Methodological recommendations for organizing theatrical activities in accordance with the Federal State Educational Standard for Educational Education

Guidelines

by organization

theatrical activities

in accordance with the Federal State Educational Standard

2017

Introduction.

Today, in connection with the introduction of the Federal State Educational Standard for Preschool Education, the problem of preschool upbringing and education is being broadly and fundamentally solved, and the tasks facing preschool teachers are becoming more complicated. The transformations taking place in society give rise to new requirements for the educational process in kindergartens

.Artistic and aesthetic development occupies one of the leading places in the content of the educational process of preschool educational institutions. Marked on the slide

In the context of the transition to the Federal State Educational Standard for Preschool Education, one of the main principles of preschool education reflected in the Standard is:

“Implementation of the Program in forms specific to children of this age group, primarily in the form of play, cognitive and research activities, in the form of creative activity that ensures the artistic and aesthetic development of the child”

Theatrical activities in kindergarten are an excellent opportunity to reveal the creative potential of a child and foster the creative orientation of the individual.

Artistic and aesthetic development, according to the Federal State Educational Standard, presupposes the development of prerequisites for the value-semantic perception and understanding of works of art. Theater is a synthesis of all types of art. Theater is one of the most accessible forms of art for children, helping to solve many pressing problems of modern pedagogy and psychology. A preschool child is a person who plays, therefore the Federal State Educational Standard stipulates that learning enters a child’s life through the gates of children’s play,” A. Asmolov. Theatrical activity is a type of game. “The theater is a magical land in which a child rejoices while playing, and in play he learns about the world.” Children's whole life is filled with play. Every child wants to play their role. Teaching a child to play, take on a role and act, while at the same time helping him gain life experience - theater helps to achieve all this.

Programs recommended for organizing theatrical activities in preschool educational institutions

Modern differentiation of preschool education and the variety of types of preschool educational institutions imply variability in the use of programs and pedagogical technologies in the implementation of the socio-pedagogical process. The Law of the Russian Federation “On Education” granted the right to a children's educational institution to independently develop original programs or choose from a set of alternative ones that take into account as much as possible the specific operating conditions of preschool educational institutions and institutions of additional education for children.

In recent years, two types of programs have developed:

basic additional.

The main ones, in turn, are divided into:

comprehensive (general education) specialized (partial, or local).

In complex programs, one of the central directions in the development of children is artistic and aesthetic education, where theatrical activities occupy a special place in the child’s education.

COMPREHENSIVE (GENERAL DEVELOPMENTAL) PRESCHOOL EDUCATION PROGRAMS. Comprehensive programs are programs that include all the main areas of educational work of preschool educational institutions, one of the areas of which is the artistic and creative development of children of early and preschool age. Its goals and objectives are organically integrated with the general objectives of teaching and raising preschool children, forming an integral system of the educational process.

1. Sample general educational program for preschool education “Childhood”, edited by

Section "Theatrical play"

The section outlines the tasks for using theatrical games in all age groups in the form of wishes for the teacher

2. Sample general educational program for the upbringing, training and development of children of early and preschool age

Authors: , , AN. Davidchuk, , Khova, , LA Paramonova, VA Petrova, NA Ryzhova, EA Sagai-dachnaya, KV. Tarasova, EA Timofeeva, etc. Edited by.

Section "Theatrical play"

The section outlines the tasks for using theatrical games in all age groups in the form of wishes for the teacher

3. Education and training program in kindergarten

Authors: , , -panenkova, .

Edited by: , ,

Section “Game activity. Theatrical games" by Gubanov.

4. Early childhood education and development program “First Steps”

Authors: , , SY. Meshcheryakova. From childhood to adolescence:

5.Program for parents and educators on the health and development of children 4-7 years old

Authors: , , NA. Gordova, ZA. Gritsenko, E.A. Dubrovskaya, EA. Petrova, , .

SPECIALIZED (PARTIAL) PRE-SCHOOL EDUCATION PROGRAMS

Specialized programs, as a rule, have one several areas of activity: artistic-aesthetic, educational, health-preserving and health-promoting, moral, etc. Most of these programs have a musical-aesthetic orientation or a section in the program.

1.Pedagogical system "Rosinka"

Authors: , SI. Merzlyakova.

Section “Theater and theatrical activities”

Tasks:

create psychological and pedagogical conditions for the development of children’s creative activity in theatrical activities; introduce children to theatrical culture; provide conditions for the interconnection of theatrical and other types of cultural and leisure activities in the pedagogical process; create conditions for joint theatrical activities of children and adults (staging joint performances with the participation of preschoolers, parents, employees, organizing performances for children of older groups in front of younger ones, etc.)

These tasks are considered by the authors in the “Theatrical ABC” program as fundamental, but at the same time they specify them taking into account age groups and types of theatrical games.

2.Theatrical palette. The program of artistic and aesthetic education, edited by.

The team of authors believes that the most important task of preschool education is to shape the child’s inner and emotional world, his spiritual and moral character; develop the ability not to separate the perception of life phenomena from their emotional and moral assessment, to see the world holistically and not to separate oneself from the surrounding reality.

In accordance with the above, they believe it is important to build all pedagogical work on artistic and aesthetic education, based on the teacher’s understanding of the originality of preschool childhood, the uniqueness of each child, and the value of his originality. Therefore, artistic and aesthetic activity comes to the fore, having the greatest developmental potential, corresponding to the nature of childhood, in which the child’s need for transformation is more fully manifested. The authors believe that such an activity for a preschooler is primarily theatrical because:

is based on theatrical art, which is synthetic (uniting all types of art: artistic expression, music, plastic arts, decorative design, etc.). In addition, the child perceives the world around him syncretically; is close to play - the most accessible activity of a child in preschool childhood; together with role-playing games, it has a common basis, being one of the types of creative games.

The authors accept the provisions that theatrical activities are aimed at developing in children sensations (sensory), feelings and emotions, thinking, imagination, fantasy, attention, memory, will, as well as many skills (speech, communication, organizational, design, motor, etc.).

The program was developed taking into account the latest technologies described in modern psychological and pedagogical literature on this issue.

Goal: to form the artistic and aesthetic development of a preschooler’s personality through theatrical activities.

ADDITIONAL PRE-SCHOOL EDUCATION PROGRAMS

Since 1996, studios for additional education of children began to be organized in preschool educational institutions. They are created based on the request of parents, children's interests and needs, and the capabilities of the preschool educational institution. The work of the studios is aimed at expanding and deepening children's knowledge in one or another area of musical art. The work of musical, aesthetic and artistic studios is carried out on the basis of additional educational programs given below.

Additional education program in theater arts for preschool and primary school children. Epikhova.

Goal: to comprehensively develop the child’s personality through theatrical activities.

The program “Formation of a child’s creative personality through theatrical activities.” Shchetkin. "Theater Steps" Savina. Program “A Miracle Called Theater” Authors: N.V.Dodokina, E.Sevdokimova Program “creativity - theater - children”. Authors: N. F. Sorokina, . Program "Art - Fantasy". Author E. G. Churilova. The Magic World of Theater program. Author S.I. Merzlyakova.

The purpose of this manual is to assist future preschool teachers in expanding the possibilities of choosing programs for the artistic and aesthetic education of children. It provides a brief overview of the content of various programs for theatrical activities: comprehensive, partial and additional (elective). I wanted to arouse interest and a desire to find an interesting program and become more familiar with the content that most fully corresponds to the existing practical experience.

The role of the teacher in organizing theatrical activities in preschool educational institutions

The role of the teacher in organizing theatrical activities is great and important. It is proposed to use innovative technologies, and, if necessary, process methodological material, showing creativity and skill. The teacher must be able to read expressively, tell stories, look and see, listen and hear, be prepared for any transformation, i.e., master the basics of acting and directing skills. One of the main conditions is the adult’s emotional attitude to everything that happens, sincerity and genuineness of feelings. The intonation of the teacher’s voice is a role model. Therefore, before offering children any task, you should practice yourself several times. The teacher must be extremely tactful. For example, recording a child’s emotional states should occur naturally, with maximum goodwill on the part of the teacher, and should not turn into lessons in facial expressions. Responsibilities of the teacher:

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

- introduce children to theatrical culture (introduce them to the structure of the theater, types of puppet theaters (bi-ba-bo, tabletop, shadow, finger, etc.), theatrical genres, etc.);

- ensure the relationship between theatrical activities and other types (the use of dramatization games in classes on speech development, music, artistic work, when reading fiction, organizing role-playing games, etc.);

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

4. During classes you must:

- listen carefully to children’s answers and suggestions;

- if they do not answer, do not demand explanations, proceed to actions with the character;

- when introducing children to the heroes of works, set aside time so that they can act or talk with them;

— ask who did something similar and why, and not who did it better;

- in conclusion, in various ways to cause joy in children.

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

1. Content and variety of topics.

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

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

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

Practical recommendations for organizing children's theatrical activities ():

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

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

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

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

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

6. Theatrical games must be different in their content, carry information about the surrounding reality, a special selection of works of art is necessary, on the basis of which the plots are based.

Special classes should not be conducted in isolation from educational work, which is carried out by group teachers, music director, and visual arts teacher (,).

In music classes, children learn to hear different emotional states in music and convey them through movements, gestures, facial expressions, listen to music for a performance, noting different content, etc.

During speech classes, children develop clear diction, work is done on articulation with the help of tongue twisters, tongue twisters, and nursery rhymes; children get acquainted with a literary work for the performance.

In classes in fine arts, they become familiar with reproductions of paintings, with illustrations that are similar in content to the plot, and learn to draw with various materials based on the plot of a fairy tale or its individual characters.

All play activities of children in their free time from classes should acquire special content and mood in independent children's activities. Children can act as actors, spectators, controllers, ticket takers, hall attendants, and tour guides.

Regulation of classes.

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

It is advisable to conduct classes in a spacious, regularly ventilated room using soft, three-dimensional modules of various designs with the presence of a musical instrument and audio equipment. Lightweight clothing, preferably sports, soft shoes or slippers are required.

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

recommends conducting classes daily: twice a week, three classes (two in the morning, one in the evening), on the remaining days of the week – one in the morning and one in the evening, lasting 15 minutes, starting with the second youngest group.

To properly organize theater classes with preschoolers, it is recommended to take into account the following principles ().

1. Content of classes, variety of topics and methods of work.

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

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

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

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

Organization of theatrical activities in preschool educational institutions

Theatrical activities in kindergarten can be included in accordance with the Federal State Educational Standard, • in educational activities carried out in the process of organizing various types of children's activities (game communicative, artistic and aesthetic, etc.); • in educational activities during regime moments; • in children's independent activities; • The inclusion of theatrical activities in educational activities is carried out through theatrical play as a gaming technique and a form of teaching children. , through a game character for example: Dunno, Pinocchio and others, which help children acquire certain knowledge, skills and abilities. The game form of educational activities helps to emancipate the child and create an atmosphere of freedom in the game. • Incorporating theatrical activities during security moments? this is a joint activity of children on a walk, outside of educational activities. This includes playful situations of walking, organizing games in playrooms, reading fiction followed by acting out plot episodes outside of classes during the day, games-drawing of favorite theater characters on a free theme, construction games with dramatization. • Theatrical activities in children's independent activities? independent children's games reflect characters and plots that excite children. Thus, children often play Snow Maiden and Father Frost, creating a new world of the New Year holiday in the playroom. Vivid stories, games, round dances, learned in joint free activities of children and adults, in games and activities, also contribute to the emergence of independent theatrical play for children

Using theatrical activities in the system of educating children in preschool educational institutions, we solve a complex of interrelated problems in all educational areas according to the Federal State Educational Standard for Preschool Education: (social and communicative development; cognitive development; speech development; artistic and aesthetic development; physical development). — Let’s look in detail at what tasks teachers can solve in each area.

Social and communicative development • formation of positive relationships between children in the process of joint activities; • fostering a culture of knowledge in adults and children (emotional states, personal qualities, assessment of actions, etc.); • instilling in the child self-respect and a conscious attitude towards his activities; • development of emotions; • education of ethically valuable ways of communication in accordance with the norms and rules of life in society;

Cognitive development • development of diverse ideas about reality (different types of theater, professions of people creating the performance); • observation of natural phenomena, animal behavior (for transmission by symbolic means in a dramatization game) • ensuring the relationship between construction and theatrical play for the development of dynamic spatial concepts; • memory development, learning the ability to plan your actions to achieve results. Speech development • promoting the development of monologue and dialogic speech • enriching the vocabulary: figurative expressions, comparisons, epithets, synonyms, antonyms, etc.; • mastering expressive means of 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; • development of imagination; • involvement in joint design activities on modeling costume elements, scenery, attributes; • creation of an expressive artistic image; • formation of elementary ideas about types of art; • implementation of independent creative activities of children. Physical development • coordination of actions and accompanying speech; • the ability to embody the mood, character and process of image development in a creative movement; • expressiveness of execution of basic types of movements; • development of general and fine motor skills: coordination of movements, fine motor skills of the hand, relief of muscle tension, formation of posture.

It is necessary to begin work on organizing theatrical activities for children in preschool educational institutions with the organization of a subject-developmental environment.

The issue of organizing a subject-developmental environment in a group must be approached creatively, trying to diversify its components. The organization of a subject-development environment for the organization of theatrical activities includes the following:

Types of theaters:

1. Bi-ba-bo (set of dolls for playing out 4-5 fairy tales)

2. Tabletop theater. (5 sets of fairy tales)

3. Flannelograph. (6 sets, made by hand)

4. Cone theater. (6-7 sets)

5. Finger Theater. (5 sets, made with your own hands from salt dough, fabric)

6. “Theater in faces” - masks of heroes, hats, medallions. (for 7 fairy tales, partly made by hand)

7. Theater “Kozyavochka” (7 characters, made with your own hands on cardboard, painted with gouache paints)

8. Shadow theater (5 fairy tales, made by hand)

9. Tube Theater (5 fairy tales, made with your own hands, using tubes, illustrations from old books)

10. Plane wooden theater for individual work, or play in small groups (1 fairy tale)

Screen. (1 piece)

Attributes for mummering (made with the help of parents).

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

The first type of theater that children will become familiar with is the flat flannelgraph theater, then the Bi-ba-bo theater and the tabletop theater. Acquaintance takes place in the I-junior group, children watch theatrical performances shown by teachers. At this stage, it is important to generate interest in the theater, intrigue the child, and attract his attention. Then the children get acquainted with the “theater in faces”, here for the first time they act as actors themselves, of course, their role is still small, their lines are more like onomatopoeia of chickens, imitation of the movements of a bunny, fox; but the age in the I-junior group is only 2 years.

Thus, by the 2nd-younger group, children are already familiar with 4 types of theater. At this stage, it is important to support children’s interest in theatrical activities. Words for performances are memorized, like nursery rhymes or poems during a walk, repeated more than once, so the child gains confidence and becomes capable of improvisation.

The following types of theater that children should be introduced to are cone theater, flat theater for individual work, and tube theater. Each type of theater is first demonstrated by a teacher, and theatrical performances are shown more than once, and only then children are involved in performances (in the following order: a teacher and 1 child; a teacher and several children, children and a teacher-observer, children show independent performances). At the same stage, it is necessary to introduce children to the possibility of performing a performance using mummers.

The next type of theater that you can introduce to young children is shadow theater. It is very difficult to teach children to play shadow theater, so the preparatory stage and the joint stage will be somewhat longer than when introducing other types of theater.

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

As for the Puppet Theater, this is a difficult and intensive job of teaching children puppetry and at the same time voice accompaniment, but children really like to control the puppet, they get a lot of pleasure while spending time playing with puppets. This type of theater also helps to train the ability to navigate in space, develops gross and fine motor skills. You can start your acquaintance with the Marionette Theater with A. Tolstoy’s fairy tale “The Golden Key or the Adventures of Pinocchio.” First, read the fairy tale, then watch fragments of the fairy tale and the cartoon, and one day let the cheerful Harlequin come to visit the group. After its appearance, children will become very animated and will begin to learn the art of puppeteering with great pleasure.

In middle and older preschool age, in all types of theater, children become independent, often inventing the plot themselves, and assigning roles. Children of this age really enjoy performing all types of theater themselves, especially Be-Ba-Bo and puppets. Feeling their independence, children express their emotions in a more multifaceted way, emotional and figurative coloring of speech appears, children do not get lost in a new plot, they easily modify the plot and lines of their characters. It is necessary to evaluate independently staged plays, certainly positively, otherwise the child’s interest will fade. Positive motivation is important in all types of activities of preschool children, and in theatrical activities its importance should not be downplayed. A positive response from a teacher can help overcome some shyness, help to believe in oneself, and liberate the child.

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

Let's take a closer look at working with parents. Theatricalization is probably exactly the area in which every parent can be attracted and interested.

The main types of work with parents can be:

• Conversation – consultation (about ways to develop abilities and overcome problems of a particular child)

• Exhibitions (photo exhibition, exhibition of children’s works, for example: exhibition of drawings “Fairy Tale”, “Magic Costume”, photo exhibition “My Family in the Theater”, “Home Performance”)

• Joint creative evenings (parents are invited to stage plays, to participate in reading competitions “Me and Dad”, “Let’s tell a poem together”)

• Creative workshops (this is where parents and teachers share their experiences and jointly prepare material for children’s leisure time)

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

An equally important direction in the organization system through theatrical activities is the cooperation of group teachers and a speech therapist, as well as a music director.

Work with these specialists should be carried out in the following areas:

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

• Individual lessons from specialist teachers with children, including together with a teacher

• Recommendations from specialist teachers on working with children (compiled monthly).

As noted in the Federal State Educational Institution for Education, the main results of theatrical activities or targets are the following:

— the child masters the basic cultural methods of activity, learns to show initiative and independence

- the child will develop a positive attitude towards the world, towards people and himself, learn to actively interact with peers and adults, and participate in joint games. Able to negotiate, take into account the interests and feelings of others, empathize with failures and rejoice in the successes of others, adequately expresses his feelings,

the child will be able to have a developed imagination,

the child has a fairly good command of oral speech, can express his thoughts and desires, can use speech to express his thoughts, feelings and desires, construct a speech utterance in a communication situation, can highlight sounds in words, the child develops the prerequisites for literacy;

In a child, he is mobile, resilient, masters basic movements, can control and manage his movements;

the child is capable of volitional efforts, can follow social norms of behavior and rules in theatrical activities, the child shows curiosity, asks questions to adults, and the child is capable of making his own decisions, relying on his knowledge and skills in theatrical activities.

Thus, by organizing theatrical activities, we successfully implement the main directions of the Federal State Educational Standard for Preschool Education, develop the personality of a preschooler, his individual characteristics, the child is transported to a fairy-tale, fascinating world, learns what friendship, kindness, honesty, truthfulness are; learns to transform into a role using different means of expression: facial expressions, pantomime, intonation. End your speech with wonderful words: “Theater is a magical world. He gives lessons in beauty, morality and ethics. And the richer they are, the more successful the development of the spiritual world of children is…” Memo for children and parents

Before the start of a performance or concert, they become familiar with its name, content of the performance, and concert program. People don't talk loudly in the lobby. They walk calmly. They carefully examine the proposed exhibition, portraits of actors and performers. They find their place in the auditorium on time. Do not enter the auditorium after the third bell - this is prohibited. In the auditorium they carefully watch and listen to what is happening on stage. They do not talk in the auditorium during a theatrical performance. They exchange impressions only during intermission or after the completion of the action on stage. Do not interfere with others watching what is happening on stage. They don’t chew, they don’t rustle with candy wrappers. They thank the artists for the pleasure provided with applause.

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Theatrical activities in kindergarten according to the Federal State Educational Standard article on the topic

Kryazheva Tatyana Anatolevna,

additional education teacher

Municipal budgetary educational institution "Secondary school No. 7 of the city of Nyandoma" branch "Kindergarten No. 2 "Fairy Tale"

Theatrical activities in kindergarten according to the Federal State Educational Standard

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

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

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

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

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

Theatrical activities in kindergarten are an excellent opportunity to reveal the creative potential of a child and foster the creative orientation of the individual.

The content of work with children on theatrical activities in preschool educational institutions is organized as follows

Diction exercises (articulation gymnastics);
Tasks for the development of speech intonation expressiveness;
Transformation games, imaginative exercises;
Exercises for the development of children's plasticity;
Rhythmic minutes;
Finger play training;
Exercises to develop expressive facial expressions, elements of pantomime;
Theater sketches;
Acting out mini-dialogues, nursery rhymes, songs, poems;
Watching puppet shows.

Starting work on this topic, I studied the literature on theatrical activities of preschool children: tasks, means, methods of work. Using theatrical activities in the system of educating children in preschool educational institutions, I try to solve a set of interrelated problems in all educational areas according to the Federal State Educational Standard for Preschool Education.

Social and communicative development

• formation of positive relationships between children in the process of joint activities;

• fostering a culture of learning in adults and children (emotional states, personal qualities, assessment of actions, etc.);

instilling in the child self-respect and a conscious attitude towards his activities;

• development of emotions;

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

Cognitive development

• development of diverse ideas about reality (different types of theater, professions of people creating the performance);

• observation of natural phenomena, animal behavior (to be conveyed by symbolic means in play-dramatization);

• ensuring the relationship between construction and theatrical play for the development of dynamic spatial concepts;

• memory development, learning the ability to plan your actions to achieve results.

Speech development

• promoting the development of monologue and dialogic speech;

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

• mastering expressive means of 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;

• development of imagination;

• involvement in joint design activities on modeling costume elements, scenery, attributes;

• creation of an expressive artistic image;

• formation of elementary ideas about types of art;

• implementation of independent creative activities of children.

Physical development

• coordination of actions and accompanying speech;

• the ability to embody the mood, character and process of image development in a creative movement;

• expressiveness of execution of basic types of movements;

• development of general and fine motor skills: coordination of movements, fine motor skills of the hand, relief of muscle tension, formation of correct posture.

In my work with children, I use various techniques: diction exercises (articulation gymnastics); tasks for the development of speech intonation expressiveness; transformation games, imaginative exercises; exercises for the development of children's plasticity; rhythmic minutes; finger play training; exercises for the development of expressive facial expressions, elements of pantomime; theatrical sketches; acting out mini-dialogues, nursery rhymes, songs, poems; watching puppet shows.

To identify the interests of children in groups, exhibitions of books with fairy tales were held, and a quiz “Visiting a Fairy Tale” was held.

To organize a children's theater, we need puppets of various systems that develop in children certain skills and abilities, stimulate children's creativity (singing, dancing, playing), encouraging improvisation on children's musical instruments. I filled up theater corners in groups. Of all the types of puppet theater in kindergarten, the most popular is the theater of pictures and bi-ba-bo dolls.

In my work I use different types of theater:

Finger theater – promotes better control of the movements of your own fingers.
Puppet theater on the table - promotes mastery of the technique of controlling tabletop theater puppets (dolls made of paper cones, cylinders, boxes, toys made of fabric, fur, foam rubber, etc.)
Spoon theater, riding puppets (bibabo, gapit dolls*) – introducing children to the theater screen and the basics of puppeteering.
Puppets, dolls with a “living hand”
People dolls and cane dolls.

Performances were shown for children of younger groups: “Cat’s House”,

“Three Bears”, “Teremok”, “The Fox and the Hare”, performances “Cinderella”, “Spikelet” (based on a Ukrainian folk tale).

Interesting scenarios in verse were complemented by songs of the heroes and colorful dances. The children enthusiastically performed their roles, demonstrated expressive speech and movements, and even successfully improvised during the script. The success of the performance also depended on the parents, many of whom worked hard and sewed wonderful costumes for the children. Both the audience and the actors themselves enjoyed the performance.

Theatrical activities are one of the favorite types of children's activities; theater classes always bring joy to children, they enjoy constant love, but this is not the only reason for their value. Theatrical performances contribute to the formation of expressiveness of speech and movements, form the habit of public speaking, necessary for a modern member of society, and allow the formation of experience in social behavior skills due to the fact that every literary work or fairy tale for children always has a moral orientation (friendship, kindness, honesty, courage and etc.). Thanks to a fairy tale, a child learns about the world not only with his mind, but also with his heart. And he not only knows, but also expresses his own attitude towards good and evil. Theatrical activities allow the child to solve many problematic situations indirectly on behalf of a character. This helps overcome timidity, self-doubt, and shyness. Thus, theatrical activities help to develop the child comprehensively.

The performance of the theater group artists from school 3 was met with applause. The fairy tale “The Swineherd” by Hans Christian Andersen was performed expressively with childlike spontaneity. The young spectators were very pleased and thanked the artists with applause.

The theatrical game “Circus of Animals”, excursions to the library, and the Center for Culture and Sports “Theater and the Profession in It” caused a positive emotional response among children of older groups. Children are looking forward to performances by the puppet theater from the city of Velsk.

Artists always bring interesting and instructive tales. The meeting with the Nyandoma poetess N.A. Teplukhina aroused great interest; she spoke about her theatrical activities.

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

Preschool education involves the interaction of all participants in the educational process: children, teachers, parents. Recognition of the priority of family education requires relations between family and educational institutions that are determined by cooperation and trust.

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

Parents take an active part in creating a developmental environment for their children. Having set myself the task of getting parents interested in creating a developing theatrical environment, I offer them help in sewing costumes for children and adults, making various attributes, hats, and scenery.

I introduce parents to different types of theaters, tell them what they can be made from and how they can be made for kindergarten and for home at consultations and moving screens (“What is theater”, “First steps to the stage”). Parents actively help in everything, thanks to which each group and music room has everything necessary for theatrical activities.

In almost every event (be it a holiday, leisure or entertainment), the roles of some characters are played by parents or children of older groups. We practice staging performances both with adults and together with children. Preparing for performances is always fun and emotional. This brings us together, parents and teachers are full of optimism and 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 makes it possible to more effectively solve the assigned pedagogical tasks, develop the artistic and aesthetic taste and creative abilities of children, and also maintain the relationship between the kindergarten and parents in the common cause of upbringing, education and development of the child.

Results of my work:

Children master expressive speech skills, rules of behavior, etiquette for communicating with peers and adults.

Show interest and desire for theatrical art.

They are able to convey various feelings using facial expressions, gestures, and intonation.

They independently perform and convey images of fairy-tale characters.

Children try to feel confident during performances.

The subject-spatial developmental environment of the preschool educational institution was supplemented with different types of theaters, manuals, drawings, and card files of creative games.

Close contact has been established with parents.

When I engage in theater with children, I set myself the goal of making our children’s lives interesting and meaningful, filling it with vivid impressions, interesting activities, and the joy of creativity. I strive to ensure that children can use the skills acquired in theatrical activities in everyday life.