Project on theatrical activities in the dow. Many useful things for the development and education of children: funny children's games, nursery rhymes, counting rhymes, tongue twisters, fairy tales, outdoor games, educational games, finger gymnastics, graphic dictations, etc.

City Kazan Republic of Tatarstan

Goal: Formation in children and their parents of interest in theater and modern theatrical activities development of children's artistic abilities.

To awaken interest in the theater in children;
To instill in children primary skills in the field of theatrical art (use of facial expressions, gestures, voice, puppetry);
To interest parents in visiting the theater with children;
Give information to parents about ways to play at home with children;
Develop emotionality and expressiveness of speech in preschoolers

Problem significant for children, which the project aims to solve:

Unfortunately, today, our children are brought up not on fairy tales, but on modern cartoons. Most parents don't have time to sit down with their child and read a book. Child psychologists consider this a big omission of adults in raising their children.

Expected Result:

Parents and children get acquainted with the history of the theater, its types, ways of making and playing. There is a growing desire to visit the theater with the children. Relationships between parents and teachers are strengthened. Artistic abilities of children develop.

Project relevance:

With the help of theatrical activities, children get acquainted with the world around them in all its diversity through images, colors, sounds, and the questions posed make children think, analyze, draw conclusions and generalizations. In the process of playing, listening, viewing works, the child's vocabulary is activated, the sound culture of speech and its intonational structure are improved, the child's creativity is manifested, and the experience of various experiences is accumulated. The artistic abilities of children develop from performance to performance. Theatrical activity contributes harmonious development preschoolers. Their life in kindergarten becomes more interesting, meaningful, filled with vivid impressions, the joy of creativity.

Implementation forms:

Reading fiction
Speech and breathing exercises
Entertainment
Conversations
views theatrical works for children, presentations
Working with parents
Role-playing games
Photo design - newspaper
Theater trips

Implementation stages:

Preparatory stage

Collection of literature
Conversations with children
Drawing up a work plan
Making attributes
Development of recommendations for parents
Selection of visual information

main stage

Watching children's performances
Making a stand recommendations for parents:

"Theater in the life of a child" ;

"Play with the kids" ;

"The role of fiction in the development of children's speech"

Role-playing games with children "Theater"
Finger theater
Expression Games "Make a Face"
Reading folk tales
Games for the development of facial expressions
Theater "Kem nәrsә yarata" , "Three Daughters"
Viewing slides about theaters and theatrical costume
rehearsals
Learning poems
Photo design - newspaper "We are artists"
Breathing exercises
Articulation gymnastics
Finger gymnastics
Exercises for the development of fine motor skills
Dramatization of poems

Project products for children:

Sculpting, drawing and applique "A hero from a favorite fairy tale, drawing characters from the fairy tale" Kem nerse yarata " , new knowledge and impressions, meaningful time spent with parents, children's books.

for teachers:

themed album design "Heroes of our favorite fairy tales" , card index of proverbs, sayings, riddles, multimedia presentations, finger theatre, organization of an exhibition of children's works.

for parents:

The final stage (project presentation)

Photo - newspaper "We are artists"
Theatrical activities of children as part of the holiday
Showing a fairy tale "Three Daughters" parents for children

City Kazan Republic of Tatarstan

Purpose: Formation in children and their parents of interest in the theater and modern theatrical activities, development of artistic abilities in children.

To awaken interest in the theater in children;
To instill in children primary skills in the field of theatrical art (use of facial expressions, gestures, voice, puppetry);
To interest parents in visiting the theater with children;
Give information to parents about ways to play at home with children;
Develop emotionality and expressiveness of speech in preschoolers

Problem significant for children, which the project aims to solve:

Expected Result:

Project relevance:

With the help of theatrical activities, children get acquainted with the world around them in all its diversity through images, colors, sounds, and the questions posed make children think, analyze, draw conclusions and generalizations. In the process of playing, listening, viewing works, the child's vocabulary is activated, the sound culture of speech and its intonational structure are improved, the child's creativity is manifested, and the experience of various experiences is accumulated. The artistic abilities of children develop from performance to performance. Theatrical activities contribute to the harmonious development of preschoolers. Their life in kindergarten becomes more interesting, meaningful, filled with vivid impressions, the joy of creativity.

Implementation forms:

Reading fiction
Speech and breathing exercises
Entertainment
Conversations
Viewings of theatrical works for children, presentations
Working with parents
Role-playing games
Photo design - newspaper
Theater trips

Implementation stages:

Preparatory stage

Collection of literature
Conversations with children
Drawing up a work plan
Making attributes
Development of recommendations for parents
Selection of visual information

main stage

Watching children's performances
Making a stand recommendations for parents:

"Theater in the life of a child" ;

"Play with the kids" ;

"The role of fiction in the development of children's speech"

Role-playing games with children "Theater"
Finger theater
Expression Games "Make a Face"
Reading folk tales
Games for the development of facial expressions
Theater "Kem nәrsә yarata" , "Three Daughters"
Viewing slides about theaters and theatrical costume
rehearsals
Learning poems
Photo design - newspaper "We are artists"
Breathing exercises
Articulation gymnastics
Finger gymnastics
Exercises for the development of fine motor skills
Dramatization of poems

Project products for children:

for teachers:

themed album design "Heroes of our favorite fairy tales" , card file of proverbs, sayings, riddles, multimedia presentations, finger theater, organization of an exhibition of children's works.

for parents:

The final stage (project presentation)

Photo - newspaper "We are artists"
Theatrical activities of children as part of the holiday
Showing a fairy tale "Three Daughters" parents for children

Anastasia Lisina
Project on theatrical activities in the preschool educational institution

In kindergarten according to GEF

“Theater is a magical world. He gives lessons in beauty, morality and morality. And the richer they are, the more successful development is. spiritual world children…” (B. M. Teplov)

In a preschool educational institution theatrical activity one of the most accessible types of art for children, it enables the child to satisfy his any desires and interests, get acquainted with the world around him in all its diversity, activate the vocabulary and sound culture of speech. Theatrical activity is an inexhaustible source of development of feelings, experiences and emotional discoveries of the child.

It is known that children love to play, they do not need to be forced to do it. While playing, we communicate with children on "their territories". By entering the world of play, we can learn a lot ourselves and teach our children. And the words spoken by the German psychologist Karl Gross are in connection with this relevant: "We play not because we are children, but childhood itself is given to us so that we play."

We know that getting to know theater takes place in an atmosphere of magic, festivity, high spirits, so to interest children theater is not difficult.

Relevance. In the context of the transition to the Federal State Educational Standard, one of the basic principles preschool education reflected in Standard: "Implementation of the Program in forms specific to the children of this age group, primarily in the form of a game, cognitive and research activities, in the form of creative activity that ensures the artistic and aesthetic development of the child.

Theatrical activity in kindergarten - this is a great opportunity to reveal the creative potential of the child, the education of the creative orientation of the individual.

Target project: Introduce children to theater culture.

Tasks project:

1. Create conditions for the development of children's creative activity in.

2. Teach children various means improvisation.

3. To form children's ideas about various types theater and theater genres.

4. Create conditions for joint activities of children and adults.

5. Provide conditions for interconnection theatrical and other activities.

Members project:

1. Pupils of the group.

2. Group educators.

3. Parents of the children of the group.

Expected results:

1. Development of the child in all directions educational areas.

2. A significant expansion of children's ideas about theater culture.

3. Creation subject environment that promotes the development of children theater culture.

Forms of work:

Organization of training, developing and creative activities;

Organization of joint events with parents;

Organization theater evenings(showing fairy tales and performances);

Organization of visits cultural events (senior group).

Forms of work with parents:

1. Joint production of toys and manuals for the organization of a subject-developing environment.

2. Involving parents in joint events.

3. Open demonstrations of classes and theatrical performances.

4. Advising parents on leading and current issues.

5. Organization of visits to cultural sites and cultural events.

Main stages of implementation project:

preliminary work

The study of methodological literature.

Acquisition didactic material for the organization of a subject-developing environment.

Main job

Drawing up a program of activities for the implementation of tasks project.

Final work

Monitoring the execution of tasks project.

At the final stage of implementation project the final testing of pupils and the analysis of the subject-developing environment are carried out.

preliminary work:

The study of methodological literature;

Organization of the subject-developing environment.

Literature:

1. Federal state educational standard for preschool education.

2. SanPiN.

3. N. F Sorokina, L. G. Milanovich “Development of creative abilities in children from one year to three years, by means of puppetry theater»; "Iris - press", Moscow 2007.

4. A. V. Shchetkin Theatrical activity in a kindergarten with children 4-5 years old, Moscow, "Mosaic-Synthesis", 2008

5. A. V. Shchetkin Theatrical activity in a kindergarten with children aged 5-6, Moscow, "Mosaic-Synthesis", 2008

6. N. B. Ulashchenko “Organization theatrical activities in junior group ", publishing house "Corypheus" Volgograd.

7. I. P. Koshmanskaya « Theater in kindergarten» , Rostov-on-Don, publishing house "Phoenix".

8. N. F. Sorokina "Scenarios theatrical puppet classes » , Moscow, publishing house "Arkti", 2007

9. N. V. Smirnova, V. K. Shalaeva "Development environment preschooler: essence and structure " Ivanovo, 2009

10. S. N. Zakharova "Holidays in Kindergarten", "Vlados", year 2001.

11. N. V. Zaretskaya and Z. A. Root "Holidays in Kindergarten", Moscow publishing house "Iris-press", year 2001.

12. V. V. Gerbova, M. A. Vasil’eva, T. S. Komarova "The program of education and training in kindergarten" Moscow, publishing house "Mosaic-synthesis", 2005 year.

13. Magazines "Preschool Education", magazines "Child in Kindergarten".

14. Internet sites of preschool institutions, Internet portals.

Organization of the subject-developing environment.

For successful implementation tasks project it is necessary to create an appropriate subject-developing environment.

1. Mini-stage with a screen and a microphone.

2. Bi-ba-bo dolls.

3. Riding puppets.

4. Dolls on gape.

5. Planar theaters.

6. Flannelgraph.

7. Finger toys.

8. rubber toy theater.

9. Soft Toy Theater.

10. Mug theater.

11. puppet theater.

12. Round table stage.

14. Dressing room with a large mirror.

15. Dressing corner.

16. Shady theater.

17. spoon theater.

18. Folding books.

19. Cone dolls.

20. Musical instruments (noise, drums, keyboards, brass, strings).

21. Attributes for dance improvisations

Diction exercises (articulation gymnastics) ;

Tasks for the development of speech intonation expressiveness;

Transformation games, figurative exercises;

Exercises for the development of children's plasticity;

Rhythmic minutes;

Finger game training;

Exercises for the development of expressive facial expressions, elements of pantomime;

Theatrical sketches;

Playing mini-dialogues, nursery rhymes, songs, poems;

Watching puppet shows.

Starting work on this topic, we studied the literature on theatrical activities of preschoolers: tasks, means, methods of work. Using in the system of teaching children in a preschool educational institution, we tried to solve a set of interrelated tasks in all educational areas according to the Federal State Educational Standard.

Social and communicative development

Formation of positive relationships between children in the process of joint activities;

Raising a culture of knowledge of adults and children (emotional states, personal qualities, evaluation of actions, etc.) ;

instilling in the child respect for himself, a conscious attitude towards his own activities;

Development of emotions;

Education of ethically valuable ways of communication in accordance with the norms and rules of life in society.

cognitive development

The development of versatile ideas about reality (different types theater, professions of people creating a performance) ;

Observation of natural phenomena, animal behavior (for transmission by symbolic means in a play-dramatization) ;

Ensuring the relationship of design with theatrical a game for the development of dynamic spatial representations;

Development of memory, learning the ability to plan your actions to achieve results.

Speech development

Promoting the development of monologue and dialogical speech;

vocabulary enrichment: figurative expressions, comparisons, epithets, synonyms, antonyms, etc.;

Mastery of expressive means communication: verbal (control of tempo, volume, pronunciation, intonation, etc.) and non-verbal (facial expressions, pantomime, postures, gestures) ;

Artistic and aesthetic development

Introduction to highly artistic literature, music, folklore;

Imagination development;

Joining the joint design- activities on modeling costume elements, scenery, attributes;

Creation of an expressive artistic image;

Formation of elementary ideas about the types of art;

Realization of independent creative children's activities.

Physical development

Coordination of actions and accompanying speech;

Ability to implement creative movement mood, character and process of image development;

Expressiveness of the performance of the main types of movements;

Development of general and small motility: coordination of movements, fine motor skills of the hand, removal muscle tension, the formation of correct posture.

In our work with children, we use various tricks: diction exercises (articulation gymnastics); tasks for the development of speech intonation expressiveness; transformation games, figurative exercises; exercises for the development of children's plasticity; rhythmic minutes; finger game training; exercises for the development of expressive facial expressions, elements of pantomime; theatrical sketches; playing mini-dialogues, nursery rhymes, songs, poems; watching puppet shows.

To identify the interests of children in groups, exhibitions of books with fairy tales were made, a quiz was held "Visiting a fairy tale".

To organize a children's theater need dolls various systems, which form in children certain skills that stimulate children's creativity (song, dance, play, encourage improvisation at children's musical instruments. I have been replenished theater corners in groups. Of all kinds of puppetry theater most popular in kindergarten picture theater, bi-ba-bo dolls.

In our work, we used different types theater:

1. Finger theater- contributes to better control of the movements of one's own fingers.

2. Theater puppets on the table - contributes to the possession of the technique of managing table puppets theater(dolls made of paper cones, cylinders, boxes, toys made of fabric, fur, foam rubber, etc.)

3. spoon theater, riding puppets (bibabo, puppets on the gape*)- introducing children to theater screen, the basics of puppetry.

4. Puppets, puppets with a "living hand"

5. People-dolls and cane puppets.

Participating in the holidays as a host, in the role fairy tale character, teachers, by their own example, try to show children how interesting reincarnation is.

Preschool education involves the interaction of all participants in educational process: children, teachers, parents. Priority recognition family education requires such family relationships and educational institutions which are determined by cooperation and trust.

In his work on theatrical activities I actively involve parents and other family members of pupils, as I consider this cooperation necessary and effective in the upbringing and education of children.

Parents take an active part in creating a developing environment for their children. Having set a task for himself - to interest parents in creating a developing theatrical environment, dow teachers offer them help in tailoring costumes for children and adults, making various attributes, headdresses, decorations.

Introducing parents to different species theaters, a story from what and how you can make them for kindergarten and for home at consultations, sliding screens ( "What's happened theater» , "First steps to the stage"). Parents actively help in everything, thanks to which in each group and in music hall has everything you need for theatrical activities.

Almost every event (whether holiday, leisure or entertainment) the roles of some characters are played by parents or children of older groups. We practice staging performances, both by adults and together with children. Preparing for performances is always fun, on an emotional upsurge. This unites us, parents and teachers are full of optimism, interest, children get tremendous pleasure from the process. Watching such productions and participating in them gives children the opportunity to fully adopt the experience of adults. This allows you to more effectively solve the set pedagogical tasks, develop the artistic and aesthetic taste and creative abilities of children, as well as maintain the relationship of the kindergarten with parents in common cause upbringing, education and development of the child.

The results of the work:

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 theaters, manuals, drawings, file cabinets of creative games.

Established close contact with parents.

Dealing with children theater, I set myself the goal - to make the life of our children interesting and meaningful, to fill it with vivid impressions, interesting things, the joy of creativity. I strive to ensure that the skills acquired in theatrical activities, children were able to use in daily life.

Theatrical games help the educator, who loves his children, to create a joyful, relaxed atmosphere in the group. Dealing with children theater, the teacher sets himself the goal - to make the life of his pupils interesting and meaningful, to fill it with vivid impressions, interesting things, the joy of creativity.

It is very important that children develop own attitude to the actions of people, the ability to approve some actions and condemn the opposite. For this, we used the technique "Moral Pieces", which are built according to a single scheme: The child abuser violates the rights of another child victim. The third participant - the defender restores justice. The theme of such plays was enough diverse: "Alien Cube", "Swing", "Spoiled Drawing", "The Fallen Plate", "Pebble in a shoe" etc. The teacher played the play with the help of character puppets, and the children then gave their assessment of the actions of the characters.

Various game exercises were used ( "Affectionate Name", "Smile to a friend", "Praise a friend" etc., discussion problem situations ("Why did you quarrel", "How to Reconcile", "Don't laugh at trouble", "I want to help a friend" which also contribute to the formation of social skills in children.

The system of work on the formation of benevolent relations in children of different ages in theatrical game includes the following types children's activities productive, artistic and aesthetic, theatrical.

A work plan was developed for the formation of friendly relations among preschoolers in mixed age group. The repertoire was selected taking into account the ages of the children and the national component. For children, both well-known fairy tales and new ones were used. Tatar fairy tales. In free activities children were also allowed to use theatrical attributes which they happily did. As a result of our work, it could be replaced that the children began to be less divided into microgroups by age.

The plan included various Events: decor theatrical corner together with children, a conversation on the topic « Theater» , didactic game "Learn the tale", in which children recognize a fairy tale from the picture, a conversation on the topic "My favorite fairy tale character" reading a fairy tale "bean seed", conversation on its content, solving riddles and rebuses according to a fairy tale, reading and playing puppet theater according to the Tatar folk tale "three sisters"(h kyz, reading a fairy tale "Under the Mushroom", preparing heroes for theater on flannelgraph, acting out a fairy tale on flannelgraph.

In addition to all of the above, work was carried out with the educator on the formation of friendly relations in children with the help of theatrical activities. The kindergarten also participated in the municipal competition for the best theatrical game, where it was noted by the jury in the nomination "best puppet theater» Children showed the Tatar folk tale "Three sisters".

In addition to the planned activities, it cannot be ruled out that in free play, children also wanted to use various theatrical games. For them, we have prepared sets of finger theaters, magnetic Turnip and Kolobok theaters. Using them, children could combine characters from different fairy tales and invent their own. Watching this children's activities, we noticed that when inventing their own fairy tales, children play up the problems of morality, benevolence and humanity that concern them. For example, such as the friendship between a panda and a hare, or mutual assistance between a mouse and a hen - pockmarks. I would like to note that here we also work with national regional component and foster tolerance towards people of different nationalities. We make it clear to children that they need to protect their ethnic culture, but at the same time respect other nationalities, religions and confessions.

Activities for the formation of friendly relations among preschoolers in theatrical game

Work with children

Activity Purpose

Decor theatrical corner Prepare conditions and children. Psychological rapprochement of children. Learn how to organize senior and junior activities.

Conversation on the topic: « Theater» Show illustrations and photographs. Introducing children to theater.

A game "Learn the tale" (by illustrations, by excerpts) Consolidate knowledge of the texts of fairy tales. Develop memory.

"My favorite fairy tale character" Form the interests of children. Contribute to the ability to convey the personality traits of your favorite hero. To teach to tell the younger ones about the heroes of fairy tales with whom they are unfamiliar

Reading a fairy tale « bean seed» . Conversation on its content Introduce children to the plot of the fairy tale. Work on intonation, expressiveness, diction

Riddles, word games based on the text of a fairy tale "Bean Seed" Strengthen children's knowledge of the fairy tale. Promote the development of imagination, speech, speech breathing. Develop a sense of empathy, empathy for the characters

Acquaintance with the text of the Tatar folk tale "Three sisters" Recall the plot of the fairy tale with the children. Work with text. Teach children to characterize the characters themselves and their actions. Develop empathy, empathy, respect for elders.

Decor theatrical corner to show a fairy tale "Three sisters" preparing dolls, theatrical scenery. To form an emotional atmosphere and activity of children. Involve children of all ages in the creation of scenery and dolls. Help children of all ages bond

Theatrical representation of a fairy tale "Three sisters" To educate children in the ability to convey the content of a fairy tale. Form diction, intonation expressiveness

Fairy tale "Under the Mushroom". Acquaintance with the text of a fairy tale To promote the ability of children to convey the content of a fairy tale in their own words. Form memory, speech. Develop humane feelings.

Preparing heroes for a fairy tale on a flannelograph Unite children of different ages with the help of a joint activities

Showing a fairy tale on flannelgraph "Under the Mushroom" Inform parents about the results of their children's work. Teach them to show respect for performing children

Fairy tale decoration "Kolobok" from papier-mâché to unite children, to teach them to work together, together

theatrical performance"Kolobok" for students elementary school To promote the ability to perform on stage, develop diction and coherent speech, the formation of friendly relations between pupils of the preschool and elementary school students

Moral plays with the help of puppets to beat different situation, for the formation of all humane qualities in a child

Cultivate goodwill and contact in relationships with adults and peers in different situations

Game exercises

"Affectionate Name", "smile at a friend", "Praise a friend". etc. Contribute to the formation of friendly relationships between children

Problem situations

"Why did you quarrel", "How to Reconcile", "don't laugh at trouble", "I want to help a friend" To promote the socialization of children in society, their rapprochement.

Develop a desire to show empathy and empathy for those who need it.

To form an idea of honesty, justice, kindness

Etudes The variety of the same image contributes to the development of imagination and creative manifestations. For example: each child in his own way conveys the image of the same character, choosing facial expressions, gestures, movements. At the same time, the emotional sphere of the child develops, he sympathizes with the characters, empathizes with the events being played out.

Reading and preparing to play out a fairy tale "Zayushkina's hut" by using « theater on spoons» To learn to put oneself in the place of another, to better understand the reasons for the actions of the hero of the work, to develop sympathy and empathy

Working with parents

Individual conversations "The formation of ideas about the norms of morality", "Fairy tale education".

Development Consulting emotional sphere through theatrical activities», "Give Children Joy".

Clamshell folders "We are a reading family", "Children's Friendship", Dramatization games as a means of introducing children to family values.

Parent meeting "Teach Children to Feel", "Journey through the pages of books".

Invite parents to make theatrical costumes and attributes for games. Parents help children learn roles.

Working with teachers

consultations "Organization theatrical activities in kindergarten», “Cultivating Good Relationships in Children preschool age» « moral education through theatrical activities».

Open event for theatrical activities"When my friends are with me"

municipal competition "Best theatrical play»

GBOU d / s 2504 Moscow

Pedagogical project:

Theatrical games for the development of creative abilities of children of senior preschool age

“Creativity is not only for geniuses who have created great works of art.

Creativity exists wherever a person imagines, combines, creates something new”

(L.S. Vygotsky)

Relevance of the problem

For modern stage The development of the system of preschool education is characterized by the search and development of new technologies for teaching and educating children.

At the same time, an active approach to the personality of the child is used as a priority. One of the types of children's activities widely used in the process of education

AND comprehensive development children, is a theatrical activity that fully allows you to implement all the principles of education.

WITH psychological point preschool childhood is a favorable period for the development of creative abilities because at this age children are extremely inquisitive,

They have a great desire to know the world. And adults, encouraging curiosity, informing children of knowledge, involving them in various types of theatrical activities, contribute to the expansion of children's experience.

And the accumulation of experience and knowledge is a necessary prerequisite for the future creative activity. In addition, the thinking of preschoolers is more free than that of older children.

It is not yet crushed by dogmas and stereotypes, it is more independent. And this quality needs to be developed in every possible way. Preschool age provides excellent opportunities for the development of creativity.

And the extent to which these opportunities were used will largely depend creative potential already an adult.

Formulation of the problem:

Now children know much more than their peers 10-15 years ago, they decide faster logical tasks, but much less often admired and surprised, indignant and worried.

Increasingly, children show indifference and callousness, their interests are usually limited, and games are monotonous. Many preschoolers are addicted to computers, and adults often follow the lead of children,

purchasing computer games-wars with monsters, vampires, without thinking about what harm it causes personal development child.

As a rule, such children do not know how to occupy themselves in free time and look at the world around without surprise and special interest as consumers, not creators.

Intensive change in the surrounding life, active penetration scientific and technological progress in all its areas dictate to the teacher the need to choose more effective means of teaching and education on the basis of modern methods and new integrated technologies. In order to determine the relevance of this problem for our preschool we conducted diagnostics among children (Appendix No. 1)

and a survey of their parents (Appendix No. 2), which showed that: 64% of preschoolers by the age of 5-6 have no interest in theatrical art and activities 53% of children have a low level of development of creativity in speech, motor and productive activities 65% of parents have a poor understanding of theatrical art 12% of parents do not know the theaters of our city. The purpose of the project: the development of creative abilities of children of senior preschool age by means of theatrical games.

Project objectives:

1. Encourage children to fantasize, come up with their own plot.

2. Develop the ability to propose a new game idea.

3. Teach children to transform into roles, to improvise.

4. Learn to get used to artistic image, creatively approach the image of the plot.

5. To develop in children the creative expressiveness of intonation, facial expressions, movements.

Tasks pedagogical activity educator:

1. Use theatrical games to solve the main tasks of educational areas in accordance with the FGT.

2. Develop creativity through theatrical games. 3. Complicate the game material by setting more and more creative tasks for the children.

4. Create an atmosphere of creativity and trust, giving each child the opportunity to speak about the process of the game

5. Encourage improvisation, the ability to feel free in the role.

6. Unleash the creative potential of children by involving them in various activities and theatrical performances

Base characteristic:

The materials of the project can be used in the pedagogical activities of educators with children aged 5-6 in groups of a general developmental orientation in preschool educational institutions.

Stages and timing of the project

1. Preparatory (formative) - (September)

2. Main (practical) - (October-April)

3. Final - (May)

Conditions for the implementation of project activities

The environment is one of the main means of development of the child's personality, the source of his individual knowledge and social experience.

I tried to create in a group favorable conditions for independent theatrical activities of children.

The object-spatial environment provides a joint theatrical activity of children and is the basis independent creativity each child, a peculiar form of his self-education.

The group has created a corner of theatrical activities, which houses:

· Props for playing scenes and performances (a set of puppets, screens, costume elements, masks, game props).

· Attributes for various game positions:

1. "actor" (costumes, masks, puppets, theatrical props);

2. "director" (scenery, various material for the production of theatrical attributes, books, cassettes with music, theatrical noises, books with fairy tales - an audio recording);

3. "spectator" (seats for spectators, posters, theater box office, tickets, binoculars, "money", buffet props);

4. “Designer” (types of paper, glue, paints, felt-tip pens, pencils, fabrics, threads, buttons, boxes, natural materials).

The next step was the organization of work with preschoolers, consisting of 2 stages:

Creation of an emotionally safe atmosphere;

enrichment of children's play creativity; preparation and holding of theatrical games.

This provided: · A complex approach to the organization of the educational process;

· high level development of theatrical knowledge and skills; Creation of conditions for the development of creative manifestations of children;

optimal load on the child in order to protect him from overwork.

Creativity of children in their theatrical gaming activity appeared in three directions:

productive creativity (writing your own stories or creative interpretation of a given story);

Performing (speech, motor);

decoration (decoration, costumes, paraphernalia, etc.).

The enrichment of children with artistic means of conveying the image was facilitated by sketches from read works or the choice of any event from a fairy tale and its drawing (the audience guesses).

Etudes were interesting, in which children moved to fragments of musical works. Children actively discussed what is better to play, coordinated their plans and desires.

The game was repeated several times and everyone had the opportunity to try themselves in the role they liked, they agreed on two or three compositions of “artists”.

In order to assimilate the sequence of events, to clarify the images of the characters, artistic and creative activities were organized: drawing, application, modeling on the theme of the work.

Children in subgroups were given a task, for example, to fashion figures of characters to act out a fairy tale.

This eliminated the need for special memorization of the text. The main directions in the development of theatrical play consisted in the gradual transition of the child from playing according to one literary or folklore text to a game-contamination, implying the child's free construction of a plot in which literary basis combined with the free interpretation of the child or combined several works.

From the game, where means of expression are used to convey the characteristics of the character, to the game as a means of self-expression through the image of the hero; from a game in which the “artist” is the center to a game in which a complex of positions “artist”, “director”, “screenwriter”, “designer”, “costume designer” is presented, but at the same time, the preferences of each child are associated with any one of them, depending on individual abilities and interests;

from theatrical play to theatrical and gaming activities as a means of self-expression of the personality and self-realization of abilities.

I built my work with children without direct instructions, and shifted more emphasis to indirect influences through the organization joint activities, game, gaming communication, use of literature and art.

Forms of organization of the educational process

・ Conversations and organized activity;

Didactic and theatrical games, exercises;

Artistic and productive activity;

· Registration of exhibitions of works of children, joint creativity of children and their parents; photo exhibitions;

· Trips to the theater and photo tours; · Carrying out theatrical performances;

Sports, music, folklore entertainment and holidays

The form of children's organization was carried out in free and joint activities in the afternoon.

She offered the children to work sitting and standing, as it was convenient for them. Children could move away from their workplace to look at the activities of their comrades, ask for advice,

Ask for help or offer your own, or find another activity for yourself. Having finished this or that task, no one waits for anyone, puts things in order and goes about their business without attracting attention.

In working with children, game techniques were used with the inclusion of characters such as Dunno, Pinocchio, Cheburashka, etc., who make inaccuracies, make mistakes, and confuse.

Children gladly came to their aid, rejoiced, felt self-confidence, realized the importance and usefulness of knowledge and skills.

The work was based on seasonality, various manifestations of nature, calendar holidays, from the fact that children are close, expensive and interesting. I organized joint activities in the form of a game through a fairy tale.

For example: "Visiting autumn", " Winter Tales» etc. A special creative atmosphere reigned in the joint activity. All activities were accompanied by vivid experiences, surprise moments.

After all, only a child living in an environment vivid images, fantasies, able to create something. Once a month, a creative day was organized, where children were given the opportunity to do any kind of activity. Joint work with children on productive artistic activities was organized in small subgroups (6-8 children each).

For children of senior preschool age, creative tasks are available, for which they unite according to their interests.

Each subgroup was offered a creative task to choose from, which the subgroup does “in secret” from others during the week.

At the end of the week, exhibitions, contests, games and other activities were organized, the fruits of children's creativity. Due attention was paid to entertaining games and exercises, games-experiments with materials and tools, as well as game tasks that are carried out in all forms of organizing productive activities and, of course, at any free time in different regime moments.

For better assimilation and organization of assimilation educational material applied the following tricks and methods: explanatory-illustrative, reproductive, research, heuristic (partially search), diagnostics, reflective.

Games used in joint activities and security moments were combined into several blocks:

FIRST BLOCK "Introduction to the theater".

The purpose of this block is to expand the horizons of children, educate people who love and understand art, striving for theatrical creativity.

Our DOE in partnership works with visiting theaters(puppet "Tales of Lukomorye", "Dolls laugh", "Nursery rhymes", dramatic " Clockwork orange”, the theater “Magic Magic”, who come to the garden, where there is a direct acquaintance with the “theater”, the theater artists.

Trips to different theaters are also organized with parents and children: “ an old house", Theater " musical comedy". A very interesting excursion to the Puppet Theater, where there is a toy museum.

Here there is an acquaintance with the history of toys, how toys “play roles”. We also introduce children to the professions of people working in the theater. Children listen with interest to the story about various theaters, look at the illustrations. Didactic games were developed and visual material to prepare children for theatrical games

SECOND UNIT " Magic world theatre."Games and sketches that introduce children to the basic emotions of a person, the means by which children understand each other and the world of adults. To summarize for each emotion, a game with pictures “Emotions for All” was held: situations are given that the child must, as it were, pass through himself and give an answer. Thus, the child's behavior was corrected, the ability to be open and sensitive, to understand the feelings and emotions of other people, developed.

THIRD BLOCK "I'm a little actor."Purpose: training of the speech apparatus, various groups muscles, respiration. This includes creative games with words, exercises on diction, intonation, finger games, games for the development of expressiveness of speech. One of the types of games of this block is rhythmoplasty. Rhythmoplasty games allow you to achieve:

emancipation of the child, to feel the possibilities of his body;

Development of expressiveness of body movements; development of motor abilities;

· muscle freedom, relieve muscle strain.

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.

The role played by the child, especially the dialogue with another character, confronted the little actor with the need to express himself clearly, clearly, and understandably.

The games and sketches used helped the children to feel the ease and joy of communicating with their peers and adults, to be ready for improvisation and creativity.

In the afternoon, joint activities included games - dramatizations, preparation for theatrical performances, puppet show.

Dramatization games were carried out in the form of a literal retelling in persons (by roles) of a work of art read by the educator, or a free retelling of the text by children - a role-playing game for children.

The verbatim retelling of the text was carried out together with the children, I took on the role of the leader, and the children were assigned other roles. The staging of a work of art in the free retelling of the replicas of each character by children takes place as a role-playing game.

As a rule, these were fairy tales, read many times.

Puppet theater is a kind of story-driven "director's" game: here it is proposed to children to pronounce the text of a work of art by roles, forcing them to simultaneously act for the heroes of this work.

Works of ordinary toys (toy theater), parsley (dolls worn on fingers), cut out pictures, etc. The puppet theater was used as a methodological tool that activates the speech of children.

Working with a doll allows you to improve fine motor skills hands and coordination of movements; be responsible for managing the doll; to show through the doll those emotions, feelings, states, movements that in ordinary life for some reason the child cannot or does not allow himself to show; allows you to learn to find an adequate bodily expression for various emotions, feelings, states

Working with parents(Appendix No. 4) Children's creativity was facilitated by close contact between teachers and parents, where parents became active allies and assistants in organizing children's artistic speech activity.

Parents were invited to participate in the creation of scenery for children's performances, make costumes together with the children, and help memorize the texts of the roles. One of the interesting forms of work was

involvement of parents to participate in theatrical performances as actors. Parents were also involved in the work on puppet theatricalization. They assisted in the manufacture of puppets for various theaters and scenery. In the fall, she suggested that parents make a joint work “Theater of Vegetables” with their children, dolls on wooden spoons, from gloves.

Purposefully, together with the children, parents watch videos, visit theaters, read works.

For effective work on theatrical activities at home, recommendations were offered to parents in the form of consultations. “Home Puppet Theatre”, “Home Theater as a Means of Forming Relationships in the Family”, “Glove Puppets”, “Chewed Paper”, “On the Role of Parents in the Development of a Child's Speech”.

All this contributed to the expansion of horizons, the enrichment of the inner world, and most importantly, it taught family members mutual understanding, brought them closer.

The manifestation of such general interest rallied the family, the team of children, educators and parents.

Form of work with parents(Appendix No. 4)

· Thematic consultations, memos. The goal is to encourage parents to engage in joint activities with their children. (Appendix No. 5)

· Questioning "Do you like theater?", "Does your child like to fantasize?", the purpose of which is to identify the creative possibilities and interests of children. (Appendix No. 2)

· Reviews - competitions. "Our Tales" The goal is to bring children and parents closer together, to form a strong motivation for parents to work together with children.

Working with the teaching staff(Appendix No. 8)

Work on the development of the creative abilities of children in theatrical activities was carried out in close contact with the second educator, junior educator, speech therapist, music director.

The entire staff of the kindergarten took part in the preparation of theatrical performances: they helped to make scenery, posters, and develop sketches of costumes.

In classes with a speech therapist, the children practiced clear diction, worked on the expressiveness of speech, correct speech breathing

Together with the musical director we selected musical works, learned them, worked on staging dances.

PROJECT IMPLEMENTATION STAGES

1.1 preparatory stage

1. Diagnosis of the level of creativity in children (Appendix No. 1)

2. The study of methodological literature.

3. Creation of an emotionally safe atmosphere in the group of kindergarten, special pedagogical conditions for the development of children's creativity.

4.Organization of the subject-developing environment.

5.Drafting perspective plan work on the development of creative abilities in older preschoolers by means of theatrical games (Appendix No. 3).

6. Create interest among project participants

7. Development of a cyclogram of joint activities of specialists with the inclusion of various forms of work.

8. Questioning of parents. (Appendix No. 2 (1)) September educators senior educator music director

Stage 2 - practical(Appendix No. 3)

1. Development of speech creativity, expressiveness of speech

2. Development of creativity in motor activity

3. Productive creativity. Entertaining games and exercises, games-experiments with materials and tools, game tasks. (They are carried out in all forms of organizing productive activities, at any free time, at different regime moments).

4. Theatrical games.

5. Work on staging a theatrical performance: Expressive reading works and conversations about what has been read; right free choice and voluntary participation in the play: Work on the role.

6. "Creative workshop" (together with parents to create the necessary costumes or elements of costumes, scenery, etc.). october - april educators senior educator music director

Stage 3 - final

1. Speech at the teachers' council with the theme "Theatrical games for the development of creative abilities of children of senior preschool age" (Appendix No. 8)

2 Dramatization of the fairy tale "Little Red Riding Hood on new way» (for parents) 2. Quiz for parents 3. Exhibition creative works"Our creativity" (Appendix No. 9)

4. Creation of the book exhibition "Our Tales" 5. Photo exhibition "We are actors" 6. Diagnosis of the level of creativity in children (May) (Appendix No. 1)

5. Analysis of the results of diagnostics of creative abilities in children of the older group.

6. Questioning of parents. (Appendix No. 2 - (2)) April April throughout the year May May educators, music director educators, music director senior educator

Expected results

Implementation of a project to develop the creative abilities of children through theatrical games in a joint and independent activity will help:

development of psychophysical abilities (facial expressions, pantomimes); mental processes(perception, imagination,

fantasies, thinking, attention, memory, etc.), speech (monologue, dialogue); creative abilities (the ability to transform, improvise, take on a role).

enrichment theater experience: children's knowledge about the theater, its history, theatrical professions, costumes, attributes, theatrical terminology.

Solving the main tasks of educational areas in accordance with the FGT (any task of any educational activity is solved by children easier, easier and faster if children beat it).

The appropriate inclusion of theatrical elements in integrated classes:

Results

Theatrical activity has become a significant assistant in solving educational problems.

And in this we were helped by the active use of gaming activities. As a result, the result is more effective, and knowledge is much stronger.

The game plot allows children to be interested, since the natural need to intervene in the course of events and influence them makes children make every effort to complete tasks.

Project implementation quality assessment

There was an opportunity to involve children in active independent activities.

90% of the parents of the group were involved in working with children, which helped to establish relationships between the project participants.

Working on the project helped shape the desire to do original creative work. During collective activity preschoolers learn to interact productively,

hear each other, express their emotions with words and movements (facial expressions, gestures, etc.).

Practical significance of the projectMy project is aimed at developing the creative abilities of older preschoolers by means of theatrical games.

The project implements general educational and educational tasks. The knowledge acquired by children in the learning process is strong and stable.

Participants in the educational process are ready for the future creative development. Upon completion of the project, work on the development of the creative abilities of children does not stop.

The subject-developing environment is enriched, cooperation with teachers of other groups, parents is developing.

Relevance: The most popular and exciting destination in preschool education is a theatrical activity. From the point of view of pedagogical attractiveness, we can talk about the universality, playful nature and social orientation, as well as the correctional possibilities of the theater.

Exactly theatrical activity allows you to solve many pedagogical problems related to the formation of the expressiveness of the child's speech, intellectual and artistic and aesthetic education. By participating in theatrical games, children becomeparticipants in various events from the life of people, animals, plants, which gives them the opportunity to better understand the world around them. At the same time, a theatrical game instills in the child a steady interest in their native culture, literature, and theater.

Huge and educational value theatrical games. Children develop respect for each other. They learn the joy associated with overcoming the difficulties of communication, self-doubt. Children's enthusiasm for theatrical play, their inner comfort, looseness, easy, non-authoritarian communication between an adult and a child, the almost immediately disappearing “I can’t” complex - all this surprises and attracts.

Project relevance due to the fact that insufficient attention of parents and children to the theater; children's skills in "acting skills" are poorly formed; not enough theatrical costumes and masks in the group.

Objective of the project: Formation in children and parents of interest in the theater and joint theatrical activities; replenishment of the theater with inventory and props with the help of parents (costumes, masks, screen); enrichment of the developing environment.

Tasks:

1. Awaken the interest of children and parents in the theater;

2. To instill in children primary skills in the field of theatrical art (use of facial expressions, gestures, voices, puppetry);

3. Interest parents in enrichment, making their own hands different types theater and give information about how to play at home and by children;

4. Develop the ability to improvise, speech activity of children.

Project participants:

- employees of the preschool educational institution (educators)

- children of the middle group.

- parents

Dates and place of implementation : February - March 2012.

MDOU " Kindergarten No. 21, Syktyvkar.

Project Implementation Plan:

Preparatory stage

1) Poll of parents “Do you play theater with your child at home?”