps his wife around the house; invites neighbors over for tea; sees off neighbors; communicates with children, plays with them, puts them to bed. Grandmother
gathers and escorts her grandchildren to kindergarten and school;
cleans the house; turns to her eldest granddaughter for help; picks up her granddaughter from kindergarten and asks the teacher about her behavior; cooks dinner, bakes a pie; asks family members how the work day was; offers to invite neighbors to tea (dinner), treats everyone to a pie; plays with grandchildren; gives advices. Grandfather
helps grandma, dad, reads newspapers, magazines;
plays with grandchildren, communicates with neighbors. The eldest daughter
helps her grandmother prepare food, wash dishes, clean the house, iron clothes;
plays and walks with his younger sister, communicates. Preschool children
get up, get ready and go to kindergarten; in kindergarten they do: play, draw, walk; return from kindergarten, play, help parents, go to bed.

"Kindergarten"

Program content:

Expand children's understanding of the content of labor actions of kindergarten employees.
Induce in children a desire to imitate the actions of adults. Cultivate friendly relationships in games between children. Game material:
Dolls with a set of clothes, furniture, dishes, small toys, mops, buckets, rags, aprons, bathrobes, washing machine, basin, drying rack, ironing board, irons, stove, cookware set, food, vacuum cleaner, musical instruments.
Preliminary work:
Observation of the work of the teacher, assistant teacher.
Conversation with children about the work of a teacher, assistant teacher, cook, nurse and other kindergarten workers. Excursion-inspection of the music (physical education) hall, followed by a conversation about the work of muses. manager (physical supervisor). Excursion-inspection of medical. office, observation of the doctor’s work, conversations from the personal experiences of children. Inspection of the kitchen, conversation about technical equipment that makes the work of kitchen workers easier. Game-dramatization based on N. Zabila’s poem “Yasochkin’s kindergarten” using toys. Excursion to the laundry. Organization of children's work - washing doll clothes, handkerchiefs. Playing roles:
Doctor, nurse, teacher, music worker, physical education director, nanny, cook, laundress.
The scenes are played out:
“Morning reception” “Our classes” “Exercise in kindergarten” “Nanny’s work - breakfast” “Nanny’s work - cleaning the group” “On a walk” “At a music lesson” “At a physical education lesson” “Doctor’s examination” “Lunch” in a kindergarten" "The work of a cook in a kindergarten" "Work in the laundry of a kindergarten"
Play activities: The teacher
receives children, talks with parents, plays with children, conducts classes.
Physical instructor
conducts morning exercises and physical education.
The junior teacher
keeps order in the group, assists the teacher in preparing for classes, receives food...
Music.
the leader conducts music.
class. The doctor
examines the children, listens, and makes prescriptions.
The nurse
measures temperature, height, weighs, gives vaccinations, checks the cleanliness of groups and kitchens.
The cook
prepares food and gives it to the teacher's assistants.
The laundress
washes the clothes, dries them, irons them, folds them neatly, and gives them clean clothes to the nanny.

"Polyclinic"

Program content:

To arouse children's interest in the medical profession.
Develop the ability to creatively develop the plot of the game. Fix the names of medical instruments: phonendoscope, syringe, spatula. To cultivate a sensitive, attentive attitude towards the patient, kindness, responsiveness, and a culture of communication. Vocabulary work:
phonendoscope, spatula, grafting, vitamins.
Game material:
doctor’s coat and cap, nurses’ coats and caps, medical instruments (thermometer, syringe, spatula), bandage, brilliant green, cotton wool, mustard plasters, patient cards, vitamins.
Preliminary work:
Excursion to the medical office.
Observing the work of a doctor. Reading fiction: J. Rainis “The Doll Got Sick”, V. Berestov “The Sick Doll”. A. Barto “Tamara and I”, P. Obraztsov “Treating a Doll”, A. Kardashova “Our Doctor”. Dramatization “The Animals Are Sick.” Review of the album “We are playing “doctor”. Making attributes for the game. Conversations with children “We are being treated by a doctor and a nurse”, “How should we behave in a doctor’s office?” Playing roles:
Doctor, nurse, patient.
They act out the following stories:
“At the doctor’s appointment”, “The doctor called home” “I hurt my finger” “I have a sore throat” “Giving an injection” “Getting a vaccination”
Game actions: The doctor
receives patients, listens carefully to their complaints, asks questions, listens, looks at the throat , makes an appointment.
The nurse
gives injections, gives medicine, vitamins, puts mustard plasters, lubricates wounds, bandages.
The patient
comes to see the doctor, tells what worries him, and follows the doctor’s recommendations.

"I am a driver"

Program content:

Expand children's understanding of the profession of a driver or auto mechanic.
Develop the ability to build role-playing dialogue, use role-playing speech, creativity in the game, using real objects to create a game environment. Cultivate goodwill and willingness to help. Foster a culture of behavior in transport. Vocabulary words:
gas station, gasoline, canister, tanker, conductor, mechanic, baton, inspector, license.
Game material:
tools for repairing cars, a gas pump, building material, a steering wheel, a canister, a hose for simulating filling a car with gasoline, a bucket with a rag, tickets, money, a bag for the conductor, a traffic light, a baton, a traffic police inspector’s cap, driver’s documents (licenses) .
Preliminary work:
Excursion to the bus stop, observation of the bus, taxi and driver’s work.
Introduce simple regulatory gestures: “stop”, “get ready”, “passage is allowed”. Outdoor games: “Pedestrians and Taxi”, “Traffic Light”. Reading and looking at illustrations on the topic “Chauffeurs”. D/i “Attentive driver”, “Recognize the car”, “Repair the car”. Reading: V. Suteev “Different Wheels”, 3. Alexandrova “Truck”, A. Kardashov “Rain Car” E. Motkovskaya “I am a Car” B. Stepanov “Chauffeur”, “Bus Driver”, B. Zhitkov “Traffic Light” N. Kalinina “How the guys crossed the street”, N. Pavlova “By car”. Game roles:
Taxi driver, bus driver, conductor, passengers, truck driver, mechanic, gas station attendant, policeman (traffic police inspector).
The following plots are played out:
“Building a bus” “Learning to drive a bus” “The bus carries passengers” “Car repair” “Fueling the car” “Car washing” “A truck is carrying furniture to a new house” “A truck is carrying cargo (bricks, sand, snow)” “A grocery car carries food (to a store, to a kindergarten, to a hospital)” “I’m taking passengers to the station” “I’ll go to the garage” “We’re going to kindergarten” “We’re driving around the city” “We’re going to visit” “A trip to the country”
Game actions: The taxi driver
delivers passengers to their destination, takes money for travel, takes care of passengers, helps with luggage.
A truck driver
loads and unloads cargo.
The bus driver
drives the bus, turns the steering wheel, gives a signal, troubleshoots problems, makes stops, and announces them.
The conductor
sells tickets, checks travel tickets, keeps order inside the bus, and answers passengers' questions about where it is most convenient for them to get off.
Passengers
get on the bus, buy tickets, get off at stops, give up their seats to older people, passengers with children, help them get off the bus, follow the rules of conduct on public transport, communicate;
preparing for a long trip - packing things, water, food for the trip; they dress up and comb their hair if they go on a visit or to the theater. The mechanic
carries out repair work, checks the condition of the car before the trip, washes the car with a hose - wipes it.
The gas station attendant
inserts the hose, pours in gasoline, and takes the money.
Policeman (traffic police inspector)
- regulates traffic, checks documents, monitors compliance with traffic rules.

"Salon"

Program content:

Introduce the specifics of the work of male and female hairdressers.
To form children’s understanding of how women care for their nails. To teach them to perform several sequential actions aimed at fulfilling their duties. Develop the ability to engage in role interaction and build role dialogue. Foster a culture of communication with “clients” Vocabulary words:
master, hair dryer, apron, cape, razor, manicure.
Game material:
Mirror, bedside table for storing attributes, various combs, bottles, curlers, hairspray, scissors, hair dryer, cape, apron for hairdresser, manicurists, cleaners, hairpins, elastic bands, bows, towel, magazines with hairstyle samples, razor, hair clipper, towels, money, mop, buckets, dust cloths, for the floor, nail polish, nail file, cream jars.
Preliminary work:
Conversation “Why do we need hairdressers.”
Ethical conversation about the culture of behavior in public places. Reading stories by B. Zhitkov “What I saw”, S. Mikhalkov “In the hairdresser”. Excursion to the hairdresser. Consideration of items necessary for the work of a hairdresser. Didactic games “Beautiful hairstyles for dolls”, “Let’s learn how to tie bows”, “Pick a bow for a doll”, “Miracle hairdryer”. Consider shaving items. Making game attributes with children (aprons, capes, towels, nail files, checks, money, etc.). Making the album “Hairstyle Models”. Game roles:
Hairdressers - ladies' master and men's hairdresser, manicurist, cleaning lady, clients (visitors): mothers, fathers, their children.
The following plots are played out:
“Mom takes her daughter to the hairdresser” “Dad takes his son to the hairdresser” “Let’s give the dolls beautiful hairstyles” “We’re going by bus to the hairdresser” “Getting our hair done for the holiday” “Let’s get ourselves in order” “In the men’s room” “Shopping for goods” for a hairdressing salon" "We invite a hairdresser to a kindergarten"
Game activities: The hairdresser in the women's room
puts a cape on the client, dyes hair, washes his hair, towels off, cuts, shakes off the cut strands from the cape, wraps it in curlers, blow-dries the hair, varnishes it, braids braids, pins hairpins, gives recommendations on hair care.
The barber of the men's salon
shaves, washes the hair, blow-dries hair, makes haircuts, combs the clients' hair, shapes the beard and mustache, offers to look in the mirror, refreshes with cologne.
The manicurist
files the nails, paints them with varnish, and applies cream to the hands.
Clients
greet politely while waiting in line - look at albums with illustrations of different hairstyles, read magazines, can drink coffee in a cafe;
asking for a haircut or manicure; they consult, pay money, thank you for your services. The cleaning lady
sweeps, dusts, washes the floor, and changes used towels.

"Shop - Supermarket"

Program content:

To form children’s ideas about the work of people in a store, the variety of stores and their purpose.
Learn to perform different roles in accordance with the plot of the game. Develop visual and effective thinking and communication skills. Cultivate goodwill, the ability to take into account the interests and opinions of playing partners. Vocabulary words:
showcase, cashier, confectionery.
Game material:
display case, scales, cash register, handbags and baskets for customers, seller’s uniform, money, wallets, goods by department, vehicle for transporting goods, cleaning equipment.
“Grocery store”: dummies of vegetables and fruits, various pastries made from salt dough, dummies of chocolates, candies, cookies, cakes, pastries, boxes of tea, juice, drinks, sausages, fish, milk cartons, cups for sour cream, jars from yoghurts, etc. Preliminary work:
Conversations with children “What stores are there and what can you buy in them?”
“Who works in the store?”, “Rules for working with the cash register.” D/i “Shop”, “Vegetables”, “Who needs what?”. Reading the poem “Toy Store” by O. Emelyanova. B. Voronko “A Tale of Unusual Shopping” Making bagels, buns, cookies from salt dough, making candy. Game roles:
Seller, buyer, cashier, store director, driver.
The plots are played out:
“Bakery-confectionery (bread department, store)” “Vegetable store (department)” “Meat and sausage store (department)” “Fish store (department)” “Dairy store (department)” “Grocery store” “Store musical instruments" "Bookstore"
Game actions: The seller
puts on a uniform, offers goods, weighs, packs, lays out the goods on the shelves (designs a display window).
The store director
organizes the work of store employees, makes requests for goods, pays attention to the correct work of the seller and cashier, and monitors order in the store.
Buyers
come shopping, choose a product, find out the price, consult with sellers, follow the rules of behavior in a public place, form a line at the checkout, pay for the purchase at the checkout, and receive a check.
The cashier
receives the money, punches the check, issues the check, and gives the customer change.
The driver
delivers a certain amount of various goods, receives requests for goods from the store director, and unloads the delivered goods.

"Zoo"

Program content:

Enrich children's knowledge about wild animals, their appearance, habits, and nutrition.
Expand children's understanding of the responsibilities of zoo employees. To develop in children the ability to creatively develop the plot of a game using building floor material and to act with it in a variety of ways. Develop speech, enrich vocabulary. Foster a kind, caring attitude towards animals. Vocabulary words:
veterinarian, guide, aviary (cage).
Game material:
“Zoo” sign, building material (large, small), truck with cage, animal toys, food plates, food models, brooms, scoops, buckets, rags, apron with sleeves for workers, tickets, money , cash register, white coat for the veterinarian, thermometer, phonendoscope, first aid kit.
Preliminary work:
A story about a visit to the zoo.
Talk about animals using pictures about the zoo. Conversation “Rules of behavior in the zoo.” Guessing riddles about animals, Reading poems by S.Ya. Marshak “Children in a cage, “Where did the sparrow have dinner?”, V. Mayakovsky “Every page, then an elephant, then a lioness.” Making the album “Zoo”. Drawing and sculpting animals. Didactic games: “Animals and their babies”, “Riddles about animals”, “Who lives where? ", "Animals of hot countries", "Animals of the North". Playing roles:
Zoo director, tour guide, zoo workers (servants), doctor (veterinarian), cashier, builder, visitors.
The following stories are played out:
“We are building cages for animals” “The zoo is coming to us” “Tour of the zoo” “We are going to the zoo” “Purchasing food for animals” “Feeding animals” “Cleaning enclosures (cages)” “Treating animals”
Game activities: The zoo director
manages the operations of the zoo.
The guide
conducts excursions, talks about animals, what they eat, where they live, their appearance, how to treat animals, talks about safety measures and how to care for them.
Zoo workers (servants
) receive food for animals, prepare special food for animals, feed them, clean cages and enclosures, wash their pets, and take care of them.
A doctor (veterinarian)
examines the animal, measures the temperature, gives vaccinations, treats zoo inhabitants, gives injections, and gives vitamins.
The cashier
sells tickets to visit the zoo and excursions.
A builder
is building an enclosure for an animal.
Visitors
buy tickets at the box office and go to the zoo and look at the animals.

"Sailor Fishermen"

Program content:

Teach children to take on and play out the roles of captain, helmsman, sailors, cook, and sailor fishermen.
Continue to teach how to use substitute items and clearly carry out the chain of game actions. Activate children's speech. Foster friendly relationships and a sense of teamwork. Vocabulary work:
Cook, anchor, helm.
Game material:
large building material, captain's cap, caps, guy collars, lifebuoy, medical gown, medical instruments, anchor, steering wheel, binoculars, bucket, mop, cook suit, tableware, toy fish, nets, box for fish, money.
Preliminary work:
Reading fiction about fishing, ships, sailors.
View photographs, paintings about the sea, sailors, ships. Conversation "Who works on the ship." Drawing and sculpting fish. Playing roles:
Captain, fishermen, doctor, cook (cook), driver.
The plots are played out:
“We are building a ship” “Sailors are sailing on a ship on the sea” “Sailors are fishing, working as fishermen” “Sailors are checking their health with the ship’s doctor” “Sailors are sailing on the sea, fishing, having lunch” “Sailors go ashore and go to hairdresser" "Sailors bring their catch ashore, hand over the fish to the store" "Sailors sail to a big city and go to the "Zoo" "Sailors returned from a voyage and went to the store" Game
actions: The captain
steers the ship, turns the wheel, looks through binoculars, gives the command to cast off, drop anchor, fish, controls the work of the fishermen, gives the command to moor to the shore.
Sailor fishermen
follow orders, wash the deck, unwind the net, throw it into the sea, catch fish, and put it in boxes.
The doctor
examines sailors before sailing, allows them to go to sea, and treats those who are sick on the ship.
The cook (cook)
prepares food and feeds the sailors.
The driver
drives up to the ship, checks the quality of the fish, buys the fish from the fishermen, loads it into the car and takes it to the store.

"Mail"

Program content:

To form children's ideas about the work of postal workers.
Expand children's understanding of ways to send and receive correspondence. Develop imagination, thinking, speech. Foster independence, responsibility, and the desire to benefit others. Vocabulary work:
seal, parcel, postman, sorter, receiver.
Game materials:
a table for sending and receiving parcels, a mailbox, a postman's bag, envelopes with paper, stamps, postcards, parcel boxes, children's magazines and newspapers, attributes for the character "pigeon", money, wallets, stamps, a car.
Preliminary work:
Excursion to the post office, monitoring the reception of correspondence and mail dispatch.
Conversations about different types of communication: mail, telegraph, telephone, Internet, radio. Watching the films “Holidays in Prostokvashino”, “Winter in Prostokvashino”, “Snowman-Postman”. Reading S. Ya. Marshak “Mail”, Y. Kushan “Postal History”. Making stamp seals, envelopes, postcards, stamps, mailboxes for letters, bags, money, wallets, etc. Collecting postcards, magazines, calendars. Didactic games “Send a letter”, “Journey of a letter”, “What you need to work as a postman”, “How to send a parcel”. Listening to “The Postman's Song” by B. Savelyev. Playing roles:
Postman, sorter, receiver, driver, visitors.
The plots are played out:
“A letter has arrived, a postcard”
“
A carrier pigeon has brought a letter” “Send a greeting card” “Buying a magazine at the post office” “Send a parcel to your grandmother” “A parcel from a fairy-tale hero” “The driver is carrying the mail”
Game actions: The postman
takes it at the post office letters, newspapers, magazines, postcards;
distributes them to addresses; sends correspondence to the mailbox. The visitor
sends letters, postcards, parcels, packs them;
buys envelopes, newspapers, magazines, postcards; complies with the rules of behavior in a public place; takes a turn; receives letters, newspapers, magazines, postcards, parcels. The receptionist
serves visitors;
accepts parcels; sells newspapers, magazines. The sorter
sorts letters, newspapers, magazines, parcels, and puts a stamp on them;
explains to the driver where to go (to the railway, to the airport...). The driver
takes letters and postcards from the mailbox; delivers new newspapers, magazines, postcards, letters to the post office; delivers parcels; delivers letters and parcels by postal machines to trains, planes, and ships.

Summary of the travel game in the middle group of kindergarten

Summary of the game in the middle group on the topic: “An exciting journey by sea.”

Author: Olga Aleksandrovna Frantsuzova, teacher at MBDOU kindergarten No. 2 in the village. Novozavidovsky, Konakovsky district, Tver region. Purpose: this summary is intended for teachers, educators and creative people working with children. Goal: creating an emotionally positive mood in the group. Objectives: to consolidate children’s knowledge about the underwater world and its inhabitants; Expand words knowledge; develop imagination, expressiveness of movements, facial expressions; develop the ability to listen to the sounds of nature; to form a desire to communicate in the game with peers and adults. Preliminary work: learning poetry, looking at illustrations of animals and plants, living in bodies of water, playing together. Methodical techniques: game situation, conversation-dialogue
Progress of the lesson.
Educator. Come on, let's go on an exciting journey by sea. Children. Let's. Educator . We will need to go through an interesting but difficult path with adventures and obstacles. Therefore, at each stage of our journey you will perform different tasks and exercises. And now I want to ask, who knows and can tell poems about the river, sea or aquatic inhabitants? Children recite poems. Educator. Children, do you want to go to the sea?

Children. Yes. Educator. Then you need to carefully jump on large and small pebbles. You are ready? Children. Yes. Educator. So we got to the water. Now let's lie down on the sand. Let's lie down and listen to the sound of the sea, and maybe the birds singing. We will lie down and gain magical strength to continue our journey. (Music accompaniment is turned on - the sound of the sea, birdsong). Children, having taken a comfortable position, lie with their eyes closed. The teacher gives instructions for calm and relaxation, calm breathing: “you see the wonderful sea, hear the sound of the waves, how the birds sing, how the sun shines, you are calm, relaxed, filled with magical power.” Educator. Have you rested and gained magical power? Children. Yes. Educator. Now get up. How many of you can repeat the sound of the waves? The children answer. Educator . All? Well done. (Breathing exercise: standing, while inhaling, we smoothly raise our arms up, bend forward, while exhaling, lower our arms, return to the starting position: “Shhhhhhh”). Educator. Children, if there were big waves at sea and a strong wind was blowing, would we be able to go on a trip by sea? Children. No. Educator. And why? The children answer. Educator. Before we set off further, we need to practice being captains a little. "Brave Captain" I’m standing on the bridge (legs spread wide and hands on my belt) and holding binoculars in my hands. (use your fingers to depict binoculars, bring the binoculars to your eyes) The waves splash lightly, (depict a light wave with both hands) The rocking is quiet for now, (sway from side to side) The waves suddenly became strong (depict an intense wave with your hands) And from the rocking everyone fell . (squat down) I hold on to the rope tightly, (clench my fists tightly and pretend to be tugging at the rope) Suddenly the wind blew my cap off, (raise my hand to my head and sharply move them to the side) I began to catch it with my hand, (make several movements in the air, first with one , then with the other hand) Almost fell off the bridge. (balance, arms to the sides) Educator. Did you like being captains? Children. Yes.

Educator. Now let's go boating? Children. Let's. Educator . Get into the boats. Is everyone seated? Children. Yes. Educator . Is it convenient for you? Children. Yes. Educator. Can you row an oar? Children. No. Educator . Watch me do it. Now you try it. It turns out? Children. Yes. Educator . Great! Well, then let's swim. The children answer. Educator. Children, look, there is a fish swimming there! And here's another, and another. Oh, there are so many of them!

Children do hand exercises: “Fish”. (Make wave-like movements with the entire hand (the palm “looks” at itself). Move the hand in all directions: right-left, back-and-forth, up and down to the length of an outstretched arm. The exercise lasts 15-20 seconds.) Educator. Guys, who else lives in the sea? The children answer. Educator . That's right, octopus.

We perform the “Octopus” exercise. (Place your hand on the floor, touching it with the pads of your fingers, wrist up. Fingers apart. Perform movements on the floor with each finger separately. Perform alternately, then with the right and then with the left hand, then with both hands simultaneously. Perform for 15-20 seconds.) Educator . Do you think plants live in water? The children answer. Educator. What plants live in water? Name it. The children answer. Educator. Everything is correct. Algae, duckweed, and water lilies grow in the water.

Educator. Oh, guys, the wind suddenly blew (show) and the waves rose.

Exercise "Wave". (Place your hands in front of you, palms down, spread your fingers. Make wave-like movements in turn with each finger separately. Perform the exercise with both the fingers of one hand and the fingers of both hands at the same time. Perform the exercise for 15-20 seconds.) Educator . Our boats rocked on the waves. Be careful, swim closer to me. Look, a funnel has formed in the distance and can suck us in. Be careful and careful. Perform the dynamic exercise “Funnel”. (Rotate your head, shoulders and chest in a circle. Perform the exercise first clockwise and then counterclockwise. The exercise lasts 15-20 seconds.) Educator. Look, children, we have sailed very far! It's time for us to return home. Which way should we sail? The children answer. Educator. I don't see anything. Let's take a closer look and do the “Far-Close” eye exercise. (Children look through a telescope or binoculars. The teacher first names a distant object, and after 2-3 seconds an object located close. Children try to quickly find the objects that the teacher names. Repeat the exercise 6-8 times). Educator. Children, does anyone see the lighthouse? The children answer. Educator. I think I saw him. Look to the right. Do you see? Children. Yes.

Breathing exercise “Lighthouse”. (Swinging your head back and forth. When performing the exercise, for each sway you need to take an energetic and impetuous inhale, and then exhale. Perform for 10 seconds. Educator. Let’s swim quickly towards the lighthouse, otherwise the sea is very rough. It’s time for us to go to the shore, home. Go ahead. ... Well, here we are on the shore, everyone get out of the boats. We will play an interesting game with you, it’s called “Sea - Land”. For this game you will need hoops. The hoop is placed on the floor. Inside the hoop is the sea, and outside - land. On the command “sea”, children must jump into the hoop. On the command “land”, children must be outside the hoop. Thank you for your attention!

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Summary of a role-playing game in the middle group using TIKO crafts “Catching Fish for Umka”

Target:

To stimulate in children the desire to display in the game the actions of people of various professions, combining them into a single game concept.

Software tasks:

Educational

• continue to get acquainted with a variety of adult professions; learn to name your profession and designate it using suitable attributes, act according to the chosen role;
• continue to teach how to use substitute objects, independently and with the help of an adult, to make attributes for the upcoming game;
• activate the vocabulary on the topic of the game.

Developmental

• promote the manifestation of gaming initiative;
• develop the ability to conduct role-playing dialogue, negotiate with play partners;
• develop the ability to search and find a way out in difficult situations.

Educational

• cultivate interest and respect for the work of adults;
• arouse the desire to demonstrate positive personal qualities.

Equipment:

• Envelope with a letter from Umka;
• shop window;
• apron for the seller;
• paper;
• markers;
• stencils with numbers for price tags;
• van;
• gas station;
• gasoline hose;
• food base with boxes;
• ice cream cones;
• scales;
• cash register;
• calculator or abacus;
• food baskets;
• shopping bags;
• cards with objects indicating professions (captain's cap, collar, helm, headphones, tools, fishing net, lighthouse);
• a ship built from soft modules;
• steering wheel;
• ladder;
• anchor;
• Lifebuoy;
• rope;
• lighthouse with a working flashlight;
• binoculars;
• captain's cap;
• collar-jackets 5 pieces;
• caps 5 pieces;
• 3 sets of tools (for mechanic, driver, lighthouse keeper);
• rag for the lighthouse keeper;
• brush or mop for a sailor;
• headphones for the radio operator and dispatcher;
• microphone or walkie-talkie;
• keyboard for dispatcher;
• net;
• fish boxes;
• fish small and large;
• medical gown and cap 2 sets;
• medical instruments;
• medical records - sheets of paper folded in half;
• seal;
• ship;
• in distress.

Including crafts from TIKO-constructor:

Car van. Boxes for fish and ice cream of different sizes.

Craft “Ice Cream Cones” Craft “Scales” Craft “Baskets for Groceries on Display”

Craft “Planar fish” Craft “Volume fish” Craft “Anchor”

Craft “Binoculars” Craft “Lighthouse”

Craft “Tool Boxes”

Craft “Tool Boxes”

Craft “Headphones” Craft “Ship”

Summary of the plot-role-playing game “Going to the Theater”

Role-playing game “Go to the theater”

Goal: to teach children the ability to apply previously acquired knowledge in the game; strengthen children's ideas about the theater; promote a culture of behavior in public places.

Tasks:

• Teach your child to enter an imaginary situation.

• Find out how to set up a play area.

• Develop the ability to listen to an adult, the ability to interact between children, develop thinking, attention, memory, imagination.

• Stimulate speech activity.

• Involve yourself in a game situation, encourage role selection.

• Develop cultural, moral and aesthetic education.

• Introduce children to the world of theater.

Equipment.

A cap and steering wheel for the driver, theater tickets (pre-prepared, toy money in wallets, dresses for the waitresses, costumes for the actors, signs “Theater”, “Box Office”, “Buffet”, cheerful music.

Progress of the game.

Teacher: Guys, today is an unusual day for us. Today we'll go to the theater. Tell me, do you like going to the theater?

(Children's reviews)

Educator: A letter arrived in the mail with an invitation to the theater for the play “Ryaba’s Chicken.”

The teacher reads out the invitation.

Educator: For the performance to take place, who does it need?

Children: actors.

Educator: We assign roles and choose actors.

The teacher, together with the children, distributes roles using the board.

One two three four five.

We can't count our friends

And life without a friend is hard,

Leave the circle early.

The actors go to the dressing room and change clothes.

Educator: The theater is far away, we can’t get there on foot, let’s solve the riddle and find out where we will get there.

What a miracle: a long house!

There are many passengers in it.

Wear rubber shoes

And it runs on gasoline. (Bus)

Teacher: That's right, we'll go by bus. Who will be our driver?

The teacher chooses a driver, puts a cap on him and gives him the steering wheel. The children stand up one after another, placing their hands on their neighbor’s shoulders. They are traveling on a bus to cheerful music.

Educator: Guys, what do we need for the theater?

Children: buy tickets.

Teacher: Who sells theater tickets?

Children: cashier.

Educator: chooses a cashier and is the first to buy a ticket. Children buy tickets for the teacher, go to the classroom, and sit in the seats indicated on the tickets. (The teacher helps the children find their place.)

Educator: Guys, how should you behave in the theater?

Children: do not make noise, do not shout, do not talk, etc.

Educator: what needs to be done to launch the performance?

Children: clap their hands.

The children applaud and the game begins (production of the fairy tale “Ryaba Chicken”).

Educator: Now let's go to the buffet. You can drink tea there.

Two girls are chosen as waitresses to sell tea and sandwiches.

Children go to the buffet, buy food and sit at the tables. They wash the dishes.

Educator: Guys, now it’s time for us to go back to kindergarten.

They choose a driver, and the children and the teacher return to kindergarten to the rhythm of the music.

Educator: Guys, did you like our trip to the theater? What did you like most? What was the name of the show? Which actor did you like best?

(Children's answers) Educator: I also really liked the performance, and all the actors who played for us today were faced with their roles. Next time we will go to another performance.