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23FORMATION OF A PLOT GAME IN CHILDREN OF PRIMARY
PRESCHOOL AGE
1 2 Rustamova M.E.\ Fayzullaeva M.Z.2
1Rustamova Mavluda Erkinovna - Senior Lecturer;
2Fayzullaeva Malika Zakirovna - Senior Lecturer, DEPARTMENT OF PRESCHOOL EDUCATION METHODS, INSTITUTE FOR RETRAINING AND ADVANCED TRAINING OF PRESCHOOL EDUCATION PERSONNEL AND MANAGER, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: this article provides guidelines for the formation of a plot game in children of primary preschool age. A special place in the activity of a preschooler is given to a plot -role-playing game. The activity side of this game is reflective. An important feature of the role-playing game is the presence in it of an imitative or completely fictitious situation in which the child plays the role of an adult and reproduces everything that he observes among adults, copying the labor or social functions of adults, modeling the relationship between them. During the game, the child shows himself to be who he wants to be, and he "is" where he wants to be, during the game he participates in interesting and attractive events. Keywords: game, play activities, role-playing games, education, the task of the educator, the formation of role-playing behavior, independent play.
Play, the most important type of activity, along with learning and work, accompanies a person throughout his life. First of all, it is necessary to clarify the essence of the concepts of "play" and "play activity". According to the general definition of play, play is "a kind of unproductive activity, the motive of which is not in its results, but in the process itself" [2].
In domestic and foreign science, many theories of play and play activities have developed. K. Gross, who characterizes play as preparing a child for serious activity, through free exercise in improving his abilities. Later - at an older age, K. Gross adds additional functions to this function of the game - "addition to life's reality" and "rest" [1].
A three-year-old child is able to master a role - a more complex semantic and structural unit of play. First of all, the child needs to be able to take on a play role (to understand that he is now, in the play, not Petya, but a driver) and designate it for a partner. Role-playing behavior always has two aspects: the first - actions with objects characteristic of the role (the doctor makes an injection, the driver drives the car, etc.); the second is "role" speech addressed to the partner (the doctor finds out from the patient what worries him, etc.).
Therefore, in order to fully possess a play role, a child needs to be able not only to carry out certain conditional objective actions, but also to speak with a partner as a carrier of a different play role (like a "doctor" with a "patient," and not like Aziz with Madina), that is ... be able to deploy specific role interaction - role dialogue, change role behavior during the game depending on the role of partners, change your playing role depending on the unfolding plot (for example, having been a patient, become a nurse if necessary, then a doctor, etc.).
Thus, for children of the fourth year of life, it is enough to be able to accept and designate a play role, to implement specific role actions aimed at a toy partner, to develop paired role interaction, an elementary role dialogue with a peer partner.
The task of the educator is to build a joint game in such a way that role-playing behavior becomes its central point. The child's attention must be shifted from acting with toys to interacting with an adult partner.
In order to properly build his play with the child, it is important for the educator to carry out the appropriate selection of play roles. In this regard, "complementary" roles are distinguished, where the main role (mother, doctor, salesman, teacher) requires an additional
role for its implementation (daughter, patient, customer, student), and "independent" roles (driver, builder, firefighter, etc.), whose connection with other roles is mediated.
To form role-playing behavior, one should start playing together with children, using complementary roles - to begin with, these should be paired roles that are well known to the child (mother - daughter, grandmother - granddaughter, mother - son, or doctor - sick, seller - buyer, etc.). P.). Such roles immediately orient children towards a partner and shift the emphasis of the game from objective action to role interaction. The teacher can build joint play with children, gradually complicating it: initially, the adult takes on the main role and draws the child into joint play, offering him an additional role; in the future, the educator joins the game, takes on an additional role, and then concedes it to another child, that is, he orients the children towards each other, towards role interaction [3].
Example: a teacher takes out a box with "medical supplies" (a phonendoscope, a syringe, a bottle for "medicine", a stick that replaces a thermometer), puts on a white cap and starts playing the role of a doctor: "I am a doctor. I will treat children. I have a hospital here. Karim, are you sick? What is hurting you? Show the neck. Now we will measure your temperature (puts a thermometer). Now I will listen to you. You have a sore throat. "After talking with the toy character, the teacher engages one of the children in the game (it's good if it's a child with a doll in his hands, etc.): "Kamola, is your daughter sick too? Take her to the clinic. I am a doctor, I will treat her. What hurts your daughter? " The treatment procedure is repeated with 2-3 dolls or animals, which are brought to the clinic by children. Then the teacher (doctor) can treat one of the children: "Kamil, you seem to be ill. Now the doctor will treat you. Hello patient. Tell me exactly where your pain is concentrated?". After such a game with the teacher, the toys are placed at the disposal of the children: "Who wants to be a doctor now? Farhod? Put on your hat. Now you will be a doctor, you will treat children. "
An indispensable condition for a teacher to play with children is to repeatedly name his role ("I am a doctor, I will fly a sick bear", etc.) and refer to a partner (toy character or child) as the bearer of the role ("Come in, sick", etc.). P.). Similarly, you can deploy a game where the teacher is the seller, and the children are the buyers. At the same time, an adult performs only the most necessary actions with objects, the main attention should be directed to interaction, role-based dialogue with customers.
When children receive already "played" toys, they begin to deploy chains of role actions in independent activities, introducing their own variations into them (since each child has experience of communicating with a doctor, observing the actions of the seller). In independent play, the child usually takes on the main role (doctor, mother), and his actions are directed at the partner-toy, some children have role-playing speech addressed to the toy character. However, at this stage, children do not verbally indicate their play role (play is of an individual nature). The teacher should observe the play of children; when the chain of role-playing actions is carried out by the child, it is possible to link these actions for him with the name of the role: "Are you a doctor? Did you treat a sick bear? " and so on. Such summaries are important for the child's conscious acceptance of a play role, for its independent naming.
In the independent activities of children, not only the main roles taken out of the game with the teacher can appear, but also "independent" ones. "Independent" roles appear more often in boys' play (they rule like drivers, march and shoot like soldiers, etc.). However, such imitation is often not accompanied by an awareness of the role; the child finds it difficult to answer the question of who he was in the game. In such cases, it is advisable for the educator to connect to the child's play, using an additional meaningful role.
Example: One of the boys, sitting on a bench, turns a toy wheel. The teacher asks: "Aziz, who are you? Driver? What car do you have? Passenger car? Ah, the bus. May I be a passenger? I need to go to the station (to the circus, to the pool, etc.). Driver, will your bus take me to the station? Are we coming soon? Thank".
Role imitation can arise in a child in relation to any social role, to any fairy-tale or literary character. The task of the educator is to guess what the child is doing, to connect to his game, finding an additional role that is suitable for the meaning and to develop role-based interaction. The goal of the teacher is not to bring all children to the uniformity of play within the "given" plots and roles, but to develop the play of each child based on his personal interests.
The closure of children to each other can be carried out in a joint game of the teacher with two children. The technique remains the same - the use of paired complementary roles. But at the same time, the role that the educator assumes doubles, as it were - the same role is offered to one of the children, while the interaction of the adult with the child performing the main role serves as a model for the second child participating in the game. The theme of the game can be any: the teacher either himself starts a joint game with the children, or invites the child to join with him to the peer game that has already begun. Thus, children are faced with the need for role-based interaction with each other, even if only for a short time [1].
The plots of the games that the educator develops should be one-dark and built mainly on paired roles that are closely related in meaning. Even if several participants are included in the game, it still unfolds as a sequential interaction of the main character (role) with the same type of additional ones (the seller interacts with one buyer, and then with another, the doctor - with one patient, and then with another).
The teacher can plan his work on the formation of role behavior in children as follows: every day play with at least 1-2 children (or 1-2 couples) for 7-10 minutes, as well as with a small subgroup (10-15 minutes) ... To do this, use the time allotted by the regime for the independent activities of children. It is advisable to introduce games like "telephone conversation" in the second half of the year with children not younger than 3.5 years old.
The indicators of the success of the formation of role behavior in children of the fourth year of life are as follows: deployment in independent activity of specific role actions and role speech aimed at puppet characters; paired role interaction with a peer, including naming your role; role-playing, short dialogue. It should be borne in mind that episodes of role-based interaction with a peer are still very short-lived.
References
1. Anikeeva N.P. Education by play. Novosibirsk, 1994. 144 p.
2. Nechaeva O.A. Functional and semantic types of speech / O.A. Nechaev. Ulan-Ude, 2004. 257 p.
3. Panova O.V. Features of the development of role-playing games in preschoolers / O.V. Panova. Text: direct // Young scientist, 2017. № 38 (172). S. 116-118. [Electronic Resource]. URL: https://moluch.ru/archive/172/45729/ (date of access: 05.08.2020).
