Types of theaters in kindergarten and attributes for theatrical games. Theatrical activity as a means of developing the creative abilities of preschool children

Do the kids really like it? After all, they love to play most of the time. Every kid always wants to fulfill his mission. How to train him to fulfill his role and act? Who will help him gain life experience? Of course, theater and artists!

After all, what is theatrical activity in kindergarten? This is an excellent way of aesthetic and emotional education for children, which allows you to create the experience of social behavior skills with the help of fairy tales and literary works for preschool age. Such literature is always distinguished by its moral orientation (kindness, courage, friendship, and so on).

Everyone knows that thanks to the theater, a child learns about the world around him with both his heart and mind. In this way he tries to express his own attitude towards evil and good.

In general, theatrical activities in kindergarten help children overcome shyness, timidity and self-doubt. The theater teaches little artists to see the beauty in people and in life, awakens in them the desire to bring good and beautiful things into the world. As a rule, theater comprehensively develops children.

What is the purpose of theatrical activities in kindergarten? Educators strive to implement the assigned tasks through all types of children's initiatives aimed at developing creativity and personal qualities in children.

Work on theatrical activities in kindergarten pursues the following missions:

• Creation of a special environment in which the creative activity of the younger generation in theatrical activities can develop. Teachers encourage performing creativity, develop the ability to act at ease and freely during performances, encourage improvisation through facial expressions, expressive movements, intonation, and so on.
• Introducing children to theatrical culture. Teachers introduce them to theatrical genres, the structure of the theater, and various types of puppet productions.
• Providing conditions for the relationship between theatrical and other types of activity in a single teaching process. This task is accomplished through music classes, physical education, excursions, and so on.
• Creating conditions so that children and adults can study theater lessons together. This point is fulfilled by staging joint performances in which children, parents, and employees participate. In addition, teachers organize performances in which older groups perform in front of younger groups.
• Educators want every preschooler to be able to realize themselves. To do this, they create a favorable microclimate in the group. Here the little person's personality is respected.

Theater in kindergarten

What is called creative activity and the development of creative talent? This is an integral part of the spiritual and socio-economic directions of the current social order.

In general, the word “creativity” among people means to search for, to show something that did not exist in past experience, social and individual. Creative activity usually gives birth to something unprecedented. It is the independent art of creating new products that reflect the individual's self.

It is known that creativity is not only creation in spiritual and material culture. This is a certain process of human modernization, primarily in the spiritual sphere.

Today, children's creativity is a very pressing problem in child psychology and preschool pedagogy. It was studied by N. A. Vetlupina, A. N. Leontiev, A. I. Volkov, L. S. Vygotsky, B. M. Teplov and many others.

It should be noted that theatrical activities in kindergarten are considered the most common type of creativity for children. It is close and understandable to children, it occupies a large part of their nature, and is spontaneously reflected in them, as it has a connection with the game. Children want to transform every impression from the life around them, every invention into actions and living images. They play any role they want, getting into character, imitating what interested them or what they saw. After all, they get enormous emotional pleasure from this.

Classes

It is noteworthy that theater practice helps develop the abilities and interests of children. In general, they have a positive effect on overall development, show curiosity, help to assimilate fresh information and methods of action, activate the desire to learn new things, and develop associative thinking.

And theatrical activities in the younger group of kindergarten help children become more persistent and purposeful, and show general intelligence and emotions during rehearsals. In addition, theater classes require children to be systematic in their work, hard work, and determination, which perfectly shapes strong-willed character traits.

Children develop ingenuity, the ability to combine images, intuition and ingenuity, and the ability to improvise. Theater and frequent performances in front of audiences on stage realize the creative powers and spiritual needs of children, liberate and increase self-esteem.

During classes, the child constantly alternates between the functions of performer and spectator. This helps him demonstrate his position, skills, imagination and knowledge to his comrades.

Exercises

Do you know that exercises for the development of speech, voice and breathing modernize the baby’s speech apparatus. If he performs a game task in the form of an animal or a fairy-tale character, he will be able to better control his body and learn the plasticity of movements. It should be noted that performances and theatrical games give children the opportunity to immerse themselves in a world of fantasy, teach them to evaluate and notice their own and others’ mistakes. And they do it with great interest and ease.

The kids loosen up and become more sociable. Now they clearly formulate their own thoughts and tell them publicly, they feel and understand the universe more subtly.

As a rule, theater practice classes should provide children with a chance not only to cognize and study the surrounding space through the study of fairy tales, but also to live in accordance with it, to receive pleasure from each successfully completed lesson, from classes, and from a variety of activities.

Basic directions of working with children

It is known that theatrical acting is a historically established social phenomenon, an independent type of activity inherent in man.

What is rhythmoplasty? It consists of complex musical, rhythmic, plastic games and exercises necessary to ensure the development of children’s innate psychomotor talents, expressiveness and freedom of body movements, and the discovery of a sense of harmony of their body with the environment.

But speech technique and culture are a special section that combines exercises and games that develop breathing and freedom of the speech mechanism.

What is basic theater culture? This is a section that introduces children to simple concepts, qualifying terminology of artists (characteristic features and types of theatrical art, spectator culture, the basics of the acting profession).

Program tasks

The program for theatrical activities in kindergarten includes the creation of performances. Work on the works is based on original plays that introduce children to fairy tales.

The program performs the following tasks:

• Activates children's cognitive interest.
• Develops visual and auditory attention, observation, memory, resourcefulness, imagination, fantasy, imaginative thinking.
• Eliminates stiffness and tightness.
• Forms the ability to respond unhindered to a command or musical signal.
• Teaches you to coordinate your actions with other kids.
• Fosters contact and friendliness in relationships with peers.
• Teaches how to improvise on the themes of familiar fairy tales and dramatizations.
• Improves coordination of movements and sense of rhythm.
• Develops musicality and plasticity.
• Develops the ability to be evenly placed on the stage and move along it without pushing each other.
• Develops speech breathing and correct articulation.
• Develops diction using poetry and tongue twisters.
• Requires you to clearly pronounce consonants at the end of a word.
• Replenishes vocabulary.
• Teaches you to find words that correspond to given characteristics.
• Teaches you to master intonations that reflect the most important feelings.
• Introduces the creators of the play.
• Introduces theatrical terminology.
• Introduces the structure of the stage and auditorium.
• Develops a culture of behavior in the theater.

As a result of such training, children acquire the following skills and abilities:

• Kids learn to act in a coordinated manner.
• They know how to relieve tension from certain muscle groups.
• Remember the necessary poses.
• Describe and remember the appearance of any baby.
• They know about eight articulation lessons.
• They know how to take a long breath simultaneously with an imperceptible short sigh.
• They tell tongue twisters at different paces.
• They can pronounce tongue twisters with different intonations.
• Able to build a simple dialogue.
• They are able to form sentences with given words.

Kids and theater

Theatrical activities in the junior group of kindergarten introduce the child to the world of theater, and he recognizes what fairy-tale magic is. Speech is the basis of the mental education of children, therefore the most important task of the educational process is the development of speech. As a rule, theatrical performances are used to develop speech.

In general, the possibilities of theatrical activity are endless. Taking part in it, kids explore the world around them through colors, images, sounds, and skillfully asked questions force them to analyze, think, make generalizations and conclusions.

The improvement of speech is very closely related to the formation of the mind. In the process of working on their own statements, the expressiveness of the characters’ remarks gradually activates the baby’s vocabulary, the intonation structure of speech and its sound culture are modernized.

Why is theatrical activity in kindergarten so interesting? Fairy tale scenarios confront children with the need to clearly, clearly and clearly express their thoughts. The role played, as a rule, and entering into a dialogue with another character improve the grammatical structure of dialogical speech. In this case, the educational possibilities are colossal: children learn to empathize with the characters of the productions and at the same time begin to feel the mood of the audience. Humane feelings awaken in them - the ability to show kindness, protest against falsehood, participation.

Development in kindergarten

Of course, the teacher plays a huge role in theatrical activities. It should be noted that theatrical activities must simultaneously fulfill developmental, educational and educational missions. They should not be limited to preparing speeches.

In general, theater classes consist of:

• Watching puppet shows and discussing them.
• Acting out various fairy tales and performances.
• Exercises to develop expressiveness of performance (non-verbal and verbal).
• Exercises for the social and emotional development of children.

That is why the content of such classes not only introduces the text of a fairy tale or any literary creation, but also gestures, movement, facial expressions, and costumes.

It is interesting that the development of theatrical activities in kindergartens and the accumulation of sensory-emotional experience in children is a long-term work in which parents should take part. As a rule, parents and children participate in theme nights on equal terms.

It is important that parents play an executive role, are the authors of the text, make scenery, costumes, and so on. In any case, the collective work of teachers, mothers and fathers contributes to the emotional, intellectual and aesthetic development of children.

Parents should definitely participate in theater activities. This evokes a colossal amount of emotions in the children; their sense of pride in their father and mother performing with them on the stage of the theater intensifies.

Communication skills

Have you ever studied a report on theatrical activities in kindergarten? No? It contains a lot of useful information. For example, from such documents you can find out that today the most important thing is the formation of communicative prestige, which is the main indicator of the development of a child’s personal qualities.

In general, communicative prestige consists of a set of skills that determine a preschooler’s desire to contact people. This also includes the ability to create a dialogue, the ability to communicate to plan joint activities, the ability to communicate using non-verbal means (gestures, facial expressions), and the manifestation of goodwill towards partners.

At the moment, the issue of developing communication skills in children is very acute. After all, the speed of his development, his attitude towards people, and his sense of self depend on the ease of a child’s communication with people.

Self-education in theatrical activities in kindergarten provides for the development of communication skills in children. To achieve this goal, it is necessary to create an environment in which every child could convey his emotions, desires, feelings and views, both publicly and in simple conversation. Here kids should not be embarrassed to listen.

The theater provides enormous assistance in this, as it unites children with a common idea and experiences. The children come together through interesting activities that allow each participant to show their activity, creativity and individuality.

In the process of theatrical activity and preparation for it, children begin to cooperate with each other, strive to communicate with peers, and develop communication skills.

Fairy tale therapy

What else is interesting about theatrical activities in kindergarten? The fairy tale scenarios here are distinguished by a certain magic and originality. In general, fairy tale therapy is called one of the methods that shapes creative abilities. It is famous for its centuries-old history, but it was given this name only recently.

Fairytale therapy uses fairy-tale parameters to develop creative abilities, integrate personality, modernize relationships with the outside world, and expand consciousness.

Using this method, they develop creative initiative, overcome childhood fears, reduce anxiety and aggressiveness, and accumulate positive communication experience in a group of peers.

The relevance of the use of fairy tale therapy lies in the fact that fairy tales are a natural component of the everyday life of children.

Objectives of fairy tale therapy

If you look at the report on theatrical activities in kindergarten, you can read a lot of interesting things there. For example, the tasks of fairy tale therapy:

1. They develop children's speech with the help of: telling fairy tales in the third person, retelling them, group narration of legends, telling them in a circle, staging fairy tales with the help of dolls, analyzing fairy tales, composing fairy tales.
2. Identifies and supports creativity.
3. Reduce the level of anxiety and aggressiveness.
4. Develop the ability to overcome fears and obstacles.
5. Develop skills for fruitful expression of emotions.

Theatrical activities of children in kindergarten begin with a magical physical education session. Next comes the magical breakfast porridge. Teachers with children strive to spend the whole day in a kind, fairy-tale climate.

Various fairy tale characters come to classes for the children, who tell them entertaining stories about our planet, play with them, read fairy tales and teach them kindness.

By listening to a fairy tale, the baby learns the philosophical meaning, behavior patterns and relationship styles. Moreover, all processes of comprehension occur at the symbolic-unconscious level.

The baby learns to tell stories, think creatively, retell, and then makes an impressive leap in development, which will influence the formation of his personality.

Types of fairy tales

It is known that the following types of fairy tales are used in fairy tale therapy:

1. An artistic or folk tale. This type provides moral and spiritual education, cultivates feelings of duty, mutual assistance, empathy, sympathy, and so on. For example, the fairy tale “Turnip” clearly reflects the support and help among people, without which it is impossible for one person to achieve a high goal.
2. An educational and educational fairy tale expands the child’s knowledge about our planet and the principles of behavior in different life situations. These are mainly fairy tales in which numbers and letters are animated.
3. Diagnostic narratives help determine the child’s character and reveal his attitude to the world. For example, if a girl likes fairy tales where the main character is a cowardly bunny, then you might think that she is very calm, shy and possibly timid.
4. Psychological legends teach a child to fight his fears and failures. Together with the hero, he gains confidence in his abilities.
5. Meditative tales create an atmosphere of positivity, comfort, calm, relaxation, excitement and stress relief. This category of fairy tales does not have evil heroes, conflict situations and the eternal struggle against evil.

Organization of children's fairy tale therapy

Organizing theatrical activities in kindergarten includes an incredible number of points. First, the kids are introduced to the fairy tale and look at the pictures together. During the reading process, they analyze the actions of the heroes together with the children. Analysis of characters' behavior should not be allowed to look like teachings and demands. The teacher must captivate the kids so that they speak, and he only controls the course of their thoughts.

There is such a famous writer Antipina. Theatrical activities in kindergarten are her favorite topic. She wrote a book covering many issues in this area. In fact, this is a methodological manual intended for teachers of educational preschool institutions. It contains games and exercises that develop plasticity and facial expressions, elements of logorhythmics and articulatory gymnastics. The book also presents the development of games, fairy tales and holidays.

What else does theatrical activity in kindergarten teach children? Club work in this area is very difficult, but interesting. Teachers make sure that the content of fairy tales is understandable to children, so that it is appropriate for their age. Together with the children, they dramatize what they have read, make an assessment, and express their opinion using intonation.

It should be noted that fairy tale therapy is called a wonderful, exciting way that helps our children solve age-related problems.

Work on theatrical activities in kindergarten involves observing children during play, on walks, in classes, and in free activities. Teachers notice that where it is necessary to mobilize attention and memory at an unconscious level, children become liberated, easily transform into like-minded and favorite fairy tale characters, fantasize with pleasure, and express their thoughts vividly and imaginatively. When transforming, kids easily solve fairy-tale questions, showing private creativity.

Subject environment

What else can theatrical activities teach children in kindergarten? Scenarios with magical adventures, theater corners, tabletop theaters and enchanted castles - this set of attributes has been familiar to teachers for a long time. They are needed to create a developing subject environment.

What are theater corners? Here they select a very diverse material on theatrical topics. Some items are created by teachers with their own hands, some are purchased, and some are given to the kindergarten by parents.

Musical and theatrical activities in kindergarten also affect the development of children. Music always accompanies performances in which children use masks to dramatize and stage Russian folk tales “Turnip”, “Kolobok” and others. Performances are created using tabletop, mitten and puppet theatres. Children always rehearse their roles with great pleasure and emotion.

Children use finger, plane and magnetic theater in games, staging fairy tales, improving dialogic speech, and developing the ability to carefully observe the process. The younger generation develops imagination and creative thinking.

In kindergartens there are magical castles where good heroes live and flying carpets on which teachers and students travel through fairy tales. It should be noted that kids really like to fantasize and create plots for fairy-tale games.

We hope this article will help you understand that theater is an essential component of educating the younger generation.

Theatrical activities are the most common type of children's creativity.

It forms the experience of social behavior skills due to the fact that every literary work or fairy tale for preschool children always has a moral orientation (friendship, kindness, honesty, courage, etc.). Thanks to a fairy tale, a child learns about the world not only with his mind, but also with his heart. And he not only learns, but also expresses his own attitude towards good and evil. Favorite heroes become role models. It is the child’s ability to imitate that allows teachers to have a positive influence on children through theatrical activities.

It is theatrical activity that allows a child to solve many problematic situations indirectly on behalf of a character. This helps overcome timidity, self-doubt, and shyness.

It is close and understandable to a child; it lies deeply in his nature and is reflected spontaneously, because it is connected with play.

Theatrical games develop abilities, help general development, the manifestation of curiosity, the desire to learn new things, assimilate information and new ways of acting, develop thinking, and build perseverance. In addition, these games develop creative abilities and spiritual needs, liberate and increase self-esteem.

The educational possibilities of theatrical activities 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 force them to think, analyze, draw conclusions and generalizations. Improvement of speech is also closely related to mental development. In the process of working on the expressiveness of characters’ remarks and their own statements, the child’s vocabulary is imperceptibly activated, the sound culture of speech and its intonation structure are improved. The role played and the spoken lines confront the child with the need to express himself clearly, distinctly, and intelligibly. His dialogical speech and its grammatical structure improve.

Understanding the importance of theatrical games in the upbringing and education of a preschool child, I use this in my work. The tasks that I set for myself were to create conditions for the development of creative activity; introduce to theatrical culture; ensure its interrelation with other types of activities in a single pedagogical process.

In my group, first of all, I created certain conditions for the development of children’s theatrical abilities: a theatrical zone with a long-term plan, selection of appropriate literature, making various dolls.

L. S. Vygotsky believed: in order to create a sufficiently strong foundation for creative activity, it is necessary to expand the child’s experience. With the help of a tabletop theater, a finger theater, a flannelgraph, and dramatization games, I awakened in children the desire to be artists.

At a younger age, the simplest and most interesting type of theater is finger theater. Playing with fingers is the first step, getting to know the first game convention. This is a theater without attributes, but with the most important thing - the hero and his life.

Surprisingly, a child easily perceives this difficult convention. At the same time, he successfully dramatizes familiar poems and nursery rhymes. Working with kids, I tried to help them independently find expressive features for their characters, using facial expressions and playful improvisations. The same work continued in the middle group.

In older preschool age, it is necessary to develop children’s independence in organizing theatrical games, teach them to understand the emotional state of another person and experience their own. This is helped by sketches for the expression of attention, fear, joy, pleasure, grief: “Guess what I’m eating”, “Guess where I am”, “The fox is eavesdropping”, etc. In dramatization games, children more expressively convey the images of the characters, they themselves stage fairy tales -performances, negotiate, distribute roles. With great desire they show performances for children and parents, including: “Geese-Swans”, “The Three Little Pigs”, “Little Red Riding Hood”.

Work was also carried out with parents: conversations: “How to instill in preschoolers an interest in theatrical art”, consultations: “Theatrical play as a means of developing the speech of preschoolers”, “Game and theater”, “Theater and parents”, parent meetings “The World of Preschool Theater ", competition "Best doll for the theater", "Best theater mask". Parents showed a keen interest in theatrical activities, provided assistance in making costumes and dolls for the theater, and played roles in joint productions of plays with the children.

Work on developing creative abilities in preschoolers in the process of theatrical games bears fruit: the children’s vocabulary is activated and enriched, they have become freer, more relaxed in communication, and most importantly, they experience an emotional uplift.

When they hear the word “theater,” their eyes light up with joyful sparkles, and their faces light up with a smile.

Literature:

1. E.A. Antipova “Theatrical activities in kindergarten” Sphere shopping center, Moscow 2006.

2. M.D. Makhaneva “Classes on theatrical activities in the kindergarten” Sphere shopping center, Moscow 2007.

3. Magazine “Preschool teacher” No. 10 / 2010.

Psychologists have proven that play activity is an integral component of the harmonious all-round development of preschool children. This is due to the age-related characteristics of the development of mental processes in children. With the help of this, preschoolers learn about the world around them, learn to communicate and interact with peers, and adapt to society. One of the effective types of play activity in kindergarten is theater. In such activities, preschoolers show creative activity, realize their potential, and develop abilities. This is why it is so important to hold theatrical games in preschool educational institutions. Such activities are organized in a preschool institution in a variety of forms. We will look at what types of theaters there are in kindergarten and how to organize them correctly in this material. In addition, we will share interesting ideas for making attributes and equipment for carrying out such work.

The influence of theatrical play on the development of a preschooler

It is impossible to overestimate the beneficial effects of theatrical games. This activity contributes to:

• children’s learning and retention of educational material;
• development of speech and fine motor skills;
• formation of communication skills;
• development of creative abilities, identification of children’s talents;
• developing the ability to interact with others;
• the formation of the sensitive-emotional sphere;
• the emergence of a sustainable interest in fiction and books;
• education of aesthetic taste;
• development of such personal qualities as determination, will, initiative and others.

Types of theaters in preschool educational institutions

Thus, the organization of theatrical activities in preschool education achieves a number of educational and educational goals. In addition, it contributes to the implementation of the requirements of the state standard, since thanks to this form of pedagogical work, children learn to independently put forward ideas, argue, show initiative and creativity.

What types of theaters can be organized in kindergarten? The pedagogical literature suggests carrying out activities with preschoolers such as:

• tabletop theater;
• bench;
• riding;
• wrist;
• floor;
• living puppet theater

In turn, each of these types is divided into subspecies. We will tell you more about each of them below.

Stand theater

A stand theater is a surface on which character figures and decorations are attached. This type includes:

1. Theater on flannelgraph (board covered with fabric). To organize this, you will need an industrial or self-made flannelgraph and figurines-characters of the chosen work of art, on which you need to attach Velcro to the back side. Thus, as the plot develops, the child is invited to attach the necessary figures to the flannelgraph.
2. Magnetic is essentially the same as the previous type, only a metal board is used, and magnetic strips are attached to the figures instead of Velcro. The basis and, accordingly, the characters of such a theater come in very different sizes: from a small tabletop version to a full-fledged screen for an auditorium or music hall.
3. in kindergartens is the most mysterious and unusual for children to perceive; preschoolers enthusiastically participate in such a game. To organize this type of theater you will need a screen (white fabric stretched vertically), a lantern or table lamp (depending on the size of the screen), and black cardboard figures. Instead of using toy characters, shadows can be created directly with your hand and fingers. This type is called “living shadow theater”.

Tabletop theater

The name of this type of theater speaks for itself - play activities are carried out on the table. Its peculiarity is that the scenery and characters must be small in size so that it is possible to place all the necessary attributes of the game on the surface. What is a tabletop theater like in kindergarten?

1. Paper (cardboard). Often such a ready-made theater can be found in some children's magazine - you just need to cut out and assemble all the necessary parts and you can start the performance.
2. Magnetic is a metal board with magnets - characters from a fairy tale.
3. A theater made of natural material, for example, cones, chestnuts, acorns, etc. It is convenient to place such characters in a box of sand.

"Rar" theater

This type includes theatrical activities, which require attributes such as finger puppets or “glove” toys. There are the following “wrist” types of theaters in kindergarten:

• finger;
• glove

What is needed to organize such theatrical activities? First of all, you need a screen. Its size depends directly on the size of the characters. In turn, dolls are most often made independently by the teacher. But students can also take an active part in creating characters. For example, you can make finger puppets from cardboard cones, fabric, tennis balls and other materials.

“Glove puppets” can be made, for example, from a mitten or sock, sewing the necessary elements (face, hands, clothes, etc.) to the base.

It is important to note that finger theater, in addition to other advantages, effectively develops fine motor skills of preschoolers, which, in turn, directly affects the formation of children’s speech.

Horse Theater

What is a horse theater? This term was introduced by Russian puppeteers back in the 16th century. Its peculiarity is that the dolls are taller than the person who controls them. There are the following types:

1. Reed theater uses puppets, which are mounted on a high cane, and the person who controls the characters is hidden behind a screen.
2. The Bi-ba-bo theater is becoming increasingly popular. In principle, this is the same “glove”, since the dolls are put on the hand. The only difference is that a high screen is used and, thus, the characters are shown to the audience at a level higher than the puppeteer's height.
3. No less interesting is the theater of spoons in kindergarten. It is very easy to make attributes for such gaming activities yourself. For this you will need a wooden spoon. The character’s face is drawn on its convex part, and the clothes of a fairy-tale hero are put on the handle. During a children's play, little puppeteers hold spoon characters by the handle.

Floor theater

Floor theater uses puppets. Making them yourself is quite difficult, so most often they are purchased in specialized stores. Due to this feature, this type of theatrical activity is rarely carried out in kindergartens. But it is the puppet theater that evokes a storm of emotions and delight in preschoolers. Since children do not yet understand the mechanism of action of such dolls, children imagine that the toys themselves have “come to life”. It is this element of “miracle”, “fairy tale” that contributes to the emergence of positive emotions in preschoolers.

Living Puppet Theater

But more often than others, a “live” puppet theater is organized in kindergarten. Such activities can be carried out as a lesson on the development of speech, the surrounding world, learning a foreign language, as well as during leisure time. In addition, a live theater production can be dedicated to a holiday, for example, Maslenitsa or New Year.

The following types of described gaming activities are distinguished:

• masque;
• theater of giant puppets.

The latter is most often carried out as a leisure activity in a preschool educational institution. The roles of giant dolls are played either by adults or older preschoolers. Younger children can only act as spectators.

Then the mask theater is suitable for children of any age. Even the youngest pupils have the opportunity to “reincarnate” into the hero of a fairy tale. The teacher can invite the children to retell a story the kids love in such an unusual way or prepare a full-fledged performance for their parents.

Preschoolers can make masks for the upcoming performance on their own under the guidance of a teacher, for example, during classes on artistic and aesthetic development or during leisure activities.

How to make a screen for a theater in a preschool educational institution yourself?

In order to organize theatrical activities with preschoolers, you will need various attributes, including masks, dolls, and decorations. Of course, the necessary equipment can be purchased in specialized stores. But by inviting children to make the necessary equipment for the theatricalization of a fairy tale, it is possible not only to diversify the educational process of preschoolers, increase motivation for work, but also to realize the main educational and educational goals.

What can you use to make a theater for preschoolers? For most types of such creative activities, a theater screen is required. In kindergarten, there is usually the specified equipment either in the playroom or in the music room. But if you don’t have a screen of the required size, you can make it yourself.

The easiest way to make such an attribute for a theatrical game is to stretch thick fabric over the doorway. Depending on what type of activity is supposed to be carried out, a “window” is either cut out in the material or an indentation is made at the top to accommodate the characters.

Screen for finger theater

To organize a finger theater, you will need a small screen. Therefore, this attribute can be made from cardboard boxes, at the bottom of which it is necessary to cut a hole. Such a screen then needs to be aesthetically decorated. It is recommended to decorate the box with universal decorations so that you do not have to make a new screen for each fairy tale separately. So, you can design it in the form of a forest clearing and place it as a “house on the edge.”

Dolls for theater in preschool educational institutions from scrap materials

Preschoolers really enjoy making their own character dolls from unusual materials for theatrical games. What can such attributes be made of? A teacher who practices a creative approach to work is able to make figures from the most unexpected materials. For example, a paper theater is the easiest and fastest way to make homemade characters.

You can also use wooden ice cream sticks, covering them with felt, foil, or colored self-adhesive film. Photos of such characters for theatrical activities can be seen below.

Materials for making characters

What else can you make characters from:

• cardboard, making two holes for fingers in the lower part;
• matchboxes;
• tennis balls;
• inflatable balloons;
• disposable tableware: plates, cups, spoons;
• socks, mittens, gloves;
• plastic bottles;
• natural material, etc.

Thus, you can organize different types of theaters in kindergarten. When planning such activities, it is important for the teacher to take into account the age and individual characteristics of the students and their interests. In addition, it is necessary not only to correctly conduct a theatrical game, but also to methodically correctly think through the preparatory and final stages of working with children. The effectiveness of pedagogical work with preschoolers in general depends on these factors.

MBDOU No. 27, Polysayevo, Kemerovo region.

Redkina L.V. Theatrical activity as a method of comprehensive development of preschool children // Sovushka. 2016. No. 2..2016.n2-a/VP16030066.html (date of access: 02/21/2019).

For the first time, a child leaves the narrow family circle and enters the world of adults. A growing person needs pedagogical support so that the child enters the world around him, grows into a creative person, and can choose his own path in life and realize it.
One of the effective means of comprehensive development and education of a child is theatrical games, which are always loved by children, being a favorable environment for the creative development of children’s abilities.
Children’s love for puppet shows is rooted in the peculiarities of their psyche, since they perceive puppet characters almost as independent living characters. This fabulous, playful world attracts and fascinates children, captivates and quietly educates them.
Theatrical activities make it possible to solve many pedagogical problems related to the formation of the expressiveness of a 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 becoming familiar with spiritual wealth. As a result, the child learns about the world with his mind and heart, expressing his attitude towards good and evil; learns the joy associated with overcoming communication difficulties and self-doubt. In our world, saturated with information and stress, the soul asks for a fairy tale - a miracle, a feeling of carefree childhood.
In the soul of every child lies the desire for free theatrical play, in which he reproduces familiar literary plots. This is what activates his thinking, trains memory and visual perception, develops imagination and fantasy, and improves speech. And it is impossible to overestimate the role of the native language, which helps people - especially children - to consciously perceive the world around them and is a means of communication. S. Ya. Rubinstein wrote: “The more expressive the speech, the more it is speech, and not just language, because the more expressive the speech, the more the speaker appears in it: his face, himself.” The use by children of a variety of means of expressive speech is the most important condition for timely intellectual, speech, literary and artistic development.
Theatrical activities are also a source of development of feelings, deep experiences and discoveries of the child, introducing him to spiritual values. Theatrical activities develop the emotional sphere of the child, make him sympathize with the characters and empathize with the events being played out. “In the process of this empathy,” as noted by psychologist and teacher, academician B. M. Teplov, “certain relationships and moral assessments are created that have an incomparably greater coercive force than assessments simply communicated and assimilated.”
Thus, theatrical activity- the most important means of developing empathy in children, i.e. the ability to recognize a person’s emotional state by facial expressions, gestures, intonation, the ability to put oneself in his place in various situations, and find adequate ways to help.“In order to have fun with someone else’s joy and sympathize with someone else’s grief, you need to be able to, with the help of your imagination, be transported to the position of another person, mentally put yourself in his place,” argued B. M. Teplov.
Theatrical activities make it possible to develop the experience of social behavior skills due to the fact that every literary work or fairy tale for preschool children always has a moral orientation (friendship, kindness, honesty, courage, etc.). Favorite characters become role models and identification. It is the child’s ability to identify with his favorite image that allows teachers to have a positive influence on children through theatrical activities.
Based on this, the main goal of my activity is:
To raise a creatively thinking child, to help him more fully discover his capabilities and abilities.
The relevance of the topic I have chosen at the present stage is obvious: pedagogy from “didactic becomes developmental”, which means the use of elements of theatricalization and improvisation in the process of teaching and raising children is becoming more and more noticeable, representing one of the promising areas of pedagogical thought. Getting acquainted with modern ideas of developmental education, I understood their essence for myself, trying to adhere to its main principles: development, creativity, play. I support those pedagogical ideas, the essence of which boils down to a single concept: the development of a child can be understood as an active process of self-awareness, the active creation by a small person of his own personal biography. And an adult must help him - a teacher, in this case - me, a teacher, connected with him by common ties of assistance and cooperation.

In the course of this activity, the following tasks are implemented:

1. Develop a sustainable interest in theatrical play activities.
2. Improve children's performing skills in creating an artistic image using game improvisations.
3. Expand children's understanding of the surrounding reality.
4. To consolidate children's understanding of various types of puppet theaters.
5. Enrich and activate children's vocabulary.
6. Improve intonation expressiveness of speech.
7. Develop dialogic and monologue speech.
8. Improve the ability to retell fairy tales coherently and expressively.
9. Develop memory, thinking, imagination, attention.
10. Teach children to correctly evaluate their own and others’ actions.
11. Foster a desire to play with theater dolls.
12. Develop the ability to use game improvisations in independent activities.

Forms, methods and techniques of work:

• Traditional methods (game, verbal, visual-auditory, practical) that are used in the classroom;
• A method of dramatization that allows you to solve assigned problems through transformation into an artistic image;
• A method of active perception that gives children the opportunity to accumulate impressions of works of art and the world around them.
• Watching puppet shows and talking about them.
• Dramatization games.
• Exercises for the social and emotional development of children.
• Finger play training for the development of hand motor skills, necessary for free puppeteering
• Diction exercises (articulation gymnastics).
• Tasks for the development of speech intonation expressiveness.
• Games - transformations ("learn to control your body"), figurative exercises.
• Exercises for the development of children's plasticity.
• Exercises to develop expressive facial expressions.
• Ethics exercises during dramatizations.
• Acting out various fairy tales and dramatizations.
• Acquaintance not only with the text of the fairy tale, but also with the means of its dramatization - gesture, facial expressions, movement, costume, scenery.

I began my work by studying and analyzing literature. Books by T. N. Karamanenko “Puppet theater in kindergarten”; T. N. Petrova “Theatrical Games”; L. B. Baryaeva "Theatrical Games".

Conducted pedagogical observation. I watched how the children played with each other, how their imagination and imagination were developed, how emotional their speech was.
Today there is an acute problem associated with the organization of play activities of modern children. Children are spoiled by the abundance and variety of games and toys, which do not always carry the necessary psychological and pedagogical information. Barbie dolls, robots, monsters, cyborgs, computers are not able to compensate for the complete mental and social development of the individual. Therefore, the teacher is required to be able to navigate the world of modern games and toys, maintaining a balance between the child’s desire and benefit for him.
Based on observations, I drew up a long-term plan for the work of the Skomoroshki theater group.
As part of the activities of the theatrical club, I work with children from October to May according to the long-term plan approved by the administration of the preschool educational institution. Classes are held once a week for 30 minutes. Alternating types of activities and the presence of gaming forms in each lesson allows you to maintain an active pace and avoid overworking students.
In the process of designing a subject-spatial environment that provides theatrical activities for children, I took into account:

• individual social and psychological characteristics of the child;
• features of his emotional and personal development;
• interests, inclinations, preferences and needs;
• curiosity, research interest and creativity;
• age and gender role characteristics.

The group set up a theatrical corner, since the subject-development environment should ensure the child’s right to theatricalize his favorite work. The corner is equipped with various types of theaters: table theater, mask theater, finger theater, spoon theater, shadow theater, jar theater, bi-ba-bo theater. We also have screens and various houses. Costumes and decorations made together with children and parents. In addition to the types of theater made with your own hands, there is also a factory-made theater, which is also in demand by children.
To create conditions for personalized communication with each child, develop his research interest, modeling, experimentation in the area of ​​theatrical activities, I placed a variety of natural and waste materials, fabrics, and costumes for acting.
As a result of my diagnostics, I revealed a classification of children’s playing positions.

1. Child - "director"- has a well-developed memory and imagination, this is a child who has the ability to quickly perceive a literary text and translate it into a playful production. He is purposeful, has combinatorial properties (incorporating poetry, songs, dances, etc. into the course of the game) and organizational abilities (initiates the game, distributes roles, defines the “scene,” manages the game and its development)
2. The child is an "actor"- endowed with communicative abilities, easily involved in a group game, fluent in various means of expressiveness and conveying an image, does not experience difficulties in playing a role, is ready for improvisation, can quickly find the necessary game attributes that help more accurately convey the image. He is emotional, sensitive, and has a developed ability of self-control.
3. The child is a "spectator"- has well-developed reflexive abilities, it is easier for him to “participate in the game” from the outside. He is observant, has steady attention, creatively empathizes with the game, loves to analyze the performance, the process of children playing roles, discuss it and his impressions, conveys them through the means of expressiveness available to him (drawing, word).
4. Child - "decorator"- endowed with the ability to figuratively interpret the literary basis of the game, which manifests itself in the desire to depict impressions on paper. He has artistic and visual skills, feels color and form in conveying an image, a concept, and is ready for the artistic design of a performance through the creation of appropriate scenery, costumes, game attributes and props.

If the necessary condition is present - the active interest of children in theatrical play - everyone will find their place. The game will help a timid child become more courageous and decisive, while a shy child can “hide” behind a mask, thereby overcoming self-doubt, creating a feeling of self-satisfaction, joy, and success.
My work as the leader of the “Skomoroshki” circle is built in close contact with specialized specialists: a music director, a teacher-speech therapist, who help children learn poetry and develop rhythm plasticity.

Classes are conducted on the development of:

• Activities- from the need for emotional release - through self-expression in active action - to the activation of figurative vocabulary and positive emotional manifestations.
• Independence- from orientation in the means of linguistic expressiveness, problematic situations in theatrical activities, in the rhythm and dynamics of musical images - through justification of one’s own in speech-proof - to the search for the best ways of self-expression in speech and movement.
• Creativity- from imitation of an adult in emotional action and expressive words - through the joint compilation of verbal descriptions based on the perception of pantomimic sketches, tempo-rhythm, musical composition - to verbal fantasy based on musical composition.
• Emotionality- from emotional charging with artistic images - through an adequate emotional response to one’s own negative experience in action, rhythm and word - to decentration (understanding the emotions of others) and to the replacement of an (ineffective" style of behavior with a productive one.
• Arbitrariness- from the full experience of the emotional states of fiction characters in problematic situations and understanding the meanings of figurative expressions - through the assessment of one’s own and others’ oral messages and emotional actions - to the dynamic balance of performed movements and speech messages in a dramatization game.
• Connected speech- from the continuation of adult phrases - through verbal reasoning regarding the dynamics of musical compositions, the performance of pantomimic sketches, the rhythmization of fairy-tale images - to creative improvisations based on the plot.

The development of the listed personality traits is logically interconnected and is carried out comprehensively.

For theatrical activities, material has been selected and systematized: special exercises, sketches, tasks that are carried out in a playful way, allowing shy and indecisive children to be involved. In accordance with the theme and time of year, sketches and games for the development of stage speech are selected ("Soap Bubbles", "Surprised Hippopotamus", "Thinking"). Much attention is paid to acting games, in which the child can easily express his emotions ("The Sun and the Little Engine", "Wonderful Transformations", "Delicious Sweets").
Relaxation exercises are used to prevent psycho-emotional stress: “Magic Dream”, “Thoughts”, “Sleep on the Seashore”.
I implement the principle of modern pedagogy - the principle of cooperation. Child-educator-parents.
Forms of work with parents are carried out in the following areas:

• home theater basics;
• mastery of game management;
• training in organizing independent theatrical activities;
• theater lounge;
• creative workshop;
• joint holidays, leisure and entertainment based on theatrical activities;
• consultations on issues of creative development of children;
• parent meetings;
• photo report.

We call our circle “family” because children, teachers and parents play on the same stage. Children show their creativity in everything, from preparing the performance to its premiere. And with what pride they play roles together with teachers and parents. After all, they feel more liberated, more emotional, more free next to them. All performances are preceded by painstaking work: trainings, sketches, exercises, transformations, musical and plastic improvisations. The theater area is rich in a selection of scenery, costumes, dolls of various types, masks and hats, which are made by the hands of children, teachers and parents. Although puppet theater toys are commercially available, from experience, homemade toys are the most expressive and in demand.
The results of my work on theatrical activities make me happy: the guys began to show empathy to each other more often, willingly talk about their feelings and experiences, and became trusting and open. The number of conflict situations between children has decreased significantly. Children have mastered nonverbal means of communication (gestures, facial expressions, movements, etc.); learned to understand and realize the emotional state of the people around him and his own; speech became more expressive; they became more self-confident, learned to overcome shyness, and empathize; became more independent and proactive; Children became interested in theatrical play.

Thus, the systematic inclusion of theatrical games in everyday life helps children to more fully reveal their capabilities and abilities and strengthens parent-child relationships.

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

Children's whole life is filled with play. Every child wants to play their role. Teaching a child to play, take on a role and act, while at the same time helping him gain life experience - theater helps to achieve all this.

Theater is a means of emotional and aesthetic education of children in kindergarten. Theatrical activities make it possible to develop the experience of social behavioral skills due to the fact that every fairy tale or literary work for preschool children always has a moral orientation (kindness, courage, friendship, etc.). Thanks to the theater, a child learns about the world not only with his mind, but also with his heart and expresses his own attitude towards good and evil. Theatrical activities help the child overcome timidity, self-doubt, and shyness. Theater in kindergarten will teach the child to see the beautiful in life and in people, and will give rise to the desire to bring the beautiful and good into life. Thus, theater helps the child develop comprehensively.

Target: Organize the implementation of these tasks through all types of children's activities aimed at developing in children the creativity and personality of the child.

Tasks:

1. Create conditions for the development of children's creative activity in theatrical activities (encourage performing creativity, develop the ability to act freely and relaxed when performing, encourage improvisation through facial expressions, expressive movements, intonation, etc.).
2. Introduce children to theatrical culture (introduce them to the structure of the theater, theatrical genres, and different types of puppet theaters).
3. To provide conditions for the interaction of theatrical activities with other types of activities in a single pedagogical process (music classes, physical education, excursions, etc.).
4. Create conditions for joint theatrical activities of children and adults (staging joint performances with the participation of children, parents, employees, organizing performances by children of older groups in front of younger ones).
5. To promote the self-realization of each child and the creation of a favorable microclimate, respect for the personality of the little person.

Design of a subject-development environment:

1. Take into account the individual social and psychological characteristics of the child.
2. Features of his emotional and personal development.
3. Interests, inclinations, preferences and needs.
4. Curiosity, research interest, creativity.
5. Age and gender-role characteristics.

Expected results for children:

1. Children must have the skills of expressive speech, rules of good manners, behavior, and etiquette for communicating with peers and adults.
2. Be able to convey different feelings using facial expressions, gestures, and intonation.
3. Show interest and desire for theatrical art.
4. Independently perform and convey images of fairy-tale characters.
5. Interact collectively and consistently, showing your individuality.