The role of theatrical activities in the development of preschool children

The role of theatrical activities in the development of preschool children

This article reveals the importance of theatrical activities in the life of preschool children. It is the most common type of children's creativity and should occupy an important place in the pedagogical process of a preschool institution and contribute to the comprehensive development of children. The article describes the work experience of a teacher at the Katyusha kindergarten, the city of Surgut, Khanty-Mansiysk Autonomous Okrug.

Theatrical activity is the most common type of children's creativity. It is close and understandable to the child, lies deeply in his nature and is reflected spontaneously, because something is connected with the game. The child wants to translate all his inventions and impressions from the life around him into living images and actions. Entering the character, he plays any role, trying to imitate what he saw and what interested him, and receiving great emotional pleasure [7, p. 4]. The educational possibilities of theatrical activities are wide. By participating in it, children get acquainted with the world around them in all its diversity through images, colors, sounds, and skillfully posed questions force them to think, analyze, draw conclusions and generalizations. Improvement of speech is also closely related to mental development. In the process of working on the expressiveness of characters’ remarks and their own statements, the child’s vocabulary is imperceptibly activated, the sound culture of his speech and its intonation structure are improved. The role played and the spoken lines confront the child with the need to express himself clearly, distinctly, and intelligibly. His dialogic speech and its grammatical structure improve. It can be argued that theatrical activity is a source of development of the child’s feelings, experiences and discoveries, and introduces him to spiritual values. This is a concrete, visible result. But it is equally important that theatrical activities develop the emotional sphere of the child, makes him sympathize with the characters and empathize with the event being played out. Thus, theatrical activity is 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.

Theatrical activities make it possible to develop the experience of social behavioral skills due to the fact that every literary work or fairy tale for preschool children always has a moral orientation (friendship, kindness, honesty, courage, etc.). Theatrical activities allow the child to solve many problematic situations indirectly on behalf of a character. This helps to overcome timidity, self-doubt, shyness [4, p. 5].

The characteristic features of theatrical games are the literary or folklore basis of their content and the presence of spectators (L.V. Artemova, L.V. Voroshnina, L.S. Furmina, etc.). They can be divided into two main groups: dramatizations and directorial ones (each of them, in turn, is divided into several types).

In dramatization games, the child, playing a role as an “artist,” independently creates an image using a set of means of verbal and nonverbal expressiveness. Types of dramatization are games that imitate images of animals, people, and literary characters; role-playing dialogues based on text; staging of works; staging performances based on one or more works; improvisation games with the acting out of a plot (or several plots) without prior preparation.

In director's play, “the actors are the toys or their substitutes, and the child, organizing the activity as a “scriptwriter and director,” controls the “artists.” “Voicing” the characters and commenting on the plot, he uses different means of verbal expression. Types of director's games: tabletop, plane and three-dimensional, puppet (bibabo, finger, puppets), etc. [1, p. 24].

To successfully develop children’s creative activity in theatrical activities, a number of conditions must be met:

— create conditions for the development of children’s creative activity in theatrical activities;

• introduce children to theatrical culture;
• ensure the relationship between theatrical and other activities;
• create conditions for joint theatrical activities of children and adults.

I organize theatrical activities in the morning and evening hours at unregulated times; I organically include it in various other activities (musical, cognitive, etc.) One of the main means of developing a child’s personality is the environment. Moreover, the subject-development environment not only provides joint theatrical activities, but is the basis for the independent creativity of each child, his unique form of self-education [4, p. 7].

Thus, theatrical activities greatly captivate the children of my group with their brightness, colorfulness, dynamics and diversity. It introduces children to the theater, and they love this art; the unusualness of the spectacles that unfold by me or by the children themselves captivates children and transports them to a very special, fascinating world. Theatrical activity is not copying, but a creative process of creating images, scenery, and plays. This activity is available to children from a young age. We play theatrical games with children and they bring pleasure, joy, and cause a good mood. But this is not the only educational potential of this type of activity. Through such a game, children receive an example of friendship, truthfulness, and responsiveness through the positive characters of the play. Theatrical activities should occupy an important place in the pedagogical process of a preschool institution, promote the creative development of children, and form the basis of their personal culture [2, p. 36].

Our kindergarten operates according to an exemplary general educational program for preschool education “From birth to school”, edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva, supplementing it with various modern partial programs. Analyzing existing programs recommended for working with preschool children, we came to the conclusion that today, when the problem of preschool education and upbringing is being widely and fundamentally solved and the tasks facing us, teachers of preschool educational institutions, are becoming more complex, the task of introducing children to theatrical performances remains very important. activities and development of children's creative abilities.

In our kindergarten, each group has created areas for theatrical games, where rich didactic material is collected: folders “For children about the theater”, “Theater professions”, “Types of theater”, etc.; card files have been developed: “Exercises and etudes”, “Games for transformations”, “Games for actions with imaginary objects or for the memory of physical actions”, “Ri, etc. There are also card files of games and exercises for speech breathing, articulatory gymnastics, exercises for neck and jaw, games and exercises to expand the range of the voice, creative games with words. Bright albums with illustrations and pictures for fairy tales attract children's attention. Parents took an active part in the creation of theatrical corners. As a result of joint work, different types of theater emerged: finger theater, tabletop theater, shadow theater, life-size puppet theater, “Snapping Head” theater, “Funny Glove” theater, etc. A variety of materials and patterns were selected for children to independently make attributes and elements of costumes for performances .

Theatrical areas have become one of the favorite corners where children with great pleasure act out their favorite fairy tale plots, rehearse roles, and look at illustrations. All this gives children the opportunity to plunge into the world of fantasy and imagination.

It has become a good tradition in our kindergarten to hold performances for children. Children get great pleasure from participating in such events. In the process of creative activity, children’s fear of making mistakes, of doing “the wrong thing,” is overcome, which is essential for the development of courage, freedom of children’s perception and thinking, everyone is given the opportunity to feel smart, resourceful, and quick-witted.

Children's creativity is facilitated by the established contact between teachers and the parents of our students. We strive to achieve a relationship where mothers and fathers are not indifferent to their children’s creativity, but become active allies and assistants to the teacher. Together with their children, parents make costumes and scenery for performances, and teach them roles. They take part in projects that we organize together. Parents give presentations on their Theater at Home experiences at parent-teacher conferences. And also, as part of the “Theater Every Day” project, they come and, together with the children, take part in the staging of Russian folk tales. All this contributes to rapprochement and mutual understanding in the families of the pupils.

We work to develop children’s creative abilities in theatrical activities in close contact with the music director and parents. The entire kindergarten team participates in the preparation of theatrical performances: together with the teachers, we prepare scenery, posters, and develop costume sketches. Together with the music director, we select musical pieces, learn them, and work on choreographing the dances. We share our experience with colleagues. We show theater for children of younger groups.

So, one of the most effective ways to influence a child is theatrical activity, in which the principle of learning is most clearly manifested: learn by playing!

All of the above allows us to draw the following conclusions:

1. During the process of theatrical play, children learn about the world around them.
2. Mental processes develop.
3. Speech develops.
4. Motor skills are improved.
5. The emotional-volitional sphere develops.
6. Behavior correction occurs.
7. A sense of collectivism develops.
8. Creative abilities are developing.

Bibliography:

1. Akulova O. Theatrical games. // Preschool education. - 2005. - No. 4. - P. 24.
2. Bochkareva L.P. Theatrical and play activities of preschool children: A methodological manual for specialists in preschool education. - Ulyanovsk, IPKPRO, 1993. - 48 p.
3. Koshmanskaya I.P. Theater in kindergarten (Series “Your Child’s World”). - Rostov n/d: publishing house "Phoenix", 2004. - 320 p.
4. Makhaneva M.D. Theatrical activities in kindergarten: A manual for preschool workers. - Moscow. Publishing house "TC Sfera", 2004. - 128 p.
5. Petrova T.I., Sergeeva E.L., Petrova E.S. Theatrical games in kindergarten: Development of activities for all age groups with methodological recommendations. — M.: School press (Preschool education and training. Supplement to the magazine “Education of Schoolchildren.” Issue 12), 2000. — 128 p.
6. Tsarenko L.I. From nursery rhymes to the Pushkin Ball... - M.: LINKA-PRESS, 1999. - 160 p.
7. Shchetkin A.V. Theater activities in kindergarten. For classes with children 4-6 years old / ed. O.F. Gorbunova. - M.: Mozaika-Sintez, 2007. - 144 p.

“Development of children’s coherent speech through theatrical and play activities.”

2.1. Development of coherent speech in children of senior preschool age.

Speech, a wonderful gift of nature, is not given to a person from birth. It takes time for the child to start talking. And adults must make a lot of effort so that the child’s speech develops correctly and in a timely manner.

A preschool educational institution develops all children's inclinations and abilities, and among them there is nothing more significant and important in importance than the ability to speak. Therefore, systematic teaching of speech, methodical development of speech and language form the basis of the entire system of education in kindergarten. During the period of preschool childhood, significant changes occur in the thinking of children: their horizons expand, mental operations improve, new knowledge and skills appear, and therefore speech improves. [33 In the development of coherent speech, the close connection between the speech and mental development of children, the development of their thinking, perception, and observation is clearly evident. In order to talk about something well and coherently, you need to clearly imagine the object of the story (object, event), be able to analyze, select the main (for a given communication situation) properties and qualities, establish cause-and-effect, temporal and other relationships between objects and phenomena. Observing various phenomena of the surrounding life (nature, everyday life, the work of adults, etc.), great importance is given to the development of coherent speech in children. The sky, water and earth, fields and forests, thunderstorms, the sound of the wind, the colors of golden autumn, the awakening of nature in spring - all this has an emotional impact on the child and encourages him to speak out. The possibility of repeated observations creates conditions for the correct consolidation of what is perceived in speech and provides material for comparison, generalization, and description of objects and phenomena. By observing nature, a child learns to find and correctly explain the relationship between objects and their changes in accordance with time, circumstances, i.e. explain the essence of the phenomenon. He begins to use sentences involving composition and submission. The methods and techniques we select for the development of coherent speech ensure conscious, deep and lasting mastery of the native language. Therefore, we strive to ensure that children accurately convey the results of observations. [2]

The development of coherent speech in children is carried out in the process of everyday life, as well as in educational activities. The ability to coherently, consistently accurately and figuratively express one’s thoughts also influences aesthetic development. When composing his stories, the child tries to use figurative words and expressions. Some children do not pronounce correctly all the sounds of their native language, do not know how to use intonation means of expression, or regulate the speed and volume of speech depending on the situation. There are also errors in the formation of different grammatical forms (genitive plural of nouns, agreement of nouns with adjectives, different ways of word formation). And, of course, a number of children find it difficult to construct complex syntactic structures, which leads to incorrect combination of words into a sentence and disruption of the connection between sentences in a coherent statement. And therefore, the development of coherent speech is inseparable from solving other problems of speech development: enriching and activating the vocabulary, forming the grammatical structure of speech, nurturing the sound culture of speech. Thus, in the process of vocabulary work, the child accumulates the necessary vocabulary, gradually masters the ways of expressing certain content in words, and ultimately acquires the ability to express his thoughts most accurately and completely. [7; 8; 15] It is important to remember that children first move to a coherent sentence in stories of a calm, narrative nature. When conveying events that caused vivid emotional experiences, the child lingers longer on the situational-expressive presentation. Thus, when children reach senior preschool age, coherent speech reaches a fairly high level. The child answers questions with fairly accurate, brief or detailed (if necessary) answers. The ability to evaluate the statements and answers of comrades, supplement or correct them is developed. In retelling literary works (fairy tales or short stories), children learn to coherently, consistently and expressively present the finished text without the help of an adult, intonationally conveying the dialogue of the characters and the characteristics of the characters. In storytelling based on a picture, the ability to come up with a title for a story in accordance with the content is developed. When talking about toys (or a set of toys), children are taught to compose stories and fairy tales, observing the composition and expressive image of the text. When choosing appropriate characters to tell, children give their descriptions and characteristics. In the senior group, learning to tell stories from personal experience continues, and these can be statements of different types - descriptive, narrative, contaminated

Theatrical activity is the most important factor in the development of a preschooler’s personality

 One of the most popular and exciting areas in preschool education is theatrical activities. From the point of view of pedagogical attractiveness, we can talk about the versatility, playful nature and social orientation of the theater. Of all types of games, theatrical play has a special impact on the development of the ability to recognize a person’s emotional state by facial expressions, gestures, intonation, the ability to put oneself in the place of another in various situations and find adequate ways to assist. Theatrical activity is an inexhaustible source of development of feelings, experiences and emotional discoveries, a way of becoming familiar with spiritual wealth. As a result, the child learns about the world with his mind and heart, expressing his attitude towards good and evil; learns the joy associated with overcoming communication difficulties and self-doubt.

In pedagogical research, theatrical activities are considered as a condition for the aesthetic education of a child, his artistic abilities, and creativity. An analysis of the literature made it possible to highlight the peculiarities of the perception of theatrical action by preschool children, open contact and exchange of feelings with the characters, the need for individual self-expression, and the child’s desire to reproduce the favorite character. The main problem is related to the development of scripts for children's theaters in a preschool institution and the development of image creation skills. The humanistic idea of ​​education draws the attention of teachers and practitioners to the development of personal values, to the child’s self-expression of his image and type of behavior in the space of peers and adults. Theatrical activity is the optimal condition for solving problems related to the development in a child of the values ​​of compassion, mercy, philanthropy and the ways of their manifestation, thereby forming the experience of life, creating a holistic picture of the world.

It is theatrical activities that make it possible to solve many pedagogical problems relating to a holistic picture of the world, including the formation of the expressiveness of a child’s speech, intellectual and artistic-aesthetic education. When participating in theatrical games, children form ideas about events in the lives of people, animals, and plants, which gives them the opportunity to gain a deeper understanding of the world around them. At the same time, theatrical play instills in the child a sustainable interest in his native culture, literature, and theater. The educational value of theatrical games is also enormous. Children develop a respectful attitude towards each other. They learn the joy associated with overcoming communication difficulties and self-doubt. Thus, from the above we can conclude about the importance of theatrical art in the development of the personality of a preschool child; it allows solving problems related to intellectual, artistic, aesthetic, moral education, and socialization of the individual.

The types and content of theater classes include: 1) general developmental games that develop attention, observation, courage, resourcefulness, and readiness for creativity; 2) rhythmoplastic exercises, which involve the development of motor ability and plastic improvisation; 3) psycho-gymnastic studies aimed at the formation of the cognitive and social-personal sphere; 4) special theatrical games that prepare children for action in stage conditions, where everything is fiction, develop imagination and fantasy; 5) tasks on the culture and technique of speech, improving breathing, diction, intonation and other means of expressive speech; 6) conversations and quizzes about theatrical art; 6) sketches and games for controlling theatrical puppets, developing hand muscles, endurance, and patience.

Through the means of the art of theater, it promotes familiarization with its expressive language, which lays the foundation for the formation of skills of perception, understanding and interpretation of actions that form the moral foundations, ideas, and actions of a person; developing skills of mutual communication and teamwork. In accordance with this approach, the program ensures the development of the personality, motivation and abilities of children in various types of activities in the following areas of development: social-communicative, cognitive, speech, artistic-aesthetic and physical.

At the same time, it is necessary to highlight a number of contradictions that exist in the practice of work of a preschool educational institution in connection with the formation of a holistic picture of the world in children of senior preschool age:

– between teachers’ understanding of the need to solve the actual problem of the developed content of a holistic picture of the world and the lack of systematic and consistent work, which is often situational and pedagogically inappropriate;

– between the use by teachers of traditional types of theatrical activities in the formation of a holistic picture of the world among pupils and ineffective organization, which does not take into account the modern characteristics and interests of older preschoolers, their desire for independence and initiative, children's activity, its satisfaction in theatrical games, as well as developmental potential and the possibilities of the theatrical activity itself;

– between the growing interest of modern preschoolers in integrative activities, in particular, theatrical activities, and its non-systematic use in the pedagogical process, the unpreparedness of teachers and parents for its implementation.

The indicated contradictions and the need to resolve them determine the relevance of the scientific problem, the search for new pedagogical solutions in the aspect of forming a holistic picture of the world of older preschoolers in theatrical activities.

Domestic teachers and psychologists consider theatrical activity as a specific type of artistic and creative activity that is of great importance for the versatile development of preschool children (L. V. Artyomova, L. S. Vygotsky, N. S. Karpinskaya, D. B. Mendzheritskaya, B. M. Teplov, L. G. Strelkova). L. S. Vygotsky defined theatrical activity as the most common type of children's creativity, since the dramatic form of reflecting life impressions is organically inherent in children's nature and finds its expression spontaneously, regardless of the wishes of adults. It includes various symbolic-modeling activities and is built on the organic unity of play, speech, drawing (M. A. Vasilyeva, L. A. Wenger, O. M. Dyachenko, A. A. Leontyev, S. I. Merzlyakova, L. G. Milanovich, N. F. Sorokina, E. L. Trusova).

The specificity of theatrical activity is that it allows you to implement the principles of natural conformity and cultural conformity of education (M. I. Nikitina) through the formation of an “image of the world” (A. N. Leontiev), the development of spatio-temporal orientation, familiarity with the laws of nature - cyclicity, interrelation and interdependence of objects and phenomena of the surrounding reality. At the same time, in the process of theatrical activity, the ability to distinguish the world of ideas, imagination from reality, the real world is formed (L. A. Wenger, O. M. Dyachenko, E. E. Kravtsova, S. N. Nikolaeva, etc.).

In the process of theatrical activities, various communication situations are modeled, coherent speech develops, which is a necessary condition for the child’s adaptation in society (M. A. Vasilyeva, O. L. Knyazeva, R. B. Sterkina, S. A. Kozlova, etc.). Children develop volition, special sensitivity and attention to the actions of people in life, the ability to see and understand the meaning of the simplest human actions, his feelings, relationships with people, nature (A.B. Zaporozhets, L.G. Strelkova, E.L. Trusova, D. B. Elkonin and others). In addition, research emphasizes the universal nature of theatrical activities, since they contribute to the formation of various sign systems, the development of cognitive, motor and emotional spheres, as well as the socialization of children (S. I. Merzlyakova, L. G. Milanovich, N. F. Sorokina and etc.).

In preschool pedagogy, the work of scientists O. V. Akulova, L. V. Artemova, T. N. Karamanenko, S. G. Mashevskaya, T. G. Pen, A. A. Petrova, E. R. was devoted to the problem of theatrical activities. Ragul, B.P. Yusova, etc. Analysis of the works of these authors made it possible to determine the directions that have developed in the study of this issue. L.V. Artemova suggests using theatrical games as a strong pedagogical tool that has a great influence on the child’s personality. S. G. Mashevskaya considers the structure of theatrical activity, which includes three links - writing, performance and perception. This makes it possible to make wider use of children’s creative capabilities, determining their “acting”, “directing” and “spectating” potential. A. A. Petrova highlights two aspects of the closeness of the dramatic form for the child, firstly, the dramatic form of “living out the impressions of life” lies deep in the nature of the child and finds its expression spontaneously. Children's fantasies and images do not remain in the realm of dreams, as with adults. The child wants to translate all his imagination and impressions into living images and actions. Secondly, there is a connection between any dramatization and play. B.P. Yusov sees the development of a child through the means of theater, that is, the child becomes involved in productive creative activity.

Literature:

1. Vygotsky L. S. Game and its role in the psychological development of a child / L. S. Vygotsky // Developmental Psychology. - St. Petersburg, 2001. - pp. 56–79.
2. Doronova T. N. We play in the theater. Theatrical activities of children / T. N. Doronova. - M.: Education, 2004. - 127 p.
3. Komarova T. S. Development of artistic abilities of preschoolers / T. S. Komarova. - M.: Mozaika-Sintez, 2013. - 160 p.
4. Komarova T. S. School of aesthetic education / T. S. Komarova. - M.: Kingfisher, 2006. - 416 p.