Application Lullaby Tales-bailey, Bunnies rode. They began to play the violin And amuse the son. They began to swing the cradle. The son began to fall asleep. Ay, lyuli, lyuli, lyuli, Sleep, my son, sleep. The night will soon pass. The red sun will rise, Fresh dews will fall, In the field

Glossary of terms p. 25 Deprivation (literally meaning “deprivation”, “deprivation”) is a term that became widely known thanks to John Bowlby, who believed that children deprived of maternal care and love in early childhood experience a delay in emotional,

NON-STATE EDUCATIONAL INSTITUTION

HIGHER PROFESSIONAL EDUCATION

EASTERN ECONOMIC AND LEGAL HUMANITARIAN

ACADEMY (VEGU Academy)

Direction Preschool education

Profile - Preschool Pedagogy

COURSE WORK

Theatrical games, their characteristics. Methodology for the management of theatrical games

Baranova Tatyana Alexandrovna

INTRODUCTION

THE SIGNIFICANCE OF THEATER GAMES

1 The role of theatrical games in the development and education of preschool children

2 Characteristics of theatrical games

3 Varieties of theatrical games

METHODOLOGY FOR MANAGING THEATER GAMES

1 Technology for organizing theatrical games

2 Basic requirements for the organization of theatrical games

CONCLUSION

BIBLIOGRAPHY

theatrical game preschool

INTRODUCTION

“What a child is in the game, such he will be in work in many respects when he grows up. Therefore, the upbringing of the future figure takes place primarily in the game. And the whole history of the individual as a doer and worker can be represented in the development of play and in its gradual transition into work…”

A.S. Makarenko

The whole life of children is full of play. Every child wants to play their part. Teaching a child to play, take on a role and act, at the same time helping him gain life experience - all this helps to carry out theatrical activities.

In preschool pedagogy, the game is considered as one of the most effective means of organizing the life of children and their joint activities. A child in childhood should play, the game for him is the norm. The game reflects the child's inner need for active activity. It acts as a means of understanding the world around, in the game children enrich their sensory and life experience, enter into relationships with each other and with adults, organize a children's gaming community.

Many domestic psychologists and teachers were engaged in research in this area. Theoretical issues of the formation of the game and the development of gaming activity were studied by L.S. Vygotsky, D.B. Elkonin. The development of the game of young children was studied by S.L. Novoselova, A.N. Frolova and others. The psychological foundations of the game are given in the works of L.S. Vygotsky, A.N. games as a personal concept, a means of socialization, introducing the child to the world of adults, the culture of society.

The game is widely used in the pedagogical process of preschool educational institutions. This is a form of organizing the life and activities of children: a means of harmonious, comprehensive development of the personality: a method or method of teaching; a way to change the position of the child in the children's play community; a means of self-learning, self-organization, self-regulation.

In preschool childhood, the foundation of a person's personal qualities is laid. The game as a leading activity opens up wide opportunities for their development, but on condition that it itself is purposefully, gradually formed. In order for the game to become the leading activity of the child, one must learn to control it, and for this one must be able to obey the laws of the development of the game, otherwise, instead of control, it will break.

For a preschooler, play is the most important activity. At this age, the child lives in the game. The educational value of theatrical games is also enormous. Children develop respect for each other. They learn the joy associated with overcoming the difficulties of communication, self-doubt. Children's enthusiasm for theatrical play, their inner comfort, looseness, easy, non-authoritarian communication between an adult and a child, the “I can’t” complex that disappears almost immediately - all this surprises and attracts.

Obviously, theatrical activity teaches children to be creative individuals, capable of perceiving novelty, the ability to improvise. Our society needs a person of such a quality who would boldly, could enter the modern situation, could master the problem creatively, without prior preparation, had the courage to try and make mistakes until the right solution was found.

1. THE SIGNIFICANCE OF THEATER GAMES

1 The role of theatrical games in the development and education of preschool children

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

The focus of modern concepts of preschool education on humanization implies a change in the very approach to the personality of the child. The most common in these approaches is the focus on meeting the needs of a growing personality in all-round development. Therefore, it is necessary to build all pedagogical work based on the teacher's understanding of the identity of preschool childhood, the uniqueness of each child, the value of his originality. This indicates the need to accept the personality-oriented goals of preschool education as a priority.

Theatrical activity makes it possible to form the experience of social behavioral skills due to the fact that each fairy tale or literary work for preschool children always has a moral orientation. Theater in kindergarten will teach the child to see the beautiful in life and in people.

In pedagogy and psychology, the problem of the relationship between personality and creativity is actively discussed. Preschool pedagogy today is looking for ways to develop children in purely children's activities, as opposed to school-type learning. It is the game that should be mainly used by teachers. L.S. Vygotsky defined play as the leading activity in preschool age. L.I. Bozovic considers it necessary that leading activity should be the main content of the life of the children themselves. Thus, the game is a kind of center around which the main interests and experiences of children are concentrated. Theatrical activity is a kind of game.

Theatrical activities in kindergarten organizationally can permeate all security moments: be included in all classes, in the joint activities of children and adults in their free time, and be carried out in the independent activities of children. Theatrical activity can be organically included in the work of various studios and circles; products of theatrical activity (staging, dramatization, performances, concerts, etc.) can be included in the content of holidays, entertainment and sweet Fridays.

Theatrical game in the classroom: during classes, the teacher includes a theatrical game as a game technique and a form of teaching children. Characters are introduced into the lesson that help children learn certain knowledge, skills and abilities. The game form of the lesson helps to emancipate the child, create an atmosphere of freedom and play.

Free joint activity of children and adults: this is a joint activity of children for a walk, outside of class. This includes game situations of walks, organizing games in game rooms, reading fiction, followed by playing plot episodes outside of class during the day, drawing games on a free topic, building games with dramatization.

Theatrical play in the independent activities of children: characters and plots that excited children are reflected in independent children's games. So, children often play Snow Maiden and Santa Claus, creating a new world of the New Year holiday in the playroom. Vivid plots, games, round dances, learned in the joint free activities of children and adults, in games, activities, also contribute to the emergence of an independent theatrical game of children.

Theatrical activities contribute to making the life of children in a group more exciting and diverse.

2 Characteristics of theatrical games

The Soviet writer Vasily Belov, in his book Lad, expressed the idea: "Every child wants to play, that is, to live creatively."

Theatrical games are acting out in the faces of literary works (fairy tales, stories, specially written dramatizations). The heroes of literary works become actors, and their adventures, life events, changed by children's imagination, become the plot of the game. A real theatrical game is a rich field for children's creativity. The full participation of children in the game requires special preparedness, which manifests itself in the ability to aesthetic perception of the art of the artistic word, the ability to listen to the text, catch intonations, etc. In order to understand what a hero is like, one must learn elementarily, analyze his actions, evaluate them, understand the moral of the work.

The game is the most accessible and interesting way for the child to process, express emotions, impressions. Theatrical game is one of the effective means of socialization of a preschooler in the process of comprehending the moral implication of a literary work, participating in a game that creates favorable conditions for developing a sense of partnership. In the course of improving dialogues and monologues, mastering the expressiveness of speech, speech development most effectively occurs. Theater. a game is an action in a reality given by a work of art or predetermined by the plot, i.e. it may be reproductive.

Theatrical game is close to the story game. Role-playing and theatrical games have a common structure: concept, plot, content, game situation, role, role-playing action, rules. Creativity is manifested in the fact that the child conveys his feelings in the depicted action, artistically conveys the idea, varies his behavior in the role, uses objects and substitutes in the game in his own way. The difference between a role-playing game and a theatrical game is that in a role-playing game, children reflect life phenomena, while in a theatrical game they take stories from literary works. In a role-playing game, there is no final product, the result of the game, but in a theatrical game there can be such a product - a staged performance, a staging. A feature of a theatrical game is the literary or folklore basis of the content and the presence of spectators. In theatrical games, a game action: an object, costume or doll is of great importance, because. facilitate the child's acceptance of the role that determines the choice of play actions. The creativity of the child is manifested in the truthful image of the character. To do this, you need to understand the character, his actions, imagine his state, feelings, be able to analyze and evaluate actions. This largely depends on the experience of the child: the more diverse his impressions of the life around him, the richer his imagination, feelings, and ability to think. When playing a performance, the activities of children and real artists have much in common.

In theatrical games, various types of children's creativity develop: art and speech, music and games, dance, stage, singing. With an experienced teacher, children strive for the artistic depiction of a literary work not only as "artists" who play roles, but also as "artists" who design the performance, as "musicians" who provide sound accompaniment. Each type of such activity helps to reveal the individual characteristics, abilities of the child, develop talent, captivate children.

Particularly noteworthy is the role of theatrical games in introducing children to art: literary, dramatic, theatrical. Preschoolers get acquainted with various types of theatrical art. With competent guidance, children form ideas about the work of artists, directors, a theater designer, and a conductor. Children of senior preschool age can understand that the performance is being prepared by the creative team (all together they are doing one thing - the performance). By analogy with the experience of their own theatrical games, children feel and realize that the theater gives joy to both creators and spectators.

Theatrical games themselves are part of educational work. It is of great importance for the development of the personality of a preschool child, not only because individual mental processes are exercised in it, but also because these processes rise to a higher level of development due to the fact that the entire personality of the child, his consciousness develops in the game. The child becomes aware of himself, learns to desire and to subordinate his fleeting affective strivings to desire; learns to act, subordinating his actions to a certain pattern, a rule of conduct, learns to live, living the lives of his heroes, loving or not loving them, analyzing and trying to understand the essence and reasons for their actions and learning from their mistakes

Theatrical play poses many very important tasks for the child. Children should be able, with a little help from the educator, to organize themselves into play groups, agree on what will be played out, determine and carry out the main preparatory actions (select the necessary attributes, costumes, scenery, arrange the scene, select the performers of the roles and the presenter, perform several times trial play); be able to invite the audience and show them the performance. At the same time, the speech and pantomimic actions of the performers of the roles should be quite expressive (intelligible, intonationally diverse, emotionally colored, purposeful, figuratively truthful).

Thus, in the process of organizing a theatrical game, children develop organizational skills, improve the forms, types and means of communication, develop and realize the direct relationship of children with each other, acquire communication skills and skills. At preschool age, for the first time, the need for a good attitude towards oneself from the surrounding people, the desire to be understood and accepted by them, is manifested. Children in the game look at each other, evaluate each other and, depending on such assessments, show or do not show mutual sympathy. The personality traits they discover in play determine the relationships that form. With children who do not comply with the established rules in the game, demonstrating negative character traits in communication, peers refuse to deal with. Personality arises in communication, built on a conscious, motivated basis. In the process of playing and preparing for it, relations of cooperation, mutual assistance, division and cooperation of labor, care and attention to each other develop between children. In such games, children learn to perceive and transmit information, focus on the reactions of interlocutors, spectators and take them into account in their own actions. This is especially important in order to be able to quickly orient oneself, to master oneself in a difficult situation that may arise during a performance, for example: one of the participants forgot his words, mixed up the order, etc. Therefore, mutual understanding between the children-participants and mutual assistance, which develop in the process of playing and preparing for it, are very important.

1.3 Varieties of theatrical games

Theatrical games of preschoolers can be divided into two main groups: director's games and dramatization games.

Director's games include tabletop, shadow theater and theater on flannelgraph: a child or an adult is not a character, but creates scenes, plays the role of a toy character, acts for him, depicts him with intonation, facial expressions.

Dramatizations are based on the performer's own actions, using puppets or characters put on fingers. In this case, the child plays himself, using his means of expression - intonation, facial expressions, pantomime.

L.V. Artemova offers the following classification of director's games:

Tabletop Toy Theatre: A wide variety of toys and crafts are used. The main thing is that they stand steadily on the table and do not interfere with movement.

Desktop picture theatre. Characters and scenery - pictures. Their activities are limited. The state of the character, his mood is conveyed by the intonation of the player. Characters appear in the course of action, which creates an element of surprise, arouses the interest of children.

Book stand. Dynamics, the sequence of events is depicted with the help of successive illustrations. Turning over the sheets of the book stand, the presenter demonstrates personal stories depicting events, meetings.

Flannelgraph. Pictures or characters are displayed on the screen. The flannel that covers the screen and the reverse side of the picture holds them back. Instead of flannel, pieces of velvet or sandpaper can be glued to the pictures. Drawings are selected together by children from old books, magazines are created independently.

Shadow theater. It needs a screen made of translucent paper, black plane characters and a light source behind them, thanks to which the characters are thrown onto the screen. The image can also be obtained with the help of fingers. The display is accompanied by the corresponding sound.

L.V. Artemova also identifies several types of dramatization games for preschoolers.

Dramatization games with fingers. Attributes the child puts on his fingers. He "plays" for the character whose image is on the hand. In the course of unfolding the plot, he acts with one or more fingers, pronouncing the text. You can depict actions while being behind a screen or moving freely around the room.

Dramatization games with bibabo dolls. In these games, bibabo dolls are put on the fingers. They usually operate on a screen behind which the driver stands. Such dolls can be made independently using old toys.

Improvisation. This is acting out the plot without prior preparation.

In traditional pedagogy, dramatization games are classified as creative games in which children creatively reproduce the content of literary works.

Considering the issue of a theatrical game, it is necessary to disclose the classification of this type of activity in preschool childhood.

table theater

theater on hand

floor dolls

poster theater

riding dolls

live puppet theater

dramatization games:

staging nursery rhymes

staging small

dramatization of songs, fairy tales

dramatization of short literary texts

children's creativity

performance games:

dramatic performance

musical drama performance

children's opera

choreographic performance

performance of rhythmoplasty

pantomime

theatrical performance:

holidays

entertainment

theatrical shows

This classification of theatrical games allows you to diversify the activities of children, enrich and expand theatrical knowledge and skills.

There are many varieties of theatrical games that differ in artistic design, and most importantly, in the specifics of children's theatrical activities. There are such types of theatrical games as: puppet, finger, shadow, table theater, dramatization game, musical performances.

In some games, children present the performance themselves, as artists; every child has a role to play. In others, children act as in a director's game: they act out a literary work, the characters of which are portrayed with the help of toys, voicing their roles. Performances using a table theater with three-dimensional and planar figures or the so-called poster theatrical games are similar, in which children show a fairy tale, story, etc. on a flannelograph, screen using pictures (often cut out along the contour), etc. The most common type of poster theatrical games is the shadow theater .

Sometimes children act as real puppeteers, in such a game two types of theatrical toys are usually used. The first is the Petrushka type - the Petrushka theater (in practice it is often called the b-ba-bo theater), where glove-type puppets are used: the puppet, hollow inside, is put on the hand, while the index finger is placed in the head of the puppet, a large and middle, the remaining fingers are pressed against the palm. A performance is shown from behind a screen: the puppeteers hold the puppets over their heads.

In recent years, puppets have appeared in preschool institutions, arranged according to the puppet principle.

Both ways of driving dolls are quite difficult, even for older preschool children, so special exercises are needed. The teacher teaches children how to show the movements of the puppets (tilt, turn, wave of the hands), makes sure that the movement and speech of the characters match.

Working with a doll allows you to improve fine motor skills of the hand and coordination of movements, to be responsible for controlling the doll, to show through the doll those emotions, feelings, states, movements that in ordinary life for some reason the child cannot or does not allow himself to show; allows you to realize the cause-and-effect relationships between your actions and the change in the state of the doll, learn to find an adequate bodily expression for various emotions, feelings, states. This work develops voluntary attention, and also allows you to improve communication skills and culture.

Often children act as manufacturers of characters for the upcoming performance. It is very important which character the child chooses to make the doll, what character he endows him with or what features he complements, what kind of facial expression and mood the doll comes up with. By these signs, one can judge the peculiarities of the mood of the child himself, his psychological state, since often a person personalizes, embodies the innermost part of himself in a doll.

As a rule, it is still difficult for children under 8 years old to make even a simple doll on their own. It is useful to involve parents, older brothers and sisters in this process. This unites children and parents, allows them to better understand each other. It also normalizes the relationship between the teacher and parents. Often educators complain that they lack the participation of parents in the upbringing process. The organization of the theatrical performance will help to solve this problem to some extent.

Making dolls with your own hands is useful for children, as it develops fine motor skills of the hand, fantasy, imaginative thinking, develops the ability to express character with small means, develops the ability to subtly feel the other person and what is happening around, the ability to concentrate. A comprehensive influence on the development of the basic mental and physical processes in a child (fine motor skills of hands, fantasy, imagination, thinking, concentration), improvement of communication skills, occurs in the process of making puppet characters, controlling them in the process of a theatrical game.

2. METHODOLOGY FOR MANAGING THEATER GAMES

1 Technology for organizing theatrical games

It is advisable to begin work on the formation of theatrical activities of preschoolers with the accumulation of emotional and sensory experience; develop interest and emotionally positive attitude to theatrical activities.

Introducing children to theatrical art begins with watching performances performed by adults: first puppet performances close to the child in terms of emotional mood, then dramatic performances. In the future, the alternation of viewing performances of the puppet and drama theaters allows preschoolers to gradually master the laws of the genre. The accumulated impressions help them in playing the simplest roles, comprehending the basics of reincarnation. Mastering the methods of action, the child begins to feel more and more free in creative play. In the process of joint discussions, children evaluate each other's capabilities; this helps them realize their strength in artistic creation. Children notice successful discoveries in the art of impersonation, in the development of a joint project (decorative, staging, etc.).

For the successful formation of the creative activity of children in theatrical activities, a number of conditions must be observed.

It is necessary to carry out additional training of educators by means of theatrical pedagogy so that they can be a model of creative behavior for their wards. This can be achieved by creating a pedagogical theater in a preschool institution - a team of like-minded people, united by a common desire to introduce children to theatrical art, to educate the basics of theatrical culture. Additional training of teachers using the methods of theatrical pedagogy should take place directly within the walls of the kindergarten. As a result of such training carried out by the music director, who is a kind of coordinator of all musical and pedagogical work in kindergarten, the creative abilities of the teacher are revealed, and children, imitating him, learn creative behavior.

Most often in preschool institutions, we meet with unorganized theatrical activities of adults: they have to stage children's performances without fully mastering the art of the theater. Single, spontaneous performances of the puppet theater, rare performances of the educator in the role of a character or host at the holiday do not contribute to the development of theatrical activities of children due to the lack of a systematic perception of full-fledged stage art. Thus, the unpreparedness of the majority of teachers to guide the creative theatrical activities of children is evident. In addition, today it is almost impossible for children to organize trips to the theater. The pedagogical theater of adults should take upon itself the introduction of children to the theatrical art and the education of their creative qualities under the influence of the charm of a creatively active, artistic personality of an educator who knows the art of impersonation.

In order to successfully master the methods of creative actions in a theatrical game, it is necessary to provide children with the opportunity to express themselves in their work (in composing, acting out and designing their own and author's plots). You can learn creativity only with the support of surrounding adults, so systematic work with parents is an important point. The unification of teachers, children and parents in joint work but familiarization with the world of creativity and theater makes it possible to improve the pedagogical readiness of parents in raising their own children, contributes to the expansion of forms of cooperation between the family and kindergarten (leisure activities, themed evenings and conversations, consultations).

The teacher must consciously choose works of art for work. The selection criteria are the artistic value of the work, the pedagogical expediency of its use, compliance with the life and artistic and creative experience of the child, vivid imagery and expressiveness of intonations (musical, verbal, visual).

In guiding the formation of the creative activity of children in a theatrical game, the educator should rely on the principles of a humanistic orientation (truly humane relations between adults and children); integration (unification in a theatrical game of different types of art and activity); creative interaction between an adult and a child (co-creation in artistic and aesthetic activities).

The main specific methods of work to improve the creative activity of children in a theatrical game are:

the method of modeling situations (involves the creation of plot-models, situations-models, sketches together with children in which they will master the methods of artistic and creative activity);

the method of creative conversation (involves the introduction of children into an artistic image by a special formulation of a question, tactics of conducting a dialogue);

method of associations (makes it possible to awaken the child's imagination and thinking through associative comparisons and then, on the basis of emerging associations, create new images in the mind).

It should be noted that the general methods of leading a theatrical game are direct (the teacher shows the methods of action) and indirect (the teacher encourages the child to act independently) methods.

The theatrical game can be used by the teacher in any kind of children's activities, in any class. The greatest value of the game is manifested in the reflection by children in independent activities of impressions from the performances they have watched, the literary works they have read (folk, copyright), other artistic sources (pictures, musical plays, etc.).

For the design of children's performances, special work should be organized, as a result of which children are united in creative groups (“dressers”, “directors”, “artists”, etc.). Parents need to be involved in activities that are inaccessible to children (the technical arrangement of the stage, making costumes).

2 Basic requirements for the organization of theatrical games

The constant, daily inclusion of theatrical games in all forms of the pedagogical process, which makes them as necessary for children as role-playing games.

The maximum activity of children at the stages of both preparation and conduct of games.

Cooperation of children with each other and with adults at all stages of organizing a theatrical game.

The sequence and complication of the content of topics and plots chosen for games correspond to the age and skills of children.

The creative development of the theme begins with the preparation of a game script based on the plot of literary works. Next, improvisation of children on a given topic is expected. Participants in theatrical games must master the elements of reincarnation so that the character's character, his habits are easily recognized by everyone. At the same time, it is necessary to provide children with more freedom in actions, fantasies when depicting the theme, the plot of the game.

Through a theatrical game, the teacher introduces children to theatrical genres (dramatic theater, opera, operetta, ballet, puppet and animal theater, pantomime).

In the younger group, role-playing games are the prototype of theatrical games. Z.M. Boguslavskaya and E.O. Smirnova believe that kids, acting in accordance with the role, use their capabilities more fully and cope with many tasks much easier. Acting on behalf of cautious sparrows, brave mice or friendly geese, they learn, and imperceptibly for themselves. In addition, role-playing games activate and develop the imagination of children, prepare them for independent creative play.

Children of the younger group are happy to transform into dogs, cats and other familiar animals, but they still cannot develop and beat the plot. They only imitate animals, copying them outwardly, without revealing the peculiarities of behavior, therefore it is important for children of the younger group to be taught some ways of playing actions according to the model. O.S. For this purpose, Laputina recommends holding the games “The mother hen and the chickens”, “The she-bear and the cubs”, “The hare and the hare”, and in the classroom to play small scenes from children's life, to organize games based on literary works: “Toys” by A. Barto, “Cat and a goat” by V. Zhukovsky.

Forming interest in dramatization games, it is necessary to read and tell children fairy tales and other literary works as much as possible.

In the middle group, you can already teach children to combine movement and word in roles, to use the pantomime of two or four characters. It is possible to use training exercises, for example, "Imagine yourself a little bunny and tell about yourself."

With a group of the most active children, it is advisable to dramatize the simplest fairy tales using a table theater (the fairy tale "Gingerbread Man"). Involving inactive children in games, you can dramatize works in which there is a small number of actions (the nursery rhyme “Kisonka-murisenka”).

In the older group, children continue to improve their performing skills. The teacher teaches them to independently find ways of figurative expression. Dramatic conflict, the formation of characters, the acuteness of situations, emotional richness, short, expressive dialogues, simplicity and figurativeness of the language - all this creates favorable conditions for dramatization games based on fairy tales.

Watching the games of older preschoolers, D.B. Mendzheritskaya noted: such a game is more difficult for a child than imitation of events from life, because it requires understanding and feeling the images of the characters, their behavior, learning and remembering the text of the work.

Fairy tales are reflected in children's games in different ways: kids reproduce individual plots, older preschoolers - the whole fairy tale. For preschoolers of 6-7 years old, a dramatization game often becomes a performance in which they play for the audience, and not for themselves, as in a regular game. At the same age, directorial games become available, where the characters are dolls and other toys, and the child makes them act and speak. This requires him to be able to regulate his behavior, to think about his words, to restrain his movements.

CONCLUSION

The theatrical game teaches the child to be responsible for his actions, to show emotions, feelings, states, movements that in ordinary life for some reason the child cannot or does not allow himself to show.

It teaches to find an adequate bodily expression for various emotions, feelings, states, allows you to improve communication skills and culture.

BIBLIOGRAPHY

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Gurin Yu.V., Monina G.B. Games for children from three to seven years. - St. Petersburg: Speech; M.: Sfera, 2011.

Kozlova S.A., Kulikova T.A. Preschool Pedagogy. - M.: Academy, 2001.

Leontiev A.N. Problems of the development of the psyche. - 4th ed. - M.: publishing house Mosk. University, 1981.

Lisina M.I. Problems of the ontogeny of communication. - M.: Pedagogy, 1986.

Mukhina V.S. Developmental psychology: phenomenology of development, childhood, adolescence. - M.: Academy, 1999.

Nedospasova V.A. We grow by playing. - M.: Enlightenment, 2000.

Orekhova O.A. Color diagnostics of the child's emotions. - St. Petersburg: Speech, 2002.

Osipova L.E. Kindergarten work with families. - M.: Scriptorium 2003, 2011.

Pavlova N.N., Rudenko L.G. Express - diagnostics in kindergarten. - M.: Genesis, 2008.

Pokrovsky E.A. Russian children's outdoor games. - St. Petersburg: Speech, 2011.

Sertakova N.M. Game as a means of social adaptation of preschoolers. - St. Petersburg: CHILDHOOD - PRESS, 2009.

Shmakov S.A. Student games are a cultural phenomenon. - M.: New School, 1994.

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Olga Abuzyarova
Consultation "Theatrical activity as a way to activate the vocabulary of children of primary preschool age"

Theatrical games allow solving many tasks of the children's program garden: from acquaintance with social phenomena, the development of speech, the formation of elementary mathematical representations to physical improvement. Variety of topics, means of image, emotionality theatrical games provide an opportunity to use them for the comprehensive education of the individual.

IN theatrical the game is emotional development: children get acquainted with the feelings, moods of heroes, master ways their external expression, they are aware of the reasons for this or that mood, the game is a means of self-expression and self-realization of the child. Participating in theatrical games, children answer dolls' questions, fulfill their requests, give advice, enter the image, reincarnate in it, live its life. Peculiarity theatrical games is that they have a ready-made plot, which means that activity child is largely predetermined by the text of the work.

In the process of working on the expressiveness of the characters' replicas, their own statements imperceptibly the child's vocabulary is activated, the sound side of speech. A new role, especially the dialogue of characters, puts the child in front of the need to express himself clearly and understandably. He improves dialogical speech, its grammatical structure, the child begins to actively use vocabulary, which, in turn, is also replenished. seen and experienced in amateur theatrical performances broadens one's horizons children, causes the need to tell about the performance to their friends and parents. All this is undoubtedly promotes the development of speech, the ability to conduct a dialogue and convey their impressions in a monologue.

In order to have a positive impact on the development children, and in particular, the formation dictionary needed so that each child has the opportunity to express themselves in some role. Therefore, it is necessary to use various tricks:

Children's choice of a role at will;

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

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

Play roles in pairs.

During the course you need:

Listen carefully to answers and suggestions children;

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

When meeting children with the heroes of the works, allocate time so that they can act or talk with them.

In conclusion, various ways to make children happy.

Also of great importance to dictionary activation, development of imagination, enrichment of speech children given to fairy tales and puppetry theater. It is their children who remember better, like to listen and watch. A fairy tale should be told to children every day, not only in kindergarten, but also at home. Children should act in it not only as listeners, but also as storytellers.

Here are our tips:

Invite the children to independently come up with a story with two imaginary toys and beat it;

Offer children an unconventional set of dolls for composing skits and plays

for different contrasting roles - Santa Claus and Frog, Snow Maiden and Parsley;

Give children the opportunity to play contrasting roles - the old

a bear and a little bear cub, an angry dog ​​and a defenseless puppy.

So the following can be done conclusions: theatrical activity is a purposeful process of formation of a creative personality, conducive the development of the ability to perceive, evaluate, feel the beauty in the surrounding world and convey one's attitude towards it, the ability to perceive objects as they are, fit to some social setting.

Working with children theatrical activities should be given due attention, since it provides unique opportunities for the harmonious development of the child's personality.

Formation of speech activity, dialogic and monologue speech, vocabulary stock is possible with active inclusion in the process of development and education of the child of different types theatrical games.

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