Report “Theatrical activities in kindergarten. Theatrical activities in kindergarten material on the topic All about theatrical activities in kindergarten

From the author

I would be immensely happy if my experience in organizing theatrical activities in a preschool educational institution was useful to all those who are engaged in theatrical activities with children, and those who in the future dream of devoting themselves to art, whose name is theater.

I express my gratitude Valentina Stepanovna Parfenova, honorary worker of general education of the Russian Federation, head of the CRD kindergarten "Chaika" for a creative idea, moral and material support.

Anatoly Shchetkin

Formation of the child's creative personality by means of theatrical activity

Today, when the problem of preschool education and upbringing is being broadly and fundamentally solved and the tasks facing the teachers of preschool educational institutions are becoming more complicated, the task of introducing children to theatrical activity from an early age remains very important.

Creative activity and the development of human creative abilities are an integral part of the socio-economic and spiritual directions of the modern social structure. The word "creativity" in the social sense means to seek, to depict something that has not been encountered in past experience, individual and social. Creative activity is an activity that gives birth to something new; free art of creating a new product that bears a reflection of the personal "I". Creativity is not only the creation of something new in material and spiritual culture, but also a person's perfection of himself, primarily in the spiritual sphere.

Children's creativity is one of the urgent problems of preschool pedagogy and child psychology. It was studied by L. S. Vygotsky, A. N. Leontiev, L. I. Venger, N. A. Vetlugina, B. M. Teploe, O. M. Dyachenko, A. I. Volkov, and many others.

Theatrical activity is the most widespread type of children's creativity. It is close and understandable to a child, lies deeply in his nature and is reflected spontaneously, because it is associated with play. The child wants to embody any of his inventions, impressions from the life around him in living images and actions. Entering the image, he plays any role, trying to imitate what he saw and what interested him, and receiving great emotional pleasure.

Theatrical activities help develop the interests and abilities of the child; contribute to overall development; the manifestation of curiosity, the desire to learn new things, the assimilation of new information and new ways of action, the development of associative thinking; persistence, purposefulness, the manifestation of general intelligence, emotions when playing roles. In addition, theatrical activities require decisiveness from the child, systematic work, hard work, which contributes to the formation of strong-willed character traits. The child develops the ability to combine images, intuition, ingenuity and ingenuity, the ability to improvise. Theatrical activities and frequent performances on stage in front of the audience contribute to the realization of the child's creative powers and spiritual needs, emancipation and self-esteem. The alternation of the functions of the performer and the spectator, which the child constantly assumes, helps him to demonstrate to his comrades his position, skills, knowledge, imagination.

Exercises for the development of speech, breathing and voice improve the child's speech apparatus. Performing game tasks in the images of animals and characters from fairy tales helps to better master your body, to understand the plastic possibilities of movements. Theatrical games and performances allow children to immerse themselves in the world of fantasy with great interest and ease, teach them to notice and evaluate their own and other people's mistakes. Children become more relaxed, sociable; they learn to clearly formulate their thoughts and state them in public, to feel and cognize the world around them more subtly.

Organization and design of the developing subject-spatial environment of the theater studio

A kindergarten is a special institution, practically a second home for its employees. You always want to decorate the house, make it cozy and warm, unlike others. The hands of educators and parents have created unique options for a developing environment. Unfortunately, the creativity of many educators remains unclaimed until the end. Of course, children and their parents are happy with new discoveries, but it is far from always that the original design of the premises, invented games and toys, become the property of other teachers.

What is meant by the concept of a developing subject-spatial environment in a preschool institution?

Let us give the definition of the concept of Doctor of Psychological Sciences S. L. Novoselova: “The developing objective environment is a system of material objects of the child's activity, which functionally simulates the content of the development of his spiritual and physical appearance. An enriched environment presupposes the unity of social and natural means of ensuring the various activities of the child. The main elements of the subject environment are architectural-landscape and natural-ecological objects, art studios, play and sports grounds and their equipment; large-sized constructors (modules) that are compatible with the child's growth; themed sets of toys, manuals; audiovisual and informational means of education and training. The equipment of the educational process of this or that educational institution is formed in direct dependence on the content of upbringing, age, experience and level of development of children and their activities. "

How to organize and design the subject environment of the theater studio?

Theatrical activities should provide children with the opportunity not only to study and learn about the world around them through comprehension of fairy tales, but to live in harmony with it, get satisfaction from classes, a variety of activities, and successful completion of the task. From this point of view, the organization, the space of the theater room is of great importance. The visual characteristics of the theater studio, that is, what children see around them in class, is an important condition for emotional education. Everything matters here: the color of the walls and ceiling, furniture, division of space into functional zones, a variety of games, toys, masks, the availability of space for independent games for children. Everything that surrounds children largely determines their mood, forms one or another attitude towards objects, actions and even towards themselves. The child gets acquainted with the world around him with the help of sight (visual analyzer), hearing (auditory analyzer) and movements (motor analyzer). This means that everything that surrounds the child must develop these senses and provide the necessary psychological comfort.

When organizing and designing a developing subject-spatial environment of a theater studio, one should rely on the following principles.

The principle of aggregation and flexible zoning. The living space in the theater studio of a preschool institution should make it possible to build non-overlapping spheres of activity that will allow children, in accordance with their desires and interests, to freely engage in activities without interfering with each other.

The principle of activity that stimulates the activity and cognitive activity of the child. The stimulating factors are the situation of free choice of the goal of action.

The principle of freedom and independence, which allows the child to independently determine his attitude to the environment (perceive, imitate, create, etc.), choose what he likes.

The principle of novelty, allowing to overcome the stereotype and monotony of the environment.

The principle of the illusion of life's truth, which allows children to get a mental and actual opportunity to succumb to the created deception and believe that they are not dealing with props, but with real objects.

For a successful theatrical activity, it is extremely important to have a separate room, which must be arranged into a developing environment. Probably, I was lucky that at the time when I started to create and design the subject-spatial environment of the theater studio, a wonderful, talented, professional designer Irina Bendyukova worked in the kindergarten. Thanks to her help, the theater studio has its present form and content.

And it all started with the idea of \u200b\u200ba play space.

Naturally, before the first meeting with the artist, I had to see in perspective how productively, it is expedient to use the separate room allocated to me. How to make it fit into the space of the room:

b) balcony (ship), parterre;

c) cabinets for storing costumes, masks and props;

d) piano.

The following sections had to be included in the preparation plan for the design of the subject-spatial environment of the theater studio:

1. Registration of zones of the room (with a detailed description of each zone).

b) balcony (ship), parterre;

c) cabinets for storing costumes, masks and props; place for piano;

2. Material and technical support of registration (with a detailed description of the required materials (wood, fabrics, metal structures, etc.), indicating their quantity required for registration).

3. Organizational issues (indicating the objects of work, deadlines and those responsible for the implementation).

4. Financial work (indicating the ways of financing the design of the theater studio):

a) financial resources from the accounting department of the kindergarten, funds from additional services for the development of the subject-spatial environment of the theater studio;

b) material and financial assistance from sponsors;

c) free assistance from parents.

After agreeing and approving the preparation plan and sketch for the design of the subject-spatial environment of the theater studio by the administration of the kindergarten, the head of the theater studio starts to implement the design idea.

I would like to wish the future organizers of the design of the play space for theatrical activities to remember that there are no desperate situations, you can always find one or another design option. We must strive to create such an atmosphere, an environment for children, so that they always play with great desire and comprehend the amazing, magical world. The world whose name is theater!

Municipal autonomous preschool educational institution

"Kindergarten No. 88 of general developmental type", Syktyvkar

PROJECT

on the organization of theatrical activities in kindergarten

"THEATER FOR EVERYONE!"

Compiled by:

V.A. Vetoshkina - senior educator

MADOU "Kindergarten number 88"

syktyvkar. 2018

Content:

1. Relevance of the project …………………………………………… 2 p.

2. Goals and objectives …………………………………………………… ..4 p.

3. Expected result …………………………………………… .6 p.

4. Forms of work with children, methods and techniques ……………………… .7 p.

5. Forms of work with parents …………………………………… .8 p.

6. Project implementation plan …………………………………………… 9 p.

7. Monitoring the implementation of project tasks ………………………… ..11 p.

8. Conclusions …………………………………………………………… 13 p.

9. Prospects …………………………………………………… ... 14 p.

10. Used literature ………………………………………… 15 p.

11. Appendices ……………………………………………………… ... 16 p.

12. Appendix No. 1 ………………………………………………… ... 17 p.

13. Appendix No. 2 ………………………………………………… ... 19 p.

14. Appendix No. 3 ………………………………………………… ... 20 p.

15. Appendix No. 4 ……………………………………………… ... 23 pages

16. Appendix No. 5 ………………………………………………… ... 25 p.

17. Appendix No. 6 ……………………………………………… ... 30 p.

18. Appendix No. 7 ………………………………………………… ... 31 p.

19. Appendix No. 8 ………………………………………………… ... 34 p.

20. Appendix No. 9 ………………………………………………… ... 35 p.

Theater is a magical world.

He gives lessons in beauty, morality

and morality.

And the richer they are, the more successful

the development of the spiritual world is underway

children ... "

(B. M. Teplov)

Project relevance

The current stage of development of the preschool education system is characterized by the search and development of new technologies for teaching and upbringing of children. At the same time, the activity approach to the personality of the child is used as a priority. Theatrical activity is one of the types of children's activity widely used in the process of upbringing and all-round development of children. The theater encourages the activity of the child, has a huge emotional impact, promotes the development of the imagination. Each time, entering the world of theater, a child makes a small discovery for himself. Theatrical activities help develop the interests and abilities of children, contribute to general development, the manifestation of curiosity, the desire to learn new things, assimilate information and new ways of acting, develop associative thinking, perseverance and determination, the manifestation of general intelligence, emotions when playing roles. Theatrical activities require decisiveness from the child, systematic work, hard work, thereby contributing to the formation of strong-willed character traits. Performances on stage contribute to the realization of the child's creative powers and spiritual needs, liberation and self-esteem. Theatrical activities teach the child to accurately formulate his thoughts, to feel and learn the world around him ... The child is imbued with good feelings, experiences with the heroes of fairy tales, and at the same time comprehends a simple and complex, instructive and amazing truth of life.

Love for theatrical creativity, the desire to convey this love to children, the desire to make the child's life happier, and the inner world richer, through theatrical skill, became the reference point for the creation of this project.

Objective of the project - Introducing children and parents to theatrical culture. Joint theatrical production of children and adults.

Project objectives:

1. To create conditions for the development of creative activity of children in theatrical activities.

2. Teach children various means of improvisation.

3. To form ideas of children about various types of theater and theatrical genres.

4. To create conditions for joint activities of children and adults.

5. To provide conditions for the interconnection of theatrical and other types of activities.

Integration: social - communicative development, cognitive, speech, artistic - aesthetic, physical development.

Tasks by activity centers:

Play activity .

Act out literary plots using different types of theater;

Convey the character of the characters;

Learn to convey various emotional states through facial expressions, gestures,

motion;

Learn to combine movement and speech;

Form intonational - figurative speech;

Develop initiative and imagination.

Speech development .

Learn:

Understand the main idea of \u200b\u200bthe work and highlight the plot unit;

Give verbal characterization to characters using epithets,

comparisons, figurative expressions;

Use expressive means of intonational - figurative speech;

Use direct and indirect speech in performances;

To develop dialogical and monologue speech, their form.

Mathematical development.

Navigate in space;

Distinguish between geometric shapes and shapes;

Learn to use models.

Socialization.

Expand children's ideas about the surrounding reality;

Clarify ideas about objects, toys, decorations;

To foster a respect for props, toys, dolls,

costumes, decorations, respect for the work of adults and children;

To consolidate the idea of \u200b\u200bvarious types of puppet theaters.

Visual activity.

Learn to draw sketches (drawings) reflecting the main actions

performance;

Develop skills to create characters from sketch and verbal instructions

and decorations made of various materials (paper, salted dough, fabric, etc.);

Create a composition on a plane that matches the mise-en-scenes.

Construction and manual labor.

To acquaint children with the purpose of parts and how to connect them in

manual designs;

Learn to distinguish between geometric volumetric figures (cube, cylinder, cone);

Develop the need for creative activity when working with paper,

cardboard, waste and natural material;

Develop the ability to work with a needle, thread, scissors.

Project partners:

Pupils of the senior group.

Educators of the group.

Parents of group children.

Musical director.

Senior educator.

Project type: information and creative, educational and play.

Project type: long-term.

Terms and place of implementation: september - December, MADOU "Kindergarten

№ 88 "Syktyvkar

Expected results:

1. Participation in the project of at least 80% of the families of the group.

2. Child development in all areas of educational areas.

3. Creation of a subject environment conducive to development in children

theatrical culture. Enthusiastic use of the theater center

children in a group in independent activities.

4. Increasing the level of pedagogical competence of parents in the development of creative abilities through joint theatrical activities.

5. Photo report, presentation of the project.

Forms of work with children:

Conversation about theater and theater studio;

Reading fiction;

Play exercises;

Outdoor games with elements of dramatization;

Breathing exercises;

Theatrical games;

Imaginary travel;

Performances;

Organization of developmental and creative play activities;

Organization of joint events with parents;

Organization of theatrical evenings with theatrical performances;

Organization of visits to cultural events.

Methods and techniques:

Creative activity (play, song, dance);

Dramatization of children's literary works;

Conversations after watching performances;

Exercises in diction, rhythm, choreography;

Theatrical transformation games;

Exercises for the development of facial expressions, children's plastics, elements of the art of pantomime, theatrical sketches.

The developing environment includes:

Various types of theaters;

Props, decorations for playing sketches, scenes and performances;

Costumes for games - dramatizations;

Children's fiction, etc.

Forms of work with parents:

1.Collective production of manuals for the organization

subject environment.

2. Involvement of parents in joint activities.

3. Consulting parents on leading issues.

4. Organization of joint visits to cultural sites and

cultural events, etc.

1st stage - Preliminary work

Study of methodological literature.

Acquisition of didactic material for organizing subject

wednesday.

Stage 2 - Main work

Drawing up a program of activities for the implementation of project objectives

Stage 3 - Final work

Monitoring the execution of project tasks.

At the final stage of the project, the final testing of the pupils and the analysis of the subject-developing environment are carried out.

Project implementation plan:

Preparatory stage -

1). Parents' questionnaire "Do you play theater with your child at home?"

Term - September, responsible - educators

Result: Visual information for parents:

release of the information stand "Theater for All".

2). Survey of children "Theatrical activities of children in kindergarten."

Term - September-October, responsible - educators

Result: Determination of the goals and objectives of the project.

3). Determination of the goal and objectives of the project. Project development.

Term - September, responsible - educators, Art. educator.

Result: Project "Theater for All".

4). Individual conversations, consultations with parents to identify their interest in replenishing the theater center, their abilities in a particular area of \u200b\u200bneedlework and opportunities.

Deadline - November, responsible - educators

Result: Competition "Mom's hands are not easy, Mom's hands are golden!"

(timed to coincide with Mother's Day).

The main stage:

1). Distribution of tasks between parents (sew costumes, make masks, replenish the center with various types of theater: tabletop, finger, puppet theater, etc.).

Term - September, October, responsible - educators, parents.

Result: Schemes, sketches. Master class on making.

2). Viewing the dramatization of the fairy tale "Zaykin's hut".

3). Viewing a performance based on Russian folk tales.

Deadline - November, responsible - educators, Art. educator.

4). Drawing on Russian folk tales.

5) Reading children's literary works, guessing riddles, examining pictures, illustrations.

Result: Stimulation of children's interest in theatrical activities.

6). Active use of various types of theater in joint activities with children.

7). Playing with sketches, fairy tales in individual and collective work.

Term - November - December, responsible - educators, Art. educator.

Result: Acquiring sustainable skills in the field of theatrical arts by children.

8). Creation of a play environment for independent theatrical activities of children.

Deadline - November, December, responsible: - educators, art. educator.

Result: The acquisition of skills by children in the use of theatrical attributes (tickets, masks, decorations, etc.)

nine). Rehearsals and demonstration of the play "12 months" in the music hall for the audience: children, parents, teachers.

Deadline - December, responsible - educators.

Result: Acquisition of skills in the field of theatrical art by children.

ten). Excursion to the Opera and Ballet Theater with a visit to the artists' dressing room, stage, auditorium, foyer, wardrobe, etc.

Term - September, responsible - educators, parents.

Result: Stimulation of children's interest in theatrical art.

The final stage:

1). Photo report.

Deadline - December, responsible - educators, senior educator.

Result: Formation of interest in the theater and joint theatrical activities among children and parents.

Monitoring the implementation of the tasks of the "Theater for All" project

(teacher's assessment)

Criteria for evaluation:

1). The group has created conditions for the development of the creative activity of children in theatrical activities:

Performing creativity of children is encouraged (children play various roles in theatrical performances and performances, expressively read text material in the classroom, matinees);

Children are calm and relaxed when performing in front of adults and peers. The active participation of each child in performances and other performances is ensured;

Children actively use mimicry and pantomime for improvisation;

Distinguish between different experiences and emotional state of the characters;

children independently choose the means for improvisation and self-expression.

2). The group has created conditions for introducing children to theatrical culture:

The subject-developing environment is organized taking into account the active introduction of children to theatrical culture (there is a theater center);

The teacher organizes visits to the theater, shows slides and videos about theater and theatrical performances, there is a demonstration material on the study of theatrical genres;

The group has various types of theater: bi-ba-bo, finger, shadow, tabletop, puppet theater, etc.

3). The teacher provides conditions for the relationship between theatrical and other types of activity in the pedagogical process:

Dramatization games are used in various types of children's activities;

Dramatization games are used when reading fiction;

In the labor class, attributes are made for theatrical performances.

4). Conditions have been created for joint events in theatrical activities of children and adults:

Joint performances are held with the participation of children, teachers, parents;

Performances for kids are organized.

five). A large percentage (more than 80%) of parents' participation in creating conditions and direct participation in joint theatrical activities is ensured.

Conclusions:

1). Thanks to joint activities during the implementation of the project, the relationship between children, educators, music director and parents was strengthened. Children have become more sociable, relaxed, confident in themselves and in their abilities, they are not afraid to speak in front of the audience.

2). In the face of parents, we found support not only in preparatory work (making decorations, attributes, costumes, toys, etc.), but we saw in them talented directors, artists, educators of our children. More than 80% of parents took part in the project.

3). We were able to prove to parents that only in joint activities can you get to know your child better, his temperament, character traits and, of course, his dreams and desires, because when solving any issues, a microclimate is created, which is based on trusting, friendly relations between children and adults. An atmosphere of creativity is created.

In other words, the “Theater for All” project made it possible to show the creative activity of children, teachers and parents, to fully reveal the hidden emotional and creative possibilities of everyone.

Perspectives:

Creation of a card index of theatrical games for all age groups.

Replenishment of the methodological piggy bank with scripts and synopses of direct educational activities with elements of theatricalization.

Attracting parents to participate in festive matinees, entertainment, thematic days, etc. as literary heroes.

Screening of theatrical performances for kindergarten children and beyond.

Transfer of the organization and content of children's holidays from the category of entertainment for parents to a means of forming a culture of communication with their child, kindergarten staff, etc.

Continuing the search for interactive forms of work with parents in the field of artistic and aesthetic development of children.

Used Books:

Federal state educational standard for preschool education.

SanPiN 2.4.1.3049-13 "Sanitary and epidemiological requirements for the device, content and organization of the preschool educational institution".

N.F Sorokina, L.G. Milanovic "Development of creative abilities in children by means of puppet theater"; "Iris - press", Moscow 2007.

A.V. Shchetkin "Theatrical activity in a kindergarten with children 5-6 years old", Moscow, "Mosaic-Sintez", 2008.

EV Migunova "Organization of theatrical activities in kindergarten", Veliky Novgorod, 2006.

I.P. Koshmanskaya "Theater in kindergarten", Rostov-on-Don, publishing house "Phoenix".

N.F. Sorokin "Scenarios of theatrical puppet lessons", Moscow, publishing house "Arkti", 2007.

Petrova T.I., Sergeeva E.L., Petrova E.S. Theatrical games in kindergarten: Development of activities for all age groups with guidelines. - M .: School Press, 2004.

N.V. Zaretskaya, Z.A. Root "Holidays in kindergarten", Moscow publishing house "Iris-press", 2001.

“Approximate general education program of preschool education“ From birth to school ”. Edited by N. Ye. Veraksa, T. S. Komarova, M. A. Vasilyeva. Moscow, publishing house "Mosaic-synthesis", 2014.

Magazines "Preschool education", magazines "Child in kindergarten".

Internet sites of preschool institutions, Internet portals.

APPENDIX

Appendix No. 1.

Questionnaire for parents-1

Dear Parents!

We are very interested in the successful development of your child and in creating the necessary conditions for the development of his creative abilities in kindergarten and in a family setting.

We ask you to answer the questions of the questionnaire or underline one of the suggested answers.

1. Does your child share his impressions of theatrical performances, activities in a circle, holidays held in kindergarten? (Well no)

2. Do you host theatrical games and performances? (Well no)

3. Do you and your child go to theaters with children's performances? (Well no)

4. Does theater performance evoke an emotional response in your child? (Well no)

5. Do you and your child listen to audio recordings of fairy tales? (Well no)

6. Do you know how to organize theatrical activities in the family? (Yes, no, I find it difficult to answer)

7. Do you have a need and desire to learn about how to organize a theatrical activity with a child at home? (Well no)

Thank you very much for your participation!

Questionnaire for parents-2

Topic - "Do you love theater?"

Dear Parents!

We ask you to answer a number of questions. Your answers will help us to more effectively build work on introducing children to the art of theater

1 . How do you feel about performing arts? ________________________

2 How often do you and your children attend theater performances? ___________________________________________________

3 Do you have any experience in family theater performances? ______________

4 . Would you like to participate in theatrical performances with children, both in kindergarten and at home? _____________________________________________________________

5 What kind of theater do you like the most:

Puppet;

Desktop;

Family theater;

Puppet theater;

Opera and ballet;

Musical Theatre;

Other.

6 ... What do you know about the theaters of our city? ______________________________________________________________________________________________________________________________

7 How do you feel about the possibility of organizing a family theater? ____________________________________________________________

8 ... What kind of assistance you could provide in creating and conducting theater performances in our kindergarten:

Making dolls;

Sewing costumes for theatrical performances;

Making decorations;

Production of posters, invitations, etc .;

Personal participation in performances.

Thank you for your cooperation!

Appendix No. 2.

Memo for parents

Mom and Dad! Grandmothers and grandfathers! If you want to develop the creative abilities of your child and want your child to be successful in life, often invite him to participate with you in theatrical activities!

Thanks to this activity, the child will develop:

psychophysical abilities (facial expressions and pantomime);

mental processes (perception, imagination, thinking, attention, memory);

speech (monologue and dialogical);

creative abilities (the ability to transform, improvise, take on a role).

He deeper learns the world around him; will master new ways of communication.

To do this, you can, together with your child:

act out poems, fairy tales, stories, mini-sketches by roles using various types of theaters: toys, pictures, or use substitute objects (cubes, pebbles and other improvised materials). Pay special attention to intonational expressiveness of speech, expressiveness of gestures, movements.

during leisure time, organize speech games and exercises, rhythmoplasty classes, compose poems and fairy tales;

learn to use bi-ba-bo dolls and cane puppets, other types of theaters available;

to make and select attributes for fairy tales, elements of costumes, decorate decorations for performances;

on family holidays, more often organize theatrical performances using various types of theaters (flat, finger, etc.) or organize games - dramatization based on fairy tales.

Remember: in order to develop the creative abilities of the child, he needs to offer special activities in which he can actively demonstrate his individuality and independence.

We wish you all creative success!

Appendix No. 3.

Consultation for parents

"Organization of theatrical activities in the family"

Theatrical art is close and understandable to children, because the theater is based on play. What should be theatrical games of preschoolers and how to help children as fully and versatile as possible to express themselves in their “children's theater”? The need for play in children is undoubtedly great and manifests itself very early. Already at 2 - 3 years old, kids willingly depict jumping bunnies or chickens chasing a mother hen. They will gladly

transform into kittens and dogs, little kids. Their actions are imitative and imitative, always one-sided, but extremely saturated and therefore carry a large positive charge.

Very young children are grateful listeners and spectators if they know how to talk to them from the stage, taking into account their age characteristics. It's good if moms and dads understand where and why you can take your baby. It is too early to lead, for example, two or three year olds to a real theater, since the performances there are not at all designed for this age, but at home it is possible to show the child a small play - a game and even attract the baby to it. Home performances are somehow forgotten now due to the fact that television has firmly and confidently entered our home, but it can never replace live creative communication between parents and children. Do not look skeptically at the possibility of organizing theatrical performances for children at home. You can start with the simplest one: “Look, Mashenka, what I brought you,” says my mother and takes a bundle out of her bag, unfolds it…. A funny, fluffy, soft dog appears in front of the baby's eyes. The girl hugs her to her, laughs cheerfully, then walks with her all day without letting go, and finally goes to bed with her. The next day, mother appears on the threshold of the room, followed by a familiar dog on a leash. Gradually, the actions of toys become more complex, more and more subordinate to a premeditated plan. Now you can combine several characters in a familiar literary plot and try to reproduce it in faces, trying to make the characters not only speak, but also perform certain actions. For example, the fairy tale "Teremok". Ready-made kits for games based on this fairy tale, small in size, are on sale, which consist of a collapsible house - a teremka and characters. This kit is a kind of model, and with it the child can play the whole fairy tale alone, speaking the words of each character and acting for each of them. Children should be drawn to the fact that each character acts and speaks in his own way, in different voices. They must also move in different ways. It is useful to fantasize about each character individually, about what happened to him before he saw the teremok. It's good if the child comes up with a story about each character, this will greatly expand the child's idea of \u200b\u200bthe play image. The toy in its socially-shaped form, most often devoid of character and plastic dynamism, mobility, in many respects limits theatrical action. There is a need to use additional, expressive means, such as decorations, costumes, and later on, musical or noise design. The child's skills are improved in managing characters, in the speech characteristics of the image. By the older preschool age, with a systematic theatrical and playful activity, you can achieve good results from children, which allows you to approach the creation of your own home theater, in which all family members and even those invited can take part. Next to ready-made literary plots, your own plays or dramatizations may appear. In puppet performances, a toy can already be replaced with a theatrical puppet and from the stage plane to the stage space on the screen. You can try to expand the boundaries of the genre and choose your own repertoire to show it to friends and guests. So gradually, from an elementary children's play with the simplest theatrical manifestations, you can move on to a home theater filled with common thoughts and feelings, experiences and common interest, which will lead the kid into the world of a large, professional theater and allow him to become an intelligent, sensitive spectator. Using a plot taken from a book or from a watched performance, children create a kind of dramatization. Such a game proceeds as if everything that happens in it actually happens to its participants. But even with the greatest passion for play, children clearly understand that they are playing. And yet "as if" and only this helps the guys to act sincerely and convincingly. The naive and wonderful "as if" is like a guide to children's creative imagination, an obligatory companion of their imaginative thinking, a constant assistant in their play activities. This applies to the same extent to ordinary role-playing games, and to dramatization (staging), and to stage play, theatrical play, led by adults.

Dramatizations, dramatizations, i.e. theatrical games of preschoolers are always directed by an adult. Preschoolers are not sufficiently critical of the content and development of the play action and are quite satisfied with the fact that they participate in the play, say something, and move. With a higher level of play skills, children begin to experience joy not only from playing in general, but also from the role that they like. It is hardly worth saying that in theatrical games children create complete artistic images, but in their stage sketches, elements of genuine creativity are sometimes seen. Lively realistic performance of the role brings aesthetic joy to both the participants in the game and the audience. Children watch, listen, remember, then exchange impressions, from which it can be concluded how clearly the content of the played piece was conveyed. But play - dramatization - is only that step that brings theatrical creativity to a higher level, when children begin to take part in the creation of a theatrical performance. This is a new and rather complex form of play activity for children, although here, too, one must strive to preserve the character of role-playing play. In a kindergarten or school, it is easy to find children to participate in the play. But what about home theater, when the family usually has one, two, less often three children. Of course, together with their parents, these are already several performers, but this is often not enough for the performance. However, it is hardly necessary to strive for complex home productions. Moreover, their goal is completely different than in the conditions of a kindergarten and school. At home, even the most shy children behave freely and uninhibited, they are more open in their manifestations, it is easier to get in touch with them. At home, you can make some compromise in assessing the performance skills of children, to encourage and support their creative manifestations. Careful, tactful involvement of children in theatrical performance will very soon bring first positive results. In the theatrical play, the child reproduces familiar literary plots, and this activates his thinking, trains memory and artistic-figurative perception, develops imagination and fantasy, and improves speech. Speaking in front of the audience, children overcome shyness and embarrassment, mobilize their attention. All these qualities will have a beneficial effect on the child's learning activity at school, help him feel confident among his peers.

Appendix No. 4.

Sliding folder

"Finger theater - as a means of speech development"

Speech is one of the important acquisitions of a child in preschool age. It should be lively, vibrant, emotional and expressive. Requirements for a coherent statement of preschool children presupposes mastery of vocabulary, grammar, stylistics, norms of sound culture of speech.

Finger games develop fine motor skills well, which effectively affects the development of the baby's speech. These games cheer up the child, calm him down if he is naughty, entertain him if he suddenly becomes bored.

All movements of the child, as well as his speech are interconnected, so any movement has a positive effect on the development of speech.

Today, all moms and dads should know that finger games develop the child's brain, stimulate the development of speech, creativity, and the baby's imagination. Figures of fairy-tale characters are put on the fingers of a child, and the heroes come to life, they can move and speak, this develops the speech of children, teaches communication between peers. Games with finger theater develop in children curiosity, imagination, communication skills, promotes the development of memory, attention, help develop hands, they become more mobile and flexible, which will help in the future to master writing skills.

Finger theater is a magical world, playing in it, children learn the world around them. Home theater is considered a popular form of family entertainment. Home performances contribute to a sense of success and the development of the child's personality in general. The good thing about playing finger theater is that all members of your family can participate. Joint creativity will help you not only develop the imagination of your children, but also give you the opportunity to get to know each other better, develop a sense of mutual help, responsibility for a common cause, and unite your family.
Before acting out a mini-scene or mini-performance, children need to be introduced to the content. Then it is necessary to explain the meaning of unfamiliar or incomprehensible words.

The next stage is the characterization of the heroes of the mini-performance. It is very important to teach children to analyze the actions of others, offering to take the place of the character. Children show the characteristic features of the characters with their voice and finger movements.

If this is a mouse, then the movements are fast, fussy, if the grandmother, then smooth. It is important that as many fingers as possible are involved in the movement, movements should be active and free. For example: on the index finger - "hat" - the character "Grandfather", thumb and middle fingers - "Grandfather's hands".

Imagine with your child, invent new stories, encourage your child for any addition to the plot. Do you want your child to find himself in a magical world where you can enjoy playing, and while playing to learn the world around you? Then make him a finger theater. Making a theater with your own hands is not so difficult. All you need is desire, a little patience, and your fairy tale will come true.

Appendix No. 5.

Master Class

"Development of creativity by means

theatrical activities "

Purpose: Presentation of work experience on the development of creative abilities of preschoolers in theatrical activities.

Tasks:

1. To systematize the knowledge of teachers about theatrical activities in preschool educational institutions.

2. To increase the professional competence of teachers in the development of the creative abilities of preschoolers through the game-improvisation.

3. To acquaint with the methods and techniques of the theatrical performance.

Planned result : The motivation of those present to work on the development of the creative abilities of children by means of theatrical activities. Creation of a creative atmosphere for the participants of the master class.

Educational product : Theatrical mini-production of the Russian folk tale "By the Pike."

Master class structure

1. Actualization. Formulation of the problem. Means, methods and techniques.

2. Training. Games for the development of diction, enrichment of the emotional sphere, mastery of gestures.

3. Workshop. Theatrical mini-production of the fairy tale "By the Pike's Command".

4. Reflection.

Master class progress:

We bring to your attention the goal, objectives, planned result, educational product and structure of the master class.

There are many forms of education and upbringing as a process of all-round development of children, but in our opinion, theatrical activity is in the first place in this row. This is an activity where play, education and training are inextricably linked. The theater allows to build interaction and communication of its participants, taking into account age and individual characteristics. Theatrical classes simultaneously perform cognitive, educational and developmental functions and are in no way limited to the preparation of performances. Their content, forms and methods of conduct contribute to the simultaneous achievement of three main goals: the development of speech and skills of theatrical performance; creating an atmosphere of creativity; personal and social development of children. Theatrical activity allows the child to solve many problem situations directly on behalf of a character. This helps to overcome shyness, self-doubt, shyness also allows each child to show their own activity, to fully reveal hidden emotional possibilities, to liberate movements. Children become relaxed, expressive and emotional. They can apply the acquired knowledge, skills and abilities in any other kind of activity, be it a home play or an event. The choice of this direction in our work is due to a number of reasons. Firstly, the specifics of the work of the educator and the musical director provides for the holding of various holidays and entertainment, during which children must perform various roles, convey the characteristic features of a particular character.

Secondly, the habit of expressive public speech, the emotional transmission of an image, can be brought up in a person only by attracting him from an early age to a speech in front of a large audience.

Having analyzed the state of the creative skills of our pupils, we formulated a problem - the development of the creative abilities of children by means of theatrical activity, and this became the main goal of our work. Hence, the tasks were defined:

1. Development of expressive speech in children.

2. Development of their emotional sphere.

3. Development of empathy skills (sign language and motor skills)

In our opinion, the most important thing in the development of creative abilities is to form a child's idea of \u200b\u200bbecoming an artist, you need to be able to do a lot, namely: speak clearly, breathe correctly, move beautifully, be able to choose the right suit. To form these qualities, there are many games and exercises aimed at developing speech breathing, clear diction and varied intonation, emotions and motor abilities, which we used in our work.

For example, to develop the expressiveness of the speech of children, every day we conduct articulatory gymnastics, exercises for the lips and tongue, breathing exercises, onomatopoeia to the voices of birds and animals. This serves as a good training for the development of the speech apparatus, facial muscles, and most importantly, children love these exercises, which contributes to a positive emotional mood for further activities.

We often use folklore: tongue twisters, riddles, nursery rhymes, teasers, chants, which also contributes to the development of the emotional sphere, speech development in general. To develop the range of voice, emotionality and rhythm, the game exercises of V.V. Emelyanova were used. For the development of memory, imagination, fantasizing, they used sketches by M. Chistyakova, finger games, finger theater, and playing out poetry. For the development of stage speech, when working on productions, speech sketches by N.F. Sorokina were used. Games - motor improvisations in pairs - proved to be effective for developing empathy skills. They are built on the non-verbal interaction of two partners based on facial expressions, gestures, movements, tactile sensations, and postures taken. A prerequisite for each game is a change in the roles of the leader and the follower. Playing musical instruments is also effective; they develop children's abilities to emotionally and rhythmically adjust to each other. And to make it clearer for you, dear colleagues, we will conduct the training. We offer an exercise to develop diction. Repeat everything together clearly, amicably and loudly. Exercises for the development of diction with the connection of rhythmized movements.

Well, repeat: yes, yes, yes. And do not lag behind: yes, yes, yes.

It is imperative to do everything carefully, to repeat diligently: yes, yes, yes.

Well, repeat: la-la-la. And keep up: la-la-la.

You must definitely do everything carefully, repeat diligently: la-la-la.

Now repeat: ba-ba-ba. And keep up with: ba-ba-ba.

It is imperative to do everything carefully, to repeat diligently: ba-ba-ba.

For the next game, we ask several volunteers to come out.

The game is called "Theatrical warm-up", it teaches you to recognize emotions by intonation and portray them using facial expressions and gestures.

Game "Theatrical warm-up".

Purpose: to teach to recognize emotions by intonation and depict them using facial expressions and gestures.

One, two, three, four, five - Do you want to play?

(sadness, joy, calmness, surprise, fear, delight, horror.)

For the next game, we ask the following persons to leave.

Now we are going to develop speed of reaction, coordination of movements and the ability to use gestures. We will ask questions, and you will quickly answer them: That's it! Accompanying the answer with gestures. We do everything clearly and quickly.

The game is called "How are you?"

Purpose. To develop quickness of reaction, coordination of movements, the ability to use gestures.

Game progress.

Teacher: Children: How are you? - Like this! (with the mood to show the thumb).

How are you sailing? - Like this! (any style).

How are you running? - Like this! (bending your elbows, stamp your feet).

Are you looking in the distance? - Like this! (Hands with a "visor" or "binoculars" to the eyes.)

Are you expecting lunch? - Like this! (Waiting position, support your cheek with your hand.)

Are you waving after? - Like this! (The gesture is understandable.)

Do you sleep in the morning? - Like this! (Handles under the cheek.)

Are you naughty? - Like this! (Inflate your cheeks and slap your fists on them.)

And now we invite you to our theatrical mini - performance based on the fairy tale "By the Pike."

Theatrical mini-production of the fairy tale "At the Pike's Command."

Quiet, quiet, open your eyes, we are starting a fairy tale for you:

About the Tsar and Pike, Masha and Emelya, you yourself will see now.

We tried, remembered a fairy tale, and then we learned poetry.

The songs were selected, and the costumes were sewn, and they came here smart.

Reflection.

Thus, we hope that the master class helped you to feel that theatrical activity teaches children to be creative personalities, communicative, kind, funny, intelligent, developed, talented, musical, proactive, artistic and visual, spontaneous, healthy, capable of perception. novelty, the ability to improvise. And our modern society needs a person of just such a quality who would boldly, could enter a modern situation, knew how to master the problem creatively, without preliminary preparation, had the courage to try and make mistakes until the right solution is found. And in your kindergarten, you will certainly engage in the development of creative abilities by means of theatrical activity.

This concludes the master - class, thank you all!

Appendix No. 6.

Theatrical warm-up game

The teacher welcomes the children and invites them to play the game "Theater

warm-up ":

One, two, three, four, five - Do you want to play?

The game is called "Theatrical warm-up".

Then tell me, friends, How can you change yourself?

To be like a fox? Or a wolf or a goat,

Or to the prince, to the Yaga, Or to the frog in the pond?

(Examples of children's answers: you can change your appearance with a costume, makeup, hairstyle, headdress, etc.)

And without a suit, children, you can turn, say, into the wind,

Or in the rain, or in a thunderstorm, Or in a butterfly, a wasp?

What will help here, friends? (Gestures and, of course, facial expressions.)

What are facial expressions, friends? (Our facial expression.)

Right, well, and gestures? (These are movements.)

There are, no doubt, a different mood,

I'll call it, Try to show it.

The teacher calls, and the children show the mood in facial expressions: sadness, joy, calmness, surprise, grief, fear, delight, horror ...

And now the time has come - To communicate with gestures, yes, yes!

I tell you a word, In response, I expect gestures from you.

The teacher calls, and the children show with gestures: “come here”, “leave”, “hello”, “goodbye”, “quietly”, “do not spoil”, “wait with me”, “no”, “leave me alone”, “ I think ”,“ understood ”,“ no ”,“ yes ”.

The warm-up has come to an end ...

Appendix No. 7.

"Journey to a fairy tale"

(Abstract of an open integrated lesson in the senior group)

Purpose: development of the ability to find supersystem and subsystem connections of an object, to determine the line of development of an object, to find external resources; exercise in recognizing fairy tales by the elements presented; develop fantasy, creative imagination, emotional perception, imaginative thinking.

Material: books, envelopes, recording of voices of nature, tape recorder, 3 bowls of different sizes, 3 spoons, 3 chairs, a set of children's photographs, half an album sheet for each child, colored pencils, insert books for photographs.

Scenery: trees, forest house.

Course of the lesson:

Children stand in a semicircle.

Q: Children, today an extraordinary journey awaits us. We will go to a fairy tale. Tell me, where do fairy tales come from?

(Children's answers)

Q: Right. I suggest you go on a journey through fairy tales. To do this, you need to close your eyes and say:

"Tili - tili - tili - bom, Open the fairy tale house!"

(children say magic words, open their eyes.

Q: Children, here we are in a fairy tale. This is a fabulous forest, everything is unusual in it. Do you hear fairy forest birds sing?

Q: What kind of fairy tales do you know in which the heroes find themselves in the forest?

(Children's answers)

Q: Well done! You know a lot of fairy tales. Well, now let's go further. Oh, look, the passage is closed, the path is littered with a large pile of books! How do we go further?

(Children's answers)

Q: Come on. (children put books in piles and find an envelope)

Q: Look, children, the envelope! What do they put in envelopes?

(Children's answers)

Q: And what are letters for?

(Children's answers)

Q: That's right, well done! So, perhaps someone wants to say something important to us!

Let's read it (open envelope, read letter):

"Hello, little travelers! Since you have found this letter, it means that you are faced with the first obstacle that I invented for you. I am the Wizard Confusion! I always and everywhere mix everything up! If you want to walk in a fairy tale, then solve all the problems! See you soon!" "

Q: Children, the Wizard of Confusion decided to play with us! As he wrote: "I always mix things up:" And now here he mixed something up. Look carefully!

(Children's answers)

Q: Where should the books be?

(Children's answers)

Q: Well done! I think we completed this task of the Wizard of Confusion. Well, let's go further? Oh, what fresh air in the forest, how beautifully the birds sing. What kind of birds do you know that live in the forest?

(Children's answers)

(the teacher and the children come to the forest house, there is an envelope on the house again).

Q: Children, look, the forest house! And in which fairy tales the heroes get into the houses or

huts in the woods?

(Children's answers)

Q: Oh look, again a letter from the Wizard of Confusion!

(read the letter) "Hello, do you remember the fairy tale" Masha and the Bear "? I mixed everything up there too. Listen and try to help Masha: Masha was friends with the bear and often went to visit him. Once again, going to visit her friend, Masha baked pies and put them in a bundle. She walked for a long time through a dense forest, accidentally caught a bundle in a bush - it broke, the pies scattered. How can Masha bring them to the house where the bear lives? "

(Children's answers)

Q: Well done! You have completed the task of the Wizard again. Well, come on,

finally, we will enter the hut! Oh, what a mess here. Again the Wizard of Confusion has worked. Let's clean up a little!

(physical minute: children tidy up in a fairy forest house)

Q: Children, look! Three bowls: large, medium, small, three spoons, three chairs. What fairy tale is this from?

(Children's answers)

Q: Right! The bears will be delighted that everything is clean and beautiful in their house! Oh,

erase the letter again! (read the letter). "Well, children, well done! All my problems have been solved, they have put everything in their place! Here is the last task for you. I mixed up all your photos. Take the insert books on the window and arrange your photos in the same order in which the bowls are on the table. . And if something is missing, then finish drawing! Happy! "

Q: What an entertainer, this is the Wizard of Confusion! Shall we solve his last problem?

(Children's answers)

(children place their photographs in the pockets of their inserts in the required order: the child is small, "medium" (as now), "large" (in the future). There are no photographs of the future "adult", so children draw themselves, choosing a profession)

Q: How wonderful you are in the future! Tell us what profession you will own! (Children's answers).

Q: Well done! You did a very good job, solved all the tasks of the Wizard

Confusion! But it's time to return from the fairy tale, for this you need to close your eyes again and say the magic words:

"Fairy tale, close the doors! Let us go to kindergarten!"

Appendix No. 9.

PHOTO REPORT OF THE "THEATER FOR ALL" PROJECT

This article reveals the importance of theatrical activity in the life of preschoolers. It is the most common type of children's creativity and should take an important place in the pedagogical process of a preschool institution, contribute to the all-round development of children. The article describes the experience of the teacher of the kindergarten "Katyusha", the city of Surgut, Khanty-Mansiysk Autonomous Okrug.

Theatrical activity is the most widespread type of children's creativity. She is close and understandable to the child, lies deeply in his nature and is reflected spontaneously, because something is connected with play. The child wants to embody any of his inventions, impressions from the life around him into living images and actions. Entering the image, he plays any role, trying to imitate what he saw and what interested him, and receiving great emotional pleasure. The educational possibilities of theatrical activity are wide. Taking part in it, children get to know the world around it in all its diversity through images, colors, sounds, and skillfully posed questions make them think, analyze, draw conclusions and generalizations. Improvement of speech is closely related to mental development. In the process of working on the expressiveness of the characters' replicas, their own statements, the child's vocabulary is imperceptibly activated, the sound culture of his speech, its intonation structure is improved. The role played, the spoken remarks put the baby in front of the need to clearly, clearly, understandably express himself. His dialogical speech and its grammatical structure are improving. It can be argued that theatrical activity is the source of the development of feelings, experiences and discoveries of the child, introduces him to spiritual values. This is a concrete, visible result. But it is no less important that theatrical activities develop the child's emotional sphere, makes him sympathize with the characters, empathize with the event being played out. Thus, theatrical activity is the most important means of developing empathy in children, that is, the ability to recognize the emotional state of a person by facial expressions, gestures, intonation, the ability to put oneself in his place in various situations, and find adequate ways of assistance.

Theatrical activity allows the formation of the experience of social skills of behavior due to the fact that every literary work or fairy tale for preschool children always has a moral orientation (friendship, kindness, honesty, courage, etc.). Theatrical activity allows the child to solve many problem situations indirectly on behalf of a character. It helps to overcome shyness, self-doubt, and shyness.

The characteristic features of theatrical games are the literary or folklore basis of their content and the presence of spectators (L.V. Artemova, L.V. Voroshnina, L. S. Furmina, etc.). They can be divided into two main groups: dramatization and directorial (each of them, in turn, is subdivided into several types).

In dramatization games, the child, playing a role as an "artist", independently creates an image using a complex of means of verbal and non-verbal expressiveness. The types of dramatization are games-imitations of images of animals, people, literary characters; role-based dialogues based on text; staging of works; staging performances based on one or several works; improvisation games with plotting (or several plots) without prior preparation.

In the director's game, “the actors are toys or their deputies, and the child, organizing activities as a“ scriptwriter and director, ”controls the“ artists ”. While “voicing” the characters and commenting on the plot, he uses different means of verbal expression. Types of director's games: tabletop, planar and volumetric, puppet (bibabo, finger, puppet), etc.

For the successful formation of the creative activity of children in theatrical activities, a number of conditions must be observed:

To create conditions for the development of the creative activity of children in theatrical activities;

to introduce children to theatrical culture;
to ensure the relationship of theatrical with other activities;
create conditions for joint theatrical activities of children and adults.

I organize theatrical activities in the morning and evening at unregulated times; I organically include in various other activities (music, cognition, etc.) One of the main means of developing a child's personality is the environment. Moreover, the subject-developing environment not only ensures joint theatrical activity, but is the basis for the independent creativity of each child, his original form of self-education.

Thus, theatrical activities are very exciting for the children of my group with its brightness, color, dynamics and diversity. She introduces children to the theater, and they love this art; the unusualness of those spectacles that unfold by me or by the children themselves, captures the children, takes them into a completely special, fascinating world. Theatrical activity is not copying, but the creative process of creating images, decorations, plays. This activity is available to children from a young age. We play theatrical games with children and they bring pleasure, joy, cause a good mood. But this is not the only educational potential of this type of activity. Through such a game, children receive an example of friendship, truthfulness, responsiveness through the positive characters of the play. Theatrical activity should take an important place in the pedagogical process of a preschool institution, contribute to the creative development of children, and the formation of the basis of their personal culture.

Our kindergarten works according to the approximate general educational program of preschool education "From birth to school" edited by N.Ye. Veraksy, T.S. Komarova, M.A. Vasilyeva, supplementing it with various modern partial programs. Analyzing the existing programs recommended for working with children of preschool age, we came to the conclusion that today, when the problem of preschool education and upbringing is being broadly and fundamentally solved and the tasks facing us - teachers of preschool educational institutions become more complicated, the task of introducing children to theatrical activities and development of creative abilities of children.

In our kindergarten, in each group, zones for theatrical games have been created, where rich didactic material is collected: folders for Children about the Theater, Theatrical Professions, Types of Theater, etc; card indexes have been developed: "Exercises and Studies", "Games for Transformation", "Games for Actions with Imaginary Objects or for the Memory of Physical Actions", "Rhythmoplasty", "Games for the Development of Motor Abilities", etc. And there are also card indexes of games and exercises for speech breathing, articulatory gymnastics, exercises for the neck and jaw, games and exercises to expand the range of the voice, creative games with words. Bright albums with illustrations and pictures of fairy tales attract the attention of children. The parents took an active part in the creation of the theatrical corners. As a result of the joint work, different types of theater appeared: finger, table, shadow theater, life-size puppet theater, "Clicking Head" theater, "Funny Glove" theater, etc. A variety of materials and patterns were selected for children to independently make attributes and elements of costumes for performances ...

Theatrical zones have become one of the favorite corners, where children with great pleasure play out their favorite stories from fairy tales, rehearse roles, and look at illustrations. All this gives children the opportunity to plunge into the world of fantasy and imagination.

It has become a good tradition in our kindergarten to hold performances for kids. Children get great pleasure from participating in these activities. In the process of creative activity, the fear of children to make mistakes is overcome, to do something “wrong”, which is essential for the development of courage, freedom of children's perception and thinking, everyone is given the opportunity to feel smart, shrewd, and quick-witted.

The established contact of teachers with the parents of our pupils contributes to the creativity of children. We strive to achieve such a relationship when mothers and fathers are not indifferent to the creativity of children, but become active allies and helpers of the educator. Parents together with their children make costumes, scenery for performances, teach roles. Participate in projects that we organize together. Parents give presentations of their “Theater at Home” experience at parent-teacher meetings. As well as themselves, within the framework of the "Theater every day" project, they come and, together with the children, take part in the dramatization of Russian folk tales. All this promotes rapprochement and mutual understanding in the families of pupils.

We work on the development of the creative abilities of children in theatrical activities in close contact with the music director and parents. The entire kindergarten team participates in the preparation of theatrical performances: together with the teachers, we prepare decorations, posters, and develop costumes. Together with the music director, we select pieces of music, learn them, work on the production of dances. We share our experience with colleagues. We show a theater for children of younger groups.

So, one of the most effective ways to influence a child is theatrical activity, in which the principle of learning is most clearly manifested: to teach while playing!

All of the above allows us to draw the following conclusions:

In the process of theatrical play, children learn about the world around them.
Mental processes develop.
Speech develops.
Motor skills are improved.
The emotional and volitional sphere develops.
Behavior correction occurs.
A sense of collectivism develops.
Creativity develops.

List of references:

Akulova O. Theatrical games. // Preschool education. - 2005. - No. 4. - P. 24.
Bochkareva L.P. Theatrical and playful activity of preschool children: a methodological guide for specialists in preschool education. - Ulyanovsk, IPKPRO, 1993 .-- 48 p.
Koshmanskaya I. P. Theater in kindergarten (Series "The World of Your Child"). - Rostov n / a: publishing house "Phoenix", 2004. - 320 p.
Makhaneva M.D. Theatrical classes in kindergarten: A guide for preschool workers. - Moscow. Publishing house "TC Sphere", 2004. - 128 p.
Petrova T.I., Sergeeva E.L., Petrova E.S. Theatrical games in kindergarten: Development of activities for all age groups with guidelines. - M .: School press (Preschool education and training. Supplement to the magazine "Education of schoolchildren." Issue 12), 2000. - 128 p.
Tsarenko L.I.From nursery rhymes to the Pushkin ball ... - M .: LINKA-PRESS, 1999 .-- 160 p.
A.V. Shchetkin Theatrical activities in kindergarten. For classes with children 4-6 years old / ed. O.F. Gorbunova. - M .: Mosaika-Sintez, 2007 .-- 144 p.

Theatrical activities in the preschool educational institution

Objectives:
develop creative independence, aesthetic taste
in the transfer of the image; distinct pronunciation;
to consolidate the ability to use means of expression (posture, gestures, facial expressions, intonation, movement);
foster a love for the theater;
develop the independence of preschoolers in the organization
theatrical activities;
spiritual and moral education of preschool children, the formation of cultural values \u200b\u200bin them, the development of intellectual and personal qualities.

Tasks:
develop imagination, artistry, courage when performing in front of the audience; to form the creative principle of the child's personality;
creating a creative atmosphere, an atmosphere of goodwill,
support of educational systems that create conditions for the participation of children in creative purposeful joint activities, their moral and aesthetic education, the development of the emotional sphere, the formation of self-confidence;
strengthening cultural ties between teachers and families of pupils, supporting the organization of meaningful leisure in the family, interest in theater and theatrical activities, events in the cultural life of the city;
organization of conditions for theatrical games, the development of children's interest in visiting professional theaters.

monday

"The magic world of theater"

25.03.2013

Morning:
Conversation "Theater History" (video presentation)
Purpose: tell children about the origin of the theater, the history of its development.

Morning exercises with elements of psycho-gymnastics.
Purpose: increase psychophysical activity, mood.
(children depict animals from fairy tales, the teacher pays attention to facial expressions, pantomime, tension and relaxation of body muscles).

Evening:
Puppet theater "Teremok".
Purpose: develop verbal and pantomimic expressiveness; activate speech, develop speech expressiveness; to consolidate the skills of manipulation with b-b-bo dolls.
Staging progress:
Children are asked to choose the hero of the fairy tale they want to voice; remember the sequence of actions. The teacher draws the child's attention to the features of the selected character.
A screen is being installed. Spectators take their seats. The teacher offers to turn into fabulous animals and start a fairy tale.
The teacher leads the main plot line, the children voice the characters.
At the end of the performance, the teacher thanks the children for the interesting performance; the audience is interested in which of the characters they liked more, why.
The performance can be repeated with other children.

tuesday

"Such a different theater"

26.03.2013

Morning:
Conversations of young theatergoers about the types of theaters.
Purpose: to give an idea of \u200b\u200bthe different types of theaters, their purpose and purpose.

Day:
Role-playing game “We have come to the theater”.
Purpose: in a playful environment, give children an idea of \u200b\u200bthe theater, the rules of behavior during the performance, and the intermission.
Game progress:
The teacher gathers the children and informs them that today they will go to an impromptu theater. Do children know how to behave in the theater? What is happening in the hall, behind the scenes? Etc. The teacher proposes to distribute the roles between the participants in the game. The game takes place with the direct participation of the teacher directing the game activity.
Upon completion, the results are summed up.

Evening:
Entertainment game - dramatization "Rukavichka" ("Winter").
Purpose: to develop the expressiveness of speech and pantomime of children; to consolidate knowledge of the content of the tale, the ability to use the attributes of the theater.
Game progress - dramatization:
The teacher offers to name the magic objects with which you can get into the fairy tale. Children are called.
Then the teacher takes out the masks and invites the children to turn into animals from the fairy tale "Hand". In the process of playing dramatization, he helps children. In the end, thanks everyone for an interesting staging.

wednesday

"We are artists, we are spectators!"

27.03.2013

Morning:
Surprise moment: acquaintance of children with the "living hand" doll.
Purpose: talk about the variety of dolls in the theater, give an idea of \u200b\u200bhow to manipulate this doll.

Psycho-gymnastics "Leopold the Cat and Mice".
Purpose: develop pantomimic expressiveness, the emotional, communicative sphere of children, teach how to regulate muscle tension and relaxation; determine the nature of movements in accordance with a given way; develop imagination.

Day:
Drawing competition "The Magic World of the Theater".
purpose: to enable children to convey in the drawing their vision of the theater, stage, heroes of performances; development of creative and graphic abilities.

Evening:
Games-dramatization, director's games using a doll "with a living hand".
Purpose: develop imagination, pantomimic expressiveness.
Dramatization game progress:
The teacher suggests remembering what the children learned about the doll "with a living hand." Those who wish are invited to play, a screen is set up. Children are invited to come up with and play with the plot.
Further, the game can go beyond the "theater", i.e. children can use the living hand doll for their play.

thursday

"Puppetry master"

28.03.2013

Morning: Psycho-gymnastics "We Save Kindness".
Purpose: to distinguish and name the emotions of pleasure, surprise, admiration and joy, to adequately respond to them; develop attention, learn to relax.

Making figurines for theater on a flannelgraph.
Purpose: to instill a love for manual labor, arouse interest in creative activity; to learn to highlight the character's features when making figures.

Evening:
Theater on a flannelgraph based on nursery rhymes and poetry.
Purpose: consolidate knowledge of nursery rhymes and poetry; develop children's speech, expressiveness, artistry, develop imagination.
Game progress:
The teacher draws the attention of the children to the house and the doll on the flannelgraph. Tells about her. She makes riddles to children. The answers are placed on the flannelgraph. Then the teacher invites the children to perform a nursery rhyme about the chosen hero. At the end, the doll invites everyone to drink tea. Theater smoothly turns into play.

friday "Theater, theater!"
29.03.2013
Morning:
Exhibition - presentation in a group of different types of theater "Play with us!"
Purpose: to show the variety of theaters in the group.

Photo collage "Give us a round of applause!"
Purpose: to show the work of educators and children in theatrical activities organized in a group.

Psycho-gymnastics. Etudes: "Flower", "The Kitty Woke Up", etc.
Purpose:develop imagination, the ability to adequately express emotions of pleasure and joy; to be able to plastically convey reincarnation.

Evening:
Theatrical games using human puppets
Purpose: to give an idea of \u200b\u200ba new kind of dolls: "dolls-people"; develop imagination, pantomimic expressiveness; be able to organize your theatrical activities taking into account the selected character.
Game progress:
Show children costumes for dolls - people; tell about their application and purpose. Explain how it can be used in theatrical games; where you can find such dolls. Offer to organize the game using the proposed costumes.
If children find it difficult, offer to stage, play a fragment from a cartoon with a similar character.
Finally, draw a comparison between different types of theater; different dolls: which one you like more, which one is more interesting to play with; which of the Cooks can be used in everyday gaming activities.
* * * * *
Development of poster information for parents on supporting the organization of meaningful leisure in the family, interest in theater and theatrical activities.

The author of this manual offers his own original methodology for conducting classes with preschoolers 4-5 years old in a theater studio, reveals the content and features of the organization of theater activities in a preschool educational institution. The texts of plays ("The Turnip", "Kolobok", "Teremok" by Laura Polyak), games, tongue twisters, counting rhymes, as well as a dictionary of theatrical terms often referred to by the teacher are given as appendices. The manual is addressed to educators of preschool educational institutions, teachers of additional education, as well as students of pedagogical universities and colleges.

From the series:Educator's library (Mosaic-Synthesis)

* * *

company liters.

Formation of the child's creative personality by means of theatrical activity

Organization and design of the developing subject-spatial environment of the theater studio

What is meant by the concept of a developing subject-spatial environment in a preschool institution?

How to organize and design the subject environment of the theater studio?

When organizing and designing a developing subject-spatial environment of a theater studio, one should rely on the following principles.

The principle of activity that stimulates the activity and cognitive activity of the child. The stimulating factors are the situation of free choice of the goal of action.

The principle of freedom and independence, which allows the child to independently determine his attitude to the environment (perceive, imitate, create, etc.), choose what he likes.

The principle of novelty, allowing to overcome the stereotype and monotony of the environment.

And it all started with the idea of \u200b\u200ba play space.

b) balcony (ship), parterre;

c) cabinets for storing costumes, masks and props;

d) piano.

The following sections had to be included in the preparation plan for the design of the subject-spatial environment of the theater studio:

1. Registration of zones of the room (with a detailed description of each zone).

b) balcony (ship), parterre;

c) cabinets for storing costumes, masks and props; place for piano;

2. Material and technical support of registration (with a detailed description of the required materials (wood, fabrics, metal structures, etc.), indicating their quantity required for registration).

3. Organizational issues (indicating the objects of work, deadlines and those responsible for the implementation).

4. Financial work (indicating the ways of financing the design of the theater studio):

a) financial resources from the accounting department of the kindergarten, funds from additional services for the development of the subject-spatial environment of the theater studio;

b) material and financial assistance from sponsors;

c) free assistance from parents.

The main areas of work with children

Theatrical play

Theatrical play is a historically established social phenomenon, an independent type of activity inherent in man.

Tasks. Teach children to navigate in space, evenly place themselves on the site, build a dialogue with a partner on a given topic; develop the ability to voluntarily strain and relax individual muscle groups, memorize the words of the heroes of the performances; develop visual, auditory attention, memory, observation, imaginative thinking, fantasy, imagination, interest in performing arts; exercise in a clear pronunciation of words, practice diction; to educate moral and ethical qualities.

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 arbitrarily respond to a command or a musical signal, the readiness to act in concert, including in action simultaneously or sequentially; develop coordination of movements; learn to memorize given poses and convey them figuratively; develop the ability to sincerely believe in any imaginary situation; teach to create images of animals using expressive plastic movements.

Culture and technique of speech

This section of the work combines games and exercises aimed at developing breathing and freedom of the speech apparatus.

Tasks. Develop speech breathing and correct articulation, clear diction, varied intonation, logic of speech; coherent figurative speech, creative imagination; teach to compose short stories and fairy tales, select the simplest rhymes; pronounce tongue twisters and poems; train clear pronunciation of consonants at the end of a word; use intonations that express basic feelings; improve vocabulary.

Fundamentals of theatrical culture

This section of the work is intended to acquaint children with elementary concepts, professional terminology of theatrical art (features of theatrical art; types of theatrical art, the basics of acting; culture of the audience).

Tasks. To acquaint children with theatrical terminology; with the main types of theatrical art; foster a culture of behavior in the theater.

Work on the play

Tasks. Learn to compose sketches based on fairy tales, fables; develop skills of action with imaginary objects; learn to find keywords in individual phrases and sentences and highlight them with a voice; to develop the ability to use intonations expressing various emotional states (sad, joyful, angry, surprising, admiring, mournful, contemptuous, condemning, mysterious, etc.); replenish vocabulary, figurative structure of speech.

Program tasks

To activate the cognitive interest of children.

To develop visual and auditory attention, memory, observation, resourcefulness, fantasy, imagination, figurative thinking.

Relieve tightness and stiffness.

Develop the ability to arbitrarily respond to a command or a musical signal.

Learn to coordinate your actions with other children.

Foster goodwill and contact in relationships with peers.

Learn to improvise dramatization games based on familiar fairy tales.

Develop a sense of rhythm and coordination of movements.

Develop plastic expressiveness and musicality.

Develop the ability to evenly place and move around the stage without colliding with each other.

Develop speech breathing and correct articulation.

Develop diction on the material of tongue twisters and poetry.

Train clear pronunciation of consonants at the end of a word.

Enrich your vocabulary.

Learn to select words that match the given essential features.

Learn to use intonations that express basic feelings.

To acquaint with the creators of the play.

Introduce theatrical terminology.

To acquaint with the arrangement of the auditorium and stage.

To foster a culture of behavior in the theater.

Assumed skills and abilities of children

They know how to act in concert.

They know how to relieve tension from certain muscle groups.

They remember the given poses.

They remember and describe the appearance of any child.

Know 5-8 articulation exercises.

They know how to make a long exhale with an imperceptible short sigh.

They know how to pronounce tongue twisters at different rates.

They know how to pronounce a tongue twister with different intonations.

They know how to build the simplest dialogue.

They know how to make sentences with given words.

* * *

The given introductory fragment of the book Theatrical activities in kindergarten. For classes with children 4-5 years old (A.V. Shchetkin, 2007) provided by our book partner -