Consultation for parents “Children’s development in theatrical activities”

Consultation for parents “Children’s development in theatrical activities”

Author - compiler:

Alferova Tatyana Alekseevna,

teacher

AOU Kindergarten "Fairy Tale"

With. Aromashevo

Goals:

1) to introduce parents to theatrical art and theatrical activities;

2) to contribute to improving the pedagogical culture of parents, replenishing their knowledge of the child’s theatrical activities in the family and kindergarten;

3) promote the unity of the parent team, involvement in the life of the group community;

4) development of creative abilities of parents.

Tasks:

- create conditions for organizing joint theatrical activities of children and adults, aimed at bringing children, parents and teachers of preschool educational institutions closer together;

-contribute to the formation of aesthetic taste;

-involve parents in the theatrical and cultural life of preschool educational institutions;

- implement a full-fledged approach to the mental and physical development of children through the interaction of a parent who knows the characteristics of his child, through theatrical activities;

-increase the physiological and valeological competence of parents.

"Magic land!" - that’s what the great Russian poet A.S. Pushkin once called the theater.

I would like to add - this is a magical land in which a child rejoices while playing, and in play he learns about the world.

Theatrical art is close and understandable to children, because the basis of theater is play. Theater has enormous power to influence a child’s emotional world.

At first, parents take the main role in theatrical activities, telling and showing various fairy tales and nursery rhymes. But, already from the age of 3-4, children, imitating adults, independently play out fragments of literary works in free activity.

Home theater is a collection of theatrical games and various types of theater.

Available for home use are puppet, tabletop and shadow theatres.

Parents can organize a puppet theater using toys available in the house or making them with their own hands from different materials, for example, papier-mâché, wood, cardboard, fabric, thread, old socks, gloves. It is advisable to involve children in the work of making dolls and costumes. In the future, he will be happy to use them, acting out the plots of familiar fairy tales. For example: an old fur collar in deft hands can become a cunning fox or a treacherous wolf. A paper bag can turn into a funny little man. Draw a face on the bag and cut a hole for the nose, insert your index finger into it, and the thumb and middle finger become your hands. Sock puppet: Stuff a sock with rags and insert a ruler inside. Secure everything together with string or an elastic band. Paper plate doll. Draw a face on a paper plate. Attach a stick to the back side with adhesive tape. Toys and dolls from plastic bottles and boxes. The boxes can be glued together, covered with paper and parts can be glued. Etc…

When creating a home puppet theater, you and your child will try on many roles: you will make puppets, draw scenery, write a script, design the stage, think over the musical accompaniment and, of course, show the performance itself. Just imagine how much creativity, ingenuity, and self-confidence this activity will require from the baby. And also training fine motor skills, developing speech, artistic taste and imagination, learning new and interesting things, the joy of joint activities with loved ones, pride in one’s successes... Indeed, creating a home puppet theater is such a developing and multifaceted activity that it is worth not regretting it time and effort.

Children love to transform themselves into their favorite characters and act on their behalf in accordance with the plots of fairy tales, cartoons, and children's plays.

Home performances help satisfy physical and emotional potential. Children learn to notice good and bad deeds, show curiosity, they become more relaxed and sociable, learn to clearly formulate their thoughts and express them publicly, feel and understand the world around them more subtly.

The importance of theatrical activities cannot be overestimated. Theatrical games contribute to the comprehensive development of children: they develop speech, memory, determination, perseverance, and practice physical skills (imitation of the movements of various animals). In addition, theatrical activities require determination, hard work, and ingenuity. And how a child’s eyes light up when an adult reads aloud, intonation highlighting the character of each character in the work!

Theatrical games always delight, often make children laugh, and are always loved by them. Children see the world around them through images, colors, and sounds. Kids laugh when the characters laugh, and feel sad and upset with them. With pleasure, transforming into their favorite image, kids voluntarily accept and appropriate its characteristic features.

The variety of themes, means of representation, and the emotionality of theatrical games make it possible to use them for the purpose of comprehensive education of the individual.

Parents can also become the initiators of organizing a variety of theatrical games at home. These can be fun games, dramatization games accompanied by singing such as “At the Bear in the Forest”, “Loaf”, “Turnip”, listening to fairy tales recorded on disks, followed by acting them out, and more. Such joint entertainment can play a big role in creating a friendly, trusting, creative atmosphere in the family, which is important for strengthening family relationships.

To carry out this work, an appropriate artistic and aesthetic environment must be created in the family, which requires the presence of hand-made toys or dolls, a music library and library of fairy tales, children's musical instruments, homemade instruments, and educational games. But the most important thing is the organization by adults of a variety of artistic and creative activities jointly with the child in various forms (dramatization, singing, dancing, round dances, games, etc.).

Dear parents! Now let's play with you the way we play with children in class:

Game "Recognize by Voice"

The driver is in the center of the circle with his eyes closed. Everyone moves in a circle saying:

We played a little, and now we stood in a circle. Guess the riddle. Find out who called you!

The driver calls by name the person who told him: “Find out who I am?”

Game "Foreigner"

You have arrived in another country whose language you do not know. Use gestures to ask how to find a cinema, cafe, post office.

Exercises

1. Using facial expressions, express grief, joy, pain, fear, surprise.

2. Show how you sit in front of the TV (exciting movie), at the chessboard, fishing (biting).

Games with tongue twisters

Tongue twister must be practiced through very slow, exaggeratedly clear speech. Tongue twisters are first pronounced silently with active articulation of the lips; then in a whisper, then out loud and quickly (several times). Tongue twisters help children learn to pronounce difficult to pronounce words and phrases quickly and clearly.

Tongue twister options:

Mother gave Romasha whey from the yogurt.

The king is an eagle, the eagle is a king.

Senya and Sanya have a catfish with a mustache in their nets.

Broken phone

The first player receives a card with a tongue twister, passes it along the chain, and the last participant says it out loud.

Finger games with words

Finger games help prepare the hand for writing, developing fine motor skills, attention, imagination and memory.

Two puppies, fists of the right and left hands, alternately stand on the table edge to cheek, fists rub against each other, pinch the cheek, the right palm clasps the fingertips of the left, and vice versa.

Pantomime sketches and exercises

Give children tasks at home: observe, remember, repeat the behavior of people and animals, household objects in the simplest situations. It is better to start with objects, because children remember them visually well and this does not require special observations.

Show how: -the goalkeeper catches the ball; -zoologist catches a butterfly; -a fisherman catches a big fish; - the child catches a fly.

Try to portray: A hairdresser, a fireman, a builder, an astronaut.

Theater and theatrical activities are of great importance for a child. The value of theatrical activity is that it helps children visually see the content of a literary work and develops imagination, without which a full perception of fiction is not possible. After all, the ability to vividly imagine what you read or hear about is developed on the basis of external vision, from the experience of real ideas. Dramatization serves as a means for a child to demonstrate artistic abilities, develop speech, and moral experience. Playing theater is very close to a child who strives to express all his experiences and impressions in action.

Parents should not wonder: is it necessary to visit the theater in our time? And even with such a small child? There is Internet and cable TV. We must not forget that theatrical performances have helped and are helping to solve many pressing problems in the upbringing of preschoolers:

• formation of the correct aesthetic taste;
• development of communication abilities;
• influence on the development of speech, memory, attention, imagination;
• helps resolve conflicts during the game;
• creating a positive emotional mood;
• helps moral education.

It is also important for parents to participate in theme nights in which parents and children are equal participants. It is important for parents to participate in such evenings as role performers, text authors, producers of scenery, costumes, etc. In any case, the joint work of teachers and parents contributes to intellectual and emotional development of children. Parental participation in theater activities is necessary. This evokes a lot of emotions in children and heightens feelings of pride for their parents who participate in theatrical productions.

The results of this consultation.

Joint theater and play activities are a unique type of cooperation. Everyone is equal in it: the child, the teacher, mothers, fathers, grandparents. By playing together with adults, children learn valuable communication skills, and communication in turn is the ability to hear each other, in a friendly atmosphere, with feedback, on the same level,” “eye to eye,” and you should not distort the meaning of what was said, but resolve any situation through joint action. I would like to especially note that during the lessons the child’s vocabulary is activated, the sound culture of speech and memory are improved, and the attitude towards the world around them is formed.

This type of consultation helps broaden one’s horizons, enrich one’s inner world, and most importantly, teach family members mutual understanding and bring them closer together. Many families began to practice entertainment. The manifestation of such a common interest unites the family, the team of children, educators and parents.

By engaging in theater with children, we will make their life interesting and meaningful, filling it with vivid impressions and the joy of creativity. And most importantly, children will be able to use the skills acquired in theatrical games and performances in everyday life.

List of used and recommended literature:

1. Akulova O. Theatrical games // Preschool education, 2005. - No. 4.
2. Antipina E.A. Theatrical activities in kindergarten. - Creative Center, 2009.
3. Artemova L.V. Theatrical games for preschoolers.-M., 1990.
4. Burenina A.I. “Theater of Everything” S-P, 2002.
5. Vygotsky L.S. Imagination and creativity in childhood. - M., 1991.
6. Gubanova N. F. Theatrical activities of preschoolers: 2 – 5 years. – M.: VAKO, 2007.

7. Davydov V.G. From children's games to creative games and dramatizations // Theater and education: Collection of scientific works. - M. 1992.

8. Doronova T.N. Development of children from 4 to 7 years old in theatrical activities // Child in kindergarten. - 2001. - No. 2.

9. Erofeeva T.I. Dramatization game// Raising children through play. - M., 1994.

10. Zvereva O.L. Game-dramatization//Raising children in the game. – M., 1994.

11. Kozlova S.A. Kulikova T.A. Preschool pedagogy. – M.: Academy, 2000.

12. Migunova E.V. “Theater pedagogy in kindergarten”, M., Creative Center, 2009.

13. Mikhailova A.Ya. “Theater in the aesthetic education of preschool children” Moscow 2006.

14. Petrova T.I. Theatrical games in kindergarten.-M., 2000.

15. Shurochkina I.S. “The use of theatrical activities in working with children” / “Handbook of senior educators” No. 3-2008.

16. Ekki L. Theatrical and play activities//Preschool education, 1991.-No. 7

Certificate of publication in the media Series A 0002219 ShPI 62502666132175 date of dispatch November 16, 2013.

We invite teachers of preschool education in the Tyumen region, Yamal-Nenets Autonomous Okrug and Khanty-Mansi Autonomous Okrug-Yugra to publish their teaching materials: - Pedagogical experience, original programs, teaching aids, presentations for classes, electronic games; — Personally developed notes and scenarios of educational activities, projects, master classes (including videos), forms of work with families and teachers.

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MAGAZINE Preschooler.RF

Theatrical activities in kindergarten can organizationally permeate all routine moments, be included in all classes, in the joint activities of children and adults in their free time, and be carried out in the independent activities of children. Theatrical activities can be organically included in the work of various studios and clubs; products of theatrical activities (stage plays, dramatizations, performances, concerts, etc.) can be included in the content of holidays and entertainment.

Theatrical play in the classroom. During classes, the teacher includes theatrical play as a gaming technique and a form of teaching children. Characters are introduced into the lesson to help children acquire certain knowledge, skills and abilities. The game techniques used in the classroom make it possible to explain this or that material to children more clearly; They are attracted by their unobtrusiveness, lack of strict regulation of activities, and excessive dryness in the presentation of the material. So, Parsley, who does not know how to count, comes to visit a math class, and the children explain to him the rules of mathematics; During classes on getting to know the world around us, funny Carlson is happy to learn the secrets of caring for plants with children, and animal dolls put on a show on why we need to protect all living things.

The playful form of conducting classes helps to emancipate the child, creating an atmosphere of freedom and play. At the same time, the game used in the classroom is for the most part a didactic, that is, educational game, and cannot replace the independent play of children in terms of the educational and developmental effect that it gives. Therefore, researchers consider it unacceptable to blur the lines between independent and educational play: each of them has its own place and meaning in the life and activities of a child.

Free joint activities for children and adults. This is a joint activity during a walk, outside of class. This includes playful walking situations and organizing games in playrooms. Reading fiction followed by acting out plot episodes outside of class during the day, drawing games on a free topic, construction games with dramatization. All of these types of play activities influence children’s independent play and are an impetus for creative thought and ideas that require implementation.

Theatrical play in children's independent activities. It is known that independent play of preschoolers arises under the influence of impressions received from the environment. Therefore, for the emergence and development of full-fledged play activity, it is necessary to nourish children’s impressions. The independent play of preschoolers in kindergarten is influenced by two noun factors: regulated activities of adults with children and free activity of children and adults.

The influence of regulated classes is manifested in the reflection of children’s independent activities of the content and material that are used in the process of teaching children. These could be stories, stories, fairy tales that interested children so much that they wanted to embody them in independent play. Children can get carried away by some of the experiments carried out in class, the actions of mechanisms, etc.

In the free joint activities of children and adults, the greatest impression on children is made by performances (puppet, dramatic) performed by adults and older children. Children want to relive the stories that interest them once again, so they play them out in their games, going through the story lines again, transforming, varying and building them in their own way. Children repeat the story of the kolobok, distribute roles in the game of Teremok, strictly observing the rules of the order in which a particular character appears. If independent play has a high level of development, then children come up with new characters in addition to previously known ones.

Holidays and entertainment make a great impression on children. Vivid impressions, violent feelings and experiences push children to embody what they see in play, both immediately and delayed in time. Children act out the songs performed at the festival, skits staged, and games played. Independent children's games reflect characters and plots that excite children. Thus, children often play Snow Maiden and Father Frost, creating a new world of the New Year holiday in the playroom. They repeat the plots played out by adults on Trinity Sunday; they weave wreaths on the street and exchange them.

Vivid stories, games, round dances, learned in joint free activities of children and adults, in games and activities, also contribute to the emergence of independent theatrical play for children. Preschoolers are happy to repeat familiar games in independent activities, their number in the play repertoire is growing, and the opportunity to choose them appears, which diversifies the play activity itself.

Walking provides great opportunities for children's playful development. Here, children's initiative is not constrained by the regulatory environment. Children are given freedom of movement, space to play, and the opportunity to use paraphernalia and costume elements. The teacher can interest children in an unexpected play situation (a wolf peeks at a hare from behind a bush; a Mashenka doll slides down a hill on a sled; a toy zoo is located in a clearing), or dramatization of episodes from a familiar fairy tale. All this has an emotional impact on children and is then transferred to independent games.

Not everything they see and hear within the walls of the kindergarten and beyond has a big impact on children. Children only transfer into independent play what excites their imagination with bright, exciting images and makes them experience strong feelings. It aroused interest. Gave me food for thought.

Of no small importance is the ability of the teaching staff to draw the attention of parents to the problems of their own children. To do this, it is necessary to involve parents in preparing and holding holidays, entertainment, and games. In the process of purposeful work, parents will become imbued with concern for their own children and will be attentive to children's play as an urgent need for the child, and will try to organize games at home.

The above allows us to conclude that independent creative play can develop if:

• practitioners are aware of the important role of independent play in a child’s life
• In the educational process of preschool educational institutions, play occupies a leading position among other types of children’s activities.
• children are given time and space for amateur games
• an environment is created that nourishes children's games with bright artistic images and plots
• educators are models of creative behavior, have experience in theatrical performances, and have artistic qualities
• an adult-child community is created (teachers-children-parents), which lives by common interests, implements creative projects, and makes plans for future communication.

18924_dlya_pedagogov_po_teatralizatsii.docx

Consultation for teachers “Theatrical activities in preschool educational institutions in accordance with the Federal State Educational Standard” Prepared by Naumova N. And teacher of the MBDOU “Zubovo Polyansky kindergarten No. 6 “Berezka” combined type” Dear colleagues! ! ! Why theatrical activities? This is one of the most effective ways to influence children, in which the principle of learning is most fully and clearly demonstrated: learn by playing. It is known that children love to play; they should not be forced to do so. While playing, we communicate with children on “their territory.” By entering the world of play, we can learn a lot ourselves and teach our children. And the words spoken by the German psychologist Karl Gross are relevant in this regard: “We play not because we are children, but childhood itself is given to us so that we can play.” The founder of the Moscow Puppet Theater S.V. Obraztsov once expressed the idea that every child has a natural desire for acting. And we know that acquaintance with the theater occurs in an atmosphere of magic, festivity, and high spirits, so it is not difficult to interest children in the theater. In the context of the transition to the Federal State Educational Standard for Preschool Education, one of the main principles of preschool education, reflected in the Standard: “Implementation of the Program in forms specific to children of this age group, primarily in the form of play, cognitive and research activities, in the form of creative activity that provides artistic aesthetic development of the child." Theatrical activities in kindergarten are an excellent opportunity to reveal the creative potential of a child and foster the creative orientation of the individual. Using theatrical activities in the system of educating children in preschool educational institutions, we solve a set of interrelated problems in all educational areas according to the Federal State Educational Standard for Preschool Education: Social and communicative development • formation of positive relationships between children in the process of joint activities; • fostering a culture of learning in adults and children (emotional states, personal qualities, evaluation of actions, etc.); instilling in the child self-respect and a conscious attitude towards his activities; • development of emotions; • education of ethically valuable ways of communication in accordance with the norms and rules of life in society. Cognitive development • development of diverse ideas about reality (different types of theater, professions of people creating the performance); • observation of natural phenomena, animal behavior (to be conveyed by symbolic means in play-dramatization); • ensuring the relationship between construction and theatrical play for the development of dynamic spatial concepts; • memory development, learning the ability to plan your actions to achieve results. Speech development • promoting the development of monologue and dialogic speech; • enrichment of the vocabulary: figurative expressions, comparisons, epithets, synonyms, antonyms, etc.; • mastering expressive means of communication: verbal (control of tempo, volume, pronunciation, intonation, etc.) and non-verbal (facial expressions, pantomime, postures, gestures); Artistic and aesthetic development • introduction to highly artistic literature, music, folklore; • development of imagination; • involvement in joint design activities in modeling costume elements, scenery, and attributes; • creation of an expressive artistic image; • formation of elementary ideas about types of art; • implementation of independent creative activities of children. Physical development • coordination of actions and accompanying speech; • the ability to embody the mood, character and process of image development in a creative movement; • expressiveness of execution of basic types of movements; • development of general and fine motor skills: coordination of movements, fine motor skills of the hand, relief of muscle tension, formation of correct posture. System of work on organizing theatrical activities: 1. Subject-spatial development environment. 2. Long-term planning and implementation: theater classes, theatrical performances, entertainment, project activities. 3. Interaction with teachers 4. Working with children 5. Interaction with parents 6. Interaction with society Therefore, when designing a subject-spatial environment that provides theatrical activities for children, we take into account: • the subject-spatial environment is the basis for the independent creativity of each child. • compliance with the principles of constructing a developing play environment • compliance with the age characteristics of children • compliance with safety regulations • aesthetic design of play equipment Theatrical activities in kindergarten can be included, in accordance with the Federal State Educational Standard, in educational activities carried out in the process of organizing various types of children's activities (play , communicative, musical-artistic, etc.); educational activities carried out during regime moments; independent activities of children. The content of work with children on theatrical activities includes: Diction exercises (articulation gymnastics); Tasks for the development of speech intonation expressiveness; Transformation games, imaginative exercises; Exercises for the development of children's plasticity; Rhythmic minutes; Finger play training; Exercises to develop expressive facial expressions, elements of pantomime; Theater sketches; Acting out mini-dialogues, nursery rhymes, songs, poems; Watching puppet shows. Basic requirements for organizing theatrical games • Content and variety of topics. • Constant, daily inclusion of theatrical games in all forms of the pedagogical process. • Maximum activity of children during the stages of both preparation and play. • Cooperation of children with each other and with adults at all stages of organizing a theatrical game. • The sequence and complexity of the content of the themes and plots chosen for the games correspond to the age and skills of the children. Interaction with teachers A professional teaching staff contributes to the effective work of the institution for theatrical activities of children. Work to improve pedagogical skills is carried out in several directions: • Advanced training within the framework of course training. • Improving the qualifications of teachers in theatrical activities within a preschool institution through methodological events and pedagogical advice. Results of the preschool educational institution: Children master the skills of expressive speech, rules of behavior, etiquette for communicating with peers and adults. Show interest and desire for theatrical art. They are able to convey various feelings using facial expressions, gestures, and intonation. They independently perform and convey images of fairy-tale characters. Children try to feel confident during performances. The subject-spatial developmental environment of the preschool educational institution was supplemented with different types of theaters, manuals, drawings, and card indexes of creative games. Close contact has been established with parents. When we engage in theater with children, we set ourselves the goal of making our children’s lives interesting and meaningful, filling it with vivid impressions, interesting activities, and the joy of creativity. We strive to ensure that children can use the skills acquired in theatrical activities in everyday life. From all of the above, we can conclude that we are on the right path and, on the basis of theatrical activities, it is possible to realize almost all the tasks of raising, developing and teaching children.

“The whole world is a theater, and the people in it are actors,” says the classic.

Children's theaters have always been a wonderful place for leisure for the whole family. Theater has a certain influence on any of us, directly or indirectly. And at every age we perceive theater differently.

Theatrical activity is the most common type of children's creativity. It is close and understandable to the child, it lies deep in his nature. From the point of view of a humanistic position, all children are gifted, and the teacher’s task is to reveal the talent of each child, give him the opportunity to believe in himself, and feel his success. The development of theatrical activities in preschool educational institutions and the accumulation of emotional and sensory experience in children is a long-term work. This work is carried out throughout the entire period while the child attends preschool.

Experiencing life through emotions

A unique period of a person’s life is childhood, the time of personality formation. It is in childhood that a special role is assigned to theatrical activities. Our children are provided with a wide variety of experiences of life. These are feature and animated films, various computer games, colorful educational toys, and all kinds of entertainment.

What about the theater? Has theater really lost its relevance and significance in the modern world and faded into the background?

In no case! Theater was, is and will be the best emotional school of life. He is also a source of information about the world, a powerful stimulus for the thought process and the formation of spirituality.

Theater has many functions: aesthetic, entertaining, communicative, socializing, gaming... But the most important, especially for children, is the cognitive function. Role-playing knowledge of the world, mastering the skills of coexistence with peers and adults, partnership skills, the ability to act in the circumstances offered by life, learning social experience - all this happens through images, colors, sounds, and action.

Children are the best spectators because they do not hide their emotions. Children's theater directors are, as a rule, good teachers. When creating performances, they skillfully and consciously use a similar feature of child psychology, making the viewer a participant in the performance. Unique in this sense is the art of puppet theaters, where puppets play for children, and children communicate with the dolls. This is the closest relationship, because the toy and the child are inseparable.

Your child is a great artist. Information and emotions received in the theater broaden children’s horizons, their emotional range, and create a need to tell friends and parents about the performance, to share their joy or experiences with literally everyone. This undoubtedly contributes to the development of speech, the ability to conduct a dialogue and convey one’s impressions in a monologue form. This is the case when we are talking about a child - a spectator.

But children are also brilliant actors by nature, living with feelings and emotions that are not limited by growing up. And if the child himself takes part in theatrical productions: at home, in kindergarten, at school, in a theater studio, then the list of precious acquisitions lengthens significantly. Along with well-developed speech and a broader outlook than their peers, memory is trained (memorizing text), the child becomes liberated, becomes more sociable, and takes responsibility for the business, for himself and his partner. We can talk endlessly about the role of theater in a child’s life

Therefore, dear parents, get ready, dress up, take your children and go to the theater. Enroll your precious children in theater studios and clubs. You will never regret it. At the very least, your child will become a great artist.

For the first time to the theater...

Go to the theater with your child. It would seem, what could be simpler? We buy tickets, put on a formal suit - and now we are sitting on the velvet seats of the stalls... In fact, everything is not so simple. A trip to the theater for a child is a huge holiday, an infrequent event that will be remembered for a long time, and we must try to ensure that the child is not disappointed. It would be good to find out in advance about the performance you are going to see: read reviews, ask friends. A child may protest if he sees an unusual or too extravagant interpretation of his favorite fairy tale, and poor acting and tasteless scenery can instill a dislike for the theater for many years. Make sure your child is dressed comfortably so that you don’t have to spend half an hour stripping him of thirty-three warm clothes in a crowded foyer (and then putting them back on). You can choose stylish but functional clothes that will make your child look elegant, but won't cause too much trouble.

Rules of conduct in the theater

1. Tell us in advance about the theater and what it is.

2. Dress your child festively. The association “theater - holiday” should be firmly rooted in the child’s memory. In addition, when dressed festively, we behave more gallantly and restrainedly.

3. Take your child to the toilet before the performance starts.

4. Under no circumstances give your child a phone or tablet during the performance.

5. Make sure you have water, tissues or wet wipes on hand.

6. Children often cannot sit without a snack. If you take food with you, don't let it be crispy cookies. To avoid rustling the wrapper or paper, first place the cookies in a small bag.

Theatrical games

Work on the development of theatrical activities is carried out constantly. When playing theater, a child strives to express all his experiences and impressions in action. Bright costumes and figurines of fairy tale heroes, hats, and masks help him in this. This attracts children, first of all, with the opportunity to dress up, which means to change, transform into their favorite characters and act on their behalf.

The importance of theatrical activities cannot be overestimated. Theatrical games contribute to the comprehensive development of children. In addition, these games require determination, hard work, and ingenuity. And how children’s eyes light up when an adult begins to read aloud, highlighting the character of each character with intonation.

Theatrical games always delight children and often make them laugh. The guys laugh when the characters laugh, they feel sad and upset with them. Children voluntarily accept and appropriate the characteristic traits of the character. The variety of themes, means, and emotionality of theatrical games make it possible to use them for the purpose of educating the child’s personality.

Parents can initiate the organization of a variety of theatrical games at home. These can be games - fun, games - dramatization while singing, listening to fairy tales and then acting them out. Such joint entertainment can play a big role in creating a friendly, trusting, creative atmosphere in the family, which is important for strengthening family relationships. And if you also organize joint activities to make toys or dolls, then the child’s joy will know no bounds. In any case, joint theatrical and play activity is a unique type of activity. Everyone is equal in it: the child, the teacher, mothers, fathers, grandparents. By playing with adults, children learn valuable communication skills.

By doing theater with children, we will make their life interesting and meaningful, filling it with vivid impressions. And those skills, knowledge and ideas that children will receive in theatrical games, they will be able to use in everyday life.

Thus, theatrical activities are the most important means of developing empathy in children, i.e. the ability to recognize a person’s emotional state by facial expressions, gestures, intonation, the ability to put oneself in his place in various situations, and find adequate ways to help.

Consultations for teachers on theatrical activities consultation (junior group) on the topic

Consultation for educators.

Development of figurative speech

Figurative speech is an integral part of speech culture in the broad sense of the word. Speech culture means compliance with the norms of the literary language, the ability to convey one’s thoughts, feelings, and ideas in accordance with the purpose and purpose of the statement in a meaningful, grammatically correct, accurate and expressive manner. Speech becomes figurative, direct and lively if the child develops an interest in linguistic richness and develops the ability to use a wide variety of expressive means in speech.

A high level of speech culture includes such characteristics as richness, accuracy and expressiveness. The richness of speech presupposes a large volume of vocabulary, understanding and appropriate use of words and phrases in speech, and a variety of linguistic means used. Precision of speech can be considered as optimal word usage: this is the choice of words that best convey the content of the statement, reveal its topic and main idea in a logical sequence.

The development of figurative speech must be considered in several directions:

• as work on children’s mastery of all aspects of speech (phonetic, lexical, grammatical),
• Perception of various genres of literary and folklore works;
• Formation of linguistic design of an independent coherent utterance.

♦♦♦ Acquaintance with works of fiction and oral folk art, including small literary forms (proverbs, sayings, epithets, metaphors, phraseological units, riddles, tongue twisters).

All these areas are the most important sources for the development of expressiveness of figurative children's speech.

The development of figurative speech should take place in unity with the development of other qualities of a coherent statement, based on ideas about the compositional features of a fairy tale, short story, fable, poem, on a sufficient supply of figurative vocabulary and an understanding of the appropriateness of its use in one’s own writings.

An indicator of the richness of speech is not only a sufficient amount of active vocabulary, but also the variety of phrases used, syntactic structures, as well as the sound (expressive) design of a coherent utterance. In this regard, the connection between each speech task and the development of speech imagery can be traced.

The phonetic side of the development of speech imagery largely depends on the intonation of the statement, and hence the emotional impact on the listener. The coherence (smoothness) of the presentation of the text is also influenced by such characteristics of the sound culture of speech as the strength of the voice (loudness and correct pronunciation), clear diction, tempo of speech

The development of figurative speech is an important component of the education of a culture of speech in the broad sense of the word, which is understood as compliance with the norms of the literary language, the ability to convey one’s thoughts, feelings, ideas in accordance with the purpose and purpose of the statement in a meaningful, grammatically correct, accurate and expressive manner.

Lexical work aimed at understanding the semantic richness of a word helps the child find the exact word in the construction of a statement, and the appropriateness of using a word can emphasize its figurativeness.

Specially organized lexical work aimed at developing in preschoolers the ability to select lexical means that most accurately correspond to the revealed concept is considered in the context of the arbitrariness of constructing a coherent statement.

A preschooler initially understands a word only in its basic, direct meaning. With age, the child begins to understand the semantic nuances of a word, becomes familiar with its polysemy, learns to understand the figurative essence of artistic speech, the figurative meaning of phraseological units, riddles, and proverbs.

DICTIONARY WORK

The main task of dictionary work is to clarify the existing vocabulary and enrich it. Children must not only remember new words, but also be able to use them freely.

Among the many vocabulary work techniques that can be

used in the classroom, the following can be highlighted:

1. Showing and naming a new object (and its signs) or actions. Show must

accompanied by an explanation that helps to understand the essence of the subject. A new word must be pronounced in chorus and individually. For better understanding and memorization, this word is included in a context familiar to the child. Next, various exercises are carried out to reinforce its correct pronunciation and use.

2. Explanation of the origin of this word (breadbox - a container in which to store

bread; coffee pot - a container in which coffee is brewed; kettle - a vessel in which tea is boiled, etc.).

3. The use of expanded meanings of already known phrases (huge

house - a very large house, one that is higher than all other houses).

4. Posing questions of different forms, which at first are prompt in nature (“Is this fence high or low?”), i.e., selection of antonyms, and then require independent answers. Questions should be short, precise, and accessible in content. It is also necessary to teach children to ask questions independently.

5. Selection of names of objects for actions and names of actions for objects; adverbs to the names of various actions; epithets to the subject; cognate words.

6. Dissemination of proposals by introducing circumstances of cause, effect, conditions, goals.

7. Making sentences based on supporting words.

We offer various tasks in order to develop children's attention to the word, its various shades and meanings, and to develop their ability to select the word that best suits a given situation. All lexical material is selected by parts of speech (verb, noun, adjective, adverb). Particular attention should be paid to working on single-root and complex words. For example: snowfall, leaf fall, starfall, haymaking, airplane, etc.

In the formation of the grammatical structure of speech in terms of imagery, a special

possession of a stock of grammatical means, the ability to feel the structural and semantic place of the word form in a sentence and in the whole utterance become important. It is here that a developed “sense of style” comes into play, the ability to use a variety of grammatical means (inversion, correlation of syntax with the topic of the utterance, appropriate use of prepositions, etc. ,)-We emphasize the role of synonymy of grammatical forms and constructions depending on their semantic shades, and their role in the construction of a coherent statement. Syntactic structure is considered the main fabric of a speech utterance. In this sense, the variety of syntactic structures makes the child’s speech expressive.

In general, the development of all aspects of speech figurativeness influences the development of independent verbal creativity, which can manifest itself in a child in different genres - fairy tales, stories, poems, nursery rhymes, riddles.

And finally, the expressiveness of speech involves the selection of linguistic means that correspond to the conditions and tasks of communication.

The formation of figurative speech should be carried out in unity with the development of other qualities of a coherent utterance, based on ideas about the compositional features of a fairy tale, short story, fable, poem, a sufficient supply of figurative vocabulary and an understanding of the appropriateness of its use in one’s own writings

In the development of figurative speech, works of fine art play a special role, since the formation of aesthetic perception of works of art influences the use of means of artistic expression in description, narration, and reasoning. We can also talk about the impact on the development of figurative speech and other types of art (music, theater), which in their own way influence children’s creative abilities in the field of words. The interconnection of different types of arts deepens children’s emotional impressions, develops their feelings and figurative speech. Each type of art reveals new content to the child, develops imagination, awakens new impressions and associations, and helps to understand the important role that artistic means play in creating a particular image. You can use a visit to a museum, looking at paintings and talking about the theme of one painting (genre, landscape, still life, portrait), talking about two paintings on the same topic, but by different artists.

First of all, the development of figurative speech occurs when children are introduced to different genres of fiction, including works of small folklore forms (proverbs, sayings, riddles) and phraseological units. After reading literary works, it is necessary to draw children’s attention not only to the content, but also to the artistic form. Various tasks for the selection of epithets, comparisons, metaphors and other means of artistic expression significantly influence the development of figurative speech. Vocabulary and grammar exercises also provide an excellent basis.

The development of verbal creativity includes all areas of work on words - lexical, grammatical, phonetic. It is necessary to encourage children's creative expression in the field of words and offer older preschoolers tasks to invent fairy tales, stories, and riddles. Systematic work aimed at developing a poetic ear will lead to children striving for independent creativity. The problem of developing verbal creativity includes all areas of work on words - lexical, grammatical, phonetic.

Speech becomes figurative, direct and lively if the child develops an interest in linguistic wealth and develops the ability to use a wide variety of expressive means in his speech.

It is important to emphasize that a broad understanding of imagery refers to the culture of speech. By the way a child constructs his statement, how interesting, vividly, figuratively he can tell and compose, one can judge the level of his speech development, his mastery of the richness of his native language and, at the same time, the level of his mental, aesthetic and emotional development.