Theater in the second junior group
Theatrical activities in kindergarten
Author: Filimonova Svetlana Grigorievna, teacher of the State Budgetary Educational Institution Secondary School No. 319, Moscow, preschool department. Description of the material : I offer material on conducting theater week in the 2nd junior group. This material will be useful to kindergarten teachers. I work in the 2nd junior group. Since the leading type of activity for children is play, an important role belongs to the puppet theater. It entertains and educates children, develops their imagination, teaches them to empathize with what is happening, creates an appropriate emotional mood, liberates the child, and increases his self-confidence. Children really love theatrical games, in which they can transform into their favorite characters, dramatize familiar fairy tales and admire theatrical performances performed by adults and older children. Therefore, I decided to take an active part in the theater week, which took place in our garden from March 24 to March 28 In 2014, theater week took place in our garden. Throughout the week, work was carried out to familiarize children with theatrical activities. At the first lesson, I told the children what theater is, how to behave in the theater. And for parents, I developed a reminder for the first trip to the theater with their children. Then, together with the teachers of another group, we staged the fairy tale “Kolobok” and showed it to the children.
During appliqué classes with children, we made a cut-out appliqué based on the fairy tale: “Turnip.” At home, the children and their parents made little books based on Russian folk tales.
And throughout the week I made different types of theaters (finger theater from papier-mâché, theater from CDs, shadow theater, theater on clothespins, rag dolls, theater from wooden shovels), and the children watched and helped as much as possible. I also made a card index of theatrical games and physical education lessons. In our corner there are several types of theater made with your own hands: All this is very easy to do, beautiful and the children are delighted. They really like to play. And at the end of the week we had a theater corner competition. Our theater took 1st place.
We recommend watching:
Theatrical activity in kindergarten DIY hat. Master class with step-by-step photos Scenario of a theatrical performance for children with disabilities (CP) Theatrical entertainment in the middle group. Scenario
Similar articles:
Dramatization of Chukovsky's fairy tale The Fly Tsokotukha for children 5-7 years old
Dramatization of a fairy tale in the senior group “About the Little Mouse”
Theater performance in the senior group. Fox-sister and gray wolf
Theater quiz for the senior group
Game performance in kindergarten. Middle - senior group
Project "Theater for Kids"
Age group: second youngest group (3-4 years).
Project goal: To introduce children to theatrical culture.
Relevance:
Today, when the problem of preschool education and upbringing is being widely and fundamentally solved and the tasks facing teachers of preschool educational institutions are becoming more complex, the task of introducing children to theatrical activities from a very early age remains very important.
Creative activity and the development of human creative abilities are an integral part of the socio-economic and spiritual directions of the modern social structure. The word “creativity” in the social sense means to search for, to depict something that has not been encountered in past experience, individual and social. Creative activity is an activity that gives birth to something new; the free art of creating a new product that reflects the personal “I”. Creativity is not only the creation of something new in material and spiritual culture, but also a person’s improvement of himself, primarily in the spiritual sphere.
Children's creativity is one of the pressing problems of preschool pedagogy and child psychology. It was studied by L. S. Vygotsky, A. N. Leontiev, L. I. Venger, N. A. Vetlugina, B. M. Teplov, O. M. Dyachenko, A. I. Volkov and many others.
Theatrical activity is the most common type of children's creativity. It is close and understandable to the child, lies deeply in his nature and is reflected spontaneously, because it is connected with play. The child wants to translate any of his inventions, impressions from the life around him into living images and actions. Entering the character, he plays any role, trying to imitate what he saw and what interested him, and receiving great emotional pleasure.
Theater activities help develop the child’s interests and abilities; contribute to overall development; manifestation of curiosity, desire to learn new things, assimilation of new information and new ways of action, development of associative thinking; perseverance, dedication to the manifestation of general intelligence, emotions when playing roles. In addition, theatrical activities require the child to be decisive, systematic in work, and hardworking, which contributes to the formation of strong-willed character traits. The child develops the ability to combine images, intuition, ingenuity and ingenuity, and the ability to improvise. Theatrical activities and frequent performances on stage in front of audiences contribute to the realization of the child’s creative powers and spiritual needs, emancipation and increased self-esteem. Alternating the functions of performer and spectator, which the child constantly takes on, helps him demonstrate to his comrades his position, skills, knowledge, and imagination.
Exercises for the development of speech, breathing and voice improve the child’s speech apparatus. Completing game tasks in the images of animals and characters from fairy tales helps to better master your body and understand the plastic possibilities of movements. Theatrical games and performances allow children to immerse themselves in the world of fantasy with great interest and ease, and teach them to notice and evaluate their own and others’ mistakes. Children become more relaxed and sociable; they learn to clearly formulate their thoughts and express them publicly, to feel and understand the world around them more subtly.
The love for theatrical creativity, the desire to pass this love on to children, the desire to make a child’s life happier and his inner world richer through theatrical skill, became the reference point for the creation of this project.
Project objectives:
- Create conditions for the development of children's creative activity in theatrical activities.
- Teach children various means of improvisation.
- To form children's ideas about various types of theater and theatrical genres.
- Provide conditions for the relationship between theatrical and other activities.
- Involve children in dramatizing small works.
- Learn to convey the habits of animals in movements, create playful images, instill communicative qualities, and the ability to move in the character of music.
- Develop children's dialogical speech.
- Learn to read individual lines of dramatization expressively.
- Form the need to share your impressions with the teacher and parents.
10. Create conditions for joint activities of children and adults.
Project participants:
- Pupils of the group.
- Group teacher.
- Parents of group children.
- Musical director.
Stages and timing of the project: March (3-4 weeks) from March 14 to March 25, 2016.
Expected results:
Child development in all areas of educational fields.
Significant expansion of children's ideas about theatrical culture.
Creating a subject environment that promotes the development of theatrical culture in children.
Forms of working with children:
- organization of educational, developmental and creative activities;
- organizing joint events with parents;
- organization of theater evenings (showing fairy tales and performances);
Theater classes in the second junior group.
During theater classes, children learn the simplest techniques for controlling tabletop theater puppets. You can suggest coming up with small stories that happen with the toy, so that the child can compose dialogues himself and find expressive intonations. At the same time, you can provide assistance with leading questions, without providing a ready-made role model. No matter how primitive the stories written by children are, encouragement is necessary. The child must be encouraged to want to play with the doll. Acting out written fairy tales spiritually liberates the child and you need to pay attention to this. In theater classes, it is necessary to create an atmosphere of goodwill, mutual trust, and respect for each other. A child can only create when he feels the friendly attitude of his peers and adults.
In the second junior group, great importance is given to working on sketches. This is a kind of school that helps children learn the secrets of controlling theatrical puppets and the basics of acting. Children learn to express their feelings and understand the feelings of other people through play. This will help them avoid difficulties in communicating with peers and adults. Working on sketches develops the child and gives him the necessary skills to participate in puppet and other performances. Only by creating an atmosphere of creative cooperation can we begin staging the play. In the second younger group, you can act out well-known Russian folk tales with tabletop dolls: “Hen-Ryaba”, “Masha and the Bear”, “Bull-Tar Barrel”, “Zayushkina’s Hut”. Here you can also invite children to come up with a dialogue themselves. By the end of the second junior group, children should already have mastered the skills of controlling tabletop dolls, can fully concentrate their attention on the doll, and listen carefully to their partner. Children can also compose a short fairy tale on their own.
Forms of interaction with families of pupils:
- Joint production of toys and aids for organizing a subject-development environment.
- Involving parents in joint events.
- Open screenings of classes and theatrical performances.
- Consulting parents on leading and current issues.
- Organization of visits to cultural sites and cultural events.
Final event (form, name): dramatization of the fairy tale “Turnip” for parents
Main stages of the project:
Stage 1
Preliminary work
- Studying methodological literature.
- Drawing up a program of activities to implement the project’s objectives.
- Acquisition of didactic material to create a subject-development environment
Stage 2
Main job
The project is focused on the comprehensive development of the child’s personality, taking into account his individuality. It systematizes the means and methods of theatrical and play activities.
The content of theatrical activities includes:
— watching puppet shows and conversations about them;
- dramatization games;
— correctional and educational games; diction exercises (articulation gymnastics);
— tasks for the development of speech intonation expressiveness;
- transformation games (“learn to control your body”), imaginative exercises;
— rhythmoplasty;
— finger play training for the development of hand motor skills;
- preparation (rehearsals) and performance of various fairy tales and dramatizations;
Song creativity, playing children's musical instruments, dance creativity, holidays, and leisure activities are planned and carried out together with the music director during music classes and in free time.
Theater classes 1-2 times a week. In the schedule of classes it is planned in the first half of the day.
The material for classes is taken from the book by N.F. Sorokina “Scenarios for theater classes”, Moscow, Arkti Publishing House, 2007.
Stage 3
Final work
The content of the work:
— Monitoring the implementation of project tasks.
— Final event. Children's dramatization of the fairy tale "Turnip". Showing the performance to parents.
| Educational area/event | Content | Familiarization with works of fiction | Expected Result | |||
| Stage 1 - organizational and preparatory 3 days | ||||||
| Study of regulatory documentation and methodological literature on this topic |
| |||||
| Project development | Determining the topic of the project, its goals, objectives, relevance, stages and deadlines for implementation, indicators for achieving the project goal, forecasting the expected results. Preliminary work with children's parents. | |||||
| Creating a subject-development environment | To successfully implement the project's objectives, it is necessary to create an appropriate subject-development environment.
| By participating in theatrical games, children become participants in various events from the lives of people, animals, and 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. The educational significance of theatrical play is also enormous. 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 | ||||
| Stage 2 – implementation (5 days) | ||||||
| 1 day - work with children | ||||||
| Speech development |
| Russian folk tale "Turnip" | Children will remember a familiar fairy tale, learn to express emotions with the help of facial expressions and gestures, the prerequisites will be created for the development of dialogic speech; a stable interest in theatrical activities will develop. | |||
| GCD “Journey to the fairy tale “Turnip”” (Appendix No. 1) | ||||||
| Conversation with children “Going to the theater with parents” |
| Children's knowledge about theater and theatrical performances is systematized. | ||||
| Reading fiction. Reading of V. Berestov’s poem “Petrushka” (Appendix No. 3) | Learn to listen carefully and interestedly to a story | Children listen carefully to the story. | ||||
| Didactic game "Guess by the sound" (Appendix No. 6) | Develop children's auditory attention. | Children will learn to distinguish musical instruments by sound. | ||||
| Examination of theatrical sets “Tabletop Theatre”, “Puppet Theatre”, |
| Reading nursery rhymes “Cucumber, cucumber”, “Vanya walks” | ||||
| Artistic and aesthetic development: | Encourage children to improvise simple dance movements to a variety of music | “Dance of Parsley” (music by D. Kabalevsky), | Children will learn to improvise simple dance movements to a variety of music. | |||
| NOD “Dance creativity. Dance improvisations: | ||||||
| Physical development |
| Learning words from the game | Children will learn to perform movements in accordance with the text | |||
| Outdoor game while walking (Appendix No. 7) | ||||||
| Physical education (Appendix No. 7) | Learn to perform movements in accordance with the text. | Learning words from the game | Children will learn to perform movements in accordance with the text | |||
| Interaction with families of pupils | ||||||
| Promotion “Costume for a fairy tale hero” | Involve parents in setting up a theater corner in the group and in sewing costumes for theatrical performances. | The parents of the group actively responded to the action. | ||||
| Day 2 - work with children | ||||||
| Artistic and aesthetic development of NOD |
| Reading the fairy tale "Kolobok" | Children will remember a familiar fairy tale and learn to convey the image of their favorite characters in their drawing. | |||
| Drawing “Kolobok rolled along the path” | ||||||
| Speech development |
| Reading of A. Barto’s poem “Bear” | Children will learn to accompany their actions with words. | |||
| Didactic game “Let’s collect Bear for a walk” (Appendix No. 6) | ||||||
| Finger gymnastics “Flower and Butterfly” |
| Physical education text (Appendix No. 7) | Fine motor skills of the hands develop. | |||
| Social and communicative development: | Teach children the rules of behavior in public places (theater) | Reading an excerpt from G. Shalaeva’s book “Rules of conduct for well-mannered children. Theater" | Children will learn proper behavior in the theater. | |||
| Conversation “Rules of conduct in the theater” | ||||||
| Role-playing game using a rubber toy theater "Meeting in the forest". (written by children) | Involve children in writing short fairy tales and stories and acting them out. | Children will try to compose a story on their own, focusing on their imagination, and play it out with the help of toys. | ||||
| Physical development: |
| Learning words from the game. | Children will learn to implement joint decisions and develop an interest in improvisation. | |||
| Outdoor game while walking We won’t tell you where we were, but we’ll show you what we did.” (Appendix No. 4)) | ||||||
| Ri (Appendix No. 2) |
| Children will learn to perform movements in accordance with the text | ||||
| Interaction with families of pupils | ||||||
| Screen "Let's go to the theater" | Clearly inform parents: how to profitably spend a day off with their child | Parents were interested in the information. | ||||
| Day 3 | ||||||
| Cognitive development: | To instill and maintain interest and desire to look at paintings and illustrations, to expand children’s knowledge about the theater. | Looking at illustrations | Children will learn to understand the world around them by looking at reproductions | |||
| Looking at illustrations on the theme “Children’s Theater” | ||||||
| Reading fiction by S. Marshak “In the theater for children” (Appendix No. 3) | Develop the ability to listen carefully to a work and answer questions about its content. | Reading the work of S. Marshak “In the Theater for Children” | With the help of a work of art, children expanded their understanding of theater. | |||
| Artistic and aesthetic development: |
Form in children characteristic gestures of repulsion, attraction, opening, closing. | Orchestral accompaniment of free dances | Children will learn to extract sounds from musical instruments, maintain the character and tempo of the music, and learn to improvise the characters of fairy tale characters with dance movements. Children will develop characteristic gestures. There will be a desire to use them in theatrical activities. | |||
| GCD Musical lesson. "We play, dance and sing" Individual lessons “Basics of acting” Sketches for the expressiveness of gestures “Hush”, “Come to me”, “Go away”, “Goodbye” | ||||||
| Speech development: |
| Memorizing the text of the game. | Children will develop object-based play actions and a desire to accompany their movements with words. | |||
| Improvisation game “Cat and Mouse” (Appendix No.  | ||||||
| Social and communicative development: | Attract children to role-playing games through artistic expression* | A. Brodsky “Novichok” (Appendix No. 3) | Children develop the plot independently. | |||
| Role-playing game “Newcomer in Kindergarten” | ||||||
| Physical development: | Learn to perform movements in accordance with the text , imitate the habits of animals | Learning words from the game | Children will learn to perform movements in accordance with the text, and there will be a desire to imitate animals in the game. | |||
| Outdoor game during a walk “Mice dance in a circle” (Appendix No. 4) | ||||||
| Ri (Appendix No. 2) |
| Compliance with the rules of the game. | Children will develop an interest in improvisational games, a joyful mood, a desire to be friends and help each other. | |||
| Interaction with families of pupils | ||||||
| Consultation for parents “The role of theatrical activities in the development of children’s speech” (Appendix No. 9) | To acquaint parents with the role of theatrical activities in the development of children's speech. Give advice on organizing a home theater and its accessories. | Parents expressed interest in consultation. | ||||
| 4 day | ||||||
| Cognitive development: |
| Solving theatrical riddles | Children will get acquainted with the world of theater, become interested in theatrical activities, and learn to move smoothly and purposefully. | |||
| GCD "Introduction to the magical world of theater" (Appendix No. 1) | ||||||
| Watching finger theater with children | Introduce children to finger theater. Talk about methods of acting with elements of theater. Create interest in various types of theater | Reading the nursery rhyme “Squirrel” (Appendix No. 8) | Children will get acquainted with finger theater and learn basic puppeteering techniques. | |||
| Speech development: | Involve children in theatrical activities; teach them to combine words with movements | Reading the text of the game (Appendix No. 7) | Children will learn to accompany the movements of the text character with words | |||
| Didactic game “Finger Games” | ||||||
| Artistic and aesthetic development: | Invite children to compose songs on individual syllables in the lullaby or dance genre | Music “The bear is dancing”, “The doll is sleeping” by M. Protasov | Children will learn to perform movements in accordance with the text | |||
| Song creativity | ||||||
| Physical development: | Develop the ability to justify one’s behavior, develop imagination, expand children’s knowledge, teach them to change their movements in accordance with their plans | Remembering the rules of the game | Children will learn to perform movements in accordance with their intended role. | |||
| Outdoor game while walking "Journey" (Appendix No. 4) | ||||||
| Social and communicative development Role-playing game “Mishka came from a walk” (Appendix No. 5) | Develop subject-game activities; form accompanying speech. | Repeating individual words from the text after the teacher | Children develop an interest in role-playing games; children enrich their actions with words. | |||
| Interaction with families of pupils | ||||||
| Consultation for parents “Theatrical activities in kindergarten” (Appendix No. 9) | Introduce parents to the organization of theatrical activities in kindergarten. | N.F.’s methodological manual for parents to familiarize themselves with. Sorokina “Scenarios for theatrical puppet classes”, Moscow, Arkti publishing house, 2007. | Parents' knowledge about theater activities in kindergarten with children will expand | |||
| 5 day | ||||||
| Artistic and aesthetic development | Creating a comic composition based on a literary work. Modeling of individual images according to design. | Reading of the poem “Barabek”, author K. Chukovsky (Appendix No. | Thanks to the artistic expression of children, children are happy to reflect objects from the text in modeling, playing out their works. | |||
| NOD Modeling "Robin Bobin Barabek" (collective) | ||||||
| Reading fiction “Poem by V. Berestov "Artist Hand" (Appendix No. 8) | Teach children to listen carefully to the work and answer questions about its content. Introduce children to puppet theater techniques | Reading of V. Berestov’s poem “The Artist’s Hand” (Appendix No. | Enriching children's knowledge on the topic, awareness of the emotional response to the work. | |||
| Speech development: | Teach children onomatopoeia | Reading the text of the game. | Children will learn onomatopoeia | |||
| Didactic game “Animals” (Appendix No. 6) | ||||||
| Social and communicative development: | To involve in telling fairy tales, to arouse interest in what is happening on stage, to enrich children with vivid impressions | Children actively participate in games; their imagination and imagination develop. | ||||
| Role-playing game “With dolls to the theater” | ||||||
| Artistic and aesthetic development: | Introduce children to the cone theater, encourage children to independently prepare attributes for theatrical games | Mini-scene based on L. Korchagina’s poem “Hedgehog” (Appendix No. | Children will develop an emotional response to the action of the character in the mini skit | |||
| Paper construction “Cone Theatre. Hedgehog" | ||||||
| Song creativity | Encourage children to compose songs based on given text and use them in puppet shows and dramatizations | Music by P. Tchaikovsky “New Doll” | Children will learn to accompany the doll's movements with a song invented by the child. | |||
| Physical development: | Learn to perform movements in accordance with the text | Learning words from the game | Children will learn to perform movements in accordance with the text | |||
| Outdoor game during a walk “Geese, geese, ha-ha-ha!” | ||||||
| Rhythmoplasty | Develop children's creative thinking. Motor abilities of children | Reading game text | Children receive positive emotions from the dramatization of the text of the game. | |||
| “Brave mice” (Appendix No. 2) | ||||||
| Stage 3 – final and analytical (2 days) | ||||||
| Final event Children's dramatization of the fairy tale "Turnip". Showing the performance to parents. (Appendix No. 3) | Summarize children's knowledge about theater and theatrical activities. Develop artistic and aesthetic skills, imagination, fantasy. To involve in telling fairy tales, to arouse interest in what is happening on stage, to enrich children with vivid impressions. | Enriching children's knowledge on the topic. | ||||
Stage 3
Analysis of the results of the “Theater for Kids” project
1. The group has created conditions for the development of children’s creative activity in theatrical activities:
— children’s performing arts are encouraged (children perform various roles in theatrical productions and performances, expressively read text material in classes and matinees);
- children behave calmly and relaxed when speaking in front of adults and peers. The active participation of each child in plays and other performances is ensured;
- children actively use facial expressions and pantomime for improvisation;
- distinguish between different experiences and emotional states of characters;
— children independently choose means for improvisation and self-expression.
2. The group has created conditions for introducing children to theatrical culture:
— the subject-developmental environment is organized taking into account the active involvement of children in theatrical culture
- the teacher organizes a visit to the theater, shows slides and videos about the theater and theatrical performances, there is demonstration material on the study of theatrical genres;
— the group has various types of theater: finger theater, shadow theater, tabletop theater, puppet theater, etc.
3. Conditions are provided for the relationship between theatrical and other types of activities in the pedagogical process:
— dramatization games are used in speech development and music classes;
— dramatization games are used when reading fiction;
— during labor classes, attributes for theatrical productions are made
4. Conditions have been created for joint events in theatrical activities of children and adults:
— joint performances are held with the participation of children, teachers, and parents.
The full version of the work is available.
MAGAZINE Preschooler.RF
Theater activities in the junior groupTheater is a magical land in which a child rejoices while playing, and in play he learns about the world!
Theatrical activity is an organic synthesis of fiction, music, dance, acting and concentrates the means of expression available in the arsenal of individual arts, contributes to the development of aesthetic perception of the surrounding world, children's fantasy, imagination, memory, cognitive processes, knowledge about the surrounding world and readiness to interact with them.
By participating in the process of theatrical activities, the child learns to work collectively on the concept of a future performance, create artistic images, exchange information, plan various types of artistic and creative activities (selection of musical characteristics for characters, work on a role, etc.), as well as coordinate their functions.
The purpose of the circle.
Development of creative independence, aesthetic taste in conveying an image. Fostering a love for theater and theatrical activities.
Circle tasks.
- Stimulating interest in theatrical and play activities, creating the necessary conditions for its implementation.
- Consolidating ideas about surrounding objects; ability to name pieces of theatrical play equipment. Developing in children interest and respect for toys and theatrical dolls.
- Developing the ability to monitor the development of action in dramatizations and puppet shows.
- Development of children's speech with the help of puppet theater: enriching vocabulary, developing the ability to construct sentences, achieving correct and clear pronunciation of words.
- Formation of the ability to convey basic emotions through facial expressions, posture, gestures, and movements.
- Introducing children to the techniques of puppeteering tabletop dolls.
- Formation of the ability to concentrate attention on a toy, theatrical puppet.
- Encouraging the desire to participate in dance improvisations.
- Supporting the desire to play with musical instruments, improvising on noise musical instruments.
- Development of initiative and independence of children in games with theatrical dolls.
- Developing a desire to perform in front of parents and children's theater staff.
Expected results
- Revealing children's creative abilities (intonation pronunciation, emotional mood, facial expressiveness, imitation skills).
- Development of psychological processes (thinking, speech, memory, attention, imagination, cognitive processes of fantasy).
- Personal qualities (friendships, partnerships; communication skills; love for animals).
September
- "Let's get acquainted".
- “For grandfather, for woman, the Ryaba Hen laid a golden egg.”
- “Autumn is walking along the path.” (based on the fairy tale “Teremok”)
- “Walk in the woods.”
October
- “We play and sing.” (imitation of playing the pipe in the free dance “Masha and the Bear”)
- “The girl forgot to feed the kitten, he couldn’t remember how to ask for food.”
- “I was in the little garden...”
- “Game quiz based on the poems of A. Barto.”
November
- “Time will pass quickly, and the Chicken will grow up.”
- “We danced in a circle.”
- “Zayushkina’s hut.” (cone toy theater)
- “Mirror, mirror - say...”
December
- “The kittens lost their gloves along the way.”
- “The kids stood in a circle and started spinning like a snowball.”
- “Bag with a surprise.” (theater on cardboard)
- “Come visit us.”
January
- “The Tale of a Stupid Mouse.”
- “The hare let the fox into the house, and now he’s alone on the street.”
- “Oh, and a sly fox! It’s hard to kick her out, yes!”
- “Animals visiting the Snow Maiden.”
February
- “We can’t live without friends for anything in the world.”
- “Visiting the hedgehog and the fox.”
- “We are actors.”
- “The fingers came to visit.”
March
- "Spring came!".
- “Tar Goby.” (soft toy theater)
- "Imagine…".
- “The Sparrow and the Cat.”
April
- "In crowded but not mad".
- “Say my mirror, my light...”
- “There are two girlfriends in the swamp, two green frogs.”
- “Just give me time, we’ll build a tower!”
May
- “Guests have come to us!”
- “Palms - palms.”
- “Baby bees, fly!”
- "Two cheerful geese".
September
Topic: “Let's get to know each other.”
Goal: to develop in children a keen interest in theatrical play, a desire to participate in the general action and use the entire surrounding space; Encourage children to actively communicate, develop speech and the ability to build dialogue.
Literature: M. D. Makhaneva “Theater classes in kindergarten” Moscow, Creative Center “Sphere” 2003
Topic: “For grandfather, for woman, the Ryaba Hen laid a golden egg.”
Goal: to stimulate children’s emotional perception of theatrical play and active participation in it; develop motor activity of children.
Literature: T.N. Karamanenko “Puppet theater for preschoolers” Moscow, “Enlightenment” 1982
Topic: “Autumn walks along the paths.” (based on the fairy tale “Teremok”)
Goal: to stimulate children’s emotional perception of fairy tales; replenish the dictionary with vocabulary that reflects a person’s emotional state; learn to find expressive means in facial expressions, gestures, intonations.
Literature: T.I.Petrova, E.Ya.Sergeeva, E.S.Petrova “Theatrical games in kindergarten” Moscow “School press” 2000.
Topic: “Walk in the woods.”
Goal: to teach children to pronounce phrases emotionally; cultivate a caring attitude towards nature, see the beauty of the autumn forest; develop imagination, creativity, associative thinking.
Literature: M. D. Makhanev “Theater classes in kindergarten” Moscow, Creative Center “Sphere” 2003
October.
Topic: “We play and sing.” (imitation of playing the pipe in the free dance “Masha and the Bear”)
Goal: to arouse interest and desire to play with musical toys; encourage children to improvise simple dance movements.
Literature: N. F. Sorokina, L. G. Milavanovich Program “Theater - creativity - children” Moscow 1995
Topic: “The girl forgot to feed the kitten, he couldn’t remember how to ask for food.”
Purpose: to teach to identify oneself with a theatrical character; develop mindfulness; learn to combine movements and speech; consolidate knowledge about the environment.
Literature: T.I.Petrova, E.Ya.Sergeeva, E.S.Petrova “Theatrical games in kindergarten” Moscow “School press” 2000.
Topic: “I was in the little garden...”.
Goal: to teach children to move freely, using all the surrounding space; to cultivate an emotional and figurative perception of the content of short poems; help find means of expressing the image in movements, facial expressions, gestures.
Literature: N. F. Sorokina, L. G. Milavanovich Program “Theater - creativity - children” Moscow 1995
Topic: “Game quiz based on the poems of A. Barto.”
Goal: develop imitation skills; develop imagination, emotional memory; cultivate friendly relationships in the game; continue to work on the intonation expressiveness of children’s speech and their ability to imitate the movements of characters in theatrical action.
Literature: M. D. Makhaneva “Theater classes in kindergarten” Moscow, Creative Center “Sphere” 2003
November
Topic: “Time will pass quickly, and the Chicken will grow up.”
Goal: continue to teach listening to fairy tales, develop associative thinking; develop performing skills through imitation of animals’ habits, their movements and voice; cultivate a love for animals and a desire to admire them.
Literature: M. D. Makhaneva “Theater classes in kindergarten” Moscow, Creative Center “Sphere” 2003
Topic: “We danced in a circle.”
Goal: to foster friendly relationships between children; develop imitative skills and imagination; to form in children the necessary reserve of emotions and impressions.
Literature: T.I.Petrova, E.Ya.Sergeeva, E.S.Petrova “Theatrical games in kindergarten” Moscow “School press” 2000.
Topic: “Zayushkina’s hut” (cone toy theater).
Goal: to support the desire of children to collectively tell familiar fairy tales; ensure the further development of diverse ideas about types of theater.
Literature: T.I.Petrova, E.Ya.Sergeeva, E.S.Petrova “Theatrical games in kindergarten” Moscow “School press” 2000.
Topic: “Mirror, mirror - tell me...”
Goal: to cultivate the ability to control one’s attention, to develop children’s imagination and imagination.
Literature: N. F. Sorokina, L. G. Milavanovich Program “Theater - creativity - children” Moscow 1995
December
Topic: “The kittens lost their gloves on the way.”
Goal: develop the ability to monitor the development of action; continue to teach how to convey the emotional state of characters.
Literature: T.I.Petrova, E.Ya.Sergeeva, E.S.Petrova “Theatrical games in kindergarten” Moscow “School press” 2000.
Topic: “The children stood in a circle and began to spin like a snowball.”
Goal: continue to teach children to improvise to music; develop imagination, associative thinking; to form an aesthetic perception of nature; develop memory of physical sensations.
Literature: M. D. Makhaneva “Theater classes in kindergarten” Moscow, Creative Center “Sphere” 2003
Topic: “Bag with a surprise.” (theater on cardboard)
Goal: to stimulate interest in theatrical play activities; provide a more vivid perception of a literary work; develop spatial and figurative perception.
Literature: N. F. Sorokina, L. G. Milavanovich Program “Theater - creativity - children” Moscow 1995
Topic: “Come visit us.”
Goal: to develop imagination and the ability to navigate in space; to form voluntary attention, to intensify interest in theatrical art; develop imitation skills; learn to express your emotions.
Literature: T.I.Petrova, E.Ya.Sergeeva, E.S.Petrova “Theatrical games in kindergarten” Moscow “School press” 2000.
January
Topic: “The Tale of a Stupid Mouse.”
Goal: to encourage children to actively participate in theatrical play; teach clearly, pronounce words, combining movements and speech; teach emotionally, perceive a fairy tale, pay attention to figurative words, memorize and intonationally expressively reproduce words and phrases from the text.
Literature: M. D. Makhaneva “Theater classes in kindergarten” Moscow, Creative Center “Sphere” 2003
Topic: “The hare let the fox into the house, and now he’s alone on the street.”
Goal: to introduce children to the fairy tale “The Fox, the Hare and the Rooster”; to form in children a sufficiently necessary supply of emotions and impressions; cultivate friendly, partnership-based mutual understanding.
Literature: M. D. Makhaneva “Theater classes in kindergarten” Moscow, Creative Center “Sphere” 2003
Topic: “Oh, and the sly fox! It’s hard to kick her out, yes!”
Goal: teach children to tell a fairy tale with the help of a teacher; develop communication skills; learn to combine speech with plastic movements; encourage participation in theatrical play.
Literature: M. D. Makhaneva “Theater classes in kindergarten” Moscow, Creative Center “Sphere” 2003
Topic: “Animals visiting the Snow Maiden.”
Goal: to create a desire to participate in dramatization games; lead children to create the image of a hero, using facial expressions, gestures, and movements.
Literature: T.I.Petrova, E.Ya.Sergeeva, E.S.Petrova “Theatrical games in kindergarten” Moscow “School press” 2000.
February
Topic: “We can’t live without friends for anything in the world.”
Goal: teach children to solve riddles; develop performing skills through imitation of animal habits; cultivate a love for animals.
Literature: M. D. Makhaneva “Theater classes in kindergarten” Moscow, Creative Center “Sphere” 2003
Topic: “Visiting the hedgehog and the fox.”
Goal: to teach children to pronounce pure words with intonation and expressiveness, changing the strength of their voice; to form a sufficiently necessary supply of emotions and impressions; develop imagination and creativity; cultivate friendly, partnership-based mutual understanding.
Literature: T.I.Petrova, E.Ya.Sergeeva, E.S.Petrova “Theatrical games in kindergarten” Moscow “School press” 2000.
Topic: “We are actors.”
Goal: to form in children characteristic gestures of repulsion, attraction, opening, closing; foster partnerships between children.
Literature: N. F. Sorokina, L. G. Milavanovich Program “Theater - creativity - children” Moscow 1995
Topic: “The little fingers have come to visit.”
Goal: to develop fine motor skills of the hands in combination with speech; develop a sustainable interest in various theatrical activities; introduce the theater of hands; foster partnerships between children; teach children to expressively reproduce a given phrase intonationally.
Literature: T.I.Petrova, E.Ya.Sergeeva, E.S.Petrova “Theatrical games in kindergarten” Moscow “School press” 2000.
March
Topic: “Spring has come!”
Goal: to teach children to pronounce a given phrase with a certain intonation in combination with gestures; develop communication skills, learn to combine melodious speech with plastic movements.
Literature: M. D. Makhaneva “Theater classes in kindergarten” Moscow, Creative Center “Sphere” 2003
Topic: “Tar bull.”
Goal: to develop the ability to evaluate the actions of characters in the theater; continue to shape the emotional expressiveness of children’s speech.
Literature: T.I.Petrova, E.Ya.Sergeeva, E.S.Petrova “Theatrical games in kindergarten” Moscow “School press” 2000.
Topic: “Imagine...”
Goal: to evoke a joyful emotional mood in children; develop basic skills of facial expressions and gestures; teach children to pronounce phrases intonationally; develop imagination.
Literature: N. F. Sorokina, L. G. Milavanovich Program “Theater - creativity - children” Moscow 1995
Topic: “The Sparrow and the Cat.”
Purpose: to teach children to listen to a fairy tale; tell it together with the teacher; form the necessary reserve of emotions; develop imagination.
Literature: M. D. Makhaneva “Theater classes in kindergarten” Moscow, Creative Center “Sphere” 2003
April
Topic: “In cramped conditions, but not in offence.”
Goal: teach children to solve riddles; develop communication skills; learn to combine speech with movement; develop imagination.
Literature: M. D. Makhaneva “Theater classes in kindergarten” Moscow, Creative Center “Sphere” 2003
Topic: “Say my light, mirror.”
Goal: to develop children’s ability to understand the emotional state of another person and be able to adequately express their own
Literature: N. F. Sorokina, L. G. Milavanovich Program “Theater - creativity - children” Moscow 1995
Topic: “There are two girlfriends in the swamp, two green frogs.”
Goal: to develop the articulatory apparatus and continue to work on intonation expressiveness; teach children to use all space in play; develop communication skills; form the necessary reserve of emotions.
Literature: T.I.Petrova, E.Ya.Sergeeva, E.S.Petrova “Theatrical games in kindergarten” Moscow “School press” 2000.
Topic: “Just give me time, we’ll build a tower!”
Goal: will continue to teach children to solve riddles; develop basic skills of facial expressions and gestures; learn to combine movements and speech; develop imagination.
Literature: M. D. Makhaneva “Theater classes in kindergarten” Moscow, Creative Center “Sphere” 2003
May
Topic: “Guests have come to us!”
Goal: to evoke a joyful emotional mood in children; develop basic skills of facial expressions and gestures; teaches children to pronounce phrases with intonation and expressiveness; learn to combine movements and speech; develop imagination.
Literature: T.I.Petrova, E.Ya.Sergeeva, E.S.Petrova “Theatrical games in kindergarten” Moscow “School press” 2000.
Topic: “Palms, palms”
Goal: to learn to reproduce the text of a familiar fairy tale in a theatrical game; develop memory; teach how to select the appropriate intonation to characterize a fairy-tale hero: cultivate friendly relationships and partnership qualities; develop the articulatory apparatus; to form a keen interest in Russian folklore.
Literature: M. D. Makhaneva “Theater classes in kindergarten” Moscow, Creative Center “Sphere” 2003
Topic: “Baby bees, fly!”
Goal: to develop the articulatory apparatus through pronouncing pure language; develop children's creative abilities; encourage active participation in theatrical action; learn to pronounce phrases from a poetic text with intention and expressiveness.
Literature: T.I.Petrova, E.Ya.Sergeeva, E.S.Petrova “Theatrical games in kindergarten” Moscow “School press” 2000.
Topic: “Two funny geese”
Goal: to develop memory of physical sensations; learn to pronounce phrases intentionally and expressively; develop a caring attitude towards the environment; develop pantomic skills.
Literature: T.I.Petrova, E.Ya.Sergeeva, E.S.Petrova. “Theatrical games in kindergarten” Moscow “School press” 2000
Literature
- T.I.Petrova, E.Ya.Sergeeva, E.S.Petrova “Theatrical games in kindergarten” Moscow “School press” 2000
- M.D. Makhaneva “Theatrical classes in kindergarten” Moscow, Creative Center “Sfera”, 2003
- T.N. Karamanenko, Yu.G. Karamanenko “Puppet theater for preschoolers” Moscow “Enlightenment”, 1982
- I.V. Shtanko “Education through art in kindergarten” Moscow, Creative Center “Sphere”, 2007
- N.F. Sorokina, L.G. Milavanovich “Program Theater - creativity - children” Moscow, 1995
| Next > |
