Dramatization games in the education of preschoolers.
Wooden dolls have a depression inside; it should fit tightly around the finger so as not to jump off, but also not to squeeze the fingers. The dolls have expressive faces, and the animals have their characteristic features. All heroes can fit on one or two hands. Kids will be happy to play with such dolls, pronounce the text, dance and sing with the toy on one finger, and then on several.
Finger theater is good when you need to show at the same time
several characters. First, you can act out a simple plot based on a fairy tale.
“Kolobok”, “Ryaba Hen”, then take more difficult subjects: “Red
cap", "Masha and the Bear", "Geese-Swans" "The Three Little Pigs". For Game
you can use a screen, they are sold in stores, or you can make one
ourselves.
The finger puppet theater is very useful for the development of fine motor skills, which has a beneficial effect on preparing the brush for writing.
Kids love to play with cardboard or plywood silhouette dolls on stands, painted on both sides, that move around the table - this is a tabletop flat theater
. Such sets are always dedicated to some kind of fairy tale. The set always includes a lot of decorations: these can be houses, trees, bushes, streams. The child enjoys voicing the roles of fairy tale characters, and he may be the only one
“storyteller”, changing the intonation of his voice. He can even voice
wind, thunder, noise of trees.
This game is suitable for children from four years old. She develops her speech well,
imagination, coordination of movements, vocal range.
Older children, more often in kindergartens, play cone theater
. His
can be bought in a store - this is an album in which all the details are cut out and
stick together. Every single detail is a geometric figure:
the body and arms are cones, the head is a circle, the ears are triangles, etc. Their
can be painted. The dolls turn out to be voluminous. Or you can do it yourself
invent and make such figures. Here the child has many opportunities -
make a toy yourself, realize your fantasies and creativity in
staging mini performances - fairy tales, nursery rhymes, songs. Bulk toys made of paper require caution; more often than not it is a game
only for one story.
The greatest opportunities for play—dramatization—provide
glove puppets
or
“bi-ba-bo” dolls.
This is a real theater that can be staged at home. These dolls are made from a hard head and a cloth suit that has no legs but two arms. The child puts the head on the index finger, and the middle and thumb in the hands, the body of the doll
– this is the artist’s hand. “Bi-Ba-Bo” is characterized by various movements and gestures. In the hands of actors they can laugh and cry, sing and dance,
Developing creativity in dramatization games
Changes in recent years that have occurred in the Federal State Educational Standard for Preschool Education have made it possible to include preschool education in the general educational system, equating its importance to school and college education. The changes that have occurred in the system of preschool education for children have led to a revision of many centuries-old postulates. Thus, the interaction “teacher-child” is no longer relevant; it has been replaced by the thesis - “child-adult-peer”.
In the new conditions, special attention is paid not just to learning the basics of writing and speech with preschool children, but to creating favorable conditions for the comprehensive development of each child as a creative personality. This is done through a game in which there are no specific frames and restrictions, which means there is nothing that disturbs the kids and prevents them from fully revealing all their talents. The game does not give ratings, which is also no less significant.
According to the Federal State Educational Standard for Education, all children are endowed with a wonderful imagination, which can best be realized through games of various forms and types. The game gives the child an idea of what is reality and what is fantasy, and establishes rules through which children gradually master various social skills.
The greatest results can be achieved by involving children in dramatization games, the essence of which is to reproduce a specific work. The actions of the participants in such a game are determined by the plot of a fairy tale or story, but without specific instructions on how to play, what to do, what to wear, or what to depict.
The main idea is to create a game situation in which each participant in the game has the opportunity to emotionally embody their chosen role. A child’s ability to convey the character of a character depends not only on the ability and desire to fantasize, but also on the recommendations of the teacher; the child must be taught to put himself in the place of the character he is playing, to be imbued with his feelings and experiences.
Very young children attending the junior group can easily portray a dog, cat, or other animal well known to them, completely transforming themselves into the chosen character. At the same time, they still cannot understand what to do next, since they can only copy the behavior of the animal, without understanding its essence. The teacher’s task is to familiarize children with the types and methods of gaming activities, and teach them to adhere to the game rules, consistently performing the tasks assigned to them.
For example, in games such as “The Mother Hen and the Chicks,” “The Bear and the Cubs,” and “The Hare and the Little Hares,” children are asked to carefully observe how birds flap their wings, bears clumsily and bunnies jump. After a visual demonstration, children need to independently repeat what they saw as they understood it. A child's vivid imagination is ready to give shape to any object, make it mobile and even talking. When acting out scenes with dolls and animals, the latter are easily transformed into images of children, which is easy to use in games based on famous works of art. Thus, children with great pleasure bring to life scenes from “Toys” by A. Barto, and “The Cat and the Goat” by Zhukovsky.
In kindergarten, it makes sense to conduct exercise games in which two children are asked to choose a toy and come up with a story about its adventures, subsequently acting it out. Several toys may be involved in the scene. An example story is the following:
“A sad hedgehog and a cheerful bear once met in a large forest, delighted at the meeting, they agreed to go to the zoo. The road was long, and along the way the animals danced and sang. At the zoo, friends saw a lot of animals, began to look at them, and after seeing enough, they returned home.”
Following the story, children can build a zoo, grow a forest and use a large number of toys to make the game more exciting.
The goal of the game is for children to gain knowledge about the behavioral characteristics of wild animals.
If you want to interest a child in play-dramatization, it is advisable to read with him various fairy tales in which there are many characters, for example, reading “Ryaba the Hen,” “My Bear” by Z. Alexandrova, “Masha is having lunch” by S. Kaputikyan is of great benefit. Books must be colorfully illustrated, as this helps children get a true picture of the character. Showing filmstrips while simultaneously holding a conversation about the actions of the main characters, highlighting the positive aspects in their actions, is of great benefit.
Using visual examples helps improve motor skills. The teacher selects one of the most active children from among the children, puts him in front of the group and performs certain motor exercises with him, the rest watch and repeat. To prevent children from getting bored, all activities can be presented in the form of a game called “Steam Locomotive”. Children, reincarnated as various animals, go on a journey through a forest, meadow, or crowded city. The teacher drives the locomotive, acting simultaneously as a conductor and guide. Its task is to make children’s imagination work, for which it is advisable to use pictures and stories about how beautiful the nature is outside the window, how many animals and birds there are in the forest, and the like. Children can leave the locomotive and carry out tasks assigned to them, for example, picking mushrooms, raspberries, and collecting nectar from flowers. At the same time, they do not leave the role of animals. Children who cope best with the role of animals receive a reward - real honey, raspberries, mushrooms. The game is not limited in time and the number of characters participating in it, they play until they get bored, the teacher is the center and the basis of the game, it is he who must show the children with what intonation in the voice to speak, what facial expressions and gestures to use, how to walk and what pose to take.
By repeating this game over and over again throughout the year, you can achieve colossal results; most of the children in the group will be able to not only portray the animal, but also imagine its image in various game situations. There will be an interest not just in games, but in production games, performances, and bringing works of literature and art to life. A love for fairy tales and nursery rhymes will appear, as the most emotional works that allow you to have no limits on your imagination.
Moving on to the middle group, where children already know how to do everything listed above, special attention should be paid to the combination of movements and words, developing a sense of friendship and camaraderie. The techniques and methods remain the same as in the younger group, but they gradually become more complex.
For example, when playing the above-described game “Steam Locomotive,” children should no longer just ride on a steam locomotive and pretend to be animals, but accompany all their movements with speech. Naturally, this does not work out the first time, so it is ideal to invite the child to describe his every action, coming up with a story about who he is, what he is doing, and why he came here.
Example story:
“I am a club-footed bear (the child imitates a club-footed gait), I have a big head (shows), I love honey (imitates a dance around a barrel of honey), I am strong, I am not afraid of anyone (depicts a stern, menacing look).
The most active children always eagerly take part in fairy-tale productions. Help in organizing the game can be provided by a table theater, in which you can play out, for example, the fairy tale “Kolobok”. Naturally, children will not be able to arrange the actors and decide on roles on their own; the teacher must help them with this, including everyone who wants it in the game. The existing experience of conducting such games shows that after some time, children not only play with pleasure, but also demonstrate the fairy tale to other subgroups and parents.
Inactive children should also take part in games; for such children it is necessary to choose works with fewer details and active characters. As an option - folk nursery rhymes “Kitsonka-murysenka”, poems “Where is my finger?” N. Sakonskaya, “Gloves” by S. Marshak. The actions that the main characters need to perform are minimal and maximally correspond to the little life experience that children have, which significantly facilitates the gameplay.
Children in the older age group must learn to find a way to express their emotions and feelings on their own. For this purpose, it is advisable to conduct excursions and walks, the purpose of which is to get acquainted with the environment, the life of birds and animals, and observe people’s behavior, movements and intonation.
You can develop your child’s imagination with the help of special tasks, for example: “Imagine a river, a river bank. We lie on the sandy shore and sunbathe. We have fun and smile. We dangle our legs, sit down, go to the shore and lower our feet into the water. We sit down, roll over onto our backs, reach our toes with our fingertips, get up and run to the river again and start swimming.
The water is warm, we swim, move our hands, first raise our right hand, then our left (the teacher shows the children how best to do this in order to imitate the movements of a swimming person as accurately as possible). We dive, stop and spread our arms upward from the sides. We swim underwater, make movements with our hands as if we were actually cutting through the water. We surface, go ashore, take a towel, dry ourselves off.”
It is acceptable to instruct children to complete other tasks, for example, to walk as old women, queens, and adults of various professions do. A huge help in working with children of different ages is provided by facial sketches, in which the children themselves take part, telling and showing with the help of facial expressions and gestures what is being discussed. Children are happy to portray various characters, even if the task seems overwhelming to them at first. The teacher can invite a child, or a group of children, to use facial expressions to depict a dog, a cat, a sparrow and a butterfly, supplementing the task with the following story: “The dog is lying on the ground, sleeping. He wakes up, stretches, looks around and runs outside, where the cat is waiting for him. Further development of the plot depends on the children themselves and their imagination.
It is possible to carry out similar exercises with imaginary objects, asking children to imagine a ball, pick it up, and pass it to another child or teacher. You need to be prepared for the fact that not all children will want to take part in the gameplay, but after watching their peers play, they will probably soon change their minds.
It is necessary to conduct other games of this kind with children. Children can stand in a circle and, at the teacher’s command, begin to perform various types of movements. The game is similar to the children's game “The sea worries once,” since after a certain conditional password pronounced by the teacher, they all must freeze in the poses they took. After this has happened, the teacher should go around all the children and ask each of them what he did.
Children love to solve riddles, so you can ask them to demonstrate their hero first with body movements, and then solely with words. The name of the character is not announced; the remaining participants must guess who exactly is being presented to them and try to portray someone themselves. As an example, the teacher can show several animals performing certain actions, for example, looking for food or going somewhere. In this case, facial expressions and gestures characteristic of these animals are used. The tasks should be fairly simple and designed for children of a certain age.
Fairy tales are the most conducive to the development of creative abilities of preschoolers, and for good reason, because it is in fairy tales that dramatic conflict, clash of characters, acute situations, emotions are best presented, there are short, easy-to-remember dialogues, and the language is simple and figurative.
A fairy tale is most suitable for a dramatization game. After reading a fairy tale, the teacher can conduct a conversation based on its motives, asking the listeners various leading questions, the purpose of which is to determine whether they liked the fairy tale and what moments were the most interesting. Children can be asked to retell the fairy tale, highlighting the main characters. The older group can be asked to come up with a new fairy tale, which could include the main character from the one they just heard. The tale is told by role, choosing the appropriate intonation for the occasion. To enhance the sense of partnership, children are divided into groups of two, who are asked to act out the most striking episodes of a fairy tale involving two characters.
You can dramatize any fairy tale; books with pictures and toys can help with this. Before staging a fairy tale, children should be divided into groups and motivated by telling them that the best production in the group will be shown in front of younger groups or parents.
Each child must choose his own character and the costume in which he will perform. You can make costumes yourself with the help of adults.
With the help of dramatization games, it is possible to achieve good results, children are prepared for independent activities, and they develop creative abilities.
