Theatrical activity is the most important factor in the development of a preschooler’s personality

Theatrical activity is the most important factor in the development of a preschooler’s personality

 One of the most popular and exciting areas in preschool education is theatrical activities. From the point of view of pedagogical attractiveness, we can talk about the versatility, playful nature and social orientation of the theater. Of all types of games, theatrical play has a special impact on the development of the ability to recognize a person’s emotional state by facial expressions, gestures, intonation, the ability to put oneself in the place of another in various situations and find adequate ways to assist. Theatrical activity is an inexhaustible source of development of feelings, experiences and emotional discoveries, a way of becoming familiar with spiritual wealth. As a result, the child learns about the world with his mind and heart, expressing his attitude towards good and evil; learns the joy associated with overcoming communication difficulties and self-doubt.

In pedagogical research, theatrical activities are considered as a condition for the aesthetic education of a child, his artistic abilities, and creativity. An analysis of the literature made it possible to highlight the peculiarities of the perception of theatrical action by preschool children, open contact and exchange of feelings with the characters, the need for individual self-expression, and the child’s desire to reproduce the favorite character. The main problem is related to the development of scripts for children's theaters in a preschool institution and the development of image creation skills. The humanistic idea of ​​education draws the attention of teachers and practitioners to the development of personal values, to the child’s self-expression of his image and type of behavior in the space of peers and adults. Theatrical activity is the optimal condition for solving problems related to the development in a child of the values ​​of compassion, mercy, philanthropy and the ways of their manifestation, thereby forming the experience of life, creating a holistic picture of the world.

It is theatrical activities that make it possible to solve many pedagogical problems relating to a holistic picture of the world, including the formation of the expressiveness of a child’s speech, intellectual and artistic-aesthetic education. When participating in theatrical games, children form ideas about events in the lives of people, animals, and plants, which gives them the opportunity to gain a deeper understanding of the world around them. At the same time, theatrical play instills in the child a sustainable interest in his native culture, literature, and theater. The educational value of theatrical games is also enormous. Children develop a respectful attitude towards each other. They learn the joy associated with overcoming communication difficulties and self-doubt. Thus, from the above we can conclude about the importance of theatrical art in the development of the personality of a preschool child; it allows solving problems related to intellectual, artistic, aesthetic, moral education, and socialization of the individual.

The types and content of theater classes include: 1) general developmental games that develop attention, observation, courage, resourcefulness, and readiness for creativity; 2) rhythmoplastic exercises, which involve the development of motor ability and plastic improvisation; 3) psycho-gymnastic studies aimed at the formation of the cognitive and social-personal sphere; 4) special theatrical games that prepare children for action in stage conditions, where everything is fiction, develop imagination and fantasy; 5) tasks on the culture and technique of speech, improving breathing, diction, intonation and other means of expressive speech; 6) conversations and quizzes about theatrical art; 6) sketches and games for controlling theatrical puppets, developing hand muscles, endurance, and patience.

Through the means of the art of theater, it promotes familiarization with its expressive language, which lays the foundation for the formation of skills of perception, understanding and interpretation of actions that form the moral foundations, ideas, and actions of a person; developing skills of mutual communication and teamwork. In accordance with this approach, the program ensures the development of the personality, motivation and abilities of children in various types of activities in the following areas of development: social-communicative, cognitive, speech, artistic-aesthetic and physical.

At the same time, it is necessary to highlight a number of contradictions that exist in the practice of work of a preschool educational institution in connection with the formation of a holistic picture of the world in children of senior preschool age:

– between teachers’ understanding of the need to solve the actual problem of the developed content of a holistic picture of the world and the lack of systematic and consistent work, which is often situational and pedagogically inappropriate;

– between the use by teachers of traditional types of theatrical activities in the formation of a holistic picture of the world among pupils and ineffective organization, which does not take into account the modern characteristics and interests of older preschoolers, their desire for independence and initiative, children's activity, its satisfaction in theatrical games, as well as developmental potential and the possibilities of the theatrical activity itself;

– between the growing interest of modern preschoolers in integrative activities, in particular, theatrical activities, and its non-systematic use in the pedagogical process, the unpreparedness of teachers and parents for its implementation.

The indicated contradictions and the need to resolve them determine the relevance of the scientific problem, the search for new pedagogical solutions in the aspect of forming a holistic picture of the world of older preschoolers in theatrical activities.

Domestic teachers and psychologists consider theatrical activity as a specific type of artistic and creative activity that is of great importance for the versatile development of preschool children (L. V. Artyomova, L. S. Vygotsky, N. S. Karpinskaya, D. B. Mendzheritskaya, B. M. Teplov, L. G. Strelkova). L. S. Vygotsky defined theatrical activity as the most common type of children's creativity, since the dramatic form of reflecting life impressions is organically inherent in children's nature and finds its expression spontaneously, regardless of the wishes of adults. It includes various symbolic-modeling activities and is built on the organic unity of play, speech, drawing (M. A. Vasilyeva, L. A. Wenger, O. M. Dyachenko, A. A. Leontyev, S. I. Merzlyakova, L. G. Milanovich, N. F. Sorokina, E. L. Trusova).

The specificity of theatrical activity is that it allows you to implement the principles of natural conformity and cultural conformity of education (M. I. Nikitina) through the formation of an “image of the world” (A. N. Leontiev), the development of spatio-temporal orientation, familiarity with the laws of nature - cyclicity, interrelation and interdependence of objects and phenomena of the surrounding reality. At the same time, in the process of theatrical activity, the ability to distinguish the world of ideas, imagination from reality, the real world is formed (L. A. Wenger, O. M. Dyachenko, E. E. Kravtsova, S. N. Nikolaeva, etc.).

In the process of theatrical activities, various communication situations are modeled, coherent speech develops, which is a necessary condition for the child’s adaptation in society (M. A. Vasilyeva, O. L. Knyazeva, R. B. Sterkina, S. A. Kozlova, etc.). Children develop volition, special sensitivity and attention to the actions of people in life, the ability to see and understand the meaning of the simplest human actions, his feelings, relationships with people, nature (A.B. Zaporozhets, L.G. Strelkova, E.L. Trusova, D. B. Elkonin and others). In addition, research emphasizes the universal nature of theatrical activities, since they contribute to the formation of various sign systems, the development of cognitive, motor and emotional spheres, as well as the socialization of children (S. I. Merzlyakova, L. G. Milanovich, N. F. Sorokina and etc.).

In preschool pedagogy, the work of scientists O. V. Akulova, L. V. Artemova, T. N. Karamanenko, S. G. Mashevskaya, T. G. Pen, A. A. Petrova, E. R. was devoted to the problem of theatrical activities. Ragul, B.P. Yusova, etc. Analysis of the works of these authors made it possible to determine the directions that have developed in the study of this issue. L.V. Artemova suggests using theatrical games as a strong pedagogical tool that has a great influence on the child’s personality. S. G. Mashevskaya considers the structure of theatrical activity, which includes three links - writing, performance and perception. This makes it possible to make wider use of children’s creative capabilities, determining their “acting”, “directing” and “spectating” potential. A. A. Petrova highlights two aspects of the closeness of the dramatic form for the child, firstly, the dramatic form of “living out the impressions of life” lies deep in the nature of the child and finds its expression spontaneously. Children's fantasies and images do not remain in the realm of dreams, as with adults. The child wants to translate all his imagination and impressions into living images and actions. Secondly, there is a connection between any dramatization and play. B.P. Yusov sees the development of a child through the means of theater, that is, the child becomes involved in productive creative activity.

Literature:

1. Vygotsky L. S. Game and its role in the psychological development of a child / L. S. Vygotsky // Developmental Psychology. - St. Petersburg, 2001. - pp. 56–79.
2. Doronova T. N. We play in the theater. Theatrical activities of children / T. N. Doronova. - M.: Education, 2004. - 127 p.
3. Komarova T. S. Development of artistic abilities of preschoolers / T. S. Komarova. - M.: Mozaika-Sintez, 2013. - 160 p.
4. Komarova T. S. School of aesthetic education / T. S. Komarova. - M.: Kingfisher, 2006. - 416 p.

Features of organizing theatrical activities with children of senior preschool age

Elena Belyaeva

Features of organizing theatrical activities with children of senior preschool age

Theatrical activity is a source of development of feelings, deep experiences and discoveries of the child, introduces him to spiritual values, being a concrete, visible result; develops the child’s emotional sphere, makes him sympathize with the characters and empathize with the events being played out. “In the process of this empathy, as noted by psychologist and teacher, academician B. M. Teplov (1896-1965), certain relationships and moral assessments are created that have an incomparably greater coercive force than assessments simply communicated and assimilated” [3, 2].

The greatest value of children's theatrical activities lies in the fact that dramatization is directly related to the game (L. S. Vygotsky, N. Ya. Mikhailenko, therefore it is the most syncretic, that is, it contains elements of the most diverse types of creativity. Children themselves compose and improvise roles , dramatize some ready-made literary material.

Theatrical activities in kindergarten are a good opportunity to reveal the creative potential of a child and cultivate the creative orientation of the individual [4, 4].

Thus, theatrical activity is a generalized concept that includes different types of theatrical games , which are organized together with adults, or independently by children , containing elements of a wide variety of types of creativity.

In this activity, actions are not given in a ready-made form, since the literary work only suggests them, but reconstruction occurs with the help of movements, gestures, and facial expressions. The child chooses his own means of expression, adopting them from his elders .

Theatrical activities are a unique means of developing children’s artistic and creative abilities . Solving problems aimed at developing these abilities requires the definition of a different technology, the use of theatrical techniques and their combinations in a holistic pedagogical process.

Therefore, with proper organization and use of a number of conditions, this activity allows you to reveal the creative potential of the child, educate a creative personality, and develop his creative abilities :

- the ability to notice interesting ideas in the world around you;

— the ability to embody them, create your own artistic image of the character;

— development of creative imagination, associative thinking;

— the ability to see unusual moments in the ordinary [4, 4].

Consequently, such activities in kindergarten involve not only familiarization with different types of theaters and attending theatrical performances , but also the direct participation of children in this activity , which makes it possible to discover and further develop their creative potential.

An analysis of psychological and pedagogical research has shown that the development of creativity largely depends on the organization of the subject-development environment in a preschool educational institution, which is one of the main means of developing a child’s personality, the source of his individual knowledge and social experience. Therefore, it should not only ensure joint theatrical activities for children , but also be the basis for the independent creativity of each child, a unique form of self-education.

Thus, when creating a subject-spatial environment that provides theatrical activity it is necessary to take into account:

1) individual socio-psychological characteristics of the child : there is a theater area or a fairy tale corner, a “quiet corner” where the child can be alone, as well as a place to store his personal property;

2) features of his emotional and personal development;

3) interests, inclinations, preferences and needs, that is, there should be different types of puppet theater (finger, bi-ba-bo, puppet, children's drawings, etc. In addition, it is necessary to periodically update material focused on the interests of different children, which creates conditions for personalized communication between educators and each child;

4) curiosity, research interest and creative abilities presuppose the presence of a variety of natural and waste materials, fabrics, and costumes for dressing up;

5) age and gender-role characteristics , that is, the placement of equipment and materials that meet the interests of both boys and girls [1, 6].

Therefore, the theatrical and gaming environment in the group contains:

1. Different types of theaters : “bibabo”

, tabletop, shadow, finger,
theater on flannelgraph , puppet.
2. Props for acting out skits and performances: a set of dolls, screens for a puppet theater , costumes, costume elements, masks, game props.

3. Availability of attributes for various playing positions:

a) "actor"

: costumes, masks, dolls,
theatrical props , makeup, costume elements;
b) "director"

: scenery, various materials for making
theatrical attributes , director's chair, scripts, algorithms for their compilation, books, samples of musical works (cassettes with recorded music)
;

c) "spectator"

: seats for spectators, posters, programs,
theater box office theater tickets , binoculars, “money”
, wardrobe numbers, props for the buffet

d) “designer”

: various types of paper, fabrics, paints, felt-tip pens, glue, pencils, threads, buttons, boxes, tin cans, handy materials, natural materials [4, 109-110].

Analysis of the literature allowed us to identify the following forms of organizing theatrical activities :

— theatrical performance;

— theatrical games-performances;

- theatrical games in everyday life;

- theatrical play at holidays and entertainment;

— mini-games during music lessons;

- mini-games in other classes;

- joint activities of adults and children ;

- independent theatrical and artistic activities ;

— doll museum;

- visiting the theater for children together with their parents[4].

I. G. Vechkanova understands theatrical play as an activity in which the adoption of an image is materialized (by dressing up or a doll)

and is expressed by various symbolic means
(facial expressions and pantomime, graphics, speech, singing, etc.)
[4, 52].

Unlike theatrical play , theatrical play is collective , as it is created through the efforts of all participants and is created anew each time in the presence and support of the audience [5].

on the classification of games included in theatrical activities . In the classification of L. S. Furmina, objective and non-objective games are distinguished. E. L. Trusova differentiates theatrical games according to design , according to the literary text, according to the proposed adult circumstances.

In a number of studies, theatrical games are classified by means of depiction depending on the leading methods of emotional expressiveness of the plot (L. V. Artemova, E. L. Trusova)

.
Theatrical play by L.
V. Artemova divides them into two groups: dramatizations and directorial ones. In dramatization games, the child artist independently creates an image using a set of expressive means (intonation, facial expressions, pantomime, performs his own actions in playing the role, performs any plot, the script of which exists in advance, but at the same time, the child can improvise the text or action. Dramatization games can be performed without spectators or have the character of a concert performance.If they are played in the usual theatrical form (stage, curtain, scenery, costumes, etc., or in the form of a mass plot spectacle, they are called theatricalizations .

The dramatization game is considered within the framework of theatrical games as included, along with the director's game, in the structure of the plot-role-playing game. However, director's play, including such components as an imaginary situation, distribution of roles between toys, modeling of real social relationships in a playful form, is an ontogenetically earlier type of game than plot-role play, since its organization does not require a high level of play generalization, necessary for a role-playing game (S. A. Kozlova, E. E. Kravtsova)

[ 4, 54-56].

Theatrical play ( especially dramatization play )

characterizes the shift of emphasis from the process of the game to its result, which is interesting not only to the participants, but also to the audience.
It can be considered as a type of artistic activity , which means that it is advisable to develop theatrical activity in the context of artistic activity .
Types of dramatization:

— games that imitate images of animals, people, and literary characters;

— role-playing dialogues based on text;

- staging of works; staging performances based on one or more works;

— improvisation games with the plot being played out without prior preparation. Improvisation is acting out a plot without prior preparation. In traditional pedagogy, dramatization games are classified as creative games, included in the structure of plot-role-playing games.

L. V. Artemova identifies several types of dramatization games for preschoolers :

- with fingers, when the child puts the attributes on his fingers and “plays”

for the character whose image is on the hand, acting as the plot unfolds with one or more fingers, pronouncing the text;

- with bibabo dolls, where in games bibabo dolls are put on the fingers of the hand, acting on a screen behind which the driver stands.

Thus, dramatization games can be divided according to the attributes that the child uses and based on the methods and techniques of their organization .

In director's play, the child is not an actor, since he acts as a toy character, he himself acts as a screenwriter and director, controls the toys or their deputies.

An important feature of these games is the transfer of functions from one object of reality to another. Their similarity with directing is that the child comes up with the mise-en-scène, that is, organizes the space , plays all the roles himself, or simply accompanies the game with an “announcer”

text.

In such games, the child director acquires the ability “ see the whole before the parts ”

, which, according to the concept of V.V. Davydov, is the main
feature of imagination as a new formation of preschool age .
Directing games can be group games: everyone leads the toys in a common plot or acts as the director of an impromptu concert or play. At the same time, experience of communication, coordination of plans and plot actions is accumulated.

L. V. Artemova offers a classification of director's games in accordance with the variety of theaters (tabletop, flat, bibabo, finger, puppets, shadow, flannelgraph, etc.).

Tabletop toy theater , where they stand stably on the table and do not interfere with movement.

Tabletop theater of pictures depicting characters and scenery. The state of the character, his mood is conveyed by the intonation of the player. Characters appear as the action progresses, which creates an element of surprise and arouses the interest of children.

The stand-book represents a sequence of events depicted using alternating illustrations.

Flannelgraph, where pictures or characters are displayed on a screen covered with flannel.

Shadow theater , which requires a screen of translucent paper, black flat characters and a bright light source behind them, causing the characters to cast shadows on the screen. The image can also be obtained using your fingers. The show is accompanied by appropriate sound.

In older preschool age, characteristics of each child’s play creativity clearly manifest themselves (O. Solntseva)

.

Children are “writers”

creative manifestations are associated primarily with the creation of game plots, with the implementation of the game in speech and imagination. They start to fantasize early.

Children "performers"

show game creativity in the implementation of plans when creating images of game characters, using facial expressions, gestures, speech intonation, commentary and evaluative speech.

Children - "directors"

manifest themselves to the maximum in gaming
organizational communication , acting as mediators in resolving controversial situations and conflicts, “conducting”
the plans of the players,
contributing to their coordination .
Thus, we will reveal the features of organizing theatrical activities in kindergarten in older age groups .

Children's creativity in theatrical and play activities is manifested in three directions:

1) Productive creativity (composing your own stories or creative interpretation of a given story).

2) Performing creativity: speech, motor.

3) Design creativity (scenery, costumes, etc., which can be combined [4, 69].

To demonstrate the independence and creativity of preschool children in theatrical games, the following conditions are necessary (O. Solntseva)

:

— the content of games should correspond to the interests and capabilities of children;

— pedagogical support must be built taking into account the gradual increase in independence and creativity of the child;

— the theatrical and play environment should be dynamically changing, and children take part in its creation [4, 69].

Thus, the organization of theatrical activities in kindergarten should take into account the following principles: gradualism, dynamic environment, taking into account the interests and capabilities of children.

Senior preschool age is the heyday of directing play, which becomes a full-fledged joint activity , therefore, when organizing theatrical activities, the teacher :

— constructs an environment based on multifunctional play material (a map-layout of the play space, which helps the child to invent and act out events, imagine a plot situation before it is played out, and then concretize it during the director’s play, filling it with play events. The similarity of the structure of the play and fairy tale plot makes it possible to use a literary fairy tale as a basis for the development of plot composition [4, 69-70].

Children of this age are characterized by a transition from playing based on one literary text to a contamination game, including free plot construction, where the literary basis is interpreted or combined from several works; transition to games that convey traits through expressive means; transition to games representing a complex of positions: “artist”, “director”, “costume designer”, “designer”.

For older preschoolers :

— the viewer’s position as an intelligent adviser is improved;

— the position of “artist” deepens ( the ability to express one’s attitude to the idea of ​​the performance, to the hero, to use means of non-verbal, intonation and linguistic expressiveness for self-expression);

- the position of “director” is being established (the ability to organize others , realize one’s ideas, mastering the skills of a costume designer (designate the place of the “stage”, “auditorium”, creatively use substitute objects, show independence in the manufacture of attributes, costume elements, plan the game based on positive interaction.

What is new for this age is the introduction of children to theatrical art ; the theatrical gaming is deepened through the development of different types of dramatization games, director's games that promote the development of independence and creativity; texts for productions become more complex. The basis of theatrical activity becomes a fantasy game, where the real literary and fantasy plans complement each other.

Thus, in older preschool age :

— we construct an environment based on game material, which helps the child imagine an imaginary situation, and then flesh it out in the process of directing the game;

- characterized by a transition from a game based on one literary text to a contamination game, including free plot construction;

- children are able to use means of non-verbal, intonation and linguistic expressiveness to express themselves;

- know how to organize others and realize their plans;

- can creatively use substitute items, show independence in the manufacture of attributes and costume elements, and plan a game based on positive interaction;

theatrical gaming deepens through the development of different types of dramatization games, director’s games that promote the development of independence and creativity; texts for productions become more complex. The basis of theatrical activity becomes a fantasy game, where the real literary and fantasy plans complement each other.

In the preparatory group, given the insufficient level of development of theatrical skills of preschoolers , it is recommended to use exercises to activate the imagination and creativity of children, aimed at developing the ability to play a role, ensuring a gradual complication of tasks. There are three types of such exercises:

1) To develop attention and imagination.

2) To understand and express emotional states using intonation, expressing mood using facial expressions, understanding external emotional states through postures, using gestures and pantomimes.

3) To develop the skills to psychologically tune in to perform an action, switch, the ability to change facial expressions and movements in accordance with the emotional state.

Joint activities are closely related to specially organized educational activities , the forms of organization of which can be different. V. Kutsakova and S.I. Merzlyakova offer the following types of activities : classes (frontal, subgroup and individual, holidays, entertainment, performances, theatrical performances . The main form is classes [4, 45].

By type of activity they are divided into:

- typical, including theatrical play , rhythm plasticity, artistic speech, theatrical alphabet (elementary knowledge about theatrical art )

;

— dominant — one of the specified types of activity ;

- thematic, in which all named activities are united by one topic, for example: “What is good and what is bad?”

,
“About dogs and cats”,
etc.;

- complex, where a synthesis of arts is used, an idea is given about the specifics of types of art ( theater , choreography, poetry, music, painting, about modern technical means (audio, video materials, all types of artistic activity , similarities and differences in works, means are found the expressiveness of each type of art, conveying the image in its own way;

- integrated, where the core activity is not only artistic, but also any other activity ;

- rehearsal rooms where “run-through”

the performance being prepared for staging or its individual fragments[10, 46].

During classes, the teacher needs to be attentive to the children’s answers, immediately move on to actions with the character if the children do not answer, provide children with time for independent actions and conversations with the character, use techniques that make children happy, pay attention to why it turned out similar .

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

:

1. Content and variety of topics.

2. Consistency and systematic use of theatrical games in all forms of the pedagogical process.

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

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

M. V. Ermolaeva offers psychological practical recommendations for organizing children's theatrical activities , which are as follows:

1. The need to develop creative abilities in theatrical activities , since this is:

– contributes to the formation of all aspects of the child’s personality;

— with the development of imagination, the interests and personal experience of the child are enriched;

— through the stimulation of emotions, a consciousness of moral norms is formed.

2. The development of the child’s emotional sphere, his feelings, and the perception of created images is actively influenced by imagination.

3. The systematic practice of theatrical activities contributes to :

— development of the ability to actively use various types of sign-symbolic functions;

- the ability to create images and effective imagination mechanisms that influence the development of creative imagination.

4. Use theatrical games of various functional orientations, including educational and educational tasks, acting as a means of developing the child’s mental processes, feelings, moral concepts, and knowledge of the world around him.

5. Organize theatrical activities, taking into account the age and individual characteristics of children , to develop courage and confidence in the indecisive, and in the impulsive, the ability to take into account the opinion of the team.

6. Various content of theatrical games , which carries information about the surrounding reality, with a special selection of works of art that serve as the basis for the plots.

To properly organize theater classes with preschoolers, it is recommended to take into account the principles proposed by E. G. Churilova.

1. Content of classes, including a variety of topics and methods of work.

2. Systematic implementation of theatrical games and their introduction into all forms of organization of the pedagogical process, that is, the need for them as didactic and role-playing.

3. At all stages of preparation and conduct of games, promote maximum activity of children.

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

5. Preparedness and interest of educators. All games and exercises in the lesson are selected in such a way that they successfully combine movements, speech, facial expressions, pantomime in various variations [3; 2, 44].

To organize theatrical activities in the preparatory group, it is important to provide children with the opportunity for greater freedom of action. fantasies when simulating movements. For this purpose, the following are effective:

1) exercises using pictograms;

2) role-playing dialogues based on illustrations using verbal means of expression, puppet shows, and cartoons.

Thus, the organization of theatrical activities in kindergarten has the following features :

1) assumes the preparedness and interest of educators;

2) aimed at creating conditions for the child’s development that open up opportunities for his positive socialization, his personal development, the development of initiative and creative abilities based on cooperation with adults and peers;

3) carried out taking into account a systematic and gradual approach included in all forms of organization ;

4) meets the use of a variety of topics, certain methods of work for older , taking into account individual characteristics and their age-related capabilities , respect for the child’s personality, giving everyone the opportunity to try themselves in one or another role;

5) has content that is aimed at solving educational and educational problems, at developing certain groups of skills and actions, using methods and directions of supporting children's initiative;

6) determines the maximum activity of children at all stages of preparation;

7) involves the creation of a subject-developing theatrical environment , which should be content-rich (taking into account the age of children ), transformable, multifunctional, variable, accessible and safe.

BIBLIOGRAPHY

1. Zhatsel, A. Imagination / A. Zhatsel. – M.: Fair – Press, 2006. – 140

2. Evgeny Pavlovich Ilyin. Psychology of creativity, creativity, giftedness. The text is provided by the copyright holder https://www.litres.ru Psychology of creativity, creativity, giftedness.: St. Petersburg; St. Petersburg ; 2009

3. Makhaneva M.D. Theatrical classes in kindergarten: A manual for preschool workers . institutions. - M.: Sphere shopping center, 2001. - p. 9-16, 76-121

4. Migunova E. V. Organization of theatrical activities in kindergarten : Textbook. method. allowance ; NovSU named after Yaroslav the Wise. – Veliky Novgorod, 2006. – 126 p.

5. Churilova E. G. Methodology for organizing theatrical activities for preschoolers and junior schoolchildren: Program and repertoire. — M.: Humanite. ed. Vlados center, 2001. - 160 p.

Development of children in theatrical activities.

Consultation for parents

"Children's development in theatrical activities"

Goals:

1) to contribute to improving the pedagogical culture of parents, replenishing their knowledge of the child’s theatrical activities in the family and kindergarten;

2) involve parents in theatrical art and theatrical activities;

3) development of creative abilities of parents;

4) involvement of the parent team in the life of the group.

Tasks:

-contribute to the formation of aesthetic taste;

-involve parents in the theatrical and cultural life of preschool educational institutions;

- create conditions for organizing joint theatrical activities of children and adults, aimed at bringing children, parents and adults closer together;

- implement a comprehensive approach to the mental and physical development of children through the interaction of parents;

Theatrical art is close and understandable to children, because the basis of theater is play. Theater has enormous power to influence a child’s emotional world.

From the first days of a child’s life, parents take the main role in theatrical activities, telling and showing various fairy tales and nursery rhymes. But, already from the age of 3-4, children, imitating adults, independently act out episodes from the fairy tales they like

The educational possibilities of theatrical activities are wide. By participating in it, children get acquainted with the world around them in all its diversity through images, colors, sounds, and the teacher’s skillfully posed questions force them to think, analyze, draw conclusions and generalizations.

Theatrical activities are a source of development of the child’s feelings and introduce him to spiritual values. But it is no less important that theatrical activities develop the emotional sphere of the child, make him sympathize with the characters and empathize with the events being played out. Thus, theatrical activity is the most important means of developing in children the ability to recognize a person’s emotional state by facial expressions, intonation, gestures, and the ability to put oneself in his place in various situations.

It is very important that the child opens up, is not shy and is able to show with his still small emotional sphere what he is capable of. He is also a “big and formidable bear”, he is also a small “bell flower” that can only ring, warning of danger. Getting into a role is a lot of work. It is important that the child feels his portrayed hero with his soul, and in this, of course, the teacher, and certainly the parents, should help him. After all, first of all, the baby opens up to his beloved mother. Therefore, close cooperation with parents will help raise a kind, open person who can understand where good is and where evil is.

Theater and parents.

The development of theatrical activities in preschool educational institutions and the accumulation of emotional and sensory experience in children is a long-term work that requires the participation of parents. It is important for parents to take part in theme nights in which parents and children are equal participants. Parents can play roles, take part in the production of scenery, costumes, etc. In any case, the joint work of teachers and parents contributes to the intellectual, emotional and aesthetic development of children.

The participation of parents in joint activities with their children evokes a lot of emotions in them, heightens the sense of pride for the parents who participate in theatrical performances.

Home theater

is a collection of theatrical games and various types of theater.

Let's look at what kind of dolls there are and how to play with them.

Finger Theater.

Finger play

– the first step is to familiarize yourself with the gaming conventions. This is the first theater that does not require a lot of time and money to produce attributes.

It is advisable to involve children in the work of making dolls and costumes. In the future, he will be happy to use them, acting out the plots of familiar fairy tales. Glove puppets.

You can sew them yourself, or you can take an ordinary glove that has lost a pair. A ping pong ball with a hole for the index finger is suitable for the head. Using a marker, draw a face on it, tie a scarf or glue a head of woolen thread with universal glue. The main thing here is accessories: a scarf for an old lady, braids for a girl, etc.

You can leave the glove itself as it is, or you can put a shirt or skirt on top. The baby will definitely love such dolls, they are like life: they move, they clearly have character, they talk and behave almost like people. Put such an “actor” on your hand, and you will feel that it is not you who is speaking. This doll makes you say words, dance and sing.

Parents can organize a puppet theater using toys available in the house or making them with their own hands from different materials, for example, papier-mâché, wood, cardboard, fabric, thread, old socks, gloves.

Working on a toy with your child is very exciting. A toy made by a child, even with the help of an adult, is not only the result of his labor, but also a creative expression of the individuality of its creator. She is especially dear to him; with her it is much more fun to portray the heroes of fairy tales, songs, and short stories.

When creating a home puppet theater, you and your child will try on many roles: you will make puppets, draw scenery, write a script, design the stage, think over the musical accompaniment and, of course, show the performance itself. Just imagine how much creativity, ingenuity, and self-confidence this activity will require from the baby. And also training fine motor skills, developing speech, artistic taste and imagination, learning new and interesting things, the joy of joint activities with loved ones, pride in one’s successes... Indeed, creating a home puppet theater is such a developing and multifaceted activity that it is worth not regretting it time and effort.

The variety of themes, means of representation, and the emotionality of theatrical games make it possible to use them for the purpose of comprehensive education of the individual.

Parents can also become the initiators of organizing a variety of theatrical games at home. These can be fun games, dramatization games accompanied by singing such as “At the Bear in the Forest”, “Loaf”, “Turnip”, listening to fairy tales recorded on disks, followed by acting them out, and more. Such joint entertainment can play a big role in creating a friendly, trusting, creative atmosphere in the family, which is important for strengthening family relationships.

To carry out this work, an appropriate artistic and aesthetic environment must be created in the family, which requires the presence of hand-made toys or dolls, a music library and library of fairy tales, children's musical instruments, homemade instruments, and educational games. But the most important thing is the organization by adults of a variety of artistic and creative activities jointly with the child in various forms (dramatization, singing, dancing, round dances, games, etc.).

The result of this consultation.

This type of consultation helps broaden one’s horizons, enrich one’s inner world, and most importantly, teach family members mutual understanding and bring them closer together. Many families began to practice entertainment. The manifestation of such a common interest unites the family, the team of children, educators and parents.

By engaging in theater with children, we will make their life interesting and meaningful, filling it with vivid impressions and the joy of creativity. And most importantly, children will be able to use the skills acquired in theatrical games and performances in everyday life.

List of used and recommended literature:

Akulova O. Theatrical games // Preschool education, 2005. - No. 4.

Artemova L.V. Theatrical games for preschoolers.-M., 1990.

Burenina A.I. “Theater of Everything” S-P, 2002.

Gubanova N. F. Theatrical activities of preschoolers: 2 – 5 years. – M.: VAKO, 2007.

Davydov V.G. From children's games to creative games and dramatizations // Theater and education: Collection of scientific works. - M. 1992.

Doronova T.N. Development of children from 4 to 7 years old in theatrical activities // Child in kindergarten. - 2001. - No. 2.

Erofeeva T.I. Dramatization game// Raising children through play. - M., 1994.

Zvereva O.L. Game-dramatization//Raising children in the game. – M., 1994.

Kozlova S.A. Kulikova T.A. Preschool pedagogy. – M.: Academy, 2000.

“Theatrical activities as a means of communicative development of young children”

-creating interest in theatrical games, constantly expanding the gaming experience, encouraging and developing children’s aspirations for theatrical and gaming activities;

- interaction between children and adults.

In the corner of theatrical activities in our group, we tried to collect different types of theaters: tabletop, finger, theater on the hand, on flannelgraph, sets of dolls, costume elements, masks, pencils, paints, glue, paper, attributes. Corner materials are constantly changing.

Forms of organizing theatrical activities

Theatrical games are used in different types of activities:

• In special moments

• During organized educational activities

(as a surprise moment)

• In free joint activities of children and adults

(Playing out nursery rhymes, fairy tales, games)

During special moments, for example, in the education of cultural and hygienic skills, the character - the doll Katya shows how to properly wash your hands and use a towel; while eating, a girl Masha from a fairy tale comes to visit them and shows them how to hold a spoon correctly and use a napkin; The cat-Purr sings lullabies before going to bed.

During organized educational activities, we use dolls - characters in surprise moments, to create motivation and maintain interest in the process of educational activities; for organizing plot-displaying, outdoor games.

However, children at this age cannot develop and play out the entire plot, since they do not have enough experience in game actions. To expand the gaming experience, we use individual work with children, introduce children to various types of theater, and also perform small performances.

Our theater corner contains various types of theaters and puppets, theatrical masks, which are the most effective, understandable and accessible for our kids. Also in the corner there is a screen that allows you to make the puppet show more interesting, a tape recorder with recordings of music for performing sketches and mini performances, children’s favorite books, baby books, and toy books. So, let's take a closer look at each type of theater.

Tabletop: rubber toy theater, cube theater, wooden. The table theater helps to teach how to coordinate hand and eye movements and accompany finger movements with speech. Express your emotions through facial expressions and speech. It is simple and accessible, does not require certain skills, children themselves act with toys - characters, willingly transform into acting characters (Bug Dog, cat, mouse, etc., try to convey the character of the hero (with facial expressions, changing intonation, repeating remembered phrases. We use the tabletop theater to get acquainted with literary works and fairy tales (“Masha and the Bear” by M. Bulatov, “Teremok” by M. Bulatov, “The Little Goats and the Wolf” by K. Ushinsky, folk tales “Kolobok”, “ Chicken Ryaba"); at the same time, we introduce children to gestures, facial expressions (feign surprise, show an angry wolf, a cheerful bunny, with movements (for example: threaten, stomp, clap, scare). With characters from fairy tales we listen and sing, dance and play, get acquainted with musical instruments.