Kindergarten role game

First, the characteristics and educational role of role games

Role-playing is a game in which children creatively reflect their personal life impressions by playing roles and using imagination. For example, doll's house games, hospital games, store games and so on are all role games with different themes and have certain themes. So it is also called theme role game. Role-playing is most suitable for children's physical and mental development, and it is the most typical and distinctive game in early childhood. It is also the most representative game in creative games.

Characteristics of role games

Children's impressions of social real life are the source of role games.

Role-playing is an active representation of children's real life. The theme, structure, plot and materials used in the game are all related to social life. Children use their impressions of social life to design and arrange the plot of the game, and play the game according to their own wishes, interests and abilities. The richer children's personal life experiences, the higher the level of role-playing. Therefore, teachers should pay attention to enriching children's life impressions.

Imagination activities are the backbone of role games.

The process of role-playing is the process of creating imaginative activities. In role games, creative imagination is manifested in two aspects. One is to play roles, such as playing mothers, teachers, policemen, people's liberation army and other familiar figures in real life. Children show their understanding and experience of these roles through language, expression and action, which is full of children's imagination activities. The second is toys and game materials used in children's games. Children often use a simple game material instead of the real thing in the game, or they can use one thing for multiple purposes. Usually, an object can replace many kinds of real objects at different times and in different environments. For example, a small chair can be used as a car or train for a while and a doll's bed for a while. This substitution is the result of children's creative imagination activities. Role game creatively combines fictional activities with real activities, which is both fictional and authentic, and is a game activity produced by the clever combination of fiction and authenticity.

Second, the educational role of role games

1. Through children's reflection and imitation of social life, it is helpful for children to learn social behavior in life and develop their communicative competence.

Role-playing provides children with opportunities to practice social moral behavior. In the role game with healthy content, children reflect interpersonal relationships in real life through roles, imitate people's code of conduct in social life, learn the excellent qualities of workers, treat people with attitudes and experience emotions. In the scene of role play, children forget themselves because they play roles, which vividly shows the characteristics of their roles. For example, in car games, children who play shop assistants should be polite to passengers, carefully sell tickets and check tickets, and remind passengers to give their seats to the elderly and children. In this way, children learn good thoughts and behaviors such as caring for others and respecting their elders.

The common willingness to play can connect children, help to remove obstacles and develop normal communication relations. For example, there are two children who have small frictions from time to time, one playing in the hospital and the other playing? Doctor? Another play? Patient? At this time? Doctor? Be careful, small? Patient? See a doctor, prescribe medicine, and make detailed doctor's orders. Patient? After seeing the doctor, kindly ask? Doctor? Thanks, it was in the game that the two children naturally reconciled.

Although the game is played in different situations, sometimes several children cooperate to play a theme, sometimes they play alone, and sometimes several different game themes are played in parallel. In any case, children often have some contact during the game. Therefore, it is helpful to cultivate children's ability to communicate with each other in games.

It helps to cultivate children's initiative, independence and creativity.

Because role play is for children to decide their own themes, freely play roles and design their own game plots, it can fully express their personal wishes and meet the needs of children eager to participate in social life. So children have great initiative in this game. In the role game, children need to dominate and control their actions according to the theme, role and plot of the game, and act on the surrounding environment according to their own wishes, which requires children to actively and independently engage in activities. Children should give full play to their imagination, use their brains, engage in creative activities, and constantly and independently solve and overcome various obstacles in order to achieve the purpose of the game. In this way, it helps to cultivate children's initiative, independence and creativity.

The educational function of role games is mainly the above two aspects. There is no doubt that role-playing is one of the most suitable games for children's physical and mental development. It can promote children's development in many ways, which is the value of games for children's development. In addition, it should be noted that not all children have a good impression in life, so not all children's spontaneous role games have a good educational effect, such as? Burn incense and worship Buddha? Therefore, teachers must strengthen the guidance of role games and give full play to the educational role of role games.

Second, the development of children's role games

The development of children's role-playing is influenced by many factors. Such as children's physical and mental development level and health status; Adults' attitudes and influences on games; Kindergarten and family game facilities, game time, etc. A study shows that healthy children like games better than weak children; Children with good intellectual development have strong activity ability and fast game development; Generally, boys like active sports games, while girls like quiet games. However, influenced by family environment and social relations, children with good family economic conditions like games better than those with poor conditions; The length of game time determines the types and quantity of games. The facilities of games have a great influence on the quantity and quality of children's participation in games.

The development of role games can be analyzed from the following aspects, which can be used as a reference for evaluating the level of games.

Role play can be divided into the following levels.

The act of playing with or manipulating objects, such as cutting vegetables with a toy knife.

2. The action of manipulating objects in role games. Children focus on the repetitive actions of manipulating objects, such as in? Kitchen? Insist on cutting vegetables for more than ten minutes and say, I want to cut vegetables? , but it is not clear what is the role? Mom is cutting vegetables? .

[14] As a character, he failed to ask to act with the character, and still acted on a temporary impulse or desire, alternating between the East and the West. Like what? Mom? Cut vegetables, pick up dolls when you see them, do you hear me? Kindergarten? The children were singing, so they went to see it by themselves and left the game.

2. Acting according to the requirements of the role, obeying the rules is better than the desire to use things directly, but it is still unstable. For example, a four-year-old girl is her sister, but she is still? Cooking? Attracted, to stir-fry, when? Dad? Q:? What do you think she will say? I'm a big sister? Then I overcame my desire to use things, threw down the spatula and said, I went to school. ?

5. Act according to the requirements of the role and perform truly. For example. Studio? In the game, the photographer takes pictures of the guests and tells them? Where do you invoice first? Say to the guests:? Would you please sit down and dress you first? . And ask the guests when taking pictures? Smile? .

6. Clarify the relationship between roles, coordinate actions, and complicate the rules. Like capable? Mom? While feeding the child, he said to his elder sister:? Shit, there's too much milk for the doll to eat. Sister, you can drink! ? I also called my sister to invite guests to dinner. Later, my sister was going to get a haircut, and my mother said, How can I get a haircut without money? This is 20 cents. ? Chase and say:? Hey, you should come back early! ?

The content, theme and plot of the game

Theme refers to the title of the game, and the plot guides the specific game process. For the same theme game, the specific plot can be divided into simple and complex.

According to the investigation of the theme of role games in 32 classes of urban kindergartens, the order of their frequency is: doll house, car, hospital, kindergarten, barber shop, canteen, cinema, train, photo studio, department store, food market, zoo and library. Because teachers don't support the theme of PLA games, they only appear frequently in a few kindergartens. The factors affecting children's choice of game themes are analyzed as follows:

1. Children are familiar with things and know the activities of characters.

There is a role to play. Children are willing to play the role of interested and interested people.

3. There are game materials or games that attract children. The theme of children's games has gradually expanded from familiar family or kindergarten life to social life. The nature of an organization ranges from simple and free to more complex, and there are prescribed contents. Rucong? A dollhouse? Arrive? Studio? 、? Library? .

The plot of the game has changed from a sporadic and fragmentary plot to a series of plots, gradually developing the richness and creativity of the plot.

Third, develop children's purpose, initiative and ability to organize games.

Children in the game, from aimlessness to planning what to play in advance, and can continue to play; Never participate in the game, then participate in the game under the leadership of others, and finally develop into active participation in the game. Children's ability to organize games, from cleaning the playground in general to proposing the theme of the game by themselves, will assign their own roles and eventually develop into leading others to play.

Understanding the development of role games can help teachers have a clear direction when guiding role games, so that children can improve role playing, game content, game purpose, initiative and organizational ability on the original basis. According to the above, we can also draw up specific projects to measure the level of children's role-playing, as follows:

1. Purpose: ① Play aimlessly; ② Change the game from time to time; 3 what do you want to play in advance; (4) Play continuously according to the purpose.

2. Initiative: ① Do not participate in games; 2 can participate in ready-made games; ③ Others dominate or assign games; 4 actively participate in the game.

3. Role: ① The role is not clear; (2) Being able to define roles; ③ Be able to take the initiative to play a role; (4) can play a major role.

4. Abide by duties: ① Do not act according to roles and duties; ② Sometimes act according to roles and responsibilities; (3) Can still act according to roles and responsibilities; ④ Always act according to roles and responsibilities.

5. Forms of role expression: ① Repeating individual activities; (2) There is a certain connection between actions; ③ There are a series of actions; ④ Be able to move creatively.

6. Role relationship: ① Play alone, without contact with others; (2) sporadic contact with others; (3) contact with others under inspiration; (4) clear role relationship, cooperate with action.

7. Use of toys: ① Fun with toys; ② Use toys according to the role needs; ③ Creative use of toys; ④ Homemade toys for games.

8. Organizational ability of the game: ① No organizational ability; 2 will discuss the distribution of roles; ③ Will lead others to play or teach others to play.

9. Duration: ① About ten minutes; ② Twenty minutes or so; (3) More than forty minutes; (4) about an hour.