“Theatrical activities in early preschool age. Theatrical activities in the younger group

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

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

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

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

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

Work on theatrical activities in kindergarten pursues the following missions:

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

Theater in kindergarten

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

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

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

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

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

Classes

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

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

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

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

Exercises

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

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

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

Basic directions of working with children

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

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

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

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

Program tasks

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

The program performs the following tasks:

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

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

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

Kids and theater

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

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

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

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

Development in kindergarten

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

In general, theater classes consist of:

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

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

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

It is important that parents play an executive role, are the authors of the text, make scenery, costumes, and so on. Anyway teamwork teachers, mothers and fathers promotes the emotional, intellectual and aesthetic development of children.

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

Communication skills

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

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

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

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

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

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

Fairy tale therapy

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

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

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

The relevance of using fairy tale therapy lies in the fact that fairy tales are a natural component Everyday life kids.

Objectives of fairy tale therapy

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

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

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

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

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

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

Types of fairy tales

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

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

Organization of children's fairy tale therapy

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

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

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

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

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

Subject environment

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

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

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

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

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

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

MDOU "Kindergarten of a general developmental type" in the village of Kajerom

Long-term planning for theatrical activities with children in the second junior group

teacher

Ryzhenko E.G.

Preschool children learn about the world around them more with their hearts, emotions, and feelings than with their minds. That is why the main activity of children is play. Preschoolers are happy to try on various roles, based on my little life experience.

Children can imitate the characters of their favorite cartoons, fairy tales, and repeat the behavior of adults, for example, transform into a doctor, a store clerk, or a teacher. In order for games to bring educational and educational benefits, kindergartens provide planning for such work. A card index of theatrical games in the second junior group will help the teacher effectively organize the activities of four-year-old pupils. How to compose such a methodological manual and how to use it is in our article.

Theatrical games for children in the younger group of preschool educational institutions

Why do children need theatrical games? Such activities solve a whole range of tasks set by the program and the Federal State Educational Standard:

• social adaptation is formed (children learn to communicate with peers, listen to others, argue their own opinions, etc.);
• knowledge of the surrounding world (preschoolers get acquainted with the most different areas knowledge);
• speech development (kids learn to form sentences, control voice strength and intonation, etc.);
• development of creative abilities and aesthetic taste.

It should be clarified that theatrical games are not only performances. The content includes different forms and types of work with children. These could be the following games:

• articulatory;
• fingered;
• pantomimes;
• recitation of small literary forms;
• puppet shows;
• mini-productions.

Planning theatrical activities in preschool educational institutions

The educational process, according to the Federal State Educational Standard, provides for all of the games listed above to be carried out in a group of children of the specified age. Therefore, the teacher will have to think through a plan for organizing such activities. A card index of theatrical games in the second junior group with goals will help with this. This manual should be structured, choosing the most interesting activities. Below we offer several effective entertaining theatrical games.

Articulation gymnastics

This type of activity promotes the development of articulation and strengthens facial muscles.

Card index of theatrical games for children in preschool educational institutions

The card file of theatrical games in the second junior group may contain the following types of work aimed at:

Development of the speech apparatus

"Hamster." When the teacher says the words: “Eat up, hamster, a freshly picked pod,” the children puff out their cheeks and roll the air from one side to the other.

"Dog". Children are asked to stick out their tongue “like a dog.”

“The cat drinks milk” - an imitation of lapping milk with the tongue.

Finger games

Games aimed at development fine motor skills, are widely used in kindergarten. An interesting type of activity for four-year-olds would be finger theater. With the help of small dolls, you can play out fairy tales familiar to kids, such as “Kolobok”, “Turnip”, “Teremok”, “Goat Tree” and others.

Shadow theater also helps develop speech and creativity. It will still be difficult for children in their fourth year of life to demonstrate a whole fairy tale like this. But you can invite the kids to repeat individual elements, for example, depict the flight of a bird, a dog, a deer.

Pantomimes

Gestures and facial expressions contribute to the development of the child’s emotional sphere, communication abilities, and adaptation to a group of peers. The organization of such activities can take place either in game room, in music classes, and on a walk.

We offer a theatrical pantomime game: “What we ate (did, sculpted, where we were) - we won’t say, it’s better we’ll show you as soon as possible!” The rules of the game are simple: the teacher asks the children to choose a card with an image at random. Then, in turn, each child demonstrates, using facial expressions and gestures, what is drawn on his card. The rest of the participants guess.

Recitation of nursery rhymes, jokes, poems

The catalog of theatrical games in the second junior group according to the Federal State Educational Standard necessarily includes such forms of work as playing out nursery rhymes and jokes. Children take part in such fun games with pleasure. For children three to four years old, the following works are recommended: “The White-sided Magpie”, “Our Chickens in the Morning...”, “The Little Gray Cat”, “Lada-Lada-Okay” and others.

Theatrical performances

The catalog of theatrical games in the second junior group includes puppet and staged performances. But such activities require lengthy preparation and proper organization. In addition, certain material and technical equipment is required.

An effective way to develop the creative potential of four-year-old children and consolidate their communication and speech skills is to use pedagogical practice such type of activity as theatrical games in the second junior group. The card index helps the teacher structure planned activities with children and organize work correctly and effectively.

Long-term planning for theatrical activities with children in the second junior group

SEPTEMBER

	Goals and objectives		Material and equipment
"Acquaintance" "Teremok" "A Tale on the Table" "Let's go out into the garden"	Arouse interest in theatrical activities; develop the emotionally sensitive sphere of children; encourage them to express their feelings and communicate; learn to listen attentively to a poetic text and correlate its meaning with expressive movements to music. Learn to express emotions through movements and facial expressions; introduce the fairy tale “Teremok”; encourage active perception of the tale; learn to listen carefully to a fairy tale to the end and follow the development of the plot. Promote the development of memory, encourage people to speak out about the performance they liked; teach expressive intonation; give an example of elementary puppeteering. Learn to move beautifully to calm music, making smooth movements; teach to feel muscle freedom, relaxation, encourage onomatopoeia.	Getting to know each other. Game "Say Your Name". Game "Say hello" Dressing up in the costumes of the main characters of the fairy tale. Production of the fairy tale "Teremok". Round dance game “Mice in Minks”. Conversation based on a fairy tale. Game "Mice in Minks". Listening to calm autumn music. Game exercise"Expressive movement." Improvisation game “Leaves in the Garden”. Musical and rhythmic composition “Autumn”.	Ball, music center. Autumn meadow decoration (trees, flowers). Costumes – mouse, hare, frog, fox, wolf, bear, scenery for a fairy tale (teremok, backdrop with the landscape “Forest Clearing”). Dolls and decorations for the fairy tale “Teremok”. Musical accompaniment. Autumn garden scenery, recorded bird music, autumn leaves, musical accompaniment.

"Visiting a fairy tale" "In the footsteps of a fairy tale" "Vegetables in the garden" "There's a bunny in the garden"

Give an idea of ​​the grain harvest; introduce the fairy tale “Spikelet” »; evaluate the moral actions and behavior of the characters (the cockerel loves to work, the little mice are lazy and disobedient); introduce tabletop theater; activate speech. Learn to remember a familiar fairy tale and answer questions according to its plot, characterize the characters; Together with the teacher, retell the fairy tale, showing the character of the hero using intonation. Give an idea of ​​the vegetable harvest; encourage children to express images of heroes in movement, facial expressions, and emotions; learn to improvise to music; teach coordination of movements; charge positive emotions. Involve children in a playful situation, create a positive emotional mood, give an example of dialogue with the hero; teach children to navigate in space by performing simple movements.

Acquaintance with the content of the fairy tale “Spikelet”. Tabletop theater show. Examination of illustrations for a fairy tale with discussion characteristic features characters. Conversation on the fairy tale "Spikelet". The children, together with the teacher, retell the fairy tale “Spikelet” and occasionally play with the dolls. Game "Mice in the Pantry". A conversation about what ripens in the fields and gardens. Round dance game “Our vegetable garden is good.” Etude – improvisation “Vegetable Story”. Final conversation about the ability to be friends. Conversation about autumn. Visit the hare. Game "There is a bunny in the garden." Surprise moment.

Tabletop theater. Illustrations for a fairy tale. Decorations for a fairy tale. Puppet theater (heroes of the fairy tale “Spikelet”). Caps of vegetables (carrots, cabbage, beets, peppers, onions) for outdoor play. Bunny costume; dummies of cabbage; gifts for children - peeled fresh carrots.

"Visiting grandma" "Lucky, lucky horse" "It's getting cold" "Goats and Wolves"

Involve children in the game plot; intensify auditory perception; encourage motor and intonation imitation; learn to act improvisationally, within a given situation; learn to act with imaginary objects. Expand the range of actions with objects; encourage onomatopoeia; practice imitation; learn to switch from one action to another; give the opportunity to express oneself individually in general games Give an idea of ​​the “cold” mood in music and encourage an emotional response to it; practice onomatopoeia; teach expressive articulation; encourage participation in dramatization games. To teach the perception of the plot of the game; encourage participation in the game plot; practice onomatopoeia; teach children to interact with each other in play; learn to move expressively in outdoor play.

Visiting grandma. Conversation with grandmother about goat and dog. Game "Friend". Sketch “Hen, chicks and cockerel”. The children are on the train home. Reading a poem A. Barto “Horse”. Musical and rhythmic movements “Horses are galloping.” Conversation about autumn. Warm-up game “Chill”. Etude-exercise “How the wind howls.” Dramatization game “A little white snow was falling.” Children dance to the Russian folk melody “Polyanka” using familiar dance movements. Grandfather Matvey comes to visit, conversation. Warm-up game “Goat, oh!” Game "Drive away the evil wolf." Game "Goats and Wolves".

Scenery of rural life: house, grandmothers, chicken coop, and its inhabitants (toys: cockerel, hen, chickens); vegetable garden (beds with herbs and vegetables); goat toy, puppy toy. Toy horse; instruments of a children's noise orchestra. Musical accompaniment. Sleigh toy; hat for the heroes of the dramatization game Vanya and Tanya. Snowy forest scenery; costumes of the heroes (grandfather Matvey, goat Mila); goat bell; caps of kids and wolves for outdoor games.

“A fairy tale is a lie, but there is a hint in it” "Puppet show" "Winter has come" « New Year's adventure»

Teach carefully, listen to the teacher’s story and answer questions about its plot. Teach rules of behavior in the theater; teach to tune in to the perception of a fairy tale from the first sounds of the musical introduction, listen carefully to the fairy tale; learn to talk about your first impressions immediately after the end of the performance. Develop children's imagination and associative thinking; learn to speak out; learn to move expressively to music, feeling its rhythm or smoothness of sound. Please the children and create a fabulous atmosphere for the lesson; expand the range of perceived musical and dramatic images; encourage to motor activity.

Reading the fairy tale “The Little Goats and the Wolf.” Game "Goats and Wolves". Conversation about the theater. puppet show"Kids and the Wolf." (goat, wolf, leader - adults; kids - children). Conversation about winter. To the music of “Sleigh”, the motor improvisation “Sleigh is flying” is performed. We came to visit the gnomes. Game "Who's behind the Christmas tree?" Motor improvisation “Sledding”, “Snowball fight”. Conversation about the New Year holiday. The children go to visit the Snow Maiden. Game "Squirrel Round Dance". Gifts from the Snow Maiden. "Dance around the Christmas tree."

Book with the fairy tale “Kids and the Wolf” (processed A. Tolstoy). Screen; dolls (goat, seven kids, wolf); decorations (backdrop “Forest and Village”, goat’s house, bush) and attributes (basket for the goat). Musical recordings (for the compositions “Sleighs are flying”, “Who’s behind the Christmas tree?”, “Sleigh rides”, “Snowball fight”); artificial Christmas trees decorations. Suit of Snow Maiden; magic ball; squirrel hats for outdoor play.

"Sparrows" "Forest Cleaning" "Hares in the clearing" "Frost - Red Nose"

Give an idea of ​​bird life in winter; develop a sympathetic attitude towards wintering birds; teach to embody a role and role behavior; use onomatopoeia in role-playing behavior. Make children happy; engage in a fun game; learn to switch from movement to singing and back; coordinate action and word; learn to move in accordance with the rhythmic features of music; learn to pronounce words clearly. Encourage imaginative embodiment of the role; learn to move expressively; give an intonation-figurative idea of ​​the fairy tale “The Fox and the Hare”; teach expressive facial expressions and movements in sketch games. Make children happy; call emotional response to the game; involve in the performance of a song; enter into Magic world theater; introduce the fairy tale “The Fox and the Hare”; learn to listen carefully to a fairy tale.

Inviting children for a “winter walk”. Children dance to the music of birds. Sparrows come to visit. There is a puppet theater on a stick. Musical and rhythmic movements “Birds are flying.” Visiting Lesovich. Warm-up game “Forest cleaning”. Treats on a self-assembled tablecloth. Children wearing bunny hats go to the “snow clearing.” Game "Bunny's Paws". Reading the fairy tale "The Fox and the Hare". Conversation based on a fairy tale. Sketches “Hares having fun”, “Hares saw hunters”. Children ride through the “winter forest” to the music. Father Frost enters to the accompaniment of menacing music. Game "I'll freeze." Song-game "We'll play a little." Puppet show "The Fox and the Hare". At the end it sounds Russian. melody "Zainka for the little ones."

Snowy lawn scenery; sparrow hats; feeders; corn. Musical recordings (for compositions (“Cleaning the Forest”); shovel, self-assembled tablecloth; Lesovichka costume; broom; tea setting. Scenery of a snowy meadow; rabbit hats for outdoor play; book with fairy tale "The Fox and the Hare" Musical recordings (for songs " Winter forest", "Santa Claus", to the fairy tale "The Fox and the Hare"); scenery for the fairy tale “The Fox and the Hare”

“It’s blowing outside, it’s hot by the stove.” "The winds blow in February" "Familiar Tales" "Nimble Mouse"

Introduce children to Russian and Komi national traditions; teach dramatization; learn to interact with each other in the game plot. Talk about the army; show soldiers as protectors; involve in role-playing game; learn to move rhythmically in accordance with the rhythm of poetry and music; practice onomatopoeia; learn to follow the rules. Induce a positive attitude towards theatrical play; activate children's imagination; encourage an emotional response to the proposed role. Give an applied concept of a lullaby; introduce children to lullabies; awaken children's imagination; introduce S. Marshak’s fairy tale, teach how to answer questions about the content; involve in the game plot; learn to act independently in the game.

On a visit to the upper room. Dramatization “In the bright room” (teacher, children). Round dance "Meadow duck". Scene "Two Crows". Conversation about soldiers. Children march to the music of “March of the Wooden Soldiers.” (P.I. Tchaikovsky). Game "Pilots". Game "Travel through Fairy Tales". Scene “Mama Goat Comes Home.” A dramatization game based on the fairy tale "Spikelet". A scene from the fairy tale “The Fox and the Hare”. A mouse comes to visit. A song for a mouse. Telling a tale S. Marshak “The Tale of a Smart Mouse” Game "Mice in Minks". Gifts for children.

Decoration of a Russian hut (mats, broom, stove, grip, table, samovar, cups, benches); folk costumes; tea setting; gifts for children (modeled horses, soft toys, bunnies and chickens). Toy soldiers; costumes (sailors, tank crews, pilots); music recordings (March of the Wooden Soldiers" by P.I. Tchaikovsky, recordings for the exit of a sailor, tankman, pilot). Game disc, spinning top; hats for fairy tale heroes; flannelograph and pictures for a fairy tale; Cockerel doll. A book with a fairy tale by S. Marshak “The Tale of a Smart Mouse” ; mouse caps; cradle for a mouse.

“It’s Katya’s doll’s birthday.” "Hen with Chicks" "Mama's Children" "Travel by Bus"

Give an idea of ​​how to behave at a birthday party; encourage children to be active and proactive; evoke positive emotions; promote improvisation; learn to engage in dialogue in the game. Introduce the fairy tale "Hen and Chicks" and the theater on flannelgraph; develop empathy; teach carefully, listen to a fairy tale; learn to answer questions based on its content. Develop empathy, a sensitive attitude towards others; learn to show a fairy tale on a flannelgraph; learn to retell the content of a familiar fairy tale; give a charge of positive emotions in sketches and games; encourage them to be embodied in a game image. Teach children to interact in role-playing games and distribute roles; develop motor activity of children; teach to listen carefully to a fairy tale, follow the plot; give an idea of ​​the toy theater on the carpet.

Visiting the doll Katya. Children show a concert for a doll. Game "Hostess and Guests". Dance with dolls. Fairy tale on flannelgraph « Hen with chicks ». Conversation based on a fairy tale. Singing "Chicks" Song "Cat" for a cat. Children tell the fairy tale “Cat and Kittens” on a flannelgraph. Sketches “Kittens are waking up”, “Kittens are frolicking”, “Kittens are hunting for a mouse”. Round dance-game “How the cats danced.” Travel by bus to the village. "The Tale of a Smart Mouse." (toy theater). Conversation based on a fairy tale. Game "Mice in Minks". We're going home.

Dolls; set toy table; gifts for dancing (gnomes, snowflakes). Flannelograph; pictures for the theater. Soft toy cat; flannelograph and pictures for the fairy tale “Cat and Kittens”; cat hats for outdoor play. Attributes for a role-playing game (a counter with goods, strollers with dolls and bears); equipment for the toy theater.

"Basket with snowdrops" "Jokes and Nursery Rhymes" "Okay" "Spring on the Street"

Please children and involve them in the game plot; encourage children to motor improvisation; activate their auditory attention and perception; teach independence in role behavior; instill aesthetic taste. Introduce children to Russian folk tradition; show the capabilities of a molded whistle; introduce a fairy tale at the molded toy theater; encourage children to role-play; learn to speak jokes and nursery rhymes clearly and emotionally. Introduce children to the Russian national tradition; practice finger gymnastics; learn to clearly pronounce words in nursery rhymes; include children in the game plot; evoke a positive emotional response to works of folklore; please the children. Develop the emotional and sensory sphere of children: teach them to respond to sounds and intonations in music, listen to contrasting intonations in speech; encourage physical activity; demonstrate independence in choosing and playing a role; practice onomatopoeia.

Children go to a “snowy clearing”. Improvisation game “Snowflakes”. Round dance game under a pine tree. Dance with snowdrops. Reading to children “I love my horse”, “Chiki-chiki-chikalochki”. Conversations about what you read. Musical and rhythmic movements “Horses are galloping.” Reading the nursery rhyme “Ladushka”. Finger gymnastics “The little foxes walked along the path.” Song-game “Ladushki”. Russian folk joke"A fox walked through the forest." Conversation about spring. Listening to a soundtrack of birds singing. Round dance “The sun is warmer.”

Snowy meadow decorations, white capes for snowflakes; animal caps for outdoor play; Forest Fairy costume. Toy horse, meadow decoration. Fox hat (for an adult); soft toy little fox; children's toy stove, saucepan, frying pan; bast shoes. Spring lawn scenery; vase with Flowers; hats of flowers for outdoor play; phonogram “Sounds of the forest”; musical recordings for sketches and dances of birds and flowers.

“Such different rains” "Remember the Fairy Tale" "Hedgehog Puff" "Come out onto the green meadow"

To develop emotional responsiveness to music: auditory perceptions, rhythmic and modal-intonation sense of children; practice finger gymnastics; teach role-playing; teach clear and expressive speech; please the children. Arouse children's imagination; develop memory; evoke associations; teach to retell a fairy tale using objects (toys); learn to answer questions about the content of a fairy tale; develop emotional side children's speech; create an emotionally positive mood for a fairy tale. Make children happy; create an emotionally positive attitude towards works of small folklore forms; teach children to perform in front of their peers; develop aesthetic taste; encourage improvisation; introduce the fairy tale “Puff”. Make children happy; involve in the game; learn to act in the game in a group and one at a time; learn to move expressively to music in accordance with the text; awaken children's imagination; encourage physical activity.

Finger gymnastics game “Fingers are walking.” Conversation about rain. The rains come to visit (mischievous, sloth). Game "Rainy and Sunny". A trip to the toy store. A scene based on a fairy tale (at the teacher's choice) Pykh comes to visit the children. Questions about the fairy tale. Reading “Puff” by L. Gribova. Game “Help the hedgehog collect mushrooms” To the music, children collect mushrooms and berries for the hedgehog). Walk along the “green meadow”. Song-game “Across the meadow”. Song-sketch “Streams

Musical recordings for games and sketches; sultanas for playing in the rain; umbrellas. Soft toys (cats, foxes); molded toys (horse whistle, lamb whistle, bird whistle); mother cat hat (for an adult); mouse hat (for a child). Stuffed toy hedgehog; theater dolls, models of mushrooms and berries. Musical recordings (folk melodies, forest sounds); baskets; plumes, capes for streams.

Game-activity for children 3-5 years old. "Cat and her kittens"

Goals: introduce the fairy tale “Cat and Kittens” and theater on flannelgraph; develop empathy; teach to listen carefully to a fairy tale; learn to answer questions based on its content.

Material and equipment: flannelograph; pictures for the theater (kittens, cat, dog, booth, tree, bowl of milk).

Progress of the lesson

The teacher sits the children in a semicircle near the flannelgraph and tells a fairy tale about a cat and kittens.

Fairy tale on flannelograph “Cat and kittens”

Once upon a time there was a cat, and she had five kittens. The kittens ran around the yard all day and played. The mother cat came into the yard and called her kittens: “Meow! Meow! It's time to go home, kittens! The kittens ran up to their mother, purred affectionately and asked for milk. Mom gave her babies milk, and the kittens fell asleep.
One day, the mother cat, as always, sent all five kittens into the yard to play. The kittens came out and immediately noticed a large booth. She had never been in the yard before. A huge head was sticking out of the booth - it was the dog Rex. Rex saw the kittens and growled angrily: “Rrrr...” The kittens knew everyone in the yard, but they saw Rex for the first time. They decided to meet. But as soon as they came closer, the dog rushed at them. The kittens ran in all directions. Rex didn't know who to run after - the kittens scattered to different parties. And finally he managed to drive all the kittens into a large tree.

At this time, the mother cat, as always, went out into the yard to call the kittens for lunch. Suddenly she sees that the yard is empty. The cat called the kittens in vain - no one responded. The cat went to look for her kittens. I walked around the entire yard - there were no kittens anywhere. Then she saw a large booth and was surprised: just yesterday this booth was not there. And suddenly the mother cat heard an angry growl: “R-rr...” A huge dog’s head was very close to her. And from somewhere above came a frightened meow. The cat saw her kittens on the tree and understood everything: that’s who offended her children.
The angry cat scratched Rex on the nose with all her might, the dog howled and rushed to his booth. And the kittens climbed down from the tree and approached their mother. They realized that their mother would always be able to protect them from danger. The mother cat watched the kittens drink milk and thought:
“What beautiful children I have.”

And Rex realized that in his yard he had to live peacefully with everyone.

After the fairy tale, the teacher asks the children questions: did they like the fairy tale, who were its heroes, what happened in the yard, how did the cat take care of the kittens, how did she protect them?

At the end of the lesson, the children sing the song “Cat” (music by A. Alexandrov).

The pussy came to the children,
She asked for milk
She told the children:
Meow meow meow.

Treated with milk
Kitty ate
Sang a song:
Moo-ur, moo-ur, moo-ur.

Game "Mice in holes"

Game description: outdoor game develops reaction, attention, memory, well suited for use on walks in kindergarten.

Rules of the game:

1. Circles (“holes”) are laid out one less than the number of children participating in the game.

2. The leader gathers the children in a chain and leads them away from the “holes,” saying the following words:

“Little mice are going for a walk,

We went out into the clearing to sing and dance - Ira the mouse, Petya the mouse, Lena the mouse(all children are listed) .

They danced and danced, their paws were all trampled!

It suddenly became completely dark, evening knocked on the window.

We should run home and occupy our holes!”

3. C the last word leader, each child must take his own circle “hole”. One circle - one child.

4. The one who did not have time to occupy his “mink” becomes the leader or drops out of the game.

Improvisation game “Leaves in the Garden”

(Children repeat the movements after the teacher)

Leaves, leaves are spinning in the garden,

(Leaf children dance and spin.)

I’ll go to the autumn kindergarten to see the leaves.

Leaves, leaves, fly boldly,

(Leaves are flying.)

And let the autumn wind blow stronger.

Leaves, leaves, the breeze has fallen silent,

(The leaves sat in a circle.)

He collected the leaves in a cheerful circle,

The leaves are quiet, rustling softly

(They sit and flap their wings.)

And they are in no hurry to fly into the gray sky.

Suddenly the wind blew alarmingly, hummed,

(Rise and fly.)

He ordered the leaves to fly from the paths,

Leaves, leaves are flying in the wind,

They take off from the paths, rustle, rustle.

Staging “In the Brightroom”

Educator:

We have a bright hut, a new gorenka,
Come on in, come on in, don’t trip over the threshold.
In our house there is someone to do housekeeping:
Two women are lying on benches, two girls are sitting by the stove,
Yes, I myself, Ulyana, am dexterous and rosy.

Child 1.

Our mother stove is exactly warm.

Child 2.

Heated the whole house.

Child 3.

I baked it, boiled it and fried it.

Child 4.

Here are pies with cottage cheese.

Child 5.

Here's tea with milk.

All.

Let's start a dance - for you!

The Russian folk melody “Utushka Meadow” sounds. Children walk in a round dance. Children act out prepared skits. The texts of the skits are Russian folk nursery rhymes.

Scenes

1. “Nenila Pig”

N e n i la.

Pig Nenila praised her son:

(Nenila points to her son.)

That's pretty good
That's so pretty -
Walks sideways

(The son walks awkwardly.)

Ears upright
Crochet ponytail,
Pig nose!

(Puts a finger to his nose - “piglet.”)

2. "Two Crows"

Roles and performers: reader - child senior group; two crows - children of the younger group.

Note. Children of the younger group, playing the roles of crows, sit astride a bench, as if on a roof, turning away from each other.

Reader

On the edge, on the barn
Two crows are sitting, both looking apart:
They quarreled over a dead beetle!

Hostess Ulyana shows the children what gifts she bought at the fair.

U ulya na.

I bought different goods at the fair, find out which ones. I'll tell you riddles. Whoever guesses the riddle gets a gift.

Puzzles

Soft lumps, fluffy guys,
Yellow ones run out onto the path... (chickens).

Clack-clack, who runs along the smooth road?
This fleet-footed one is clicking... (horse).

Well, who is this, find out
He plays the drum... (bunny).

Hostess Ulyana gives toys to children who solved the riddles. Ulyana invites the children to the table for tea. After this, the hostess and guests say goodbye.

Dramatization "Guests say goodbye"

U ulya na.

We sang and danced and never tired of having fun.
Only a while passed, it became dark in the upper room.
Come, guests, the day after tomorrow.
Let's bake cheesecakes, butter pancakes,
Come visit us to taste delicious pies.
In the meantime, we say goodbye, we will part on the threshold.
Be healthy.

(Ulyana goes into the house.)

The teacher ends the lesson, summing up: where the children were, what they saw, what they did.

Dramatization of the fairy tale “Spikelet” in kindergarten

Characters:

Storyteller.

Mouse Cool.

Storyteller: Once upon a time there were two mice, Twirl and Twirl, and a cockerel, Vocal Throat. All the little mice knew was that they sang and danced, twirled and twirled. And the cockerel rose as soon as it was light, first woke everyone up with a song, and then got to work.

One day the cockerel was sweeping the yard and saw a spike of wheat on the ground.

Cockerel: Spin, Spin, look what I found!

Storyteller: The little mice came running.

Little mice: It needs to be threshed.

Cockerel: And who will thresh?

1st mouse: Not me!

2nd mouse: Not me!

Cockerel: Okay, I'll thresh it.

Storyteller: And he got to work. And the little mice began to play rounders.

The cockerel has finished threshing.

Cockerel: Hey, Cool, hey, Turn, look how much grain I threshed!

Storyteller: The little mice came running and squealed in one voice.

Little mice: Now we need to take the grain to the mill and grind the flour!

Cockerel: And who will bear it?

1st mouse: Not me!

2nd mouse: Not me!

Cockerel: Okay, I'll take the grain to the mill.

Storyteller: He put the bag on his shoulders and went. Meanwhile, the little mice started leapfrog. They jump over each other and have fun.

The cockerel has returned from the mill and is calling for the little mice again.

Cockerel: Here, Spin, here, Spin! I brought flour.

Storyteller: The little mice came running, they looked, they couldn’t boast enough.

Little mice: Oh yes cockerel! Well done! Now you need to knead the dough and bake the pies.

Cockerel: Who will knead?

Storyteller: And the little mice are theirs again.

1st mouse: Not me!

2nd mouse: Not me!

Cockerel: Apparently, I'll have to.

Storyteller: He kneaded the dough, hauled in the wood, and lit the stove. And when the oven burned out, I planted pies in it. The little mice don’t waste time either: they sing songs and dance. The pies were baked, the cockerel took them out and laid them out on the table, and the little mice were right there. And there was no need to call them.

1st mouse: Oh, and I'm hungry!

2nd mouse: Oh, and I'm hungry!

Storyteller: And they sat down at the table.

Cockerel: Wait, wait! First tell me who found the spikelet.

Little mice: You found!

Cockerel: Who threshed the spikelet?

Little mice(quietly): You threshed!

Cockerel: Who carried the grain to the mill?

Little mice: You too.

Cockerel: Who kneaded the dough? Did you carry firewood? Did you heat the stove? Who baked the pies?

Little mice: It's all you. It's all you.

Cockerel: What did you do?

Storyteller: What should I say in response? And there's nothing to say. Twirl and Twirl began to crawl out from behind the table, but the cockerel could not hold them back. There is no reason to treat such lazy people and lazy people with pies.

Round dance game “Our vegetable garden is good”

V o s p i t a t e l.

You, little carrot, come out and look at the people.

(The carrots go in a circle.)

We'll sing a sonorous song and start a round dance.

All. One-two, heel, dance with me, my friend.

(Children get up and dance in a circle.)

(The carrots are dancing.)

V o s p i t a t e l.

Early in the morning I get up and go out to the garden beds.

(The teacher walks around the garden.)

I'll wait and see if everything is okay here.

(Children are sitting on the garden bed.)

You, cabbage, come on, come out bolder,

(Cabbage and beets go in a circle.)

And bring the beets with you as soon as possible.

All

(Children lead a round dance.)

Three-four, sing louder, dance with me.

(Cabbage and beets dance.)

V o s p i t a t e l.

Our garden is good, you won’t find anything like it,

(The teacher walks around the garden.)

There are a lot of peppers and young onions growing.

(Children are sitting on the garden bed.)

You, little onion, come out, pepper will follow you.

(Onions and peppers go in a circle.)

Put your hands on your side, there are two of you in the salad.

All. One-two, heel, dance with me, my friend.

(Children get up and dance in a circle.)

Three-four, sing louder, dance with me.

(Onions and peppers dance.)

The teacher praises good harvest. Children sit on chairs.

The teacher takes a basket of vegetables and invites them to listen to a vegetable story.

Game “A Bunny in the Garden” (Russian folk song)

There's a little bunny in the garden, there's a little bunny in the garden,

(Children put their hands on a shelf and make a spring.)

He gnaws a carrot, he takes cabbage.

Skok, skok, skok - he ran into the woods.

(They turn after each other and jump in a circle like bunnies.)

Jump, jump, bunny, jump, jump, little one,

In the green forest and sit under a bush,

Leap, hop, hop, under a bush - and silence.

(They sit down with a jump and put a finger to their lips.)

Game "Pilots".

Tell me where the planes fly? (High in the sky.)

You will be an airplane pilot.

Spread your wings

start the “engine”: “f - f - f”, we’re flying...

The plane is flying,

The plane hums:

“Oooh – ooh – ooh!”

I'm flying to Moscow!

Commander - pilot

The plane leads:

“U-oo-oo-oo!”

I'm flying to Moscow!

Game "Bunny's Paws"

V o s p i t a t e l.

The bunnies came out to the meadow,
The bunnies stood in a circle.

(The bunnies make a spring.)

White bunnies,
Friendly, brave.

(They bow and spin.)

The bunnies sat down by the tree stump,
At the damp hemp,

(Hares squat down.)

White bunnies,
Friendly, brave.

(They wave their paw.)

The bunnies are knocking their feet,
They don't want to freeze.

(They get up and stamp their feet.)

White bunnies,
Friendly, brave.

(They bow and spin.)

The bunnies hit their paw with their paw,
The song is merrily sung,

(Make plates.)

White bunnies,
Friendly, brave.

(They bow and spin.)

Game "Buddy"

I have a puppy, a black little puppy,

(Children jump like puppies.)

I'll play with the puppy, I'll throw the ball,

(They jump in place.)

Yap-yap, yap-yap, I’ll throw the ball.

He will run as fast as he can, he will run as fast as he can,

(They run in all directions.)

I shout to him: “Dude,” the puppy responds,

(They jump up and bark.)

Yelp, yap, yap, yap, the puppy responds.

Sketch “Hen, chicks and cockerel”

V o s p i t a t e l. The mother hens went out for a walk, walking around the yard, flapping their wings, worrying. (Teacher and children They run slowly, waving their arms, cackling.) The chickens came running after the hens. (Children pretending to be chickens, finely fingering kicking, running fast, squeaking.) A cockerel came out into the yard. He strides importantly, slaps his sides, and crows. (Some children-cockerels make appropriate movements, crow.)

Suddenly the wind blew, the chickens got scared and began calling loudly for their mother. (Chickens restlessly flap their wings, run along yard, squeaking.) The hens run to their chickens, want to save them from the wind, and cover the chickens with their wings. (Chicken children take under wing of their chickens.) Now the wind has stopped, the hens and chicks have calmed down.

The cockerel strides importantly around the yard. Hens and chicks follow him. (Children make appropriate movements.)

Grandmother. Our journey has now ended. It's time to get on the train, it will take you home. Goodbye!

The children board the train and go home. The teacher, on his own behalf, asks whether they liked visiting their grandmother and who they saw in their grandmother’s yard.

Game "Hostess and Guests"

Household.

Here are the guests on the doorstep:

(The hostess greets the guests.)

Better dry your feet
I'm glad to see you, come in,
What do you want to tell me?

Guests.

Congratulations, congratulations

(Guests give gifts.)

And we wish you good health!

Household.

Thank you, that's nice

(Sit on chairs.)

I set the table for you too.

Guests.

Congratulations, congratulations

(Clap their hands.)

And we wish you good health!

Household.

Now let's go dance

(The guests come out in a circle.)

We need to turn on the music!

The teacher invites the children to dance with dolls.

Dance with dolls

V o p i t a t e l (sings).

We are at a holiday on our

(Children hold the dolls by both hands, the dolls “dance.”)

Let's dance together with the dolls,
The dolls are spinning merrily

(Children spin around with dolls, raising them above their heads.)

They have fun with us.
Let's run down the path

(Children hold dolls in front of them and run in a circle.)

Run more merrily, little legs,
Let's run one lap,
And then one more time.
The dolls are spinning merrily

(The dolls are dancing.)

They have fun with us.

At the end of the lesson, the Katya doll thanks the children for teaching her and the guests how to behave correctly at a birthday party.

Sketches “Kittens”

1. “Kittens are waking up”

Calm music sounds. Children sit on the rug with their eyes closed and their paws folded (the kittens are sleeping). Then they stretch slowly, rub their eyes and stretch again.

2. “Kittens frolicking”

Moving music sounds. Kittens jump in circles; they stop, open their “scratches”, and scratch in the air with their paws.

3. “Kittens are hunting for a mouse”

Disturbing music sounds. The kittens sneak carefully and slowly, on tiptoe; then they run quietly; stop; “smell” prey; they sneak further in dashes.
The teacher puts cat hats on the children and invites them to start the round dance game “How the cats danced.”

Round dance game “How the cats danced”

V o s p i t a t e l.

This is how the cats had fun

(Cats run in all directions, claws spread.)

Forgot about the danger
Having fun by the river
The shoes were scattered.

K osh k i.

Meow, meow, purr-purr-purr,

Made the chickens laugh, the chickens.

V o s p i t a t e l.

The cats were jumping and frolicking,

(Cats jump.)

Immediately we found ourselves in the river,

(They squat down with a jump.)

The Murki shouted:
Oops, the skin is wet!

(The words of the text are shouted.)

K osh k i.

Meow, meow, purr-purr-purr,

(They sing pitifully, sticking out their claws.)

They made the chickens laugh, the chickens.

V o s p i t a t e l.

Clothes dried out

(They run in all directions.)

The cats are having fun again.
Having fun by the river
The shoes were scattered.

K osh k i.

Meow, meow, purr-purr-purr,

(They stop, scratch in the air, spin around.)

They made the chickens laugh, the chickens.

Improvisation game “Snowflakes”

V o s p i t a t e l.

Snowflakes, snowflakes are flying to the ground,

(Snowflakes are flying.)

Their beautiful white outfit sparkles.
Snowflakes, snowflakes, fly boldly,

(They spin around and sit down.)

And quickly lie down quietly on the ground.
Snowflakes, snowflakes, it's time for you again

(They flap their wings.)

Spin over the field and fly into the sky.
Snowflakes, snowflakes, flying in the wind

(Snowflakes are flying.)

And they fall right on the boys’ cheeks.

Round dance game “Under the Pine Tree”

Forest Fairy.

In a clearing under a pine tree,

(The animals dance in a circle, using familiar movements.)

The forest people danced:
Hares, bears and foxes,
Wolves in gray mittens.

Z v e r i a t a.

Here's a round dance

(Clap their hands.)

Everyone dances and sings.

Forest Fairy.

The hedgehogs came running here:

(Hedgehogs go to the center of the circle.)

E f i.

Our fur coats are good

(They become pairs and spin around.)

We'll curl up into a ball,

We don't give in to anyone's hands.

Z v e r i a t a.

Here's a round dance

(The animals clap their hands.)

Everyone dances and sings.

Forest Fairy.

A big bear came out into the circle:

(The bear comes out and sings.)

Bear.

I can sing songs.
And behind him sleepy

(The little bear runs out.)

The bear cub is rushing.

Honey

Here's a round dance

(The little bear sings.)

Everyone dances and sings.

Forest Fairy.

Had fun until the morning

(The animals walk in a round dance.)

All the forest kids.
Jumped, danced,
Songs were sung.

Z v e r i a t a.

Here's a round dance

(The animals clap their hands.)

Everyone dances and sings.

(Children sit down.)

Forest Fairy.

You children have pleased me so much with your game that I want to give you a whole basket of snowdrops. Snowdrops are the very first spring flowers. There is still snow in the forest, but the snowdrops are already blooming. They are not afraid of the cold, they are very beautiful.

The Forest Fairy gives the children a basket of snowdrops. The teacher thanks Forest Fairy and invites the children to dance with snowdrops.
Children take snowdrops and dance with them.

Game “The Sun Is Warmer”

Hold hands and stand in a circle so that the kids are opposite each other. Sing a children's song while performing the movement, encourage children to imitate. Standing still, spring your legs:

The sun is warmer,

The house became more fun.

We're in a circle, we're in a circle

Let's get up quickly.

Stomp your feet quickly:

We'll stomp a little

Dance more joyfully, little legs,

And like this, and like this,

Dance your feet!

Do not be stingy with praise, rejoice with your children.

Finger gymnastics game “Fingers are walking”

Once the fingers walked,

(Children rhythmically clench and unclench their fingers.)

Fingers, fingers.
Fingers along the ravine,

(Spread your palms and swing them rhythmically from side to side.)

Fingers, fingers.
The sun is in a cloud, fingers,

(Children clasp their fingers in front of them.)

Fingers, fingers.
It's going to rain soon, fingers,
Fingers, fingers.
The rain started dripping: tra-ta-ta,

(Children shake their hands.)

Leave the yard.
Fingers ran
Fingers under the bridge.
They hid and sat.

(Put your palms behind your back.)

V o s p i t a t e l.

You guys know that there are different types of rain.
Sometimes the rain is mischievous. That's what he is like. (Fast music sounds.) Hey, mischievous rain, run out!
(The teacher takes the child out and gives him rain plumes.)

R O R N I K.

I can run fast
I'll water the grass in the garden.

(To the accompaniment of fast music, the rain child runs and waves his plumes.)

V o s p i t a t e l.

There are also other rains. It rains like sloth. Its droplets drip so slowly that they seem too lazy to drip onto the ground. This rain will not run away, will not hurry. Do you hear what he is like? (Slow rain music sounds.) Hey lazy rain, show yourself!
(A child comes out pretending to be a sloth rain.)

R o w d e n i v e c.

Drip-drip, and I am silent.
I don't want to drip anymore.

(To the music of rare rain, the rain child rhythmically shakes his plumes.)

V o s p i t a t e l.

Here are the different types of rain. In our clearing, sometimes the rain drips, sometimes the sun shines. Let's guess when the sun shines and when it rains. We will listen to music, it will tell us what the weather is like outside. We will go for a walk in sunny weather. On a rainy day, we will listen to what kind of rain it is outside: a mischievous person or a lazy one.

Game "Rainy and Sunny"

Children listen to music. They walk in pairs holding hands to calm music. When they hear the music of rain, they run away to the chairs and continue to listen to the music further. The teacher helps the children determine which it's raining. If it is mischievous rain, then the children quickly hit their knees with their palms. If it's sloth rain, they knock slowly. The game is repeated several times. Rain children run out in different rains: sometimes mischievous rain,
it's lazy rain.

Game "Walk in the Rain"

The teacher invites the children to choose umbrellas and go for a walk in the warm spring rain. Children walk to the calm music of rain. Under the rhythmic part, they squat lightly.

“Help the hedgehog collect mushrooms”

Look at the hedgehog

Well, the fur coat is good!

And it sits so beautifully.

What a sight for sore eyes, what a marvel!

From the looks of it, you can’t tell right away

What needles, very sharp.

The only problem is, friends,

Don't pet the hedgehog!

Let us help the hedgehog, tell him everything we know about mushrooms.

Guys, what edible mushrooms do you know? (Chanterelles, boletus, boletus, porcini mushroom).

Now name the poisonous mushrooms (fly agaric, white toadstool, false mushrooms).

Now we will play the game “Guess the Mushroom”.

I will ask riddles about mushrooms, and you will guess and say whether they are edible or poisonous.

Slide show "Mushrooms".

1. I'm growing up in a red cap,

Among the aspen roots,

You'll recognize me a mile away

My name is... (Boletus, edible)

1. But someone important

On a white leg.

He has a red hat

There are polka dots on the hat. (Amanita, poisonous)

1. I don’t argue - not white,

I, brothers, am simpler,

I usually grow

In a birch grove. (Boletus, edible)

1. What kind of yellow sisters are they?

Hidden in the thick grass?

I see them all perfectly,

I'll take it home soon.

Very clean, tasty mushroom -

Both the cook and the mushroom picker are happy.

These yellow sisters

They are called...(chanterelles, edible)

1. She stands pale

She looks edible.

If you bring it home, it’s a disaster,

That food will be poison.

Know that this mushroom is a deception,

Our enemy is pale... (Grebe, poisonous)

1. He stood on a strong leg,

Now it's in a basket. (Porcini mushroom, edible).

Well done, you guessed all the mushrooms! I think the hedgehog remembered everything, and now he will be happy to pick mushrooms!

Guys, where do mushrooms mostly grow? (In the forest). Imagine that you are tall, beautiful trees that grow in the forest.

Song-game “Across the meadow”

Children (walk in pairs).

And we are walking through the meadow,
We carry baskets
We carry baskets
Let's collect strawberries.

(The couples stop.)

Galya (sings and dances).

I'm walking through the meadow
I'm hurrying along the green
I see the berry is growing,
I see the ripe one growing.

Children (walking in pairs again).

We'll pick berries
We'll start a round dance.
You are my little basket
You are intact.

Galya.

Now let's dance
In our clearing!

(At Galya’s call, the children dance in a free dance. The Russian folk melody “In the garden, in the vegetable garden” sounds.)

V o s p i t a t e l.

I invite you guys to listen to the streams ringing. (The music of running streams sounds.) Brooks, run to us.

(Children run out in shiny capes with plumes in their hands. The sketch song “Streams” is performed.)\

Song-sketch “Streams”

V o s p i t a t e l.

Here's a stream running

(Children stand and take turns gently shaking their arms.)

He has a long way to go.
It murmurs, it shines,
And trembles in the sun.

Children.

Zhur-zhur-zhur, we are running,

Zhur-zhur-zhur, we're running
And we shine in the sun.

V o s p i t a t e l.

Where are you going, streams?

Children.

Let's get to the river
Let's mutter and then
We'll turn home.

Child

Zhur-zhur-zhur, we are running,

(Children run, waving their arms.)

Zhur-zhur-zhur, we're running
And we shine in the sun.

V o s p i t a t e l (with a horse in his hands).

The horse screamed...

Children (together with the teacher).

V o s p i t a t e l.

She screamed in the clearing...

Children. Eeyore!

V o s p i t a t e l.

Who can hear me now?

Children. Eeyore!

V o s p i t a t e l.

Who will ride me?

Children. Eeyore!

V o s p i t a t e l.

Tanya and Vanya heard...

Children. Eeyore!

V o s p i t a t e l.

And they rode off on a horse

Children. Eeyore!

Scene “Mom Goat Comes Home”

Koza.

Little goats, guys!
Open up, open up,
Your mother came and brought milk,
Milk flows down the groove,
From the soil into the cheese.

Goats (do imaginary actions - unlock the door).

Mom mom!

Koza.

Do you little goats recognize me?

Goats.

Goats.

Thin.

Koza.

Show me how you sang.

Goats (imitating mom, subtly).

Little goats, little kids...

Koza.

And you didn’t open it to the wolf?

Goats.

Goats.

Koza.

Show me how he sang.

Goats (imitate a wolf, rudely).

Little goats, kids...

Koza.

You are obedient little goats, go into the house, play, and don’t open the door for the wolf.

Warm-up game “Goat, oh!”

V o s p i t a t e l.

Our goat in the forest

Where is she? We shout: “Ay!”

Children. Aw! Aw!

V o s p i t a t e l.

Children, children, I call you:

Helen, where are you? Aw!

Lena. Aw!

V o s p i t a t e l.

Our goat in the forest

Where is she? We shout: “Ay!”

Children. Aw! Aw!

V o s p i t a t e l.

Children, children, I call you:

Sasha, where are you? Aw!

Sasha. Aw!

Note. In the game, children call the goat: “Mila, hey!”, and call out to each other: “Lena, hey, where are you?”, “Katya, hey, I’m here.”

Children walk “through the forest” to disturbing music. While searching for the goat, the howl of a wolf is periodically heard. The teacher offers the game “Drive away the evil wolf”. The children begin to clap their hands loudly, stomp their feet and shout: “The hunters are coming, the hunters are coming!”

The children finally find Mila the goat, entangled in a thicket. They help Mila out of trouble. The goat (child of the older group) is happy.

Kozochka Mila.

I love wandering in the forest

Sticking out your legs

I can deceive a fox

I have horns.

I'm not afraid of anyone

I can even fight an evil wolf.

Hey you, wolf and fox,

Go into the woods.

V o s p i t a t e l. Goat Mila, how brave and formidable you are.

D e d M a t v e y. Why didn't you listen to me? You went so far that we couldn't find you. Your bell is lost. Say “thank you” to our guys for finding your bell and helping you out of trouble.

Kozochka Mila.

Thanks to all the guys

I will say it from the heart.

I'm very glad to see you,

You are all so good.

I invite you to dance

And sing songs together!

The teacher invites the children to play the game “Goats and Wolves”.

Game "Goats and Wolves"

Leading.

In a clearing, in a forest

(The goats dance, sticking out their horns.)

Under the green pine

The goats danced the polka:

Step, step, just that much more.

(The goats are jumping.)

We danced and had fun

They forgot about the danger.

At this time the evil wolves

(Evil wolves walk in a circle.)

We walked through a dense forest.

Trembling, teeth clicking -

(The wolves move their paws in the air.)

Don't get caught by the toothy one!

Well, the goats were all playing

(The goats dance in a circle.)

And they didn’t notice the wolves.

We've already walked a hundred circles

(The wolves walk in a circle.)

One hundred hungry evil wolves.

On the last lap - they got angry,

(They catch goats.)

Together we caught the goats!

Mila the goat thanks the children for playing. Grandfather Matvey thanks the children and the teacher for helping him find his beloved goat.

Drama games based on the fairy tale “Spikelet”

The Cockerel appears on the screen. The teacher brings the child to Cockerel, who reads poetry to him.

Child.

Cockerel, cockerel,
golden comb,
That you get up early
Sing loudly
Don't you let the kids sleep?

Petushok.

I am a cockerel
golden comb,
I get up early and early
I sing loudly
I'm calling everyone to work.
Do you guys know who lives with me?

Children.

Yes! These are little mice.

Petushok.

What are their names?

Children.

Twist and Vert.

Petushok.

Did they help me work?

Children.

Petushok.

Will you help?

Children.

Petushok.

Help me around the house, please. Let's do everything together: chop wood, sweep with a broom, shake out rugs.

Finger gymnastics “The little foxes walked along the path”

Fox cubs walked along the path,

(Bend your fingers at the same time.)

In patent leather boots,
Up the hill - top-top,

(Clap their hands forcefully.)

And down the hill - top, top, top!

Squatted while exercising,

(They rhythmically clench and unclench the fingers of both hands.)

They squatted in order.
Top-top for charging,

(Clap their hands forcefully.)

And from charging - top, top, top!

(Lightly shake hands.)

V o s p i t a t e l.

Did you like playing with us, little fox? (The little fox nods his head: I liked it.) Guys, while we were playing, pancakes ripened on my stove. (The teacher goes to the children's toy stove and takes a toy pot and pan and begins to bake pancakes.) These are what I have - pancakes. (The teacher approaches the children and begins to sing the song “Ladushki”, the children get up and dance.)

Song-game “Ladushki”

Okay, okay,

(Children “bake pancakes” (place their palms in cotton from one side to the other))

Where were you?
- By Grandma.
Grandma baked for us
Sweet pancakes,
I poured oil on it,

(Children offer open palms.)

Gave the children:

(The teacher places imaginary pancakes on his palms.)

Ole - two, Kolya - two,
Tanya - two, Vanya - two.
I gave it to everyone!

(The teacher approaches the little fox and also places pancakes in his paws).

V o s p i t a t e l.

Soon, little fox, your mother will come. She went into the forest, the fox tore off the birch bark, and began to weave bast shoes.
The teacher takes a bunch of bast shoes from the wall and shows them to the children, then puts the little fox on the paws. Then he puts on a fox cap and plays with the children, singing a joke.

Russian folk joke “The fox walked through the forest”

The fox walked through the forest,

(The children are sitting. The fox walks near the children.)

The songs were calling out.
The fox was tearing his stripes.

(The fox and the children “tear” the bast (make imitative movements))

The fox was weaving bast shoes.
The fox weaved bast shoes,

(They tap their palms on their knees.)

She said:

(The fox lays out imaginary sandals.)

Two for yourself
My husband has three
And the kids - bast shoes.

Presentation on the topic:

“The path to a fairy tale. Theatrical activities in the younger group."

Introduction

Theater is a magical land in which a child rejoices while playing, and in play he learns about the world!

Theatrical activity is a source of development of feelings, deep experiences of the child, and introduces him to spiritual values.

It is equally important that theatrical games develop emotional sphere, make him sympathize with the characters.

It is no secret that young children perceive speech addressed to them better if it is supported by visual objects: pictures, toys.

The initial attention in my group was aimed at enriching the subject-development environment.

Justification for choosing the topic.

• Introducing children to different types of theaters helps kids relax, relieve stress, creates a joyful atmosphere, and fosters kindness. Telling and showing fairy tales to children, changing the voice and intonation in accordance with the hero, allowed me to note in my observations that the kids, playing with small toys, can act out Russian folk tales that are well known to them ("Ryaba Hen", "Kolobok", "Turnip", etc.).
• Theatrical games help children develop attention, speech, memory, and creative imagination. Very important with early age show children examples of friendship, truthfulness, responsiveness, resourcefulness, and courage.

The task of theatrical action – raising children, developing the child’s personality, developing children’s abilities. Theatrical activities give the child the opportunity to overcome himself, his complexes, become free, uninhibited, and learn to freely express his emotions.

Main purpose of theatrical activity preschoolers – aesthetic education children of primary preschool age. In dramatization, it is necessary to set goals for yourself, to see the future, understanding, knowing the capabilities of children.

Objectives of theatrical activities in the junior group

1. Develop a child’s attention, listen to an adult’s speech and understand the content and act in accordance with it;

2. Cultivate endurance, develop memory;

3. Development of intonational expressive speech (emotionality);

4. Development of mental and speech activity;

5. Develop the ability, with the help of an adult, to stage and dramatize small passages from folk tales.

The following were used to teach children: technologies:

model training; communication activity.

Mimic studies with gestures

Child action

• sad face
• wipes away tears
• sighs, shrugs

• smile, laugh
• claps his hands, jumps

Frown brows, clenched fists, stamping our feet

Sit down, hands in fists in front of you and shake

Emotional condition character

Sit on a chair, arms and legs relaxed

We are sad

We are having fun

We're angry

We were scared

We are tired

Mnemotables

A mnemonic table is a diagram that contains certain information.

In younger groups, mnemonic tables are used, since children retain individual images better in their memory: the fox is a red cheat, the chickens are yellow, the cockerel has a red crest, the mouse is gray, the Christmas tree is green, the sun is yellow and red (warm) and other images.

The reference in the table is the image of the main characters of the fairy tale, through whom there is an awareness of what is happening in it, an understanding of the fairy tale itself, the content that is “tied” around its main characters.

Different types of theaters.

Theater on flannelgraph

Bibliography.

T.V. Bolsheva “Learning from a fairy tale”. “CHILDHOOD – PRESS”, 2005

T.N. Karamarenko, Yu.G. Karamarenko “Puppet theater for preschoolers.” Moscow "Enlightenment", 2002

L.M. Shipitsyna, O.V., Zashirinskaya, A.P. Voronova, T.A. Nilov "The ABC of Communication". St. Petersburg “CHILDHOOD-PRESS”, 2008 N.F. Sorokin “Playing puppet theater”. Moscow, 2010

The importance of theatrical activities in preschool educational institution difficult to overestimate. It is this activity that includes everything the most important aspects education, and moral above all. Educate a person!

First of all, a fairy tale must carry a semantic load; it is not for nothing that it has long been said: “A fairy tale is a lie, but there is a hint in it, a lesson for good fellows.” And therefore, every fairy tale, theatrical activity carries the main idea: to take care of what surrounds us, to be a true friend, to help each other, to bravely fight evil, not to be lazy - to know how to work, etc. There shouldn't be a fairy tale for the sake of a fairy tale. The purpose of theatrical action is to raise children, develop the child’s personality, and develop the abilities of children. Theatrical activities give the child the opportunity to overcome himself, his complexes, become free, uninhibited, and learn to freely express his emotions.

A fairy tale is one of the child’s introductions to national culture. The child understands and absorbs the beauty and wisdom of folk tales like a sponge. The heroes of these fairy tales are alive for the child, and therefore the children come up with what could have happened to these heroes. So, based on old fairy tales, new ones are created, but with old characters. Children love such new fairy tales with old characters.

The main goal of theatrical activities for preschoolers is the aesthetic education of children of primary preschool age. In dramatization, it is necessary to set goals for yourself, to see the future, understanding, knowing the capabilities of children.

These are the tasks:

1. Fostering positive moral ideals, the desire to be responsive, to correctly evaluate the actions of characters.

2. Develop a sustainable interest in theatrical play activities.

3. To achieve free expression of children’s emotions in gestures, facial expressions, movement, singing, and words.

4. To achieve children’s performing skills in creating an artistic image, using play, song, and dance creativity for this.

5. Expand children’s ideas about the surrounding reality, about the past and future, about objects, customs and life, nature, etc.

6. Let children consolidate their understanding of various types of theater - dramatization, theater on the floor, table theater.

7. Enrich children’s speech, achieve correct intonation and expressive speech.

8. Encourage children to improvise on the theme of familiar fairy tales, stories, and come up with stories of their own composition.

9. Develop children's memory, thinking, imagination, and attention.

10. Teach children to correctly evaluate themselves and their comrades.

11. Arouse in children the desire to move, that is, to dance, and create a bright, plastic image.

12. Foster children’s desire to “play,” that is, act out fairy tales.

13. Achieve the ability to use song, dance and game improvisations in independent activities.

Much attention in dramatization is paid to movements, gestures, and speech. Therefore, you need to start work with sketches, namely, with facial studies with expressive gestures - corresponding to the emotional state of a particular character.

These etudes are conducted throughout the academic year at the discretion of the music director. During each sketch, you can set any character of the character - a sad bunny, an angry doll, etc.

Mimic studies with gestures

№	Character's emotional state	Child action
1.	We are sad	sad face wipes away tears sighs, shrugs
2.	We are having fun	smile, laugh claps his hands, jumps
3.	We're angry	Frown brows, clenched fists, stamping our feet
4.	We were scared	Sit down, hands in fists in front of you and shake
5.	We are tired	Sit on a chair, arms and legs relaxed
6.	We don't want it, we don't need it	Move your palms away from you, move your palms in front of you back side to yourself
7.	We are surprised	Spread your arms, look surprised and say “Ah”
8.	We love to eat	Shake your head and stroke your stomach with your right hand in a circular motion.

For each of these etudes it is necessary to select appropriate music and be sure to perform it to the music.

Theatrical activities and dramatization are in great demand in kindergarten. Holidays and entertainment provide an opportunity to show performances by preschoolers. Parents and other kindergarten students are an appreciative audience.

Children of the second youngest group can freely prepare a dramatized fairy tale in the first quarter and show it at the autumn entertainment for the New Year.

In the second quarter, in the second half of the year, children can prepare a fairy tale for Mother's Day.

In the third quarter - one more for spring fun, as well as for Children's Day.

Thus, 4-5 dramatized fairy tales are quite accessible to children of the second youngest group.

Dramatized tales that are short in duration, 10-15 minutes, bring joy to children; longer tales cause overstrain and fatigue in child artists. In all sections of dramatization, it is very important for the child’s full disclosure, for his free expression of emotions, not to overload, not to raise the bar of demands. Otherwise, we will get the opposite: the child will be tired and will not receive positive emotions, and naturally, in the future this type of activity will not only cease to interest the child, but will also cause hostility.

Fairy tales have long been an important element of education. A fairy tale teaches life, teaches what is good and what is bad. The most important process of moral education is underway. If a child plays fairy tales himself, the main idea will enter his soul forever. The participation of a child in a fairy tale, and especially in dramatization, implies the emotional manifestation of the child, his self-expression. How important this is! The preschooler is developing in all respects: the development of his abilities and creativity. Work on theatrical activities is necessary, and we need to start with the little ones. In a fairy tale, good always triumphs over evil, so let's start with a fairy tale!

“How Maya the Doll Baked a Pie”

Dramatization of a fairy tale for children of the second younger group

Adult character – Storyteller.

Music. The storyteller comes out.

Storyteller:

Hello my friends.
I came to visit you.
I'm glad to see you all.
The storyteller is my name.
I want to tell you a fairy tale
And it's time to start it.
All the toys lived together.
Teddy bears, girlfriend dolls.

The “toy” children run in and sing the song “Sun” - Filippenko.

Storyteller:

The toys were playing happily
And, of course, they danced.

Dance of dolls.

(Maya doll comes to the middle)

Storyteller:

The holiday time has come
The Maya doll told everyone.

Maya doll:

I decided to treat everyone
Feed them with pies.
I don't have enough flour
Suddenly there won't be enough pie for everyone.

Storyteller:

And here comes the chicken
He's bringing something to the doll.

(The chicken comes out, there is flour in the basket)

Hello doll, take it.
Brought you torment.
Try your best to bake
Invite everyone to visit.

Maya Doll: Thank you.

Storyteller:

And here comes the goat.
He's bringing something to the doll.

(A goat comes out with a basket)

Baby doll, here's for you
I brought milk.
Here's some butter, take it.
Try it, bake it.

Doll: Thank you.

(Takes baskets into the house)

Well, where are my little goats?
Where are the funny guys?
Go out for a walk
Come out and play.

Dance of the kids.

Storyteller:

And here comes the target,
He's bringing something to the doll.

(The bear comes out of the house)

I tried, I brought it
The jam is delicious for a pie.
Bake more
Invite everyone to visit.

Doll: Thank you.

(He goes into the house.)

Storyteller:

The doll took the jam
And she went to bake her pie.
Look, the cat is coming here,
He doesn't carry anything.

The cat comes out.

Meow, do they bake a pie here?
They're probably waiting for me here.
I can eat the whole pie
I really like pies.
I'll eat it all myself, I'll eat it all myself,
I won't give anyone a pie.

(A chicken, a goat, a bear and two kids come out)

Together:

Meow, forgive me
I won't be greedy.

Storyteller:

We need to treat ourselves together.
It's more interesting together.
Let's sing a song
After all, we live together and have fun.

(A doll with a pie comes out)

I brought the pie
I have it ready.

Storyteller:

All guests must be invited,
Treat me to a pie.
Come visit us.

All: We are glad, we are glad to have guests.

Storyteller:

And for joy friends
It's time to dance.

Pair dance.

Storyteller:

My fairy tale is over
Goodbye friends!

Slide 1

Presentation on the topic: “Theatrical activities in the younger group.” Gavrilova Larisa Vadimovna Teacher of the State Preschool Educational Institution kindergarten No. 93 Kalininsky district St. Petersburg 2011

Slide 2

Content. 1.Introduction……………………………………………………………… 3 2. Rationale for choosing the topic……………………………………………………… ………….. 4 3. Objectives of theatrical activities in the younger group……… 5 4. Mnemonics……………………………………………………………………………… 6 5. Mnemonics . Examples of mnemonic tracks………………………. 7 6. Tactile boards. Samples of tactile boards…………….. 9 7. Making tactile boards………………………………….. 11 8. Stages of working with tactile boards. Examples………………… 12 9. Playing out nursery rhymes……………………………………………………… 13 10. Our first steps…………………………………… …………………….. 14 11. Tabletop theaters, didactic games…………………………. 16 12. Fairy tale “Turnip”………………………………………………………………. 17 13. References………………………………………………………...18

Slide 3

Introduction Most children with cerebral palsy and musculoskeletal disorders younger age, entering kindergarten, are not ready to perceive fairy tales. Required special work on involving children in a fairy tale, developing interest in it, the ability to comprehend the plot and inclusion in the fairy tale action. Therefore, at the first stage of work, it was important to develop self-confidence in children and the desire to cooperate with an adult in activities that were new to the child; a lot of attention was paid to individual communication. It differentiated depending on psychological characteristics child and his ability to assimilate the material, because Even children of the same age have different levels of motor development. Moreover, children at the same level of motor development (for example, moving independently) experience different difficulties when walking and manipulating objects. When carrying out all activities for the development of movements, it is important to know not only the methods of stimulating motor activity and developing motor skills and abilities, but also those movements and positions of the limbs that must be avoided during classes and in the child’s daily activities.

Slide 4

Justification for choosing the topic. I started introducing children to different types of theaters in the younger group and noticed that meeting a theatrical puppet, especially during the adaptation period, helps children relax, relieve tension, creates a joyful atmosphere, and fosters kindness. Acting out in front of children small performances, changing the voice and intonation in accordance with the hero, allowed me to note in my observations that children, playing with small toys, can act out Russian folk tales that are well known to them ("Ryaba the Hen", "Kolobok", "Turnip", etc.). Therefore, I decided to show small performances, inviting children who wanted to play in them. WITH early years every kid strives to be creative, and therefore it is important to create children's team an atmosphere of free expression of feelings and thoughts, it is important to encourage the child’s desire to be different from others, it is important to awaken his imagination and try to realize his abilities to the maximum. Theatrical games help children consolidate communication skills, develop attention, speech, memory, and creative imagination. It is very important from an early age to show children examples of friendship, truthfulness, responsiveness, resourcefulness, and courage. The habit of expressive public speech can be cultivated in a person only by involving him in speaking in front of an audience from an early age. Such games help overcome timidity, self-doubt, and shyness.

Slide 5

Objectives of theatrical activities in the younger group 1. To develop the child’s attention, listen to the adult’s speech and understand the content and act in accordance with it; 2. Cultivate endurance, develop memory; 3. Development of intonational expressive speech (emotionality); 4. Development of mental and speech activity; 5. Develop the ability, with the help of an adult, to stage and dramatize short passages from folk tales. The following technologies were used to teach children: model learning; communication activities;

Slide 6

Mnemonics To improve memory in children, in my practice I use mnemonics techniques. Mnemonics is a system of methods and techniques that ensure effective memorization, preservation and reproduction of information. The purpose of training with its use is the development of memory ( different types: auditory, visual, motor, tactile), thinking, attention, imagination. The basis of training is the development of creative cognition. Children get to know their surroundings not only by directly perceiving something, but also indirectly, through books they read and fairy tales told. A fairy tale, a constant companion of childhood, plays a special role in a child’s life. The imaginary situation makes a fairy tale similar to a game, the main activity of a preschooler. The kid empathizes with the characters, shares their feelings, lives with them in the world of a fairy tale. It is easier for him to establish associative connections with his favorite and understandable fairy-tale characters.

Slide 7

Mnemonic tracks In younger groups, mnemonic tracks are used. The mnemonic track carries educational information in a small amount, which is very important in the early stages of a child’s education. You can work with a mnemonic track using overlay techniques and applications (often used in working with children of primary preschool age), excluding at first the method of partial or complete graphic sketching. For children of younger and middle age, it is necessary to give colored mnemonic tables, since children retain individual images better in their memory: a fox is a red cheat, chickens are yellow, a cockerel has a red crest, a mouse is gray, a Christmas tree is green, the sun is yellow and red (warm) and other images. The reference in the table is the image of the main characters of the fairy tale, through whom there is an awareness of what is happening in it, an understanding of the fairy tale itself, the content that is “tied” around its main characters. The size of mnemonic tables can be different - depending on the age of the children and their level of development. So, after mastering mnemonic tracks in the younger group, you can switch to small mnemonic tables with 4 cells (2x2).

Slide 8

Examples of mnemonic tracks Alyonushka took a basket and went into the forest to pick mushrooms. It often rains, mushrooms appear in the forest after the rain, and we hide from the rain in the rain. The bright warm sun began to shine, the icicles began to melt (they began to cry), and the fox’s hut melted.

Slide 9

Tactile boards Tactile memory is the ability to remember the sensations of touching various objects. The basis of working with tactile boards is the development of tactile memory. Goals: Development of perception of the surrounding world; development of imagination, fantasy; development of speech, the ability to express in words your feelings from touch. Samples of tactile boards

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Making tactile boards Material: Set of 10 - 15 boards with different surface roughness (5 * 10 cm) On one side of each board write its serial number from 1 to 15; All boards should have a different feel to the touch. - stick a piece of natural or faux fur; - stick sandpaper on board No. 2 (it should be hard and rough); - stick a piece of soft fabric (fleece, flannel) onto board No. 3; - drip melted candle wax onto plate No. 4 so that frozen drops form on the surface; - stick a piece of rope or a thick cord on board No. 5 (zigzag); - stick matches or small thin sticks on board No. 6; - stick nut shells on board No. 7; - stick foil or cellophane onto board No. 8, its surface should be smooth; - stick velvet or velvety fabric on board No. 9; - stick ribbed fabric (corduroy) onto board No. 10; - stick cereals (buckwheat or pearl barley) on board No. 11; - stick pine cone scales onto board No. 12; - on the remaining boards you can stick small cereals, broken pieces of sticks, dried leaves, etc.).

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Stages of working with tactile boards 1. Signal the child to close his eyes. 2. Place a tablet in his hand with the instructions to touch it. 3. Ask the child what reminds him when he touches (strokes) the board (a fluffy cat, a prickly hedgehog, a toothy wolf, etc.). 4. Take the board from the child and give instructions so that he opens his eyes. Rule: for playing with a child, it is advisable to use from 1 to 3 boards, depending on age. For example: the task “Guess your friends by touch” (tactile boards) Purpose: to develop tactile memory in children. Move. The teacher invites the children to touch the boards and find out who lives “in the house” (see the method of working with tactile boards)

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Let’s play out the nursery rhymes “Little kitten, with whom did you eat gingerbread? - One. “Don’t eat alone, don’t eat alone.” Dog: “Don’t cry, bunny! I will help your mountain.” “One, two, three, four, five I drum again.” “String, strum, goosebumps, golden strings!”