“Development of creativity in children of senior preschool age in theatrical activities. Self-education plan “theatrical activities as a means of developing a child’s creative personality”
“Confident person” - Diagnostics. Monument to A.V. Suvorov in Switzerland at the pass. A small amount of adrenaline will not do any harm. I have the right to choose my friends. Goal: to develop students’ self-confidence. Confidence ladder. Useful tips. As Helvetius states: “Thought enters consciousness through the gates of the senses.”
“Willpower” - Habit and willpower. Positive thinking. Personal development. Gratitude. How to develop willpower. Performance. Three ways to develop willpower. Take up meditation. Health. What is willpower? Useful habits. Become an individual. Principles and goals. Go towards only one goal at a time.
“Adolescence” - The main acquisition of early youth is the discovery of one’s inner world. Communication sphere. The near future becomes less significant compared to adolescence. Physical development. Self-regulation of emotional states increases. Main functions of the diary: Adolescence - period active development and manifestations of creative abilities.
“Self-knowledge of personality” - Concept. Codifier questions. Human. The meaning of self-awareness. World mind. Nature. Components of self-awareness. Self-perception. Phases of self-knowledge and self-esteem. Options for acquiring identity in adolescents. Identity. Images. The process of self-discovery. Social cognition. The image of "I". Self-esteem. Scientific knowledge.
“Formation of a competent personality” - Book. Oratorical speech. List of questions based on the text. Making decorations. Preparing for the performance. Performance. Making dolls. puppet show. Comfortable conditions for self-realization of students. Historical comments. Sample text of the play. We learn to bow. We divide into groups. Formation of a competent personality.
“Teenager Self-Esteem” - Intelligence-? Self-education. Reading books. The concept of self-esteem. Character- ? capabilities-? Temperament-? We learned a lot about ourselves. High self-esteem accelerates the development of a teenager. What have we learned about ourselves? Self-stimulation. Let's think about it. Feelings- ? emotions- ? U only child probability in the family high self-esteem higher.
There are 20 presentations in total
(From work experience)
Personal data
Guseva Tatyana Gennadievna
Education: higher pedagogical.
Graduated from Tverskoy State University in 1998
Specialty: "Preschool pedagogy and psychology"
Qualification: "Teacher" preschool pedagogy and psychology"
Total work experience: 21 years. As a teacher: 21 years.
I have the first qualification category. In 2010, she took advanced training courses.
Base
The preparatory group is attended by 21 children, of which 10 are boys and 11 are girls.
57% are brought up in two-parent families, 43% single-parent families, 10% large families raising 3 or more children.
The social situation is good.
The group has created a developmental environment. When creating it, the following principles were taken into account:
- Distances, positions during interaction;
- Activities;
- Stability-dynamism;
- Integration and flexible zoning;
- Individual comfort and emotional well-being of each child and adult;
- Aesthetic organization of the environment;
- Openness-closedness;
- Gender and age differences.
Controversies
|
1. The collective nature of theatrical activities allows us to enrich the experience of cooperation. 2. Thanks to the brightness, lightness and speed inherent in a child’s imagination, a child can achieve original solutions in his creativity. 3. Decorations and costumes open up the opportunity for children to create an image using color, shape, and design. 4. Emotionally rich, meaningful communication between an adult and a child and children with each other creates favorable conditions to develop in children the ability to listen to their own experiences and the experiences of other people. |
1. Bringing active children to the forefront. Inactive children develop a feeling of self-doubt, anxiety, and fear of performing. 2. Adults “impose” their vision of the role on children. 3. Teachers themselves make attributes for performances, thereby depriving children of the opportunity to be creative. 4. Children play the role given to them by the teacher, without thinking that there is also a child nearby and they need to coordinate their actions with him. |
1. Self-education;
2. Diagnostics;
3. Objectives;
4. Joint activities of the teacher
with kids;
5. Developmental environment;
6. Work with parents;
7. Results and prospects.
Self-education.
1. Increasing theoretical experience on the topic: Theatrical activities in kindergarten".
2. Continue to search for the right approach to the selection of material for use in working with children.
Theater pleases children, entertains and develops them. This is why children love theatrical activities so much, and teachers all over the world widely use them in solving many problems related to the education, upbringing and development of a child.
The first theatrical productions for children arose in the family. In the memoirs of writer M.F. Kamenskaya (I. No. 9) indicates that “the performances were always given as surprises and certainly on the occasion of someone’s name day.”
Currently, a great deal of theoretical and practical experience has been accumulated in organizing theatrical and play activities in kindergarten. The works of domestic teachers, scientists, methodologists are devoted to this: N. Karpinskaya, A. Nikolaicheva, L. Furmina, L. Voroshnina, R. Sigutkina, I. Reutskaya, T. Shishova and others.
Feelings of self-doubt, anxiety, and fear of performing sometimes haunt a child for quite a long time and cause him a lot of trouble. One of the directions for correcting this behavior is collective theatrical activity.
The collective nature of theatrical activity allows us to expand and enrich the experience of cooperation, both in real and imaginary situations. When preparing a performance, children learn to identify the means to achieve it, plan and coordinate their actions. By acting in a role, children gain experience in various kinds of relationships, which is also important for their social development.
The role of theatrical activities in the speech development of a child is great.
A study conducted by G.A. Volkova (I. No. 4) on speech therapy rhythms, convincingly showed that children’s theatrical games contribute to the activation of different aspects of their speech - vocabulary, grammatical structure, dialogue, monologue, and improvement of the sound side of speech.
Famous psychologist A.N. Leontiev (I. No. 10) wrote: “A developed dramatization game is already a kind of “pre-aesthetic” activity. The dramatization game is, therefore, one of possible forms transition to productive, namely aesthetic activity with its characteristic motive of influencing other people."
In addition, thanks to the scenery and costumes, children have great opportunities to create an image using color, shape, and design.
According to child psychologist A.V. Zaporozhets, direct emotional empathy and assistance to the characters in the process of theatrical activities are the first step in the development of aesthetic perception of a preschooler.
Painter, graphic artist, sculptor, writer, musician, teacher E.V. Chestnyakov believed that theater is the main means of introducing a little person to art.
For six year old child theatrical activities have a special socio-emotional significance. "I am an artist! I am an artist!" From the consciousness of this, awe and excitement cover the little man, because the role is extremely attractive to him.
First of all, this is due to the fact that theatrical activities are accompanied by a festive atmosphere, which, with its solemnity and beauty, makes the child’s life brighter and brings variety and joy into it.
As an artist, a child has the opportunity to perform on stage and immediately receive positive assessment of your achievements.
The collective nature of theatrical activities is very important for a child of this age. By participating in the performance, the child exchanges information and coordinates functions, which contributes to the creation of a community of children, interaction and cooperation between them.
The actions of a child actor on stage take place not in a real, but in a fictitious situation. In addition, means of expression (gestures, facial expressions, movements) cannot be random, but must correspond to one or another stage image.
Scientists believe that, having acquired an active character, the recreating imagination of a six-year-old child is able to quite fully and accurately reproduce the reality around him. And thanks to the brightness, lightness and speed inherent in children's imagination, we can achieve original solutions in our creativity.
Theatrical activities acquire particular relevance on the eve of the child entering school. So, for example, with the advent of arbitrariness of mental processes, children must purposefully control not only their behavior, but also mental processes (attention, perception, memory, etc.). Scientists have found that there is a close relationship between the volitional and emotional spheres. The influence of emotions on the volitional regulation of behavior is manifested in the fact that the experience of success or failure causes or suppresses volitional efforts. The holiday atmosphere that is created around theatrical activities to a certain extent contributes to the volitional mobilization of the child. At the same time, emotional processes charge and regulate other mental functions: memory, attention, thinking, etc. During the performance, children act without distractions, are very attentive and independent. At the end of the performance, the joy of achieving a goal produces further goal-directed behavior (they are even more organized during rehearsals, ready to mobilize efforts to overcome difficulties).
The emergence and development of an extra-situational-personal form of communication encourages children to strive for friendly attention from adults, to achieve mutual understanding and cooperation with them.
The changes that have occurred in the emotional development of the child are important for theatrical activities.
By the age of six, children can t understand emotional condition other people by their facial expressions, posture, and gestures. By external signs they can recognize anger, surprise, joy, calmness, and make connections between different emotions and the corresponding events that cause them. In addition, children begin to realize that the same events, actions, actions can be perceived differently by people and cause different moods. This allows, when working with children in theatrical activities, to significantly expand the palette of means of expression for conveying a particular image. Emotionally rich, meaningful communication between an adult and a child and children with each other creates favorable conditions for children to develop the ability to listen to their experiences, understand their emotional state and even anticipate it.
Analysis of domestic and foreign literature allowed us to establish that theatrical activities contribute to the emotional emancipation of the child, and self-expression through art is an essential component of creativity, a way of emotional release.
In the organization of work on the management of theatrical activities, it was studied state standard and its compliance with the program “From Childhood to Adolescence”.
The experience of the city's preschool institutions was studied through visiting methodological associations and advanced training courses for teachers.
Journal articles were studied " Preschool education", "Child in kindergarten."
The main directions in creating a system of work on organizing theatrical activities in preschool institution determined:
Studying the level of development of children in theatrical activities.
Increasing children's opportunities in theatrical activities
through purposeful work, taking into account modern approaches.
Diagnostics.
Goal: To identify children’s level of development in theatrical activities, the ability to creatively solve a given problem.
Pedagogical technology.
Conducting diagnostic test, I observed children in free play activities, in classes, and during holiday matinees. In her work, she used verbal and didactic games (Appendix 1) to select rhymes, invent movements, and develop her voice. A diagnostic table was compiled (Appendix 2), which assessed children’s ability to perform monologues and dialogues, find means of expression playing a role, coordinating your actions with the actions of your partners.
Data diagnostic examination showed that half of the children in the group (9 people) cannot perform monologues and dialogues and do not find expressive means of playing the role. Not all children coordinate their actions with the actions of their partners. Children experience great difficulties when inventing fairy tales. Children do not have a developed imagination. Many children are constrained at holiday parties.
An idea arose: is it possible to increase the level of development of preschool children by carrying out targeted, systematic work on theatrical activities, taking into account modern methods and techniques for organizing theatrical activities in kindergarten.
Set tasks:
1. Study the level of development of children
in theatrical activities.
2. Improve performance
children's skills in creating
artistic image.
3. Develop memory, thinking,
imagination, imagination, attention of children.
4. Foster humane feelings.
Expand the cultural range of children.
5. Draw conclusions and determine
prospects.
Joint activities between the teacher and the children.
Work on theatrical activities was carried out daily in the afternoon and was carried out in two interrelated areas.
First direction– classes to develop children’s attention, imagination, and movements.
Second direction- work on the role.
During the work on first direction the following tasks were solved: to ensure that the child’s knowledge about life, his desires and interests are naturally woven into the content of theatrical activities; maintain the creative nature of theatrical activities, encourage children to strive to create a holistic artistic image with the help of gestures, facial expressions and movements.
The children were given tasks
– to develop imagination (Appendix 3).
For the development of facial expressions, gestures, postures (Appendix 4).
In order to teach children to understand relationships between people by actions, gestures, postures and facial expressions, I offered children games to perceive feelings by behavior (Appendix 5).
Second direction for theatrical activities - working on the role. How is it built?
Introduction to the dramatization: what is it about? What are the main events in it?
Meet the heroes of the dramatization:
Drawing up a verbal portrait of the hero;
Fantasizing about his home, relationships with his parents,
friends, inventing his favorite dishes, activities, games;
Composition of various incidents from the hero’s life that were not provided for
staging;
Analysis of invented actions;
Working on stage expressiveness: definition
expedient actions, movements, gestures of characters, places on
stage area; facial expressions, intonation;
Preparation of theatrical costume.
In order to preserve the spontaneity and vividness of children's perception, we used:
Dramatizations works of art, in which children play different roles;
Performances based on content created by children;
Performances using puppets and flat figures.
In preparation for the play “Smart Octopuses,” children made octopus toys during art classes. Together with my parents I figured out how to decorate them.
I told the children about the “puppet theater” and invited them to “play a fairy tale” about octopuses. For the decorations, the children came up with the idea of putting a mock-up on the floor for role-playing games “The Bottom of the Sea.”
At the beginning of the performance, we talked with the children about octopuses. Then she introduced the audience to the home of each octopus.
During the performance, I conducted a dialogue with the children and encouraged the children to act with the octopus.
Puppet theater is very important for the development of children. Scientists have proven that shy children “psychologically hide behind a doll.”
When I introduced the children to the poem “Piglets” by V. Lifschits, they wanted to dramatize it.
First, the children decided what the pig hero would look like. During manual labor classes, they made hats and masks with ears and snouts and painted them themselves. Special attention I drew children to the choice of a hero and, in connection with this, the meaningful use of gestures, facial expressions, movements during the depiction of action in the course of the poem.
First, I found out from each child what the character of the hero was (brave, kind, determined). “Divided” the children into groups. Then the children of each group were asked to demonstrate the movements of their characters. Then, depending on the image and character of the hero, she invited the children to choose the appropriate intonation. In advance, scenes were “played out” with the children (waiting for food, fighting around a trough, crying over spilled food).
During the performance, the “piglet” children demonstrated their “bad” upbringing, and after the performance they explained that this could only happen on stage.
In order to develop motor imagination in children, along with traditional productions, we staged performances with the children, the content for which was invented by the children themselves.
The children came up with the fairy tale “Kolobok’s New Adventures” (Appendices 6, 7), and in free activity they made drawings for the fairy tale. I told the children about the bi-ba-bo theater, and we decided to show the fairy tale to the children of the middle and senior groups.
The next fairy tale that the children came up with is called "Harry Potter and the Princess." We decided to dramatize the fairy tale. I invited the children to make a theater of spoons. In their free activity, children painted spoons, designed faces and clothes for dolls. We showed the fairy tale to our parents for the Family Day holiday (Appendix 8).
Relationships with other people, including peers in the kindergarten group, are an important component of the life and activities of every child. The emotional state of children, their attitude towards kindergarten, and possibly the nature of further relationships with people depend on what these relationships will be - benevolent or hostile, sincere and frank or formal and ostentatious.
To form friendly relationships in children, we used the methodology of psychologist S.G. Yakobson. (I.No. 15). During the theatrical activities, plays from this technique were staged.
- "A pebble in a shoe."
- "Trampled cake."
- "Someone else's cube."
- " Swing".
- "Someone else's drawing."
Starting from the senior group, I led a circle on theatrical activities (Appendix Plan 9).
The children were offered sketches (Appendix 10).
With the children from the theater group, we prepared performances: “The Wolf and the Goat”, “Mushrooms”. We showed fairy tales for the holiday dedicated to the 30th anniversary of the kindergarten.
A diagnostic table for the activities of children in the theater group was compiled (Appendix 11).
I. Sketch training (actor skill).
1. Diction (rhymes, tongue twisters, tongue twisters).
2. Gestures (studies on the expressiveness of gestures).
3. Facial expressions (studies on the expression of emotions).
4. Movements (studies with musical accompaniment).
II. Dramatization games.
1. The desire to participate in dramatization games.
2. The ability to communicate with a partner.
3. The ability to improvise when creating an image.
III. Sketches with dolls.
1. The desire to play with a doll.
2. The ability to manage it.
3. The ability to improvise with a doll.
IV. Puppet shows.
1. Desire to participate.
2. The ability to communicate with a partner using dolls.
3. The ability to create an image using dolls of different systems.
Developmental environment.
1. Fill the development environment with different
types of theaters.
All material is conveniently placed for children to use freely.
2. Create conditions for further
enriching children's experience.
The environment is one of the main means of developing a child’s personality, the source of his individual knowledge and social experience. When creating the environment, we tried to provide conditions for the independent creativity of each child.
In the group, we have equipped a theater area, as well as a “corner” of solitude, where the child can be alone or rehearse a role in front of a mirror, or look at the illustrations for the play again.
Taking into account the individual interests, inclinations and needs of preschool children requires the creation of unique privacy zones - special places, where each child keeps his personal property: a toy, decoration, costume, etc., which he can use in theatrical activities.
In order to realize the individual interests of children, we placed different types of puppet theater and children's drawings in the area of theatrical activities. The material is updated periodically.
To develop the curiosity and research interest of children, the area of theatrical activities includes a variety of natural and waste material, fabrics, costumes for mummers.
Special multifunctional rooms (music hall, children's art studio), where theatrical activities, club work and various holidays are held, also contribute to the development of children's creative abilities.
Thus, when creating a development environment, we took into account the principles:
Ensuring a balance between joint and individual activities of children;
Organization of “privacy zones”;
Providing the right and freedom of choice;
Creating conditions for modeling, searching and experimentation;
Multifunctional use of premises and equipment.
Working with parents.
1. Inform parents of the importance of the topic “Children’s development in theatrical activities.”
2. Introduce the main directions on this topic.
3. Approve forms of organizing joint activities of children, parents and teachers with children.
We held a parent meeting “Theater in the lives of children”, during which we identified the main directions in the work on theatrical activities.
Conversations and consultations were held on the topic “The importance of theatrical activities for the development of a child” (Appendix 12).
Parents took an active part in organizing theatrical activities. The joint activities of children, parents and educators made it possible to overcome the traditional approach, when children find themselves included in their isolated “cell” - age group and communicate with three adults. Such an organization of theatrical activities not only creates conditions for the acquisition of new knowledge, skills and abilities for the development of children's creativity, but also allows the child to come into contact with other adults.
Thus, such an organization of theatrical activities contributes to the self-realization of each child and the mutual enrichment of everyone, because adults and children act as equal partners in interaction.
Overall performance.
Diagnostic data carried out at the end of the year (Appendix 13) showed that more than half of the children in the group (17 children) can perform monologues and dialogues between characters; find expressive means of playing the role of their character, act out actions with the character. Children can come up with a fairy tale or story. All children began to take an active part in festive matinees.
My work on the topic “Development of children’s creativity in theatrical activities” gave the following results:
1. The level of children’s knowledge in theatrical activities has increased.
2. Children began to feel confident during performances.
3. The development environment has been expanded different types theaters, manuals, drawings.
4. Close contact with parents has been established. Parents are active participants and continue to work with their children.
Conclusion.
Thus, by carrying out targeted, systematic work to develop children’s sustainable interest in theatrical and play activities, improving children’s performing skills, stimulating their desire to look for means to create a character’s image, using movement, facial expressions, gesture, intonation; continuing to enrich children's vocabulary, teaching them to use direct and indirect speech in dramatizations of fairy tales and stories; improving the ability to retell fairy tales coherently and expressively, independently composing your own fairy tales, stories, using dolls; developing memory, thinking, imagination, speech, attention of children; We increase the level of development of children in theatrical activities, cultivate humane feelings in children, teach the art of communication, and expand the cultural range of children.
Prospects.
1. Taking into account the gender role characteristics of children, in areas for theatrical activities, place equipment and materials that meet the interests of both boys and girls.
2. Organize “Theater Evenings” together with other groups.
Literature:
1. Certification and accreditation of preschool educational institutions. M. AST, 1996
2. Bashaeva G.V. "Development of perception in children. Shape, color, sound." Yaroslavl. "Academy of Development" 1997
3. Belousova L.E. " Amazing stories"St. Petersburg. "Childhood-Press" 2001
4. Volkova G.A. "Speech therapy rhythm" M. "Enlightenment" 1985
5. Doronova T.M., Doronova E.G. "Children's development in theatrical activities" M. 1997
6. Doronova T.M. "Development of children 5-6 years old in theatrical activities" M. 1998
7. Doronova T.M. "Development of children 6-7 years old in theatrical activities" M. 1999
8. Kabalevsky D.B. "Education of the mind and heart" M. 1981
9. Kamenskaya M. “Memoirs” M. Fiction, 1991
10. Leontyev A.M. "Problems of mental development." M. Moscow University Publishing House.
11. Makhaneva M.D. "Theater classes in kindergarten." M. 2004
12. Poddyakov N.N. "Creativity and self-development of children preschool age"Volgograd "Change", 1997
13. Teplov B.M. "Psychology" M. 1951
14. Elkonin “Psychology of the game”
15. Yakobson S.G. "Moral education in kindergarten"
16. Magazines "Preschool education"
No. 8 – 1999
No. 12 – 2002
No. 8 – 2004
"Child in kindergarten."
No. 2 – 2001
No. 3 – 2001
No. 4 – 2001
No. 5 – 2001
No. 2 – 2002
Self-education work plan
“Spiritual and moral development of preschool children through theatrical activities»
Target: spiritual and moral education, development of creative abilities, psychological emancipation of children through theatrical activities.
Tasks:
1. Raising humane feelings in children:
formation of ideas about honesty, justice, kindness, cultivation of a negative attitude towards cruelty, cunning, cowardice;
developing in children the ability to correctly evaluate the actions of characters in puppet and dramatic performances, as well as to correctly evaluate their own and others’ actions;
development of a sense of self-respect, self-esteem and the desire to be responsive to adults and children, the ability to show attention to them state of mind, rejoice in the successes of peers, strive to come to the rescue in difficult times.
2. Fostering collectivism:
Forming in children the ability to act in accordance with the moral values of the team;
strengthening the culture of communication and behavior in the classroom, during preparation and performances;
developing the ability to evaluate the results of one’s own work and the work of peers;
maintaining the desire of children to actively participate in holidays and entertainment, using the skills acquired in classes and in independent activities.
Relevance:
“Those high moral, aesthetic
and intellectual feelings which
characterize a developed adult and
who can inspire him to great things
deeds and noble deeds are not given
ready-made for the child from birth.
They arise and develop throughout
childhood under the influence of social living conditions
and education."
Alexander Vladimirovich Zaporozhets.
In our Everyday life We are increasingly faced with a problem that has existed for the last couple of decades. The deterioration of the spiritual and moral state of society, the impoverishment of its moral foundations, expressed in the insufficient development of ideas about spiritual values and a certain distortion of the moral state, emotionally - volitional sphere and social immaturity of children and adolescents and young people.
It is in preschool age that moral feelings begin to form, which are important for the development of children's relationships. The task of developing the spiritual and moral sphere in at this stage it is solved the more successfully the more humane the adults themselves are, the kinder and fairer they treat children. Thus they serve a clear example for imitation.
Traditionally, the content of work on spiritual and moral education is considered to be familiarization with a system of values, the assimilation of ideas about which ensures the spiritual and moral formation of a growing person. In my opinion, the content of spiritual and moral education is the spiritual and moral experience that is acquired by the child and “cultivated” by the teacher in the process of pedagogical interaction in various types of activities, being in constant interaction with peers.
Most effective method work, in in this direction, I consider the spiritual and moral development of children through theatrical activities. After all, it is through her that a child can acquire the very experience he needs, awareness of himself as an individual capable of correctly assessing this or that life situation and make the right decision.
Theatrical activity, the wonderful world of fairy-tale magic and transformation, is important factor in the artistic and aesthetic development of the child, has an active influence on the development of his emotional-volitional sphere.
I would especially like to highlight the importance of dramatization games in the spiritual and moral education of preschool children. Children are attracted by the inner, emotional richness of literary plots, specific active actions characters. Children emotionally master a literary work, penetrate into the inner meaning of the heroes’ actions, and they form an evaluative attitude towards the hero. Literary work brings the child closer to literary character, activates the processes of formation of empathy, compassion, assistance, and contributes to the formation of moral motives of behavior. Thanks to a fairy tale, a child learns about the world not only with his mind, but also with his heart, and expresses his own attitude towards good and evil. Favorite heroes become role models of identification. Theatrical activities are aimed at developing in children sensations, feelings and emotions, thinking, imagination, fantasy, attention, memory, and will.
All works offered for dramatization games can be divided into:
1. Works in which the characters show the ability to be friends (“Cat, Rooster and Fox”, “Teremok”, “Under the Mushroom”).
2. Fairy tales that reveal moral meaning love, care in relation to close people (“The Cockerel and the Bean Seed”, “Ryaba Hen”, “Geese and Swans”, “Cat’s House”).
3. Works that are similar in ideological content; they often contrast good and evil (“Morozko”, “Kolobok”).
4. Examples of a fair, kind, brave hero are shown (“Zayushkina’s hut”, “Aibolit”).
5. Formation of a generalized positive image of a person. These works show both positive and negative traits(“Bragging Hare”, “Masha and the Bear”)
The genre of fairy tales is the very generous soil for “cultivating” ideas about good and evil, because their meaning is in the active struggle against evil, confidence in the victory of good, glorification of work, protection of the weak and offended. In a fairy tale, a child encounters ideal images of heroes, which helps him develop a certain moral attitude towards life. Stage images are generalized images, and therefore each specific image always carries a lot of information to the child about life, people, and the social experience of the society around him.
It is thanks to theatrical activities that the emotional and sensory “filling” of individual spiritual and moral concepts is carried out and helps students to comprehend them not only with their minds, but also with their hearts, to pass them through their souls, and to make the right moral choice.
Relationship with other components pedagogical process in all directions and various pedagogical areas provide the opportunity to achieve positive results and say that the use of the pedagogical potential of theatrical activities can contribute to the formation of moral qualities of preschoolers; understanding spiritual and moral values, improving the moral culture of both students, teachers and parents; updating the content and forms of implementation of spiritual and moral education of preschool children; strengthening cooperation between preschool educational institutions and families. And as the ultimate goal is the education of a humanistically holistic, spiritually developed personality who will be able to confront the realities of our reality, creating and increasing goodness around him, striving for moral self-improvement, who has the desire through internal work to acquire strong moral convictions, find his moral ideal, and direct his activities to service to a noble cause, to one’s Fatherland.
| Term | Practical solution |
|
| October - May | Study of the FEDERAL STATE EDUCATIONAL STANDARD OF PRESCHOOL EDUCATION Studying the new SanPiN Studying work program in the educational field "Social and communicative development" 1. Agapova I.A. Davydova M.A. Theater classes and games in kindergarten M. 2010. 2.Antipina E.A. Theatrical performances in kindergarten. M. 2010. 3. Vakulenko Yu.A, Vlasenko O.P. Theatrical performances of fairy tales in kindergarten. Volgograd 2008 4. Kryukova S.V. Slobodyanik N.P. I am surprised, angry, afraid, boastful and happy. M. "Genesis" 2000. | |
| Conversations, viewing pictures and videos. Work on topics: Introduction to the theater; Who works in the theater; Rules of behavior in the theater; S/r game "Theater". | Fostering an emotionally positive attitude towards the theater and the people who work there. Replenishment of vocabulary. Expand children's interest in active participation in theatrical games. |
|
| Finger Theater | Mastering finger theater skills. Development of facial expressions; emancipation through play activity. |
|
| Work on topics: Plane and finger theater; Facial expressions and gestures. (dramatization of the fairy tales “Rukavichka”, “Zayushkina’s hut”). | Mastering finger theater skills Developing the ability to concentrate on an object and copy it through movements; Development of imagination; learning to convey mood and emotional state using facial expressions. |
|
| Development of theatrical and gaming activities for the event “Kolyada, Kolyada - open the gates” Selection of material for the theater activity center “Visiting a Fairy Tale” (during a year) | Entertainment "Kolyada, Kolyada - open the gate" Decoration in the group of the theater center "Visiting a Fairy Tale" |
|
| Creation of a “piggy bank of theatrical games” and design of tabletop theaters. (During a year) Develop leisure activities “Meeting Spring” (Maslenitsa) | Conducting theatrical activities in free time Leisure “Farewell to Russian winter” |
|
| Fairy tale “Turnip” - learning roles with children; | Development of imagination, fantasy, interest, responsibility. Development of creative independence, aesthetic taste in conveying an image; development of children's speech, emotional orientation; unleashing children's creative abilities |
|
| Teaching children to own a doll, toy learning roles with children; production of costumes and scenery. | Development of emotional, connected - speech sphere in children through theatrical activities |
|
| Theatrical performance. Create a photo album of events held | Showing the performance to parents. |
Literature:
G.V. Lapteva “Games for the development of emotions and creativity.” Theater classes for children 5-9 years old. S.-P.: 2011
I.A. Lykova “Shadow Theater Yesterday and Today” S.-P.: 2012.
I.A.Lykova “Theater on Fingers” M. 2012
E.A. Alyabyeva " Thematic days and weeks in kindergarten” M.: 2012.
O. G. Yarygina “Workshop of Fairy Tales” M.: 2010.
A.N. Chusovskaya “Scripts for theatrical performances and entertainment” M.: 2011.
L.E. Kylasova " Parent meetings» Volgograd: 2010
I.G. Sukhin “800 riddles, 100 crosswords.” M. 1997
E.V. Lapteva “1000 Russian tongue twisters for speech development” M.: 2012.
A.G. Sovushkina “Development fine motor skills (finger gymnastics).
Artemova L.V. “Theatrical games for preschoolers” M.: 1983.
Alyansky Yu. “ABC of theatre” M.: 1998.
Sorokina N. F. “Playing puppet theater” M.: ARKTI, 2002.
E.V. Migunova “Theatrical pedagogy in kindergarten”. Guidelines M.: 2009
G.P.Shalaeva " Big Book rules of conduct" M.: 2007.
A.G. Raspopov “What kind of theaters are there” Publishing house: School press 2011
Migunova E.V. M 57 Organization of theatrical activities in kindergarten: Educational method. allowance; Veliky Novgorod, 2006..
N.B. Ulashenko “Organization of theatrical activities. Senior group» Publishing and trading house Volgograd 2009
O.I. Lazarenko “Articulation-finger gymnastics.” Set of exercises. M.: 2012.
Working with parents
| Term | Practical solution |
|
| October - May | Design of material for parents “Group Life” with photographic material | |
| Questioning of parents “Determining the attitude of parents to the organization of theatrical activities in preschool educational institution» | Parents' attitude to the organization of theatrical activities in a preschool educational institution |
|
| Consultation for parents |
Self-education work plan
Educator: Shalaeva O.L. middle group
Topic: “Theatrical activity as a means
children's speech development"
RELEVANCE
Childhood is not a small country at all, but a huge planet where every child has his own talents. It is important to treat children's creativity with care and respect, no matter in what form it appears. The shortest way to emotionally liberate a child, relieve tension, teach feelings and artistic imagination is through play and fantasy. It is known that children love to play; there is no need to force them to do so. While playing, we communicate with children on “their territory.” By entering the world of play, we can learn a lot ourselves and teach our children.
“The game is a huge window through which spiritual world The child receives a life-giving stream of ideas and concepts about the world around him. Play is the spark that ignites the flame of inquisitiveness and curiosity.”
(V.A. Sukhomlinsky).
And the words spoken by the German psychologist Karl Gross: “We play not because we are children, but childhood itself was given to us so that we could play.”
Goals: create conditions for the development of children's speech through creative activity in theatrical activities.
Tasks:
Introduce children to theatrical art and theatrical activities.
Contribute to the formation of a creative personality; develop speech and communication skills in children.
Enrich the theater corner in the group various types theaters (puppet, cone, shadow, finger, etc.), theatrical attributes, card index of theatrical games, card index “Riddles about fairy-tale characters,” activity algorithms.
Create conditions for the development of children's creative activity.
To develop an interest in theater and joint theatrical activities among children and parents.
Develop children's artistic skills, imagination, emotions, fantasy, communication skills, speech.
To cultivate a sense of beauty in the soul of every child and instill a love of art.
Planself-education work
| Stages of self-education work | Program content |
|
| September | Selection and acquisition required material and equipment for theatrical activities. Conversation “What is theater?” Selection and study of pedagogical literature, reading Russian folk tales“Turnip”, “Teremok”, “Kolobok”, “Mitten”, “Under the mushroom”, “Zayushkina’s hut”, “The Wolf and the Seven Little Goats”, poems, nursery rhymes; riddles about fairy tale heroes. | Making a card index “Riddles about fairy-tale characters”, “Theatrical games” Introduce children to Russian folk tales. Develop an interest in listening to works. Parenting interest in dramatization, theatrical activities. Introduce children theater, with rules of conduct. Creating a subject-specific development environment in the group. |
| October | Conversation “Types of theater” Types of theater: glove, table, finger. Acting out poems, songs, nursery rhymes, mini-scenes, fairy tales Preparation and holding of the holiday " Golden autumn» Puppet show "Apple Tree" Consultation for parents “Theatrical play is a source of creativity and self-expression for preschool children” | Mastering the skills of using glove, table and finger theatres. Development of facial expressions; Liberation through play activities; Participation in the musical festival “Golden Autumn” |
| Introduce children to table theater. Games with cubes: “Collect a fairy tale” "Who's screaming" Looking at toys and illustrations for fairy tales; Puppet theater show: "Teremok" | Mastering tabletop theater skills (dramatization of fairy tales “Teremok”) Create a desire to participate Theatrical game. |
|
| Theatrical performance. Dramatization of the Russian folk tale "Kolobok" Theatrical game “Show me what you see” Making a theater out of spoons. Preparing for the New Year's holiday. | Induce a positive emotional state. Participation in the New Year's Ball celebration Development of fine motor skills in combination with speech. Instructions for parents to make New Year's decorations and help children memorize poems and songs. Participation in a music festival. |
|
| Meeting the children: Flat finger walking theater. Making a finger walking theater. Children role-playing familiar fairy tales (“Turnip”, “The Ringed Hen”) using a tabletop theater. | Mastering walking finger theater skills (dramatization of fairy tales) To develop children’s ability to follow the content and correct flow of the text; develop dialogical speech. Work on intonation, diction, expressiveness of speech while memorizing poems. |
|
| Meeting the children: Theater of masks Theatrical games: “Guess by the sound”, “We won’t tell you where we were, but we’ll show you what we did” Making a theater from felt. Simulation exercises “Show how a bear, a fox, a bunny, a frog walks” Learning and staging the fairy tale “The Mitten”. | Mastering mask theater skills (dramatization of the fairy tale “The Mitten”) To develop children’s skills to improvise, display character traits heroes Unlocking children's creative abilities. |
|
| Didactic games"Name the hero affectionately" “Who says what?” Theatrical performance. Dramatization of the fairy tale “Geese and Swans” | Train clear pronunciation of sounds, train speech attention, memory. Develop the ability to get used to the role, convey characteristic features fairy-tale heroes, combine speech, movement and facial expressions. Participation in a music festival. |
|
| Meeting the children: with shadow theater. View cartoons based on Russian folk tales: “Mitten”, “Kolobok”, “Turnip”, “Teremok”, etc. Learning and staging the fairy tale “The Three Bears” | Mastering skills shadow theater (dramatization of a fairy tale "The Hut Behind the Ears", "The Three Little Pigs") Generalization of children's knowledge about Russian folk tales. |
|
| Dramatization of Russian folk tales using various types of theater: tabletop, finger, shadow, cone. Presentation about the work done. Show presentation at parent meeting. | To consolidate children's knowledge about the types of theaters. Continue to develop the ability to expressively convey images using facial expressions and pantomime. |
|
“Development of creativity in preschool children
through theatrical activities"
Teacher first
qualification category
Zerenkova Irina Andreevna
Kemerovo MADO No. 219
"Theater is a beautiful art.
It ennobles and educates a person.
Someone who truly loves theater
always takes away from him a reserve of wisdom and kindness.”
K.S.Stanislavsky
Relevance.
At all stages of the formation of pedagogy, the problem of the development of children's creativity, which has great pedagogical and social significance, has not lost its relevance. The importance of theatrical activities in the development of a child cannot be overestimated. Theater makes children happy, entertains and develops them, they like to communicate, they learn to think creatively, analyze, and feel like they are in another world.
This is why children love theatrical activities so much. In a theatrical game it is carried out emotional development: children get acquainted with the feelings and moods of the characters, master ways of their external expression. Theatrical play is also of great importance for speech development (improving dialogues and monologues, mastering the expressiveness of speech). Finally, theatrical play is a means of self-expression and self-realization for the child. Theatrical activity allows the child to solve many problematic situations indirectly on behalf of a character. This helps overcome timidity, self-doubt, shyness, and allows you to develop memory, attention, imagination, initiative, independence and speech.
Thus, theatrical activities contribute to the comprehensive development of an individual who can think creatively, make independent decisions and find a way out of current situations; manifestation of talent, formation of moral positions in relation to peers and elders, and therefore facilitates the child’s entry into difficult social world.
The proposed development is intended for children of senior preschool age. Children aged 5-6 years have already developed basic speech, behavioral, musical, and motor skills. At this age, a child can easily be driven by a momentary desire and submit to the requirement of fulfilling the role he has taken on.
The goal is to develop children's creative abilities through theatrical art.
Tasks:
Create favorable conditions for the development of creative activity of children participating in theatrical activities.
Introduce children to various types of theaters (puppet, drama, musical, children's, animal theater, etc.).
Development of curiosity, initiative, and the ability for creative self-expression.
To improve children's artistic skills in terms of experiencing and embodying the image, as well as their performing skills.
Introduce children to theatrical culture, enrich their theatrical experience: children’s knowledge about the theater, its history, structure, theatrical professions, costumes, attributes, theatrical terminology.
To develop children's interest in theatrical and play activities.
Stages of work:
1. Study the book “Theatrical Activities in Kindergarten” by M.D. Makhaneva.
2. Study the magazine “Educator in a preschool educational institution” on the topic of experience.
3. Study articles on the Internet on the topic “Theatrical activities in preschool age.”
4. Prepare a subject-spatial environment taking into account age characteristics children.
5. Draw up a long-term work plan.
Expected Result:
- in the process of theatrical play, children’s knowledge about the world around them will be expanded;
- will develop mental processes: attention, memory, perception, imagination;
- activates and improves lexicon, grammatical structure of speech, sound pronunciation, tempo, expressiveness of speech;
- motor skills, coordination, smoothness, switchability, and purposefulness of movements are improved;
-stimulates the development of creative, search activity, independence;
- participation in theatrical games will bring joy to children, arouse active interest, and captivate them.
Forms of working with children:
a game
improvisation
staging and dramatization
explanation
children's story
teacher reading
conversations
watching videos
learning oral compositions folk art
discussion
observations
verbal, board and outdoor games.
pantomime sketches and exercises.
Equipment:
1. Theater screen
2.Different types of puppet theaters:
- finger
- conical
- shadow
- flannelograph
- magnetic
- mask
- mitten
- toy (rubber, wooden, soft dolls)
3. Laptop, speakers.
4. Costumes
Literature used when working on this topic:
1. Vygotsky L.S. "Training and development in preschool age"
2. E.G. Churilov “Methodology and organization of theatrical activities of preschoolers and junior schoolchildren» Moscow: “Vlados” 2001.
3. A.V. Shchetkin “Theatrical activities in kindergarten” Moscow: “Mosaic - Synthesis” 2007.
4. N.F. Sorokina “Playing puppet theater” Program “Theater - Creativity - Children”. Moscow 2002.
5. I.P. Posashkova “Organization of creative activities of children 3-7 years old.” Volgograd 2009
6. 1. Doronova, T.N. Let's play in the theater / T.N. Doronova, - M.: Education. 2005
7. 2. Makhaneva, M.D. Theatrical activities in kindergarten. / M.D. Makhaneva, - M.: Dedication. 2005
8. 3. Shchetkin, A.V. Theatrical activities in kindergarten. / A.V. Shchetkin, - M.: Education 2007.
9. M.D. Makhanev "Theatrical activities in kindergarten."
Magazine "Educator in a preschool educational institution":
“Theatrical activities in working with children early age"(No. 6/2010)
“Playing with young children” (No. 3/2013)
“Theatrical activities in kindergarten” (No. 6/2009)
“Dramatization games in the development of perception fiction younger preschoolers" (No. 1/2013)
"Theatrical games and exercises for younger preschoolers"(No. 4/2009)
“Theatrical games in middle preschool age” (No. 9/2010)
“Development of creative activity of preschool children through theatrical and play activities” (No. 9/2010)
“Development of creativity in theatrical games” (No. 11/2012)
Articles on the Internet:
“Theatrical games in preschool educational institutions” by O.V. Akulov. (portal-slovo.ru/Preschool education/36458.php)
Project “Development of communication abilities in preschool children through theatrical activities.” (ozreksosh.ru).
Project on theatrical activities with children 4-7 years old “Formation of the creative abilities of preschool children through theatrical activities.” (Zernova E.N., Churina O.I.) - “Theatrical games in kindergarten.” (nashideto4ki.ru›…teatralizovannye…v_detskom_sadu…)
Month Topic, lesson Methodological recommendations Goals and objectives
September World of Theater. Presentation “The History of the Theatre” To develop children’s interest in theatrical art.
Introduce children to various types of theater.
Introduce the children to the rules of behavior in the theater and the profession of an actor who controls puppets. Expand children's interest in active participation in theatrical games.
“Behind the Scenes” An introduction to theater professions and their importance.
Theater games Role-playing game"Theater".
Diverse world theater Showing a variety of theaters (shadow, tabletop, puppet, etc.)
October Facial expressions Gestures Exercises: “Depict an emotion” (“Joy”; “Sadness”; “Anger”)
"Call with movement"
“Invitation to Dance” Introduce the basics of acting.
Learn to portray the emotional state of a character.
Introduce tempo and rhythm. Learn clearly, pronounce words and sentences with different intonations (question, request, surprise, sadness, fear, etc.).
Develop plastic movement, speech, logical thinking, imagination.
Cultivate interest in theatrical activities.
We develop the ability to concentrate on an object and copy it through movements;
We develop stage freedom.
Development of hearing and sense of rhythm in children.
Voice strength and speech breathing Games and exercises to support breathing: “Bird Yard”, “Echo”
Breathing exercises:
"Pendulum"; “Blow out the candle”;
Pantomime
game "Blizzard";
exercises for the development of sensorimotor skills;
Hearing and sense of rhythm. game "Fox and Wolf";
game “Catching mosquitoes”;
game "Magic Chair";
November Stage plasticity
game “Make no mistake”;
game “If guests knock”;
finger games"Squirrels"; We develop the ability to convey the character of animals through body movements. Developing the ability to own own body; control your own muscles. Getting to know the world of feelings and emotions;
We develop the ability to convey the character of animals through body movements.
Getting to know the world of feelings and emotions;
We develop the ability to convey feelings and emotions, learn to master them.
Forming correct, clear pronunciation (breathing, articulation, diction); develop imagination; expanding vocabulary
Muscle relaxation
study on muscle relaxation “Barbell”;
game "Wolf and Sheep";
Feelings, emotions sketch “Let's shake off our hands”;
sketch “favorite toy”;
sketch “Curves Mirror”
Culture and technique of speech Games “Phrase in a circle”, “Fantasies about...”
December Staging of little jokes Articulation gymnastics;
Game "Birdcatcher";
finger games
Work on speech development, intonation, logical stress.
Forming correct, clear pronunciation (breathing, articulation, diction);
Developing imagination; expanding our vocabulary.
Games and exercises to create gaming motivation.
Introduction to Russian folk costumes.
Hey guys! Making a tabletop theater using Kinder Surprise toys
“Wonderful transformation” Conversation with children. Dressing up in costumes. Imitation studies. Guessing riddles.
“Understand me” Guessing riddles. Conversation. Game exercises. Riddles, games
January “Well, let’s all stand in a circle...” improvisation games Continue teaching children to improvise to music; develop imagination, associative thinking; to form an aesthetic perception of nature; develop memory physical sensations.
Show children that each person is individual and has his own interests and preferences.
Learn to convey thoughts coherently and logically.
We want one simple fairy tale... We talk about our favorite games and fairy tales
“The Wolf and the Seven Little Goats” “The Wolf and the Seven Little Goats” reading, retelling.
February “Imagine...” Walk up to a chair and examine it as if it were a royal throne, a flower, a fire... Pass a book to each other as if it were a bomb, a brick, a crystal vase... Take a thread from the table as if it were - snake, hot potato, cake; Induce a joyful emotional mood in children; develop basic skills of facial expressions and gestures; teach children to pronounce phrases intonationally; develop imagination.
Organization of the exhibition and awarding certificates and prizes to the winners of the competition;
Develop correct speech breathing;
To cultivate the ability to control one’s attention, to develop children’s imagination and imagination.
Dramatization Showing the fairy tale “The Wolf and the Seven Little Goats” for junior group.
Drawing a theater Joint activity of children and parents (drawing competition “In the theater”)
“Evening with Grandma Riddle” Guessing riddles. Learning tongue twisters.
March Independent theater activities, Dramatization of fairy tales, tabletop and puppet theater. To develop the imagination and fantasy of children, to give children the opportunity to express themselves alone with a doll and together with friends.
We develop playful behavior and readiness for creativity; develop communication skills, Creative skills, self confidence.
Teach the characteristic transmission of images by movements of the hands and fingers.
To reinforce the concept of “pantomime” in children’s speech
Encourage children to improvise and come up with a plot for the theater themselves.
Mastering the skills of mastering this type of theatrical activity.
Theater games “What has changed?”
"Catch Cotton"
"Shadow"
"Merry Monkeys"
“Super fingers” “Okay, okay”, “Fingers are walking”, etc.
We write a fairy tale ourselves. Theater demonstration on flannel.
April Preparatory Reading and retelling of the fairy tale “Geese and Swans” Learn to convey thoughts coherently and logically.
Improve the expressiveness of facial expressions, gestures, and voice when dramatizing a fairy tale.
Develop attention, memory, breathing; cultivate goodwill and contact in relationships with peers.
Preparatory Production of elements of costumes, scenery, posters, tickets
Rehearsal Preparing for a performance. Final rehearsal.
Theater production of the play “Geese and Swans”. Show for parents.
May Theatrical games Theatrical games “Funny monkeys”, “Chooks”, “Me too!”, “Guess what I’m doing?”. Development of diction; learning new tongue twisters; introduce the concept of “rhyme”, practice coming up with rhymes for words.
Develop children’s ability to understand the emotional state of another person and be able to adequately express their own.
“Through the Looking Glass” Convey the emotional state of another person
Fear has big eyes. Reading, retelling a fairy tale.
One, two, three, four, five - we will compose poems. Coming up with rhymes for words.