Theatrical activity - as a means of developing the abilities of children. Theatrical activity as a means of forming an active reader

The transformations taking place in society give rise to new requirements in education for preparing children for school. One of them is the development creativity in children preschool age. 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 introduced 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 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. WITH psychological point 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 synthesis of the arts contributes to the disclosure of the inner qualities of the personality and the self-realization of its creative potential to the greatest extent. (Churilova E.G. Methodology and organization of theatrical activities of preschoolers and younger schoolchildren. M., 2011).

This view of the upbringing of the child made the problem of education and upbringing of preschoolers by means of theatrical art relevant and made it possible to turn to theatrical activity in preschool educational institutions not only as an independent section artistic education children, but also as a powerful synthetic means of developing their creative abilities. After all, the art of the theater is an organic synthesis of music, dance, painting, rhetoric, acting, concentrates into a single whole the means of expression available in the arsenal of individual arts, and, thereby, creates the conditions for educating a holistic creative personality which contributes to the achievement 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 he has. ; for independent creativity; development of all leading mental processes. Promotes self-knowledge, self-expression of the individual with enough high degree 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 good opportunity to become a hero at least for a while, to believe in yourself, to hear the first applause in your 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) The principle of an 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 theatrical gaming activity 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, the hands of educators and parents equipped a theater corner for independent activity children with various types of theaters, costume elements, simple scenery were made. Puppet puppets and a finger theater were made, visual and didactic aids, including mimic images of emotions, pictograms, cards with the image of fairy tale characters to 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.

Compiled perspective plan circle classes, which are organized systematically once a week, by subgroups, the composition of the subgroup is 10-12 children, the duration of the 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 activities different 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 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 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, 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 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 emotional state with the help of 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 mothers and fathers are not indifferent to the creativity of children, but become active allies and assistants to the educator in organizing their artistic and speech activities. 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 inner world, and most importantly - teaches family members mutual understanding, brings them together. 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 preparatory group. In addition, the guys performed in dramatizations at matinees, in folklore holidays, at 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 process of this complex, but so 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 at a music school, attend theater and dance clubs. 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.

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 intellectual development 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 speeches mental activity, which determines the level of speech and mental development of the 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 the Federal State Educational Standard of preschool education, speech development is one of the end-to-end mechanisms for the development of a child. 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.

The studies of psychologists, teachers (L.S. Vygotsky, A.N. Leontiev, D.B. Elkonin) created the prerequisites for integrated approach to problem solving speech development preschoolers. The development of speech is carried out in various types activities of children: 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 impact on children, in which the principle of learning is most clearly and fully manifested: to learn by playing. Theatrical games are always loved by children. Books, fairy tales, performances are an inexhaustible source for the development of feelings and fantasy for the child, and in turn, the development of feelings and fantasy 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 of 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" various subjects; 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:

• view puppet shows and conversations on 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.

baby 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- the actual process of children's creativity, which is directly related to the emergence of an idea, the search for artistic means, mastering the intonation of the word, facial expressions, 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 on the development of stage skills to recreate the images of fairy-tale characters by 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, important condition the success of dramatization - 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 show them needed help, I 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 the joint activities of the educator with children and in the independent activities of 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) Cooperative activity educator with children. In my work I use game situations on a walk, organize dramatization games, reading fiction with subsequent play-out of 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 of mental processes, and 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 in a new way", "English songs", "Carousel of fairy tales".

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

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

Mine pedagogical experience summarized and disseminated at different levels:

– Participation in the city festival of environmental theaters in Apatity Sun Ray" With 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"Educator 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 the State Budgetary Educational Institution of Healthcare in Apatity with a report 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.

When carrying out this work, I observed a positive dynamics in the development of speech skills in the development of the educational program for the educational area "Speech Development" by children of the middle group. High level in this region have 10 children (47.7%); 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 the senior group showed an 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.

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 activities 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 positive result decided to systematize work on theatrical games.

I decided to organize a circle theatricalization"Antoshka". My Job with children is purposeful, systemic. Theatrical activities 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 more emotionality, I use musical accompaniment, which, at my request, is selected by the music 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 painting the 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 education 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 of 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, increased speech activity, there was a keen interest in independent knowledge and reflection.

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 activities- 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.

Irina Aleinik
Theatrical activity as a means of developing creative and socio-communicative abilities

Municipal treasury educational institution "Education Center No. 4", structural subdivision No. 1

Consultation

Subject: "Theatrical activity as a means of developing the creative and socio-communicative abilities of preschoolers".

Performed: teacher Aleinik I. A.

Efremov 2018

« Theater is a magical land,

in which the child rejoices by playing,

and in the game he learns the world,

S. I. Merzlyakova

A person without communication cannot live among people, develop and create. Optimal age period to prepare a person for communication is the preschool age, since it is during this period that children more easily acquire, retain and retain the formed skills and abilities for a long time.

Communication is an act and a process of establishing contacts between the subjects of interaction through development of a common meaning of transmitted and perceived information. Actions whose purpose is semantic perception are called communicative. abilities.

The existing experience of using gaming techniques proves that the formation of communication skills is best consolidated in the process of theatrical games. The whole life of children is full of play. Every child wants to play their part. But how to do that? How to teach a baby to play, take on a role and act? This will help theater. Theatrical Games are always loved by children.

Great and versatile influence theatrical games on the personality of the child allows you to use them as a strong, but unobtrusive pedagogical means, because the baby during the game feels more relaxed, free, natural.

Problems of communication abilities traditionally are in the center of attention of domestic teachers. The study of psychological, pedagogical and methodological literature, excellence shows that at present a great theoretical and practical experience of the organization has been accumulated theatrical and gaming activities in kindergarten. Issues related to the organization and methodology are widely represented in the works of domestic teachers, scientists, Methodists: N. Karpinskaya, A. Nikolaicheva, L. Furmina, L. Voroshnina, R. Sigutkina, I. Reutskaya, L. Bochkareva, I. Medvedeva, T. Shishkova and others. Currently, thanks to the efforts of scientists, methodologists and practitioners , work with children theatrical activities received scientific justification and methodological study. Scholars are unanimous in their opinion that theater is one of the brightest, most colorful and child-friendly areas of art. He brings joy to children develops imagination and fantasy promotes creative development child and the formation of the basis of his personal culture. In terms of aesthetic significance and impact on the overall child development theatrical activities rightfully belongs a place of honor next to music, drawing and modeling. Therefore, it is effective means of harmonious development of the child, including his creativity.

According to T. I. Petrova, theater is a test of thinking, memory, speech, attention, communication skills. In work « Theatrical games in kindergarten» Petrova T. I., Sergeeva E. A., Petrova E. S. note that in the process theatrical activity is the development of the personality of the child, A exactly:

1. in progress theatrical games expand and deepen children's knowledge about the world around them;

2. develop mental processes: attention, memory, perception, imagination;

3. happening development various analyzers: visual, auditory, motor speech, kinesthetic;

4. activated and improved lexicon, grammatical structure of speech, sound pronunciation, coherent speech skills, melodic-intonation side of speech, tempo and expressiveness of speech;

5. motor skills, coordination, smoothness, switchability, purposefulness of movements are improved;

6. develops emotional - volitional sphere;

7. there is a behavior correction;

8. develops a sense of collectivism, responsibility for each other, the experience of moral behavior is formed;

9. stimulated development of creative, search activity, independence;

10. participation in theatrical games gives children joy, arouses interest, captivates them.

Theatrical games are divided into two main groups: director's games and dramatization games. To director's games refer: desktop, shadow theater, theater on flannelgraph. Where a child or an adult is not a protagonist, but only creates a scene, he plays the role of a toy character - voluminous or planar. The child acts for him, depicts him with intonation, facial expressions. Under the concept "director's games" implied stand-alone games with different small items which the child manipulates director: he creates the plot, the script. It is this independence in inventing a plot that is considered especially important for the further formation of game actions and imagination. Important feature of these games is that the child begins to transfer functions from one object of reality to another. The similarity of games with director's work lies in the fact that the child himself comes up with mise-en-scenes, that is, he organizes the space, plays all the roles, or simply accompanies the game "announcer" text.

Dramatization games involve the arbitrary reproduction of a story in accordance with the scenario. They are based on the actions of the performer who uses finger puppets, puppets

b-ba-bo, "hats" heroes of the work, masks, etc. and corresponds definition: "To dramatize means to play in the faces of any literary work, preserving the sequence of the episodes told in it and conveying the characters' characters." Since the child plays by himself, he can use all means of expression: intonation, facial expressions, pantomime.

IN pedagogical literature theatrical the game is considered not only as a form of gaming activities but also how means comprehensive education of the child of preschool age. They enrich children with new impressions, knowledge, develop interest in literature and theater.

Dramatization games contribute to the development mental processes and various qualities personalities: independence, initiative, emotional responsiveness, imagination. This type of game has a great influence on speech development. The child learns the richness of his native language, its expressive facilities, uses intonations that correspond to the character of the characters and their actions, tries to speak clearly so that everyone understands him. In the dramatization game, a dialogic, emotionally rich speech is formed, the child's vocabulary is activated. With the help of games, children better learn the content of the work, the logic and sequence of events, their development and causation, Dramatization Game promotes mastering the elements of communication .

The role of the teacher in the organization theatrical activities in kindergarten comes down to the fact that the teacher himself needs to be able to expressively read, tell, look and see, listen and hear, be ready for any transformation, that is, master the basics of acting and directing skills. One of the main conditions is the emotional attitude of an adult to everything that happens, and this is sincerity and genuineness of feelings. The intonation of the teacher's voice is a role model.

Theatrical activities include:

Watching puppet shows and talking about them;

Games - dramatizations;

Preparing and acting out various fairy tales and dramatizations;

Exercises for the formation of expressiveness of performance;

Separate ethics exercises;

Exercises for the purposes social emotional development children.

Built on a single scheme:

Introduction to the topic, creating an emotional mood;

- theatrical activity(in various forms, where the teacher and each child have the opportunity to realize their creative potential;

Emotional Conclusion for Success theatrical activities.

Thus, development self confidence and social behavioral skills are facilitated by such an organization of theatrical activities of children when every child has the opportunity to express themselves in some role. For this, it is necessary to use various tricks:

Children's choice of a role at will;

Appointment of the most timid, shy children to the main roles;

The distribution of roles by cards (children take from the hands of the educator any card on which the character is schematically depicted);

Play roles in pairs.

During theatrical activities:

Listen carefully to the answers and suggestions of the children;

If they do not answer, do not demand explanations, but proceed to actions with the character;

When introducing children to the heroes of works, allocate time for them to act or talk with them;

In conclusion, various ways make children happy.

Theatrical art is close and understandable to children, because at the heart of theater lies play. Preschoolers are very fond of games that resemble theatrical performances, where some children are artists, others are spectators.

Theater- one of the most accessible types of art for children, it allows you to solve many pressing problems modern pedagogy and psychology related:

WITH art education and upbringing of children;

With the formation of aesthetic taste;

With moral education;

WITH development communicative qualities of a person;

WITH memory development, imagination, initiative, fantasy, speech (dialogue and monologue);

With the creation of a positive emotional mood, relieving tension, resolving conflict situations through the game.

Theatrical activities preschoolers is based on the principles developmental learning, whose methods and organization are based on regularities child development, while taking into account psychological comfort, which suggests:

Removal, if possible, of all stress-forming factors;

Emancipation, stimulating development spiritual potential and creative activity;

development of real motives:

1. play and learning should not be under duress;

2. internal, personal motives should prevail over external, situational, coming from the authority of an adult;

3. internal motives must necessarily include the motivation for success, moving forward ( "You will definitely succeed!")

Theatricalization- this is primarily improvisation, the revival of objects and sounds. It is closely related to the main types of musical activities - singing, moving to music, listening, singing and dancing creativity. Music and theatricalization increase the interest and sharpen the impressions of children.

Exactly theatrical activity allows you to solve many pedagogical problems related to the formation of the expressiveness of the child's speech, intellectual and artistic and aesthetic education. Participating in theatrical games, children become participants in various events from the life of people, animals, plants, which gives them the opportunity to better understand the world around them. Simultaneously theatrical the game instills in the child a steady interest in their native culture, literature, theater.

Huge and educational value theatrical games. Children develop respectful attitude to each other. They learn the joy associated with overcoming the difficulties of communication, self-doubt. Children become more liberated, sociable; they learn to articulate their thoughts clearly and express them publicly.

Introducing preschool children to theatrical activities possible only if the following conditions:

From an early age, teach children to listen to the word of art, emotionally respond to it, more often turn to nursery rhymes, pestles, chants, jokes, poems, including encouraging dialogue;

Cultivate children's interest in theatrical activities, create situations in which puppet characters theater enter into a dialogue with children, play skits;

Take care of equipment theatrical games: acquisition theatrical toys, making homemade toys, costumes, decorations, attributes, stands with photographs reflecting theatrical games of pupils;

Pay serious attention to the selection of literary works

For theatrical games: with a moral idea understandable for children, with dynamic events, with characters endowed with expressive characteristics.

Watching puppet shows and talking about them;

Dramatization games;

Exercises for social and emotional development of children;

Correction- educational games;

Diction exercises (articulation gymnastics);

Tasks for development speech intonation expressiveness;

Transformation Games ( "learn to control your body", figurative exercises;

Rhythmic minutes (logarithmics);

Finger game training for hand motor development;

Exercises on development expressive facial expressions, elements of pantomime;

theatrical sketches;

Preparing and acting out various fairy tales and dramatizations;

Acquaintance not only with the text of the fairy tale, but also with means of dramatization: gesture, facial expressions, movement, costume, scenery (props) etc.

big role in development preschoolers playing puppet theater.

I'd like to mention something like this. theatrical activities, How Puppet Theatre! How much does he mean to baby heart how eagerly the children look forward to meeting him. Dolls can do everything or almost everything! They work wonders: entertain, educate, develop the creative abilities of preschoolers correct their behavior. "Actors" And "actresses" it should be bright, light, easy to manage. To organize a children's theater need dolls various systems, which form certain skills and abilities in children, stimulating children's creation(song, dance, game, encouraging improvisation on children's musical instruments.

Studying the psychological and pedagogical and methodical literature, it can be concluded that with theatrical activities are closely related to the development of communication, improvement of speech. IN theatrical game, children better learn the content of the work, the logic and sequence of events, their development and causality. Theatrical games contribute mastering the elements of verbal communication (facial expression, gesture, posture, intonation, voice modulation). A new role, especially the dialogue of characters, puts the child in front of the need to express himself clearly, clearly, and understandably. Theatrical activities requires from children attention, quick wit, quick reaction, organization, ability to act, obeying a certain image, reincarnating into it, living its life.

List of used literature:

Artemova L.V. Theatrical games for preschoolers.

M., KNORUS", 2003

Makhaneva M. D. Theatrical lessons in kindergarten.

(allowance for employees of preschool institutions)- M .: TC "Sphere", 2001

Churilova E. G. Methodology and organization theatrical activities.

creative abilities of children of senior preschool age.

Creative abilities in children are manifested and developed on the basis of theatrical activities. This activity develops the personality of the child, instills a steady interest in literature, music, theater, improves the skill to embody certain experiences in the game, encourages the creation of new images, encourages thinking. There is a problem that worries many teachers, psychologists, parents: some children have fears, breakdowns, lethargy, while others, on the contrary, are free and fussy. Children often lack the skills of voluntary behavior, memory, attention and speech are not sufficiently developed. The shortest way to emotional liberation of a child, removal of contraction, learning to feel and artistic imagination is the way through the game, fantasizing, writing. All this can give theatrical activity. Being the most common type of children's creativity, it is dramatization that connects artistic creativity with personal experiences, because the theater has a huge impact on the emotional world of a child.

2.1. Creative games as a type of theatrical activity

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

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

As Petrova V.G. notes, theatrical activity is a form of living out the impressions of life lies deep in the nature of children and finds its expression spontaneously, regardless of the desire of adults.

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

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

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

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

A variety of themes, means of representation, emotionality of theatrical activities make it possible to use them for the purpose of the comprehensive development of the individual and the development of creative abilities (2, 21).

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

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

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

This contributes to the development of creative abilities, which are manifested in the fact that preschoolers combine different events in the game, introduce new, recent ones that impressed them, sometimes include episodes from fairy tales in the image of real life.

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

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

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

The theme and content of theatrical activities, as a rule, have a moral orientation, which is contained in every fairy tale (5.41). The child begins to identify himself with the image he loves, transforms into it, lives his life, this is the most frequent and widespread type of theatrical activity as a development of children's creativity. Since positive qualities are encouraged and negative qualities are condemned, children in most cases want to imitate kind, honest characters. And the approval of worthy deeds by adults creates satisfaction for them, which serves as an incentive to further control their behavior. The great and varied influence of theatrical activities on the personality of the child makes it possible to use them as a strong, but unobtrusive pedagogical tool, since the child himself experiences pleasure and joy. The educational possibilities of theatrical activities are enhanced by the fact that their subject matter is practically unlimited. It can meet the diverse interests of children.

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