Winnie the Pooh and all the other, interchangeable roles in the game with children
From the child, the deployment of complex plots with a large number of roles requires sufficient freedom to operate the role, and first of all the ability to change its role in the course of the game( move from one playing role to another, according to the meaning of the events unfolding in the game).
If the child takes possession of a role change in the game, it will be more interesting for him to play alone( when there are no partners taking on other roles) and easier - with peers( after all, you have to choose the role appropriate to their roles).
The change of role appears in the children's game early enough, but it is due to the rapidly changing ideas of the child and, as it were, passes by his mind. For example, when playing, the child reproduces the actions of the mother who feeds the daughter, and the chauffeur's actions when she and her daughter go to the zoo, etc. But if you ask the child what he was in the game, he will most likely specify only one role- the one with which the game began, or the last.
But despite the fact that the child himself unconsciously changes roles in the game, the direct offer of an adult( "Now come on - you are not a passenger, but a policeman") can trigger a reaction of resistance and protest:
- I will not! I can not do that!
In such cases, you need to act gradually, introducing a change of role as a necessary means of deploying an interesting story in specially organized games with the child.
This can help a fairy tale. In a fairy tale, the story is almost always unfolded in such a way that its main character is faced with the need to consistently interact with other characters. Here, for example, a fairy tale about Winnie the Pooh. He is the favorite hero of many children. How many adventures happen to him. Winnie the Pooh walks with Piglet and tries to get honey from the bees. Winnie the Pooh is visiting the Rabbit. Winnie-the-Pooh goes to the donkey Eeyore to congratulate him on his birthday.
Invite a child to play in Winnie the Pooh( or other favorite fairy-tale character).Most likely, he will happily take this role. And what will you do? You will. .. all the others, in turn, as the plot events unfold.
In a fairy tale it is very easy to go to another role and justify this transition, appealing to the events of a fairy tale: after all, here you use a ready-made story, a well-known child, and you too.
Here Winnie-the-Pooh said goodbye to Piglet and went on a visit to the Council. Now the Owl should appear. So it was in a fairy tale, so the child is unlikely to object. Adult offers:
- And now I'm an Owl.
And even if the child will initially resist changing your role( and this sometimes happens), suggesting that the Owl was some kind of toy, it is easy to convince him that it is better if the Owl will act and talk.
And then another role:
- And now I'm a donkey Eeyore!
The main thing is to always verbally identify the input role, thereby highlighting for the child and the new character with which he will interact, and the very role change( as a way of deploying the game).
The next time you can offer the child to play in such a way that you have a central role, and he changed his roles:
- Come on, now I will be Winnie the Pooh!
If he does not agree - it does not matter, because he needs time to learn a new way. So far enough that he sees a pattern of changing roles to adults.
In the actions themselves and replicas do not literally reproduce the text of the tale. Improvisation is much more useful.
Parents often have a question: how to play a fairy tale, because the characters of the fairy tale have nothing to do? When you play a doctor, you can make an injection, put a thermometer, etc. And what should Winnie the Pooh or Kot do in boots?
Indeed, there are no numerous substantive actions in this game. Basically, this is speech( role dialogue) and motor( almost always fabulous characters catch up with someone or run away, fight, etc.) activity. Although in the author's fairy tales( unlike the folk fairy tale) - "Winnie the Pooh" by A. Milne, "The Wizard's Hat" by T. Jansson and similar characters are quite a lot of ordinary household matters.
But in this case, the task of the adult is facilitated by the extreme curtailment of the object side of the game. This allows you to easily and quickly move on to the next event of a fairy tale, allocate a new character for the child and the very role change, without dissolving this moment in the subject-play actions.
Tricks can be played literally from scratch. This is quite an attractive activity for which you do not need special toys. Quite a small number of deputies, allowing to designate the place of action: the house of Rabbit, the castle of Kota in boots, etc. Chairs, ropes, old clamshell books - that's the whole entourage for such a game.
Parents may notice that children themselves do not play fairy tales. This is partly true. In an individual game, indeed, children are more attracted to stories, where you can expand the subject-play actions. But here in a kindergarten with contemporaries and with adults children play fairy tales with great pleasure.
By the way, this game with an adult not only sets the child a new way of acting in the game - a role shift, but also largely promotes it in cognitive development. Psychologists conducted such a study. With four groups of children, 3,5-5 years old adults in kindergarten for six months engaged in different ways. With the first group, the adult played different tales, from the second he played in ordinary, everyday subjects( with a lot of objective game actions), with the third - only read stories, the fourth - offered non-playing classes - cut, select pictures, sculpt, etc. Of course, all the children besides this had time for free independent play. As a result, the greatest successes in the cognitive sphere were shown by the children of the first group, then the second and least progressed children of the latter group.
We have given these data so that adults understand the importance of their joint play with the child( including playing fairy tales), even without regard to whether such a game goes into the independent activity of the child or not.