Why do children need to play? The game is their school of life. A school where they can practice pieces of the adult world on the relationship models built in the game. If you pay attention, children’s games, as a rule, contain plots taken from the everyday situations around them. Children absorb, copy and transfer into play what they encounter in life, primarily in the home atmosphere. Acting out, that is, reflecting or expressing through action, is a natural spontaneous process for children. And in play activities, rich material of the child’s inner content is revealed. This is a kind of map of his inner world with a variety of landscapes and climatic zones. Therefore, the game becomes an indispensable universal tool in communication between parents and children. Particularly “talking” is a role-playing game, which a child can organize simply with the help of a few toys, or the roles of characters can be played by the child and his family or friends. The plot of a role-playing game can be any topic frequently encountered in everyday life - going to the store, household chores, visit, day at kindergarten or school. It could also be a plot from a favorite cartoon, or borrowed from other children, for example, at a party or in the garden. And, of course, the child may want to display in the game what worries him most today, for example, the situation when it is necessary to share the attention of parents with a younger brother or sister. Here are just some of the possibilities of a role-playing game: The game can safely be assigned the role of a translator from a child’s language, thanks to which adults can better understand what the child’s mood is, what worries him, what is in his soul. When a child assigns roles to toys or real participants in the game, and during the game, a characteristic portrait of each of the roles is revealed, before our eyes the inner reality of the child comes to life with all the conflicts and emotional experiences that are relevant in his psyche. And it turns out that the game, like a mirror, reflects the emotional background in which the child resides. It was interesting for me to participate in the game, which was organized by my daughter at the age of three and a half years. I portrayed a child whom his mother takes to kindergarten. The mother in this game, of course, was my daughter. In a serious and somewhat stern voice, she, the mother, explained to me, the child, why I should go to kindergarten, and even stay there and find something to do with myself while my mother goes to her work. In this childish severity there were so many mixed emotions that my daughter’s visit to kindergarten and the need to be separated from her mother for a while caused. I caught how angry she was, and how worried and sad she was and, at the same time, trying to decide on the need for a kindergarten in her life. The game can also act as a mediator between parents and children, turning a difficult educational process into an exciting and creative one. . When you need to convey some essence to a child, one adult phrase is not enough. The right words may not always be found, and sometimes words simply do not work in the educational process. Then a dramatized plot comes to the rescue, thanks to which the child can “live” the necessary situation, gaining live experience. Such living will allow him to understand what reaction his actions may cause in others and how he himself may feel after that. In addition, through living, the child can discover new questions for himself and think about how he would like to behave, what to answer, especially , if this is an atypical situation for his environment. For example, for a child who is the only one in the family, an unfamiliar experience will be the need to take into account the interests and desires of other children, negotiate, give in and take care of each other. Here parents can take the initiative and propose to develop the plot in a slightly new way, add new characters and outline the relationships that exist between them. Such.