Preparation and conduct of theatrical games in the second junior group of kindergarten

The essence of theatrical performance in kindergarten

One of the most productive ways to help children learn information is through play. In the second junior group, children strive to play together, and not side by side, as was the case in the first junior group. Therefore, it is very important that gaming activities help to socialize and learn to communicate with peers and adults. But at the same time, it did not conflict with the main characteristic of three-year-olds: “I myself!” This task is most fully and harmoniously fulfilled by theatrical games, which are based on improvisation and the animation of various objects with the help of speech, facial expressions and gestures, that is, means of communication.

Theatrical games help children socialize faster even in conditions of age crisis

Goals and objectives of theatrical games

In addition to helping with socialization, theatrical activities contribute to:

• speech development (pupils of the second junior group continue to practice the skill of understanding the speech of an adult addressed to them in the role of a character, director, in addition, children are actively trying to understand each other, all this helps them create their own speech image);
• mastering knowledge, skills and abilities from different areas (theatrical games can be used in any class, so with their help children not only receive new information, but also practice it);
• fostering independence (games require children to quickly react to a particular game situation, and this, in turn, helps them learn to make decisions independently);
• development of imagination, memory, thinking (children perceive images and remember them through play actions);
• strengthening physical health (since many games require active movements of the participants, children train coordination, flexibility, and dexterity);
• fostering cooperation and co-creativity.

Theatrical games strengthen both the physical and emotional health of children

The systematic solution of such tasks as:

• enrichment of vocabulary (if last year we were talking mainly only about passive vocabulary, now active vocabulary is also rapidly expanding);
• activating the cognitive activity of children with the help of dramaturgical characters known to them (so, in order to explain to children the concepts of large - medium - small, the teacher suggests looking at the spoons from the fairy tale “The Three Bears”, comparing them by size);
• fine motor skills training (children interact with small objects during games - dolls made from waste material, which are “artists”);
• removing the clamp (at 3–4 years old, many children become shy before public activities, so the teacher needs to make theatrical games a habitual type of work, which will greatly facilitate the process of socialization for children);
• work on reaction speed (kids learn to start and finish play actions on a signal);
• development of the emotional-sensory sphere (through linguistic and non-linguistic means of expression - words, facial expressions, gestures - children not only convey their experiences, but also learn to understand the moods of other people);
• developing the skill of coordinating one’s actions with the actions of other people (as practice shows, even if children find it difficult to engage in different types of activities, theatrical games significantly increase the level of interest).

  Theatrical games allow you to immediately include almost all the children in the activity

Principles of organizing theatrical activities

Conducting games of any kind in kindergarten is based on taking into account the general patterns of development of children of a particular age. If we talk about theatrical games in the second junior group, then it is important to take into account five requirements.

1. Variety of topics. For games, it is worth including plots not only from fairy tales recommended by the program, but also from cartoons, riddles, and poems popular among children.
2. The use of theatrical elements at different stages of the lesson (not only consolidation, but also familiarization with the material, its development), at events and when spending leisure time on the street.
3. Reducing stress factors. Theatrical games help make the transition from one type of activity to another harmonious, without a sudden change in the type of activity (for example, from listening to a fairy tale to physical exercise).
4. Liberation of children. One way to achieve this goal is, for example, to hold joint holidays with parents.
5. Creating a real situation of success for each participant in the game. All children, without exception, should receive praise at the end of the theatrical performance.

Theatrical games create a situation of success for each participant in this type of activity

Forms of organizing theatrical games

In the second junior group, three forms of organizing theatrical activities are used:

• games with the direct participation of an adult (used in classes, entertainment, matinees);
• mini-games for solving cognitive problems (for example, when studying the topic “New Year” in a lesson on getting to know the outside world, children give a holiday gift to their favorite fairy-tale character - plasticine candies glued to a cardboard base - and act out the process of giving in pairs) ;
• independent activity (in theatrical games in the second junior group, this type of activity is limited to role-playing scenes, for example, “In the store”, “Mothers and Daughters”).

Card index of director's games for preschoolers

Card index for preschoolers

“Directing games for speech therapy classes”

Average age.

"CHEBURASHKA'S BIRTHDAY"

Goal: to teach the culture of behavior at a party, to develop vocabulary.

Attributes: house model, furniture, dolls, tea set, cake, sweets, gifts, waste material.

Plot: the characters celebrate a birthday and invite friends to visit, preparing a festive table.

Friends come to visit them, give them gifts, drink tea together, and dance in circles.

"MAIL"

Goal: speech development, teaching culture of behavior in public places, expanding knowledge about mail.

Attributes: magazines, newspapers, letters, cash register, telegram forms, mailbox, small toys, building material, cash register, money.

Plot: people come to the post office to get letters, send telegrams, buy newspapers. The cashier sells magazines and gives a receipt.

"SHOP"

Goal: expanding knowledge about the professions of store workers, expanding children's vocabulary.

Attributes: seller's toy, milk, bread, vegetables, fruits, checks, money, cash register.

Plot: the store sells milk and bread; The money is paid into the cash register to the cashier, he gives the checks. The seller weighs the products, receives a receipt, delivers the goods, a cashier and a salesperson work in the store.

"HOSPITAL"

Goal: to foster a culture of communication, to expand children’s vocabulary on the topic.

Attributes: (repeated, as in the younger group). Added: spatula, bandages, cotton wool, thermometers, recipes.

Plot: the doctor listens, looks at the tongue, throat, writes a prescription, the sister puts a thermometer, gives injections, warms it up. The doctor comes to your home when called.

"AT THE DENTIST"

Goal: to introduce children to the profession of a dentist, to cultivate a friendly attitude towards peers.

Attributes: mirror (for examining teeth, spatula, jars of ointments, dolls, robe, cap, cotton wool.

Plot: the doll had a toothache, her mother took her to the doctor. The doctor examines the patient, treats her teeth, and gives advice on dental care.

"LAUNDRY" (WITH PROVIDING LINEN)

Goal: expand vocabulary, cultivate attentiveness, respect for the work of adults.

Attributes: washing machine, rope, clothespins, basins, washing board, ironing board, iron, washing powders (empty boxes, waste material.

Plot: in kindergarten they hand over dirty linen, at the laundress they wash it, iron it and give it back. Mothers bring dirty linen and hand it over to the laundry, the laundress worker washes it and gives it back.

"KINDERGARTEN"

Goal: expand knowledge about kindergarten workers, cultivate a respectful attitude towards the work of adults.

Attributes: dolls, stroller, toys, waste material, dishes.

Plot: mothers and fathers bring their children to kindergarten, the teacher meets them, he plays with them, exercises, walks, feeds them, does exercises, puts them to bed. After work, moms and dads pick up their children.

"BEAUTY SALOON".

Goal: expand the active vocabulary on the topic, cultivate a kind attitude towards adults.

Attributes: mirror, chair, dressing table, scissors, combs, clippers, cologne, towel, peignoir, curlers, hair dryer.

Plot: a mother brings her child to the hairdresser and asks to have his hair cut and combed. The hairdresser washes the hair, cuts it, styles it, and blow-dries it.

The characters come to the hairdresser and ask to have their hair done. The hairdresser issues a check, and the clients pay them.

"CAR SALON".

Goal: expand knowledge about the variety of stores, develop children's speech.

Attributes: various models of cars, cash register, money, small toys, waste material.

Plot: customers come to the store, look at and ask salespeople about different car models, and pay with money into the cash register.

"FISHING SHIP"

Goal: expand children's knowledge about the types of ships, expand children's vocabulary.

Attributes: large building material, caps, collars, steering wheel, binoculars, megaphone, fish nets made of papier-mâché, cars, cap for the commander.

Plot: fishermen took their nets and set out to catch fish. The whole team helps each other, bring fish to the store, study the seabed: plants, fish, sailors on a ship sail around the world. The sailors follow the commander's commands and wash the deck.

Older age.

"Shop"

Goal: to teach children to classify objects according to general characteristics, to cultivate a sense of mutual assistance, and to expand their vocabulary.

Attributes: toys depicting goods that can be bought in a store, located on the display window, money.

Plot: a supermarket is being organized with departments, vegetable, grocery, dairy, bakery and others. Children independently assign roles and arrange goods. They come to the supermarket with their friends, choose a product, consult with the sellers, and pay at the checkout. During the game, the teacher needs to pay attention to the relationship between sellers and buyers.

"WE ARE FARMERS"

Goal: continue to introduce children to professions, clarify children’s vocabulary and cultivate a caring attitude towards nature.

Attributes: tractors, cars, waste material, construction sets, small toys.

Plot: the time has come for planting (harvesting, tractors and combines go into the field.

"TOY FACTORY"

Goal: to introduce children to the toy factory, expand children’s horizons on the topic, and replenish children’s vocabulary.

Attributes: toys of all kinds, clay, plasticine, carpentry supplies, boxes for toys, conveyor, machines.

Plot: toys are ordered from a factory for a kindergarten, workers make them; Having made toys at the factory, an exhibition is held - a sale of toys; design engineers come up with the idea of ​​making new toys, draw them on paper, workers, having examined the drawings, begin to make them; The factory has a canteen where workers go during their lunch break, and there is also a library. At a factory, the director orders material from the warehouse for making toys, he brings this material from the warehouse by car, the receiver accepts the material and gives it to the workers.

"TELEPHONE STATION"

Goal: to improve children’s knowledge on the topic, the development of dialogical speech, and the ability to listen to each other.

Attributes: telephone sets, construction kit, journals for notes.

Subject: dispatcher, subscribers.

Dispatchers work at the telephone exchange, subscribers call them, ask to be connected to someone they know, the phone at home does not answer, the subscriber calls the telephone station and asks to check the line, the dispatcher calls the workers, they establish communication.

"Pharmacy"

Goal: to expand knowledge about the professions of pharmacy workers: pharmacist, cashier, pharmacy manager, to expand children’s vocabulary: “medicines”, “pharmacist”, “order”.

Attributes: toy pharmacy equipment.

Plot: Introducing the role of Pharmacy Manager. She receives medicinal herbs from the population and gives them to Pharmacists for them to prepare medicines. The manager helps pharmacy employees and visitors understand difficult situations. Medicines are issued strictly according to prescriptions. Children assign roles independently, at will.

"FIRE DEPARTMENT"

Goal: to introduce children to the work of the fire department, to update their knowledge of fire safety rules.

Attributes: construction kit, cars, helmets, equipment (hoses, toy fire-fighting cylinders, telephone, walkie-talkie.

Plot: there was a fire in the house, people called on the phone, cars were getting ready to leave, arriving at the scene of the fire, extinguishing it.

"In the cafe"

Goal: to teach a culture of behavior in public places, to be able to perform the duties of a cook and waiter.

Attributes: necessary equipment for a cafe, doll toys, money.

Plot: Pinocchio comes to visit. He met all the children and made friends with other toys. Pinocchio decides to invite his new friends to a cafe to treat them to ice cream. Everyone goes to the cafe. There they are served by waiters. Children learn to place an order correctly and thank you for the service.

“Seryozha and Katya follow traffic rules”

Goal: expand knowledge about traffic rules, cultivate attention on the road.

Attributes: street layout, building material, toy cars, traffic signs, toys - characters.

Plot: Children drive cars. But here's the problem - there are no traffic lights on the main roads and all participants rely on the signs. Children must cross the road according to traffic rules.

"AMBULANCE"

Goal: to expand children’s knowledge about the medical profession, expand their vocabulary, and cultivate respect for the work of adults.

Attributes: small toys, ambulances, medicines, gowns, stretchers, droppers, syringes, gauze, cotton wool, substitute items.

Plot: calling an ambulance to a fire, providing assistance to the victims, being taken to the hospital on a stretcher.

The child has been poisoned, an ambulance is called to him, the operator records the call, sends the ambulance to the scene of the incident, the doctor examines him, provides first aid (washing, giving injections.

"TELEGRAPH".

Goal: expand knowledge about the operation of the telegraph, expand vocabulary,

Develop a positive attitude towards peers.

Attributes: telephones, computers (out of the box, telegram forms).

Plot: operators work at the telegraph office, they receive telegrams from visitors, transmit them to another city by telephone, there is a telephone conversation center at the telegraph office, visitors order negotiations, talk on the phone.

Preparatory age.

"Let's go for a walk"

Goal: developing the ability to select clothes for different seasons, consolidate the general concepts of “clothing”, “shoes”, and cultivate a caring attitude towards others.

Attributes: dolls, clothes for (for summer, winter, spring and autumn, a small wardrobe for clothes and a chair.

Plot: a new doll comes to visit. She gets acquainted and wants to play. But the guys are going for a walk and invite the doll to go with them. The doll complains that she can’t get dressed, and then the guys offer her their help. Children take out doll clothes from the locker, name them, choose what they need to wear now depending on the weather. With the help of the teacher, they dress the doll in the correct sequence. Then the children dress themselves and go out for a walk with the doll. Upon returning from a walk, the children undress themselves and undress the doll in the required sequence, commenting on their actions.

"At the doctor's"

Goal: to cultivate attentiveness, sensitivity, expand vocabulary: introduce the concepts of “treatment”, “temperature”, “hospital”.

Attributes: dolls, toy animals, medical instruments, substitute items.

Plot: A Doctor and a Nurse are chosen, the rest of the children take animals and dolls and come to the clinic for an appointment. Patients with various diseases come to the doctor. The Doctor examines the patient, prescribes treatment, and the Nurse carries out his instructions. Some patients require hospital treatment, they are admitted to the hospital, and the toys tell them why they came to the doctor. During the game, children watch how the doctor treats the sick - makes bandages, measures the temperature.

"Stepashka's Birthday"

Goal: expand knowledge about table setting for a festive dinner, consolidate knowledge about tableware, cultivate attentiveness and caring.

Attributes: toys that can come to visit Stepashka, tableware, napkins, tablecloth.

Plot: the teacher reports that today is Stepashka’s birthday and offers to go visit him and congratulate him. Children take toys, go to visit and congratulate. Stepashka offers everyone tea and cake and asks them to help him set the table. Children actively participate in this and, with the help of the teacher, set the table. It is necessary to pay attention to the relationships between children during the game.

"Building a house"

Goal: to introduce construction professions, teach children how to build a simple structure, and develop friendly relationships in a team.

Attributes: large building materials, cars, cranes, toys for construction, pictures depicting people in the construction profession: mason, carpenter, crane operator, driver, etc.

Plot: children are invited to guess the riddle: “What kind of turret is there, and the light is on in the window? We live in this tower, and it's called? (house)". A large, spacious house is being built where the toys will live. Then the children agree to build a house. Roles are distributed: Builders, drivers, crane operator. During construction, attention should be paid to the relationships between children. The house is ready and new residents can move in. Children play independently.

"Zoo"

Goal: to expand children’s knowledge about wild animals, to cultivate love and a humane attitude towards animals, to expand children’s vocabulary.

Attributes: toy wild animals familiar to children, cages (made of building material, tickets, money, cash register.

Plot: the teacher reports that a zoo has arrived in town and offers to go there. Children buy tickets at the box office and go to the zoo. There they look at the animals, talk about where they live and what they eat. During the game, children should pay attention to how to treat animals and how to care for them.

"Kindergarten"

Goal: to expand children’s knowledge about kindergarten, about the professions of those people who work here, to cultivate a desire to imitate the actions of adults.

Attributes: all the toys necessary for kindergarten play.

Plot: it is proposed to play in kindergarten. If desired, they are appointed to the roles of Educator, Nanny, Music Director. Dolls and animals act as pupils. During the game, they monitor relationships with children and help them find a way out of difficult situations.

"Salon"

Goal: to introduce the profession of a hairdresser, to cultivate a culture of communication, to expand the vocabulary of children.

Attributes: robe for the hairdresser, cape for the client, hairdresser's tools - comb, scissors, bottles for cologne, varnish, hairdryer.

Plot: The doll Katya comes to visit. She meets all the children and notices a mirror in the group. The doll asks the children if they have a comb? she would like to comb her hair. The doll is offered to go to the hairdresser. It is clarified that there are several halls there: women's, men's, manicure, good masters work in them, and they will quickly get your hair in order. We appoint Hairdressers, they take their jobs. Other children and dolls go into the salon. Katya remains very pleased, she likes her hairstyle. She thanks the children and promises to come to this hairdresser next time.

"In library"

Goal: broaden one’s horizons, instill respect for the work of a librarian and respect for books, and expand vocabulary.

Attributes: books familiar to children, a box with pictures, a card index, pencils, sets of postcards.

Plot: together they remember who works in the library and what they do there. Children choose 2-3 Librarians themselves. The remaining children are divided into several groups. Each group is served by one Librarian. He shows a lot of books, and to take the book he likes, the child must name it or briefly talk about what is written in it. During the game, they give advice to children who find it difficult to choose a book. The librarian needs to be more attentive to visitors, show illustrations to the books they like. Some children want to stay in the reading room to look at the picture sets. At the end of the game, the children tell how they played, what books he offered them, and what they liked the most.

"Cosmonauts"

Goal: to expand children’s vocabulary: “outer space”, “cosmodrome”, “flight”, “outer space”.

Attributes: spaceship and building material, seat belts, tools for working in space, toy cameras.

Plot: it is proposed to go into space to leave a satellite there that will transmit weather signals to Earth. You will also need to take photographs of our planet from space. Everyone remembers together what else needs to be taken with them. Children play out the situation. They complete the task and return to Earth. The roles of Pilot, Navigator, Radio Operator, Captain are distributed at the request of the children.

"Family"

Goal: to cultivate love, a friendly, caring attitude towards family members, interest in their activities.

Attributes: all the toys necessary for family play: dolls, furniture, dishes, things, etc.

Plot: Roles are assigned as desired; Grandma has a birthday coming up. Everyone is busy about organizing a holiday. Some Family Members buy food, others prepare a festive dinner, set the table, and others prepare an entertainment program. During the game, you need to observe the relationships between Family Members and help them in a timely manner.

"On the roads of the city"

Goal: to consolidate children’s knowledge about the rules of the road, to introduce them to a new role - a traffic controller, to cultivate self-control and attention on the road.

Attributes: toy cars, traffic controller flags - red and green.

Plot: children are offered to build a beautiful building - a theater. We choose a place to build. But first you need to transport the building material to the right place. Car drivers can easily cope with this. Children take cars and go to get building materials. But here’s the bad news: the traffic lights don’t work on the main roads. To avoid an accident on the road, it is necessary for the traffic of cars to be controlled by a traffic controller. Select a Regulator. He has red and green flags in his hands. A red flag means “stop”, a green flag means “go”. Everything will be alright now. The traffic controller controls the traffic.

"We are athletes"

Goal: to give children knowledge about the need to play sports. Develop physical qualities.

Attributes: medals, billboard, sports equipment - balls, jump ropes, skittles, rope, ladders, benches, etc.

Plot: it is proposed to hold a competition in different sports. Judges and competition organizers are chosen at the request of the children. The rest of the children are athletes. Everyone independently chooses the sport in which they will compete with their opponents. Judges award points for completing the task. The game ends with the winners being awarded.

"At a car service station"

Goal: to develop constructive skills, show creativity, and introduce a new role - a car repair mechanic.

Attributes: building material, mechanic tools for car repair, equipment for washing and painting cars.

Plot: tell children that there are a lot of cars on the city roads and these cars break down very often, so we need to open a car service station. They propose to build a large garage, equip a place for car washing, and select employees and maintenance personnel. They are introduced to a new working specialty - a mechanic who repairs cars (engine, steering, brakes, etc.).

"School"

Goal: to clarify children’s knowledge about school, about lessons, to cultivate a desire to learn, respect for the teacher’s work, and to expand their vocabulary.

Attributes: pens, notebooks, children's books, alphabet, numbers, blackboard, chalk, pointer.

Plot: a teacher invites children to play school. A conversation is held about why the school is needed, who works there, what the students do. At the request of the children, a Teacher is selected. The rest of the children are Students. The teacher assigns tasks to the students, and they complete them independently and diligently. In another lesson there is a different Teacher. Children take classes in mathematics, native language, physical education, singing, etc.

Groups and types of games

There are two groups of theatrical games:

• dramatization (children are organized by the teacher to present an image using various means of expression);
• directing (kids themselves act as organizers of play actions for toys and dolls).

Each group contains separate species.

Interaction with puppets is the basis of the director's theatrical games

Table: types of dramatization and director's games in the second junior group

This is interesting. At the age of 3–4 years, children actively develop gender self-identification, which in theatrical games is expressed in the choice of toys. Girls take “girlish” things: dolls, kitchen utensils, etc., and boys take “boyish” things: cars, tools, etc.

Video: fragments of role-playing games in the second junior group

Techniques used for theatrical activities

The set of techniques for this type of games when working with children of any age is standard. Only the interpretation of each of them differs depending on the age of the wards.

Group of verbal techniques

For the further development of speech, the spoken word is of key importance. At 3–4 years old, children are just beginning to master the grammatical structure of the language, or more precisely, the rules for constructing sentences, so adults should speak in complete phrases, at a normal pace and, if possible, repeat the same sentence with instructions regarding the game two or three times.

Explanation and conversation

Children continue to get acquainted with the theater through interaction with the characters and the circumstances of their actions. In addition, the teacher continues to introduce the children to the key concepts of this type of art: theater, stage, actors, directors, make-up artists, etc. Any explanation should be accompanied by a conversation about how well the kids have learned the material. For example, after the teacher has introduced the children to the profession of a make-up artist, the conversation can be built on the basis of questions of a reproductive nature: “What does a make-up artist do?”, “What materials does he use in his work?” etc.

The teacher must not only show, but also explain all game actions

Riddles, poems and short fairy tales

These techniques are an excellent motivational basis for getting kids to play or switch from one type of activity to another.

In my practice, when working on the fairy tale “Turnip,” before showing the plot on a flannelgraph, I offer students the following riddles about the heroes of the work:

• She grew up big and strong, They dragged her from the ground: granddaughter, Grandma, cat, mouse, Bug - They pulled the spruce... (Turnip);
• She is the most important mystery of all, Even though she lived in the cellar: She helped grandma and grandpa pull a turnip out of the garden bed. (Mouse).

In the second younger group, riddles with agreements can already be alternated with ordinary ones, in which the answer does not rhyme.

As practice shows, poems in work on theatrical games should not be long, otherwise the children’s attention will not be concentrated, but, on the contrary, will be dispersed. From my own experience, I was convinced that for motivation it is better to use rhymes familiar to children, rather than new ones. For example, before starting to play doctor or hairdresser, the boys and I repeat in chorus the poems we learned in a lesson on speech development on the topic “Professions”:

• He will save you from illnesses, and will tell you how to treat yourself. He will bring medicine and bandage the wound.
• Master of scissors and combs, he does everyone's hair. He says: “Look, here! It suits you very well!”

Fairy tales or stories are often used to illustrate theatrical games. Especially if these stories are the basis for the production. But you can also come up with your own stories based on the theme of theatricalization.

For example, when working with my students when studying the topic “One, many, few” in a lesson on the formation of elementary mathematical concepts, before putting it on a flannelgraph, I offer the children the following fairy tale: “Once upon a time there were three little bears. One day grandma treated them to candy. The kids first took one at a time, and then began to grab from the bag how many would take. And it turned out that the eldest bear had a lot of candies, the middle one had few, and the youngest one had only one, because the elders did not let him near the treat. The brothers were upset. But grandma came to the rescue: she collected all the candies and then began to give one to everyone. And it turned out that all the cubs had the same amount of sweets.” Such a fairy tale should be completed with a number of problematic questions: “Why did the bear cubs have different amounts of candy?”, “Why is it good when there is an equal amount of candy and toys?” etc.

Group of visual techniques

In preschoolers, visual-figurative perception of the world predominates, so it is impossible to do without visualization in work.

Images

Without illustrations and photographs, it is impossible to explain the concept of theater to children. Therefore, in the theater corner in the group there should be pictures depicting:

• different types of theater;
• costumes, wigs, false mustaches, ears, nose, etc.

Pictures can be organized into booklets - folding books with the plot of a story for production, or lapbooks - folders in which

Planning and stages of classes

Lessons in kindergarten are intense, dynamic, and consistent. Therefore, before a lesson, the teacher thinks through its structure, which should include:

• topic;
• goal (teach, develop, educate);
• materials used (toys, masks, costumes);
• organizational moment (game exercises are suitable - rhymes, nursery rhymes);
• introduction (where the teacher provides the information necessary to understand the topic);
• list of heroes;
• names of participants;
• the performance itself;
• reflection (final conversation in which participants reproduce what they heard and share emotions);
• rewarding participants for their efforts.

Based on these points, a lesson summary is created.

Goals and material support using the example of fairy tales

Topic: “Zayushkina’s hut”

Goals: to develop the ability to act out the plot of a familiar fairy tale; learn to reveal the characteristics of characters; cultivate the ability to empathize with your favorite characters; cultivate a desire to help and support.

Materials: hare house, foxes, costumes.

Theme: "Naughty Chick"

Objectives: teach to find the moral of a story; develop mindfulness; cultivate obedience.

Materials: eye-catching naughty chicken costume; the costumes of the rest of the chickens and the hen; illustrations (or a cartoon based on a fairy tale).

Topic: "Mitten"

Objectives: to improve the artistry of children; teach to imitate animals; develop memory; to cultivate benevolence and love of the child for nature.

How to Learn the Alphabet with a 4, 5, or 6 Year Old

Materials: large fabric or paper “mitten”, hero masks, cards for rewarding children.

Children put on "Mitten"

How to Personalize Theatrical Games

An individual approach to working with children should be implemented in any type of activity. In theatrical games, this can be done using:

• assigning roles - kids should try themselves in different roles, from a turnip to a mouse (this is the most convenient way to create a situation of success for each child);
• props (the selection and distribution of attributes for games can be left to the guys who don’t really like speaking in public and try to stay in the shadows);
• recitation (if there are children in the group who are able to quickly and efficiently learn texts, then, playing on the sense of competition developed at this age, you can give them tasks to memorize poems and thereby stimulate the rest of the children to accelerate the development of speech).

If your child doesn't like public speaking, he can be responsible for the props

Techniques used in theatrical games with children 1.5–3 years old

For classes with children 1.5–3 years old, the same techniques are used as with older children, but in an interpretation accessible for this age.

Verbal techniques

Since speech development is one of the priority areas in working with children of the first junior group, verbal techniques are also actively used in theatrical games. Children need to hear spoken speech in order to develop their own speech skills and form their own language image.

Explanation and conversation

Already at the level of familiarity with the character and the circumstances of his actions, the children comprehend the theatrical theme. In addition, the teacher introduces children to such concepts as “theater”, “actor”, “director”. In this case, the explanation is necessarily accompanied by a conversation in which the teacher asks questions of a reproductive nature, that is, the essence of the story. For example, “What do you call people who come to the theater to watch a performance?”

Visual techniques must be accompanied by verbal explanations

Riddles and poems

One of the most productive motivational techniques is riddles. It is with their help that it is easier for the teacher to introduce new material and introduce the characters of the theatrical play. In the first junior group, it is better to select riddles with rhyming agreements - this makes it easier for the kids to get involved in the work.

So, when studying the fairy tale “Teremok” in my practice, I offer the children the following riddles:

• The animals lived in that house, but the bear broke their house, He couldn’t get into it. This is a fairy tale... (“Teremok”).
• Baby with a long ponytail. Loves cheese and grains... (Mouse).
• He is afraid of everyone in the forest: the wolf, the bear and the fox. Runs from them, escaping, With long ears... (Hare).

From my own experience, I have learned that poems used for theatrical games should not be too long. It is better to use rhymes that are well known to children. For example, before the role-playing scene “Kitchen,” the kids are happy to repeat with me the poem that we recite every time before breakfast:

• The clear morning has come, the morning has brought breakfast. The fluffy squirrel has nuts on a plate. The kitten and the puppy have two glasses of milk. The mouse has delicious cheese, the fox has thick kefir. The rabbits have cookies, the bees have jam. And We will put porridge on our plate!

Short stories

Stories or fairy tales are illustrations for theatrical games. With their help, a set of actions is formed into a single plot. But short sketches can also be an independent motivational technique. For example, in my work I use it when studying the topic “The simplest geometric shapes. Circle" in front of the director's board game, in which chestnuts are the actors. The story goes like this: “Once upon a time there was a triangle. But he was so long, with such sharp corners, that he always pricked everyone, and no one wanted to be friends with him. And then one day the triangle woke up and saw that the corners had disappeared, it became smooth on all sides, round. He stopped stabbing those around him and found many friends.”

Visual techniques

The visual-figurative perception of the world by preschoolers elevates this type of techniques to the rank of irreplaceable.

Pictures and photos

Since we are talking specifically about theatrical games, it is logical if the group includes:

• photographs of different types of theater and actors;
• pictures with images of costumes, theatrical attributes (wigs, false noses, ears, etc.);
• booklets (folding books with story plots and pictures);
• children's drawings (coloring pages) based on fairy tale plots.

If the theatrical game is related to a fairy tale or poem, then it is necessary to show the children pictures based on the plot of the story

Reception of the demonstration

As visual material, we can offer:

• watching videos with puppet theater scenes (for example, staging the fairy tale “Turnip”);
• the teacher replays the actions of all the characters;
• visiting the theater and watching “live” theatrical performances.

Attributes for theatrical games

Game props are a very important visual element of successful educational activities. Usually, all the attributes associated with theatrical performance are placed in a specially equipped theater corner, the design of which can be read in more detail in the article “How to creatively and methodically correctly design a theater corner in a kindergarten.”

Generally speaking, the details of theatrical games for pupils of the first junior group are:

• animal masks (made from cardboard, papier-mâché, thick paper);
• hats (for example, made from cone-cut cardboard and decorated as required by the image);
• finger theater puppets;
• natural material used as “artists” (chestnuts, acorns);
• figures with Velcro for the flannelgraph and with magnets for the magnetic board;
• characters made from waste material (disposable cups, jars, etc.)

If the group is supposed to work with dramatizations, then there should be costumes in the theater corner.

One of the types of practical techniques is helping children in making attributes for the game

Practical techniques

In theatrical games, this group of techniques is slightly different from other types of games. In addition to drawings, applications and crafts on the theme of the game, exercises on social-emotional development and psycho-gymnastics are also used.

Exercises for social-emotional development

Children learn to interact with the world around them in conditionally given situations.

For example, to show the children that there are animals with which humans coexist peacefully, I use the exercise “Look who’s coming!” Its essence lies in the fact that the teacher calls the animal, for example, “dog,” and the child must address this animal (“woof-woof”) and say whether we can meet a dog on the street, at home. Or a “wolf”, which is illustrated by a characteristic howl: can we see it in the yard, what kind of animal is it - wild or domestic.

Social-emotional exercises help children learn to interact with the world around them in conditional situations, for example, imitating modeling or making a snowman

Psycho-gymnastics

This is a reflexive technique, which is usually used as an element of physical education or to complete an active game, carried out to the accompaniment of soothing music.

I suggest that my children close their eyes, imagine themselves in the forest and feel such emotions, impressions: unusual, interesting, then it started to rain - wet, unpleasant, the rain stopped, the sun came out, they got home - it’s good, calm next to their mother.

Issues of individualization in theatrical games

Implementation of an individual approach in working with children is an important component of a teacher’s methodological work. If we talk about this direction in the context of theatrical games in the first junior group, then it can be implemented with the help of:

• distribution of roles (as already noted, each child should experience a situation of success, so if the child wants to be the Turnip from a fairy tale, then it is worth revising the conditions of the game so that each participant can play the role of the other);
• choosing props (if the child is an introvert and does not like public performances too much, then he can be given tasks of a “near-production” nature, for example, selecting figurines of wild animals for a flannelgraph);
• memorizing poems (each group is individual, therefore the situation with a large number of non-speaking or poorly speaking children can be the opposite - the presence of children who speak well, so they can be given tasks to memorize poems).

Those children who are afraid of public speaking usually enjoy completing individual tasks based on the game.

How to organize a theatrical game in the second junior group

As in the first junior school, the basis for theatrical activities with children 3–4 years old are fairy tales, nursery rhymes and poems studied according to the program. Moreover, some of the materials, in particular fairy tales, are the basis for several types of games. For example, in the fairy tale “Teremok,” a teacher and children show the performance both on a flannelgraph with pictures and on the table with dolls.

Table: card index of theatrical games for the second younger group (fragments)

The author is Bogatenkova N.L., teacher at the Children's Educational Institution "TsRR Kindergarten No. 31", Medvezhy Ozyora village, Shchelkovsky district, Moscow region.

Techniques for understanding the characters and plot of dramatizations by children of the 1st and 2nd junior groups

In order for kids to get used to the roles and empathize with their characters, they use many techniques. Thanks to them, the child develops comprehensively, they help his individuality to reveal itself. The following groups of techniques are distinguished:

• practical (creative);
• gaming;
• speech;
• visual.

Practical

By doing creative work, children delve deeper into the story and better understand its characters. Practical techniques include:

• crafts;
• applications;
• drawings.

When planning a lesson, it is important to take into account the capabilities and skills of the children. For younger groups, decorating coloring books based on the plots of fairy tales with paints and pencils is suitable. Children make appliqués from large pre-prepared parts. Crafts are created from one or more materials. For example, you can build the fairy tale “Kolobok” from colored paper and plasticine. The teacher guides the process.

Introducing a character in a drawing lesson

Additional Information! Typically, children engage in practical activities in related classes (club, drawing lesson). For example, they draw scenes from “Turnip” and other fairy tales. When planning a lesson, you should take into account the program of clubs and related lessons. So knowledge will be systemic.

Gaming

Their necessity is spelled out in the Federal State Educational Standard. Game activities are used for children of any age. But it is most relevant for the age category of 1.5 - 3 years. Children repeat movements and sounds after the teacher. In this way, simple elements of acting are learned. Over time, the games become more complex and include small fairy-tale dialogues.

Speech

The speech of the teacher of the younger group should be clear, figurative, and expressive. It is worth using proven speech techniques. These include:

• explanation;
• conversation;
• fairy tale;
• poems and riddles.

The explanation is suitable for learning new material and other stages of the lesson. The teacher gives the children the necessary information in short sentences. Speech should not contain turns, and new words should be immediately explained. It is worth supplementing verbal methods with visualization (depicting images with your hands, illustrations, presentation).

Innovative technologies in education according to the Federal State Educational Standard

A conversation differs from an explanation because of the complexity of the teacher’s questions. While presenting the material, the teacher asks questions that require short answers. For example: “Who was the first to come to live in the tower?” During the conversation, questions are asked that need to be answered in detail. For example: “Why do we call the finger theater that way?”

Conversation before the performance

With the help of instructive tales, they instill in children the traits necessary for performances: discipline, attention to detail, accuracy. After listening to these stories, the kids become more organized, obedient, and independently remove the props after the theatrical performance.

Riddles and poems are read expressively, gesticulating. This develops artistry and memory, which are so necessary for dramatizations.

Important! In younger groups they use rhyme riddles in which the answers rhyme. This makes guessing easier. Children get used to rhyming language.

Visual

Visualize stories using:

• presentations;
• flannelograph;
• demonstrate using body language;
• pictures;
• decorations (for the fairy tale “Teremok” they make or draw a house).

Figures on flannelgraph, book illustrations, and photographs will help children consider the characters they need to play. The facial expressions of the characters and their intonations during dialogues are demonstrated by the teacher. Children observe and reproduce what they see.

Time plan for theatrical play

The duration of the theatrical game as part of a lesson in the second junior group is about 7 minutes. But if the theatrical activity is represented by a series of games, that is, a whole lesson, then the game takes 20 minutes.

Theatrical activities are organized in four stages.

1. Game presentation - up to 3 minutes. During this time, the teacher introduces the children to the game and, using motivational techniques, updates basic knowledge.
2. Explanation of game actions, demonstration by the teacher of the actions of each of the game characters - up to 4 minutes.
3. Game actions performed by children with the participation of an adult - up to 11 minutes. Important: in the second younger group, the teacher is still an active participant in the game, who does not retreat into the position of an observer. At this stage, it is possible to introduce additional actions. For example, if we are talking about a role-playing game, then not just one patient, but a whole queue may come to see the doctor.
4. Completion of the game - up to 2 minutes. The teacher praises each participant, gives a general assessment of the activity (“Great job!”), and also asks whether the kids liked the game.

This is interesting. Since an adult is included in the game process, the stages of explanation and the game itself are often combined.

Performances in the second junior group are organized according to plots well known to children

Table: example of a summary of the theatrical game “Teremok” in the second junior group (fragments)

Author - Erkhova S.N., kindergarten teacher, Nizhny Novgorod.

Video: dramatization (staged) “Forest Defense” in the second junior group

In kindergarten, much attention is paid to the development of imagination and creative abilities through theatrical games, since these components help to form a harmonious personality. Theatrical activities in the second junior group play an important role in the implementation of educational tasks in the educational activities of preschoolers aged 3–4 years. Children continue to work on different types of dramatization, director's games, and, despite the fact that the teacher is still a direct participant in theatrical games, the children have the opportunity to show their independence both in performing game actions and in choosing attributes.

The importance of theatrical games for children 1.5–3 years old

A preschooler learns about the world around him through the most interesting and accessible way of processing information - through play. In this sense, theatrical games turn out to be a very productive method of organizing educational activities, since they are based on improvisation and revitalization of objects with the help of speech, and also, which is especially important for non-speaking or poorly speaking children, facial expressions and gestures.

This is interesting. In the methodological literature, the concepts of “theatrical play” and “theatrical activity” are often considered synonymous.

In the first junior group, theatrical games help children develop speech

Goals and objectives of theatrical play in preschool educational institutions

In addition to the adaptation and socialization of children who have just entered kindergarten, theatrical activities make it possible to achieve a set of educational goals:

• develops speech (children learn to understand speech addressed to them by repeating the words of the characters after the teacher, kids pronounce, that is, develop a speech pattern, form their own speech image);
• enriches pupils with knowledge, skills and abilities from different areas (since theatricalization is a universal technique in all classes, children learn new information through play and practice it);
• fosters independence (in the game, children learn to make decisions);
• develops memory, thinking (mainly figurative, since the visual-figurative type of perception of the surrounding world is the most developed in preschoolers);
• gives physical activity, develops coordination of movements;
• fosters a sense of teamwork (the children of the first junior group, due to age characteristics, play not together, but side by side, but theatrical activities allow them to quickly move to the level of co-creation and cooperation).

  Theatrical games in the first junior group help children learn cooperation

In order to realize the assigned tasks, when conducting theatrical games, the teacher solves the following tasks:

• enriches vocabulary (based on the age of the children, it is still mostly passive);
• activates the cognitive interest of his students through familiarity with dramaturgical characters that are understandable for this age (for example, to explain to kids the concept of “equally,” the teacher suggests staging a fairy tale about two bear cubs who could not share an apple themselves, but the fox who volunteered to help them ate it);
• develops fine motor skills (due to the interaction of children with small dolls, natural material that replaces “artists”);
• increases self-confidence (at this age, many children are already beginning to be shy about public speaking, so it is very important to make theatrical games a habitual technique in their work so that children do not view the demonstration as something unusual, and therefore scary and embarrassing);
• reaction training (kids get used to starting and ending the game according to a conditioned signal);
• emotional and sensory development (children learn to convey and recognize the experiences of another person through facial expressions, gestures, intonation);
• developing the skill of coordinating one’s activities with what other children are doing (children of the first junior group have difficulty engaging in activities all at the same time, which is why theatrical games are so methodically valuable, allowing them to interest many students at once).

  Theatrical games help to engage many kids at the same time

Principles of games

Theatrical games in the context of the educational process are based on the general patterns of development of children aged 1.5–3 years. Therefore, in order to create favorable conditions for practicing theatrical activities, it is important:

• diversify the topics (not only including fairy tales recommended by the program, but also plots from popular cartoons and poems);
• include elements of theatrical games in different classes (for example, as a reinforcement of the material covered or in open lessons);
• minimize stress factors (that is, with the help of theatrical activities, ensure a harmonious transition from one type of work to another, without a sharp switch from reading to physical exercise, for example);
• to liberate little performers (for this, many teachers hold “Open Days” together with mothers - holidays at which children demonstrate their performing abilities);
• create an objectively real situation of success for children (it is important that each participant in the theatrical game receives well-deserved praise).

Games should create a situation of success for each participating child.