Dramatization. Notes on dramatization games
The pages of this thematic section contain ready-made plans and scenarios for such events, useful tips for organizing them, and reports on their implementation, illustrated with photographs.
It makes sense to stage fairy tales with children regularly. To make this play activity varied, refer to the positive experience of colleagues in the field of dramatization. Contained in sections:
Notes for a lesson on speech development “Retelling of the Russian folk tale “The Fox and the Crane” with elements of dramatization Notes for a lesson on speech development retelling of the Russian folk tale “The Fox and the Crane” (with elements of dramatization )
; formation of monologue speech in children of senior preschool age with OHP Goals: 1. correctional and educational: to teach children to compose a retelling close to.
Dramatization of the fairy tale “The Magic Vegetable Garden” for older children Vegetable garden. A mystery grandmother is sitting, next to her is a dog with a black nose. Masha Masha enters. Hello, grandma! I need different vegetables for lunch. Can I take them from the garden? Doggie. Aw, aw, aw! B. My garden is rich! Cabbage, carrots, onions, turnips, sweet peas, etc. grow in it.
Publication “Development of communication abilities with peers in children 5–6 years old. »
DEVELOPMENT OF COMMUNICATIVE ABILITIES WITH PEERS IN CHILDREN 5-6 YEARS OLD THROUGH DRAMATIZATION GAME Daria Igorevna Zazernaya Student of the Novosibirsk Pedagogical College No. 1 named after A.S. Makarenko, Novosibirsk Scientific supervisor: Fomina Tatyana Sergeevna Game in preschool age.
Outline of a lesson on speech development in the senior group “Dramatization games based on the fairy tale “Teremok” Outline of a lesson on speech development (senior group) on the topic: Dramatization games based on the fairy tale “Teremok” Outline of Dramatization games based on a fairy tale "Teremok" Purpose: To develop children's interest in games - dramatizations. Objectives: Educational: promote development.
Summary of the open final lesson on speech development “Teremok”. Dramatization of fragments of a fairy tale MADOU kindergarten "Teremok" Summary of the open final lesson on speech development "Teremok" (junior group) Prepared by first category teacher Khasanova L.N. Gubakha 2022 Program content: Teach children the skills of dramatizing fragments of a fairy tale. Cultivate skill.
Methodological recommendations for organizing a dramatization game Theatrical activity is a type of leading (game) activity, which means it has an impact on the development of preschool children, and also, due to its specificity, has a certain potential in the formation of social and communicative competence. IN.
Dramatization game in the 2nd junior group based on the Russian folk tale “Teremok” Dramatization game in the 2nd junior group based on the Russian folk tale “Teremok”. Goal: To form dialogic speech using dramatization games. Educational objectives: To develop the ability to transform into heroes of a Russian folk tale. Developmental tasks: Develop skills.
Scenario for dramatization of the fairy tale “Teremok” in the middle group. Open demonstration of organized educational activities on speech development through theatrical activities in the middle group. Dramatization of a fairy tale: “Teremok” Educational areas: “Social-communicative”, “Speech development”, “Cognitive development”, “Physical.
Source
MAGAZINE Preschooler.RF
GAME – DRAMATIZATION IN THE DEVELOPMENT OF CHILDREN 3 – 4 years old.Author: Plotnikova Natalya Nikolaevna
Childhood is a special period of life that needs to be lived joyfully and brightly, interestingly and meaningfully. The teacher’s task is to create all the conditions for this. It is necessary to expand the child's experience if we want to create solid foundations for his creative activity. Theatrical activities can help with this, the educational potential of which is difficult to overestimate. By participating in it, children get acquainted with the world around them in all its diversity through images, colors, sounds, and skillfully posed questions help them learn to think, analyze, and generalize.
The improvement of speech is also closely related to mental development: by working on the expressiveness of characters’ remarks and their own statements, the child activates his vocabulary, improves the sound culture of speech, its intonation structure.
The role played by the child confronts him with the need to express himself clearly, clearly, intelligibly - dialogical speech and its grammatical structure are improved. Theatrical activity is a source of development of feelings and emotions, teaches to recognize the emotional state by facial expressions, gestures, and intonation.
In our work we use various types of theater: tabletop, puppet, finger, flannelgraph. When showing performances, it is important that an adult performs the role with intonation expressiveness. From this point of view, it is convenient to work with a fairy tale: first, it is read in its entirety, then fragments are played out, while at the same time a search for expressive intonations and movements is carried out.
It is important that the principle “from simple to complex” ; the same meaningful moment was repeated many times, the same games in different classes. In this case, it is advisable to use games - warm-ups ( "Birds in the Garden", etc.), exercises ( "How the wind howls?", etc.), sketches ( "Birches" , "Hares" , "Kittens"), games - improvisation, finger gymnastics, dramatizations ( “Behind the wheel” , “Going on an excursion” ,,,), games – round dances, performances ( “Teremok” , “Turnip” ...)
All children take turns playing the role of one character. If you constantly alternate between reading the text, playing out episodes, doing sketches and exercises, then the game will be interesting for children for a long time.
To accumulate theatrical impressions and create motivation in children for theatrical activities, children from older groups should be invited to stage performances. Having learned that they have to perform in front of younger children, older preschoolers begin to treat the upcoming show more responsibly. Kids, in turn, perceive older children as real artists. The better the children play, the more attentively the little spectators watch.
Thus, children begin to join the world of theater. It is necessary, already at this age, to provide basic information that will help them understand this magical world, believe in themselves, their strengths, learn to communicate with each other and learn as much as possible about the world around them.
GAME – DRAMATIZATION OF THE RUSSIAN FOLK TALE “TEREMOK”
(second junior group)
GOAL: To teach children to listen carefully to a fairy tale, understand its content, and develop speech. Develop the ability to repeat sayings and perform actions in accordance with the text. Evoke emotional responsiveness to the artistic word.
MATERIAL AND EQUIPMENT: tower, animal masks (hare, fox, frog, wolf, bear), doll toys (mouse, bear), 4 rubber toys (rooster, fox, hare, wolf), illustrations of four colorful frogs (green, red, blue, yellow), images of a mansion, a booth, a multi-story building.
PROGRESS OF THE CLASS.
Educator. Guys, today you are not just children, but spectators. I invite you to the theater. Come in, take your seats, get ready to watch the performance. But our theater is not simple, but magical, so we will not only watch, but also participate in the performance.
Sketch of “Birches” To begin with, imagine, guys, that we have turned into white-trunked birches from a fairytale forest. The birch trees straightened their delicate leaves, extended their thin branches towards the sun and felt a pleasant warmth on them. The birch trees smiled at the sun. Suddenly, a playful breeze blew in and invited the birch trees to play with it. They were surprised and agreed. They pumped their thin branches, at first quietly, then more and more strongly. Each leaf-finger said hello to its neighbor. But the naughty wind brought with it a cloud that covered the sun. The birch trees were upset and hugged themselves with leaves to keep warm. Then the rain started dripping - the birch trees were soaked to the last leaf. Their branches hung like whips. They raised their eyes to the sky to see the sun, and quickly lowered them down: rain was dripping directly into their eyes. The wind was afraid that the birch trees would get sick, and dispersed the clouds. The sun came out, the birch trees sighed joyfully and blinked their brown eyes cheerfully.
- Well done! Now you are ready to watch the performance. Sit down.
THE PERFORMANCE STARTS! (music starts)
- Guys, look what an interesting little house we have (the tower opens)
- Who lives there? I'll go and have a look. (approaches the house, knocks, Marya the storyteller comes out with a basket in her hands)
Marya: Hello, guys! I am Marya, a storyteller, I travel around the world, collecting interesting tales. But I forgot one fairy tale. I just can't remember. Do you know about the teremok? Will you help me? (takes out a mouse doll from the basket)
Listen to the fairy tale!
There is a teremok in the field, a teremok. He is not short, not high, not tall. Here, across the field, across the field, a mouse runs, sees a little house and says:
“Who-who lives in a small house, Who-who lives in a low one?” Nobody answered her. And she began to live in it.
Educator: Marya is a storyteller, and the guys and I can show the mouse. Show me, guys! How does she squeak? (children use their fingers to depict a mouse. To do this, the middle and ring fingers rest against the thumb. The index finger and little finger are bent in an arc and pressed against the middle and ring fingers. If there is difficulty, you can help with your free hand)
-You made some funny little mice.
Marya: Well done! Listen to the story further.
There is a teremok in the field, a teremok. He is not short, not high, not tall. Here across the field, the field... -Who is running, guys? Children: Frog!
Marya: Correct!
Educator: Only she doesn’t run, but...jumps (the guys suggest). Let's show how a frog jumps and croaks. (children squat down and jump up and croak)
Masha's frog turned out best. You will be a frog (wear a mask)
Come to the tower and find out who lives there?
Child: Terem, teremok, who lives in the tower?
Mouse: I, little mouse! And who are you?
Child: And I am a frog frog.
Mouse: Come live with me (children sit on a bench near the tower)
Marya: The frog jumped into the tower. And they began to live together.
Educator: Guys, what color are frogs? (children's answers)
Frogs come in different, bright colors: red, yellow, and even blue, but we have green frogs.
Marya: Oh, I'm completely confused!
(takes out pictures of frogs of different colors and shows them to the children)
Help me guys, show me which frog came to the tower? (children's answers)
What smart children! Listen to the story further.
There is a teremok in the field, a teremok. He is not short, not high, not tall. Here across the field, field... -Who is running, Children: Bunny!
Marya: That's right, the bunny is a runaway.
Educator: Why is he called that? (he runs fast)
What color is the bunny? Why?
Alina answered the question correctly. You will be a bunny. (wear a hare mask)
Jump, bunny, to the house. Find out who lives there?
Bunny: Tower, tower, who lives in the tower?
Mouse: I am a little mouse.
Frog: I am a frog frog. And who are you?
Bunny: And I’m a bunny, a little runner.
All animals: Come live with us.
Marya: Hare - jump into the tower! The three of them began to live together (the child sits on a bench near the house)
There is a teremok in the field, a teremok. He is not short, not high, not tall. Here across the field, field... -Who is running? Children: Fox.
Educator: What is she called in our fairy tale? (fox-sister)
What is she like? Describe (red-haired, fluffy, has a long tail, cunning)
Let's show how a fox walks. (children walk in a circle behind the teacher, imitating the soft gait of a fox, then sit down)
The best fox was Zhenya (wear a mask) Sit down, Zhenya, on the bench near the tower.
Marya: And the four of them began to live.
There is a teremok in the field, a teremok.
He is not short, not high, not tall.
Here across the field, field... -Who is running?
Children: The top is a gray barrel.
Educator: Let's show the evil wolf, guys (children growl, show claws)
Marya: Oh, but we are afraid of the evil wolf. Let's, little animals, show how scared we are (the children at the house are wrapping their arms around themselves or each other, trembling)
Educator: And in our fairy tale, the wolf is good. They call him a top - a gray barrel, he is not going to eat anyone, but wants to live with other animals. Danya will be the wolf (wear a mask)
Marya: Come live with us!
The wolf climbed into the little mansion, and the five of them began to live. The animals have fun, they sing songs and chew gingerbread. Suddenly someone walks by? (toed bear) The bear saw the tower, heard the songs, stopped and roared at the top of his lungs.
Educator: Let's show how a bear walks and roars. Misha roared the most terribly. You will be a bear (wear a mask) Well, come, bear, to the tower. Ask in a scary voice.
Bear: Terem, teremok. Who lives in the mansion?
Mouse: I am a little mouse. Frog: I am a frog frog. Bunny: And I’m a bunny, a little runner. Fox: I am a little fox-sister.
Wolf: I am a top - a gray barrel, and who are you?
Bear: And I am a club-toed bear.
All: Come live with us. (the child sits on a bench, Marya the storyteller takes out a bear doll and finishes the tale)
Marya: So the bear climbed into the tower (climbs into the window), climbed, climbed, could not get in and sat down - FUCK!!! Crushed the tower. The tower crackled, fell on its side and fell apart
(the teachers carefully drop the house)
All the animals barely had time to jump out of it: a mouse-norushka, a frog-frog, a bunny-runner, a fox-sister, a top-a gray barrel, (the children scatter in different directions) And they began to build a new house so that there was enough space for everyone: carry logs, cut boards.
Educator: Guys, what tools are needed for construction?
Children: Name and show the instruments:
Hammer - knock-knock-knock (with fists)
Ax - uh-uh-uh (sharp downward tilts)
Saw - whack-whack-whack (sawing movements with hands)
Marya: Well done! (takes out scissors and needles from the basket) But are these tools needed?
Children: No
Marya: shows a picture depicting different buildings: a booth, a tower, a multi-story building. What kind of house did the animals make?
Children answer and explain their answer
Marya: Did you like the fairy tale? Were you paying attention? I'll find out now! Close your eyes (puts four toys on the table: a rooster, a fox, a hare, a wolf) What animal has not come to the house?
Children answer and explain their answer.
Marya: That's right, well done. A cockerel from another fairy tale
Educator: Well, guys, we told a fairy tale. The play is over.
(music starts) Let's clap, like in a real theater.
Marya: And I say goodbye to you, goodbye.
END.
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Dramatization of a Russian folk tale
Tatyana Nezhdanova
Dramatization of a Russian folk tale
Goal: to create favorable conditions for creative activity in children through theatrical activities.
• consolidate the content of the Russian folk tale “Teremok”
;
•develop the ability to imitate the characteristic actions of characters: bunnies jump, frogs jump, mice run;
• promote speech development, develop the ability to imitate animals, develop intonation expressiveness;
• develop memory, visual and auditory attention, imaginative thinking, imagination;
• cultivate goodwill and sociability in relationships with children and adults.
Preliminary work: reading the Russian folk tale “Teremok”
, looking at illustrations for
a fairy tale , showing the fairy tale on a magnetic board .
Socialization is an extremely important process not only for individuals in particular, but also for society as a whole. In the course of socialization, a person acquires the qualities necessary for him to function in society, and the formation of all social experience, called the human world, takes place. Recently, the position of L.S. has become increasingly important. Vygotsky that the construction and formation of higher forms of mental activity occurs in the process of social development of the child. Currently, a pressing question in the theory and practice of preschool education is: how to help teachers and parents contrast the almost completely repressed in many kindergartens and families with the magnificent games with heroes of fairy tales, fighting evil forces, helping the weak, the offended, saving the honest and kind, games with militant content, dominated by aggressive characters from popular cartoons, “action films”, prevailing among many children, even girls. In my opinion, the solution to this issue is facilitated by dramatization games, which make it possible to enrich children’s games with morally valuable content and, to a certain extent, realize the tasks of the social development of preschoolers. Of all types of joint activities, as is known, it is play that has a significant impact on the social and moral development of the personality of a preschool child. The game reflects the content of the social world around the child, the moral norms and rules that exist in it. But the success of children’s mastery of social experience and the formation of friendly relationships depends on the content and nature of children’s interaction in the game. Play-dramatization is considered by pedagogical science as one of the means of comprehensive education of a child and the development of his personality. The child learns the ideological content of the work, the logic and sequence of events, and their causality. This type of game has a great influence on speech development. The child gets acquainted with the bright and expressive folk language, enriches his vocabulary, and the dialogical, emotionally rich speech of children is formed. Dramatization games promote the mental development of children, the development of mental processes (memory, imagination, attention, etc.) and personality traits - independence, initiative, emotional responsiveness, imagination. These games are of great importance for the aesthetic education of preschool children, the development of artistic abilities and creativity, which manifests itself in the search for various means of expression to create the image of the hero of the work. The development and improvement of movements in the game contributes to the physical development of children. I would especially like to highlight the importance of dramatization games in the social and moral education of preschool children. Children are attracted by the internal, emotional richness of literary plots and the specific active actions of the characters. Children emotionally master a literary work, penetrate into the inner meaning of the heroes’ actions, and they form an evaluative attitude towards the hero. A literary work brings a child closer to a literary character, activates the processes of developing empathy, sympathy, assistance, and contributes to the formation of moral motives of behavior. Already the first steps in this direction have shown how great the interest of children in dramatization games is. The children enjoy participating in the staging of fairy tales, selecting costume elements for the characters, making attributes for fairy tales, agreeing with each other on the nature of their actions, etc. The purpose of the study is to theoretically substantiate and test through experimental research the role of dramatization games in the assimilation of literary text by children of primary preschool age. The object of the study is dramatization games for children of primary preschool age. The subject of the study is the process of dramatization games as a means of assimilation of literary text by children of primary preschool age. Objectives of the study: · to study the features of assimilation of literary text by preschool children; · determine the role of dramatization games in early preschool age; · to justify the means and methods of conducting a dramatization game for the assimilation of a literary text by primary schoolchildren; · conduct an experimental study of the influence of dramatization games in the assimilation of literary texts by primary schoolchildren; Research methods: · study of psychological and pedagogical literature on the research topic; · observation; · conversation; · testing. The play activity of preschoolers is associated with the gradual advancement of the modern preschool child in the space and time of play. In the period from 3 to 6-7 years, with the help of an adult, he independently masters different types of individual and collective games. Each type of games makes its own contribution to the development of cognitive and creative activity, the formation of the child’s personality and its relationships with the world, specifically influencing the formation of the prerequisites for educational activity as leading in the next age period. The game for children of the fourth year of life is a kind of “experimental platform” for getting to know the subject and social world, testing themselves and determining the boundaries of their capabilities, realizing individual needs and demonstrating the inclinations of future abilities. In order for the community of children of the fourth year of life to become playful, directed pedagogical influence is required. The main pedagogical objectives are: · assisting children in acquiring gaming skills, enriching their gaming experience; · expansion of children's ideas about objects, events and phenomena of the surrounding world, which can then be reflected in the game; · encouraging children's initiative when developing individual, paired and group games; · creating conditions for children to be active during the day, etc. Dramatization games are special games in which the child acts out a familiar plot, develops it, or comes up with a new one. It is important that in such a game the baby creates his own little world and feels like the owner, the creator of the events that take place. He controls the actions of the characters and builds their relationships. In the game, the child turns into an actor, a director, and a screenwriter. A child never plays such games in silence. Using his own voice or the voice of a character, the child pronounces events and experiences. He voices the characters, comes up with a story, experiences things that are not easy for him to live through in ordinary life. During such games, intensive development of speech occurs, vocabulary is enriched qualitatively and quantitatively, the child’s imagination, creative abilities, ability to control himself, maintain attention in accordance with the plot, logic and independence of thinking develop. All this acquires special significance in cognitive development and further educational activities. Therefore, dramatization games are extremely useful and necessary for a child at different stages of his development. In dramatization games, the content, roles, and game actions are determined by the plot and content of a particular literary work, fairy tale, etc. They are similar to role-playing games: they are based on the conditional reproduction of a phenomenon, actions and relationships of people, etc., and also have elements of creativity. The uniqueness of dramatization games lies in the fact that according to the plot of a fairy tale or story, children play certain roles and reproduce events in the exact sequence. Most often, fairy tales are the basis for dramatization games. In fairy tales, the images of heroes are outlined most clearly; they attract children with the dynamism and clear motivation of their actions, actions clearly follow one another, and preschoolers willingly reproduce them. Children's favorite folk tales “Teremok”, “Kolobok”, “Turnip”, “Three Bears”, etc. are easily dramatized. In dramatization games, poems with dialogues are also used, thanks to which it is possible to reproduce the content by role. With the help of dramatization games, children better assimilate the ideological content of the work, the logic and sequence of events, their development and causality. To develop dramatization games, it is necessary to: excite and develop children’s interest in them, children’s knowledge of the content and text of the work, the availability of costumes and toys. The costume in games complements the image, but should not embarrass the child. If it is impossible to make a costume, you need to use its individual elements that characterize the individual characteristics of a particular character: a cockerel's comb, a fox's tail, a bunny's ears, etc. The teacher’s guidance lies in the fact that he first of all selects works that have educational significance, the plot of which is easy for children to learn and turn into a dramatization game. You should not specifically learn a fairy tale with preschoolers. Excellent language, a fascinating plot, repetitions in the text, the dynamics of the action - all this contributes to its rapid assimilation. When a fairy tale is told repeatedly, children remember it quite well and begin to join the game, playing the roles of individual characters. While playing, the child directly expresses his feelings in words, gestures, facial expressions, and intonation. In a dramatization game, there is no need to show the child certain expressive techniques: the game for him should be just that: a game. Of great importance in the development of dramatization play, in the assimilation of the characteristic features of the image and their reflection in the role is the interest of the teacher himself in it, his ability to use the means of artistic expression when reading or telling. The correct rhythm, various intonations, pauses, and some gestures enliven the images, make them close to children, and arouse their desire to play. By repeating the game over and over again, the children need the help of the teacher less and less and begin to act independently. Only a few people can participate in the dramatization game at a time, and the teacher must ensure that all children take turns participating in it. Helping children learn the content of the game and get into character, the teacher uses illustrations for literary works, clarifies some of the characteristic features of the characters, and finds out the children’s attitude to the game. Thus, play is the most accessible and interesting way for a child to process and express impressions, knowledge and emotions. Dramatization game, as one of its types, is an effective means of socializing a preschooler in the process of understanding the moral implications of a literary or folklore work and participating in a game that is of a collective nature, which creates favorable conditions for developing a sense of partnership and mastering ways of positive interaction. The importance of dramatization games is also great for speech development (improving dialogues and monologues, mastering the expressiveness of speech); Dramatization play is a means of self-expression and self-realization for a child. The features of the dramatization game are the literary or folklore basis of its content and the presence of spectators. In dramatization games, the child, playing a role as an “artist,” independently creates an image using a set of means of verbal and nonverbal expressiveness. Types of dramatization are games that imitate images of animals, people, and literary characters; role-playing dialogues based on text; staging of works; staging performances based on one or more works; improvisation games with the acting out of a plot (or several plots) without prior preparation. The main directions of development of dramatization play in early preschool age consist in the child’s gradual transition from observing an adult’s theatrical production to independent play activity; from individual play and “side-by-side play” to play in a group of three to five peers playing roles; from imitation of the actions of folklore and literary characters to imitation of actions in combination with the transfer of the main emotions of the hero and mastering the role as the creation of a simple “typical” image in a dramatization game. An important aspect of the teacher’s activity is the gradual expansion of gaming experience through the development of varieties of dramatization games. The implementation of this task is achieved by successively complicating game tasks and dramatization games in which the child is involved. The teacher’s activities should be aimed at stimulating interest in creativity and improvisation, which is an important part of working with children. Gradually they become involved in the process of playful communication with theatrical puppets, and then in joint improvisations with adults. BIBLIOGRAPHY
. Erofeeva T.I. Dramatization game // Raising children through play. - M.: Pedagogy, 1994. - P. 41-59. . Zhukovskaya R.I. The game and its pedagogical significance. - M.: Education, 1975. - 226 p. . Nikolaicheva A.P. Staging literary works // Preschool education, 1980. - No. 10. — P. 31-34. . Sklyarenko G. Dramatization games // Preschool education. - 1983. - No. 7. — P. 18-22.
Theatrical performances and dramatizations of fairy tales in senior groups
Children attend preschool educational institutions in order to develop and prepare for school. Dramatizing a fairy tale in an older group is the best way to develop taste and aesthetics in children. The main activity of a child before school is play, and it is through play that the teacher and parents can instill all the important qualities: responsibility, empathy, understanding, and the desire for safety.
In the older group, you can organize a theatrical performance based on Russian folk tales, such as “Teremok”, “The Cat’s House”, “Thumbelina”, “The Wolf and the Seven Little Goats”. The children's matinee turns into a real theater, where grateful spectators - parents, support the young artists in every possible way. Only in such an atmosphere can a child speak without embarrassment and develop his communication skills.
Game in kindergarten
Goals of dramatizing fairy tales in preschool educational institutions
At the age of 5 years, a child can already do and know a lot; he is almost an adult, but still needs support and education. At this age, the formation of such feelings and character traits as curiosity, joy, friendliness, pride and a taste for beauty occurs.
Theatricalization of a Russian fairy tale in the senior group is carried out with the aim of:
Important! To stage a play in kindergarten, you need to familiarize yourself with the standards of the Federal State Educational Standard. Each production is rehearsed in advance according to the approved script.
The performance in the senior group of the kindergarten lasts from 15 to 20 minutes. A month before this, the teacher draws up a project and distributes roles to future artists. The main goal is to involve all visitors to the group, which means that children become both actors and spectators. Roles may change. In the fairy tale “The Cluttering Fly,” young spectators play the role of extras and take part in dancing and singing.
If “Little Red Riding Hood” is chosen for the production, then the whole group can be involved - if the children, free from the role, put on a Wolf costume and also “scour the forest”. A film adaptation of the traditional version of the fairy tale is not necessary; it can be staged in a new way, in a more interesting format.
Dramatization of the fairy tale "Little Red Riding Hood"
Additional Information! In the process of preparing a performance, it is important to remember that the main goal of events in a preschool educational institution is to develop interest in theater and involve all children from the group in the play action.
How to organize dramatization games in kindergarten?
Dramatization games are an independent type of play activity for children in kindergarten. This is a “lifesaver” for teachers, because, on the one hand, children really like them, and on the other, through them a wonderful world of acquaintance with literary works opens up, and there is an active process of speech development and socialization of preschoolers.
Preliminary work
Before starting work, it is recommended that you read the instruction manual included in each set, consider the elements of Froebel’s “gifts”, decorations for fairy tales and characters, and carry out preliminary work on preparing the characters and decorations.
Before starting any dramatization game, the teacher needs to read (or tell) a fairy tale to the children and discuss its plot with them (what the fairy tale is about, who the main characters are in it, etc.), and also find out the children’s likes or dislikes for each character. You can look at the illustrations for the fairy tale with your children and ask them to briefly retell the fairy tale. Then you should distribute the roles, focusing on the desires and capabilities of the children, as well as current psychological and pedagogical tasks (for example, offer the main role to a child with a low sociometric status, or the role of a strong, aggressive hero to a child who has difficulty expressing emotions).
It is recommended to discuss with the participants the characteristic features of the heroes of the fairy tale and how they can be demonstrated to the audience (for example, using voice timbre, intonation, etc.). If you plan to use musical accompaniment, you need to listen to the selected musical fragments with the children and discuss which of them are suitable for which character. After this, depending on the age of the children, the teacher, independently or together with the children, identifies parts of the fairy tale that will be dramatized. It is important that the selected fragments flow smoothly from one to another, maintaining a single storyline.
Organization of the playing space
Dramatization of the proposed literary works can be carried out both on the table and on the floor. In this case, children should pay attention to the location of the scenery and characters in relation to the audience and other participants. If there are spectators, it is recommended to place the scenery and characters in a straight line or in a semicircle. If possible, children should build their own decorations. However, the teacher needs to ensure that the decorations during the game do not interfere with the participants and do not block the view of the audience.
Progress of the dramatization game
Depending on the objectives, the dramatization game can be clearly planned in advance, or it can allow children to improvise during the game. The most important thing is that the children find it interesting to play, and that the group maintains a positive emotional mood. The teacher is recommended to minimize directive interference in the game process.
Completion of the dramatization game
At the end of the gameplay, it is necessary to thank all participants: the actors for their performance, the audience for their attention. If time and the psychological mood of the children allow, you can discuss the “performance”, noting the positive aspects. At the end of the game, all game materials must be removed together.
Dramatization as an introduction to aesthetics
Children attending the senior group of kindergarten will soon become schoolchildren, and introduction to aesthetics should begin at an early age. When choosing a fairy tale that the children will dramatize at the matinee, the teacher carries out the preparatory stage. Before going on stage, children must:
Important! A situation is possible when a child gets a role, but is unhappy that he got a rooster and wants to play a fox. The first thing the teacher must do is assess the situation and explain why the role is interesting, how this character can be expressed and behave on stage.
In the preparatory group, when preparing performances, special attention is paid to the educational element. The child learns to see and feel beauty, as well as create aesthetics through his actions.
Additional Information! It is recommended to involve moms and dads in the creative process. Each parent can come to the garden and help create decorations and costumes.
Decorations in kindergarten
Essence, concept and classification of dramatization games
Plan
Introduction………………………………………………………………………………2
- Essence, concept and classification of dramatization games………………4
- The role of dramatization games in the development of expressive speech of preschoolers…………………………………………………………………………………7
- Methodology for directing dramatization games……………………….10
- “Development of expressiveness of speech in the process of organizing dramatization games” (From the experience of preschool educational institution No. 77)…………………………15
Conclusion……………………………………………………………………………….19
Literature………………………………………………………………………………..21
Appendix No. 1………………………………………………………………………………22
Appendix No. 2…………………………………………………………………………………28
Introduction
Currently, child speech is a pressing problem. We live in a world where television and computers have replaced live communication between parents and children, and unfavorable heredity, ecology, and social factors have affected the speech development characteristics of preschool children. In this regard, children’s speech has various disorders, is not always an effective means of communication, is not expressive, has a poor vocabulary, etc. But the preschool period is a period of intensive development of children’s speech and therefore we are preschool teachers with full responsibility must approach this problem.
Federal state requirements for the structure of the basic general education program indicate that psychological and pedagogical work in preschool educational institutions should be based on the principle of integration of educational areas, as well as on age-appropriate forms of work with children; the main form of work with preschoolers is play.
I believe that the use of dramatization games in working with preschoolers opens up broad prospects for developing the expressiveness of children's speech. Dramatization games can be considered as games with optimal content of artistic, speech and play activities. In these types of activities, favorable conditions are created for improving the verbal and non-verbal expressiveness of speech, as well as for the child’s verbal self-expression. For the development of expressive speech, it is simply necessary to create conditions in which every child could convey his emotions, feelings, desires and views both in ordinary conversation and in public, without embarrassment from listeners. Theatrical dramatizations, which can be performed every day, are of great help in this: this is a game, and every child can live and enjoy it. The educational possibilities of theatrical activities are enormous: its topics are not limited and can satisfy any interests and desires of the child. By participating in it, children get acquainted with the world around them in all its diversity - through images, colors, sounds, music, and questions skillfully posed by the teacher encourage them to think, analyze, draw conclusions and generalizations. In the process of working on the expressiveness of characters’ remarks and their own statements, the child’s vocabulary is activated and the sound culture of speech is improved. The role played, especially the dialogue with another character, confronts the little actor with the need to express himself clearly, distinctly, and intelligibly. Therefore, it is theatrical activities that make it possible to solve many pedagogical problems related to the formation of the expressiveness of a child’s speech, intellectual and artistic-aesthetic education. It is an inexhaustible source of development of feelings, experiences and emotional discoveries, a way of becoming familiar with spiritual wealth. As a result, the child learns about the world with his mind and heart, expressing his attitude towards good and evil; learns the joy associated with overcoming communication difficulties and self-doubt.
The above allows us to draw a conclusion about the relevance of this topic.
Purpose: to show the importance of dramatization games in the development of expressive speech in preschoolers.
Tasks:
1) study psychological, pedagogical, methodological literature devoted to this problem;
2) to study the nature of the impact of theatrical games on the speech development of children;
3) analyze the forms and methods of managing dramatization games;
4) identify their significance in the development of the child’s personality as a whole;
- Essence, concept and classification of dramatization games.
Play is the most accessible and interesting way for a child to process and express emotions and impressions (A.V. Zaporozhets, A.N. Leontiev, A.R. Luria, D.B. Elkonin, etc.). Theatrical play is one of the effective means of socializing a preschooler in the process of understanding the moral implications of a literary work, participating in a game that creates favorable conditions for developing a sense of partnership, and mastering ways of positive interaction. In the course of improving dialogues and monologues, mastering the expressiveness of speech, the child’s speech development occurs most effectively. In theatrical play, children get acquainted with the feelings and moods of the characters, master methods of emotional expression, self-realization, self-expression, get acquainted with the world around them through images, colors, sounds, which contribute to the development of mental processes, qualities and personality traits - imagination, independence, initiative, emotional responsiveness .
Dramatization games “represent an intentional, arbitrary reproduction of a certain plot in accordance with a given pattern - the game script” (O.A. Karabanova). A dramatization game is a type of artistic game with its own specific features. Firstly, dramatization play, like artistic play, is a form of assimilation of artistic values, not only theoretical and cognitive ones, but also communication experience and meanings. Secondly, the game actualizes the individual experience of the preschooler in the sphere of collective activity (this means, first of all, emotional experience - a circle of emotionally rich ideas and images). Thirdly, it is necessary to note the procedural nature of the game, which is born at the moment and is a consequence of the interaction of the first two parties - social experience as the productive side of the activity and individual experience as its motivating beginning.
The dramatization game is a process of formation and development of the personal qualities of each child, his intelligence, emotions, and artistic abilities. Traditionally, dramatization games are organized according to the script of a literary work. At the same time, L. S. Vygotsky believes that in a dramatization game, the script is not always a rigid canon and can only be the outline within which improvisation develops: “What is important is not what children create, what is important is what they create, create, exercise creative imagination and its implementation.”
Dramatization games are special games in which the child acts out a familiar plot, develops it, or comes up with a new one. It is important that in such a game the baby creates his own little world and feels like the owner, the creator of the events that take place. He controls the actions of the characters and builds their relationships. In the game, the child turns into an actor, a director, and a screenwriter. A child never plays such games in silence. Using his own voice or the voice of a character, the child pronounces events and experiences. He voices the characters, comes up with a story, experiences things that are not easy for him to live through in ordinary life. During such games, intensive development of speech occurs, vocabulary is enriched qualitatively and quantitatively, the child’s imagination, creative abilities, ability to control himself, maintain attention in accordance with the plot, logic and independence of thinking develop. All this acquires special significance in cognitive development and further educational activities. Therefore, dramatization games are extremely useful and necessary for a child at different stages of his development. But such games require special toys—actor toys. Such artists, as a rule, are dolls.
During the lesson, the dramatization game is organized according to the plot of a musical stage or literary work. The specific features of the dramatization game are that in its process everything read, seen or heard is reproduced in “faces”, with the help of musical and speech intonation, pantomime, gesture, posture and mise-en-scène. Being one of the forms of plot-role-playing game, a dramatization game based on the plot of a work of art has its own specific features: it represents a synthesis of the perception of the work and role-playing game. The very process of assimilation and perception of a work of art is, firstly, a special internal creative activity; secondly, as a result of it, in the course of empathy and sympathy for the characters, the child develops new ideas and new emotional relationships. However, an adult must create and prepare the conditions in which such a game can appear and develop.
Theatrical play by L.V. Artemova divides them into two groups: dramatizations and directorial ones.
In dramatization games, the child artist independently creates an image using a set of expressive means (intonation, facial expressions, pantomime), and performs his own actions in playing the role. In a dramatization game, a child performs a plot, the script of which
exists in advance, but is not a rigid canon, but serves as a framework within which improvisation develops. Improvisation can concern not only text, but also stage action.
Dramatization games can be performed without spectators or have the nature of a concert performance. If they are performed in the usual theatrical form (stage, curtain, scenery, costumes, etc.) or in the form of a mass plot spectacle, they are called theatricalizations.
Types of dramatization: games imitating images of animals, people, literary characters; role-playing dialogues based on text; staging
works; staging performances based on one or more works; Improvisation games where the plot is played out without prior preparation.
Dramatizations are based on the actions of the performer, who
can use dolls.
L.V. Artemova identifies several types of dramatization games for preschoolers:
1) Dramatization games with fingers. The child puts the attributes on his fingers. He “plays” the character whose image is on his hand. As the plot unfolds, it acts in one or more
fingers, pronouncing the text. You can depict actions while behind
using a screen or moving freely around the room.
2) Dramatization games with bibabo dolls. In these games, bibabo dolls are placed on the fingers. They usually operate on a screen, behind which the driver stands. You can make such dolls yourself using old toys.
3) Improvisation. This is acting out a plot without prior preparation.
In traditional pedagogy, dramatization games are classified as creative games, included in the structure of plot-role-playing games.
- The role of dramatization games in the development of expressive speech in preschool children.
Theatrical games allow you to solve many problems in the kindergarten program: from familiarization with social phenomena, speech development, the formation of elementary mathematical concepts to physical improvement. The variety of themes, means of representation, and the emotionality of theatrical games make it possible to use them for the purpose of comprehensive education of the individual.
The importance of dramatization games for speech development (improving dialogues and monologues, mastering the expressiveness of speech). In theatrical play, emotional development is carried out: children get acquainted with the feelings and moods of the characters, master the ways of their external expression, understand the reasons for this or that mood, the game is a means of self-expression and self-realization of the child.
Dramatization games are the acting out of literary works (fairy tales, short stories, specially written dramatizations). The heroes of literary works become characters, and their adventures, life events, changed by children's imagination, become the plot of the game. The peculiarity of theatrical games is that they have a ready-made plot, which means that the child’s activity is largely predetermined by the text of the work
A game is the most accessible and interesting way for a child to process and the ability to imagine the hero of a work, his experiences, the specific environment in which events develop, largely depends on the child’s personal experience: the more diverse his impressions of the life around him, the richer his imagination, feelings, ability think. To play the role, the child must master a variety of visual means (facial expressions, body movements, gestures, speech expressive in vocabulary and intonation, etc.). Consequently, preparedness for a dramatization game can be defined as a level of general cultural development on the basis of which the understanding of a work of art is facilitated, an emotional response to it arises, and mastery of artistic means of conveying an image occurs. All these indicators do not develop spontaneously, but are formed in the course of educational work. It is of great importance for the development of the personality of a preschool child, not only because it exercises individual mental processes, but also because these processes rise to a higher level of development due to the fact that the child’s entire personality, his consciousness, develops in the game. The child becomes aware of himself, learns to desire and subordinate his fleeting affective aspirations to desire; learns to act, subordinating his actions to a certain pattern, rule of behavior, learns to live, living the lives of his heroes, loving or not loving them, analyzing and trying to understand the essence and reasons for their actions and learning from their mistakes, expressing impressions, knowledge and emotions.
Festive, joyful performances bring incomparable joy to preschoolers. Children are very impressionable, especially susceptible to emotional influence. Due to the figurative and concrete thinking of children, staging a work of art helps them perceive it more clearly and correctly.
Stages of preparing the dramatization of a fairy tale in the senior group
The dramatization of fairy tales in the older group can be carried out in the following forms:
Regardless of which presentation method is chosen, the teacher and children undergo preliminary preparation and rehearsals. Main stages of preparation:
In the older group, you can complicate the task, for example, prepare a scenario in a new way based on the fairy tale “The Wolf and the Seven Little Goats”, or “The Clapping Fly”, “Kolobok”.
Before going on stage, the teacher and the group conduct 3-5 rehearsals and see how quickly the participants remember their words and actions. The average number of players is 12, all the rest participate in the role of “spectator” and actively clap, sing along and empathize with the heroes of the fairy tale. If you need to increase the number of participants, then you can put several granddaughters in the fairy tale “Turnip”; three or four girls will pull the turnip.
Fairy tales for performance in the senior group
In the senior group of preschool educational institutions, you can stage almost any Russian folk tale on stage. The teacher spends a preparatory week, analyzes the abilities of his students and makes a decision about what work can be dramatized at the matinee.
There are a lot of options for theatrical performances in the senior group:
Important! When a child reads a fairy tale, he perceives it as the text is written - a stupid rabbit or a greedy fox and refuses the role because he does not want to seem stupid or greedy. The teacher’s task is to explain that this is only a definition that is given based on the character’s actions. The child must understand that in theatrical performance the primary thing is skill and how truthfully and reliably the actor shows what is happening on stage.
In the process of preparing for the performance, children and the teacher create the missing decorations. For all Russian fairy tales there is a standard set: a hut, a green meadow and trees, a mushroom with a red cap and stump chairs for the audience.
"Zayushkina's hut"
The children's fairy tale "Zayushkina's Hut" is suitable for dramatization in the older group. The purpose of the production: to develop children's interest in theatrical artistic activities and the desire to perform in front of people. During the preparation process, kindergarten students study the process of creating scenery and take part in it, and also learn how the theater stage works, how to correctly express joy, sadness and indignation with their voices.
At rehearsals, the teacher reads the text of the fairy tale “Zayushkina’s Hut” with the children and assigns roles. It is important that there is an equal number of participants and spectators, but if the group is small and there are 2-3 “spectators” left, then it is better to give them the roles of Bear, Wolf, Bull.
Developmental objectives that must be achieved during the formulation process:
The course of the performance is a dramatization of the work “Zayushkina’s Hut”:
Important! The fairy tale “Zayushkina’s Hut” is also dramatized in the younger groups of kindergarten. The task of the teacher of the senior group is to complicate the task, add more characters and use various musical inserts and dances.
"A bag of apples"
Staging the fairy tale “The Bag of Apples” in the senior group requires careful preparation. The teacher draws up notes, assigns roles to the children and conducts rehearsals, in which a music teacher must be involved.
Preliminary work includes:
There are many characters in this fairy tale, so you need to assign roles in advance and rehearse them well. Enter the stage: Little Hare and Hare, Crow, Hare, Hedgehog and Bear, Mole, baby squirrels and Kid. If there is one child left without a role, he gets the role of the Mouse, who does not speak, but actively takes part in the dramatization. The presenter is a teacher, he helps the children on stage.
Important! If a child suddenly forgets the words and is confused, the teacher quickly helps him orient himself and suggests the text without stopping the performance.
All participants go on stage. There are already decorations there: a red background, a bag of apples, a house. When everyone has made their speeches and the performance is over, you need to sum up the tale, and then all the children shout out in unison:
“As it comes around, so it will respond.”
The event will end with a fair, where every parent and child will be able to buy an apple, buns and pies, cookies, and napkins for the table in the Russian style.
Dramatization for children of the senior group “A Very Scary Fairy Tale”
Elena Lebedeva
Dramatization for children of the senior group “A Very Scary Fairy Tale”
Characters: storyteller , bear, fox, hare, hedgehog, wise owl, mouse, girl Sparkle, squirrel, woodpecker. girls. girl and boy.
Storyteller . Hello, dear friends, I am very glad to see you today. We will show you a very scary fairy tale . Why have you all become so sad? Don't worry, our fairy tale ends well. In it, friendship and love are stronger than evil. Watch and listen carefully. The fairy tale begins .
Forest, birch, fir trees, mushrooms, flowers appear to the music (together.)
We are flower girls, green leaves.
We play with the breeze, we nod our heads! They dance (run away.)
The fox and the bear enter.
Fox - Oh, how boring it is to live in the forest.
Wolf - That's right, little fox. And I'm bored!
Lisa - What should I do?
Wolf - Maybe we can play catch up?
Fox - Reluctant, tired of everything (takes out a matchbox)
One day I was walking along the path and found a box of matches.
Wolf - It would be better to have a juicy pork or goat cutlet.
Fox - Come on, gray one, let's play with matches, set the bushes and grass on fire.
It's so interesting.
Wolf - come on! The wolf and the fox light matches and throw them on the grass.
A wise owl flies in.
Owl - Who is disturbing the order in the forest? Who's playing with matches here? Who's setting the grass on fire here? Have you forgotten that you can’t play with fire? Summer is dry. The forest can burn, then all the birds and animals will leave it.
Fox - Nothing will happen to your forest, fly, fly, out of here! A girl, Sparkle, appears in her hands, holding blue ribbons. blue, pink. orange, red and yellow, dancing.
Fox - Oh, what a beautiful fire! Here it is red, here it is blue.
Wolf - But where did the smoke come from?
Owl - Fire! Fire! We're on fire! We're on fire!
Wolf - I’m suffocating, the cough is suffocating! The acrid smoke is drying out my throat! Oh! Oh! Save the little fox. Bring me some water!
Lisa - How can I help you? Well, quickly run away! (the fox and the wolf run away.)
Owl - Fire! We're on fire! Birds, animals, run away and save your children (Flies away.)
“Tongues of flame” with red ribbons run out and dance.
Morning. A hedgehog with a basket in his hand approaches the hare's house and knocks on the door.
Hedgehog - Come on, hare. wake up, get ready to pick mushrooms, we’ll run along the path and pick a basket of mushrooms. A hare comes out of the house with a basket in his hand.
Hare - What, are you a hedgehog screaming? I got ready a long time ago (closes the door.)
You see, he closed his house and didn’t forget his basket?
The hare and the hedgehog go for mushrooms and sing a song. A mouse comes towards them.
Mouse - Hello, little animals!
Hare and hedgehog - Hello, little mouse! You. Where are you going?
Mouse - For mushrooms.
Hare. Go with us. It’s more fun together (the animals sing a song and leave.)
A wise owl walks through a burnt forest. A mouse, a hedgehog, and a hare appear.
Mouse - Where are we?
Hedgehog - Why is this forest so dark?
Owl - What don’t you see? You have come to a dead forest. He burned. Nobody lives here.
Mouse - So we won’t find mushrooms here?
Owl - Nothing grows here anymore.
Hare - How scary .
Hedgehog - Even the bird doesn’t sing here, the grass doesn’t grow here, the daisies don’t sway, the sun doesn’t smile, the grasshopper doesn’t chirp here, no one wants to walk here.
Hare - Only the black branches are swaying, scratching and creaking, as if they want to scare us!
Mouse - How scary !
hare - I wouldn’t want to live in this forest.
Yozh-I, I wouldn’t want to!
Owl - We need to save the forest!
M-Oh, how?
Owl - I think all the animals should be called, and the burnt trees should be removed!
Hare - Correct! Let's remove the burnt trees and plant our own forest!
Together! Hey animals! Come here! Help us work! To the music of an owl, a hare, a hedgehog, a mouse. a bear, a woodpecker, and a girl are cleaning up the forest. from burnt trees. "Seedlings" are planted.
Mouse - How tired I am.
Hare - And I'm tired. There was enough work for everyone.
Bear - They did a great job, at least the seedlings took root.
Woodpecker - The forest will take a long time to grow, it’s not easy to save it! It’s not without reason that the rumor says: “Take care of the forest from fire.”
Squirrel-Nothing, the warm rain will pour it down, so our forest will grow. The pines will rustle here, the birds will sing songs!
Hare - And the cheerful animals will begin to collect honey mushrooms, they will come to the forest with baskets, and pick wild berries.
Bear-I, remember the animals! The forest must be protected, because it is our home, it is our wealth!
Woodpecker - Many herbs, trees, flowers, berries and mushrooms grow in the forest, which benefit us.
Hedgehog - Don’t litter in the forest! Don’t set the grass on fire!
Squirrel - Don’t pick flowers in vain! And don’t break trees! Don't destroy anthills! Don't destroy birds' nests!
Together; Take care of the forest! the animals sing a song about the forest! They bow to the audience and leave. ,
