Theatrical activities with preschoolers. Organization of theatrical activities in kindergarten

Ministry of General and vocational education

Sverdlovsk region

District Department of Education GO Bogdanovich

Municipal preschool educational institution

"Kindergarten No. 18" of a general developmental type with priority implementation

artistic and aesthetic development of pupils

SPEECH AT THE PEDAGOGICAL COUNCIL.

"METHODS AND TECHNIQUES

THEATER ACTIVITIES

IN KINDERGARTEN.

Compiled by: Dolgaya M.V.

caregiver

Bogdanovich, 2013

The theater teaches

how not to make a thick book.

Voltaire

Theater is one of the brightest emotional means that shape the taste of children. It affects the child's imagination by various means: by word, action, fine arts, music, children get acquainted with the world around them in all its diversity through images, colors, sounds, and skillfully posed questions make them think, analyze, draw conclusions and generalizations.

Theatrical activity allowsprotect the child from aesthetic deafness.

allows you to solve many pedagogical problems related to the formation of expressiveness of speech, intellectual and artistic - aesthetic education. It is also a source of development of feelings, experiences and emotional discoveries of the child, introduces him to spiritual wealth. Works of art make you feel excited, empathize with characters and events, and in the process of this empathy, moral assessments determined by relationships are created, which are simply communicated and assimilated.

The main methods are the following:

1. Reading the educator from a book or by heart. This is a literal translation of the text. The reader, preserving the author's language, conveys all shades of the writer's thoughts, affects the mind and feelings of the listeners. A significant part of literary works is read from the book.

2. The teacher's story. This is a relatively free transmission of the text (permutation of words, their replacement, interpretation are possible). Storytelling provides great opportunities to attract the attention of children.

3. Staging. This method can be considered as a means of secondary acquaintance with a work of art.

4. Learning by heart. The choice of the method of transmitting a work (reading or storytelling) depends on the genre of the work and the age of the listeners.

Methodical methods:

Theatrical activities in kindergarten

According to M.N. Makhaneva (“Theatrical classes in kindergarten”), it is advisable to focus on the content of classes on theatrical activities in kindergarten. They may include:

Watching puppet shows and talking about them;

Dramatization games;

Preparing and acting out various fairy tales and dramatizations;

Exercises for the formation of expressiveness of performance;

Separate ethics exercises;

Exercises for the purpose of social emotional development children.

The methodology for working with children in theatrical activities in the classroom is built in stages:

1) at the first stage, children collectively reproduce the text of the fairy tale;

2) at the second stage, one child is invited to read for all the characters in the fairy tale;

3) at the third stage, children perform a number of creative tasks (express joy, fear, etc.);

4) at the fourth stage, the fairy tale is read by roles, etc.

Classification of theatrical games

Theatrical games can be divided into two main groups: dramatization and directorial (each of them, in turn, is divided into several types).

In dramatization games, the child, playing the role as an "artist", independently creates an image with the help of a complex of means of verbal and non-verbal expressiveness.

The types of dramatization are:

games imitating images of animals, people, literary characters;

role-playing dialogues based on the text;

performances of works;

staging performances based on one or more works;

improvisational games with acting out a plot (or several plots) without prior preparation.

In the director's game, "actors are toys or their substitutes, and the child, organizing activities as a" screenwriter and director ", controls the" actors ". "Voicing" the characters and commenting on the plot, he uses different means of verbal expression. The types of director's games are determined in accordance with the variety of theaters used in kindergarten:

desktop, planar and volumetric,

puppet (bibabo, finger, puppets).

Tasks of theatrical activities in kindergarten:

Raise a steady interest in theatrical gaming activities;

To expand the children's understanding of the surrounding reality, to clarify the children's understanding of the objects and phenomena surrounding them;

Develop dialogic speech in the process of theatrical gaming activities;

Learn to use different forms interactions between children in a theatrical game;

Stimulate the development of attention, memory, thinking, imagination;

Expand elementary mathematical, ecological, moral ideas through theatrical activities;

Encourage children to improvise on the theme of familiar fairy tales, poems and stories, to invent new fairy tales;

Develop an idea of the moral qualities of a person, emotional awareness of oneself;

Cultivate initiative and imagination in making puppets for your own performances.

Special theatrical sketches and exercises;

Games for transformations;

Action games with imaginary objects or memory physical actions;

Rhythmoplasty;

Games for the development of motor abilities;

Rhythmic study;

Musical and plastic improvisations;

Gestures;

Articulation gymnastics;

- lip charger,

neck charger,

Charging for the language.

Breathing exercises;

Write a fairy tale;

Come up with a dialogue;

Tell the story on behalf of the hero or on your own behalf;

Tongue Twisters.

Theatrical activities is the most important means of developing empathy - a condition necessary for the organization joint activities children.

Theatrical activities allows you to form the experience of social behavior skills due to the fact that each interactive work or fairy tale has a moral orientation. As a result, the child learns the world with his mind and heart and expresses his attitude towards good and evil.

Theatrical activities allows you to solve many problem situations indirectly on behalf of any character. This allows you to overcome shyness associated with difficult communications, self-doubt.

List of used literature.

Artemova L.V. Theatrical games for preschoolers: A book for a kindergarten teacher. - M.: Enlightenment, 1991. -127 p.

Makarenko L. On the problem of introducing children of senior preschool age to theatrical art // Preschool education. - 1994. - No. 4. - P.32-33.

Makhaneva M.D. Theatrical classes in kindergarten: A guide for workers preschool institutions. - M .: TC "Sphere", 2001. - 128 p.

At present, a lot of theoretical and practical experience has been accumulated in organizing theatrical activities in kindergarten. The works of domestic teachers, scientists, methodologists are devoted to this: N. Karpinsky, A. Nikolaicheva, L. Furmina, L. Voroshnina, R. Sigutkina, I. Reutskaya, L. Bochkareva, I. Medvedeva, T. Shishova and others.

Theatrical activities should provide children with the opportunity not only to study and learn the world through the comprehension of fairy tales, but to live in harmony with it, to receive satisfaction from classes, a variety of activities, and the successful completion of a task. From this point of view, the organization and space of the theater premises are of great importance.

The environment is one of the main means of development of the child's personality, the source of his individual knowledge and social experience. Moreover, the object-spatial environment should not only ensure the joint theatrical activities of children, but also be the basis for the independent creativity of each child, a peculiar form of his self-education. Therefore, when designing an object-spatial environment that provides theatrical activities of children, one should take into account:

individual socio-psychological characteristics of the child;
features of his emotional and personal development;
interests, inclinations, preferences and needs;
curiosity, research interest and creativity;
age and sex characteristics.

The socio-psychological characteristics of preschool children suggest the desire of the child to participate in joint activities with peers and adults, as well as the need for solitude that arises from time to time. At the same time, in order to ensure the optimal balance of joint and independent theatrical activities of children in each age group, a theater zone or fairy tale corner should be equipped, as well as "quiet corner" , where the child can be alone and rehearse a role in front of a mirror or look at the illustrations for the play again, etc.

In order to realize the individual interests, inclinations and needs of preschoolers, the subject-spatial environment should ensure the right and freedom of choice for each child for any activity or for the theatricalization of a favorite work. Therefore, in the zone of theatrical activity there should be different types of puppet theater (finger, bi-ba-bo, puppet), children's drawings, etc. In addition, it is necessary to periodically update the material focused on the interests of different children.

The development of curiosity and research interest is based on the creation of a range of opportunities for modeling, searching and experimenting with various materials when preparing attributes, scenery and costumes for performances. To do this, in the zone of theatrical activity, it is necessary to have a variety of natural and waste materials, fabrics, costumes for dressing up.

Taking into account the gender-role characteristics of children, equipment and materials are placed in areas for theatrical activities that meet the interests of both boys and girls.

watching puppet shows and talking about them;
dramatization games;
acting out various fairy tales and dramatizations;
exercises for the formation of expressiveness of performance (verbal and non-verbal);
exercises for the social and emotional development of children.

Of course, the educator plays a huge role in theatrical activities. The teacher himself needs to be able to expressively read, tell, look and see, listen and hear, be ready for any transformation, i.e. master the basics acting skills and directing skills. One of the main conditions is the emotional attitude of an adult to everything that happens, sincerity and genuineness of feelings. The intonation of the teacher's voice is a role model. Therefore, before offering children any task, you should repeatedly practice yourself.

During class you must:

listen carefully to the answers and suggestions of the children;
if they do not answer, do not require explanations, proceed to actions with the character;
when introducing children to the heroes of works, allocate time for them to act or talk with them;
ask who turned out similar and why, and not who did better;
in conclusion, bring joy to children in various ways.

Basic requirements for organizing theatrical games in kindergarten:

Content and variety of subjects.
The constant, daily inclusion of theatrical games in all forms of the pedagogical process, which makes them as necessary for children as role-playing games.
Maximum activity of children at the stages of preparation and conduct of games.
Cooperation of children with each other and with adults at all stages of organizing a theatrical game.

Theatrical activities in kindergarten can be organized in the morning and evening hours at non-scheduled times; organically incorporated into various other activities (musical, art, etc.), as well as planned specifically in the weekly schedule of classes in the native language and familiarization with the outside world. It is desirable that all organized forms of theatrical activity be carried out in small subgroups, which will ensure individual approach to every child. Moreover, each time the subgroups should be formed differently, depending on the content of the classes.

According to the inclinations and interests of children in evening time work of various studios can be organized ("Puppet theater for kids" , "Theatre Salon" , "Visiting a fairy tale" and etc.)

Duration of each lesson: 15 – 20 in junior group, 20 - 25 minutes - in the middle and 25 - 30 minutes - in the senior. Individual work and general rehearsals are held once a week for no more than 40 minutes. It is advisable to conduct classes in a spacious, regularly ventilated room using soft, voluminous modules of various designs with a musical instrument and audio equipment. The uniform is light, preferably sports, soft shoes or Czechs are required.

The first theatrical games are conducted by the teacher himself, involving children in them. Further, small exercises and games are used in the lessons, in which the teacher becomes a partner in the game and offers to take the initiative in organizing it, and only in older groups, the teacher can sometimes be a participant in the game and encourage children to be independent in choosing a plot and acting it out.

Particular attention in the organization of theatrical activities is paid to the interaction of the preschool educational institution with the family. This work implements the following tasks:

Support the child's interest in theatrical activities. As far as possible, try to attend children's performances.
Discuss with the child before the performance the features of the role that he will play, and after the performance - the result. Celebrate achievements and identify ways to improve.
Offer to play your favorite role at home, help to play your favorite fairy tales, poems, etc.
Tell friends in the presence of the child about his achievements.
Tell the child about their own impressions received as a result of watching performances, cinema films etc.
Gradually develop in the child an understanding of theatrical art, a specific "theatrical experience" based on communication "living artist" And "live spectator" .
Organize visits to theaters or screenings of video recordings of theatrical performances whenever possible.

Thus, such an organization of theatrical activities contributes to the self-realization of each child and the mutual enrichment of all, since adults and children act here as equal partners in interaction. It is in the general performance that the child naturally and naturally learns the richest experience of adults, adopting patterns of behavior. In addition, in such joint activities, educators get to know children better, their character traits, dreams and desires. A microclimate is being created, which is based on respect for the personality of a small person, care for him, trusting relationships between adults and children.

Ministry of Education and Science of the Astrakhan Region

Astrakhan Pedagogical College

GRADUATION

QUALIFYING WORK

Features of the organization of theatrical activities in senior preschool age.

Performed by Matveeva N.P. student 4 "B" gr.

Specialty: 0313 "Preschool education"

Qualification: "Educator of preschool children

age with additional training in

areas of theatrical activity "

Full-time form of education

Leader: L.S. Klepchinov

Reviewer: Koroleva Marina Vadimovna -

teacher-organizer of kindergarten-school No. 106.

Astrakhan, 2006

Introduction

I. Aesthetic development as one of the sides of the versatile education of the personality of a child of senior preschool age.

1.1. Aesthetic education as a means of developing a versatile personality of a child.

1.2. Features of the development of children of senior preschool age

II. Theatrical activity as a means of aesthetic education

2.1. The concept of theatrical activity.

2.3. Forms of theatrical activities used in a preschool institution

III. Organization of theatrical activities in the senior preschool group №108

Conclusion

Literature

Application

Introduction

"Have you ever thought how good it would be to start

Creation children's theater from childhood?

After all, everyone has the instinct to play with reincarnation.

child. This passion to reincarnate in many children

sounds bright, talented, sometimes puzzling

with us professional artists.

K.S.Stanislavsky

IN modern society sharply increased the social prestige of the intellect and scientific knowledge. This is connected with the desire to give knowledge, teach them to read, write and count, and not the ability to feel, think and create. The pedagogical attitude, first of all, to the development of thinking, turns the emotional and spiritual essence of the child into a secondary value. Modern children know much more than their peers 10-15 years ago, they solve logical problems faster, but they are much less likely to admire and be surprised, indignant and empathize, more and more often they show indifference and callousness, their interests are limited, and games are monotonous. Besides, in Lately many preschoolers do not attend kindergartens, and Barbie dolls, tamagotchis and computers are not able to compensate for the lack of a children's community, without which a full-fledged mental and social development child's personality.

Noting the lack of observation, creative invention in some first-graders, psychologists often make a diagnosis: "underplayed", i.e. did not train their imagination and imagination in the unpredictable and joyful process of “creating a game”, at preschool age, as a rule, such children do not know how to occupy themselves in free time and they look at the world around them without surprise and special interest, as consumers, and not as creators.

There is also another important problem, exciting educators and psychologists. According to research, during the period of psychological adaptation of a child to school, 67-69% of first graders experience fears, breakdowns, lethargy, while others, on the contrary, swagger and fussiness. Children often lack the skills of voluntary behavior, memory and attention are not sufficiently developed. The shortest way to emotional liberation of a child, removal of tightness, learning to feel and artistic imagination is the way through the game, fantasizing, writing. All this can give theatrical activity. Being the most common type children's creativity, it is dramatization, “based on the action performed by the child himself, that most closely, effectively and directly connects artistic creativity with personal experiences” (L.S. Vygotsky).

From ancient times various forms theatrical performances served as the most visual and emotional way to transfer knowledge and experience in human society.

Later, theater as an art form became not only a means of learning about life, but also a school of moral and aesthetic education of the younger generations. Overcoming space and time, combining the possibilities of several types of arts - music, painting, dance, literature and acting, the theater has huge force impact on the child's emotional world. Performing arts not only introduce children to the world of beauty, but also develop the sphere of feelings, awaken complicity, compassion, develop the ability to put oneself in the place of another, rejoice and worry along with him.

All of the above helps to formulate Objective:

to study the features of the organization of theatrical activities in senior preschool age.

Object of study: children of preschool age.

Item: theatrical activities of children of senior preschool age.

Hypothesis: the organization of theatrical activities for children of senior preschool age has the following features:

Is targeted;

Has certain forms of organization;

Has a certain content (in accordance with the program "Art - Fantasy");

Has specific methods of work of the educator - the head of the TID (individual approach, respect for the personality of the child, faith in his abilities and capabilities).

Accordingly, one can formulate research objectives:

1. Analysis pedagogical literature on the research problem;

2. Studying the features of the organization of theatrical activities of children in the older group;

3. Definition of value proper organization theatrical activities at an older age;

4. Determination of the most effective methods and methods of leadership theatrical activities of older age

5. Selection of abstracts of theatrical activities that contribute to the solution of certain tasks of the development of the personality of preschool children.

Chapter 1

1.1 Aesthetic education as a means of developing a versatile personality of a child

Aesthetic education is a purposeful process of formation of a creative personality capable of perceiving, feeling, appreciating beauty and creating artistic values(B.T. Likhachev). This definition refers to a mature person. However, children in preschool and even at an early age are able to respond to the beautiful in their environment, music, poetry, objects. visual arts, nature, they themselves tend to draw, sculpt, sing, dance, compose poetry. These observations of children give reason to believe that aesthetic education is possible and necessary already in relation to children of preschool age.

Aesthetic education is the most important aspect of raising a child. It contributes to the enrichment of sensory experience, the emotional sphere of the personality, affects the knowledge of the moral side of reality (it is known that for a preschooler the concepts of “beautiful” and “kind” are almost identical), increases cognitive activity, and even affects physical development. The result of aesthetic education is aesthetic development.

Modern pedagogy defines aesthetic education as the development of the ability to perceive, feel, understand beauty in life and art, as the upbringing of the desire to participate in the transformation of the surrounding world according to the laws of beauty, as an introduction to artistic activity and development of creative abilities.

special role in aesthetic education given to art. Exciting and delighting, it reveals to children the social meaning of life phenomena, makes them look more closely at the world around them, encourages them to empathize, to condemn evil. Aesthetic education by means of art is denoted by the term "artistic education".

The principle of comprehensive and harmonious development of the personality implies the education of diligence, a common culture, the development of a sense of beauty. The aesthetic principle is included in the general system of education. Aesthetic education is not an isolated area of pedagogy, but interacts with all its aspects.

A full-fledged mental and physical development, moral purity and an active attitude to life and art characterize a holistic, harmoniously developed personality, the moral improvement of which largely depends on aesthetic education.

Recent research by educators and psychologists has shown that last years significantly increased the level of mental and aesthetic activity, morally - volitional qualities children that appear at an early age.

The tasks of aesthetic education are directly related to the formation of the moral character of a preschool child. To teach a child to distinguish between good and evil in human relations, to perceive the beauty of forms, lines, sounds, colors - this means to make him better, cleaner, more meaningful.

Most characteristic features moral orientation in aesthetic education are: emotional response children on the phenomena of social life accessible to their understanding; the desire to empathize with someone else's joy and sorrow; active attempts to transform life, even in the game; the desire to participate in feasible artistic work that adorns life; the need for joint action, the ability to rejoice in the success of others, etc.

Artistic Impressions early childhood are strong and remain in memory for a long time, sometimes for a lifetime. For a successful artistic development the child must be properly used in accordance with the age of various forms and types of children's activities and entertainment.

Theatrical activities in kindergarten contribute to the development of imagination, all types of memory and types of children's creativity (artistic and speech, musical and gaming, dance, stage).

In order to successfully solve these problems, it is desirable to have a teacher - the head of the children's theater (director), who would not only conduct special theatrical games-classes with children, but also correct the actions of all teachers who solve problems in theatrical activities (L.V. .Kutsakova, S.I. Merzlyakova).

The teacher of children's theater helps educators change the traditional approaches to the organization of theatrical activities, involve them in active participation in the work on theatrical games. Its goal is not to be limited to screenwriting, directing, staging work with child actors, but through all types of activities to promote the formation of creativity in children.

The teacher himself needs to be able to expressively read, tell, look and see, listen and hear, be ready for any transformation, i.e. master the basics of acting and directing skills. One of the main conditions is the adult's emotional attitude to everything that happens, sincerity and genuineness of feelings. The intonation of the teacher's voice is a role model. Therefore, before offering children any task, you should repeatedly practice yourself.

The teacher must be extremely tactful. For example, the fixation of a child's emotional states should take place naturally, with maximum benevolence on the part of the teacher, and not turn into facial expressions lessons.

The exemplary requirements for the content and methods of work in a preschool educational institution highlight the duties of a teacher:

Create conditions for development creative activity children in theatrical activities (be free and relaxed when performing in front of adults and peers, including giving the main roles to shy children, including children with speech difficulties in performances, ensuring the active participation of each child in performances); encourage improvisation by means of facial expressions, pantomime, expressive movements and intonations (when conveying the characteristic features of characters, their emotional states, experiences; choosing dramatization plots, roles, attributes, costumes, types of theaters);

Introduce children to theatrical culture (introduce the device of the theater, views puppet theaters(bee-ba-bo, table, shadow, finger, etc., theatrical genres, etc.);

To ensure the relationship of theatrical activities with other types (the use of a dramatization game in classes for the development of speech, music, artistic work, when reading fiction, organizing a plot-role-playing game, etc.);

Create conditions for joint theatrical activities of children and adults (performances with the participation of children, parents, employees; organization of performances by children of older groups in front of kids, etc.).

The correct organization of theatrical activities contributes to the choice of the main directions, forms and methods of working with children, the rational use of human resources.

During class you must:

Listen carefully to the answers and suggestions of the children;

If they don't answer, don't demand an explanation, move on to action with the character;

When introducing children to the heroes of works, allocate time for them to act or talk with them;

Ask who did it, it seems, and why, and not who is better;

In conclusion, bring joy to children in various ways.

Basic requirements for organizing theatrical games in kindergarten (I. Zimina):

2. The constant, daily inclusion of theatrical games is completely a form of the pedagogical process, which makes them as necessary for children as role-playing games.

3. Maximum activity of children at the stages of preparation and conduct of games.

4. Cooperation of children with each other and with adults at all stages of organizing a theatrical game.

1. In theatrical activity, in close interaction with the development of creative abilities, all aspects of the child's personality are formed; imagination enriches interests and personal experience the child, through the stimulation of emotions, forms the consciousness of moral norms.

2. The mechanism of imagination in theatrical activity actively influences the development of the emotional sphere of the child, his feelings, the perception of the created images.

3. With systematic theatrical activities, children develop the ability to actively use various types of sign-symbolic functions, the ability to create images and effective imagination mechanisms that affect the development creative imagination.

4. Theatrical games should be of different functional orientation, contain educational educational tasks, to act as a means of developing the mental processes of the child, feelings, moral concepts, knowledge of the world around.

5. It is necessary to approach the organization of theatrical activities taking into account the age and individual characteristics of children, so that the indecisive ones develop courage, confidence, and the impulsive ones have the ability to reckon with the opinion of the team.

6. Theatrical games should be different in content, carry information about the surrounding reality, special selection is required works of art on which the stories are based.

Thus, A complex approach to the organization of theatrical activities determines its effectiveness in the development of creative imagination in children. M.V. Ermolaeva presented a set of classes for the development of the cognitive and affective imagination of the child by means of theatrical activities.

Special classes should not be held in isolation from the educational work carried out by group teachers, music director, teacher of visual activity(L.V. Kutsakova, S.I. Merzlyakova).

At music lessons, children learn to hear different emotional states in music and convey it with movements, gestures, facial expressions, listen to the music for the performance, noting the diverse content, etc.

In speech classes, children develop clear diction, work is underway on articulation with the help of tongue twisters, tongue twisters, nursery rhymes; children get acquainted with a literary work for the performance. In the classroom for fine arts, they get acquainted with reproductions of paintings, with illustrations that are similar in content to the plot, learn to draw with various materials on the plot of a fairy tale or its individual characters. All the play activities of children in their free time in independent children's activities should acquire a special content and mood. Children can act as actors, spectators, controllers, ushers, hall attendants, guides. They draw posters, invitation cards for performances, prepare an exhibition of their work. IN theater studio etudes are played to convey feelings, emotional states, speech exercises, rehearsal work is carried out.

Class regulation.

Theater classes are held with all children of the senior and preparatory groups without special selection. The optimal number of children is 12-16 people, in a subgroup there should be at least 10 people. Classes are held 2 times a week in the morning or evening. The duration of each lesson: 15-20 minutes in the younger group, 20-25 minutes in the middle group and 25-30 minutes in the older group. Individual work and general rehearsals are held once a week for no more than 40 minutes (E.G. Churilova).

It is advisable to conduct classes in a spacious, regularly ventilated room using soft, voluminous modules of various designs with a musical instrument and audio equipment. The uniform is light, preferably sports, soft shoes or Czechs are required. The first theatrical games are conducted by the teacher himself, involving children in them. Further, small exercises and games are used in the lessons, in which the teacher becomes a partner in the game and invites the child to take the initiative in all organizations, and only in older groups can the teacher sometimes be a participant in the game and encourage children to be independent in choosing a plot and acting it out.

N.F. Sorokina recommends conducting classes daily: twice a week, three classes (two in the morning, one in the evening), on the other days of the week - one in the morning and one in the evening lasting 15 minutes, starting with the second younger group.

Theatrical activities of children under the program "Moskvichok" are carried out in the morning and evening hours at an unscheduled time; represented as part of the different types activities ( musical education, art activities, etc.) and as a special lesson within the framework of classes in the native language and familiarization with the outside world.

The work is carried out in subgroups, the members of which may change depending on the content of the activity.

For proper organization theater classes with preschoolers, it is recommended to take into account the following principles (E.G. Churilova).

2. Daily inclusion of theatrical games in all forms of organization of the pedagogical process, which will make them as necessary as didactic and role-playing games.

3. Maximum activity of children at all stages of preparation and conduct of games.

4. Cooperation of children with each other and with adults.

5. Preparedness and interest of educators. All games and exercises in the lesson are selected in such a way that they successfully combine movements, speech, facial expressions, pantomime in various variations.

Based on the tasks for the development of theatrical activities with preschoolers, its content of work in kindergarten is determined. In this case, the forms of organization can be different. For example, L.V. Kutsakov and S.I. Merzlyakov distinguish: classes (frontal, subgroup and individual), holidays, entertainment, performances, theatrical performances). The main form is an occupation, along with which other, no less important, forms of organizing theatrical activity are possible. See fig.5.

Rice. 5.

L.V. Kutsakov and S.I. Merzlyakov identified the following types of theater classes: fragmentary (in other classes), typical, dominant, thematic, integrative, rehearsal.

Typical, which include the following activities: theatrical and gaming, rhythmoplasty, artistic and speech, theatrical alphabet (elementary knowledge of theatrical art). Dominant - dominates one of the specified activities. Thematic, in which all the named activities are united by one topic, for example: “What is good and what is bad?”, “About dogs and cats”, etc.

Complex - used as a synthesis of the arts. An idea is given about the specifics of art forms (theater, choreography, poetry, music, painting), about modern technical means (audio and video materials). All types of artistic activity are combined, they alternate, there are features of similarity and differences in the works, the means of expression of each type of art, which convey the image in their own way. Integrated, where not only artistic, but also any other activity acts as a core activity. Rehearsal - these are those on which the "run" of the performance being prepared for staging or its performance is carried out. separate fragments. When organizing classes, it must be remembered that knowledge and skills acquired without desire and interest do not stimulate the cognitive activity of preschoolers.

We will reveal the features of the content of the work on the development of theatrical and gaming activities in different age groups kindergarten.

Junior group. Classes are organized in such a way that children themselves do not have to reproduce the text of a fairy tale, they perform a certain action. The teacher reads the text, preferably 2-3 times, this helps to increase the sound concentration of children and the subsequent emergence of independence. Z.M. Boguslavskaya and E.O. Smirnova believe that kids, acting in accordance with the role, use their capabilities more fully and cope with many tasks more easily, learn unnoticed by themselves. Role-playing games activate children's imagination, prepare for independent creative play. Children of the younger group are happy to transform into familiar animals, but they still cannot develop and beat the plot. It is important to teach them some ways of playing actions according to the model. The teacher shows the sample. O.S. Laputina recommends for this purpose to hold the games “The mother hen and chickens”, to play skits based on the literary works “Toys” by A. Barto, “The Cat and the Goat” by V. Zhukovsky, to use nursery rhymes: “Cat’s House”, “Grow a braid to the waist”, etc. To create a reason for the occurrence self play, you can distribute toys, objects to children. The teacher shows the sample. The formation of interest in theatrical games develops in the process of watching puppet shows, which are shown by the educator, stimulating the child’s desire to be included in the performance, supplementing individual phrases in the dialogues of the characters, steady turns of the beginning and ending of the tale. The attention of the children is fixed on the fact that at the end the dolls bow, ask to thank them, clap their hands. Theatrical puppets are used in the classroom, in everyday communication. On their behalf, an adult thanks and praises the children, greets and says goodbye. In the course of classes, evenings of entertainment, he includes fragments of dramatization, dressing in a special suit, changing his voice and intonation. The teacher gradually expands the game experience by mastering the varieties of dramatization game, which is achieved by successive complication of game tasks in which the child is included. Steps:

* A game-imitation of individual actions of a person, animals and birds and an imitation of the main emotions of a person (the sun came out - the children were delighted: they smiled, clapped their hands, jumped in place).

* A game-imitation of a chain of successive actions combined with the transfer of the hero's emotions (merry nesting dolls clapped their hands and began to dance).

* Game-imitation of well-known fairy-tale characters (clumsy bear goes to the house, brave cockerel walks along the path).

* Game-improvisation to the music ("Merry rain").

* A wordless improvisation game with one character based on the texts of poems and jokes that the teacher reads (“Hare, dance ...”).

* An improvisation game based on the texts of short fairy tales, stories and poems that the educator tells (3. Alexandrova "Herringbone").

* Role dialogue of the heroes of fairy tales ("Mitten", "Zayushkina hut").

* Dramatization of fragments of fairy tales about animals ("Teremok").

* Dramatization game with multiple folk tale characters

In children of this age, the primary development of the director's theatrical game is noted - a table toy theater, a table plane theater, a plane theater on a flannelograph, a finger theater. The development process includes mini-staging based on the texts of folk and author's poems, fairy tales (“This finger is a grandfather ...”, “Tili-bom”). Enrichment of gaming experience is possible only if special gaming skills are developed.

The first group of skills is associated with mastering the position of "spectator" (the ability to be a benevolent spectator, watch and listen to the end, clap your hands, say thanks to the "artists").

The second group of skills provides the primary formation of the “artist” position (the ability to use some means of expression (facial expressions, gestures, movements, strength and timbre of voice, speech rate) to convey the image of the hero, his emotions and experiences, to correctly hold and “lead” a doll or figure hero in the director's theatrical game).

The third group - the ability to interact with other participants in the game; play together, do not quarrel, take turns playing attractive roles, etc.

The activities of the educator should be aimed at stimulating interest in creativity and improvisation. Gradually, they turn on and the process of gaming communication with theatrical puppets, then into joint improvisations with an adult such as “Introduction”, “Helping”, “Animal conversation with its cub”, etc. Children develop a desire to participate in play dramatic miniatures on free topics.

Middle group. There is a gradual transition of the child from the game "for himself" to the game, focused on the viewer; from a game in which the main thing is the process itself, to a game where both the process and the result are significant; from playing in a small group of peers performing similar ("parallel") roles to playing in a group of five to seven peers whose role positions are different (equality, subordination, control); from creating in the game - dramatization of a simple "typical" image to the embodiment a holistic image, which combines the emotions, moods of the hero, their change. At this age, there is a deepening of interest in theatrical games, its differentiation, which consists in the preference for a certain type of game (dramatization or directing), the formation of motivation for interest in the game as a means of self-expression. Children learn to combine movement and text in the role, develop a sense of partnership, combine movement and word in the role, use the pantomime of two to four actors. It is possible to use training exercises such as "Imagine yourself a little bunny and tell about yourself." With a group of the most active children, it is advisable to dramatize the simplest fairy tales using table theater; with inactive ones - to dramatize works with a small number of actions. The methods and techniques used in the younger group are becoming more complicated: telling a story in the first person, accompanying the text and movements: “I am a cockerel. Look what a bright comb I have, what a beard, how important I walk, how loudly I sing: ku-ka-re-ku! table theatre. For an independent display, the following works are recommended: "Turnip", "Teremok", "Gingerbread Man". To show the teacher - "Two greedy bear cubs", "Fox and geese", "Fox, hare and rooster". For dramatization, use excerpts from fairy tales, where there are repetitions, and then the whole fairy tale.

The expansion of the theatrical and gaming experience of children is carried out through the development of dramatization games. Working with children we use:

* multi-character dramatization games based on the texts of two or three private fairy tales about animals and fairy tales("Swan geese");

* Dramatization games based on the texts of stories on the topic "Adult Labor";

* staging a performance based on a work.

The content is based on figurative and playful etudes of a reproductive and improvisational nature, for example: “Guess what I'm doing”, “Guess what just happened to me. The expansion of the children's gaming experience also occurs through the development of theatrical play. At the age of 5, the child masters different types of table theater: soft toys, knitted theatre, cone theatre, theater folk toys and plane figures. Actions with gape puppets become new content. The theater of riding puppets is available to children (without a screen, and by the end school year- and with a screen), the theater of spoons, etc. The finger theater is more often used in independent activities, when the child improvises on the basis of familiar poems and nursery rhymes, accompanying his speech with simple actions (“They lived with grandma).

Theatrical and gaming skills of preschoolers are becoming more complicated.

The first group of skills provides further development positions of the “spectator” (to be an attentive and benevolent spectator; to show elements of spectator culture: not to leave your place during the performance, adequately respond to what is happening “on the stage”, respond to the appeal of “artists, thank them with applause; positively evaluate the play of peers- artists").

The second group of skills is related to the improvement of the "artist" position. This mainly implies the ability to use non-verbal means (facial expressions, gestures, postures, movements) and intonation expressiveness to convey the image of the hero, his emotions, their development and change, to convey the physical characteristics of the character, some of his character traits. The ability to "manage" the puppet is also developing: to keep everything unnoticed by the audience, to correctly "lead" the puppet or the hero's figure in the director's theatrical game, imitating walking, running, jumping, gestures and movements, symbolizing greetings and farewells, agreement and disagreement.

The third group of skills provides the primary development of the position of "director" in the director's theatrical game, i.e. the ability to create a play space on the plane of the table, fill it with toys and figurines at your discretion.

The fourth group allows the child to master the basic skills of the designer of the performance, determine the place for the game, select attributes, use materials and elements of costumes in a variant way, and be included in the process of making the missing attributes for the game by the educator.

The fifth group, aimed at positive interaction with other participants in the game, includes the ability to negotiate, establish role-playing relationships, master elementary ways of resolving conflict situations during the game.

The teacher should pay attention to the development of interest in the creativity of improvisation in the process of inventing the content of the game and embodying the intended image using various means of expression. Improvisation becomes the basis of work at the stage of discussing ways to embody the images of heroes and at the stage of analyzing the results of a theatrical game, children are led to the idea that the same hero, situation, plot can be shown in different ways. It is necessary to encourage the desire to come up with their own ways of implementing the plan, to act depending on their understanding of the content of the text.

Senior group. Children continue to improve their performing skills. The teacher teaches to independently find ways of figurative expression, develops a sense of partnership. Special excursions, walks, observations of the environment (behavior of animals, people, their intonations, movements) are held. For the development of imagination, children are offered tasks such as: “Imagine the sea, a sandy shore. We all lie on the warm sand, sunbathe. We are in a good mood. They shook their legs, lowered them. They raked the warm sand with their hands,” etc. Mimic etudes, etudes for the memory of physical actions, pantomimic etudes are used. Children are connected to inventing the design of fairy tales, reflecting them in visual activity. Gradual transition of the child from the game of one literary or folklore text to the game-contamination, which implies the child's free construction of the plot, in which the literary basis is combined with its free interpretation by the child or several works are combined; from the game, where means of expression are used to convey the characteristics of the character, to the game as a means of self-expression through the image of the hero; from a game in which the “artist” is the center to a game in which a complex of positions “artist”, “director”, “screenwriter”, “designer”, “costume designer” is presented, but at the same time, the preferences of each child are associated with one of them depending on individual abilities and interests.

Formed positive attitude children to theatrical games (deepening of interest in a certain type of theatrical game, the image of a hero, plot, interest in theatrical culture, awareness of the reasons for a positive or indifferent attitude to the game, associated with the presence or absence of interest and the ability to express themselves in theatrical activities). A new aspect of the joint activity of an adult and children is introducing children to theatrical culture, i.e. acquaintance with the purpose of the theater, the history of its emergence in Russia, the arrangement of the theater building, the activities of theater workers, the types and genres of theatrical art (musical, puppet, animal theater, clownery, etc.). There is a deepening of theatrical and gaming experience through the development of different types of play-dramatization and directorial theatrical play (activity and independence in choosing the content of games, creativity). The child has access to independent productions of performances, including those based on a "collage" of several literary works. The experience of director's play is enriched by puppets, puppets with a "living hand", cane puppets. Texts for productions become more complicated (deeper moral sense, hidden subtext, the use of Russian folk tales-fables about animals). The fantasy game becomes the basis of a theatrical game in which real, literary and fantasy plans complement each other. For older preschoolers, games "with continuation" are characteristic. They master the game "To the theatre", which involves a combination of role-playing and theatrical play, on the basis of acquaintance with the theater, the activities of the people involved in the production of the play.

Special skills are developed that ensure the development of a complex of game positions.

The first group of skills is connected with the improvement of the viewer's position as a "smart, kind adviser".

The second group involves the deepening of the position of "artist", the development of the ability to express one's attitude to the idea of the performance, the hero and express oneself using a set of means of non-verbal, intonational and linguistic expressiveness.

The third group ensures the formation of the position of "director-screenwriter", which implies the ability to realize their ideas not only on their own, but also by organizing the activities of other children.

The fourth group allows the child to master some of the skills of a costume designer (the ability to indicate the place of the "scene" and " auditorium”, select, creatively use substitute items and independently made attributes and elements of costumes, make posters, invitations, etc.).

The fifth group of skills involves the use of positive methods of communication with peers in the process of planning a game, during its course (transition from a game plan to a plan of real relationships) and when analyzing the results of a theatrical performance.

Children show their independence and subjective position in a theatrical game more vividly and variously by means of stimulating their interest in creativity and improvisation in the process of inventing the content of the game and embodying the conceived image with the help of expressive means. With specific examples, it is necessary to help the child understand that "the best improvisation is always prepared." Preparation is achieved by the presence of previous experience, the ability to interpret the content of the text and comprehend the images of the characters, a certain level of mastering different means of realizing one's ideas, etc. The solution to this problem requires giving children the right to choose the means for improvisation and self-expression.

Preparatory group. For preschoolers of 6-7 years old, a dramatization game often becomes a performance in which they play for the audience, and not for themselves, directorial games are available to them, where the characters are dolls, and the child makes them act and speak. This requires him to be able to regulate his behavior, movements, and think about words. For a better understanding of the literary work of D.V. Mendzheritskaya suggests using the "moral ladder" technique. Children should arrange the characters on the ladder according to the degree of personal sympathy. This technique is a more accurate indicator of the emotional attitude of children to characters compared to answers to questions from an adult. When viewing illustrations in the book, it is recommended to pay attention to the analysis of the emotional states of the characters. Etudes for acting out plots are offered: "A terrible dream", "Thunderstorm", "Puppy". The program "From childhood to adolescence" recommends in the preparatory group, along with exercises for the development of the imagination, tasks for tension and relaxation. Given the insufficient level of formation of theatrical skills of preschoolers, it is recommended to use three types of preparatory exercises that activate the imagination and creativity of children, prepare them to understand the essence of a theatrical performance, form the ability to play any role, aimed at developing an understanding of the image, providing a gradual complication of tasks; their diversity, degree of difficulty and the possibility of returning to any type of exercise at a qualitatively new level.

The first type of exercise is used to develop attention and imagination. These are exercises that teach children to control attention, to focus on the object that is in this moment more important than others (for example, "Sounds of Nature"), develop the ability to create images based on associations.

The second type of exercises forms the skills: to understand and emotionally express various states with the help of intonation, to determine the state of a person according to schematic drawings, facial expressions of a peer or an adult; find means of expression to adequately express their mood through facial expressions; determine the features of the external manifestation of emotional states according to different postures and take poses in accordance with the mood and character of the depicted hero; determine the features of the external manifestation of emotional states with the help of gestures and pantomime scenes, select their own expressive gestures and independently build pantomime.

The third type of exercise is a variant of children's auto-training and forms the ability to psychologically tune in to the performance of the upcoming action, quickly switch from one action to another, control facial expressions, posture, gestures; trains the ability to change one's experiences, facial expression, gait, movements in accordance with the emotional state. Children practice self-hypnosis of feelings of heaviness, lightness, cold, heat, etc. When teaching children the means of expressiveness of speech, it is recommended to use familiar and favorite fairy tales that are rich in dialogues, the dynamics of remarks and provide the child with the opportunity to directly get acquainted with the rich linguistic culture of the Russian people. Playing out fairy tales allows children to learn how to use a variety of expressive means in their combination (speech, chant, facial expressions, pantomime, movements).

At first, fragments from fairy tales are used as exercises: ask for a house on behalf of a mouse, a frog, a bear, and then ask who was more similar in voice and manners to this character. Further complicate the task: offer to act out the dialogue of two characters, pronouncing the text and acting for each. Thus, children learn verbal impersonation, striving for the character, voice of the character, demeanor to be easily recognized by everyone.

In all exercises, it is important to provide children with more freedom in actions, fantasies when imitating movements. Effective exercises with the use of pictograms, role-playing dialogues on illustrations using verbal means of expression, filmstrips, puppet shows. At the same time, acting out is not an end in itself. The work is based on four particular structures: reading, conversation, performance of an excerpt, analysis of the expressiveness of reproduction.

Thus, the educational possibilities of theatrical activities are enormous: its subject matter is not limited and can satisfy any interests and desires of the child. By participating in it, children get acquainted with the world around them in all its diversity - through images, colors, sounds, music, and questions skillfully posed by the teacher encourage them to think, analyze, draw conclusions and generalizations. In the process of working on the expressiveness of the characters' replicas, their own statements, the child's vocabulary is activated, the sound culture of speech is improved.

Therefore, it is theatrical activity that allows solving many pedagogical problems related to the formation of the expressiveness of the child's speech, intellectual and artistic and aesthetic education. It is an inexhaustible source of the development of feelings, experiences and emotional discoveries, a way of familiarizing with spiritual wealth. As a result, the child learns the world with his mind and heart, expressing his attitude towards good and evil; learns the joy associated with overcoming the difficulties of communication, self-doubt.

Methodology for organizing theatrical activities in a preschool educational institution

graduate work

1.3 The content and methodology of work on the organization of theatrical and gaming activities with preschoolers

Theatrical activities in kindergarten contribute to the development of imagination, all types of memory and types of children's creativity (artistic and speech, musical and gaming, dance, stage).

The exemplary requirements for the content and methods of work in a preschool educational institution highlight the duties of a teacher:

Create conditions for the development of children's creative activity in theatrical activities (to be free and liberated when performing in front of adults and peers, including giving the main roles to shy children, including children with speech difficulties in performances, ensuring the active participation of each child in performances); encourage improvisation by means of facial expressions, pantomime, expressive movements and intonations (when conveying the characteristic features of characters, their emotional states, experiences; choosing dramatization plots, roles, attributes, costumes, types of theaters);

Introduce children to theatrical culture (introduce the device of the theater, with the types of puppet theaters (bee-ba-bo, table, shadow, finger, etc., theatrical genres, etc.);

The correct organization of theatrical activities contributes to the choice of the main directions, forms and methods of working with children, the rational use of human resources.

During class you must:

Listen carefully to the answers and suggestions of the children;

If they don't answer, don't demand an explanation, move on to action with the character;

When introducing children to the heroes of works, allocate time for them to act or talk with them;

Ask who did it, it seems, and why, and not who is better;

In conclusion, bring joy to children in various ways.

Basic requirements for organizing theatrical games in kindergarten (I. Zimina):

2. The constant, daily inclusion of theatrical games is completely a form of the pedagogical process, which makes them as necessary for children as role-playing games.

3. Maximum activity of children at the stages of preparation and conduct of games.

4. Cooperation of children with each other and with adults at all stages of organizing a theatrical game.

1. In theatrical activity, in close interaction with the development of creative abilities, all aspects of the child's personality are formed; imagination enriches the interests and personal experience of the child, through the stimulation of emotions forms the consciousness of moral norms.

2. The mechanism of imagination in theatrical activity actively influences the development of the emotional sphere of the child, his feelings, the perception of the created images.

4. Theatrical games should be of a different functional orientation, contain educational educational tasks, act as a means of developing the child's mental processes, feelings, moral concepts, knowledge of the world around.

6. Theatrical games should be different in content, carry information about the surrounding reality, a special selection of works of art is required, on the basis of which plots are built.

Thus, an integrated approach to the organization of theatrical activities determines its effectiveness in the development of creative imagination in children. M.V. Ermolaeva presented a set of classes for the development of the cognitive and affective imagination of the child by means of theatrical activities.

Special classes should not be held in isolation from the educational work carried out by group teachers, music director, teacher of fine arts (L.V. Kutsakova, S.I. Merzlyakova).

In speech classes, children develop clear diction, work is underway on articulation with the help of tongue twisters, tongue twisters, nursery rhymes; children get acquainted with a literary work for the performance. In the classroom for fine arts, they get acquainted with reproductions of paintings, with illustrations that are similar in content to the plot, learn to draw with various materials on the plot of a fairy tale or its individual characters. All the play activities of children in their free time in independent children's activities should acquire a special content and mood. Children can act as actors, spectators, controllers, ushers, hall attendants, guides. They draw posters, invitation cards for performances, prepare an exhibition of their work. In the theater studio, sketches are played out to convey feelings, emotional states, speech exercises, and rehearsal work is carried out.

Class regulation.

Theatrical activities of children under the program "Moskvichok" are carried out in the morning and evening hours at an unscheduled time; It is presented as a part of classes in various types of activities (musical education, fine arts, etc.) and as a special lesson within the framework of classes in the native language and familiarization with the outside world.

The work is carried out in subgroups, the members of which may change depending on the content of the activity.

For the proper organization of theater classes with preschoolers, it is recommended to take into account the following principles (E.G. Churilova).

2. Daily inclusion of theatrical games in all forms of organization of the pedagogical process, which will make them as necessary as didactic and role-playing games.

3. Maximum activity of children at all stages of preparation and conduct of games.

4. Cooperation of children with each other and with adults.

Rice. 5. Forms of organization of theatrical activities

L.V. Kutsakov and S.I. Merzlyakov identified the following types of theater classes: fragmentary (in other classes), typical, dominant, thematic, integrative, rehearsal.

Typical, which include the following activities: theatrical and gaming, rhythmoplasty, artistic speech, theatrical alphabet (elementary knowledge of theatrical art). Dominant - dominates one of the specified activities. Thematic, in which all the named activities are united by one topic, for example: “What is good and what is bad?”, “About dogs and cats”, etc.

Complex - used as a synthesis of the arts. An idea is given about the specifics of art forms (theater, choreography, poetry, music, painting), about modern technical means (audio and video materials). All types of artistic activity are combined, they alternate, there are features of similarity and differences in the works, the means of expression of each type of art, which convey the image in their own way. Integrated, where not only artistic, but also any other activity acts as a core activity. Rehearsal - these are those on which the "run" of the performance being prepared for staging or its individual fragments is carried out. When organizing classes, it must be remembered that knowledge and skills acquired without desire and interest do not stimulate the cognitive activity of preschoolers.

We will reveal the features of the content of the work on the development of theatrical and gaming activities in different age groups of the kindergarten.

Junior group. Classes are organized in such a way that children themselves do not have to reproduce the text of a fairy tale, they perform a certain action. The teacher reads the text, preferably 2-3 times, this helps to increase the sound concentration of children and the subsequent emergence of independence. Z.M. Boguslavskaya and E.O. Smirnova believe that kids, acting in accordance with the role, use their capabilities more fully and cope with many tasks more easily, learn unnoticed by themselves. Role-playing games activate the imagination of children, prepare for independent creative play. Children of the younger group are happy to transform into familiar animals, but they still cannot develop and beat the plot. It is important to teach them some ways of playing actions according to the model. The teacher shows the sample. O.S. Laputina recommends for this purpose to hold the games “The mother hen and chickens”, to play skits based on the literary works “Toys” by A. Barto, “The Cat and the Goat” by V. Zhukovsky, to use nursery rhymes: “Cat’s House”, “Grow a braid to the waist”, etc. To create a reason for the emergence of independent play, you can distribute toys and objects to children. The teacher shows the sample. The formation of interest in theatrical games develops in the process of watching puppet shows, which are shown by the educator, stimulating the child’s desire to be included in the performance, supplementing individual phrases in the dialogues of the characters, steady turns of the beginning and ending of the tale. The attention of the children is fixed on the fact that at the end the dolls bow, ask to thank them, clap their hands. Theatrical puppets are used in the classroom, in everyday communication. On their behalf, an adult thanks and praises the children, greets and says goodbye. In the course of classes, evenings of entertainment, he includes fragments of dramatization, dressing in a special suit, changing his voice and intonation. The teacher gradually expands the game experience by mastering the varieties of dramatization game, which is achieved by successive complication of game tasks in which the child is included. Steps:

* A game-imitation of a chain of successive actions combined with the transfer of the hero's emotions (merry nesting dolls clapped their hands and began to dance).

* Game-imitation of well-known fairy-tale characters (clumsy bear goes to the house, brave cockerel walks along the path).

* Game-improvisation to the music ("Merry rain").

* A wordless improvisation game with one character based on the texts of poems and jokes that the teacher reads (“Hare, dance ...”).

* An improvisation game based on the texts of short fairy tales, stories and poems that the educator tells (3. Alexandrova "Herringbone").

* Role dialogue of the heroes of fairy tales ("Mitten", "Zayushkina hut").

* Dramatization of fragments of fairy tales about animals ("Teremok").

* Dramatization game with multiple folk tale characters

The third group - the ability to interact with other participants in the game; play together, do not quarrel, take turns playing attractive roles, etc.

The activities of the educator should be aimed at stimulating interest in creativity and improvisation. Gradually, they are included in the process of playing communication with theatrical puppets, then in joint improvisations with an adult, such as "Getting to know", "Giving help", "Animal conversation with its cub", etc. Children develop a desire to participate in play dramatic miniatures on free topics.

Middle group. There is a gradual transition of the child from the game "for himself" to the game, focused on the viewer; from a game in which the main thing is the process itself, to a game where both the process and the result are significant; from playing in a small group of peers performing similar ("parallel") roles to playing in a group of five to seven peers whose role positions are different (equality, subordination, control); from the creation in the game - the dramatization of a simple "typical" image to the embodiment of a holistic image, which combines the emotions, moods of the hero, their change. At this age, there is a deepening of interest in theatrical games, its differentiation, which consists in the preference for a certain type of game (dramatization or directing), the formation of motivation for interest in the game as a means of self-expression. Children learn to combine movement and text in the role, develop a sense of partnership, combine movement and word in the role, use the pantomime of two to four characters. It is possible to use training exercises such as "Imagine yourself a little bunny and tell about yourself." With a group of the most active children, it is advisable to dramatize the simplest fairy tales using a table theater; with inactive ones - to dramatize works with a small number of actions. The methods and techniques used in the younger group are becoming more complicated: telling a story in the first person, accompanying the text and movements: “I am a cockerel. Look what a bright comb I have, what a beard, how important I walk, how loudly I sing: ku-ka-re-ku! table theatre. For an independent display, the following works are recommended: "Turnip", "Teremok", "Gingerbread Man". To show the teacher - "Two greedy bear cubs", "Fox and geese", "Fox, hare and rooster". For dramatization, use excerpts from fairy tales, where there are repetitions, and then the whole fairy tale.

Theatrical games allow you to solve many tasks of the kindergarten program: from familiarization with social phenomena, development of speech, formation of elementary mathematical representations before physical perfection...

The influence of theatrical and gaming activities on the development of speech and phonemic hearing of preschoolers

The meaning and specificity of theatrical games are empathy, cognition, the impact of the artistic image on the individual. Theater is one of the most accessible forms of art for children...

The influence of theatrical and gaming activities on the development of speech and phonemic hearing of preschoolers

Having studied the problem of the development of the speech of preschoolers, having analyzed the scientific and pedagogical literature on this problem, and having put forward a working hypothesis ...

Vocal-motor warm-ups as a condition for the development of emotional responsiveness in older preschoolers in music classes

According to O.P. Radynova, "classes are the main form of organization in which children are taught, their abilities are developed, personality traits are nurtured, the foundations of musical and general culture are formed ...

The educational potential of the game as a pedagogical tool

At school, a special place is occupied by such forms of classes that ensure the active participation of each student, increase the authority of knowledge and individual responsibility for the results of educational work ...

Game activity in the classroom foreign language

Game activity, no matter what form the teacher uses and no matter what methods he introduces students to the learning process, still cannot replace all other learning processes. But at the same time, games are just as important for...

Methodology for organizing theatrical activities in a preschool educational institution

"Magic Land!" - so the theater was once called by the great Russian poet A.S. Pushkin. "Do you love the theater as much as I love it?" - asked his contemporaries V.G. Belinsky, deeply convinced that a person cannot but love the theater ...

Features of the formation of play activity of mentally retarded children

In order to comprehensively and holistically study children, teachers and educators carefully study the anamnestic data, documentation submitted for the child, conduct his medical, psychological, pedagogical and speech therapy examination ...

Sensory education in objective activity

The system of techniques and methods for activating the speech communication of children with general underdevelopment of speech in speech therapy classes

speech therapy classes are the main form of correctional education and are intended for the systematic development of all components of speech and preparation for school. The main objectives of these classes are