Guidelines “The use of finger theater in the formation of coherent monologue speech in children of senior preschool age with OHP level III. Consultation on the topic: What is a finger theater
Finger theater is a set of figurines-characters that are put on a separate finger. It can be just individual dolls, animals, some items for staging a fairy tale, or well-known characters from our favorite Russian folk tales.
Nowadays, every parent knows about the benefits of finger puppets.
First of all, such dolls contribute to the development of fine motor skills and coordination of movements.
In addition, in the process of manipulating the figures, the child gets to know and “works out” the concepts of “right-left, up-down, next, previous, etc. (spatial perception develops).
With improvisation, and not playing according to a rigid scenario, imagination and fantasy develop.
In fact, the theater is a role-playing game in which even the most shy child feels relaxed and free. Children, playing together in a play, learn to communicate with each other, they actively develop speech, the ability to control the plot of the game.
Finger puppets can be your helper in raising a child. Moral, expressed in relation not to the child, but to the doll, is perceived by children without negativity (which often arises in response to the teachings of parents).
With the help of dolls, you can solve and play problem situations: communication difficulties, conflicts, fears and anxieties of the child.
For example, beat an improvisation fairy tale: The little fox did not obey his mother and ran away from her, finding himself in an unfamiliar place. Give the child the main role of a fox, let the child develop the plot, you just ask leading questions (What animals does the fox meet, good or evil? Is the fox afraid in an unfamiliar place or is he not afraid of anything? Is the fox returning home?). The behavior of the child hero will help you better understand your baby.
Finger theaters can be bought at a toy store or online. Here are some theater options:
You can mold figures yourself from a special material (plastic), the consistency of plasticine, which is then baked in the oven, like dough, and becomes hard. 
From an ordinary old children's glove, you can make various characters, such as a butterfly. Cut off a finger from the glove - this will be the torso of the butterfly. Cut out wings from colored paper and glue or sew to the future body. Pick up the eyes and antennae (these can be beads, sequins, threads, ribbons). Butterfly is ready! 
To play finger theater, you can use toothbrush parts. These are the heads of different animals that cover the brush: 
Another version of finger puppets, a cardboard doll. Cut out a figure from cardboard, in the lower part of which make two round holes for fingers (index and middle) with scissors. The fingers will be the legs of the pupa. By moving your fingers, you will create the feeling that your doll is alive. It remains to decorate the doll, glue eyes, hair or paint. Let the child do it at his own discretion.
A finger puppet can be made from a square of paper.
Cut out a square with sides of 5 cm from paper, fold it in half diagonally (Fig. 1), turn the square so that the fold line is at the bottom - you get a triangle. Bend the upper corner of the triangle to the base, bending in half first the left and then the right corners and bend back (Fig. 2.3). Mark points 1 and 2 (the intersections of the bisectors of the lower corners with the sides of the triangle. Take the left corner and bend it to the right side of the triangle to point 1 (Fig. 4). Take the right corner and bend it to the right side of the triangle, to point 2 (Fig. .5). Bend the outer layer of the upper corner of the resulting figure towards you, inserting it between the layers of paper. (Fig. 6). Bend the inner layer of the corner inside the resulting hat (Fig. 7). Glue beads instead of eyes, draw a smile, make hair thread The doll is ready!
For those who like to decorate themselves, you can buy wooden thimbles for painting and draw the necessary characters yourself: 
Ideally, it is good to have a set of 10 or more standard characters - family, animals, to act out famous Russian folk tales. Such a set consisting of 24 wooden thimbles can be bought.
Options for playing finger theater for children depend on the age of the child. One-year-olds and two-year-olds are ready for the simplest scenarios, which are best played with one hand. From the age of three, you can enter the second hand and complicate the scenario. At 4-5 years old, children are able to play several actions that successively replace each other.
At first, you can simply introduce the kids to the dolls, let the child touch and examine all the heroes of the fairy tale. Then put the characters on your fingers one by one and communicate with the child on their behalf. Then invite the child to put the doll on his finger and try to communicate with each other. Next, you can play a fairy tale in front of the child. Children better perceive well-known Russian folk tales: "Turnip", "Kolobok", "Teremok". And it’s better to read a fairy tale before that, look at the pictures, discuss the characters with the baby, the development of the plot. At first, finger theater classes are held purely as theatrical performances.
As soon as the baby learns how to play with dolls, you can start joint productions. To begin with, teach your child to play with one hand, as he grows up, you need to choose more complex fairy tales, poems and songs, consisting of several actions, with big amount heroes.
During theatrical performances, be sure to focus on the intonation of each character's speech (the mouse speaks in a squeaky voice, the bear speaks in bass, etc.). Develop your child's voice intonation and onomatopoeic skills.
From the plot game you need to move on to directing. Fantasy with the baby, invent new stories, encourage the child for any addition to the plot. This contributes to the development of imagination, speech becomes more figurative and expressive.
Therefore - if you do not have your own finger puppet theater yet, it's time to think about purchasing it!
Yakovleva Rauza Khairullovna
Job title: educator
Educational institution: MKDOU "DS No. 3"
Locality: Anzhero - Sudzhensky urban district
Material name: Essay
Subject:"Finger theater as a means of developing fine motor skills in preschool children"
Publication date: 01.11.2016
Chapter: preschool education
Municipal state preschool educational institution Anzhero - Sudzhensky urban district "Kindergarten No. 3" Sun "
Finger theater
as a means of developing fine motor skills
preschool children
Educator:
Yakovleva Rauza Khairullovna
,
2016
Content
Introduction……………………………………………………………………………… 3 1. Theoretical foundations for the development of fine motor skills in preschool children………………………… ………………………………… 5 2. The role of the finger theater in the development of preschoolers………………………………………………………………………… 12 3. The system of work on the development of fine motor skills in preschool children by means of the finger theater……… …………………16 Conclusion …………………………………………………………………… 20 References……………………………… ………………………………21 Appendix………………………………………………………………………22
Introduction
"The mind of a child is at its fingertips." V.A. Sukhomlinsky At all stages of a child's life, the movements of the fingers play a crucial role. The most favorable period for the development of speech is up to 7 years, when the cerebral cortex has not yet been fully formed. It is at this age that it is necessary to develop all mental processes, including the speech of the child. The studies of scientists (M.M. Koltsova, E.N. Isenina, L.V. Antakova-Fomina) confirmed the connection between the speech development of the child and fine motor skills of the hands. All scientists confirm the fact that the training of fine finger movements is stimulating for the development of children's speech and has a great influence on the development of the brain. Usually a child with a high level of development of fine motor skills is able to reason logically, he has sufficiently developed memory, attention, coherent speech. Understanding by teachers and parents of the importance and essence of fine motor skills of the hands will help develop the child's speech, protect him from additional learning difficulties. In the context of the implementation of the Federal State Educational Standard, children are taught in the game, since the game is the main content of the life of a preschool child and is his activity, and, accordingly, the development of fine motor skills should be carried out with the help of various games, game exercises. Finger theater, finger games can be attributed to one of the effective ways to correct the speech of children. Finger theater is a unique opportunity to place a fairy tale on the palm of a child, in which he can take the role of any hero. Finger theaters are very good for theatrical activities, because. theatrical games increase the emotional upsurge, vitality of the child and the child feels relaxed, free.
However, but as practice in kindergarten shows, work on the development of fine motor skills through the use of finger theaters is not a priority and it is not given due attention. Therefore, work in this direction will be effective only if teachers, children, parents and preschool specialists take an active part in it. Consequently, the problem of increasing the efficiency of work on the development of fine motor skills and coordination of the movements of the fingers of preschool children does not lose its relevance today. The purpose of our work: to study the influence of the use of finger theater in the development of fine motor skills in preschool children. The object is the fine motor skills of the hand of preschool children. The subject is the development of fine motor skills of the hand in preschool children through finger theater. Based on the goal of our work, the following tasks have been identified: 1. To substantiate the theoretical and practical significance of the problem of developing fine motor skills of the hand in preschool children. 2. To generalize and introduce a system of exercises and games using finger theater, aimed at developing fine motor skills of the hand of preschool children. Practical significance: selected games using finger theater can be used by teachers of preschool organizations in order to develop fine motor skills in preschool children.
Theoretical foundations for the development of fine motor skills in preschool children
age
How often do we hear the expression "fine motor skills". What is fine motor skills? Physiologists by this expression mean the movement of the small muscles of the hands. Why is it so important to develop fine motor skills in a child's hands?
Motor skills
(English motus - movement) - the motor activity of the body or individual organs. Motor skills are understood as a sequence of movements that, in their totality, are needed to perform a specific task. There are gross and fine motor skills, as well as the motor skills of certain organs. Gross motor skills include performing actions such as rolling over, bending over, walking, crawling, running, jumping, and the like. Generally, the development of gross motor skills follows a general pattern in a certain order for all people. Development also generally moves from top to bottom. The first thing a child usually learns to control is eye movements. Gross motor skills are the basis on which more complex and subtle movements of fine motor skills are subsequently superimposed.
small
motility
- a set of coordinated actions of the nervous, muscular and skeletal systems, often in combination with the visual system in performing small and precise movements with the hands and fingers and toes. When applied to the motor skills of the hand and fingers, the term dexterity is often used. Why is it so important to develop fine motor skills in a child's hands? The fact is that in the human brain there are centers responsible for speech and the movement of the fingers, located very close. By stimulating fine motor skills and thereby activating the corresponding parts of the brain, we also activate neighboring areas responsible for speech. That is why it is possible
to say that if a child has poorly developed fingers, then his speech will suffer from this and vice versa. In this regard, a number of scientists call the hands "organs of speech", as well as the articulatory apparatus. Therefore, in order for a child to have a well-developed speech, it is necessary to train not only the organs, but also the fine motor skills. It has been observed that children who make numerous animated movements with their fingers develop verbally faster than others. If you specifically train small movements of the hand, the development of speech can be significantly accelerated. Many modern researchers are of the opinion that the development of fine motor skills of the hands is important for the speech development of the child, and they also offer a number of practical exercises for the development of finger motor skills, describe finger games, physical exercises, fairy tale games associated with the development of fine motor skills (M. Ya. Aksenova, O S. Bot, L. S. Ruzina, V. Kudryavtseva, I. F. Markovskaya, T. A. Tkachenko and others). T. A. Tkachenko concludes that the inclusion of exercises for the development of finger motor skills in physical education sessions allows you to stimulate the actions of the speech zones of the brain, which has a positive effect on correcting the speech of children. V. V. Tsvyntary also holds the point of view that the development of speech of fine motor skills of the hands is associated with the development of speech and contributes to its development, and also offers a number of exercises for working with fingers, with counting sticks, matches. Fine motor skills are one of the sides of the motor sphere, which is directly related to the mastery of objective actions, the development of productive activities, writing, speech of the child (M. M. Koltsova, N. N. Novikova, N. A. Bernshtein, V. N. Bekhterev , M. V. Antropova, N. A. Rokotova, E. K. Berezhnaya). The formation of motor functions, including subtle movements of the hands, occurs in the process of interaction between the child and the environment r o m
The first stage in the development of motor skills of the hand is the grasping reflex (0-1 month) - this is a reflex movement that is activated with the help of touch. The child grabs a finger that is placed in his hand and does not let go. The grasping reflex begins to fade at 3-4 months and an elbow-palmar grip appears. The newborn grabs with the palm of the hand, as well as the middle, ring and little fingers. If the child grabs with one hand, then the movement of the other hand also occurs. Sometimes, when the baby grabs something, he keeps it away from the object (in the cos). At 5-6 months, a radial palmar grip is visible: holds the object with the entire palm of the hand and bends the fingers around it. Can hold large enough objects with both hands and release them; shift the toy from one hand to the other. Grasp with fingers occurs at 8-9 months: holds objects with four or five fingers. The child enjoys playing “Give-Take” games, can hold a cube in each hand and hit each other with them, takes finger objects m i. In 1 1 - 1 2 months, a pinching grip is observed: holds the object with the thumb and forefinger. At this age, the child likes to find all kinds of small objects lying on the floor; C ap r e t o f the object from t o o p , b o r s e d of the brush t o t. At 1.5 years old, the child independently builds a "tower" of three cubes; holds a spoon, grabbing it across the handle; able to eat independently, but sheds a lot. , holding a pen or spoon with a cross grip (criss-cross grip), builds a "tower" of six dice, throws the ball in a certain direction. At 3 years old, the child pours water into a mug, builds a "tower" of eight cubes, holds a pencil high with a "cross" wand. Between 3 and 4 years of age, brush snap is observed. She is also called
an upper grip with the fingers, since now the child uses only his fingers and to hold the object. At 4 years the child begins to make movements with the hand and fingers. He catches a big and a small ball, forming a “cup” with his hands; able to cut along the line, pour water into a mug with one hand; often knows which hand is dominant. A grip using the fold between the thumb and forefinger develops at the age of 5 years. The movement is now becoming more and more limited, and includes only the forearm, wrist and fingers. This grip is quite high at the beginning, but as it develops, the movement goes down and the pencil is held low with the thumb, index, and middle fingers. A child at this age can cut out zigzags, circles and waves; draw with a brush without pressing hard on the paper. The opposition of the thumb develops last, at about the age of six: the thumb must be able to touch the tips of each of the other fingers. The thumb becomes so mobile that with its participation you can make a ring and you can bend it (finger) across the palm with your nail up. If the thumb is not able to stand "against" the tips of the other fingers or turn as described above, then the child's grip "forceps" is developing poorly. The child can independently cut bread and spread butter; hits the wall with a big ball, throws it into the air and catches it; cut out shapes. At age 7, for the first time, a child can use both hands in a coordinated way, such as eating with a knife and fork. He has an adult external grip when he draws, writes and holds a spoon. The child can independently cut products, cut out shapes in the form of letters S, Z and spirals, and can also freely hold the pen when writing. Children of older preschool age are happy to work with paper and fabric, unlike younger preschoolers, they already have
practical skills and master the basic techniques. Paper and fabric can be wrinkled, cut with scissors for a specific purpose - to obtain a specific shape using different cutting techniques (diagonal, stripes, straight, at an angle, in a circle, zigzag, sectors and segments). Works can be used in the game. Such games will be more interesting if an adult connects to them. An analysis of studies of the strength of the right hand of children over the past decades (since 1974) shows a negative trend in all ages. The greatest gap is observed in primary school age. In boys and girls, it is the same and amounts to 15-16%. The data indicate a disturbing trend in the decline in the level of development of hand motor skills in children. So, according to M.M. Bezrukikh, SP. Efimova, the number of children with difficulties in learning to write is 20-30%, and these difficulties do not end in primary school. An outstanding Italian teacher Maria Montessori argued that we must find a way to teach a child to do work before he starts the work itself, i.e. prepare movements with repeated exercises. She also wrote that by taking on things that a child does poorly, he dulls his sensitivity to his mistakes. At the same time, it must be remembered that the first impression a child has is the strongest and brightest. So, spelling the wrong letter. He remembers it distorted, so it is not recommended to teach writing before school. But exercises that strengthen the small muscles of the hand are a must. They are necessary not only for the development of general and fine motor skills, but also for the development of speech, as well as intellectual development, and improvement of the functions of the cerebral cortex. Teachers and psychologists recommend starting active training of the child's fingers from the age of eight months. Training fine finger movements in kindergarten can be given 1.5-2 minutes in morning exercises or 2-3 minutes in frontal exercises.
It is necessary to constantly monitor that there is no overdose. Exercises should be given in small portions, but do them with an optimal load, with a large range of motion. Careless, relaxed exercise does not give the effect. Pay special attention to training movements of increased complexity, that is, those that our fingers do not do in everyday life. It is this training of the fingers that gives a visible and quick effect. In two months of finger training, the hand is completely ready for writing. Finger movements become precise and coordinated. Then, under the guidance of educators, the children perform work in notebooks according to p and c. The development of children's speech is closely related to the state of fine motor skills of the hands. In Japan, for example, finger training for children in kindergartens is carried out from the age of two, believing that this stimulates mental development and contributes to the development of basic elementary skills, such as dressing and undressing, fastening and unbuttoning buttons, and manipulating to a m and for food, spoons and scissors. Thus, scientists have noticed that systematic work on training fine finger movements, along with a stimulating effect on the development of speech, is a powerful tool. while increasing the performance of the cerebral cortex, children improve attention, memory, hearing, and vision. The development of fine motor skills at preschool age is also important because the rest of the child's life will require the use of precise, coordinated movements of the hands and fingers, which are necessary to dress, draw and write, as well as perform a variety of household and educational activities. The upcoming educational activity will require the child to have a certain level of readiness for subtle movements of the fingers to perform small, precise, varied actions. His musculature should be sufficiently developed, movements coordinated and precise. Even the most minor violations of the petty
motor skills can have an adverse effect on the mental development of a preschooler
The role of finger theater in the development of a preschooler
Finger theater is a didactic game (L.V. Artyomova). Finger theater - role-playing game (N. V. Krasnoshchekova). The Finger Theater is a theatrical game (A.O. Akulova). Finger theater are small figurines that are put on the fingers of adults and children and are used to stage fairy tales and stories. What can not be found in the arsenal of today's children - cubes and all kinds of constructors, robots and development centers of different levels of complexity. But among this game variety, there is very rarely a place for tiny figures - these are made of cardboard, fabrics of different density or knitted puppets-actors of the finger theater. But such a toy has many valuable qualities that you will not find in any newfangled masterpieces of the children's gaming industry. Usually a set of figures for a puppet theater consists of a small number of puppets-heroes, each can be put on your finger. He can create and remake as he pleases. Here the child has complete freedom of choice: he can become just a spectator or a budding actor, director and author of the production script. This is not entertainment at all, but a complex study, because the baby has the opportunity to play and analyze on the stage many unusual or incomprehensible situations that seem to him.
What is the use of finger puppet theater?
The staging of fairy tales and various plots of your own composition with the help of finger theater figures has undeniable benefits for the child:
finger theater develops fine motor skills of the hands (after all, when choosing the order in which the characters appear on the stage and at many other moments of the production, precise, coordinated work of the fingers is needed); trying not to miss the "exit" of his character, the baby develops the ability to concentrate; by memorizing the characters' lines and trying not to confuse them during the performance, the child trains his memory; theatrical performances develop fantasy and imagination, the vocabulary is enriched, the construction of sentences becomes more correct and detailed; in the process of moving the characters around the stage, spatial thinking develops (such important concepts as “left” and “right”, up and down, previous and next are worked out in a playful unobtrusive form); the possibility of self-expression on stage develops artistic and creative abilities speaking to the public, the baby gains self-confidence, becomes more sociable. And most importantly, with the help of finger theater figures, the wonderful world of a fairy tale opens up before the baby. Fairy tales are a folklore genre that will never be left out when raising children. All of them are familiar to children and adults and are very loved. Fairy tales for young children are simple, cyclic in nature - repeated repetition of the plot with a slight change. This feature of folk tales allows the child to better remember the plot and develop memory. It is fairy tales that help awaken interest in the word. It is very important for a child that when playing “a fairy tale”, a child can take on different roles, imitate both positive and negative characters, feel the line between good and evil. However, the plot of a fairy tale is only the basis for independent creativity. And creativity is the ability to move away from patterns and generate your own
ideas, embody their own ideas. And it is very important to support the child in this in order to lay the foundation for a creative perception of the world. The fairy tales we play always have a moral focus. Favorite heroes of the puppet theater make the child want to imitate them, and, imperceptibly for themselves, the children “appropriate” the positive qualities of the character. From the first months of life, along with lullabies, nursery rhymes and jokes, the child gets acquainted with the magical world of fairy tales. From fairy tales, children draw ideas about time and space, about the connection between man and nature, about good and evil, about courage, stamina, cunning. Finger theater is a unique opportunity to place a fairy tale on the palm of a child, in which he can take the role of any hero. The finger theater instills the ability to listen, develops fine motor skills, and allows you to open up. Feeling himself in the role of Kolobok or Chanterelle, the child, in fact, plays a plot-role-playing game: a baby, closed in himself, suddenly begins to take an active part in a fairy tale and, imperceptibly to himself, but to the delight of his parents, suddenly becomes sociable, and the child, a leader by nature, proves it once again. Dolls of characters familiar to us from childhood help the child overcome hidden psychological barriers, teach them to correctly express their thoughts, think through behavior. Here it is no longer oral folk art or a fairy tale of a famous author, here the Author is the child himself: the Thinking Author, the Author responsible for his characters, the Author having his own position and point of view. And most importantly, with the help of finger theater figures, an amazing world of a fairy tale opens up before the baby, which he can create and remake at will. Here the child has complete freedom of choice: he can become just a spectator or a budding actor, director and author of the production script. This is not entertainment at all, but a complex study, because the baby has the opportunity to play and analyze on the stage many unusual or incomprehensible situations that seem to him. These may be problems related to
communication with peers, parents, caregivers, reflecting the fears and anxieties of the child, analyzing conflicts that have already occurred and finding the right way out of them. By asking a child to create an improvisation for a particular pedagogically ambiguous situation, you can better understand the motives and reasons for this or that behavior of younger preschoolers. We give a topic, for example: "The little squirrel did not want to obey his mother and rode far into the forest alone." Ask leading questions: “What happened to the squirrel?”, “Did he get scared in the thicket, or did he continue to have fun?”, “Who did he meet along the way?”, “How did he find his way home?”. With the help of dramatizations, you can also play important changes in a child’s life, such as going to kindergarten, making new friends. In the course of setting, you can tell the child the correct model of behavior in different situations. Finger theaters are, first of all: knitted figurines that are put on the fingers; from paper pulp; from tennis balls on which the faces of the characters are drawn; finger puppets made from various types of fabrics; a small screen and scenery. Characters are created from paper, small boxes in which holes are made for fingers. These are miniature figurines made of cones and cylinders that are put on fingers. Figures or only heads are drawn, glued to cardboard rings and put on fingers.
3. The system of work on the development of preschool children
shallow
motor skills by means of finger theater
To organize a finger theater in a group, you first need to make a stage with the children, a curtain from any waste material and explain to them that your theater is unusual - finger: “Fingers are actors, and you and I are directors.” Decorations, caps for fingers can be made from paper, fabric or other safe material, including parents in this work. As in a real theatre, preparations are being made for the performance: the stage is set up, roles are assigned, costumes are made, and rehearsals are held. When everything is ready, you can start learning - the game. Try to pay more attention to your children, do not forget to praise them, and they will delight you with their achievements. "Finger games" is a staging of any rhymed stories, fairy tales with the help of fingers. Many games require the participation of both hands, which makes it possible for children to navigate in terms of "right", "left", "up", "down", etc. Kids from 4 years old are happy to use finger puppets for their performances. At this age, the motor skills of the child already allow him to cope with a difficult task. The child puts the dolls on his fingers, and he acts for the character depicted on the hand. In the course of the action, the child moves one or more fingers, pronouncing the text of a fairy tale or song, poem or nursery rhyme. You can start introducing children to
early age groups
Playing with finger puppets helps the baby to better control the movements of his own fingers. Playing with adults, the child masters valuable communication skills, plays out various situations with dolls that behave like people, developing the child's imagination.
Kids at this age are more "contemplating" theatrical performances, they learn to carefully follow the figures, to concentrate. Gradually, having gained some experience, they try to independently participate in a theatrical game, using their fingers. It is important to support and strengthen this aspiration, here an appeal to folklore can help us. Playing nursery rhymes, Russian folk songs, is an effective tool for the development of speech. In my work, I use a self-made finger theater (patterns are taken from the book "Funny Crafts" by K. Arnold). Children can play such a finger theater on their own, inventing different stories about their heroes, and you can also conduct collective classes using poems and songs. Our work with
finger theater
includes the following steps:
1
stage.
Acquaintance
children
with a work of art (a fairy tale, a nursery rhyme, a poem that will be played out. Acquaintance is carried out in vigorous activity, in regime moments, in the classroom. There are certain requirements for literary works that will be used for dramatization: these are fairy tales with the same type of episode, a repetitive plot, poetry with a pronounced form of dialogue, works of folklore (pestushki, nursery rhymes).There are also requirements for reading a fairy tale by a teacher.It should be unhurried, expressive, which gives children pleasure from the perception of a literary work, and also forms the mechanisms of internal
child's speech.
Stage 2.
Showing illustrations, pictures, toys on a given literary work, when we determine the character of the hero, his appearance. At this stage, the children's vocabulary is enriched with words that express the emotional state of the hero, words that give a moral assessment of actions. The verb dictionary is also updated.
stage.
Selection with children
theatrical
dolls for this piece.
4
stage.
Demonstrate how to control pupae. Here it is important to show the kids the simplest exercises with dolls: tilt - say hello, raise - lower - the doll is dancing, shake from side to side - the doll is angry, etc. It is good when the action with the dolls is accompanied by speech, vocalization, emotional reactions of the child. For bad speakers
children
you can select games with dolls for onomatopoeia, a clear pronunciation of vowel sounds, for example, M asha got lost, shouting: “Ay”, grandfather pulled out a turnip and was surprised: “Oh-oh-oh”, etc.
Stage 5
Playing out individual episodes of a literary work, where replicas, phrases, intonations are worked out - all this also contributes to
speech development of children
. A long-term planning for children of senior preschool age has been developed, a project for the second younger group on the topic: “Introduction of children to the Kolobok finger theater”. Work with parents is carried out on this topic: - exhibitions of games and attributes for the development of fine motor skills of children's hands; - Individual and group consultations "Speech and fingers", "How to conduct finger games with a child", "Finger theater"; -master class for parents "Magic fingers"; - conversations with parents "Children and fine motor skills of hands" - seminar - workshop "The role of finger theater on the development of speech of preschool children." The group operates along with
theater corner and theater
workshop,
where there are templates and graphic material necessary for the manufacture of the simplest
finger
dolls
. All the attributes guys can use in their independent creative
activities. In the course of work on performances, a dictionary
children enriched and
theatrical terms:
"stage", "actors", "spectators". Thus, the integration of child's play and
theatrical
art allows you to broaden your horizons
preschool children,
develop
their manual skill and speech activity.
Conclusion
Finger theater is an effective means of developing fine motor skills of the hand in preschool children, since it is aimed at developing coordination and synchronization of movements of the small muscles of both hands; change of movements that are performed according to the model of an adult (as shown and simultaneously with it); movements are performed accurately, with acceleration during repetition. By doing theater with children, we make the life of our pupils interesting and meaningful, fill it with vivid impressions and the joy of creativity. Theater in kindergarten will teach the child to see the beautiful in life and in people, will give rise to the desire to bring beauty and kindness into life. I hope that my work will help educators in their work on the development of fine motor skills of hands through the finger theater at different ages.
Bibliography
1. Bachurina V. Educational games for preschoolers [Text]: V. Bagurina.- M.: Lada, 2011.-125p. 2. Bolshakova S.E. Formation of fine motor skills of hands. Games and exercises. [Text]: study guide / S.E. Bolshakova - Sfera Publishing House, 2015.-64p. 3. Dichenskova A.M. The country of finger games: an idea for the development of fine motor skills. Ed. 2nd. - Rostov n / a: Phoenix, 2012. - 220 p. 4. Lykova I.A. Theater on the fingers. - Publishing House: Tsvetnoy Mir, 2013.-154p. 5. Smirnova E.A. The system of development of fine motor skills in preschool children / E.A. Smirnova - St. Petersburg: LLC "", 2013. - 144 p. 6. Tkachenko T.A. We develop fine motor skills. Publishing house: Eksmo/T.A. Tkachenko.- 2014.-80 p. 7. Shevchenko I.N. Finger theater in the system of correction of speech defects in preschoolers [Text] / I.N. Shevchenko//Speech therapist.-2011.-№1.-p.30-33. 8. Yanushko E.A. The development of fine motor skills in young children (1 - 3 years). Methodological guide for educators and parents. /E.A. Yanushko. - M .: Mosaic - synthesis, 2011. - 56 p.
Application No. 1
Long-term planning "Funny fingers"
with older preschool children
Month
Topic of the lesson
"Hello dolls!"
Puppet Theatre. Magic world of theater. My magic pen The theater begins with a hanger, and the puppet theater - with a screen. Watching a puppet show. Introduction to puppet theatre. History of the puppet theatre. Types of puppet theatre. Slideshow. Conversation on the topic: "Peculiarities of the puppet theater." Acquaintance with theatrical vocabulary, professions of people who work in the theater (director, decorator, props, actor, musical arrangement). Mastering the skills of puppetry (glove puppets, finger puppets, table theater puppets). Conversation about the screen, work behind it. November December 6. 7 8. 9.
II.
staging
finger
puppet theater "Repka"
Finger boy, where have you been? Let's get acquainted. You can't easily catch a fish from a pond. Watching a puppet show. Acquaintance with finger puppet theater. Practicing the skill of working with finger puppets. Listening to a fairy tale Distribution of roles. Making finger puppets. Primary work with dolls-characters. Dolls in action. Learning to connect the actions of the puppets with the words of the play. Showing the fairy tale "Turnip"
January February 10. 11. 12. 13. 14 15. 16. 17.
III. Terem, terem, teremok.
P o t a n o v k a
g e r c h a n d o g o
puppet theater "Teremok"
My magic glove. Let's get acquainted. Magic lantern. Hello fairy tale characters. Heroes speak. Without difficulty, you can’t even pull a fish out of the pond. Episode rehearsal. Watching a puppet show. Familiarization of children with glove puppets. Practicing the skill of working with them. Listening to the fairy tale "Teremok". Work on the basic terms and concepts, animal names: Frog-frog, Mouse-leaf, etc. Watching a cartoon. Manufacture of glove heroes. Distribution of roles, discussion of the characters of the heroes of the fairy tale "Teremok". Learning words (stress, emotional intonation, pauses, tempo). Learning to connect the actions of the puppets with the words of the play. Work behind the screen. The search for the expressive possibilities of puppets in the proposed circumstances of the play, studies with puppets based on the material of the play. Performance of the play "Teremok". March April 18. 19. 20. 21.
IV. P o s t a n y
on the table
puppet theater "Kolobok"
Theater on the table. Let's get acquainted. Magic lantern. The role of my hero. Introduction to table puppet theatre. Expressive reading of the fairy tale, discussion of the characters of the heroes of the fairy tale, discussion of the production plan. Watching a cartoon. Distribution of roles. Making finger puppets for a fairy tale out of paper.
22. 23. You can't even pull a fish out of a pond without difficulty. Watching a puppet show. Primary development of the skill of working with them. Practicing expressive reading of the words of each hero of the fairy tale, sketches with puppets based on the material of the play. Demonstration of the desktop puppet tetra "Gingerbread Man".
Application No. 2
Project for the second junior group on the topic:
Acquaintance of children with the finger theater "Kolobok"
Project summary:
This project is designed for children 3-4 years old. Conducted to study the finger game
Provides:
1) the study of the fairy tale "Gingerbread Man"; 2) acquaintance with the heroes of the fairy tale, their actions, with the plot game
Relevance:
1. Games with a finger puppet theater develop curiosity, imagination, sociability, interest in creativity, help to cope with shyness, contribute to the development of speech, memory, attention, perseverance, broadening one's horizons. The finger theater develops: - fine motor skills of the hands of preschool children (after all, when choosing the order in which the characters appear on the stage and at many other moments of the production, precise, coordinated work of the fingers is needed);
Target:
1) through a game with a finger theater, introduce children to the fairy tale "Gingerbread Man"; 2) to convey more clearly to the children the plot of the fairy tale.
Tasks:
1) give an idea about the finger theater "Kolobok", expand the horizons of children; 2) develop communication skills, dialogic speech, stimulate cognitive interest, develop fine motor skills of the hand; 3) evoke positive emotions in children using the artistic word, music; 4) teach children to play finger theater; 5) to cultivate interest in fairy tales.
Expected Results
As a result of work on the implementation of the project, pupils should master the following key competencies: 1. Develop accuracy and expressiveness, coordination of movements; 2. Stimulate the development of attention and memory; 3. Increase perseverance and concentration; 4. Meaningful and active participation of children in the game (finger theater), the ability to play.
Stages of work on the project
Preparatory
Conduct conversations with children, read the fairy tale "Gingerbread Man".
Basic
a) reading the script for the fairy tale "Kolobok" and preparing it; b) the choice of characters, the distribution of roles.
Final
a) showing the fairy tale "Gingerbread Man", with the use of finger theater, by children; b) summing up.
Project duration
: short term.
Forms of work:
a) a conversation b) reading a fairy tale; c) the use of finger puppets in staging the fairy tale "Gingerbread Man" d) summing up the fairy tale "Kolobok"
Methods and techniques:
a) conversation b) game c) demonstration d) explanation
Conversation with children
Finger puppet theater is a set of figurines of various characters dressed on fingers. Typically, such sets of figures are combined
characters from a particular fairy tale, sometimes the association goes according to the thematic principle - a set of figures of animals, people, various objects. Also, various “decorations” can be included in the finger puppet theater: trees, a house, a turnip, and so on. With the help of finger theater figures, the wonderful world of a fairy tale opens up, which you can create and remake as you wish. The child has complete freedom of choice: he can become just a spectator or a promising actor, director and scriptwriter.
Conclusion:
The most interesting thing in working on a project is to stage a fairy tale, to show a performance. The most difficult thing in working on a project is staging work with children. Children learned to play with finger puppets, actively participated in theatrical scenes. The saturation of the fairy tale with creative improvisations, surprise moments stimulates the interest of children, enhances their impressions and experiences, and most importantly ensures the desire of children to participate in theatrical scenes, to show creativity and imagination.
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Slides captions:
Municipal budgetary preschool educational institution "Kindergarten of a general developmental type No. 24" NMR RT Passport "Finger theater - walking finger puppets" Compiled by: Solovieva S.M. Galimova A. V. Nizhnekamsk 2016
Finger theater - walking finger puppets Actuality: Finger theater is a unique opportunity to place a fairy tale on the palm of a child, in which he can take the role of any hero. The child can put any character on his finger and play. It is very important, when playing, to contact the child, including him in the game. Theater is also an excellent speech and sensory-motor simulator. Dolls develop the mobility of the fingers of both hands, help to master the speech of the characters, help develop vocabulary and activate speech functions.
Age group: used from the early age group to the preparatory group, with the complication of tasks for each age. Purpose: To promote the development of fine and general motor skills, speech in young children, to expand their horizons. Tasks: form a phonetic-phonemic base; develop phrasal and connected speech; fine motor skills of fingers; promote sensory development; activates the development of cognitive abilities; learn to play with toys; form the process of social adaptation in children.
Game description: The house is made of a folder, figures of heroes made of cardboard and viscose napkins. Methods and techniques: special corrective exercises for the development of fine motor skills; staging and dramatization. (familiarization with a literary work, distribution of roles, showing the teacher a mode of action, etc., so) (preparation and conduct of puppet-finger performances, improvisation games, dramatization of familiar fairy tales). the story and reading of the teacher, the story of children, conversation, learning the works of oral folk art. Use all methods and techniques in a complex, alternating and complementing each other, which will allow the teacher to give children knowledge, help them master skills and abilities, develop memory, perception, and creative imagination.
Variability of use There are three variants of the game: put on fingers, apply to the flannelgraph (fiscose keeps very well on the flannel in a vertical position) and show from behind the screen.
Finger theater Fairy tale "Turnip" Purpose: To create conditions for activating the creative thinking of children. Tasks: to teach children to act out fairy tales with the help of finger theater; develop fine motor skills of the hands; develop teamwork skills.
Finger theater Fairy tale "Teremok" Purpose: To create conditions for the development of activity and curiosity of young children in the process of finger play, to achieve free hand movement while telling a fairy tale. Objectives: Educational: To develop the ability to listen to a fairy tale, understand the content and correlate words with the action of fingers. Build sensory abilities. Developing: Develop speech, thinking, memory, attention, continue to develop fine motor skills in children; develop and improve communication skills.
Tasks: Educational: To cultivate a positive interest in theatrical and game activities, to cultivate communication skills in a group. Developing environment: finger puppets for the Russian folk tale "Teremok" A very important part of the development of fine motor skills is "finger games". First, the baby looks at his hands, then learns to control them, takes objects with his whole palm, then only with two fingers. .
Finger theater Fairy tale "Kolobok" Purpose: To create conditions for involving children in the world of the fairy tale "Kolobok", to arouse a desire to help the fairy-tale character. Tasks: 1. Educational: Consolidate children's knowledge about wild and domestic animals. To consolidate the sensory abilities of children, the ability to recognize and name the color of an object.
Tasks: 2. Developing: Develop a sense of rhythm, emotional responsiveness to music by means of movement, respond to the nature of the music. Develop visual perception, memory, attention, thinking. 3. Educational. Develop communication skills with adults and peers. Cultivate a benevolent attitude towards a fairy-tale character. Cultivate a love of literature. Cultivate accuracy and independence in working with dolls.
PLAY WITH FUN! THANK YOU FOR YOUR ATTENTION!
Finger theater - These are small figures that are put on the fingers of adults and children and are used to stage fairy tales and stories.
When playing, it is important to work with different fingers, pairs of fingers, one and two hands, several fingers at the same time. All this helps with the development of coordination of movements, the brain.
Benefits of finger theater
The finger theater is one of the types of puppet theater and has the following advantages over its other types:
Finger theater promotes the development of fine motor skills. Thanks to actions with puppets, fine differentiated movements of the fingers are formed;
The use of finger theater does not imply that the child has special technical skills that may be needed when using glove puppets, puppets, etc.
Finger theater is familiar to children from preschool age, as educators widely use it in various classes in the learning process;
In dramatizations, the finger theater allows the child to show several characters at once;
Finger theater puppets take up little space and do not require large material costs. There are various types of finger theater made using various technologies that take into account the physiological capabilities of children.
In the finger theater, director's play is used as a type of theatrical games. In it, the child does not play the role of any character himself, but controls the artists - puppets. In this type of theatrical game, the child “voices” his characters and comments on the plot as the author, thereby developing his monologue speech.
There are various types of finger theater made using various technologies that take into account the physiological capabilities of children.
Akulova, O. Theatrical games // Preschool education, 2005.-№4. Vetlugina, N.A. Aesthetic education in kindergarten: a guide for kindergarten teachers. garden / N.A. Vetlugin. - 2nd ed., revised. - M .: Education, 1985.-207s., Ill.
Kravtsova, E.E. Wake up the wizard in the child: book. for kindergarten teachers and parents. - M.: Education: Educational literature, 1996.-160s.
Krupenchuk, O.I. Finger games (for children 4 - 7 years old) / O.I. Krupenchuk. - St. Petersburg: Litera, 2008.- 33s.
Finger games as a means of developing the speech of preschool children [Electronic resource].
Development of fine motor skills of fingers, teaching the conscious control of the organs of the articulatory apparatus, the development of an air jet, distinguishing sounds by ear - the main methods for shaping the correct speech of a child both in kindergarten and at home.
The stiffness of finger movements in poorly speaking children indicates insufficiently developed fine motor skills. Research results of N.S. Zhukova, M.M. Koltsova, E.M. Mastyukova, T.B. Filicheva confirm that the training of fine finger movements stimulates the development of speech.
The visual-figurative nature of the thinking of preschool children makes it possible to turn learning into a game. For this purpose, it is possible to use such a traditional form of work as a finger theater, especially with children with severe speech disorders (OHP, stuttering), pronounced general, fine and articulatory insufficiency.
Children's palchikovy theater:
- develops attention, thinking, memory, has a beneficial effect on the child's speech, i.e. stimulates speech development;
- helps to remove tension not only from the hands themselves, but also from the lips, relieves mental fatigue;
- develops hands, they become more mobile and flexible, which will help in the future to master writing skills. First of all, parents should be advised to take their child to a real theater for various children's performances or organize viewing of children's performances in a home cinema.
To organize a finger theater in a group, you first need to make a stage with the children, a curtain from any waste material and explain to them that your theater is unusual - finger: “Fingers are actors, and you and I are directors.” Decorations, caps for fingers can be made from paper, fabric or other safe material, including parents in this work.
As in a real theatre, preparations are being made for the performance: the stage is set up, roles are assigned, costumes are made, and rehearsals are held. When everything is ready, you can start learning - the game. Try to pay more attention to your children, do not forget to praise them, and they will delight you with their achievements. I wish you success!
Finger theater in the system of correction of speech defects in preschoolers
Actor training. Development of movements
On the table is a table theater - a screen.
Speech therapist. What is this? (Theater.)
Who plays in the theater? (Actors.)
Guess the riddle and name who will be the actor in our theater.
five brothers,
Years equal,
Growth is different.
The actors in our theater will be the fingers, and we, the directors, will teach them to move correctly. Let's get them ready.
The speech therapist stands behind the screen and demonstrates the movements to the child, who repeats them. The number of games offered to the child depends on his individual characteristics and capabilities.
Fingers lined up together.
Children put their hands in front of their faces, palms turn back.
Bent over and again
Squeeze and unclench fingers.
Stretched up, stretched,
Wiggle with fingertips.
They remained standing.
We play a lot of fun
We exercise our fingers.
They touch with the pads of the fingers of the same name.
Each finger is like a hook
Caught on a barrel.
They capture, starting with the right little finger, with the little finger of the left hand, like a hook, each finger of the right hand, then the same movements with the little finger of the right hand.
We will continue training
We walk very smartly.
A firm step is success in everything,
We are moving very fast.
Walk with all fingers.
We were swinging
Fingers flew up and down.
Squeeze hands into the "castle"; press the fingers of the right hand to the back of the left palm, straighten the fingers of the left hand; alternately change the position of the fingers of both hands.
This is such an attraction!
He was very funny!
Fingers are sitting in the house,
They want to look out.
Squeeze the left palm with the right palm.
We will help them a little -
And you get a window.
They connect and round the thumbs and forefingers of both hands, then the thumbs and middle fingers, etc.
Children, look in every window.
Proper speech breathing ensures normal sound formation, creates conditions for maintaining normal speech volume, strict adherence to pauses, maintaining speech fluency and intonation expressiveness.
Such imperfections in speech breathing as the inability to rationally use exhalation, inhalation speech, incomplete renewal of the air supply, which adversely affect speech development, may be due to improper upbringing, insufficient attention of adults to the speech of children.
Children who have weakened inhalation and exhalation tend to speak quietly and have difficulty in pronouncing long phrases. With the irrational use of air, the smoothness of speech is disturbed, due to the addition of air in the middle of a phrase. Often such children do not finish the words and often pronounce them in a whisper at the end of the phrase. Sometimes, in order to finish a long phrase, they are forced to speak while inhaling, which makes speech fuzzy, convulsive, and choking. A shortened exhalation forces you to speak phrases at an accelerated pace, without observing logical pauses.
The main tasks in the development of speech breathing should include:
- development of a free, smooth, extended exhalation by special game exercises;
- educating the ability to pronounce small phrases
or semantic segments on one exhalation by imitating the speech of an adult. The following fun skit games can help develop proper speech breathing. To use them, you need to prepare scenery together with the children, characters that are put on fingers, introduce children to the text, assign roles, and conduct rehearsals. You can take several scenes in which different children participate. The guys enjoy watching mini-performances, and even more willing to participate in them.
A beautiful large flower bloomed in a sunny forest clearing. He pulled his stem and leaves towards the sun. The wind caressed its petals. But he was very lonely. Once a flower heard in the distance: w-w-w ... The sound grew stronger: w-w-w ... It was a huge bumblebee. He flew for a long time and was tired. The flower invited him to rest and treated him to delicious flower juice. Bumblebee was very grateful to him and offered his friendship. The flower is no longer bored. The bumblebee often flew to visit him and entertained him with his favorite song.
A hare lived with a hare in the forest. The hare mother went every morning in search of food, and the little hare remained at home alone. So that he would not get lost, his mother put a ringing bell around his neck. Wherever the hare jumped, there was a cheerful sound of a bell: ding-ding-ding ... The bunny jumps along the path: ding-ding-ding... Entangled in tall grass: ding ding-ding... Stuck in thick bushes: ding-ding-ding... Mom Returning home, he easily finds his son by the ringing of a bell.
Parrot Gosha loves coconuts very much. One day, while walking around the sunny island, he noticed coconuts on a tall palm tree. Since Gosha did not know how to fly high, he came up and began to knock on the trunk of a palm tree with his beak: t-t-t ... Coconuts hung motionless. He began to drum again: t-t-t ... Coconuts were not even going to fall. What to do? A long-necked giraffe walked by. He took out the coconuts without difficulty. Gosha split them with his strong beak: d-d-d ... and together the friends enjoyed the coconut pulp.
Warm day. There is a bright radiant sun in the sky. It decided to have fun and sent sunbeams to the ground. One sunbeam jumped on a flower: lope ... - the flower became brighter. Another bunny jumped: hop-hop ... onto a puddle - and solar spray flew across the water. The third bunny jumped on the kitten, who was sleeping on the grass near the house. It was nice for a sunny bunny to jump on soft fluffy wool: hop-hop-hop ... The kitten woke up and wanted to catch it, but failed. The bunny quickly jumped onto the grass, from the grass to the bush, to the tree. They only saw him: hop-hop-hop ...
Raindrops lived in a cloud. Together with her they traveled all over the world. Sailed over the seas, forests, gardens, houses, rivers. Droplets never left their house - clouds and watched all this beauty from the window. But one day the cloud said: “It’s time for you, little daughters, to land on the ground - to give life-giving moisture to flowers, trees, plants and all living things. It’s very bad for everyone without water.” The most daring droplets were the first to jump out of the cloud: drip drip ... Then all the rest hurried to bring joy and goodness to the earth: drip-drip-drip ...
He worked on the railroad cheerful engine. He transported passengers from one point to another. Everyone loved and waited for him very much. If somewhere in the distance it starts to be heard: tu-u, tu-u ... (Children take a breath through their nose and exhale quietly through their mouth.) So our friend the little train is already on its way. Soon he will appear and notify us of his arrival with a ringing beep: tu-tu-tu ... (As they exhale, they say it in a loud voice.) Everyone joyfully greets him. Passengers get into the cars, and the train continues on its way: to that to that ... (On an exhalation, with a decrease in the volume of the voice.) A little sad, but he will definitely return and please with a ringing song: tou-tu-tu ... (Say loudly.)
The wind blows on the waves. They hit the shore and make noise: shhhh... Small pebbles rub against each other: shhhh... Small grains of sand try to get ashore, but the waves return them to the sea: shhhh... But the sea threw beautiful shells on the shore. If you put them to your ear, you can hear the sound of the waves: shhhh...
Over the sea, white seagulls flap their huge wings, resisting the strong wind: shhhh... And all these sounds merge into the magical music of the sea.
Sasha and Masha have a cuckoo clock hanging on the wall in their house. The cuckoo tells what time it is with its song. When the children come home from school, the cuckoo calls them once: coo-coo (1 p.m.); when the children have lunch: ku-ku, ku-ku (2 p.m.); when lessons are taught: ku-ku, ku-ku, ku-ku (3 p.m.); when they go for a walk: ku-ku, ku-ku, ku-ku, ku-ku (4 p.m.). The guys always know the time and have time everywhere.
Development of dialogic speech
Dialogue is the first stage in the development of coherent monologue speech. At the present stage of the development of psychology and pedagogy, certain experimental and research material has been accumulated in general methodological works, which makes it possible to approach the creation of a scientifically based basis for formation of dialogical speech in normally developing children.
The works of L.C. Vygotsky, A.N. Leontiev, Yu.N. Lotman, S.L. Rubinstein, O.M. Sokolova, L.P. Yakubinsky are devoted to the study of mental mechanisms and patterns of dialogic speech, its interaction with thinking. Dialogue as a contact of subjects, carrying out not only linguistic communication, but also the interaction of their inherent semantic positions, was studied by B.G. Ananiev, N.I. Zhinkin, I.A. Zimney, A.A. Leontiev, E.I. Passov, L.V. Shcherboi and others. Dialogical speech as the primary natural form of verbal communication was considered in their studies by L.I. Aryupina, A.S. Zimuldinova, A.P. Koval, S.A. Leonov, M.R. Lvov. In the works of I.A. Lyashkevich, M.I. Pentilyuk, N.F. Skripchenko developed a system of tasks aimed at the development of various types and forms of dialogical speech in children, criteria for assessing the skills and abilities of primary school students.
Unfortunately, in special pedagogy and psychology, the methods and content of work on the formation of dialogic speech in preschool children with speech development disorders have not yet been sufficiently developed and scientifically substantiated. Speech therapists turn to general didactic recommendations and sometimes rely on techniques designed for normally developing children.
This is not always effective. The insufficient development of this problem has necessitated the creation of a manual that promotes the formation of dialogic speech in children with severe speech disorders.
The main tasks of teaching preschoolers dialogic speech include.
- Enrichment of children's speech experience with various types of dialogical replicas.
- Learning to understand a variety of initiative appeals (messages, questions, prompts) and the correct response to them.
- Entry into verbal communication using simple forms of dialogue: questions and answers.
- Developing the ability to use appropriate intonations, gestures and facial expressions.
The imitative abilities of preschool children help to master the speech patterns of dialogic remarks: the speech of others, literary works, various theatrical performances, performances, conversations after watching them.
In the work, it is advisable to use games with dialogic content designed to teach children dialogic replicas of the functions performed, entering into a dialogue in turn, adhering to the topic of conversation and other rules of dialogue and speech etiquette.
Teaching dialogic cues
An adult introduces children to the characters Masha and Sasha. Offers to make friends and beat the various situations that happen to them. Reports the content of the scene, distributes roles, makes scenery with the children, rehearses. Draws attention to the clarity of pronunciation of replicas, taking into account the appropriate intonations. Scenes can be shown separately or several at once. While preparing for another skit, various games can be played for the audience.
Scene 1. Hare and pig
The hare plucked a carrot in the garden.
Met a pig.
Piglet. Hello bunny.
Hare. Hello piggy.
Piglet. Give me a carrot, bunny.
Hare. I have only one.
Piglet. Give me please.
Hare. Okay, I'll share.
The hare gnawed the carrot in half, kept one part for himself, and gave the other to the piglet.
Scene 2. Telephone conversation
The phone rings. Sasha calls Masha.
Masha. Hello.
Sasha. Hello! It's me.
Masha. Hello. What did you want?
Sasha. Let's go shopping.
Masha. For what?
Sasha. Let's buy a cake and go to tea.
The children met, went to the store for a cake. Then they drank tea and told funny stories to each other.
Scene 3. Building a city
Sasha is building a house out of cubes.
Masha. What are you doing?
Sasha. I am building a house.
Masha. You can build a city.
Sasha. Come to me, let's build together.
Masha. I will build a store and a kindergarten.
Sasha. And I have a few more houses.
Children built a wonderful city out of blocks. They populated it with toys and began to play together
Scene 4. Mom's helpers
Mom is at work. Masha and Sasha decided to cook dinner.
Masha. Take a pot, get some water, please.
Sasha. Fine. What will we cook?
Masha. Borsch. Bring vegetables.
Sasha. Look, have I brought everything?
Masha. No, I forgot the cabbage.
Sasha. I quickly. On, Masha, cabbage.
The children cleaned and cut vegetables. put them in a pot. The water boiled and the borscht was cooked. A tired mother returned from work, and the children fed her a delicious lunch. Mom praised the children.
Scene 5. Big wash
Masha decided to play with her dolls, but she saw that their clothes were dirty. Took it off and started washing.
Sasha. Masha, what are you doing?
Masha. I'm doing the laundry.
Sasha. And I ruined my shirt. Can you wash it?
Masha. Well, what can you do? Shoot.
Masha washed Sasha's shirt, and he helped her pour out the water and hang up the laundry.
Scene 6. A gift for mom
Mom's birthday is coming soon. Sasha and Masha decided to draw a picture for her. They took a large sheet of paper and began to draw.
Masha. What will you draw?
Sasha. Sun. What about you?
Masha. And I am clouds.
Sasha. What else can we draw?
Masha. Forest, flowers and river.
Sasha. And I will draw a steamboat on the river.
Mom really liked the picture. She framed it and hung it in the living room.
Scene 7
Masha sat on the shore of the lake and cried.
Sasha. Masha, what happened?
Masha. My ball rolled into the lake.
Sasha. Where is he?
Masha. Over there, far away.
Sasha. Don't cry, I'll take the boat and get your ball.
The boy got to the ball on the boat, took it and returned it to Masha. The girl was very grateful to him.
Scene 8. For mushrooms
Masha and Sasha went to the forest for mushrooms.
Sasha. Masha, do you see the mushrooms? Masha. Not yet.
Sasha. And you look under the bushes, under the leaves.
Masha. Hooray! I found!
Sasha. Is the mushroom poisonous?
Masha. No. He has a big hat and a thick leg.
The children collected full baskets of mushrooms and returned home. And my mother baked them pies with mushrooms.
Memorization and dramatization of ready-made dialogues
To form this side of speech, dialogue scenes for the finger theater on lexical topics have been developed. They can be shown both separately and included in the structure of the lesson. The desire of preschoolers to participate in dramatization games is enhanced if children of younger groups are invited to performances and theater festivals are organized.
Compiled poetic dialogues teach children the ability to communicate, conduct a conversation, answer questions, use different intonations in speech, select the right tempo, change the strength of the voice, and practice correct speech breathing.
Before the show dialogue scenes the same preparatory work is carried out as in the section " Formation of speech breathing". The words of the author are spoken by an adult, children - the words of the characters in the dialogues.
Dialogues in the garden
Sweet pepper met
Gorky brother:
- Something became very thin,
You have lost too much weight.
Hot pepper replied:
- From that I became thin,
That the diet was followed
Didn't eat sweets at all
That's why I lost weight.
cabbage and onion
The cabbage says to the onion:
“Undressing me is not flour,
I have a hundred clothes
And they are all without clasps.
Answered cabbage onion:
“Of course I am your friend.
Well, who will undress me.
He will regret it."
Carrots and beets
In the garden, in the dungeon,
Two sisters are sitting.
They braid their braids.
Conversations are going on.
harvest festival
Will come to us soon.
And the outfit is orange
It suits me very well.
Beets I will open to you
Your big secret:
I have burgundy
Knitted vest.
Dialogues on berry bushes
Red and black currant
Bushes grow in the garden
Berries live on them:
On currant branches
Red and black kids.
black berries
We are on top of the Black Maziki,
We are black inside.
Healthy black juice
Full to the brim.
red berries
ruby beads
They burn in the sun.
Currant berries -
Vitamin treasure.
Raspberries and grapes
Summer. Noon. Sun.
Here are raspberries, grapes.
Grape
I love to treat friends
Delicious berry.
I am sweet raspberry.
Very fragrant.
Berries are different -
Black, green, red,
Small and big
And useful ones.
Here is a currant - small,
Well, the melon is great.
And watermelon and melon -
Berries from now on.
You, watermelon, are like a ball:
Round, striped.
Just hide your tail
Very longish.
The rain poured for a very long time
And gave me water.
My sides parted
And now I'm so round.
Don't be angry, I'm not evil.
You are very sweet to me.
We will make friends with you
Let's be brother and sister.
