Experience. Speech development through theatrical activities in kindergarten

From the experience of a preschool teacher “Development of speech in preschool children through theatrical activities”
Description of the material .
I offer you material on organizing theatrical activities in kindergarten, aimed at developing the speech of preschool children. The material will be useful to educators of all age groups of preschool children. In the modern world, more and more often live communication for children is being replaced by computers and television, and this trend is constantly growing. As a result, the number of children with unformed coherent speech is steadily increasing. This is why speech development is becoming an increasingly pressing problem in our society. A preschool educational institution is the first and most responsible link in the general system of public education. Mastery of the native language is one of the important acquisitions of a child in preschool childhood. Therefore, the process of speech development is considered in modern preschool education as the general basis for raising and educating children. Psychologists and methodologists note that a child learns his native language, first of all, by imitating the spoken speech of those around him. Reflecting on the issue of increasing the level of children's speech, we came to the conclusion that theatrical activities can help. Why her? Theatrical activities are one of the most effective ways to influence children, in which the principle of learning is most fully and clearly demonstrated: learn by playing. It is known that children love to play; they should not be forced to do so. While playing, we communicate with children on their territory. By entering the world of childhood play, we can learn a lot ourselves and teach our children. And the idea expressed by the German psychologist Karl Gross, which is still popular: “We play not because we are children, but childhood itself was given to us so that we could play,” has not yet lost its relevance. The importance of theatrical activities

Studying the methodological literature, we came to the conclusion that theatrical activities have a great influence on the child’s speech development.
Stimulates active speech by expanding vocabulary and improving the articulatory apparatus. The child learns the richness of his native language and its means of expression. Using expressive means and intonations that correspond to the character of the characters and their actions, he tries to speak clearly so that everyone understands him. In theatrical play, dialogical, emotionally rich speech is formed. Children better assimilate the content of the work, the logic and sequence of events, their development and causality. Theatrical games promote the assimilation of elements of verbal communication (facial expressions, gestures, posture, intonation, voice modulation). Thus, theatrical activities help the all-round development of the child. The role of the teacher in organizing and conducting theatrical games . There is probably no kindergarten where they do not use theatrical activities in their work. This has become a good tradition. The theatrical and creative activity of children, of course, will not appear by itself. The teacher plays a huge role in this, skillfully guiding this process. It is necessary that the teacher not only read or tell something expressively, be able to look and see, listen and hear, but also be ready for any “transformation”, that is, master the basics of acting, as well as the basics of directing skills. This is what leads to an increase in his creative potential and helps to improve the theatrical activities of children. The role of the teacher in organizing and conducting theatrical games, I believe: - set clear goals; - transfer the initiative to children; — organize joint activities; - do not leave questions unattended; - implement an individual approach to each child. Goal : creating conditions, forming and improving children’s speech through involving them in theatrical activities. In our kindergarten, all conditions have been created for the development of speech activity of children participating in theatrical activities. And for its implementation I used the following means: a card file of cartoons and fairy tales, a children's library, visual, natural, waste material, character toys, costumes for mummers, visual aids (pictures, diagrams - modules), a card file of breathing, articulation, finger gymnastics, riddles , tongue twisters, tongue twisters, various types of theaters, reproductions of paintings, illustrations for fairy tales and works of art. Taking into account the direction of the preschool educational institution, our teaching staff has set itself the following tasks: - Enrich the children’s vocabulary, activate it; improve dialogic and monologue speech. — To cultivate a positive attitude towards theatrical games, the desire to play with theatrical dolls, an emotionally positive attitude towards peers, the development of will and self-confidence, respect for the traditions and culture of the people. — Promote the manifestation of independence and activity in playing with characters and toys. - Cultivate a friendly attitude towards each other. — Develop a project with the participation of parents “Do-it-yourself fairy tale” When solving these problems, I used the following forms of work: 1. Theatrical games. 2. Classes in a theater group. 3. The teacher's stories about the theater. 4. Organization of performances. 5. Conversations and dialogues. 6. Production and repair of attributes and aids for performances. 7. Reading literature. 8. Design of an album about the theater. 9. Performances What prompted me to engage in theatrical and play activities with children? It’s probably the sincere joy on their faces, laughter and happiness.
I realized that theater is a miracle, a fairy tale, magic... Theatrical activities allow a child to solve many problematic situations indirectly on behalf of a character. This helps overcome timidity, self-doubt, and shyness. Classes in the theater group were conducted according to the plan. The work of the circle is more efficient and effective with the participation of my colleagues in holidays and entertainment. Parents also take an active part in making attributes and costumes for the holidays, and also enjoy playing various roles. The circle summed up the results of its work by staging theatrical performances for parents, teachers and students of preschool educational institutions once a quarter. Theatrical activities are organized within the circle based on the Teremok work program and are aimed at creating conditions for improving the dialogical and monological speech of preschoolers. I want to teach children to invent games, fairy tales, stories, scenarios themselves, and convey the stage image in their own way. Don’t copy someone else’s, but create and fantasize yourself. Methodological support

The analysis of software and methodological support made it possible to select and systematize software and methodological tools that allow solving the problems of children's speech development.
A software and methodological kit has appeared, which includes the use of programs, educational visual aids, and manuals for children. Developed: Work program “Teremok”, scenarios “Fly-Tsokotukha”, “Who said Meow”, “The Tale of a Little Mouse”, etc., notes of direct educational activities: “Comprehensive activities on fairy tales for children 4-6 years old”, project with the participation of parents “Do-It-Yourself Fairy Tale.” Created: files of games and exercises: “Development of speech breathing”, “Logorhythmic exercises”, “Tongue twisters and tongue twisters”, “Playing with fingers and developing speech”, “Fairy tales come to life”, “Folklore works”, “Fairy tales for theatres”, “Theatrical” games". Designed: album: “Types of theaters”; Folder moving "World of Theatre". For parents: recommendations for parents: “Home puppet theater”, “Tell your children a fairy tale”, booklets, consultations, development of parent meetings, etc. The subject-spatial development environment of the preschool educational institution was supplemented with different types of theaters, manuals, drawings, card files of creative games. With the help of our parents, we made a mini-stage, a house for the fairy tale “Teremok”. Types of theaters used in the work : tabletop, puppet, finger, flannelgraph, costume, mask, shadow.
Theater – children – parents – teachers

Creating conditions for the emotional well-being of a child in the process of joint activities and communication: child - child, child - teacher, child - parents.
Without cooperation between the kindergarten and the family, it is impossible to resolve any issues regarding the upbringing and development of the child. When organizing group work, I conducted individual conversations with children and surveys with parents to identify interests and wishes on this issue. It is important that parents participate as role players, authors of text, producers of scenery, costumes, etc. In any case, the joint work of teachers and parents contributes to intellectual, emotional and aesthetic development. Using ready-made puppet theaters, children continue to act out fairy tales, compose interesting and unusual stories, changing characters and settings. During the year, she organized exhibitions of joint creativity between children and parents: an exhibition of various types of theaters (finger, table, mask, costume), the creation of exhibitions of hand-made toys, a competition of posters, invitation cards: photo exhibitions (“Me and my toy”), joint performance of children and their parents. To broaden the horizons of parents, give them effective advice and recommendations, I conducted consultations. “Open Days” are held with great success, where parents have the opportunity to see the real achievements of their child. Parents take an active part in theatrical activities in order to maintain the child’s interest in theatrical play; whenever possible, they try to be present at children’s performances. Together we celebrate achievements and identify ways for further improvement. Along with working with children, work was also carried out with kindergarten teachers: consultations “What are the benefits of theatrical games?”, “Puppet theater: a doll in the hands of an adult, a doll in the hands of a child”; exhibition of methodological literature and album on the topic “Types of theaters” and its presentation; design of the photo exhibition “Young Actors”; master class on staging a theatrical performance. Result . By the end of the year, our children • are able to express their impressions in words, facial expressions and gestures; • are able to create artistic images using game, song and dance improvisations for this purpose; • are able to analyze their actions, the actions of peers, heroes of fiction; • know how to interact with a scene partner; make and use theatrical figurative toys from different materials; • know some types of theaters; • know some manipulation techniques used in familiar types of theater; • perform in front of peers, children of younger groups, and other audiences, without experiencing discomfort, but enjoying creativity. The result of work at all stages of training is the performance of the performance. Give children the joy of the theater!

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Master Class. DIY shadow theater

Photo report from the fairy tale “The Scarlet Flower” Synopsis of a theatrical lesson in the second junior group Synopsis of a joint theatrical activity in a preparatory group on Russian folk tales

Play as the most effective way to influence children

Starting from the junior group of kindergarten, children learn to play didactic games. Round dances are great for early development, when everyone has the opportunity to see the teacher and other participants. Repeating words helps develop memory and speech, enriches the vocabulary with new expressions, and develops situational behavior.

Game with parents

For a round dance game, it is easy to choose a plot from folk tales, characterized by simplicity of texts, multiple repetitions and the ability to accompany each word with an action.

For example:

There is a teremok, a teremok in the field (children raise their hands above their heads in the form of a triangular roof),

Children's songs for dancing with repetitive movements

He is not low, not high (they squat down, stretch out their arms and show a distance of 20-30 cm from the floor).

Or use children's poems that contain many words that lend themselves to theatricalization:

Teddy bear, clubfoot

Walking through the forest (children waddle, imitating the gait of a clubfooted bear),

Collects cones

Sings a song (bend down, collect invisible cones, put them in an imaginary basket).

For your information! A nanny and a teacher can come to the group in the form of familiar fairy-tale characters, book and cartoon characters. Together with them, the children will learn new concepts and give them instructions and advice.

Theater performance

Starting from the middle group of the preschool educational institution, thematic matinees are held for the children, part of which is a performance with the participation of young artists. The teacher conducts didactic classes that contain skills for future independent children's games. “The doll is sick,” “Let’s build a house for Cheburashka,” “Toys are going on vacation,” and many other topics help develop communication skills with peers, the ability to pronounce one’s actions, and the desire to interact in society.

For example, a teacher in the role of a traveling wanderer knocks on imaginary doors. Children, in the role of hospitable hosts, greet the traveler, invite them to enter, treat them, and offer to relax. New twists and turns can arise in the game and previously acquired knowledge can be practiced.

Gradually developing, the games become more complex, and by the time the children graduate from kindergarten, they should be full-scale, developed plots. The role of the educator in them comes down to the position of an observer monitoring the safety of what is happening.

For your information! According to statistics, only 5-7% of preparatory group students can play a full-scale game independently.

Various sources of inspiration can help children find a new way to play:

significant events (birthdays, holidays, vacations, trips, etc.);
seasonal changes (street games directly depend on the weather);
literature (book characters, the desire to continue a favorite fairy tale, playing out the situation described in the book with other characters);
slides, photos and video materials.