Khizbullina R.M., educator MBDOU "DSOV No. 20" Usinsk

I work in kindergarten No. 20 in Usinsk, whose priority is the development of children's speech. Observing children of the 4th year of life visiting my group, I noted for myself that various forms of speech development disorders occur in most children. After analyzing the situation, after examining the speech of children, I realized that they have a poor vocabulary, they cannot fully express their thoughts, their creative imagination is constrained, coherent speech is poorly developed, there are no communication skills, there is no expressiveness of speech. And I came to the conclusion that it is necessary to use in their work such methods and techniques that would contribute to the development of children's speech. Children spend more time in kindergarten together with their peers and the teacher, and therefore it is necessary to create such a situation in order to direct the development of speech in the right direction. Analyzing modern studies of children's speech, I came to the conclusion that the best solution to the problem at preschool age would be the development of children's speech through theatrical activities.

Theatrical activity is the most common type of children's creativity. This is the richest field for the aesthetic development of children. It is close and understandable to the child, because it is connected with the game. And the game, as you know, is one of the main types of children's activities. The game is used by adults in order to educate preschoolers teaching them various types of actions with objects, methods and means of communication. Theatrical activity in kindergarten has its own characteristics. This is a magical world in which the child enjoys playing, in the game he learns the world. At first, we, the educators, take on the main role in theatrical activities, telling and showing various fairy tales and nursery rhymes. In addition, theatrical activity helps to build a pedagogical process in accordance with the Federal State Educational Standard, which requires the creation of favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, the development of the abilities and creative potential of each child as a subject of relations with himself, other children, adults and the world.

The importance of theatrical activity cannot be overestimated. Theatrical games contribute to the comprehensive development of children: speech, memory, purposefulness, perseverance develop, physical skills are developed (imitation of the movements of various animals).

I set myself a goal: to create conditions for the development of children's speech through creative activity in theatrical activities. Based on the goal, I developed the following tasks:

• study literature on theatrical activities;
• encourage children's interest in theatrical activities and create all conditions for this;
• prepare consultations for parents on this topic;
• create a set of games for the development of hearing, onomatopoeia;
• to enrich the center of theatrical activity with new types of theatre.

First of all, I expanded my knowledge about the role of theatrical and gaming activities in the upbringing and development of children's speech. Based on the program of N.F. Sorokina made a program for a theater circle, began to lead a circle "Teremok" . Program N.F. Sorokina "Theater - creativity - children" provides for the development of the natural abilities of children by means of theatrical art. Studying this program, I was convinced that it was developed in accordance with the tasks aimed at the comprehensive development of the child's personality. She developed a plan for working with children on theatrical activities for a year for preschool children, which includes a variety of forms and methods. When solving the tasks set for herself, she planned to work with children with a gradual complication. When creating conditions for theatrical and gaming activities, she equipped a theater center in which she placed various types of theaters and attributes for them; card files of various games.

Starting to work with children of the second younger group on this topic, she spent a lot of time playing with finger theaters. The children took an active part in "revival" their fingers, talked to them, rejoiced at the new characters from the finger theater. Then I brought a new toy to the group and played nursery rhymes in front of the children. In the future, in this way, we learned many different nursery rhymes, songs, jokes. With my help, the children acted out small fairy tales and poems. With the help of caps, masks, costumes, theatrical toys, outdoor games were played. I supported the desire of each child to be included in communication by all means, both verbal and non-verbal. (facial expressions, postures, etc.). Children began to change into theatrical costumes on their own, portraying fairy-tale characters. They became more mobile and facial expressions became expressive, movements gained confidence. At first, I show each fairy tale to the children myself, using various types of theater, I read the text. After showing the fairy tale, I work with children together. We discuss the fairy tale so that children learn its content and characters. I involve children in pronunciation of individual phrases, excerpts from a fairy tale. Then I read the fairy tale again and involve the children in the dramatization completely. I conduct game exercises on the ability to convey the image of a character, actions (how the grandmother got scared, how the bear walks, etc.). As the children grow up and move into older groups, the children take the tabletop theater of the fairy tale and reproduce it in full, while others watch. I pay great attention to individual work with children. We play with puppets of the finger theater, learn poetry, consolidate our knowledge of fairy tales, learn to conduct a role-playing dialogue. Here the interest of the child is taken into account, he himself chooses a fairy tale, a game, a type of theater.

Classes in theatrical activities were built according to a single scheme:

• introduction to the topic, creating an emotional mood;
• theatrical activities in various forms, where educational and every child has the opportunity to realize their creative potential;
• an emotional conclusion that ensures the success of theatrical activity.

In the classroom I use various methods and techniques that allow children to gain knowledge in an interesting, accessible form, to solve the tasks I have set. During classes, I carefully listen to the answers and suggestions of the children - if they do not answer, I do not demand explanations, but proceed to actions with the characters.

Theatrical activity permeates all regime and educational moments. In middle, senior and preparatory groups, our theater group "Teremok" showed the children of the kindergarten a lot of fairy tales - both folk and copyright: "Teremok" , "Under the Mushroom" , "Zayushkina's hut" , "The wolf and the seven Young goats" , "Telephone" , "Turnip" , "Fly Tsokotukha" and others. Theatrical activity is reflected in holidays, entertainment, both group and musical, sports. At matinees dedicated to the holidays, we cook with children either theatrical fairy tales ("Cinderella" , "Dragonfly and Ant" ) , or any scenes from fairy tales, showing parents our successes and achievements. The form of summing up the results of the implementation of an additional educational program "Teremok" every year is participation in the reporting concert "Star Factory" .

Work on this topic is impossible without the participation of parents. Parents were actively involved in the design of the theatrical center. They purchased and made various types of theaters with their own hands. I made a folder for them "Development of speech through theatrical and gaming activities" , consultations "Building an environment for theatrical activities" , "Development of speech of preschool children through theatrical games at home" etc. I regularly publish articles on this topic in my page on the site.

Used Books:

1. Antipina A.K. Theatrical activities in kindergarten. M.; TC Sphere, 2006
2. R.I. Zhukovskaya. Creative role-playing games in kindergarten. M., 2005
3. Karamanenko T.N. Puppet theater - for preschoolers. M., Enlightenment, 2005
4. Lebedev Yu.A. Fairy tale as a source of children's creativity. M., VLADOS, 2001
5. Rakhno M.O. Home puppet theatre. Rostov-on-Don, Phoenix, 2008
6. Tkach R.M. Fairy tale therapy of children's problems - St. Petersburg, Rech, M., TC Sphere, 2008
7. Shchetkin A.V. Theatrical activity in kindergarten. M.Mosaic-Synthesis, 2008
8. Internet resources.

Municipal preschool educational institution

Kindergarten №2 "Jubilee"

Pedagogical work experience

Topic: "The development of children's speech through theatrical activities."

Zaitseva Ekaterina Vladimirovna

caregiver

Stavropol region

Alexandrovsky district

356300

Aleksandrovskoe village

Karl Marx street №90

S. Aleksandrovskoe, 2014

The art of the actor lies in speech and in the movement of the body.

I. Goethe

Explanatory note

Mastering the native language, speech development is one of the most important acquisitions of a child in preschool childhood and is considered in modern preschool education as the general basis for raising and educating children. L.S. Vygotsky wrote: “There are all factual and theoretical grounds for asserting that not only the intellectual development of the child, but also the formation of his character, emotions and personality as a whole is directly dependent on speech.”

Working with children, I came across the fact that they have poorly developed coherent monologue speech, they hardly talk about the events of their lives, they cannot retell literary works. Therefore, as the main topic of my activity, I chose: "The development of the speech of preschool children through theatrical activities."

Theatrical games are always loved by children. Preschoolers are happy to beat familiar works, reincarnating in their favorite image. The child voluntarily accepts the character's traits, facial expressions and gestures. Children rejoice when good triumphs, sigh with relief when the heroes overcome difficulties and a happy ending comes.

E.A. Flerina, the largest teacher in the field of aesthetic education, saw the advantage of storytelling over reading in that the narrator conveys the content as if he were an eyewitness to the events. She believed that storytelling achieves a special immediacy of perception.

Fairy tales are especially loved by children, the language of fairy tales is very picturesque, it has a lot of apt comparisons, epithets, figurative expressions, dialogues, monologues, rhythmic repetitions that help the child remember the fairy tale and enrich his vocabulary. Theatrical art is close and understandable to both children and adults, primarily because it is based on the game. Theatrical play is one of the brightest emotional means that form the personality of the child, independent creativity, and his emancipation. In the process of a theatrical game, the vocabulary, grammatical structure of speech, sound pronunciation, tempo, and expressiveness of speech are activated and improved. Participation in theatrical games gives children joy, arouses active interest, and captivates them. Reflecting on the issue of raising the level of children's speech, I came to the conclusion that theatrical activities can help.

Why theatrical activity? Theatrical activity is one of the most effective ways of influencing children, in which the principle of learning is most fully and clearly manifested: to teach while playing.

Studying the psychological, pedagogical and methodological literature, I came to the conclusion that the theatrical game has a great influence on the child's speech development. Stimulates active speech by expanding the vocabulary, improves the articulatory apparatus. The child learns the richness of the native language, its means of expression. Using expressive means and intonations corresponding to the character of the characters and their actions, he tries to speak clearly so that everyone understands him.

In a theatrical game, an emotionally rich speech is formed. Children better learn the content of the work, the logic and sequence of events, their development and causation.

The founder of the Moscow Puppet Theater S.V. Obraztsov once expressed the idea that every child has an inherent desire for acting. And we know that acquaintance with the theater takes place in an atmosphere of magic, festivity, high spirits, so it is not difficult to get children interested in theater.

It is known that children love to play, they do not need to be forced to do it. While playing, we communicate with children on their territory. Entering the world of childhood games, we can learn a lot ourselves and teach our children. And the thought said 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 play." All of the above determined my final choice of topic for the experience of work "Development of the speech of preschool children through theatrical activity."

Relevance and perspective.

The relevance is due to the need to resolve issues aimed at improving the effectiveness of developmental work with preschool children and the prevention of speech disorders in children. The experience is based on the idea of ​​organizing a theater studio, training and developmental development. The impact of theatrical activity on the mental development of a child with speech disorders is based on the assimilation of the experience of the people. Fairy tales, folklore have a positive emotional impact on children in preschool age. The relevance of the project lies in the fact that it combines the means and methods of developing the creative and speech abilities of the child.

The pedagogical expediency of using collective theatrical and game productions in training and education is explained by the fact that this allows in fact to increase the rate of development of speech in general, by including the child in creative activity.

Practical significance.

Work on this project lasts for 2.5 years. When diagnosing, you can see some results, and the most important is the level of speech development, the level of general culture. We hope that our efforts will not be in vain. The kids will enter a big life, what they will become depends on us teachers. This program can be implemented in preschool educational institutions, parents.

Work on this project is ongoing and is at the analytical level.

A large amount of work has been done:

1. A program has been created, according to which I have been working for 2.5 years. Diagnostics confirms its expediency.
2. a theatrical and play environment was created (fragments and objects - carriers of natural qualities, various types of theater: table, finger, flannelograph theater, props for playing scenes and performances: screens, costumes, masks.
3. interaction with the family (participation in joint activities with children and teachers, holidays, making decorations, learning texts).

Only with the right constant pedagogical influence, preschoolers will have the right, clean, beautiful speech, interact positively in a team, and for this it is necessary to continue the work begun. Having a foundation, there is something to build on in your creative plans, you need to improve. To do this, I have a good resource base, colleagues, parents who are interested in the harmonious development of the child.

A set of scenarios, leisure activities with children and parents for the development of speech, as well as a selection of theatrical game developments can be used in the work of a preschool educational institution.

Leading pedagogical idea of ​​work experience

The educational possibilities of theatrical activity are enormous: its subject matter is not limited and can satisfy any interests and desires of the child. Their speech becomes more expressive, competent. They begin to use new words, proverbs and sayings from the script, moreover, in everyday situations that coincide with their semantic content.

The positive emotional charge received from the performance, the acquired faith in one's own strengths increase the self-esteem of children. Many of them cope with their complexes, learn to think, analyze their behavior and the behavior of other people, become more attentive and tolerant of each other. Their gaming activity is activated, acquires a creative character, emotional richness.

In the soul of every child lies the desire for a free theatrical game in which he reproduces familiar literary plots. This is what activates his thinking, trains memory and figurative perception, develops imagination, improves speech. S.Ya. Rubinstein wrote: “The more expressive the speech, the more the speaker, his face, himself” appears in it. The educational possibilities of theatrical activity are enormous, its subject matter is not limited and can satisfy any interests and desires of the child.

Novelty of experience.

• emphasis on the originality of the initial period of preparation, taking into account the characteristics of the younger and older preschool age, but also the initial stage of mastering additional education in terms of literary literacy and theatrical culture;
• stimulating the discovery of the value of diligence, independence, exactingness towards oneself, responsibility to the audience, raising the general cultural level, general speech level;
• to activate speech development, especially at the initial stage, various types of activities are used: the development of facial expressions, teaching gestures, the development of pantomime, games for the development of speech breathing; articulatory motility, phonemic perception, correct pronunciation, coordination of movements, fine motor skills of the hand, relieving muscle tension, the formation of correct posture; tasks for improving the grammatical structure of speech, dialogic and monologue forms of speech, game skills and creative independence;
• encouragement of children to creative activity;
• the use of new technologies: planning material according to the lexical principle, speech family holidays, rhythmoplasty, fairy tale therapy, art therapy, puppet theater;
• the teacher, distributing roles, takes into account the speech capabilities of each child in a certain period of work. Since it is very important to let the child act on an equal footing with others, even with the smallest role, in order to give him the opportunity, while reincarnating, to escape from a speech defect or demonstrate correct speech;
• integrativity, according to which purposeful work on the development of speech is included in a holistic pedagogical process;
• theatricalization is attractive in that it brings a holiday atmosphere, high spirits into children's everyday life, allows the children to take the initiative, helps them develop a sense of mutual assistance, collective skills.

In order for the kids to improvise themselves, stage some ready-made literary material, inthere was a need to design a zonetheatrical activities of children, which involves the observance of the basic principlesbuilding a subject-spatial environment in a group:

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

Organization of "privacy zones";

Granting the right and freedom of choice;

Polyfunctionality of the use of premises and equipment;

Age and sex-role addressing of equipment and materials.

Preparedness for a theatrical game can be defined as such 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 artistic means of conveying an image are mastered. All these indicators do not add up spontaneously, but are formed in the course of educational work.

Theatrical activity is integrated, as its elements can be used in various educational areas:. socio-communicative development; cognitive development; speech development; artistic and aesthetic development;

Target:

Develop children's speech through theatrical activities.

Taking into account age characteristics;

Subject to the joint interaction of the educational institution and the family.

Achieving the planned results involves solving the following tasks:

• To develop a steady interest in theatrical and gaming activities;
• Enrich the vocabulary of children, activate it;
• Improve dialogical and monologue speech.
• To cultivate a positive attitude towards theatrical games, the desire to play with theatrical puppets, an emotionally positive attitude towards peers, the education of will and self-confidence, respect for the traditions and culture of the people.
• To promote the manifestation of independence, activity in the game with characters toys.

Principles of organization of the educational process:

Sequences - any new step in a child's learning relies on what has already been mastered in the previous one.

Visualization - children must see, hear, touch everything themselves and thereby realize the desire for knowledge.

Activities - the inclusion of a child in a game, cognitive, search activity in order to stimulate an active life position.

Integration - the integrativity of all types of children's activities that are implemented in the educational process.

A differentiated approach - the tasks of effective pedagogical assistance to children in improving their personality are solved, it contributes to the creation of special pedagogical situations that help to reveal the psychophysical, personal abilities and capabilities of pupils.

Age-specific - the same content is used for work in different groups with complication corresponding to the age characteristics of children.

The continuity of interaction with a child in a preschool and family - nothing convinces better than the example of parents.

The use of information and communication technologies in the educational process in a preschool institution is one of the newest and most pressing issues in domestic preschool pedagogy.

In my practice, I use computer presentations in PowerPoint. Multimedia presentations provide visibility, which contributes to a complex perception and better memorization of the material.

Formation of sustainable development among preschoolersinterest in theatrical and gaming activitiesimpossible without close contact with the families of pupils. Parents are the main helpers. In order to involve parents in solving this problem, I use various forms of interaction:

Folders-movers for the development of dialogic monologue speech;

Individual consultations "How toto develop a preschooler's interest in theatrical and gaming activities»;

Development of memos "Home theater", "We develop the speech of children through theatrical games";

Expected results:

Children.

Getting acquainted with fiction, children learn to apply grammatical skills and abilities in dialogical (answers to questions, conversations) and monologue (verbal creativity) speech, use the means of artistic expressiveness of the language and its grammatical means.

Parents.

Support the child's interest in theatrical activities. As far as possible, try to attend children's performances. Celebrate achievements and identify ways to improve. Offer to play your favorite role at home, help to play your favorite fairy tales, poems, etc.

The development of theatrical activity in preschool educational institutions and the accumulation of emotional and sensory experience in children is a long-term work that requires the participation of parents. It is important that parents participate in themed evenings in which parents and children are equal participants.

It is important that parents participate in such evenings as role performers, authors of the text, makers of scenery, costumes, etc. In any case, the joint work of teachers and parents contributes to the intellectual, emotional and aesthetic development of children.

Experience on the topic "Development of speech of preschool children through theatrical activities" was implemented in the middle and senior groups in two areas: joint activities with children, interaction with parents.

Normative - legal and methodological support of experience

Scientific and methodical:

Annual plan of educational work;

Calendar-thematic plans;

Materials of scientific and methodical publications;

Monitoring

Methodical developments for parents, children.

Logistics:

Corner in the speech development group;

Theatrical games corner;

Library of methodical and fiction;

Visual and didactic aids.

Information content:

Forms of work with parents;

Collection of current information;

On the monitoring results;

Conducting consultations;

Organization of work with parents (consultation, meetings, distribution of booklets, visual information,);

Interaction with social institutions;

Systematic design of the information stand.

Stages of in-depth work

The work was carried out in three stages: preparatory, main, final.

Stage 1 - preparatory.

At the first preparatory stage of my work, I studied the basic program of a preschool educational institution, methodological material, and the subject-developing environment of the group. In the course of all this work, some shortcomings were identified.

There are not enough methodological developments on the development of children's speech and little information and visual material for working with parents.

Therefore, she conducted a survey of the state of formation of coherent speech, the purpose of which was to identify the level of development of coherent speech in children. The content of the work is presented in the appendix. Analysis of the results for the second younger group showed that they basically correspond to a low and medium level.

Simultaneously with the diagnosis of children, I conducted a survey of parents in order to identify their pedagogical knowledge, problems in communicating with children.

Prepared: selection of games for the development of hearing, onomatopoeia, subject-game actions, speech formation, finger, articulation and breathing exercises; scenarios of fairy tales, theatrical games, sketches.

After analyzing the survey, I came to the conclusion that many parents do not consider the problem important enough, they are convinced that children will eventually learn to speak on their own and learn everything in the process of growing up.

So, the results of the diagnostic stage allowed me to determine the following stages of work:

1. develop a system of theatrical games for children.

2. optimize work with parents on this issue using a variety of methods and techniques.

• In order to realize the main goal of the work and solve the tasks set, I developed a long-term plan for theatrical games and entertainment and leisure activities with parents, which includes a variety of forms and methods (application).

• Developed and selected games for the development of hearing, onomatopoeia, speech formation, finger, articulatory and breathing exercises).

• She developed scenarios for joint entertainment and leisure activities for children and their parents. Prepared and held parent meetings on the topics “The role of the family in the speech development of a 4-5 year old child”, “The theater is our friend and helper”, a report for the parent meeting on the topic: “Speech development in preschool children"
• I collected a number of proverbs and sayings, tongue twisters, a selection of fairy tales ..

Stage 2 is the main one.

Techniques and methods of organizing the educational process. In the organization of theatrical games, she widely used practical teaching methods: the game, the method of game improvisation (serving as a bridge between the child’s games in everyday life and the art of the actor), exercises, the method of effective analysis (etude technique), staging and dramatization.

Of the verbal methods, she used storytelling, reading, the story of children, conversations, learning the works of oral folk art.

I used all the methods and techniques in a complex, developed attention, memory, imagination, creative imagination.

1. Reading works of art, fairy tales, poems.

2. Playing sketches, theatrical games.

3. Display of fairy tales: "Zayushkina's hut", "Fox-sister and wolf", "Turnip", theatrical performance of the fairy tale "Teremok", dramatization of "Telephone" by K Chukovsky

4. Showing fairy tales in the senior group: "Hare Simulator", "Frost", "Polyanka", a theatrical performance of a fairy tale in a new way "Snow Gingerbread Man", puppet theater "Zayushkina hut" (Appendix No. 3)

5. Display of fairy tales for parents: ““ New Year's Adventure of the Kolobok ”,“ The Frog Princess ”. (Appendix No. 2,3)

At the same time, the process of education turns out to be natural. The children's interest intensifies when strangers (teachers, parents and children of other groups) took part in the skits. The use of various technical means is also of great importance. These are video and audio recordings.

Requirements for theatrical games, I built them so that each subsequent one was based on the experience and knowledge of the guys acquired earlier.

A fairy tale must be present in the life of a child. A fairy tale that educates, entertains, soothes and even heals. Therefore, in everyday life, I often used fairy tales to raise children.

To improve teaching skills:

1. Developed a long-term plan for working with children and working with parents in the second junior, middle and senior group (Appendix No. 2,3,5).

2. Developed and selected games for the development of speech, finger, articulation and breathing exercises for children.

3. Participated in the work of the teachers' council for the development of children's speech, where she presented a message from the work experience "Theatrical games based on works of art, as a means of developing the speech of preschool children."

Stage 3 is the final one.

At the end of the main stage, the children were re-diagnosed and the parents were questioned.

Re-diagnosis of children showed a higher level of their knowledge.

in the middle group.

High level - 24.2%

Medium 44.2% 75.8%

Low 55.8% -

The general indicators of diagnosis in the middle group of the high level increased by 24.2%, the average by 31.6%, with a low level, no children were detected at the end of the year.

in the senior group.

First diagnosis. Second diagnosis

High level -13.8% 42.8%

Medium 69% 57.2%

Low 17.2% -

The general indicators of diagnosis in the older group of the high level increased by 29%, the average decreased by 11.9%, with a low level, no children were detected at the end of the year.

Bibliographic list

Artyomova L.V. Theatrical games for preschoolers. A book for a kindergarten teacher. Moscow: Enlightenment, 1990.

Arushanova A.O. Organization of dialogic communication between preschoolers and peers // Preschool education. – 2001.

Korotkova E.L. Ensuring speech practice in the interaction of work on the development of dialogic and monologue speech. // Reader on the theory and methodology of the development of speech of preschool children / Comp. MM. Alkseeva. - M., Academy, 1999.

Lisina M.I. The development of communication in preschoolers / Under. Ed. A.V. Zaporozhets, M.I. Lisina - M .: "Pedagogy", 1974

Article by Akulova O.V. "Theatrical games of children" // Preschool education, 2006. - N4

Ushakova O.S. The development of the speech of a preschooler. - M .: Publishing House of the Institute of Psychotherapy, 2001.

Irina Pelnova
Experience "Development of children's speech through theatrical activities"

1slide: Business card

Pelnova Irina Yuryevna, teacher of MBDOU kindergarten No. 16 "Pearl"

Pedagogical experience:13 years old

Education: vocational secondary, second-year student of the Nizhny Novgorod State University "them. Lobachevsky"

Awards: diploma of MBDOU (2014) for the introduction of innovative technologies in work

professional creed:

“I am proud of my profession for

that I live my childhood many times”

2slide: Topic

« The development of children's speech through theatrical activities»

3 slide:Conditions for the formation of a personal contribution to development of education(from slide)

Work on the development of speech includes the following conditions:

1. Research conditions

2. Methodological conditions

3. Organizational and pedagogical conditions

I studied the theories of philosophers, psychologists, teachers in the field developing development(Vygotsky L. S., Elkonina D. B., Tikheeva E. I., Flerina E. A.).According to most scientists speech development is one of the most important acquisitions of a child in preschool age. After studying the methodological literature, I came to the conclusion that theatrical the game has a great influence on speech child development. Stimulates active speech by expanding vocabulary. The child learns the richness of the native language, its means of expression. Using expressive means and intonations corresponding to the character of the characters and their actions, he tries to speak clearly so that everyone understands him.

4 slide:Relevance.

Analysis of the RPPS of the group for compliance with GEF DO revealed the following Problems:

The insufficiency of ensuring the realization of the educational potential of the group space for speech child development;

Diagnostics by showed the development of speech,what

Low speech activity children

In addition, there is problem:

Dissatisfaction with the interaction with the parents of pupils;

Exactly theatrical the game is one of the brightest emotional means that form the personality of the child. In the process theatrical the game activates and improves vocabulary, sound pronunciation, tempo, expressiveness speeches. Participation in theatrical games gives children joy, causes active interest.

It is known that children love to play, they do not need to be forced to do it. While playing, we communicate with children on their territory. Entering the world of childhood play, we can learn a lot ourselves and teach our children. And the thought said by the German psychologist Karl Gross, which is still used today popularity: "We play not because we are children, but childhood itself is given to us so that we play." All of the above determined my final choice of topic for work experience« The development of children's speech preschool age through theatrical activities».

5 slide:Theoretical justification of personal contribution

This is one of the most effective ways to influence children, in which the principle is most fully and clearly manifested learning: learn by playing.

In addition, one of the requirements of the Federal State Educational Standard is the creation of favorable conditions child development in accordance with their age and individual characteristics and inclinations, development abilities and creativity of each child as a subject of relations with himself, other children, adults and the world.

The educational program of our institution sets tasks development of free communication ...

Vygotsky wrote: “There are all factual and theoretical grounds for asserting that not only intellectual child development, but the formation of his character, emotions and personality as a whole is in directly related to speech».

AT theatrical the game forms an emotionally rich speech. Children better learn the content of the work, the logic and sequence of events, their development and causation.

6 slide. Goal and tasks

I have set myself the following goal.

Creating conditions for speech child development younger preschool age through theatrical activities.

And such tasks:

Develop all oral components speeches;

Cultivate interest and love for reading;

-Develop literary speech;

To cultivate the desire and ability to listen to works of art;

-Develop interest in independent creativity activities;

Satisfy needs children to self-expression;

Involving parents in partnership k. joint theatrical and gaming activities- a unique type of cooperation.

7 slide. Leading pedagogical idea work experience:

educational opportunities theatrical activities are huge: its subject is not limited and can satisfy any interests and desires of the child. Their speech becomes more expressive, competent. They begin to use new words, proverbs and sayings from the script, moreover, in everyday situations that coincide with their semantic content. In the soul of every child lies the desire for free theatrical game in which he reproduces familiar literary plots. This is what activates his thinking, trains memory and figurative perception, develops imagination improves speech.

8slide:Activity aspect

In the organisation theatrical games made extensive use of practical methods learning: a game, a method of game improvisation (serving as a bridge between a child’s games in everyday life and the art of an actor, exercises, a method of effective analysis (etude technique, staging and dramatization.

From verbal methods used storytelling, reading, storytelling children, conversations, learning the works of oral folk art.

All methods and techniques used in the complex, developed attention and memory, imagination, creative imagination.

9slide:Range of personal contribution (Joint activity)

Getting acquainted with fiction, children learn to apply grammatical skills and abilities in a dialogical (answers to questions, conversations) and monologue (verbal creativity) speeches, use the means of artistic expressiveness of the language and its grammatical means. Keep the child's interest in theatrical activities. As far as possible, try to attend children's performances. Celebrate achievements and identify ways to improve. Offer to play your favorite role at home

10slide:Range of personal contribution (joint activities with a speech therapist)

Very important Work with a speech pathologist. Together we carry out various ….

11 slide: Personal contribution range (independent activity)

In self activities children choose their own theater and their favorite roles. All theatrical activity in my group is organized in a way that promotes development mental activity, development mental processes, speech skills improve, emotional activity increases. In self activities the child learns to think through his actions, the actions of the heroes he loses. Theatrical play activity contributes to the education of organization, independence. Through his role-playing statements, the child learns the meaning, experiments with the word, facial expressions, gesture.

12slide: Personal contribution range (work with parents)

Parent involvement is important work with theatrical activities. In any case, joint Work teachers and parents contributes to the intellectual and emotional child development. Parents put a lot of effort into tailoring costumes both for children as well as for adults. I strengthen partnerships with the family of each pupil, increase the competence of parents, confidence in their own abilities, and attract them to participate in various events.

13slide:terms

The process of education comes naturally. The children's interest intensifies when they can independently choose the type of theater and role. Of great importance is the use of various technical means such as tape recordings, watching videos on a laptop, etc.

14 slide. Terms development of children in theatrical activities

Children develop and communicate their vocabulary not only during theatrical activities. Children learn a lot in free activities. During the role-playing game, they independently conceive the plot and develop his idea. When children play with board games they have imagination develops. Children drawing...

15 slide:Showing a fairy tale to young children

With our little performances we delight children at an early age, showing them their mini productions.

16slide: Acquaintance with the production of a fairy tale

Analyzing work with children, I came to the conclusion that children can show an open display. I approached the choice of a fairy tale with creativity, deciding to show an old fairy tale "The wolf and the seven Young goats" but in a new way. at first work I read the old version of the fairy tale to the children and we discussed it.

17 slide:Showing a fairy tale together "The wolf and the seven Young goats" in a new way

Having done a lot work with children and parents, we showed the fairy tale to the children of the entire kindergarten.

18 slide: Showing a fairy tale together "The wolf and the seven Young goats" in a new way

A fairy tale must be present in the life of a child. A story that teaches entertains calms and even heals. Therefore, in everyday life, I often used fairy tales for education. children.

19 slide:Performance

At children improved speech. I am in my work, in joint activities of children and educator, systematically carried out theatrical game. Theatrical games are performance games. In them, with the help of such expressive means as intonation, facial expressions, gesture, posture and gait, specific images are created. Thanks to theatrical games, y children have developed an emotional sphere, expanded and enriched children's collaboration experience both in real and imaginary situations. Besides, theatrical activity holds great potential for speech development of children. Speech - a wonderful gift of nature - is not given to a person from birth. It takes time for the child to begin to speak correctly and beautifully. And I'm in my work together with the parents made a lot of efforts to ensure that the speech of the child developed correct and timely.

20 slide: TRANSLABILITY OF PRACTICAL RESULTS

Advice for teachers The development of children's speech younger age with theatrical games February 2014 MO in preschool

Demonstration of the results on the website of the preschool educational institution, pedagogical piggy bank:article "Children live in the kindergarten"

Network pedagogical communities: publications on sites site; fairy tale script "The wolf and the seven Young goats" in a new way

21 slide: PERFORMANCE

Speech monitoring development

children second junior group

Our children grow up in a powerful flow of information, live communication is replaced by modern tablets, computers, and this trend is increasing all the time, as a result of which the development of coherent speech is an increasingly urgent task of our society.

One of the integral parts of correctional and developmental work with children with speech disorders is the development of coherent speech. Coherent speech develops along with thinking gradually. Initially, speech is formed as a result of direct emotional communication with adults, laying the foundation for future coherent speech. As the child grows, the activity becomes more complicated, the forms of communication with loved ones change. Gradually, the circle of contacts expands, and individual monologue words, phrases, sentences are reduced to dialogic speech. By the end of the second year of life, words begin to take shape grammatically. At the age of three, active speech develops rapidly, vocabulary is enriched, the structure of sentences becomes more complicated and speech is understood. Understanding speech is of primary importance in the development of the child, being the initial stage in the development of the function of communication.

Over time, the child develops the ability to describe, explain, retell everything that he is aware of by age. This is how coherent speech develops, which shows all the successes achieved at this stage in mastering the features of the native language. Communication is the instrument of culture that educates, develops the personality and participates in its formation. Forms world perception and attitude, humane attitude to the surrounding natural, objective and social world.

In the process of communication, social contacts are established, emotions are exchanged, practical and verbal interaction is established. In search of effective means for solving a complex of problems, I pay great attention to the use of various types of arts in correctional work.

My experience has shown that the use of traditional methods and techniques in correctional work is not enough for the development of coherent speech. One of the most important conditions contributing to the full development of coherent speech in children with speech disorders is theatrical activity. This common form of children's creativity, which is close and understandable, can bring joy and emotional satisfaction, promotes the development of creativity, imagination, fantasy, helps the child to form and realize his speech development.

The purpose of my correctional work is the development of coherent speech in children with speech disorders and the creation of conditions for the development of speech and creative abilities through theatrical activities

Working on this topic, I solve the following tasks:

vocabulary enrichment, mastery of grammatical forms, grammatical structure;

development of phonemic perception, hearing and pronunciation skills;

exercise in the use of verbal and non-verbal expressive means of communication

improvement of dialogic and monologue speech through theatrical activities;

development of cognitive processes, fine and general motor skills;

education of the culture of speech communication, based on the plots of fairy tales;

fixing the correct pronunciation of individual sounds (tongue twisters);

the use of health-saving technologies to preserve and strengthen the health of pupils.

In preschool children, visual-figurative memory predominates, and memorization is mostly involuntary. K.D. Ushinsky wrote: “Teach a child some five words unknown to him - he will suffer for a long time and in vain, but connect twenty such words with pictures, and he will learn them on the fly.”

When teaching coherent speech to children, it is quite reasonable to use creative techniques. In my work, I use storytelling schemes based on knowledge of the content of a literary work. Initially, a ready-made plan-scheme is offered, and as they learn, children independently connect to the creation of a mnemonic table. A feature of this technique is the use of not images of objects, but the use of symbols. The symbols are as close as possible to the speech material, for example, a house is used to denote domestic animals, and a Christmas tree is used to depict wild animals.

The content of the table includes a graphic or partial image of the characters of a fairy tale, natural phenomena and much more, highlighting the main semantic links of the plot of the story. The most difficult thing is to make the conditionally visual diagram understandable for children. The bottom line is that words, phrases must correspond to some kind of picture, image. Thus, the work is sketched schematically, and the child reproduces the entire content from memory.

What tasks do mnemotables solve:

Development of coherent speech;

Enrichment of vocabulary;

Learning to write stories;

Retelling works of fiction,

Guessing and guessing riddles;

Learning and memorizing tongue twisters, poems;

Automation and differentiation of sounds;

Development of basic mental processes - memory, attention, figurative and associative thinking;

Increasing the amount of memory by forming additional associations;

Reducing the length of training time;

Development of fine motor skills of hands with partial or full graphic reproduction;

The process of development of coherent speech requires constant pedagogical attention, therefore mastering coherent speech is necessary for the further development and education of the child.

Working in the system of interconnections of all specialists, educators, we have the opportunity to take into account the individual speech characteristics of each pupil. Visual, musical, constructive activities are the constituent components of theatrical games. They involve the emotions of preschoolers: children get acquainted with the feelings, moods of the characters, master the ways of their external expression, realize the reasons for this or that mood, which facilitates the process of developing coherent speech. Finally, the theatrical game is a means of self-expression and self-realization of the child.

The development of coherent speech and the formation of communication skills is one of the leading tasks of a preschool institution.

From work experience

"Theatrical activity as a means of developing coherent speech of preschoolers"

Chekunova Elena Alexandrovna,

educator MBDOU No. 61,

Apatity, Murmansk region

“... Not only the intellectual development of the child,

but also the formation of his character,

emotions in the individual as a whole

is directly related to speech.

(Lev Semenovich Vygotsky)

A person throughout his life perfects personal speech, mastering the riches of the language, and any age limit introduces something new into his speech development. Thanks to the native language, the baby enters our world, gets ample opportunities to communicate with other people. Speech helps to understand each other, forms attitudes and beliefs, and also renders a great service in understanding the world in which we live.

The development of coherent speech is the central task of the speech education of children. This is primarily due to its social significance and role in the formation of personality. It is in coherent speech that the main, communicative, function of language and speech is realized. Coherent speech is the highest form of speech of mental activity, which determines the level of speech and mental development of the child. Adequate perception and reproduction of textual educational materials, the ability to give detailed answers to questions, to express one's own opinions independently - all these and other educational activities require a sufficient level of communication (monologic and dialogic) speech. This is explained by the fact that, in fact, speech is considered a method of forming and formulating ideas, a means of communication and influencing others.

According to the Federal State Educational Standard of preschool education, speech development is one of the end-to-end mechanisms for the development of a child. Full mastery of speech in the middle preschool age is a necessary condition for solving the problems of mental, aesthetic and moral education of children. The sooner language training is started, the freer the child will communicate in the future.

Research by psychologists and teachers (L.S. Vygotsky, A.N. Leontiev, D.B. Elkonin) created the prerequisites for an integrated approach to solving the problems of speech development of preschoolers. The development of speech is carried out in various types of children's activities: familiarization with fiction, phenomena of the surrounding reality, as well as in play (play-dramatization) and artistic activities, in everyday life.

After analyzing the literature and the requirements of programs on this topic, I concluded that an effective means for the development of coherent speech of children is creative theatrical activity. My observations show that theatrical activity is one of the most effective ways to influence children, in which the principle learning: learning while playing. Theatrical games are always loved by children. Books, fairy tales, performances are an inexhaustible source for the development of feelings and imagination for the child, and in turn, the development of feelings and imagination introduces him to the spiritual wealth accumulated by mankind. Theatrical activity develops the speech sphere of preschoolers, helps the development of communication skills, the assimilation of new requirements and rules for correcting the features of children.

Work on the topic Theatrical activity as a means of developing coherent speech”I carry out in accordance with the main educational program of preschool education MBDOU No. 61 of Apatity, which was developed on the basis of the content of the general educational program of preschool education “From birth to school”, ed. NOT. Veraksa, T.S. Komarova, M.A. Vasilyeva.

This topic was chosen by me not by chance, since recently the number of children with impaired coherent speech and a lack of vocabulary has increased. Among the parents of the pupils of the group, a survey was conducted, as a result of which socio-pedagogical problems of education and development were noted. Also in the group of children, a survey was conducted in the field of "Social and communicative development" and "Speech development", as a result of which problems were identified in resolving conflicts with the help of beliefs and explanations; children do not always take responsibility and independence in carrying out assignments; rarely know how to agree on the topic of the game and conduct a role-playing dialogue. Observations of children showed that children experienced difficulties in performing various tasks:

• in the ability to aesthetic perception of the art of the artistic word;
• the ability to listen to the text;
• catch intonation;
• features of speech turns;
• clearly, consistently express an idea;
• retell the text yourself;
• in the performance of the role, the child did not master a variety of visual means (facial expressions, body movements, gestures, expressive speech in terms of vocabulary and intonation).

The tasks of work on theatrical activities are:

— to form the ability of children to express their thoughts coherently, consistently;

- to form the grammatical, lexical structure of speech;

- to develop the skills of active, colloquial, figurative speech;

- continue to develop dialogic, monologue speech;

- continue to improve the artistic and speech performing skills of children in various types of theatrical activities;

- continue to develop the expressive, intonational side of speech.

To solve the tasks set, a developing subject was created in the group.—spatial environment, providing joint theatrical activities of children and the teacher, as well as independent creativity of each child. To do this, the group operates centers that contribute to the self-realization and self-expression of the child. Their equipment is periodically replenished.

The occupancy of the environment (centers) within the framework of this topic:

"Game Center"

In this center are: plot toys; toys transport of various types; toys depicting objects of labor and everyday life; role-playing attributes for imitation games and role-playing games that reflect simple life situations and actions (“Doll Corner”, “Kitchen”, “Hairdresser”, “Shop”, Hospital”, “Workshop”, “Garage”, “Post”, "Travel", "Studio"); animal toys; dolls; sets of different types of dishes; demarcated areas (doll corner, beauty salon, shop, hospital, post office, etc.).

"Center of the theater"

The group has a theatrical corner with different types of theater (table, b-ba-bo, planar, shadow, disk, finger); masks, caps, wigs, costume elements, props (nose, glasses, mustaches, etc.); theatrical makeup; pictures and illustrations for fairy tales; flannelograph, screen; attributes for the fair (shawls, ribbons, hats, wreaths, etc.); visual and didactic games and manuals (“Heroes of fairy tales”, “What kind of fairy tale is this?” Etc.). A long-term plan of work on the topic has been developed, a card index of theatrical and plot-role-playing games has been created.

"Center for Speech Development"

This center has: didactic visual materials; subject and subject pictures, etc.; books on topics, developing magazines on the development of speech skills; "Wonderful bag" with various items; visual and didactic aids and games: “Stories from pictures”, “What happened first and what then”, “Add a word”, “Sequences”, “Tell me why?”; card indexes of communicative and speech games.

To accomplish the tasks set, I used main areas of work:

1. Working with children, which included:

— diagnostics of emotional and personal development (2 times a year);

— practice-oriented orientation in the implementation of tasks.

Carried out this work through the following forms of work:

• watching puppet shows and talking about them;
• dramatization games (preparation and acting out various fairy tales and dramatizations);
• speech games and exercises (for the development of monologue and dialogic speech);
• exercise "Interview from a fairy tale" (development of the ability to answer questions);
• inventing fairy tales and stories based on children's drawings;
• compiling stories according to pictures from fairy tales and according to schemes;
• tasks for the development of speech intonation expressiveness;
• transformation games, figurative exercises;
• exercises for the development of expressive facial expressions, elements of the art of pantomime;
• theatrical sketches;
• individual ethics exercises during dramatizations;
• acquaintance not only with the text of a fairy tale, but also with the means of its dramatization - gesture, facial expressions, movement, costume, scenery, mise-en-scene, etc.;
• showing theatrical performances, performances.

Children's artistic creativity is phased

At the first stage- perception is enriched due to the life experience of children and acquaintance with literary works.

I introduce children to works of different genres (fairy tales, stories, poems), their content, artistic form, expressive, wise language of folk tales.

I carry out acquaintance with the outside world in accordance with the content of a literary work. Children develop attention, observation, independence and activity.

Second phase- the actual process of children's creativity, which is directly related to the emergence of an idea, the search for artistic means, the development of the intonation of a word, facial expressions, and gait. Speech develops from all sides: the dictionary is enriched with figurative vocabulary, the sound side of speech is improved (intonation expressiveness, diction, voice power), children learn the skills of dialogical speech (the ability to ask, answer, give a cue, listen).

I work with pupils on the development of stage skills to recreate the images of fairy-tale characters by means of intonation, facial expressions, gestures, movements; plastic sketches.

Third stage- is characterized by the emergence of new products.

With children, I play dramatization games and performances based on the literary works I have read.

In this way, an important condition for the success of dramatization is a deep understanding of a literary work at the level of emotional experiences and feelings. It is in the process of perceiving works of different genres that children develop their creative abilities, their behavior changes.

They learn from fairy tales the peculiarities of the behavior of certain characters, represent their actions, and they have a need to show certain movements themselves. At first, not all children have the ability to combine word and movement. For such an understanding, it is necessary to use exercises and plastic studies more widely.

When children begin to perform plastic studies, I accompany their actions with words characterizing the habits of animals. Then I make it harder. Already from middle age, preschoolers are able to carry out etudes without speech accompaniment.

In children 5-6 years old, it is characterized by the formation of contextual (coherent) speech. The child is attracted to narration-improvisation, he shows interest in creative storytelling, composing different types of phrases.

At the same time, I try to use word-building games. I set a goal for the children - to formulate my thoughts in the form of a story, then I provide them with the necessary assistance, suggest plot moves, logical connections, and sometimes the beginning of a sentence.

I use storytelling in my work. "Blurred letter". This is a grammar exercise. When compiling stories, coherent speech, understanding of the semantic side of the word and especially the syntactic structure of sentences are improved.

I organize theatrical games through such activities as a theatrical game in the organization of educational activities, in the joint activities of the educator with children and in the independent activities of children.

1. Organization of theatrical play.

1) In the course of continuous educational activities. I try to include theatricalization as a game technique (characters are introduced that help children learn certain knowledge, skills and abilities).

For example: the Chanterelle comes to visit, which confuses the colors, and the children tell her about them.

2) Joint activities of the educator with the children. In my work I use game situations on a walk, organize dramatization games, reading fiction with subsequent play-out of plot episodes during the day, drawing games on

free topic. All this is an impetus for creative thought, an idea that needs to be implemented.

3) Theatrical game in the independent activity of children. In the evening, I watch how, after reading fairy tales, theatrical games reflect the characters and plots that excited the children, how they let the character of the characters through themselves. And I see the result of my work. How complexes gradually “dissolve” and children overcome fears.

I also include games and speech exercises. Exercises not only increase mental activity, but also improve speech skills, contribute to the development of mental processes, and increase emotional activity. Children learn about the world around them, become participants in events from the life of people, animals, plants. I correctly formulate questions to help children isolate the main thing - the action of the main characters, their relationships and actions. The right question makes the child think, reflect, come to the right conclusions and at the same time notice and feel the artistic form of the work. We borrow figurative expressions, well-aimed words, turns of speech, proverbs and sayings from fairy tales, children enrich their speech, making it interesting and expressive.

After answering the questions, I suggest that the children “show” the fairy tale in a dramatization game. The game-dramatization is especially important for children of middle preschool age, i.e. fifth year of life. When retelling a fairy tale, I use a table theater. Then the children listen to the audio recording of the fairy tale, watch the presentation. Each new reading of a fairy tale evokes new feelings in children, they have a desire to listen again and see a well-known fairy tale in new forms.

Observation of children has shown that with this approach, even the most timid children can more easily cope with the excitement of participating in a dramatization game.

1. Working with parents

The formation of a sustainable interest in theatrical and gaming activities among preschoolers is impossible without close contact with the families of the pupils. Parents are the main helpers. In order to involve parents in solving this problem, I use various forms of interaction:

— Parent meetings (traditional and non-traditional forms).

- Questioning: "Your attitude to theatrical activities."

- Making a folder - moving: "How to play theater with children at home?", "What toys should a child buy?".

- "Labor landing" - the manufacture and selection of attributes for the holidays.

– Consultations: “Puppet theater at home”, “The importance of theatrical activity in the development of speech of a preschooler”, “Development of coherent speech of children in theatrical activity”.

- "Parents' meetings".

- Development of memos "Home theater", "We develop the speech of children through theatrical games."

— Days of open doors “We are always glad to see you!”

– Participation in the psychological and pedagogical project on fairy tale therapy with children and parents “Together is better” (together with a teacher-psychologist).

1. Working with teachers

Achieving the planned results involves the joint interaction of the educator with other teachers of the preschool educational institution.

In the process of work were carried out:

- showing OD: "Intellectual cafe" Wild animals "for children of the older group (OO" Speech development ").

- showing theatrical games, fairy tales: "Turnip in a new way", "English songs", "Carousel of fairy tales".

- showing the role-playing game "Train" for children of the middle group.

— Consultations for educators: “Puppet theater”, “Holiday for everyone”.

She summarized and disseminated her pedagogical experience at different levels:

– Participation in the city festival of ecological theaters in Apatity “Sunbeam” with the ecological fairy tale “Forest Special Forces”.

- Speech with experience on the topic of self-education at the teachers' council of MBDOU No. 61.

- International competition "Teacher by vocation". Nomination: "Creative works and methodological developments of teachers". Work: abstract of the OD "Crystal Winter" for children of the older group (OO "Speech development", "Social and communicative development").

- International competition "You are a genius". Nomination: "Best open lesson". Title of the work: abstract of the OD “In search of Burenka” (OO “Speech development”).

– Speech at the regional workshop: “Creating conditions for the development of the child’s social capabilities within the framework of pedagogical activity” on the basis of the State Budgetary Educational Institution of Healthcare in Apatity with a report from work experience on the topic: “Organization of communicative games in the social and personal development of pupils”.

- Showing the OOD for the NGO "Speech Development" on the topic: "Lost Letters" with children of the older group (level of preschool education).

- Speech with experience on the topic "Theatrical activity as a means of developing coherent speech" at the teachers' council No. 3 MBDOU No. 61.

When carrying out this work, I observed a positive dynamics in the development of speech skills in the development of the educational program for the educational area "Speech Development" by children of the middle group. 10 children (47.7%) have a high level in this area; the average level is 11 children (52.3%). Low level is not detected. The overall dynamics compared to the beginning of the year amounted to an increase in indicators by 20%.

At the beginning of the 2016-2017 academic year, the analysis of the diagnostics of the NGO "Speech Development" in the senior group showed an average level of formation of skills and abilities of pupils. 10 children (50%) have a high level in this area; the average level is 10 children (50%). Low level is not detected. The prognosis is positive.

According to the results of the academic year, the observations showed that the children's interest in theatrical and play activities increased, the vocabulary was enriched and activated, and the intonational expressiveness of speech improved.

Visible results: children are able to conduct etudes with speech accompaniment, their performing skills in creating artistic images have increased, they can show a little familiar fairy tale, they know how to evaluate the actions of heroes

In this way, mastery of all aspects of speech, the development of language abilities, through the theater, is considered as the core of the full-fledged formation of the personality of a preschool child, which presents great opportunities for solving many problems of mental, aesthetic and moral education of children.