Theatrical activities in Dow on Gos. Theatrical activity in kindergarten

Theatrical activities of preschoolers.

Description: This material is interesting and useful for parents, educators, musical leaders of kindergartens, for teachers additional education.
Purpose: The value of the theater in the life of a child, leading assistance to an adult.
Tasks:
1. To acquaint parents, teachers with theatrical activities and its meaning for the development of the child.
2. Show some a huge impact Theatrical activity has on the disclosure of the creative potential of the child.
3. Teach to navigate the directions of work on theatrical activity.

"Magic world of the theater!" Theatrical activities of preschool children.

Theater is magic world! It gives the lessons of beauty, morality and morality. And what they are richer, the more successful is the development of the spiritual world of children.
B. M. Teplov

Theatrical activity B. children's garden

This is a good opportunity to disclose the creative potential of the child, education of the creative orientation of the individual. Children learn to notice in the surrounding world interesting ideas, embody them, create your own artistic image Character, they develop creative imagination, associative thinking, speech, the ability to see unusual moments in the ordinary.
-Theatulized activity helps the child to overcome timidity, insecurity, shyness.
- In order, the theater helps the child to develop comprehensively.

The value of theatrical activity

In children educational institutions You can and need to be given, all species children's Theater.because they help:
- to form the right model of behavior in modern world;
- Enhance general culture child, attach to spiritual values;
- improve the child's speech, intensify the dictionary, improve sound culture speech, her intonation system; Improve dialogic speech, its grammatical system;
- to know the child with children's literature, music, fine art, etiquette rules, rites, traditions, to instill sustainable interest;
- gives elementary ideas about the types of theater;
- Improve the skill to embody certain experiences in the game, encourage the creation of new images, encourage to think;
- creatively refer to any case, the ability to communicate with peers and adults, the development of scenic creativity, musical and artistic abilities of children;
- Develops skills public speech and creative community.

The main directions of work with children

Theatrical game
Theatrical game is a historically established social phenomenon, an independent type of activity inherent to person.
Tasks: To teach children to navigate in space, it is evenly posted on the site, to build a dialogue with a partner on a given topic. Develop the ability to rapidly strain and relax separate groups Muscles, memorize the words of the heroes of performances, develop visual auditory attention, memory, observation, figurative thinking, fantasy, imagination, interest in stage art.
Rhythmoplastic
Rhythmoplasty includes complex rhythmic, musical, plastic games and exercises designed to ensure the development of natural psychomotor abilities of preschoolers, freedom and expressions of gestures, acquiring the feeling of harmony of their body with the outside world.
Tasks: develop the ability to arbitrarily respond to the command or musicThe willingness to act is coordinated, to develop the coordination of movement, to learn to memorize the specified postures and figuratively transmit them.
Culture and Technology Speech
This section of the work combines games and exercises aimed at developing breathing and freedom of the speech apparatus.
Tasks: develop speech breathing and proper articulation, clear diction, diverse intonation of speech logic; Learn to compose small stories and fairy tales, pick up the simplest rhymes; pronounce spears and poems, replenish vocabulary.
Fundamentals of theatrical culture
This section of the work is intended to acquaint children with elementary concepts and professional terminology of theatrical art, with its features and types of theatrical art; with the basics of acting skills; With the culture of the viewer.

Tasks: To acquaint children with theatrical terminology, with the main types of theatrical art, to educate the culture of behavior in the theater.
Work on the performance
Work on the performance is based on the author's plays and includes an acquaintance with the play, a fairy tale, as well as work on the performance - from the etudes to the birth of the performance.
Tasks: Learn to write etudes on fairy tales; develop action skills with imaginary objects; Develop the ability to use intonations expressing a variety of emotional states (sad, joyful, angry, surprised, delighted, complaints, etc.).

Organization of theatrical activities of preschoolers at different age stages

Junior group

At the age of 2 - 3 years old, the kids are vividly interested in games with a doll, they are impressive by small plots shown by the educator, they gladly express their emotions in motor images-improvisations to the music. The theatrical game is closely related to the plot-role-playing game, so most of the games reflect the circle of daily interests of children: games with dolls, with cars, construction, to hospital, etc. Familiar poems and songs are a good gaming material. Showing mini-play in the desk theater, with the help of individual toys and dolls, the tutor transmits the experiencing palette through intonation, and if possible, through the external actions of the hero. All the words and the movements of the characters should be clearly determined, to differ in nature and mood, it is necessary to follow in an uncommon pace and the action should be short. In order to restrain and eliminate the internal stiffness of the kids, special etudes are held, exercises for the development of emotions. Using the tendency of children to imitation, you can achieve an expressive imitation by the voice of various sounds of alive and inanimate nature. For example, children, depicting the wind, inflate the cheeks, making it diligently and carefree. The theatrical game allows the child to enter into a special relationship with the outside world, in which he cannot enter into the limited possibility itself.

Medium group

The baby is gradually moving:
- from the game "for yourself" to the game oriented at the viewer;
- from the game in which the main thing is the process itself, to the game, where the process and the result are significant;
- from the game in the small group of peers that perform similar roles, to the game in a group of five-seven peers, the role positions of which are different (equality, submission, management);
- from creating in the game-dramatization simple image To the embodiment of a holistic image, which combines the emotions, the mood of the hero, their shift.
Involve interest in theatrical games. Children learn to combine in the role of movement and text, movement and word, develop a sense of partnership, to use a pantomime two or four acting persons. Theatrical and gaming experience of children is expanding due to the development of the game-dramatization. In working with children uses:
- Multipoint games - dramatization in the texts of two - three - private fairy tales about animals and magic fairy tales ("Gus-Swans");
- Games - dramatization by stories on the topic of "work of adults";
- setting the performance on the work.
The substantive basis is the gaming etudes of reproductive and improvisational nature ("Guess what I do").

Senior group

Children continue to improve their performing skills, develops a sense of partnership. Walking, observations of others (the behavior of animals, people, their intonation, movement are held.) For the development of imagination, these tasks are held as: "Imagine ...", etc. Creating a situation of freedom and discrepancies, it is necessary to encourage children to fantasize, modify, combine , compose, improving on the basis of existing experience. So, they can reinstate the beginning and ending of acquaintances of the plots, invent new circumstances in which the hero gets into operation, enter into new characters. Mimic and pantomic etudes and etudes on memorizing physical actions are used. Children are connected to inventing fairy tales, reflecting them in fine activity. In dramatization, children show themselves very emotionally and directly, the dramatization process itself captures the child is much stronger than the result. Artistic abilities of children develop from speaking to a performance. In the process of theatrical activity, there is a special, aesthetic attitude towards the environment, general develops mental processes: perception, figurative thinking, imagination, attention, memory, etc.

Preparatory group

The children are preparing for the school of a group of vividly interested in the theater as a type of art. Preschoolers already know the basic rules of behavior in the theater. Special games - conversations, quizzes will help to prepare them for visiting the theater. Acquaintance with various types of the theater contributes to the accumulation of living theatrical impressions, mastering the skill of their understanding and aesthetic perception.
The game - dramatization often becomes a performance in which children play for spectators, and not for themselves, directory games are available to them, where the characters are dolls, obedient child. This requires the ability to regulate their behavior, movement, think about their words. Children continue to play small stories using different types of theater: desktop, bobbo, stand, finger; Invent and play dialogs, expressing the characteristics of the character and mood of the hero.
IN preparatory Groupe is an important place, not only the preparation and performance of the performance, but also subsequent work. It turns out the degree of assimilation of the content of the perceived and played performance in a special conversation with children, during which opinions are expressed about the content of the play, the characteristics of valid characters are given, the means of expressiveness are analyzed. At this age, children are no longer satisfied with the ready-made plots - they want to invent their own and should be provided for this. the necessary conditions:
- aiming children to create their own crafts for the director's desktop theatrical game;
- To acquaint them with interesting stories and fairy tales contributing to the creation of their own intention;
- to give children the opportunity to reflect plans in motion, singing, drawing;
- Show the initiative and creativity as an example for imitation.

Forms of the organization of theatrical activity
Choosing material for drawing, you need to repel from age capabilities, knowledge and abilities of children, enrich them life experience, encourage interest in new knowledge, expand creative potential.
- Suspension theatrical activities of adults and children, theatrical occupation, theatrical game on holidays and entertainment.
-Confolve theatrical and artistic activities, theatrical games in everyday life.
- Emini-games in other activities, theatrical play games, visits to children of theaters together with parents, mini-sketches with dolls during the study of the regional component with children, attracting the main doll - parsley into solving cognitive tasks.

Work forms
- Theater games
- Speech games
- Rhythmoplastic
- Staging songs, speakers, dance
- use of various types of theater
- dramatization of fairy tales
- visiting theaters;
- interaction with parents

Types of theater in kindergarten
- Bibabo
- desktop Theater.
- theater book
- theater of five fingers
- Mask Theater
- theatre hand shadows
- Filter shadow Theater.
- Theater "Living" shadows
- Magnetic Theater.
- Puppet Theater.
- Theater on flannelhemph

Organization of a corner of theatrical activity
In groups of kindergarten, corners for theatrical representations, performances are organized. They are given a place for directorial games with finger, desktop theater.
In the corner are located:
- Different types of theaters: Babaz, Desktop, Theater on flannelhemph, etc.;
-revizes for playing scenes and performances: dolls set, screen for doll theater, costumes, costume elements, masks;
-Trapites for various game positions: theatrical props, scenery, scenarios, books, samples of musical works, posters, ticket office, tickets, pencils, paints, glue, types of paper, natural material.

The value of theatrical activity Theatrical activity allows you to solve
Many pedagogical tasks concerning
expressiveness of the child's speech,
Intellectual and artistic easthetic education.
Theatrical activity - inexhaustible
Source of development of feelings, experiences and
emotional discoveries, method of admission to
spiritual wealth.
As a result of theatrical activity
The child will know the world with the mind and heart, expressing
his attitude to good and evil; knows joy
associated with overcoming the difficulties of communication,
Insecurity.

Feelings I.
Emotions
Little
Artist
Theatraliz
nno
Actors
b
Theatrospompoms B.
Raising
Speech development
fantasy
imagination
We become
Brewell
(confidence,
Fite)
We become smarter
(memory,
Sophistication,
resourcefulness,
horizon)
We become
Dobre

Tasks for the development of speech: 1. Replenishment and activation of the dictionary (at the expense of words denoting the names of objects, actions, signs); 2. Z.

Tasks for the development of speech:
1. Replenishment and activation of the dictionary (for
the score of the words denoting the names of objects,
actions, signs);
2. Fastening the skill of using direct
and indirect speech;
3. Improving monologic and
dialogical forms of speech;
4. Education of speech communication culture,
the ability to act agreed into
team.

In theatrical activity is actively
Developed dialogue as a form
Socialized (communicative) speech.
Scenic dialogs are perfect,
"Right", that is, the verified
Chronological, logical, emotionally.
Learned during the preparation for the play
literary images of speech children use
Subsequently as finished speech material in
Free speech communication.

Theatrical Game Tasks: Teach children navigate the space, evenly placed on the site, build a dialogue with a partner for

Theatrical game
Tasks: Teach children navigate
space, evenly posted
Playground, build a dialogue with a partner on
The specified topic. Develop the ability
arbitrarily strain and relax
Separate muscle groups, memorize words
Heroes of performances, develop visual
auditory attention, memory,
Observation, figurative thinking,
fantasy, imagination, interest in
Scenic art.
Rhythmoplastic
Tasks: Develop the ability
Arbitrarily react to
Team or musical
Signal, readiness
act agreed
Develop coordination
move moving to memorize
set poses and figurative
Transmit them.
The main directions of work with children
Work on the performance
Culture and Technology Speech
Tasks: develop speech breathing and
correctly articulation, clear
Dickey, diverse intonation
Speech logic; Learn to write small
stories and fairy tales pick up the simplest
rhymes; Speak speakers I.
Poems, replenish vocabulary.
Tasks: learn to write etudes by
fairy tales; Develop action skills
with imaginary objects;
Develop the ability to use
intonations expressing
A variety of emotional
states (sad, joyful,
angrily, surprised, delighted,
plaintive, etc.).

Forms of the organization of theatrical activity Choosing material for the dramatization, it is necessary to repel from age capabilities, known

Forms of organization
Theatrical
activities
Choosing material for drawing, you need
repel from age possibilities, knowledge and
Children's skills, enrich their life experience,
encourage interest in new knowledge
creative potential:
1Merially organized educational
Activity:
-Teatrical occupation;
-Translate game in other classes
2. Educational activities in the process
Questions:
-Translate game;
-Igra-dramatization;
3 independent theatrical and artistic
Activity, theatrical game in everyday
Life.

The spatial environment ensures the joint theatrical activity of children, is the basis of independent work.

SPECIONAL WIRON
Provides collaborative
Theatrical activity of children,
It is the basis of independent
creativity of every child, peculiar
The form of his self-education.
A variety of theaters contributes
Enhance the interest of children to
Theatrical activity.

In pedagogy and psychology, the problem is actively discussed
Interrelation of personality and creativity.
Preschool pedagogy looks for today the development of children in
purely children's activities in counterweight
School type.
It is the game that should be mainly used.
Teachers.
L.S.Vugotsky identified the game as leading activities
in preschool age. L.I. Bozovic considers it necessary
that leading activities amounted to the main
content
The life of children themselves.
So the game is a kind of center, around
which is focused on the main interests and
Estimation of children.
Theatrical activity is a variety
games.

Theatrical activity in kindergarten
organizationally can permeate all regime
moments: turn on in all classes in joint
The activities of children and adults in free time,
implemented in independent activity Children.
Theatrical activity can be organically
included in the work of various studios and circles;
Products of theatrical activity
(staging, dramatization, performances, concerts and
dr.) can be made to the content of holidays,
Entertainment and sweet Fridays.

Of all kinds of puppet theater in kindergarten
The greatest popularity is:
- theater of pictures (on flannelhemph, cardboard,
Table).
- Theater of toys and parsley (glove)
According to the method of control, theatrical dolls are divided into two
The main species is the rigging and outdoor.
The rover includes those who are drunk
Because of the screen.
In turn, they are glove and cinema.
Outdoor dolls "work" on the floor, doll
Manages them in front of the audience.
Outdoor include puppets and large (growth)
Dolls.

Theatrical activity is presented in
DOU
Puppet theater and theatrical
games,
which are divided into two groups:
Director games and dramatization games.

To the directorial games in the Dow include:
1. Desktop Theatrical Games:
- Table Toy Theater (Theater
Stepming, conical (or cylinder, box)
- Desktop theater of pictures (theater of the toy industry, cannon theater (on circles,
transparent glasses), plane theater)
2. Bench theatrical games:
- Book book,
- Shadow Theater,
- Theater on flannelhemph.

Theater on hand.

Forest theater - contributes to the best control of their own fingers.

The theater of dolls on the table - promotes the ownership of the management of the douses of the desktop theater (dolls from paper cones, cylinders, box

Theater dolls on the table - promotes possession
Desktop Doll Management Technique
(dolls from paper cones, cylinders, boxes.

Theater of toys

Cone
theatre

Canister

Plane
theatre

Plane Theater "Hare Misle".

Theatre
walking

Shadow play

Puppet show

Theater on flannelhemph: can be used as an independent entertainment as part of educational activities

Dramatic games

Types of dramatization are:
Mimic game images of animals, people
literary characters;
role-playing dialogues based on text;
Staging works (drills, small
Fairy tales, songs, small literary texts;
performing performances one or more
works (dramatic performances,
Music and dramatic performance, children's opera,
Spectacle on choreographic basis, performance
Rhythmoplasty, pantomime, musical).

To the game-dramatization in the presence of:
Dramatic Games - Attributes
The child puts on his fingers, but, as in dramatization,
Himself acts for the character.
(For example, Tales "Repka", goat and seven kids ",
"Swan geese".
Showing such fairy tales can show two, three children,
Which are located behind the screen).
Dramatic games with dolls Bibabo - in these games
On the fingers put on a doll. Moves her head
Hands, torso are carried out using movements
fingers, hand brushes.

There are many forms of training and upbringing as a process. comprehensive development Children, but theatrical activity is in this row "on retirement". This is the type of activity where the game, upbringing and training is inextricably linked. Each child is the wizard in nature. The deposits of creative abilities are inherent in any child. You need to be able to uncover them and develop. The joint task of kindergarten and parents help not lose creative skills Who they appear, as well as develop, who they sleep.

It can be argued that theatrical activity is the source of the development of feelings, deep experiences and discoveries of the child, acquiring it to spiritual values. This is a concrete visible result. But it is no less important that theatrical classes develop emotional sphere Child, make him sympathize with the characters, empathize the playful events.

All theatrical games can be divided into two main groups: dramatization and directorial. In games - the dramatization of the child, fulfilling the role as an "artist", independently creates an image with the help of a complex of expressiveness.

Types of dramatization are: games - imitation of images of animals, people, literary characters. Games - dramatize these role-playing dialogues based on text. But in the director's game "artists" are toys or their deputies, and the child, organizing activities as the "screenwriter and director" manages the "artists". "Voicing" heroes and commenting on the plot, it uses different means of expressiveness.

Types of directing games are determined in accordance with the variety of theaters used in kindergarten: table, plane and volumetric, doll shadow, finger, etc. In order to develop the creative abilities of children in the process of theatrical activity, it is necessary to allocate several conditions:

• The first condition is the enrichment of the medium by the attributes of theatrical activity and the free development of children of this environment (mini theater, which is periodically replenished with new attributes and scenery);
• The second condition is a meaningful communion of teacher and children.
• The third condition is the training of children with expressive means of theatrical activity:

Mimica - tells us without words about certain feelings and sentiments of a person, that is, when the person expresses any emotions.

Gestures - Dynamic body movement: hands, legs, heads, etc., as well as the pose.

Pantomimika - Mimica in combination with gestures.

Classification of theatrical games

In children junior Preschool Age There is a primary development of a directing theatrical game through:

• desktop theater toys;
• desktop Flat Theater;
• plane theater on flannelhemph;
• fingering theater.

IN aged 4-5 years old The child is mastering different types of desktop theater:

• soft toys;
• wooden Theater;
• cone theater;
• theater of the folk toy;
• plane figures;
• spoon theater;
• theater of the High Dolls (without Shirm, and by the end school year - and with shirma), etc.

IN senior and preparatory age groups Children can be acquainted with puppets, live hands theater, handkerchief, people - dolls.

Walking theater.

Shadow Theater.

However, the theater in kindergarten is a more extensive concept and also implies the direct participation of children as actors, screenwriters, directors. The theater in kindergarten enjoys great love from preschoolers. Children always with joy are included in the game: actively participate in the play, answer questions of puppet characters, empathize with them, suggest.

The theater in kindergarten "grows" with children. Acquaintance with the world of wonderful begins with the first junior Group. Children act as the audience, who, however, at the end of the presentation allowed to get acquainted with the characters, play with them, fold them in the box.

In the second youngest group, children become active participants in the plots. A finger theater or a puppet theater is that it will be clear to preschoolers at this age. Scenarios, as a rule, are borrowed from Russian folk fairy talesand children-actors learn to imitate characteristic movements fabulous foxes, bunnies, wolves.

In the middle group, the theater in kindergarten goes on new level. Children are invited to repeat the facial expansion and intonation of heroes. Children are involved as an actors and ideas are organized for parents. It must be said that for durable children theater in kindergarten is very useful. They get the opportunity to express themselves to reveal, but at the same time, as it were, "remaining in the shade", behind the screen.

The acting school is coming to conclusion in the preparatory group when children are offered difficult for their plot of Misanessen, heroes with "problematic" characters and complex in doll management, like coexiest or soft toys. On the entire segment of the preschool path, it is important not to leave a single child not noticed. Everyone must have a small but role. As a rule, kids are suggested in lunar roles, and active children who speak well, give to learn large pieces of text. One of the important conditions for the implementation of the system of artistic and aesthetic education in a preschool institution is the right organization of the developing subject-spatial environment. Therefore, in each age group there must be aesthetically decorated theatrical and game zone. One of the important conditions for the implementation of the system of artistic and aesthetic education in a preschool institution is the right organization of the developing subject-spatial environment. Therefore, in each age group there must be aesthetically decorated theatrical and game zone.

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Theater in kindergarten.

Already in early childhood, the child has the greatest possibility in the game, and not in any other activity, to be independent, but to study with peers, choose toys and use different items, overcome certain difficulties logically related to the plot of the game, Its rules. The older the children become, the higher the level of their common development, the more valuable is the game for the formation of amateur forms of behavior: children appear the opportunity to schedule the plot, find partners, choose funds to implement their ideas.

Theatrical games allow you to solve many pedagogical tasks regarding the formation of expressiveness of the speech of intellectual, communicative, artistic - aesthetic education, the development of musical and creative abilities.

Many authors (Sorokina N.F., Mengeritskaya D.V., Anufriev G.V., etc.) argue that now in kindergartens, children began to play less, especially in theatrical games. The games are collapsed and do not reach a developed form, which is negatively affected by the mental and personal development of children. To avoid this, the effect of adults on the development of musically - theatrical games is necessary. In order to carry out adequate pedagogical effects, but the attitude towards theatrical game, it is necessary to understand its specificity well, to have an idea of \u200b\u200bits developing value, which it should be on each age.

The observation of the theatrical activities of children showed inconsistencies in the level of development of the theatrical game to their age capabilities and gave a difficulty in adults on the management of theatrical games, so the goal of my work was to create conditions for the development of theatrical activity.

The concept of a theatrical game, its importance in the development of communicative skills in children 4-5 years

From the earliest years, the child seeks to work. Therefore, it is so important to create an atmosphere of the free expression of feelings and thoughts in the children's team, wake up the fantasy of children, try to maximize their abilities.

And in this, an important role belongs to the puppet theater. He entertains and raises children, develops their fantasy, teaches to empathize what is happening, creates a corresponding emotional attitude, liberates a child, increases his confidence. In order to turn theatrical lessons in a fascinating creative process, it is necessary to organically combine aesthetic education With the development of practical skills to work with a doll.

The basis theater lesson is a theatrical game.

The theatrical game is the most important means of development in children of empathy, that is, the ability to recognize the emotional state of a person in facial expressions, gestures, intonation, the ability to put themselves in its place in various situations, find adequate ways to assist. Mastering these means of expressiveness indicates the preparedness of children to theatrical game, about the level of general cultural development, on the basis of which understanding is facilitated artistic workThere is an emotional response to him.

Theatrical game - This is playing in the faces of literary works (fairy tales, stories, specially written insignments). The heroes of literary works are becoming active persons, and their adventures, events of life, changed by children's fantasy, the plot of the game. It is easy to see the feature of theatrical games: they have a ready-made plot, which means that the child's activity is largely predetermined by the text of the work.

The theatics and content of the theatrical game has a moral focus, which are in every fairy tale, literary work and should find a place in improvised productions. This is friendship, responsiveness, kindness, honesty, courage. Characters become imitation images. The child begins to identify himself with a loved way. The ability to identify such identification and allows us through the images of the theatrical game to influence children. With pleasure, reincarnating into a loved image, the baby voluntarily accepts and assigns his characteristic features. Independent playback of the role of children allows you to form experience in moral behavior, the ability to act in accordance with the moral standards. Insofar as positive traits Encouraged, and negative condemn, children in most cases want to imitate good, honest characters. And the approval of an adult decent act creates a sense of satisfaction that serves as an incentive for further control over his behavior.

The large and versatile effect of the theatrical games on the identity of the child allows them to use them as a strong unobtrusive pedagogicalSince the kid himself feels pleasure and joy. The educationalities of theatrical games are intensified by the fact that their subjects are practically not limited. It can satisfy the versatile interests of children (literary, musical). A variety of subjects, drawings of images, emotional theatrical games make it possible to use them in order to comprehensively raising personality.

Theatrical Games: Classification

Preschoolers, as a rule, are happy to come to kindergarten of the puppet theater, but no less they love and playing small performances themselves with the help of dolls that are always at their disposal. Children, engaged in the game, answer the questions of dolls, fulfill their requests, give advice, are reincarnated in one way or another. They laugh when the characters laugh, sad together with them, warn about danger, crying over the failures of the favorite hero, are always ready to come to his aid. Participating in theatrical games, children get acquainted with the world around the images, paints, sounds.

Theatrical games of preschoolers can be divided into two main groups: Director games and dramatization games.

TO director's games It is possible to take a desktop, shadow theater and theater on the flannelhemph: a child or an adult is not a acting person, but creates the scene, leads the role of a toy character, acts for him, depicts it intonation, faithful.

Dramatic Based on their own actions of the role of the role, which uses dolls or characters, put on fingers. The child in this case plays himself, using its means of expressiveness - intonation, facialy, pantomime.

L.V. Artemova offers the following classification of directories:

• Table Toy Theater: A wide variety of toys and crafts are used. The main thing is that they sustainably stood on the table and did not create interference when moving.
• Desktop theater pictures. Characters and scenery - pictures. Their actions are limited. The state of the character, his mood is transmitted by the intonation of the playing. Characters appear in the course of action, which creates an element of surprisability, causes the interest of children.
• Book book. Dynamics, the sequence of events is depicted by replacing each other illustrations. Outping the sheets of the book bench, the presenter demonstrates personal stories depicting events, meetings.
• Flangegraph. Pictures or characters are set on the screen. Holds their flannel, which is tightened by the screen and the back of the picture. Instead of flannels in the pictures, you can glue the pieces of velvet or sandpaper. The drawings are selected together by children from old books, magazines are created independently.
• Shadow Theater It requires a screen of translucent paper, black planar characters and I am a light source behind them, thanks to which the characters are discarded. The image can be obtained using your fingers. The show is accompanied by the corresponding sound.

L.V. Artemova also allocates several types of admonstorming games.

• Dramatic game with fingers. Attributes The child puts on his fingers. He "plays" for the character, the image of which is on hand. In the course of unfolding the plot acts in one or more fingers, pronouncing the text. You can depict the actions, being behind the screen or freely moving around the room.
• Dramatic games with dolls Bibabo. In these games, dolls are dolls bobbo. They usually act on Shirma, behind which it is worthwhile. These dolls can be made independently using old toys.
• Improvisation. This is playing the plot without prior preparation.

In the traditional pedagogy game - dramatization refer to the section of creative games in which children creatively reproduce the content of literary works.

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

games in the puppet theater:

• Desktop Theater.
• theater on hand
• outdoor dolls
• bench Theater.
• high dolls
• theater of live doll

Dramatic games:

• Drops of flying
• stageing small songs, fairy tales
• drawing small literary texts
• creativity of children

games performances:

• Dramatic performing
• music and dramatic performance
• children's opera
• spectacle on choreographic basis
• performance of rhythmoplasty
• pantomime
• musical

Theatrical action:

• Holidays
• entertainment
• theatrical show

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

Technology of the organization of theatrical games

Work on the formation of theatrical activity of preschoolers is advisable to begin with the accumulation of emotionally sensual experience; Develop interest and emotionally positive attitude towards theatrical activity.

The acquisition of children to theatrical art is starting with watching performances in the performance of adults: first close to the child on the emotional mood of puppet performances, then dramatic performances. In the future, the alternation of the views of the performances of doll and dramatic theaters Allows preschoolers to gradually master the laws of the genre. The accumulated impressions help them when playing the simplest roles, comprehending the osses of reincarnation. Mastering ways of action, the child begins to feel more freely in a creative game. In the process of joint discussions, children estimate each other's capabilities; It helps them to realize their strength in artistic work. Children notice successful finds in the art of reincarnation, in the development of a joint project (formed, staged, etc.).

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

Additional training of educators with theatrical pedagogy in order to be a model of creative behavior for their wards. This can be achieved by the creation in the preschool institution of the Pedagogical Theater - the team of like-minded people, united by the general desire to acquire children to theatrical art, to bring up the basic culture aces. Additional preparation Pedagogues using the methods of theatrical pedagogy should pass directly in the walls of the kindergarten. As a result of such preparations carried out by the music director, who is a kind of coordinator of all musical and pedagogical work in kindergarten, the creative opportunities of the educator, and children, imitating him, are studying creative behavior.

Most often in preschool institutions, we meet with an inorganized theatrical adult activity: they have to put children's performances, not owning the art of the theater. Single, spontaneous ideas of the puppet theater, rare speeches of the teacher in the role of a character or leading on the holiday do not contribute to the development of the theatrical activities of children due to the absence of a systematic perception of a full-fledged scenic art. Thus, the unpreparedness of the majority of teachers to the leadership of the creative theatrical activities of children. In addition, today there are almost impossible organized travel of children to theater. Pedagogical Theater. Adults should take over the admission of children to theatrical art and the upbringing of creative qualities under the influence of charm of creatively active, the artistic personality of the educator who owns the art of reincarnation.

For successful mastering methods for creative actions in the theatrical game, it is necessary to provide children to themselves to be expressed in their work (in writing, playing and designing their own and author's plots). It is possible to study creativity only with the support of surrounding adults, so an important point is a systematic work with parents. Association of teachers, children and parents in working together, but introduceing to the world of creativity and theater allows you to improve the pedagogical preparedness of the parents in matters of their own children, contributes to the expansion of the forms of family cooperation and kindergarten (conduct of leisure, thematic evenings and conversations, consultations).

The teacher must consciously choose artwork for work. The selection criteria are the artistic value of the work, pedagogical feasibility of its use, compliance with the life and artistic and creative experience of the child, bright imagery and expressiveness of intonation (musical, verbal, fine).

In manual formation creative activity Children in the theatrical game The educator should rely on the principles of humanistic orientation (truly humane relationship between adults and children); integration (union in the theatrical game of different types of art and activity); creative interaction of an adult and child (creativity in artistic and aesthetic activities).

The main specific methods of work on improving the creative activities of children in the theatrical game are:

• The method of modeling situations (implies the creation with the children of plot-models, models situations, etudes, in which they will develop ways of artistic and creative activities);
• the method of creative conversation (implies the introduction of children to an artistic image by special formulation of the issue, dialogue tactics);
• association method (makes it possible to wake up imagination and thinking of a child through associative comparisons and then on the basis of emerging associations to create new images in the mind). It should be noted that the general methods of the manual of the theatrical game are direct (the educator shows ways of action) and indirect (the educator encourages the child to an independent action) techniques.

Theatrical game can be used by the teacher in any kind of activity of children, on any occupation. The greatest value of the game is manifested in the reflection of children in independent activities of impressions from viewed performances, read programmatic literary works (folk, copyright), other artistic sources (paintings, musical plays, etc.).

For registration of children's performances, special work should be organized, as a result of which children are combined into creative groups ("Costumes", "Directories", "Artists", etc.). Parents need to be involved in such activities that are not available to children (technical device scene, the manufacture of suits).

Basic requirements for the organization of theatrical games

• Constability and variety of subjects.
• Permanent, daily inclusion of theatrical games in all forms pedagogical processWhat makes them the same necessary for children, like plot role-playing games.
• Maximum activity of children at stages and preparation, and playing games.
• Collaboration of children with each other and with adults at all stages of the organization of the theatrical game.
• The sequence and complication of the contents of the topics chosen for games correspond to the age and skills of children.

The creative development of the topic begins with the preparation of the game scenario on the plot of literary works. Further, improvisation of children on a given topic is supposed. Participants in theatrical games must master the elements of reincarnation to the character of the character, its habits are easily recognized by everyone. However, it is necessary to provide children more freedom In actions, fantasies when depicting the topic, the plot of the game.

Through the theatrical game, the teacher introduces children with theatrical genres (drama theater, opera, operetta, ballet, theater of dolls and animals, pantomimoy).

In the younger group, the prototype of theatrical games are games with a role. Z.M. Boguslavskaya and E.O. Smirnov believes that the kids, acting in accordance with the role, fully use their capabilities and are much easier to cope with many tasks. Acting on behalf of cautious sparrow, bold mice or friendly geese, they learn, and imperceptibly for themselves. In addition, the roles with the role are activated and developing the imagination of children, they prepare them to an independent creative game.

The children of the younger group are gladly reincarnated into dogs, cats and other familiar animals, but they cannot be developed and beat the plot. They only imitate animals, copying them outwardly, without revealing the characteristics of behavior, therefore children of the younger group it is important to teach some methods of gaming action by sample. O.S. Lapututin recommends that this way of spending the game "Cubs and Chickens", "Bear and Bear", "Bunny and Run", and in the classes to play small scenes from children's life, to organize games on literary works: "Toys" A. Barto, "Cat and a goat "V. Zhukovsky.

Forming interest in dramatization games, you need to read as much as possible and tell the children of fairy tales and other literary works.

In the middle group You can already teach children to combine the role of movement and the word, use a pantomime of two or four actors. It is possible to use training exercises, for example, "imagine yourself with a small bunny and tell about yourself."

With a group of the most active children, it is advisable to dramatize the simplest fairy tales usingdesktop Theater. (Fairy Tale "Kolobok"). Attracting low-effective children to games, you can dramatize works in which a small amount of Action (Pisselka-Mursenka Pester).

In the senior group Children continue to improve their performing skills. The educator teaches them to independently find ways of figurative expressiveness. Dramatic conflict, the formation of characters, seizures of situations, emotional saturation, short, expressive dialogues, simplicity and image imagery -All this creates favorable conditions for dramatization based on fairy tales.

Watching the games of the senior preschool children, D.B. Menderitsky noted: such a game is more difficult for a child than imitating events from life, because it needs to understand and feel the images of heroes, their behavior, learn and remember the text of the work.

Fairy tales are different in the games of children: the kids reproduce individual plots, senior preschoolers - a tale of the whole. Preschoolers 6-7 years old, the dramatization game often becomes a performance in which they play for the audience, and not for themselves, as in an ordinary game. At the same age, directing games are available, where the characters are dolls and other toys, and the child makes them act and talk. It requires his ability to regulate their behavior, think about their words, restrain their movements.

Theatrical classes

Classes, including theatrical game, simultaneously perform educational, cognitive and developing functions, in no way reduced only to the preparation of speeches. Their content, forms and methods must be pursued simultaneously performing the following goals:

1) Development of speech and skills of theatrical performing activities

2) Creating an atmosphere of creativity

3) development of musical abilities

4) Socio-emotional development

A) watching doll scenes

B) theatrical games

C) playing a variety of fairy tales and stages

D) conversations about theater

E) exercises for the formation of expressiveness of the execution of song, dance creativity

E) exercises for the socio-emotional development of children

Classes are mainly built according to a single scheme:

1. Introduction to the topic, creating emotional mood

2. Theatrical game (playing poems, fairy tales):

Actions of children with puppet characters

Direct actions of children on roles

Literary activities (dialogues and monologues)

Fine activity - Children create scenery, character costumes

Music performance - execution of familiar songs on behalf of the character, their drainage, sizing.

Enrich children artistic means Image transfer contributes etudes.

Children offer to portray individual episodes from the read work, for example, to show how Fox built an ice hut, and the hare - Lubyana. In a fairy tale, this is stated in one sentence, therefore, children themselves must think through the behavior of characters, their dialogues, replicas, and then lose. In another case, you need to choose any event from the fairy tale and silently play it. The remaining spectators are guessing which episode is presented. Thanks to such complex game improvisations, the child is gradually developing artistic abilities, without which the theatrical game is devoid of paints and expressiveness.

Also for teaching children tools for expressiveness in theatrical games used exercises. For example, you can offer children to pronounce with different intonation the most familiar words: 'Take', 'help', Hello '(friendly, carelessly, seeking, demanding). The performance of such exercises naturally leads to the need to familiarize children with the main emotional states (joy, sadness, fear, surprise, anger) and the methods of their non-verbal and verbal expression.

The impact of a theatrical game on the formation of personal competences of a child preschooler

An important thing in the occurrence of the children's special kind of theatrical game has a plot-role-playing game. The peculiarity of the theatrical game is that over time, children are no longer satisfied in their games only by the image of adults, they are beginning to carry games inspired by literary works (for heroic, labor, historical topics). Such games are transitional, there are elements of dramatization in them, but the text is used here more freely than in the theatrical game; Children more fascinates the plot itself, his truthful image than the expressiveness of the executable roles.

Thus, it is the plot-role-playing game that is a kind of bridgehead, which receives its further development Theatrical game.

Both types of games are developing in parallel, but with \\ r game reaches its peak in children 5-6 years, and theatrical in children is 6-7 years old.

Researchers note the proximity with the \\ r and theatrical game. In C \\ R game, children reflect the impressions of the life, and in the theatrical game from the finished source (literary and artistic). In C \\ R game, the initiative of children is aimed at creating a plot, and in the theatrical to expressive roles of playing roles. The activities of children in C \\ R game is indicative and cannot be presented to show the viewer, and in the theatrical game the action can be shown to the viewer: children, parents.

It is no secret that many children suffer from unsustainable attention, have difficulty oriented difficulties, they are not well developed. cognitive activity, there is a violation of the grammatical system of speech, insufficient of phonetic and phonderatic perception, the immaturity of the emotional-volitional sphere.

Children inclined to brake proceedings, manifest people in the game, stiffness, fast fatigue. Children with increased excitability lack attention, concentration.

And, as practical observations show, special role In an increase in mental activity, the improvement of speech skills, the development of mental processes, an increase in emotional activity belongs to theatrical games.

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

• Promoting children to theatrical art, starting from views of performances in adults.
• The alternation of views of the performances of doll and dramatic theaters allow children to master the laws of the genre. The accumulated impressions help them when playing the simplest roles, comprehending the osses of reincarnation. Mastering ways of action, the child begins to feel more freely in a creative game.
• The teacher must consciously choose a artwork for work. Initially, the educator needs to expressively read the work, and then conduct a conversation on it, explaining and finding an understanding of not only content, but also individual means of expressiveness. Than less childThe more definite, the focusing of artistry, sincerity and genuineness of the senses of the teacher, which are a sample of an emotional attitude to one or another situations should be emphasized.
• An illustration of a huge role in the understanding of cognitive and emotional material. When reviewing the illustrations, special attention should be paid to the analysis of the emotional state of the characters depicted in the pictures. ("What about him? Why does he cry?", Etc.), in the organization of games, you can use flannelugaph (especially on initial stages). So, it is especially effective to use flannelhephoph for the preparation of seasonal fairy tales: for example, a tuchka appeared on the sky, the sister-snowflakes fall out of it, they cover the ground with a white fluffy bedspread. You can use a tabletop theater dolls in which various situations are clearly recorded. Especially many scenes can be played with dolls bibbo.
• It is necessary to give children the opportunity to express themselves in their work (in writing, playing and making their copyright plots).
• You can learn from creativity only with the support of adults, including parents.

Recommended forms of work with parents: holding a leisure, thematic evenings "Favorite fairy tales", "Theatrical meetings", conversations, consultations, homemade essay Fairy tales and various stories and their playback, co-manufacturing attributes, costumes.

Socio-psychological features of preschool children include the desire to participate in joint activity With peers and adults, as well as from time to time, the emergence of solitude. Therefore, in each age group, the theater zone or a fairy tale corner must be equipped, as well as the "quiet corner", in which the child can be alone and "torture" any role in front of the mirror or once again to see the illustrations, etc.

In the group for children 2-4 years old, there must be a corner of rude and animal toys for theatricalization of fairy tales. In the group of children of 5-7 years, theaters, as well as various materials for the manufacture of attributes to performances, should be more widely presented. In order to take into account the polo role features of children, equipment zones for theatrical activity must be responsible for the interests of both boys and girls.

Theatrical activity performs at the same time cognitive, educational and developing function.

Participating in theatrical games, children will know the world around, become participants in the events from the life of people, animal plants. Theatrical game themes can be diverse.

The educational value of theatrical games is to form a valid attitude of children to each other, developing collectivism. Especially important moral lessons Fairy-tale games that children get as a result of a joint analysis of each game.

In theatrical games, the creative activity of children is developing. Children becomes interesting when they not only say, but also act as fabulous heroes.

It is useful to use any moments in the life of the group for exercises in various intonation of words (joyfully, surprised, sad, quiet, loud, quickly, etc.) So children develop melody-intonation expressiveness, smooth speech.

In the theatrical game, children imitate the movements of the characters, while their coordination is improved, a sense of rhythm is produced. And the movements in turn increase the activity of the spectric motor analyzer, "balance" the processes of excitation and braking.

The activity of children is growing from the game to the game, they remember the text, reincarnate, enter the image, master the means of expressiveness. Children begin to feel responsible for the success of the game.

So, a theatrical game is one of the most effective ways The impact on the child in which the principle of learning is most clearly manifested: to learn playing!

All of the above allows you to make the followingconclusions:

• The process of the theatrical game is expanding and deepened by the knowledge of children about the world around;
• Mental processes are developing: attention, memory, perception, imagination, mentioned mental operations;
• There is a development of various analyzers;
• Vocabulary, grammatical system of speech, sound testing, sound speech skills, melody-intonation side of speech, pace, expressiveness of speech are activated and improved.
• Motoric, coordination, smoothness, switching, purposefulness of movements are improved.
• Emotional-volitional sphere is developing;
• Correction of behavior occurs;
• A sense of collectivism is developing, responsibility for each other, the experience of moral behavior is being formed;
• The development of creative, search activity, independence is stimulated;
• Participation in theatrical games are delivered to children joy, cause an active interest, carries them.

What are good theatrical games?

Theatrical games are always happy, they often mix children, enjoy them in constant love. For what? Children see the world around the images, paints, sounds. The kids laugh when the characters are laughing, sad, they are upset with them, they can cry over the failures of the favorite hero, are always ready to come to his aid.

The theme and content of theatrical games have a moral focus, which is enclosed in every fairy tale, literary work and should find a place in improvised productions. This is friendship, responsiveness, kindness, honesty, courage ... Favorite heroes become samples for imitation. The child begins to identify himself with a loved way. The ability to identify such identification and allows us through the images of the theatrical game to influence children. With pleasure, reincarnating into a loved image, the baby voluntarily accepts and assigns his characteristic features. Independent playback of the role of children allows you to form experience in moral behavior, the ability to act in accordance with the moral standards. This is the effect on preschoolers of both positive and negative images.

Since positive qualities are encouraged, and negative are condemned, then children in most cases want to imitate good, honest characters. And approval by adult decent deeds creates a sense of satisfaction that serves as an incentive for further control over his behavior.

Many topics, plots suggest a struggle, opposition to good and evil by emotional characteristics of positive and negative characters. Children, along with positive heroesmay imitate and negative, which happens quite often. In theatrical games, the problem of the influence of a negative character is more complicated than with ordinary reading literary work. Two questions arise: to whom and how to portray negative character? What are the consequences of its impact? Of particular importance acquires the reaction of the audience. It is very important that they condemn a bad act, expressed a negative attitude towards the character who committed it.

The negative image will lose its attractiveness, which means that the influence, if present it so as to cause universal laughter, condemnation. But preschoolers are unlikely to be able to achieve the level of expressiveness necessary for this purpose. For example, convey the features of evil, cunning, greedy characters with sufficient irony, grotesque. Their execution may not cause disgust for immoral, but on the contrary, to imitate. In addition, there are not always those who wish to play an unattractive character, as many of the intelligent children immediately refuse such a role.

But sometimes it happens like this: the desire to actively participate in the game pushes the child to the execution of any, even negative role. To attract the attention of peers to yourself, he is ready to smoothly mix them. So gradually the image as it would be "sticking" to the child, and, in the end, he begins to cause ridicule.

Apparently, better negative roles to execute the tutor with various dolls. Take care so that their appearance is repulsive. Negative characteristic can be added intonation. Drink dolls and express for them so as to cause an active reaction in children. For example, let them arrange all sorts of obstacles to the wolf on his way to a house where the grandmother has a red hat.

Another problem of a negative character - the consequences of his actions: The wolf suffered because of his bloodthirstiness ("Red Hap"), the Sleavitan - for rudeness, greed, arrogance ("twelve months"). But maybe sometimes you should resort to the reception of creative changes in the ending, especially if it is tragic. Negative heroes can be relevant in the active participation of children. Only one time will give them such a thought, an example - and you will see how they will create good deeds.

At the same time, it is necessary to teach children to objectively assess their actions and not just imitate positive, but also control their behavior. However, it is not necessary to emphasize the attention of peers, to sharpen always a painful moment of self-criticism.

Each image created by a child is unique. It merges him specific traits With the features of the personality of the kid, his manner hold on, express himself. If they do not coincide, the children-spectators are prompted by their replicas with "artist", as he should do a role to even more like the character. Thus, the child is imperceptible for herself as if assigning positive qualities of the character.

A large and versatile influence of theatrical games for the identity of the child allows them to use them as a strong but unobtrusive pedagogical agent, since the kid himself feels pleasure, joy. The educationalities of theatrical games are intensified by the fact that their subjects are practically not limited. She can satisfy the versatile interests of children.

Theatrical games allow you to solve many tasks of the kindergarten program: from familiarization with public phenomena, the formation of elementary mathematical representations to physical improvement. A variety of subjects, image media, the emotionality of theatrical games make it possible to use them in order to comprehensively raising the personality.

A figurative, bright image of social reality, nature phenomena introduces children with the world around the world in all its diversity. And skillful questions encourage them to think, analyze pretty sophisticated situations, draw conclusions and generalizations. Perfection of speech is also closely related to mental development. In the process of working on the expressiveness of the replicas of the characters, the child's own statements is inconspicuously activated, the sound side of speech is improved. A new role, especially the dialogue of the characters, puts the baby before the need clearly, clearly, understandable to express. He improves a dialogic speech, its grammatical system, he begins to actively use the dictionary, which, in turn, is also replenished.

Artistic expressiveness of images, the character comicness strengthens the impression of their statements, actions, events in which they participate.

If children create conditions for independent theatrical games, they will be able to imitate playing images, communicating with each other. During the preparation and playing the performance, talking with children is always politely and affectionate. Watch that they also apply to each other, helped, show perseverance, patience in real reality.

Aesthetic influence on children has a tasteful design of a performance. The active participation of the guys in the preparation of attributes, the scenery develops their taste, brings up a sense of excellent. The aesthetic influence of theatrical games can be more deeply: admiration for the beautiful and disgust for negative cause moral and aesthetic experiences, which, in turn, create an appropriate mood, an emotional rise, increase the vital tone of the guys. In this sense, theatrical games are equal to rolling games, since the children in them are not so many viewers as active participants.

Experience in the organization of a theatrical game in the middle group

Having studied the psychological and pedagogical and methodological literature on the problem of organizing theatrical games with preschool children, I developed a work plan for this direction in kindergarten.

First, it is necessary to create a center of theatrical art in a group, replenish it with various types of puppet theater, taking into account the age of children, as well as determine the place for the costume and dressing room.

Finger: on one finger, two fingers. The presence of this type of puppet theater in two versions allows us to solve the tasks for the development of fine motility hands, consistency of the movements of the fingers. At the same time, this work is a foundation for a smooth transition to the training of municipal puppet theater.

Mittens (without thumb). Observation of the games in the puppet theater using mittens with a thumb showed: the child cannot concentrate its attention on the movement of the doll and the accompaniment of the character by replicas, because Distracted on the movement of the thumb. In the manufacture of mittens puppets, this condition was taken into account for greater efficiency on the organization of the theatrical game.

When organizing theatrical games using finger and mitpsal theater, it is necessary to have in stock three types of shirma: desktop (curtain height 25 cm), outdoor (curtain height 70-80cm, children are located on chairs), outdoor (curtain height 1m, children play standing, A hand with a doll slightly bent in the elbow).

Desktop flat (character image on each side of the figure), a tabletop theater toys.

Start work in the middle group I recommend using these types of puppet theater, because The child fully controls the movement of the doll, accompanies the character to the word. And the ability to see the face of the figure allows the beginner artist to better master the taking care of the desk theater: the child does not look at the other side of the doll, plays "for himself"; This technique helps artists to interact with each other without being distracted by the audience. At the first exercise on theatrical activity, the children moved the dolls of the desktop theater under a friend musical accompaniment. This technique allowed children to navigate on the conditional scene, to interact with each other, do not face with each other, to learn the basic rules of the cook. Then the techniques in the dialogue on the plot of a familiar fairy tale of a small content according to the "Question-Answer" scheme were worked out, etudes were played and exercises for the development of communicative abilities and the formation of the main types of emotions, the transfer of facial expressions and character gestures. The following types of doll theater are needed to implement these tasks:

Masks, masks hats, mask chest.

Playing small scenes that are not associated with a common storyline, as well as fairy tales on the Canva of the artwork, children are reincarnated into the image of the selected character and transmit characteristics His hero (depending on the level of development of skills and skills in theatrical activity). For greater efficiency with these types of the theater, it is necessary to organize a costume designer, enriched with various types of costumes; Make-upront with a set of theatrical attributes (noses, beards, wigs, etc.). When playing the plot of the literary product, the methodological foundation is the scheme of work on a fairy tale.

Cam, cohestead, spoonful. All three types of puppet theater at the receptions of cubes are identical: when learning children, play with cam dolls (hiding the cam), a cane (doll on a stick - a cane), a spoonful (based wooden spoon or blade), it is necessary to take into account the level of development muscular mass Brushes, forearm, shoulder, because The organization of the game involves the use of outdoor screen. At the beginning of work with these types of puppet theater uses outdoor shirma with a curtain 70-80 cm, the children-artists are located on chairs. Advanced games and exercises for development physical qualities: Forces, dexterity, speed.

Upon reaching certain results (children confidently manipulate dolls at the level of the screen, enter the dialogue and support it, they can transmit the image of the hero with bright intonations) you can start working on a shirma with a curtain height of 1M (children-artists are standing standing). This variant of the screen allows you to increase the amount of actions, plot lines, decoration shifts. Also, at the second stage, working with dolls on canes changes and the doll itself changes: it becomes mobile with the help of an additional quilt to hand (paw). This version of the doll makes it possible to prepare children to assimilate the B-Ba-Bo-Boy theater.

Puppet Theater "Bi Ba-Bo".

To date, this kind of puppet theater is most widely represented in the assortment of factory production. The dolls "bi-ba-bo" at the first stage are complemented by a cane for the head; This facilitates the management of theatrical games, because Children have skills for canes for canes. Throughout the stage with children, the simplest techniques for working with a doll are being developed:

• Transfer Walking Dolls without Shirm, on Shirma, Running
• character head turns
• slopes in a given direction
• interaction with other heroes.

In order for the child to learn to manage the Bi-Ba-Boy doll, exercises are used with glove: the head of the doll is fixed on the index finger, the remaining fingers depict the arms (paws) of the character. Such an admission allows the child to learn to own the doll "from within", and subsequently it is easy to apply the surveyed skills in the game with a doll "Bi-Ba-Bo". At the second stage of the work of the Bi-Ba-Boy theater, the doll is complicated: the basis of driving the dolls remains the same, and the roller part becomes the mouth, which is activated with the fishing line.

For further work on the development of knowledge, skills and skills through the theatrical game through the puppet theater, I made the following types of dolls:

• Tablet small
• Tablet big
• Outdoor dolls

These types of doll theater are used in the middle group of the teacher themselves as a surprise moment in classes, in the regime, in puppet performances with children of senior and preparatory groups. Children really like to play with tablet dolls in free gaming activities, invent small stories, play plots of familiar fairy tales, fun. Data management for children 4-5 years old is a complex process requiring the formation of basic cube techniques, high level Development of the shoulder belt.

All of the above types of the puppet theater must be made with regard to all sanitary norms; Dolls must be aesthetically decorated and located in the center of theatrical art in accordance with their purpose.

The children of the middle group in their free time independently play favorite fairy tales, compound stories from the first person, as well as fairy talents.

In exercises on theatrical activity, the ability to emotionally transfer the image of the selected character are worked out: use intonation, facial expressions, gestures, characteristic features of gait, etc.

With the help of theatrical attributes of the costume and the dressing room, they play acquaintances, small in content, fairy tales, swallow, "twist", "Two cheerful goose", "sunshine and rain").

Children of our kindergarten are often visited by the theater, watching children's performances, get acquainted with theatrical professions, learn that they make participants of the theatrical action (actors, director, dressing room, costume, illuminator, etc.). Children's knowledge is used in different activities - game, pictorial, also play scenes to consolidate the rules of behavior in the theater work to familiarize children with the theater and the formation of knowledge about him, except for the admission of children to one of the beautiful ancient art types, contributes to mental, aesthetic and moral education.

Conclusion

Thus, having studied modern psychological - pedagogical and methodological literature, we came to the conclusion that the theater in preschool child occupies a special place in educational - educational process. When organizing games - theatricalization, the following conditions are needed: the creation of anory of the theater in each age group, equipping by its various types of puppet theater, own the methodology for organizing and managing this type of activity, take into account the relationship with other types of activities in DOU.

Children 4-5 years can independently organize theatrical games, use means of expressiveness, possess the taking care when playing the Table Theater. By the end of the year, the children of the Middle Group mastered the technique of dolls of various types of theater, learned to listen to their partner carefully, in time to file replicas, compose small fairy tales in which the dolls are accompanied by a song. Through the theatrical game, the children mastered:

Non-verbal means of communication (gestures, facial expressions, movement)

The speech of children became more connected, expressive, enriched vocabulary, the level of communication abilities was higher compared with the beginning of the year

Children learned to express their emotions and understand the feelings of others.

Children had an interest in the theater as a type of art.

List of material used:

1. Makhanva MD Theatrical classes in kindergarten: benefits for workers pre-school institution-m.: TC Sphere, 2001

2. Petrova T.I. Theatrical games in kindergarten6 "School Press" -2000