Consultation for teachers “What types of children’s theaters are there?”

Floor theater

Floor theater uses puppets. Making them yourself is quite difficult, so most often they are purchased in specialized stores. Due to this feature, this type of theatrical activity is rarely carried out in kindergartens. But it is the puppet theater that evokes a storm of emotions and delight in preschoolers. Since children do not yet understand the mechanism of action of such dolls, children imagine that the toys themselves have “come to life”. It is this element of “miracle”, “fairy tale” that contributes to the emergence of positive emotions in preschoolers.

What does the performance mean?

spectaculum “spectacle”) - theatrical spectacle, performance, work of theatrical, stage art; can be staged both on the theater and circus stage, and on the radio (radio play) and on television (television play, film-play), in cinema (film-plays, film operas, etc.). ...

Interesting materials:

What is the name of the organization that provides Internet connection services? What is the name of the main part of the ship? What is the name of the main commercial fish that is the object of sport fishing? What is the name of the main organ of the urinary system? What is the name of the spicy Italian sausage for pizza? What is the name of the spicy Italian sausage used in pizza toppings? What is the name of spicy Italian sausage? What is the name of the island on which Sam's house from The Lord of the Rings is located? What is the name of the island on which Sam's house is located, a character from one famous English novel? What is the name of the island on which Iceland is located?

Materials for making characters

What else can you make puppet theater characters from:

• cardboard, making two holes for fingers in the lower part;
• matchboxes;
• tennis balls;
• inflatable balloons;
• disposable tableware: plates, cups, spoons;
• socks, mittens, gloves;
• plastic bottles;
• natural material, etc.

Thus, you can organize different types of theaters in kindergarten. When planning such activities, it is important for the teacher to take into account the age and individual characteristics of the students and their interests. In addition, it is necessary not only to correctly conduct a theatrical game, but also to methodically correctly think through the preparatory and final stages of working with children. The effectiveness of pedagogical work with preschoolers in general depends on these factors.

"Rar" theater

This type includes theatrical activities, which require attributes such as finger puppets or “glove” toys. There are the following “wrist” types of theaters in kindergarten:

• finger;
• glove

What is needed to organize such theatrical activities? First of all, you need a screen. Its size depends directly on the size of the characters. In turn, dolls are most often made independently by the teacher. But students can also take an active part in creating characters. For example, you can make finger puppets from cardboard cones, fabric, tennis balls and other materials.

“Glove puppets” can be made, for example, from a mitten or sock, sewing the necessary elements (face, hands, clothes, etc.) to the base.

It is important to note that finger theater, in addition to other advantages, effectively develops fine motor skills of preschoolers, which, in turn, directly affects the formation of children’s speech.

How to make your own screen for a theater in a preschool educational institution

In order to organize theatrical activities with preschoolers, you will need various attributes, including masks, dolls, and decorations. Of course, the necessary equipment can be purchased in specialized stores. But by inviting children to make the necessary equipment for the theatricalization of a fairy tale, it is possible not only to diversify the educational process of preschoolers, increase motivation for work, but also to realize the main educational and educational goals.

What can you use to make a theater for preschoolers? For most types of such creative activities, a theater screen is required. In kindergarten, there is usually the specified equipment either in the playroom or in the music room. But if you don’t have a screen of the required size, you can make it yourself.

The easiest way to make such an attribute for a theatrical game is to stretch thick fabric over the doorway. Depending on what type of activity is supposed to be carried out, a “window” is either cut out in the material or an indentation is made at the top to accommodate the characters.

The main tasks of theatrical activities in different age groups of preschool educational institutions

The main tasks of theatrical activities in different age groups of preschool educational institutions

Each of us spends our childhood in the world of role-playing games.

which help the child master the rules and laws of adults.
Each child plays in his own way, but in their games they all copy adults, their favorite heroes, and try to be like them. Children's games can be considered as improvised theatrical performances. The child is given the opportunity to play the role of an actor, director, decorator, prop maker, and musician. Making props, scenery, and costumes provides an opportunity for children’s visual and technical creativity
. Children draw, sculpt, sew, and all these activities acquire meaning and purpose as part of a common plan that excites children.

Particular importance in children's educational institutions can and should be given to theatrical activities

, all types of children's theater, because they help:

· form the correct model of behavior in the modern world;

· improve the child’s general culture and introduce him to spiritual values;

· introduce him to children's literature, music, fine arts, rules of etiquette, rituals, traditions, instill a sustainable interest;

· improve the skill of embodying certain experiences in the game, encouraging the creation of new images, encouraging thinking.

In addition, theatrical activity is a source of development of feelings and deep experiences of the child, i.e. it develops the child’s emotional sphere, forcing him to sympathize with the characters and empathize with the events being played out. The shortest path to emotional liberation of a child, removal of constriction, learning to feel and artistic imagination is the path through play, fantasy, and writing.

The improvement of speech is also closely related to theatrical activities, since in the process of working on the expressiveness of characters’ remarks and their own statements, the child’s vocabulary is imperceptibly activated, the sound culture of his speech and its intonation structure are improved.

Theatrical activities include acting out fairy tales, skits, role-playing dialogues based on illustrations, independent improvisations on topics taken from life (a funny incident, an interesting event, etc.); watching puppet shows and talking about them; dramatization games; acting out fairy tales and dramatizations; exercises to develop expressiveness of performance (verbal and non-verbal); exercises for the social and emotional development of children.

A huge role in organizing theatrical activities is played by the teacher, who skillfully guides this process. It is necessary that the teacher not only read or tell something expressively, be able to look and see, listen and hear, but also be ready for any “transformation”, that is, master the basics of acting, as well as the basics of directing skills. This is what leads to an increase in his creative potential and helps to improve the theatrical activities of children. The teacher must strictly ensure that with his acting activity and looseness he does not suppress a timid child and does not turn him only into a spectator. We must not allow children to be afraid to go “on stage” or to be afraid of making mistakes. It is unacceptable to divide into “artists” and “spectators,” that is, those who constantly perform and those who constantly stay to watch others “play.”

In the process of implementing a set of classes

The following tasks are solved for theatrical activities:

-development of creative abilities and creative independence of a preschooler;

— nurturing interest in various types of creative activities;

— mastering improvisational skills;

– development of all components, functions and forms of speech activity

— improvement of cognitive processes.

The basis of theatrical classes is theatrical play. Basic requirements for organizing theatrical games in kindergarten:

Ø Content and variety of topics.

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

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

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

The system of work for the development of theatrical activities is divided into three stages:

· artistic perception of literary and folklore works;

· mastering special skills for developing basic (“actor”, “director”) and additional positions (“screenwriter”, “designer”, “costume designer”);

· independent creative activity.

The pedagogical task is complicated by the synthetic nature of theatrical activity, in which perception, thinking, imagination, speech are in close relationship with each other and are manifested in different types of children's activity (speech, motor, musical, etc.).

Therefore, we can say that theatrical activity is integrative.

During theatrical games:

children’s knowledge about the world around them expands and deepens; mental processes develop: attention, memory, perception, imagination; mental operations are stimulated; development of various analyzers occurs: visual, auditory, speech motor; vocabulary, grammatical speech, sound pronunciation, connected speech skills, melodic-intonation side of speech, tempo, expressiveness of speech are activated and improved; motor skills, coordination, smoothness, switchability, and purposefulness of movements are improved; the emotional-volitional sphere develops; behavior correction occurs; a sense of collectivism and responsibility for each other develops, and the experience of moral behavior is formed; the development of creative, search activity, and independence is stimulated; participation in theatrical games brings joy to children, arouses active interest, and captivates them.

We will reveal the tasks of working with children of different age groups.

2nd junior group

Children of this age demonstrate primary mastery of director's theatrical play.

– tabletop toy theatre, tabletop plane theatre, plane theater on flannelgraph, finger theatre. The process of mastering includes mini-productions based on the texts of folk and original poems, fairy tales, stories (“This finger is a grandfather ...”, “Tili-bom”, K. Ushinsky “Cockerel with his family”, A. Barto “Toys”, V. Suteev “Chicken and Duckling.”) The child begins to use finger theater figures in joint improvisations with an adult on given topics.

Tasks:

Ø Fostering positive moral ideals, the desire to be responsive, to correctly evaluate the actions of characters.

Ø Develop a sustainable interest in theatrical play activities.

Ø To achieve free expression of children’s emotions in gestures, facial expressions, movement, singing, and words.

Ø To achieve children's performing skills in creating an artistic image, using play, song, and dance creativity for this.

Ø Expand children’s ideas about the surrounding reality, about the past and future, about objects, customs and life, nature, etc.

Ø Let children consolidate their understanding of various types of theater - dramatization, floor theater, table theater.

Ø Enrich children's speech, achieve correct intonation and expressive speech.

Ø Encourage children to improvise on the theme of familiar fairy tales, stories, and come up with stories of their own composition.

Ø Develop children's memory, thinking, imagination, attention.

Ø Teach children to correctly evaluate themselves and their comrades.

Ø To arouse in children the desire to move, that is, to dance, and create a bright, plastic image.

Ø To foster children’s desire to “play,” that is, to act out fairy tales.

Ø Achieve the ability to use song, dance and game improvisations in independent activities.

Middle group

At this age, interest in theatrical games deepens .

Expansion of children's theatrical and gaming experience is carried out through
the development of dramatization games.
At the age of 4-5 years, the child masters different types of table theater: soft toys, wooden theater, cone theater, folk toy theater and plane figures. The riding puppet theater (without a screen, and by the end of the school year - with a screen), the spoon theater, etc. are also available to children. Children show performances based on the plots of Russian folk tales “Fox with a rolling pin”, “Zhikharka”, “Rukavichka”, “Bull” —tar barrel”, “Puff”, “Geese-swans”, etc.

Finger theater is more often used in independent activities, when a child improvises based on familiar poems and nursery rhymes, accompanying his speech with simple actions (“We lived with grandma”; S. Mikhalkov “Kittens”, 3ubkova “We shared an orange”).

Tasks

Ø Cultivate a sustainable interest in theatrical and gaming activities.

Ø Lead children to create an expressive image in sketches, dramatizations, song and dance improvisations.

Ø Expand their understanding of the objects around them. Develop the ability to identify the characteristics of objects (color, shape, size). Expand children's knowledge about the characters participating in theatrical and play activities.

Ø Replenish and activate children's vocabulary. Form intonation expressiveness of speech. To develop children's dialogical speech in the process of theatrical and play activities.

Ø To consolidate knowledge about the rules of manipulation with riding dolls.

Ø Continue to develop in children the desire to participate in dance improvisations with and without dolls.

Ø Maintain the desire to speak in front of children, parents, and kindergarten staff.

Senior group

In older preschool age, the theatrical and play experience deepens

through mastering different types of dramatization games and director's theatrical games. Along with figurative play sketches, improvisation games, and staging, older preschoolers have access to independent productions of performances, including those based on a “collage” of several literary works. For example, “A Journey through Fairy Tales”, “New Adventures of the Fairy Tales Heroes by C. Perrault”, etc. The experience of directorial play is enriched by puppets, dolls with a “living hand”, and cane dolls.

Texts for productions are becoming more complex. Russian folk tales and fables about animals (“The Fox and the Crane”, “The Hare and the Hedgehog”), works by L. Tolstoy, I. Krylov, M. Zoshchenko, N. Nosov began to be used in theatrical play.

Tasks

Ø Continue to develop a sustainable interest in theatrical and gaming activities.

Ø Improve children's performing skills in creating an artistic image, using game, song and dance improvisations for this purpose.

Ø Expand children's understanding of the surrounding reality. Improve children's ability to navigate in a group, hall, or kindergarten premises.

Ø To consolidate children’s ideas about various types of puppet theaters, to be able to distinguish between them and name them.

Ø Continue to enrich and activate children's vocabulary. Improve intonation expressiveness of speech. Develop dialogical and monologue forms of speech.

Ø To consolidate knowledge about the rules of manipulating dolls.

Ø Encourage children to improvise on the theme of familiar fairy tales, stories, and come up with their own stories individually and collectively, using dolls.

Ø Develop children's memory, thinking, imagination, attention.

Ø Foster a desire to play with theater dolls. Develop the ability to use song, dance, and game improvisations in independent activities.

Ø Support children’s desire to actively participate in holidays and entertainment, using the skills acquired in classes and in independent activities.

Preparatory group

In the preparatory group, the game material becomes even more complex. Theatrical performances include: staging of theatrical plays, children's operas, musical and rhythmic plays. Dramatization of Russian folk tales, songs, literary works; dramatization games: “The Starling and the Sparrow”, “Child Kittens”, music. E. Tilicheeva.

Tasks

Ø To improve the comprehensive development of children’s creative abilities through the means of theatrical art.

Ø Develop creative independence in creating an artistic image, using game, song, and dance improvisations for this purpose.

Ø Continue to expand children's knowledge about the surrounding reality. Deepen your understanding of objects, theatrical puppets, and scenery. Improve children's ability to navigate the premises of the kindergarten. Expand and clarify children’s ideas about the types of puppet theaters, be able to distinguish between them and name them.

Ø Continue to activate and clarify children’s vocabulary, expand their vocabulary. Improve dialogic and monologue forms of speech. Foster a culture of verbal communication. Improve the ability to compose short stories, tales from personal experience, using dolls.

Ø To consolidate knowledge about the rules of manipulating dolls.

Ø Strengthen the skills of improvising dialogues of characters in well-known fairy tales. Improve the skills of collective writing of stories from personal experience using theatrical puppets.

Ø Improve memory, attention, thinking, imagination, perception of children.

Ø To develop the creative independence of children, encouraging them to convey the mood and character of the music with the plasticity of their bodies, theatrical dolls, creating a bright dance image of the hero.

Ø Support children's initiative in individual and collective improvisations on children's musical instruments that accompany puppet shows and dramatizations.

Ø Encourage the desire to take an active part in holidays, leisure and entertainment, using improvisational skills acquired in classes and in independent activities.

Work organized in this way will contribute to the fact that theatrical play will also become a means of self-expression and self-realization of the child in various types of creativity, self-affirmation in a peer group. And the life of preschoolers in kindergarten will be enriched due to the integration of games and various types of art, which are embodied in theatrical and play activities.

Prepared

teacher second

qualification category.

Get text

The influence of theatrical play on the development of a preschooler

It is impossible to overestimate the beneficial impact of theatrical games on the development of preschool children. This activity contributes to:

• children’s learning and retention of educational material;
• development of speech and fine motor skills;
• formation of communication skills;
• development of creative abilities, identification of children’s talents;
• developing the ability to interact with others;
• the formation of the sensitive-emotional sphere;
• the emergence of a sustainable interest in fiction and books;
• education of aesthetic taste;
• development of such personal qualities as determination, will, initiative and others.

Purpose: to familiarize yourself with the characteristics of the age characteristics of preschoolers in theatrical activities in terms of the requirements of the “I am in the World” program

Practical tasks:

1. Familiarize yourself with the age characteristics in the theatrical activities of children of early, younger, and older age. Make brief abstracts, indicating complications.

2. Prepare to answer the following questions:

- what is the complexity of the skills of perception of theatrical spectacle;

— how difficult is it to convey the text of a literary work in theatrical and play activities;

— what types of theater, in your opinion, are used in early age groups;

— what content blocks a child of senior preschool age can master when getting acquainted with the theater.

1. Goals, objectives and content of work with children of primary preschool age

The main directions of development of theatrical play consist in the child’s gradual transition:

• from observing a theatrical performance by an adult to independent play activity;
• from individual play and “side-by-side play” to play in a group of three to five peers playing roles;
• from imitation of the actions of folklore and literary characters to imitation of actions in combination with the transfer of the main emotions of the hero and mastering the role as the creation of a simple “typical” image in a dramatization game.

Objectives and content of the work.

• To develop an interest in theatrical games that develops in the process of watching small puppet shows that the teacher shows, taking as a basis the content of nursery rhymes, poems and fairy tales familiar to the child.
• Stimulate children's desire to participate in the performance by complementing individual phrases in the dialogues of the characters, stable phrases of the beginning and ending of the fairy tale.
• Glove and other theatrical puppets are used in classes and in everyday communication.
• On behalf of the characters, the adult thanks and praises the children, says hello and goodbye.
• Consistently increasing the complexity of game tasks and dramatization games in which the child is involved.

Forms of work:

• A game-imitation of individual actions of humans, animals and birds (children woke up, stretched, sparrows flapped their wings) and imitation of basic human emotions (the sun came out - the children were happy: they smiled, clapped their hands, jumped in place).

• A game-imitation of a chain of sequential actions combined with the transfer of the main emotions of the hero (cheerful nesting dolls clapped their hands and began to dance; the bunny saw a fox, got scared and jumped onto a tree).

• A game that imitates the images of well-known fairy-tale characters (a clumsy bear walks towards the house, a brave cockerel walks along the path).

• Improvisation game to music (“Cheerful Rain”, “Leaves fly in the wind and fall on the path”, “Round dance around the Christmas tree”).

• Wordless game - improvisation with one character based on the texts of poems and jokes that the teacher reads (“Katya, Little Katya.”, “Baby, dance.”, V. Berestov “Sick Doll”, A. Barto “Snow, Snow”)

• Game-improvisation based on the texts of short fairy tales, stories and poems told by the teacher (3. Alexandrova “Christmas tree”; K. Ushinsky “Cockerel with his family”, “Vaska”; N. Pavlova “By the car”, “Strawberry”; V Charushin "Duck with ducklings")

Role-playing dialogue between fairy tale heroes (“Rukavichka”, “Zayushkina’s Hut”, “Three Bears”)

• Dramatization of fragments of fairy tales about animals (“Teremok”, “Cat, Rooster and Fox”)

• Game-dramatization with several characters based on folk tales (“Kolobok”, “Turnip”) and author’s texts (V. Suteev “Under the Mushroom”, K. Chukovsky “Chicken”).

In children of this age, primary development of director's theatrical play is noted:

• tabletop toy theater,
• tabletop flat theater,
• flat theater on flannelgraph
• finger theater

The process of mastering includes mini-productions based on the texts of folk and original poems, fairy tales, stories (“This finger is a grandfather.”, “Tili-bom”, K. Ushinsky “Cockerel with the Family”, A. Barto “Toys”, V. Suteev “Chicken and Duckling.”) The child begins to use finger theater figures in joint improvisations with an adult on given topics.

In younger groups, children do not reproduce the text, but perform certain actions according to the model shown by the teacher. Such simulation games activate children’s imagination and prepare them for independent creative play. They are happy to transform into familiar animals, but they cannot yet develop and play out the plot.

Interest in theatrical games develops in the process of watching performances shown by the teacher. Children accept them joyfully and emotionally. The artistry and emotionality of the teacher are very important here. The smaller the child, the more expressive the game should be. Thus, due to wordless play - improvisation to music,

games - improvisations based on the texts of short fairy tales, nursery rhymes and poems, role-playing dialogues of fairy tale heroes, dramatizations of fragments of fairy tales about animals and

games - dramatizations with several characters expand the gaming experience of children. Gradually, children become involved in the process of playful communication with theatrical dolls; children develop a desire to participate in playful dramatic miniatures.

Children’s gaming experience is enriched through the development of special gaming skills:

Mastering the position of “spectator” - watch and listen to the end, thank the artists.

Primary formation of the “artist” position (the ability to use certain means of expressiveness to convey the image of a character, his emotions, experiences; the ability to play out the character’s actions with the help of a doll)

The ability to interact with other children, play roles they like.

2. Goals, objectives and content of work with children of middle preschool age.

The main directions of development of theatrical play consist in the child’s gradual transition from:

• games “for yourself” to a game focused on the viewer, where not only the game is important, but the result is also important..
• play becomes a means of self-expression, children learn to combine text and movement in roles, and a sense of partnership develops;
• from a game in which the most important thing is the process itself, to a game where both the process and the result are significant;
• first-person narratives are introduced accompanied by text, movements and music;
• from playing in a small group of peers playing similar (“parallel”) roles, to playing in a group of five to seven peers whose role positions are different (equality, subordination, control);
• from creating a simple “typical” image in a dramatization game to the embodiment of a holistic image that combines emotions, moods, states of the hero, and their changes.

Objectives and content of the work

• Deepening interest in theatrical games.
• The work of a teacher with children is to maintain interest in theatrical play, to prefer a certain type of play (dramatization or directing), and to develop motivation for interest in play as a means of self-expression.
• The theatrical and gaming experience of children is expanded through games - dramatizations using several characters, games where children get acquainted with the work of adults, performances based on the works of domestic and foreign authors, tabletop, puppet, and finger theater. The content is based on play studies of a reproductive and improvised nature. Particular attention is paid to improvisation and creativity in the process of inventing the game.
• Children's theatrical and playing skills become more complex;
• Further development of the “spectator” position (show elements of spectator culture, positively evaluate the play of peers).
• The ability to use means of non-verbal and intonation expressiveness to convey the image of a character, the ability to control a doll or toy, conveying its gestures and movements.
• Primary mastery of the “director” position, the ability to create playing space on the table plane.
• The ability to master the qualities of a performance designer.
• The ability to interact positively with other participants in the game, negotiate the distribution of roles and be able to resolve conflict situations.

In addition to the games mentioned above, the following are used when working with children:

• multi-character games-dramatizations based on the texts of two-three-part fairy tales about animals and fairy tales (“Winter Quarters of Animals”, “The Fox and the Wolf”, “Geese-Swans”, “Little Red Riding Hood”);

• dramatization games based on the texts of stories on the topics “Children and their games”, “Guys and animals”, “The work of adults”;

• staging a performance based on the work.

The expansion of children's gaming experience also occurs through the development of theatrical play.

At the age of 4-5 years, a child masters different types of tabletop theater:

• soft toys,
• wooden theater,
• cone theater,
• folk toy theater
• planar figures,
• puppet theater (without a screen, and by the end of the school year - with a screen), etc.

Children show performances based on poetic and prose texts (S. Marshak “The Tale of a Stupid Mouse”; K. Chukovsky “Confusion”). Finger theater is more often used in independent activities, when a child improvises based on familiar poems and nursery rhymes, accompanying his speech with simple actions (“We lived with grandma”; S. Mikhalkov “Kittens”, 3ubkova “We shared an orange”).

3. Goals, objectives and content of work with children of senior preschool age.

The main directions of development of theatrical play consist in the child’s gradual transition:

• from a game based on one literary or folklore text to a game in which the literary basis is combined with its free interpretation by the child 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 , to a game in which a complex of positions is presented: “artist”, “director”, “screenwriter”, “designer”, “costume designer”;

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

Objectives and content of the work:

• formation of a positive attitude of children towards theatrical games
• (deepening their interest in a certain type of theatrical play, the image of the hero, the plot, the presence of interest in theatrical culture);
• introducing children to theatrical culture (familiarity with the purpose of the theater, the history of its origin, the structure of the theater building, the activities of people working in the theater, prominent representatives of these professions, types and genres of theatrical art (dramatic, musical, puppetry, animal theater, clowning, etc.) );
• deepening theatrical gaming experience through mastering different types of dramatization games and director's theatrical games.

  figurative play sketches;

• improvisation games;
• independent productions of performances, including those based on a “collage” of several literary works.

For example, “Journey through the fairy tales of A. S. Pushkin”, “New adventures of the heroes of fairy tales by C. Perrault”, etc.

The experience of directing is enriched by the use of puppets, dolls with a “living hand,” and cane puppets.

In the older group, children continue to improve their performing skills.

Dramatization becomes performance. Children play for spectators. This requires the entire stock of knowledge, skills and abilities acquired at different ages.

To better understand a literary work, it is necessary to look at its illustrations and pay attention to the emotional state of the characters;

select exercises to develop attention and imagination;

emotionally express the character’s state using intonation, facial expressions, gestures and posing.

Be able to tune yourself with the help of special exercises to perform upcoming actions, change facial expressions and posture when switching from one action to another. To do this, it is necessary to use fairy tales rich in dialogues and dynamic lines. This will enrich children's speech with new expressive means.

It is important to give children more freedom in action and imagination when simulating movements. Joint creative activity involves even insufficiently active children in the process of staging performances, thereby helping them overcome shyness and constraint.

It is necessary to organize excursions, observe the surroundings, conduct play exercises for imagination, use mimic and pantomime sketches in work, involve children in inventing and designing fairy tales and display all their emotions and experiences in visual activities.

Texts for productions are becoming more complex. They are distinguished by a deeper moral meaning and hidden subtext, including humorous ones.

In theatrical play, Russian folk tales and fables about animals begin to be used (“The Fox and the Crane,” “The Hare and the Hedgehog,” works by L. Tolstoy, I. Krylov, G. H. Andersen, M. Zoshchenko, N. Nosov.

Fantasy play becomes the basis of theatrical play, where literary and fantasy characters coexist.

Special skills are developed:

The “spectator” becomes an assistant and advisor.

The “artist” independently expresses his attitude towards the character using means of non-verbal and verbal expressiveness.

The “director” is able to realize his plans independently.

For older preschoolers, “continued” games are typical. They also master a new game for themselves, “To the Theater,” which involves a combination of role-playing and theatrical play, based on familiarity with the theater and the activities of the people participating in the production of the play.

Children show independence in a more vibrant and diverse manner.

4. What types of theater are used in early age groups

• Finger Theater
• Glove Theater
• Theater of mittens. Puppets for the mitten theater can be made from old mittens, mittens, or knitted from matching threads. The design uses an applique of pieces of thick fabric in bright colors (a person, an animal, a flower, etc.). It is sewn to the inside of the mitten and the image is completed by sewing on missing details cut from fabric or made from threads (ears, antennae, bows, etc.)
• Toy theater
• Theater of Pictures (flannelograph)
• Theater of mugs. Making such a theater is very simple. To do this, take plastic mugs of the same size and color, turn them upside down and glue a picture of a character drawn or cut out from old children's books to the side of the handle. In this way, all the heroes for the fairy tale are made. The mug theater is ready.

5. What content blocks can a child of senior preschool age master when getting acquainted with the theater?

• Speech
• Informative
• Artistic and aesthetic
• Emotional-value
• Socio-moral
• Creative

Puppet theater and its influence on the development of speech in preschool children

Definition 1
Speech is a significant element of human activity, which allows a person to understand the world around him, transfer his knowledge and experience to other people, and accumulate it for transmission to subsequent generations.

Speech is also a means of expressing thoughts; in the course of its ontogenetic development, speech has become the main mechanism of human thinking.

In preschool age, the need for verbal communication with adults and peers determines the development of the child’s personality and his attitude towards the environment. The importance of speech in the development of a preschooler is one of the pressing issues of pedagogy, since it is cognitive communication and help from others that can direct his knowledge in the right direction, which is important for the formation of a future personality.

Are you an expert in this subject area? We invite you to become the author of the Directory Working Conditions

Puppet theater is one of the most accessible forms of art for children, with the help of which many pressing pedagogical problems can be solved, namely:

• art education and parenting;
• formation of aesthetic taste in children;
• moral education of children;
• development of personal communication skills;
• education of will, development of memory, imagination, initiative, fantasy and speech;
• creating a positive emotional mood, relieving tension in children.

Puppet theater acts as a means of emotional and aesthetic education of preschool children. Thanks to the theater, the child learns about the world and learns to express his own attitude towards good and evil.

By using a puppet theater you can solve many problems:

• expand children’s understanding of reality - different types of theaters, professions of people who create the performance, etc.;
• develop memory, children learn to plan their own actions in order to achieve a certain result;
• ensure the relationship between construction and theatrical play so that dynamic spatial representations develop.

Finished works on a similar topic

Course work Puppet theater as a means of developing the speech of preschoolers 440 ₽ Abstract Puppet theater as a means of developing the speech of preschoolers 260 ₽ Test work Puppet theater as a means of developing the speech of preschoolers 250 ₽

Receive completed work or specialist advice on your educational project Find out the cost

Speech development promotes the development of monologue and dialogic speech, enriches the vocabulary with figurative expressions, epithets, comparisons, antonyms, synonyms, etc., helps to master expressive means of communication, both verbal and non-verbal.

During the performance of skits in a puppet theater:

• aesthetic problems are solved - children learn to independently invent images and become familiar with fiction, imagination develops, children create an expressive artistic image and become involved in independent activities aimed at modeling costumes, scenery and attributes.
• movements are developing - children learn to coordinate their actions with the speech that accompanies them.
• children become friendlier, help each other, make dolls together.

Living Puppet Theater

But more often than others, a “live” puppet theater is organized in kindergarten. Such activities can be carried out as a lesson on the development of speech, the surrounding world, learning a foreign language, as well as during leisure time. In addition, a live theater production can be dedicated to a holiday, for example, Maslenitsa or New Year.

The following types of described gaming activities are distinguished:

• masque;
• theater of giant puppets.

The latter is most often carried out as a leisure activity in a preschool educational institution. The roles of giant dolls are played either by adults or older preschoolers. Younger children can only act as spectators.

Then the mask theater is suitable for children of any age. Even the youngest pupils have the opportunity to “reincarnate” into the hero of a fairy tale. The teacher can invite the children to retell a story the kids love in such an unusual way or prepare a full-fledged performance for their parents.

Preschoolers can make masks for the upcoming performance on their own under the guidance of a teacher, for example, during classes on artistic and aesthetic development or during leisure activities.