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Formation of creative abilities of preschoolers through theatrical activities. "The book is an endless source of knowledge"

I approve

Head of MDOU "Kindergarten

combined type No. 113 "

Sereda I.A.

DEVELOPMENT

CREATIVE ABILITIES OF CHILDREN

THROUGH THEATER ACTIVITIES

From work experience

teacher of MDOU "Kindergarten of combined type No. 113"

Vavilina N.A.

Head of the theater studio "Firebird"

The goal of creativity is self-giving!

Not a hype, not a success.

Nowadays, children become spectators early, first at the TV screens, then in the puppet theater.

My long-term observations have shown that they are especially interested in theater (and not only as spectators). For a child, participation in a dramatization game is always a holiday. And this is no coincidence, because from the earliest years the child seeks to show creativity.

Therefore, the idea of creating a theater arose. It is the theater that helps us to maximize the creative abilities of children. He entertains and educates morally and aesthetically, and develops children's imagination, the ability to experience what is happening, creates an appropriate emotional mood, liberates the child, and increases self-confidence.

This is how the theater-studio "Firebird" appeared, where I try to create an atmosphere of free expression of feelings and thoughts, encouraging the desire of kids to be different from others, encouraging their imagination, trying to maximize their abilities.

It is in the theater that I give children the opportunity to experience the world in a new way, to see it from a different point of view, and also to express their emotional attitude to an object, phenomenon, action, using all expressive means.

Each performance is a piece of life, so children go to the studio theater with pleasure. They like to communicate, they learn to think creatively, analyze, feel themselves in another world, see and hear another.

I do not have a goal - to make an actor out of every child, I set my task - to give an opportunity to express themselves by means of the theater, to develop children's creativity.

The performance is not an end in itself, but an occasion to engage in, so I do not require children to verbatim transfer of the text, in the process of rehearsals they speak in their own words. Intonation, gesture, facial expressions express their understanding, vision of the role. Each image created by a child is unique. It merges his characteristic features with the characteristics of the personality of the child, his manner of holding himself and expressing himself.

So, in the process of preparing the play "Teremok" we had several frogs, several mice. All of them are different, unique, each brought his own spark of creativity into the image of the hero.

My goal was achieved, I was able to arouse children's interest in playing on stage, to achieve expressiveness of speech, to liberate them in communication.

On the one hand, it was very important for me to preserve the richness of improvisation, the liveliness and immediacy of the transfer of various emotional states, on the other hand, it was necessary to equip children with elementary techniques of acting technique and skill.

So, taking as a basis the program of N.F. Sorokina and L.G. Milanovich "Theater - creativity - children", I developed my long-term plan for the development of the creative abilities of children by means of theatrical art.

In the process of working with children according to this plan, a certain structure of classes developed, in which I used various exercises, games in order to help children master the means of figurative expression.

I introduced children to various emotional states (joy, sadness, fear, indifference, indignation, etc.), analyzed the means of expression that allow others to understand them correctly, then offered various situations for which it is necessary to choose the most appropriate mood, state, feeling .

For example, the situation “lost in the forest” - what mood, feeling arises immediately (sadness, fear, fear); what quality of a person is most useful in this situation (decisiveness, resourcefulness, courage, etc.).

Here I used any means of expression (facial expressions, gesture, pantomime, etc.). For example, she offered the children to display a certain gesture (“Stand still!”, “I'm afraid”, “Come with me”, etc.) to pick up a picture (or express mimicry) corresponding to the partner's emotional reaction to this gesture. To do this, I used cards with images of animals in various emotional states. Later, graphic models of various emotions were used, mini-scenes and sketches were played out.

The range of human feelings, emotions is quite extensive, and children can master it with the help of a magic word, “as if”, which has a special magical attraction for them. It was in the proposed circumstances, as K.S. Stanislavsky, a powerful creative impulse. I gave the children the following tasks:

a) Go to the chair and examine it as if it were a royal throne, a flower, a haystack, a fire, etc.;

b) Pass a book to each other as if it were a bomb, a brick, a crystal vase, a ripe dandelion flower;

c) Take a thread from the table, as if it were a snake, a hot potato, a cake;

d) Walk along the line drawn in chalk, as if it were a rope, a wide road, a narrow bridge;

e) Walk along the "as if" crowded street, like a soldier, like an old man.

The children were immediately included in the "assumed circumstances" and acted in them actively, believably and selflessly. Such tasks were included in classes with a specific theme “In the toy store”, etc.

Inviting children to play with their fingers, I introduced “Finger Game Training” into my work, which slowly grew into performance games with dolls, which we made from handy material. Miraculous transformations also occurred with the help of various paper masks. A kind of theatrical game was the game of dressing up. For its organization, things were taken from the dressing room (dress, hats, jackets). Everything that was not enough for the expressiveness of the image was completed by the child's imagination. And now before me is no longer a dumb creature, but the image of a prince, for example, or a "puss in boots."

An important means of figurative expression is intonation. Inviting children to pronounce individual words and sentences with different intonations (question, request, surprise, sadness), I sought expressiveness and naturalness of speech from children. For this, she used various works of art: poems, fables, fairy tales, dialogues.

I started my classes with speech techniques (pure tongues, warming up the language, various onomatopoeia).

Reading mini-dialogues in verse to children, we immediately disassembled the characters of the characters, and the children portrayed them on stage. So we did etudes in verse.

For example, a squirrel (smart, well-mannered) was introduced into the study based on B. Kozhevnikov's poem "The Bear Cub", which was outraged that the bear cub was eating honey with its paw. But the little bear, knowing that he was doing bad things, could not help himself - the honey was very tasty.

Hey, listen, clumsy,

Can you eat with your paw?

No you can not, -

He sighed sadly,

Just very, very tasty.

Here I'll try a little

And then I'll go for the spoon.

In my work on the expressiveness of speech, I involved parents, having previously written a consultation for them on how to memorize poems and dialogues with a child.

Using fairy-tale themes in my work, I conducted a series of games, game exercises and techniques for the development of imagination, fantasy, and their mental activity with children. Such a game exercise as modeling a fairy tale plot helped not only visualize any object, but also modify (modify) it and experiment with it. When telling a fairy tale to children, I accompanied the narration with conditional pictures-symbols.

For example, in the fairy tale "Teremok" these were letters - little animals. And for the fairy tale "Cinderella" other symbols were invented.

In the future, the children independently told and invented fairy tales based on reference models.

Creativity is unthinkable without fantasy and imagination, which, in turn, are closely related to the development of feelings. Unity in the development of feelings and fantasy introduces the child to the spiritual wealth accumulated by mankind.

The child half lives in an imaginary, unreal world, and not just lives, but actively acts in it, transforms it and himself.

I try to help ensure that the child's knowledge of life, his desires and interests are naturally woven into the content of theatrical activities. But such a difficult task is beyond the power of one person to solve, so the entire teaching staff was involved in this work.

First, I held consultations for educators, where I drew their attention to the importance of theatrical activities in kindergarten, to focus their attention on theatrical games, since theatrical games can solve many problems of the kindergarten program.

The next stage of my work with the team was the organization of a puppet theater by the educators. With the advent of the theater-studio, the dressing room was replenished with costumes.

Thanks to 6 years of my work experience, I came to the conclusion that children attending the studio theater have learned to understand the mood of another person, to be sensitive to each other, they have a stabilization of their emotional state, they are not afraid to express their inner world.

Thus, theatrical activity contributes to the comprehensive development of a person who is able to think creatively, make decisions independently and find a way out of current situations; the manifestation of talent, the formation of moral positions in relation to peers and elders, which means that it facilitates the entry of a child into a complex social world.

Yegina L.V. Teacher of the highest qualification category of the theater department, head of the exemplary drama group "Art-Fantasy" MRKOUDOD "Glushkovskaya Children's Art School" Development of children's artistic abilities through theatrical activities. In the soul of every child lies the desire for a free theatrical game in which he reproduces familiar literary plots. This is what activates his thinking, trains memory and figurative perception, develops imagination and fantasy, improves speech. The educational possibilities of theatrical activity are enormous: its subject matter is not limited and can satisfy any interests and desires of the child. By participating in it, children get acquainted with the world around them in all its diversity - through images, colors, sounds, music, and the questions skillfully posed by the teacher encourage them to think, analyze, draw conclusions and generalizations. It is theatrical activity that allows solving many pedagogical problems related to the formation of the expressiveness of the child's speech, intellectual and artistic and aesthetic education. It is an inexhaustible source of development of feelings, experiences and emotional discoveries, a way of familiarization with spiritual wealth. As a result, the child learns the world with his mind and heart, expressing his attitude towards good and evil; learns the joy associated with overcoming the difficulties of communication, self-doubt. In our world, saturated with information and stress, the soul asks for fairy tales, miracles, the feeling of a carefree childhood. Theatricalization is primarily improvisation, the revival of objects and sounds. Since it is closely interconnected with other activities - singing, moving to music, listening, etc., the need to systematize it in a single pedagogical process is obvious. A person brought up by the theater grows spiritually more subtle, sensitive to art, nature, and the experiences of other people. By means of theatrical pedagogy, the creative personality of the child is formed. The development of creative abilities is necessary not only for people of art, but also for representatives of any other profession. Through the favorite activity of children - the game - you can help the child to form an interesting and extraordinary personality. Theatrical activity immerses children in the world of fantasy and imagination. It contributes to the rapprochement of children, the disclosure of their inner world, develops imaginative thinking, brings them closer to knowledge not only through the mind, but also through feelings and emotions. Performing the simplest tasks available to them that develop individual abilities, and then participating in more complex improvisation games, children correlate their actions with the actions of their partners, and look for new means of self-expression. And all this is achieved through the game. Games provide motivation for self-knowledge, comrades and the world around them, imperceptibly form the necessary skills and abilities in children. Theater is a game that adults and children can share with pleasure. The theater lays in the child a love of reading, non-observance and creativity. This is one of the best aids in the education of morality. Imagination, memory, attention, fantasy are the components of theatrical classes. Theatrical art is associated with such art forms as music, painting, literature. Therefore, along with education, it is necessary to pay great attention to the upbringing of a spiritually sensitive, respectful of folk traditions, merciful younger generation with clearly formed moral guidelines. Overcoming space and time, combining the possibilities of several types of arts - music, painting, dance, literature and acting, the theater has a huge power of influencing the emotional world of a person. If the country Theater had not appeared in the world, people would still have invented it. After all, constantly traveling along its roads, humanity learns to love, suffer, empathize, cry, think - to live. The theater captivates a person immediately and forever.

Development of children's creative abilities through theatrical activities From an early age, the child seeks to show creativity. It is very important to create in the children's team an atmosphere of free expression of feelings and thoughts, to encourage the desire to be different from others, to awaken their imagination, to realize their abilities. The theater, theatrical activity, helps in the development of the creative abilities of children, since it basically contains creativity and is a creative activity in itself. Theatrical activity is a source of development of feelings, deep feelings and discoveries of the child, introduces him to spiritual values, develops the emotional sphere of the child, makes him sympathize with the characters, empathize with the events being played out. 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, courage). Thanks to a fairy tale, a child learns the world with his mind and heart. And not only cognizes, but also expresses his own attitude towards good and evil. Favorite characters become a role model and identification. It is the child's ability to identify with a favorite image that allows teachers to find a positive influence on children through theatrical activity. Theatrical activity allows the child to solve many problem situations indirectly on behalf of a character. It helps to overcome shyness, self-doubt, shyness. Allows you to develop memory, attention, imagination, initiative, independence and speech. Thus, theatricalization helps to comprehensively develop the child. The following tasks are solved: 1. Creation of conditions for the development of creative abilities through theatrical activity. 2. Raising interest in various types of theatrical activities. 3. Formation of the basic skills of acting (puppetry skills, the ability to take on a role and act in accordance with the scenario, build a monologue, dialogue on behalf of your hero, the formation of a sense of the scene). 4. Development of all components, functions and forms of speech activity. 5. Improvement of cognitive processes. These tasks are solved in a system of holistic work, including the organization of the activities of preschoolers (cognitive, speech, labor, play, artistic and creative), interaction with parents and specialists, the use of a set of methods and techniques, the creation of a developing subject environment, a favorable emotional climate. Children acquire knowledge, skills and abilities in the process of getting acquainted with the world around them, in designing, drawing, modeling, appliqué, in playing and cultural and leisure activities, during walks and excursions, in the process of role-playing and didactic games. To achieve this goal, to effectively solve problems, it is especially important to create an unconventional subject-developing environment in the group: TCO (tape recorder, TV, DVD player, classical audio recordings, children's works). Visual aids (video material, reproductions of paintings, illustrations, posters, photographs, albums on the topic "Theatre"). Children's art, cognitive and methodical literature. Attributes for organizing theatrical games (flanegraph, screens, hats, masks, various types of theaters: b-ba-bo, table, finger, cone, on banks, on clothespins, on handkerchiefs, mitten theater). Didactic games (“What theater are the puppets from”, “Name it in one word”, “Antoshka's mood”, etc.). All inventory and equipment must meet the requirements for the safety of life and health of pupils, are bright, colorful, and multifunctional. This allows you to optimally organize the regulated and independent activity of preschoolers in the group. The solution of the tasks set is impossible without the activity of the children themselves. Therefore, priority in the organization of work is given to practical methods, among which it is necessary to highlight the game. The game contributes not only to the formation of knowledge, skills and abilities, but also to the mental development of preschoolers (development of attention, ingenuity, memory, speech). When organizing work with children, creative, didactic, outdoor games, and theatrical games are actively used. At the same time, the individual characteristics of children are taken into account, a differentiated approach (by age, level of preparedness of pupils) The experience gained during the game, as observations show, is successfully used by preschoolers in independent activities. Organizing the life of preschoolers in a group, the whole complex of methods and techniques (visual, verbal, practical) is effectively used. It is a daily tradition to read fiction and educational literature, which allows in a figurative form to acquaint children with theatrical art, a variety of children's works (folklore, copyright), which can become the basis for subsequent dramatizations. During classes, a theatrical game is used as a game technique and a form of teaching children. Characters are introduced into the classes that help children learn certain knowledge, skills and abilities. Game techniques used in the classroom make it possible to explain this or that material to children in a more accessible way. Of particular importance is the organization of cooperation with the family. In this regard, a plan of interaction with parents is being developed, including questionnaires, consultations on the social and personal development of preschoolers, conversations, design of visual agitation, involvement in leisure and entertainment. Only if the activity and interest of parents is observed, their personal example is the most important condition for ensuring the success of the organized work. Development of children's creative abilities by means of theatrical activities Children's creative abilities are manifested and developed on the basis of theatrical activities. This activity develops the personality of the child, instills a steady interest in literature, music, theater, improves the skill to embody certain experiences in the game, encourages the creation of new images, encourages thinking. There is a problem that worries many teachers and parents: some children have fears, breakdowns, lethargy, while others, on the contrary, are free and fussy. Children often lack the skills of voluntary behavior, memory, attention and speech are not sufficiently developed. 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. All this can give theatrical activity. Being the most common type of children's creativity, it is dramatization that connects artistic creativity with personal experiences, because the theater has a huge impact on the emotional world of a child. Dramatization, one of the types of theater, will be very productive with children. The main goal is to form a thinking and feeling, loving and active person, ready for creative activity. So, what can you do in circles for theatrical production and dramatization with children In our time - a time of stress - everything is overgrown with a lot of problems. The press, television, films, even children's cartoons carry a fairly large charge of aggression, the atmosphere is saturated with negative, disturbing and annoying phenomena. All this falls on the unprotected heads and psyche of the child. How to protect them from this terrible and destructive force? That is why it is necessary to instill in children through the theater an interest in music, in literature and theater, in the Russian word, and to develop creative abilities in children. Also, classes in a literary and dramatic circle will help the child to perceive the world around him and reality more easily, find the right answers to his questions, act correctly in certain situations and enter the reality around us as a developed and full-fledged personality. The tasks of the literary and theatrical circle can be determined: - The development of the child's personality, the formation of a worldview based on the best traditions of Russian national culture. - Instilling a steady interest in the literary word, theater, and Russian folklore. - Improving the skills of embodiment in the game and certain experiences. - Development of patriotic, moral education (education of love and respect for one's Motherland, its history, culture of one's people). - Development of children's ability to perceive an artistic image. - Development of the child's creative abilities. Classes in the circle develop the correct speech, memory and thinking in the child. In the classroom, you can sometimes see how difficult it is for even capable children to express their thoughts. Each of the children is talented in their own way, that everyone can play the same role, but in different ways, and therefore each child simply needs to be given the floor (the opportunity to speak) so that he can throw off this burden of “tightness” as early as possible. And then every child has a moment when he can do what he could not before - and this is a victory. And just like creativity, theatrical is best developed at an early age. capabilities

Project on theatrical activities with children 4-7 years old

"Development of children's creative abilities through theatrical activities"

prepared

teacher Ershova Maria Andreevna

  On the organization of joint search and cognitive activities,

Business, creative relations with KRIP and PRO, information and methodological center of the city of Kiselevsk

Form and methods

implementation

project

Games are dramatizations.

Exercises for social - emotional development.

Correction - .

Diction exercises.

Tasks for the development of speech intonation expressiveness.

Transformation games (learn to control your body)

Exercises for the development of children's plasticity.

Rhythmic minutes (logorhythmics).

Finger game training for the development of hand motor skills, necessary for free puppetry.

Exercises for the development of expressive facial expressions.

Theatrical sketches.

Separate ethics exercises during dramatizations.

Rehearsals and acting out various fairy tales and

dramatizations.

Estimated result

For

For children:

  □

Formation of a spiritually rich personality

Rbaby.

Formation of creative potential, active,

independent, emotionally responsive,

socially competent and developing personality.

Formation of the ability to express one's understanding

the plot of the game and the nature of the character (in motion, game)

Formation of moral and communicative and

volitional qualities (sociality, , kindness)

Development in children of initiative, ingenuity,

independence.

The development of a spiritually rich personality of the child, as

active participant in the project.

The development of the desire to invent, tell a fairy tale, a story,

compose a dance, etc.

For

For teachers:

Organization of pedagogical search through

implementation of innovative programs.

Increasing the theoretical level and

professionalism of teachers.

Implementation of innovative technologies,

modern forms and new methods of work

Self-realization

For parents

  Getting a chance to watch

with their children, which makes it possible to better

understand the development of the child.

  Formation of a higher score

achievements of their children and pride in them.

  Develop a deeper understanding of the learning process of teaching preschool children.

  Building trust in teachers

other kindergarten staff.

Project Implementation Principles

In the process of work, we identified the main principles that formed the basis of the study:

  Direction principle. We take into account that the goals and objectives of our work are based on a single concept of state policy in the field of .

  The principle of consistency and consistency. Starting from early preschool age, “learning-playing”, instilling knowledge, skills and abilities in practice.

  The principle of accessibility. Based on it, we take into account age characteristics, needs, interests, the level of preparedness of children, their little life experience.

  The principle of visualization of teaching. We think over: the didactic goals of the study of visualization, the method of display, the amount of visualization and the sequence of demonstration, the combination of certain types of visualization, the inclusion of children in the analysis of the observation of objects, compliance with the requirements of the display culture and the design of visualization.

  The principle of an integrated approach.

  The principle of upbringing and developmental education. We define the main goals of training: cognitive, educational, developing.

  The principle of strength. We apply all the formed skills and abilities in practice, implementing an individually differentiated approach.

Project implementation model

Areas of work

Activity content

1. Working with children

1. Games-activities, conversations with cognitive children

character.

2. Diagnosis of the readiness level of perception

material on theatricalization in order to track the dynamics of the development of children in all tasks.

3. Visiting theaters by children.

4. Viewing puppet theaters and working on them.

5. Conducting games - transformations (learning to control ourselves)

6. Reading artistic and cognitive

literature.

7. Productive activities of children.

8.Staging and theatricalization on the theme "Tales"

9. Mobile, didactic,

simulation games, travel games.

10. Theatrical and educational holidays.

Cooperation with parents

1. Production of costume elements

2. Production of scenery for theatrical activities.

3.Help in the manufacture of various types of theater.

4. Assistance in the acquisition of didactic

games, children's , books -

coloring books, audio - video for children.

5. Purchase of equipment for classes and

free creativity of children (colored paper,

albums, cardboard, colored pencils, paints,

tassels, etc.)

6. Making panels based on fairy tales, setting and fixing attributes.

7. Participation in preparations for the holidays (tailoring

costumes, etc.).

8.Helping equipment and upgrades

fairytale rooms.

9. Participation in competitions of crafts, toys, models

on various topics, such as "New Year's miracles in a fairy tale", "Composing a fairy tale", layouts for familiarization with folk culture.

10. Participation in theatrical performances “Fear has big eyes”, “Zayushkina hut”.

11. Participation in joint theatrical

productions (parents - children - teacher). 12. Class attendance

13. Parent meeting.

14. Organization of exhibitions of children's creative works.

Methodological support

1. Organization of a subject-developing environment,

related to theatrical educational

educational process and all security moments

2. Card file of didactic games on the topic:

"Theater"

Card file of audio - video films

3. Methodological support

(tape recorder, cassettes)

4. A selection of fiction for

theatrical performances

5. A selection of educational literature

character.

6. Summaries of theatrical

representations.

7. Leisure and entertainment scenarios

theatrical nature

8.Consulting material for teachers

9. Advisory material for parents

Project development stages

Stages

Events

Organizational

1. Participation in advanced training courses in order to improve professional competence on the topic: "Theatrical activities

preschool children"

2. Selection of literature on the problem

research 3.Literature analysis

4. Selection of didactic games for the correction of speech development

5. Selection of didactic exercises for the development of communication skills

6. Design and provision of the game corner "Visiting a fairy tale"

Diagnostic

1. Compilation and selection of diagnostic methods on the topic to track the development of children's creative abilities

preschool age in theater

gaming activity

2. Drawing up questionnaires for parents:

"Do you like theater" on the issue of research

3. Compilation of checklists

reference-analysis of awareness of the personality of preschool children in a group

4. Studying game positions, interests of preschoolers in theatrical games

5. Conversations, surveys of parents, observations of children, in order to identify interest in the theater.

6. Identification of valuable life orientations in parents

Practical

1. Analysis of methodological, pedagogical literature on the research problem. Generalization of pedagogical research experience.

2. Using methods and techniques to develop the creative abilities of preschool children through games

3. Game environment state conditions for

theatrical activities of preschool children

theater class: "The Hen and the Chickens"

5. Preparation and holding of an open

entertainment "About how the bear was put to sleep"

6. Participation of parents in theatrical evenings for children "Visiting a fairy tale".

7. Correction of methods and techniques of the content of work with children and parents on the research problem.« Formation creative abilities of preschool children by means of theatrical activities "

8. Drawing up individual routes for the creative development and growth of preschool children.2

9. Production and selection of attributes: scenery, masks, dolls and toys, costumes, etc. for theatrical activities.

10. Compilation of interviews and consultations for parents

Generalizing

1. Generalization of the results of frontal and individual work with children.

2. Preparation of a report on the work done and the design of research material

3. Development of consultations and recommendations for parents on the development of creative abilities of preschool children

Implementation

1. Preparation of speeches at the pedagogical council on the problem: "Formation of the creative abilities of preschool children by means of theatrical activities"

2.Preparation for release , manuals on the problem "Formation of the creative abilities of preschool children by means of theatrical activities." The use of theater games in the classroom and in the daily life of a preschool child

3. Compilation of a collection of scenarios, classes, selection of didactic games and game exercises

The relevance of the study is that theatrical games

are a favorable environment for the creative development of children's abilities, since different aspects are especially manifested in it .

This determined the topic of our study."Formation of creative abilities of preschool children by means of theatrical activities.

Conclusion

□ Children began to show more participation in the game, activity and initiative

□ Children develop moral, communicative and volitional qualities of a person (sociability, politeness, sensitivity, kindness, the ability to complete a task or a role to the end)

□ Children began to sing songs, dances, poems more emotionally and expressively

□ The children gained the ability to express their understanding of the plot of the game and the nature of the character (in movement, speech).

□ Children have a desire to invent and tell fairy tales, stories, compose dances, etc.

Intermediate result we can consider the increased activity of children's participation in the city competition "Rosinka".

The children showed positive changes that can be compared according to the results of the interim diagnostics for development

creative abilities in theatrical activities.

□ high level - 33.5%

□ average level - 40.5%

□ low level - 26% for the current period

□ high level - 61%

□ average level - 30%

□ low level - 9%

The experience of work among colleagues of MADOU "Formation of creative abilities of preschool children by means of theatrical activities" was summarized

What results do I expect in the future?

The 2nd academic year provides for the transition to the practical stage of project implementation.

The main activities at this stage are:

□ correlation of results with the goals and objectives of the project,

□ dissemination of work experience at the city and regional level

□ publications in scientific, practical and methodical journals. Designedthe project is innovative and can be recommended to teachers who pay great attention to the creative development of preschoolers.

Bibliography

1. Antipina E. A. Theatrical activity in kindergarten [Text]: Games, exercises, scenarios / E. A. Antipina. - M., 2s

2. ArtemovaJI. B. Theatrical games in kindergarten [Text]: A guide for employees of preschool institutions. / L. V. Artemova. - M, 1s

3. Vygodsky L. S. Questions of child psychology.

4. [Text] Methodological guide / L. S. Vygodsky St. Petersburg. Soyuz, 2s Gubanova N. F. Theatrical activities in kindergarten [Text]: Methodological recommendations, lesson notes, Scenarios for games and performances / N. F. Gubanova. - M, WAKO, 2s

5. Doronova T. N. We play theater [Text]: Theatrical activities of children 4-6 years old: a method, a guide for preschool teachers. /Doronova - M. Enlightenment, 2c

6. Kutsakova L. V., Merzlyakova S. I. Raising a preschool child [Text]: Programming and methodological. Benefit / L. V., Kutsakova S. and Merzlyakova. - M.: Humanitarian publishing house. Center Vlados, 2c

7. Makhaeva M.D. Theatrical classes in kindergarten [Text]: A manual for employees of preschool institutions./M. D Makhaeva - M .: TC Sphere, 2

8. Petrova T. I., Sergeeva E. L., Petrova E. S. Theatrical games in kindergarten [Text]: Development of classes for all age groups with methodological recommendations. / T. I. Petrova, E. L. Sergeeva, E. S. Petrova - M .: School Press, 2s

9. Sorokina N. F. We play puppet theater [Text]: Program "Theatre-creativity-children, N. F. Sorokina. L. G. Milanovich: Manual

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Introduction

The concept of "creativity" has a multi-valued character and is interpreted in different ways in the literature. In a broad sense, creativity is understood as an activity, the result of which is the creation of new material and spiritual values, distinguished by originality, originality and cultural and historical uniqueness. In other words, the novelty of the result of creative activity is of an objective nature, since it creates something that did not exist before.

Creativity is a constant companion of children's development. “The creative activity of a child is the first fundamental stage in the appropriation of sociocultural experience” (A.B. Brushlinsky, L.S. Vygotsky, V.T. Kudryavtsev, N.N. Poddyakov and others).

Thus, at preschool age, the foundations of the child's creative activity are laid, which are embodied in the development of the ability to plan and implement it, in the ability to combine their knowledge and ideas, sincerely convey their feelings.

Interesting thoughts about the ability of children to be creative are expressed by artists. Director K.S. Stanislavsky advised his actors to learn from children, whose acting is always distinguished by sincerity and truth.

Poet P.G. Antokolsky argued that all children are gifted in one or another area of art. "Children's giftedness is manifested both in the observation of children, and in their vigilant grasp of similarities and characteristic features, in an acute ear for music, in an unusually developed instinct of imitation."

Relevance of the topic

At all stages of the formation of pedagogy, the problem of the development of children's creativity, which is of great pedagogical and social importance, has not lost its relevance, therefore one of the most important tasks for today is the creation of such a system of public education and upbringing, which is based on the formation of a creative type of thinking, creative qualities of an individual . The identification and development of creative abilities begins in early childhood. An important role in this process is given to aesthetic education, classes for preschool children in various types of art and theatrical and gaming activities.

One of the ways in which children's creativity develops is the world of art, and the genetic basis of artistic creativity is children's play. The game is the most accessible and interesting way for a child to process and express impressions, knowledge and emotions. The theatrical game as one of its types is an effective means of socialization of a preschooler in the process of understanding the moral implication of a literary or folk work. In a theatrical game, emotional development is carried out: children get acquainted with the feelings, moods of the characters, master the ways of their external expression, realize the reasons for this or that mood. The importance of theatrical play is also great for speech development (improving dialogues and monologues, mastering the expressiveness of speech). Finally, the theatrical game is a means of self-expression and self-realization of the child.

"Magic Land!" - so the great Russian poet A.S. Pushkin once called the theater. The feelings of the poet are shared by both adults and children who have come into contact with this amazing art form. The theater is one of the most colorful and accessible areas of art for the perception of a preschooler. It develops imagination and fantasy, contributes to the creative development of the child and the formation of the basis of his personal culture. Our whole life is a big stage and what role a child chooses in this life depends on his first preschool experience, where he receives not only information about the world around him, the laws of society, the beauty of human relations, but also learns to live in this world, build your relationship.

The world of childhood, the inner world of a child is the key to many exciting problems of our life. The game helps to open the cherished door to the world of children's consciousness. Children believe in miracles and that somewhere on earth there is an extraordinary fairy-tale land in which birds and animals, simple household utensils and people can talk to each other and live in friendship, where friendship conquers evil witchcraft. And this magical country exists, and it is called the Theater!

Fairy-tale performances in the theater introduce the child to the world of birds and animals that can speak, think and act like human beings. The child is imbued with these feelings, experiences with them, and at the same time comprehends the simple and complex, instructive and convincing truth of life. Theatrical activity is a bridge that helps children get into their later adult life and form a positive experience of perceiving the surrounding reality.

Theoretical substantiations of experience

In modern preschool institutions, the developing potential of theatrical activities is not used enough, which can be explained by the presence of two contradictory trends in the ways of organization.

1. According to the first trend , theatrical games are mainly used as a kind of "spectacle" during the holidays. The desire to achieve good results makes teachers memorize with children not only the text, but also intonations and movements in the course and justifiably of a large number of individual and collective rehearsals. The child is taught to be a "good artist". And, as a result, the spectacle took place, the audience liked the performance. However, the skills mastered in this way are not transferred by children to freedom of play activity.

2. The second trend in the organization of a theatrical game can be called adult non-intervention: the children are left to their own devices, the teacher only prepares the attributes for the "theater". From group to group, the child is accompanied by the same type of caps-masks, costume elements of hero figurines ... This attracts younger preschoolers, first of all, because of the opportunity to change clothes, which means changing, and this no longer satisfies the older preschooler, since it corresponds to his cognitive interests , the level of development of mental processes, increased opportunities for self-realization in creative activity. The consequence is the almost complete absence of theatricalization in the play experience of children aged 5-7 years, if they have an interest in this activity and need for it.

The contradiction between the developing potential of theatrical play and its insufficient use in a preschool institution can only be resolved if a scientifically based and practice-oriented pedagogical technology is developed. The program "Childhood" offers just such a technology. To understand it, it is necessary, first of all, to reveal the main theoretical ideas underlying the concept of the development of a theatrical game, and to define the concepts.

Characteristic features of theatrical games are the literary or folklore basis of their content and the presence of spectators. They can be divided into two main groups: dramatization and directing (each of them, in turn, is divided into several types).

IN games - dramatizations the child, playing the role as an "artist", independently creates an image with the help of a complex of means of verbal and non-verbal expressiveness. Types of dramatization are games that imitate images of animals, people, literary characters; role-playing dialogues based on the text; performances of works; staging performances based on one or more works; improvisational games with acting out a plot (or several plots) without prior preparation.

IN directing game“artists are toys or their substitutes, and the child, organizing activities as a “screenwriter and director”, controls the “artists”. "Voicing" the characters and commenting on the plot, he uses different means of verbal expression. The types of director's games are determined in accordance with the variety of theaters used in kindergarten: tabletop, flat and three-dimensional, puppet (bibabo, finger, puppets), etc.

A variety of theatrical games is presented in the section “In the game the child develops, learns the world, communicates” of the “Childhood” program (the author is Candidate of Pedagogical Sciences, Professor T.N. Babayeva). What they all have in common is the presence of spectators. A theatrical game (especially a dramatization game) is characterized by a shift in emphasis from the process of the game to its result, which is interesting not only for the participants, but also for the audience. It can be considered as a kind of artistic activity, which means that the development of theatrical activity should be carried out in the context of artistic activity.

From the point of view of N.A. Vetlugina's artistic activity consists of three stages: perception, performance and creativity. It is this concept that underlies the technology for implementing the content of the section "A child in the world of fiction, fine arts and music" of the "Childhood" program.

There is no doubt that the development of visual, literary, musical activities of preschool children takes place in the general context of the formation of artistic activity. However, this approach in relation to theatrical activities has not been developed enough.

At the same time, the analysis of psychological and pedagogical literature and scientific research proves the expediency of its use for the purposeful development of theatrical activities in preschool age.

The system of work on the development of theatrical activities is divided into three stages:

artistic perception of literary and folklore works;
mastering special skills for becoming basic ("actor", "director") and additional positions ("screenwriter", "designer", "costume designer");
independent creative activity.

The pedagogical task is complicated by the synthetic nature of theatrical activity, in which perception, thinking, imagination, speech are in close relationship with each other and manifest themselves in different types of children's activity (speech, motor, musical, etc.).

This means that theatrical activity is integrative, and activity and creativity are manifested in three aspects:

in creating dramatic content, i.e. in the interpretation, rethinking of the plot given by the literary text or writing a variable or own plot;
in the execution of one's own plan, i.e. in the ability to adequately embody an artistic image with the help of various means of expression: intonation, facial expressions, pantomime, movement, melody;
in the design of the performance - in the creation (selection, production, non-standard use) of scenery, costumes, musical accompaniment, posters, programs.

Because of these features of theatrical activity, the term “theatrical and gaming activity” is more often used in relation to it. In the Childhood program, the theatrical and play activities of children are considered in two interrelated aspects:

as a kind of artistic activity, it is included in the section "A child in the world of fiction, fine arts and music", where it is integrated with the following types of activities: literary, musical and visual;
as a creative plot game that exists in the child's independent play experience, it is presented in the section "In the game, the child develops, learns the world, communicates."

Purpose, tasks.

Purpose of teaching experience: development of creative abilities in preschool children through theatrical activities.

Tasks:

To inspire in the soul of every child a sense of beauty and instill a love of art.
Introduce children to different types of theater.
To instill in children primary skills in the field of theatrical art (use of facial expressions, gestures, voice).
Teach puppetry techniques for different types of puppets.
Teach children to act out simple performances based on familiar literary works.
To develop emotionality and expressiveness of speech in preschoolers.
Cultivate friendly relationships during theatrical performance.

Based on the goals and objectives, I have outlined for myself the following stages of work:

To study the sections in the program "Childhood" (edited by T.I. Babaeva): "A child in the world of fiction, fine arts and music", "In the game, the child develops, learns the world, communicates."
Study the book "Theatrical classes in kindergarten" by M.D. Makhanev.
Study the magazine "Educator in the preschool educational institution" on the topic of experience.
To study articles on the Internet on the topic "Theatrical activities in preschool age."
Prepare a subject-spatial environment, taking into account the age characteristics of children.
Make a long-term work plan.

Principles for the implementation of the theme:

The principle of organizing personality-oriented interaction, taking into account individual capabilities. Acceptance and support of his personality, interests and needs, development of creative abilities, care for his emotional well-being.
The principle of consistency. The work is carried out systematically throughout the school year, starting from early preschool age.
The principle of accessibility. Age characteristics, needs, interests, the level of preparedness of children, their little life experience are taken into account.
The principle of integration of educational areas. The content of theatrical games are interconnected with other sections of the program for educating and educating children in kindergarten.
The principle of continuity of interaction with the child in the conditions of kindergarten and family. Parents support forms of work with children and continue them in the family.

experience

I started my work on the development of creative abilities through theatrical activities by creating an object-spatial environment in the 1st junior group. For toddlers, a dressing room was decorated with costume attributes: sundresses, scarves, hats, and a screen. She also made the Repka and Kolobok table theaters, purchased the Ryaba Hen B-Ba-Bo Theater, and the Ryaba Hen Soft Table Theater. Set up a book corner. Where she placed books of different directions: nursery rhymes, fairy tales, works corresponding to the age of children. Fairy tales on CD carriers were purchased. The card index "Finger games" was designed.

In work with young children, preference is given to theatrical activities, because it helps to quickly adapt to kindergarten. Kids willingly portray various animals, they are happy to transform into kittens, dogs, little goats, etc. Dramatization is one of the groups of theatrical play. In games - dramatizations, the child - the artist independently creates an image with the help of a complex of means of expression (intonation, facial expressions, pantomime), performs his own actions of playing the role. In the game - dramatization, the child uses some kind of plot, the script of which already exists, but is not a rigid canon, but serves as a canvas within which improvisation develops. Game - dramatization - is a small performance and, at the same time, a transitional form from game to art. Proximity to the game as the leading type of activity of the child, the transformation into the image of one or another character, characteristic of the game, turn this type of activity into one of the most beloved by children. Each story plays out over and over again. It is repeated (but it will be a different story each time) until each child plays all the roles he wants. In traditional pedagogy, dramatization games are classified as creative.

Forming interest in games - dramatizations, it is necessary to read and tell children fairy tales and other literary works as much as possible.

Every day I read works from different genres to the children, trying to convey the character of the characters with my voice and facial expressions.

Together with the guys, we played nursery rhymes (“Kisonka - Murysonka”, “Alenka’s Visiting” and others), works by A. Barto (“Bunny”, “Goby”), imitated the movements of various animals (cat, fox, bear, wolf and other animals). They also dramatized fairy tales - "Rocked Hen", "Turnip". Of course, the kids are not yet perfect in conveying the images of heroes, but they are trying very hard. And what a pleasure it gives them! In order for children to develop creatively in dramatization games, I invited them to play with animal toys, to dream up how they can play various actions with them. And also the guys independently used the theater on the flannelograph, spoke on behalf of the heroes of fairy tales, acted with pictures - heroes.

In free and directly educational activities, they played with fingers: "Mushrooms", "Our Mothers", "Dishes", Pets, "Wild Animals" and others.

In the classroom, she used theatrical activities as a game technique and a form of teaching children, introduced a character that helped to better assimilate certain knowledge, skills and abilities.

During the year, I made a project on the fairy tale "Gingerbread Man", thematic planning for the week on the topic "Children's Book Week", which traced the work on games - dramatizations, showed the final event on the thematic week - the children dramatized the fairy tales "Turnip", "Ryaba Hen" (they showed these tales to the children of the 2nd junior group).

The development of creativity begins in early childhood. Toddlers, acting in accordance with the role, use their capabilities more fully and cope with many tasks much easier. Even in his works N.K. Krupskaya repeatedly pointed out the need to encourage and develop creativity in children in every possible way.

Game-dramatization is a form of activity of a child in preschool childhood. Therefore, theatrical art is close and understandable to children. A literary work always has a moral orientation (friendship, kindness, honesty, courage). Thanks to a fairy tale, a child learns the world not only with his mind, but also with his heart, expresses his own attitude towards good and evil. In the process of working on the expressiveness of the characters' replicas, the dictionary is imperceptibly activated, the sound structure of speech and its intonational structure are improved. Theatrical activity is aimed at developing children's sensations, feelings, emotions, thinking, imagination, fantasy, attention, memory, as well as many skills and abilities.

Together with the children in the second junior, we continued to work on the imitation of individual actions of a person, animals, birds. Having examined the album "Emotions and Feelings", the children showed different emotions of people: joy, sadness, and others. In game exercises, movements were imitated by grandmothers, grandfathers, granddaughters. In outdoor games "Sun and rain", "Sparrows and car", "Horses", "Mice and cat", "Shaggy dog", "Hatched mother hen and chickens", "Kittens and puppies", "Charging animals" and others imitated movements animals and birds. With the help of physical minutes, the movements of animals were also transmitted (“A horse is waiting for me on the road”, “Three bears”, “Bears lived in the thicket”, “Once upon a time there was a bunny”). During the year she worked with children on sketches. Etudes is a kind of school where children learn the basics of acting. Together with the children, we walked on the floor, like in a hot puddle, walked like mice when the cat was sleeping, ate an imaginary candy and licked our lips, like chanterelles eavesdropped on what the cat and the cockerel were talking about in the hut. With the help of etudes, kids in a playful way learn to express their feelings and understand the feelings of other people.

Then we imitated a chain of successive actions in combination with the transfer of the main emotions of the hero - funny nesting dolls clapped their hands and began to dance, the bunny saw the fox and got scared, the naughty kitten burned its paw and burst into tears.

Depending on the season, the children imitated how the leaves fly in the wind and fall on the path, how the wind picks up snowflakes that spin in the air.

The next step in the work is a wordless improv game with one character. The teacher reads the text, and the children improvise. We showed nursery rhymes “Hare, dance”, “We are riding, we are riding a horse”, “I will tie a goat”, “Cat's house”, a poem by I. Tokmakova “Like snow, snow on a hill”.

Also, in working with children, I used games for the development of hearing (“Guess by the sound”, “Guess who sings?”), For the development of onomatopoeia (“Animals”, “Who screams like”), for the formation of speech (games with fingers) , which further helped to better convey the character of the character.

For the purpose of emotional perception and vivid living of the heroes of fairy tales during the year, the children listened to works of oral folk art, literary works, audio fairy tales, sang songs about the cockerel, sparrow, autumn and winter, lullabies. They also drew and sculpted for fairy-tale characters or based on works (“Tili-tili-tili bom! Cat's house caught fire!” - drawing with paints and foam rubber, “A fence for a cockerel”, “A turnip has grown”, modeling: “Delicious carrots for a bunny” , “Bowls for three bears”, “We make a bun”, application: “Let's decorate a mitten for a fox”, “A bun rolls along the path”).

With the aim of developing acting skills, teaching puppetry, I showed various fairy tales on a flannelograph, table and finger theater. The games “Geese”, “Bug”, “Bunny”, “Chicken”, “All toys have fun” were held, where children learned how to puppeteer.

Together with the children, we continued to dramatize fairy tales: “Ryaba the Hen”, “Turnip”, and also tried to show the fairy tale “Gingerbread Man”, “Teremok”, the work of K. Chukovsky “Chicken”. They did morning exercises based on the fairy tales "Three Bears", "Gingerbread Man".

And during the January holidays, one day was devoted to the theater. On this day, we dramatized the work “Why did the kitten cry”, retelling the fairy tale “Gingerbread Man”, showed the “Turnip” table theater, guessed the heroes of familiar fairy tales from the picture, designed houses for fairy-tale heroes, played outdoor games.

In the middle group, I continued the topic "Theatrical activities." The object-spatial environment was supplemented in accordance with the age of the children: costumes, types of theaters, audio recordings of classical and children's works, the album "Illustrators", fiction and educational literature in accordance with the age of the children. Voiced and unvoiced musical instruments have been added to the music corner. The collection of small toys for director's games has been supplemented. Didactic games purchased: "Favorite Tales", "Fold a Tale", "Tell a Tale", "Tales" (from cubes), "Tale by Tale", "Stories in Pictures" (consecutive plotting).

At this age, there is a deepening of interest in theatrical games. The work of a teacher with children 4-5 years old should consist in maintaining interest in a theatrical game, in its differentiation, which consists in preferring a certain type of game (dramatization or directing), becoming a motivation for interest in the game as a means of self-expression.

The expansion of the theatrical and gaming experience of children is carried out through the development of the game-dramatization . Almost all types of game tasks and dramatization games that a younger preschooler has mastered are useful and interesting for a child of middle preschool age.

The expansion of the gaming experience of children also occurs through the development of theatrical play. . At the age of 4-5 years, the child masters different types of table theater: soft toys, wooden theater, cone theater, theater of folk toys and planar figures. The theater of riding puppets is also available to children (without a screen, and by the end of the school year with a screen), the theater of spoons, etc. The theatrical and playing skills of preschoolers are becoming significantly more complicated.

The first group of skills provides further development position "spectator» be an attentive and friendly spectator; show elements of the audience culture: do not leave your seat during the performance, adequately respond to what is happening “on the stage”, respond to the appeal of the “artists”, thank them with the help of applause; positively evaluate the game of peers - "artists").
The second group of skills is related to improvement positions "artist", This mainly implies the ability to use the means of non-verbal (facial expressions, gestures, postures, movements) and intonational expressiveness to convey the image of the hero, his emotions, their development and change, to convey the physical characteristics of the character, some of his character traits. The ability to “control” the puppet is also developing: to keep it unnoticed by the audience, to correctly “lead” the puppet or the hero’s figure in the director’s theatrical game, imitating walking, running, jumping, gestures and movements, symbolizing greetings and farewells, agreement and disagreement.
The third group of skills provides primary mastering the position of "director" in the director's theatrical game, i.e. the ability to create a play space on the plane of the table, fill it with toys and figurines at your discretion.
The fourth group allows the child to master the basic the skills of the "designer of the performance”, which implies the ability to determine a place for the game, select attributes, use materials and elements of costumes in a variant way, and be included in the process of making the missing attributes for the game by the educator.
The fifth group of skills aimed at positive interaction with other game participants, includes the ability to negotiate, establish role-playing relationships, master elementary ways of resolving conflict situations during the game.

At the beginning of the year, I designed the “Types of Theaters” folder, thanks to which I introduced the children to the concept of theater (buildings, posters, foyer, stage, hall), and its varieties. She talked about the rules of conduct in the theater.

During the year, in the middle group, together with the children, we made fairy tales of the table theater ("Three Little Pigs") and the finger theater ("Zayushkina's Hut", "Gingerbread Man"). And then the children independently showed them to their friends.

Work was also continued on sketches (from the book "Psychogymnastics" by M.I. Chistyakov). Together with the guys we played the following etudes: “Oh! Oh! My stomach hurts! ”,“ Dirt ”,“ Two angry boys ”,“ Parsley jumps ”and others. They told poems with their hands: “My book”, “Five kids”. I read a poem, and the children reproduced the text with appropriate expressive hand movements.

In order to form ideas about friendship, the development of a benevolent attitude towards others, the desire to support a friend, games were held: “Guess the name of the fairy tale”, “Name a friend affectionately”, “Depict a guess” (with the help of facial expressions and gestures to portray the heroes of a fairy tale), “I will change myself friends, guess who I am? ”, Conversations: “Say good things about a friend”, “How can you regret it”. As well as games for the development of skills to compose a consistent plot of the work: “Favorite fairy tales”, “What fairy tale is the illustration from?”

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, courage). Thanks to a fairy tale, a child learns the world with his mind and heart. And not only cognizes, but also expresses his own attitude towards good and evil. Favorite characters become a role model and identification. Exactly

the ability of the child to such identification with the image they love allows teachers to find a positive influence on children through theatrical activity.

In the middle group, children participated in staging fairy tales: "Teremok", "Under the Mushroom", "Gingerbread Man - a prickly side", excerpts from the fairy tale "Three Little Pigs" were also dramatized. The children were shown the table theater "Kolobok - a prickly side", "Under the mushroom", "About the car", "Three little pigs", a literary quiz was held based on the fairy tales of K.I. Chukovsky.

In the classroom and in free activities, children listened to classical and children's music. And then they independently played musical instruments (voiced and not voiced), as in an orchestra. And together with the children, we voiced a poem on children's musical instruments “A walk in the winter forest”.

During the classes, to create interest, the children's organization continued to use a game technique: the arrival of different characters from works of art. During the year we continued to sculpt, draw from fairy tales. We sculpted hedgehogs, mushrooms, hares, mice, snowmen, foxes, a dancing nesting doll, cubs according to the fairy tale "Two Greedy Little Bears". They drew a bunny under the Christmas tree, a squirrel with a mushroom, snowmen. Christmas trees were glued on the application, snowmen made of different materials, a winter fairy-tale house.

Children took an active part in entertainment and holidays, emotionally expressed their mood, performing familiar songs and dances. In musical games, facial expressions and gestures conveyed the character of the character.

The motor sphere of a child of middle preschool age is characterized by positive changes in fine and gross motor skills. Agility, coordination of movements develop. Perception becomes more developed. Improved orientation in space. Children successfully imitate the voices, actions of animals and birds, taking an active part in outdoor games. (“Heron and Frogs”, “Birds and Cat”, “At the Bear in the Forest”, “Horses”, “Hares and Wolf”, “Fox in the Chicken Coop”, “Grey Bunny Washes” and others.)

The great and versatile influence of theatrical activities on the personality of the child allows them to be used as a strong, but not intrusive 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.

Theatrical activity allows you to solve many problems of the kindergarten program: from familiarization with social phenomena, the formation of elementary mathematical concepts to physical improvement.

Working with parents

I believe that the successful solution of the tasks of developing the creative abilities of preschoolers through theatrical activities is possible only with the close cooperation of all subjects of the pedagogical process. I consider the organization of cooperation with the family to be especially important. Only if the activity and interest of parents is observed, their personal example is the most important condition for ensuring the success of the organized work. Combining teachers, children and parents in joint work to introduce them to the world of creativity and theater makes it possible to improve the pedagogical preparedness of parents in raising their own children.

In my work with parents, I set the following tasks:

To interest parents in the development of theatrical activities of children.
Introduce parents to a variety of theaters.
Inform parents about works of fiction recommended for reading.
Tell your parents about creating a theater at home.
Involve parents in the life of the kindergarten.

The parents were presented with the album “Types of theaters”, consultations: “Education with a fairy tale is the joy of meeting with a book”, “Games in the kitchen” (for the development of fantasy and creativity), “Mom, sing me a song!” (lullabies), “A modern children's book in the mirror of psychology”, “How interesting it is to spend leisure time with your family”, “Evening games with kids”, “We arrange home theater at home”.

Parents participated in replenishing the chest with costumes: they knitted animal hats, sewed various kokoshniks for girls. Assisted in the acquisition of children's fiction, audio and video for children.

And at the end of the year, a meeting was held at which children and parents showed fairy tales.

conclusions

The work I have done on the topic “Development of creative abilities through theatrical activity” has brought its results:

Children began to show more participation in games, increased activity and initiative.
Children mastered the technique of controlling puppets of various types of theater in accordance with their age.
Through a theatrical game, children mastered non-verbal means of communication: gestures, facial expressions, movements.
Children develop moral, communicative and volitional qualities.
Children began to sing songs, dances, poems more emotionally and more expressively.
Children have a desire to invent and tell fairy tales and stories.
The dictionary of children, its intonational structure became more active, dialogical speech improves.
Children began to liberate themselves and create.

Even at the third conference on preschool education (1926) N.K. Krupskaya raised the question that already at preschool age it is necessary to form such abilities that are required for the training of "skillful workers" in all areas of labor. Later in his works N.K. Krupskaya repeatedly pointed out the need to encourage and develop creativity in children in every possible way.

At present, our society needs a person of such a quality who would be bold, able to enter the modern situation, able to master the problem creatively, without prior preparation, had the courage to try and make mistakes until the right solution is found. A child at a preschool age must learn the universal human values available to him. The level of human culture is a measure of the civilization of the society where the child lives. From what was the childhood of the child, his worldview, attitude to reality depends. This cultural baggage determines the future of the child, his attitude, mentality, psychology.

Every person strives for happiness. And in order to make a child happy, it is necessary to elevate him spiritually and introduce him to creativity, to satisfy his inner desires; the need for beauty, kindness, love, truth, justice.

Summing up the results of the work done, we can say that the issue of developing creative abilities through theatrical activities is relevant, and I recommend using it to colleagues who pay great attention to the creative development of preschoolers.

Theoretical base of experience

Program "Childhood" (edited by T.I. Babaeva).
M.D. Makhanev "Theatrical classes in kindergarten".
Journal "Educator in the preschool educational institution":

"Theatrical activity in work with young children" (No. 6/2010)
"We play with young children" (No. 3/2013)
"Theatrical activities in kindergarten" (No. 6 / 2009)
"Dramatic games in the development of the perception of fiction by younger preschoolers" (No. 1/2013)
"Theatrical games and exercises for younger preschoolers" (No. 4/2009)
"Theatrical games in middle preschool age" (No. 9/2010)
"Development of creative activity of preschoolers by means of theatrical and gaming activities" (No. 9/2010)
"Development of creativity in theatrical games" (No. 11/2012)

Articles on the Internet:

"Theatrical games in the preschool educational institution" O.V. Akulova. (portal-slovo.ru/Preschool education/36458.php)
The project "Development of communication skills in preschool children by means of theatrical activities." (ozreksosh.ru).
Project on theatrical activities with children 4-7 years old "Formation of the creative abilities of preschool children by means of theatrical activities." (Zernova E.N., Churina O.I.) - nsportal.ru›Kindergarten›Miscellaneous›…-deyatelnosti-s-detmi-4…
Theatrical games in kindergarten. (nashideto4ki.ru›…teatralizovannye…v_detskom_sadu…)

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