Work program (senior, preparatory group) on the topic: The program of the theater circle in the preschool educational institution. The educational program of the theater circle "fairy tale" for senior preschool age

Explanatory note This work program has been developed on the basis of an exemplary core general education program for preschool education “from birth to school” (1)

Municipal budgetary preschool educational institution

combined type kindergarten No. 1 "Semitsvetik"

APPROVE: AGREED: ACCEPTED:

Head Deputy Head of the Pedagogical

__________ / G.S. Ivlieva / __________ / N.N. Ananyeva / council

Order No.______ dated___ Protocol No. 1

The work program of the theater circle

"TEREMOK"

Children age: 5-6 years old

2013-2014 academic year.

Educator:

Korchagina Lyubov Evgenievna

Tambov 2013

Explanatory note 3

Program Objective 4

Program objectives 4

Main directions of the program 5

Forms of work with children 6

Dramatization Rules 7

List of children 8

Circle 9 working mode

Integration of educational areas 9

Health-saving technologies 10

Planned results by the end of the year 10

Reporting Form 11

Diagnostics 11

Equipment 11

Working with parents 11

Educational thematic planning 12

Calendar-thematic planning 12

Calendar forward planning 13

Literature 18

EXPLANATORY NOTE

The work program is based on the author's program "Proper Childhood" on the spiritual and moral education of preschoolers by means of theatrical activities.

Theatrical activity, the wonderful world of fairy-tale magic and reincarnation, is an important factor in the artistic and aesthetic development of the child, has an active influence on the development of his emotional and volitional sphere.

Introducing preschool children to the theater is associated with the preparation and display of dramatizations based on works of art including fairy tales. Given the interest of children in this genre, the accessibility of children's perception, as well as the well-known significance of a fairy tale for the spiritual, moral and aesthetic education children. For example, the fairy tales "Teremok", "Wintering of animals" teach to be friends, and the fairy tale "Turnip" develops in younger preschoolers the ability to be friendly, hardworking; the fairy tale "Masha and the Bear" warns: you cannot go into the forest alone - you can get into trouble, and if this happens, do not despair, try to find a way out of a difficult situation; Fairy tales teach to obey parents, elders are “Geese-swans”, “Sister Alyonushka and brother Ivanushka”, “Snow Maiden”, “Tereshechka”. And such character traits as fear and cowardice are ridiculed in the fairy tale “Fear has big eyes”, cunning - in the fairy tales “The Fox and the Crane”, “The Fox and the Black Grouse”, “The Little Fox and the Gray Wolf”, etc. Diligence in folk fairy tales are always rewarded (“Havroshechka”, “Moroz Ivanovich”, “The Frog Princess”), wisdom is praised (“A Man and a Bear”, “How a Man Divided Geese”, “A Fox and a Goat”), caring for loved ones is encouraged (“Bean grain").

The genre of fairy tales is the most generous soil for “cultivating” ideas about good and evil, because their meaning is in the active struggle against evil, confidence in the victory of good, glorification of labor, protection of the weak and offended. In a fairy tale, a child meets perfect images heroes, which helps him develop a certain moral attitude to life. Stage images are generalized images, and therefore each specific image always carries a lot of information to the child about life, people, and the social experience of the society around him.

It is thanks to theatrical activity that the emotional and sensual “filling” of individual spiritual and moral concepts is carried out and helps pupils to comprehend them not only with their minds, but also with their hearts, pass them through their souls, and make the right moral choice.

Great, incomparable joy is given to children by the theater, a festive and joyful performance. Preschoolers are very impressionable, they are especially amenable to emotional influence. Due to the figurative-concrete thinking of kids, theatricalization of works of art helps them to perceive the content of these works more vividly and more correctly. However, they are interested not only in watching a performance in a real theater, but also in actively participating in their own performances: preparing scenery, puppets, creating and discussing scenarios.

Already the toy theater influences young spectators by a whole range of means: these are artistic images, and bright design, and the exact word, and music.

What is seen and experienced in a real theater and in their amateur theatrical performances broadens the horizons of children, creates an environment that requires the children to start a conversation, tell their comrades and parents about the performance. All this undoubtedly contributes to the development of speech, the ability to conduct a dialogue and convey one's impressions.

Theatrical games are of great importance in the life of a child. They fully develop the speech of the child. The process of speech development involves the development of not only the content, but also the figurative, emotional side of the language. For the development of the expressive side of speech, it is necessary to create such conditions in which each child could express his emotions, feelings, desires, views, not only in ordinary conversation, but also in public, without being embarrassed by the presence of outsiders. It is important to teach this in early childhood, because it often happens that people with a rich spiritual content, with expressive speech, turn out to be closed, shy, lost in the presence of unfamiliar faces. The habit of expressive public speech can be cultivated in a person only by involving him from childhood in speaking to an audience. The theater in kindergarten can be of great help in this. Theatrical games always delight children and enjoy their unchanging love. Participating in performances and performances, children get acquainted with the world around them in all its diversity through images, colors, sounds, and correctly posed questions make them think, analyze, draw conclusions and generalizations. Improving speech is closely related to mental development. In the process of working on the expressiveness of the characters' replicas, their own statements, the child's vocabulary is imperceptibly activated, the sound culture of his speech and its intonational structure are improved. The role played, the spoken remarks put the baby in front of the need to speak clearly, clearly, understandably. He improves dialogic speech, its grammatical structure.

It can be argued that theatrical activity is a source of development of feelings, deep feelings and discoveries of the child, introduces him to spiritual values. This is a concrete visible result. But it is equally important that theatrical classes develop emotional sphere child, make him sympathize with the characters, empathize with the events played out.

Thanks to the works, the child learns the world not only with his mind, but also with his heart, expresses his own attitude towards good and evil. Favorite characters become role models and identifications. That is why children's performance has a positive effect on children.

Program goal:

Introducing children to spiritual and moral values, personal development through theatrical activities.

Program objectives:

1. Education of humane feelings of children:

• the formation of ideas about honesty, justice, kindness, the education of a negative attitude towards cruelty, cunning, cowardice;
• the formation in children of the ability to correctly evaluate the actions of the characters of puppet and dramatic performances, as well as correctly evaluate their own and other people's actions;
• development of a sense of self-respect, self-esteem and the desire to be responsive to adults and children, the ability to pay attention to their state of mind, rejoice at the success of their peers, strive to come to the rescue in difficult times.

2. Education of collectivism:

• Formation in children of the ability to act in accordance with the moral values ​​of the team;
• strengthening the culture of communication and behavior in the classroom, during the preparation and conduct of performances;
• developing the ability to evaluate the results of one's own work and the work of peers;
• supporting the desire of children to actively participate in holidays and entertainment, using the skills and abilities acquired in the classroom and in independent activities.

3. Development of creative abilities and familiarization with theatrical art:

• Consistently introduce children to various types of theater;
• Develop interest in the theatrical game, the desire to try yourself in different roles.
• Develop speech in children and correct its violations through theatrical activities;
• To form the ability to build a line of behavior in the role, using attributes, costume details, masks;
• To cultivate artistic qualities, to reveal creative potential;
• To form the ability to feel free on stage.

Principles of theatrical activities:

Principle of adaptabilityproviding a humane approach to the developing personality of the child.

Development principlewhich involves the holistic development of the child's personality and ensuring the readiness of the personality for further development.

The principle of psychological comfort. It involves the psychological security of the child, providing emotional comfort, creating conditions for self-realization.

The principle of the integrity of the content of education. The idea of ​​a preschooler about the subject and social world must be unified and cohesive.

The principle of semantic attitude to the world. The child realizes that the world around him is the world of which he is a part and which in one way or another he experiences and comprehends for himself.

The principle of systematic. Assumes the existence of common lines of development and education.

The principle of the indicative function of knowledge. The form of representation of knowledge should be understandable to children and accepted by them.

The principle of mastering culture. Provides the child's ability to navigate the world and act in accordance with the results of such orientation and with the interests and expectations of other people.

Activity learning principle. The main thing is not to transfer ready-made knowledge to children, but to organize such children's activities, during which they themselves make “discoveries”, learn something new by solving available problematic tasks

The principle of relying on previous (spontaneous) development. It assumes reliance on the previous spontaneous, independent, "everyday" development of the child.

creative principle. In accordance with what was said earlier, it is necessary to “grow” in preschoolers the ability to transfer previously formed skills in a situation of independent activity,

The main directions of the program:

1. Theatrical and gaming activities.Aimed at the development of children's play behavior, the formation of the ability to communicate with peers and adults in various life situations.

Contains: games and exercises that develop the ability to reincarnate; theatrical games for the development of imagination fantasy; dramatization of poems, stories, fairy tales.

2.Musical and creative.It includes complex rhythmic, musical, plastic games and exercises designed to ensure the development of the natural psychomotor abilities of preschoolers, their acquisition of a sense of harmony of their body with the outside world, the development of freedom and expressiveness of body movements.

Contains: exercises for the development of motor abilities, dexterity and mobility; games for the development of a sense of rhythm and coordination of movements, plastic expressiveness and musicality; musical and plastic improvisations.

3. Artistic and speech activity. It combines games and exercises aimed at improving speech breathing, the formation of correct articulation, intonational expressiveness and logic of speech, and the preservation of the Russian language.

4. Fundamentals of theatrical culture.It is intended to provide conditions for mastering elementary knowledge of theatrical art by preschoolers:

• What is theater, theatrical art;
• What performances are in the theater;
• Who are the actors;
• What transformations take place on the stage;
• How to behave in the theater.

5. Work on the performance. It is based on scenarios and includes the topics “Introduction to the play” (joint reading) and “From etudes to the play” (choosing a play or staging and discussing it with children; working on individual episodes in the form of etudes with improvised text; searching for musical and plastic solving individual episodes, staging dances; creating sketches and scenery; rehearsing individual paintings and the entire play; premiere of the performance; discussing it with children). Parents are widely involved in the work on the performance (assistance in learning the text, preparing scenery, costumes).

Forms of work with children:

A game

Improvisation

Stage plays and dramatization

Explanation

Children's story

educator reading

Conversations

Watching Movies

Learning the works of oral folk art

Discussion

Observations

Word, board and outdoor games.

Pantomimic etudes and exercises.

• drawing up a verbal portrait of the hero;
• fantasizing about his home, relationships with parents, friends, inventing his favorite dishes, activities, games;
• work on stage expressiveness: determination of appropriate actions, movements, gestures of the character, place on the stage, facial expressions, intonation;
• preparation of theatrical costume;

Dramatization rules:

Rule of individuality. Dramatization is not just a retelling of a fairy tale, it does not have strictly defined roles with a pre-learned text.

Children worry about their hero, act on his behalf, bringing their own personality to the character. That is why the hero played by one child will be completely different from the hero played by another child. And the same child, playing for the second time, can be completely different.

Playing psycho-gymnastic exercises to depict emotions, character traits, discussion and answers to my questions are a necessary preparation for dramatization, for “living” for another, but in your own way.

Participation Rule. All children participate in dramatization.

If there are not enough roles to depict people, animals, then trees, bushes, wind, a hut, etc., can become active participants in the performance, which can help the heroes of a fairy tale, can interfere, or can convey and enhance the mood of the main characters

Helping Questions Rule. To facilitate the playing of a particular role, after getting acquainted with the fairy tale and before playing it, we discuss with the children, “pronounce” each role. Questions to children help with this: what do you want to do? What's stopping you from doing this? What will help to do this? How does your character feel? What is he? What is he dreaming about? What does he want to say?

Feedback rule. After playing the fairy tale, its discussion takes place: What feelings did you experience during the performance? Whose behavior, whose actions did you like? Why? Who helped you the most in the game? Who do you want to play now? Why?

LIST OF CHILDREN

1. Ananskikh Roman

2. Bozhin Dima

3. Walter Kirill

4. Dmitriev Maxim

5. Vika Dmitrievtseva

6. Zavershinskiy Egor

7. Zavershinskiy Stepan

8. Zalukaev Nikita

9. Pencil Nika

10. Karpova Vera

11. Kolmakova Ksyusha

12. Lomov Alexey

13. Mikhalev Tolya

14. Pershin Vitya

15. Peskova Sasha

16. Podsedova Anya

17. Anya Polubkova

18. Polyakov Danil

19. Portnev Semyon

20. Proskuryakov Miroslav

21. Raspopova Julia

22. Sidorov Sasha

23. Tikhonov Yaroslav

24. Trifonov Timofey

25. Fur coat Katya

Working hours of the circle:

Maximum educational load: 25 min.

Integration of educational areas:

The basic educational area is socialization.

"Reading Fiction"where children get acquainted with literary works that will be used in performances, games, classes, holidays, and independent theatrical activities.

"Artistic Creativity"where children get acquainted with illustrations similar in content, the plot of the play. They draw with different materials according to the plot of the play, or its characters.

"Knowledge" where children get acquainted with the objects of the immediate environment, culture, life and traditions, which will serve as material included in theatrical games and performances.

"Music", where children get acquainted with the music for the next performance, note the nature of the music, which gives the full character of the hero, and his image, master various dances, learn songs and vocals.

"Communications" where children use tongue twisters, tongue twisters, nursery rhymes. Clear diction develops.

"Physical Culture"the use of mobile story games.

"Socialization" use of didactic games.

"Work" participating in performances, preparing for them is already a huge job. Children are accustomed to order: they clean the room after class, put everything in its place in the theater circle and after artistic creativity.

"Health" uses health-saving technologies.

"Safety" familiarity with the rules of conduct in the theater circle; familiarization with the rules of safe movement in the premises; familiarization with the rules for handling small items; formation of skills of safe behavior in outdoor games.

Health saving technologies

Breathing exercises

Articulation gymnastics.

Finger games with words

Gymnastics for the eyes

Fizkultminutka, dynamic pauses.

Planned results by the end of the year:

Senior group:

• children name the main means of speech correction (gymnastics for the tongue and fingers);
• show five to eight articulation exercises; one or two finger exercises; the emotional state of the hero's facial expressions;
• pronounce the same phrase with different intonations, tongue twisters at different tempos, with different voice strengths;
• expressively read the poetic text;
• convey the image of the hero with characteristic movements;
• act on stage in a team;
• hold themselves confidently in front of an audience.

Preschool group:

• explain the need for classes to correct speech deficiencies, based on an internal motive;
• call the main means of speech correction (special exercises for the tongue, gymnastics for fingers, tongue twisters, reading poetry, doing homework);
• have a good command of the complex of articulatory gymnastics;
• show three or four finger gymnastics, the emotional state of the hero by mimic and pantomime means;
• compose sketches on a given topic individually and collectively;
• expressively read the poetic text by heart, placing logical stresses;
• clearly pronounce five or six tongue twisters at different rates;
• pronounce the same phrase with different intonations, different voice power;
• show six to eight emotional expressions;
• act in concert, engaging in action simultaneously or sequentially;
• move in a given rhythm and pass it along the chain;
• create plastic improvisations to music of various nature;
• able to stay on stage confidently, freely performing the simplest actions.

Reporting form:

performance at the end of the year. Monitoring.

Diagnostics of the level of knowledge:

Equipment:

1. Theater screen

2.Different types of puppet theaters:

Finger

Plane walking theater

cone

Shadow

Bi-ba-bo (glove)

flannelographer

Magnetic

stock

mask

Mitten

Toy (rubber, wooden, soft dolls)

3. Laptop, speakers.

4. Suits

Working with parents

1. September:

Consultation for parents "The theater is our friend and helper" . Questioning, memos, folder-movement.

1. March:

Consultation for parents "The role of emotions in a child's life." Questionnaire, notes.

1. December, February:

Help children participate in competitions.

1. April May:

Help parents in the manufacture of scenery and costumes for the play.

Assistance in organizing a trip to the puppet theater.

Educational thematic plan for the 2013-2014 academic year.

Total: 36 hours

CALENDAR - THEMATIC PLANNING

for 2013-2014 academic year

Group : No. 4

Educator: KORCHAGINA L.e.

Number of hours:

total: 36 hours;

per week: 1 hour.

Calendar-prospective planning for the 2013-2014 academic year

Bibliography:

1. GV Lapteva "Games for the development of emotions and creative abilities." Theater classes for children 5-9 years old. S.-P.: 2011
2. I.A. Lykov "Shadow theater yesterday and today" S.-P.: 2012.
3. I.A. Lykova "Theater on the fingers" M.2012.
4. E.A. Alyabyeva "Thematic days and weeks in kindergarten" M .: 2012.
5. O.G.Yarygina "Workshop of fairy tales" M.: 2010.
6. A.N. Chusovskaya "Scenarios of theatrical performances and entertainment" M .: 2011.
7. L.E. Kylasova "Parents' meetings" Volgograd: 2010
8. I.G. Sukhin "800 riddles, 100 crosswords". M.1997
9. E.V. Lapteva "1000 Russian tongue twisters for the development of speech" M .: 2012.
10. A.G. Sovushkina “Development of fine motor skills (finger gymnastics).
11. Artemova L.V. "Theatrical games for preschoolers" M.: 1983.
12. Alyansky Yu. "ABC of the theater" M.: 1998.
13. Sorokina N. F. "We play puppet theater" M.: ARKTI, 2002.
14. : E.V. Migunova "theatrical pedagogy in kindergarten." Methodical recommendations. M.: 2009.
15. G.P. Shalaeva "The Big Book of Rules of Conduct" M.: 200
16. A.G. Raspopov "What are the theaters" Publishing house: School press 2011
17. N.B. Ulashenko “Organization of theatrical activity. Senior group "Publishing and trading house Volgograd 2009.
18. G.V.Genov "Theater for kids" M.1968

Introduction

2.2 Analysis of changes in the level of development of speech of older preschoolers - participants in the theater circle "Teremok"

Conclusion

Bibliographic list

Introduction

Today, one of the urgent tasks of pedagogy is to increase the efficiency of the process of speech development of children of senior preschool age. Good speech is the main condition for the comprehensive development of children. The richer and more correct the child's speech, the easier it is for him to express his thoughts, the wider his possibilities in cognizing the surrounding reality, the more meaningful and full the relationship with peers and adults, the more actively his mental development is carried out. Therefore, it is so important to take care of the timely formation of children's speech, its purity and correctness, preventing and correcting various violations, which are considered to be any deviations from the generally accepted norms of the language.

The Concept of preschool education states: "Mastering the native language, speech development is one of the most important acquisitions of a child in preschool childhood and is considered in modern preschool education as the general basis for raising and educating children" .

At the stages of early and preschool age, the most important tasks are solved speech development: enrichment of the dictionary, education of the sound culture of speech, the formation of a grammatical structure, the development of coherent speech.

The problem of the development of children's speech remains one of the most urgent, since speech, being a means of communication and an instrument of thinking, arises and develops in the process of communication.

The relevance of the study lies in the insufficient development of the problem of speech development in older preschoolers in the classroom in the theater circle in kindergarten.

The object of the study is the development of speech in children of senior preschool age.

The subject of the research is the development of speech of children of senior preschool age in the classroom of a theater group in kindergarten.

The purpose of the study is to identify the influence of classes in the theater circle on the development of speech of older preschoolers.

To achieve this goal, it is necessary to solve a number of tasks:

)reveal the concept, forms, functions and properties of speech;

2)make a psychological and pedagogical description and identify the features of the development of speech of children of older preschool age;

)identify tasks and describe the content of the theater circle classes in a preschool institution in a group preparatory to school;

)experimentally identify changes in the development of speech of older preschoolers - participants in the theater circle "Teremok".

The methodological basis of our research is the works of L.S. Vygotsky, A.N. Leontiev, S.L. Rubinstein, D.B. Elkonin, in which the general theoretical issues of the development of speech of children of senior preschool age are revealed. The process of mastering the sound and grammatical structure of speech, the problem of the development of coherent speech in preschool children have been studied and described in the works of O.E. Smirnova, O.S. Ushakova. The tasks and content of the work on the education of the sound culture of speech are revealed by A.M. Borodich, O.I. Solovieva. Some aspects of speech development by means of theatrical activity were studied by M.D. Makhaneva and E.V. Migunova.

In the course of solving the tasks set, such methods were used as the study and analysis of psychological and pedagogical literature on the topic of research, experiment.

Research hypothesis: we assume that the development of the speech of children of senior preschool age in the classroom of the theater circle will be carried out most effectively if:

dramatization games;

speech games;

articulation and breathing exercises;

consulting parents and involving them in the process of creative activity.

The practical significance of the study lies in the possibility of using its results in the practice of preschool educational institutions, institutions of additional education, theater groups for children of senior preschool age.

Research base Municipal budgetary preschool educational institution Kindergarten No. 9 "Bell" (hereinafter - MBDOU Kindergarten No. 9 "Bell"), preparatory group for school, theater Club"Teremok".

The results of the study were tested at the VI International Student Correspondence Scientific and Practical Conference "Scientific Community of the 21st Century" in Novosibirsk in December 2012, where the article "Development of Coherent Speech of Senior Preschool Children in the Theater Group Classes in Kindergarten" was published. As a result of participation in the conference, a certificate was received (Appendix 1). And also at the intra-university scientific-practical conference "Katanov readings" (Appendix 2).

The work consists of an introduction, two chapters, a conclusion, a bibliography and an appendix.

Chapter I. Psychological and pedagogical foundations for the development of speech in children of senior preschool age

1.1 Concept, forms, functions and properties of speech

In the system of factors that determine the formation of personality, a special role belongs to the development of speech. Already in the early stages of ontogenesis, speech becomes the main means of communication, thinking, planning activities, and voluntary control of behavior (L.S. Vygotsky, A.N. Leontiev, S.L. Rubinshtein, etc.).

Speech is a means of acquiring knowledge, developing all mental functions, self-expression and knowledge of others, the main means of communication between a teacher and a student.

"Speech is one of the types of human communicative activity, the use of language means to communicate with other members of the language community. Speech is understood as both the process of speaking (speech activity) and its result (speech works fixed by memory or writing)" .

Speech is a historically established form of communication between people through language structures created on the basis of certain rules. The outstanding psychologist S.L. Rubinstein says that "speech is the activity of communication - expression, influence, communication - through language, speech is language in action. Speech, both one with language and different from it, is the unity of a certain activity - communication - and a certain content, which designates and, designating, reflects being. More precisely, speech is a form of existence of consciousness (thoughts, feelings, experiences) for another, serving as a means of communication with him, and a form of a generalized reflection of reality, or a form of existence of thinking ".

speech preschool theater group

According to the multitude of its functions, speech is a polymorphic activity, i.e. in its various functional purposes is presented in different forms and types. In psychology, two forms of speech are mainly distinguished: external and internal.

External speech is a system of sound signals, written signs and symbols used by a person to transmit information, the process of materialization of thought.

External speech serves communication, therefore its main feature is accessibility to the perception of other people. Depending on whether sounds or written signs are used for this purpose, oral and written speech are distinguished. Oral and written speech have their own psychological characteristics. In oral speech, a person perceives listeners, their reaction to his words. Written speech is addressed to the absent reader, who does not see or hear the writer, will read what is written only after a while.

Oral speech is communication between people by pronouncing words aloud, on the one hand, and listening to them by people, on the other. It can be prepared or unprepared. A prepared speech is distinguished by thoughtfulness, a clearer structural organization, but at the same time, the speaker, as a rule, strives for his speech to be relaxed, not "memorized", reminiscent of direct communication. Unprepared speech is characterized by spontaneity. An unprepared oral statement is formed gradually, in portions, as one realizes what has been said, what should be said further, what needs to be repeated, clarified. Therefore, there are many pauses in unprepared oral speech.

The oral form of speech is assigned to all functional styles of the Russian language, however, it has an advantage in the colloquial and everyday style of speech. The following functional varieties of oral speech are distinguished: scientific, journalistic, artistic, official business and colloquial. It should be said that colloquial speech has an impact on all varieties of oral speech. This is expressed in the manifestation of the author's "I", the personal principle in speech in order to enhance the impact on the listeners. Therefore, in oral speech, emotionally and expressively colored vocabulary, figurative comparative constructions, phraseological units, proverbs, sayings, even colloquial elements are used.

Depending on the various conditions of communication, oral speech takes the form of either dialogical or monologue speech.

Dialogue is a type of speech that consists in the exchange of sign information (including pauses, silence, gestures) of two or more subjects. Dialogic speech is a conversation in which at least two interlocutors participate, its distinguishing feature is the emotional contact of the speakers, their influence on each other by facial expressions, gestures, intonation and timbre of the voice. A kind of dialogic communication is a conversation, in which the dialogue has a thematic focus.

A monologue is a type of speech that has one subject and is a complex syntactic whole, structurally completely unrelated to the speech of the interlocutor. Monologue speech is characterized by: consistency and evidence, which ensure the coherence of thought; grammatically correct formatting; expressiveness of vocal means.

Monologue speech is more complicated than dialogue in terms of content and language design and always implies a fairly high level of speech development of the speaker.

Oral speech is also significantly different from each other (as colloquial speech, speech-conversation in conditions direct contact with an interlocutor) and written speech.

Written speech is a graphically designed speech organized on the basis of letter images. It is addressed to a wide range of readers, is devoid of situationality and involves in-depth skills in sound-letter analysis, the ability to logically and grammatically correctly convey one's thoughts, analyze what is written and improve the form of expression.

Written speech, both in the history of society and in the life of an individual, arises later than oral speech and is formed on its basis. The importance of writing is extremely great. It is in it that the entire historical experience of human society is fixed. Thanks to writing, the achievements of culture, science and art are passed on from generation to generation.

Written speech is a kind of monologue speech. It is more developed than oral monologue speech. This is due to the fact that written speech implies a lack of feedback from the interlocutor. Moreover, written language has no additional funds impact on the perceiver, except for the words themselves, their order and the punctuation marks organizing the sentence.

Written speech is focused on perception by the organs of vision, therefore it has a clear structural and formal organization: it has a pagination system, division into sections, paragraphs, a system of links, font selection, etc. You can return to a complex text more than once, think about it, comprehend what was written, being able to look through one or another passage of the text with your eyes. Written speech is different in that the very form of speech activity reflects the conditions and purpose of communication, for example, a work of art or a description of a scientific experiment, a vacation statement or an information message in a newspaper.

Written and oral speech usually perform different functions. Oral speech for the most part functions as colloquial speech in a conversation situation, written speech - as business, scientific, more impersonal speech, intended not for the directly present interlocutor. In this case, written speech is aimed primarily at conveying more abstract content, while oral, colloquial speech is mostly born from direct experience. Hence a number of differences in the construction of written and oral speech and in the means that each of them uses.

There are various types of both oral and written speech. Oral speech can be, on the one hand, colloquial speech, speech-conversation, on the other hand, speech, oratory, report, lecture. There are also various varieties of written speech: the letter will differ significantly in character and style from the speech of a scientific treatise; epistolary style - a special style; it is much closer to the style and general character of oral speech. On the other hand, speech public speaking, lecture, report in some respects, in some respects, are much closer to written speech.

Significantly different from each other, and, moreover, also in their relation to thinking, external, oral speech and internal speech, which we mainly use when, thinking to ourselves, we mold our thoughts into verbal formulations.

Inner speech differs from outer speech not only in that external sign that it is not accompanied by loud sounds, that it is "speech minus sound." Inner speech is different from outer speech in its function. While performing a different function than external speech, it differs from it in some respects also in its structure; flowing in other conditions, it as a whole undergoes some transformation.

Inner speech is social in its content. The statement that inner speech is speech with oneself is not entirely accurate. And inner speech is mostly addressed to the interlocutor. Sometimes it is a specific, individual interlocutor.

Inner speech acts as a phase of planning in practical and theoretical activities, therefore, on the one hand, it is characterized by fragmentation, fragmentation, on the other hand, misunderstandings in the perception of the situation are excluded here. Therefore, inner speech is situational, in this it is close to dialogic.

Inner speech is silent speech to oneself and for oneself, arising in the process of thinking, it comes from external speech, with its help, the images of perception, their awareness and classification are processed in a certain system of concepts. Inner speech encodes images real world symbols symbolizing them and acts as a means of thinking. It acts as a planning phase in practical and theoretical activities.

The translation of external speech into internal (internalization) is accompanied by a reduction (contraction) of the structure of external speech, and the transition from internal speech to external (exteriorization), on the contrary, requires the deployment of the structure of internal speech, building it in accordance not only with logical rules, but also with grammatical ones.

S.L. Rubinstein says that it would be wrong to intellectualize inner speech entirely. Internal speech-conversation (with an imaginary interlocutor) is often emotionally saturated. But there is no doubt that thinking is especially closely connected with inner speech. Therefore, thinking and inner speech were repeatedly identified. It is in connection with inner speech that the question of the relationship between speech and thinking in its general, fundamental form arises with particular acuteness.

Human speech performs a number of functions: it expresses the individual originality of human psychology; acts as a carrier of information, memory and consciousness; is a means of thinking and communication; acts as a regulator of human communication and own behavior; is a means of controlling the behavior of others. But its main function is that it is an instrument of thinking.

Speech has a socio-historical nature. People have always lived and live collectively, in society. Public life and the collective work of people make it necessary to constantly communicate, establish contact with each other, influence each other. This communication is done through speech. Thanks to speech, people exchange thoughts and knowledge, talk about their feelings, experiences, intentions.

Thus, speech performs certain functions: communicative, generalization and significative.

The first function of speech is the function of communication, i.e. transfer of information. If the significative function and the function of generalization can be considered as an internal mental activity, then the communicative function acts as an external speech behavior aimed at contacts with other people. In the communicative function of speech, three sides are distinguished: informational, expressive and volitional.

The information side is manifested in the transfer of knowledge and is closely related to the functions of designation and generalization.

The expressive side of speech helps to convey the feelings and attitudes of the speaker to the subject of the message.

The volitional side is aimed at subordinating the listener to the speaker's intention.

The generalization function is related to the fact that the word denotes not only a separate, given object, but a whole group of similar objects and is always the bearer of their essential features.

The significative function distinguishes human speech from animal communication. A person's idea of ​​an object or phenomenon is associated with a word. Mutual understanding in the process of communication is based, therefore, on the unity of the designation of objects and phenomena by the perceiver and the speaker.

As the main properties of speech, content, intelligibility, expressiveness and impact are distinguished.

The content of speech is determined by the number of thoughts, feelings and aspirations expressed in it, their significance and relevance to reality. Speech can be more or less meaningful in connection with the abundance and nature of the thoughts, feelings and desires that are expressed in it, it can be called meaningful if this or that question is detailed in it, if the thoughts and feelings expressed in it are serious and deep. On the contrary, superficial, empty, limited thoughts and feelings make speech of little substance.

Speech always has a certain content, since it reveals the essence of what we want to convey to other people or (as happens in cases of inner speech) to clarify for ourselves.

The content of speech depends on the correct selection and use of words to express thoughts, feelings and volitional aspirations. A large and varied vocabulary of a given person, allowing him to adequately express his most diverse thoughts and shades of thoughts, is a necessary condition for the content of his speech. But one stock of words is not enough for this; it is necessary to choose and apply these words correctly in speech.

A person’s speech will be meaningful to one degree or another, depending on how much he knows the special terminology in this particular area.

The intelligibility of speech is mainly due to the totality of the listener's knowledge in the area to which the interlocutor's speech belongs in terms of content. It also requires the listener to know the terminology and special turns of speech in this area. For example, a person with great difficulty will understand speech on mathematical topics if he does not have knowledge mathematical terms and special expressions and turns of speech used in this area.

The difficulty in understanding speech in many cases is due to the fact that words do not always and not for all people have the same meaning. Often they are ambiguous, due to which it is possible to correctly grasp their meaning, which is meant in this case, only from the context of speech, i.e. from its general content and from the meaning of whole sentences, not individual words.

Speech becomes more intelligible when it is built as far as possible from short sentences when it's not abused too technical terms and its grammatical structure highlights the essence of the thought being expressed, which is achieved by syntactically correct construction of sentences, as well as the use of pauses in appropriate places or highlighting words with the help of logical stress.

The expressiveness of speech is provided, first of all, by its phonetic means: clarity and distinctness of pronunciation, correct accentuation and appropriate intonation, with the help of which various emotional shades of speech can be expressed.

This property of speech is associated with its emotional richness. By its expressiveness, speech can be bright, energetic or, conversely, sluggish, pale.

Often the expressiveness of speech is provided by its grammatical means, for example, the use of words in an affectionate and diminutive form, the use of the pronouns "you" or "you" in address, the use of words of figurative and figurative meaning, metaphors, comparisons, epithets, etc.

The impact side of speech is its influence on the thoughts, feelings and will of other people, on their beliefs and behavior. Very often, speech has as its task not so much to convey certain thoughts and information to another person, but to cause him to certain actions, to influence his views and beliefs, to create in him a certain attitude to certain facts and events.

The influence side of speech is of the greatest importance in teaching and educational work, in agitation and propaganda work, and also in command. The impact of propaganda speech, first of all, lies in its ideological content. If the content of a speech reflects the interests and needs of a given group of people, if it helps them to correctly understand the essence of events and their class significance, then such speech can strengthen a person’s beliefs, make them more stable, purposeful, move a person to conscious decisions and actions.

In this case, the sincerity and conviction of the speaker himself, which is expressed in the speech, is also of great importance, forcing the listeners to believe his words.

Often the impact of speech is determined by its simplicity, clarity, internal logic.

The impact of speech is very different. Through speech we can instruct and instruct people, give them advice, warn of the consequences of their behavior, warn against certain actions and invite them to follow other examples; give instructions; a request, an order, a prohibition can be expressed in a speech. All this is carried out with the help of certain lexical, grammatical and phonetic language means.

So, in psychological science, speech is understood as a system of sound signals used by a person, written signs and symbols for transmitting information; the process of materialization of thought. Speech performs the most important social functions: it helps to establish connections with other people, determines and regulates the norms of behavior in society, which is a decisive condition for the development of the individual.

Speaking about the fact that verbal communication occurs in two forms - oral and written, one must bear in mind the similarities and differences between them. The similarity lies in the fact that these forms of speech have a common basis - the literary language - and in practice they occupy approximately an equal place. The differences come down most often to the means of expression. Oral speech is associated with intonation and melody, non-verbal, it uses a certain amount of language means, it is tied more to the conversational style, and written speech is verbal communication using written texts.

The three main functions of speech - communicative, generalization and significative, due to which speech is a means of communication and a form of existence of thought, consciousness, are formed one through the other and function one in the other.

Speech reveals the essence of what we want to convey to other people, therefore it is characterized by a certain content, clarity, expressiveness and impact.

At each age stage, the development of speech has its own characteristics, due to the psychological characteristics of this age.

1.2 Psychological and pedagogical characteristics and features of the development of speech of children of older preschool age

Senior preschool age (5-7 years) is a period of intensive development of mental processes and processes of cognitive activity. This is the period of mastering the social space of human relations through communication with close adults, as well as through gaming and real relationships with peers. This age brings new fundamental achievements to the child.

One of the main features of preschool age is the development of the arbitrariness of the leading mental processes. This fact was noted by almost all scientists involved in this age period.

At this age, the child goes beyond his family world and establishes relationships with the adult world. The ideal form, according to the psychologist L.S. Vygotsky, this is that part of objective reality (higher than the level at which the child is), with which he enters into direct interaction; this is the realm the child is trying to enter.

There is a big gap between the real level of development and the ideal form with which the child interacts, so the only activity that allows you to model these relationships, get involved in already modeled relationships, and act within this model is a role-playing game. The game is the leading type of activity of a preschool child.

The age of 5-7 years is decisive in the process of personality formation. At the senior preschool age, there is an intensive amplification of the basic components of mental development, during which the leading personal education is formed - children's competence. Preschool age is a period of improvement, development of personal neoplasms, which are enriched with individual parameters during the period of preschool age.

In children of older preschool age, fairly stable psychological properties appear that determine actions and deeds that make it possible to track the formation of arbitrariness of behavior.

The development of a child's personality includes two aspects. One of them is that the child gradually begins to understand his place in the world around him. The other side is the development of feelings and will. They provide subordination of motives, stability of behavior.

A special role in the psychological development of children of senior preschool age is occupied by emotions, the development of the emotional and personal sphere. The main directions of the emotional development of children of senior preschool age: the complication of emotional manifestations and their regulation in activity and behavior; the formation of moral and social emotions, the formation of the emotional background of the mental development of children takes place; children learn emotional regulation skills that allow them to restrain strong expressions of feelings and mood swings.

Significant changes are observed in the qualitative and quantitative characteristics of attention. Attention is a form of organization of cognitive activity aimed at the selected object. Depending on the nature of mental regulation, involuntary and voluntary attention are distinguished. The level of attention is determined by a set of basic characteristics of attention: volume, concentration, switching and distribution; states opposite to attention are distractibility, instability.

A characteristic feature of the attention of preschool children is the dominance of involuntariness, low concentration and concentration on external verbal objects. At the senior preschool age, there is a process of improving attention: the volume and stability increase significantly, elements of arbitrariness appear.

The imagination of older preschool children is a mental cognitive transformational process, which consists in creating new original images by processing the perceived material on the basis of individual experience. The development of children's imagination is associated with the complication of the plot-role-playing game, which causes the transition from reproductive to creative imagination, from involuntary to voluntary imagination, and involves planning and programming activities. Imagination begins to perform two main functions: protective, associated with the formation of practical skills for cognition of the surrounding world, and cognitive, allowing to solve a problem situation and regulating the mental state by creating an imaginary situation abstracted from reality.

Perception is a purposeful and active intellectual process for the formation of images of the surrounding world. The perception of children becomes meaningful and differentiated. In the process of perception of older preschoolers, the role of visual comparison and processing of verbal material is enhanced. Adequate perception of sensory events is crucial for the development of operations of mental activity.

The development of memory, the main type of which in preschool age is figurative, depends primarily on the perception of the child.

Initially, memory is involuntary, since the degree of memorization depends on the establishment of visual connections, based on the characteristics personal experience child.

The development of memory in preschool age is characterized by a gradual transition from involuntary to voluntary memorization, which consists in the formation of the regulatory components of mental activity and methods of memorizing verbal material in accordance with the operations of mental activity.

At preschool age, in the process of active mastering of speech, verbal memory develops; Arbitrary memory arises, associated with an increase in the regulatory role of speech, the appearance of arbitrary mechanisms of behavior and activity.

Senior preschool age is very important for mental development, since purposeful cognitive activity comes first, during which significant changes occur in the mental sphere. Gradually, thinking begins to take the leading place in the structure of cognitive processes.

Children of older preschool age are distinguished by systematic analysis, differentiation of generalizations, and the ability to generalize. Features of the development of thinking during preschool childhood are manifested in the transition from the visual level of mental activity to the abstract-logical, from the concrete to the problematic, which is reflected in the flexibility, independence and productivity of thinking.

Speech small child formed in interaction with the people around him. In the process of communication, its cognitive and objective activity is manifested. Mastering speech rebuilds the entire psyche of the baby, allows him to perceive phenomena more consciously and voluntarily. The great Russian teacher K.D. Ushinsky said: "The native word is the basis of all mental development and the treasury of all knowledge. Therefore, it is also important to take care of the timely development of children's speech, pay attention to its purity and correctness."

In children of senior preschool age, the development of speech reaches quite high level. Most children correctly pronounce all the sounds of their native language, can regulate the strength of the voice, the pace of speech, reproduce the intonation of the question, joy, surprise. By the senior preschool age, the child accumulates a significant vocabulary. The enrichment of vocabulary (vocabulary, set of words used by the child) continues, but special attention is paid to its qualitative side: an increase in vocabulary with words of similar (synonyms) or opposite (antonyms) meanings, as well as polysemantic words.

Among the many important tasks of educating and educating preschool children in kindergarten, speech development is one of the main ones. This task consists of a number of special, particular tasks: educating a sound culture of speech, enriching, consolidating and activating the dictionary, improving the grammatical correctness of speech, forming colloquial (dialogical) speech, developing coherent speech, raising interest in the artistic word, preparing for literacy.

These tasks are solved throughout the preschool age. However, at each age stage, the tasks gradually become more complicated, teaching methods change. Each of these tasks has a whole range of problems that need to be addressed in parallel and in a timely manner.

In preschool childhood, the child masters, first of all, dialogic speech, which has its own characteristics, manifested in the use of linguistic means that are acceptable in colloquial speech, but unacceptable in constructing a monologue according to the laws of the literary language.

The dialogical form of speech, which is the primary natural form of linguistic communication, consists of an exchange of statements, which are characterized by a question, answer, additions, explanations, objections, remarks. At the same time, facial expressions, gestures, and intonation play a special role, which can change the meaning of a word.

It is necessary to develop in children the ability to build a dialogue (ask, answer, explain, ask, give a cue, support) using a variety of language tools in accordance with the situation. To do this, conversations are held on various topics related to the child's life in the family, kindergarten, with his relationships with friends and adults, his interests and impressions. It is in the dialogue that the child learns to listen to the interlocutor, ask questions, answer depending on the surrounding context. Most importantly, all the skills and abilities that were formed in the process of dialogic speech are necessary for the child to develop monologue speech.

At the senior preschool age, the most important stage in the development of children's speech is basically completed - the assimilation of the grammatical system of the language.

The proportion of simple common, complex and complex sentences is increasing. Children develop a critical attitude to grammatical errors, the ability to control their speech. Children of senior preschool age are actively mastering the construction different types texts: descriptions, narratives, reasoning. In the process of developing coherent speech, children also begin to actively use different ways of connecting words within a sentence, between sentences and between parts of an utterance, while observing its structure.

With regard to the development of coherent speech, the main shortcomings relate to the inability to build a coherent text using all structural elements(beginning, middle, end), and connect parts of the statement in various ways by chain and parallel connection.

In older preschoolers, coherent, monologue speech is being improved. Without the help of an adult, he can convey the content of a short fairy tale, story, cartoon, describe certain events that he witnessed. At this age, the child is already able to independently reveal the content of the picture, if it depicts objects that are familiar to him. But when compiling a story from a picture, he still often focuses his attention mainly on the main details, and often omits secondary, less important ones.

Possession of a liaison monologue- the highest achievement of speech education of preschoolers. It incorporates the development of the sound culture of the language, vocabulary, grammatical structure and takes place in close connection with the development of all aspects of speech - lexical, grammatical, phonetic. Each of these sides has a program core that affects the organization of speech utterance and, consequently, the development of coherent speech. The connectedness of speech includes the development of skills to build statements of various types: description (the world in statics), narration (an event in motion and in time), reasoning (establishment of cause-and-effect relationships).

When teaching children how to build a detailed statement, it is necessary to form elementary knowledge about the structure of the text (beginning, middle, end) and ideas about the ways (means) of communication between sentences and structural parts of the statement. It is the methods of connection between sentences that act as one of the important conditions for the formation of the coherence of a speech statement.

In the process of rich speech practice, the child, by the time he enters school, also masters the basic grammatical patterns of the language. He correctly builds sentences, competently expresses his thoughts in the amount of concepts available to him. The first sentences of a preschool child are distinguished by the simplification of grammatical constructions. These are simple non-common sentences, consisting only of a subject and a predicate, and sometimes only of one word, with which he expresses the whole situation. Most often he uses words denoting objects and actions. Somewhat later, common sentences appear in his speech, containing, in addition to the subject and predicate, definitions, circumstances. Along with the forms of direct cases, the child also uses forms of indirect cases. The grammatical constructions of sentences also become more complicated, subordinate constructions appear with conjunctions "because", "if", "when", etc. All this speaks of the growing complexity of the child's thinking processes, which finds expression in speech. During this period, he develops dialogic speech, which is often expressed in a conversation with himself during the game.

Work on intonation, sound expressiveness of speech is necessary so that children learn to express their attitude to the statement with their voice, raising or lowering their voice in accordance with the context, logically and emotionally emphasizing the spoken text.

The close connection of articulation and intonation abilities implies the formation of auditory and articulation-pronunciation skills in broad sense words.

The development of thinking has a positive impact on the development of the semantic side of the speech activity of a preschooler. Speech activity is improved in quantitative and qualitative terms.

In children of older preschool age, the development of speech reaches a high level: the child masters contextual monologue speech, composes different types of stories: descriptive, narrative creative (message stories, reflections, explanations, sketches), retells artistic texts, composes stories according to the teacher’s plan and independently, tells about events from one's own life, according to the meaning of the picture, works of art, on the theme of a game and fictional situation. Pupils accumulate a significant vocabulary, the proportion of simple common and complex sentences increases. By the end of preschool age, the child begins not only to use coherent speech, but also to be aware of its structure. Children develop a critical attitude to grammatical errors, the ability to control their speech.

At the same time, the following features in the speech of older preschoolers can be noted: some children do not pronounce correctly all the sounds of their native language, do not know how to use intonation, adjust the speed and volume of speech, make mistakes in the formation of different grammatical forms (cases, singular and plural). In the older group, children continue to be introduced to the sound side of the word and a new type of work is introduced - familiarization with the verbal composition of the sentence. This is necessary to prepare preschoolers for literacy.

We can say that the foundation of a child's speech development is laid in the preschool period, so speech at this age should be the subject of special care on the part of adults.

Thus, speech is a powerful factor in the mental development of a person, the formation of him as a person. Under the influence of speech, consciousness, views, beliefs, intellectual, moral, aesthetic feelings are formed, the will and character are formed. All mental processes with the help of speech become controlled.

The child learns language, masters speech as a result of social experience of communication and learning. Which language he learns as his native language depends on the environment in which he lives and the conditions of education.

Speech is the most important creative mental function of a person, the area of ​​manifestation of the inherent ability of all people to cognize, self-organize, self-development, to build their personality, their inner world through dialogue with other personalities, other worlds, other cultures. Speech is a mental process of a generalized reflection of reality, a form of existence of human consciousness, serving as a means of communication and thinking.

Senior preschool age is a period of intensive formation of new mental qualities, a significant restructuring of cognitive processes. This period of preschool childhood is characterized by its characteristic features of psychophysiological development.

At the senior preschool age, a new stage of speech development begins:

)speech from situational becomes contextual;

2)the regulatory function of speech develops, which helps to regulate activity and behavior;

)the planning and instructive functions of speech are formed, which manifest themselves first in the game, and then in the learning activity;

)the sound side of speech activity is improved: defects in sound pronunciation are overcome, the child distinguishes similar sounds by ear and in his own speech, the sound analysis of words is mastered;

)the semantic side of speech activity is being improved: the vocabulary is enriched, lexical variability appears, the coherence of speech is formed, children master the monologue.

We found out the concept, forms, functions and properties of speech, as well as the features of the development of speech in children of older preschool age. Further, we consider it necessary to determine how effective the use of theater classes in kindergarten is for the development of speech in children of senior preschool age.

Chapter II. Classes in the theater circle as a means of developing the speech of children of senior preschool age

2.1 Classes of the theater circle in a preschool institution in a group preparatory to school

Theater is one of the most democratic and accessible forms of art for children, it allows you to solve many pressing problems. modern pedagogy and psychology related

)art education and upbringing of children;

2)formation of aesthetic taste;

)moral education;

)development of communicative qualities of a person;

)teaching verbal and non-verbal communication;

)education of the will, development of memory, imagination, initiative, fantasy, speech (dialogue and monologue);

)creating a positive emotional mood, relieving tension, resolving conflict situations through the game.

Theatrical activity is the most common type of children's creativity. Entering the image, the child plays any role, trying to imitate what he saw and what interested him, and receiving great emotional pleasure.

Classes in the theater circle help develop the interests and abilities of children; contribute to the overall development; the manifestation of curiosity, the desire to learn new things, the assimilation of new information and new ways of acting, the development of associative thinking: perseverance, purposefulness, the manifestation of general intelligence, emotions when playing roles.

Frequent performances on stage in front of the audience contribute to the realization of the creative forces and spiritual needs of the child, emancipation and self-esteem. The alternation of the functions of the performer and the spectator, which the child constantly takes on, helps him to demonstrate to his comrades his position, skills, knowledge, and imagination.

Theatrical games and performances allow children to immerse themselves in the world of fantasy with great interest and ease, teach them to notice and evaluate their own and other people's mistakes. Children become more liberated, sociable; they learn to clearly formulate their thoughts and express them publicly, to feel and cognize the world around them more subtly.

To introduce children to the world of the theater, to theatrical amateur performances in MBDOU Kindergarten No. 9 "Bell" the theater group "Teremok" is working, leaders: educator T.G. Tevs and music director S.A. Burakova. 20 children of the preparatory group for school are engaged in the theater circle. The purpose of the circle: the development of communication skills and creative abilities in preschool children in a theatrical game.

During the classes of the theater circle in the preparatory group, the following tasks were identified:

)development of creative abilities and creative independence of a preschooler;

2)fostering interest in various types of creative activity;

)mastering improvisational skills;

)development of all components, functions and forms of speech activity;

)improvement of cognitive processes.

)watching puppet shows and talking about them;

2)dramatization games;

)acting out various fairy tales and dramatizations;

)exercises on the formation of expressiveness of performance (verbal and non-verbal);

)exercises for the socio-emotional development of children.

Classes are basically built according to a single scheme:

)introduction to the topic, creating an emotional mood;

2)theatrical activity (in various forms): cognitive part; game part;

)an emotional conclusion that ensures the success of theatrical activity.

The group has created a theater corner, which includes the following types of theater:

)finger theater (represented by head puppets);

2)b-ba-bo theater. The puppets of this theater usually act on a screen behind which the driver is hiding;

) shadow theater;

)toy theatre. Any ordinary toys identical in material are used;

)cardboard theater (on the table). Pictures-characters are moved in accordance with the content of the read fairy tale;

)theater on flannelgraph;

)theater of coffee cups;

)pencil puppet theatre.

All work with preschoolers on the performance is divided into nine main stages:

)choosing a play or dramatization and discussing it with children;

2)dividing the play into episodes and retelling them by children;

)work on individual episodes in the form of sketches with improvised text;

)search for a musical and plastic solution for individual episodes, staging dances. Creation of sketches of scenery and costumes together with children;

)transition to the text of the play: work on episodes. Clarification of the proposed circumstances and motives for the behavior of individual characters;

)work on the expressiveness of speech and the authenticity of behavior in stage conditions; consolidation of individual mise-en-scenes;

)rehearsals of individual paintings in different compositions with details of scenery and props (can be conditional), with musical accompaniment;

)rehearsal of the whole play with elements of costumes, props and scenery. Specifying the tempo of the performance. Appointment of persons responsible for changing scenery and props;

)performance premiere. Discussion with the audience and children, preparation of an exhibition of children's drawings based on the performance.

The first stage of work on a play is connected with its selection. As a rule, fairy tales serve as material for the stage embodiment, which give an extremely bright, wide, multi-valued image of the world. The world of a fairy tale with its wonders and mysteries, adventures and transformations is very close to a child of preschool age. In order to arouse children's interest in the upcoming work, the first meeting of children with the play should be emotionally saturated: retelling of the fairy tales that formed the basis of the script; showing artistic illustrations in books; listening to musical works that will be used in a future performance; view feature films based on fairy tales. All this helps to feel the atmosphere of fairy-tale events, expand the horizons of children, activate cognitive interest.

The second stage involves dividing the play into episodes. After reading the script, the children retell each episode, complementing each other, and come up with names for them. For example: "The Return of the Prince", "Meeting the Princess", "The Journey of the Prince", etc.

The third stage is the work on individual episodes in the form of etudes with an improvised text. At first, the most active children participate in the sketches, but gradually all members of the team are involved in this process. Exercises with puppets are used in which children improvise the actions and dialogues of the characters. In such exercises, children are hindered by a relatively small vocabulary, which makes it difficult to conduct a free dialogue. But gradually, feeling the support of the leader, they will act more naturally and confidently, and their speech will become more diverse and expressive.

The fourth stage is introducing children to musical works, which will sound in whole or in fragments in the performance.

Bright musical images help children find the appropriate plastic solution. At first, children simply improvise movements to the music, independently mark the most successful finds. Then they move, turning into a particular character, changing their gait, postures, gestures, watching each other.

The fifth stage is a gradual transition to the actual text of the play. At rehearsals, the same passage is repeated by different performers, i.e. the same text sounds many times, this allows children to quickly learn almost all the roles. In addition, in kindergarten, educators participate in this work, who, in their free time, repeat individual episodes with subgroups of children. During this period, the proposed circumstances of each episode are clarified and the motives for the behavior of each character are emphasized. Children, watching the actions of different performers in the same role, evaluate who does it more naturally and more truthfully.

At the sixth stage, work on the role begins. The child, due to age-related psychological characteristics, always plays himself, he is not yet able to reincarnate, to play the feelings of another person. Based on personal emotional experience and memory, he can recall a situation in his life when he had to experience feelings similar to those of the characters in the play. In no case should you impose on young performers the logic of another person's actions or your specific patterns of behavior.

You can’t tell a child: “Be scared,” or show your own course of action. This leads to programmed behavior. You can suggest, help the child remember some life episode when he was really scared. Only in this case, the behavior of the participants in the theater circle on stage will be natural, genuine. It is very important to achieve interaction with partners, the ability to hear and listen to each other and change your behavior accordingly.

There is no need to offer children pre-conceived mise-en-scenes and establish a line of behavior for each character. Different compositions of performers offered their own options, and the most successful mise-en-scenes were fixed for further work on the performance.

The seventh stage is the rehearsal of individual paintings in different compositions. At this stage of work, you need to make sure that the children do not repeat the poses, gestures, intonations of other performers, but look for their own options. It is necessary to teach the pupils to place themselves on the stage, without straying, without blocking each other.

The eighth stage is the shortest in time. During this period, rehearsals of the entire play take place. If before that the circle members acted in conditional scenery, with conditional objects (large cubes, chairs, sticks, handkerchiefs, flags), now they need to use scenery, props and props prepared for the performance, as well as costume elements that help in creating the image.

Rehearsals must be musical accompaniment, because this leads to a refinement of the tempo-rhythm of the performance. The protractedness of individual scenes or, on the contrary, excessive haste, crumpledness make the performance uninteresting for the audience.

The ninth stage - the premiere of the performance - is at the same time a general rehearsal, since up to this point the children have never acted in costumes. The first spectators are teachers who, very strictly, but objectively evaluate the performance of the pupils.

The premiere is always excitement, vanity and, of course, an upbeat, festive mood. In practice, children begin to understand what the collectivity of theatrical art is, how the success of the performance depends on the attention and responsibility of each performer. There is no point in having a discussion immediately after the presentation. The guys are too excited and are unlikely to be able to evaluate their successes and failures. But the very next day in a conversation you can find out how critically they are able to relate to their own game.

For children, the most important and useful period is the preparation of the performance, and then the opportunity to play it as long and often as possible. The statement that children get tired of playing the same thing is not true. This is possible only if everything in the performance is programmed and the young performers blindly follow the director's will. But, if the guys understand what they should do on stage, but try to act differently each time, then this is already an element creative improvisation. In addition, performances can be played in different compositions. The same role in the performance of different children completely changes, acquiring new colors and sounds. Everyone puts their little experience, their emotions and feelings into it. And here the task of the teacher is to reveal the individuality of the child, to teach him to look for his own means of expression, and not to imitate other performers.

It is interesting and informative for children to play the plots of fairy tales with the help of a table theater, toys, pictures. First, the educator himself does this, and then attracts the children when they get comfortable enough and study the work.

Puppet theatricalization of fairy tales is very captivating for children. They quickly memorize the words of all the characters, often improvise. Speech becomes more expressive, competent. Children begin to use new words, proverbs, sayings from the script.

A theater group in kindergarten should be organized in the evening, as classes are held in the morning for basic educational activities.

It is desirable that the circle classes are held in small subgroups, which will provide an individual approach to each child. Moreover, each time the subgroups should be formed differently, depending on the content of the classes.

Classes should simultaneously perform a cognitive, educational and developmental function and in no way be reduced only to the preparation of performances. Their content, forms and methods of conducting should simultaneously contribute to the achievement of three main goals: the development of speech and skills in theatrical and performing activities; creating an atmosphere of creativity, social and emotional development of children. Therefore, the content of such classes is not only acquaintance with the text, any literary work or fairy tale, but also acquaintance with gestures, facial expressions, movement, costumes, mise-en-scene, i.e. with the "signs" of the visual language. Also, the content of the circle classes includes: watching puppet shows and talking about them; dramatization games; acting out various fairy tales and dramatizations; exercises on the formation of expressiveness of performance (verbally and non-verbally); exercises for the social and emotional development of children.

One of the forms of organizing the activities of the circle is the pair work of the leader with the child - one on one. Such training is often referred to as individual learning. In the process of individual work, there is a close contact between the teacher and the child.

Theater classes are always loved by children. The great versatile influence of theatrical games on the personality of the child allows them to be used as a strong, but not intrusive pedagogical tool, because the baby feels relaxed, free, natural during the game. Thus, in the process of playing, children develop the skills of independent actions, which consist in being able to think through an idea without outside help, find visual and expressive means for its implementation, consistently implement the plan, control their actions in various types of theatrical activities, be able to act in various situations.

So that the interest in independent theatrical activity among children does not fade away, it is necessary to reinforce it with innovation. Such an innovation is the object-spatial environment, which is one of the main means of developing the child's personality, a source of his individual knowledge and social experience, and the development of creative abilities. This environment not only provides theatrical activities, but is also the basis for the independent creativity of each child, a kind of self-education. Therefore, when designing a subject-spatial environment, one should take into account the peculiarities of the emotional and personal development of the child, his interests, inclinations, curiosity, creativity, preferences and needs, and one should not forget about the individual socio-psychological characteristics of the child, because they imply a desire to participate in joint activities with peers, as well as the occasional need for privacy. At the same time, to ensure the optimal balance of joint and independent theatrical activities of children (theatrical games), each age group should be equipped with a theatrical zone or fairy tale corner, as well as a quiet corner where the child can be alone and rehearse any role in front of a mirror or again see illustrations for the play, etc.

The head of the circle sets a goal - not to be limited to screenwriting, directing and staging work with children-"actors", but to solve problems aimed at shaping creativity in children through the whole life of the kindergarten, through all types of children's activities.

The content of the classes includes, mainly, work on the performance: analysis of the content of the work, distribution of roles, game exercises, etudes that contribute to the practical and emotional development of actions in the plot. Staging work on a holistic performance is carried out in special classes, which take place at least once a week for thirty to forty minutes.

In the theatrical circle, under the guidance of a specialist, etudes are played to convey various feelings, and speech exercises are carried out.

On the days when the performance is scheduled, the roles are distributed among all the children of the group: who will go to deliver invitation cards for children - spectators (to the invited group) and adults (employees of the institution), who takes part in the design of the exhibition, the foyer of the children's theater, hangs out posters, who helps to prepare the artistic room (costumes, paraphernalia), etc. - This is in the first half of the day. After a daytime sleep, the game-action continues: now you need a controller, a guide, an attendant in the hall, on the stage, in a cafe; the artists change clothes in the dressing room. And at the appointed hour, guests come (children of another group and adults). The play begins. It is advisable to involve as many children as possible in it.

So, the synthetic nature of theatrical activity makes it possible to successfully solve many educational and educational tasks of a preschool institution: to cultivate artistic taste, develop creative potential, form a steady interest in theatrical art, which in the future will determine the need for each child to turn to the theater as a source of emotional empathy, creativity. complicity.

All this contributes to the expansion of horizons, develops the speech of children, enriches inner world. A new role, especially the dialogue of characters, puts the child in front of the need to express himself clearly, clearly, and understandably. His dialogic speech, its grammatical structure improves, he begins to actively use the dictionary, which, in turn, is also replenished. In the classroom of the theater group, children get acquainted with the world around them in all its diversity through images, colors, sounds, and correctly posed questions make them think, analyze, draw conclusions and generalizations. Bright images are emotionally perceived by children, awaken their fantasy, imagination, develop observation and interest in everything around them, and are an inexhaustible source for the development of coherent speech.

.2 Analysis of changes in the level of development of speech of older preschoolers - participants in the theater circle "Teremok"

L.V. Artemova, the author of the book "Theatrical games of preschoolers" points out that "Theatrical activity has a positive impact on the development of various aspects of the preschooler's speech for two reasons: the best examples of the artistic word are used in theatrical activity; the natural situation of verbal communication activates the vocabulary, improves coherent speech and grammar speech structure".

The diploma experiment was carried out by us in the period from 18.03.1013. to 12.05.2013. in MBDOU Kindergarten No. 9 "Bell" with. Badge of the Bogradsky district.

Research took place in three stages:

)ascertaining stage: speech development was diagnosed in a group of older preschoolers;

2)the formative stage, during which special classes of the theater circle were selected and conducted, affecting the development of speech;

)the control stage, during which a control diagnosis of the development of speech of older preschoolers was carried out.

At the ascertaining stage, in order to identify the level of speech development, we diagnosed children according to the method of O.S. Ushakova.

The study involved 20 children of the preparatory group for school, members of the theater circle "Teremok".

Method O.S. Ushakova consists of three series with tasks (Appendix 3). series - tasks to identify the level of development of vocabulary and grammar; series - tasks to identify the level of development of the sound culture of speech; series - tasks to identify the level of development of coherent speech.

The questions were asked to the children individually. The answers of preschoolers were recorded in the table (Appendix 4).

During the diagnostic examination of children, it was revealed that preschoolers have problems with vocabulary, an insufficient level of development of coherent speech, and undeveloped skills of grammatically correct speech. In 25% (5 people) of the children of the group, speech is developed at a low level, 75% (15 people) of pupils have an average level of speech development. A high level of speech development in children was not revealed. For clarity, let's put the diagnostic results on a graph.

Graph 1. Results of the ascertaining stage of the experiment

Based on the results of the diagnostics, the following tasks were set for the head of the theater circle:

1)enrich the vocabulary of children, activate it;

2)improve sound culture speech, intonation structure, dialogical speech;

)encourage children to respond to action games with sounds (living and inanimate nature), imitate the movements of animals and birds to the music, to the sounding word.

We have built our work on the following basic principles:

)firstly, on a careful selection of material, determined by the age capabilities of children;

2)secondly, the integration of work with various areas of educational work and activities of children (speech development, familiarization with nature, various games);

)thirdly, the active inclusion of children in the activities of the theater circle;

)fourthly, the maximum use of the developing potential of theatrical activity in creating a speech environment.

The development of speech is facilitated by a special organization of conditions for the purposeful teaching of children to various types of artistic activity in their interconnection.

Of all the activities, it is the theatrical that is closest to the child, since it is based on the game - an inexhaustible source of children's creativity. Theatrical activity is of great importance for the comprehensive development of the child, his feelings, experiences, emotional discoveries, spiritual enrichment.

Game-dramatization contributes to the active development of speech, independence, mental processes and various personality traits, emotional responsiveness, initiative, imagination.

Lev Semenovich Vygotsky said: "Being the most common type of children's creativity, it is dramatization, based on an action performed by the child himself, that most closely, effectively and directly connects artistic creativity with personal experiences."

This type of game has a great influence on the development of children's speech, the activation of its vocabulary. Children successfully master the richness of their native language, its expressive means, using intonations that correspond to the character of the characters and their actions.

With the help of a dramatization game, children better understand the content of the work, the logic and sequence of events, their development and causality, elements of speech communication (facial expressions, gesture, posture, intonation, voice modulation).

Theatrical activity is associated with real communication aimed at activity, independence, creativity, regulation of one's own emotional states.

Therefore, the inclusion of theatrical activity in the work of children's educational institutions allows children to form not only the correct model of behavior in the modern world, improve the general culture of the child, introduce him to children's literature, music, fine arts, reveal the creative potential of the child himself, but also enrich and activate the vocabulary children, give examples of the use of grammatical structures, develop the sound side and coherent speech. Preschool age is a period of active assimilation of the spoken language by the child, the formation and development of all aspects of speech: phonetic, lexical, grammatical.

If systematic work is organized with older preschoolers, then theatrical art is accessible to their understanding and awareness. The use of theatrical circle classes in the development of children's speech is carried out by a combination of various means and forms. Thus, the use of theatrical circle classes in the speech development of children fully justifies itself.

It is enough to conduct classes 2 times a week. The duration of the classes is 25 - 30 minutes, the regularity of the sessions helps to consolidate the positive effect in the development of the child's personality and speech. Individual work and general rehearsals are held once a week for no more than 40 minutes, it is desirable to carry out articulatory gymnastics. It should also be borne in mind that children like repetition. Therefore, it is advisable when theatrical actions are repeated in free activity - the children begin to play, and the teacher joins the game. They use mostly creative games with elements of search, choosing a more suitable solution to the problem (show the hero, guess by movement, rhythm, music, come up with an ending). After a pause, even inactive children are happy to perform well-known tasks.

The process of theater classes is based on developing techniques, they are a system of creative games and sketches. Theatrical games are designed for the active participation of children as equal participants pedagogical process. The course of classes is characterized by emotional saturation and the desire to achieve a productive result through collective creativity. Classes are held in an entertaining, interesting form for children, based on the plot construction, if possible.

Theatrical classes of the Teremok circle are based on such types of children's activities as:

)theatrical game;

2) rhythmoplasty;

)culture and technique of speech;

)foundations of theatrical culture.

Through these activities, the child not only enters the world of beauty, but also the emancipation of his creative abilities and musical abilities takes place.

The classes of the theater circle include didactic games for the development of the lexical and grammatical structure of the language, articulatory gymnastics, pantomime exercises, exercises for coordinating speech with movements, breathing exercises, word games. Children learn to create different character images. When composing works, vocabulary is enriched, the logic of plot construction develops.

For the development of the expressive side of speech, it is necessary to create such conditions in which each child could express his emotions, feelings, desires and views, not only in ordinary conversation, but also in public.

The habit of expressive public speech can be cultivated in a person only by involving him from childhood in speaking to an audience. This can be of great help theater classes.

Children learn and memorize texts of trainings, roles. Such work makes them think, analyze the motives of the characters' behavior, the logic of their actions. Questions skillfully posed by the leader help preschoolers to think, come to certain conclusions and generalizations. During rehearsal and training work, not only the vocabulary is activated, but also the culture of speech is improved, its range is expanded, the intonation system, flexibility and expressiveness of pronunciation are improved. In conversations with adults and peers in the process of theatrical activity, the practice of dialogue is developed.

In theatrical productions there is a plot idea and role-playing actions. One of the leading roles in them belongs to the head of the circle. Children are initially spectators: they cannot immediately and fully master creative process necessary to participate in theatrical productions. The speech of the leader at this stage serves as a role model. Children listen to the teacher speak, watch how he acts for the character, imitates role-playing movements. We pay special attention to the analysis of the plot of the chosen production, the analysis of the actions and deeds of the characters, the clarification of knowledge about objects, phenomena, their purpose, and the comparative characteristics of the characters. Gradually, the creative activity of children increases. Children become interested when they not only speak, but also act like fairy-tale characters. They try to imitate role-playing movements, watching each other, trying to get better and better at playing the part.

Etudes are used to express emotions (joyfully, surprised, sadly, quietly, loudly, quickly, slowly.), Gestures and reproduction of character traits. So children develop melodic-intonational expressiveness, fluency of speech. When organizing rehearsals, a flannelograph is used (especially at the initial stages). Pictures illustrate a story, a fairy tale. From rehearsal to rehearsal, the activity of children increases, they memorize the text, reincarnate "enter the image", master the means of expression. Children begin to feel responsible for the success of the production. The leader remains an active participant in it. With his explanations, he directs attention to those objects and phenomena that need to be clarified, fixed, in their minds.

Playing in game form images of their heroes, children also convey their main features: generosity, kindness, courage, cunning, greed, etc. These qualities are transmitted in the manner of the game and, affecting the emotional sphere of the child, contributes to his moral and aesthetic education. Children develop personal qualities - endurance, discipline, purposefulness; moral - courage, honesty, goodwill, etc. Due to the fact that theatrical performances are collective in nature, they contribute to the formation of communication skills, collectivism, and mutual assistance.

The classes of the theater circle include games with the word (Appendix 5), which develop coherent figurative speech, the ability to compose short stories and fairy tales, and select the simplest rhymes. Children learn to create different character images. In this work, the child lives with the hero's actions and deeds, emotionally reacts to his external and internal characteristics, builds the logic of the hero's behavior. Children develop a moral and aesthetic responsiveness to the beautiful and the ugly in life and in art. When composing works, the vocabulary is enriched, the logic of plot construction develops, when choosing musical and artistic elements for the brightness of the image, a sense of taste is formed.

)acquaintance with the staging (what is it about, what are the main events in it);

2)acquaintance with the heroes of the dramatization (where they live, what their house looks like, what their appearance, clothes, demeanor, relationships with each other, etc.);

)distribution of roles;

)direct work on the role: drawing up a verbal portrait of the hero;

)fantasizing about his home, relationships with parents, friends, inventing his favorite dishes, activities, games; composition of various cases from the life of the hero, not provided for by the dramatization; analysis of the fictional actions of the hero; work on the text (why does the hero say that, what is he talking about this moment thinks). We consider the main task at this stage to be the need to help the child understand, feel everything that is hidden behind the words of the text;

)work on stage expressiveness: determination of appropriate actions, movements, gestures of the character in the playing space, his position on the stage, tempo of performance, facial expressions, intonation;

)preparation of theatrical costume;

)creating an image with the performance of skillfully applied makeup.

The teacher himself needs to be able to expressively read, tell, look and see, listen and hear, be ready for any transformation, i.e. master the basics of acting and directing skills. One of the main conditions is the adult's emotional attitude to everything that happens, sincerity and genuineness of feelings. The intonation of the teacher's voice is a role model. Therefore, before offering children any task, you should repeatedly practice yourself.

The teacher for work needs to choose works of art in accordance with the level of development and age characteristics. 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). When selecting works, you must comply with the requirements: works must be more complex in content, volume and moral significance. When writing scripts, a prerequisite is the presence of the author's speech, with the help of which the children's actions on stage are guided, giving them self-confidence.

When distributing roles in dramatization, it is necessary to take into account the speech capabilities of each child. It is very important to let the child perform on an equal footing with others, even with the smallest role, in order to give him the opportunity, by reincarnating, to distract himself from a speech defect or demonstrate correct speech, learn to overcome speech difficulties and cope with shyness. The desire to get the role of a character is a powerful incentive for the productive mastering of the skills of correct sound pronunciation. You also need to work a lot and actively on the technique of speech - this is the pronunciation of tongue twisters, tongue twisters, warming up the tongue, rhythmic movements, warming up the fingers, exercises aimed at pronouncing vowels, consonants.

The child, due to age-related psychological characteristics, always plays himself, he is not yet able to reincarnate, to play the feelings of another person. Based on personal emotional experience and memory, he can remember a situation in his life when he had to experience feelings similar to those of the heroes of a fairy tale. In no case should you impose on children the logic of the actions of another person or your specific patterns of behavior. It is very important to achieve interaction with partners, the ability to hear and listen to each other and change your behavior accordingly.

Obviously, everything must be justified on the stage: every act, every look. All actions must have some reason, be expedient. The stage behavior of the child must be motivated, having an inner meaning within the framework of the role that he performs. Working on facial expressions, comprehending body language, movements, children gradually master the means of expression that will help them succeed on the stage of the children's theater, feel confident in themselves and their abilities, and imperceptibly for the young artists themselves, an effective impact on the development of their speech abilities is carried out. .

The necessary conditions for the development of speech are the following:

Knowledge is considered acquired if the child can apply it in a non-standard situation.

The requirements for speech, which are presented in the speech development classes, must be observed in other classes, in the process of playing, working, regime moments.

Pay attention to the culture of communication (teach children to speak calmly, without shouting, not to interrupt the speaker, not to get annoyed, to be able to patiently listen to others).

During class you must:

)listen carefully to the answers and suggestions of the children;

2)if they do not answer, do not require explanations, proceed to actions with the character;

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

)ask who turned out similar and why, and not who did better;

)in conclusion, bring joy to children in various ways.

Theatrical art is close and understandable to children already because the theater (any) is based on the game, and preschoolers love to play very much, because this is their main activity. Children are born artists, and it is necessary in every way to encourage and develop in them the desire for theatrical activity, which allows the child to recognize himself, his emotional world, and enrich his personal experience.

The most difficult stage of theatrical activity and, at the same time, the cherished desire of most children is participation in performances. Of course, not every child can play the role of a fairy-tale or real character, but the practice of the work has shown that many children who have mastered certain stage movements, mastered the basic techniques of expressive and pure speech in terms of sound quality, cope quite well with the chosen role.

In the system of work on the development of speech in the classroom of the theater circle, speech games are used, in close connection with other methods and techniques. In the director's game, speech games help children understand the emotional states and actions of the characters; in verbal commentary - they deepen the awareness of their own feelings in pantomimic etudes; V word drawing- lead to the use of appropriate language means to create psychological portraits artistic works. On the one hand, this enriches the vocabulary, on the other hand, it qualitatively affects the emergence of interest in linguistic wealth and independent verbal creativity.

In games, independent statements of children are encouraged regarding the plot of the work, the actions of peers, and their own experiences. Therefore, when, at the end of the theatricalization, discussions do not start on their own, the leader should ask the children about what games and exercises they liked, remembered, and what roles of characters they would like to play again. If it is difficult for a child to formulate a coherent message from memory, he is invited to watch a video recording of individual theatrical games. The opinion of children is taken into account.

Between theatrical performances, attention should be paid to behavioral reactions, emotions of preschoolers. It is advisable for closed children to distribute the roles of heroes with strong character traits (strong bear, brave Dasha, etc.). Children who are prone to stubbornness, whims, and sneakiness in theatricalization in sketches depict negative character traits, make up comments, stories about such characters (whim, a braggart chicken, grimaces, naughty Vanya). In the future, you can notice positive effects, improved mood, development of emotional stability and coherent speech of the child.

The involvement of parents in the development of children's speech plays a special role. In order for them to be able to provide the child with qualified assistance in our kindergarten, such forms of work with parents are used as: consultations (Appendix 7), thematic parent meetings, sliding folders, etc.

At the end of the formative stage, we carried out diagnostics in order to identify the effectiveness of the work done. For re-diagnosing, types of tasks similar to the first ones were used. The results of the pupils' answers were recorded in the table (Appendix 6). It was found that 10% (2 people) of children have a low level of speech development, 60% (12 people) have an average level, and 30% (6 people) of children have a high level.

Graph 2. Results of the control stage of the experiment

Analysis of the results of the control diagnostics showed that the classes of the theater circle conducted with children are effective. In children, the level of speech development increased compared to the ascertaining stage: if at the first stage a low level of speech development was detected in 25%, then at the control stage - in 10%, the average level decreased from 75% to 60%, a high level of speech development at the ascertaining stage stage was not detected in any child, at the control stage, 6 children showed a high result, i.e. 30%.

In order to better see the change in the level of speech development, we will display the data of the ascertaining and control stages on a comparative diagram.

Graph 3. Comparative chart of results

Based on the results of the diagnostics, the following conclusion can be drawn: in the classes of the theater circle, children have an excellent opportunity to enrich their vocabulary and develop coherent speech. Sketch games encourage children to communicate, verbal accompaniment of their actions, teach improvisation.

So, the theater is one of the brightest, most colorful and accessible areas of art for the perception of the child. It brings joy to children, develops imagination and fantasy, promotes creative development child and the formation of the basis of his personal culture.

Working on the problem of speech development in the classes of the theater circle, we came to the conclusion that theatrical activities are an effective means of developing speech. Classes in the theater circle provide high efficiency in the development of children's speech, since they reveal to them the accuracy and expressiveness of the language, show how rich their native speech is with humor, lively and figurative expressions. The inherent extraordinary simplicity, brightness, figurativeness, the peculiarity of repeatedly reproducing the same speech forms and images make it necessary to put forward theater classes as a factor in the development of coherent speech of children. At the lessons of the theater circle, the child learns many new words, figurative expressions, his speech is enriched with emotional and poetic vocabulary. Theatrical art helps children express their attitude to what they have heard, using comparisons, metaphors, epithets and other means of figurative expression.

Conclusion

In the first chapter of our study, we gave a definition of speech and revealed that speech is a multi-species and multifunctional psychological process. The main functions of speech are communicative, generalization and significative. The basis for the classification of speech is a number of criteria with the allocation of the corresponding types: by the type of means of communication used (verbal, non-verbal, oral and written), by the type of social processes served (external and internal), by the basis of discontinuity-continuity (monologic and dialogic).

We also compiled a psychological and pedagogical description of the senior preschool age, concluding that this is a period of intensive formation of new mental qualities, a significant restructuring of cognitive processes.

In children of older preschool age, the development of speech reaches a high level: the child masters contextual monologue speech, composes different types of stories: descriptive, narrative creative (message stories, reflections, explanations, sketches), retells artistic texts, composes stories according to the teacher’s plan and independently, tells about events from one's own life, according to the meaning of the picture, works of art, on the theme of a game and fictional situation.

The second chapter of the study is devoted to describing the features of the work of the theater circle in the conditions of a preschool institution and experimental and search work on the development of speech in children of senior preschool age.

Theatrical activity has a synthetic character, which makes it possible to successfully solve many educational and educational tasks of a preschool institution: to cultivate artistic taste, develop creative potential, and form a steady interest in theatrical art. All this contributes to the expansion of horizons, develops the speech of children, enriches the inner world.

A new role, especially the dialogue of characters, puts the child in front of the need to express himself clearly, clearly, and understandably. His dialogic speech, its grammatical structure improves, he begins to actively use the dictionary, which, in turn, is also replenished.

Classes in the theater circle develop and improve speech, since in the process of working on the expressiveness of the characters’ replicas, their own statements, the child’s vocabulary is imperceptibly activated, the sound culture of his speech and its intonational structure are improved.

Working on the problem of speech development in the classroom, we came to the conclusion that theatrical activities are an effective means of developing speech, since they provide high efficiency in the development of children's speech, reveal to them the accuracy and expressiveness of the language, show how rich their native language is. speech with humor, lively and figurative expressions. At the lessons of the theater circle, the child learns many new words, figurative expressions, his speech is enriched with emotional and poetic vocabulary.

Thus, the goal of our work is achieved, the hypothesis is confirmed.

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Dramatization of the fairy tale "Best Friends".

Game "What can I do" Reading a poem by B. Zakhoder "That's how I can do it."

Guessing riddles.. Cheerful dance.

Requirements for the level of training.

Should be able to: interested in engaging in theatrical and gaming activities; play simple performances on familiar literary subjects using expressive means; (intonation, facial expressions, gesture); use in theatrical games figurative toys, independently made from different materials;
Depict clues to riddles using expressive means; perform in front of parents, children of their group, kids with dramatizations.

Must know:- some types of theaters (puppet, drama, musical, children's, animal theater, etc.); - some techniques and manipulations used in familiar types of theaters: rubber, plastic, soft toys (puppet), table, table-plane, cone toys, stand on flannelgraph and magnetic board.

Literature

1. Mikhailova M.A. Holidays in kindergarten. , games, attractions. Yaroslavl, 2002.
2. Naumenko G.M. Folklore holiday in kindergarten and school. M., 2000.
3. Petrova T.I., Sergeeva E.A., Petrova E.S. Theatrical games in the children's garden. M., 2000.
4. Pole L. Theater of fairy tales. SPb., 2001.
5. Makhaneva M.D. Classes in theatrical activities in kindergarten. Creative center "Sphere" Moscow, 2007.

Alfiya Pronina

Explanatory note

Artistic and aesthetic education occupies one of the leading places in the content of the educational process of a preschool educational institution and is its priority. For the aesthetic development of the child's personality, a variety of artistic activity- visual, musical, artistic and speech, etc. An important task of aesthetic education is the formation of aesthetic interests, needs, taste, and creative abilities in children. The richest field for the aesthetic development of children, as well as the development of their creative abilities, is theatrical activity. In this regard, in our group I lead the theater circle "Fairy Tale".

Theatrical activities are aimed at developing the interests and abilities of the child; contribute to the overall development; the manifestation of curiosity, the desire for new knowledge, the assimilation of new information and new ways of action, the development of associative thinking; perseverance, determination, the manifestation of general intelligence, emotions when playing roles. In addition, theatrical activities require the child to be decisive, systematic in work, hard work, which contributes to the formation of strong-willed character traits. The child develops the ability to combine images, intuition, ingenuity and ingenuity, the ability to improvise. Theatrical activities and frequent performances on stage in front of the audience contribute to the realization of the creative forces and spiritual needs of the child, emancipation and self-esteem. The alternation of the functions of performer and spectator, which the child constantly assumes, helps him to demonstrate to his comrades his position, skills, knowledge, and imagination.

Exercises for the development of speech, breathing and voice improve the speech apparatus of the child. Performing game tasks in the images of animals and characters from fairy tales helps to better master one's body, to realize the plastic possibilities of movements. Theatrical games and performances allow children to immerse themselves in the world of fantasy with great interest and ease, teach them to notice and evaluate their own and other people's mistakes. Children become more liberated, sociable; they learn to clearly formulate their thoughts and express them publicly, to feel and cognize the world around them more subtly.

Relevance. Using the program allows you to stimulate the ability of children to imaginative and free perception of the world around them (people, cultural values, nature, which, developing in parallel with traditional rational perception, expands and enriches it. The child begins to feel that logic is not the only way to know the world, which beautiful can be something that is not always clear and usually.Realizing that there is no truth one for all, the child learns to respect other people's opinions, to be tolerant of different points of view, learns to transform the world, using fantasy, imagination, communication with people around him.

This program describes a training course in theatrical activities for preschool children 4-5 years old (middle group).

Novelty. The program systematizes the material described in the literature.

Target: To develop the communicative and creative abilities of children through theatrical activities.

Tasks:

1. Create conditions for the development of creative activity of children involved in theatrical activities.

2. Improve the artistic skills of children in terms of experiencing and

embodiment of the image, as well as their performing skills.

3. To form in children the simplest figurative and expressive skills, to teach

imitate the characteristic movements of fabulous animals.

4. To teach children the elements of artistic and figurative expressive means (intonation, facial expressions, pantomimics).

5. Activate the vocabulary of children, improve the sound culture of speech, intonation system, dialogic speech.

6. To form the experience of social behavior skills, create conditions for the development of children's creative activity.

7. Introduce children to various types of theater.

8. To develop children's interest in theatrical play activities.

9. Develop a desire to speak to parents, kindergarten staff.

The program involves two classes per month in the afternoon - 15:45-16:05. Lesson duration: 20 min.

The activity is carried out in the form of a game:

Game exercises;

Game-dramatization;

Role-playing game.

Expected Result:

Disclosure of children's creative abilities (intonation pronunciation, emotional mood, mimic expressiveness, imitation skills).

Development psychological processes(thinking, speech, memory, attention, imagination, cognitive processes, fantasies).

Personal qualities (friendly, partnership relationships; communication skills; love for animals).

Summing up forms:

Theatrical performances;

Participation in competitions in theatrical activities.

Perspective-thematic plan:

September

1. Theoretical Subject. Acquaintance with the concept of theater: puppet theater "Turnip", Youth Theater, Theatre of Drama(slide show, pictures, photos).

Purpose: to give children an idea about the theater; expand knowledge of theater as an art form; introduce the types of theaters; develop an emotionally positive attitude towards the theater.

2. Theoretical Subject. Acquaintance with theatrical professions (artist, make-up artist, hairdresser, musician, decorator, costume designer, artist).

Purpose: to form children's ideas about theatrical professions; to intensify interest in theatrical art; Expand words knowledge.

October

1. Practical Theme. Plot - role-playing game "Theatre".

Purpose: to introduce the rules of conduct in the theater; arouse interest and desire to play (act as a "cashier", "ticketman", "spectator"); cultivate friendships.

2. Theoretical Subject. Viewing the puppet theater "Turnip" (together with parents).

Purpose: to activate cognitive interest in the theater; develop an interest in stage creativity; explain to children the expressions "spectator culture"; "the theater begins with a hanger"; cultivate a love for the theatre.

November

1. Theoretical Subject. Acquaintance with the types of theaters (shadow, flannelograph, table, finger, plane theaters, bibabo puppet theater).

Purpose: to introduce children to different types of theaters; deepen interest in theatrical games; enrich vocabulary.

2. Practical Theme. Rhythmoplasty.

Purpose: to develop in children the ability to use gestures; develop motor skills: dexterity, flexibility, mobility; learn to move evenly around the site without colliding with each other.

December

1. Practical Theme. Acquaintance with the finger theater. Mastering the skills of owning this type of theatrical activity.

Purpose: to develop interest in various theatrical activities; continue to introduce children to the finger theater; skills in this type of theatrical activity; develop fine motor skills of hands in combination with speech.

2. Practical Theme. Psychogymnastics.

Purpose: to encourage children to experiment with their appearance (facial expressions, pantomime, gestures); develop the ability to switch from one image to another; cultivate a desire to help a friend; self-control, self-esteem.

January

1. Practical Theme. Reading the Russian folk tale "Turnip". Work on speech (intonation, expressiveness).

Purpose: to develop in movements a sense of rhythm, speed of reaction, coordination of movements; improve motor ability and plastic expressiveness; expand the range by virtue of the sound of the voice.

2. Practical Theme. Staged r. n. With. "Turnip".

Purpose: to create a positive emotional mood; develop a sense of self-confidence; introduce children to the art of theater.

February

1. Practical Theme. Acquaintance with the concept of "role dialogue".

Purpose: to develop the ability to build dialogues between characters in imaginary circumstances; develop coherent speech; expand the figurative structure of speech; cultivate confidence.

2. Practical Theme. Speech technique.

Purpose: to develop speech breathing and correct articulation; develop diction, learn to build dialogues; develop patience and perseverance.

March

1. Theoretical Subject. Reading r. n. With. "The Fox and the Crane".

Purpose: to develop attention, perseverance; stimulate emotional perception fairy tales for children; nurture positive relationships among children.

Game exercises.

2. Practical Theme. Dramatization n. With. "The Fox and the Crane"

Purpose: to cause a desire to participate in games - dramatizations; lead children to create the image of a hero, using facial expressions, gestures, movements; cultivate friendships.

April

1. Theoretical Subject. Tale "Teremok". Acquaintance with the characters of the fairy tale, the distribution of roles.

Purpose: to develop imagination, fantasy, memory in children; ability to communicate in the proposed circumstances; experience the joy of communication.

2. Practical Theme. Rehearsal of the performance based on the fairy tale "Teremok".

Purpose: to develop the expressiveness of gestures, facial expressions, voices; replenish vocabulary.

1. Practical Theme. Rehearsal of the performance based on the fairy tale "Teremok".

Goal: continue to teach children to listen to fairy tales; to develop associative thinking, performing skills, by imitating the habits of animals, their movements and voice; develop a love for animals.

2. Practical Theme. Show performance based on the fairy tale "Teremok" (for parents).

Purpose: to improve skills in finger theater; develop fine motor skills of hands in combination with speech; cultivate artistic qualities.

Bibliography

1. L. V. Artemova "Theatrical games of preschoolers", Moscow, "Dedication", 1991.

2. N. Alekseevskaya "Home Theatre", Moscow, "List", 2000

3. L. S. Vygotsky “Imagination and creativity in childhood", Moscow, "Enlightenment", 1991.

4. Magazines "Preschool education": No. 1/95, No. 8,9,11/96, No. 2,5,6,7,9,11/98, No. 5,6,10,12/97 ., No. 10.11/99, No. 11/2000, No. 1,2,4/2001

5. Magazines "A child in kindergarten": No. 1,2,3,4 / 2001.

6. Magazine "Secrets of the Puppet Theatre", No. 1/2000.

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11. L. M. Shipitsyna "The ABC of communication", St. Petersburg, "Childhood-press", 1998.

12. T. I. Petrova, E. Ya. Sergeeva, E. S. Petrova “Theatrical games in the recreation center Moscow “School press” 2000

13. M. D. Makhaneva “Theatrical classes in kindergarten”, Moscow, Creative center “Sphere”, 2003