Project on theatrical activities in the dow. Project (senior group) on the topic: Educational project on theatrical activities for children of the senior group “Teremok”

GBOU d/s 2504 Moscow

Pedagogical project:

Theatrical games for developing the creative abilities of children of senior preschool age

“Creativity is not the preserve of only geniuses who have created great works of art.

Creativity exists wherever a person imagines, combines, creates something new."

(L.S. Vygotsky)

Relevance of the problem

For the current stage of system development preschool education characterized by the search and development of new technologies for teaching and raising children.

In this case, an active approach to the child’s personality is used as a priority. One of the types of children's activities widely used in the process of education

And the comprehensive development of children is theatrical activity, which fully allows for the implementation of all the principles of education.

From a psychological point of view, preschool childhood is a favorable period for the development of creative abilities because at this age children are extremely inquisitive,

They have a great desire to learn the world. And adults, encouraging curiosity, imparting knowledge to children, involving them in different kinds theatrical activities, contribute to the expansion of children's experience.

And the accumulation of experience and knowledge is a necessary prerequisite for future creative activity. In addition, the thinking of preschoolers is more free than the thinking of older children.

It is not yet crushed by dogmas and stereotypes, it is more independent. And this quality must be developed in every possible way. Preschool age provides excellent opportunities for developing creativity.

And the creative potential of an adult will largely depend on the extent to which these opportunities were used.

Formulation of the problem:

Nowadays children know much more than their peers 10-15 years ago; they solve logical problems faster, but are much less likely to be amazed and surprised, indignant and worried.

Increasingly, children show indifference and callousness, their interests, as a rule, are limited, and their games are monotonous. Many preschoolers are passionate about computers, and adults often follow their children’s lead.

acquiring computer games- wars with monsters, vampires, without thinking about the harm this causes to the personal development of the child.

As a rule, such children do not know how to occupy themselves in free time and they look at the world around them without surprise and special interest, as consumers, not creators.

Intensive changes in the surrounding life, the active penetration of scientific and technological progress into all its spheres dictate the teacher the need to choose more effective means of teaching and education based on modern methods and new integrated technologies. To identify the relevance of this problem for our preschool institution, we conducted diagnostics among children (Appendix No. 1)

and a survey of their parents (Appendix No. 2), which showed that: · 64% of preschool children by the age of 5-6 have no interest in theatrical art and activities · 53% of children have a low level of development of creativity in speech, motor and productive activity· 65% of parents have little understanding of theatrical art · 12% of parents do not know the theaters of our city. The goal of the project: to develop the creative abilities of children of senior preschool age through theatrical games.

Project objectives:

1. Encourage children to fantasize and come up with their own plot.

2. Develop the ability to offer new idea games.

3. Teach children to transform into roles and improvise.

4. Learn to get used to artistic image, take a creative approach to depicting the plot.

5. Develop in children creative expressiveness of intonation, facial expressions, and movements.

Tasks of the teacher’s pedagogical activity:

1. Use theatrical games to solve the main problems of educational areas in accordance with FGT.

2. Through theatrical games, develop creative abilities. 3. Make it more difficult game material by presenting children with increasingly creative tasks.

4. Create an atmosphere of creativity and trust, giving each child the opportunity to speak out about the game process

5. Encourage improvisation, the ability to feel free in a role.

6. Unleash the creative potential of children by involving them in various activities and theatrical performances

Base characteristics:

The project materials can be used in the teaching activities of educators with children aged 5–6 years in general development groups in preschool educational institutions.

Stages and timing of the project

1. Preparatory (formative) - (September)

2. Main (practical) - (October-April)

3. Final - (May)

Conditions for the implementation of project activities

The environment is one of the main means of developing a child’s personality, the source of his individual knowledge and social experience.

I tried to create favorable conditions in the group for independent theatrical activities of children.

The subject-spatial environment provides joint theatrical activities for children and is the basis for the independent creativity of each child, a unique form of self-education.

The group has created a corner for theatrical activities, which houses:

· Props for performing skits and performances (set of dolls, screens, costume elements, masks, game props).

· Attributes for various playing positions:

1. “actor” (costumes, masks, dolls, theatrical props);

2. “director” (scenery, various material for the production of theatrical attributes, books, cassettes with recordings of music, theatrical noises, books with fairy tales - audio recordings);

3. “spectator” (seats for spectators, posters, box office, tickets, binoculars, “money”, props for the buffet);

4. “designer” (types of paper, glue, paints, markers, pencils, fabrics, threads, buttons, boxes, natural materials).

The next step was the organization of work with preschoolers, consisting of 2 stages:

· creating an emotionally prosperous atmosphere;

· enriching children's play creativity; preparation and holding of theatrical games.

This provided: · an integrated approach to the organization educational process;

· high level of development of theatrical knowledge and skills; · creating conditions for the development of children's creative expressions;

· optimal load on the child in order to protect him from overwork.

The creativity of children in their theatrical and play activities was manifested in three directions:

· productive creativity (writing your own stories or creative interpretation of a given story);

· performing (speech, motor);

· design (scenery, costumes, paraphernalia, etc.).

The enrichment of children with artistic means of conveying an image was facilitated by sketches from read works or the selection of any event from a fairy tale and its practical joke (the audience guesses).

The sketches in which children moved to fragments of musical works were interesting. The children actively discussed what was best to play and coordinated their plans and desires.

The game was repeated several times and everyone had the opportunity to try themselves in the role they liked; they agreed on two or three casts of “artists.”

In order to assimilate the sequence of events and clarify the images of characters, artistic creative activity: drawing, applique, modeling on the theme of the work.

Children in subgroups were given a task, for example, to sculpt figures of characters to act out a fairy tale.

At the same time, there was no need for special memorization of the text. The main directions of development of theatrical play consisted of a gradual transition of the child from playing according to one literary or folklore text to a contamination game, implying the child’s free construction of a plot in which literary basis is combined with the child’s free interpretation or several works are combined.

From a game where expressive means are used to convey the characteristics of a character, to a game as a means of self-expression through the image of a hero; from a game in which the center is the “artist”, to a game in which a complex of positions “artist”, “director”, “scriptwriter”, “designer”, “costume designer” is presented, but at the same time the preferences of each child are associated with some one of them, depending on individual abilities and interests;

from theatrical play to theatrical play activity as a means of personal self-expression and self-realization of abilities.

I worked with children without direct instructions, and placed greater emphasis on indirect influences through the organization of joint activities, games, playful communication, and the use of literature and art.

Forms of organization of the educational process

· Conversations and organized activities;

· Didactic and theatrical games, exercises;

· Artistic and productive activity;

· Design of exhibitions of children's works, joint creativity of children and their parents; photo exhibitions;

· Trips to the theater and photo excursions; · Conducting theatrical performances;

· Sports, music, folklore entertainment and holidays

The children's form of organization was carried out in free and joint activities in the afternoon.

She suggested that the children work sitting or standing, whatever suited them. Children could move away from their workplace to look at the activities of their comrades, ask for advice,

Ask for help or offer your own, or find something else to do. Having completed this or that task, no one waits for anyone, restores order and goes about his business without attracting attention.

When working with children, game techniques were used with the inclusion of characters such as Dunno, Pinocchio, Cheburashka, etc., who admit inaccuracies, make mistakes, and get confused.

The children gladly came to their aid, were happy, felt self-confident, and realized the importance and usefulness of knowledge and skills.

The work was based on seasonality, various manifestations of nature, calendar holidays, and on what is close, dear and interesting to children. She organized joint activities in the form of a game through a fairy tale.

For example: “Visiting autumn”, “ Winter Tales» etc. A special creative atmosphere reigned in the joint activity. All activities were accompanied by vivid experiences and surprise moments.

After all, only a child living surrounded bright images, fantasies, capable of creating anything. Once a month a creative day was organized where children were given the opportunity to engage in any type of activity. Joint work with children on productive artistic activities was organized in small subgroups (6-8 children each).

Creative tasks are available for children of senior preschool age, for which they are united by interests.

Each subgroup was offered a choice of a creative task, which the subgroup did “in secret” from the others during the week.

At the end of the week, exhibitions, competitions, games and other activities were organized, and the fruits were demonstrated children's creativity. Due attention was paid to entertaining games and exercises, experimental games with materials and tools, as well as game tasks, which were carried out in all forms of organizing productive activities and, of course, in any free time at different regime moments.

For better assimilation and organization of assimilation of educational material, the following techniques and methods were used: explanatory and illustrative, reproductive, research, heuristic (partially search), diagnostics, reflective.

Games used in joint activities and routine moments were combined into several blocks:

FIRST BLOCK “Introduction to the theater.”

The purpose of this block is to broaden the horizons of children, educate people who love and understand art, striving for theatrical creativity.

Our preschool educational institution works in partnership with visiting theaters (puppet theaters “Tales of Lukomorye”, “Dolls Laugh”, “Rhymes”, drama “A Clockwork Orange”, theater “ Magic magic", who come to the garden, where there is a direct acquaintance with the "theater", theater artists.

Trips are also organized with parents and children different theaters: « an old house", Musical comedy theater". A very interesting excursion to the Puppet Theater, where there is a toy museum.

Here we get acquainted with the history of toys, how toys “play roles”. We also introduce the children to the professions of people working in the theater. Children listen with interest to the story about various theaters and look at the illustrations. Didactic games and visual material were developed to prepare children for theatrical games

SECOND BLOCK “The Magical World of Theater”.Games and sketches that introduce children to the basic emotions of a person, the means for children to understand each other and the world of adults. To sum up each emotion, a game with pictures “Emotions for Everyone” was played: situations are given that the child must, as it were, pass through himself and give an answer. Thus, the child’s behavior was corrected, the ability to be open and sensitive, and to understand the feelings and emotions of other people developed.

THIRD BLOCK “I am a little actor.”Goal: training the speech apparatus, various muscle groups, breathing. This includes creative games with words, exercises on diction, intonation, finger games, games to develop speech expressiveness. One of the types of games in this block is rhythmoplasty. Rhythmoplasty games allow you to achieve:

· liberation of the child, to feel the capabilities of his body;

· development of expressiveness of body movements; · development of motor abilities;

· muscle freedom, relieve muscle tension.

In the process of working on the expressiveness of characters’ remarks and their own statements, the child’s vocabulary is activated and the sound culture of speech is improved.

The role played by the child, especially the dialogue with another character, confronted the little actor with the need to express himself clearly, distinctly, and intelligibly.

The games and sketches used helped children feel the ease and joy of communicating with peers and adults, and be ready for improvisation and creativity.

In the afternoon, joint activities included games - dramatizations, preparation for theatrical performances, and puppet theater.

Dramatization games were carried out in the form of a word-for-word retelling in person (by role) of a work of art read by the teacher, or a free retelling of the text by children - role-playing game children.

A literal retelling of the text was carried out together with the children, I took on the role of the leader, and the children were assigned other roles. The dramatization of a work of art in which children freely retell the lines of each character occurs as a plot-role-playing game.

As a rule, these were fairy tales, read many times.

Puppet theater is a type of plot-based “director’s” game: here children are invited to recite the text of a work of art by role, forcing them to simultaneously act for the heroes of this work

The works are ordinary toys (toy theater), parsleys (puppets put on the fingers), cut out pictures, etc. The puppet theater was used as methodological tool, activating children's speech.

Working with a doll allows you to improve fine motor skills hands and coordination of movements; be responsible for managing the doll; to express through a doll those emotions, feelings, states, movements that in ordinary life, for some reason, the child cannot or does not allow himself to express; allows you to learn to find adequate bodily expression of various emotions, feelings, states

Working with parents(Appendix No. 4) Children’s creativity was facilitated by close contact between teachers and parents, where parents became active allies and assistants in organizing children’s artistic and speech activities.

Parents were invited to participate in the creation of scenery for children's plays, make costumes together with the children, and help in memorizing the texts of the roles. One of interesting shapes work was

attracting parents to participate in theatrical performances as actors. Parents were also involved in working on puppet theater. They provided assistance in making puppets for various theaters and decorations. In the fall, she invited parents to make a joint project with their children called “Theater of Vegetables”, dolls on wooden spoons, from gloves.

Parents and their children purposefully watch videos, visit theaters, and read works.

To carry out effective work on theatrical activities at home, recommendations were offered to parents in the form of consultations. “Home puppet theater”, “ Home theater as a means of forming relationships in the family”, “Doll gloves”, “Chewed paper”, “On the role of parents in the development of a child’s speech”.

All this contributed to broadening their horizons, enriching their inner world, and most importantly, taught family members mutual understanding and brought them closer together.

The manifestation of such a common interest united the family, the team of children, teachers and parents.

Form of work with parents(Appendix No. 4)

· Thematic consultations, reminders. The goal is to interest parents in joint activities with their children. (Appendix No. 5)

· Questionnaire “Do you like theater?”, “Does your child like to fantasize?”, the purpose of which is to identify the creative capabilities and interests of children. (Appendix No. 2)

· Shows - competitions. "Our Tales". The goal is to bring children and parents closer together, to create a strong motivation for parents to collaborate with their children.

Working with the teaching staff(Appendix No. 8)

Work on developing children's creative abilities in theatrical activities was carried out in close contact with the second teacher, junior teacher, speech therapist, and music director.

The entire kindergarten team took part in the preparation of theatrical performances: they helped make scenery, posters, and develop costume sketches.

During classes with a speech therapist, children practiced clear diction, worked on the expressiveness of speech, and correct speech breathing.

Together with the musical director we selected musical works, learned them, worked on staging dances.

PROJECT IMPLEMENTATION STAGES

1.1 preparatory stage

1.Diagnostics of the level of creative abilities in children (Appendix No. 1)

2. Study of methodological literature.

3.Creating an emotionally prosperous atmosphere in the kindergarten group, special pedagogical conditions on developing children's creativity.

4. Organization of a subject-development environment.

5.Drafting long-term plan work on developing creative abilities in older preschoolers through theatrical games (Appendix No. 3).

6. Creating interest among project participants

7. Development of a cyclogram of joint activities of specialists including various forms of work.

8. Questioning of parents (Appendix No. 2 (1)) September educators senior educator music director

Stage 2 – practical(Appendix No. 3)

1. Development of speech creativity, expressiveness of speech

2. Development of creativity in motor activity

3. Productive creativity. Entertaining games and exercises, experimental games with materials and tools, game tasks. (They are carried out in all forms of organizing productive activities, in any free time, at different regime moments).

4.Theatrical games.

5. Work on staging a theatrical performance: Expressive reading of the work and conversations about what was read; the right to free choice and voluntary participation in the performance: Work on the role.

6. “Creative workshop” (together with parents, create the necessary costumes or elements of costumes, scenery, etc.). October - April educators senior educator music director

Stage 3 – final

1. Speech at the teachers’ meeting with the topic “Theatrical games for the development of creative abilities of children of senior preschool age” (Appendix No. 8)

2 Dramatization of the fairy tale “Little Red Riding Hood” new way"(for parents) 2. Quiz for parents 3. Exhibition of creative works “Our Creativity” (Appendix No. 9)

4. Creation book exhibition“Our fairy tales” 5. Photo exhibition “We are actors” 6. Diagnosis of the level of creative abilities in children (May) (Appendix No. 1)

5. Analysis of the results of diagnostics of creative abilities in children of the older group.

6.Parent survey. (Appendix No. 2 – (2)) April April during the year May May teachers, music director teachers, music director senior teacher

Expected results

The implementation of a project to develop children’s creative abilities through theatrical games in joint and independent activities will help:

· development of psychophysical abilities (facial expressions, pantomimes); mental processes(perception, imagination,

fantasy, thinking, attention, memory, etc.), speech (monologue, dialogue); creative abilities (the ability to transform, improvise, take on a role).

· enriching the theatrical experience: children’s knowledge about the theater, its history, theatrical professions, costumes, attributes, theatrical terminology.

· solving the main problems of educational areas in accordance with FGT (any problem of any educational activity is solved by children easier, simpler and faster if children play with it).

· appropriate inclusion of theatrical elements in integrated classes:

Results

Theatrical activities have become a significant assistant in solving educational problems.

And the active use of gaming activities helped us with this. As a result, the result is more effective, and the knowledge is much stronger.

The game plot makes it possible to interest children, since the natural need to intervene in the course of events and influence them forces children to make every effort to complete tasks.

Assessment of the quality of project implementation

There is an opportunity to involve children in active independent activities.

90% of the group’s parents were involved in working with the children, which helped build relationships between the project participants.

Working on the project helped shape the desire to produce original creative work. During collective activity preschoolers learned to interact productively,

hear each other, express their emotions in words and movements (facial expressions, gestures, etc.).

Practical significance of the projectMy project is aimed at developing the creative abilities of older preschoolers through theatrical games.

The project implements general educational and educational tasks. The knowledge acquired by children in the learning process is strong and sustainable.

Participants in the educational process are ready for further creative development. Upon completion of the project, work on developing children's creative abilities does not stop.

The subject-development environment is enriched, cooperation with teachers of other groups and parents is developed.

Project for preschoolers of the preschool educational institution “Theater where the fairy tale lives”

The proposed project is necessary to reveal the child’s creative talent, for the successful implementation of his intellectual and creative potential, for social and communicative abilities, for the cohesion of the family and kindergarten.
The project is aimed at teaching children the art of theater in all types of theatrical activities, creating their own scripts for performances by all project participants, and showing theatrical performances to children and parents.
Theatrical activity helps the development of a child’s creative talent and his all-round development, teaches the child to see the beauty in life and in people, and engenders the desire to bring beauty and goodness into life.
Using the methods of fairy tale therapy, modeling fairy tales, and various techniques for developing verbal creativity during the implementation of the project, participants in the theater studio will create new fairy tales and scripts for performances.
Involving parents in joint work will create a joyful atmosphere of joint creativity with the child. The project is designed for three age groups preschoolers 4-7 years old.
Project participants: A creative group of teachers, children and their parents.
Relevance of the project
IN preschool age Children very easily and quickly acquire new knowledge, skills and abilities. But at present, the child’s communicative development is alarming. Unfortunately, television and computers, various computer games have begun to replace communication and gaming activities. Children stop communicating not only with adults, but also with each other.
Only live communication enriches the lives of children - we must not forget about this!
In many children, the communicative function of speech is impaired. Such children have poor memory, unstable attention, the child gets tired quickly, and does not develop enough cognitive activity, the grammatical structure of speech is disrupted. In preschoolers, this manifests itself in timidity and constraint; they cannot always formulate their thoughts correctly, answer questions correctly, cannot ask questions correctly; children find it difficult to establish contact with both adults and peers.
IN modern society, in the age of computer science, the social prestige of intelligence and scientific knowledge. All pedagogical guidelines are aimed primarily at developing thinking.
A pressing problem in our time is that the emotional and spiritual essence of a child becomes a secondary value. Children, unfortunately, are much less likely to admire, be surprised and empathize; more and more often they show indifference and callousness.
And in my work there are problems:
How to teach a child everything he needs in this difficult modern life?
How to educate and develop his basic abilities: to hear, see, feel, understand, fantasize and invent?
How to awaken children's interest in the world and in themselves?
How to teach children to empathize, understand the feelings of others, fantasize, build harmonious relationships with the outside world?
The shortest path to a child’s emotional liberation, relieving tension, teaching feeling and artistic imagination is the path through play, fantasy, and creativity.
Theater can give all this to a child, precisely in theatrical activities the child connects artistic creativity and personal experiences.
In my work with children, important tasks are to reveal the creative talent of children, reduce the level of anxiety, self-doubt, and get rid of shyness. These problems can be solved through theatrical activities.
From the point of view of pedagogical attractiveness, we can talk about versatility, playful nature and social orientation, as well as the correctional capabilities of theater and the development of gifted children. Therefore, for me, theatrical activity is the most basic and exciting direction in preschool education.
To work effectively, create favorable conditions and manifestations of signs of giftedness in pupils, it is necessary to early identify their creative potential and abilities, the development and self-development of an individual capable of optimal creative self-realization.
Therefore, I had the idea to open a theater studio in kindergarten for more in-depth work with children on theatrical activities, starting with the middle group of preschoolers, with its gradual development, which would become the implementation of my project: “The theater where the fairy tale lives.”

Objective of the project: Discovering a child's creative talent, successful realization of his intellectual and creative potential, promoting social and communicative development, creating an optimal psychological climate for preschoolers through a children's theater studio.

Tasks for project implementation:
Introduce children to different types of children's theaters: mask theater, finger theater, table theater, walking theater, shadow theater, puppet theater, puppet theater "Bibabo", life-size puppet theater, actors' theater. To teach manipulation techniques for children's theaters of various types.
Introduce the concepts of “emotions”, “pantomime”, the ability to recognize the emotional states of others. Develop the emotional and creative potential of preschool children.
Maintain the desire for friendly contacts in joint dramatization games, create favorable conditions for the development of communication abilities.
Expand in preschoolers based on theatrical creativity general awareness of the surrounding world; to form a certain elementary experience of professional actions in railway transport, about the work of railway workers and other professions through theatricalization.
Develop imagination and imagination in composing your own fairy tales using the modeling method. Form independent thinking, that is, find your own solutions, openly present bold ideas and hypotheses.
To develop the ability to accept criticism without offense, as well as the ability to find flaws in one’s own judgments and assessments.
Develop the ability to adapt to people, correctly perceive and evaluate them and their actions, interact with them and establish good relationships in various social situations.
Develop an interest in making scenery, costumes, and tabletop theaters with your own hands together with parents and children.
Involve parents in joint work, creating a joyful atmosphere of joint creativity with the child.

Project implementation stages

Summer period (June–August)- Diagnostics to study children's creativity abilities.

Stage 2 – Work with the older group of preschoolers and their parents
(September – May)
1. Familiarity with the rules of behavior in the theater, famous theaters Russia.
2. Modeling fairy tales by choosing an object or plot.
3. Compiling fairy tales using techniques for developing verbal creativity together with parents.
4. Children to children. Showing puppet and shadow theaters for children of younger groups.
5. Puppet theater “Dancing little ostriches”. Demonstration of puppeteering skills at kindergarten celebrations.
6. Life-size puppet theater. Children show the play through the joint creativity of the target group of the project “We are saving Kolobok.”
7. Creation of a collection of fairy tales of joint creativity of children and parents “Fairy tales of preschool children in a new way.”

Summer period (June-August) - Diagnostics to study children's creativity abilities.

Stage 3 – Working with preparatory group children and their parents
(September – May)
1. Acquaintance with the theater of actors, theatrical terms.
2. Getting to know theatrical professions(what work do people of these professions do in order to stage a performance).
3. Games for developing acting skills “Land of Emotions”, “Say Without Words”, “Pantomime”, etc.
4. Staging performances based on scripts of one’s own composition using the method of modeling fairy tales:
“How seven kids went to kindergarten”;
“How a little train saved the forest”;
“He’s so absent-minded.”
5. Involving parents in helping to make costumes and scenery for performances.

Conditions necessary for the full implementation of the project
clear planning and implementation of theatrical activities throughout project activities;
the presence and development of children’s ideas and interest in various types of theater;
the presence of a variety of costumes and the availability of artistic design for performances and performances according to works of art;
children mastering the rules and techniques of one or another type of theatrical activity;
interactions between children, parents and preschool teachers;
a serious, emotionally positive attitude of the teacher towards children's theater games.

Project implementation methods
Preliminary work on the project will be conducting diagnostics to study children's abilities for creativity, which is important to carry out in cooperation with teachers and parents. In middle preschool age, one of the main methods for identifying signs of creatively gifted children is the observation method. As a rule, creatively gifted children are characterized by a relatively easy and rapid assimilation of ethical standards of behavior and positive social-emotional qualities available to them.
Indicators of giftedness levels in childhood do not remain constant, so some methods are carried out in all age groups.
Also, to correct the psycho-emotional state, theatrical activities are useful for shy children with a high level of anxiety. The complex of psychodiagnostic methods for children of middle preschool age includes:
The “Three Steps” technique for studying a child’s self-esteem;

Methodology for studying personality “Three Wishes”;
Methodology for determining the level of development of creative abilities “Sun in the Room”.

Project Description

Work on the project begins with the middle group. Children of middle preschool age get acquainted with the types of theaters.
Types of theater required in project work with children:

1. Theater of masks
2. Finger Theater
3.Walking theater
4. Tabletop theater
5.Shadow theater
6.Puppet theater "Bibabo"
7.Puppet theater
8. Life-size puppet theater
9. Actors' Theater

Finger Theater- This is an excellent material for developing children's imagination, thinking and speech. Performing finger movements inductively leads to excitation in the speech centers of the brain and a sharp increase in the coordinated activity of speech zones, which ultimately develops the child’s brain, stimulates speech development, and concentrates attention on one type of activity.

Dolls walking theater are designed in such a way that a child can insert his index and middle fingers into her legs (from behind) and make the character “walk”. This makes the doll “come to life” in the child’s eyes. You can also work with different pairs of fingers, different hands, and two hands at the same time.

Tabletop theater- These are toys and decorations that can be placed on the table. They can be cardboard, wood or rubber. Thanks to this type of theater, children begin to master the director's theatrical acting.

IN bibabo theater, glove-type dolls are used: a doll, hollow inside, is put on the hand, while the index finger is placed in the head of the doll, the thumb and middle finger are placed in the sleeves of the suit, the remaining fingers are pressed against the palm. Such theater is played out behind a screen.

Shadow theater- this is a screen on which flat cardboard or plywood figures, touching its reverse side, leave shadows. The screen is placed so that it is between the light source and the children (the light source can be a lamp or a window). In the shadow theater you can act out familiar fairy tales. This unusual look puppet theater In the shadow-silhouettes, the child recognizes familiar characters, and the fairy tale comes to life in his imagination. Such performances enrich the child’s inner world, teach children to imagine, and develop their imagination.

Puppet theater. The puppet is a difficult doll to control, but it is “magical” - it seems that it lives separately from the person who controls it.

Thanks to these types of theater, children learn how to manipulate theatrical puppets. By engaging in theater with children, the lives of our students will be interesting and meaningful, and will be filled with vivid impressions and the joy of creativity. And most importantly, children will be able to use the skills acquired in theatrical games in everyday life.
Also, children, playing in the theater, learn to retell Russian folk tales.
In the process of telling and showing a fairy tale, the child develops speech, fine motor skills, verbal and gestural expressiveness, and learns to independently convey the image of fairy-tale characters.
With the help of sketch sketches, children become familiar with emotions and the ability to recognize them.
Special role dedicated to working with parents. The child and parents are one whole. And joint creative activity between children and adults is always effective. For this, there is a need to create a parent club “Theater Workshop” to conduct master classes on making theatrical puppets and theaters with your own hands. The club participants will be parents with their children. Thanks to these methods of performing theater at home, the child’s level of self-esteem, confidence in his abilities, and family cohesion increase. In the form of consultations and round tables, parents receive information about the importance of theater in raising children, as well as the opportunity to attend a particular performance with their child, and then discuss with him what they saw and make illustrations.
At the end school year(in May) together with all participants of the parent club, a photo album is created, which will contain all the work done in the theater workshop.

In the summer (June-August) diagnostics of children of senior preschool age is carried out:

Methods for studying child anxiety;
Methodology for studying personality “Tsvetik-Semitsvetik”;

Game test "Three words" to assess creative imagination.

Children in the older group learn the rules of behavior in the theater using slide presentations and get acquainted with the theaters of Russia.
Children play out scenarios of Russian folk tales using various types of theater. Using the methods and techniques of fairy tale therapy, modeling fairy tales, and various techniques for developing verbal creativity, you can come up with a new fairy tale or script for a play.
Using the method of fairy tale therapy, the child develops imagination, which is the psychological basis of creativity, making him capable of creating something new. For example, after reading and discussing the RNS “Kolobok”, children are asked a number of questions: “What would happen to Kolobok if he lived in our city? Where would he go? If he lived on a high floor? What needs to be done to prevent trouble from happening to Kolobok? How would we help him? etc. Thanks to this method, children develop positive social and communication qualities, friendly relationships, and a desire to help. Thus, with children you can come up with a new plot for the fairy tale “We are saving Kolobok.”
The modeling method is one of the most effective methods teaching children to write fairy tales, which allows them to develop various skills in composing fairy tales (by choosing an object, plot, etc.). Since one of the important areas of activity has been identified in our kindergarten - this is work on early career guidance on a railway theme, then the bias in choosing the plot of fairy tales is on a railway theme. There are few ready-made fairy tales and stories on the railway theme, so all dramatizations and performances staged by children are a product of children's imagination. Modeling fairy tales occurs through communication, dialogue, with many leading questions correctly posed by the teacher in advance. And the “right” questions encourage the child to think, analyze, draw conclusions and generalizations.
Collaborative creativity in writing fairy tales is offered to children and their parents. Taking Russian folk tales as a basis and using the techniques of verbal creativity: “twisting a fairy tale,” “complement a fairy tale,” “beginning and ending,” etc., new plots are obtained for fairy tales, which will later become theatrical performances.
Children's imagination has no limits, and not all scenarios of the resulting fairy tales can be played out on stage, but they can be played out in other types of theater: finger theatre, shadow theatre, puppet theatre.
Children of the older group consolidate their skills in puppeteering techniques. They show ready-made performances to children of younger groups in the form of shadow and puppet theaters. They perform at kindergarten celebrations, presenting their experience of manipulating puppets (in March).
By the end of the school year (in May), the children of the senior group are preparing a performance using life-size puppets “We are saving Kolobok.”

Life-size puppet allows the child to quickly transform into one or another role. The doll's legs are put on the child's legs, mittens are put on the hands, the doll's head is hung on a strap on the child's neck - and the child is “in the costume” of the chosen hero.

A collection of fairy tales on a railway theme, “Fairy Tales for Preschool Children in a New Way,” is also being created, invented jointly by children and parents (in May).

In the summer (June-August), children in the preparatory group are diagnosed:
“Ladder” technique for studying a child’s self-esteem;
Methods for studying child anxiety;
Methodology “Diagnostics of natural memory”;
Methodology for studying personality “If I caught goldfish»;
Methods for studying a child’s creativity, Williams creativity test “Complete the figure”;
Methodology for modeling fairy tales.

In the preparatory group, children get acquainted with actors' theater

Actors' Theater. The largest and most labor-intensive type of theater in which children themselves perform. Playing in the theater of actors, the child shows a strong interest in theatrical art and theatrical activities, creatively applies knowledge about various emotional states and the character of the heroes, uses various means communication, shows initiative, coordination of actions with partners, creative activity at all stages of work on the performance.
With the help of slide presentations, children become familiar with theatrical professions and theatrical terms. In order to develop emotional and creative potential and form non-verbal means of communication, children become familiar with various emotions and pantomimes.
Based on the fairy tale “The Wolf and the Seven Little Goats”, combining the two holidays Mother’s Day and the Birthday of the kindergarten, using the “beginning and end” technique, the children will show the play “How the Seven Little Goats Went to Kindergarten” (November). Based on the fairy tale “The Engine from Romashkovo”, taking the theme of ecology as a basis, the children will show the fairy tale “How the Engine Saved the Forest” (February). Using the “complete the fairy tale” technique, the children will show the musical “He’s so absent-minded” (May).
All fairy tales invented by children require a lot of preparation, not only in memorizing the roles, but also in making costumes, scenery, attributes, etc. Therefore, the parents of the students must be involved in participation in theatrical productions, not only as spectators, but also as co-authors of the text and scenery makers and suits. This will help them get to know their child better, the characteristics of his character and temperament.

(Scenarios for performances are included in the section in other entries)

Conclusion
In accordance with the targets set by the Federal State educational standard preschool education, a child at the stage of completing preschool education must have developed imagination show initiative and independence in different types activities, actively interact with adults and peers. All these personal characteristics will develop especially clearly during the implementation of my project.
The presentation of fairy tales and funny skits, personally invented by children with their favorite characters, is the most popular for dramatizations and contributes to the development of thinking, speech, attention, memory and creativity, allowing them to express their imagination.
The educational value of theatrical games is also enormous. Children develop a respectful attitude towards each other. In addition, by “playing” a fairy-tale hero, a child gets an idea of ​​good and evil, learns to understand human characters, empathize and help the weak, thereby giving him self-confidence and helping him get rid of his own fears. And speaking in front of an audience forms children’s experience of social behavioral skills and promotes the development of all components of speech in preschoolers. Theater in kindergarten will teach the child to see the beautiful in life and in people, and will give rise to the desire to bring the beautiful and good into life.
Thus, working on the project reduces the level of anxiety, eliminates shyness and self-doubt, and helps develop the child’s creative talent and all-round development. It is obvious that theatrical activities teach children to be creative individuals, capable of perceiving novelty and the ability to improvise. Our society needs a person of such quality who could boldly enter into a modern situation, be able to handle a problem creatively, without prior preparation, and have the courage to try and make mistakes until the right solution is found.

City of Kazan Republic of Tatarstan

Goal: To develop an interest in theater and modern theatrical activities in children and their parents, to develop artistic abilities in children.

• Arouse interest in theater in children;
• To instill in children primary skills in the field of theater arts (use of facial expressions, gestures, voice, puppeteering);
• To interest parents in visiting the theater with their children;
• Provide information to parents about ways to play games at home with their children;
• Develop emotionality and expressiveness of speech in preschoolers

A problem that is significant for children, which the project aims to solve:

Unfortunately, today, our children are brought up not on fairy tales, but on modern cartoons. Most parents don't have time to sit down with their child and read a book. Child psychologists consider this a big omission of adults in raising their children.

Expected Result:

Parents and children get acquainted with the history of the theater, its types, methods of production and performance. The desire to visit the theater with children increases. Bonds between parents and educators are strengthened. Children's artistic abilities develop.

Relevance of the project:

With the help of theatrical activities, children get acquainted with the world around them in all its diversity through images, colors, sounds, and the questions posed make children think, analyze, draw conclusions and generalizations. In the process of playing, listening, viewing works, the child’s vocabulary is activated, the sound culture of speech and its intonation structure are improved, the child’s creativity is manifested, and the experience of various experiences is accumulated. Children's artistic abilities develop from performance to performance. Theatrical activities contribute to the harmonious development of preschool children. Their life in kindergarten becomes more interesting, more meaningful, filled with vivid impressions and the joy of creativity.

Forms of implementation:

• Reading fiction
• Speech and breathing exercises
• Entertainment
• Conversations
• Views theatrical works for children, presentations
• Working with parents
• Role-playing games
• Photo design - newspapers
• Going to the theater

Implementation stages:

Preparatory stage

• Collection of literature
• Conversations with children
• Drawing up a work plan
• Making attributes
• Development of recommendations for parents
• Selection of visual information

Main stage

• Watching children's performances
• Stand design recommendations for parents:

"Theater in a child's life" ;

"Play with your children" ;

“The role of fiction in the development of children’s speech”

• Role-playing games with children "Theater"
• Finger Theater
• Games for expressing emotions "Make a Face"
• Reading folk tales
• Games for developing facial expressions
• Theater “Kem narsә yarata” , "Three Daughters"
• View slides about theaters and theatrical costumes
• Rehearsals
• Learning poems
• Photo design - newspapers "We are artists"
• Breathing exercises
• Articulation gymnastics
• Finger gymnastics
• Fine motor skills exercises
• Poetry dramatization

Project products for children:

Modeling, drawing and applique “A hero from a favorite fairy tale, drawing characters from the fairy tale “Kem nerse yarata” , new knowledge and impressions, meaningful time spent with parents, children's books.

for teachers:

theme album design "Heroes of our favorite fairy tales" , card index of proverbs, sayings, riddles, multimedia presentations, finger theater, organization of an exhibition of children's works.

for parents:

The final stage (project presentation)

• Photo - newspaper "We are artists"
• Theatrical activities of children as part of the holiday
• Fairy tale show "Three Daughters" parents for children

Project: “Development of theatrical activities in preschool children,
as a means of aesthetic education in preschool educational institutions"

Objective of the project:
Introduce children to theatrical art and theatrical activities.
Contribute to the formation creative personality; develop speech and communication skills in children.
To create conditions for the development of children's creative activity in theatrical activities, to provide conditions for interaction with other types of activities in the holistic pedagogical process.

Project objectives:
Expand children's understanding of the theater, its types, attributes, costumes, and decorations.
Create conditions for organizing joint theatrical activities between children and adults, aimed at bringing children, parents and preschool teachers closer together.
To form an artistic, aesthetic, creatively developing subject environment in the preschool educational institution.
Teach children to establish contacts in joint activities.
Develop emotionality and expressiveness of speech in preschoolers.
Instill in children primary skills in the field of theatrical art (use of facial expressions, gestures, voice)
Contribute to the formation of aesthetic taste.
Ensure interconnection with other types of activities: visual, musical, fiction, construction.
Involve adults and children in theatrical and performing activities.
Involve parents in the theatrical and cultural life of preschool educational institutions

Principles:
The principle of organizing person-oriented interaction taking into account individual capabilities is accepting and supporting his individuality, interests and needs, developing creative abilities, caring for his emotional well-being.
Systematic principle - work is carried out systematically, over 4 years (junior group, middle group, senior group, preparatory group). The educational process involves planning thematic cycles of classes and unregulated cycles of activities.
The principle of integration - the content of theatrical games is interconnected with other sections of the program of education and training of children in kindergarten.
The principle of seasonality – planning of activities takes into account seasonal changes.
The principle of age targeting - the content of the activity is built in accordance with and taking into account the age of the children.
The principle of continuity of interaction with the child in the kindergarten and family settings - parents support forms of work with children and continue them in the family. The main idea is the idea of ​​developmental education.

Forms of working with children:
- educational activities;
- performances, dramatization of fairy tales;
- presentations of different types of theater;
- Exhibitions.

Methods and techniques:
- creative activity (play, song, dance, improvisation on children's musical instruments);
- experimentation;
- writing fairy tales
- dramatization games;
- conversations after watching performances;
- exercises for emotional development children;
- correctional and educational games;
- diction exercises;
- exercises for the development of facial expressions, children's plasticity;
- rehearsals and performances of fairy tales and dramatizations.
Using a variety of means: theater corners in groups, various types of theaters, costumes, scenery, music library, children's musical instruments, visual illustrations.

Working with parents:
The leading idea is the active involvement of parents in the creative process of developing children's theatrical activities.
The goal is to interest parents in the prospects for the development of children’s theatrical activities, to involve them in the life of the kindergarten, and to make them allies in their work.
Forms of interaction between working with parents:
- survey;
- individual conversations;
- Team work;
- visiting the theater;
- Exhibitions;
- assistance in making costumes and scenery.

Working with teachers.
The leading idea is the active involvement of teachers in the creative process of developing theatrical activities in kindergarten.
The task is to involve them in joint activities to develop theatrical activities in kindergarten, to make them your allies in your work.
Forms of interaction with teachers:
- consultations;
- assistance in organizing a subject-development environment;
- Team work;
- Exhibitions;
- working with educational visual aids;
- individual work;
- holidays and entertainment.

Child.
1. The project is based on the idea of ​​developing children’s interest in the need to engage in theatrical activities not only with a teacher, but also independently in their free time.
2.The idea is to do no harm.

Expected result:
Development of a child’s spiritually rich personality as an active participant in the project. Creating favorable conditions for the child’s self-development, so that in a world saturated with information and new technologies, the child does not lose the ability to understand the world with his mind and heart, expressing his attitude towards good and evil, and can experience the joy of creativity.

Project implementation:

"Musical tower"

The rhythmic pattern of a bunny sounds. Children repeat the rhythm.
Exercise: “Drummers” by D. Kabalevsky
Song: “I have a bunny” by V. Kachaeva
- Listen, the music is playing again, what animal is it talking about?
Play: “The Fox” by M. Milman.
- Who will appear from the tower, did you guys guess? (Children's response)
(a fox appears with a bell).
- This music is about a fox. She sounded gentle and leisurely.
Our beauty is a fox
I brought the bell.
Play our bell!
Invite whoever you want!
Game: "Bell"
I walk with a bell
Ding - ding - ding,
Ding – ding – ding.
I play with a bell
Ding - ding - ding,
Ding – ding – ding.
I'll call and circle around
I'll show myself to all the guys!
blue bell
Who will go for a walk with you?
(When repeating the game, the selected child passes the bell to his beloved friend).
Game: “Silent and Loud Bells” by R. Rustamov
You ring, bell, be quiet,
Let no one hear you - 2 times.
Ring the bell louder
So that everyone can hear - 2 times.
- We will now guess who the music will tell us about.
Play: “The Bear” by V. Vitlin (children's answer)
- That's right, guys, this music is about a bear. It sounds low and heavy.
(A bear comes out of the tower). Mishka is also a musician - he plays the tambourine.
- What kind of bear? (children answer)
- Bear plays the tambourine hard and slowly.
(The rhythmic pattern of a bear sounds. Children repeat the rhythm.)
Song-game: “The bear is coming, the bear is coming” by B. Makshantsev
Mishka goes, goes,
The bear is clubfooted.
Mishka goes, goes,
Holds a barrel in his paws.
Here it comes, here it comes
The bear is clubfooted.
Here it comes, here it comes
Thick-fisted bear.
Mishka goes, goes,
Walking through the forest.
Mishka goes, goes,
Collects cones.
(Children perform movements in accordance with the lyrics of the song).
- The bear was walking through the forest,
Teddy bear collected pine cones
And a little tired.
Song: “Sleep, my bear” by E. Tilicheeva
Brown Bear doesn’t want to sleep -
What a naughty boy he is.
I'll shake my trample
Bye - bye, bye - bye.
- While Mishka is sleeping, you and I will bake pies for the residents of the tower.
Finger game "Pies"
I bake, bake, bake
A Pie for All Friends:
Pie for a mouse,
For the bunny - babies,
A pie for the frog,
Bear, eat it too, my friend!
Pie for you, fox.
Very tasty game!
- Help yourself, little animals. It's time for us to go back to kindergarten.
(Children “leave” on a steam locomotive from the hall).

"Holiday of kindness, mercy and love"

A joint theatrical performance of teachers, parents and kindergarten children.
Presenter:
Friends, guests and loved ones
We are glad to see you again,
And invite today
On the holiday of kindness,
Spring bright dreams.
/The music is “Waltz of the Flowers” ​​by P.I. Tchaikovsky. Children dressed as butterflies, dragonflies, and doves
perform a musical-rhythmic composition/
Child:
Today is a wonderful day
Spring has come, spring has come!
Nature has awakened!
Mother Earth has woken up!
Song performed: “Sunny Drops”
/Mother Earth comes to the music/
Mother Earth: I am Mother Earth. All the riches of the earth are hidden in me, I hide many secrets within myself. I see and feel everything around me. And now I’m especially happy! The real Spring has come, nature has awakened from sleep.
All living things rejoice in life. Everything around is so beautiful, light, clean, my soul is already rejoicing!
Song performed: “Spring has come”
Presenter: Mother Earth! We, people, see your good deeds every day, at any time of the year you help us, animals, birds, plants, everyone, everyone. You feed us, take care of us, give us your warmth, love, beauty, fill our hearts with kindness and love.
Mother Earth:
While you live, hurry to do good,
Only the path of goodness is the salvation of the soul.
I like helping you. I rejoice when you yourself begin to help those in need, extend a helping hand to loved ones who are in trouble. You understand that real happiness is when you make other people happy. After all, as the proverb says: “Do a good deed and throw it into the sea, it will still come back to you.”
Presenter: Thank you, Mother Earth, for your true love for us.
We will choose the path of good.
We will save all our souls.
Mother Earth: I have a good friend...
Presenter: We know him. This is the Sun!
It happens all around
He hears, sees, knows everything.
Let it tell you about us,
What are we doing now
As we walk the path of goodness,
What we do and how we live! (The Sun appears to the music)
Sun:
Hello, dear Mother Earth!
Mother Earth:
Hello, Sun!
Sun:
I am the Sun, I illuminate everything around!
I give everyone light, I give warmth,
I warm the earth, that makes me happy,
And now, Mother Earth, look, admire
How my rays shine until dawn.
Dance performed: “Doctor Sunshine”
Sun:
Mother Earth, listen to what I tell you:
In kindergarten "Rainbow"
Cozy and bright.
Like in a beehive
Life is bustling, good!
Like bees work and learn everything
Both adults and children in kindergarten.
Mother Earth:
I’m calm and happy for you now
Your good deeds are a reward for me.
Presenter:
We all know the magic words.
They are always needed
For both you and me.
And the children will read poetry to you
About the kindness that we need.
"Good words"
Kind words are not laziness
Repeat to me three times a day.
I'll just go out the gate,
To everyone going to work,
Blacksmith, weaver, doctor,
"WITH Good morning! - I scream.
"Good afternoon!" - I shout after
Everyone going to lunch.
"Good evening!" - that’s how I greet you
Everyone rushing home for tea.
"Sorry"
Dad broke
A precious vase.
Grandma and mom
They immediately frowned
But dad was found:
Looked them in the eyes
Both timidly and quietly
“Sorry,” he said.
And mom is silent
He even smiles:
"We'll buy another one,
There are better ones on sale..."
"Sorry!"
It would seem that what’s wrong with it,
But what a wonderful word...
(Shurale appears to the music)
Shurale:- Ha-ha-ha! Are you enjoying spring? To all living things on earth? Have you organized a holiday of kindness? You will never see him again!
I will tickle everyone, not by sheer force to disturb you! Spiders, friends, help! Lure everyone into the web!
(Shurale whistles, calling his friends, spins with a web in front of the audience, threatening them, but he himself gets entangled in it)
Performed "Dance of the Merry Piglets"
Shurale:
They deceived me, they deceived me, they turned my spiderlings into piglets...
Mother Earth:
Shurale, I won’t let you do evil,
You must be kind.
I have one remedy,
Your heart will immediately melt.
Performing "Dance with Shawls"
(The dance is performed by parents and kindergarten teachers. Shurale is surprised, begins to smile, and at the end of the dance he goes to dance)
Shurale:
So what are you like?
You dance, you sing, you live together and have fun.
I also want to live like this
Have friends, love children.
You know, I understood everything, now I know what it means to be benevolent, it means to wish others well, not to be evil, rude and cruel.
Mother Earth: Yes, Shurale, goodwill manifests itself not only in words, but also in actions, listen to the fairy tale.
(Sounds in the recording “The Tale of the Sparrow”)
Presenter:
What thoughts did this fairy tale evoke in you? (Children's answers).
Do everything you can for people! Avoid words that offend people, try to live your life the way the sparrow lived, so that they can also say about you: “He was a kind and useful person.”
Mother Earth:
Benevolence, politeness, honesty, kindness make people happy. Kindness is manifested not only in words, but also in actions. To be benevolent, and not seem so, you need respect, sensitivity, responsiveness, and mercy.
Presenter:
Wish each other well!
Shurale:
May everyone have a good mood today!
Presenter:
Hearts will be filled with kindness, mercy and love!
Mother Earth:
Be attentive to each other!
(Distributing symbols of kindness)

Finger games in music classes

“I get up early in the morning...”
Teacher:
I get up early in the morning,
I sing my song
And get along well with me
Sing along...
Children: 100 guys! (Raise hands up, fingers spread)
Together:
100 hedgehogs sing (They fold their hands into a “lock”, the thumbs are connected, the rest are straightened - “hedgehog”)
100 snakes sing (They put their palms together, make wave-like movements - “it’s already crawling”, the text is pronounced in a loud whisper)
And the bunnies sing it (Put your palms to your head - “bunny ears”, pronounce the text in a high voice)
And the little foxes sing it (Bend your elbows in front of you - “fox paws”, pronounce the text in a lower voice).
Under the ground there is an old mole
Sings this song (They squint their eyes, hands in front of them - “cat face”)
And there are cubs in the den (Spread their arms to the sides, shift from one foot to the other, pronounce the text in a low voice)
And in the swamp there are little frogs ( Bend your arms at the elbows, spread your arms to the sides, spread your fingers - “frog legs”, pronounce the text in a high voice)
A very important hippopotamus
Sings with pleasure (Put your stomach forward, fold your arms on your stomach - “hippo”, pronounce the text in a low voice)
Even the scary crocodile
I learned this song! (Spread your fingers apart, join your palms, the right hand on top is the “crocodile’s mouth”, pronounce the text in a loud whisper)
The cat purred to us (Bend your elbows in front of you - “cat paws”, pronounce the text in a high voice)
A song while sitting on the window (Put their head on their paws)
Do you hear, (Raise index finger up)
Like under our roof (Raise your arms above your head, connecting the tips of your fingers, elbows to the side - “roof of the house”)
Is this song sung by mice? (Bend your elbows in front of you - “mouse paws”, pronounce the text in a high voice)
We get up early in the morning,
Let's sing a song in chorus.
Teacher:
And what is it sung about?
Children: What a fun life we ​​have! (Spread their arms to the sides)

Decoration performance
The artistic design of a performance, including all elements: scenery, costumes, makeup, is one of the most important components of theatrical action. Parents' participation makes children especially happy.
5. The level of social competence has increased. Children learned to communicate freely with peers and adults, freely ask questions, and feel like full participants in this project.
Preschool teachers also achieved certain results. Implementing one of the main objectives of the annual plan: “Create in the team an environment of creative search for the most effective forms and methods in working with children to educate emotional expressiveness in preschoolers.”
Increasing professional skills and competence permeated the entire educational process.
Conclusion: collective theatrical activities are aimed at a holistic impact on the child’s personality, his emancipation, independent creativity, development of leading mental processes; promotes personal self-expression, creates conditions for socialization, enhancing adaptive abilities, corrects communication skills, helps to realize a sense of satisfaction, joy, and success.

Scientific support of the project
1. Vasilyeva M.V., Gerbova V.V., Komarova T.S. “Program of education and training in kindergarten”
2. Veraksa N.E., Vasilyeva M.V., Komarova T.S. "Program "From birth to school" Theater in the second junior group

Theater for children is a magical land where fantasies become reality, objects come to life, and good always triumphs over evil. All this is a type of game that is an integral part of the life of a preschooler. Theatrical activities have a huge emotional impact on the child, awakening his imagination and activity. Middle preschool age is a wonderful time for developing creative talents. Children of the fifth year of life are happy to try on various roles, imbued with emotions fictional characters, while liberating and comprehending the nature of human relationships.

Methodology and organization of theatrical activities in the middle group of kindergarten

Theatrical activities remain an important component pedagogical process in the middle preschool level. Such classes are most often held as part of the subject “speech development” (for example, once every three to four weeks) or are included in circle work.

Tasks and techniques of theatricalization in preschool educational institutions

Theatrical classes solve many problems, contributing, first of all, to the harmonious development of the child.

Educational objectives:

1. The initial foundations of theatrical culture. The children get acquainted with theatrical terminology, varieties of theatrical art, and learn how to behave correctly while in the theater.
2. Theater game. Preschoolers improve their ability to navigate the stage space, move around the set, build a dialogue with a production partner on a specific topic, and remember the words of the characters in a theatrical sketch.
3. Working on the play. Children develop skills in manipulating imaginary objects. The children learn to embody specific feelings and experiences in the game, to create a certain image through intonation, facial expressions and pantomime.
4. Rhythmoplasty. Preschoolers learn to respond to a musical signal or command, while acting in concert, remembering various poses and conveying them figuratively.
5. Speech culture. Speech breathing is developing in babies, correct articulation, clear diction, develops the ability to change intonation, compose short stories and fairy tales, and find elementary rhymes.

Developmental tasks:

1. Theatrical activities instill in children the skills of public speaking.
2. Children's vocabulary is activated and enriched lexicon, intonation structure is improved, dialogical speech develops.

Educational tasks:

1. The child’s general culture improves and he becomes familiar with spiritual values.
2. Theatrical activities foster in preschoolers independence, artistry, creativity, and the ability to communicate with peers and adults.

When organizing theatrical activities in middle preschool age, the teacher relies on certain techniques:

1. Verbal: reading short fairy tales and stories (which are then transformed into a play script), conversations with kids, addressing your personal experience, reading competition.
2. Visual: joint examination of costumes, scenery for specific performances, viewing theatrical productions in kindergarten (they are organized by teachers or professional actors are invited).
3. Practical: this includes dramatization games, acting out short sketches, drawing episodes from specific fairy tales and stories, making your own decorations, attributes, masks and other costume elements.

Photo gallery: methods of working in a secondary group for teaching theatrical activities

Watching theatrical performances makes children want to act out their own performance. The initial stage is familiarization with the script of the future performance. Preschoolers act out a small performance themselves.

Types of theatrical activities in the secondary preschool level

Theatrical activities in the secondary preschool level can be divided into two key groups: dramatization games (drama theater) and director's games. In the first case, preschoolers themselves become actors performance: dress in costumes, play the roles of characters, conveying their movements and experiences with the help of intonation, facial expressions and pantomime.

A type of dramatic theater is the theater of masks, which also takes place in middle group. The teacher makes hat-masks based on the size of the child’s head. They can be sewn or knitted, or you can use a cardboard image that is fixed around the head with an elastic band.

With the help of costumes, masks or hats, kids transform into fairy-tale characters

During director's play, the child only creates the scene by controlling a toy hero - three-dimensional or flat. In this regard, the following types of theater are distinguished:

1. Desktop. These are manipulations with the most common toys (matryoshka dolls, animal figurines, etc.), while the stage area is children's table. The content of such performances is usually chosen to be extremely simple, there are no intricate movements and actions. The teacher may well come up with a short story himself.
2. Conical. It is a type of tabletop. The characters are made from paper cones.
3. Theater on flannelgraph (or magnetic board). Kids are usually captivated by the process of the game action itself: after all, the pictures do not fall, but seem to be glued to the board, as if by magic. A teacher can easily create many characters for such performances: the image can be drawn or cut out from postcards, magazines, or old books. The picture is glued onto thin cardboard, with flannel glued to the back side. If the sketch is played out on a magnetic board, the teacher uses small, inconspicuously colored magnets to attach the characters.
4. Shadowy. This is great fun for kids who love watching human and animal figures move across a brightly lit screen. The teacher covers a wooden screen frame with thin white fabric, cuts out character figures from loose cardboard and paints them black (and body parts can be movable, for example, the head, arms and legs) using threads or wire. When performing a performance, the figures are pressed tightly against the material, and a light source is located behind them. It is advisable that the audience does not see the puppeteer’s hand: for this purpose, each figure is equipped with additional element, for which it is convenient to hold it.
5. Bibabo (or the Petrushki Theater). It is a set of dolls that are put on your hands like a glove. Such characters are sold in children's stores; if you wish, you can make them yourself. The simplest doll consists of a body-shirt, a head and arms. The head can be borrowed from an old doll, a rubber toy, or made from plasticine, papier-mâché, or a plastic ball, marking the corresponding details. The body-shirt is sewn according to the size of the child’s hand. During the demonstration of the sketch, the head is placed on the index finger, and the hands (or paws of the animal) are placed on the thumb and middle finger. At the same time, the stage of the bibabo theater is a screen on which the scenery is placed. Little puppeteers are behind the screen and control the dolls. Such a theater usually evokes delight and a sea of ​​bright emotions in children.
6. Finger. These are small dolls sewn from material, knitted from yarn or glued from paper. The face is decorated with buttons, beads, beads, threads, etc. Children put toys on their fingers and use a screen to show the performance.
7. Mitten Theater. It is based on the use of unnecessary children's mittens, to which eyes, ears, mouth, hair and other details are sewn. Alternatively, the mitten can be cut out of paper and then glued. Children love to make such dolls, coloring them with pencils, gouache, felt-tip pens, and decorating them with applique. Such mittens, by the way, can include part of the scenery, for example, grass or trees.

Photo gallery: types of puppet theater in the middle group

The characters of the bibabo theater are put on the hands like a glove. An ordinary mitten can be transformed into a fairy-tale character. In the cone theater, the characters are paper cones. For tabletop theater the stage area is an ordinary table. Small dolls are put on the fingers and played out with the help of a screen. game action To create a shadow theater you need black figures and a white screen. Flat characters are attached to a flannelgraph

Performances staged by children turn out to be brighter and more interesting if they are accompanied by musical accompaniment. The music director can play along with the children on the piano, or the teacher selects suitable audio recordings. Thus, theatrical activities in preschool educational institutions are closely related to musical ones.

Theatrical corner in the group room

In the developing environment of the middle group, there must certainly be a theatrical corner, where a variety of types of theater, scenery and costumes, caps and masks and various theatrical props (tickets, box office, posters, etc.) are presented. With the help of all these paraphernalia, in their free time, kids can develop their acting abilities by performing small performances, imagining themselves as various characters.

In the theatrical corner, children can act out performances on their own using various dolls, scenery, and costumes.

Conducting theatrical classes in the middle group

In order for the work on developing children’s creative abilities through theatrical activities to be effective, it is necessary to conduct it systematically and systematically, taking into account age, psychological and individual characteristics kids.

Individual approach in class

In theatrical activities, an individual approach is of particular importance. The teacher must create such conditions so that every preschooler has the opportunity to reveal his or her abilities. For these purposes, the following techniques are used:

1. Choosing a role at will (according to the child’s character).
2. Assigning timid and shy kids to key roles (this will allow them to overcome their fears, become more self-confident and increase self-esteem).
3. Playing dialogues in pairs.
4. If a child has problems with speech (many children of the fifth year of life still speak poorly, especially boys), then you need to choose a role for him, where the main effect is based on facial expressions and pantomime.
5. If a preschooler remembers a large amount of text well, then you need to give him roles with a large number of words.
6. Some children need to be given time to manipulate the toy before performing the play (the baby may want to talk to it).

Some children need to be given special attention during theater classes.

Motivating start to theatrical activities

Theatrical activity in the middle group is in itself a very exciting activity for children, especially if the teacher comes up with an intriguing motivation for it.

For example, a teacher shows the kids a beautiful chest - she found it on the way to kindergarten. There are fairy tale characters there (it could be “Teremok” or “Kolobok”, “Ryaba the Hen” or “Zayushkina’s Hut”, etc.). In order for the chest to open, children must solve riddles.

The beautiful chest contains fairy tale characters

Another option for starting a lesson is for the teacher to hold a ball of thread in his hands. It is not simple, but magical, it can lead you into a fairy tale. The ball rolls and leads the children to the toy Luntik. He tells the children that they really found themselves in a fairy tale, where animals and birds talk, and good always defeats evil.

Favorite cartoon character Luntik invites kids to a fairy tale

To interest children in theatrical activities, the teacher can dress up as a storyteller grandmother (Malanya or Arina) and invite the children to play with her. At the same time, it’s good to stylize the group room a little like a Russian hut - put a stove, painted wooden dishes, etc.

The teacher dresses up as a grandmother-storyteller

Another option for a motivating start to an activity that will certainly inspire children is an offer to turn into actors. Preschoolers love to transform into representatives of one profession or another. And being an actor is very interesting, because you can feel like anyone: a beautiful princess, a little puppy, a cowardly bunny.

The performance can be preceded by a short conversation about the theater. The guys remember whether they have theaters in their city, which ones (drama, puppet theaters), what the names of the people who work there are called. Thus, the activity takes on a patriotic orientation - the kids expand their knowledge about their hometown.

Options for topics for classes in the middle group

The very first classes in theatricalization should be of an introductory nature (“What is theater”, “The World of Theatre”, “Journey to the Theatre”, etc.). The teacher introduces the children to the theater, explains its internal structure, and shows photographs. beautiful buildings. Preschoolers learn that there are drama and puppet theaters and become familiar with the profession of an actor.

The children learn that all the theater buildings are very beautiful and majestic

In subsequent lessons, children act out short scenes in which they learn to express certain emotions through intonation, facial expressions and gestures (for example, “Change your voice”, “Guess who I’ll show”, “Facial sketches at the mirror”), read poems expressively (for example, “What I can do” by B. Zakhoder).

The topics of the main block of classes on theatrical performance in the middle group are related to Russian folk and literary fairy tales. The teacher performs performances with the children the following works: “Kolobok”, “Teremok”, “Chicken Ryaba”, “Zayushkina’s hut”, “Three Bears”, “Kolobok - a prickly side” by V. Bianchi, “Who said “Meow”, “Under the mushroom” by V. Suteev, “ My phone rang" by K. Chukovsky.

Based on the fairy tale “Under the Mushroom” by V. Suteev, you can stage both puppet and dramatic performances

Also, classes can have a patriotic orientation (“Theatres in my city”) or teach preschoolers politeness (various scenes from life are played out, where the children must use polite words).

Children of the fifth year of life can also practice the profession of screenwriter and director: come up with their own scenes from the life of toys (for example, “Where the toys live,” “The toys came to visit the doll Katya,” etc.).

Table: fragments of lesson notes on theatrical activities in the middle group

Table: fairy tale script for dramatization

Theater project

Theatricalization provides great material for project activities in the middle group. These can be short-term or long-term projects. The duration of short-term - from one day to two weeks, long-term - from two weeks to six months and even a year.

An example of a long-term project is “Theater near us” by Educator I. G. Gimaeva. It involves children, teaching staff and parents. At the same time, parents are involved in the creation of fairy tale characters, the exhibition of drawings “We are from a fairy tale,” and the organization of a photo exhibition “To the puppet theater with the whole family.”

Problem to be solved during the project: inability to convey the emotional character of the characters, insufficient vocabulary, difficulties in coherent speech.

Developed by the teacher detailed plan project, including scripts open events, the expected results of the activity are thought out. During preparatory stage The teacher creates various types of theater in the group (parents and preschoolers themselves are involved in this process), reads fairy tales and short stories to preschoolers - future scripts for performances.

Table: fairy tales for theatrical performances used in the project

During the implementation of the project, theatrical activities are closely intertwined with artistic creativity (children are offered coloring books on the theme of fairy tales, drawing of their favorite characters), physical education (physical education minutes on fairy tale themes).

Analysis and diagnostics of theatrical activities in the middle group

All classes on theatrical activities in the middle group are structured according to a similar scheme. First, the teacher immerses preschoolers in the topic and creates the necessary emotional mood. Then a specific sketch or performance is played out, where the kids demonstrate their creative abilities.

An obligatory stage of each lesson is an emotional conclusion. The teacher, together with the children, analyzes theatrical activities. The teacher gives preschoolers the opportunity to express their opinions and note what each of them liked most about the lesson. The guys remember what fairy tale they acted out, which tasks were easy and which seemed difficult. Thus, during the analysis, the teacher notes points that need to be worked on in the future, including in individual activities.

Theatrical activities in the middle group include diagnostics, which are carried out twice a year (usually October and May). The teacher identifies the skills and abilities that children should acquire by the end of the school year, notes how much each child possesses them at the beginning of school (October), and then at the end of the year (May). Based on the data obtained, the teacher draws conclusions about the success of training.

To assess the level child development a three-point scale is used: good, satisfactory, unsatisfactory (some use a five-point system). Characteristics high level development for diagnostics:

1. Through intonation, facial expressions and gestures, he conveys the character and characteristics of the hero of the work.
2. He knows how to transform into a character and improvise during the game.
3. Pronounces the character's words clearly.
4. He is familiar with different types of theater, owns toys, finger puppets, bibabo dolls, etc.
5. Willingly participates in children's performances at preschool educational institutions.

Related videos

Video recordings of children's performances are a very interesting sight for teachers, preschoolers and their parents.

Video: dramatization of the fairy tale “Turnip” in the middle group

https://youtube.com/watch?v=K0AT3JgGreE Video can’t be loaded: Theater activities part 2 (https://youtube.com/watch?v=K0AT3JgGreE)

Video: theatrical activity in the middle group “Ryaba Hen”

https://youtube.com/watch?v=TqT1QxAx0PM Video can’t be loaded: Theatrical activities. Fairy tale “Ryaba Hen” (https://youtube.com/watch?v=TqT1QxAx0PM)

Video: theatrical event with the participation of children and parents (middle group) “Cat House”

https://youtube.com/watch?v=XWa5Ta688Uo Video can’t be loaded: “CAT’S HOUSE” Theatrical event of parents for children of the middle group on fire safety (https://youtube.com/watch?v=XWa5Ta688Uo)

Theatrical activities are close and accessible to children. After all, it is inherent in their very nature: any invention and impression from environment the baby strives to transform into a living image. Pupils from the middle group enjoy participating in performances, love to dress in bright costumes, control puppets, and speak on their behalf. Such actions help the all-round development of the child; they help the overly active and emotional one to become more collected and purposeful, and the timid one, on the contrary, overcome shyness and self-doubt.