Relevance: The most popular and exciting area in preschool education is theatrical activities. From the point of view of pedagogical attractiveness, we can talk about universality, playful nature and social orientation, as well as the correctional capabilities of the theater.
Exactly theatrical activity allows you to solve many pedagogical problems related to the formation of the expressiveness of a child’s speech, intellectual and artistic-aesthetic education. By participating in theatrical games, children becomeparticipants in various events from the lives of people, animals, plants, which gives them the opportunity to better understand the world around them. At the same time, theatrical play instills in the child a sustainable interest in his native culture, literature, and theater.
Huge and educational value theatrical games. Children develop a respectful attitude towards each other. They learn the joy associated with overcoming communication difficulties and self-doubt. Children’s enthusiasm for theatrical play, their inner comfort, relaxedness, easy, non-authoritarian communication between an adult and a child, the “I can’t do it” complex disappears almost immediately - all this surprises and attracts.
Relevance of the project due to the fact that insufficient attention of parents and children to the theater; Children’s “acting skills” are poorly developed; There are not enough theatrical costumes and masks in the group.
Project goal: Formation of interest in theater and joint theatrical activities in children and parents; replenishing the theater with equipment and props with the help of parents (costumes, masks, screens); enrichment of the development environment.
Tasks:
1. Arouse the interest of children and parents in the theater;
2. Instill in children primary skills in the field theatrical arts(use of facial expressions, gestures, voice, puppeteering);
3. To interest parents in enrichment, making different types of theater with their own hands and provide information about ways to play at home and with children;
4. Develop the ability to improvise and children’s speech activity.
Project participants:
— preschool educational institution employees (teachers)
- children of the middle group.
— parents
Dates and place of implementation
: February - March 2012.
MDOU "Kindergarten No. 21" in Syktyvkar.
Project implementation plan:
Preparatory stage
1) Parent survey “Do you play theater with your child at home?”
Implementation period: February
Responsible: Educators
Result: Visual information for parents: the “Theater for Everyone” folder.
2) Study of children “Independent theatrical activities of children in kindergarten.”
Implementation period: February
Responsible: Educators
Result: Definition of goals and objectives.
3) Development of the project in a group.
Implementation period: February
Responsible: Educators
Result: Project “Theater for All”.
4) Individual conversations, consultations with parentsAnd to identify their interest in replenishing the theater corner, their abilities in one or another area of handicrafts and opportunities.
Implementation period: February
Responsible: Educators
Result: Competition “Mom’s not simple, Mom’s hands are golden” (timed to coincide with March 8th Day).
Main stage
1) Distribution of tasks between parents (sew costumes, knit masks, fill the corner with various theaters: tabletop, finger, puppet).
Implementation period: February
Result: Schemes, sketches. Master class on production.
2) Watching the musical puppet show “At the Command of the Pike”
3) Watch a performance based on the fairy tales of William Disney .
Implementation date: March
Result: Stimulating children's interest in theatrical activities.
4) Active use of various types of theater in joint activities with children.
5) Playing out sketches, nursery rhymes, and fairy tales in individual and group work.
Responsible: Educators, senior teacher.
6) Creating a gaming environment for independent theatrical activities of children in kindergarten.
Implementation period: February - March
Responsible: Educators, senior teacher.
Result: Children acquire skills in using theatrical attributes (tickets, masks, equipment)
7) Rehearsals for the play “Zayushkina’s Hut” with children for further screening in the music hall for real viewers: children, parents, teachers.
Implementation date: March
Responsible: Educators.
Result: Children acquire primary skills in the field of theatrical art.
8) Conducting an excursion to the Drama Theater with a visit to the artist’s dressing room, stage, hall, dressing room, foyer, warehouse, workshop, museum, etc.
Implementation date: March
Responsible: Educators, parents.
Result: Stimulating children's interest in theatrical art through visualization and experimentation.
Final stage
1) Review-competition of parents’ works.
Implementation date: March
Responsible: Administration of the preschool educational institution, teachers.
Result: Formation of parents' interest in theater and joint theatrical activities.
2) Screening of the play “Zayushkina’s Hut”.
Implementation date: March
Responsible: Educators.
Result: Development of the ability to improvise and speech activity of children.
3) Renewal of the subject-development environment, theater corner.
Implementation date: March
Responsible: Educators, parents.
Result: Purchase of a screen, a corner “Russian Izba”, folk costumes, various types of theaters and masks.
Expected result:
1. Participation in the project of 80% of the group’s families;
2. Introducing parents and children to the history of the theater, its types, methods of production and performance;
3. Purchase and production of theaters by parents for further use;
4. Enthusiastic use of the theater center by children in the group in independent activities and good performance “ acting skills» for children 4-5 years old;
5. Development of the emotional background and speech of PRESCHOOL CHILDREN.
teacher
MBDOU "Kindergarten No. 21", Syktyvkar
Syktyvkar, Russia
You can read and discuss more interesting information on the forum
Natalya Trofimova
Project “Playing theatre”
Target: Creating prerequisites for the creative development of a child’s personality through theatrical activities
Tasks:
Development of creative abilities
Development of communication skills
Moral education
Forming a sense of successful self-realization
Instilling cultural and aesthetic norms
Creating conditions for joint activities of children and adults
Participants:
Children, teachers of secondary and preparatory groups
Teacher additional education according to activity.
Parents
Implementation deadlines: September - November
Expected results: Production of the fairy tale “Hares and Fox” by E. Tilicheeva (collection “ Music games, publishing house "Music", 1964) - with the participation of children from the secondary and preparatory groups of preschool educational institutions.
As a result, children’s level of emotional responsiveness, organization, and mobility will increase. Theatrical activities will be a powerful stimulus for the creative development of the child; it will have a beneficial effect on the formation of teamwork skills and a responsible attitude towards one’s words and actions. Theatrical activities will contribute to the cohesion of the children's team and reduce the “distance” between adults and children.
Implementation stages
1. Introduction to the theater
Watching video materials and presentations dedicated to the theater
Conversations about the culture of behavior in the theater
Introduction to theater professions
Visiting children's performances in theaters in our city
Educators, teachers: selection of teaching materials on the topic “Theater”
Working with parents:
Information stand “Our theaters”
Consultation “Theatrical Culture”
Joint visits to children's theaters in the city
2. Getting to know literary source
Working with children:
Reading fairy tales
Choosing a fairy tale for production
Discussion of characters/characters
Moral of the story (instructive meaning)
Getting to know musical characteristics heroes (music material by E. Tilicheeva)
Drawing fairy tale characters, modeling
Production of posters, tickets, programs
Work with teachers, educators:
Scenario discussion
Work on a literary source (editing) in accordance with the program requirements for the development of preschoolers
Making a fairy tale model
Working with parents:
Getting to know the work of E. Tilicheeva, author of the fairy tale “Hares and the Fox”
Conversation about the importance of theatrical activities in the development of the personality of preschool children
Consultation for parent corners “How to instill in children an interest in theater?
3. Work on the play
Joint activities with children:
Preparatory studies, exercises
Distribution of roles
Learning the text - expressiveness of speech, diction, articulation, facial expressions,
Learning musical numbers
Work on the expressiveness of movements characteristic of a given character
Construction of mise-en-scène
Working on stage culture
Rehearsals individual, subgroup, combined
Educators, teachers:
Preparation (production) of scenery, attributes, costumes
Selection of musical material
Construction of mise-en-scène
Discussion of makeup
Working with Parents:
Preparation/production of scenery, attributes, costumes
Conversations about the importance of systematic activities with children
4. Demonstration of work results
Plot-role-playing game "Theater"
Screening of the play for parents at the Autumn Festival
Screening of the play as part of “Theater Week” for all preschool children (Appendix)
Educators, teachers:
Exhibition of children's works
Organizational issues related to children's performances
Working with parents:
Consultation “The Art of Being a Spectator”
Video/photography of a children's performance
Exhibition of photographs “Ladder of Success” - about children’s participation in the play
5. Analysis of work results
Educators, teachers:
Encouraging the children of the performance participants
Discussion of the project results at the pedagogical council
Working with parents:
Questioning parents on work results
Collecting reviews
Application:
"Theater Week"
Day of showing fairy tales to everyone age groups preschool educational institution
Plot-role-playing game “We are going to the theater”
Children - spectators (accompanied by teachers) go at the appointed time to watch the play "Hares and the Fox". Along the way, they look at the poster, drawings, and the “Plasticine Fairy Tale” exhibition (a demonstration of children’s works prepared with the participation of an additional education teacher in art activities).
They approach the fake cash register, where they are met by a child - cashier (preparatory group):
Cashier: Hello guys!
Children and teacher: Hello! We want to buy theater tickets for today's performance!
Cashier: We don't sell tickets, they are given for guessing!
Educator: How do you mean “for the answer”?
Cashier: If you guess my riddles, then you get tickets to the theater!
Cashier reads riddles about fairy tales to children:
1. Near the forest, on the edge,
Three of them live in a hut.
There are three chairs and three mugs,
Three beds, three pillows.
Guess without a hint
Who are the heroes of this fairy tale? (Three Bears)
2. Somehow the mouse is not big
She dropped the egg on the floor.
The woman is crying, the grandfather is crying.
What a fairy tale, give me the answer!
(Chicken Ryaba)
3. In the fairy tale, the little fox is a cheat
She cleverly deceived the bunny,
But he helped him in trouble
One brave cockerel.
(Zayka's hut)
4. Dragged away by angry birds
Sister's little brother,
But little sister, no matter how small
Still, she saved the baby.
What kind of birds were they in the fairy tale?
And who did they serve?
(Geese swans and Baba Yaga)
5. He pounded and pounded the plate with his nose -
Didn't swallow anything
And he was left with his nose.
(Fox and crane)
6. Walking briskly along the path,
They carry the water themselves in buckets.
(At the command of the pike)
7. There is neither a river nor a pond.
Where can I get some water?
Very tasty water
In the hole from the hoof.
(Sister Alyonushka and brother Ivanushka)
8. The mouse found a home for itself,
The mouse was kind:
In that house after all
There were a lot of residents.
(Teremok)
9. It was baked from flour,
It was mixed with sour cream.
He was chilling at the window,
He rolled along the path. (Kolobok)
Cashier: Well done, I praise you guys! We solved all the riddles.
Here are the tickets -...get them! Come to our theater!
The cashier hands the children tickets that have been prepared in advance by a group of children in a free activity.
Children: Thank you!
Cashier: Welcome to a fabulous show!
At the entrance to the “theater” hall, the audience is greeted by a child - an usher.
In the hall: a theater bell sounds.
Musical director conducts a conversation with children: Hello, guys! I am glad to see you in our music room! Today we will play “To the Theater”. Have any of you gone to a real theater? What was it called? What is “theater”? Did you know that we also have a THEATER in our kindergarten? Where is it? (In the music room). It's called "Magic Land". Everything here is like in a real theater! There is a stage, spectator rows, scenery, backstage, dressing room, costume room.... And even a theatrical call. Do you hear? (the second bell sounds) How many times does the theater ring the bell? You heard the first call before I greeted you. What does each call mean? (children answer). Right. Before the start of the performance, spectators are in the theater foyer, and with the first bell, the doors to the auditorium open and guests can take seats in accordance with the purchased tickets. The second call is more intended for artists; it requires them to be ready to go on stage. The third bell announces the start of the theatrical performance.
How should you behave during the performance? (children's answers)
Children are shown a presentation on “Rules of Conduct in the Theatre,” during which they memorize the “basics” of theater etiquette and answer questions in the form of “choose the correct answer.”
Musical director: Today we will see a fairy tale by Elena Tilicheeva - “Hares and Fox”. And it will be played by young actors from the secondary and preparatory groups.
The third bell sounds: The bell rings, it starts pouring - our fairy tale begins!
Children watch the play "Hares and Fox"
At the end of the performance, the Musical Director conducts a short conversation with the children on the topic “A fairy tale is a lie, but there is a hint in it - good fellows lesson!". Children tell what the fairy tale taught them. The presenter sums up the moral of the tale:
1. “Strangers” should not be allowed into the house,
Everyone should know this!
2. We can’t live without friends,
Friendship should be treasured!
MADOU "TsRR-D/S No. 87" Syktyvkar
Project on theatrical activities in the senior group
"Theater and us"
Educator:
Mikhailova M.A.
Syktyvkar, 2016
RELEVANCE
Nowadays children know much more than their peers 10-15 years ago, they decide faster logic problems, but much less often they admire and are surprised, indignant and worried.
Increasingly, children show indifference and callousness, their interests, as a rule, are limited, and their games are monotonous. Many preschoolers are passionate about computers, and adults often follow the children’s lead, purchasing computer games that involve wars with monsters and vampires, without thinking about the harm this causes. personal development child.
As a rule, such children do not know how to occupy themselves in free time and they look at the world around them without surprise and special interest, as consumers, not creators.
Intensive changes in the surrounding life, the active penetration of scientific and technological progress into all its spheres dictate to the teacher the need to choose more effective means training and education based on modern methods and new integrated technologies. We conducted a survey of parents, which showed that: · 64% of preschoolers by the age of 5-6 years have no interest in theatrical art and activities. Because theater reflects phenomena surrounding reality, then the lack of knowledge on such an interesting and exciting activity created a need to work in more detail with both children and their parents. So, we decided to find out everything we could about the theater.
Target: To shape the development of creative abilities through theatrical activities, the development of artistic abilities in children.
Tasks:
Type: Creative, mid-term.
Participants: Senior group teachers, children, parents, music director.
Expected result:
Parents and children get acquainted with the history of the theater, its types, methods of production and performance. The desire to visit theaters with children is increasing. Bonds between parents and educators are strengthened. Children's artistic abilities develop.
Implementation stages:
Preparatory stage
Collection of literature
Conversations with children
Consultations with parents
Drawing up a work plan
Making attributes
Selection of visual information and moving folders
Main stage
Educators:
Conversation: “What is theater?”
View slides with different types of theater: opera, ballet, drama, puppet
Manufacturing theater tickets
View children's traveling performances at preschool educational institution
Plot- role playing games with children “Theater”, “Family”
Finger Theater
Outdoor games with heroes
Reading Russian folk tales
Games for developing facial expressions
Bi-Ba-Bo Theater: “Kolobok”, “The Three Little Pigs”, “Teremok”
View slides about the history of the theater and theatrical costume
Matinee rehearsals
Dramatization of fairy tales
Learning poems
Album design "Theater and We"
Breathing exercises
Articulation gymnastics
Finger gymnastics
Exercises to develop fine motor skills (with plasticine, with rings, with napkins, with pencils)
Theatrical performances
Making various types of puppet theater
Parents:
Visiting the theater with a child
Preparing to show a fairy tale for children (choosing a work and script, learning the script, rehearsals)
Making attributes
Final stage
Showing the fairy tale for older children “Little Fox and Sister gray wolf» younger preschoolers
Participation of children in the Fairytale Chest festival
Creating an Album
Application
Questionnaire for parents
1.How old is your child?
2. During what period does he visit? preschool?
3. In what forms does a child manifest creativity?
4.Does he share his impressions about theatrical performances, activities, and holidays held in kindergarten?
5.Do puppet shows evoke an emotional response in him?
6.Are there children’s cassettes or disks with recordings of fairy tales in the house?
7. Do you organize theatrical performances at home?
8.Have you been to the theater with your child?
9.Your wishes and suggestions for theatrical activities in our garden.
Thank you very much!
After conducting the questionnaire, we set the following tasks:
Arouse interest in theater in children and parents;
To instill in children primary skills in the field of theatrical art (the use of facial expressions, gestures, voice, puppeteering) through playing fairy tales;
Develop memory, expressive competent speech, vocabulary, form correct sound pronunciation;
To interest parents in purchasing and producing different types of theater and provide information on ways to perform it at home with children and in a group;
Involve parents in creating joint activities;
Develop the child’s emotional sphere through theatrical activities (games, sketches);
Conduct final events (card index of theatrical games, staging a fairy tale, creating an album);
| Month/ indicator | January | February | March | April | |
| Children | Conversation with children about mood, rules of behavior, and their observance. View presentations "Theatre", "Professions in the Theater" | Reading works, word games, viewing slides about the history of theater and theatrical costume. | Reading works Preparing for children's participation in the Fairytale Chest festival | Participation of children in the Fairytale Chest festival | Showing the fairy tale “Sister Fox and the Gray Wolf” to older children to younger preschoolers |
| Parents | Consultation for parents “Theater at Home” | Involving parents in the production of attributes. | Visit to the drama theater | Preparing to show a fairy tale for children | |
| Teachers | The selection of the card index is theatricalized | Visit to the drama theater | Book exhibition “Visiting a Fairy Tale” | ||
| Equipment for the pedagogical process | Selection of presentations to enrich plots and game actions. | Manufacturing and purchasing didactic material to theatrical games. | Album art |
Articulation gymnastics
"Window"
open your mouth wide - "hot"
close your mouth - "cold"
"Brush your teeth"
smile, open your mouth
the tip of the tongue with inside“brush” the lower and upper teeth alternately
"Kneading the dough"
smile
slap your tongue between your lips - “five-five-five-five-five...”
bite the tip of your tongue with your teeth (alternate these two movements)
"Cup"
smile
open your mouth wide
stick out broad tongue and give it a “cup” shape (i.e. slightly raise the tip of the tongue)
"Pipe"
stretch your lips forward with tension (teeth closed)
"Fence"
smile, exposing closed teeth with tension
"Painter"
lips in a smile
open your mouth slightly
use the tip of your tongue to stroke ("paint") the palate
"Mushroom"
smile
click your tongue like you're riding a horse
touch your wide tongue to the roof of your mouth
"Pussy"
lips in a smile, mouth open
the tip of the tongue rests on the lower teeth
arch your tongue, resting the tip of your tongue on your lower teeth
"Let's catch the mouse"
lips in a smile
open your mouth slightly
say “ah-ah” and bite the wide end of your tongue (catch the mouse by the tail)
"Horse"
stretch out your lips
open your mouth slightly
click with a “narrow” tongue (like a horse’s hooves click)
"The steamer is humming"
lips in a smile
open your mouth
pronounce with tension a long “y-y-y...”
"The elephant drinks"
stretching your lips forward like a tube to form an “elephant trunk”
“get some water” while smacking your lips slightly
"Turkeys are chatting"
quickly move your tongue along your upper lip - “ba-ba-ba-ba...”
"Nuts"
mouth closed
the tip of the tongue with tension alternately rests on the cheeks
Hard balls - "nuts" - form on the cheeks
"Swing"
smile
open your mouth
tip of tongue behind upper teeth
tip of tongue behind lower teeth
"Watch"
smile, open your mouth
move the tip of the tongue (like a clockwise direction) from one corner of the mouth to another
"Pancake"
smile
open your mouth slightly
put your wide tongue on your lower lip
"Delicious jam"
smile
open your mouth
lick your upper lip with a wide, cup-shaped tongue
"Ball"
puff out your cheeks
deflate your cheeks
"Harmonic"
smile
make a “mushroom” (i.e. suck your wide tongue to the roof of your mouth)
Without lifting your tongue, open and close your mouth (do not close your teeth)
"Drummer"
smile
open your mouth
the tip of the tongue behind the upper teeth - “de-de-de...”
"Parachute"
put cotton wool on the tip of your nose
With a wide tongue in the shape of a “cup”, pressed to the upper lip, blow the cotton wool up from the nose
"Put the ball into the goal"
“push” your wide tongue between your lips (as if you are driving a ball into a goal) blow with your tongue pressed between your lips (do not puff out your cheeks)
It is necessary to carry out articulation gymnastics in game form.
Exercise 1.
"Hamster." The child pretends to be a hamster - puffs out his cheeks and walks like this for several steps. Then he turns around, slaps himself on the cheeks, letting out the air.
Exercise 2.
"Rose and dandelion." The child stands upright. Inhale deeply through your nose - “smells a rose”, exhale - letting out as much air as possible, “blows on a dandelion”.
Exercise 3.
"Crow". The baby stands with his arms down and his legs slightly apart. Inhale - arms spread wide to the sides (wings), exhale - arms slowly lower, the child says: “Karrrrr.”
Exercise 4.
"Hen". The child sits on a chair with his arms down. Quick inhalation – hands are raised, palms up, to the armpits (wings). Exhale - lower your arms, turning your palms down.
Exercise 5.
« balloon" The child lies on his back, hands on his stomach. As you inhale, the balloon tummy slowly inflates, and as you exhale, the balloon tummy slowly deflates. Exercise 6. “Wave”. The child lies on his back, arms along the body, legs together. Inhale – arms rise up and back, touching the floor. Exhale - the hands return to the starting position, while the child says: “Vni-i-i-z.”
Exercise 6.
"Watch." The child stands, arms down, feet shoulder-width apart. Depicting a clock, the child waves his straight arms back and forth, saying: “Tick-tock.” Exercise 8. “Diver”. The child should imagine that he is going underwater to the sea. A deep breath is taken and the breath is held for as long as possible.
Theater project
"We are playing theater"
(preparatory group)
Abstract to the project:
This project“We Play Theater” is intended for children of senior preschool age 6-7 years old.
The project selected different types of theatres: cone theatre, puppet theatre, tabletop theatre, dress-up and mask theatre, flannelgraph theatre.
The project uses technology, bright modern visibility, comprehensive - thematic planning, various types theaters for children of senior preschool age.
This project will help children make an exciting journey into the magical world of theater. Overcome timidity, self-doubt, shyness. Thus, theater helps the child develop comprehensively.
Passport
Project participants:
-Children of the preparatory group, teacher, parents of pupils
Children's age:
-children age 6-7 years
Project type:
-practice-oriented, group
Duration:
-long-term
Result:
-presentation of the project at the pedagogical council.
Relevance of the project:
“It’s not for nothing that children love fairy tales.
After all, that’s what’s good about a fairy tale,
That there is a happy ending in it,
The soul already has a presentiment.
And for any test
Brave hearts agree,
Waiting impatiently
Have a happy ending..."
(Valentin Berestov)
Nowadays, children do not suffer from a lack of information. And the main carriers for preschoolers are kindergarten and family. In kindergarten, the child is in a constant state of discovery in a variety of areas: fine arts, music and much more.
Little pioneers in constant search of the unknown. They are driven by interest and endless curiosity.
Our task is to direct the child’s interest in the right direction, to open before him the opportunity to develop spiritually and mentally.
Children's theater, thanks to its enormous emotional impact on the child's soul, is able to take on developmental tasks: feelings - emotions, memory, imagination, intelligence and resourcefulness, broadening one's horizons, kindness and pity, courage.
Theater is always a holiday for a child, a bright, unforgettable experience.
The expression “The fairy-tale world of childhood” is not empty words. In the life of a child from his very birth there is a fairy tale with its good heroes.
Will an adult believe that a chicken can lay a golden egg, or dream of a magic wand that will solve all problems? Of course not.
And the child is convinced that if he waves a magic wand, a miracle will happen.
Children believe in miracles and that somewhere on earth there is an extraordinary fairy-tale country in which birds and animals can talk to each other and live in friendship. And this country exists, and it is called Theater!!!
The fairy-tale world of theater is a land of real fantasies and good fairy tale, a game of fiction and reality, colors and light, words, music and mysterious sounds.
Theater is a fertile ground for creativity; everyone who wants to take part in this action will find something to their liking.
It’s impossible to play in the theater without emotions. That is why the same poem will be told by a child expressively and artistically at one time, and sluggishly and monotonously at another.
“Emotions energize and organize perception, thinking and action”
When learning a role, the child tries to use facial expressions to expressive speech and convey the mood of the hero of the fairy tale with movements.
This is where the child gets acquainted with various emotions:
Interest, surprise, fear, grief, anger, shame.
Theatrical creativity has an emotional development effect on children when he plays a role, interacting with peers, or sitting in the auditorium.
Every time, leaving the theater, any child takes away with him, albeit a small, but discovery.
The words spoken by K.S. Stanislavsky about creativity in the theater can also be applied to children’s theater, since they contain the essence of the foundation and success of any theater:
« Creative work over the role and over the transformation of the playwright’s verbal work into a stage story, everything from beginning to end proceeds with the participation of the imagination.”
Theater is an inexhaustible source for the development of real feelings and fantasies for a child.
The child constantly plays, learning about the world and himself through play. In the theater, a child unwittingly finds himself in situations, the way out of which requires some intelligence. Such moments arise infrequently and only in in that case, if adults and children take part on equal terms in a game called theater.
IN children's theater Against the background of active emotional development, two more directions in education exist and harmoniously complement each other: the development of intelligence in a child and the instilling in him of social and moral qualities.
A variety of children come to the theater. The behavior of some of them can be characterized as constrained, shy, timid, and indecisive.
Some children remain like this for a short time, their stiffness is associated with the new environment in which they find themselves: new faces, unfamiliar objects.
Performing in front of an audience, and especially in front of friends, will not be a psychological barrier for them.
The relationship that exists in children's theatrical activities forces children to more often contact each other with requests and questions.
Children become more sociable, they make new friends, which in turn makes them relaxed.
Theater for a child becomes an amazing, special world. Where any wish will certainly come true, and no matter what happens, everything will certainly end well.
Expected result:
- Awakening children's interest in theatrical activities
- Children must master some types of theatrical activities
(cone theatre, puppet theatre, tabletop theatre, dress-up and mask theatre, flannel theatre) according to their age
-Develop the ability to convey the character of a character through intonation expressiveness of speech, facial expressions, and gestures
- Master theater design skills
Involving parents in making different types of theater and creating costumes
- To convey all theatrical activities to parents through questionnaires, consultations and conversations.
Project goal:
-Introduce children to theatrical art and theatrical activities
Tasks:
-Create conditions for organizing joint theatrical activities
-Expand children’s understanding of the theater, its types, attributes, costumes, scenery
-To form an artistic and aesthetic developmental subject environment in the group
- Create conditions for joint theatrical activities between children and adults, aimed at bringing children, parents and teachers closer together (staging joint performances with the participation of children, parents, staff, organizing performances for children of older groups in front of younger ones).
-Develop emotionality and expressiveness of speech in children
- Contribute to the self-realization of each child and the creation of a favorable microclimate, respect for the individual little man
-Ensure interconnection with other activities:
music, fiction, design, drawing.
Working with parents:
-Questionnaire
- Issue of consultations “Playing theater with children at home”
-Conversations with parents
-Assistance in the production of theatrical props
Forms of work:
1. Joint activities with children:
-theatrical games
- outdoor games
-speech games
- fairy tales - retellings
-rhythmoplasty
-use of different types of theaters
- viewings of theatrical works
-story-based role-playing games
-visiting theaters
- theater show
2.Independent activities of children in the theater corner
3.Integration with other educational areas:
- artistic creativity
- design
-reading fiction
- music
- speech development
4. Interaction with family
- joint theatrical and leisure activities
- preparing recommendations for parents on organizing theatrical activities
-parents and children visiting theaters and performances
5. Interaction with the deputy. Head of Educational and Methodological Work
- consultations with music director
All works help to increase theatrical activity.
Thematic plan:
September. Conversation with children:
"Introduction to the Theater"
"Curtain and stage for the theater"
Lesson notes
"What is theater"
Russian folk tales
October. Conversation with children:
“How to come up with your own theater, what is needed for this”
Psycho-gymnastics “Imagine yourself differently”
Visit to the doll exhibition
Hood. - aesthetic development(Drawing)
"Zayushkina's hut"
November. Introduce children to several types of theaters
"Cone Theater"
Fairy tale dramatization:
"Teremok"
Finger gymnastics:
"Turkey"
Selection board games about animals
December. Conversation with children:
“My favorite fairy tales”, “Favorite fairy-tale characters”
Hood. - aesthetic development (Drawing)
"Create your own theater"
A selection of fairy tales and heroes finger theater
“The Fox and the Crane”, “Ryaba Hen”, “Turnip”, “Kolobok”
Fairy tale dramatization:
"Turnip"
Reading fiction:
"Fairy tales - retellings"
January. Visit to the puppet theater:
"Friendship of Friends"
Conversation with children:
“The names of the theaters, the heroes of these theaters”
Viewings of theatrical works
Story-based role-playing games
February. Reading fiction:
"Masha and the Bear"
Joint activities with parents
Organizing a library visit
Hood. - aesthetic development (Modeling)
« Fairytale hero any fairy tale"
Introduction to the puppet theater
March. Participation of children in the production of the play
"Finding Cinderella"
Plot - role-playing games in the theater corner
Hood. - aesthetic development (Applique)
"Teremok"
D/i “Collect a fairy tale”
April. Visit to the puppet theater
"Cheerful Friends"
Reading fiction:
"The Ant and the Dragonfly"
Puppet theater show for kids
"Kolobok"
May. Working with parents:
Questionnaire "Theater and Children"
Tabletop theater show:
"Thumbelina"
Stand design for parents
D/i “Guess the fairy tale from the description”
Types of theaters:
Tabletop theater
The name of this type of theater speaks for itself - play activities are carried out on the table. Its peculiarity is that the scenery and characters must be small in size so that it is possible to place all the necessary attributes of the game on the surface
Theater on flannelgraph
(board covered with fabric)
To organize this type of activity, you will need a flannelgraph made by yourself and character figures of the chosen work of art, on which you need to attach Velcro or velvet paper to the back side.
Thus, as the plot develops, the child is invited to attach the necessary figures to the flannelgraph.
Theater with disguises and masks
This is a theater where children take on the role of a chosen character. Children, with the help of an adult or independently, act out short fairy tales.
For better visibility, children need costumes. You can buy them in a store or sew them yourself. In kindergarten, in each group or at home, it is advisable to have a costume room, where costumes are sewn by the hands of parents and children.
Masks - caps - are made according to the size of the performer's head. These can be knitted hats or characters drawn on cardboard, which are attached with an elastic band around the head.
Puppet theater
This type of theatrical art is very popular with children, as it allows them to work with a doll and rehearsal process open up to each child individually, overcome the complexes of embarrassment and uncertainty, learn to play with the help of a doll, revive it with your actions and manner of moving and speaking.
Cone Theater
Helps to learn to coordinate hand and eye movements and to accompany finger movements with speech. Express your emotions through facial expressions and speech.
Project conclusions:
The children became interested in theatrical activities. The children got acquainted with different types of theaters. Thanks to joint activities during the project, the relationship between children and adults was strengthened.
Children have become more sociable with each other, liberated, confident in themselves and their abilities, and are not afraid to speak in front of the public.
In my parents I found support not only preparatory work(making scenery, costumes, toys), but I saw them as talented teachers of my children.
I showed parents that only through joint activities can they get to know their child better, his temperament, and friendly relations between children and adults.
Created an atmosphere of creativity. My project allowed children, parents and teachers to show their creative activity and fully reveal the emotional capabilities of children.
Thus, we can conclude that the “We Play Theater” project has created favorable conditions for the development of children’s abilities in theatrical activities.
List of used literature:
Artemova L. V. “Theatrical games for preschoolers.”
Antipina A. E. “Theatrical activities in kindergarten.”
Baryaeva L. I., Vechkanova I. I., Zagrebaeva E. A., Zarin A. A. “Theatrical games and activities with children”
Ivanova G.P. "Theater of Moods"
Makhaneva M. Theatrical activities of preschool children
Migunova E.V. Organization of theatrical activities in kindergarten: Educational and methodological manual.
Petrova T.I., Sergeeva E.L., Petrova E.S. Theatrical games in kindergarten.
Internet resources
Theater for children is fairyland, where fantasies become reality, objects come to life, and good always defeats evil. All this is a type of game that is an integral part of the life of a preschooler. Theatrical activities have a huge impact on the child. emotional impact, awaken his imagination and activity. Middle preschool age is a wonderful time for developing creative talents. Children of the fifth year of life are happy to try on various roles, imbued with the experiences of fictional characters, while liberating themselves and comprehending the nature of human relationships.
Methodology and organization of theatrical activities in the middle group of kindergarten
Theatrical activities remain an important component of the pedagogical process in the secondary preschool level. Such classes are most often held as part of the subject “speech development” (for example, once every three to four weeks) or are included in circle work.
Tasks and techniques of theatricalization in preschool educational institutions
Theatrical classes solve many problems, contributing, first of all, to the harmonious development of the child.
Educational objectives:
- Initial Basics theatrical culture. The children get acquainted with theatrical terminology, varieties of theatrical art, and learn how to behave correctly while in the theater.
- Theater game. Preschoolers improve their ability to navigate the stage space, move around the set, build a dialogue with a production partner on a specific topic, and remember the words of the characters in a theatrical sketch.
- Working on the play. Children develop skills in manipulating imaginary objects. Children learn to embody specific feelings and experiences in the game, to create a certain image through intonation, facial expressions and pantomime.
- Rhythmoplasty. Preschoolers learn to respond to a musical signal or command, while acting in concert, remembering various poses and conveying them figuratively.
- Speech culture. Children develop speech breathing, correct articulation, clear diction, develop the ability to change intonation, write short stories and fairy tales, and find elementary rhymes.
Developmental tasks:
- Theatrical activities instill in children the skills of public speaking.
- Children's vocabulary is activated, their vocabulary is enriched, their intonation structure is improved, and dialogic speech develops.
Educational tasks:
- Rising general culture the child is introduced to spiritual values.
- Theatrical activities foster independence, artistry, creativity, ability to communicate with peers and adults.
Organizing on average preschool age theatrical activity, the teacher relies on certain techniques:
- Verbal: reading short fairy tales and stories (which are then transformed into a play script), conversations with kids, addressing your personal experience, reading competition.
- Visual: joint examination of costumes, scenery for specific performances, viewing theatrical productions in kindergarten (they are organized by teachers or professional actors are invited).
- Practical: this includes dramatization games, acting out short sketches, drawing episodes from specific fairy tales and stories, making your own decorations, attributes, masks and other costume elements.
Photo gallery: methods of working in a secondary group for teaching theatrical activities
Watching theatrical performances makes children want to act out their own performance. The initial stage is familiarization with the script of the future performance. Preschoolers act out a small performance themselves.
Types of theatrical activities in the secondary preschool level
Theatrical activities in the secondary preschool level can be divided into two key groups: dramatization games (drama theater) and director's games. In the first case, preschoolers themselves become actors performance: dress in costumes, play the roles of characters, conveying their movements and experiences with the help of intonation, facial expressions and pantomime.
Variety drama theater is a mask theater, which also takes place in middle group. The teacher makes hat-masks based on the size of the child’s head. They can be sewn or knitted, or you can use a cardboard image that is fixed around the head with an elastic band.
With the help of costumes, masks or hats, kids transform into fairy-tale characters
During director's play, the child only creates the scene by controlling a toy hero - three-dimensional or flat. In this regard, the following types of theater are distinguished:
- Desktop. These are manipulations with the most common toys (matryoshka dolls, animal figurines, etc.), while the stage area is a children's table. The content of such performances is usually chosen to be extremely simple, there are no intricate movements and actions. The teacher may well come up with a small plot himself.
- Conical. It is a type of tabletop. The characters are made from paper cones.
- Theater on flannelgraph (or magnetic board). Kids are usually captivated by the process of the game action itself: after all, the pictures do not fall, but seem to be glued to the board, as if by magic. A teacher can easily create many characters for such performances: the image can be drawn or cut out from postcards, magazines, or old books. The picture is glued onto thin cardboard, with flannel glued to the back side of it. If the sketch is played out on a magnetic board, the teacher uses small, inconspicuously colored magnets to attach the characters.
- Shadowy. This is great fun for kids who love watching human and animal figures move across a brightly lit screen. The teacher covers a wooden screen frame with thin white fabric, cuts out character figures from loose cardboard and paints them black (and body parts can be movable, for example, the head, arms and legs) using threads or wire. When performing a performance, the figures are pressed tightly against the material, and a light source is located behind them. It is advisable that the audience does not see the puppeteer’s hand: for this purpose, each figure is equipped with an additional element that makes it convenient to hold it.
- Bibabo (or the Petrushki Theater). It is a set of dolls that are put on your hands like a glove. Such characters are sold in children's stores; if you wish, you can make them yourself. The simplest doll consists of a body-shirt, a head and arms. The head can be borrowed from an old doll, rubber toy or make it from plasticine, papier-mâché, or a plastic ball, marking the corresponding parts. The body-shirt is sewn according to the size of the child’s hand. During the demonstration of the sketch, the head is placed on the index finger, and the hands (or paws of the animal) are placed on the thumb and middle finger. At the same time, the stage of the bibabo theater is a screen on which the scenery is placed. Little puppeteers are behind the screen and control the dolls. Such a theater usually evokes delight and a sea of bright emotions in children.
- Finger. These are small dolls sewn from material, knitted from yarn or glued from paper. The face is decorated with buttons, beads, beads, threads, etc. Children put toys on their fingers and use a screen to show the performance.
- Mitten Theater. It is based on the use of unnecessary children's mittens, to which eyes, ears, mouth, hair and other details are sewn. Alternatively, the mitten can be cut out of paper and then glued. Children love to make such dolls, coloring them with pencils, gouache, felt-tip pens, and decorating them with applique. Such mittens, by the way, can include part of the scenery, for example, grass or trees.
Photo gallery: types of puppet theater in the middle group
The characters of the bibabo theater are put on the hands like a glove. An ordinary mitten can be transformed into fairy tale character In a cone theater, the characters are paper cones. For a tabletop theater, the stage area is an ordinary table. Small puppets are put on fingers and the game action is played out using a screen. To create a shadow theater, black figures and a white screen are needed. Flat characters are attached to a flannelgraph.
Performances staged by children turn out to be brighter and more interesting if they are accompanied by musical accompaniment. The music director can play along with the children on the piano, or the teacher selects suitable audio recordings. Thus, theatrical activities in preschool educational institutions are closely related to musical ones.
Theatrical corner in the group room
In the developing environment of the middle group, there must certainly be a theatrical corner, where a variety of types of theater, scenery and costumes, caps, masks and various theatrical props (tickets, box office, posters, etc.) are presented. With the help of all these paraphernalia, in their free time, kids can develop their acting abilities by performing small performances, imagining themselves as various characters.
In the theatrical corner, children can act out performances on their own using various dolls, scenery, and costumes.
Conducting theatrical classes in the middle group
In order for the work on developing children’s creative abilities through theatrical activities to be effective, it is necessary to conduct it systematically and systematically, taking into account age, psychological and individual characteristics kids.
Individual approach in class
In theatrical activities, an individual approach is of particular importance. The teacher must create such conditions so that every preschooler has the opportunity to reveal their abilities. For these purposes, the following techniques are used:
- Choosing a role at will (according to the child’s character).
- Assigning timid and shy kids to key roles (this will allow them to overcome their fears, become more self-confident and increase self-esteem).
- Playing dialogues in pairs.
- If a child has problems with speech (many children of the fifth year of life still speak poorly, especially boys), then you need to choose a role for him, where the main effect is based on facial expressions and pantomime.
- If a preschooler remembers a large amount of text well, then you need to give him roles with a large number of words.
- Some children need to be given time to manipulate the toy before performing the play (the baby may want to talk to it).
Some children need to be given special attention during theater classes.
Motivating start to theatrical activities
Theatrical activity in the middle group is in itself a very exciting activity for children, especially if the teacher comes up with an intriguing motivation for it.
For example, a teacher shows the kids a beautiful chest - she found it on the way to kindergarten. There are fairy tale characters there (it could be “Teremok” or “Kolobok”, “Ryaba the Hen” or “Zayushkina’s Hut”, etc.). In order for the chest to open, children must solve riddles.
The beautiful chest contains fairy tale characters
Another option for starting a lesson is for the teacher to hold a ball of thread in his hands. It is not simple, but magical, it can lead you into a fairy tale. The ball rolls and leads the children to the toy Luntik. He tells the children that they really found themselves in a fairy tale, where animals and birds talk, and good always defeats evil.
Favorite cartoon character Luntik invites kids to a fairy tale
To interest children in theatrical activities, the teacher can dress up as a storyteller grandmother (Malanya or Arina) and invite the children to play with her. At the same time, it’s good to stylize the group room a little like a Russian hut - put a stove, painted wooden dishes, etc.
The teacher dresses up as a grandmother-storyteller
Another option for a motivating start to an activity that will certainly inspire children is an offer to turn into actors. Preschoolers love to transform into representatives of one profession or another. And being an actor is very interesting, because you can feel like anyone: a beautiful princess, a little puppy, a cowardly bunny.
The performance can be preceded by a short conversation about the theater. The guys remember whether they have theaters in their city, which ones (drama, puppet theaters), what the names of the people who work there are called. Thus, the activity takes on a patriotic orientation - the kids expand their knowledge about their hometown.
Options for topics for classes in the middle group
The very first classes in theatricalization should be of an introductory nature (“What is theater”, “The World of Theatre”, “Journey to the Theatre”, etc.). The teacher introduces the children to the theater, explains its internal structure, and shows photographs of beautiful buildings. Preschoolers learn that there are drama and puppet theaters and become familiar with the profession of an actor.
The children learn that all the theater buildings are very beautiful and majestic
In subsequent lessons, children act out short scenes in which they learn to express certain emotions through intonation, facial expressions and gestures (for example, “Change your voice”, “Guess who I’ll show”, “Facial sketches at the mirror”), read poems expressively (for example, “What I can do” by B. Zakhoder).
The topics of the main block of classes on theatrical performance in the middle group are related to Russian folk and literary fairy tales. The teacher performs with the children performances based on the following works: “Kolobok”, “Teremok”, “Hen Ryaba”, “Zayushkina’s Hut”, “Three Bears”, “Kolobok - a prickly side” by V. Bianchi, “Who said “Meow”, “ Under the mushroom” by V. Suteev, “My phone rang” by K. Chukovsky.
Based on the fairy tale “Under the Mushroom” by V. Suteev, you can stage both puppet and dramatic performances
Also, classes can have a patriotic orientation (“Theatres in my city”) or teach preschoolers politeness (various scenes from life are played out, where the children must use polite words).
Children of the fifth year of life can also practice the profession of screenwriter and director: come up with their own scenes from the life of toys (for example, “Where the toys live,” “The toys came to visit the doll Katya,” etc.).
Table: fragments of lesson notes on theatrical activities in the middle group
| Author and title of the lesson | Progress of the lesson |
| Khlebnikova N.A. "We're playing theater" |
The teacher comes in the guise of a storyteller and talks with the children about where they can see fairy tales. The children are invited to transform into artists - to learn to convey feelings through facial expressions and gestures. Warm-up game “Transfers”.
The storyteller tells the preschoolers that a kitten has come to visit them. Children remember cartoons and fairy tales in which this character is, and then pass a toy kitten to each other, stroke it, and say kind words.
The children are asked to imagine how they are stroking a cat with their hand. |
| Kamenskaya N.K. Fairy tale "Teremok" |
The teacher tells the children that on the way to kindergarten she found a beautiful box. To open it, you need to guess riddles (toys are shown as you solve them):
The guys guess that the animals are the heroes of the fairy tale “Teremok”. The teacher offers to act out this fairy tale, says magic words, and the guys turn into forest dwellers - they put on hats and masks. Some of the children play the role of the sun and Christmas trees (appropriate masks).
And now we need to turn from forest animals into guys again! |
| Lagutina A.V. “Marfusha visiting the guys” |
Marfusha (an adult in disguise) appears in front of the children. She says that when she was putting things in order, she found a sock, a handkerchief, a glove, a mitten and a slipper. And now Marfusha doesn’t know what to do with all this. She decides to put things in magic chest and cast a spell. Finger gymnastics is performed:
Marfusha leaves the bag and leaves. |
Table: fairy tale script for dramatization
| Fairy tale title | Content |
| "Mashenka's Birthday" | Once upon a time there lived a girl Mashenka. She was very cheerful and kind girl. She was loved not only by her friends, but also by all the animals! And then one day, when Mashenka’s birthday came, the little animals decided to congratulate her on the holiday. They prepared gifts and congratulations for the birthday girl. First, Kitty came to Mashenka! (the cat gradually appears on the screen). He walked up to her and said: “Masha, I congratulate you on your birthday! And accept a gift from me!” (the cat sways slightly, and Masha stands motionless). The girl was very happy about the arrival of Kitty and his gift and said: “Thank you, kitty, I’m very glad that you came! Please come in.” The cat walked over and sat down on a chair. And at this time the Bunny was skipping along the path. He saw Mashenka and joyfully said: “Hello, Mashenka! I wish you a happy birthday! And I give you..." The girl thanked Bunny: “Thank you, Bunny! Please come in!” The bunny happily agreed, walked over and sat down next to the cat. As soon as Bunny sat down, everyone heard the song. It was sung by Little Fox, who also hurried to congratulate Mashenka. The little fox ran up to the girl and joyfully said: “I congratulate you on your birthday! Here's a gift for you! “I gave Mashenka a gift and was just about to leave when Masha said: “Thank you, little fox, stay for the holiday!” The little fox thanked the girl, went and sat on the chair next to the Bunny. And then everyone saw that Mishutka was waddling. Mishutka was very timid and shy. He came up and quietly said: “Happy birthday!” He gave Mashenka a gift and quietly went home. And Masha followed him and said: “Thank you, Mishutka, stay at the holiday!” Mishutka even growled quietly with pleasure, went and sat down next to Kitty. And then everyone saw that the Wolf Cub and the Cockerel were coming to Masha with congratulations. The Cockerel walked ahead and crowed loudly, and the Little Wolf followed him and kept thinking about how he would congratulate Masha. They approached the birthday girl and said: “Happy birthday to you! We wish... Here are gifts from us!” Masha said: “Thank you, please come in!” The little wolf went and sat down next to Mishutka, and the Cockerel next to the Little Fox, because they were friends and always played together. When the guests sat down, Masha saw that Goat was hurrying towards her. She was smart and cheerful. The goat also brought Masha a gift. She approached the girl and said: “Happy birthday to you! And accept a gift from me!” Mashenka said: “Thank you very much, please come in!” The Goat happily walked over and sat down next to the Cockerel. Masha was very glad to have the guests, but she was looking forward to her friend Dashenka. And then she saw that Dashenka was hurrying along the path, and with her the Mouse. When Dashenka and Little Mouse approached, Masha said: “I’m glad you came, look how many guests I have!” Dasha and Mouse congratulated the birthday girl on her birthday and offered to lead a round dance “Loaf” for Mashenka. All the animals agreed, stood in a circle, and Masha in the middle of the circle, and they began to dance in a circle! |
Theater project
Theatricalization presents great material For project activities in the middle group. These can be short-term or long-term projects. The duration of short-term - from one day to two weeks, long-term - from two weeks to six months and even a year.
An example of a long-term project is “Theater near us” by Educator I. G. Gimaeva. It involves children, teaching staff and parents. At the same time, parents are involved in the creation of fairy tale characters, the exhibition of drawings “We are from a fairy tale,” and the organization of a photo exhibition “To the puppet theater with the whole family.”
Problem to be solved during the implementation of the project: inability to convey the emotional character of the characters, insufficient vocabulary, difficulties in coherent speech.
Developed by the teacher detailed plan project, including scripts open events, the expected results of the activity are thought out. During the preparatory stage, the teacher creates various types of theater in the group (parents and preschoolers themselves are involved in this process), reads fairy tales and short stories to preschoolers - future scripts for performances.
Table: fairy tales for theatrical performances used in the project
| Month | Fairy tale title | Theater view |
| September | Belarusian fairy tale “Pykh” | puppet theater |
| October | Russian folk tale"Turnip" | cardboard theater |
| November | "Teremok" | puppet theater |
| December | "Zayushkina's hut" | finger theater |
| January | "Winter quarters of animals" | finger theater |
| February | "Kolobok" | finger theater |
| March | Fairy tale by L. N. Tolstoy "Three Bears" |
cardboard theater |
| April | Story by T. Karamanenko "The Hedgehog and the Fungus" |
finger theater |
| May | "Masha and the Bear" | dramatization, final stage project |
During the implementation of the project, theatrical activities are closely intertwined with artistic creativity(children are offered coloring books on the theme of fairy tales, drawing of their favorite characters), physical education(physical education minutes on fairy tale themes).
Analysis and diagnostics of theatrical activities in the middle group
All classes on theatrical activities in the middle group are structured according to a similar scheme. First, the teacher immerses preschoolers in the topic and creates the necessary emotional mood. Then a specific sketch or performance is played out, where the kids demonstrate their creative abilities.
An obligatory stage of each lesson is an emotional conclusion. The teacher, together with the children, analyzes theatrical activities. The teacher gives preschoolers the opportunity to express their opinions and note what each of them liked most about the lesson. The guys remember what fairy tale they acted out, which tasks were easy and which seemed difficult. Thus, during the analysis, the teacher notes points that need to be worked on in the future, including in individual activities.
Theatrical activities in the middle group include diagnostics, which are carried out twice a year (usually October and May). The teacher indicates the skills and abilities that children should acquire by the end of academic year, notes how each child possesses them at the beginning of school (October) and then at the end of the year (May). Based on the data obtained, the teacher draws conclusions about the success of training.
To assess the level child development a three-point scale is used: good, satisfactory, unsatisfactory (some use a five-point system). Characteristics of a high level of development for diagnosis:
- Through intonation, facial expressions and gestures, he conveys the character and characteristics of the hero of the work.
- He knows how to transform into a character and improvise during the game.
- Pronounces the character's words clearly.
- Focuses on different types theater, owns toys, finger puppets, bibabo dolls, etc.
- Willingly participates in children's performances at preschool educational institutions.
Related videos
Video recordings of children's performances are a very interesting sight for teachers, preschoolers and their parents.
Video: dramatization of the fairy tale “Turnip” in the middle group
https://youtube.com/watch?v=K0AT3JgGreE Video can’t be loaded: Theater activities part 2 (https://youtube.com/watch?v=K0AT3JgGreE)
Video: theatrical activity in the middle group “Ryaba Hen”
https://youtube.com/watch?v=TqT1QxAx0PM Video can’t be loaded: Theatrical activities. Fairy tale “Ryaba Hen” (https://youtube.com/watch?v=TqT1QxAx0PM)
Video: theatrical event with the participation of children and parents (middle group) “Cat House”
https://youtube.com/watch?v=XWa5Ta688Uo Video can’t be loaded: “CAT’S HOUSE” Theatrical event of parents for children of the middle group on fire safety (https://youtube.com/watch?v=XWa5Ta688Uo)
Theatrical activities are close and accessible to children. After all, it is inherent in their very nature: the baby strives to transform any invention and impression from the environment into a living image. Pupils from the middle group enjoy participating in performances, love to dress in bright costumes, control puppets, and speak on their behalf. Such actions help the all-round development of the child; they help the overly active and emotional one to become more collected and purposeful, and the timid one, on the contrary, overcome shyness and self-doubt.