Captain. .. and who else?role-playing games with children.
By the age of 4, when the child has already mastered role-playing behavior( takes a role, realizes it through objective and speech actions), he is already ready to display various events and impressions in the role-playing game. At this time, it is important to teach the child to play a more complex story, the center of which is to attract his role. Such scenes can be deployed by including the child's preferred role not only in one, but also in various relationships with other roles. For example, a driver can interact not only with a passenger( or with several passengers), but also with a gas station, police officer, driver of another car;doctor - not only with patients, but also with a nurse, etc.
Such opportunities for complicating the game story should be clearly imagined by adults, in order to successfully manage the child's play. For example, the mother of a 5-year-old boy complains: "I showed him how to play doctor, he is playing - he treats dolls. Asam, he does not invent anything. And I also do not know what to offer him, what games to play. "
This is the situation that should be for an adult sign that it is necessary to help a child - to introduce his role in a whole system of role relationships and relationships.
If you ask the child 4 years, what the doctor is doing, he will respond approximately like this:
- puts a thermometer, listens with such a thing, injects him. ..
Less often - another answer indicating the meaning of the doctor's actions:
- Doctor of children heals. ..
We ask otherwise:
- And if you play in the hospital, who should be there?
- Doctor, and mother and daughter, children to treat them - a typical response of the child.
The child identifies in the game the main roles that characterize a certain realm of reality, but often does not yet see their connections with other roles, does not include them in their game.
And after all, each role is associated with many other roles and the relationship between them in content is very different. For example, the main function of the doctor is to treat the patient. We can say that it is connected with patients by direct functional relations. But there is also a nurse who helps him, fulfills his instructions. There is a chief doctor in the clinic, to which our doctor obeys( carries out his orders, reports to him).With a nurse and head physician, the doctor is connected not only with functional, but subordinational relationships( that is, management-subordination relationships).But with a doctor from the next cabinet, he is bound only by friendly, non-binding, relations, etc.
These different semantic connections and role relationships can be revealed to a child in one game, if in a special way to unfold its plot: starting from the central role, consistently enter interactingwith it additional roles, each of which, as it were, sets a different type of relationship.
Let's look at a concrete example of how this can be done.
By offering the child a central role, the adult takes an extra one. For example, it can be the role of the driver and the passenger. Having played a role in, say, taxiing, an adult introduces a new story event that requires the appearance of a new character, and changes its role:
- Come on - the accident happened before, and the policeman stopped us.
- I'm now a policeman.
- Stop! There is no road ahead. ..
After that the "trip" can continue, but the adult introduces a new story event:
- Come on - on the road another car is standing. Truck.
- I'm now a truck driver. Come on - my car broke down and I asked you to help. ..
Introduction to the game the same role as the child( the second driver, another doctor, etc.), is very useful, because through the game communication of the same characters( the initiatorwhich is initially an adult) - a discussion of the content of their work, their relationship with other roles( passengers, patients) - you can identify the content of the roles for children, clarify their relationship( "Do you have a lot of passengers?", "And where did you take them?"," And where were you refueling with petrol? ", Etc.), that is, to clarify and expandfive children through the game presentation on the social and professional roles and relationships of adults.
If in the game the adult first consistently changed the playing roles, the next time he can take on a central role and, unfolding the plot, now offer the child to change roles. You can use the same story if it attracts a child, or similarly build a new story:
- Come on - I'm now a chauffeur, and you're a passenger. ..
- And now, as if I broke the rules, and you're a policeman, you stop me. .. etc.
Professional functions of adults are associated with specific actions that the child wants to reproduce, so the game requires the attention of the adult to its equipment. Here we need, as before, specific items of manipulation, key toys - the wheel for the driver, a stick and a whistle for the policeman, etc. They can be picked up in the toy farm of the child or during the game to find suitable deputies.
It is necessary to take care of the designation of the playing space. Where will the machine be, from what will it be made? If you became a "gas station" - you should immediately take care of the "gas station":
- Where will we have a gas station? There, in the corner. And this will be a hose for gasoline( you can adapt any rope, rope).
It is now necessary to decorate and denote the game space in the course of the game( as required by the plot events, because they can unfold in a somewhat unexpected direction for you - the child may have his own suggestions on this matter).Try to keep it interesting not only for the child, but also for you( really, how to designate a "garage", from which to make a "gas station", where will the "store" be?), But do not make it an end in itself, because everything is in the gameconditionally. Comment on your actions for the child, so that he understands your actions and took part in them.
Themes themselves, in spite of different themes, can be built according to the general scheme, as a "bush" of related roles:
This semantic "bush" is not necessarily limited to 2-3 roles, it can include more roles. The main thing is that each subsequent event of the story coincides with the appearance of a new character. So, in the example given, the driver interacts first with the passenger, then with the policeman, the gas station, and finally with the colleague - the driver of the other car.
The order of appearance of new characters should be justified through the meaning of the events being deployed. The content of the new roles should be specified by the child from the adult's playing actions and comments, explanations to them.
It is clear that at first the introduction of a new story event( and character) should be undertaken by an adult.
We present several such specific schemes, by analogy with which parents themselves can build new plots and deploy complex role-playing game with children:
Of course, these plot schemes, based on the inclusion of a role in the system of multiple role relationships, we give for adults,who should be guided by something, playing with the child. The child, learning in the game with an adult the specific semantic "bushes" of roles, will gradually move from simple plots recreating individual real events, a chain of actions characteristic of 1-2 roles, to more complex ones involving at least several sequentially connected eventsand roles).
The main effect of such a joint game with an adult is that, by setting multiple roles in the game, the child penetrates deeper into the role relationships of adults. In an independent individual game, the child begins to develop more diverse and contentful subjects: here he either performs alternately all the roles necessary in the sense of the plot, or interacts with dolls and imaginary partners.
Although the adult changed his roles in the game when he deployed the complex plot( offering it to the child later), the change of roles as a way of deploying the game could escape the attention of the child, not being aware of it.