Theatrical activity - as a means of developing the abilities of children. Development of children's creative abilities by means of theatrical activities

Municipal budgetary preschool educational institution combined type Kindergarten No. 1 "Solnyshko" ZATO Vidyaevo

Project

“Theatrical activity as a means of development creativity in children preschool age»

DOWNLOAD (With photo)

Leader: Koroleva Svetlana Evgenievna,

educator MBDOU No. 1 ZATO Vidyaevo

ZATO Vidyaevo

INTRODUCTION

1. Theatrical activity as a means of developing creative abilities in preschool children .............................................................. ...2

MAIN PART

1. Objective of the project…............................................... ...............................................3
2. Project Objectives ............................................... ...............................3
3. Relevance................................................. ...............................................3
   1. Stages of project implementation…………………………………………4 -5
   2. Forms of work on the project………………………………………………6
   3. Scientific and methodological work ............................................... .................7
   4. Logistics……………………………..8
   5. Results of project activities…………………………………9

CONCLUSION…………………………………………………………….10

LITERATURE…………………………………………………………………11

INTRODUCTION

The childhood of any of us passes in the world of role-playing games that 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 impromptu 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 the modern world;
- to improve the general culture of the child, to 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. Most short cut emotional liberation of the child is the way through the game, 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 characters' replicas and their own statements, the sound culture of speech is improved. 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:

1. To develop in children a steady interest in theatrical and gaming activities;
2. Improve the performance skills of children;
3. Enrich children's vocabulary, teach them to use direct and indirect speech in dramatizations of fairy tales and stories;
4. Improve the ability to coherently and expressively retell fairy tales, independently compose your own fairy tales, stories using dolls;
5. Develop memory, thinking, imagination, speech, attention of children.

Relevance

Modern society is undergoing social and economic changes. 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 of modern education has been put forward the task of educating a comprehensively developed, creative personality. A special role in this is given to aesthetic education.

Aesthetic education is the process of forming a creative personality. It begins from the first years of children's lives and is achieved by various means, including 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 various types of creativity, self-affirmation in a group of peers. Theatrical games provide an opportunity to use them as a powerful, but unobtrusive pedagogical tool.

This topic is relevant because theatrical activity is a backbone in the integration of art in the educational process. And therefore, the significance of theatrical play is very great for the educational activities of a 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 of the 1st junior group (Osadchaya A.E.), 1st junior group (Kostyrko N.N.) by our children to get to know 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 the urgent 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 organizing the pedagogical process.

Theatrical games always delight kids, they enjoy big love. Children see the world around them through images, colors, sounds.

I introduce such games as an integral part of the 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 effective ways corrective impact on children, in which the principle of learning is clearly manifested - to teach while playing.

In the classes of both the artistic and cognitive cycles, as a game motivation, I include a variety of different types 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 of moral standards have occurred, show "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 based on developing techniques and represent a system of creative games and sketches. 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 of artistic activity. Theatrical games are designed for the active participation of the child, who is not just a passive executor of the teacher's instructions, but an accomplice in the pedagogical process. New knowledge in the game is presented in the form of problem situations that require 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 and pedagogical and methodological literature, best practices shows that at present a lot of 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 the 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 determined the following goal: to develop the emotional sphere of preschoolers by means of theatrical activities, to ensure the formation of partnerships between the family and kindergarten (or to make the life of our children interesting and meaningful, fill it with 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.
	Shows initiative and independence in speech creativity, speaks well enough, 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 of characters.
	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 in terms 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 number of 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 made a comparative analysis of the introductory and intermediate diagnostics, I came to the conclusion that the percentage of children who showed good and satisfactory results has increased, and 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. A high level was shown by 17% of children, an average level - by 61%, a low level was shown by children who attend kindergarten little - 22% (compared to the previous diagnosis - % less by 67%).
• The high level of knowledge increased by 17%.

My pupils took part in the municipal competition "Creativity without Borders" and in regional competition readers “We are growing, we are getting stronger, we are magnifying 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. When working with children, theatrical activity should be given due attention, since it is it that provides unique opportunities for the harmonious development of the 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 of preschoolers. Methodical manual 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 guide for employees of preschool institutions. - M.: TC Sphere, 2004.

5. Nemenova T. Development of creative manifestations of children in the process of theatrical games // Preschool education. - 1989. - No. 1.

6. Petrova T. I., Sergeeva E. L., Petrova E. S. Theatrical games in kindergarten. - M.: School press, 2004. - 128 p.

From work experience

"Theatrical activity as a means of developing coherent speech of preschoolers"

Chekunova Elena Alexandrovna,

educator MBDOU No. 61,

Apatity, Murmansk region

“... Not only the intellectual development of the child,

but also the formation of his character,

emotions in the individual as a whole

is directly related to speech.

(Lev Semenovich Vygotsky)

A person throughout his life perfects personal speech, mastering the riches of the language, and any age limit introduces something new into his speech development. Thanks to the native language, the baby enters our world, gets ample opportunities to communicate with other people. Speech helps to understand each other, forms attitudes and beliefs, and also renders a great service in understanding the world in which we live.

The development of coherent speech is the central task of the speech education of children. This is primarily due to its social significance and role in the formation of personality. It is in coherent speech that the main, communicative, function of language and speech is realized. connected speech - highest form speech of mental activity, which determines the level of speech and mental development child. Adequate perception and reproduction of text teaching materials, the ability to give detailed answers to questions, to express their opinions independently - all these and other educational activities require a sufficient level of development of a coherent (monologic and dialogic) speech. This is explained by the fact that, in fact, speech is considered a method of forming and formulating ideas, a means of communication and influencing others.

According to GEF preschool education Speech development is one of the end-to-end mechanisms of a child's development. Full mastery of speech in the middle preschool age is a necessary condition for solving the problems of mental, aesthetic and moral education of children. The sooner language training is started, the freer the child will communicate in the future.

Research by psychologists and teachers (L.S. Vygotsky, A.N. Leontiev, D.B. Elkonin) created the prerequisites for an integrated approach to solving the problems of speech development of preschoolers. The development of speech is carried out in various types of children's activities: familiarization with fiction, phenomena of the surrounding reality, as well as in play (play-dramatization) and artistic activities, in everyday life.

After analyzing the literature and the requirements of programs on this topic, I concluded that an effective means for the development of coherent speech of children is creative theatrical activity. My observations show that theatrical activity is one of the most effective ways to influence children, in which the principle learning: learning while playing. Theatrical games are always loved by children. Books, fairy tales, performances are an inexhaustible source for the development of feelings and imagination for the child, and in turn, the development of feelings and imagination introduces him to the spiritual wealth accumulated by mankind. Theatrical activity develops the speech sphere of preschoolers, helps the development of communication skills, the assimilation of new requirements and rules for correcting the features of children.

Work on the topic Theatrical activity as a means of developing coherent speech»I carry out in accordance with the main educational program of preschool education MBDOU No. 61 of Apatity, which was developed on the basis of the content of the general educational program preschool education "From birth to school" ed. NOT. Veraksa, T.S. Komarova, M.A. Vasilyeva.

This topic was chosen by me not by chance, because in Lately the number of children with impaired coherent speech and a lack of vocabulary has increased. Among the parents of the pupils of the group, a survey was conducted, as a result of which socio-pedagogical problems of education and development were noted. Also in the group of children, a survey was conducted in the field of "Social and communicative development" and "Speech development", as a result of which problems were identified in resolving conflicts with the help of beliefs and explanations; children do not always take responsibility and independence in carrying out assignments; rarely know how to agree on the topic of the game and conduct a role-playing dialogue. Observations of children showed that children experienced difficulties in performing various tasks:

• in the ability to aesthetic perception of the art of the artistic word;
• the ability to listen to the text;
• catch intonation;
• features of speech turns;
• clearly, consistently express an idea;
• retell the text yourself;
• in the performance of the role, the child did not master a variety of visual means(facial expressions, body movements, gestures, expressive speech in terms of vocabulary and intonation).

The tasks of work on theatrical activities are:

— to form the ability of children to express their thoughts coherently, consistently;

- to form the grammatical, lexical structure of speech;

- to develop the skills of active, colloquial, figurative speech;

- continue to develop dialogic, monologue speech;

- continue to improve the artistic and speech performing skills of children in various types of theatrical activities;

- continue to develop the expressive, intonational side of speech.

To solve the tasks set, a developing subject was created in the group.—spatial environment, providing joint theatrical activities of children and the teacher, as well as independent creativity of each child. To do this, the group operates centers that contribute to the self-realization and self-expression of the child. Their equipment is periodically replenished.

The occupancy of the environment (centers) within the framework of this topic:

"Game Center"

In this center are: plot toys; toys transport of various types; toys depicting objects of labor and everyday life; role-playing attributes for simulation games and role-playing games that reflect simple life situations and actions (“Doll Corner”, “Kitchen”, “Hairdresser”, “Shop”, Hospital”, “Workshop”, “Garage”, “Post”, "Travel", "Studio"); animal toys; dolls; sets of different types of dishes; demarcated areas (doll corner, beauty salon, shop, hospital, post office, etc.).

"Center of the theater"

The group has a theatrical corner with different types of theater (table, b-ba-bo, planar, shadow, disk, finger); masks, caps, wigs, costume elements, props (nose, glasses, mustaches, etc.); theatrical makeup; pictures and illustrations for fairy tales; flannelograph, screen; attributes for the fair (shawls, ribbons, hats, wreaths, etc.); visual and didactic games and manuals (“Heroes of fairy tales”, “What kind of fairy tale is this?” Etc.). A long-term plan of work on the topic has been developed, a card index of theatrical and plot-role-playing games has been created.

"Center for Speech Development"

This center has: didactic visual materials; subject and subject pictures, etc.; books on topics, developing magazines on the development of speech skills; "Wonderful bag" with various items; visual and didactic aids and games: “Stories from pictures”, “What happened first and what then”, “Add a word”, “Sequences”, “Tell me why?”; card indexes of communicative and speech games.

To accomplish the tasks set, I used main areas of work:

1. Working with children, which included:

— diagnostics of emotional and personal development (2 times a year);

— practice-oriented orientation in the implementation of tasks.

Carried out this work through the following forms of work:

• watching puppet shows and talking about them;
• dramatization games (preparation and acting out various fairy tales and dramatizations);
• speech games and exercises (for the development of monologue and dialogic speech);
• exercise "Interview from a fairy tale" (development of the ability to answer questions);
• inventing fairy tales and stories based on children's drawings;
• compiling stories according to pictures from fairy tales and according to schemes;
• tasks for the development of speech intonation expressiveness;
• transformation games, figurative exercises;
• exercises for the development of expressive facial expressions, elements of the art of pantomime;
• theatrical sketches;
• individual ethics exercises during dramatizations;
• acquaintance not only with the text of a fairy tale, but also with the means of its dramatization - gesture, facial expressions, movement, costume, scenery, mise-en-scene, etc.;
• showing theatrical performances, performances.

Children's artistic creativity is phased

At the first stage- perception is enriched due to the life experience of children and acquaintance with literary works.

I acquaint children with works of different genres (fairy tales, stories, poems), with their content, artistic form, with the expressive, wise language of folk tales.

I carry out acquaintance with the outside world in accordance with the content of a literary work. Children develop attention, observation, independence and activity.

Second phase- actual process children's creativity which is directly related to the emergence of an idea, the search for artistic means, the development of the intonation of a word, facial expressions, and gait. Speech develops from all sides: the dictionary is enriched with figurative vocabulary, the sound side of speech is improved (intonational expressiveness, diction, voice power), children learn the skills of dialogical speech (the ability to ask, answer, give a cue, listen).

I work with pupils to develop stage skills to recreate images fairy tale characters means of intonation, facial expressions, gestures, movements; plastic sketches.

Third stage- is characterized by the emergence of new products.

With children, I play dramatization games and performances based on the literary works I have read.

Thus, an important condition for the success of dramatization is a deep understanding of a literary work at the level emotional experiences and feelings. It is in the process of perceiving works of different genres that children develop their creative abilities, their behavior changes.

They learn from fairy tales the peculiarities of the behavior of certain characters, represent their actions, and they have a need to show certain movements themselves. At first, not all children have the ability to combine word and movement. For such an understanding, it is necessary to use exercises and plastic studies more widely.

When children begin to perform plastic studies, I accompany their actions with words characterizing the habits of animals. Then I make it harder. Already from middle age, preschoolers are able to carry out etudes without speech accompaniment.

In children 5-6 years old, it is characterized by the formation of contextual (coherent) speech. The child is attracted to improvisational narration, he shows interest in creative storytelling, writing different types phrases.

At the same time, I try to use word-building games. I set a goal for the children - to formulate my thoughts in the form of a story, then I provide them with the necessary assistance, suggest plot moves, logical connections, and sometimes the beginning of a sentence.

I use storytelling in my work. "Blurred letter". This grammar exercise. When compiling stories, coherent speech, understanding of the semantic side of the word and especially the syntactic structure of sentences are improved.

I organize theatrical games through such activities as a theatrical game in the organization of educational activities, in joint activities educator with children and independent activity children.

1. Organization of theatrical play.

1) In the course of continuous educational activities. I try to include theatricalization as a game technique (characters are introduced that help children learn certain knowledge, skills and abilities).

For example: the Chanterelle comes to visit, which confuses the colors, and the children tell her about them.

2) Joint activities of the educator with the children. In my work I use game situations on a walk, I organize dramatization games, reading fiction, followed by playing plot episodes during the day, drawing games on

free topic. All this is an impetus for creative thought, an idea that needs to be implemented.

3) Theatrical game in the independent activity of children. In the evening, I watch how, after reading fairy tales, theatrical games reflect the characters and plots that excited the children, how they let the character of the characters through themselves. And I see the result of my work. How complexes gradually “dissolve” and children overcome fears.

I also include games and speech exercises. Exercises not only increase mental activity, but also improve speech skills, contribute to the development mental processes, increase emotional activity. Children learn about the world around them, become participants in events from the life of people, animals, plants. I correctly formulate questions to help children isolate the main thing - the action of the main characters, their relationships and actions. The right question makes the child think, reflect, come to the right conclusions and at the same time notice and feel the artistic form of the work. We borrow figurative expressions, well-aimed words, turns of speech, proverbs and sayings from fairy tales, children enrich their speech, making it interesting and expressive.

After answering the questions, I suggest that the children “show” the fairy tale in a dramatization game. The game-dramatization is especially important for children of middle preschool age, i.e. fifth year of life. When retelling a fairy tale, I use a table theater. Then the children listen to the audio recording of the fairy tale, watch the presentation. Each new reading of a fairy tale evokes new feelings in children, they have a desire to listen again and see a well-known fairy tale in new forms.

Observation of children has shown that with this approach, even the most timid children can more easily cope with the excitement of participating in a dramatization game.

1. Working with parents

The formation of a sustainable interest in theatrical and gaming activities among preschoolers is impossible without close contact with the families of the pupils. Parents are the main helpers. In order to involve parents in solving this problem, I use various forms of interaction:

— Parent meetings (traditional and non-traditional forms).

- Questioning: "Your attitude to theatrical activities."

- Making a folder - moving: "How to play theater with children at home?", "What toys should a child buy?".

- "Labor landing" - the manufacture and selection of attributes for the holidays.

– Consultations: “Puppet theater at home”, “The importance of theatrical activity in the development of speech of a preschooler”, “Development of coherent speech of children in theatrical activity”.

- "Parents' meetings".

- Development of memos "Home theater", "We develop the speech of children through theatrical games."

— Days of open doors “We are always glad to see you!”

– Participation in the psychological and pedagogical project on fairy tale therapy with children and parents “Together is better” (together with a teacher-psychologist).

1. Working with teachers

Achieving the planned results involves joint interaction educator with other preschool teachers.

In the process of work were carried out:

- showing OD: "Intellectual cafe" Wild animals "for children of the older group (OO" Speech development ").

- showing theatrical games, fairy tales: "Turnip on new way”, “English songs”, “Carousel of fairy tales”.

- showing role-playing game"Train" for children of the middle group.

— Consultations for educators: “Puppet theater”, “Holiday for everyone”.

She summarized and disseminated her pedagogical experience at different levels:

– Participation in the city festival of ecological theaters in Apatity “Sunbeam” with the ecological fairy tale “Forest Special Forces”.

- Speech with experience on the topic of self-education at the teachers' council of MBDOU No. 61.

- International competition "Teacher by vocation". Nomination: "Creative works and methodological developments educators." Work: abstract of the OD "Crystal Winter" for children of the older group (OO "Speech development", "Social and communicative development").

- International competition "You are a genius". Nomination: "Best open lesson". Title of the work: abstract of the OD “In search of Burenka” (OO “Speech development”).

— Speech at the regional workshop: “Creating conditions for the development of the child’s social capabilities within the framework of pedagogical activity"on the basis of GBUZ Apatity with a message from work experience on the topic: "Organization of communicative games in the social and personal development of pupils."

- Showing the OOD for the NGO "Speech Development" on the topic: "Lost Letters" with children of the older group (level of preschool education).

- Speech with experience on the topic "Theatrical activity as a means of developing coherent speech" at the teachers' council No. 3 MBDOU No. 61.

In carrying out this work, I observed a positive dynamics in the development of speech skills in the development of an educational program for children in the middle group. educational field"Speech development". 10 children (47.7%) have a high level in this area; the average level is 11 children (52.3%). Low level is not detected. The overall dynamics compared to the beginning of the year amounted to an increase in indicators by 20%.

At the beginning of 2016-2017 school year analysis of the diagnostics of the NGO "Speech Development" in senior group showed the average level of formation of skills and abilities of pupils. 10 children (50%) have a high level in this area; the average level is 10 children (50%). Low level is not detected. The prognosis is positive.

According to the results of the academic year, the observations showed that the children's interest in theatrical and play activities increased, the vocabulary was enriched and activated, and the intonational expressiveness of speech improved.

Visible results: children are able to conduct etudes with speech accompaniment, their performance skills in creating artistic images have increased, they can show a little familiar fairy tale, they know how to evaluate the actions of heroes

Thus, mastery of all aspects of speech, the development of language abilities, through the theater, is considered as the core of the full-fledged formation of the personality of a preschool child, which presents great opportunities for solving many problems of mental, aesthetic and moral education of children.

MBDOU No. 27, Polysaevo, Kemerovo region

Redkina L.V. Theatrical activity - as a method of comprehensive development of preschoolers // Sovushka. 2016. No. 2..2016.n2-a/VP16030066.html (date of access: 21.02.2019).

The child comes out of the narrow for the first time family circle into the adult world. A growing person needs pedagogical support so that the child enters the world around him, grows up as a creative person, and can choose his own life path and realize it.
One of the effective means of comprehensive development and education of a child is theatrical games, which are always loved by kids, being a favorable environment for the creative development of children's abilities.
Children's love for puppet shows is inherent in the peculiarities of the psyche, since puppet characters are perceived by them almost as independent living characters. This fabulous, playful world attracts and fascinates children, captivates and imperceptibly educates them.
Theatrical activity allows you to solve many pedagogical problems related to the formation of the expressiveness of the child's speech, intellectual and artistic - aesthetic education. It is an inexhaustible source of the development of feelings, experiences and emotional discoveries, a way of familiarizing with spiritual wealth. As a result, the child learns the world with his mind and heart, expressing his attitude towards good and evil; learns the joy associated with overcoming the difficulties of communication, self-doubt. In our world, saturated with information and stress, the soul asks for a fairy tale - a miracle, a feeling of a carefree childhood.
In the soul of every child lies the desire for a free theatrical game in which he reproduces familiar literary plots. This is what activates his thinking, trains memory and figurative perception, develops imagination and fantasy, improves speech. And re-evaluate the role mother tongue, which helps people - especially children - to consciously perceive the world around them and is a means of communication - is impossible. S. Ya. Rubinshtein wrote: "The more expressive the speech, the more it is the speech, and not just the language, because the more expressive the speech, the more the speaker appears in it: his face, he himself." The use by children of various means of expressiveness of speech - essential condition timely intellectual, speech, literary and artistic development.
Theatrical activity is also a source of development of feelings, deep feelings and discoveries of the child, introduces him to spiritual values. Theatrical classes develop the emotional sphere of the child, make him sympathize with the characters, empathize with the events being played out. “In the process of this empathy,” as the psychologist and teacher, academician B.M. Teplov noted, “certain relationships and moral assessments are created that have an incomparably greater coercive force than assessments that are simply reported and assimilated.”
Thus, theatrical activity- essential tool the development of empathy in children, i.e. the ability to recognize the emotional state of a person by facial expressions, gestures, intonation, the ability to put oneself in his place in various situations, to find adequate ways to help."In order to have fun with someone else's fun and sympathize with someone else's grief, you need to be able to transfer yourself to the position of another person with the help of your imagination, mentally put yourself in his place," B. M. Teplov argued.
Theatrical activity allows you to form the experience of social behavior skills due to the fact that each literary work or fairy tale for preschool children always has a moral orientation (friendship, kindness, honesty, courage, etc.). Favorite characters become role models and identification. It is the child's ability to identify with a favorite image that allows teachers through theatrical activities to have a positive impact on children.
Based on this, the main goal of my activity is:
Raising a creatively thinking child, helping him to fully reveal his abilities and abilities.
The relevance of my chosen topic on present stage is obvious: pedagogy from "didactic becomes developing", which means the use of elements of theatricalization, improvisation in the process of teaching and raising children is becoming more and more noticeable, being one of the promising areas of pedagogical thought. Getting acquainted with the modern ideas of developing 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 should help him - a teacher, in this case- I, the educator, connected with him by common ties of assistance and cooperation.

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

1. Develop a steady interest in theatrical gaming activities.
2. To improve the performing skills of children in creating an artistic image, using game improvisations.
3. Expand children's understanding of the surrounding reality.
4. To consolidate the idea of ​​​​children about the 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 coherently and expressively retell fairy tales.
9. Develop memory, thinking, imagination, attention.
10. Teach children to evaluate their own and other people's actions.
11. Cultivate the desire to play theatrical puppets.
12. Develop the ability to use game improvisations in independent activities.

Forms, methods and techniques of work:

• Traditional methods (playing, verbal, visual-auditory, practical) that are used in the classroom;
• A dramatization method that allows solving the tasks set through reincarnation into an artistic image;
• An active perception method that gives children the opportunity to accumulate impressions of works of art and the world around them.
• Watch puppet shows and talk about them.
• Drama games.
• Exercises for social - emotional development of children.
• Finger game training for the development of hand motor skills, necessary for free puppetry
• Diction exercises (articulatory 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 for the development of expressive facial expressions.
• Ethics exercises during dramatizations.
• Playing a variety of fairy tales and dramatizations.
• Acquaintance not only with the text of a fairy tale, but also with the means of its dramatization - gesture, facial expressions, movement, costume, scenery.

I started my work with the study and analysis of literature. Books by T. N. Karamanenko "Puppet theater in kindergarten"; T. N. Petrova "Theatrical Games"; L. B. Baryaeva "Theatrical Games".

Conducted pedagogical supervision. I watched how the children played with each other, how their fantasy and imagination were developed, how emotional speech was.
Today is worth urgent problem associated with the organization of play activities of modern children. Children are spoiled by the abundance and variety of games and toys that do not always carry the necessary psychological and pedagogical information. Barbie dolls, robots, monsters, cyborgs, computers are not able to compensate for the full mental and social development personality. Therefore, the teacher is required to be able to navigate the world modern games and toys, keeping a balance between the desire of the child and the benefits for him.
Based on the observations, she compiled a long-term plan for the work of the theatrical circle "Skomoroshki".
As part of the activities of the theatrical circle, I work with children from October to May according to the approved by the administration preschool promising plan. Classes are held once a week for 30 minutes. The alternation of activities, the presence of game forms at each lesson allows you to maintain an active pace and avoid overworking the pupils.
In the process of designing a subject-spatial environment that provides theatrical activities for children, I took into account:

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

The group equipped a theatrical corner, since the subject-developing environment should ensure the child's right to theatricalization of his favorite work. The corner is equipped with various types of theaters: table theater, mask theater, finger theater, spoon theater, shadow theater, can, b-ba-bo theater. We also have screens and various houses. Costumes and decorations made jointly with children and parents. In addition to types of theater made by one's 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 activity, I placed a variety of natural and waste materials, fabrics, costumes for dressing up.
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 with the ability to quickly perceive a literary text and translate it into a playful staged one. He is purposeful, has combinatorial properties (inclusion of poems, songs, dances, etc. in the course of the game) and organizational skills (initiates the game, distributes roles, defines the "scene", directs the game and its development)
2. The child is an "actor"- endowed with communicative abilities, easily involved in a collective game, fluent in various means of expression and image transmission, does not experience difficulties in playing a role, is ready for improvisation, knows how to quickly find the necessary game attributes that help to more accurately convey the image. He is emotional, sensitive, developed ability 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 a steady attention, creatively empathizes with the game, likes to analyze the performance, the process of playing roles by children, discuss it and his impressions, conveys them through the means of expression 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 owns artistic and visual skills, feels color, form in the transfer of the image, concept, is ready for the artistic design of the performance through the creation of appropriate scenery, costumes, game attributes and props.

In the presence of necessary condition- the active interest of children in the theatrical game - everyone will find their place. To a timid child the game will help to become more daring and resolute, shy - to "hide" behind a mask, thereby overcoming self-doubt, creating a sense of self-satisfaction, joy, success.
My work as the head of the "Skomoroshki" circle is built in close contact with specialized specialists: a music director, a teacher - a speech therapist, who help children learn poetry, develop rhythmoplasty.

Classes are conducted to develop:

• 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 substantiation of one's own in speech-evidence - to the search for better ways self-expression in speech and movement.
• creativity- from imitation of an adult in emotional action and expressive word - through the joint compilation of verbal descriptions of the perception of pantomime studies, tempo, musical composition - to verbal fantasizing of musical composition.
• Emotionality- from emotional charging with artistic images - through adequate emotional response of 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 a full-fledged experience of the emotional states of the heroes of fiction in problem 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 the movements performed and speech messages in the game-dramatization.
• Coherent speech- from the continuation of the phrases of an adult - through verbal reasoning regarding the dynamics musical compositions, performances of pantomimic sketches, rhythmization of fairy-tale images - to creative improvisations according to the plot.

The development of these personality traits are logically interrelated and are carried out in a complex manner.

For theatrical activities, the following material was selected and systematized: special exercises, sketches, tasks that are carried out in a playful way, allowing you to involve shy and indecisive children. In accordance with the theme and time of the year, studies are selected, games for the development of stage speech ("Soap bubbles", "Surprised hippopotamus", "Meditation"). Much attention is paid to acting games, in which the child can easily express his emotions ("The Sun and the Train", "Wonderful Transformations", "Delicious Candies").
Are used relaxation exercises to prevent psycho-emotional stress: "Magic dream", "Reflections", "Dream on the seashore".
I implement the principle of modern pedagogy - the principle of cooperation. Child-caregiver-parents.
Forms of work with parents are carried out in the following areas:

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

We call our circle "family" because children, educators and parents play on the same stage. Children show their creativity in everything, from the preparation of the performance to its premiere. And with what pride they play roles together with educators and parents. After all, they feel next to them more liberated, more emotional, more free. All performances are preceded by painstaking work: trainings, sketches, exercises, transformations, musical and plastic improvisations. The theater zone is rich in a set of scenery, costumes, dolls of various types, masks and hats, which are made by the hands of children, educators and parents. Although toys for puppet theater are commercially available, according to experience, the most expressive and in demand homemade toys.
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, experiences, became trusting and open. The number of conflict situations between children has significantly decreased. Children have mastered non-verbal 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, to empathize; become more independent and proactive; children have an interest in theatrical play.

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

Alena Aleksandrovna Manannikova
Theatrical activity as a means of developing the creative abilities of preschoolers (from work experience)

Today, when the problem of preschool education and upbringing, when the Federal State Educational Standards are introduced and the tasks facing teachers become more complicated - preschoolers, the task of introducing children to

Theatrical game - activity unusually emotionally rich, which makes it attractive to children. allows to form experience social behavioral skills due to the fact that each fairy tale or literary work for children preschool age always have a moral orientation (kindness, courage, friendship, etc.). Thanks to theater the child learns the world not only with his mind, but also with his heart and expresses his own attitude towards good and evil. Theatrical activity helps the child overcome shyness, self-doubt, shyness. Theater in kindergarten will teach the child to see the beautiful in life and in people, will give rise to the desire to bring beauty and kindness into life. Theatrical the game has a great influence on speech child development. Stimulates active speech by activating vocabulary, improves sound culture speech, its grammatical structure, articulatory apparatus.

Thus, theater helps the child to develop comprehensively.

Watching puppet shows and talking about them;

Dramatization games;

Playing out various fairy tales and skits, small sketches and small literary forms;

Exercises for the formation of expressiveness of performance;

Exercises aimed at development socio-emotional sphere of children preschool age;

Exercise and creative simulation tasks based on experience;

speech exercises;

Playing plastic and mimic sketches;

Introduction to musical means of expression;

development of singing abilities;

Physical culture leisure, etc.).

primary goal: speech development, motor and rhythmic abilities of children in theatrical activities.

Tasks:

1. Involve children in theater culture(introduce the device theater, theatrical genres, with different types of puppet theaters).

2. Create conditions for development of creative activity of children in theatrical activities(encourage performing creation, develop the ability be free to speak, encourage improvisation means of facial expressions, expressive movements, intonation, etc.).

3. Provide conditions for interconnection theatrical activities with other species in one pedagogical process (musical entertainment for juniors) .

5. Contribute self-realization of each child and the creation of a favorable microclimate, respect for the personality of a small person.

In the group, I created the conditions for theatrical games. To ensure the optimal balance of joint and independent theatrical activities area was equipped theatrical activities and a corner of solitude, where the child can be alone, look at illustrations of favorite books, rehearse the role, etc.

In the zone theatricalization various types of puppetry are widely represented theater: bi-ba-bo; finger theater, figurines and decorations for theater on flannelgraph, desktop toys theater, theater on the circle; prepared attributes and costumes for independent games of children.

Children began to join the game with pleasure, answer the dolls' questions, fulfill their requests and instructions. Theatrical The games created a joyful and relaxed atmosphere in the group. Children had fun, were sad, played together with the characters of fairy tales. Seeing a positive result, I decided to systematize work on theatrical games.

I decided to organize a circle theatricalization"Antoshka". My Job with children is purposeful, systemic. Theatrical activity takes 20-25 minutes twice a week.

IN I take work plots of poems, songs, nursery rhymes, fairy tales accessible to children in terms of content and performance technique, I involve children in puppetry and pronunciation of dialogues. For greater emotionality, I use musical accompaniment, which, at my request, is selected by the musical director of our kindergarten. I also teach children dramatization games, performing arts for children develop through work over the expressiveness of facial expressions, gestures, pantomime, rhythmoplasty.

In order for each child to have the opportunity to express themselves, I used such techniques as children choosing a role at will, playing roles in pairs, interchangeability of children, and others. So, in my free minutes I use it in my work exercises and poems, which can be told by hand, studies on the expressiveness of movements, on the transfer of various emotional states.

Before inviting children to dramatize, or play a scene with dolls, I play games on type: "Recognize and name", "Learn by description", "Who is speaking", which are aimed at recreating important actions, characters of heroes, descriptions of the place of action.

Any theatricalization, dramatization involves an in-depth work on text. For example, when reading a fairy tale "Two Greedy Little Bears", we draw the attention of children to the beauty of the forest in which they lived cubs: "On the other side of the glass mountains, behind the silk meadow stood an untravelled, unprecedented dense forest ...". After reading, I invite the children to verbally describe this forest, and in the desktop theater I ask the children not only to convey the dialogue of the characters, but also to come up with a continuation of the tale. This develops creative imagination.

as a play element theatricalization we use the retelling of the text on behalf of the characters. This approach is very effective develops speech, logical thinking, creative imagination, memory.

pictorial activity and artistic work is an integral part of literary works, since scenery and masks, hats, props are needed in dramatization. We draw masks, costume elements and cut them out. On decorative drawing we paint elements costumes: kokoshnik, crowns, mittens.

If children do not master facial expressions, intonation, expressive gestures, then in the classroom the dialogues may not be interesting, tiring, so I attach great importance to the work of my circle means figurative expressiveness and puppetry techniques.

Elements theatricalization We also actively use development movements to form the correct posture, the ability to perform movements consciously and beautifully, and quickly. Children love educational activity, the plot of which is built on the content of familiar fairy tales "Dr. Aibolit", Pinocchio and others.

Fairy tales introduce children to a world of adventure and encourage them to show motor activity. In physical culture activities– we are constantly introducing etudes on development expressiveness movements: "Two cockerels quarreled", "Owl", "The Bewitched Child", "Sleep Fairy". Thus, a system is created in which many species activities are interconnected by the plot, where the same characters act. And this meets the need of children to repeatedly experience a fairy-tale situation.

In his at work I try to develop creativity children's independence. Great importance I add improvisation, i.e., playing around with a theme without prior preparation. For example, I offer children a game "We are preparing for the holiday". Children with pantomime (gestures, postures, gaits) show how they prepare for holiday: dress, look in the mirror, comb. The task is quite difficult, because there are no attributes or words, but, despite these difficulties, the children do an excellent job with it and show their creativity through facial expressions, gestures, poses. I also include melodies without words and invite children to convey their feelings to the music. Listening to the waltz, they smoothly circled, depicted fluffs, snowflakes, marching - they walked like soldiers, minting a step. Children themselves in the game dramatize the plots of familiar works. Thanks to this organization work in children increased creativity.

Theater forms purposefulness, self-discipline, mutual assistance in children. Theatrical improvisations contribute emotional education children, the ability to throw out their energy, to convey their vision of the world.

Thanks to the work children became more conscious in using language means when conveying their thoughts and in various situations of verbal communication, speech activity increased, a keen interest in independent knowledge and reflection appeared.

In addition, in any form activities children receive an emotional lift, show positive qualities of character such How: resourcefulness, mutual assistance, courage, ability to empathize, ability work in a team, willpower, purposefulness, aesthetic needs of the individual, radiate energy, cheerfulness, love creative tasks are happy to participate in theatrical performances, puppet shows, games - dramatizations.

Influence theatrical activities for development children's speech is undeniable. Theatrical activity- one of the most effective ways to develop speech and manifestations creativity, as well as that activity, which most clearly manifests the principle learning: learn by playing. By using theatrical activities you can solve almost all tasks of the program speech development. And along with the basic methods and techniques of speech development children can and should use the richest material of verbal creativity of the people.

Captivated by an attractive design theatrical staging the child learns a lot, learns how the skills acquired in theatrical game can be used in everyday life.

Future prospects:

1) Keep enriching children's theater experience.

2) Involve children in participation in theatrical games:

* playing poems, nursery rhymes, songs, mini-sketches, fairy tales, fables;

* development of children's speech creativity.

* continue to teach children the possession of a doll, a toy and all available types theater(bee-ba-bo, theater on five fingers, desktop theater, soft toy theater, puppet theater - gloves, hand shadow theater, shadow, planar, theater on flannelgraph, magnetic theater, masque, finger and other types theater accessible to children)

3) Involve parents in the manufacture of dolls, toys; participation of parents in performances and joint celebration of the day theater(last week of March)

Working with children, I do not set myself the task of educating professional artists. But whoever the children are in the future, I believe they will be creatively take care of your business. I hope that sincerity, kindness, purity of thoughts and deeds will always be present with them.

The transformations taking place in society give rise to new requirements in education for preparing children for school. One of them is the development of creative abilities in preschool children. Creativity is individual characteristics qualities of a person that determine the success of his performance creative activity of various kinds. Since the element of creativity can be present in any kind of human activity, it is fair to speak not only about artistic creativity, but also about technical creativity, mathematical creativity, and so on.

Medvedev D.A. was presented in 2010 new project development of the education system “Our New School”, which aims to transform the school into a “school of the future”. To achieve the goal, the main tasks are:

• - development of a creative environment to identify especially gifted children with early age;
• - development of creative abilities in children.

Creativity is one of the components of the overall structure of personality. Their development contributes to the development of the personality of the child as a whole. According to prominent psychologists L.S. Vygotsky, L.A. Wenger, B.M. Teplova, D.B. Elkonin and others, the basis of creative abilities are general abilities. If a child can analyze, compare, observe, reason, generalize, then, as a rule, a high level of intelligence is found in him. Such a child can also be gifted in other areas: artistic, musical, social relations, psychomotor, creative, where he will be distinguished by a high ability to create new ideas.

Preschool age provides excellent opportunities for the development of creative abilities. And the creative potential of an adult will largely depend on how these opportunities were used. Psychologists advise starting the development of creative abilities from an early age, since the child’s brain grows especially rapidly and “ripens” precisely in the first years of life. This period of "ripening" is the time of the highest sensitivity and plasticity to external conditions, the time of the highest and widest possibilities. This is the most favorable period for the beginning of the development of the whole variety of human abilities. But the child begins to develop only those abilities for the development of which there are incentives and conditions at the time of this maturation. The more favorable the conditions, the closer they are to optimal ones, the more successfully development begins. Development can reach its greatest height, and the child can become talented and brilliant. From a psychological point of view, preschool childhood is a favorable period for the development of creative abilities, because at this age children are extremely inquisitive, they have a great desire to learn about the world around them.

An important role in the implementation of the tasks of the designated pedagogical problem belongs to the institutions of preschool education, the specifics of whose activities make it possible to successfully promote the development of the creative abilities of pupils. The identification and development of creative abilities in children is considered an urgent task today, and every teacher must find ways to solve it.

Modern pedagogical science, looking at education as a reproduction spiritual potential human, has a variety of areas of educational impact on the child. The sphere of art is considered as a space that contributes to the formation of the socio-aesthetic activity of the individual. According to modern scientists who study the problems of preschool education, the disclosure of the internal qualities of the personality and self-realization of its creativity synthesis of the arts contributes to the greatest extent. (Churilova E.G. Methodology and organization of theatrical activities of preschoolers and younger schoolchildren. M., 2011).

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

Thus, we come to the conclusion that it is better to identify and develop the creative abilities of preschoolers through theatrical activity, since theatrical activity is focused on the comprehensive development of the child's personality, his unique individuality, his emancipation, involvement in action, while activating all the possibilities available to him; for independent creativity; development of all leading mental processes. Promotes self-knowledge, self-expression of the individual with a sufficiently high degree of freedom; creates conditions for the socialization of the child; helps to realize the feelings of satisfaction, joy, significance that arise as a result of identifying hidden talents and potencies. Theatrical activity not only develops the mental functions of the child's personality, artistic abilities, but also the universal universal ability to interpersonal interaction creativity in any field. In addition, for a child, a theatrical performance is a good opportunity to become a hero at least for a while, to believe in himself, to hear the first applause in his life.

aim further work was the development of the creative abilities of preschoolers through theatrical activities. Based on the goal, we decided following tasks:

• Create conditions in the preschool educational institution and the group that contribute to the development of the creative abilities of preschoolers.
• Consistently introduce children to the types of theaters.
• Improve the artistic skills of children: the ability to create images of living beings with the help of expressive plastic movements, the ability to use a variety of gestures, speech breathing, articulation, diction.
• Develop plastic expressiveness and musicality.
• · To teach children to plan the process of creating a performance, to follow the plan, using various creative abilities.
• · To cultivate a culture of behavior in the theater, respect for the performing arts, goodwill and contact in relationships with peers.

Activities with children are based on the following principles

• 1) The principle of creating a developing environment is the creation in the preschool educational institution and the group of conditions that will contribute to the creative development of children.
• 2) The principle of psychological comfort - the creation in the group of an atmosphere of unconditional acceptance of each child.
• 3) The principle of activity and freedom of expression - the creation in a group of conditions conducive to the comprehension and transformation of one's capabilities.
• 4) The principle of visibility - has a special importance in teaching preschoolers, because thinking is visual and figurative.
• 5) Principle individual approach to children - the teacher organizes work with children, taking into account their individual characteristics.
• 6) The principle of continuity of interaction between adults and a child in a preschool and in the family.

The work on this topic was organized in three stages.

The psychological, pedagogical and methodological literature on this topic was studied.

The study of the literature showed that at present a great theoretical and practical experience has been accumulated in the organization of theatrical and gaming activities in kindergarten. Issues related to the organization and methodology of theatrical activities are widely represented in the works of domestic teachers, scientists, methodologists - N. Karpinskaya, A. Nikolaicheva, L. Furmina, L. Voroshnina, R. Sigutkina, I. Reutskaya, L. Bochkareva, I. Medvedeva and T. Shishova, N. Sorokina, L. Milanovich, M. Makhaneva and others. great attention for the development of children's creativity.

To carry out work on the development of creative abilities, the program "Theater - Creativity - Children" (author N.F. Sorokina, L.G. Milanovich) was taken as a basis. it was in it that the authors for the first time systematized the means and methods of theatrical and gaming activities, and also scientifically substantiated the phased use of certain types of children's creative activity (song, dance, game, improvisation for children musical instruments) in the process of theatrical implementation. The authors of this program put forward and confirmed the hypothesis that theatrical activity as a process of developing the child's creative abilities is procedural, i.e. The most important thing in the children's creative theater is the process of rehearsals, the process of creative living and implementation, and not the final result. It is in the process of working on the image that the development of the creative abilities and personality of the child takes place.

In order to identify interest in the theater and to track the creative activity of children in the process of theatrical and gaming activities, observations, conversations, and parent surveys were conducted.

For successful work a subject-spatial environment has been created:

in the group, by the hands of educators and parents, a theater corner was equipped for independent activities of children with various types of theaters, costume elements and simple scenery were made. Puppet puppets and a finger theatre, visual and didactic aids were made, including mimic images of emotions, pictograms, cards depicting fairy-tale characters were selected for work on pantomime. A card index of theatrical sketches, exercises in rhythmoplasty, games for the expression of various emotions, games - transformations, games for the development of facial expressions and pantomimics, communicative games-exercises has been made.

A long-term plan of circle classes has been drawn up, which are organized systematically once a week, by subgroups, the composition of the subgroup is 10-12 children, the duration of classes is 20 minutes. This work covered 100% of the children of the group.

The classes are held in two directions:

• 1. Mastering the basics of acting by children in the process of performing creative exercises;
• 2. Mastering by children the techniques characteristic of various types of theatrical art.

They are built according to a single scheme:

• 1 part - "Introductory"- introduction to the topic, creating an emotional mood;
• 2 part - "Working"- theatrical activity (in various forms), where the teacher and each child have the opportunity to realize their creative potential;
• 3 part - "Final"- an emotional conclusion that ensures the success of theatrical activities.

To accomplish our tasks, we use methods and techniques learning.

Table 1. Teaching methods and techniques

Game activity	The game is the leading activity of a preschooler. The game has everything for full development personality. In the game, the child tries his strength and capabilities, learns to overcome both external and internal obstacles. It is in the game that the preschooler gets the opportunity for direct life experience, which he can display in theatrical activity.
Modeling	Mastering the modeling method by children has a positive effect on the development of abstract thinking, the ability to correlate a schematic image with a real one. The following are used as a model: schemes, maps, pictograms, layouts, graphic images, “movable applications”.
Use of works of fiction	Thanks to the fairy tale, the child learns life, the world not only with the mind, but also expresses his own attitude towards good and evil. Favorite characters become role models and identifications. After all, literary works for preschool children always have a moral orientation / friendship, kindness, honesty, courage, etc. /
visibility	Visibility is one of the most important significant methods teaching preschoolers, as they are dominated by visual - figurative thinking.
Conversation - discussion	The method is aimed at developing communication skills, developing speech, developing the ability to listen to each other, maintain a general conversation, discuss the ideas that have arisen in turn, and express one’s opinion clearly and clearly. In the process of collective discussion, children open up for themselves and for each other from the most unexpected sides.
Problem situations	The method is aimed at developing the ability to seek and find ways out of various situations. It allows you to hear the diversity of opinions of other children, motivates you to be active in various types of children's activities, including theatrical.
Visual activity	Drawing itself has many developing functions: it develops sensory-motor coordination, a way of comprehending and transforming one's capabilities and the world around, is a way of expressing various kinds of emotions.
Observations	A method that helps to trace the emotional manifestations of people in certain life situations for easier reproduction in performances, sketches, games of any emotional states.
	The purposeful use of etudes helps children develop expressiveness of gesture, be able to reproduce individual character traits, train certain muscle groups, and develop memory. Working on etudes develops the child, gives him the necessary skills.

In the classroom, various exercises and games were used to help children master the means of figurative expression. They 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 for which it was 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 were involved different means expressiveness (facial expression, gesture, pantomime). For example, they offered the children to display a certain gesture (“Stand still!”, “I’m afraid”, “Come with me”, etc.) to choose a picture (or express mimicry) corresponding to the partner’s emotional reaction to this gesture. For this, cards with images of animals in various emotional states were used.

In the future, they used graphic models of various emotions, played mini-sketches, sketches. The children were also given 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 fire, a brick, a crystal vase, a flower of a ripe dandelion;
• c) Take a thread from the table, as if it were a snake, Hot potato, cake;
• d) Walk along the line drawn in chalk, as if it were a rope, a wide road, a narrow bridge;
• e) Walk along a 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.

While working on the topic, we encountered certain difficulties. One of them is closely connected with the formation of mimic and motor manifestations necessary for the activation of theatrical activity. Children often do not know how to express their emotional state through facial expressions and gestures, their creative imagination cannot express or come up with any image. In anxious, withdrawn children, facial expressions are poor, movements are not expressive. We build work with such children in a different way - for a start, such children are spectators at performances, they are also assigned such roles as a cashier, make-up artist, costume designer, artist, etc. In the classroom, they participate in small sketches, skits, games aimed at for muscle relaxation; work with icons.

As a result, children begin to better understand a variety of emotional manifestations and can portray them. Stiffness gradually disappears and they compose elements of movements with great pleasure and interest, they can enthusiastically improvise, using facial expressions, gestures, and transform into images of various heroes of fairy tales, animals. Another problem encountered in the course of work is the lack of costumes, dolls, scenery. Parents helped solve the problem. Many of them participate in the creation of scenery for children's performances, make costumes together with the children, and help memorize the texts of the roles. For example, for the play "A Bag of Apples", parents, together with their children, prepared costumes for a crow, a mole, a squirrel, etc.

In cooperation with parents, we strive to achieve such relationships when moms and dads are not indifferent to the creativity of children, but become active allies and assistants to the educator in organizing their artistic - speech activity. One of interesting shapes is to involve parents to participate in theatrical performances as actors. For example, at a literary quiz, parents together with their children played the fairy tale "Teremok" with pleasure. Seeing the cheerful game of parents, children are even more interested in theatrical performance. Also, moms and dads are involved in work on puppet theatricalization. They assist in the manufacture of puppets for various theaters and scenery. Purposefully, together with children, parents read works, watch videos, visit theaters. For effective work on theatrical activities at home, parents receive recommendations in the form of consultations. All this contributes to the expansion of horizons, enriches the inner world, and most importantly - teaches family members mutual understanding, brings them closer. The manifestation of such a common interest unites the family, the team of children, educators and parents.

The result of the work was the participation of children in musical performances: "Confusion" and "Teremok" in the middle group"; “A goat and seven kids in a new way” in the senior group; "Incident in the Forest" and "Cat's House" in the preparatory group. In addition, the guys performed in dramatizations at matinees, folklore holidays, parent meetings, festivals of children's creativity of a preschool institution. In the near future we hope to show performances in other kindergartens. Elements of theatricalization are used in directly - educational activities, independent and joint activities with children.

The results of the observations carried out in the course of this complex, but such an important and interesting work, made it possible to draw conclusions about positive results:

• Most children skillfully use the means of theatrical expression: facial expressions, gestures, movements and means of intonation;
• · master the technique of puppetry;
• · possess the simplest performing skills and actively participate in theatrical performances;
• enjoy doing creative tasks
• became much kinder, more sociable, more attentive to each other;
• children improvise independently, with pleasure transform into the images of different characters, correlate perception with their experience, feelings and ideas;
• children show interest in the history of the theater. In independent theatrical activities, children freely apply the acquired knowledge and skills;
• Preschoolers have a desire to independently organize small theatrical performances with peers and kids;
• children know how to apply theatrical make-up;
• The children became interested in preparing a theatrical show;
• By the age of 6-7, children freely, without coercion, convey the mood, character of the characters with the plasticity of their bodies, create vivid and unforgettable images.

At the end of kindergarten, graduates continue to study in circles additional education. Many children study in music school, attend theatrical, dance circles. Perform at school and city events. Prizes are awarded in competitions.

Thus, based on the results obtained, we can draw the following conclusion: the level of development of children's creative abilities through theatrical and gaming activities has reached a significant rise and corresponds to the goals and objectives set. Theatrical activity comprehensively develops the personality. Children have the opportunity to show their talent, they know how to think creatively, make decisions on their own and find a way out of existing situations. A moral position is formed in relation to peers and elders, which means that the child enters the complex social world more easily.

We see the prospect in continuing further work on this topic; study, generalization and practical application of new methods, familiarization with the experience of other teachers - practitioners. Continue working with children, stage new performances, include children in research activities in the course of their preparation. To carry out the output of children with performances in other kindergartens.