Smirnova E.O., Ryabkova I.A. Investigation of the level of develop-ment of preschool role play in Moscow kindergartens
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Abstract
The value of the role play for the children’s development and status of the game as the leading activity of preschool children is not questioned, but in order to fulfill its leadership role and actually become a valuable tool for the development of personal qualities, the game itself should have a certain level of development.
The study was conducted in the older groups in Moscow kindergartens (112 children aged 5-6 years). During the observations the following indicators of play development were registered: plot of the game, role fulfillment, quality of interaction between children in role play and in real-life communication, level of development of play operations, usage of substitute items, means of game space creation.
Results showed that 60% of older preschoolers demonstrated low levels of the play development; average level was met fulfilled by 35% of children; high level was recorded only as an exception.
Play is called to be of the special importance in Russian federal government requirements for preschool education program. However, in this precise formulation an ambivalent attitude to the game can be found: on the one hand, it is “the main form of work with preschool children,” and on the other - the leading activity of preschool children. This duality provides a definite risk of utilitarian use of play and replacing it by traditional training sessions. Bringing toys and fairy tales in the classroom can not be considered as a sufficient condition for true play appearance. The advanced game is independent and free in its nature; it involves the creation of an imaginary situation, the simultaneous existence of the child in the real and imaginary space.