Through role-playing activities, children can learn that games require rules and a clear division of roles. Children must clarify their roles and fulfill their role responsibilities in the game. Below is the observation record of role play in the kindergarten class that I compiled for you. I hope it can help you. Observation record of role play in kindergarten class Part 1

Real record:

"Teacher, our barber shop has not had customers for several days." Zhu Wanxin looked at me impatiently. I looked in the direction he pointed: Hey, the barber shop has become deserted. Only Tang Zizhong was drying the hair dryer and looking at the doll house from time to time, looking like he was doing nothing. Their behavior also reminded me. So, I went to a restaurant to eat, and invited You Fangyu, who was a pastry chef there, to go get a haircut with me. He readily agreed and brought the pastry and rice cakes he had made. The boss was very happy with the customers I brought, so I withdrew first, leaving You Fang Yu there to wash his hair. But not long after I came out, he also ran out. Seeing the helpless look on the boss's face, I rushed over and asked: "Why did he leave?" She replied: "I don't know, it seems that his business is very busy. This is the rice cake he gave me." Zhu Wanxin hurriedly said: "Put it at the door and feed it to whoever comes to cut their hair." So I suggested that they go outside and use the rice cake to attract customers. Following my advice, they immediately ran out.

Analysis:

The problem of barber shops is very difficult. How to solve it? I think: in games, young children prefer to use provided props or materials, mostly materials provided by teachers, and it is best if they can be played with, such as plasticine, computers, dolls, etc. When there is a lack of materials, some children, like Tang Zizhong, also lack autonomy and initiative, and do not know how to continue the game. However, although some children cannot solve the problem independently at the beginning, through proper guidance and prompts from the teacher, they can think of game materials that can be used in other themes. For example, Zhu Wanxin used You Fangyu's rice cakes to attract haircut customers. But I found that in addition to enriching children's life experience, games can also provide some semi-finished products or materials and props that can be used as substitutes in games. They can be placed in cabinets for children to choose freely. At the same time, they can also inspire children to use their imagination. , making role-playing games more lively and interesting, in line with children's interests. Observation record of role games in the kindergarten class Part 2

Observation record:

"Snack Bar" is a role game that the children in our class like very much. According to the needs of children, the food in snack bars now includes: dumplings, steamed buns, glutinous rice balls, mutton skewers, etc. Many children like to participate in games in snack bars and play with these realistic materials. Once, Wang Lijie chose the snack bar game and sold mutton skewers. During the game, he found that Xie Weichen, who was making mutton skewers, had left, and immediately ran to fiddle with the materials for making mutton skewers. He thought it was quite fun. After Xie Weichen came back, he quarreled with Wang Lijie. Because at this time, Wang Lijie was unwilling to leave his job of making mutton skewers. He asked Xie Weichen to sell mutton skewers. Lu Yuhang was unwilling. He argued with Xie Weichen: "Obviously I am making mutton skewers. The one who came first." Wang Lijie thought for a moment and said, "Then let's rock, scissors, and paper." As a result, Wang Lijie lost and went to sell mutton skewers again.

Analysis and thinking:

After a certain period of time in the game, different characters appear in the same game, and each character should have its own different responsibilities. During the observation, quarrels broke out between the children because of "What should you do? What should I do?" This shows that the children's play is improving. In previous games, children's games had few and unstable roles, and there was no clear division of roles. As the game gradually develops, the number of game characters increases and the plot of the game becomes richer. Children are often affected by factors such as game materials and the number of people participating in the game and leave their current role to participate in other games or even usurp other people's roles.

The emergence of these phenomena tells teachers that children's games need rules and a clear division of roles. Children must clarify their roles and fulfill their role responsibilities in the game.

Implementation measures:

1. Discuss with children "How can we let others know what we do at a glance?" Encourage children and teachers to think of solutions together, Make symbols such as brands, pictures, clothes, etc. to express the corresponding role.

2. Based on the children’s discussion, provide children with different costumes to help them clarify their roles and those of their peers.

3. During the game, consciously ask the children and let them answer: "Today I am XX, and my task is..."

Help the children clarify their roles and responsibilities, Be able to play the game from start to finish.

Activity reflection:

The division of labor and role responsibilities should come from children’s games. Teachers organize children to discuss and determine the division of labor and role responsibilities based on game observation. Responsibilities. Paying attention to each child during children's games is an important part of a teacher's work. When our children have confusion or doubts, we must provide timely help and encouragement. Because the continuous improvement of children's game level requires not only children's active exploration of themselves, but also the external guidance and promotion of our teachers.