Theater and gaming technology in kindergarten

Zakharova E.V.

MBDOU "Kindergarten No. 29" Golden Key "

Today, preschool education is tasked with improving the traditional methods of preschool education of children and the search for new approaches to the organization of the educational process.

The formation of communicative competence in future students, their preparation for training in the framework of the Federal State Educational Standard of General Education is one of the tasks of an educational institution. One of the directions in the formation and development of children's communicative competence is the use of theatrical and gaming technology in kindergarten.

The Law “On Education in the Russian Federation” sets the socially significant task of modern society - the creative development of a person who is ready to solve non-standard tasks in various fields of activity. The desire to increase the level of communicative development of future students confirms the relevance of this experience and allows us to highlight the contradictions: between the process of creative development of children and the system of traditional education; society’s need to increase the level of communicative competence, a common culture and insufficient experience in introducing children to theatrical activities.Using theatrical and gaming technologies, a solution is found to many problems of modern pedagogy and psychology related to art education and upbringing, the development of the communicative qualities of a person, initiative and independence.

Novelty   Our experience consists in combining elements of well-known techniques and technologies: creating a training system with the inclusion of interactivity in theatricalization, introducing theatrical and gaming technologies in different types of activities.

The teaching staff of our kindergarten ran into the question of what istheatrical and gaming technology. Before continuing, we needed to understand the question:

What is technology?

Like any technology, this is a process in which there is a qualitative change in the impact on the student.

Basic requirements (criteria) for pedagogical technology:

Conceptual

Systematic

Controllability

Efficiency

Reproducibility

Educational technology structure

The structure of any educational technology consists ofthree parts :

Conceptual part   Is the scientific basis of technology, i.e. psychological and pedagogical ideas that are laid in its foundation.

Content part   - These are general, specific goals and content of educational material.

Procedural part   - a set of forms and methods of educational activity of children, methods and forms of work of a teacher, activities of a teacher in managing the process of assimilation of material, diagnostics of the learning process.

So obviously : if a system claims to be a roletechnology , it must meet all of the listed requirements. If we consider the theater and gaming technology, then all the requirements are met in it.

Conceptual foundations of theatrical and gaming technology:

The theoretical basis of the experience is the pedagogical ideas of Natalia Ilyinichna Sats, which is one of the founders of theatrical art. She created the most famous children's theater in Russia, where children were offered performances staged in such a way that the children were not bored and understand what was being said. The key problem of her pedagogical theory is the idea of \u200b\u200beducational training.

Another foundation is the psychological ideas of the outstanding Russian psychologist Lev Semenovich Vygotsky. Which noted that we should not forget that the basic law of children's creativity is that its value should not be seen as a result, not as a product of creativity, it is important that children create, create, exercise in the creative imagination and its embodiment.

Content part

homepurpose of using theatrical - gaming technology   - the creation of a full-fledged motivational basis for the formation of skills and abilities, depending on the conditions of functioning of the preschool institution and the level of development of children.

Tasks:

To achieve a high level of motivation, a conscious need for the assimilation of knowledge and skills due to the child’s own initiative.

To select funds that activate the independent activities of children and increase its effectiveness.

To create favorable conditions for the disclosure of the child’s personality, individuality, and creative potential through familiarization with theatrical activities.

The basis of the theater and gaming technologies is the idea of \u200b\u200binteraction between an adult and a child, in the process of which their own creative development is ensured for a preschooler, all sides of his personality are formed. Theatrical activity is a kind of leading (play) activity, which means that it affects the development of preschool children, and also, due to its specificity, has a certain potential in the formation of social and communicative competence. The main content of the social and communicative competence is the child's ability to productively interact with the people around him. The means by which the interaction is carried out can be expressive-mimic, subject-effective and speech. Theatrical activity has the potential for mastering these means by preschool children in activities that are attractive to them, therefore, this process proceeds efficiently, but subject to a certain technology of organizing theatrical activity by an experienced adult - a carrier of social and communicative culture.

Theatrical - game technology covers a certain part of the educational process, united by a common content, plot, characters. The game form of joint activity with children is created using game techniques and situations that act as a means of inducing and stimulating the child to activity. The pedagogical game is implemented in the following sequence - the didactic goal is set in the form of a game task, educational activity is subject to the rules of the game; educational material is used as its means; successful completion of the didactic task is associated with the game result.

At the present stage, theatrical games   technologies can be used:

to master the topic or content of the studied material;

as a lesson or part thereof(introduction, explanation, fixing, exercise, control) ;

as part of the educational program formed by the DOE team.

The game is usually their own initiative of children, thereforeteacher's guide in the organization of theatrical - gaming technology   must meet the requirements of:

The choice of a game depends on educational tasks that need to be resolved, but should be a means of satisfying the interests and needs of children;

Game offer - a game problem is created, for the solution of which various game tasks are offered;

Explanation of the game - briefly, clearly, only after the emergence of children's interest in the game;

Gaming equipment - should maximally correspond to the content of the game and all the requirements for a subject-game environment according to the Federal State Educational Standard;

Organization of the game team - game tasks are formulated in such a way that each child can show his activity and organizational skills. Children can act individually, in pairs or teams, collectively depending on the course of the game.

The development of the game situation is based on the principles: the absence of coercion of any form when children are involved in the game; the presence of gaming dynamics; maintaining a gaming atmosphere; the relationship of gaming and non-gaming activities;

The end of the game - the analysis of the results should be aimed at practical application in real life.

The main feature of the pedagogical game in game technology is the clearly defined goal of training and the corresponding pedagogical results, characterized by educational and cognitive orientation.

Since 2015, 1 theatrical lesson per week has been introduced into the class schedule for all age groups in our kindergarten.

The basis of theatrical classes are the programs of T. Gubanova. "Theatrical activity of preschoolers" and Makhaneva M.D. "Theatrical classes in kindergarten", as well as teaching aids: TS Grigorieva “The Little Prince”, E.A. Antipina "Theatrical activity in kindergarten", E.V. Migunova "Theater pedagogy in kindergarten."

Procedural part

The system of work of the entire team is based on the concentration and consolidation of the efforts of participants in the educational process aimed at implementing this area. Theatrical activity as a special and beautiful world of the child has become an integral part of the entire educational process in the DOE.

The basic principles of the technology used "Learning, playing and imitating." The dramatized game as a universal means of education and an effective teaching tool is by no means an innovation and has been used in pedagogy for a very long time.

Theatrical classes are based on developing techniques and are a system of creative games and sketches. The content of theatrical activities include:

viewing puppet shows and talking about them;

dramatization games;

acting out various stories and dramatizations;

exercises for the formation of expressiveness of performance;

exercises on the socio-emotional development of children.

If a game for a child is a way of being, a way of knowing and mastering the world, then a theatrical game is a step towards art, the beginning of artistic activity. Theatrical games are designed for the active participation of the child, where he becomes an accomplice in the pedagogical process. New knowledge is presented in the form of problem situations requiring joint active searches from children and adults. Classes are held in an entertaining and interesting way for children, based on the plot structure. For each academic year, musical leaders for all age groups compiled long-term planning for theatrical activities.

Starting from the new school year, we plan to use a new form of entertainment organization - theatrical Fridays “without rehearsals”. Once a month in each age group this Friday, fairy-tale characters will meet children from the doorway of the kindergarten and engage children in theatrical games.

The role and methods of theater and game technologies

Buildingp system works on theatrical activities, we tried to include those methods and techniques that would encourage children to be creative, would be innovative in nature.To increase the level of development of creative initiative and independence, a project was developed: “Development of initiative and independence in children through the systematic introduction of theatrical and gaming technologies in the NOD and SOD. ”

The theatrical activity in kindergarten permeates all regime moments: it is included in the NCD, in the joint activity of children and adults, is carried out in the independent activity of children.The basis of our approach to building classes using the methods of theatrical pedagogy is a socio-game technique (by A.P. Ershov), which involves a qualitatively new level of relations between a child and an adult, and between children. Each lesson is aimed at finding and using means of implementing the plan. Teachers of DOE use non-traditional forms, methods and means for the development of the child in their work, including a theatrical play in all forms of organization of the pedagogical process.

For the development of children's independence are usedvarious tricks:

The choice of children roles at will.

The main roles of the most timid, shy children.

The distribution of roles on the cards.

Playing roles in pairs (thanks to this technique, children know the words of any role in a fairy tale and can replace each other).

In their work, educators began to use multifunctional gaming equipment (a theatrical multi-function screen, unformed game material, etc.). This makes it possible for children to change the spatial environment themselves, to engage in activities from the standpoint of their children's interests: to turn on music, retire, organize theater activities, etc., and for adults - the opportunity to create a surprise play environment for children.

In order for children to be creative, it was necessary to enrich their life experience. In this regard, in each group, entertaining activities were organized using various types of theaters, the organization of workshops for the production of theatrical toys. An interactive theater was also included in the educational process. In pedagogy, interactive learning is understood as such an organization that is aimed at the comprehensive activation of the cognitive activities of children through the wide, preferably comprehensive, use of pedagogical (didactic) tools. We are interested in this tool because children always strive to actively participate in theatrical events.

Interactive theater   - These are small performances, actively experimenting with working with the audience and offering performances in which the main role is given to the viewer. This is a bright, funny, musical performance with props, decorations, costumes, where the characters not only lead the storyline, but also attract spectators into their action, play with them, making it possible to feel themselves in the thick of fabulous events.

We can say that in an interactive theater the main thing is the viewer. Pplaying roles with children, we have more than once seen how important it is in our time for the Theater to remain alive and authentic. Alive means easy on the rise and developing. Authentic - that is, corresponding to high aesthetic canons. Especially if it is a children's theater, and our audience is children.

Theatrical games enjoy the same love among children. Children are happy to join the game: answer questions from dolls, fulfill their requests, give advice, transform into one or another image. They laugh and cry withpuppets , warn them about the dangers, they are always ready to come to the aid of their heroes.

Within the framework of the project, consultations, round tables, and master classes were held to increase the competence of teachers in the use of theater and game technologies in kindergarten.

An open day dedicated to theatricality was held for parents, where the opportunity was presented to see:
- how children began to build relationships with each other;
- how the guys are able to comply with the established rules of the game;
- Is able to express their emotions so that it does not interfere with other people around;
- Is it possible to hear, understand and correctly perform the proposed task.

Questioning was also conducted with parents. The results showed that, 100% of parents believe that the development of creative independence is necessary, and they agree to assist the teacher in conducting theatrical performances, 70% of parents can be active participants in the work. Thus, parents are interested in carrying out such work in a preschool educational institution, but at the same time we noted for ourselves that it is necessary to look for new forms of involving parents in this work.

The large and many-sided influence of theatrical activity on the child’s personality allows the DOE teachers to use it as a strong but unobtrusive pedagogical tool that allows solving many pressing pedagogical and psychological issues, because the child, during the theatrical performance, feels more relaxed, free, naturally, that allows you to more effectively absorb cognitive information about the world around us, the laws of society, the beauty of human relations and learn to live in this world, building It is their relationship.

As a resultimplementation of   our projecta   level of creative independence in children:significantly increased

Which indicates the effectiveness of the work.

The social activity of children, independence, memory and imagination, creative abilities are developing, feelings of collectivism, sociability are being formed, speech and cognitive functions are developing.

Summing up, it is impossible not to note the emotional upsurge in children, the almost complete exclusion of stiffness and fear in communication or in expressing one’s own opinion, manifesting independence in the choice of roles.The accumulated practical material helps to carry out mornings, leisure, entertainment in a fascinating way.The purposeful organization of the perception of interactive theater methods by preschool children and their own theatrical activity is a kind of leading (playing) activity, which means that it affects the mental development of children of this age, and above all, the development of creative abilities.

Thus, the technology presented is a means of developing creative abilities that require special attention to the personality of the child, to his musical and theatrical interests, as well as to further development.

  Galina Gnidina
  Consultation for teachers "Organization of theatrical and gaming activities in groups of preschool educational institutions"

At any age in fairy tales you can discover something intimate and exciting. Listening to them in childhood, a person unconsciously accumulates a whole "Bank of life situations"therefore it is very important that awareness "Fabulous lessons"   started at an early age with a response to question: “What does a fairy tale teach us?”

Introduction to preschool children theater   age is associated mainly with fairy tale performances. The interest of children in this genre, the accessibility of children's perception, as well as the social significance of the tale for the moral and aesthetic education of children are taken into account. Most appropriate   a form of work in this direction is considered.

Educational opportunities theatrical gaming activities are wide. Participating in it, children get acquainted with the outside world in all its diversity through images, colors, sounds, and skillfully posed questions make them think, analyze, draw conclusions and generalize. The mental development is closely connected with the expressiveness of the characters' replicas, their own utterances, the child’s vocabulary is quietly activated, the sound culture of his speech, its intonation system are being improved. The performed role, pronounced remarks put the baby before the need to clearly, clearly, understandably communicate. He improves his speech, its grammatical structure.

It can be argued that theatrical activity   It is a source of development of feelings, deep feelings and discoveries of the child, introduces him to spiritual values. This is a concrete, visible result. But no less important theatricalization   develops the emotional sphere of the child, makes him sympathize with the characters, empathize with the events being played. “In the process of this empathy,” as the psychologist and teacher, Academician V. M. Teplov (1896-1965, - certain relations and moral evaluations are created that have incomparably greater coercive power than evaluations that are simply communicated and assimilated. ” way, theatrical and gaming activities - the most important means of developing empathy in children, that is, the ability to recognize a person’s emotional state by facial expressions, gestures, intonation, the ability to put himself in his wrong place in various situations, to find adequate ways to help. “To have fun with another's fun and sympathize with another's grief, you need to be able to with imagination   transfer to another person’s position, mentally take his place, ”said B. M. Teplov.

Theatrical and game activity   allows you to formulate an experience of social behavior skills due to the fact that every literary work or fairy tale for children preschool   ages always have a moral orientation (friendship, kindness, honesty, but also expresses their own attitude to good and evil). Favorite heroes become samples   to follow and identify. It is the child’s ability to such an identification with a loved one way allows educators through theatrical activities   have a positive effect on children. Famous composer D. B. Kabalevsky in a book "Education of the mind and heart"   so wrote about the importance of art for children: “Leaving a lasting impression on life, it already in these early years gives us lessons not only in beauty, but also in morality. And the richer and more substantive these lessons are, the easier and more successful is the development of the spiritual world of children. The quality and quantity of these lessons primarily depends on the parents and the kindergarten teachers. As a rule, young children are actively involved in what causes their interest. ”

Theatrical activity   allows the child to solve many problems of the situation indirectly on behalf of a character. This helps to overcome shyness, lack of confidence, shyness. So way, theatrical   classes help to fully develop the child.

Theatrical and game activity   presented in the DOU puppet theater and theatrical games. Puppet theater   affects young viewers with a whole range of art means: it is both an artistic word and a visual form, and picturesque decoration and music. Skillful use of puppetry theater   provides great help in everyday work with children. Children are very fond of watching performances.

In the conditions of a kindergarten it is impossible to stage a large complex performance on your own - in fact, this is unnecessary. Let it be a short fairy tale on a flannelograph, a small scene or a short performance, theater of pictures. It is important that such shows are held systematically and that all kinds of theater.

However recently educators   and psychologists note a decrease in the level of games, including pageant. Games "leave" from kindergarten, children practically do not play. There are several reasons for this. Preschoolers   spend a lot of time at the TV screen. Reasons should be sought, and especially family leisure. Another important issue is the need to recover from educators   the ability to play with children and competently manage children's games.

Theatrical and game activity in the first junior group “Theater Steps”.

Pursuing with children the theater, we strive to make the life of our pupils interesting and informative, to fill it with vivid impressions. Our main task in working with young children is to create the group   the atmosphere of comfort and emotional well-being, to unite children with common experiences. We carry out various theatrical performances: toy theater, theater   pictures and finger theater. For example, using finger theater   you can perform songs, petals, tell tales, read poetry and just play with the fingers of a child. Kids are very fond of performing rhythmic movements with their fingers, while they develop speech, a sense of rhythm and imagination.

Question: and if the child is in a bad mood and does not want to play?

Answer: A child cannot be forced to play when he has no desire. It is better if the adult starts the game, and the child after a while, if he wants, will take part in it.

Example. Dramatization of a poem (instilling in children cultural and hygienic skills).

Mouse Paw Soap Bad:

Moisten it with some water

I didn’t try to soap with soap-

And the dirt remained on the paws

Towel in black spots!

How unpleasant it is!

Microbes get into the mouth -

Can get a stomach ache.

So kids try

Wash with soap more often!

Need warm water

wash your hands before eating.

Theatrical and game activity in the second junior group “Kids and Theater”

Children gradually master role-playing skills, they develop an interest in games - dramatization. Start learning portray   a hero of a literary work in simple actions and short dialogues.

First, for each fairy tale-game we read, tell, show illustrations, table theatershowing action heroes.

A fragment from the fairy tale “Turnip”.

Grandfather: I really want a turnip, Yes, you see, the turnip has firmly rooted in the ground. Grandma, help me, do mercy!

Grandmother:

I lived for many years, but I have not seen such a thing.

True, a miracle, a miracle of miracles, turnip almost to heaven!

I grab hold of me for grandfather, together we pull the turnip.

Then we suggest repeating the dialogue, working on characters. After repeated beating, we suggest playing in theater   - First, with the participation of an adult, and then independently. We follow the game of children, help them organize, provide a place for the deployment of a creative game.

Theatrical and game activity in the middle group.

In the middle the group   we continue to combine the puppet show with theatrical play. Unsure children most often prefer puppetry theater, since its necessary attribute is a screen for which the child seeks to hide from the viewer. Guys who overcome shyness usually participate in dramatization as actors of a dramatic theater. At the same time, they, observing each other, enrich their personal experience.

We instill in children a sustained interest in theatrical and gaming activities, we consolidate knowledge about the rules for manipulating bibabo dolls using creative exercises to develop fine motor skills.

Example: Demonstration of finger gymnastics.

As a result, our dolls come to life.

Theatrical and game activity in the group of senior preschool age.

Older children preschool   ages are already actively involved in pageant   games and dramatizations, which differ in the more complex characters of the heroes, difficult to develop with mise-en-scenes. In children, we develop creative independence in the transfer image.

Seniors preschoolers   can characterize theater professions. Know the rules of conduct in theater. We also introduce children to puppet dolls, a living hand, and cane dolls. And teach the technique of working with them. In his leisure hours the children really like organize fun concerts.

Theatrical - play activity in the family. "Home theater"

In the child, the desire for the game, to creativity: they often dismantle and donate donated toys, investing their imagination in this matter. And parents scolded: broke a toy. Singing a song, reading poetry, dressing up in my mother’s clothes and speaking in front of homework so that they laugh and clap, what a blessing it is. With a doll in hands or in fancy dress children bolder read poetry, sing, dance. And this is not pampering, this is the beginning of “Home theater ”. This one needs help theater organizeIt will not just be fun, interesting and useful. Best to create a home puppet Theater led by a doll - parsley. You can make parsley yourself, it’s easy to play with it, and besides, your imagination and sense of humor develop. Decorations can be glued from colored paper and painted with felt-tip pens. And for a variety of children's holidays, a handbook on making carnival costumes is useful. However, such costumes are good for amateur theater. And the most the main thing: all this “ theatrical   props ”will fit in an ordinary suitcase, which for children will become a“ magic chest ”

Sections: Work with preschoolers

Goal:   To systematize the knowledge of teachers on the theatrical and gaming activities of preschool children and the creation of conditions for their self-realization in the preschool educational institution.

Form of carrying out:business game “Theater and children”.

Preliminary work.

• Conducting a theoretical seminar on the types of theatrical activities;
• The competition of theater corners in all age groups;
• Organization of the exhibition “Salon of dolls”;
• Conducting an open viewing of theatrical circle classes;
• Organization of the exhibition in the teaching room “Preparing for the teacher's council”;
• Video filming of fragments from the experience of teachers of different age groups “Theater Kaleidoscope”.
• Thematic check "Organization of theatrical - play activities with preschoolers."

Agenda.

1. Message from the head of the "Theater - game activity in the DOE."
2. Summing up the results of the thematic audit “Organization of theatrical and gaming activities with preschoolers”.
3. Summing up the competition of theater corners. Winner's reward ceremony.
4. Business game “Theater and children”.
5. Development and decision-making of the pedagogical council.
6. Reflection.

The course of the teacher's council

Opening remarks by the head of the preschool educational institution (sample theses).

Theatrical and gaming activities are presented in the DOU puppet theater and theatrical games. Puppet theater acts on young spectators with a whole complex of artistic means: this is an artistic word, a visual image, and picturesque decorative design and music. The skillful use of puppet theater is of great help in everyday work with children. Children are very fond of watching performances.

In the conditions of a kindergarten it is impossible to stage a large complex performance on your own - in fact, this is unnecessary. Let it be a short fairy tale on a flannelograph, a small scene or a short performance, a theater of pictures. It is important that such shows are held systematically and that all types of theater are used.

However, recently, teachers and psychologists have noted a decrease in the level of games, including theatrical ones. Games "leave" from kindergarten, children practically do not play. There are several reasons for this. Preschoolers spend a lot of time at the TV screen. Reasons should be sought, and especially family leisure. Another important problem - it is necessary to restore the ability of teachers to play with children and correctly manage children's games.

Speech by the deputy head of the OIA.

The results of the thematic check “A look through the pink and dark glasses”. Two theater masks are used - pink and black. A look through pink glasses - the achievements of teachers in this direction, a look through dark glasses - are flaws. Summing up the review - competition of theatrical corners. Awarding of winners.

Business game “Theater and children”

Teachers are pre-divided into creative groups “actors”, “theater workers”, “spectators”, “critics”, “director and assistant director”.

The director (manager) represents the participants.

Theatrical workout.

The director names the words (prompter, stalls, facial expressions, benefit, gallery), and the teachers name their meaning. Wishing to give an answer raises a theatrical mask.

The assistant director announces the first action:

“The management of theatrical games and various types of theater”

Performs a creative group of teachers "actors".

The message of the teacher of the first younger group

“Theatrical steps”

Being engaged in theater with children, we strive to make the life of our pupils interesting and informative, to fill it with vivid impressions. Our main task in working with young children is to create an atmosphere of comfort and emotional well-being in the group, to unite children with common experiences. We conduct various theatrical performances: toy theater, picture theater and finger theater. For example, with the help of the finger theater, you can perform chants, petals, tell tales, read poetry and just play with the fingers of a child. Kids are very fond of performing rhythmic movements with their fingers, while they develop speech, a sense of rhythm and imagination.

Question from critics: Dear colleagues, what if the child has a bad mood and does not want to play?

Answer: a child cannot be forced to play when he has no desire. It is better if the adult starts the game, and the child after a while, if he wants, will take part in it.

A staging of a poem (instilling in children cultural and hygienic skills).

Mouse Paw Soap Bad:
   Moisten it with some water
I didn’t try to soap with soap-
   And the dirt remained on the paws

Towel in black spots!
   How unpleasant it is!
   Microbes get into the mouth -
   Can get a stomach ache.

So kids try
   Wash with soap more often!
   Need warm water
   wash your hands before eating.

The message of the educator of the second younger group “Kids and Theater”

Children gradually master role-playing skills, they develop an interest in games - dramatization. We begin to learn to portray the image of a hero of a literary work in simple actions and short dialogues.

First, for each fairy tale-game, we read, tell, show illustrations, table theater, showing the actions of the characters.

A fragment from the fairy tale “Turnip”.

Grandfather:I really want a turnip, Yes, you see, the turnip is firmly rooted in the ground. Grandma, help me, do mercy!

Grandma:

I lived a lot of years, but I have not seen this ....
   True, a miracle, a miracle of miracles, turnip almost to heaven!
   I grab hold of me - grandfather, together we pull the turnip ...

Then we suggest repeating the dialogue, working on the image of the characters. After repeatedly beating, we offer to play in the theater - first with the participation of an adult, and then independently. We follow the game of children, help them organize, provide a place for the deployment of a creative game.

The message of the teacher of the middle group.

In the middle group, we continue to combine a puppet show with a theatrical play. Uncertain children most often prefer a puppet theater, since its necessary attribute is a screen for which the child seeks to hide from the viewer. Guys who have overcome shyness, usually involved in the dramatization as an actor of dramatic theater. At the same time, they, observing each other, enrich their personal experience.

We instill in children a steady interest in theatrical and game activities, we consolidate knowledge about the rules for manipulating bibabo dolls using creative exercises to develop fine motor skills.

Example: Demonstration of finger gymnastics.

As a result, our dolls come to life.

Senior teacher's message

Children of older preschool age are already actively participating in theatrical games and dramatizations, which are distinguished by more complex characters of the characters, difficult to develop with stage-sets. In children, we develop creative independence in the transfer of the image.

Older preschoolers can characterize theatrical professions. Know the rules of behavior in the theater. We also introduce children to puppet dolls, a living hand, and cane dolls. And teach the technique of working with them. During leisure hours, children really like to organize fun concerts.

Doll Demonstration - puppets (a children's song)

Assistant Director: Intermission. We do not offer you a buffet, but we will play a little in an unusual orchestra. Teachers improvise on musical instruments made on the basis of K. Orff.

Act Two “Acquaintance with the basics of dramaturgy and acting”.

The creative group "Theater Workers" is performing.

Report by the musical director on the role of musical design in stage plays and the work of the theater club. Watching the movie “Theater Kaleidoscope”.

A question from critics: it is important from early childhood to familiarize kids with the theater, but given its individual characteristics and capabilities. Not every role a child can fulfill. What qualities does a child have - an actor, a child - a director, a child - a viewer, a child - a decorator?

Answer: discussion of teachers.

Speech by a speech therapist “Development of expressive speech through the theatrical activities of preschoolers”.

In the heart of every child lurks the desire for a free theatrical game in which he reproduces familiar literary plots. This is what activates his thinking, trains memory and imaginative perception, develops imagination and fantasy, improves speech. S.Ya. Rubinstein wrote "The more expressive the speech, the more the speaker speaks in it, his face, he himself." Such speech includes verbal (intonation, vocabulary and syntax) and non-verbal (facial expressions, gestures, posture) means.

For the development of expressive speech, articulation exercises are of great help.

For example, bite the tip of the tongue - “so mother shreds cabbage”, the tongue - a thin needle “put the knuckles” in turn on each cheek, etc.

Tongue twisters will help in the development of diction (teachers call familiar tongue twisters).

And in the development of intonational expressiveness of speech, such exercises as the reproduction of words, phrases, fragments of literary works using various emotional states will help.

Assignment: Say the phrase "Well done" (quietly, loudly, mysteriously, indignantly, joyfully).

Question from the director. What are the two types of theatrical games?

Answer: The characteristic features of theatrical games are the literary or folklore basis of their content and the presence of spectators. They can be divided into two main groups: dramatization and directorial.

In the directorial game, “artists” are toys or their deputies, and the child, organizing activities as a screenwriter and director, controls the artists. Speaking heroes and commenting on the plot, he uses the means of verbal expressiveness. The types of directorial games are determined in accordance with the variety of theaters used in kindergarten.

In dramatic games, the child, playing the role as an artist, independently creates an image using a complex of means of verbal and non-verbal expressiveness. Types of dramatization are games - imitations of images of animals, people, literary characters; text-based role dialogs; dramatization of works; staging performances based on one or more works; games - improvisations with playing the plot without prior preparation.

The game "staged a fairy tale."

“Actors”, “spectators”, “theater workers” choose a fairy tale at their discretion and depict it using pantomime. Who is ready to raise a mask and show a fairy tale. The remaining participants in the game are trying to guess its name.

Act three - the final “Theatrical - play activity in the family”.

Performs a creative group of teachers "viewers"

Teacher's message “Home Theater”

Initially, the child has a desire for the game, for creativity: they often donate and donate their donated toys, investing their imagination in this matter. And the parents scold: he broke the toy ... Singing a song, reading poetry, dressing up in mom's clothes and speaking in front of the house so that they laugh and clap, what a blessing it is. With a doll in their hands or in a fancy dress, children boldly read poetry, sing, dance. And this is not pampering, this is the beginning of the “Home Theater”. We need to help organize this theater, it will not just be fun, but an interesting useful thing. It’s best to create a home puppet theater led by a parsley doll. You can make parsley yourself, it’s easy to play with it, and besides, your imagination and sense of humor develop. Decorations can be glued from colored paper and painted with felt-tip pens. And for a variety of children's holidays, a handbook on making carnival costumes is useful. However, such costumes are good for amateur theater. And most importantly: all this “theater props” will fit in an ordinary suitcase, which for children will become a “magic chest”.

Question from critics: your difficulties in working on this issue?

Results of work:

• for you;
• for children;
• for parents.

Summarizing. Adoption of the draft decision of the teacher council.

Reflection. Assessment of your participation in the teacher's council.

• This teacher's council has benefited;
• Received satisfaction from this kind of activity;
• They felt their real contribution to the common cause;
• The teacher's council helped to reflect on the questions posed;
• We were able to look at ourselves from the outside, evaluate our activities, correlate it with the activities of colleagues.

Used Books.

1. Volobueva L.M. work of the senior educator of the preschool educational institution with teachers. M., 2005

2. Elzhova N.V. Teachers, seminars, methodological associations in the DOE. RND, 2007

3. Davydova O.I., Mayer A.A., Bogoslavets L.G. Interactive methods in the organization of pedagogical councils in a preschool educational institution. S-P, 2009

Theatrical activity of preschoolers.

Description: This material is interesting and useful for parents, educators, musical leaders of kindergartens, for teachers of additional education.
Goal:   the importance of theater in the life of a child, the guidance of an adult.
Tasks:
  1. To acquaint parents, teachers with theatrical activity and its significance for the development of the child.
  2. Show what a huge impact theatrical activity has on the disclosure of the creative potential of the child.
  3. To teach orientation in the directions of theatrical activity.

“The magical world of theater!” Theatrical activity of preschool children.

Theater is a magical world! He gives lessons of beauty, morality and morality. And the wealthier they are, the more successful is the development of the spiritual children of the world.
  B. M. Teplov

Theatrical activities in kindergarten

This is a good opportunity to reveal the creative potential of the child, to educate the creative orientation of the personality. Children learn to notice interesting ideas in the world around them, embody them, create their own artistic image of a character; they develop creative imagination, associative thinking, speech, and the ability to see unusual moments in everyday life.
  -Theatrical activity helps the child to overcome shyness, self-doubt, shyness.
  -Thus, the theater helps the child to develop comprehensively.

The Importance of Theatrical Activities

In children's educational institutions can and should be given to all types of children's theater, because they help:
  - to form the correct model of behavior in the modern world;
  - increase the general culture of the child, attach to spiritual values;
  - improve the child’s speech, activate the dictionary, improve the sound culture of speech, its intonation system; improve dialogic speech, its grammatical structure;
- introduce the child to children's literature, music, visual arts, etiquette, rituals, traditions, instill a steady interest;
  - gives elementary ideas about the types of theater;
  - improve the ability to embody certain experiences in the game, encourage the creation of new images, encourage thinking;
  - be creative in any business, the ability to communicate with peers and adults, the development of stage creativity, musical and artistic abilities of children;
  - develops skills in public speaking and creative community.

The main directions of work with children

Theater play
  Theatrical play is a historically established social phenomenon, an independent type of activity characteristic of man.
Tasks:   teach children to navigate in space, evenly spaced on the site, build a dialogue with a partner on a given topic. To develop the ability to arbitrarily strain and relax certain muscle groups, memorize the words of the heroes of performances, develop visual auditory attention, memory, observation, figurative thinking, imagination, imagination, interest in stage art.
Rhythmoplasty
  Rhythmoplasty includes complex rhythmic, musical, plastic games and exercises designed to ensure the development of natural psychomotor abilities of preschoolers, freedom and expressiveness of body movements, gaining a sense of harmony of your body with the world around you.
Tasks:   to develop the ability to respond arbitrarily to a command or a musical signal, the willingness to act in a coordinated manner, develop coordination of movement, learn to remember given poses and figuratively transmit them.
Culture and Speech Technique
  This section of the work combines games and exercises aimed at developing breathing and freedom of the speech apparatus.
Tasks:   develop speech breathing and proper articulation, clear diction, diverse intonation, speech logic; learn to compose short stories and tales, pick up simple rhymes; pronounce tongue twisters and verses, replenish vocabulary.
The basics of theater culture
  This section of the work is intended to acquaint children with the basic concepts and professional terminology of theatrical art, with its features and types of theatrical art; with the basics of acting; with the culture of the viewer.

Tasks:   to acquaint children with theatrical terminology, with the main types of theatrical art, to cultivate a culture of behavior in the theater.
Work on the play
Work on the play is based on the author’s plays and includes acquaintance with the play, the tale, as well as work on the play - from sketches to the birth of the play.
Tasks:   To learn to compose sketches from fairy tales; develop skills in working with imaginary objects; develop the ability to use intonation, expressing a variety of emotional states (sad, joyful, angry, surprised, delightfully, plaintively, etc.).

Organization of theatrical activities of preschoolers at different age stages

Junior group

At the age of 2 to 3 years, kids are keenly interested in playing with a doll, they are impressed by the small stories shown by the teacher, they are happy to express their emotions in motor images-improvisations to music. The theatrical game is closely related to the role-playing game, so most games reflect the range of children's everyday interests: playing with dolls, with cars, in construction, in the hospital, etc. Familiar poems and songs are good play material. Showing mini-plays in the table theater, with the help of separate toys and dolls, the teacher conveys a palette of experiences through intonation, and if possible through the external actions of the hero. All the words and movements of the characters must be clearly defined, differ in their character and mood, they must be followed at a slow pace and the action should be short-lived. In order to liberate and eliminate the internal constraint of the kids, special studies are conducted, exercises on the development of emotions. Using the tendency of children to imitate, you can achieve expressive imitation of various sounds of animate and inanimate nature with your voice. For example, children, depicting the wind, lighten up, making it carefully and carefree. The theatrical play allows the child to enter into a special relationship with the outside world, into which he cannot enter into force of limited ability.

Middle group

The child gradually moves on:
  - from a game for oneself to a game oriented towards 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 with similar roles, to playing in a group of five to seven peers whose roles are different (equality, submission, management);
  - from creating a simple image in the dramatization game to the embodiment of a holistic image, which combines emotions, moods of the hero, their change.
The interest in theatrical games is deepening. Children learn to combine movement and text, movement and word, develop a sense of partnership, use the pantomime of two or four actors. The theatrical-gaming experience of children is expanding due to the development of the game-dramatization. In work with children are used:
  - multi-character games - dramatization according to the texts of two - three - private fairy tales about animals and fairy tales ("Geese-swans");
  - games - dramatization of stories on the topic "Adult Labor";
  - staging of a performance based on a work.
  The content basis is composed of playing sketches of a reproductive and improvisational nature (“Guess What I Do”).

Senior group

Children continue to improve their performing skills, a sense of partnership is developing. Walks are conducted, observations of the environment (the behavior of animals, people, their intonation, movement.) To develop the imagination, such tasks as: “Imagine ...” etc. , compose, improvise based on existing experience. So, they can rewrite the beginning and endings of familiar stories, invent new circumstances in which the hero falls, to bring new characters into action. Mimic and pantomic sketches and sketches for memorizing physical actions are used. Children are connected to inventing the design of fairy tales, reflecting them in visual activity. In dramatization, children manifest themselves very emotionally and directly, the process of dramatization captures the child much more than the result. Children's artistic abilities develop from performance to performance. In the process of theatrical activity, a special, aesthetic attitude to the world is formed, general mental processes develop: perception, imaginative thinking, imagination, attention, memory, etc.

Preparatory group

The children of the school preparatory group are keenly interested in theater as an art form. Preschoolers already know the basic rules of behavior in the theater. To prepare them for visiting the theater will help special games - conversations, quizzes. Acquaintance with various types of theater contributes to the accumulation of live theater impressions, mastery of their comprehension skills and aesthetic perception.
The play - dramatization often becomes a performance in which children play for the audience, and not for themselves, they can play directorial games, where the characters are dolls that are obedient to the child. This requires him to be able to regulate his behavior, movements, and think over his words. Children continue to play small stories using different types of theater: table, bibabo, stand, finger; invent and play dialogue, expressing intonation features of the character and mood of the hero.
  An important place in the preparatory group is not only the preparation and conduct of the performance, but also the subsequent work. It turns out the degree of assimilation of the perceived content and pretend play in a special interview with the child, in which opinions are expressed about the content of the play, are the characteristics of the character's actions, analyzes the means of expression. At this age, children are no longer satisfied with ready-made stories - they want to invent their own and the necessary conditions must be provided for this:
  - Target children to create their own crafts for the director's board theatrical game;
  - acquaint them with interesting stories and tales that contribute to the creation of their own designs;
  - give children the opportunity to reflect ideas in movement, singing, drawing;
  - show initiative and creativity as an example to follow.

Forms of organization of theatrical activities
  When choosing material for a performance, it is necessary to build on the age-related capabilities, knowledge and skills of children, enrich their life experience, stimulate interest in new knowledge, and expand creative potential.
  - Joint theatrical activities of adults and children, theatrical activity, theatrical play on holidays and entertainment.
  - Independent theatrical and artistic activities, theatrical games in everyday life.
  -Mini-games in other classes, theatrical games, plays, children visiting theaters together with their parents, mini-scenes with dolls during the study of the regional component with children, involving the main doll - Parsley in solving cognitive problems.

Forms of work
  - Theatrical games
  - Speech games
  - Rhythmoplasty
  - Stage performance of songs, chants, round dances
  - Use of various types of theater
  - Dramatization of fairy tales
  - Visit to theaters;
  - Interaction with parents

Forms of Theater in kindergarten
  - bibabo
  - table theater
  - book-theater
  - five-finger theater
  - mask theater
  - theater of manual shadows
  - finger shadow theater
  - theater of "living" shadows
- magnetic theater
  - puppet theater
  - flanelegraph theater

Organization of a theatrical activity corner
  The kindergarten groups have organized corners for theatrical performances and performances. They have a place for directing games with a finger, board theater.
  In the corner are:
  -various types of theaters: bibabo, table, flanelegraph theater, etc .;
  - requisites for acting out scenes and performances: a set of dolls, screens for a puppet theater, costumes, costume elements, masks;
  -attributes for various playing positions: theater props, scenery, scripts, books, samples of musical works, posters, ticket office, tickets, pencils, paints, glue, types of paper, natural material.

Theatrical and game activity in kindergarten is one of the favorite activities of our pupils. And the kids like it because it is based on the game. She is entertaining, develops intelligence, speech, mind, gives children the opportunity to show their emotions and mood. Theatrical games are a kind of creative games in which the artistic taste of children is formed.

In the group we conduct a circle “Without - an artist” - “We are small artists”. The circle is held on Thursdays, in the evening, during the regime moment. When there are no classes, paid circles, we plunge into our theatrical world. Involving children in theatricalization, we primarily seek to develop their communicative qualities, the formation of positive relationships in the process of joint activities of children.

In the group we equipped a theater corner. Since the subject-developing environment should ensure the right and freedom of choice for each child to theatricalize a favorite work, in the theater corner we placed different types of puppet theater - finger, cone, b-ba-bo, as well as masks and dolls. In the corner of the dressing gown are the costumes that were presented to us, sewn by parents. We have a theater house - “ияiyattt kunakta” \u200b\u200b- “Visiting a fairy tale”. Children are very fond of playing in this house, telling and showing fairy tales to each other, to a group. On the very first day when this house appeared in the group, our Emir gathered everyone and told the fairy tale “Kolobok”. The video has been saved, I want to show you a passage. (excerpt from the video)

Since we are a preparatory group, we not only play, but acquaint children with theatrical terminology, with the main types of theatrical art, and educate a culture of behavior. In the work on the play we learn to compose sketches from fairy tales; we develop skills in working with imaginary objects, the ability to use intonations that express various emotional states (sad, joyful, angry, surprised, delighted, mournful, etc.)

Summing up, I want to say about the importance of theatrical activity, which helps to shape the child’s general culture, familiarize him with spiritual values, introduce children to literature, etiquette, develop game behavior, the ability to communicate with peers and adults, develop public speaking skills and creative community . Work on developing creative abilities for preschoolers in the process of theatrical games and productions is bearing fruit: the vocabulary is activated and enriched for children, they have become freer, relaxed in communication, and most importantly, they experience an emotional upsurge. Our children with pleasure played the play “Doctor Aibolit in a new way” in the kindergarten and teachers of the district, participated in the republican competition with the play “Fly-Tsokotuha” - “Cheben-chebenchek”, showed themselves to be real artists.

We hope that our children will be equally active, creative personalities at school.