Summary of the game hospital in the second junior. Summary of the role-playing game "Hospital" in the second junior group lesson plan (junior group) on the topic
Thematic role-playing game "Hospital"
Target: To encourage children to play games on themes from the life around them, to encourage the ability to choose a role. Learn to interact instorieswith two characters(mother - daughter, doctor - patient, doctor - nurse, patient - nurse, patient - pharmacist).Encourage children to try to independently select attributes for a particular role; supplement the play environment with missing items and toys. To form and consolidate the skills of joint activities in a gaming association.
Attributes: stethoscope, thermometer, syringes, vitamins, spatulas, yellow paper mustard plasters, bandage, cotton wool or cotton pads, cotton swabs. Doctor's robe, nurse's robe, caps, prescription forms, doctor's bag with a cross.
Preparation for a role-playing game:
| Excursion to the medical office, an informative story about the work of a nurse. Tasks:Enriching children's personal experience, familiarizing children with role-playing behavior. | Reading of poems by A. Barto from the cycle “My toys” (“Teddy Bear”, “Bunny”). Tasks:Evoke an emotional response to the poems, a desire to help “sick” toys. Enrich children's impressions, promote the emergence of games on themes from the surrounding life. | Computer presentation “Tools of a doctor, nurse” singing the song “Our cockerel got sick”, music. V. Vitlin, ate N. Naydenova; decorating the play corner with new attributes. Tasks:To shape children’s gaming experience, expand their understanding of social reality, expand children’s active vocabulary, and enrich the group’s subject-play environment. |
| Examination of the painting “In the Doctor’s Office” from the series “Who to Be”; conversation about the work of a doctor, nurse. Tasks:Expand children's ideas about the profession of a doctor and his responsibilities. Enrich your vocabulary. Shape the gaming experience of children. | Excursion to the nurse's office; examination of new attributes in the play corner. Tasks:Expand children's understanding of the work of a nurse and enrich their gaming experience. To cultivate respect for the work of kindergarten employees, to intensify cognitive interest. | Acquaintance with the medical corner, its equipment, Clarifying the purpose of attributes Objectives: to interest children |
| Conversation: “How a doctor treats children” Objectives: to identify the level of theoretical knowledge. | Conversation"Who helps the doctor" Objectives: to clarify the actions in the work of a nurse. | Modeling “Treat for a sick doll” Objectives: to cultivate a desire to care for the patient. |
Plot development:
| №1. Plot “The child got sick.” Tasks:Teach children to convey in the game the professional actions of doctors and nurses, to use impressions and experiences from the surrounding life. | №2. The plot “my daughter has a sore throat” Tasks:To promote the development of role-playing games based on impressions received while looking at paintings and reading fiction. Show children ways to role-play. | №3. Plot “Filling out the patient’s card.” Objectives: To encourage children to more independently and comprehensively display the plot of the game, to teach them to use various attributes. |
| №4. Plot “A nurse measures a patient’s temperature.”Tasks:Help increase children's independence, teach how to develop a plot, use various attributes | №5. The plot “At the dentist’s appointment.” Objectives: Teachchildren combine play actions into a singleplot, play out situations described in fiction related to personal experience. To develop the ability to take on a certain role and select substitute items. | №6. Plot “Making an appointment with a doctor.” Tasks:Teach children to develop specific role interaction - role dialogue (for example, a mother brings a sick child to the doctor). |
| №7. The plot “Calling a doctor at home.” Tasks:Teach children to use a telephone, develop a dialogical form of speech, cultivate politeness and friendliness, teach role behavior in differentsituations. | №8. The plot “At the doctor’s appointment.” Tasks:While playing together with children, expand their understanding of the responsibilities of a doctor and nurse, and introduce them to the purpose of various instruments. | №9. Plot “Procedure room”. Objectives: To teach children to reflect the professional actions of doctors and nurses in play actions. Develop the ability to choose a role and perform actions in accordance with it, develop communication skills, learn to maintain role dialogues. |
| №10. Plot “A trip to the pharmacy” Objectives: expand the plot, develop dialogic speech. | №11. Plot “Ambulance”. Objectives: Teach children to develop a plot, combine various game actions, and use substitute objects. | №12. The plot “The doctor examines the patient.” Objectives: To develop in children the ability to come up with a simple plot, distribute roles and act in accordance with the role. Identify the level of development of the ability to interact with peers. |
| №13. The plot of “Let’s cure the little bear.” Tasks: clarify and expand the game actions. | №14. The plot of “Toys at the Doctor” Tasks: teach children how to care for the sick and use medical instruments, cultivate attentiveness and sensitivity in children, expand their vocabulary: introduce the concepts of “hospital”, “patient”, “treatment”, “medicines”, “temperature”, “hospital”. | №15. Plot “Hospital for Birds and Animals.”Tasks: enriching the social gaming experience ofyounger preschoolers, development of gaming skillsplot« Hospital for animals» . |
Thematic role-playing game “Hospital” for preschoolers In order for the game in kindergarten to become interesting, it needs to be organized by the teacher, who must come up with a plot and involve the children in the game. I want to show one of the games that my children really like.
In preschool age, role-playing play is the main type of independent activity of the child; it is crucial for physical, moral and labor education, for knowledge of the world around him.
As you know, in play there is no direct dependence of the child on the adult and he gains greater independence than in educational and work activities. However, forms of play activity are learned by children under the guidance of adults, and this process begins very early.
Initially, I myself take an active part in the games, telling the children how to build a plot, assign roles, choose a toy, leading them to independently organize the game.
I will dwell on the formation of the plot of the most beloved game of the “hospital” by the children. The first thing I did was introduce them to K. Chukovsky’s book “Aibolit”, drew attention to the cover on which a doctor in a white coat is drawn, looked at illustrations about how Aibolit treats animals. All the children showed great interest in the contents of the book and were captivated by the colorful illustrations. Game scenario: “Hospital”
Tasks: To develop in children the ability to take on a role and perform appropriate game actions, use medical instruments during play and name them; promote the emergence of role-playing dialogue, form a sensitive, attentive attitude towards the sick person, evoke sympathy for sick toys.
Preliminary work: excursion to the nurse’s office, reading art. literature, examination of plot illustrations.
Attributes: toys: doll, bear, bunny, cat; children's hats and gowns; “Doctor” game set: thermometer, syringe, bandage, cotton wool, pipette, phonendoscope.
Game task: cure sick toys. Progress of the game: The teacher asks a riddle:
Who is the most useful in days of illness?
And cures us of all diseases? (Doctor)
Educator: That's right, guys, this is the doctor, now let's see what's in your box?
Children take medical supplies out of the box, examine them and name them.
Educator: Guys, do you hear, someone in our group is crying. Oh, but this is a Masha doll. Let's find out what happened to Masha?
The doll reports that she is sick.
Our doll is sick.
I didn't even eat in the morning.
He barely opens his eyes,
Doesn't laugh, doesn't play.
She's silent all day long
Even “mom” doesn’t scream.
Educator: Let's ask Masha what hurts her, where does it hurt?
Children ask. The doll shows: it hurts here.
Educator: What hurts Masha?
Children: Head.
The doll shows, and the teacher offers to name what else hurts the doll. Children realize that their throat hurts. The doll complains: it even hurts to swallow!
Educator: We need to do something urgently. How can I help Masha? How can I help?
I came up with an idea. Now I will put on a white coat and treat her. I'm a doctor. Here is my hospital, my office. There are medicines, thermometers, syringes for injections, and bandages here.
Educator: How will we treat Masha?
Children begin to suggest: measure the temperature, give medicine, etc. The teacher listens to everyone.
Educator: Well done, everyone wants to help! Let's get started. Help me.
- Hello, patient! Come in, sit down! Why do you have a headache or a sore throat?
Educator: Now I’ll take a phonendoscope and listen to you. The lungs are clean. Let's look at the neck, open your mouth wider, say “ah-ah-ah.” We also need to measure her temperature - we’ll put a thermometer on her. Our doll has a sore throat. Let's give her some pills and spray her neck.
Suddenly the doll came to life again,
Now she is healthy!
Can blink its eyes.
Leaning over, calling my mother.
Educator: Masha, in order not to get sick, you must do exercises in the morning.
Phys. just a minute
Do you all do exercises in the morning? Let's do it together.
The sun looked into the crib,
One, two, three, four, five.
We all do exercises
We need to sit down and stand up.
Stretch your arms wider
One, two, three, four, five.
Bend over - three, four.
And jump on the spot.
On the toe, then on the heel.
We all do exercises.
(Children make the movements mentioned in the poem,
repeating the words after the teacher.)
Educator: And now I will have lunch. Another doctor will take my place. Sasha, come on, now you will be a doctor. Put on a white cap and robe, you are now a doctor, you will examine patients and prescribe medications. Maryana will be a nurse, she will treat patients: give injections, give pills.
Educator: Vova, the bunny got sick and also came to the hospital.
The bunny caught a cold in his ear -
I forgot to close the window.
I need to call a doctor
And give the bunny some medicine.
Educator: What hurts the bunny? How can we help him? (children's answers).
Educator: Maxim, the bear is also sick.
Little bear is crying
The hedgehog pricked him
Right in the black nose
Lesovik is agile
Educator: What hurts Mishka? How can we help him? (children's answers)
Educator: Egor, the cat Murka is also sick.
The unfortunate cat injured her paw
He sits and cannot take a single step.
Hurry up to heal the cat's paw,
We need to rush to the doctor as soon as possible
Educator: What hurts Murka? How can we help her? (children's answers)
The teacher hands out toys to the children, asks them to take pity on their toys, calm them down, and offers to stand in line to see the doctor so that he can help them.
The game continues.
Conclusion
Educator: Well done, guys, you helped your toys and cured everyone! Did you like the game? What did we play today? (to the doctor). Right!
Always attentive, with love
Our doctor is treating you guys.
When your health improves -
He is the happiest of all.
The guys took part in the game very actively and friendly. They were very interested in treating animals, dolls and each other.
Summary of the role-playing game “Hospital” in the second junior group
Summary of the role-playing game« Hospital » in second younger group
Target: To develop children’s ability to play role-playing game« Hospital » .
Educational objectives :
Teach children to show interest in the play activities of their peers, help them play nearby without interfering with each other;
Developmental tasks :
To develop children's auditory and visual attention, memory, imagination, expressiveness of speech;
Educational tasks :
To foster a friendly attitude among children towards each other;
Cultivate interest in the game; to form an attentive attitude towards the sick.
Preliminary work with children :
1. Reading a fairy tale by K. I Chukovsky "Aibolit" ;
2. Examination of illustrations.
Didactic games ;
Creation and playback game and problem situations;
Teaching gaming techniques.
Equipment and materials :
- role-playing corner« Hospital » ;
Chairs for patients;
Robes for doctors and nurses;
Attributes for role-playing game« Hospital » : thermometer, syringe, phonendoscope, medicines, etc.;
- role-playing corner"Family" ;
Game roles and rules :
At the initial stage of the game, the teacher takes the leading role - the role of doctor, nurse, and later this role is played by the children themselves. (joint actions with an adult by imitation, following a model) .
Progress of the game:
(A child is heard crying)
Educator : Guys, who is this crying? He takes a baby doll out of the stroller... Who is it?
Children's answers : Baby!
Educator : Why do you think he is crying?
(Children's answers) .
The teacher reads a poem :
Our doll is sick
I didn't even eat in the morning.
He barely opens his eyes,
They don't laugh, they don't play
She's silent all day
Even mom doesn't scream.
Educator : Who can tell me what to do?
Children's answers : Take him to the doctor.
Educator : Which of you guys knows where the doctor works? What kind of doctor should a doctor be? What is the doctor wearing? What does a doctor need to work?
Children's answers : IN hospital. Attentive, caring, kind.
White robe. Tools.
Educator : Well done, guys! Well, our time has come, let's play now! Do you want to play?
Children: Yes!
Educator : Guys, let’s play the game “What does the doctor need? To do this we will take our magic bag.
(children choose from the proposed items the ones the doctor needs and tell why, in their opinion, this or that item is needed).
Syringe - give an injection.
Thermometer - measure temperature.
Phonendoscope - listen to breathing in the lungs.
Tablets, vitamins – for treatment sick .
Spatula - look at the throat.
Educator : How will we get there? hospitals, what can you use to go there?
Children's answers : By car, by ambulance.
Educator : Let's call an ambulance? (they call and go by ambulance tohospital ) .
IN hospital The role of the doctor is taken on by the educator.
Educator : Who goes to a reception with a doll?
Doctor (educator) : Hello, come in, have a seat, what are you complaining about?
Patient (child): My daughter is sick.
Doctor (educator) : Don’t worry, now I will examine her and prescribe treatment, here is a thermometer, now we will find out whether your daughter has a temperature or not. The temperature is high. Let's see the neck (looks at the throat with a spatula) . Ooh! The throat is red. (offers to give an antipyretic injection, prescribes medicine to treat the throat, vitamins.
Patient (child): promises the doctor to follow his recommendations and fulfill all instructions.
Doctor (educator) : Goodbye no more pain .
Educator : Guys, now let one of you be a doctor.
Open hospital for everyone , come get treatment as soon as possible. Come to your doctor's appointment. In order not to jostle and disturb each other, patients can sit on chairs and wait for their turn. Look how many patients are sitting on chairs and everyone is in pain, let's help them?
Children, come on!
We choose a doctor and a nurse among the guys.
The teacher acts as an observer and, if necessary, helps correct the children’s play actions.
The teacher thanks the children for an interesting game, asks them if they enjoyed playing? Separately notes and praises children who find it difficult to make contact.
In conclusion games The teacher asks the children how they can protect their health and what needs to be done for this. Children answer: do exercises, eat vegetables and fruits, play sports, walk in the fresh air.
Summary of the role-playing game “Hospital” in the second junior group
Target: To develop in children the ability to play the role-playing game “Hospital”.
Tasks:
To develop the ability to consistently perform two sequential actions of a plot (listens to patients, prescribes treatment, gives an injection, puts on a thermometer, etc.);
Develop the ability to take on a role (doctor, nurse, patient);
Encourage children to creatively perform roles related to the implementation of actions;
Learn to act with substitute objects;
Develop the ability to accompany your actions with verbal notations.
Equipment and materials:
Easel;
Illustration for A. Barto’s poem “Bunny”;
Toy Hare with a tied throat;
Role-playing corner “Hospital”;
Chairs for patients;
Robes for doctors and nurses;
Attributes for the role-playing game “Hospital”: thermometer, syringe, phonendoscope, medicines, etc.;
Role-playing corner “Family”;
Attributes for the role-playing game “Family”: different types of ice cream, cups, teapot, teapot, sugar bowl, spoons.
Preliminary work with children:
Conversations;
Examination of illustrations;
Reading fiction;
Didactic games;
Creating and playing game and problem situations;
Teaching gaming techniques.
Forms of organizing joint activities
Types of children's activities | Forms and methods organizing joint activities |
Gaming | Thematic role-playing game "Hospital", the plot-role-playing game "Family" (accompanying plot) |
Communicative | Solving a problem situation "How to help Bunny?" Communication and interaction with adults and peers, Questions for children |
Perception fiction | Examination of the illustration to A. Barto’s poem “Bunny”, Pupils reading A. Barto’s poem “Bunny” |
Progress of the game:
The teacher draws the children’s attention to an illustration to A. Barto’s poem “Bunny” located on the easel.
Educator:
Who is shown in the illustration?
Who knows this poem about Bunny?
(The child reads the poem by heart.
A toy Bunny appears with a bandaged neck. The bunny is crying.)
Educator:
Why do you think Bunny is crying?
What hurts Bunny?
Can you and I help Bunny?
What needs to be done for this?
(Children's answers.)
Educator:
Let's help Bunny and take him to the hospital. In order for us to play the Hospital game, what do we need to prepare, what might we need?
If there is difficulty, the teacher asks guiding questions:
What is the doctor wearing?
What does a doctor need to work?
(Creating a playing space.)
Educator:
Now I will be a doctor. To cure Bunny faster, a nurse will help the doctor see patients. Who will be the nurse?
Doctor (educator):
The hospital is open to everyone, come get treatment as soon as possible. Come see your doctor. In order not to jostle and disturb each other, patients can sit on chairs and wait for their turn.
Who will go to the reception with Bunny?
Doctor (educator):
Hello, let's see what's wrong with your Bunny's neck? What a red throat! Now I’ll sprinkle calendula tincture into your neck, like this. Please go to the nurse, she will give an injection to Bunny (the nurse gives an injection with a syringe). Get well soon, goodbye.
Patient (child):
Hello!
Doctor (educator):
Hello, come in, sit down. Tell me what happened?
Patient (child):
My stomach hurts.
Doctor (educator):
Let's take a look and listen to the patient with a phonendoscope: “Breathe, don't breathe” (the doctor examines the patient). Go to the nurse, take pain pills (tablets are substitutes for drink caps). Get well soon, goodbye.
Patient (child):
Hello!
Doctor (educator):
- Hello, tell me, girl, what happened to you?
Patient (child):
- My throat hurts.
Doctor (educator):
Go to the nurse, she will give you a thermometer and you will take your temperature. No temperature. Let's see the throat, oh! The throat is red. To cure your throat, go to the nurse, and she will spray calendula tincture into your throat (spray with a round stick).
To maintain and develop the game, the teacher uses the following techniques:
Introduction of a new game situation: “Moms bring their doll daughters to the hospital”,
Introducing new attributes (different types of ice cream) into the game “Family” and introducing a new game situation: “At home after the hospital.”
To form relationships in the game, the teacher uses techniques: reminders of a friendly attitude towards each other, encouragement of politeness.
The adult leads the game, pushing for interactions.
Educator:
- Well done guys, we have an interesting game. An attentive nurse, she greeted everyone, was kind, attentive, gave injections well, and took the temperature. The patients were polite, patient, and not capricious.
And for this, I will treat you with vitamins. Thank you!
Options for organizing educational activities in special moments:
- Children playing the role-playing game “Hospital” in independent activities.
Interaction with parents:
- Design and sewing of clothes for the role-playing game “Hospital” (robes and caps for doctors and nurses).
- Selection of attributes for the role-playing game “Hospital”.
- Selection and printing of illustrations for A. Barto’s poem “Bunny”.
Tanya Plotnikova
I would like to share with you colleagues what we have it worked: playing playing with your kids. Small photo report.
The purpose of this game: teach children the ability to take on the role of a doctor, perform appropriate game actions, name and use medical instruments in the game; to form an attentive attitude towards the sick.
Material: Sveta doll, children's doctor set (glasses, thermometer, syringe, phonendoscope), doctor's suit for adults and children, empty medicine boxes.
Progress of the game:
Educator: Guys, the Sveta doll is sick. Let's find out what happened to Sveta?
Our doll is sick.
I didn't even eat in the morning.
He barely opens his eyes,
Doesn't laugh, doesn't plays.
She's silent all day long
Even "Mother" doesn't scream.
Look, she has a high temperature. We need to do something.
We need to call the doctor.
That's right, now I'll put on a white robe. I am a doctor and I will treat Sveta. Here I will have hospital, I’ll prepare a thermometer and measure the temperature. Yes, the temperature is high. Let's look at the neck, open your mouth. The neck is red. Now I’ll take a phonendoscope and listen to the doll Sveta. I will prescribe pills for Sveta’s doll, you need to take them one morning and one in the evening and be sure to drink boiled milk with honey.
Get well.
Next.
In the role the patient is the child.
Hello, sick, what hurts you?
My ear hurts.
Place some medicine in your ear and you will feel better. Go home and lie down to rest.
Goodbye.
Sonya, let's be a doctor.
Game continues with the participation of children.
There were a lot of people interested, the kids really enjoyed it.
Publications on the topic:
B] Instill a love for books, cultivate a caring attitude towards them; learn to communicate with adults through speech and play actions.
Summary of the role-playing game “Hospital” in the second junior group Goal: to develop the ability of children to divide into subgroups in accordance with the plot and, at the end of a given game action, to unite again.
Summary of the plot-based role-playing game of the first junior group “Hospital” Objectives: 1. To develop in children the ability to take on a playing role (doctor’s assistant, patient). 2. Encourage children to act out the plot of a friend.
Outline of direct educational activities with preschoolers in the second junior group “Hospital for Animals” Outline of direct educational activities with preschoolers in the second junior group Topic: “Hospital for Animals” Integration.
Educational lesson “Hospital” in the first junior group Educational lesson “Hospital” Purpose: To introduce children to the profession of a doctor. Objectives: 1. To consolidate children’s knowledge about the purpose of the profession.
Parent meeting in the first junior group “Game is not fun” Goal: to increase the pedagogical competence of parents on the problem of activating the play activity of younger preschoolers in a family setting. Tasks:.
Role-playing game "Hospital" Purpose: - to acquaint children with the work of a doctor, teach them to perform game actions by demonstration, by example, and then by verbal Instructions; - develop.