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In Russian psychology the main components of the role play are thoroughly described: imaginary situation, role playing action, substitutes usage, etc. Since play is a leading activity for preschool child, the presence of the same components for didactic games - especially in the case for children 3-5 years old – is of great need. It is important in process of teaching children to read make the right sequence of educational objectives. Many preschoolers struggle with the reading not due to the laziness or cognitive complexity of the process, but namely due to the inability to “jump” through the intermediate links of the learning process. In this article the stages of learning to read are clearly spelled out. The task of the teacher is to build the process of learning to read in a creative way, find solutions to every educational problem with the help of the desired components of the role play and thus turn learning into a joyful and fascinating process. The Zaitsev’s cubes are recommended for use, though described system differs from the Zaitsev system in many ways and cannot be considered as its extension or modification.

In Russian psychology the main components of the role play are thoroughly described: imaginary situation, role playing action, substitutes usage, etc. Since play is a leading activity for preschool child, the presence of the same components for didactic games - especially in the case for children 3-5 years old – is of great need. It is important in process of teaching children to read make the right sequence of educational objectives. Many preschoolers struggle with the reading not due to the laziness or cognitive complexity of the process, but namely due to the inability to “jump” through the intermediate links of the learning process. In this article the stages of learning to read are clearly spelled out. The task of the teacher is to build the process of learning to read in a creative way, find solutions to every educational problem with the help of the desired components of the role play and thus turn learning into a joyful and fascinating process. The Zaitsev’s cubes are recommended for use, though described system differs from the Zaitsev system in many ways and cannot be considered as its extension or modification.

In Russian psychology the main components of the role play are thoroughly described: imaginary situation, role playing action, substitutes usage, etc. Since play is a leading activity for preschool child, the presence of the same components for didactic games - especially in the case for children 3-5 years old – is of great need. It is important in process of teaching children to read make the right sequence of educational objectives. Many preschoolers struggle with the reading not due to the laziness or cognitive complexity of the process, but namely due to the inability to “jump” through the intermediate links of the learning process. In this article the stages of learning to read are clearly spelled out. The task of the teacher is to build the process of learning to read in a creative way, find solutions to every educational problem with the help of the desired components of the role play and thus turn learning into a joyful and fascinating process. The Zaitsev’s cubes are recommended for use, though described system differs from the Zaitsev system in many ways and can not be considered as its extension or modification.

In Russian psychology the main components of the role play are thoroughly described: imaginary situation, role playing action, substitutes usage, etc. Since play is a leading activity for preschool child, the presence of the same components for didactic games - especially in the case for children 3-5 years old – is of great need. It is important in process of teaching children to read make the right sequence of educational objectives. Many preschoolers struggle with the reading not due to the laziness or cognitive complexity of the process, but namely due to the inability to “jump” through the intermediate links of the learning process. In this article the stages of learning to read are clearly spelled out. The task of the teacher is to build the process of learning to read in a creative way, find solutions to every educational problem with the help of the desired components of the role play and thus turn learning into a joyful and fascinating process. The Zaitsev’s cubes are recommended for use, though described system differs from the Zaitsev system in many ways and can not be considered as its extension or modification.

In Russian psychology the main components of the role play are thoroughly described: imaginary situation, role playing action, substitutes usage, etc. Since play is a leading activity for preschool child, the presence of the same components for didactic games - especially in the case for children 3-5 years old – is of great need. It is important in process of teaching children to read make the right sequence of educational objectives. Many preschoolers struggle with the reading not due to the laziness or cognitive complexity of the process, but namely due to the inability to “jump” through the intermediate links of the learning process. In this article the stages of learning to read are clearly spelled out. The task of the teacher is to build the process of learning to read in a creative way, find solutions to every educational problem with the help of the desired components of the role play and thus turn learning into a joyful and fascinating process. The Zaitsev’s cubes are recommended for use, though described system differs from the Zaitsev system in many ways and can not be considered as its extension or modification.

In Russian psychology main components of the role-playing game are described: an imaginary situation, role, playing action, usage of the substitute objects. Since it is a leading activity of the preschoolers, the presence of the same components is needed for didactic games (especially when children are 3–5 years old). Didactic games should become role-playing. For many preschool children problems in reading are not associated with laziness or intellectual deficits – is the inability to “jump” through the intermediate links of the learning process. The task of the teacher in this regard is to build the process of learning to read in a creative way: to find solutions for each pedagogical task in a role-playing didactic game which turns learning into a joyful fascinating process.