Formation in children through theatrical activities. Step by step process of making paper dolls
MUNICIPAL BUDGET GENERAL EDUCATIONAL INSTITUTION
"VORONOVSKAYA SECONDARY EDUCATIONAL SCHOOL"
Rognedinsky district, Bryansk region
Pedagogical experience on this topic:
"Development creativity in children through theatrical activities "
Compiled and conducted by: teacher of the preschool group Sadova I.I.
Voronovo 2017
INTRODUCTION
Creativity is a constant companion child development. Thus, in preschool age, the foundations are laid creative activity child, 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. Theatrical activities in kindergarten is the opportunity to open creativity child, the upbringing of the creative orientation of the individual.
RELEVANCE OF THE TOPIC
The relevance of the topic lies in the conditions of the transition to the Federal State Educational Standard. One of the basic principles of preschool education, reflected in the Standard: the implementation of the Program in forms specific to children of this age group, primarily in the form of a game, cognitive and research activities, in the form of creative activity that ensures the artistic and aesthetic development of the child.
Theatrical play is the most relevant and most optimal view games in childhood. By participating in a theatrical game, children learn the world through images, colors, sounds. Theatrical play develops emotional sphere child, make him sympathize, empathize with the characters. "Magic Land" - this is how the great Russian poet A. S. Pushkin once called the theater. The poet's feelings are shared by both adults and children who have come into contact with these amazing forms of art.
Fairy tale performances in the theater the child is introduced into the world of birds and animals capable of speaking, thinking and acting 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 life and form a positive experience of perception of the surrounding reality.
THEORETICAL SUBSTANTIATION OF THE EXPERIENCE
In the pedagogical literature, theatrical activity is considered as a means of developing children. The study of psychological and pedagogical and methodical literature, shows that at present a lot of theoretical and practical experience has been accumulated in organizing theatrical and gaming activities in kindergarten.
The main requirements for the organization of theatrical activities for children younger age are: diversity and richness, topics relevant to given age; constant, daily inclusion of theatrical games in the life of a child, i.e. in all forms of organization pedagogical process. Characteristic features theatrical games are the literary and folklore basis of their content and the presence of spectators. They can be divided into two main groups: dramatization games and directing games. In dramatization games, the child plays the role of an "artist". Types of dramatization are games that imitate images of animals, birds, 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 the plot without prior preparation. In the director's 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 various types of theaters used in kindergarten: tabletop, finger, puppet, etc.
Theatrical activity of preschoolers is based on the principles of developmental education, the methods and organization of which are based on the patterns of child development, while taking into account psychological comfort, which involves: 1) removal, if possible, of all stress-forming factors; 2) emancipation, stimulating the development of spiritual potential and creative activity; 3) development of real motives: play and learning should not be forced; internal motives must necessarily include the motivation of success, moving forward (“You will definitely succeed”).
PURPOSE OF THE EXPERIENCE
The purpose of the experience is to develop creative abilities in preschool children through theatrical activities.
EXPERIENCE CHALLENGES
Awaken in the soul of every child a sense of beauty and instill a love of art.
Introduce children to different types of theater.
Learn 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.
PRINCIPLES OF THE THEME IMPLEMENTATION
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.
The principle of integration of educational areas. The content of theatrical games are interconnected with other sections of the program.
The principle of system. The work is carried out systematically throughout the academic year.
The principle of accessibility. are taken into account age features, needs, interests, level of preparedness of children, life experience.
EXPERIENCE
Theatrical activity is the most common type children's creativity. It is close and understandable to the child, lies deep in his nature and is reflected spontaneously, because it is connected with the game. Every invention, impression from surrounding life the child wants to translate into living images and actions. Entering the image, he plays any role, trying to imitate what he saw and what he became interested in. This type of game has a great influence on the development of coherent, literate, emotional and content-rich speech of children. For mine mixed age group, where there are children from 3 to 7 years old, theatrical games have become an indispensable tool. During the period of adaptation of kids in kindergarten, pom-pom dolls "Kulinki" help me. With the help of theatrical activities, younger children learn to listen carefully, memorize, act with toy objects, recognize their properties (paper ones are torn, torn, soaked in water; rubber ones are elastic, you can play with them in water, they do not get wet), master facial expressions ( sad, cheerful, kind, evil), learn to sympathize, to distinguish good from bad. My task is to timely create conditions for such games.
Older children independently organize theatrical games, as they say, play theater. Here may be involved different kinds theater: desktop, finger, puppet, toys from kinder surprises, etc.
In my work, I use theatricalization in various activities of the pedagogical process: the Vasilisa the Wise doll helps to conduct experiments, we do exercises with Carlson, the Kitten and Tiger Cub jars help in creative work. That is, during classes I use a theatrical game as a game technique and a form of teaching children.
Reading is a daily tradition of the mixed-age group. fiction, which allows you to acquaint children with a variety of works that can become the basis for subsequent dramatizations. I consider the organization of cooperation with the family to be especially important. Once every two weeks we gather with parents to discuss and resolve current affairs. I believe that only if the activity and interest of parents are observed, their personal example – essential condition ensuring the success of the organized work.
BIBLIOGRAPHY
Dyachenko O. M. The development of the imagination of a preschooler. Toolkit for educators and parents. - Publishing house "Mosaic-Synthesis" 2008.
Kireeva L. G., Saskova O. A. We draw a puppet show. - Publishing house "Teacher" 2008.
Makhaneva M.D. Classes in theatrical activities in kindergarten. Shopping center "Sphere" Moscow 2007.
Sorokina A. O., Petrova T. I., Sergeeva E. A., Petrova E. S. Theatrical games in kindergarten. Moscow 2000.
Shchetkin A.V. Theatrical activity in kindergarten - Publishing house "Mosaic-Synthesis" 2008.
Lozhkina Tamara Nikolaevna
Job title: educator
Educational institution: MDOU "Kindergarten No. 231"
Locality: Yaroslavl
Material name: From work experience
Subject:"Development of children's creative abilities through theatrical activities."
Publication date: 08.12.2017
Chapter: preschool education
Municipal Preschool educational institution
"Kindergarten No. 231"
FROM WORK EXPERIENCE
Development of children's creative abilities
through theatrical activities.
Educator: Lozhkina Tamara Nikolaevna
Yaroslavl 2017
Theater is Magic world. He gives beauty lessons
morality and ethics. How richer are they?
the more successful the development spiritual world children...
B.N. Teplov
Introduction
Modern preschool institutions are looking for new approaches to education.
I, like many educators, am busy looking for non-traditional ways to
interaction with children, while solving a number of important issues:
How to make every activity with your child interesting and exciting, simple and
unobtrusively tell him about the beauty and diversity of the world;
How to teach a child everything that is useful to him in this complex modern
life, how interesting it is to live in this world;
How to educate and develop his basic abilities: to hear, see,
feel, understand, fantasize and invent.
Based on the task, me, as a creative educator,
attracted theatrical activities. This is probably one of the most
effective ways impact on children, in which the most complete and vivid
the principle of learning is manifested: to teach by playing. Theatrical games enjoy
children with unchanging love. Theatrical activity is
source of development of feelings, deep feelings and discoveries of the child,
introduces him to spiritual values. “In the process of this empathy, - as
noted psychologist and teacher, academician B.M. Teplov, - certain
attitudes and moral values, which have an incomparably greater
coercive force than assessments that are simply communicated and assimilated."
Having studied modern methodological literature, I chose the material for
introducing it into the practice of her group, and also came to the conclusion that using
this material, you can increase interest in theatrical and gaming activities.
Relevance of work experience.
In accordance with the targets, which are indicated in the GEF DO
“A child at the stage of completion of preschool education must have
developed imagination, show initiative and independence in different
activities, actively interact with adults and peers.
All these personal characteristics develop especially strongly in
theatrical activities.
Theatrical activity in kindergarten is a great opportunity
revealing the creative potential of the child, the education of all-round development
personality. In the theater, the child reveals all his possibilities, he feels
not by himself, but by the character he plays. Therefore, he disappears
shyness, stiffness of movements, existing complexes disappear.
Practical significance is that the accumulated material (complex
scenarios, leisure activities with children, theatrical performances, development
theatrical games) can be used during holidays,
entertainment, in Everyday life children and in the work of preschool institutions.
Scientific novelty and theoretical significance of experience is to consider
problems of development of creative abilities of preschoolers by means of
theatrical art, in the development of forms and methods of working with children, as in
classes, as well as joint activities, in the designation of the main
directions.
Target: Creating an atmosphere of creativity, social and emotional development
children through theatrical activities.
Tasks:
1. Create conditions for the development of creative activity of children in theatrical
activities.
2. Introduce children to theatrical culture (introduce the device of the theater,
theatrical genres, with different types of puppet theatres).
3. Provide conditions for the relationship of theatrical with other types
activities in a single pedagogical process ( music lessons,
sports activities, excursions, etc.).
4. Create conditions for joint theatrical activities of children and
adults (staging joint performances with the participation of children, parents,
employees, organization of performances by children of older groups in front of younger ones).
5. Contribute to the self-realization of each child and the creation of a favorable
microclimate, respect for the personality of a small person.
presenter pedagogical idea work experience: all-round development of personality
child through theatrical activities.
The educational possibilities of theatrical activity are enormous: it
the subject is not limited and can satisfy any interests and desires
child. Their speech becomes more expressive, competent.
Received a positive emotional charge from the show,
acquired self-confidence increases children's self-esteem. Their game
activity is activated, acquires a creative character, emotional
saturation. It is the theatrical game that develops thinking,
imagination, trains memory and figurative perception, improves speech.
By this direction I have been working for several years. In my work I used
various forms of organization of theatrical activities.
Forms of organization of theatrical activities:
1. Joint organized theatrical activities of adults and children.
2. Independent theatrical and artistic activities, theatrical
games in everyday life.
3. Mini-games, mini-skits in the course of another directly educational
activities.
4. Visiting theaters in preschool or outside kindergarten with parents.
I started dramatization in my work with children from a young age. In Group
equipped a theater corner, as well as a "quiet corner" where a child can
be alone and rehearse some role or watch
illustrations for theatricalization. In the zone of theatrical activity placed
different types puppet theater- finger, bi-ba-bo, planar, theater
shadows, theater on spoons, masks, palm theater, shawl theater, props and
Scenery. The next stage of work was: the selection of games for the development of hearing,
onomatopoeia, finger, articulation and breathing exercises,
scenarios of fairy tales, theatrical games, sketches. I have also developed
perspective plan theatrical games and entertainment, leisure activities with
parents. Prepared and carried out parent meetings, questionnaires for
parents, memos, consultations.
literary work or fairy tale, but also with gestures, facial expressions, movements,
suits. The development of children's creative activity was promoted as classes
in theatrical activities, and individual work with every
child.
View puppet shows
Dramatization games
Exercises for the social and emotional development of children
Diction exercises
Exercises for the development of children's plasticity
Finger game training
Exercises for the development of expressive facial expressions, elements of art
pantomime
Didactic games based on fairy tales using an interactive
Multimedia
In my work I use Internet resources:
maam - International educational portal of MAAM. EN
htth://o –detstve – About childhood
htth://solnet.ee/ - Children's Portal Sunshine
dohcolonoc - Everything for Kindergarten Teachers
Today, one of the brightest, developing, interesting,
significant methods, both for adults and children, is the design
activity. Participation in the project helps the child to feel his
significance, to feel like a full participant in events, contributes to
strengthening the positions of “I myself”, “I will do it”, “I can do it”. In my work I often
I use the method of projects, and theatrical activities are no exception.
The development of theatrical activity and the accumulation of emotional and sensual
experience in children long work which requires parental involvement. Important them
performance in theme nights where children together with their parents become
equal participants. They play roles, are the authors of texts,
they make scenery, sew costumes, etc. In any case, joint
the work of teachers and parents contributes to the intellectual, emotional
And aesthetic development children.
Theater in our garden "lives" for a long time. It has become a good tradition
matinees with the inclusion of a theatrical performance. We use performances
parental
assembly.
Quantity
parents
meetings
increased many times. Performances are also entertainment for younger children.
Work experience shows that children with great desire participate in the production
fairy tales. Looking forward to the next rehearsal.
creative interaction music director and the teacher gives
the opportunity for children to get a lot of impressions and emotions. Engaged in development
creative abilities of children by means of theatrical activities in
As I watched, I noticed the following:
After the first year of training, children's ability to improvise improved,
especially when reading works of art;
Children began to actively use the means of expression (facial expressions, gestures,
movement);
Increased emotional responsiveness;
Children began to show more activity, initiative;
Children develop moral, communicative and volitional qualities
personalities (sociability, politeness, sensitivity, kindness, the ability to bring the case
or role to the end);
The children had a desire to invent, compose, tell a fairy tale;
Children began to show a strong interest in theatrical activities.
For 3 years of work, the number of children with a high level creative development V
theatrical activities increased by 44%. When doing creative
creativity, showed high quality completed work.
Subject to analysis own experience concluded that the system
of the work done turned out to be the most optimal, adequate and effective.
During these three years, children showed their achievements at the holidays,
competitions, entertainment. Their performances were bright, artistic
execution. I, as a teacher, am engaged in the development of creative abilities of children
by means of theatrical activities, I enjoy, joy from
the process of joint creative activity.
Municipal budgetary preschool educational institution combined type Kindergarten No. 1 "Solnyshko" ZATO Vidyaevo
Project
"Theatrical activity as a means of developing creative abilities in preschool children"
DOWNLOAD (With photo)
Leader: Koroleva Svetlana Evgenievna,
educator MBDOU No. 1 ZATO Vidyaevo
ZATO Vidyaevo
INTRODUCTION
- Theatrical activity as a means of developing creative abilities in preschool children .............................................................. ...2
MAIN PART
- Objective of the project…............................................... ...............................................3
- Project Objectives ............................................... ...............................3
- Relevance................................................. ...............................................3
- Stages of project implementation…………………………………………4 -5
- Forms of work on the project………………………………………………6
- Scientific and methodological work ............................................... .................7
- Logistics……………………………..8
- Results of project activities…………………………………9
CONCLUSION…………………………………………………………….10
LITERATURE…………………………………………………………………11
INTRODUCTION
The childhood of any of us passes in the world role playing which help the child learn the rules and laws of adults. Each child plays in his own way, but they all copy adults, favorite heroes in their games, try to be like them: mischievous Pinocchio, kind Thumbelina, gullible Hare. Children's games can be seen as improvised theatrical performances. The child is given the opportunity to play the role of an actor, director, decorator, musician. Theatrical activity helps:
Form correct model behavior in modern world;
-increase common culture child, introduce him to spiritual values;
- introduce him to children's literature, music, fine arts, rituals, traditions;
- to improve the skill to embody certain experiences in the game, to encourage the creation of new images, to encourage thinking.
In addition, theatrical activity is a source of development of feelings, deep experiences of the child, i.e. develops the emotional sphere of the child, forcing him to sympathize with the characters, empathize with the events being played out. The shortest way to emotional liberation of a child is through play, fantasizing, writing. Staging your favorite fairy tale makes you worry, empathize with the character, and in the process of this empathy, certain relationships are created. The improvement of speech is also closely connected with theatrical activity, since in the process of working on the expressiveness of the replicas of the characters and their own statements, the sound culture speech. Preschool age is a unique period of human development, which has a peculiar logic and specificity; it is a special world with its own language, way of thinking, actions.
PURPOSE AND OBJECTIVES OF THE PROJECT
Objective of the project:
Development of creative abilities of preschool children through theatrical activities.
Tasks:
- To develop in children a steady interest in theatrical and gaming activities;
- Improve the performance skills of children;
- Enrich children's vocabulary, teach them to use direct and indirect speech in dramatizations of fairy tales and stories;
- Improve the ability to coherently and expressively retell fairy tales, independently compose your own fairy tales, stories using dolls;
- Develop memory, thinking, imagination, speech, attention of children.
Relevance
IN modern society social and economic changes are taking place. This also affects education, which is at the stage of modernization. With the introduction of the Federal State Educational Standard, one of the primary tasks modern education put forward the task of educating a comprehensively developed, creative personality. Special Role this is devoted to aesthetic education.
Aesthetic education is the process of forming a creative personality. It starts from the first years of a child's life and is achieved different means, including the means of theatrical activities. Today, many educators are concerned about finding ways to resolve issues of how to simply and unobtrusively tell a child about the most important thing - about the beauty and diversity of this world, how interesting it is to live in it? How to teach a child everything that is useful to him in this difficult modern life? How to educate and develop his main abilities: to hear, see, feel, understand, fantasize? Theatrical activity will help in solving this problem.
Properly organized work in this area contributes to the fact that the theatrical game becomes a means of self-expression and self-realization of the child in different types creativity, self-affirmation in a peer group. Theatrical games provide an opportunity to use them as a powerful, but unobtrusive pedagogical tool.
This topic is relevant in that theatrical activity is a backbone in the integration of art into educational educational process. And therefore the importance of theatrical play is very great for educational activities preschooler.
Stages of project implementationthat
I. Preparatory stage:
1. Choice of the topic of the project (“Theatrical activity as a means of developing creative abilities in preschool children”).
3. Visiting children 1 junior group(Osadchaya A.E.), 1st group (Kostyrko N.N.) by our children to get acquainted with future viewers.
4. Reading and learning the fairy tale "Teremok" by roles.
II. Practical stage:
During the month of January, I got acquainted with the methodological literature on the topic of the project. Works considered:
- L. Vygotsky,
- M. Kamenskaya,
- A. Bryansky,
- S. Rubinstein.
- O. Dyachenko,
- N. Vetlugina and others.
Children's creativity is one of actual problems preschool pedagogy and child psychology, it was also studied by A.N. Leontiev, L.I. Viner, B.M. Teplov, A.I. Volkov and many others.
Partial programs for theatrical activities of preschoolers: "Theatre-creativity-children: we play puppet theater" N.F. Sorokina, L.G. Milanovich. “Theatrical activities in kindergarten” by M.D. Makhaneva, “Theatrical activities in kindergarten” by E.A. Antipina. "School of theater in kindergarten" L.P. Bochkareva and I.Yu. Pugacheva.
Hosting an event:
The following events took place in April:
Sports entertainment "Visiting a fairy tale"
For children of the 1st junior group (Kostyrko N.N.), children of the 2nd junior group (Gorshkova E.K.), the fairy tale "Teremok" was shown.
Under the guidance of musical director Zaitseva S.A. staged musical fairy tale"Turnip".
IIIPresentation stage:
Project defense at the project competition in our kindergarten.
Work formsyou are on a project
I began my work on the formation of the skills of theatrical activities of preschoolers with the accumulation of emotional and sensory experience by children, gradually developing interest and an emotionally positive attitude towards theatrical games.
In my work I use non-traditional forms, methods and means for the development of the child, including a theatrical game in all forms of organization of the pedagogical process.
Theatrical games always delight kids, they enjoy big love. Children see the world around them through images, colors, sounds.
I enter such games as constituent part in cognitive cycle classes, music classes, I widely use them when reading fiction, in design classes, and, of course, they decorate every holiday. Theatricalization develops children's imagination and fantasy, replenishes vocabulary, teaches them to conduct a dialogue with a partner, make sentences and short plot stories.
Theatrical games are one of the effective ways of corrective influence on children, in which the principle of learning is clearly manifested - to teach by playing.
In the classes of both the artistic and cognitive cycles, as a game motivation, I include various types of theater: puppet, finger, table, theater-dramatization and others.
When organizing classes with the help of a doll, I create a game motivation productive activity children, on behalf of the doll, I give an adequate assessment of the product of the child’s activity without the risk of causing offense or resistance. I often spend classes in the cognitive cycle as a puppet show, when the characters talk about something, help stimulate thinking, encourage consistent reasoning and proving their point of view.
With the help of a doll (Wolf, Fox,) I correct real situations where violations have occurred moral standards showing "from the side" consequences and experiences of the participants. The doll helps to establish contact with a child, especially a enslaved, emotionally restrained one.
Work experience has shown that a small doll causes less fear and apprehension in a child, he makes contact with it faster than with an adult
and consider the doll as an assistant in solving many pedagogical problems.
Theatrical classes are built on the basis of developing techniques and represent a system creative games and etudes. The content of theatrical classes include:
Watching puppet shows and talking about them;
Dramatization games;
Playing a variety of fairy tales and dramatizations;
Exercises for the formation of expressiveness of performance;
Exercises for the development of emotionality in children.
If a game for a child is a way of existence, a way of knowing and mastering the world around, then a theatrical game is a step towards art, the beginning artistic activity. Theatrical games designed for Active participation a child who is not just a passive executor of the instructions of the teacher, but an accomplice in the pedagogical process. New knowledge in the game is presented in the form problem situations requiring joint active searches from children and adults.
Classes are held in an entertaining and interesting form for children, based on the plot and simultaneously perform educational, cognitive and developmental functions. Their content, forms and methods of conducting contribute to the following tasks:
1) Development of speech and skills of theatrical performance
2) Creation of an atmosphere of creativity;
3) Development of creative abilities;
4) Socio-emotional development.
Scientific and methodological work
The study of psychological, pedagogical and methodological literature, excellence shows that at present a great theoretical and practical experience has been accumulated in organizing theatrical activities in kindergarten. Issues related to the organization and methodology of this activity are widely represented in the works of domestic teachers, scientists - N. Karpinskaya, L. Furmina, and others.
Of interest to practitioners are also methodological
In works modern educators L. V. Artemova "Theatrical games for preschoolers", T. N. Doronova "Playing theater", M. D. Makhaneva "Theatrical classes in kindergarten" the features of the organization of theatrical activities of children at preschool age are considered, the content and tasks of work in different age groups, the principles of organization of theatrical activities are highlighted, the methodology of work is proposed, scenarios, manuals, class notes are developed.
Scientific research and pedagogical practice prove that the beginning of the development of creative abilities falls on preschool age. At this age, children are extremely inquisitive, they have a great desire to learn about the world around them. The thinking of preschoolers is more free and independent than the thinking of adult children. And these qualities need to be developed. Involving children in the world of art, we have identified the following goal: to develop the emotional sphere of preschoolers by means of theatrical activities, to ensure the formation partnerships between family and kindergarten (or to make our children's life interesting and meaningful, to fill it vivid impressions, interesting things, the joy of creativity).
Logisticse
Logistics involves the production of costumes for scenes and equipment for games. All funds were allocated by me and the parents of the children.
Results of project activities
Research methods: conversation, observation and diagnosis. (Criteria for evaluating the results theatrical and gaming activities. F. Sorokina)
Program Performance Observation Map
|
№ pp |
Targets |
Criteria for evaluation |
Quality manifests itself |
||
|
often |
rarely |
Doesn't show up |
|||
|
The child has initial ideas about the genre of a fairy tale, the features of a fairy tale. |
He has an idea about the features of a fairy tale as a genre of folklore: the presence of fiction and compositional originality: beginnings, repetitions, ending. |
||||
|
Demonstrates initiative and independence speech creativity, quite well versed oral speech, can express his thoughts, feelings, emotions in the process of composing a fairy tale |
Can independently compose a fairy tale, without deviating from the topic, observing the logic of presentation, using expressive means: synonymous replacement, dialogues of characters, descriptions of the place of events, appearance heroes. |
||||
|
The child can use speech to build a speech statement in a communication situation in a collective composition of a fairy tale |
Able to use diagrams that model the content and structure of a future statement. |
||||
|
It has a developed imagination, which is realized in speech creativity. |
Able to independently analyze the work from the point of view of content and artistic means; developed fantasy and imagination, literary creativity. |
||||
Sorokina N.F. a method of working with children on theatrical activities in the classroom was proposed. This work is built in stages:
1) at the first stage, children collectively reproduce the text of the fairy tale;
2) at the second stage, one child is invited to read for all the characters in the fairy tale;
3) at the third stage, children perform a series creative tasks(express joy, fear, etc.);
4) at the fourth stage, the fairy tale is read by roles, etc.
Studies have shown the following results:
- Having done comparative analysis Introductory and intermediate diagnostics, I came to the conclusion that the percentage of children who showed good and satisfactory results increased, and the low result decreased. Of the group (4 people) showed a low result, these children did not attend kindergarten much due to illness and family reasons.
- Based on the diagnostic data, the indicator of the level of development of creative abilities through theatrical activities in children increased significantly. High level showed 17% of children, the average level - 61%, low level showed children who attend kindergarten little - 22% (compared to the previous diagnosis - 67% less).
- The high level of knowledge increased by 17%.
My pupils took part in the municipal competition "Creativity without Borders" and in the regional competition of readers "We are growing, getting stronger, we magnify our land!"
CONCLUSION
Thus, theatrical activity is purposeful process the formation of a creative personality, contributing to the development of the ability to perceive, evaluate, feel the beauty in the world around us and convey one's attitude towards it, the ability to perceive objects
as they are, to adapt to a particular social environment. First of all, theatrical activity is joy, laughter, a bright flash of emotions, pleasure from the game. This is an activity in which dreams, desires, phobias and much more are realized and played out. In working with children, theatrical activities should be given due attention, since it is precisely this that provides unique opportunities For harmonious development child's personality.
I decided to continue working on the project in the next academic year.
LITERATURE:
1. Artemova L.V. Theatrical games for preschoolers. -M., 1991.
2. Bochkareva L.P. Theatrical and gaming activities preschoolers. Methodological guide for specialists in preschool education. - Ulyanovsk, IPKPRO, 1993.
3. Doronova T. N. The development of children from 4 to 7 years in theatrical activities / / Child in kindergarten. - 2001. - No. 2.
4. Makhaneva M. D. Theatrical classes in kindergarten: A manual for workers preschool institutions. - M.: TC Sphere, 2004.
5. Nemenova T. Development of creative manifestations of children in the process of theatrical games // preschool education. - 1989. - №1.
6. Petrova T. I., Sergeeva E. L., Petrova E. S. Theatrical games in kindergarten. - M.: School press, 2004. - 128 p.
Hello dear blog readers Life hand made ! Since man does not live by bread alone, we sometimes have to think about how our children study the world around them. Speech is a certain form of human cognition of objects and phenomena. And, of course, speech is a means of communication between people. And that means it indispensable tool for the child in the process of becoming his personality. So, today I propose to find out how the development of children's speech occurs through theatrical activities.
The role of theater in the development of a child is so important that one can talk about it endlessly.
Theatrical performances in which early age the child himself is involved, they bring tremendous benefits to the baby.
In addition to speech, the theater inevitably develops children's creative abilities, stimulates the development of the psyche.
The theater is also a great help to develop emotional intellect, about which I wrote more than one article:
Small home theater
A small home show created by parents with the help of their child's favorite toys is the most The best way bring to the baby important information, establish rapport.
The game form of communication is always preferable.
For example, it is completely useless to verbally convince a child that he should not be afraid to approach and get to know other children on the playground in the yard.
The child will not accept this information. And why does he need it? It is the parents who suffer from a headache because the child grows up as an unsociable beech.
And the child himself does not yet understand the importance of developing communication skills.
Sometimes he wants to play with someone, but it's so scary!
What if the guys won't be friends with him?
And then his favorite bear comes to the rescue.
An example of a home performance
A clumsy plush friend will walk sadly around the makeshift playground in the children's room, sigh and dream loudly with someone to play with.
This is sure to please your little one.
He will keep a close eye on developments.
And then, for example, his favorite fox will come to the same “site”.
She, too, will attract the attention of the child with sad arguments about how bored she is alone on the playground and how scary it is to approach the bear, get to know him and play together.
The bear is so scary, oh, what a scary one!
The fox is hiding from the bear and is shaking with fear.
Usually in this place the children begin to giggle, and then you can ask the little viewers how to help the bear and the fox?
Can you give them small ball to start the game. Children from such a performance are delighted.
And they perfectly understand everything that you are trying to convey to them with this performance, they formulate their thoughts. And the very next day, such "shy" boldly go to get acquainted with other children on the playground.
And it must be said that creative way helps to correct the child's behavior in any other cases, not only to train communication skills or speech.
The goal of a home performance can be anything.
In my article, I have collected some tips on what else you can do at home to shape correct speech at the baby.
And in the future, I will definitely write several articles on such topics: how to make a shadow theater at home, a puppet theater, which theater to go to with a child, etc. This is a very interesting and rich topic, closely related to the upbringing of the younger generation.
Theatrical activities in kindergarten
So, through the game, the child gains knowledge about how society works, how relations between people are built, learns to position himself as a person.
For adults worried about the future of their children, this a great opportunity to intervene and "lead the ugliness" to guide and correct.
That is why in kindergarten so much attention is paid to theatrical performances with the direct participation of preschoolers.
This is the most affordable way self-expression in creativity for children, so the organization of such performances certainly brings invaluable contribution in the development of our children. Preparing for the performance, children occupy their thoughts with the future in an artistic way. This contributes to the development of imagination, associative thinking and speech.
Why theatrical activity contributes to the development of speech?
The fact is that public performance, as a means of developing babies, inevitably lead to the expansion of vocabulary.
The child finds himself in a situation where he is forced to actively perceive and use important new information.
So children in practice learn all the wealth mother tongue use its expressive means.
Speaking on stage, the child tries to speak clearly and loudly enough for everyone to hear and understand. This contributes to the development of the articulatory apparatus.
This is how our eldest son performed at the age of 4, when he was engaged in theater studio:
During the action on the stage, the baby best trains communication skills through dialogue. The child is in such conditions when he has to clearly understand the structure of the representation, the sequence of actions of all the characters, the causal relationship of events.
All this contributes to the strengthening and development of the speech apparatus. The kid trains to formulate his thoughts and express them.
An artistic production will certainly help him learn the elements of verbal communication:
- facial expressions;
- gestures;
- postures;
- intonation;
- voice modulation.
And, of course, for children, the most important thing in the theater is a sense of magic, a fairy tale come to life.
Children voluntarily and with pleasure plunge into this useful process of speech development and personality development.
How to introduce a child to the theater?
Your baby may not want to perform on stage.
Well, it's his choice.
But, maybe he will like to watch performances with the participation of professional actors?
How to develop this healthy habit in a child?
Today it is very easy.
During my childhood, the theater was a real punishment for small children. It had too many restrictions.
During the performance, small spectators were not allowed to talk, jump, discuss the most emotional moments with their neighbors.
You could sit quietly and try your best not to lose the thread of the plot.
Yes, theaters have always staged performances based on classical immortal works. Various types and forms of presentation were provided, from a simple musical performance to a real ballet.
Yes, the performances were prudently divided according to the age of the audience.
But few people thought about the need to primarily interest the public, consisting of kids.
But nowadays, such a phenomenon as interactive theater is becoming more and more popular.
This is a real immersion in the magical world of a fairy tale!
This is an ingenious invention that allows you to completely capture the attention of young viewers.
They can not be called spectators at this time either.
Rather, they become full participants in the fairy-tale action. Only at the same time they do not pronounce the previously memorized text, but play according to the given rules along with the fairy tale characters surrounding them.
Naturally, this is very interesting for a child, it makes him empathize with the characters, take an active part in the development of events. So, he understands the plot, the logic of the characters' actions much deeper. Assimilates the moral message of the old wise fairy tale.
Conclusion
Theatrical activity is a great technique for the development of your child.
It is through the theater that you can lay in the formation of a new personality not only the ability to develop speech, but also common fundamental values.
Connected speech is just the beginning.
Parents should not forget to ask their children after the presentation what they liked, what they understood and remembered.
For nothing develops a child’s speech as much as sincere conversations with household members, and the theater is only fertile ground.
Start introducing your child to the theater with interactive performances and mandatory questions about his impressions, and you will immediately notice positive changes in your baby's speech!
Sincerely, Margarita Mamaeva
P.S. And in order not to miss the release of the next article, play it safe and subscribe to blog updates and be sure to share the article with your friends on social networks
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 very early years The child wants to be creative.
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 the 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 in it character traits with the characteristics of the child's personality, his manner of holding 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 allowed others to correctly understand them, then offered various situations to 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 magic word, "as if", which has a special magical appeal 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 occurred with the help of various masks made of paper. 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, I 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 game exercise, as a simulation of a fairy tale plot, helped not only to visualize any object, but also to 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 difficult task it is beyond the power of one person to decide, 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 stabilization emotional state, no fear to express your inner world.
Thus, theatrical activity contributes to comprehensive development a person who can think creatively, make decisions independently and find a way out of the 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.
