Choose a role

Choose a role

Playing such seemingly unpretentious games as “daughters-mothers”, “shop”, “school” or “war games”, children get invaluable experience of communication, teamwork, learn to behave correctly in a particular life situation. At the same time, they master many new social roles (buyer, teacher, doctor, passenger, etc.) and learn about the structure of the world around them.

Losing one or another plot, the child gradually learns the patterns of behavior, psychological attitudes, social norms and values ​​adopted in society, acquires the knowledge and skills necessary for further life. So, if your baby is playing with you (or with an older brother / sister), for example, to school, he will learn how to behave properly in the classroom, what to do if you want to answer the teacher’s question (raise your hand).

In addition, the crumb gets a general idea of ​​what he has to do in the classroom and, accordingly, has the opportunity to prepare psychologically in advance for entering the school.

Taking on the role of different characters, the child not only performs certain actions that match the plot of the game and the nature of the role, but also tries on the feelings and emotions of the chosen hero. So, a girl who portrays her mother, besides rock her doll, feeds her or rolls in a carriage, also empathizes with her, learns to show affection, care, love, and somewhere even severity or demanding. The baby can say to the “daughter”: “Well, don’t cry, I’ll shake you now – and everything will go away” or reprimand her: “How can you spit porridge ?!

Children should eat well to grow up big and healthy. ” A boy, rescuing a “beautiful princess” or driving a “spaceship”, learns courage, courage, dexterity and responsiveness. That is, experiencing these or other feelings in the game does not seem to be “truly”, children gain experience of emotional experiences, which they can later apply in real life.

As the children experience very different feelings during the game (moreover, they experience it not “for fun”, but seriously, for real), their emotional repertoire is greatly expanded.

Role-playing game gives the child the opportunity to simulate an acute, problematic or very significant situation and “play back” in it all their experiences. At the same time, the child can play both difficult and unpleasant situations for him, as well as very bright, positive plots. For example, a boy is afraid of the dark, and during the game he chooses the role of a fearless hero, who passes all tests with honor: he sneaks through the thickets of a dark, terrible forest (whose role is given, for example, to your closet).

And the girl, who is afraid of the dentist to tears, “treats her teeth” all her days to all her dolls, bears and bunnies. Or your children, who have recently visited their girlfriend’s birthday, organize a real holiday in honor of the toy every day, so that their too vigorous and enthusiastic emotions gradually subside, leaving the place only to pleasant memories. That is, any strong impression, a bright, emotionally colored event (pleasant or not so) the child diligently loses, thus getting rid of unnecessary anxiety or tension.

He independently models the plot and has the ability to transform the situation at his discretion. So the child learns to cope with his strong feelings (whether it be fear, disappointment or violent joy) and finds them a place in their daily life.

Choose a role

Role-playing games allow the child to fully master all the necessary communication skills. In the process of playing various scenes, the child learns to choose the right style of behavior: take the initiative or, on the contrary, at the right moment to give it to another, enter into conflict or try to avoid a collision, actively defend their rights or seek a compromise.

Playing role-playing games, your baby learns to negotiate with other people, to rationally solve problematic issues, make independent decisions, work in a team, understand other people and the motives of their behavior.

In addition, the role-playing game gives great pleasure to all participants in the process, creates the opportunity to enjoy the emotional intimacy with another person and share with them their feelings.

1) It is better to play all sorts of everyday situations with small children (2–3 years old). For example, you can play in the “shop”, “car shop”, “clinic”. It will be interesting to the kid to “cook dinner”, “try” from a toy saucepan “soup”.

You can show crumbs simple short performances using soft toys or bibabo dolls (puppet theater).

2) With older children (from 3 years old) it is already possible to play small plots from favorite fairy tales, cartoons or films. In this case, be sure to give the child the opportunity to play the role of an “adult” character: let the kid try to show “adult” care and love – this is very important for the emotional development of the child. Gradually, the plot of the game can be complicated and supplemented with a variety of events.

The main thing is that everything that happens is understandable to the child, and the process of the game is enjoyable.

3) Starting from 5–6 years, the child can already play all sorts of plots, both fictional and scripted fairy tales and cartoons. At the same time he can play in the company of other children, and alone with himself.

At this age, parents should not constantly interfere in the course of the game: it is important to give the kid the opportunity to realize their own fantasies on their own. From time to time it is possible to arrange joint games with interesting and more complex plots.

You can purposefully simulate the game so that the child can “play” emotionally significant or some kind of problem situations.

4) When playing with a baby, pay special attention to the emotional side of the game – what mood you are in, how the child feels. After all, any game is not only an opportunity for the development of a child, but also a way to communicate it with parents.

The game is a time when you can fully enjoy emotional intimacy with your little one, better understand the characteristics of the character and motives of the child’s behavior, support him.

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