Theatrical activity as a means of forming an active reader. Theatrical activity as a means of developing creative abilities in children

Katerinich Nadezhda Sergeevna,

Babenko Maria Fedorovna,

Ermolenko Tatyana Alekseevna,

Vambold Irina Iogannesovna,

Yamru Svetlana Dmitrievna

educators MKDOU "DS "Solnyshko" Tarko-Sale

Sensitivity, susceptibility to beauty
in childhood incomparably deeper,
than in later stages of personality development.
The need for beauty affirms
moral beauty, giving birth to intransigence
to everything vulgar, ugly.

V.A. Sukhomlinsky.

Studies of the health status of preschool children have shown that many children from among the peoples of the North are tuberculosis-infected. The main causes of this disease in children are contact with adults with tuberculosis (tuberculosis), and the greatest danger is the asocial presentation of patients who evade treatment. Deeply aware of this problem, the Department of Education of the Purovsky District, on the recommendations of a phthisiatrician, a pediatrician, since 1996, the kindergarten "Sun" has been transformed into a kindergarten "Sun" for supervision and rehabilitation with priority implementation of sanitary, hygienic, preventive and health-improving measures and procedures . One of the directions is to provide therapeutic and preventive and health-improving treatment for children from among the peoples of the North living in the Purovsky district, with diagnoses: tube-infected, tube-contact within one year

The kindergarten is filled with children, mostly of indigenous origin, who live in the Purovsky district, in the direction of the district pediatrician and phthisiatrician. A feature of the work of the kindergarten is the constant movement of the children's contingent, children who previously lived in the tundra, whose parents led a nomadic lifestyle, are more difficult to adapt to the conditions of the kindergarten. For many children, hygiene habits, daily routine, object environment, clothing, nutrition, etc. are alien. The terms of preventive treatment, methods of examination and stay in kindergarten are determined by order of the Ministry of Health No. 109 dated 03.23. the effectiveness of ongoing chemoprophylaxis, examination results (Mantoux test, blood tests, urine tests) and probable family contact with a bacillary patient. There is 1 group of different ages in the preschool educational institution, children from 3 to 7 years old, the educational institution works around the clock, with a twenty-four-hour stay for children. Completely new living conditions, contact with unfamiliar adults falls on the baby at the same time and, as a rule, often leads to whims, fears, refusal to eat and other behavior in children. The solution to this problem lies primarily with us educators.

We believe that opening the cherished door to the world of childhood and finding the key to the inner world of each child will help theatrical play. It's no secret that games are always loved by children, and only games connect children with each other, with adults.

In our MKDOU "D / S "Sun" the teaching staff and kids play together in one magical entity. The baby's stay in preschool is saturated with play, each child tries to play his role. It is the theater that will help teach the baby to play, take on a role, act?

Theatrical activity preschoolers is based on the principles of developmental education, the methods and organization of which are based on the patterns of child development, while taking into account psychological comfort, which involves:

1) removal, if possible, of all stress-forming factors;

2) emancipation, stimulating the development of spiritual potential and creative activity;

3) development of real motives:

a) play and learning should not be under duress;

b) internal, personal motives should prevail

over external, situational, coming from authority

adult;

in) internal motives must necessarily include

motivation for success, moving forward

(“You will definitely succeed”).

What is included in the concept of theatrical activity

Theatrical game - "theatricality" - "theater" - this series of words with the same root indicates the relationship of theatrical games with the theater. Theater is a comprehensive and synthetic activity that combines the word, image, music, dance, and visual arts. It carries in itself a special cognitive element inherent only to it, its own special vision of the world, unlike other types of art.

We have determined the system and sequence of work on this issue.

Purpose: with create conditions for the realization of the ability of children to feel, think and express their state in the game, develop a sense of responsibility in their own power, help form relationships, teach children to listen, perceive, answer questions, retell, compose, help in mastering the means of figurative expression (intonation, pantomime), help master communication skills and develop the emotional sphere of children, support the desire to speak to children, parents and kindergarten staff, continue to acquaint children with the traditions and culture of the indigenous peoples of the North.

In order to successfully convey all the information to the children, the main pedagogical tasks for the formation of theatrical activities in children were identified.

Theatrical play- a historically established social phenomenon, an independent type of activity characteristic of a person.

Tasks: to teach children to navigate in space, to be evenly placed around the site, to build a dialogue with a partner on a given topic; develop the ability to voluntarily strain and relax individual muscle groups; memorize the words of the heroes of the performances; develop visual, auditory attention, memory, observation, imaginative thinking, fantasy, imagination, as well as interest in theatrical art. Exercise in a clear pronunciation of words, practice diction. To educate moral and ethical qualities, a culture of behavior in the theater and in life, goodwill, contact with peers, love for folklore.

Rhythmoplasty.

Tasks. To develop the ability to arbitrarily respond to a command or a musical signal, the willingness to act in concert, turning on simultaneously or sequentially. Develop coordination of movements; learn to remember the given poses and figuratively convey them. Develop the ability to sincerely believe in any imaginary situation. To achieve the creation of the image of animals with the help of expressive plastic movements. Cultivate humane feelings.

Culture and technique of speech.

Tasks. Develop speech breathing and correct articulation, clear diction, varied intonation, logic of speech; to develop coherent figurative speech, creative imagination, the ability to compose short stories and fairy tales, to select the simplest rhymes. Learn to pronounce tongue twisters and poems, train a clear pronunciation of consonants at the end of a word.

Subject-developing environment.

Tasks: to create in the group a subject-developing environment - a system that will ensure the full development of children's activities and the personality of the child, taking into account the age, individual characteristics of each child.

Collaboration with families of pupils.

Objectives: to help strengthen partnerships with the family of each pupil, to unite efforts for the development of each child; increase the pedagogical competence of parents, maintain confidence in their own pedagogical capabilities, involve them in various activities of preschool educational institutions;

Tasks: to orient parents to the development and sustainable interest in theatrical activities of children in the family. To exchange experience on this problem between parents;

Objectives: to intensify work on the promotion of theatrical activities through all available means.

The pedagogical process is carried out in close cooperation with teachers of additional education: a speech therapist and a music director.

It's no secret that children's activity cannot be complete at a purely verbal level, outside the objective environment, otherwise the child will lose the desire to learn new things, apathy and aggression may appear. In order to avoid the manifestation of such negative feelings, we decided to build an environment in the group that meets the requirements of the current immediate and future creative development of each child, taking into account individual characteristics, contributing to the timely identification and development of his abilities.

developing function - the content of the environment of each activity should correspond to the "zone of actual development" of the weakest child and be in the "zone of proximal development" of the strongest child in the group;

organizing function - offering students all kinds of material for their active participation in various activities. The content and type of the developing environment serve as an impetus for the preschooler to choose the type of independent activity that will meet his preferences, needs or form interests.

In order for the theatrical environment to perform all the functions, we adhere to the following principles:

distance principle, positions during interaction - orientation to the organization of space for communication between an adult and a child "eye to eye", establishing optimal contact with children;

activity principle, independence, creativity - the possibility of manifestation and formation of these qualities in children and adults by participating in the creation of their objective environment;

principle of stability - dynamism, which provides for the creation of conditions for changing and creating the environment in accordance with tastes, moods that change depending on the age characteristics and capabilities of children, the period of study, and the educational program;

principle of complexing and flexible zoning- realizing the possibility of building non-overlapping spheres of activity and allowing children to simultaneously engage in different types of activities without interfering with each other;

the principle of emotionality of the environment- individual comfort and emotional well-being of each child and adult, carried out with the optimal choice of incentives in terms of quantity and quality;

the principle of aesthetic organization of the environment - a combination of familiar and extraordinary elements (in a group it should be not only cozy and comfortable, but also beautiful);

the principle of sex and age differences as opportunities for girls and boys to show their inclinations in accordance with the standards of masculinity and femininity accepted in society.

The subject-developing environment of the preschool educational institution required changes. Parents, brothers, sisters of pupils came to the rescue, they willingly sewed, knitted, glued, made, members of the parent committee purchased wooden characters from various fairy tales, books, toys. The constructed theatrical environment caused delight in children and us adults, a feeling of joy, emotionally positive attitudes towards kindergarten, a desire to attend it, enriches with new impressions and knowledge, encourages active creative activity, promotes intellectual development. The theatrical environment was created in accordance with the "Sanitary and epidemiological requirements for the device, content and organization of the working hours of preschool educational institutions" SanPiN 2.4.1.2660-10, FGT.

Theatrical environment

Theater on hand: bi-ba-bo - puppets-heroes of different fairy tales, shawl theater - "Turnip", mask theater with heroes for fairy tales - "Fox, hare and rooster", "Orphan fox", Resin goby", "Cat and Rooster", "Man and Bear" and other heroes, glove theater - "Masha and the Bear"; finger theater - "Fox and Hare", "Fox Sister and Wolf"; ball theater - "Three Little Pigs"; "Turnip" , theater of cups - "Ryaba Hen"; theater on individual flannelographs with a selection of pictures for fairy tales for a subgroup of children; theater in books - "Resin Goby", Gingerbread Man, Ryaba Hen", Puss in Boots", "Chippolino"; - wooden theatre; theater on canes - heroes of different fairy tales; theater on flannelgraph - "Turnip", Teremok, "Ryaba Hen", "Gingerbread Man"; picture theater; shadow theater - "Wolf and seven kids", "Teremok".

there is a table screen with decorations, a large flannelograph, a costume corner, costume elements for fairy tale characters, a costume corner with a set of hats and skirts.

We believe that such an organization in the group made it possible to approach the position of the child, was rationally used, created comfort for the child to fully live preschool childhood in a preschool educational institution.

For a more effective improvement of ideas and knowledge about theatrical activities:

1. Outlined the sequence of their activities on this issue:

Daily inclusion of theatrical games in all forms of organization

pedagogical process, which will make them as necessary as

didactic and plot - role-playing.

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

Collaboration of children with each other and with adults.

Preparedness and interest of the educator. All games and exercises

joint activities with children are selected in such a way that they successfully combine

movements, speech, facial expressions, pantonym in various variations.

2. Created a catalog of theatrical games.

3. Developed a long-term project: "The World of Theater"

4. Systematized interaction with the families of pupils through such forms.

Social partnership with family

	Getting to know the family	Meetings - acquaintances; visiting families; family survey.
	Familiarization of parents with the tasks, content of theatrical activities.	Open days; Individual and group consultations; Invitation to children's parties, entertainment; Making folders - movements: "Rules of conduct for parents at a children's holiday", "Home puppet theater", "These amazing dolls", "A little history", "What are the dolls", "Glove dolls", "Chewed paper".
	Parental education	Parent gatherings, meetings on topics according to the annual plan of the preschool educational institution, according to the plan of the group's teachers; Conducting master classes "Playing the puppet theater", "Table puppet theater", Stand theater", Theater on the arm", "Playing as a means of comprehensive development of the child"
	Team work	Participation in sports, musical holidays "Crow's Day", "Defender of the Fatherland Day", Dear Mom", "Birthday Day", "Golden Autumn", "World Animal Day", New Year's Ball", "The Whole Planet for Children", showing fairy tales: "Little Red Riding Hood", "Turnip", "Teremok" Creation of a subject-developing environment in a group. "Labor disant" production and selection of attributes for the holidays, theatrical events, production of dolls and toys, costumes. Replenishment with didactic material, fiction.

5. When working with children, we use the following tools:

Playing out poems, songs, nursery rhymes, mini-sketches, fairy tales, fables

Possession of a doll, a toy and all available types of theater.

Working with a toy or picture, role-playing game.

Sound recording, video materials

6. We implement theatrical activities through the following types of activities: Game, productive, motor, reading fiction, labor, integration of educational areas "Physical culture", "Socialization", "Health", "Safety", "Cognition", "Music", " Communication", "Artistic creativity", "Labor", "Reading fiction".

Integration of educational areas

No. pp	Educational activities	Events
	"Physical Culture"	M.p.i. "Where we were, we will not say, but what we did we will show", a game with movements: "Funny bunnies", "Imagine", pi "Even circle", "From bump to bump", Pi "Snowflakes", Pi "Sea worries", and "Bees in a hive", rhythmic study: "There is a neck, no neck", "Clockwork Doll", "Tulip", "Bears in a Cage" and, "Crawling Snakes", "Hedgehog", "Sculptor", "Who is in the picture", etc.
	"Health"	Breathing exercises, gymnastics for the tongue, finger games: "House and Gates", game: "Magic Transformations", "If it's fun", exercises for the development of facial expressions: "Amazing Cat", exercises for the development of articulation: "Transmitter", pantonym : "Morning toilet", Articulation gymnastics: exercises for lips « Cheerful Piglet", exercises for the neck and jaw, exercises for the tongue, exercises for three types of exhalation, games and exercises for breathing support: "Trained dogs", "Birdyard", "Echo", etc.
	"Safety"	Game with movements "Flies does not fly", playing roles, sketches, poems, stories.
	"Socialization"	Theatrical games: "Merry - sad", "Who came to visit?", A game with imaginary objects, a game: "Friendly family", "Mom is sleeping", "Polite words", "Visiting Moidodyr", "Let's laugh" , Sketches: "Guess what I'm doing", "The same thing in different ways", "Around the world trip", acting out fairy tales in roles, etc.
		Preparation of costumes, masks, for entertainment, leisure, holidays; outdoor games, theatrical performances, the production of various types of theater, etc.
	"Knowledge"	The game "Rhymed movements", the game "The hare had a garden", "Let's play and guess", gestures, games for transformations: "Transformation of an object", "Transformation of a room", "Transformation of children", counters: "Islands", "Grandma Melania " etc..
	"Communication"	Sasha walked along the highway and sucked dry, dialogic tongue twisters: "The mouse whispers to the mouse:" You are all rustling, you are not sleeping! The mouse whispers to the mouse: "I will rustle quieter," staging of A. Taraskina's poem "Sparrow", game: "Continue the phrase and show", tell the verses with your hands: "Grain", "Let's play", "Bainki", games and exercises for freedom of sound (with a soft attack): "bad tooth" , "Caprizul", "Bells", "Lullaby", games to expand the range of the voice: "Wonder Ladder", "Airplane", creative games with the word: "Funny Poems" or "Funny Poems", "Tasty Words", " Magic basket", etc..
	"Reading Fiction"	Expressive speech exercises, the game "Visiting a fairy tale", "Come a fairy tale", a game quiz based on Barto's poems, mini-scenes: "Hedgehog and Fox", "Glade", "Bees and Bear", role-playing theater "Fox and Crane" ", "Cat's House", compose a fairy tale, tell a fairy tale about the name of the hero or "My fairy tale", etc.
	"Artistic creation"	Game: "Imagine", the game "What fairy tale did I come from?", "Horse" and "Goat", the game "draw and tell", making attributes, different types of theaters, drawing hats, masks, etc.
		Musically rhythmic movements, game: "March in a play, song and fairy tale", dance6 "Spider", "Centipede", playing on the "Orchestra", game "Learn by ear", "Guess whose voice", musical and plastic improvisations : "Gift", "First Loss", "Autumn Leaves", Autumn", "Morning", "In the Land of Flowers"; rhythmoplasty: "Ants", "Cactus and Willow", "Palm Tree", "Wet Kittens", " Pinocchio and Pierrot", "Baba Yaga", etc.

We use information and communication technologies(multimedia means - a computer, a selection of disks with slides).

Successful implementation of the tasks set for theatrical activities determines the construction of the educational process according to principles, taking into account the uniqueness of the preschool age of children:

• The principle of integrativity- relationship with various activities.
• The principle of cooperation- the relationship between the child and the teacher.
  • The principle of an individual approach to children- the development of fine motor skills and coordination of finger movements is carried out through a differentiated approach to each child, based on knowledge of the characteristics of his development.
  • The principle of systematic and consistent- such an order of studying the material, where new knowledge is based on previously acquired ones.
  • The principle of accessibility- learning is effective when it is feasible and accessible to problem-based learning for children.
  • The principle of problem-based learning- children in the process of games, leisure activities, organized activities themselves acquire new knowledge, resulting in a stronger assimilation of knowledge, consolidation of skills.
  • The principle of teacher competence- the educator must have clear knowledge on this issue in order to pass them on to the children.
  • The principle of game presentation of material- in our work we rely on the leading type of activity - the game.

• personality - oriented approach to children,
• personal-active approach (orientation to action, technology of didactic tasks),
• integrated approach,
• health technologies,

In preparation for direct organized activities, I adhere to such types of motivation:

• Social - creating a situation of success, using praise, encouragement, the child's right to make a mistake.
• Informative - the formation of experience in collective and creative activities, the organization of individual work with children
• pragmatic - increase the attention of children to this type of activity. Development of cognitive interest .

The most important component of theatrical education is the development of a child's sense of language. Before teaching children, we adults must monitor our speech and adhere to the rules of speech.

- Correctness - compliance of speech with language norms

- Accuracy - correspondence of the semantic content of speech and the information that underlies it.

- Logic - expression in semantic connections of speech components and relations between parts and components of thought.

- Purity - the absence in speech of elements alien to the literary language.

- expressiveness - features of speech, exciting and creating an atmosphere of emotional empathy. The expressiveness of adult speech is a powerful tool for influencing a child.

- Wealth - the ability to use all language units in order to optimally express information.

We involve children in theatrical and gaming activities, starting from preschool age. So, in the younger group, together with the children of the older group, she staged a musical performance in Russian on the native fairy tale "Gingerbread Man". Toddlers are spectators, but at the same time they are also performers of individual numbers (girls perform a dance of flowers, boys a dance of hares). Children-artists throughout the musical performance are in dialogue with the kids - the audience. For example, the Fox asks the children: “Whose Gingerbread Man was running here?” The audience answers: "Grandmother and grandfather." And so on. With children of younger groups, she staged performances based on Russian folk tales "Teremok", "Turnip", "Ryaba the Hen". With the admission of a child to our preschool institution, objective conditions are created for introducing children to the theater, the accumulation of that minimum of theatrical impressions begins, which is the basis for aesthetic development, subsequent systematic art education. First of all, we created the conditions for the theatrical and play activities of children: we purchased a puppet theater, together with teachers we made shadow and finger theaters, we replenish the set of musical instruments: metallophones, xylophones, tambourines, triangles, rattles, etc. With the help of parents, we prepare costumes to fairy tales. We continue to enrich the impressions of children, develop their playing skills. The evening of fairy tales and riddles, in which children participated together with their parents, turned out to be successful. In the scenarios of mornings and evenings of entertainment for our group, we include short tales and dramatizations. Most often, the action takes place in the forest, and the characters are animals. For example, the scenario of the New Year's party included the staging "The Magic Boot", and the staging of the performance "Snowdrops" was included in the scenario of the matinee dedicated to the day of March 8. We think over in advance with the educator how best to convey the content of the text and music to the children. We try to make every child become interested in a fairy tale, express a desire to play this or that role in it. Then we have a conversation with the guys, with the help of which we teach them to delve into the essence of the behavior of the characters. Next, we invite the children to listen to the music to which each character acts. The children are transferred to a fairy-tale world, they have different emotions and experiences. Then we learn the text with the children, paying special attention to the expressiveness of speech. We designed an exhibition of various types of theater, children's drawings on the topic: "Our favorite fairy tales"

Children who have received aesthetic education turn out to be more developed, serious and receptive to learning than their peers, they are more emotionally elevated. Raising the cultural level of children contributes to the creation of a favorable atmosphere in the family. Theater for a child becomes an amazing, special world, where any desire will surely come true, and no matter what happens, everything will certainly end well.

Theatrical activity is a source of development of feelings, deep feelings and discoveries of the child, introduced the child to spiritual values. But it is no less important that theatrical activity develops the emotional sphere of the child, makes him sympathize with the characters, empathize with the events being played out. Thus, theatrical activity is the most important means of developing empathy in children, i.e. the ability to recognize the emotional state of a person by facial expressions, gestures, intonation, the ability to put oneself in his place in various situations, to find adequate ways to help.

"Certificate of publication" No. 0000824 - 0000828, date of dispatch December 6, 2012 receipt No. 62502655103629

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State budgetary educational institution Krasnodar Regional Institute of Additional Professional Pedagogical Education

Center for retraining of teaching staff in the direction: "Introduction to the post of educator"

FINALQUALIFYINGWORK

Theatricalactivityhowmeansdevelopmentcreativeabilitiesatdeteth

Performed:

Alimova Oksana Yakovlevna

Scientific adviser:

Zinaida Grigorievna Prasolova

Krasnodar 2013

FROMcontent

Introduction

1. Theatrical activity as a means of developing creative abilities

1.1 The concept of "creativity" and "creativity"

1.2 Forms of organization of theatrical activities. Creative games for preschoolers

1.3 Characteristics of features in the development of creative

abilities of children in preschool age

1.4 Creative games as a type of theatrical activity

1.5 The influence of theatrical play on the development of the general abilities of the child

2. Methodology for the development of creative abilities and the formation of the child's personality by means of the theater

2.1 Essential characteristic of theatrical activity

older preschoolers

2.2 Theatrical activities as a means of developing the creative abilities of preschoolers

2.3 Ascertaining experiment

2.4 Formative experiment

Literature

ATconducting

The importance of theatrical activity in the development of a child can hardly be overestimated, since theatrical art occupies a special position among other types of art in terms of the possibility of a direct emotional impact on a person.

Many types of art provide ready-made results, products of the creative activity of the authors, and the theater offers to participate in the creative process itself, to be a “co-creator” (K.S. Stanislavsky). The so-called presence effect arises in the theater, everything happens here and now, in space and time, which are the coordinates of life, therefore the theater is a “living art”, understandable to many, even children, and perhaps especially to them.

The transformations taking place in society give rise to new requirements in education for preparing children for school. One of them is the development of creative abilities in children.

Creativity is one of the components of the overall structure of personality. Their development contributes to the development of the personality of the child as a whole. According to prominent psychologists L.S. Vygotsky, L.A. Wenger, B.M. Teplov, D.B. Elkonin and others, the basis of artistic and creative abilities are general abilities. If a child can analyze, compare, observe, reason, generalize, then, as a rule, a high level of intelligence is found in him. Such a child can be gifted in other areas: artistic, musical, social relations (leadership), psychomotor (sports), creative, where he will be distinguished by a high ability to create new ideas. Based on the analysis of the works of domestic and foreign psychologists that reveal the properties and qualities of a creative personality, general criteria for creative abilities were identified: readiness for improvisation, justified expressiveness, novelty, originality, ease of association, independence of opinions and assessments, special sensitivity.

The art of the theater is an organic synthesis of music, dance, painting, rhetoric, acting, concentrates into a single whole the means of expression available in the arsenal of individual arts, thereby creating conditions for the education of a holistic creative personality, contributes to the implementation of the goal of modern education. Theater is a game, a miracle, magic, a fairy tale!

The improvement of speech is also closely connected with theatrical activity, since in the process of working on the expressiveness of the characters’ replicas, their own statements, the child’s vocabulary is imperceptibly activated, the sound culture of his speech and its intonational structure are improved.

In addition, theatrical activity is a source of development of feelings, deep experiences of the child, i.e. develops the emotional sphere of the child, forcing him to sympathize with the characters, empathize with the events being played out. The shortest way to emotional liberation of a child, removal of contraction, learning to feel and artistic imagination is the way through the game, fantasizing, writing. “Theatrical activity is an inexhaustible source of development of feelings, experiences and emotional discoveries of the child, introduces him to spiritual wealth. The staging of a fairy tale makes you worry, empathize with the character and events, and in the process of this empathy, certain relationships and moral assessments are created that are simply communicated and assimilated ”(V.A. Sukhomlinsky).

It is theatrical activity that is a unique means of developing the artistic and creative abilities of children and shaping the child's personality. The solution of problems aimed at the development of artistic and creative abilities requires the definition of a different technology, the use of theatrical techniques and their combinations in a holistic pedagogical process.

Currently, theatrical activities are not included in the system of organized education for children in kindergarten. Teachers use it in their work mainly to develop the creative potential of children and more often as a dramatization for the holiday, and in everyday life - quite haphazardly, sporadically, often in order to make the life of children in a group more exciting and diverse.

Nevertheless, this type of activity is fraught with great opportunities for solving a number of tasks from different educational areas related to the speech, social, aesthetic, cognitive development of the child, which are to some extent solved today in the process of organized learning.

Currently, the question is increasingly being raised that it is necessary to use all available pedagogical resources for the effective development of the child. Modern pedagogical science, looking at education as a reproduction of the spiritual potential of a person, has a variety of areas of educational impact on the child. The sphere of art is considered as a space that contributes to the formation of the socio-aesthetic activity of the individual. According to modern scientists who study the problems of preschool education, the synthesis of the arts contributes to the disclosure of the inner qualities of the personality and the self-realization of its creative potential to the greatest extent.

Relevance research is also determined by the problem of the formation of the child's personality by means of theatrical activities.

Many approaches to solving the problems associated with this period of development and very diverse, often poorly consistent with each other. Researchers identify various factors that influence the formation of personal potential, as well as various criteria that characterize the level of its development in the context of leading activities.

Target research - to determine the role - of theatrical activities in the development of older preschool children.

Hypothesis research is the position that the organization of theatrical activities of preschoolers will contribute to the development of personal potential, helps to form coherent speech, enrich vocabulary, develop the ability to communicate, develop finger motor skills in children with speech disorders.

An object research - the process of developing the creative potential of preschool children.

Subject research - theatrical activities as a means of developing the creative potential of older preschool children.

To achieve this goal, the following tasks:

1. Analyze the methodological and historical literature on this topic.

2. To study the level of development of creative (acting) abilities.

3. To study the role - theatrical activities in the development of acting abilities of children of senior preschool age.

4. Conduct experimental work confirming the influence of theatrical activities in the development of the creative potential of children of senior preschool age.

Methods research:

· analysis of psychological-pedagogical, methodical, other scientific literature;

study and generalization of pedagogical experience;

· conversation;

observation;

study of children's creative works;

Questioning;

· pedagogical experiment;

· methods of mathematical statistics.

These methods are used in a certain system, which is characterized by an increase in the role of certain methods at certain stages of research.

theatrical pedagogical creative preschooler

1. Theatricalactivityhowmeansdevelopmentcreativeabilities

1.1 concept« creation» and« creativecapabilities»

Analysis of the problem of the development of creative abilities is determined by the content that is embedded in this concept. Very often, in everyday consciousness, creative abilities are identified with abilities for various types of artistic activity, with the ability to draw beautifully, compose poetry, and write music. What is creativity really?

It is obvious that the concept under consideration is closely connected with the concept of "creativity", "creative activity". Creative activity should be understood as such human activity, as a result of which something new is created - be it an object of the external world or a structure of thinking that leads to new knowledge about the world, or a feeling that reflects a new attitude to reality.

Upon careful consideration of human behavior, his activities in any area, two main types of activity can be distinguished (Artemova L.V. Theatrical games of preschoolers. M., 2000.)

reproducing or reproductive. This type of activity is closely related to our memory and its essence lies in the fact that a person reproduces or repeats previously created and developed methods of behavior and actions.

Creative activity, the result of which is not the reproduction of impressions or actions that were in his experience, but the creation of new images or actions. Creativity is at the core of this activity.

Thus, in its most general form, the definition of creative abilities is as follows. Creative abilities are the individual characteristics of a person's quality, which determine the success of his performance of various creative activities.

Since the element of creativity can be present in any kind of human activity, it is fair to speak not only about artistic creativity, but also about technical creativity, mathematical creativity, etc.

The creativity of children in theatrical and gaming activities is manifested in three directions: (Strelkova L.P. Drama games // Emotional development of a preschooler / Edited by A.D. Kosheleva. M., 1985.)

plots or creative interpretation of a given plot);

Performing (speech, motor) - acting abilities;

decoration (decorations, costumes, etc.).

These directions can be combined.

From a psychological point of view, 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 learn about the world around them. The formation of the child's competence in various areas of artistic activity, readiness for play - dramatization is carried out in the family, with the support of parents and in the pedagogical process of the preschool educational institution. Psychological and pedagogical research indicates that older preschoolers retain a positive attitude towards theatrical activities, it remains interesting for them. These games expand the possibilities of the child. At older preschool age, the physical capabilities of children grow significantly: movements become more coordinated and plastic, for a long time they can experience a certain emotional state, are ready to analyze it, express it. Children of the 7th year of life are distinguished by the ability to establish causal relationships between events and phenomena, to understand the causes of the behavior and actions of the heroes of literary works, the activities of children in preparing and conducting theatrical performances acquire a more independent and collective character, to independently choose the literary basis of the performance, sometimes they themselves compose a collective scenario, combining various plots, distribute duties, prepare scenery attributes.

By the age of 5, children are capable of complete reincarnation, a conscious search for stage means of expression to convey the mood, character, state of the character, they are able to find connections between word and action, gesture and intonation, independently think out and enter the role, give it individual features. Personal feelings, emotions, experiences begin to play the leading role. The child has a desire to direct the performance, to be a director. The main task of the teacher is to activate and develop the individual characteristics and capabilities of each child.

1.2 Formsorganizationstheatricalactivities.Creativegamespreschoolers

The effectiveness of children's theatrical activities and the creation of original stage images are determined by the degree of readiness of the preschooler for them.

Readiness for theatrical activity of the child is defined as a system of knowledge and skills that provide the possibility of joint activities to create a performance and the comfort of the child at all its stages. This system includes: knowledge about the art of the theater and an emotionally positive attitude towards it; skills that allow a preschooler to create an image in accordance with the stage task; the ability to build a stage image of characters; practical skills for the implementation of their own stage activities, pedagogical support to build, taking into account the gradual increase in the independence and creativity of the child; implementation of game ideas by children. (Nemenova T. Development of creative manifestations of children in the process of theatrical games // Preschool education. 1989. N1.)

Watching puppet shows and talking about them;

Preparing and acting out various fairy tales and dramatizations;

Exercises for the formation of expressiveness of performance (verbal and non-verbal);

Separate ethics exercises;

Exercises for the socio-emotional development of children;

Dramatization games.

A huge role in the organization of theatrical activities is played by the educator, who skillfully directs this process. It is necessary that the educator not only expressively read or tell something, be able to look and see, listen and hear, but also be ready for any “transformation”, that is, possess the basics of acting, as well as the basics of directing skills. This is what leads to an increase in his creative potential and helps to improve the theatrical activities of children. The teacher must strictly ensure that by his acting activity and looseness he does not suppress the timid child, does not turn him only into a spectator. We must not allow children to be afraid to go “on stage”, afraid to make a mistake. It is unacceptable to divide into "artists" and "spectators", that is, into constantly performing and constantly remaining to watch how others "play".

In the process of implementing theatrical activities, the following tasks are solved:

Development of creative abilities and creative independence of a preschooler;

Raising interest in various types of creative activity;

Mastering improvisational skills;

Development of all components, functions and forms of speech activity

Improvement of cognitive processes.

Creative games as a type of theatrical activity.

Classification of creative games.

The game is the most accessible to the child, an interesting way of processing, expressing emotions, impressions (A.V. Zaporozhets, A.N. Leontiev, A.R. Luria, D.B. Elkonin, etc.). A theatrical game is an effective means of socialization of a preschooler in the process of comprehending the moral subtext of a literary work, a favorable condition for developing a sense of partnership, mastering ways of positive interaction. In a theatrical game, children get acquainted with the feelings, moods of the characters, master the ways of emotional expression, realize themselves, express themselves, get acquainted with the world around them through images, colors, sounds that contribute to the development of mental processes, qualities and personality traits - imagination, independence, initiative, emotional responsiveness. Kids laugh when the characters laugh, feel sad, upset with them, can cry over the failures of their favorite hero, always come to his aid.

Most researchers come to the conclusion that theatrical games are closest to art and often call them "creative" (M.A. Vasilyeva, S.A. Kozlova, D.B. Elkonin.) E.L. Trusova uses synonyms for the concept of "theatrical game", "theatrical and game activity and creativity" and "play-dramatization". The theatrical game retains all the structural components of the role-playing game identified by D.B. Elkonin:

role (defining component)

game actions

game use of objects

real relationships.

In theatrical games, a game action and a game object, a costume or a doll, are of greater importance, as they facilitate the child's acceptance of a role that determines the choice of game actions. Characteristic features of a theatrical game are the literary or folklore basis of the content and the presence of spectators (L.V. Artemova, L.V. Voroshina, L.S. Furmina, etc.).

In a theatrical game, the image of the hero, his main features, actions, experiences are determined by the content of the work. The creativity of the child is manifested in the truthful portrayal of the character. To do this, you need to understand what the character is like, why he does it, imagine his state, feelings, be able to analyze and evaluate actions. This largely depends on the experience of the child: the more diverse his impressions of the life around him, the richer his imagination, feelings, and ability to think. Therefore, it is very important to introduce the child to music and theater from a very early age. To captivate children with art, to teach them to understand the beautiful - the main mission of the educator, musical director. It is art (theatre) that awakens in a child the ability to think about the world, about himself, about responsibility for his actions. In the very nature of a theatrical game (showing a performance), its connections with a plot-role-playing game (playing a theater) are laid down, which makes it possible to unite children with a common idea, experiences, rally on the basis of an interesting activity that allows everyone to show activity, creativity, individuality. The older the children become, the higher the level of development, the more valuable the theatrical game (pedagogically directed) for the formation of amateur forms of behavior, where it becomes possible to outline the plot or organize games with rules, find partners, choose means to realize their ideas (Mendzheritskaya D.V. Creative Games in Kindergarten, Minsk, 1953).

Theatrical games of preschoolers cannot be called art in the full sense of the word, but they approach it. B.M. Teplov saw in them a transition from play to dramatic art, but in an embryonic form. When playing a performance, the activities of children and real artists have much in common. Children also care about impressions, the reaction of the audience, they think about the impact on people, they care about the result (as portrayed).

The educational value of theatrical games lies in the active pursuit of creative performance (S.A. Kozlova, T.A. Kulikova).

Unlike a theatrical production, a theatrical game does not require the obligatory presence of the viewer, the participation of professional actors, sometimes external imitation is enough in it. Drawing the attention of parents to these games, emphasizing the success of the child, you can help revive the family tradition of home theater. Rehearsals, making costumes, scenery, invitation tickets for relatives unite family members, fill life with meaningful activities, joyful expectations. It is advisable to advise parents to use the experience of the child's artistic and theatrical activities acquired by him in a preschool institution. This increases the level of self-esteem of the child. (S.A. Kozlova, T.A. Kulikova).

Theatrical games give a lot of scope for the creative manifestations of the child. They develop the creative independence of children, encourage improvisation in composing short stories and fairy tales, support the desire of children to independently seek expressive means to create an image, using movements, posture, facial expressions, different intonations and gestures. Dramatization or theatrical performance is the most frequent and widespread type of children's creativity. This is due to two main points: firstly, the drama, based on the action performed by the child himself, most closely, effectively and directly connects artistic creativity with personal experience, and secondly, it is very closely connected with the game. Creative abilities are manifested in the fact that preschoolers combine different events in the game, introduce new, recent ones that made an impression on them, sometimes include episodes from fairy tales in the image of real life, that is, they create a game situation. In theatrical activities, actions are not given in finished form. A literary work only suggests these actions, but they still need to be recreated with the help of movements, gestures, facial expressions. The child himself chooses expressive means, adopts them from the elders. In creating a game image, the role of the word is especially great. It helps the child to reveal his thoughts and feelings, to understand the experiences of partners, the emotional expressiveness of the plot (L.V. Artemova, E.L. Trusova). L.V. Artemova singles out games - dramatizations and directing games.

In the director's game, the child is not a protagonist, he acts for a toy character, he himself acts as a screenwriter and director, controls toys or their deputies. "Voicing" the characters and commenting on the plot, he uses different means of verbal expression.

The predominant means of expression in these games are intonation and facial expressions, pantomime is limited, since the child acts with a fixed figure or toy. An important feature of these games is the transfer of function from one object of reality to another. Their similarity with the director's work is that the child comes up with mise-en-scenes, i.e. organizes the space, plays all the roles himself, or simply accompanies the game with an "announcer" text.

In these games, the child director acquires the ability to “see the whole before the parts”, which, according to the concept of V.V. Davydov, is the main feature of the imagination as a neoplasm of preschool age.

Directing games can be group games: everyone leads toys in a common plot or acts as a director of an impromptu concert or performance. At the same time, the experience of communication, coordination of ideas and plot actions is accumulated. L.V. Artemova offers a classification of director's games in accordance with the variety of theaters (tabletop, planar, bibabo, finger, puppet, shadow, flannelograph, etc.).

1.3 Characteristicfeaturesindevelopmentcreativeabilitieschildreninseniorpreschoolage

Speaking about the formation of musical abilities, it is necessary to dwell on the question of when, from what age children's musical creative abilities should be developed. Psychologists call various terms from one and a half to five years. There is also a hypothesis that it is necessary to develop musical and creative abilities from a very early age. This hypothesis finds confirmation in physiology.

The fact is that the child's brain grows especially rapidly and "ripens" in the first years of life. This is ripening, i.e. the growth in the number of brain cells and the anatomical connections between them depends both on the diversity and intensity of the work of already existing structures, and on how much the formation of new ones is stimulated by the environment. This period of "ripening" is the time of the highest sensitivity and plasticity to external conditions, the time of the highest and widest development opportunities. This is the most favorable period for the beginning of the development of the whole variety of human abilities. But the child begins to develop only those abilities for the development of which there are incentives and conditions for the “moment” of this maturation. The more favorable the conditions, the closer they are to optimal ones, the more successfully development begins. (Gubanova N.F. Theatrical activity of preschoolers. M., 2007).

If maturation and the beginning of functioning (development) coincide in time, go synchronously, and the conditions are favorable, then development proceeds easily - with the highest possible acceleration. Development can reach its greatest height, and the child can become capable, talented and brilliant.

However, the possibilities for developing musical abilities, having reached a maximum at the “moment” of maturation, do not remain unchanged. If these opportunities are not used, that is, the corresponding abilities do not develop, do not function, if the child does not engage in the necessary activities, then these opportunities begin to be lost, degrade, and the faster, the weaker the functioning. Boris Pavlovich Nikitin, who has been dealing with the problem of developing the musical and creative abilities of children for many years, called this phenomenon NUVERS (Irreversible Extinction of Opportunities for Effective Development of Abilities). Nikitin believes that NUVERS has a particularly negative effect on the development of creative abilities. The gap in time between the moment of maturation of the structures necessary for the formation of musical creative abilities and the beginning of the purposeful development of these abilities leads to a serious difficulty in their development, slows down its pace and leads to a decrease in the final level of development of musical creative abilities. According to Nikitin, it was the irreversibility of the process of degradation of developmental opportunities that gave rise to the opinion about the innateness of musical creative abilities, since usually no one suspects that opportunities for the effective development of musical and creative abilities were missed at preschool age. And the small number of people in society with a high musical creative potential is explained by the fact that in childhood only a very few found themselves in conditions conducive to the development of their creative abilities.

From a psychological point of view, preschool childhood is a favorable period for the development of musical creative abilities, because at this age children are extremely inquisitive, they have a great desire to learn about the world around them. And parents, encouraging curiosity, imparting knowledge to children, involving them in various activities, contribute to the expansion of children's experience. And the accumulation of experience and knowledge is a necessary prerequisite for future musical 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 childhood is also a sensitive period for the development of musical creative imagination.

From all of the above, we can conclude that preschool age provides excellent opportunities for the development of musical abilities for creativity. And the creative potential of an adult will largely depend on how these opportunities were used.

Modern pedagogical science, looking at education as a reproduction of the spiritual potential of a person, has a variety of areas of educational impact on the child. The sphere of art is considered as a space that contributes to the formation of the socio-aesthetic activity of the individual. According to modern scientists who study the problems of preschool education, the synthesis of the arts contributes to the disclosure of the inner qualities of the personality and the self-realization of its creative potential to the greatest extent. (Karpinskaya N.S. Drama games in the development of children's creative abilities // Artistic word in the education of preschoolers. M., 1972.)

This view of the upbringing of the child made the problem of education and upbringing of preschoolers by means of theatrical art relevant and made it possible to turn to theatrical activities in preschool educational institutions not only as an independent section of the artistic education of children, but also as a powerful synthetic means of developing their creative abilities. After all, the art of the theater is an organic synthesis of music, dance, painting, rhetoric, acting, concentrates into a single whole the means of expression available in the arsenal of individual arts, and, thereby, creates conditions for the education of a holistic creative personality, which contributes to the realization of the goal of modern education. .

The modern paradigm of preschool education conflicts with the traditional concept of the development of a preschool child by means of theatrical activity, which argued that introducing a child to theatrical art at this age is limited only to teaching children elementary expressive skills and the formation of specific skills of performing skills.

Focusing on the foregoing, one can note the high degree of significance of theatrical activities for the development of the musical creative abilities of the child and assert the necessity and expediency of the existence of an activity program not only with gifted children, but also with all pupils of preschool educational institutions.

1.4 Creativegameshowviewtheatricalactivities

Theatrical activity creates conditions for the development of creative abilities. This type of activity requires from children: attention, ingenuity, speed of reaction, organization, ability to act, obeying a certain image, transforming into it, living its life. Therefore, along with verbal creativity, dramatization or theatrical production is the most frequent and widespread type of children's creativity.

This is due to two main points: firstly, the drama, based on the action performed by the child himself, most closely, effectively and directly connects artistic creativity with personal experience.

As Petrova T.I. notes, theatrical activity is a form of living out the impressions of life lies deep in the nature of children and finds its expression spontaneously, regardless of the desire of adults. (Petrova T.I. Theatrical games in kindergarten. M., 2000).

In a dramatic form, an integral circle of imagination is realized, in which the image, created from the elements of reality, embodies and realizes again into reality, even if it is conditional. Thus, the desire for action, for embodiment, for realization, which is inherent in the very process of imagination, finds its full realization in theatricalization.

Another reason for the proximity of the dramatic form to the child is the connection of all dramatization with play. Dramatization is closer than any other type of creativity, it is directly connected with the game, this root of all children's creativity, and therefore it is the most syncretic, that is, it contains elements of the most diverse types of creativity.

This is the greatest value of children's theatrical activity and provides a pretext and material for the most diverse types of children's creativity. Children themselves compose, improvise roles, stage some ready-made literary material. This is the verbal creativity of children, necessary and understandable to the children themselves. The production of props, scenery, costumes gives rise to the fine and technical creativity of children. Children draw, sculpt, sew, and all these activities acquire meaning and purpose as part of a common idea that excites children. And finally, the game itself, consisting in the presentation of the actors, completes all this work and gives it its full and final expression.

Theatrical activity allows solving many tasks of the kindergarten program: from familiarization with social phenomena to the formation of elementary mathematical knowledge, physical perfection.

A variety of themes, means of depiction, emotionality of theatrical activities make it possible to use them for the comprehensive development of the individual and the development of creative abilities.

And skillfully, the questions posed in preparation for theatrical activities encourage them to think, analyze rather complex situations, draw conclusions and generalizations. This contributes to the improvement of oral speech. In the process of working on the expressiveness of the characters’ replicas, their own statements, the child’s vocabulary is imperceptibly activated, “the sound side of speech is being improved.” His dialogic speech, its grammatical structure improves, he begins to actively use the dictionary, which, in turn, is also replenished.

The artistic expressiveness of the images, sometimes the comicality of the characters, enhance the impression of their statements, actions, and events in which they participate.

The creativity of children in these games is aimed at creating a game situation, at a more emotional embodiment of the role taken on.

This contributes to the development of creative abilities, and is manifested in the fact that preschoolers combine different events in the game, introduce new, recent ones that made an impression on them, sometimes include episodes from fairy tales in the image of real life.

In theatrical activity, actions are not given in finished form. A literary work only suggests these actions, but they still need to be recreated with the help of movements, gestures, facial expressions.

The child himself chooses expressive means, adopts them from the elders.

In creating a game image, the role of the word is especially great. It helps the child to identify his thoughts and feelings, to understand the experiences of partners, to coordinate his actions with them. Children see the world around them through images, colors, sounds. Kids laugh when the characters laugh, they feel sad, upset with them, they can cry over the failures of their favorite hero, they are always ready to help him. (Antipina E.A. Theatrical activity in kindergarten. M., 2003).

The theme and content of theatrical activity, as a rule, have a moral orientation, which is contained in every fairy tale. The child begins to identify himself with the image he loves, transforms into it, lives his life, this is the most frequent and widespread type of theatrical activity as the development of children's creativity. Since positive qualities are encouraged and negative qualities are condemned, children in most cases want to imitate kind, honest characters. And the approval of worthy deeds by adults creates satisfaction in them, which serves as an incentive to further monitor their behavior. The great and varied influence of theatrical activity on the personality of the child makes it possible to use them as a strong, but unobtrusive pedagogical tool, since the child himself experiences pleasure and joy.

The educational possibilities of theatrical activities are enhanced by the fact that their subject matter is practically unlimited. It can meet the diverse interests of children.

The tasteful design of the performance has an aesthetic impact on children. The active participation of children in the preparation of attributes, scenery develops taste, brings up a sense of beauty. The aesthetic impact of theatrical games can be deeper: admiration for the beautiful and disgust for the negative cause moral and aesthetic experiences, which, in turn, create the appropriate mood, emotional upsurge, and increase the vitality of the children.

1.5 Influencettheatricalgameson thedevelopmentgeneralabilitieschild

Play in the preschool period is the main activity of the child and has a great influence on his mental development (L.S. Vygotsky, A.V. Zaporozhets, A.L. Leontiev, A.A. Lyublinskaya, D.B. Elkonin and others. ) The concept of "game" combines the most diverse manifestations of a child's activity, which differ primarily in the nature of actions and their orientation - these are didactic, mobile, plot-role-playing, theatrical, musical, etc. Thus, theatrical game, as one of the types of game activity has a significant impact on the development of the personality of the child.

The meaning and specificity of theatrical art and its works lie in the simultaneous empathy, cognition, emotionality, communication, the live impact of the artistic image on the personality (A.V. Zaporozhets, A.A. Leontiev, A.N. Leontiev, Ya.Z. Neverovich) . Therefore, the role of the theater in the aesthetic development of preschoolers is invaluable, which is proved in the studies of A.M. Vinogradova, S.I. Merzlyakova. In the process of perceiving a work of art, children develop a special kind of cognition in the form of emotional images (L.I. Bozhovich, A.V. Zaporozhets). On the one hand, they reflect the external picture of the surrounding world, on the other hand, the internal component in the form of sensations and ideas gives the emotional image a stimulating, activating character of the reflection of the surrounding reality.

At a certain stage of mental development, as a result of upbringing in a preschooler, as A.V. Zaporozhets, opens that side of aesthetic perception, which gives impetus to the development of his cognitive reality. This happens due to the fact that a work of art (pictorial, musical, literary) not only introduces the child to new phenomena and expands the circle of his ideas, but also the subject, to understand his artistic image. In the imaginary circumstances of a fairy tale, which most often underlies the child's customs and nature of activities, aspirations and ideals, animal life and the natural world.

The aesthetic perception of children, including the perception of the theater, is not limited to a passive statement of certain aspects of reality. A preschool child has access to internal activity of assistance, empathy, the ability to mentally act in imaginary circumstances (L.S. Vygotsky, A.V. Zaporozhets, etc.). Older preschoolers also have the ability to understand the inner world of the characters and their contradictory nature. This makes it possible to use a theatrical game in the moral education of children, when heteropolar standards become significant for the child not only when relating himself to a positive character, but also to a negative, unattractive one (L.G. Lysyuk, S.G. Yakobson). Thanks to this, social feelings are born, an emotional attitude to events and actions that are important not only for the child personally, but also for others (Ya.Z. Neverovich, that action is peers and adults (L.I. Bozhovich).

The theatrical game is an unusually emotionally rich activity, which makes it attractive to children. It brings great joy and surprise to the child. It contains the origins of creativity, children take the guidance of an adult, not noticing him. Theatrical activity most fully covers the personality of the child and meets the specifics of the development of his mental processes: integrity and simultaneous perception, ease of imagination and faith in transformation, emotional susceptibility, not only figurative, but also logical thinking, motor activity, etc. (L.S. Vygotsky, D.B. Elkonin and others). This speaks of the broad developmental potential of the theatrical game.

In the pedagogical literature, the theatrical game is considered not only as a type of play activity, but also as a means of developing children (M.A. Vasilyeva, S.I. Merzlyakova, N.F. Sorokina). For a preschool child, the main path of development is an empirical generalization, which is based primarily on his ideas. Such generalizations are carried out in the process of symbolic-modeling activities with the help of figurative means: symbols, conditional substitutes and models (L.A. Venger, V.V. Davydov, etc.)

The main ways of developing empirical generalization in children are observation and experimentation, says N.N. Poddyakov. An adult helps to analyze and generalize this experience, establish objective dependencies, determine its importance, and then fix the results in the form of conventional signs. Another way to develop generalization in a child is to "experience" various situations, when an adult offers the child to express the impression of music in the language of movements. The theatrical game seems to be just such a form of "living", although in the process of the game there is an opportunity to observe the objective laws of reality highlighted by the author in the script and experiment with the author on the reality described in the script.

Some researchers (L.A. Wenger, O.M. Dyachenko and others) distinguish two groups of abilities that are important for the development of children: modeling and symbolization. The development of cognitive abilities of preschool children is based on the actions of visual modeling. The first type of such actions are substitution actions. The playful use of objects - substitution - is the most important characteristic of a plot-role-playing and, consequently, a theatrical game. The basis of the game, according to L.S. Vygotsky, is the creation of imaginary, imaginary situations, i.e., the divergence of the visible and semantic fields. The key function of the imagination is the ability to think in images and structure the image of the world (L.S. Vygotsky, A.R. Luria). The peculiarity of the game is that it uses imagination in a visual-effective form: using one object as a substitute for real objects, the child carries out symbolization. Thus, the signified and the signifier are differentiated and the symbol is born.

At a younger age, the substitute remains similar to the modeled object in terms of external features; at the age of 5-6, the substitutes become more and more conditional, symbolic. In tasks for substitution, the ability to apply an “objectified” image is formed, i.e. the child is at the stage of building a general idea of ​​creating a product of imagination, which at 6-7 years old is built by “inclusion” in the situation, for example, when writing fairy tales (O.S. Ushakov and others). When using a visual model, it is possible to form the second component of the imagination process - a plan for implementing the idea.

Based on the ideas of P.Ya. Galperin about the regularities of the functional development of activity, D.B. Elkonin considered the game as a natural practice of gradual development of mental activity that developed spontaneously during preschool childhood on the basis of the multifunctionality of game actions: from deployed and performed with real toys and substitute objects to verbal, and then mental. The formation of the internal plan occurs in the process of the child's transition in the game from external actions with objects to actions in the semantic field, to actions with the meanings of objects.

The most studied are verbal signs, the duality of which is written by many researchers (A.N. Leontiev and others). Less studied non-verbal signs - mimic, emotional movements, gestures, graphic. The transition from sign language to drawing language, according to A.V. Zaporozhets, - the internal regularity of the development of speech in ontogenesis. The primitive forms of a schematic drawing are genetically related to mimic expressiveness, pantomime, gesture, which is important for the formation of a theatrical game, confirming its synthesism and compliance with the syncretic development of children (A.V. Zaporozhets, A.R. Luria).

In theatrical games, the child discovers the norms of moral behavior, and in real relationships, their actual assimilation takes place, noted A.V. Zaporozhets.

Thus, when communicating with art, a person participates in this process as a person, realizing not some element of knowledge about reality, but a system of relations to reality, including emotional experiences.

Based on the similarities between role-playing and theatrical play, it can be assumed that the lines of influence of theatrical play on the development of the child are similar to those identified for the role-playing game by D.B. Elkonin and others). The main ones are: the development of the motivational-need sphere, overcoming cognitive egocentrism, the formation of an ideal consciousness, the internalization of social requirements, moral norms and rules of behavior, arbitrariness of behavior, emotional development.

There is currently no doubt about the value of using the game in educational and psychotherapeutic work. According to representatives of the Waldorf school, the more images pass through the soul of a child, the more diverse the stage situations are, the wider the world of feelings and actions will be, the more perfect, more harmonious his soul will become. The theatrical process is considered as an aestheticized practical psychology, as a process that solves “the problems of the psychological rehabilitation of the individual in the theater. (Zimina I. Theater and theatrical games in kindergarten // Doshk.vosp., 2005.N4).

Theatrical games are recommended to be used primarily in the development of speech. Game-dramatization is considered as an effective means of consolidating children's knowledge of the content of literary works. Dramatization games provide children with a better understanding of the meaning of arithmetic problems.

Theatrical games can be included in other types of children's activities. The mutual influence of visual and theatrical-playing activities on the aesthetic education of children was revealed: firstly, in the design of scenery, and secondly, in the appearance of images in children.

Thus, the theatrical game has a significant impact on the development of the child's personality.

Conclusions on the first chapter

As a result of the analysis of the psychological and pedagogical literature on the research problem, we can draw the following conclusions:

1. Theatrical and gaming activities are of great importance for the comprehensive education of children: they develop artistic taste, creative and declamatory abilities, a sense of collectivism is formed, and memory develops.

2. All theater games can be divided into two main groups: director's games and dramatization games.

3. The game-dramatization contributes to the upbringing and development of an interesting independent, creative personality and ensures the manifestation of the individual inclinations of each child, changes the behavior of children: shy children become more active, liberated, and mobile, unrestrained children learn to subordinate their desires, will to the interests of the team, that is, what happens education of mutual assistance, respect for a friend, mutual assistance.

4. Even children of senior preschool age do not play theatrical games on their own. They are most interested in dramatization games at the suggestion of the educator and under his guidance. But, if from the first younger group, with the help of a teacher, children play folk songs, nursery rhymes, small skits, and in the second younger group, using toys and figurines of a plane theater, they continue to do this, then already in middle age theatrical activity is possible as independent.

5. It was found that children of the fifth year of life in the process of theatrical activity actively strive to bring personal, individual, original into the performance of roles. And in the older preschool age, special training of children in the ways of artistic and figurative expressiveness becomes possible.

6. The effectiveness of theatrical activity largely depends on its integration in the visual arts of children. In the process of decorative and design creativity, children have the opportunity to think, dream up, which also positively affects the expressiveness of the created images.

7. In terms of aesthetic significance and influence on the overall development of the child, theatrical activities rightfully have a place of honor next to music, drawing and modeling.

8. The process of theatrical activities of adults has a positive emotional impact on the development of children's own theatrical and gaming activities, which manifests itself both in games organized by adults and in independent theatrical activities of preschoolers.

9. In theatrical games, the child discovers the norms of moral behavior, and in real relationships, they are actually assimilated.

10. Theatrical play has a significant impact on the development of the child's personality.

2. Methodology for the development of creative abilities and the formation of the child's personality by means of the theater

2.1 essentialcharacteristictheatricalactivitiesseniorpreschoolers

In the pedagogical and psychological literature, there are different names for theatrical activity: theatrical and game activity, theatrical play creativity, theatrical games, theatrical performances, theatrical independent activity, theatrical activity, etc.

All kinds of games are essentially the art of the child, his creativity. A typical basis for artistic creativity is a theatrical game. Therefore, a theatrical game can be called a creative game.

Some psychologists believe (Makhaneva M. Theatrical activity of preschoolers // Doshk. Vosp. 1999. N11) that theatrical games cannot be considered creative activity, since nothing new is created in them. Indeed, if we approach the game with the same standards as the activities of an adult, the term "creativity" is not appropriate. But it is justified if we approach the solution of the issue from the point of view of the development of the child. There is no reason to assert, denying the possibility of children's creative manifestations in theatrical games, how much theatrical activity at its very core contains creativity and is in itself an artistic activity.

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Pedagogical and psychological aspects of the development of artistic and creative abilities of preschool children. Drawing and its types. Drawing with graphic materials as a means of developing the artistic and creative abilities of preschoolers aged 5-6.

thesis, added 09/18/2008


Psychophysiological features of modern preschool children from 3 to 7 years. Calendar-thematic lesson plan for paper-plastic for senior preschool age. Methodology for diagnosing the level of development of creative abilities of preschoolers.

thesis, added 05/15/2015


Psychological conditions for the development of creative abilities in children of senior preschool age. Types of non-traditional artistic techniques and their use. Technology of working with children on the development of creative abilities by means of artistic techniques.

term paper, added 05/04/2014


Psychological and pedagogical aspects of the development of the abilities of preschool children. Features of the development of creative and musical abilities of children. Guidelines for the creative development of preschoolers in the process of musical activity.

thesis, added 02/24/2012


Consideration of psychological and pedagogical literature on the problem of the development of creative abilities of preschoolers. Identification of the level of development of children's abilities. Development of a set of creative drawing tasks; formation of prerequisites for educational activities.

term paper, added 06/04/2014


Features of the development of artistic and creative abilities in children of senior preschool age with hearing impairments. The main directions and content of correctional and pedagogical work to develop the creative abilities of hearing-impaired preschoolers.

thesis, added 10/25/2017


The value of visual activity and visual creativity of children in the upbringing and development of various aspects of the personality. The concept and essence of abilities. The process of development of creative abilities of preschoolers. Individual differences of gifted people.

term paper, added 06/20/2011


category of creativity. Psychological and pedagogical characteristics of children of senior preschool age. The potential of music in the development of creative abilities of preschool children. The role of integrated music lessons in kindergarten.

Elina Sagitova
Theatrical activity as a means of children's development.

« Theater is a magical land, wherein

child enjoys playing

and in the game he learns the world "

S. M. Merzlyakova

Theatre- this is really a magical world that beckons with its colors, feelings, emotions. And how much joy he brings to children, with what impatience they look forward to meeting him!

However theatre it is not only joy, laughter, emotions, it is also powerful means of education, training and child development. In the pedagogical literature, one often encounters such a concept as «» . The most common type of children's creativity, aimed at development its participants have sensations (sensors, feelings, emotions, thinking, imagination, fantasy, attention, memory, will, as well as many skills and abilities (speech, communicative, organizational, motor and so on).

Theatrical games can be divided into two groups: director's games and dramatization games.

To director's games relate: desktop toy theater, desktop picture theater, shadow theatre, puppet theatre.

For drama games relate: dramatization of nursery rhymes, songs, fairy tales, small literary texts.

« Theatrical activity» as a concept, legally enshrined in the Federal State Educational Standard of preschool education, as it allows solving many problems of the children's program garden: from acquaintance with the surrounding world and social phenomena to physical improvement.

Participating in theatrical games, children get acquainted with the world around them through images, colors, sounds. Theatrical games contribute to the development feelings of partnership and the assimilation of social norms and rules, and therefore are effective means socialization of the preschooler.

In recent years, unfortunately, there has been an increase in the number of children with speech impairment. Theatrical games, with proper construction, can greatly help in solving this problem.

Firstly, during the game, children answer the dolls' questions, speak instead of them, fulfill their requests, enter the image of the hero, thereby activating all their verbal potential.

Secondly, children themselves compose, improvise, stage ready-made literary material, which means that they significantly expand their vocabulary.

Thirdly, the teacher's skillfully posed questions during the game make the child think, analyze, draw conclusions, express his thoughts and feelings in a monologue.

Fourthly, in the process of working on the expressiveness of remarks, the sound culture of speech, its correct grammatical structure, is imperceptibly formed.

Wide and educational opportunities. It helps to unleash the creative potential of the child, develops creative imagination, forms artistic taste. When a child watches a performance, he empathizes with the characters, learns to distinguish "good" from "bad", joins the spiritual and moral values. From this point of view theatre is the source development emotional sphere of the child.

Theatrical activities of children does not show up on its own. A huge role in this is assigned to the educator, who must skillfully guide this process. The teacher must consider creativity children, age characteristics, build your work in accordance with the requirements of construction theatrical game.

These types of games can be used in any kind of children's activities, in any class. It is useful to use any moments in life children to bring them into the world theater. This form of work should be used systematically, as activity increases from game to game. children they more accurately enter the image of heroes, take possession of means of expression begin to feel responsible for the success of the game.

In my work I often use theatrical games. I believe that this is one of the most effective ways of influencing a child, in which the principle of learning: learn by playing! I would also like to note the positive impact theatrical activities on mental and personal child development.

Gianni Rodari wrote: “Not to teach and teach, but to play, fantasize, compose, invent - that's what a child needs” I would like this statement by a famous writer to become a motto for every educator!

Related publications:

Theatrical activity as a means of speech therapy correction in ONR Types of theatrical activities of preschool children Theatrical activities of preschool children include the following.

Consultation for educators "Theatrical activity as a means of emotional development" Municipal budgetary preschool educational institution "Kindergarten No. 2 with. Perelyub" Perelyubsky municipal district of Saratov.

Markova T. A. MBOU "Primary School - Kindergarten No. 44", Belgorod According to the new requirements of the state educational standard.

Theatrical activity of children of primary preschool age as a means of artistic and aesthetic development It is generally accepted that children of the third year of life can only be grateful spectators, listeners, but in no way active participants.

Theatrical activity as a means of speech correction in children with ONR Communication is the main condition for the comprehensive development of the individual. In children with general speech underdevelopment (OHP), the communicative function of speech.

Theatrical activity as a means of developing the speech activity of preschool children In modern society, social prestige has increased. This is connected with the desire to give children knowledge, teach them to read, write and count.

Theatrical games are acting out in the faces of literary works (fairy tales, stories, specially written dramatizations). The peculiarity of theatrical games is that they have a ready-made plot, which means that the child's activity is largely predetermined by the text of the work. A real theatrical game is a rich field for children's creativity. The text of the work is only a canvas into which new storylines are woven, new characters are introduced, etc. The creativity of the child is manifested in the truthful portrayal of the character. To do this, you need to understand what the character is like, why he does it, to imagine his state, feelings, that is, to penetrate into his inner world. And you need to do this in the process of listening to the work. So, full participation in the game requires special preparedness from children, which manifests itself in the ability to aesthetic perception of the art of the artistic word, the ability to listen to the text, catch intonations, and features of speech turns. To understand what a hero is like, one must learn how to simply analyze his actions. Evaluate them. Understand the moral of the piece. The ability to imagine the hero of the work, his experiences, the specific environment in which events develop, largely depends on the personal experience of the child: the more diverse his impressions of the environment, the richer his imagination, feelings, ability to think. To play the role, the child must master a variety of visual means (facial expressions, body movements, gestures, expressive speech in terms of vocabulary and intonation, etc.). Consequently, preparedness for a theatrical game can be defined as a level of general cultural development, on the basis of which the understanding of a work of art is facilitated, an emotional response to it arises, and artistic means of conveying an image are mastered. All this does not develop spontaneously, but is formed in the course of upbringing and educational work.

According to the classification of L.V. Artemova, theatrical games are divided into two main groups: director's games and dramatization games. The author refers to the director's games: table and shadow theaters, theater on a flannelograph. In these types of theatrical games, a child or an adult is not acting characters, but creates scenes and plays the role of a toy character - three-dimensional or flat. The character is depicted with the help of intonational expressiveness of the voice, partly - facial expressions. Dramatization games include: finger dramatization games, with bibabo dolls, improvisations. Dramatizations are based on the performer's own actions, in which all means of expression are involved - intonation, facial expressions, pantomime. The most difficult type of dramatization game is improvisation. It provides for playing a theme, a plot without prior preparation. All previous types of theater are being prepared for it. Improvisation requires joint thinking and pronunciation of the topic, discussion of the means of its image, characteristic episodes. By the older preschool age, children can offer their own options for depicting a theme or independently choose and play out a theme. Creative and independent search for the development of the plot will be facilitated by the active participation of older preschoolers in the preparation of elements of costumes and scenery.

Having considered the characteristics of theatrical games, we can draw the following conclusions:

This type of games allows a preschooler to see and learn the world around him through emotions, images, colors, sounds;

The theme and content of theatrical games have a moral orientation, which is contained in every fairy tale, every literary work and should find a place in improvised productions;

The ability to identify oneself with a literary character allows one to have a great influence on the development and upbringing of a child;

Full participation in the game requires special preparedness from children, which manifests itself in the ability to aesthetic perception of the art of the artistic word, the ability to listen to the text, catch intonations, features of speech turns;

Consequently, preparedness for a theatrical game can be defined as a level of general cultural development, on the basis of which the understanding of a work of art is facilitated, an emotional response to it arises, and artistic means of conveying an image are mastered. All this does not develop spontaneously, but is formed in the course of upbringing and educational work.

A person is formed in activity, the more diverse it is, the more diverse his personality. Play, communication, learning, work - these are the main steps that are fundamental for the development of the child.

There are various games. Some develop the thinking and horizons of children, others - dexterity, strength, and others - design skills. There are games aimed at developing creativity in a child, in which the child shows his invention, initiative, and independence. The creative manifestations of children in games are diverse: from inventing the plot and content of the game, finding ways to implement the idea to reincarnation in the roles given by a literary work. One of the types of such creative games is a theatrical game. Theatrical games are acting out literary works (fairy tales, stories, specially written dramatizations) in the faces. The heroes of literary works become actors, and their adventures, life events, changed by children's imagination, become the plot of the game. The peculiarity of theatrical games is that they have a ready-made plot, which means that the child's activity is largely predetermined by the text of the work.

A real creative game is the richest field for children's creativity. After all, the text of the work is like a canvas into which the children themselves weave new storylines, introduce additional roles, change the ending, etc. In a theatrical game, the image of the hero, his main features, actions, experiences are determined by the content of the work. The creativity of the child is manifested in the truthful portrayal of the character. To do this, you need to understand what the character is like, why he does this, imagine the state, feelings, that is, penetrate into his inner world. And you need to do this in the process of listening to the work.

All this suggests that the full participation of children in the game requires special preparedness, which manifests itself in the ability to aesthetic perception of the art of the artistic word, the ability to listen to the text, catch intonations, and features of speech turns. To understand what kind of hero, you need to learn how to simply analyze his actions, evaluate them, understand the moral of the work. The ability to imagine the hero of the work, his experiences, the specific environment in which events develop, largely depends on the personal experience of the child: the more diverse his impressions of the life around him, the richer his imagination, feelings, and ability to think. To play the role, the child must master a variety of visual means (facial expressions, body movements, gestures, expressive speech in terms of vocabulary and intonation, etc.). Consequently, preparedness for a theatrical game can be defined as such a level of general cultural development, on the basis of which the understanding of a work of art is facilitated, an emotional response to it arises, and artistic means of conveying an image are mastered. All these indicators do not add up spontaneously, but are formed in the course of educational work.

Theatrical creative games themselves are part of such educational work. It is of great importance for the development of the personality of a preschool child, not only because individual mental processes are exercised in it, but also because these processes rise to a higher level of development due to the fact that the entire personality of the child, his consciousness develops in the game. The child becomes aware of himself, learns to desire and to subordinate his fleeting affective strivings to desire; learns to act, subordinating his actions to a certain pattern, a rule of behavior, learns to live, living the lives of his heroes, loving or not loving and trying to understand the essence and reasons for their actions and learning from their mistakes. There are many varieties of theatrical games that differ in artistic design, and the main thing is the specifics of children's theatrical activities. In some, the children present the performance themselves, as artists; every child has a role to play. In others, children act as in a director's game: they act out a literary work, the characters of which are portrayed with the help of toys, voicing their roles. Performances using a table theater with three-dimensional and planar figures or the so-called poster theatrical games are similar, in which children show a fairy tale, story, etc. on a flannelograph, screen using pictures (often cut along the contour), etc. The most common type of poster theatrical games is the shadow theater .

Sometimes children act as real puppeteers, in such a game two types of theatrical toys are usually used. The first is the parsley type - the parsley theater (in practice it is often called the bibabo theater), where glove-type puppets are used: the puppet, hollow inside, is put on the hand, while the index finger is placed in the head of the puppet, the thumb and middle finger are placed in the sleeves of the costume, the remaining fingers pressed against the palm. A performance is shown from behind a screen: the puppeteers hold the puppets over their heads.

In theatrical games, various types of children's creativity develop: art and speech, music and games, dance, stage, singing. With an experienced teacher, children strive for the artistic depiction of a literary work not only as "artists" who play roles, but also as "artists" who design the performance, as "musicians" who provide sound accompaniment. Each type of such activity helps to reveal the individual characteristics, abilities of the child, develop talent, captivate children.

Particularly noteworthy is the role of theatrical games in introducing children to art: literary, dramatic, theatrical. Preschoolers get acquainted with various types of theatrical art. With competent guidance, children form ideas about the work of artists, directors, a theater designer, and a conductor. Children of older preschool age can understand that the performance is being prepared by the creative team (all together they are doing one thing - the performance). By analogy with the experience of their own theatrical games, children feel and realize that the theater gives joy to both creators and spectators.

Theatrical play poses many very important tasks for the child. Children should be able, with a little help from the educator, to organize themselves into play groups, agree on what will be played out, determine and carry out the main preparatory actions (select the necessary attributes, costumes, scenery, design the scene, select the performers of the roles and the host, perform several times trial play); be able to invite the audience and show them the performance. At the same time, the speech and pantomimic actions of the performers of the roles should be quite expressive (intelligible, intonationally diverse, emotionally colored, purposeful, figuratively truthful).

In the process of organizing a theatrical game, children develop organizational skills and abilities, improve the forms, types and means of communication, develop and realize the direct relationship of children with each other, acquire communication skills and skills. At preschool age, for the first time, the need for a good attitude towards oneself from the surrounding people, the desire to be understood and accepted by them, is manifested. Children in the game look at each other, evaluate each other and, depending on such assessments, show or do not show mutual sympathy. The personality traits they discover in play determine the relationships that form. With children who do not comply with the established rules in the game, demonstrating negative character traits in communication, peers refuse to deal with. Personality arises in communication, built on a conscious, motivated basis. In the process of playing and preparing for it, relations of cooperation, mutual assistance, division and cooperation of labor, care and attention to each other develop between children. In this kind of games, children learn to perceive and transmit information, focus on the reactions of interlocutors, viewers and take them into account in their own actions. This is especially important in order to be able to quickly orient oneself, to master oneself in a difficult situation that may arise during a performance, for example: one of the participants forgot his words, mixed up the order, etc. Therefore, mutual understanding between the children-participants and mutual assistance, which develop in the process of playing and preparing for it, are very important.

The role of the teacher in organizing and conducting such games is very large. It consists in setting sufficiently clear tasks for the children and imperceptibly transferring the initiative to the children, skillfully organizing their joint activities and directing it in the right direction; do not leave without attention a single issue, both of an organizational plan and issues relating to each child personally (his emotions, experiences, reactions to what is happening); the difficulties children face. It is very important for the teacher to carry out an individual approach to each child.

At any age in fairy tales you can discover something secret and exciting. Listening to them in childhood, a person unconsciously accumulates a whole “bank of life situations”, therefore it is very important that the awareness of “fairy-tale lessons” begins from an early age, with the answer to the question: “What does a fairy tale teach us?”

Introduction to the theater of preschool children is mainly associated with performances-fairy tales. Children's interest in this genre, accessibility to children's perception, as well as the social significance of a fairy tale for the moral and aesthetic education of children are taken into account. Theatrical activity is considered to be the most expedient form of work in this direction.

The educational possibilities of theatrical activity are wide. By participating in it, children get acquainted with the world around them in all its diversity through images, colors, sounds, and skillfully posed questions make them think, analyze, draw conclusions and generalizations. The expressiveness of the replicas of the characters, their own statements is closely connected with mental development, the child's vocabulary is imperceptibly activated, the sound culture of his speech, its intonational structure is improved. The role played, the spoken remarks put the baby in front of the need to speak clearly, clearly, understandably. He improves his speech, its grammatical structure.

It can be argued that theatrical activity is a source of development of feelings, deep feelings and discoveries of the child, introduces him to spiritual values. This is a concrete, visible result. But no less important, theatrical classes develop the emotional sphere of the child, make him sympathize with the characters, empathize with the events being played out. “In the process of this empathy,” as academician V. M. Teplov (1896-1965), a psychologist and teacher, noted, “certain relationships and moral assessments are created that have an incomparably greater coercive force than assessments that are simply reported and assimilated.” Thus, theatrical activity is the most important means of developing empathy in children, i.e. the ability to recognize the emotional state of a person by facial expressions, gestures, intonation, the ability to put oneself out of his place in various situations, to find adequate ways to help. “In order to have fun with someone else's fun and sympathize with someone else's grief, you need to be able to transfer yourself to the position of another person with the help of your imagination, mentally take his place,” B. M. Teplov argued.

Theatrical activity allows you to form the experience of social behavior skills due to the fact that each literary work or fairy tale for preschool children always has a moral orientation (friendship, kindness, honesty, but also expresses its own attitude towards good and evil. Favorite characters become role models and It is the ability of the child to such identification with a favorite image that allows teachers through theatrical activities to have a positive impact on children.The famous composer D. B. Kabalevsky in his book "Education of the Mind and Heart" wrote about the importance of art for children: "Leaving an indelible impression on children throughout life, it already in these early years gives us lessons not only of beauty, but also lessons of morality and morality. And the richer and more meaningful these lessons, the easier and more successful the development of the spiritual world of children. The quality and quantity of these lessons primarily depend from parents and kindergarten teachers dov. As a rule, young children are actively involved in what arouses their interest.

Theatrical activity allows the child to solve many problems of the situation indirectly on behalf of a character. It helps to overcome shyness, self-doubt, shyness. Thus, theatrical classes help to comprehensively develop the child. Therefore, it is no coincidence that in the temporary (exemplary) requirements for the content and methods of work in a preschool educational institution, a special section “Development of the child in theatrical activity” is highlighted, in the criteria of which it is emphasized that the teacher is obliged to:

Create conditions for the development of children's creative activity in theatrical activities (encourage performance creativity, develop the ability to freely and liberatedly hold on during a performance, encourage improvisation by means of facial expressions, expressive movements and intonation, etc.);

To introduce children to theatrical culture (to introduce the device of the theater, theatrical genres, with different types of puppet theaters);

To ensure the relationship of theatrical with other activities in a single pedagogical process;

To create conditions for joint theatrical activities of children and adults.

To meet these criteria, certain conditions must be created. This is, first of all, the appropriate organization of work. Why first of all "organization" and not "content"? In our opinion, only a reasonable organization of theatrical activities of children will help the teaching staff to choose the best directions, forms and methods of work on this issue, to rationally use the human resources. This will contribute to the implementation of new forms of communication with children, an individual approach to each child, non-traditional ways of interacting with the family, etc., and, ultimately, the integrity of the pedagogical process and the forms of its implementation, acting as a single system for organizing the joint life of children and adults.