(From work experience)

Personal data

Guseva Tatyana Gennadievna

Education: higher pedagogical.

Graduated from Tver State University in 1998.

Specialty: "Preschool Pedagogy and Psychology"

Qualification: "Teacher of preschool pedagogy and psychology"

Total work experience: 21 years. As an educator: 21 years old.

I have the first qualification category. In 2010, she completed advanced training courses.

Base

The preparatory group is attended by 21 children, including 10 boys and 11 girls.

57% are brought up in complete families, 43% are single-parent families, 10% are families with many children raising 3 or more children.

The social situation is favorable.

The group has created a developing environment. During its creation, the following principles were taken into account:

• Distances, positions during interaction;
• Activities;
• Stability-dynamism;
• Complexing and flexible zoning;
• Individual comfort and emotional well-being of each child and adult;
• Aesthetic organization of the environment;
• openness-closedness;
• Sex and age differences.

contradictions

1. The collective nature of theatrical activity allows enriching the experience of cooperation. 2. Due to the brightness, lightness and speed inherent in the child's imagination, the child can achieve original solutions in his work. 3. Scenery, costumes open up the opportunity for children to create an image using color, shape, design. 4. Emotionally rich meaningful communication between an adult and a child and children with each other creates favorable conditions for the development in children of the ability to listen to their own feelings and the feelings of other people.

1. Highlight active children. Inactive children have a feeling of self-doubt, excitement, fear of performance. 2. Adults "impose" their vision of the role on children. 3. Educators themselves make attributes for performances, thereby depriving children of the opportunity to be creative. 4. Children play the role that the teacher gave them, without thinking that there is also a child nearby and you need to coordinate their actions with him.

1. Self-education;

2. Diagnostics;

3. Tasks;

4. Joint activities of the educator

with kids;

5. Development environment;

6. Work with parents;

7. Results and prospects.

Self-education.

1. Increasing theoretical experience on the topic: Theatrical activities in kindergarten.

2. Continue to search for the right approach to the selection of material for use in working with children.

The theater pleases children, entertains and develops them. That is why children love theatrical activity so much, and teachers all over the world widely use it in solving many problems related to the education, upbringing and development of the child.

The first theatrical performances for children originated in the family. In the memoirs of the writer M.F. Kamenskaya (I. No. 9) states that "the performances were always given as surprises and certainly on the occasion of someone's name day."

At present, a lot of theoretical and practical experience has been accumulated in organizing theatrical and gaming activities in kindergarten. The works of domestic teachers, scientists, methodologists are devoted to this: N. Karpinskaya, A. Nikolaicheva, L. Furmina, L. Voroshnina, R. Sigutkina, I. Reutskaya, T. Shishova and others.

Feelings of self-doubt, anxiety, fear of performance sometimes haunt the child for a long time and cause him a lot of trouble. One of the directions for correcting such behavior is collective theatrical activity.

The collective nature of theatrical activity allows you to expand and enrich the experience of cooperation, both in real and imaginary situations. When preparing a performance, children learn to allocate the means to achieve it, plan and coordinate their actions. Acting in roles, children gain experience of various kinds of relationships, which is also important for their social development.

The role of theatrical activity in the speech development of the child is great.

A study conducted by G.A. Volkova (I. No. 4) on speech therapy rhythm, convincingly showed that theatrical games of children contribute to the activation of different aspects of their speech - vocabulary, grammatical structure, dialogue, monologue, and improvement of the sound side of speech.

The famous psychologist A.N. Leontiev (I. No. 10) wrote: “A developed game-dramatization is already a kind of “pre-aesthetic” activity. Game-dramatization is, therefore, one of the possible forms of transition to productive, namely to aesthetic activity with a characteristic motive for it on other people."

In addition, thanks to the scenery, costumes, children have great opportunities to create an image using color, shape, and design.

According to the child psychologist A.V. Zaporozhets, direct emotional empathy and assistance to the characters in the process of theatrical activity are the first step in the development of the aesthetic perception of a preschooler.

Painter, graphic artist, sculptor, writer, musician, teacher E.V. Chestnyakov believed that it was the theater that was the main means of introducing a small person to art.

For a six-year-old child, theatrical activity has a special social and emotional significance. "I am an artist! I am an artist!" From the consciousness of this, trembling and excitement cover the little man, because the role is extremely attractive to him.

First of all, this is due to the fact that theatrical activity is accompanied by a festive atmosphere, which, with its solemnity and beauty, makes the child's life brighter and brings variety and joy to it.

In the role of an artist, the child has the opportunity to perform from the stage and immediately receive a positive assessment of his achievements.

The collective nature of theatrical activity is very important for a child of this age. By participating in the performance, the child exchanges information and coordination of functions, which contributes to the creation of a community of children, interaction and cooperation between them.

The actions of the child-actor on the stage do not take place in a real, but in a fictional situation. In addition, the means of expression (gestures, facial expressions, movements) cannot be random, but must correspond to one or another stage image.

Scientists believe that, acquiring an active character, recreating the imagination of a six-year-old child is able to quite fully and accurately reproduce the reality around him. And thanks to the brightness, lightness and speed inherent in children's imagination - to achieve original solutions in their work.

Of particular relevance, theatrical activity acquires on the eve of the child's admission to school. So, for example, with the appearance of the arbitrariness of mental processes, children must purposefully control not only their behavior, but also mental processes (attention, perception, memory, etc.). Scientists have found that there is a close relationship between the volitional and emotional spheres. The influence of emotions on the volitional regulation of behavior is manifested in the fact that the experience of success or failure causes or inhibits volitional efforts. The atmosphere of the holiday, which is created around theatrical activities, to a certain extent contributes to the strong-willed mobilization of the child. At the same time, emotional processes charge and regulate other mental functions: memory, attention, thinking, etc. During the performance, children act without distractions, are very attentive and independent. At the end of the performance, the joy of achieving the goal produces further purposeful behavior (they are even more organized at rehearsals, ready to mobilize efforts to overcome difficulties).

The emergence and development of an extra-situational-personal form of communication encourages children to strive for benevolent attention from adults, to achieve mutual understanding, cooperation with them.

Theatrical activity is important for the changes that have occurred in the emotional development of the child.

By the age of six, children can understand the emotional state of other people by their facial expressions, postures, and gestures. By external signs, they can recognize anger, surprise, joy, calmness and establish a connection between different emotions and the corresponding events that cause them. In addition, children begin to realize that the same events, actions, actions can be perceived by people in different ways and cause different moods. This allows, when working with children in theatrical activities, to significantly expand the palette of means of expression to convey this or that image. Emotionally rich meaningful communication between an adult and a child and children with each other creates favorable conditions for the development in children of the ability to listen to their experiences, understand their emotional state and even anticipate it.

An analysis of domestic and foreign literature made it possible to establish that theatrical activity contributes to the emotional liberation of the child, and self-expression through art is an essential component of creativity, a way of emotional discharge.

In the organization of work on the management of theatrical activities, the state standard and the compliance with it of the program "From Childhood to Adolescence" were studied.

The experience of preschool institutions of the city was studied through visiting methodological associations, advanced training courses for educators.

Articles of the magazines "Preschool education", "Child in kindergarten" were studied.

The main directions in creating a system of work on the organization of theatrical activities in a preschool institution were determined:

The study of the level of development of children in theatrical activities.

Increasing children's opportunities in theatrical activities

through purposeful work, taking into account modern approaches.

Diagnostics.

Purpose: To reveal in children the level of development in theatrical activities, the ability to creatively solve the problem.

Pedagogical technology.

Conducting a diagnostic study, I observed children in free play activities, in class, during holiday matinees. I used in my work verbal and didactic games (Appendix 1) for the selection of rhymes, inventing movements, voice development. A diagnostic table was compiled (Appendix 2), which assessed the children's ability to perform monologues and dialogues, find expressive means of playing the role, and coordinate their actions with the actions of partners.

The diagnostic examination data showed that half of the children in the group (9 people) cannot perform monologues and dialogues, do not find expressive means of playing the role. Not all children coordinate their actions with the actions of their partners. Children have great difficulty in inventing fairy tales. Children do not have imagination. Many children are shackled at festive matinees.

The thought arose: is it possible to increase the level of development of preschoolers by conducting purposeful, systematic work on theatrical activities, taking into account modern methods and techniques for organizing theatrical activities in kindergarten.

Set tasks:

1. Study the level of development of children

in theatrical activities.

2. Improve performance

children's skills in creating

artistic image.

3. Develop memory, thinking,

imagination, fantasy, attention of children.

4. Cultivate humane feelings.

Expand the cultural range of children.

5. Draw conclusions and determine

perspectives.

Joint activities of the educator with the children.

Work on theatrical activities was carried out daily in the afternoon and was carried out in two interrelated areas.

First direction- classes for the development of attention, imagination, movements of children.

Second direction- work on the role.

In the course of work on first direction tasks were solved: to help the child's knowledge of life, his desires and interests naturally intertwine with the content of theatrical activities; preserve the creative nature of theatrical activities, encourage children to strive to create a holistic artistic image with the help of gestures, facial expressions and movements.

The children were given tasks

- for the development of fantasy (Appendix 3).

On the development of facial expressions, gestures, postures (Appendix 4).

In order to teach children to understand the relationship of people by actions, gestures, postures and facial expressions, I offered children games for the perception of feelings by behavior (Appendix 5).

Second direction for theatrical activities - work on the role. How is it built?

Acquaintance with the dramatization: what is it about? What are the main events in it?

Acquaintance with the heroes of the dramatization:

Drawing up a verbal portrait of the hero;

Fantasizing about his home, relationships with parents,

friends, inventing his favorite dishes, activities, games;

Composition of various cases from the life of the hero, not provided for

staged;

Analysis of invented actions;

Work on stage expressiveness: definition

appropriate actions, movements, gestures of characters, places on

stage platform; facial expressions, intonation;

Preparation of theatrical costume.

In order to preserve the immediacy and liveliness of children's perception, we used:

Dramatizations based on works of art in which children play different roles;

Performances based on content invented by children;

Performances with the use of puppets and plane figures.

In the course of preparation for the play "Smart Octopuses", the children made toys-octopuses in the art activity classes. Together with their parents, they figured out how to decorate them.

I told the children about the "puppet theater", invited them to "play a fairy tale" about octopuses. For decorations, the children came up with the idea of ​​putting a model for role-playing games "Seabed" on the floor.

At the beginning of the performance, we talked to the children about octopuses. Then she introduced the audience to the dwelling of each octopus.

During the performance, I had a dialogue with the children and encouraged the children to take action with the octopus.

"Puppet theater" is very important for the development of children. Scientists have proven that shy children "psychologically hide behind the doll."

When I introduced the children to the poem by V. Lifshits "Piglets", they wanted to stage it.

At first, the children decided how the hero pig would look like. During the manual labor lessons, they made caps-masks with ears and snouts, painted them on their own. I paid special attention to the choice of the hero and, in connection with this, the meaningful use of gestures, facial expressions, movements during the depiction of the action in the course of the poem.

At first, I found out from each child what the character of the hero is (brave, kind, decisive). Divided the children into groups. Then the children of each group were asked to demonstrate the movements of their characters. Then, depending on the image and character of the hero, she offered the children to choose the appropriate intonation. Scenes were “played” with the children in advance (waiting for food, fighting around the trough, crying over spilled food).

During the performance, the children-"pigs" demonstrated their "bad" upbringing, and after the performance they explained that this can only happen on stage.

In order to develop motor imagination in children, along with traditional performances, we staged performances with children, the content for which was invented by the children themselves.

Children came up with the fairy tale "New Adventures of Kolobok" (Appendices 6.7), in free activity they made drawings for the fairy tale. I told the children about the b-ba-bo theater, and we decided to show the fairy tale to the children of the middle and senior groups.

The next fairy tale that the children came up with is called "Harry Potter and the Princess". We decided to stage a fairy tale. I invited the children to make a theater of spoons. In free activity, children painted spoons, invented a face, clothes for dolls. We showed the fairy tale to parents for the holiday "Family Day" (Appendix 8).

Relationships with other people, including peers in the kindergarten group, are an important component of the life and work of every child. The emotional state of children, their attitude to kindergarten, and possibly the nature of further relations with people depend on what these relationships will be - benevolent or hostile, sincere and frank or formal and ostentatious.

For the formation of friendly relations in children, we used the methodology of the psychologist Yakobson S.G. (I. No. 15). In the course of theatrical activities, plays were staged from this technique.

- "Pebble in a shoe."

- "Broken Cake".

- "Alien cube".

- " Swing".

- Alien drawing.

Starting from the senior group, I led a circle on theatrical activities (Plan-Appendix 9).

Children were offered sketches (Appendix 10).

With children from the theater circle, we prepared dramatizations: "The Wolf and the Goat", "Mushrooms". We showed fairy tales for the holiday dedicated to the 30th anniversary of the kindergarten.

A diagnostic table of the activities of the children of the theater circle was compiled (Appendix 11).

I. Etude training (actor skill).

1. Diction (rhymes, tongue twisters, tongue twisters).

2. Gestures (studies on the expressiveness of gestures).

3. Facial expressions (etudes for the expression of emotions).

4. Movements (etudes with musical accompaniment).

II. Dramatization games.

1. Desire to participate in dramatization games.

2. Ability to communicate with a partner.

3. The ability to improvise when creating an image.

III. Sketches with dolls.

1. Desire to play with the doll.

2. Ability to manage it.

3. The ability to improvise with the doll.

IV. Puppet shows.

1. Willingness to participate.

2. The ability to communicate with a partner using puppets.

3. The ability to create an image with the help of dolls of different systems.

Development environment.

1. Fill the development environment with different

types of theatres.

All material is conveniently placed for children to use freely for them.

2. Create conditions for further

enriching children's experience.

The environment is one of the main means of development of the child's personality, the source of his individual knowledge and social experience. When creating the environment, we tried to provide conditions for the independent creativity of each child.

In the group, we equipped a theater zone, as well as a "corner" of solitude, where a child can be alone or rehearse a role in front of a mirror, or once again look at the illustrations for the performance.

Taking into account the individual interests, inclinations and needs of preschoolers requires the creation of a kind of privacy zones - special places where each child keeps his personal property: a toy, decoration, costume, etc., which he can use in theatrical activities.

In order to realize the individual interests of children, we placed various types of puppet theater and children's drawings in the theatrical activity zone. The material is updated periodically.

For the development of curiosity and research interest of children in the zone of theatrical activity there is a variety of natural and waste materials, fabrics, costumes for dressing up.

Disclosure of children's creative abilities is also facilitated by special polyfunctional rooms (music hall, children's art studio), where theatrical classes, circle work and various holidays are held.

Thus, when creating a developing environment, we took into account the following principles:

Ensuring a balance between the joint and individual activities of children;

Organization of "privacy zones";

Granting the right and freedom of choice;

Creation of conditions for modeling, search and experimentation;

Multifunctional use of premises and equipment.

Working with parents.

1. Convey to parents the importance of the topic "Children's development in theatrical activities."

2. To acquaint with the main directions on this topic.

3. Approve the forms of organization of joint activities of children, parents and educators with children.

We held a parent meeting "Theater in the life of children", during which we identified the main directions in the work on theatrical activities.

Conversations and consultations were held on the topic "The importance of theatrical activities for the development of the child" (Appendix 12).

Parents took an active part in organizing theatrical activities. The joint activity of children, parents and educators made it possible to overcome the traditional approach, when children are included in their isolated "cell" - the age group and communicate with three adults. Such an organization of theatrical activities not only creates conditions for acquiring new knowledge, skills and abilities for the development of children's creativity, but also allows the child to make contacts with other adults.

Thus, such an organization of theatrical activities contributes to the self-realization of each child and the mutual enrichment of all, because adults and children act as equal partners in interaction.

Overall performance.

The data of the diagnostics carried out at the end of the year (Appendix 13) showed that more than half of the children in the group (17 children) are able to perform monologues and dialogues between characters; find expressive means of performing the role of their character, act out actions with the character. Children can come up with a fairy tale, a story. All children began to take an active part in the festive morning performances.

My work on the topic "Development of children's creativity in theatrical activities" gave the following results:

1. The level of knowledge of children in theatrical activities has increased.

2. Children began to feel confident during performances.

3. The developing environment was supplemented with different types of theaters, manuals, drawings.

4. Close contact has been established with parents. Parents are active participants, continue to work with children.

Conclusion.

Thus, carrying out purposeful, systematic work to develop in children a sustainable interest in theatrical and gaming activities, improving the performing skills of children, stimulating their desire to seek means to create an image of a character, using movement, facial expressions, gesture, intonation; continuing to enrich the vocabulary of children, teaching them to use direct and indirect speech in dramatizations of fairy tales and stories; improving the ability to coherently and expressively retell fairy tales, independently composing their own fairy tales, stories, using dolls; developing memory, thinking, imagination, speech, attention of children; we raise the level of development of children in theatrical activities, educate children in humane feelings, teach the art of communication, expand the cultural range of children.

Perspectives.

1. Taking into account the gender-role characteristics of children in the areas for theatrical activities, place equipment and materials that meet the interests of both boys and girls.

2. Organize together with other groups "Theater Evenings".

Literature:

1. Attestation and accreditation of preschool educational institutions. M. AST, 1996

2. Bashaeva G.V. "The development of perception in children. Form, color, sound." Yaroslavl. "Academy of Development" 1997

3. Belousova L.E. "Amazing stories" St. Petersburg. "Childhood-Press" 2001

4. Volkova G.A. "Speech therapy rhythm" M. "Enlightenment" 1985

5. Doronova T.M., Doronova E.G. "The development of children in theatrical activities" M. 1997

6. Doronova T.M. "Development of children 5-6 years old in theatrical activities" M. 1998

7. Doronova T.M. "Development of children 6-7 years old in theatrical activities" M. 1999

8. Kabalevsky D.B. "Education of mind and heart" M. 1981

9. Kamenskaya M. "Memories" M. Fiction, 1991

10. Leontiev A.M. "Problems of mental development". M. Moscow University Publishing House.

11. Makhaneva M.D. Theater classes in kindergarten. M. 2004

12. Poddyakov N.N. "Creativity and self-development of preschool children" Volgograd "Change", 1997

13. Teplov B.M. "Psychology" M. 1951

14. Elkonin "Psychology of the game"

15. Yakobson S.G. "Moral education in kindergarten"

16. Magazines "Preschool education"

No. 8 - 1999

No. 12 - 2002

No. 8 - 2004

"Child in Kindergarten"

No. 2 - 2001

No. 3 - 2001

No. 4 - 2001

No. 5 - 2001

No. 2 - 2002

Self-education work plan

"Spiritual and moral development of preschoolers by means of theatrical activity"

Target: spiritual and moral education, development of creative abilities, psychological emancipation of children through theatrical activities.

Tasks:

1. Cultivating children's humane feelings:

the formation of ideas about honesty, justice, kindness, the education of a negative attitude towards cruelty, cunning, cowardice;

the formation in children of the ability to correctly evaluate the actions of the characters of puppet and dramatic performances, as well as to correctly evaluate their own and other people's actions;

development of a sense of self-respect, self-esteem and the desire to be responsive to adults and children, the ability to pay attention to their state of mind, rejoice at the success of their peers, strive to come to the rescue in difficult times.

2. Education of collectivism:

Formation in children of the ability to act in accordance with the moral values ​​of the team;

strengthening the culture of communication and behavior in the classroom, during the preparation and conduct of performances;

developing the ability to evaluate the results of one's own work and the work of peers;

supporting the desire of children to actively participate in holidays and entertainment, using the skills and abilities acquired in the classroom and in independent activities.

Relevance:

“Those high moral, aesthetic

and intellectual feelings, which

characterize a developed adult and

who can inspire him to great

deeds and noble deeds are not given

child ready-made from birth.

They emerge and develop over

childhood influenced by social conditions of life

and upbringing."

Alexander Vladimirovich Zaporozhets.

In our daily life, we are increasingly faced with a problem that has existed for the past couple of decades. Deterioration of the spiritual and moral state of society, impoverishment of its moral foundations, expressed in insufficient development of ideas about spiritual values ​​and a certain distortion of the moral state, emotional and volitional sphere and social immaturity of children and adolescents and youth.

It is at preschool age that moral feelings begin to form, which are important for the development of children's relationships. The task of developing the spiritual and moral sphere at this stage is solved the more successfully, the more humane the adults themselves, the kinder and fairer they treat children. Thus, they serve as a good example to follow.

Traditionally, as the content of work on spiritual and moral education, they consider familiarization with the system of values, the assimilation of ideas about which ensures the spiritual and moral development of a growing person. In my opinion, the content of spiritual and moral education is the spiritual and moral experience that is acquired by the child and "nurtured" by the teacher in the process of pedagogical interaction in various activities, being in constant interaction with peers.

The most effective method of work in this direction, I consider the spiritual and moral development of children through theatrical activities. After all, it is through her that a child can acquire the very experience he needs, realizing himself as a person who is able to correctly assess this or that life situation and make the right decision.

Theatrical activity, the wonderful world of fairy-tale magic and reincarnation, is an important factor in the artistic and aesthetic development of the child, has an active influence on the development of his emotional and volitional sphere.

I would especially like to highlight the importance of dramatization games in the spiritual and moral education of preschoolers. Children are attracted by the inner, emotional richness of literary plots, the specific active actions of the characters. Children emotionally master a literary work, penetrate into the inner meaning of the actions of the heroes, they form an evaluative attitude towards the hero. A literary work brings a child closer to a literary character, activates the processes of forming empathy, sympathy, assistance, and contributes to the formation of moral motives of behavior. Thanks to a fairy tale, a child learns the world not only with his mind, but also with his heart, expresses his own attitude towards good and evil. Favorite characters become role models of identification. Theatrical activity is aimed at developing in children sensations, feelings and emotions, thinking, imagination, fantasy, attention, memory, will.

All works offered for dramatization games can be divided into:

1. Works in which the characters show the ability to be friends (“Cat, Rooster and Fox”, “Teremok”, “Under the Mushroom”).

2. Fairy tales that reveal the moral meaning of love, care, in relation to loved ones (“The Cockerel and the Bean Seed”, “Ryaba Hen”, “Geese - Swans”, “Cat's House”).

3. Works that are close in ideological content, they often contrast good and evil (“Morozko”, “Kolobok”).

4. Examples of a just, kind, courageous hero are shown (“Zayushkina’s hut”, “Aibolit”).

5. Formation of a generalized positive image of a person. These works show both positive and negative features (“Hare-boast”, “Masha and the Bear”)

The genre of fairy tales is the most generous soil for “cultivating” ideas about good and evil, because their meaning is in the active struggle against evil, confidence in the victory of good, glorification of labor, protection of the weak and offended. In a fairy tale, a child meets the ideal images of heroes, which helps him develop a certain moral attitude to life. Stage images are generalized images, and therefore each specific image always carries a lot of information to the child about life, people, and the social experience of the society around him.

It is thanks to theatrical activity that the emotional and sensual “filling” of individual spiritual and moral concepts is carried out and helps pupils to comprehend them not only with their minds, but also with their hearts, let them pass through their souls, and make the right moral choice.

The relationship with other components of the pedagogical process in all areas and various pedagogical areas makes it possible to achieve positive results and say that the use of the pedagogical potential of theatrical activities can contribute to the formation of the moral qualities of preschoolers; comprehension of spiritual and moral values, raising the moral culture of both pupils and teachers and parents; updating the content and forms of spiritual and moral education of preschoolers; strengthening cooperation between the preschool educational institution and the family. And as the ultimate goal, the upbringing of a humanistically holistic spiritually developed personality who will be able to resist the realities of our reality, creating and multiplying the good around him, striving for moral self-improvement, who has a desire through inner work to acquire strong moral convictions, find his moral ideal, direct his activities to service noble cause, his Fatherland.

Term		practical way out
October - May	Studying the FEDERAL STATE EDUCATIONAL STANDARD OF PRESCHOOL EDUCATION Studying a new SanPiN The study of the work program in the educational field "Social and communicative development" 1 .Agapova I.A. Davydova M.A. Theater classes and games in kindergarten M. 2010. 2. Antipina E.A. Theatrical performances in kindergarten. M. 2010. 3. Vakulenko Yu.A., Vlasenko O.P. Theatrical performances of fairy tales in kindergarten. Volgograd 2008 4. Kryukova S.V. Slobodyanik N.P. I am surprised, angry, afraid, boasting and rejoicing. M. "Genesis" 2000.
	Conversations, viewing pictures and video clips. Work on topics: Acquaintance with the theater; Who works in the theater; Rules of conduct in the theater; C / r game "Theater".	Raising an emotionally positive attitude towards the theater and the people who work there. Replenishment of vocabulary. To expand the interest of children in active participation in theatrical games.
	Finger theater	Mastering the skills of finger theater. The development of facial expressions; liberation through play activities.
	Work on topics: Flat and finger theater; Facial expressions and gestures. (Staging of the fairy tales "Mitten", "Zayushkina's hut").	Mastering Finger Theater Skills Development of the ability to concentrate on an object and copy it through movements; Imagination development; learning to convey mood, emotional state with the help of facial expressions.
	Development of theatrical and gaming activities for the event "Kolyada, Kolyada - open the gates" Selection of material for the center of theatrical activity "Visiting a fairy tale" (during a year)	Entertainment "Kolyada, Kolyada - open the gate" Decoration in the group of the theater center "Visiting a fairy tale"
	Creation of a "piggy bank of theatrical games" and design of table theaters. (During a year) Develop leisure "Meeting with spring" (Maslenitsa)	Conducting theatrical activities in your spare time Leisure "Seeing the Russian winter"
	Fairy tale "Turnip" - learning roles with children;	Development of imagination, fantasy, interest, responsibility. Development of creative independence, aesthetic taste in the transfer of the image; development of children's speech, emotional orientation; revealing the creative abilities of children
	Teaching children to own a doll, a toy learning roles with children; production of costumes and scenery.	The development of emotional, coherent - speech sphere in children through theatrical activity
	Theatrical performance. Create a photo album of past events	Showing the play to parents.

Literature:

GV Lapteva "Games for the development of emotions and creative abilities." Theater classes for children 5-9 years old. S.-P.: 2011

I.A. Lykov "Shadow theater yesterday and today" S.-P.: 2012.

I.A. Lykova "Theater on the fingers" M.2012.

E.A. Alyabyeva "Thematic days and weeks in kindergarten" M .: 2012.

O.G.Yarygina "Workshop of fairy tales" M.: 2010.

A.N. Chusovskaya "Scenarios of theatrical performances and entertainment" M .: 2011.

L.E. Kylasova "Parents' meetings" Volgograd: 2010

I.G. Sukhin "800 riddles, 100 crosswords". M.1997

E.V. Lapteva "1000 Russian tongue twisters for the development of speech" M .: 2012.

A.G. Sovushkina “Development of fine motor skills (finger gymnastics).

Artemova L.V. "Theatrical games for preschoolers" M.: 1983.

Alyansky Yu. "ABC of the theater" M.: 1998.

Sorokina N. F. “We play puppet theater” M .: ARKTI, 2002.

E.V. Migunova "theatrical pedagogy in kindergarten." Methodical recommendations. M.: 2009.

G.P. Shalaeva "The Big Book of Rules of Conduct" M.: 2007.

A.G. Raspopov "What are the theaters" Publishing house: School press 2011

Migunova E.V. M 57 Organization of theatrical activities in kindergarten: Ucheb.-method. allowance; Veliky Novgorod, 2006..

N.B. Ulashenko “Organization of theatrical activity. Senior group "Publishing and trading house Volgograd 2009.

O.I. Lazarenko “Articulation-finger gymnastics”. A set of exercises. M .: 2012.

Working with parents

Term		practical way out
October - May	Making material for parents "Life of the group" with photographic material
	Questioning of parents "Determining the attitude of parents to the organization of theatrical activities in a preschool educational institution"	The attitude of parents to the organization of theatrical activities in a preschool educational institution
	Advice for parents

Self-education work plan

Educator: Shalaeva O.L. middle group

Topic: "Theatrical activity as a means

speech development of children "

RELEVANCE

Childhood is not a small country, but a huge planet, where every child has his own talents. It is important to carefully and respectfully treat children's creativity, in whatever form it manifests itself. The shortest way to emotionally liberate a child, relieve constriction, teach feeling and artistic imagination is the way through the game, fantasizing. It is known that children love to play, it is unnecessary to force them to do it. While playing, we communicate with children on “their territory”. By entering the world of play, we can learn a lot ourselves and teach our children.

“A game is a huge window through which a life-giving stream of ideas and concepts about the world around flows into the spiritual world of a child. Play is the spark that ignites the flame of inquisitiveness and curiosity.”

(V.A. Sukhomlinsky).

And the words spoken by the German psychologist Karl Gross: “We play not because we are children, but childhood itself was given to us in order for us to play”

Goals: create conditions for the development of children's speech through creative activity in theatrical activities.

Tasks:

Introduce children to theatrical art, to theatrical activities.

Contribute to the formation of a creative personality; develop speech and communication skills in children.

Enrich the theatrical corner in the group with various types of theaters (puppet, cone, shadow, finger, etc.), theatrical attributes, theatrical games card index, the Riddles about Fairytale Heroes card index, and activity algorithms.

To create conditions for the development of creative activity of children.

To form in children and parents an interest in the theater and joint theatrical activities.

Develop children's artistic skills, imagination, emotions, fantasy, communication skills, speech.

To educate in the soul of every child a sense of beauty and instill a love of art.

Planself-education work

Stages of work on self-education		Program content
September	Selection and acquisition necessary material and equipment for theatrical activities. Conversation "What is theatre?" Selection and study of pedagogical literature, reading Russian folk tales "Turnip", "Teremok", "Kolobok", "Mitten", "Under the Mushroom", "Zayushkina's hut", "The wolf and the seven kids", poems, nursery rhymes; riddles about the heroes of fairy tales.	Making a card file "Mysteries about fairy-tale heroes", "Theatrical games" Introduce children to Russian folk tales. Develop interest in listening to works. Parenting in children interest in dramatization activities. Introduce children theater, with rules of conduct. Creation of a subject-developing environment in a group.
October	Conversation "Types of theater" Types of theater: glove, table, finger. Playing out poems, songs, nursery rhymes, mini-sketches, fairy tales Preparation and holding of the holiday "Golden Autumn" Puppet show "Yablonka" Consultation for parents "Theatrical game is a source of creativity and self-expression of preschoolers"	Mastering the skills of mastering glove, table and finger theaters. The development of facial expressions; Emancipation through play activities; Participation in the musical festival "Golden Autumn"
	Introduce children to table theater. Dice games: "Create a fairy tale" "Who's screaming" looking at toys and illustrations for fairy tales; Puppet show: "Teremok"	Mastering the skills of owning a table theater (staging fairy tales "Teremok") Generate a desire to participate Theatrical game.
	Theatrical performance. Staging of the Russian folk tale "Gingerbread Man" Theatrical game "What do you see, show" Making a theater out of spoons. Preparing for the New Year's holiday.	Induce a positive emotional state. Participation in the holiday "New Year's ball" Development of fine motor skills of hands in combination with speech. Instructions to parents on making Christmas decorations, helping children memorize poems and songs. Participation in a musical festival.
	Acquaintance of children: Plane finger walking theatre. Making a finger walking theatre. Playing out familiar fairy tales (“Turnip”, “Pockmarked Hen”) by roles with the help of a table theater.	Mastering the skills of owning a walking finger theater (staging of fairy tales) To form the ability of children to observe the content and the correct course of the text; develop dialogue. Work on intonation, diction, expressiveness of speech while memorizing poems.
	Acquaintance of children: mask theater Theatrical games: "Guess by the sound", "Where we were, we will not say, but what we did, we will show" Making a theater out of felt. Simulation exercises "Show how a bear, fox, bunny, frog walks" Learning and staging the fairy tale "Mitten".	Mastering the skills of mastering the theater of masks (staging the fairy tale "Mitten") To form the ability of children to improvise, display the characteristic features of heroes Disclosure of children's creative abilities.
	Didactic games "Name the hero affectionately", "Who says what" Theatrical performance. Dramatization of the fairy tale "Geese-swans"	Train clear pronunciation of sounds, train speech, attention, memory. To develop the ability to get used to the role, to convey the characteristic features of fairy-tale characters, to combine speech, movement and facial expressions. Participation in a musical festival.
	Acquaintance of children: with shadow theatre. Watching cartoons based on Russian folk tales: "Mitten", "Kolobok", "Turnip", "Teremok", etc. Learning and staging the fairy tale "Three Bears"	Mastery of possession skills shadow theater (staging of a fairy tale "Zushina Hut", "Three Little Pigs") Generalization of children's knowledge about Russian folk tales.
	Dramatization of Russian folk tales using various types of theater: table, finger, shadow, cone. Presentation of the work done. Show presentation at parent meeting.	To consolidate the knowledge of children about the types of theaters. Continue to develop the ability to expressively convey images using facial expressions and pantomime.

PLAN FOR SELF-EDUCATION

SUBJECT: "THATERIZED ACTIVITY - AS A MEANS OF DEVELOPING THE CREATIVE PERSONALITY OF A CHILD"

TEACHER OF THE MIDDLE-SENIOR GROUP

"UMKI"Smolko E.V.

Rationale:

In a dynamic, rapidly changing world, society is much more likely to rethink the social order of the preschool educational institution, correct or radically change the goals and objectives of education.

The main goal, which was previously defined as the formation of the foundations of a comprehensively and harmoniously developed personality, the education of people who know the basics of science, is now seen in focusing on the education of an active, creative personality, aware of the global problems of mankind, ready to participate in their solution to the extent possible.

Now we need people who think outside the box, who are able to look for new ways to solve the proposed problems, to find a way out of a problem situation. A new fashionable definition has appeared - creativity.

Creativity covers a set of mental and personal qualities that contribute to the formation of the ability to be creative. This is the ability to generate unusual ideas, deviate from traditional patterns in thinking, and quickly resolve problem situations. And for the development of creativity, a creativeprocess.

Creativity is one of the components of the overall structure of personality. Their development contributes to the development of the child as a whole. It is theatrical activity that is a unique means of developing creative abilities.

Theatrical activity and the development of a person's creative abilities are an integral part of the socio-economic and spiritual directions of the modern social order. Word"Creativity" in the social sense means to look 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; 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 the improvement of oneself by a person, primarily in the spiritual sphere.

Creativity is not a new subject of study. The problem of human abilities has aroused great interest of people at all times. However, in the past, society did not have a special need to master people's creativity. Talented people appeared as if by themselves, spontaneously created masterpieces of literature and art, made scientific discoveries, invented, thereby satisfying the needs of a developing human society.

In our time, the situation has changed radically. Life in the era of scientific and technological progress is becoming more diverse and more complex.

And it requires from a person not stereotyped, habitual actions, but mobility, flexibility of thinking, quick orientation and adaptation to new conditions, a creative approach to solving large and small problems. If we take into account the fact that the share of mental labor in almost all professions is growing, and an increasing part of the performing activity is shifted to machines, it becomes obvious that the creative abilities of a person should be recognized as the most essential part of his intellect and the task of their development is one of the most important tasks in education of modern man. After all, all the cultural values ​​accumulated by mankind are the result of the creative activity of people. And how far human society will advance in the future will be determined by the creative potential of the younger generation.

Every child is an actor by nature, and a good actor who lives with emotions that are not yet limited by growing up. What kid has not dreamed at least once that his favorite toys, which have become best friends, come to life and speak? So that they can tell about themselves, become real partners in games. But it turns out that the miracle of a "live" toy is still possible! While playing, the child unconsciously accumulates a whole “bank of life situations”, and with the skillful approach of an adult, where the educational possibilities of theatrical activities are wide, introduces children to the world around them through images, colors, sounds, and the questions posed make them think, analyze, draw conclusions and generalizations . But no less important, the development of the emotional sphere of the child, to sympathize with the characters, to empathize with the events being played out, are the source of the development of feelings, deep feelings and discoveries of the child, introduces him to spiritual values. The shortest way of emotional liberation of a child, relieving constriction, learning to feel and imagine is the way through the game, fantasizing, writing. All this can give theatrical activity.

The relevance of my research is that theatrical games are a favorable environment for the creative development of children's abilities, since different aspects of a child's development are especially manifested in it. This activity develops the personality of the child, instills a steady interest in literature, music, theater, improves the skill to embody certain experiences in the game, encourages the creation of new images, encourages thinking.

Target:to make the life of pupils interesting and meaningful, filled with the joy of creativity. Each child is talented from the very beginning, the theater makes it possible to identify and develop in the child what is inherent in him from birth. The sooner you start working with children to develop their creative abilities by means of theatrical art, the greater results can be achieved.

Tasks:

The study of theoretical and practical experience on this topic.

Creating conditions for the development of children's creative activity in theatrical activities( organization and design of a developing object-spatial theatrical environment).

Acquaintance with the basics of theatrical culture, with the main types of theatrical art

Work on the culture and technique of children's speech.

Work on etudes, rhythmoplasty, staging performances.

Providing conditions for the relationship of theatrical activities with other types of joint activities, free activities of the teacher and children in a single pedagogical process.

Creation of conditions for joint theatrical activities of children andadults (staging joint performances with the participation of pupils, parents, employees, organizing performances by older children in front of younger children).

Contributing to the self-realization of each child through the creation of a favorable microclimate, respect for the personality of each preschooler.

CONTENT OF SELF-EDUCATIONAL WORK

Formation of the need for self-education, self-assessment

preparedness, awareness of the need for knowledge, setting

goals and objectives.

Planning work on self-education.

Theoretical study of the problem.

Practical activities (application of knowledge, skills and abilities in practice: making manuals and attributes, organizing and conducting practical work with children).

Develop a system of work on the formation of artistic and

figurative performance skills.

Improve the subject-developing environment for developmentcreative activity of children in theatrical activities

To introduce children to theatrical culture (to introduce the device of the theater, theatrical genres, with different types of puppet theaters);

Ensure the relationship of theatrical with other types

activities in a single pedagogical process;

Create conditions for joint theatrical activities of children and
adults.

Summing up the results of self-education.

Description of the presentation on individual slides:

1 slide

Description of the slide:

The plan of self-education of the teacher Zhikhareva Tatyana Nikolaevna. Topic: "Theatrical activity as a method of comprehensive development of the personality of a preschooler"

2 slide

Description of the slide:

Introduction The world of childhood, the inner world of a child is the key to many exciting problems of our life. The game helps to open the cherished door to the world of children's consciousness. The game connects children with each other, children with adults into a single whole. And if a child begins to trust adults, to believe - then you can create, fantasize, imagine. All life is full of play and every child wants to play his part. But how to do that? How to teach a baby to play, take on a role and act? Theater will help. The theater is a magical land where the child enjoys playing, and in the game he learns the world. Children of all ages love to play. Play is part of their life. Preschoolers are very impressionable, they are especially amenable to emotional influence.

3 slide

Description of the slide:

Explanatory note This topic was chosen by me not by chance, as theatricalization makes it possible to approach the work creatively. Classes are always held in a positive emotional mood and are remembered by children for a long time. And for the teacher, there are plenty of opportunities to improve skills in this area. The purpose of my work: 1. introduce children to theatrical art, to theatrical activities. 2. Contribute to the formation of a creative personality; develop speech and communication skills in children. 3. Create conditions for the development of children's creative activity in theatrical activities, provide conditions for interconnection with other activities in a holistic pedagogical process. The main difficulty in working with children of primary preschool age is the poor development of the speech of children, the violation of sound pronunciation. There are children in the group who speak poorly, do not pronounce words, sounds. Some children don't remember well. I was interested in the problem of speech development in children and ways of its implementation. It seemed to me very interesting the organization of the theatrical activities of children, the way children liberate themselves, try to say something, lose. Theatrical activity is very important in the development of children's speech. It allows you to solve many pedagogical problems related to the formation of the expressiveness of the child's speech, intellectual artistic and aesthetic education. Theatrical activity, an inexhaustible source of development of feelings, experiences and emotional discoveries, a way of familiarizing with spiritual wealth. As a result, the child: cognizes the world with his mind and heart, expressing his attitude towards good and evil; learns the joy associated with overcoming the difficulties of communication, self-doubt. In this, I believe that theatrical classes in the preschool educational institution can provide a huge help. They always delight children and enjoy their unchanging love. I use various types of theatrical performances: picture theater, toy theater. For example: finger puppets can be put on a finger, they are small, soft, bright, they will not break, they will not break. They allow you to simultaneously include several analyzers: visual, auditory, tactile. It is modern and interesting for children. In addition, with these dolls, you can simply play while sitting, reduces fatigue and increases the efficiency of children.

4 slide

Description of the slide:

Goals and objectives, the term for the implementation of the plan for self-education Purpose: to improve their theoretical level, professional skills and competence. Tasks: to stimulate interest in the proposed activity; involve children in joint theatrical activities; form an idea of ​​​​the various types of theater; develop speech, imagination and thinking; help timid and shy children get involved in a theatrical game. to develop the interest of parents in joint work in this direction. Implementation period: 1 year (2015-2016 academic year)

5 slide

Description of the slide:

Stages of implementation Theoretical stage No. p / p Content of work Program content Work with parents Result 1 September Selection and study of pedagogical literature, reading Russian folk tales "Turnip", "Teremok", "Gingerbread Man", "Ryaba Hen", poems, nursery rhymes; riddles about the heroes of fairy tales; To acquaint children with Russian folk tales To develop interest in listening to works Consultation for parents "The role of theatrical games in the development of speech of preschool children" Joint work with parents to equip a file cabinet of audio recordings of Russian folk tales

6 slide

Description of the slide:

October 2 To form a friendly attitude towards each other in children. Develop imagination, initiative. To teach children to find means of expressing an image in facial expressions, in gestures. Assignments to parents for the manufacture of finger theaters Replenishment of the theatrical corner with types of finger theaters Listening to sound recordings of children's fairy tales - “The Wolf and the Seven Kids”, “Gingerbread Man”, “Turnip”, “Teremok”, “Ryaba Hen”, “Cat, Rooster and Fox” , "Three Bears", Theatrical game "Animals" Showing the fairy tale "Gingerbread Man" to children Finger game "At our Grishenka, under the window of a cherry"

7 slide

Description of the slide:

Main stage № p / p Content of the work Program content Work with parents Result 3 November Examination of toys and illustrations for fairy tales; Show puppet theater: "Teremok", "Turnip" Finger game "Once upon a time there was a bunny-long ears" Arouse a desire to participate in a theatrical game. Poll of parents "What is the significance of a fairy tale in the life of your child?" Consultation "Development of communication skills of preschoolers through theatrical activities" Analysis of the survey of parents. Selection of consultations on this topic.

8 slide

Description of the slide:

4 December Russian folk tale "Zayushkina's hut" Theatrical game "What do you see, show." Finger game "This finger" Cause a positive emotional mood. Cultivate the ability to communicate without conflict. Distribution of tasks between parents (sew costumes, tie masks, replenish the corner with various theaters: table, finger, puppet) Preparation for the New Year's party Making attributes for the holiday

9 slide

Description of the slide:

5 January Mini-sketch “Tanya and the ball” by V.I. Miryasova Study of nursery rhymes “A horned goat is walking ...”, “A fox walked through the forest ...”, “Kisonka-Murysonka ...”, “Water, water, wash my face ...” Finger game “Ladushki”, “Forty-white-sided” To cultivate friendly relations between children. Develop imagination and creativity. To develop interest in theatrical activities Designing an information stand on the topic “Dramatic play, its significance in folk Preparations for the Christmas holiday

10 slide

Description of the slide:

6 February Staging of Ch. Perrault’s fairy tale “Little Red Riding Hood” Finger game “Good little boy, handsome little boy…” Games with tabletop theaters “Three Little Pigs”, “Puss in Boots”, etc. Strengthen children’s ability to play table theater on their own Short-term project "Let's draw a fairy tale for children" Formation of a card-index of illustrations for fairy tales