Additional theater program in the dow. Our methodological association "Integration in the artistic and aesthetic education of preschool children"
Relevance of the program:
One of the important problems common in our society among young people is indifference, lack of interest. They do not leave the computer, doing computer games day and night, the rest does not interest them. In addition, young people have many complexes. They are lack of initiative, lack of independence, unsociable, constrained, shy outside virtual world. To overcome these problems, it is necessary to arouse some interest in children even at preschool age, develop independence, sociability, creativity, help overcome shyness, stiffness. And the theater is the most fertile ground for this. In the theater, the child reveals all his abilities, he feels not himself, but the hero he plays. Therefore, he loses shyness, stiffness of movements, all the complexes that he has disappear.
Program focus:
This program is aimed at educating creative person in the process of theatrical activity, the development of his independence, activity, initiative in the process of mastering the skills of theatrical activity, as well as in other types of activity: communicative, artistic, aesthetic, cognitive. Showing your "I" in drawing, folk arts and crafts, in creating poems, inventing stories, expressing a stage image, in his vision - some kind of cognitive problem, but at the same time respect for the team, the ability to compromise - important points this program.
Program novelty:
At preschool age, children are imitative, not independent, creativity is manifested insignificantly. Children repeat after the teacher, after other children the story, drawing, image. This program is aimed at developing children's independence in artistic creativity, activity. I want to teach children to invent games, fairy tales, stories, scenarios, to convey the stage image in their own way. Do not copy someone else's, but create your own, fantasize. The program promotes the development of observation in children. Only by observing the behavior of animals, people, children can understand the real feelings of those observed, convey these feelings to the viewer. This program covers, in addition to theatrical and other activities: cognitive, artistic and aesthetic, communicative. Children show creativity in visual activity - they independently choose material for the manufacture of various types of theaters, depict the heroes of a fairy tale in their own way, conveying in the drawing their attitude towards him, as he represents, sees this hero, conveys in the drawing the episodes of the story, invented by him. In communicative activity, children express their own opinion: "I believe", "I believe". It is important to teach a child to think, reflect, not be afraid to express their own opinion, different from the opinions of others.
Explanatory note
Artistic and aesthetic education occupies one of the leading places in the content of the educational process of preschool educational institution and is its priority direction. For aesthetic development The personality of the child is of great importance in a variety of artistic activities - visual, musical, artistic and speech, etc. An important task of aesthetic education is the formation of aesthetic interests, needs, aesthetic taste in children, as well as creativity. The richest field for the aesthetic development of children, as well as the development of their creative abilities, is theatrical activity. In this regard, additional classes on theatrical activities have been introduced in the preschool educational institution, which are conducted by a teacher of additional education.
Theatrical activities help develop the interests and abilities of the child; contribute to the overall development; the manifestation of curiosity, the desire for new knowledge, the assimilation of new information and new ways of action, the development of associative thinking; perseverance, determination, the manifestation of general intelligence, emotions when playing roles. In addition, theatrical activities require the child to be decisive, systematic in work, diligent, which contributes to the formation of strong-willed character traits. The child develops the ability to combine images, intuition, ingenuity and ingenuity, the ability to improvise. Theatrical activities and frequent performances on stage in front of the audience contribute to the realization creative forces and spiritual needs of the child, emancipation and self-esteem, Alternating the functions of the performer and the viewer, which the child constantly takes on, helps him to demonstrate to his comrades his position, skills, knowledge, and fantasy.
Exercises for the development of speech, breathing and voice improve the child's speech apparatus. Performing game tasks in the images of animals and characters from fairy tales helps to better master one's body, to realize the plastic possibilities of movements. Theatrical games and performances allow children to immerse themselves in the world of fantasy with great interest and ease, teach them to notice and evaluate their own and other people's mistakes. Children become more liberated, sociable; they learn to clearly formulate their thoughts and express them publicly, to feel and learn more subtly the world.
Using the program allows you to stimulate the ability of children to imaginative and free perception of the world around them (people, cultural values, nature), which, developing in parallel with the traditional rational perception, expands and enriches it. The child begins to feel that logic is not the only way knowledge of the world, that something can be beautiful that is not always clear and usual. Realizing that there is no one truth for all, the child learns to respect the opinions of others, to be tolerant of different points vision, learns to transform the world, using fantasy, imagination, communication with people around.
This program describes a training course in theatrical activities of children up to school age 4-7 years old (middle, senior and preparatory groups). It was developed on the basis of the mandatory minimum content for theatrical activities for preschool educational institutions, taking into account the updating of the content for various programs described in the literature.
Purpose of the program- development of children's creative abilities by means of theatrical art, the formation of children's interest in theatrical activities.
Tasks
To create conditions for the development of the creative activity of children participating in theatrical activities, as well as the gradual development of various types of creativity by children by age groups.
Create conditions for joint theatrical activities of children and adults (staging joint performances with the participation of children, parents, employees of preschool educational institutions, organizing performances
children of older groups before younger ones, etc.).
To teach children the techniques of manipulation in puppet theaters of various types.
To improve the artistic skills of children in terms of experiencing and embodying the image, as well as their performing skills.
Introduce all children age groups with various types of theaters (puppet, drama, musical, children's theater, etc.).
To 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 in children an interest in theatrical and gaming activities.
Circle tasks:
1. Develop in children intonation expressiveness speech.
2. Develop the ability to feel the nature of a literary work.
3. To develop expressiveness of gestures and facial expressions in children.
4. Develop the ability to distinguish between genres: nursery rhyme, fairy tale, story, highlight the positive and negative qualities of the characters.
5. Develop the ability to evaluate the actions of heroes, situations, feel humor.
6. To develop the ability of children to take part in dramatizations based on stories of acquaintances works of art.
7. Encourage initiative, creativity.
8. Develop the ability to clearly and clearly pronounce all sounds; coordinate words in sentences.
9. Cultivate a friendly attitude towards each other.
Work forms.
1. Theatrical games.
2. Classes in the theater circle.
3. The teacher's stories about the theater.
4. Organization of performances.
5. Conversations-dialogues.
6. Production and repair of attributes and manuals for performances.
7. Reading literature.
8. Making an album about the theater.
9. Showing views.
The program is designed taking into account the implementation intersubject communications by sections:
1. Artistic - aesthetic:
« Musical education”, where children learn to hear different things in music emotional condition and convey it with movements, gestures, mimicry; listen to music for the next performance, noting its diverse content, which makes it possible to more fully appreciate and understand the character of the hero, his image.
« Visual activity”, where children get acquainted with illustrations that are close in content to the plot of the play, learn to draw with different materials on the plot of the play or its individual characters.
"Rhythm", where children learn through dance movements to convey the image of a hero, his character, mood.
2. "Speech development", on which a clear, clear diction develops in children, work is underway on the development of the articulatory apparatus using tongue twisters, tongue twisters, nursery rhymes.
3. "Cognitive", where children get acquainted with literary works that will form the basis of the upcoming performance and other forms of organizing theatrical activities (classes in theatrical activities, theatrical games in other classes, holidays and entertainment, in everyday life, independent theatrical activities of children).
4. "Social and communicative", where children get acquainted with the phenomena of social life, objects of the immediate environment, natural phenomena, which will serve as material included in the content of theatrical games and exercises.
Interaction with parents and specialists:
The work of the circle is more efficient and effective with the participation of specialists from the preschool educational institution: we resort to the advice of a teacher-psychologist to solve social and moral problems in children. The advice of a speech therapist helps to improve the speech skills of preschoolers. Other teachers take part in holidays, entertainment as characters. Parents assist in the manufacture of attributes, costumes for the holidays; participate as characters.
Conversations with parents, their participation in the work of the circle help to consolidate the knowledge and skills acquired by children in the classroom at home and, thereby, achieve the results we want.
Expected results:
Children master the skills of expressive speech, rules of conduct, etiquette of communication with peers and adults.
Show interest and desire theatrical art.
They are able to convey various feelings using facial expressions, gesture, intonation.
They independently perform and transmit images of fairy-tale characters.
Children try to feel confident during performances.
The subject-spatial developing environment of the preschool educational institution was supplemented by various types of theaters, manuals, drawings, card files of creative games.
Established close contact with parents.
SUGGESTED SKILLS AND SKILLS
2 junior group
They are able to act in concert. They are able to relieve tension from certain muscle groups.
Remember the given poses.
middle group
They are able to act in concert.
They are able to relieve tension from certain muscle groups.
Remember the given poses.
Remember and describe the appearance of any child.
Know 5-8 articulation exercises.
They are able to make a long exhalation with an imperceptible short sigh.
They are able to pronounce tongue twisters at different tempos.
They are able to pronounce tongue twisters with different intonations.
know how to build the simplest dialogue.
They are able to make sentences with the given words.
Senior group
Willingness to act in concert, engaging simultaneously or sequentially.
To be able to relieve tension from individual muscle groups.
Memorize the given poses.
Memorize and describe the appearance of any child.
Know 5-8 articulation exercises.
To be able to make a long exhalation with an imperceptible short inhalation, not to interrupt the breath in the middle of a phrase.
Be able to pronounce tongue twisters at different paces, in a whisper and silently.
Be able to pronounce the same phrase or tongue twister with different intonations.
To be able to expressively read a dialogical verse text by heart, pronouncing the words correctly and clearly with the necessary intonations.
Be able to make sentences with the given words.
Be able to build a simple dialogue.
Be able to compose etudes based on fairy tales.
preparatory group
To be able to voluntarily strain and relax individual muscle groups.
Orientate in space, evenly placed on the site.
To be able to move in a given rhythm, at the signal of the teacher, joining in pairs, triplets, fours.
Be able to collectively and individually transmit a given rhythm in a circle or chain.
To be able to create plastic improvisations to music of a different nature.
To be able to memorize the mise-en-scène set by the director.
Find an excuse for a given pose.
Perform the simplest physical actions freely and naturally on stage. Be able to compose an individual or group study on a given topic.
Own the complex articulatory gymnastics.
To be able to change the pitch and strength of the sound of the voice on the instructions of the teacher.
Be able to pronounce tongue twisters and poetic text in motion and different poses. To be able to pronounce a long phrase or a poetic quatrain in one breath.
Know and clearly pronounce 8-10 fast words at different paces.
Be able to pronounce the same phrase or tongue twister with different intonations. To be able to read the poetic text by heart, pronouncing the words correctly and placing logical stresses.
Be able to build a dialogue with a partner on a given topic.
Be able to make a sentence of 3-4 given words.
Be able to choose a rhyme for a given word.
Be able to write a story on behalf of the hero.
Be able to make a dialogue between fairy tale characters.
Know by heart 7-10 poems by Russian and foreign authors.
Program content.
The content of the program includes eight main blocks presented in the table. Let's list them.
Block 1 - the basics of puppetry.
Block 2 - basics puppet theater.
Block 3 - the basics of acting.
Block 4 - the basic principles of dramatization.
Block 5 - independent theatrical activity.
Block 6 - theatrical alphabet.
Block 7 - holding holidays.
Block 8 - leisure and entertainment.
It should be noted that blocks 1, 5, 8 are implemented in one or two lessons per month; block 2 is implemented in two lessons per month; blocks 3, 4 - at each lesson; block 6 - on thematic sessions 2 times a year (three classes in October and March); block 1 is implemented once a quarter.
Name: Working programm for theatrical activities "Theater Steps" for 2016-2017
Nomination: Kindergarten, Methodological developments, Programs in the preschool educational institution, Middle group, senior group, preparatory group
Position: teacher of the first qualification category
Place of work: MBDOU "CRR-Kindergarten No. 6"
Location: Novokuznetsk, Kemerovo Region
The work program for theatrical activities in the preschool educational institution.
"Theatre Steps"
1. "The role and expediency of theatrical activity in the development of preschoolers."
The transformations taking place in society give rise to new requirements in education. To work with preschoolers in a modern kindergarten, theatrical activity allows you to develop feelings, deep feelings and discoveries of the child, introduces him to spiritual values. Develops memory, thinking, imagination, attention; allows you to enrich and activate the vocabulary of children, which is an important tool for preparing children for schooling.
One of the requirements is: the development of creative abilities in children preschool age.
Creativity is one of the components overall structure personality. Their development contributes to the development of the personality of the child as a whole. Based on the analysis of the works of domestic and foreign psychologists, which reveal the properties and qualities of a creative personality, general criteria creative abilities: readiness for improvisation, justified expressiveness, novelty, originality, ease of association, independence of opinions and assessments, special sensitivity.
A unique means of developing the creative abilities of children is theatrical activity. Solving problems aimed at developing creative abilities requires the definition of a different technology for using theatrical techniques.
Currently, more and more teachers of preschool institutions use information and communication technologies in working with preschoolers in various sections of the program.
Life in the era of scientific and technological progress is becoming more diverse and more complex.
And it requires from a person “not stereotyped, habitual actions, but mobility, flexibility of thinking, quick orientation and adaptation to new conditions, a creative approach to solving large and small problems.” Considering the fact that the share mental labor in almost all professions is constantly growing, and all most of performing activity is shifted to machines, it becomes obvious that the creative abilities of a person should be recognized as the most essential part of his intellect and the task of their development is one of the most important tasks in the education of a modern person.
After all cultural values accumulated by humanity - the result creative activity of people. And how far forward human society in the future, will be determined by the creative potential of the younger generation.
Just as today there is a social order for a creative personality, in its pedagogical work with children, great attention should be paid to this problem.
Creative potentials are inherent and exist in every person. Under favorable conditions, every child can express himself. In order for children to begin to creatively apply the knowledge they have previously acquired, it is necessary that they feel the need for the activity proposed to them. Motivation for action must be organized. Creativity is not only manifested in activity, but also formed in it.
One of the most effective activities that create conditions for the development of creative abilities of preschool children is theatrical activity.
2.Goals and objectives:
The main goal: this is the development of the child's creative abilities, psychological liberation through theatrical games.
The program is compiled taking into account the implementation of interdisciplinary links in sections:
1. "Fiction", where children get acquainted with literary works that will be used in staging performances, games, classes, holidays, and independent theatrical activities. To improve the performing skills of children in creating an artistic image, using game improvisations. Improve the ability to coherently and expressively retell fairy tales.
2. "Ideative activity", where children get acquainted with illustrations that are similar in content, the plot of the play. They draw with different materials according to the plot of the performance, or its characters.3
3. "Introduction to the environment", where children get acquainted with the objects of the immediate environment, culture, life and traditions of the peoples of the north, which will serve as material included in theatrical games and performances
4. "Musical education", where children get acquainted with the music for the next performance. They note the nature of the music, which gives the full character of the hero, and his image. Teach children to evaluate their own and other people's actions. Cultivate the desire to play theatrical puppets. Develop the ability to use game improvisations in independent activities.
5. "Development of speech", where children use tongue twisters, tongue twisters, nursery rhymes. Clear diction develops. Develop a steady interest in theatrical play activities .. Consolidate children's ideas about various types of puppet theaters. Enrich and activate children's vocabulary. Improve intonation expressiveness of speech. develop dialogue and monologue speech. Develop memory, thinking, imagination, attention.
3. Forms and methods of work
1. Watching puppet shows and talking about them.
2. Dramatization games.
3. Exercises for the social and emotional development of children.
4. Correctional and educational games.
5. Exercises in diction (articulatory gymnastics).
6. Tasks for the development of speech intonation expressiveness.
7. Games - transformations (“learn to control your body”), figurative exercises.
8. Exercises for the development of children's plasticity.
9. Finger game training for the development of hand motor skills.
10. Exercises for the development of expressive facial expressions.
11. Exercises on ethics during dramatizations.
12. Playing out various fairy tales and dramatizations.
13. Acquaintance not only with the text of a fairy tale, but also with the means of its dramatization - gesture, facial expressions, movement, costume, scenery.
4. Implementation of work on the program:
1. The program is implemented through circle work.
2. Work with parents, where joint theatrical performances are held,
holidays, puppet theaters, sports competitions.
3. The interior decoration of the group and the hall, the theater studio, where children live and are brought up.
4. Costumes and attributes for performances and games should be available to children and please them
with its appearance.
Consists of theoretical and practical parts. The theoretical part reveals the task, forms and methods of work, the content of classes, research using diagnostics. Corrective work with children to eliminate the identified shortcomings is outlined. As a result of the work done, conclusions, suggestions, recommendations for parents are made.
The practical part of the work confirms the theoretical validity of theatrical activity. It contains class notes, creative exercises, transformation games, finger game training.
At any age in fairy tales you can discover something secret and exciting. Listening to them in childhood, a person unconsciously accumulates a whole "bank life situations”, therefore it is very important that the awareness of the “fabulous lessons” begins with early age, from the answer to the question: "What does a fairy tale teach us?".
In the soul of every child lies the desire for a free theatrical game in which he reproduces familiar literary plots. This is what activates his thinking, trains memory and figurative perception, develops imagination and fantasy, improves speech. And it is impossible to overestimate the role of the native language, which helps people - especially children - to consciously perceive the world around them and is a means of communication - it is impossible. S. Ya. Rubinshtein wrote: “The more expressive the speech, the more it is the speech, and not just the language, because the more expressive the speech, the more the speaker appears in it: his face, himself”. The use by children of various means of expressiveness of speech is the most important condition for timely intellectual, speech, literary and artistic development.
Expressive speech includes verbal (intonation, vocabulary and syntax) and non-verbal (facial expressions, gestures, posture) means.
For the development of expressive speech, it is necessary to create conditions in which each child could convey his emotions, feelings, desires and views, both in ordinary conversation and in public, without being embarrassed by the audience. Great help in this is provided by classes in theatrical activities; this is a game, and every child should live and enjoy it. The educational possibilities of theatrical activity 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, skillfully posed questions 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, its intonation structure is improved, dialogic speech, its grammatical structure.
Theatrical activity is a source of development of feelings, deep feelings and discoveries of the child,
introduces him to spiritual values. Theatrical classes develop emotional sphere child, make him sympathize with the characters, empathize with the events played out. Thus, theatrical activity is the most important means of developing empathy in children, that is, the ability to recognize the emotional state of a person by facial expressions, gestures, intonation, the ability to put oneself in his place in different situations find appropriate ways to help. “In order to have fun with someone else's fun and sympathize with someone else's grief, you need to be able to transfer yourself to the position of another person with the help of your imagination, mentally take his place,” B. M. Teplov argued.
Theatrical activity allows you to form the experience of social behavior skills due to the fact that each literary work or fairy tale for preschool children always has a moral orientation (friendship, kindness, honesty, courage, etc.).
Theatrical activity allows the child to decide problem situations indirectly on behalf of any character. It helps to overcome shyness, self-doubt, shyness. Thus, theatrical classes help to comprehensively develop the child.
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. In our world, saturated with information and stress, the soul asks for fairy tales - a miracle, a feeling of a carefree childhood.
Having studied modern methodical literature, choose material for their introduction into the practice of their group, work with children in a theater group. By systematically conducting theatrical games, you can increase interest in theatrical and gaming activities, expand children's ideas about the surrounding reality, improve the ability to coherently and expressively retell fairy tales.
Theatrical games require from children: attention, ingenuity, speed of reaction, organization, ability to act, obeying a certain image, transforming into it, living its life.
6. Forms of work
1. Group lessons
The duration of the lesson depends on the age of the children.
Classes are held twice a week. Time of classes: 3-4 years old - 15 minutes, 5-6 years old - 20-25 minutes, 6-7 years old - 30 minutes or more.
Principles of conducting classes:
1. Visualization in teaching - is carried out on the perception of visual material.
2.Accessibility - the lesson is designed taking into account age features built on the principle of didactics (from simple to complex)
3. Problematic - aimed at finding solutions to problem situations.
4.Developing and educational character education - to broaden one's horizons, to develop patriotic feelings and cognitive processes.
Part 1. Introductory
The purpose of the introductory part: to establish contact with children, set up children to work together.
The main procedures of work are reading fairy tales, stories, poems. Games “A hare ran through the swamp”, “A squirrel is sitting on a cart”, “A skating rink, skating rink, skating rink”, “The wind is blowing in our face”, etc.
Part 2. Productive
It includes art word, explanation of the material, examination of illustrations, the teacher's story, aimed at activating the creative abilities of children.
Lesson elements:
1. Fairy tale therapy, with elements of improvisation.
2. Sketches, poems, nursery rhymes, fairy tales, short stories are played out using facial expressions and pantomime (Korotkova L.D. Fairy tale therapy for preschoolers)
3. Games for the development of imagination and memory - games include memorizing poems, nursery rhymes, pictograms, diagrams, short stories.
4. Drawing, applications, collages - the use of various types of non-traditional drawing, the use of natural and waste material.
Preschoolers, as a rule, are happy with the arrival of a puppet theater in kindergarten, but they also love to play small performances themselves with the help of puppets, which are always at their disposal. Children, having joined the game, answer the dolls' questions, fulfill their requests, give advice, and transform into one or another image. They laugh when the characters laugh, they are sad with them, they warn of danger, they cry over the failures of their beloved hero, they are always ready to help him. Participating in theatrical games, children get acquainted with the world around them through images, colors, sounds.
7. Theatrical games of preschoolers can be divided into two main groups: director's games and dramatization games.
TO director's games include board, shadow theater and theater on flannelgraph: a child or an adult is not a character, but creates scenes, plays the role of a toy character, acts for him, portrays him with intonation, facial expressions.
Dramatizations are based on the role player's own actions, using puppets or characters put on fingers. In this case, the child plays himself, using his means of expression - intonation, facial expressions, pantomime.
Classification directorial games:
Desktop theater toys. A wide variety of toys and crafts are used. The main thing is that they stand steadily on the table and do not interfere with movement.
Desktop theater pictures. Characters and scenery - pictures. Their activities are limited. The state of the character, his mood is conveyed by the intonation of the player. The characters appear as the action progresses, which creates an element of surprise and keeps the kids interested.
Book stand. Dynamics, the sequence of events is depicted with the help of successive illustrations. Turning over the sheets of the book stand, the presenter demonstrates personal stories depicting events, meetings.
Flannelgraph. Pictures or characters are displayed on the screen. The flannel that covers the screen and the reverse side of the picture holds them back. Instead of flannel, pieces of velvet or sandpaper can be glued to the pictures. Drawings are selected together by children from old books, magazines are created independently.
Shadow theater. It needs a screen made of translucent paper, black plane characters and a light source behind them, thanks to which the characters are thrown onto the screen. The image can also be obtained with the help of fingers. The display is accompanied by the corresponding sound.
Kinds dramatization games :
Dramatization games With fingers. Attributes the child puts on his fingers. He "plays" for the character whose image is on the hand. In the course of unfolding the plot, he acts with one or more fingers, pronouncing the text. You can depict actions while behind the screen or its briskly moving around the room.
Dramatization games With dolls bibabo. In these games, bibabo dolls are put on the fingers. They usually operate on a screen behind which the driver stands. Such dolls can be made independently using old toys.
Improvisation. This is acting out the plot without prior preparation. IN traditional pedagogy games - dramatizations belong to the section of creative games in which children creatively reproduce the content of literary works,
8.Technology for organizing theatrical games
Main requirements To organizations theatrical games
Content and variety of subjects. The constant, daily inclusion of theatrical games in all forms of the pedagogical process, which makes them as necessary for children as role-playing games.
The maximum activity of children at the stages of both preparation and conduct of games.
Children cooperating with each other And With adults at all stages of organizing a theatrical game.
The sequence and complication of the content of topics and plots chosen for games correspond to the age and skills of children.
IN junior group the prototype of theatrical games are games With role.
Toddlers, acting in accordance with the role, use their capabilities more fully and cope with many tasks much easier. Acting on behalf of cautious sparrows, brave mice or friendly geese, they learn, and imperceptibly for themselves. In addition, role-playing games activate and develop the imagination of children, prepare them for independent creative play.
Children of the younger group are happy to transform into dogs, cats and other familiar animals.
However, they still cannot develop and beat the plot. They only imitate animals, copying them outwardly, without revealing the peculiarities of behavior, therefore it is important for children of the younger group to be taught some ways of playing actions according to the model.
For this purpose, he recommends holding games: “The mother hen and chickens”, “She-bear and cubs”, “Hare and hares”, and in the classroom to play small scenes from children's life, organize games based on literary works: “Toys” by A. Barto, “Cat and a goat” by V. Zhukovsky.
Forming interest in dramatization games, it is necessary to read and tell children fairy tales and other literary works as much as possible.
IN middle group you can teach kids combine movement and word in the role, use the pantomime of two or four characters. It is possible to use tutorials…..
Olga Yaganova
Draft work program "Theatre for Children"
Explanatory note
Childhood is an amazing country. Everything is possible, everything is allowed. One of the most popular and exciting destinations is theatrical activities of children in preschool.
This program developed in accordance with the main educational preschool program, program« Theatrical classes in kindergarten " author Makhaneva M. D., as well as at the request of the parents of pupils of MDOU No. 1 "Alyonushka".
Program« Theater and children» is aimed at revealing the spiritual and creative potential of the child, maintaining interest in learning, developing his communication skills, mental processes, the manifestation of personal qualities, understanding the inner world through.
Program provides social-personal, cognitive-speech and artistic-aesthetic development of children aged 3-7 years, taking into account their age and individual characteristics.
Development of children's creative abilities by means theatrical art.
Main goals:
1. Create conditions for the development of creative activity of children participating in theatrical activities, as well as the gradual mastering by children of various types of creativity by age groups.
2. Create conditions for joint theatrical activities of children and adults (staging joint performances with the participation of children, parents, employees of preschool educational institutions, organizing performances by older children in front of younger ones, etc.).
3. Introduce children of all age groups to different types of theaters(puppet, dramatic, musical, children's, theater of animals, etc..).
4. To improve the artistic skills of children in terms of experiencing and embodying the image, as well as their performing skills.
5. Introduce children to theater culture, enrich them theatrical experience.
6. Develop children's interest in theatrically- gaming activities.
Didactic principles of organization theatrical activities
with preschool children age:
The principle of psychological comfort.
First of all, it is the creation of conditions in which children feel "like at home", removal of stress-forming factors, orientation of children to success, and most importantly, a sense of joy, enjoyment of the activity itself.
The principle of creativity.
This is the maximum focus on creativity, the acquisition by children of their own experience of creative activity.
The principle of a holistic view of the world.
This is the personal attitude of the child to the acquired knowledge and the ability to apply them in their practical activities.
The principle of variation.
It suggests in children an understanding of the possibility various options problem solving.
Program compiled with integration:
"Fiction", where children get acquainted with literary works that will be used in staging performances, games, classes, holidays, and independent theatrical activities.
"Artistic Creativity", where children get acquainted with illustrations similar in content, the plot of the play. They draw with different materials according to the plot of the play, or its characters.
"Cognitive Development", where children get acquainted with the objects of the immediate environment, culture, life and traditions of the peoples of the north, which will serve as material included in theatrical games and performances.
"Musical education" where children get acquainted with the music for the next performance. They note the nature of the music, which gives the full character of the hero, and his image.
"Speech development" where children use tongue twisters, tongue twisters, nursery rhymes. Clear diction develops.
Main directions programs:
1. theatrically- game activity. Aimed at the development of children's play behavior, the formation of the ability to communicate with peers and adults in various life situations.
Contains: games and exercises that develop the ability to reincarnate; theatrical games for the development of imagination fantasy; dramatization of poems, stories, fairy tales.
2. Musical and creative. It includes complex rhythmic, musical, plastic games and exercises designed to ensure the development of the natural psychomotor abilities of preschoolers, their acquisition of a sense of harmony of their body with the outside world, the development of freedom and expressiveness of body movements.
Contains: exercises for the development of motor abilities, dexterity and mobility; games for the development of a sense of rhythm and coordination of movements, plastic expressiveness and musicality; musical and plastic improvisations.
3. Artistic and speech activity. It combines games and exercises aimed at improving speech breathing, the formation of correct articulation, intonational expressiveness and logic of speech, and the preservation of the Russian language.
4. Basics theater culture. It is designed to provide conditions for preschoolers to acquire elementary knowledge about theatrical art. Your child will receive answers to questions:
5. Work on the play. Based on author's scripts and includes themes "Introduction to the Text" (joint reading) And "From etudes to performance"(choosing a performance and discussing it with children; Job over individual episodes in the form of etudes with an improvised text; search for a musical and plastic solution for individual episodes, staging dances; creation of sketches and decorations; rehearsals of individual paintings and the entire play; performance premiere; discussing it with children). TO work parents are widely involved in the performance (assistance in learning the text, preparing scenery, costumes).
Implementation Methods programs
1. Practical.
Creation of a subject-spatial developing environment that ensures a comfortable stay of the child in a preschool educational institution.
, theatrical games.
Establishment and centers « Theater» in DOE groups.
Creation of creative projects.
2. Verbal.
Reading fiction. Learning poems.
Didactic games.
Role-playing games.
Entertainment.
Modeling situations.
Consultations.
Observations.
3. Visual
Organization of exhibitions, competitions.
Examining illustrations.
Information stands.
Theatrical activities.
Theatrical Classes are held once a week for 25-30 minutes « Theater Friday» . All parts of the lesson can line up in a different sequence. It also depends on the age group of children, time of year (beginning, middle or horses school year) and, most importantly, on the tasks that the teacher sets.
Watching puppet shows and talking about them;
Games - dramatizations;
Playing a variety of fairy tales and dramatizations;
Exercises for the formation of expressiveness of performance (verbal and non-verbal);
Exercises in social - emotional development children.
Form of organization of classes on theatrical activities:
- theoretical:
Classes.
Games - activities.
Games are riddles.
Activities - travel.
Showing exercises on the formation of expressiveness of performance and on the social and emotional development of children (viewing albums, pictures, photos).
Conversations with children about theatrical art.
- practical:
Preparation and holding of performances, skits,
Making attributes and costumes for activities,
game lessons,
Games - dramatizations,
Child-adult projects,
Literary quizzes
Games, exercises, sketches.
Equipment of the subject-spatial environment.
"Center Theater»
1. Desktop toy theater.
2. Children's costumes for performances.
3. Adult costumes for performances.
4. Elements of costumes for children and adults.
5. Attributes for classes and performances.
6. Screen for puppet theater.
7. Music center, video equipment
8. Mediotek (audio and CD discs).
10. Methodical literature.
List of basic teaching aids.
TV (watch TV with parents)
Laptop
Video footage (recordings of fairy tales, performances on CDs)
Music Hall
Sound equipment, microphones, music center
Scenery
Theatrical costumes
Stuffed Toys
Photos, pictures, illustrations.
Attributes for games.
Fiction.
Didactic games.
Expected results:
Estimated skills and abilities by the end of preschool age
children should be able:
Play simple performances based on familiar literary plots using means of expression (facial expressions, intonation, gestures)
With interest to make and use theatrical figurative toys from different materials.
Feel and understand the emotional state of the characters, engage in role-playing interaction with other characters,
Perform in front of peers and children junior groups, a different audience.
must know:
Some species theaters,
Some manipulation techniques used in familiar views theaters: rubber, plastic, soft toys (puppet, desktop.
should have an idea:
ABOUT theater, theater culture.
Roles of actors, puppets.
About the rules of conduct in theater.
Conclusion.
Theatrical the activity of children is purposeful, that is, it allows you to successfully solve many educational and educational tasks of a preschool institution.
In process theatrical activities children learn in art form express feelings and thoughts and, thereby, liberate their personality. Using the richest arsenal theatrical means At the same time, they also receive purely gaming pleasure, which allows them to deeply consolidate their skills.
Just for development emotional world and artistic abilities of a preschool child by introducing him to theatrical art and participation in theatrical activity is directed program« Theater for children» .
The world of childhood, the inner world of a child, is the key to many exciting problems of our life. We want to see our children happy, but often we do not attach importance to the experiences of the kids, we consider them trifles. The child is left alone with his feelings and does not always find the strength to cope with them on his own. It is at preschool age that the child gets the first experience of communicating with friends, experiencing failures and victories. And this is reflected in the formation of character. We adults must help the child to acquire more positive emotions, teach him to be kind, sympathetic, sociable, the ability to speak beautifully and correctly. I believe that kindergarten is the first and main step in the development of all these qualities, and theatrical activity is an assistant in this work. Why theater? It's just that theater is always a game, (because children love to play) the expectation of something unusual, amazing - a MIRACLE. This is an opportunity not only to see the hero, but also to become one yourself. Only in the theater can one turn from a timid boy into a bold and courageous Hero-Bogatyr, and from capricious girls- in a gentle and kind Princess. The issues of harmonious development and creative self-realization of children are resolved in the program "Theatre and Fairy Tale" structural unit Teremok. The discovery of a unique individuality in oneself will help the child to realize himself in studies, creativity, and communication with others. To help in these aspirations, and this program is called upon. It is designed to work with children of different age groups.
Group 1 - children 3-4 years old.
Group 2 - children 4-5 years old.
Group 3 - children 5-6 years old.
Each group has its own tasks and a certain volume of topics with a differentiated approach to children.
The theater and game program is an independent author's course, developed taking into account modern theories and technologies, as well as age and psychophysical characteristics of children of this age.
Program focus.
Artistic and aesthetic orientation
The main goal of the artistic and aesthetic orientation is the education of aesthetic taste, the realization of the creative potential of children. The program is aimed at educating the personality of the child, developing his subtle spiritual qualities, moral and aesthetic values. Theatrical and play activity instills a love for works of art.
Socio-pedagogical orientation
The main goal of the socio-pedagogical orientation is the development by children of positive social experience, social roles and attitudes, the child's desire for self-affirmation, self-esteem, establishing interaction with the social environment.
Another, no less important principle is the design of work to form children's orientation to success and achieve the goal.
Program novelty
The use of elements of this program in the educational process: when conducting educational activities, in regime moments, in free activity.
Active participation of parents in this program.
Relevance
The problem of the development of dialogue speech.
The changes taking place in the education system also affected the kindergarten. Because the qualities of a successful student are formed in a preschool. A preschooler should not only learn to count and know letters, which is of course important, but also master speech correctly: speak beautifully, build a dialogue correctly. The better the child's speech is developed, the more successful he will be in his studies, in communicating with friends.
The problem of speech development: poor vocabulary, not correct pronunciation, expressionless speech.
Children spend most of their free time watching TVs and computers. Gradually leave good and instructive tales and cartoons. Sometimes a child cannot understand: “What is good”, “What is bad”. Parents do not discuss what they see and read, which is very important for children.
The problem of organizing gaming activities
The world does not stand still, children have modern toys that do not always have a positive effect on the development of the child. Educators and teachers should find new at least interesting ways to interest the child, to direct his playing activity in the right direction.
Emotional coldness
One of the important problems that worries me is the indifference of children, emotional coldness. In the variety of information, various games, it is more and more difficult to surprise children. A preschooler does not always respond to the experiences and emotions of loved ones and friends. Children do not empathize with the characters of fairy tales, stories. Less and less admired works of fine art, musical works, the beauty of the surrounding world.
Pedagogical expediency
Reflecting on the problems that affected me, I realized that the traditional methods of the educational process will not always be effective. As you know, the leading activity of a preschooler is the game. I think the teaching principle - learn by playing fully manifested in theatrical activities.
All children are talented, only the teacher should see, feel and help the child to reveal his creative abilities. Children like to watch a theatrical performance, and taking part is even more interesting and exciting. Participating in theatricalization, the child opens up, feels free. This is the moment when you can form the child's ability to invent, fantasize, create.
All children love fairy tales. Listening to a fairy tale, a child finds something necessary and instructive for himself, therefore it is very important that the awareness of “fairy tale lessons” begins from an early age, with the answer to the question: “What does a fairy tale teach us?” And how interesting it is to play the hero of a fairy tale, or to come up with something interesting, unusual. Playing a fairy tale, the child learns the world, the concept of friendship, honesty, kindness, courage, expresses his attitude to good and evil. A huge plus of theatrical and gaming activities is the construction of the educational process. Directly educational activities with elements of the theater make the learning process more interesting and effective, both for the teacher and for the children. The teacher has more opportunities to present information in an unusual way, using non-traditional forms and methods. The preschooler will show his individuality and learn the material better.
By participating in theatrical activities, children improve their speech, vocabulary is replenished, memory and thinking improve. Children are creative in problem solving.
In addition, a variety of themes, forms and methods of theatricalization comprehensively develops the child, reveals his creative abilities.
Program goal:
Creative and comprehensive development of the child's personality by means of theatrical activities.
Program objectives:
Cognitive speech
- expanding the horizons of children;
- arouse interest in theatrical activities;
To give knowledge on the history of the emergence and development of the theater;
To introduce children to the types of theater;
Form the correct pronunciation:
Expand words knowledge; make speech clearer and more expressive.
Socio-communicative
In the course of performing a collective task, to form the ability to negotiate, listen and hear comrades.
Artistic and aesthetic
promoting the development of students:
Curiosity, aesthetic perception of the surrounding world;
Creative abilities;
Figurative thinking, fantasy, attention.
Distinctive features of the program
Participation in the program does not require special skills and physical data from participants;
The program is easy to learn, easy to learn, effective in achieving results;
- this program can be used not only in circle activities, but also in the work of educators, teachers, a speech therapist teacher in integrated educational activities, in the free activities of children;
With the help of this program, we form the ability of children to determine the distinctive qualities of characters and convey them in motion using pictures-images;
We form the ability to fix various facial expressions, gestures and postures, as well as decipher their meanings;
We form the ability to express various emotional states with facial expressions and gestures;
We betray great importance development of children's creative abilities and creative attitude to classes;
We form the ability to meaningfully fulfill our role in various plastic sketches and dramatizations;
We form the ability of free self-expression through plastic, stage improvisations based on works of fiction;
The use of theatrical and gaming activities in the educational process will help the preschooler to form integrative qualities.
Children's age: additional educational program "Theatre and Fairy Tale" is designed for children aged 3-6 years.
Implementation period additional educational program. The Theater and Fairy Tale program is designed for 3 years of study.
Circle mode.
Work in each group is carried out once a week, the duration of which is: in group 1 - 15 minutes, in group 2 - 20 minutes, in the third group - 25-30 minutes.
In addition, circle work on theatrical and gaming activities is organized taking into account the interaction of the content of these topics with the content of other subjects included in the program of the Teremok structural unit. Since the main activity of a preschool child is a game activity, the integration of the educational process with theatrical elements contributes to the positive assimilation of the material, educators use this program in their work in education.
Work forms.
Theatrical games.
Rehearsals in the theater circle.
The educator's stories about the theater.
Organization of dramatizations
Individual creative tasks.
Writing fairy tales, inventing stories for staging.
Conversations-dialogues.
Production and repair of attributes and manuals for performances.
Reading literature.
Expected results and how to check them.
- Inquisitive, active. Takes a lively, interested part in the educational process; a steady interest of children in theatrical art is formed ; independent in the choice of characters.
- Emotionally responsive. Responds to the emotions of close people and friends, empathizes with the characters of fairy tales, stories, stories; emotionally reacts to the successes and failures of his and his comrades.
- Mastered the means of communication and ways of interacting with adults and peers. Expands, activates the dictionary of children; the culture of speech communication is brought up; a sense of cooperation and mutual assistance is formed. Follows the rules of conduct in the team. - Able to solve intellectual and personal tasks (problems), adequate to age. Self modeling game situations(retelling of fairy tales and stories "on the contrary", games of "travel", circus performances, etc.).
- Having primary ideas about himself, family, society, state, world and nature. The horizons of the child are expanding, knowledge of objects, dolls, and scenery is deepening.
- Having mastered the universal prerequisites for educational activity: the ability to work according to the rule and model, listen to an adult and follow his instructions. - mastered necessary skills and skills. The child has formed skills and abilities for the implementation of theatrical and gaming activities: artistic taste, creativity, creative independence: game, song, dance improvisation; - skills of improvisation of familiar fairy tales are fixed; - looking for a variety of ways to depict characters with the help of posture, facial expressions, gestures, speech intonation; - develops creative independence in creating the image of the hero, in the transfer of his mood, character.
One of the important structural elements of educational activity is control. Pedagogically well-designed control helps to form a positive attitude towards learning, striving for success in children, stimulates the strength to overcome difficulties and allows you to get the necessary information about the effectiveness of the program and, if necessary, correct your own ideas. further actions. The level of students' achievements is monitored by the teacher through the input, current and final control.
- Input control is carried out at the beginning of training and aims to identify the initial level of training of students, adjust educational and thematic plan. It is conducted in the form of an interview.
- Current control is carried out during the subsequent conduct of educational activities, the main purpose of which is to determine the degree of assimilation of educational material by children.
- Final control - upon completion of the entire course curriculum in order to determine the degree of achievement of learning outcomes, consolidation of knowledge. The final control is carried out in the form of a concert, a holiday with a performance, a dramatization of any chosen fairy tale. In accordance with the results of the final control, it is determined to what extent the requirements of the program are met by each child, i.e. the completeness of the program implementation is determined. The results of the control are brought to the attention of parents during individual interviews, parent meetings. The forms of pedagogical control are very diverse: oral questioning, conversation, observation, study of the results of the creative activity of children, as well as the participation of pupils in competitions and exhibitions of various levels. The results of the control serve as the basis for adjusting the program, predicting the results of education, and encouraging pupils. Based on the results of the control, an evaluation process is carried out. The main indicator of effectiveness is the successful development of the content of the program by the child.
Fundamentals of theatrical culture:
- theater types;
- theatrical professions;
- theatrical attributes;
- theatrical terminology;
- theater arrangement;
- theater rules. To acquaint children with the features and types of theatrical art, the device of the theater, the culture of behavior in the theater. Acquaintance with this material should be of a practical nature, i.e. occur during games, work on a performance, visits to theaters, watching videos of performances. It is not necessary to require the assimilation of all the material by each child, it is enough that the children understand the teacher using theatrical terms and gradually replenish their vocabulary. They should gain knowledge during theatrical games - a dialogue with the teacher in the form of questions and answers, but in no case should this be a long monologue of an omniscient adult. In the game, children will get acquainted with the rules of conduct in the theater, on stage, backstage, at rehearsals.
To acquaint children with the acting skills necessary to create the image of a hero, meetings with theater actors, watching performances in the preschool theater will help.
At theatrical rehearsals, the teacher expands the children's knowledge of the theater in accordance with their age.
Culture and technique of speech:
- intonation;
- monologue - dialogue;
- speech games;
- reciting and playing verses. Form the correct pronunciation. The ability to speak beautifully and expressively (intonation, logical stress, voice power, speech rate). Develop imagination; Expand words knowledge; make speech clearer and more expressive.
Theatrical and gaming activities:
- means of figurative expression (facial expression, pantomime);
- puppetry;
- educational games. To develop emotionality - the experience and embodiment of the image. Use games and exercises to develop communication skills, self-confidence, creativity, voluntary behavior that develop attention, memory, observation, as well as games that promote the development of puppetry skills.
Performance work:
- familiarity with the script;
- tests by children of different roles;
- distribution of roles;
- work on individual episodes;
- dress rehearsal.
Realize the potential of every child; develop mental processes children, activity, self-confidence; ability to work in a team. When working with children on a performance, it is necessary not to overload them, not to impose their opinions, each child should try himself in different roles.
Methodological support
This program is designed for three years of study and is intended for pupils from 3 to 6 years old. The theater club can be attended by both girls and boys. Reception of children is carried out at the request of the child. In one group, 10 people are engaged, while the training takes place taking into account the individual characteristics of the students. The training is of a practical nature. The main part of the program is practical work, which is carried out during the educational activities following the explanation or reading. this material. Everything necessary for work is prepared by the teacher in accordance with the requirements of safety and occupational health. The content of training under this program is aimed at revealing the creative potential and creative abilities of each child. Working under the program "Tatras and Fairy Tale", the teacher actively uses a variety of forms and methods of educational activities. This form of work gives children the opportunity to show their individuality and independence.
Forms of activity.
Theater games.
- Strengthen the skills of playing with various types of theater.
- To form the ability of children to independently choose the option of staging a fairy tale.
- To achieve clear diction, the ability to change the pace of speech, the power of sound.
Dramatization games.
- To develop the improvisational abilities of children: to come up with an image different characters, heroes of works. Encourage children to independently simulate game situations (retelling fairy tales and stories “in reverse”, playing “travels”, circus performances, etc.).
Games are performances.
- Develop stage creativity.
- Encourage children to be independent in the choice of expressive means, when creating images of characters, to strive to play along with their partner.
- Cultivate the desire to bring joy to others with your game.
Methods of organizing activities.
1. Verbal teaching methods: conversation, reading, storytelling.
2. Visual teaching methods: display of paintings, illustrations on the topic.
3. Practical: exercises, dramatization.
Results of the work and forms of summing up
A wonderful tradition has developed in our kindergarten - showing fairy tales with the participation of children. All children, starting from the second younger group, cook and show a performance for parents and guests. The main task for children is the choice of performance. Children decide on their own whether to participate in the play. Educators try to ensure that all children are involved in such an important and responsible event. Children discuss roles, invent costumes and scenery. Participants of the performance help and support each other. Children evaluate their capabilities and the capabilities of their comrades. In the work of the theater studio, the participation of not only educators, but also parents is equally important. And this is very important. The development of theatrical activities in preschool institutions and the accumulation of emotional and sensory experience in children is a long-term work that requires the participation of loved ones. Such Team work makes life in kindergarten more interesting for children and adults. Parents have the opportunity to observe their children against the background of their peers, which makes it possible to better understand the development of the child, learn how to apply appropriate parenting methods at home. Parents form a higher appreciation of the achievement of their children and pride in them; a deeper understanding of the learning process of preschool children develops; there is confidence in the teachers and other employees of the kindergarten; parents are trained in activities that can be enjoyed with children at home, they assist in the manufacture of attributes. Parents are involved in active participation in theatrical classes as role performers, authors of the text, makers of scenery, costumes, etc. No one is left aside, because staging a performance is a multifaceted matter, there is work for everyone.
High level - the creative activity of the child, his independence, initiative, quick understanding of the task, its precise expressive execution without the help of adults, pronounced emotionality;
Average level- emotional responsiveness, interest, desire to get involved in theatrical activities. But the child finds it difficult to complete the task. The help of an adult is required, additional explanations, demonstration, repetition;
Low level- little emotional, not active, indifferent, calm, without interest in theatrical activities. Not capable of independence.
The result of the work done.
1. Children have increased interest in theatrical and gaming activities.
2. The performance skills of children in creating an artistic image have improved.
3. Children's ideas about the world around have expanded.
4. The children's vocabulary has been enriched and activated.
5. Improved intonation expressiveness of speech.
6. Developed memory, thinking, imagination, attention of children.
7. The ability of children to correctly evaluate their own and other people's actions has improved.
8. Formed a positive attitude towards drama games, the desire of children to participate in performances of their own free will.
9. The ability of children to rejoice at the success of their peers has been formed.
10. The ability of children to analyze the actions of literary heroes has improved, to correlate them with their own behavior and the actions of other children.
11. The ability to independently choose the type of theater, creative independence in the transfer of the image has been formed.
12. The ability of children to negotiate among themselves has been formed, with the distribution of roles.
Bibliography.
1. Makhaneva M.D. Theatrical classes in kindergarten: A guide for employees of preschool institutions. - M.: TC "Sphere", 2001.-c.9-16,76-121.
2. Churilova E.G. Methodology and organization of theatrical activities of preschoolers and junior schoolchildren: Program and repertoire. M.: Humanitarian publishing center VLADOS, 2001. - 160p.
3. Shvaiko G.S. "Games and game exercises for the development of speech" - Moscow: Education, 1983 - p.64.
4. Artyomova L.V. Theatrical games for preschoolers: A book for a kindergarten teacher. - M: Enlightenment, 1991. - 127p.
5. Doronova T.N. Adults and children play: from the experience of preschool educational institutions in Russia - M .: Linka-Press, 2006 - 208s.
6. Shorokhova G.S. Games and game exercises for the development of speech: a collection of games for the development of speech. M: Enlightenment, 1993. - 64p.
"APPROVED"
Head of MBDOU
Kindergarten №5 "Squirrel"
Kiselevsk
Gorshkova E. I.
"___" _______________2013
WORKING PROGRAMM
"Colored Peas"
Mogireva Larisa Yurievna
Kiselevsk
2013
Theatrical activities
(middle, senior, preparatory groups)
EXPLANATORY NOTE
Artistic and aesthetic education occupies one of the leading places in the content of the educational process of a preschool educational institution and is its priority. For the aesthetic development of a child's personality, a variety of artistic activities are of great importance - visual, musical, artistic and speech, etc. An important task of aesthetic education is the formation of aesthetic interests, needs, aesthetic taste, as well as creative abilities in children. The richest field for the aesthetic development of children, as well as the development of their creative abilities, is theatrical activity. In this regard, additional classes on theatrical activities have been introduced in the preschool educational institution, which are conducted by a teacher of additional education.
This program describes a training course in theatrical activities for preschool children aged 4-7 years (middle, senior and preparatory groups). It is developed on the basis of the mandatory minimum content for theatrical activities for preschool educational institutions, taking into account the updating of the content for various programs described in the literature at the end of this section.
Target programs - development of creative abilities of children by means of theatrical art.
Tasks :
To create conditions for the development of the creative activity of children participating in theatrical activities, as well as the gradual development of various types of creativity by children by age groups.
Create conditions for joint theatrical activities of children and adults (staging joint performances with the participation of children, parents, employees of preschool educational institutions, organizing performances
children of older groups before younger ones, etc.).
Teach children manipulation techniques in puppet theaters of various types.
To improve the artistic skills of children in terms of experiencing and embodying the image, as well as their performing skills.
To acquaint children of all age groups with various types of theaters (puppet, drama, musical, children's, animal theater, etc.).
To introduce children to theatrical culture, to enrich their theatrical experience: children's knowledge of the theater, its history, structure, theatrical professions, costumes, attributes, theatrical terminology, theaters of the city of Moscow.
To develop in children an interest in theatrical and gaming activities.
The program involves one lesson per week in the first or second half of the day. Lesson duration: 20 minutes - middle group, 25 minutes - senior group, 30 minutes - preparatory group. Total training sessions per year - 31.
Pedagogical analysis knowledge and skills of children (diagnostics) is carried out 2 times a year: introductory - in September, final - in May.
The program is compiled taking into account the implementation of interdisciplinary links in sections.
« Musical education", where children learn to hear different emotional states in music and convey it with movements, gestures, facial expressions; listen to music for the next performance, noting its diverse content, which makes it possible to more fully appreciate and understand the character of the hero, his image.
"Visual activity", where children get acquainted with reproductions of paintings, illustrations similar in content to the plot of the play, learn to draw with different materials on the plot of the play or its individual characters.
« Development of speech, where children develop a clear, clear diction, work is underway on the development of the articulatory apparatus using tongue twisters, tongue twisters, nursery rhymes.
"Familiarization with fiction», where children get acquainted with literary works that will form the basis of the upcoming performance and other forms of organizing theatrical activities (classes in theatrical activities, theatrical games in other classes, holidays and entertainment, in Everyday life, independent theatrical activities of children).
"Getting to Know the Surroundings" where children get acquainted with the phenomena public life, objects of the immediate environment, natural phenomena, which will serve as material included in the content of theatrical games and exercises.
"Rhythmic" where children learn through dance movements to convey the image of a hero, his character, mood.
PROGRAM CONTENT
The content of the program includes eight main blocks presented in the tables. Let's list them.
Block 1 - the basics of puppetry.
Block 2 - the basics of the puppet theater.
Block 3 - the basics of acting.
Block 4 - the basic principles of dramatization.
Block 5 - independent theatrical activity.
Block 6 - theatrical alphabet.
Block 7 - holding holidays.
Block 8 - leisure and entertainment.
It should be noted that the blocks:
1, 5, 8 are implemented in one or two lessons per month;
block 2 is implemented in two lessons per month;
blocks 3, 4 - at each lesson;
block 6 - at thematic classes 2 times a year (three classes in October and March);
block 1 is implemented once a quarter.
Program middle group
(September - May)
Blocks
base component
Dow component
1. Basics of puppetry
Teach children to use figurative table theater toys in theatrical games.
September.
Tasks: to form the skills of puppeteering with a rubber, plastic, soft toy of a table theater.
A game: Theater of two actors. Etudes:"The Bear and the Fox", "The Meeting of the Hare and the Bear", "Masha's Dance"
October.
Tasks: to teach children the techniques of puppetry table-plane theater.
A game: Theater of two actors. Etudes:“Visiting Masha”, “Dog and Bear”, “Dance of Grandfather and Woman”
November.
Tasks: to teach children the techniques of puppetry table theater cone toys.
A game: Theater of two actors. Etudes:"Meeting of a hare and a fox", "Dance of a fox and a cat", "Grandmother and granddaughter".
To teach children to use in theatrical games the figurative toys of the poster theater, the theater of riding puppets
December. Tasks: to teach children how to sequentially superimpose pictures according to the plot of simple, familiar fairy tales (poster theater on a flannelograph and a magnetic board).
Etudes:"Meeting a cat with a dog", "Dance of mice"
January February.
Tasks: to acquaint children with theatrical screen, with the techniques of driving riding puppets.
A game: Theater of two actors. Etudes:“Mom is walking”, “Girl is walking”, “Two mice”, “Grandfather and turnip”
March - May.
Tasks: teach children how to drive riding puppets on a screen.
A game: Theater of two actors.
Etudes:"Meeting of a fox and a hare", "Meeting of a mouse with a frog",
"Dance of the Animals"
2. Fundamentals of puppet theater
September - November.
Tasks: to form the emotional expressiveness of children's speech; to cultivate the ability to follow the development of the action in a fairy tale, to develop an emotional response to the actions of the characters in the puppet show, to evoke sympathy and a desire to help, to learn to evaluate the actions of the characters.
Fairy tales:"Zayushkina hut", Russian folk tale. « resin goby”, Russian folk tale
December.
Tasks: develop the ability to evaluate the actions of the characters in the play; continue to form the emotional expressiveness of children's speech.
Fairy tales:"Masha and the Bear", Russian folk tale
January February.
Tasks: to acquaint children with a theatrical screen, driving techniques for riding puppets. A game: Theater of two actors. Etudes:“Mom is walking”, “Girl is walking”, “Two mice”, “Grandfather and turnip”
March - May.
Tasks: to continue to instill in children a love for puppet theater, to arouse a desire to participate in puppet performances. Fairy tales:“Like a dog was looking for a friend”, Mordovian folk tale.
3. Fundamentals of acting
September - November.
Tasks: to form in children characteristic gestures of repulsion, attraction, opening, closing; develop the ability of children to understand the emotional state of another person and teach them to adequately express their own. Introduce pictograms (symbol cards depicting different emotions person - fun, sadness); educate mindfulness, develop fantasy, imagination of children.
Etudes: M. Chistyakova on the expressiveness of the gesture: “Hush”, “Come to me”, “Go away”, “Goodbye”; on the expression of the main emotions: “The Chanterelle overhears”, “Delicious sweets”, “New doll”, “The little fox is afraid”, “Vaska is ashamed”, “Silence”; M. Chekhov on attention, faith, naivety and fantasy.
December - February.
Tasks: activate children, develop their memory, attention. Games:“Be careful”, “Canon for kids”, “Remember your place”, “Remember your posture”, “Flag” by M. Chistyakova.
March - May.
Tasks: to develop in children the ability to correctly understand the emotional and expressive movement of the hands and adequately use gestures. Etudes:“It's me!”, “It's mine!”, “Give it back!”, “Icicles”, “Humpty Dumpty”, “Parsley is jumping” by M. Chistyakova
4. Basic principles of dramatization
To teach to play simple performances on familiar literary plots, using expressive means (intonation, facial expressions, gesture)
September - November.
Tasks: improve the improvisational abilities of children; to form a positive attitude towards dramatization games; encourage children to participate in dramatization games of their own free will.Fairy tales: "Teremok", "Kolobok", Russian folk tales.Scene: "The Hedgehog and the Fox" (based on the poem V. Fetisova)
December - February.
Tasks: to form emotionally rich speech in children, to activate the dictionary; maintain an interested attitude towards dramatization games, the desire to participate in this type of activity.
Fairy tales:"Mitten", Ukrainian folk tale. Scenes:"Bear" (based on the poem by G. Vieru "On a holiday")
March - May.
Tasks: improve the improvisational abilities of children; continue to cultivate an interested attitude towards dramatization games.Fairy tales: "The Wolf and the Seven Kids", Russian folk tale; Alyonushka and the Fox, Russian folk tale; Little Red Riding Hood, French fairy tale.Scenes:"Cat" (based on the poem by G. Vieru)
5. Independent theatrical activity
September - November.
Tasks: encourage children to play with table theater puppets, act out familiar tales, poems
December - February.
Tasks: to involve children in independent games with poster types of theaters (flanelegraph, magnetic board) and with riding puppet theater
March - May.
Tasks: encourage children to participate in dramatization games.
6. Theatrical alphabet
September - November.
Tasks: to form children's ideas about the theater (artists are theater wizards, puppets are little assistants to artists); introduce children to the rules of conduct in the theater; replenish and activate the vocabulary of children, introducing special terminology related to theatrical activity - the names of various puppets (certain types of puppet theaters); names of theatrical characters, objects, scenery.
7.Holidays
To instill in children a sense of joy, a desire to perform at a matinee: read poetry, play scenes. Encourage the participation of children in preparing for the holidays, maintain a joyful feeling from joint actions, successfully completed tasks.
September - November.
Tasks: to develop the ability to freely and liberatedly hold on to the audience in accordance with the individual characteristics of children; to educate and support the desire to please parents, kindergarten teachers, kids with their performance.
Activity:"Visiting Autumn"
December - February. Tasks: continue to develop a sustained interest in speaking to parents, staff
kindergarten, kids. Activity:"Magic Santa Claus"
March - May. Tasks: continue to develop a sustained interest in
speeches to parents, kindergarten staff,
kids.
Activity:"On a visit to the cat Leopold" (holiday dedicated to March 8)
8. Holding
leisure and entertainment
Develop children's interest in various forms performances prepared by older children and adults, and the desire to participate in them.
September.
Puppet show "That's music!" (performed by kindergarten teachers).
October.
Dramatizations: “Dispute of vegetables”, “Autumn leaf” (performed by children of groups preparing for school).
November.
"Merry Fair" - a theatrical performance (children of the preparatory group).
December - February. Tasks: develop the ability to understand the content of fairy tales, dramatizations, evaluate the actions of characters, give them an objective assessment.
1 . "The Nutcracker" - a musical fairy tale performed by children
preschool groups.
employees.
3. "Cat, rooster and fox" - puppet shows performed by children of older groups
March - May. Tasks: teach children to express their feelings and experiences correctly; maintain interest in what is happening on stage.
1 . “The naughty kittens lost their gloves”, a dramatization of an English folk song (performed by children of a group preparatory to school).
2. "Little Red Riding Hood" - a fairy tale performed by children of older groups of kindergarten.
Senior group program
(September - May)
Blocks
Main component
Dow component
1. Basics of puppetry
September - November.
Tasks: continue to teach children how to drive puppets. A game: Theater of two actors. Etudes:"A joyful meeting between grandfather and a bug", "Unpleasant conversation", "A game of blind man's buff"
December - January.
Tasks: strengthening the skill of puppetry finger theater. A game: Theater of two actors. Etudes:“A bunny came to us”, “Chicken and a cockerel”, “Cat and a cockerel”
February.
Tasks: teaching children the techniques of puppetry in the bibabo theater. A game:"The Theater of Two Actors"
March, April.
Tasks: to continue to develop in children the skill of driving puppets of the bibabo theater, to encourage them to create dance compositions and game improvisations with the puppets of this theater.
"Russian round dance" - dance composition
May. Tasks: to acquaint children with the techniques of puppetry puppets, puppets with a "live hand".
Etudes:“An ostrich came to visit us”, “Alenushka's Dance”.
2. The basics of puppetry
theater
Continue to develop the ability to use puppets from different theaters in playing scenes based on familiar fairy tales and poems.
September - November.
Tasks: to instill a steady interest in
stake theatre; encourage the active participation of children in the puppet
performance.
Fairy tales:"Cuckoo", Nenets fairy tale
December - February. Tasks: teach kids right speech breathing, the ability to change the pace, the strength of the sound, to achieve clear diction;
to form intonational expressiveness of speech; arouse interest in the finger theater, the bibabo theater, the desire to participate in the performance with the puppets of these theaters; develop interest in the puppet theater, in the puppet with a "living hand".
Fairy tales:"Cat, Rooster and Fox", Russian folk tale (finger theatre); "Zhiharka", Russian folk tale (bibabo theater) "Geese-swans", Russian folk tale.
"Mistress" - P. Sinyavsky (bibabo, puppet Alyonushka from the puppet theater with a "live hand")
3. Acting basics
skill
September - November.
Tasks: develop the ability to understand the emotional state of a person and be able to adequately express one's own mood.
Etudes:"Surprise", "Flower", "North Pole", "Angry
grandfather”, “Guilty” (M. Chistyakova).
Games with pictograms:“Pick up a phrase”, “Think up and say a phrase
with the intonation of a pictogram card"
December - February.
Tasks: develop children's memory and imagination.
Etudes M. Chekhov: attention, faith, naivete, fantasy
March - May.
Tasks: develop expressiveness of gesture.
Etudes M. Chekhov: “Here he is”, “Game with pebbles”, “Sleep ho-
even, "Carlson", "Cinderella"
4. Basic principles
dramatization
Continue to develop children's skills to act out scenes from familiar fairy tales, poems using attributes, costume elements, and scenery. Improve performance skills.
September - November.
Tasks: continue to teach children to independently choose means for conveying images, conveying dialogues, and actions of heroes; improve improvisational abilities, stimulate the desire to change actions, introduce your own lines; to teach to feel your partner, to strive to play along with him; continue to cultivate an interested attitude towards dramatization games.
Fairy tales:"Three Little Pigs", a fairy tale translated by S. Ya. Marshak.
Staged:"Who said meow?" (according to V. Suteev).
Scenes: "Hedgehog", "Dispute of clouds" (based on a poem L. Korchagina)
December - February.
Tasks: continue to develop the ability of children to play a play based on a familiar fairy tale.
Fairy tales:"Sister fox and Gray wolf", Russian folktale. "Confusion", K.I. Chukovsky
March - May.
Tasks: develop initiative and independence
children in acting out a performance based on a familiar fairy tale.
Fairy tales:"Little Red Riding Hood", Ch. Perrault.
Staged: "Who will find a ring? by poemWith A. Marshak
5. Self
theatrical figure
ness
September - November.
Tasks: involve children in independent games
with riding puppets on the screen.
December - February.
Tasks: encourage children to invent fairy tales using finger theater puppets, bibabo theater.
March - May.
Tasks: to develop the desire to improvise with bibabo puppets, puppets, puppets with a "live hand".
6. Theatrical alphabet
September - May.
Tasks: continue to form children's ideas about the theater, to introduce them to theatrical culture; to acquaint with the theater, its history, device; talk about theatrical professions and types of theaters, teach the rules of behavior in the theater.
7. Holding
holidays
Teach children to
active participation in the preparation and holding of holidays, in the manufacture of attributes. Bring up emotionally positive attitude to the holidays.
September - May.
Tasks: develop the ability to freely and liberatedly hold on when speaking in front of adults, peers and kids; to cultivate love and interest in theatrical art. Activity:"Forest Fair" (autumn festival); "Christmas tree"; "Little Red Riding Hood" - a matinee dedicated to March 8
8. Leisure activities
and entertainment
Organize viewing performances, concerts, puppet theater performances. To teach to carefully watch and listen to the speeches of adults, children, toddlers, to emotionally respond to them. To cultivate goodwill, the ability to correctly evaluate the actions of characters. To teach to actively participate in various entertainments, using the skills and abilities acquired in the classroom.
September - November.
1 . "September 1 - Knowledge Day" with a puppet show "The Three Little Pigs" performed by kindergarten teachers.
2. "Cat and Fox", a puppet show performed by teachers.
3. "Merry Fair" - theatrical performance (teachers). 4. "Kesha and Irishka are invited to visit" - a theatrical performance.
5. "The House That Jack Built" - a puppet show performed by
children of preparatory groups for school.
December - February.
Tasks: teach children how to evaluate
mortar actors, cultivate good feelings.
1 . "The Nutcracker" - a fairy tale performed by children of preparatory groups for school.
2. "Your handkerchief" - a puppet show performed by
teachers.
3. "Moroz Ivanovich" - a puppet show performed by children of preparatory groups for school
March - May.
Tasks: arouse a steady interest in what is happening on the stage, the desire to actively participate in various entertainments.
1 . “Naughty kittens lost their gloves” - a dramatization performed by children of preparatory groups for school.
2. "Day of the Theater" - a theatrical performance for the Day of the Theater (the last week of March).
4. "Cleanliness - for health we need" - a theatrical performance for Health Day (April 7).
Preparatory group program
(September - May)
Blocks
Main component
Dow component
1. Basics
puppetry
September - November.
Tasks: introduce children to the techniques of driving turntables.
A game: Theater of two actors.
Etudes:"Girl and Boy", "Dance of the Cat and Mouse"
December - January.
Tasks: introduce children to various
mami driving cane puppets.
A game: Theater of two actors.
Etudes:"Funny exercise", "Parrot washes", "Unexpected meeting"
February.
Tasks: to introduce children to the floor view of the theater - cone, driving techniques for these puppets.
Game "Theatre of two actors".
Etudes:"Walking in the Forest", "Meeting Friends", "Cheerful Dance"
March - May.
Tasks: to consolidate the skills of puppetry of various types of puppet theaters.
Etudes: one sketch for each type of puppet theater according to the programs of different age groups
2. Fundamentals of puppet theater
Wider use of different types of theaters in the theatrical activities of children
September - November.
Tasks: to form an interest in the puppet theater, a desire to participate in a puppet show.
Staged:"The House That Jack Built" - based on an English song, translated by S.Ya. Marshak
December - February.
Tasks: to instill in children a steady interest in new types of theater: reed and floor puppets, to develop
creative independence in the transfer of the image.
Fairy tales:"Moroz Ivanovich", V. Odoevsky
March - May.
Tasks: to form a steady interest in puppetry
theater, the desire to control puppets of various systems.
Staged:"Doll Carnival"
3. Fundamentals of acting
September - November.
Tasks: help expand the range emotional perception and expressions of various emotions (joy, grief, surprise, fear); to teach the expression of various emotions and the reproduction of individual character traits.
Etudes M. Chekhov: "Lost", "Kittens", "Little Sculptor", "Sentry", "Shy Child", "The Liar Cook".
Games with pictogram cards:"Transmitters", "Draw and Say"
December - February.
Tasks: to teach children to intuitively recognize the atmosphere of a person, event, place, season, day and be able to get used to this atmosphere; develop memory and imagination.
Etudes M. Chekhov: attention, faith, naivete, fantasy, atmosphere
March.
Tasks: develop the ability to express basic emotions and ad-
sensitive to the emotions of those around you.
Etudes M. Chistyakova: on the expression of the main emotions - “Lu-
hoofy", "Round eyes", "Old mushroom", "Ugly duckling",
"Angry Hyena".
April May.
Tasks: to develop in children the expressiveness of gesture, the ability to reproduce individual traits of character.
Etudes M. Chistyakova: “I don’t know”, “Friendly family”, “Pump and
ball”, “Karabas-Barabas”, “Three characters”, “Harmful ring”.
Games with pictogram cards
4. Basic principles
dramatization
September - November.
Tasks: improve the improvisational abilities of children, encourage them to search for expressive means
for transmission characteristic features the characters of the play.
Fairy tales:"The Tale of the Brave Hare", D. Mamin-Sibiryak.
Dramatizations: based on the poems of Y. Kopotov - “Waves”;
V. I. Miryasova - "Autumn Leaf"; Y. Tuvima - "Dispute of vegetables"
December - February.
Tasks: improve the improvisational abilities of children, develop initiative and independence in
creating images of various characters.
Fairy tales:"The Nutcracker", a musical fairy tale
March - May.
Tasks: improve the improvisational capabilities of children, develop initiative and independence in creating images of various characters.
Dramatizations:"Sparrows" (based on a poem by V. Berestov); “Moose” (based on a poem by N. Kordo); “The naughty kittens lost their gloves” (based on an English folk song, translated by I. Rodin); "Three Moms"
To develop independence in organizing theatrical games: the ability to independently choose a fairy tale, a poem, prepare the necessary attributes and scenery for a future performance, distribute duties and roles among themselves. Develop creative independence in the transfer of the image.
September - November.
Tasks: Encourage children to make up and act out small stories on their own using spinner puppets
December - February.
Tasks: Encourage children to make up little stories and act them out with sticks and
floor dolls
March - May.
Tasks: encourage children to use creative games various types of puppet theaters familiar to them
6. Theatrical
ABC
September - February.
Tasks:- to deepen children's knowledge about the theater as an art form. To form a steady interest in theatrical art, the need for each child to turn to the theater as a source of special joy, emotional experiences, and creative participation;
- clarify information about the main means of expression;
- reinforce children's ideas about the features various theaters(opera, ballet, drama theatre, puppet theater, children's theater, animal theater);
- expand the range of information about those who work in the theater (chaperon, dance director);
- to consolidate the skill of behavior during a visit to the theater, watching a performance;
- identify and name varieties of familiar puppet theaters (tabletop, stand, bibabo, riding puppets, puppets, live hand puppets, finger puppets)
March - May.
Tasks: clarify and summarize children's knowledge about the theater, its history, varieties, device, theatrical professions, costumes, attributes, rules of conduct in the theater, types of puppet theaters, theatrical terminology, means artistic expressiveness
7. Holding
holidays
Involve children in active participation in the preparation of holidays. Cultivate a sense of satisfaction from working together. Develop a desire to take an active part in matinees
September - February.
Tasks: continue to work on the ability of children to hold themselves freely and liberated when speaking in front of adults, peers and younger children; to encourage the desire of children to take an active part in the holidays, using improvisational skills acquired in the classroom and in independent theatrical activities.
Activity: folklore holiday "Kuzminki".
March - May.
Tasks: encourage creativity
children, the desire to bring joy to the audience.
Activity:"The Nutcracker" (New Year's fairy tale); spring morning,
"Graduation party at Cinderella" - the release of children to school
8. Leisure activities
and entertainment
Organize puppet theater performances for children, listening to fairy tales.
Encourage all children to actively participate in entertainment
September - November.
Tasks:
1 . "September 1 - Knowledge Day" - a theatrical performance with a puppet show "This is music!" performed by kindergarten teachers.
2. "Cat and Fox" - a puppet show performed by teachers.
3. "Merry Fair" - theatrical performance (teachers).
4. "Kesha and Irishka are invited to visit" - a theatrical performance.
5. "Cuckoo" - a puppet show performed by children of older groups
December - February.
Tasks: arouse a steady interest in what is happening on the stage.
1 . “Your handkerchief” is a puppet show performed by teachers.
2. "Cat, rooster and fox" - a puppet show performed by children of the senior group
3. "Zhiharka" - a puppet show performed by children of the senior group
March - May.
Tasks: bring up good relations to peers, encourage each child to actively participate in entertainment.
1 . "Day of the Theater" - a theatrical performance for the Day of the Theater (the last week of March).
3. "Cleanliness - we need it for health" - for Health Day (April 7).
4. "Like Easter cakes" - a fair.
5. "Like Easter cakes" - a puppet show performed by teachers
REQUIREMENTS FOR THE LEVEL OF PREPARATION
PUPILS
Requirements for the skills and knowledge acquired as a result of studying the section "Theatrical activities" are given in the table
Group
base component
Dow component
Medium
Should be able to:
- interested in engaging in theatrical and gaming activities;
- to play simple performances on familiar literary plots, using expressive means (intonation, facial expressions, gesture);
- use in theatrical games figurative toys and bibabo, self-made toys from different materials
Must know:
-
- some techniques and manipulations used in familiar types of theater: rubber, plastic, soft toys (puppet), tabletop, tabletop-plane, cone toy, stand on flannelgraph and magnetic board, riding puppets.
Must have an idea:
-
- roles of artists, puppets;
- existing rules of conduct in the theater;
- alphabet of the theater (the name of certain types of theaters, theatrical characters, objects, scenery)
Older
Should be able to:
- play scenes based on familiar fairy tales, poems, songs using puppets of familiar types of theaters, elements of costumes, scenery;
- feel and understand the emotional state of the characters, engage in role-playing interaction with other characters; - speak to peers, children of younger groups, parents, other audiences
Must know:
- some types of theaters (puppet, drama, musical, children's, animal theater, etc.);
- some techniques and manipulations used in familiar types of theater: riding puppets, finger puppets, bibabo.
Must have an idea:
- about the theater, theatrical culture;
- theater history;
- theater arrangement (auditorium, foyer, cloakroom);
- theatrical professions (actor, make-up artist, costume designer, director, sound engineer, decorator, illuminator, prompter)
Prepare-
body
Should be able to:
- independently organize theatrical games (choose a fairy tale, poem, song for staging, prepare the necessary attributes, distribute duties and roles among themselves);
- act out performances, dramatizations, use means of expression (posture, gestures, facial expressions, voice, movement);
- widely use various types of theaters in theatrical activities
Must know:
- some types of theaters (puppet, drama, musical, children's, animal theater, etc.);
- some techniques and manipulations used in familiar types of theater: turntables, reed puppets, floor cone.
Must have an idea:
- about the theater, theatrical culture; - theatrical professions (chaperon, dance director, etc.)
BIBLIOGRAPHY
Vygotsky L.S. Imagination and creativity in childhood.
Chistyakova M.I. Psycho-gymnastics
Kurevina O.A. Synthesis of arts in the aesthetic education of children of preschool and school age. M., 2003.
Kutsakova L.V., Merzlyakova S.I. Education of a preschool child: developed, educated, independent, enterprising, unique, cultural, active and creative. M., 2003.
Ledyaykina E.G., Topnikova L.A. Holidays for modern kids. Yaroslavl, 2002.
Miryasova V.I. We play theater. Scenarios for children's performances about animals. M., 2000.
Mikhailova M.A. Holidays in kindergarten. Scenarios, games, attractions. Yaroslavl, 2002.
Petrova T.N., Sergeeva E.A., Petrova E.S. Theatrical games in kindergarten. M., 2000.
Pole L. Theater of fairy tales. SPb., 2001.
Sorokina N.F., MilanovichL.G. Theater - creativity - children. M., 1995.
