STORY ROLE-PLAYING DIDACTIC POSSIBILITIES IN THE DEVELOPMENT OF OLDER PRESCHOOL CHILDREN

Abstract

The main didactic possibilities inherent in story-role-playing games in terms of the older preschool children development are investigated. Immediately before this, on the one hand, the importance of organizing the children activities in a similar form is proved, and on the other hand, its study lack in modern pedagogy is explained by the corresponding concept scale. The author gives the term “story-role-playing game” an essential characteristic that contributes to the analysis of its capabilities as a tool for teaching and upbringing older preschoolers to the maximum extent. In accordance with the features of this characteristic, its role and place in the preschool institutions senior groups pupils development at the current national educational system existence stage are also determined. The author analyzes the ways available today to optimize the use of role-playing games as the teaching and upbringing older preschool children means based on the scientific and methodological literature analysis, as well as reflection on her own professional and pedagogical experience.