Methodology for organizing theatrical activities in kindergarten. Theatrical activities in kindergarten and its organization

Theatrical activity in the preschool educational institution contributes to the development of imagination, all types of memory and types of children's creativity (artistic and speech, musical and gaming, dance, stage).

In order to successfully solve these problems, it is desirable to have a teacher-leader. children's theater(director), who would not only conduct special theatrical games-classes with children, but would also correct the actions of all teachers involved in solving problems in theatrical activities.

The teacher of children's theater helps educators change the traditional approaches to the organization of theatrical activities, involve them in active participation in the work on theatrical games. Its goal is not to be limited to screenwriting, directing, staging work with child actors, but through all types of activities to promote the formation of creativity.

The teacher himself needs to be able to expressively read, tell, look and see, listen and hear, be ready for any transformation, i.e. master the basics of acting and directing skills. One of the main conditions is the adult's emotional attitude to everything that happens, sincerity and genuineness of feelings. The intonation of the teacher's voice is a role model. Therefore, before offering children any task, you should repeatedly practice yourself.

The teacher must be extremely tactful. For example, the fixation of a child's emotional states should take place naturally, with maximum benevolence on the part of the teacher, and not turn into facial expressions lessons.

The correct organization of theatrical activities contributes to the choice of the main directions, forms and methods of working with children, the rational use of human resources.

During class you must:

- listen carefully to the answers and suggestions of children;
- if they do not answer, do not require explanations, proceed to actions with the character;
- when introducing children to the heroes of works, allocate time for them to act or talk with them;
- ask who did it, it seems, and why, and not who did it better;
- in custody different ways make children happy.

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

1. Content and variety of topics.
2. The constant, daily inclusion of theatrical games is completely a form of the pedagogical process, which makes them as necessary for children as role-playing games.
3. Maximum activity of children at the stages of preparation and conduct of games.
4. Cooperation of children with each other and with adults at all stages of organizing a theatrical game.

1. In theatrical activity, in close interaction with the development of creative abilities, all aspects of the child's personality are formed; imagination enriches interests and personal experience the child, through the stimulation of emotions, forms the consciousness of moral norms.
2. The mechanism of imagination in theatrical activity actively influences the development of the emotional sphere of the child, his feelings, the perception of the created images.
3. With systematic theatrical activities, children develop the ability to actively use different kinds sign-symbolic function, the ability to create images and effective imagination mechanisms that affect the development of creative imagination.
4. Theatrical games should be of a different functional orientation, contain educational educational tasks, act as a means of developing the child's mental processes, feelings, moral concepts, knowledge of the world around.
5. It is necessary to approach the organization of theatrical activities taking into account the age and individual characteristics of children, so that the indecisive ones develop courage, confidence, and the impulsive ones have the ability to reckon with the opinion of the team.
6. Theatrical games should be different in content, carry information about the surrounding reality, a special selection of works of art is required, on the basis of which plots are built. Thus, A complex approach to the organization of theatrical activities determines its effectiveness in the development of creative imagination in children. M. V. Ermolaeva presented a set of classes for the development of the cognitive and affective imagination of the child by means of theatrical activities.

Special classes should not be held in isolation from the educational work carried out by group teachers, music director, teacher of visual activity(L. V. Kutsakova, S. I. Merzlyakova).

At music lessons, children learn to hear different emotional states in music and convey it with movements, gestures, facial expressions, listen to the music for the performance, noting the diverse content, etc.

On speech lessons children develop clear diction, work is underway on articulation with the help of tongue twisters, tongue twisters, nursery rhymes; children get acquainted with a literary work for the performance.

In the classroom for fine arts, they get acquainted with reproductions of paintings, with illustrations that are similar in content to the plot,

learn to draw various materials according to the plot of a fairy tale or its individual characters.

In the theater studio, sketches are played out to convey feelings, emotional states, speech exercises, and rehearsal work is carried out.

Class regulation.

Theater classes are held with all children of the senior and preparatory groups without special selection. The optimal number of children is 12-16 people, in a subgroup there should be at least 10 people. Classes are held 2 times a week in the morning or evening time. Duration of each session: 15-20 minutes junior group, 20-25 minutes - in the middle and 25-30 minutes - in the senior. Individual work and general rehearsals are held once a week for no more than 40 minutes.

It is desirable to conduct classes in a spacious, regularly ventilated room using soft, volumetric modules of various designs with the presence musical instrument, audio engineering.

The uniform is light, preferably sports, soft shoes or Czechs are required.

The first theatrical games are conducted by the teacher himself, involving children in them. Further, small exercises and games are used in the lessons, in which the teacher becomes a partner in the game and invites the child to take the initiative in all organizations, and only in older groups can the teacher sometimes be a participant in the game and encourage children to be independent in choosing a plot and acting it out.

three lessons a week (two in the morning, one in the evening), on the other days of the week - one in the morning and one in the evening lasting 15 minutes, starting with the second junior group.

For proper organization theater classes with preschoolers, it is recommended to take into account the following principles (E. G. Churilova).

1. The content of the classes, the variety of topics and methods of work.
2. Daily inclusion of theatrical games in all forms of organization of the pedagogical process, which will make them as necessary as didactic and role-playing games.
3. Maximum activity of children at all stages of preparation and conduct of games.
4. Cooperation of children with each other and with adults.
5. Preparedness and interest of educators. All games and exercises in the lesson are selected in such a way that they successfully combine movements, speech, facial expressions, pantomime in various variations.

Pedagogical basis process organization theatrical activities in preschool institutions is a feature of children's perception preschool age theater arts. In order for this perception to be complete, children should be introduced to various types of theatrical activities. All theater games can be divided into two main groups: director's games and dramatization games.

Consider the principles - the main starting points that the teacher must be guided by in the process of organizing theatrical and gaming activities in kindergarten.

heuristic principle. A fundamental condition for the emergence and development of theatrical and gaming activities of preschool children is the presence of an educational environment that stimulates the development of children's creative abilities.

When creating such an environment, it is necessary to be guided by the principle of heuristics, since the central element of creativity is insight, which is associated with finding a new, original solution to the problem. The heuristic environment contains information that does not immediately reveal itself, but encourages the child to search. If the environment is inexhaustible, informative, it will provide an opportunity for discoveries (eureka - “I found!”), Satisfies the child’s need for novelty, which is discovered by him in the course of actions.

Unity principle processes of integration and differentiation of joint activities. The foundation of this principle is the organization of joint activities of children and teachers on the basis of mutual understanding and mutual assistance. This principle also presupposes the development of the game initiative, the independence of children, the partial transfer of authority and responsibility to them.

The principle of non-coercion. It assumes that in the organization of theatrical and gaming activities and its management, any coercion of children that contradicts the essence of this activity is excluded.

The principle of maintaining a game atmosphere. It involves the creation of conditions for maintaining children's interest in theatrical and gaming activities through the use of a variety of methods and techniques.

The principle of the relationship between play and non-play activities. Guided by this principle, the teacher helps to ensure that the meaning of game actions is gradually transferred and life experience children and vice versa, the knowledge gained in everyday life, in the classroom, was transferred to the children's play activities, which contributes to the further education, training and development of children in school years.

To implement the principles of organizing theatrical and gaming activities, the teacher uses many techniques. Reasonable, reasonable selection of methods of organization and leadership helps to effectively solve the problems of theatrical and gaming activities. Often the teacher uses a set of techniques. The selection of techniques depends on the purpose of the activity, on the level of knowledge and skills of children, their age, and on the creativity of the teacher.

In order to organize theatrical and gaming activities, the teacher uses both direct methods (explanation, question, figurative, gauging, indication, etc.) and indirect ones (hint, advice, replica, reminder, etc.). Verbal techniques of the teacher are combined with visual ones.

First of all, the teacher needs to take care of the emergence and maintenance of interest in the game. For this purpose, game techniques are used: the sudden appearance of a theatrical puppet or teacher and the costume of a hero with an offer to play; game actions with finger puppets; singing songs, retelling poems, nursery rhymes; retelling the work with the help of a doll; gaming announcements on the "loudspeaker"; acceptance by the teacher of a playing role; game exercises, production of gaming tickets; talks about visiting the theater with a demonstration of the actions of the actor, etc. In order to maintain a playful atmosphere, the teacher also uses various techniques: introducing new toys, decorations; friendly remark, reminder, advice; repertoire enrichment; analysis of play activities with children; construction of a stage, theater using a module and its elements, from a large building material; production of invitation cards for a performance for kids; viewing illustrations of magazines, books.

The distribution of roles also requires the teacher to use all kinds of techniques: assignment to a role at the request of children; the offer of a role to the child by the teacher based on which role is especially useful to him (with the consent of the child); choice for a role based on the results of game tasks (made a scenery; made a doll in collaboration with parents; tried to expressively tell a fairy tale, sing a song; came up with a dialogue of heroes; made a mask; masterfully controlled a doll, etc.); performing the role in turn, etc.

When organizing theatrical games, a practicing teacher needs to have an idea of the main features, features that distinguish one game from others, i.e. about styles of theatrical play. In theatrical games of preschoolers, two styles of play can be distinguished: acting and directing.

acting style. If a child plays the role of one character, mainly using his means of expression - intonation, facial expressions, pantomime, then we are talking about the acting style of the game. The child uses various attributes that symbolize the typical properties of the character, his signs. He takes a doll or puts on a costume, elements of a costume, a mask and enters the image, transforms into it, lives his life.

Directing style. If the child does not take on a specific role indicated by the scenario, but operates with objects and toys, acts for all the characters, pronouncing the lines of all actors, and evaluates what is happening from the point of view of each character, then we are talking about the director's style of the game. The depicted world is inhabited by images for which various storylines are invented, scenes are created in which the child plays the role of toy characters, acting for them, depicting them with intonation, the movement of dolls. In this game, the child acts in several guises, combining in his person several positions at the same time - director, playwright, actor. Role bearers are toys and other items; their content is mediated social experience.

The child himself organizes the game situation, regulates the relationship of the characters and motivates their actions. At the same time, he learns to look at events with different positions, mentally putting yourself in the place of each character. Although the plot of theatrical games is predetermined by the literary basis, and in the director's style it is more often subject to changes according to the child's own intention. Plot events in games can change as a result of the child's associative perception of the world around him: one or another attribute, a toy can lead to a change in the plot.

Children put on puppet concerts, perform poems for the puppet artists, sing songs, guess riddles in accordance with the game image (the bear speaks in a thick, low voice, the little hare sings a song in a thin voice, mosquitoes squeak). In older preschool age, in addition to the individual, there is also a joint form of directorial theatrical games. IN joint games the experience of coordinating joint actions is accumulating especially intensively.

Based on the foregoing, we come to the conclusion that knowledge of the main features of theatrical games, adherence to the principles and use of methods and techniques for organizing theatrical and gaming activities contribute to the successful development of this activity, which in turn stimulates the most complete development of the creative inclinations and abilities of the child; creates a pedagogically appropriate environment for education; in joint activities and communication organizes such interaction between educators and pupils, which contributes to the achievement of the goals set by the teacher in the development of the child's personality.

Do the kids really like it? After all, they love to play most of the time. Every kid always wants to fulfill his mission. And how to train him to fulfill his role and act? Who will help him gain life experience? Of course, theater and artists!

After all, what is theatrical activity in kindergarten? This is a great way of aesthetic-emotional education of kids, which allows you to create the experience of a social skill of behavior with the help of fairy tales and literary works for preschool age. Such literature is always distinguished by a moral orientation (kindness, courage, friendship, and so on).

Everyone knows that thanks to the theater, the baby learns the world both heart and mind. Thus he tries to express his own attitude towards evil and good.

In general, theatrical activities in kindergarten help kids overcome shyness, timidity and self-doubt. The theater teaches young artists to see the beauty in people and in life, awakens in them the desire to bring good and plausible into the world. As a rule, the theater comprehensively develops children.

What is the purpose of theatrical activities in kindergarten? Educators strive to implement the tasks set through all types of children's initiatives aimed at developing creativity and personal qualities in kids.

Work on theatrical activities in kindergarten pursues the following missions:

Creation of a special environment in which the creative activity of the younger generation can develop in theatrical activities. Educators encourage performing arts, develop the ability to hold their speeches at ease and freely, encourage improvisation by means of facial expressions, expressive movements, intonation, and so on.
Introducing kids to theatrical culture. The teachers introduce them to theatrical genres, the device of the theater, with various types of puppet performances.
Providing conditions for the relationship of theatrical with other types of activity in a single teaching process. This task is carried out with the help of music lessons, sports activities, excursions, and so on.
Creating conditions for children and adults to study theater lessons together. This item is carried out by staging joint performances in which kids, parents, and employees participate. In addition, teachers organize performances in which older groups speak to younger groups.
Educators want every preschooler to be able to realize himself. To do this, they create a favorable microclimate in the group. Here personality little man respect.

Theater in kindergarten

What is called creative activity and the development of creative talent? This is an integral part of the spiritual and socio-economic directions of the current social order.

In general, the word "creativity" in the people means to look for, to show something that was not in the past experience, social and individual. Creative activity usually gives birth to something unprecedented. It is an independent art of creating new products that reflect the personal self.

It is known that creativity is not only creation in the spiritual and material culture. This is a kind of process of human modernization, primarily in the spiritual sphere.

Today, children's creativity is very topical issue child psychology and preschool pedagogy. It was studied by N. A. Vetlupina, A. N. Leontiev, A. I. Volkov, L. S. Vygotsky, B. M. Teplov and many others.

It should be noted that theatrical activities in kindergarten are considered the most common type of creativity for kids. It is close and understandable to the children, it occupies a large part of their nature, spontaneously displayed in them, as it has a connection with the game. Any impression from the surrounding life, every invention, the kids want to turn into actions and living images. They play whatever roles they want, entering into the image, imitating what interested them or what they saw. After all, they get enormous emotional pleasure from this.

Classes

It is noteworthy that theatrical practice helps to develop the abilities and interests of kids. In general, they have a positive effect on general development, show curiosity, help to assimilate fresh information and methods of action, activate the desire to learn new things, develop associative thinking.

And theatrical activities in the younger group of the kindergarten help the kids become more persistent and purposeful, show their general intelligence and emotions at rehearsals. In addition, theater classes require children to be systematic in their work, hard work, determination, which perfectly forms strong-willed lines of character.

The children develop ingenuity, the ability to combine images, intuition and ingenuity, the ability to improvise. The theater and frequent performances in front of the audience on the stage realize the creative powers and spiritual needs of the kids, liberate and increase self-esteem.

In the classroom, the child constantly alternates between the functions of the performer and the spectator. This helps him to demonstrate to his comrades his position, skills, imagination and knowledge.

Exercises

Did you know that exercises for the development of speech, voice and breathing modernize the baby's speech apparatus. If he performs a game task in the form of an animal or a fairy-tale character, he will be able to better control his body, study the plasticity of movements. It should be noted that performances and theatrical games enable children to immerse themselves in the world of fantasy, teach them to evaluate and notice their own and other people's mistakes. And they do it with great interest and ease.

The children are liberated and become more sociable. Now they clearly formulate their own thoughts and narrate them publicly, they feel and cognize the universe more subtly.

As a rule, theater practice should give kids a chance not only to learn and explore the surrounding space through the study of fairy tales, but also to live in accordance with it, enjoy every successfully completed lesson, from classes, and a variety of activities.

Basic directions of work with kids

It is known that a historically established social phenomenon, an independent type of activity inherent in a person, is called a theatrical game.

What is rhythmoplasty? It consists of complex musical, rhythmic, plastic games and exercises necessary to ensure the development of children's innate psychomotor talents, expressiveness and freedom of body movements, discovering a sense of harmony between one's body and the environment.

But the technique of speech and culture are a special section that combines exercises and games that develop breathing and freedom of the speech mechanism.

What is the basic theatrical culture? This is a section that introduces kids to simple concepts, qualification terminology of artists (characteristics and types theatrical art, the culture of the viewer, the basics of the acting profession).

Program tasks

The program for theatrical activities in kindergarten includes the creation of performances. The work on the works is based on the author's plays that introduce the children to the fairy tale.

The program performs the following tasks:

Activates the cognitive interest of kids.
Develops visual and auditory attention, observation, memory, resourcefulness, imagination, fantasy, imaginative thinking.
Eliminates stiffness and stiffness.
Forms the ability to freely respond to a command or a musical signal.
Teaches you to coordinate your actions with other kids.
Fosters contact and friendliness in relationships with peers.
Teaches to improvise on the themes of familiar fairy tales dramatization-games.
Improves coordination of movements and sense of rhythm.
Develops musicality and plasticity.
Develops the ability to evenly place on the stage and move along it without pushing each other.
Develops speech breathing and correct articulation.
Develops diction on the material of poems and tongue twisters.
Obliges to clearly pronounce consonants at the end of the word.
Replenishes vocabulary.
Teaches you to find words that match the given features.
Teaches to own intonations that reflect the most important feelings.
Introduces the creators of the play.
Introduces theatrical terminology.
Introduces the device of the stage and auditorium.
Cultivates a culture of behavior in the theater.

As a result of such training, children acquire the following skills and abilities:

Toddlers learn to act in concert.
They are able to relieve tension from certain muscle groups.
Remember the necessary postures.
Describe and remember appearance any baby.
They know about eight articulation lessons.
They are able to take a long breath at the same time as an imperceptible short breath.
They speak tongue twisters at different paces.
They are able to pronounce tongue twisters with different intonations.
Able to build a simple dialogue.
They are able to form sentences with given words.

kids and theater

Theatrical activity in the younger group of the kindergarten introduces the child to the world of the theater, and he recognizes what fairy-tale magic is. Speech is the basis of the mental education of children, therefore, the development of speech is called the most important task of the educational process. As a rule, theatrical performances are used to develop speech.

In general, the possibilities of theatrical activity are endless. Taking part in it, kids explore the world around them through colors, images, sounds, and skillfully questions asked force them to analyze, think, make generalizations and conclusions.

With the formation of the mind, the improvement of speech is very closely connected. In the process of working on their own statements, the child’s vocabulary is gradually activated by the expressiveness of the characters’ replicas, the intonational structure of speech and its sound culture are being modernized.

Why is theatrical activity in kindergarten so interesting? Scenarios of fairy tales put children in front of the need to clearly, clearly and clearly express their thoughts. The role being played, as a rule, and entering into a dialogue with another character improve the grammatical structure of dialogical speech. In this case, the educational opportunities are colossal: kids learn to empathize with the heroes of the productions and at the same time begin to feel the mood of the audience. Wake up in them humane feelings- the ability to show kindness, protest against falsehood, participation.

Development in kindergarten

Of course, the educator plays a huge role in theatrical activity. It should be noted that theatrical classes should simultaneously fulfill a developing, educational and cognitive mission. They should not be limited to the preparation of speeches.

In general, theater classes consist of:

Watch puppet shows and discuss them.
Acting out various fairy tales and dramatizations.
Exercises on the formation of expressiveness of performance (non-verbal and verbal).
Exercises for the social and emotional development of babies.

That is why the content of such classes not only introduces the text of a fairy tale and any literary creation, but also gestures, movement, facial expressions, costumes.

It is interesting that the development of theatrical activity in kindergartens and the accumulation of sensory-emotional experience in children is a long-term work in which parents should take part. As a rule, in theme nights Parents and children participate equally.

It is important that parents play an executive role, be the authors of the text, make scenery, costumes, and so on. Anyway teamwork teachers, moms and dads contributes to the emotional, intellectual and aesthetic development kids.

Parents must be involved in theatrical activities. This causes a colossal amount of emotions in the kids, they have a heightened sense of pride in their father and mother, who are performing with them on the stage of the theater.

Communication skills

Have you ever studied a report on theatrical activities in kindergarten? No? It contains a lot of useful information. For example, from such documents one can learn that today the most relevant is the formation of communicative prestige, which is the main indicator of the development of a child's personal qualities.

In general, communicative prestige consists of a set of skills that determine the desire of a preschooler to contact people. This also includes the ability to create a dialogue, the ability to communicate to plan joint activities, the ability to contact using non-verbal means (gestures, facial expressions), and the manifestation of goodwill towards partners.

At the moment, the issue of developing communication skills in children is very acute. After all, the speed of his development, his attitude towards people, his self-awareness depend on the ease of communication of a baby with people.

Self-education in theatrical activities in kindergarten provides for the development of communication skills in children. To achieve this goal, it is necessary to create an environment in which each child could convey their emotions, desires, feelings and views, both publicly and in a simple conversation. Here the kids should not be shy of the listeners.

The theater provides tremendous assistance in this, which unites the kids with a common idea, experiences. There is a rallying of children at the base interesting activities allowing each participant to show their activity, creativity and individuality.

In the process of theatrical activity and preparation for it, the kids begin to cooperate with each other, strive to communicate with their peers, and develop communication skills.

fairy tale therapy

What else is interesting about theatrical activities in kindergarten? Scenarios of fairy tales are distinguished here by a certain magic and eccentricity. In general, fairy tale therapy is called one of the ways that form creative abilities. It is famous for its centuries-old history, but this name was given to it quite recently.

Fairy tale therapy uses fairy parameters to develop creative abilities, integrate personality, modernize relationships with the outside world, and expand consciousness.

With the help of this method, they develop creative initiative, overcome children's fears, reduce anxiety and aggressiveness, and accumulate positive experience of communication in a group of peers.

The relevance of the use of fairy tale therapy lies in the fact that fairy tales are a natural component of the daily life of kids.

Tasks of fairy tale therapy

If you look at the report on theatrical activities in kindergarten, you can read a lot of interesting things there. For example, the tasks of fairy tale therapy:

They develop children's speech with the help of: telling fairy tales from a third person, retelling them, group storytelling of legends, telling them in a circle, staging fairy tales with the help of puppets, analyzing fairy tales, writing fairy tales.
Develop and support creativity.
Reduce the level of anxiety and aggressiveness.
Develop the ability to overcome fears and obstacles.
Develop skills for effective expression of emotions.

Theatrical activities of children in kindergarten begin with a magical physical education. This is followed by magical porridge for breakfast. Educators with kids tend to spend the whole day in a good fairy-tale climate.

Various heroes of fairy tales come to classes for children, who tell them entertaining stories about our planet, play with them, read fairy tales and teach kindness.

Listening to a fairy tale, the kid learns philosophical meaning, patterns of behavior and styles of relationships. Moreover, all processes of comprehension proceed at the symbolic-unconscious level.

The kid learns to tell, think creatively, retell, and then makes an impressive leap in development, which will influence the formation of personality.

Types of fairy tales

It is known that the following types of fairy tales are used in fairy tale therapy:

Artistic or folk tale. This species provides moral and spiritual education, cultivates a sense of duty, mutual assistance, empathy, sympathy, and so on. For example, the fairy tale "Turnip" vividly reflects the support and help among people, without which it is impossible for one person to achieve a high goal.
A developing and educational fairy tale expands the baby's knowledge of our planet, the principles of behavior in different life situations. Basically, these are fairy tales in which numbers and letters are animated.
Diagnostic narratives help to determine the character of the baby, reveal his attitude to the world. For example, if a girl likes fairy tales where the main character is a cowardly bunny, then you might think that she is very calm, shy and, possibly, shy.
Psychological legends teach the kid to deal with his fears and failures. Together with the hero, he gains confidence in his abilities.
Meditative fairy tales create an atmosphere of positive, comfort, tranquility, relaxation, excitement and stress relief. This category of fairy tales does not have evil heroes, conflict situations and the eternal struggle against evil.

Organization of children's fairy tale therapy

The organization of theatrical activities in kindergarten includes an incredible number of points. First, the kids are introduced to the fairy tale, they look at the pictures with them. In the process of reading, they analyze the actions of the characters together with the children. The analysis of the behavior of the characters should not be allowed to look like teachings and demands. The teacher must captivate the kids so that they speak, and he only controls the course of their thoughts.

There is such famous writer Antipina. Theatrical activity in kindergarten is her favorite topic. She has written a book covering many issues in this area. In fact, this is a methodological manual intended for teachers of educational preschool institutions. It contains games and exercises that develop plasticity and facial expressions, elements of logorhythmics and articulatory gymnastics. The book also presents the development of games, fairy tales and holidays.

What else does theatrical activity in kindergarten teach kids? Circle work in this area is very difficult, but interesting. Teachers make sure that the content of fairy tales is understandable to kids, so that it matches their age. Together with the children, they act out what they have read, make an assessment, and express their opinion with the help of intonation.

It should be noted that fairy tale therapy is called a wonderful fascinating way that helps our children solve age-related problems.

Work on theatrical activities in kindergarten involves observing the kids during the game, on walks, in the classroom, in free activities. Teachers notice that where it is necessary to mobilize attention and memory at an unconscious level, children become liberated, easily transform into congenial and beloved heroes of fairy tales, fantasize with pleasure, vividly and figuratively express their thoughts. Reincarnating, kids easily solve fairy-tale questions, showing private creativity.

Subject environment

What else can theatrical activities in kindergarten give kids? Scenarios with magical adventures, theatrical corners, table theaters and enchanted castles - this set of attributes has long been familiar to educators. They are needed to create a developing subject environment.

What are theater corners? Here they select a very diverse material on the theatrical theme. Teachers create some items with their own hands, some are purchased, and some are given to the kindergarten by parents.

Musical and theatrical activities in kindergarten also affect the development of babies. Music always accompanies performances in which children dramatize and stage Russian folk tales "Turnip", "Kolobok" and others with the help of masks. Performances are created with the help of table, mitten and puppet theater. Children always with great pleasure, emotionally rehearse their roles.

Kids in games use finger, planar and magnetic theater, staging fairy tales, improving dialogic speech, developing the ability to carefully observe the process. The younger generation develops imagination and creative thinking.

Kindergartens have magic castles where kind heroes live and flying carpets, on which teachers and pupils travel through fairy tales. It should be noted that kids really like to fantasize and compose stories of fairy-tale games.

We hope this article will help you understand that the theater is a mandatory component of the upbringing of the younger generation.

Organization of theatrical activities of children in preschool educational institutions.

It is necessary to start work on the organization of theatrical activities of children in preschool educational institutions with the organization of a subject-developing environment.

The issue of organizing a subject-developing environment in a group must be approached creatively, trying to diversify its components. I will give an example of the organization of a subject-developing environment for the organization of theatrical activities in my group of the kindergarten "Eaglet".

Types of theaters:

1.Bee-ba-bo (a set of puppets for playing out)

2. Table theater.

3.Flannelgraph.

4. Finger theater.

5. "Theater in faces" - masks of heroes, hats, medallions.

Screen.

Attributes for dressing up (made with the help of parents).

Each of the listed types of theater was introduced into the group gradually. The implementation of theatrical activities in a group is carried out in accordance with long-term planning. forward planning was drawn up for a period of one year with the participation of both teachers of the group, in accordance with the main program of the kindergarten.

The first type of theater that the children met was a plane theater on a flannelograph, then the B-ba-bo theater and the table theater.

Acquaintance took place in the I-junior group, the children watched theatrical performances shown by educators. At this stage, it is important to form an interest in the theater, intrigue the child, and attract his attention. Then the children got acquainted with the "theater in the faces", here for the first time they themselves acted as actors, of course, their role is still small, their remarks are more like onomatopoeia of chickens, imitation of the movements of a bunny, a fox; but after all, the age in the I-junior group is only 2 years old.

So the children came to II junior group already familiar with 4 types of theater. At this stage, it is important to maintain the interest of children in theatrical activities. Words for dramatizations are memorized like nursery rhymes or poems during a walk, repeated more than once, so the child gains confidence, becomes capable of improvisation.

IN middle group introduced finger theater, puppet theater. The finger theater is interesting, first of all, because playing it, the child trains fine motor skills. It does not matter what it is made of: salt dough, wood or plastic - putting it on a finger, the child feels the structure of the doll, he needs to manipulate his fingers and at the same time make sure that the doll remains in place. As you know, "the mind is at your fingertips." Thus, the finger theater can be called universal.

In middle and senior preschool age, in all types of theater, children become independent, often invent their own plot, distribute roles. Children of this age really like to show themselves performances with all kinds of theater, especially B-ba-bo. Feeling their independence, children express their emotions in a more multifaceted way, emotional and figurative coloring of speech appears, children do not get lost in the new plot, they easily modify the plot and replicas of their characters. It is necessary to evaluate independently staged plays, certainly positively, otherwise the child's interest will fade away. Positive motivation is important in all activities of preschool children, and in theatrical activities, its importance should not be underestimated. A positive response from the teacher can help overcome some shyness, help to believe in themselves, and liberate the child.

The stage of preparing the scenery is very important and interesting, of course, you can put scenery made by a real artist, but the process of creating scenery with the involvement of children is very interesting, educational for them, it also contributes to the development of speech and the development of imagination. After making scenery, learning roles, showing the performance to parents, the children are full of new ideas and suggestions. They independently draw sketches of future scenery.

Let's take a closer look at working with parents. Theatricalization is probably exactly the area that can be attracted to and interested in every parent. The experience of my group suggests that all parents respond and try to assist educators in their work using theatrical activities.

The main types of work with parents were:

Conversation - consultation (on ways to develop abilities and overcome the problems of a particular child)

Exhibitions (photo exhibition, exhibition of children's works, for example: exhibition of drawings "Fairy Tale", "Magic Costume", photo exhibition "My family in the theater", " home performance»)

Joint creative evenings(parents are involved in staging performances, to participate in the competitions of readers "Me and Dad", "Let's tell a poem together")

Creative workshops (this is where parents and teachers share their experience, jointly prepare material for children's leisure activities)

In addition to all of the above, parents were involved in the manufacture of costumes, scenery, attributes, posters, and help in choosing plays for staging.

An equally important direction in the system for the development of coherent speech and imagination through theatrical activities is the cooperation of the educators of the group and the music director.

Work with this specialist was carried out in the following areas:

Consulting educators of the group on working with children (development of the articulatory apparatus, consolidation of the studied sounds, work on plasticity, expressiveness of speech)

Individual lessons of specialist teachers with children, including together with a teacher

Theatrical activities in kindergarten contribute to the development of imagination, all types of memory and types of children's creativity (artistic and speech, musical and gaming, dance, stage).

In order to successfully solve these problems, it is desirable to have a teacher - the head of the children's theater (director), who would not only conduct special theatrical games-classes with children, but also correct the actions of all teachers who solve problems in theatrical activities (L.V. .Kutsakova, S.I. Merzlyakova).

In exemplary requirements for the content and methods of work in preschool educational institution The responsibilities of the teacher are:

Create conditions for the development of children's creative activity in theatrical activities (to be free and liberated when performing in front of adults and peers, including giving the main roles to shy children, including children with speech difficulties in performances, ensuring the active participation of each child in performances); encourage improvisation by means of facial expressions, pantomime, expressive movements and intonations (when transmitting characteristic features characters, their emotional states, experiences; choice of dramatization plots, roles, attributes, costumes, types of theaters);

Introduce children to theatrical culture (introduce the device of the theater, with the types of puppet theaters (bee-ba-bo, table, shadow, finger, etc., theatrical genres, etc.);

To ensure the relationship of theatrical activities with other types (the use of a dramatization game in classes for the development of speech, music, artistic work, while reading fiction, organization of a plot-role-playing game, etc.);

Create conditions for joint theatrical activities of children and adults (performances with the participation of children, parents, employees; organization of performances by children of older groups in front of kids, etc.).

The correct organization of theatrical activities contributes to the choice of the main directions, forms and methods of working with children, the rational use of human resources.

During class you must:

Listen carefully to the answers and suggestions of the children;

If they don't answer, don't demand an explanation, move on to action with the character;

When introducing children to the heroes of works, allocate time for them to act or talk with them;

Ask who did it, it seems, and why, and not who is better;

In conclusion, bring joy to children in various ways.

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

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

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

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

1. In theatrical activity, in close interaction with the development of creative abilities, all aspects of the child's personality are formed; imagination enriches the interests and personal experience of the child, through the stimulation of emotions forms the consciousness of moral norms.

2. The mechanism of imagination in theatrical activity actively influences the development of the emotional sphere of the child, his feelings, the perception of the created images.

3. With systematic theatrical activities, children develop the ability to actively use various types of sign-symbolic functions, the ability to create images and effective imagination mechanisms that affect the development of creative imagination.

4. Theatrical games should be of a different functional orientation, contain educational educational tasks, act as a means of developing the child's mental processes, feelings, moral concepts, knowledge of the world around.

5. It is necessary to approach the organization of theatrical activities taking into account the age and individual characteristics of children, so that the indecisive ones develop courage, confidence, and the impulsive ones have the ability to reckon with the opinion of the team.

6. Theatrical games should be different in content, carry information about the surrounding reality, a special selection of works of art is required, on the basis of which plots are built.

Thus, an integrated approach to the organization of theatrical activities determines its effectiveness in the development of creative imagination in children. M.V. Ermolaeva presented a set of classes for the development of the cognitive and affective imagination of the child by means of theatrical activities.

Special classes should not be held in isolation from the educational work carried out by group teachers, music director, teacher of fine arts (L.V. Kutsakova, S.I. Merzlyakova).

In speech classes, children develop clear diction, work is underway on articulation with the help of tongue twisters, tongue twisters, nursery rhymes; children get acquainted with a literary work for the performance. In the classroom for fine arts, they get acquainted with reproductions of paintings, with illustrations that are similar in content to the plot, learn to draw with various materials on the plot of a fairy tale or its individual characters. All play activity children in their free time in independent children's activities. Children can act as actors, spectators, controllers, ushers, hall attendants, guides. They draw posters, invitation cards for performances, prepare an exhibition of their work. In the theater studio, sketches are played out to convey feelings, emotional states, speech exercises, and rehearsal work is carried out.

Class regulation.

Theater classes are held with all children of the senior and preparatory groups without special selection. The optimal number of children is 12-16 people, in a subgroup there should be at least 10 people. Classes are held 2 times a week in the morning or evening. The duration of each lesson: 15-20 minutes in the younger group, 20-25 minutes in the middle group and 25-30 minutes in the older group. Individual work and general rehearsals are held once a week for no more than 40 minutes (E.G. Churilova).

It is advisable to conduct classes in a spacious, regularly ventilated room using soft, voluminous modules of various designs with a musical instrument and audio equipment. The uniform is light, preferably sports, soft shoes or Czechs are required. The first theatrical games are conducted by the teacher himself, involving children in them. Further, small exercises and games are used in the lessons, in which the teacher becomes a partner in the game and invites the child to take the initiative in all organizations, and only in older groups can the teacher sometimes be a participant in the game and encourage children to be independent in choosing a plot and acting it out.

N.F. Sorokina recommends conducting classes daily: twice a week, three classes (two in the morning, one in the evening), on the other days of the week - one in the morning and one in the evening lasting 15 minutes, starting with the second younger group.

Theatrical activities of children under the program "Moskvichok" are carried out in the morning and evening hours at non-scheduled times; represented by a part of classes in various types of activities ( musical education, art activities, etc.) and as a special lesson within the framework of classes in the native language and familiarization with the outside world.

The work is carried out in subgroups, the members of which may change depending on the content of the activity.

For the proper organization of theater classes with preschoolers, it is recommended to take into account the following principles (E.G. Churilova).

2. Daily inclusion of theatrical games in all forms of organization of the pedagogical process, which will make them as necessary as didactic and role-playing games.

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

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

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

Based on the tasks for the development of theatrical activities with preschoolers, its content of work in kindergarten is determined. In this case, the forms of organization can be different. For example, L.V. Kutsakov and S.I. Merzlyakov distinguish: classes (frontal, subgroup and individual), holidays, entertainment, performances, theatrical performances). The main form is an occupation, along with which other, no less important, forms of organizing theatrical activity are possible. See fig.5.

Rice. 5.

L.V. Kutsakov and S.I. Merzlyakov identified the following types of theater classes: fragmentary (in other classes), typical, dominant, thematic, integrative, rehearsal.

Typical, which include the following activities: theatrical and gaming, rhythmoplasty, artistic speech, theatrical alphabet (elementary knowledge of theatrical art). Dominant - dominates one of the specified activities. Thematic, in which all the named activities are united by one topic, for example: “What is good and what is bad?”, “About dogs and cats”, etc.

Complex - used as a synthesis of the arts. An idea is given about the specifics of art forms (theater, choreography, poetry, music, painting), about modern technical means (audio and video materials). All types combined artistic activity, alternate, there are features of similarity and differences in the works, means of expression of each type of art, in their own way conveying the image. Integrated, where not only artistic, but also any other activity acts as a core activity. Rehearsal - these are those on which the "run" of the performance being prepared for staging or its individual fragments is carried out. When organizing classes, it must be remembered that knowledge and skills acquired without desire and interest do not stimulate the cognitive activity of preschoolers.

We will reveal the features of the content of the work on the development of theatrical and gaming activities in different age groups of the kindergarten.

Junior group. Classes are organized in such a way that children themselves do not have to reproduce the text of a fairy tale, they perform a certain action. The teacher reads the text, preferably 2-3 times, this helps to increase the sound concentration of children and the subsequent emergence of independence. Z.M. Boguslavskaya and E.O. Smirnova believe that kids, acting in accordance with the role, use their capabilities more fully and cope with many tasks more easily, learn unnoticed by themselves. Role-playing games activate children's imagination, prepare for independent creative play. Children of the younger group are happy to transform into familiar animals, but they still cannot develop and beat the plot. It is important to teach them some ways of playing actions according to the model. The teacher shows the sample. O.S. Laputina recommends for this purpose to hold the games “The mother hen and chickens”, to play skits based on the literary works “Toys” by A. Barto, “The Cat and the Goat” by V. Zhukovsky, to use nursery rhymes: “Cat’s House”, “Grow a braid to the waist”, etc. To create a reason for the emergence of independent play, you can distribute toys and objects to children. The teacher shows the sample. The formation of interest in theatrical games develops in the process of watching puppet shows, which are shown by the educator, stimulating the child’s desire to be included in the performance, supplementing individual phrases in the dialogues of the characters, steady turns of the beginning and ending of the tale. The attention of the children is fixed on the fact that at the end the dolls bow, ask to thank them, clap their hands. Theatrical puppets are used in the classroom, in everyday communication. On their behalf, an adult thanks and praises the children, greets and says goodbye. In the course of classes, evenings of entertainment, he includes fragments of dramatization, dressing in a special suit, changing his voice and intonation. The teacher gradually expands the game experience by mastering the varieties of dramatization game, which is achieved by successive complication of game tasks in which the child is included. Steps:

* A game-imitation of individual actions of a person, animals and birds and an imitation of the main emotions of a person (the sun came out - the children were delighted: they smiled, clapped their hands, jumped in place).

* A game-imitation of a chain of successive actions combined with the transfer of the hero's emotions (merry nesting dolls clapped their hands and began to dance).

* Game-imitation of well-known images fairy tale characters(clumsy bear goes to the house, a brave cockerel walks along the path).

* Game-improvisation to the music ("Merry rain").

* A wordless improvisation game with one character based on the texts of poems and jokes that the teacher reads (“Hare, dance ...”).

* Improvisation game based on texts short stories, stories and poems that the educator tells (3. Alexandrova "Herringbone").

* Role dialogue of the heroes of fairy tales ("Mitten", "Zayushkina hut").

* Dramatization of fragments of fairy tales about animals ("Teremok").

* Dramatization game with multiple folk tale characters

In children of this age, the primary development of the director's theatrical game is noted - table theater toys, table plane theater, plane theater on a flannelograph, finger theater. The development process includes mini-staging based on the texts of folk and author's poems, fairy tales (“This finger is a grandfather ...”, “Tili-bom”). Enrichment of gaming experience is possible only if special gaming skills are developed.

The first group of skills is associated with mastering the position of "spectator" (the ability to be a benevolent spectator, watch and listen to the end, clap your hands, say thanks to the "artists").

The second group of skills provides the primary formation of the “artist” position (the ability to use some means of expression (facial expressions, gestures, movements, strength and timbre of voice, speech rate) to convey the image of the hero, his emotions and experiences, to correctly hold and “lead” a doll or figure hero in the director's theatrical game).

The third group - the ability to interact with other participants in the game; play together, do not quarrel, take turns playing attractive roles, etc.

The activities of the educator should be aimed at stimulating interest in creativity and improvisation. Gradually, they turn on and the process of gaming communication with theatrical puppets, then into joint improvisations with an adult such as “Introduction”, “Helping”, “Animal conversation with its cub”, etc. Children develop a desire to participate in play dramatic miniatures on free topics.

Middle group. There is a gradual transition of the child from the game "for himself" to the game, focused on the viewer; from a game in which the main thing is the process itself, to a game where both the process and the result are significant; from playing in a small group of peers performing similar ("parallel") roles to playing in a group of five to seven peers whose role positions are different (equality, subordination, control); from the creation in the game - the dramatization of a simple "typical" image to the embodiment of a holistic image, which combines the emotions, moods of the hero, their change. IN given age there is a deepening of interest in theatrical games, its differentiation, which consists in the preference for a certain type of game (dramatization or directing), the formation of motivation for interest in the game as a means of self-expression. Children learn to combine movement and text in the role, develop a sense of partnership, combine movement and word in the role, use the pantomime of two to four characters. It is possible to use training exercises such as "Imagine yourself a little bunny and tell about yourself." With a group of the most active children it is advisable to dramatize the simplest fairy tales using a table theater; with inactive ones - to dramatize works with a small number of actions. The methods and techniques used in the younger group are becoming more complicated: telling a story in the first person, accompanying the text and movements: “I am a cockerel. Look what a bright comb I have, what a beard, how important I walk, how loudly I sing: ku-ka-re-ku! table theatre. For an independent display, the following works are recommended: "Turnip", "Teremok", "Gingerbread Man". To show the teacher - "Two greedy bear cubs", "Fox and geese", "Fox, hare and rooster". For dramatization, use excerpts from fairy tales, where there are repetitions, and then the whole fairy tale.

The expansion of the theatrical and gaming experience of children is carried out through the development of dramatization games. Working with children we use:

* multi-character dramatization games based on the texts of two or three private fairy tales about animals and fairy tales("Swan geese");

* Dramatization games based on the texts of stories on the topic "Adult Labor";

* staging a performance based on a work.

The content is based on figurative and playful etudes of a reproductive and improvisational nature, for example: “Guess what I'm doing”, “Guess what just happened to me. The expansion of the children's gaming experience also occurs through the development of theatrical play. At the age of 5, the child masters different types of table theater: soft toys, knitted theater, cone theater, theater folk toys and plane figures. Actions with gape puppets become new content. The theater of riding puppets is available to children (without a screen, and by the end school year- and with a screen), theater of spoons, etc. Finger theater is more often used in independent activity when a child improvises on the basis of familiar poems and nursery rhymes, accompanying his speech with simple actions (“We lived with a grandmother).

Theatrical and gaming skills of preschoolers are becoming more complicated.

The first group of skills provides further development positions of the “spectator” (to be an attentive and benevolent spectator; to show elements of spectator culture: not to leave your place during the performance, adequately respond to what is happening “on the stage”, respond to the appeal of “artists, thank them with applause; positively evaluate the play of peers- artists").

The second group of skills is related to the improvement of the "artist" position. This mainly implies the ability to use the means of non-verbal (facial expressions, gestures, postures, movements) and intonation expressiveness to convey the image of the hero, his emotions, their development and change, to convey the physical characteristics of the character, some of his character traits. The ability to "manage" the puppet is also developing: to keep everything unnoticed by the audience, to correctly "lead" the puppet or the hero's figure in the director's theatrical game, imitating walking, running, jumping, gestures and movements, symbolizing greetings and farewells, agreement and disagreement.

The third group of skills provides the primary development of the position of "director" in the director's theatrical game, i.e. the ability to create a play space on the plane of the table, fill it with toys and figurines at your discretion.

The fourth group allows the child to master the basic skills of the designer of the performance, determine the place for the game, select attributes, use materials and elements of costumes in a variant way, and be included in the process of making the missing attributes for the game by the educator.

The fifth group, aimed at positive interaction with other participants in the game, includes the ability to negotiate, establish role-playing relationships, master elementary ways of resolving conflict situations during the game.

The teacher should pay attention to the development of interest in the creativity of improvisation in the process of inventing the content of the game and embodying the intended image using various means of expression. Improvisation becomes the basis of work at the stage of discussing ways to embody the images of heroes and at the stage of analyzing the results of a theatrical game, children are led to the idea that the same hero, situation, plot can be shown in different ways. It is necessary to encourage the desire to come up with their own ways of implementing the plan, to act depending on their understanding of the content of the text.

Senior group. Children continue to improve their performing skills. The teacher teaches to independently find ways of figurative expression, develops a sense of partnership. Special excursions, walks, observations of the environment (behavior of animals, people, their intonations, movements) are held. For the development of imagination, children are offered tasks such as: “Imagine the sea, a sandy shore. We all lie on the warm sand, sunbathe. We have good mood. They shook their legs, lowered them. They raked the warm sand with their hands,” etc. Mimic etudes, etudes for the memory of physical actions, pantomimic etudes are used. Children are connected to inventing the design of fairy tales, reflecting them in visual activity. Gradual transition of the child from the game according to one literary or folklore text to the game-contamination, which implies the free construction of a plot by the child, in which literary basis combined with its free interpretation by the child or several works are combined; from the game, where means of expression are used to convey the characteristics of the character, to the game as a means of self-expression through the image of the hero; from a game in which the “artist” is the center to a game in which a complex of positions “artist”, “director”, “screenwriter”, “designer”, “costume designer” is presented, but at the same time, the preferences of each child are associated with one of them depending on individual abilities and interests.

A positive attitude of children to theatrical games is formed (deepening of interest in a certain type of theatrical game, the image of a hero, plot, interest in theatrical culture, awareness of the reasons for a positive or indifferent attitude to the game, associated with the presence or absence of interest and the ability to express themselves in theatrical activities). A new aspect of the joint activity of an adult and children is introducing children to theatrical culture, i.e. acquaintance with the purpose of the theater, the history of its emergence in Russia, the arrangement of the theater building, the activities of theater workers, the types and genres of theatrical art (musical, puppet, animal theater, clownery, etc.). There is a deepening of theatrical and gaming experience through the development different types dramatization games and director's theatrical games (activity and independence in choosing the content of games, creativity). The child has access to independent productions of performances, including those based on a "collage" of several literary works. The experience of director's play is enriched by puppets, puppets with a "living hand", cane puppets. The texts for productions are becoming more complicated (a deeper moral meaning, hidden subtext, the use of Russian folk tales-fables about animals). The fantasy game becomes the basis of a theatrical game in which real, literary and fantasy plans complement each other. For older preschoolers, games "with continuation" are characteristic. They master the game "To the theatre", which involves a combination of role-playing and theatrical play, on the basis of acquaintance with the theater, the activities of the people involved in the production of the play.

Special skills are developed that ensure the development of a complex of game positions.

The first group of skills is connected with the improvement of the viewer's position as a "smart, kind adviser".

The second group involves the deepening of the position of "artist", the development of the ability to express one's attitude to the idea of the performance, the hero and express oneself using a set of means of non-verbal, intonational and linguistic expressiveness.

The third group ensures the formation of the position of "director-screenwriter", which implies the ability to realize their ideas not only on their own, but also by organizing the activities of other children.

The fourth group allows the child to master some of the skills of a costume designer (the ability to designate the place of the "stage" and "auditorium", select, creatively use substitute objects and independently made attributes and costume elements, make posters, invitations, etc.).

The fifth group of skills involves the use of positive methods of communication with peers in the process of planning a game, during its course (transition from a game plan to a plan of real relationships) and when analyzing the results of a theatrical performance.

Children show their independence and subjective position in a theatrical game more vividly and variously by means of stimulating their interest in creativity and improvisation in the process of inventing the content of the game and embodying the conceived image with the help of expressive means. On concrete examples it is necessary to help the child understand that "the best improvisation is always prepared." Preparation is achieved by the presence of previous experience, the ability to interpret the content of the text and comprehend the images of the characters, a certain level of development of various means of realizing one's ideas, etc. The solution to this problem requires giving children the right to choose the means for improvisation and self-expression.

Preparatory group. For preschoolers of 6-7 years old, a dramatization game often becomes a performance in which they play for the audience, and not for themselves, directorial games are available to them, where the characters are dolls, and the child makes them act and speak. This requires him to be able to regulate his behavior, movements, and think about words. For a better understanding of the literary work of D.V. Mendzheritskaya suggests using the "moral ladder" technique. Children should arrange the characters on the ladder according to the degree of personal sympathy. This technique is a more accurate indicator of the emotional attitude of children to characters compared to answers to questions from an adult. When viewing illustrations in the book, it is recommended to pay attention to the analysis of the emotional states of the characters. Etudes for acting out plots are offered: "A terrible dream", "Thunderstorm", "Puppy". The Childhood to Adolescence program recommends preparatory group, along with exercises for the development of imagination, tasks for tension and relaxation. Given the insufficient level of formation of theatrical skills of preschoolers, it is recommended to use three types of preparatory exercises that activate the imagination and creativity of children, prepare them to understand the essence of a theatrical performance, form the ability to play any role, aimed at developing an understanding of the image, providing a gradual complication of tasks; their diversity, degree of difficulty and the possibility of returning to any type of exercise at a qualitatively new level.

The first type of exercise is used to develop attention and imagination. These are exercises that teach children to control attention, focus on the object that is currently more important than others (for example, "Sounds of Nature"), develop the ability to create images based on associations.

The second type of exercises forms the skills: to understand and emotionally express various states with the help of intonation, to determine the state of a person according to schematic drawings, facial expressions of a peer or an adult; find means of expression to adequately express their mood through facial expressions; determine the features of the external manifestation of emotional states in various poses and take poses in accordance with the mood and character of the depicted hero; determine the features of the external manifestation of emotional states with the help of gestures and pantomime scenes, select their own expressive gestures and independently build pantomime.

The third type of exercise is a variant of children's auto-training and forms the ability to psychologically tune in to the performance of the upcoming action, quickly switch from one action to another, control facial expressions, posture, gestures; trains the ability to change their experiences, facial expression, gait, movements in accordance with emotional state. Children practice self-hypnosis of feelings of heaviness, lightness, cold, heat, etc. When teaching children the means of expressiveness of speech, it is recommended to use familiar and favorite fairy tales that are rich in dialogues, the dynamics of remarks and provide the child with the opportunity to directly get acquainted with the rich linguistic culture of the Russian people. Playing out fairy tales allows children to learn how to use a variety of expressive means in their combination (speech, chant, facial expressions, pantomime, movements).

At first, fragments from fairy tales are used as exercises: ask for a house on behalf of a mouse, a frog, a bear, and then ask who was more similar in voice and manners to this character. Further complicate the task: offer to act out the dialogue of two characters, pronouncing the text and acting for each. Thus, children learn verbal impersonation, striving for the character, voice of the character, demeanor to be easily recognized by everyone.

In all exercises, it is important to provide children with more freedom in actions, fantasies when imitating movements. Effective exercises with the use of pictograms, role-playing dialogues on illustrations using verbal means of expression, filmstrips, puppet shows. At the same time, acting out is not an end in itself. The work is based on four particular structures: reading, conversation, performance of an excerpt, analysis of the expressiveness of reproduction.

Thus, the educational possibilities of theatrical activities are enormous: its subject matter is not limited and can satisfy any interests and desires of the child. By participating in it, children get acquainted with the world around them in all its diversity - through images, colors, sounds, music, and questions skillfully posed by the teacher encourage them to think, analyze, draw conclusions and generalizations. In the process of working on the expressiveness of the characters' replicas, their own statements, the child's vocabulary is activated, the sound culture of speech is improved.

Therefore, it is theatrical activity that allows solving many pedagogical problems related to the formation of the expressiveness of the child's speech, intellectual and artistic and aesthetic education. It is an inexhaustible source of the development of feelings, experiences and emotional discoveries, a way of familiarizing with spiritual wealth. As a result, the child learns the world with his mind and heart, expressing his attitude towards good and evil; learns the joy associated with overcoming the difficulties of communication, self-doubt.