Використання рольових ігор в початкових класах у процесі виховної роботи

Purpose of the article. The purpose of the article is to summarize the possibilities of using role-playing games in the educational and upbringing process of primary school students. The study emphasizes that in the context of modernizing primary education in Ukraine, role-playing games serve not only as a tool for learning but also as an effective means of developing social, moral, and communicative competencies of younger students. Methodology of the article. The methodology is based on the principles of the systemic approach, activity-based learning, personality-oriented pedagogy, competency-based and interactive approaches. It takes into account theoretical foundations of play-based pedagogy, the principles of didactic game design, and modern educational technologies. Scientific novelty. It is established that role-playing games in primary school are a multifunctional tool that combines cognitive, social, and emotional development. They enable the modeling of real-life situations in a safe environment, allow students to practice interpersonal interactions, develop empathy, cooperation, self-control, and moral behavior. It is generalized that the effective use of role-playing games requires methodical planning, a gradual complication of game scenarios, and progressive expansion of role repertoires. It is assumed that the implementation of role-playing games in the upbringing process of primary school students becomes effective if: game scenarios are built on the principle “I in the given situation” and gradually evolve from simple to complex roles; activities are based on subject-subject interaction between teacher and students, ensuring democratic and partnership relations; the educational environment provides opportunities for the development of social-emotional competencies and value-based orientations; students’ creative activity is focused on modeling responsible behavior, moral decision-making, and cooperation within the group; thematic role-playing projects and educational events are organized to consolidate socially significant skills. Conclusion. The use of role-playing games in primary school education transforms students from passive recipients of information into active participants in their own social and moral development. Such games stimulate emotional engagement, develop social and communicative skills, foster moral reasoning, and promote positive interpersonal interactions. Role-playing games thus serve as an effective integrative tool for combining learning, socialization, and the cultivation of personal values in younger students.