Dramatization of fairy tales in kindergarten in the senior group: recommendations for the teacher

Psychological characteristics of children in the senior group of kindergarten

By the age of five, a child already knows and can do a lot. At this age, memory is quite well developed. However, the most interesting things perceived on an emotional level are remembered more firmly. An older preschooler has a clear understanding of all types of emotions. He develops various feelings: curiosity, a sense of humor, surprise, a sense of beauty, pride, friendship, etc.

Children aged 5-6 years show creative activity in various fields of activity. The development of fantasy and imagination is often expressed in the composition of funny stories. With all this, the child is attentive to any comments from the adult and tries to act, guided by his advice.

The natural characteristics of an older preschooler create favorable conditions for successful performances.

Series of lessons “Speech therapy tales”

Children love fairy tales, children believe in fairy tales... And we invite you to immerse yourself in long-familiar fairy tales and use this rich material to develop the child’s abilities and capabilities.

Description of work

: This methodological development will be useful for educators, parents, speech therapists, defectologists and educational psychologists. The manual was developed with the aim of teaching effective interaction between preschool children in a group, using game material on fairy tale therapy.

annotation

Correctional and developmental activity is a complex pedagogical process, the result of which should be the normalization of all aspects of the child’s speech, the development of psychomotor skills, cognitive and mental processes, the education of the child’s personality, and also take into account the creation of a health-preserving environment. In the context of the implementation of the federal state educational standard for preschool education, the teacher is obliged to guarantee the protection and strengthening of the physical and mental health of children, as well as to ensure the emotional well-being of each child. Thus, improving the quality of children’s education is one of the important areas of modernization of preschool education.

Based on the requirements of the Federal State Educational Standard of the new generation, the teacher is faced with the question of improving the quality of preschool education for children through the use of modern technologies. One of these technologies is the use of elements of the method of complex fairy tale therapy.

Fairy tale therapy is a young, modern and promising direction in practical psychology and pedagogy, which, using the metaphorical resources of fairy tales, allows you to develop a child’s self-awareness, become himself and build special, trusting, close relationships with others. The fairy tale therapy method is a health-saving technology, a comprehensive system aimed at correcting speech disorders, the personal development of the child, preserving his health and allows, within the framework of a fairy tale, to solve correctional, educational, developmental and educational tasks. A fairy tale is the most accessible material for the development of a child’s mental activity. The world of a fairy tale is wonderful, it is unique and inimitable in its capabilities. Fairy tales are simple, cyclical in nature - repeated repetition of the plot with slight changes. This feature of folk tales allows the child to better remember the plot and develops memory. It is fairy tales that help to awaken interest in words.

“Fairy Tales” is perfect for kids who are just starting to participate in group activities - because here the action takes place around an already familiar plot. And older children will be interested in “playing a fairy tale” in a new way. Therefore, the presented material can be used in work with a wide age range - from 3 to 7 years.

The fairy tale sets out in detail the scheme of sequential actions. This is very important for a child, because in order to learn the connection between cause and effect, he needs to trace every step from the beginning of the path to its completion.

Children acquire knowledge through repeated repetition. At the same time, they do not like monotonous activities, from which they quickly get tired. The proposed material for complex lessons allows you to play a fairy tale, operating in all educational areas: artistic-aesthetic, physical, speech, social-communicative and cognitive. A fairy tale serves as the best material for a dramatization game. While playing, a child is able to understand and evaluate the actions of the heroes of a fairy tale, condemn the actions of negative characters, and evaluate his own actions and the actions of other people. In fairy tales, there are good and bad heroes - the child always wants to take on the role of a positive hero. The child is able to transfer the acquired knowledge into everyday life, this helps him regulate his behavior and establish relationships with peers and adults. The child begins to master the norms and rules of behavior, he develops ideas about what is good and what is bad. Each fairy tale included in the proposed complex contains material that allows organizing mini-trainings related to the safe behavior of children, which is currently a very pressing issue.

The language of the fairy tale is rhythmic, the words are rhymed, the characters are given definitions - this also allows the child to enrich the vocabulary and better remember and understand the content of the fairy tale. In the process of classes, speech develops, the vocabulary is enriched by nouns, adjectives, verbs, pronouns, adverbs, and numerals. Special attention is paid to practicing prepositions and skills in forming possessive and relative adjectives. Some of the tasks are devoted to the development of the prerequisites for the development of clear speech - training articulatory motor skills and speech exhalation. Exercises in intonation expressiveness and tempo-rhythmic organization of speech are not left aside.

With the development of speech, the child begins to develop thinking. The words are general in nature. In the process of playing with fairy tales, vocabulary on various topics is updated, tasks are performed to eliminate unnecessary things, select logical ones, and establish logical and cause-and-effect relationships.

Standards of color, shape and size of objects are fixed, and games are offered to develop tactile perception. Elementary mathematical concepts are formed. Children consolidate quantitative and ordinal counting skills, practice addition, dividing equally, and doubling objects. Spatial concepts develop.

Tasks on modeling fairy tales using geometric figures gradually lead away from concrete images to abstraction, i.e. prepare for mathematical activities with signs and numbers.

For older preschoolers, the tasks “New Fairy Tales” and “I Give Advice” are intended, offering unconventional use of fairy-tale material, creatively transforming the course of the story, inventing different endings, introducing unforeseen situations, etc. In the course of completing such tasks, children's thinking and imagination develop. It is imagination that makes life individually creative, unique, and non-standard.

For each type of activity, options and types of complications are proposed that will correspond to the capabilities of children in a particular group, so the teacher can choose tasks of such a level of complexity so that it is feasible, interesting and exciting for each child. The material of each summary is designed not for one, but for several lessons held during the day or week (at the choice of the teacher). It is important to organize the activity so that each stage of the game smoothly flows from one to another without delays and searches for the necessary attributes.

"Turnip"

Objectives: development of fine motor skills; development of articulatory motor skills; development of speech exhalation; development of spatial concepts; working with prepositions “before”, “behind”, “after”; exercise in carrying out multi-step instructions; working on the tempo of speech; work with sensory standards; enrichment, clarification and updating of the dictionary of quality adjectives development of imagination and fantasy

Equipment: table theater “Turnip”; matryoshka “Turnip”, screen didactic game “Turnip” with characters on Velcro; yellow circle, yellow ball, picture “Turnip” chalk or marker board, or paper and felt-tip pen audio recording of the fairy tale “Turnip” a set of various balls, bag, hoops

additionally: cards with the names of the heroes, Zaitsev, Chaplygin cubes, magnetic alphabet, chalk board, etc. Nikitin fractions

1. Introduction to the topic

- Today a fairy tale will come to visit us. How do we call a fairy tale?

“Fairy tale, come!” They clap their hands. “Shhh...” The screen is removed - behind it lies a yellow circle

Today a fairy tale about a vegetable will come to visit us.

Hint figure: yellow circle

Riddle-hint : Yellow side, round side - the bun lies on the bed. Rooted firmly into the ground. What is this?

Hint picture: turnip

Hint toy :
turnip

1. Remembering a fairy tale

   “Talking turnip” Speech exhalation

- How beautiful our turnip is! Round, smooth, strong! And what green leaves it has! Listen to how the turnip rustles with its leaves.

Children take turns blowing on turnip leaves

It seems that the turnip wants to tell you something.

The fairy tale is told by a speech therapist together with the children or an audio recording is listened to

1. Working on a fairy tale

   “Oh, what a turnip!” Qualitative adjectives

- Say a lot about the turnip. What is she like?

Younger children with support from a picture (on the demo table there is a turnip from the theater) older children without visual support

The yellow ball is passed around in a circle (if there are many children), the speech therapist asks leading questions with older children - the “drawing” technique is used

(big, yellow, ripe, round, large, huge, sweet, strong, fabulous, smooth...)

1. “Such different turnips!” Sensory standards. Story-description.

- Look how many different turnips there are!

(balls of various sizes, colors, textures and weights are poured onto the carpet)

— Find the biggest... The smallest

- Yellow... Red... Green... Blue... Multi-colored...

- Hard... Soft...

- Fluffy... Smooth... Rough

- Heavy... Light...

- Let's collect our harvest in a bag

- And now everyone will get one turnip for themselves and tell what it is like...

Children complete the task, the speech therapist suggests signs (color, shape, size, touch...)

1. "Warm-up." Articulation gymnastics

— When my grandfather decided to plant a turnip, he began to dig up the garden. How? With a shovel. (“scapula”)

— Then he planted seeds in the ground (“football”)

- At first the turnip was small (suck in your cheeks)

- Then it grew big, very big (puff out cheeks, hold)

- Small - big - small - big... (alternation)

- When the grandfather could not pull out the turnip, he frowned (furrow his eyebrows)

“Then I started looking around, who should I call for help?” (“watch”)

“Grandfather and his whole family pulled the turnip out of the ground, and we will pull the tongue.” High, high, right up to your nose! (4-5 times)

— When they pulled the turnip out of the ground, everyone was happy and began to smile (“smile”)

— And then they ate the turnip and licked their lips (4-5 times)

1. "Speech exercise." Rate of speech.
   Let's remember all the heroes of this fairy tale and the poem from it.

The characters are introduced one by one.

• Who can recite this poem quickly and quickly?
• And now very slowly, but without stopping.
• Now it's fast, then it's slow.

• "Queue". Prepositional constructions. Spatial representations

  Here is a turnip and fairy tale characters for each of you. Put them in order.

• Tell me, who is first in line? last? third? fifth? second?
• Who is standing in front of the Bug? after grandma? for the cat? between a mouse and a bug?
• Now build a queue in which: - the first is the grandmother, the last is the cat, the granddaughter is the third; - the second is the granddaughter, in front of her is the Bug, the grandfather is the last, in front of him is the mouse; - the last one is Zhuchka, the second one is the grandmother, the fourth one is the grandfather, after the grandfather one is the granddaughter.

The yellow circle is replaced by a kolobok figurine from the tabletop theater

II . Remembering a fairy tale

on the demo table, the teacher, with the help of figures from the theater and with the active support of the children, recites a fairy tale, the kolobok song is accompanied by the performance of gestures

finger gymnastics

III . Working on a fairy tale

1. Logical warm-up.
   Do you think this story happened in winter or summer?
2. Where did grandma put the bun to cool down? (on the window)
3. And since the bun rolled away, did that mean the window was open or closed? (open)
4. Do the windows open wide in winter? (No)
5. Who did the bun meet on the way? (hare, wolf, bear, fox)

As they are named, the characters of the fairy tale are put on display. table

• Could a bun meet a bear in winter? (no, the bear sleeps in winter)
• Where is the path along which the bun rolled - in the forest or in the city? (In the woods)
• It turns out that this story happened in the summer, in the forest, and everyone the bun met were forest dwellers

Fizminutka

The little gray bunny sits and wiggles his ears. It's cold for the bunny to sit, he needs to warm his little paws. It's cold for the bunny to stand, the bunny needs to jump

• Who did the bun meet after the hare? (wolf)
• What color is the wolf? Find the same card and take it to the wolf
• How many paws does a wolf have? Ears? Khvostov?
• When the bun rolled away from the wolf, he became upset and howled

Development of the voice and speech exhalation “The wolf howls”

• Who did the bun meet after the wolf? (bear)
• What color is the bear? Find the same card and take it to the bear
• How many ears does a bear have? Lap?
• What kind of tail does a bear have - long or short?
• Let's show how a bear walks.
• Do you know what the bear likes to eat? (honey)

Fizminutka

Our little bear stretched - he bent over once, he bent over twice. He spread his paws to the sides, apparently didn’t find any honey. He climbed a tree - and now he licks sweet honey from his paw!

• Who was the last person the kolobok met? (fox)
• What color is the fox? Find the same card in your place and take it to the fox.
• How many paws does a fox have? Ears? Khvostov?
• What kind of tail does a fox have?
• Why is the fox called a cheat in fairy tales?
• Who did the fox deceive in this fairy tale?

2. Vocabulary warm-up. (for children 5-7 years old)

• Let's remember what other characters are in the fairy tale "Kolobok"?

As they are named, the characters from the tabletop theater are displayed on the table.

• If I remove the main character, Kolobok, then those who remain can be divided into two groups. Which? (people and animals)
• Let's talk about each animal from the fairy tale. The poster book “Kolobok” is used - which hare? ( small, fluffy, cowardly, funny, grey...)

  - what wolf?
  (medium in size, gray, hungry, toothy...)
  - what kind of bear?
  (huge, brown, clumsy, club-footed...)
  - what kind of fox?
  (small, red-haired, beautiful, cunning...)

- It’s a pity for such a wonderful bun! Let's save him from the fox!

Development of the voice and speech exhalation using the “Obedient Breeze” manual - blow the bun off the fox’s nose, tennis balls - whose will roll further

1. “Such different koloboks!” Sensory standards. Story-description.

- Grandma baked many, many different koloboks! (different balls are poured onto the carpet)

— Find the biggest... The smallest

- Yellow... Red... Green... Blue... Multi-colored...

- Hard... Soft...

- Fluffy... Smooth... Rough

- Heavy... Light...

- Let's collect all the koloboks in a bag

- And now everyone will take out a kolobok and tell you what it is like...

Children complete the task, the speech therapist suggests signs (color, shape, size, touch...)

1. Speech exercise
   What did the animals say when they met Kolobok in the forest? (Kolobok, Kolobok, I'll eat you!)

   .

The game “Guess whose voice” uses characters from a tabletop theater and a screen, first the adult speaks in animal voices, then, in turn, the children themselves

1. Articulation gymnastics “Kolobok”

“Across the barns broom” - movements of the tongue left and right along the lower lip

“Scratched the bottom of the barrel” -
pushing the tongue between the teeth
“kneaded the dough” -
“football”
“put it on the window to chill” -
open the mouth, the tongue lies calmly at the bottom of the oral cavity
“the bun got bored” -
“watch”
“jumped from the window” - “ horse" - "fungus" "rolled" - circular movements of the tongue "met a hare" - "swing": hare jumps or ears "met a wolf" - "pipe": a wolf howls in a whisper "met a bear" - energetic movements of the lower jaw "met a fox" "-"delicious jam", the fox licks his lips

1. “How we divided the bun” (using the manual “Nikitin’s Fractions”)

Choose an option for treating grandma and grandpa. What if your granddaughter arrives? Divide into forest animals? Divide it so that all the children in the lesson can enjoy it?

1. "I give advice."
   Let's go back to our Grandfather and Grandmother. How do you think they felt when they discovered that Kolobok was missing? (upset, upset, offended, depressed)
2. What should Grandfather and Grandmother have done to prevent Kolobok from rolling away? (do not leave unattended, do not place on a window, do not open a window, bake in the form of a cube...)
3. Now let's think about Kolobok. The fox turned out to be more cunning. What needs to be done to outsmart her? (not to believe her, to become stale and tasteless, to become green so that it is not noticeable in the grass...)
4. Reading (older children only)
   Choose names for the heroes of our fairy tales
5. Make up the names of the characters
6. “New Fairy Tales” (for children 5-7 years old)
   Now listen: the tricky word NOT got into the fairy tale and this is what happened... Grandma did NOT bake a bun... And what did she do? (found, bought, made...)

   It was NOT grandma who baked the bun... But who?
   (granddaughter, Baba Yaga, three bears...)
   the grandmother baked NOT a bun... What?
   (cake, roll, pastry...)

7. Figure out what happened next

III . Fairy tale dramatization.

(with the addition of heroes from the previous tale.)

"Teremok"

Objectives: development of fine motor skills; development of articulatory motor skills; development of spatial concepts; concepts of “left”, “right”, “above”, “below”; work with prepositions “above”, “under”, “between”; exercise in carrying out multi-step instructions; enrichment, clarification and updating of the dictionary on the topic “tools”, “house”, improvement of mathematical skills of counting and addition, development of imagination and fantasy

Equipment: matryoshka doll “Teremok”, screen tabletop theaters “Teremok”, “Kolobok”, “Turnip”; scheme of the mansion; schematic images of a wolf, fox, frog, bear, hare, mouse. chalk or marker board, or paper and felt-tip pen audio recording of the fairy tale “Teremok” pictures of objects “Tools” wooden construction set illustration “hut”, “house”

additionally: cards with the names of the heroes, Zaitsev, Chaplygin cubes, magnetic alphabet, chalk board, etc.

I. _ Introduction to the topic

• What fairy tales have we already visited? (“Turnip”, “Kolobok”)
• Let's remember the heroes of these fairy tales. As they are named, the characters are placed on the demo table. (Grandfather, grandmother, granddaughter, dog, cat, mouse, bun, hare, wolf, bear, fox)
• Now name only those animals that can live in the forest. (hare, wolf, bear, fox, mouse)

Children name, the adult puts these characters in the first row, and removes the remaining ones.

• And now I’ll add one more character, and you’ll try to guess what fairy tale we’ll be playing with today.

A frog is added

• That's right, this is the fairy tale "Teremok"

II . Remembering a fairy tale.

Reading for adults. Audio recording.

III . Working on a fairy tale

1. Warm up.

• What is a teremok? (Terem is a large beautiful house in the old days)

  Show in picture

• Why do they say about a mouse “The mouse is a bitch”? (lives in a hole)
• What else can you call a mouse? (baby)
• Why is a frog called a frog? (croaks)
• What other nickname can you give her? (jump)
• “Jumping Bunny,” that’s what they call a hare in a fairy tale. Why? (jumps)
• What is another name for a hare in fairy tales? (bunny - coward)
• Why wasn't he called that in our fairy tale? (he is brave, lives in the same house with a fox and a wolf)
• The fox in this fairy tale is called “The fox is the beauty of the whole forest.” Why?
• What other nicknames does a fox have? (cheat, little fox-sister...)
• Did the fox deceive anyone in this fairy tale?
• The nickname of the wolf in the fairy tale “Teremok” is “The top is a gray barrel.” Why? (he has a gray side)
• What other nicknames does a wolf have? (wolf - clicking teeth)
• Why don't they say that about the wolf in this fairy tale? (he's not evil)
• What nickname will we give to the bear? Did he break the tower out of anger or accidentally?

2. Self-massage. Articulation gymnastics

• “Wall, wall, ceiling, doors, windows and bell” massage: stroking, tapping cheeks and forehead, close your eyes, open your eyes wide, raise your eyebrows, frown, open your mouth, wrinkle your nose
• “The mouse squeaked quietly and did not wake the cat” quiet tapping of lips
• “Frogs really like to pull their lips straight towards their ears. They smile, laugh, and their eyes are like saucers!” "smile"
• “Oooh! Woohoo! Wolves howl at the moon" "tube"
• “The gray wolf clicks his teeth. Until he bites, but grins angrily...” “grin”
• “The fluffy fox tail flashes, covering all traces” “watch”
• “Jump-jump, jump-jump, the bunny jumped onto the stump. He beats the drum loudly and invites all the guys to play!” "horse", "machine gun"
• “Teddy bear, too clumsy” “nut”

3. Speech exercise

• What did the animals say as they approached the tower? (Who-who lives in a little house? Who-who lives in a low one?)

  .

The game “Guess whose voice” uses characters from a tabletop theater and a screen, first the adult speaks in animal voices, then, in turn, the children themselves

4. I give advice.

Fairy tale and mathematics

• The tower fell apart. What should the animals do? (build a new one)
• First you need to figure out what the tower will be like. How many rooms should it have so that there is enough for everyone?
• Our mansion will have three floors (diagram of the mansion) Show me where the first floor is? Where's the third one? Second?
• Who is better to accommodate on the first floor? Second? Third? Why? (focus on body weight, size of animals)
• Imagine that when it rains outside, each of the characters puts on rubber boots. How many boots will there be in the hallway of the tower? How many pairs? (for children 5-7 years old)

Spatial representations, prepositions

• Who lives above the bear? Over the fox? ...
• Who does the mouse live above? Wolf?
• Who lives under the bunny? Under the frog?
• Who lives above the fox? Below the hare?
• Who lives to the right of the fox? To the left of the wolf? Who lives between the mouse and the frog?

Expanding vocabulary “Tools”

• Where to get material for building a tower? (In the woods)
• How do we cut down a tree? (saw)
• How do we cut off the branches? (with an axe)
• How do we plan the logs? (with a plane)
• How do we fasten them together? (we hammer the nails in)

Development of fine motor skills

• Terem-terem-teremok, the animals were building a house... Who will build the tallest wall/tower?

Laying out a wall of beams or a tower of cubes. Children 5-7 years old building a house

Vocabulary “HOUSE” (work with illustration)

• Terem-terem-teremok, the animals were building a house Shutters

  carved
  ,
  painted
  .
  The house is growing higher and higher, there is
  a cornice, a chimney
  and
  a roof.

5. “New fairy tales” (for children 5-7 years old)

• Do you remember how the fairy tale began? ( There is a tower in the field)
• Now listen: the tricky word NOT got into the fairy tale and this is what happened... There is a tower in the field NOT... And what?
• Figure out what happened next

6. Reading (for older children only)

• Choose names for the heroes of our fairy tales
• Make up the names of the characters

IV . Fairy tale dramatization.

(using table theater, masks, etc.)

Dramatization + “We have guests” (for 5-7 years)

Children act out the fairy tale first according to the traditional scheme, then the required (according to the number of children) number of characters from other fairy tales (gingerbread man, grandfather, cat, etc.) is added. The final stage is the appearance of the bear. Along the way, questions are asked: “What can the character do?” (reliance on visual image), “What fairy tale is he from?” (for guests)

"Three piglets"

Objectives: development of fine motor skills, tactile sensitivity, development of speech exhalation; development of spatial concepts; concepts “left”, “right”, “above”, “below” work with prepositions “above”, “under”, “between” improvement of mathematical skills (dividing equally) exercise in the formation of relative adjectives learning to model using geometric figures development of imagination and fantasies

Equipment: table theater “The Three Little Pigs”; decorations of trees, a screen, an audio recording of the fairy tale “The Three Little Pigs,” a dry finger pool (peas, beans, etc.) or sand, acorns (10-20 pieces), a set of geometric shapes for modeling the fairy tale, wrapping paper noodles, matches, sticks, decorative pebbles illustration “What kind of houses are there?” puzzle game “Where is whose house”

additionally: cards with the names of the heroes, Zaitsev, Chaplygin cubes, magnetic alphabet, chalk board, etc.

I. _ Introduction to the topic

• Today a fairy tale will come to visit us again. How do we call a fairy tale?

Children clap their hands and say: “Fairy tale, come!” "Shhhhh"

• The fairy tale we will play with today is called... Look at these figures and guess for yourself

Three pink circles

• That's right, this is the fairy tale "The Three Little Pigs"

II . Remembering a fairy tale.

Audio recording.

III . Working on a fairy tale

1. Scenery

• Where do you think this story took place? (at the edge of the forest)
• So for our scene we need trees.
• What time of year do you think this story took place?
• So what color should the trees be? Choose the ones that suit you.

Autumn tree decorations are being installed

• What material did Nif-Nif decide to make a house from? (from straw)
• So the house he built is called ... (straw)
• Find Nif-Nif and his house.
• What material did you decide to make yourself a house from? Nuf-Nuf? (from tree branches)
• So, the house he built is called... (wooden)
• Find Nuf-Nuf and his house.
• What material did Naf-Naf decide to make a house from? (from stones)
• So the house he built is called... (stone)
• Find Naf-Naf and his house.

House decorations and piglets are being installed

1. Fairy tale and mathematics

• What do piglets like to eat? (acorns)
• Find acorns in this trough.

Children search for acorns in a dry finger pool, then do math problems

• Help the piglets divide equally 6 acorns, 9 acorns, 12 acorns, 15 acorns, 18 acorns.

1. Speech exercises. Intonation.

• What's happened careless

  ?
  prudent
  ?

• Which piglet is the most prudent? Who is the most careless? Why?
• Which piglet has the highest, thinnest voice? (At Nif-Nif)
• Which piglet has the deepest, deepest voice? (At Nuf-Nuf)
• Which piglet has an average voice? (At Naf-Naf)
• Let's sing a song about piglets in different voices.

“We are not afraid of the gray wolf, gray wolf, gray wolf! Where do you go, stupid wolf, old wolf, dire wolf?

2. Dramatization + modeling

Establish the relationship between geometric shapes and fairy tale characters and their houses.

The stages of the fairy tale are demonstrated sequentially using geometric figures, guessed by children and found confirmation behind the removed screen

If you have time, invite children to create a model of a particular situation on their own.

Stages: 1. the piglets are having fun, a wolf is watching them from afar. 2. piglets near the built houses, the wolf is close. 3. Nif-Nif hid in a straw house, the wolf was nearby. 4. The straw house is destroyed, Nif-Nif and Nuf-Nuf are in the house made of branches, the wolf is nearby. 5. The straw house and the house made of branches are destroyed, the piglets are in the stone house, the wolf is nearby. 6. the same, but the wolf is on the house. 7. The wolf runs away, the piglets dance around the house

3. Prepositions, spatial representations.

• Tell me where the wolf is now?
• Place the wolf behind the house, in front of the house, to the right of the house, between the houses, etc.

4. Speech exhalation.

• How did the wolf destroy the pigs' houses? ( blowed on them )
• Let us also test the strength of the piglets' building materials.

Suggest substitute materials: straw (packaging paper noodles), branches (matches), stones (decorative stones)

• Build Nif-Nif's house. Nuf-Nuf. Naf-Nafa.
• Transform into a Wolf. Blow on Nif-Nif's house. Nuf-Nuf. Naf-Nafa.
• Which “house” turned out to be stronger?
• Let's try to blow it all together.

4. I give advice. TRIZ

• What is good about a straw house? From branches? (can be quickly built, easily moved to another place, does not litter the forest, and is not conspicuous.)
• What can be made from destroyed houses? (weave furniture, arrange a soft feather bed, make a fence, make a fire, use it as fishing rods, make a broom)

5. What kind of houses are there? (relative adjectives)

• What are the houses in our city made of?
• Brick house - which one? (brick)
• House made of panels - which one? (panel)
• Log house - which one? (log)
• Iron roof - what kind? (iron)
• Tile roof - what kind? (tiled)
• What houses did ancient people live in? (in caves)
• What kind of houses do people live in in the north? (in tents, in yurts, in snow igloos)
• Now let's remember what kind of houses animals, birds and insects live in.

Game “Where is whose house?”

6. What's extra? - hole, den, yurt, nest - carefree, prudent, carefree - walls, roof, floor, porch, door

7. Add a word. - A bear is a den, a squirrel is ... (hollow).

- House - build, nest - ...
(twist) -
Illness - doctor, house - ...
(builder)
8. “The tale continues.” — When winter came, the wolf became cold in the forest. And he decided to build himself a house too...

What happened next? What kind of house did the wolf build? How did he want to outsmart the piglets? What came of it?

9. “New fairy tale.” - Once upon a time there were three NOT little pigs... And who? What happened next? - And then NOT a wolf appeared... But who? What happened next?

"The wolf and the seven Young goats"

Objectives: development of spatial concepts; working with prepositions “on”, “in”, “above”, “under”, “between”, “from”, “from under”, “before”, “about” improving mathematical skills (doubling) updating vocabulary in topics “Fruits”, “Vegetables”, “Berry”, “Flowers”, “Furniture”, “Days of the week” exercise in the formation and use of collective numerals work with sensory standards of color development of imagination and fantasy

Equipment table theater "Wolf and Little Goats"; image of a rainbow; cabinet model; individual sets: stripes in the colors of the rainbow, counting sets; name scheme (see below) sets of subject pictures on the topics “vegetables”, “fruits”, “berries”, “flowers”, “furniture” cards “Mittens, hat and scarf” cardboard boxes (matchboxes, chests, etc. .), small toys.

I. _ Introduction to the topic

• Today a fairy tale will come to visit us again. How do we call a fairy tale?

Children clap their hands and say: “Fairy tale, come!” “Shhhhh” the teacher removes the screen

• The following scheme is suitable for the fairy tale that we will find ourselves in today.
• What kind of fairy tale is this?
• That's right, this is the fairy tale "The Wolf and the Little Goats"

II . Working on a fairy tale

1. Warm up.

Collective numerals, agreement with nouns

• How many kids did the goat have? ( seven)

  How else can you say about this number?
  ( seven)

• That's right, the goat had seven kids. Place characters on the table. Now we will send one kid at a time for a walk and name the number of remaining ones.

Enrichment of vocabulary and ideas about the world around us

• There were seven kids. What else happens after seven?
• Name the 7 days of the week in order. And now it's the other way around. Name the second day of the week, the fifth...
• Who can name 7 notes in order?
• Who knows the order of the colors of the rainbow? Rainbow illustration
• Remember the following phrases: TO

  Every
  Hunter
  
  Wants
  
  to
  Know
  Where
  
  the
  Pheasant
  
  Goes . _ _ _

• Fold the rainbow from memory. Individual sets.
• The goat brought vegetables to the kids - each with their own. Name 7 vegetables.
• The goat brought fruit to the kids - each with their own. Name 7 fruits.
• The goat brought the kids berries - each with their own. Name 7 berries.
• The kids collected a bouquet of 7 different flowers for the goat. Name these flowers.
• In what other fairy tales does the number seven appear? And in what proverbs or sayings?

2. Fairy tale and mathematics. Doubling, matching paired items

• How many socks will a mother goat knit for three kids?
• How many mittens?
• What about scarves?
• Choose knitted sets for your goats

3. “I give advice.”

life safety fundamentals

• What mistake did the goat make? ( I should have locked the door from the outside and not left the kids alone...

  )

• What mistake did the kids make? (I had to see who came)

Prepositions and spatial representations

• Only one kid thought to hide. Let's show others how to do this. Name 7 pieces of furniture that can be used to hide.
• What if there isn’t enough furniture in the goat’s hut? How can you use a closet for hiding? (Hide in the closet, behind the closet, under the closet, on the closet.

  Cabinet model used
  )

• And where would the kids have to crawl out from when the wolf left? (from the closet, from behind the closet, from under the closet, from the closet.)
• Each of you has a chest and a toy. Hide it in the chest, under the chest, behind the chest. Place it behind the chest, in front of the chest, near the chest...
• Where did you put your toy? Where did you get it from?

4. Dramatization + “Acquaintance”

Children are given goats, whose character they must tell based on their appearance.

1. "The Tale Continues" The wolf saw how the kids were having fun, he felt sad and lonely...

   What did he decide to do? what came of it?

2. “New Fairy Tale” Once upon a time there lived a goat with NOT kids... But with whom? Why did this happen? What happened next?

Goals of dramatizing fairy tales in preschool educational institutions

Turning to the dramatization of fairy tales allows the teacher to realize the main goals:

• Educational. During preparation for the dramatization, children of the older group get acquainted with folk art, some properties of a fairy tale as a literary work, learn to analyze the character of the characters and their actions, and correlate the actions of the characters with real people.
• Developmental. Dramatization helps develop imagination, attention, memory, emotional sphere, expressiveness of speech, improve communication and motor activity in their combination.
• Educational. The dramatization of fairy tales fosters interest in literary works, folklore, and fairy tales of individual authors; forms aesthetic taste, strengthens feelings of friendship, support and mutual assistance.

Dramatization of the fairy tale "The Tailor Hare". Preparatory group

DRAMATIZATION OF THE TALE “THE HARE IS THE TAILOR” PREPARATORY GROUP.

Introduction for parents:

THE GUYS AND I HAVE BEEN STARTING FAIRY TALES FOR YEARS AND THIS YEAR WE ARE CONTINUING OUR TRADITION. THEATER FOR CHILDREN IS A GAME. AND PLAY IS THE MOST IMPORTANT THING IN A CHILD’S LIFE.

WITH THE HELP OF TODAY'S TALE WE WILL ACCOMPLISH THE FOLLOWING TASKS:

-improving children’s skills to convey the images of fairy tale characters;

- consolidate knowledge about the tailor’s profession; - develop dialogical speech; - form friendly relationships; — we cultivate honesty and responsibility in relation to our promises and words.

TODAY WE WILL SHOW YOU THE TALE “THE TAILOR HARE”. SHE TALKS ABOUT A KIND, HARDWORKING BUNNY WHO COULD SEW. AND WHAT HAPPENED NEXT, YOU WILL NOW FIND OUT ABOUT IT....

Fairy tale script:

The presenter rings the bell, attracting the attention of the audience.

The bell rings like it sings a song, He invites a new fairy tale to visit us. And, if it gets a little quieter here, Then a fairy tale will come, and we will hear it.

Shh!

Presenter: puts a finger to his lips and listens.

Music is playing.

Do you hear? Do you hear? Here she is! But remember, a fairy tale needs silence...

The presenter again puts his finger to his lips as a sign of silence. The introductory music for the performance plays.

Why has everything changed? Why did everything sparkle? Did you laugh and sing? Well, tell me, what's the matter? Children: It’s so easy to understand: Spring has come to us again! Leading:

Nature is waking up. This happens year after year: Updates his outfit. The animals also all want to update their outfit. See: “The Tale of the Hare, who knew how to sew and wanted to please everyone.” In a clearing, in a forest, Under a tall pine tree, A wonderful, painted house. And he lives in that house, the gray hare everyone knows - a wonderful tailor.

Hare: (rises from the chair)

Yes, I am not a simple Hare, I am the best tailor. Animals, what should I sew for you? I will accept any order.

Presenter: Spring has come to the forest - it’s red, And everyone has no time for sleep: I want to be beautiful - I need to hurry to the Bunny. The news flew through the forest, reached the village, and Barbos found out about it: He was the first to bring his order.

Dog Barbos: I am a shaggy and shaggy Dog Barbos. Very brave and courageous Dog Barbos. I guard the owner's yard, Woof - woof - woof. I bark angrily at strangers, Woof - Woof - Woof. Day and night I guard the big house, I serve faithfully and diligently! Woof! Hello, Zainka - oblique! I heard that you are a tailor.

Hare: That's right, I can sew everything. I try to please everyone.

Dog Barbos:

Hurry to me, Zainka,

Sew a new hat. It's cold at night. I'm afraid I'll catch a cold very soon!

Hare: In a day or two I will finish my work. You come to my house for a hat on Saturday. (Hare takes measurements)

What material should I take for a dramatization game in the senior group of a preschool educational institution?

The dramatization game can be carried out on various materials: Russian folk tales, author's tales, works in poetic form or in prose. Children aged 5-6 years already perceive quite well even such fairy tales as “Cinderella” by C. Perrault or “Thumbelina” by G.-H. Andersen.

Here are some examples of Russian folk tales: “The Boasting Hare”, “Emelya”, “Winged, Hairy and Oily”, “The Frog Princess”, “Sivka-Burka”, “Havroshechka”, “The Fox and the Hare”. Also favorite are the works of V. Suteev (for example, “The Bag of Apples”), C. Perrault (“Little Red Riding Hood”, “Cinderella”) and other writers.

Plan of the circle “Visiting a fairy tale”

2. Topic. Showing by adults p. n. With. “Zayushkina Izbushka” (shadow theater).

Target

: create a positive emotional mood; stimulate interest in theatrical activities; provide a more vivid perception of the fairy tale.

3. Theme. Introducing a type of theatrical activity (soft toy).

Target

: continue to introduce children to the type of theatrical activity (soft toy); skills in mastering this type of theatrical activity; develop hand motor skills in combination with speech.

4. Theme. Game exercises “Understand me”, “Change your voice”.

Target

: develop attention, memory, observation, imaginative thinking of children.

February

1. Topic. Introduction to tabletop theatre. Mastering the skills of mastering this type of theatrical activity.

Target

: continue to introduce children to tabletop theater; skills in mastering this type of theatrical activity; cultivate a love for the theater.

2. Topic. Reading the fairy tale “Little Red Riding Hood” by C. Perrault

Target

: continue to teach listening to fairy tales; develop associative thinking, attention, perseverance; foster friendly relationships between children.

Game exercises.

3. Theme. Distribution of roles (fairy tale by C. Perrault “Little Red Riding Hood”). Work on speech.

Target

: teach children to agree amicably and consistently; foster a sense of collective creativity; measure your capabilities, develop speech breathing, learn to use intonation, improve diction.

4. Theme. A dramatization of C. Perrault’s fairy tale “Little Red Riding Hood” (table theater for children in their group).

Target

: teach children to take on roles; portray the heroes of a fairy tale; cultivate artistic qualities.

March

1. Topic. Acquaintance with the type of theatrical activity - mask theater.

Target

: continue to introduce children to the type of theatrical activity - mask theater; develop creative interest.

2. Topic. Reading the poem by V. Antonova “The gray bunnies are sitting.” Preparing masks for bunny rabbits (each child prepares a mask for himself and paints the finished blank).

Target

: develop children’s ability to independently make attributes; cultivate accuracy in work; develop creativity and imagination.

3. Theme. Preparation of a performance based on the poem by V. Antonova “The gray bunnies are sitting.”

Target

: develop the ability to build dialogues between characters; develop coherent speech; develop confidence; expand the figurative structure of speech; monitor the expressiveness of the image.

4. Theme. Staging of the play based on the poem by V. Antonova “The gray bunnies are sitting” (for children of the younger group).

Target

: create conditions for the manifestation of your individuality; to develop artistry in children.

April

1. Topic. Acquaintance with a type of theatrical activity - puppets.

Preparation process

The teacher’s main tools when organizing fairy tale dramatizations will be a card index and a game outline. The card index includes basic information about various dramatizations. The card indicates the goals of the staging, attributes and decorations, and a short course of the game. A synopsis is a detailed description of the dramatization itself.

In the process of preparing for the event, the teacher discusses with the children the topics that are touched upon in the chosen fairy tale, and also analyzes the events and characters in detail. Preliminary work takes a lot of time, but the result depends on it.

We invite you to familiarize yourself with some recommendations for the dramatization of the Russian folk tale “The Boasting Hare.”

Card index for dramatizing fairy tales for children of senior preschool age.

Characters:

• The Dragon
• Storyteller 1
• Storyteller 2
• King
• Queen
• Princess
• Teacher
• Classmate
• Soldier
• Gardener
• Guardsman
• Courtier

Action 1.

Storyteller 1: All this happened in one fairy-tale kingdom so long ago that you were not yet alive. There lived a king in the kingdom and his name was Edward 54. Queen Elizabeth 31 and their daughter Xenia lived with the king. The king was educated and really wanted his daughter to also become smart and well-mannered. (The king and queen come out. The king says:) KING: It was good for Peter the Great, Napoleon, or our Edward the Great - the founder of our kingdom. They were all first. But try to do something historical when you 54... Queen: Don’t be upset, Your Majesty, the day will come when you will make some discovery! Storyteller 2: The king’s life was very hectic. The country is small, but there is a lot of hassle. Then the bridge across the Three Wolves River will break... //A courtier comes out//: Your Majesty, you have been chosen as the honorary leader of the repair team. Storyteller 1: Then the royal guards will go on strike... // The royal guards come out: Your Majesty, we demand that the ceremonial helmets be gilded // KING: How will I gild them for you? The gold has run out. Its crown has all peeled off. //The courtier comes out//: Your Majesty, foreign tourists sent me with a complaint that there were no ghosts in the ruins of the old fortress. And so they demand their money back. Storyteller 2: The king had neither sleep nor rest! From such a life, the king’s patience rang out several times, and he demanded to be allowed to retire. KING: I demand, you hear, I order you to let me retire. Queen: Your Majesty, the princess is still so small, there is simply no one to replace you! As soon as she finishes school and gets married, you can immediately retire. Storyteller 1: Together with other boys and girls, Princess Ksenia studied at the capital's secondary school in the 7th "B" grade. But it seems that our princess is returning home. But for some reason she’s not very cheerful today. // The princess enters. The crown is askew. The dress is wrinkled and dirty with a hole in a visible place//: King: What happened this time, your highness? //The princess sniffled, sighed and began to make excuses// Princess: Dad, you understand, I didn’t do it on purpose, it somehow happened by itself? Queen (sternly): What happened, did you get a bad mark again? Princess: Yes, but I didn’t mean to... The boys and I just decided to make fun of our history teacher... He’s so absent-minded! Storyteller: In the main metropolitan school, lessons lasted 45 minutes. At them, the children received knowledge in mathematics, history, literature, and geography. But most of all, the guys loved change, because the most incredible events happened there. So let's see what happened today. //The bell rings. Guys pretending to be students from grade 7 “B” run onto the stage. They jump, run, play tag, etc. During recess, one of the kids takes the princess out of her briefcase and places a huge button on the teacher’s chair. The bell rings for class. The teacher sits down on his chair and immediately jumps up //: Teacher: Who did this? (everyone makes surprised faces and shrugs) Princess: Oh, this is my button... Teacher: So, you planted it on me!! Princess: I wanted to give this button to Edka! Classmate (Edik): Are you crazy? (Twists his finger near his temple) Princess: Oh, and who raised you? It’s immediately obvious that your family is from shepherds! Classmate (Edik): And your ancestors were from crocodiles! Princess: WHAT???? Who was one of the crocodiles...Our most ancient family??? You're just jealous! Storyteller: That’s where it all started…. //A fight begins between the princess and a classmate. Teacher in a stern voice //: TEACHER: Princess Ksenia, diary on the table, behavior 2 and don’t come to school without your father! // Ksenia puts the diary on the table, the teacher writes a remark. The princess takes the diary and leaves // PRINCESS: I should change my clothes before dad comes... Storyteller 1: But it was too late... As always, at the most inopportune moment, dad and the king turned out to be easy to find. He silently opened the door and found himself next to the princess... KING: (cheerfully) Well, your highness, how are you? //The princess smiles sourly and shrugs// KING: I’d like to see the diary (speaks and looks closely at the princess’s appearance) PRINCESS: (hiding the briefcase behind her back) There’s nothing special there, everything is the same as before. QUEEN: We would still like to watch! PRINCESS: (gives with a sigh) Well, now it will begin... KING: What is this? PRINCESS: What? KING: I'm asking you. What it is. Look what is written here? Read it immediately! //The princess sighs and reads in a boring voice//: I started an ugly fight at recess. During history class, I placed a button on the teacher’s chair. She spat at a classmate with a chewed blotter. Behavior - two. I ask your Majesty to come to the school... PRINCESS : Dad! But it’s not me! KING: Maal-chat! (barked the king) Ma-hungry! (The king stamps his foot). That's it! You'll be stuck in your room for a whole week! No partying! No games or entertainment! PRINCESS: Well, dad! KING: No dads! (The king leaves) // The princess remains alone on stage. She's sad. Having nothing else to do, he sits on the royal throne and sings to himself//: PRINCESS: (Little country 1st verse) HOST: Three hours have passed since the princess was left alone. Her father, King Edward 54, went to meet the class teacher. From the conversation, he realized that Ksenia doesn’t want to study at all, doesn’t do her homework and doesn’t do anything at all in class, and as for her behavior, well, she’s still young and sometimes she wants to be a little naughty. His Royal Majesty returned home in a dejected state. // The king saw the princess sitting on the throne. At the sight of her father, the girl quickly jumped up from her seat and stepped aside. The king felt sorry for her //. QUEEN: Well, are you bored? PRINCESS: (sighs) Yeah! Something is boring... and I don’t know why I should study... QUEEN: Don’t be bored... It’s time for you to find out why we are concerned about your studies. KING: An ancient prophecy says that thanks to you, our kingdom can be freed from serious danger. You are the tenth princess of our house. You must defeat the threat that threatens the entire country, or the entire kingdom will perish. We don't know when this will happen, and we strive to prepare you for it. QUEEN: Study well, Ksenia, because you never know what awaits you in life. PRINCESS: What else does the prophecy say? KING: A monster will appear in the kingdom and destroy it if there is not a person who will defeat it with his mind! QUEEN: This must be the 10th heir to the throne. PRINCESS: So it’s me!?! STORYTELLER: A lot of time passed and Ksenia began to study perfectly well. She studied the language of giants, astrological tables and alchemical texts, the life of sacred spiders and much that ordinary people did not know. Storyteller 2: And then one unfortunate morning the whole kingdom was alarmed: a huge dragon was flying over the city towards the royal palace. He sat down in the palace garden and suddenly said in a human voice: DRAGON: I want to see the princess! STORYTELLER 1: The princess plucked up courage and went out into the garden. DRAGON: I heard that you received a capital education. PRINCESS: So they say, but I don’t know the answers to many questions. Maybe you know? DRAGON: I know the answers to many questions, but I don’t answer them all, but what do you want to know? Princess: Well, for example, is a cat bored if it doesn’t know what boredom is, and also... Dragon: It seems that you yourself know very well what boredom is... Princess: I’m always bored, and you can’t even tell anyone about it. My parents don’t even know what to ask me, and the princes... I’m so bored that I don’t even know why I should live! True, they say that I must save the kingdom... I even thought that if you eat me, then... Dragon: I don’t eat people, but I can save you from boredom, but on one condition. Princess: Which one? Dragon: If you tell me why live at all! Princess: Me? Dragon: To you, to me, to anyone, in other words, what is the meaning of life? I will fly here in three days, think about it or ask someone if you want. Princess: Thank you, we will meet here! Storyteller 2: And the princess went in search of an answer to the dragon's question! PRINCESS: What is the meaning of life, dad? King: The meaning of life is to rule the kingdom well and remain in history as a wise and worthy ruler. PRINCESS: What do you say, mommy? QUEEN: To be worthy of your royal title and to help the king. PRINCESS: But what about those who do not need to rule the kingdom? What is their meaning in life? (addresses the audience). I'll go and ask someone else. KING: Ask what strange questions dragons ask now! Storyteller 1: The princess met her history teacher. Princess: Hello, my wisest teacher! What is a sense of life? TEACHER: The meaning of life is to learn, I’m surprised you haven’t realized this yet. PRINCESS: Why study? TEACHER: To know everything, of course. SOLDIER: The meaning of life is to perform great feats in the name of your Motherland and to become a general. GARDENER: And for me the meaning of life is to grow a beautiful garden. So that fragrant flowers and beautiful trees grow in it, so that people walk around the garden and remember me with a kind word. STORYTELLER 2: Ksenia heard many more answers, but none seemed worth it to her to go with him to the Dragon. PRINCESS: What should I do? Some say that there is no meaning to life and there cannot be, that you just need to live, they don’t want to think about it at all, what should I do? What will I answer to the dragon... STORYTELLER 1: Sad and tired, Ksenia came to the dragon on the evening of the third day. DRAGON: Well, how did you find out? PRINCESS: You know, everyone says different things, I didn’t even think that this was a difficult question. For some reason, everything that others told me did not apply to me. DRAGON: You are smart, despite your education. Everyone must answer this question for themselves. Other people's answers are not appropriate. PRINCESS: What should I do? How to find the meaning of your life? What danger must I save myself and my kingdom from? Do you know by any chance! DRAGON: Of course, I know, the meaning of your life is to live and rule the kingdom so that all people live in peace and wealth. PRINCESS: Dragon, become my teacher and teach me to be wise and fair! Storyteller 2: So the princess understood the meaning of life and began to learn from the wise dragon

Publication address:

Theatrical activities in the senior group in kindergarten

Theatrical activities in preschool educational institutions
Goals: • to develop creative independence, aesthetic taste in conveying the image; clarity of pronunciation; • consolidate the ability to use means of expression (posture, gestures, facial expressions, intonation, movements); • cultivate a love for the theater; • develop the independence of preschool children in organizing theatrical activities; • spiritual and moral education of preschool children, the formation of their cultural values, the development of intellectual and personal qualities. Objectives: • develop imagination, artistry, courage when performing in front of an audience; to form the creative beginning of the child’s personality; • creation of a creative atmosphere, an atmosphere of goodwill, • support of educational systems that create conditions for children to participate in creative, purposeful joint activities, their moral and aesthetic education, development of the emotional sphere, and the formation of self-confidence; • strengthening cultural ties between teachers and students’ families, supporting the organization of meaningful leisure time in the family, interest in theater and theatrical activities, events in the cultural life of the city; • organizing conditions for theatrical games, developing children's interest in visiting professional theaters. Monday
“The Magic World of Theater”
03/25/2013 Morning: Conversation “History of the Theater” (video presentation) Purpose:
to tell children about the emergence of the theater and the history of its development.
Morning exercises with elements of psycho-gymnastics. Goal:
increase psychophysical activity and mood.
(children depict animals from fairy tales, the teacher pays attention to facial expressions, pantomime, tension and relaxation of body muscles). Evening: Puppet theater "Teremok". Goal:
to develop verbal and pantomimic expressiveness;
activate speech, develop speech expressiveness; consolidate skills in manipulating bi-ba-bo dolls. Progress of the performance:
Children are asked to choose the hero of the fairy tale whom they want to voice;
remember the sequence of actions. The teacher draws the child's attention to the characteristics of the selected character. The screen is installed. Spectators take their seats. The teacher suggests turning into fairy-tale animals and starting a fairy tale. The teacher leads the main plot line, the children voice the characters. At the end of the performance, the teacher thanks the children for an interesting performance; viewers are interested in which of the characters they liked best and why. The dramatization can be repeated with other children. Tuesday
“Such a different theater”
03/26/2013 Morning: Conversations of young theatergoers about types of theaters. Purpose:
to give an idea of ​​the different types of theaters, their purpose and purpose.
Day: Story-role-playing game “We came to the theater.” Goal:
in a playful environment, to give children an idea of ​​the theater, the rules of behavior during the performance, and intermission.
Progress of the game:
The teacher gathers the children and informs them that today they will go to an improvised theater.
Do children know how to behave in the theater? What happens in the hall, behind the scenes? And so on. The teacher suggests distributing roles between the participants in the game. The game takes place with the direct participation of the teacher who directs the gaming activity. Upon completion, the results are summed up. Evening: Entertainment game-dramatization “Rukavichka” (“Winter quarters”). Goal:
to develop the expressiveness of children’s speech and pantomime;
consolidate knowledge of the content of a fairy tale, the ability to use the attributes of the theater. Progress of the dramatization game:
The teacher suggests naming magical objects with which you can get into a fairy tale.
Children call. Then the teacher takes out masks and invites the children to turn into animals from the fairy tale “Rukovichka”. Helps children during dramatization play. At the end, he thanks everyone for the interesting performance. Wednesday
“We are artists, we are spectators!”
03/27/2013 Morning: A surprise moment: introducing children to a “living hand” doll. Goal:
to talk about the variety of puppets in the theater, to give an idea of ​​how to manipulate a given doll.
Psycho-gymnastics “Leopold the Cat and the Mice.” Goal:
to develop pantomimic expressiveness, the emotional, communicative sphere of children, to teach how to regulate muscle tension and relaxation;
determine the nature of movements in accordance with a given image; develop imagination. Day: Drawing competition “The Magical World of Theater”. Goal
: to enable children to convey in their drawings their vision of the theater, the stage, and the characters of the performances;
development of creative and graphic abilities. Evening: Dramatization games, director's games using a doll with a living hand. Goal:
to develop imagination, pantomimic expressiveness.
Progress of the dramatization game:
The teacher suggests remembering what the children learned about the doll “with a living hand.”
Those interested are invited to play, a screen is set up. Children are invited to come up with and act out a plot. Further, the game can go beyond the “theater”, i.e. Children can use the live hand doll for their games. Thursday
“Master of Puppet Affairs”
03/28/2013 Morning: Psycho-gymnastics “Saving kindness.” Goal: to distinguish and name the emotions of pleasure, surprise, admiration and joy, to respond adequately to them; develop attention, learn to relax. Making figurines for the theater on flannelgraph. Goal: to instill a love of manual labor, to arouse interest in creative activities; learn to highlight the characteristics of a character when making figurines. Evening: Theater on flannelgraph based on nursery rhymes and poems. Goal:
consolidate knowledge of nursery rhymes and poems;
develop children's speech, expressiveness, artistry, and develop imagination. Progress of the game:
The teacher draws the children’s attention to the house and the doll on the flannelgraph.
Talks about her. Gives riddles to children. The answers are placed on a flannelgraph. Then the teacher invites the children to perform a nursery rhyme about the chosen hero. At the end, the doll invites everyone to drink tea. The theater smoothly transitions into the game. Friday “Theater, theater!” 03/29/2013 Morning: Exhibition - presentation in the group of different types of theater “Play with us!” Goal: to show the diversity of theaters in the group. Photo collage “Give us applause!” Purpose:
to show the work of teachers and children in theatrical activities organized in a group.
Psycho-gymnastics. Sketches: “Flower”, “The Kitty Woke Up”, etc. Purpose:
to develop imagination, the ability to adequately express emotions of pleasure and joy;
be able to plastically convey transformations. Evening: Theatrical games using human dolls Purpose:
to give an idea of ​​a new type of doll: “human dolls”;
develop imagination, pantomimic expressiveness; be able to organize your theatrical activities taking into account the chosen character. Progress of the game:
Show children costumes for human dolls; talk about their use and purpose. Tell us how it can be used in theatrical games; where can you find similar dolls? Offer to organize a game using the proposed costumes. If the children find it difficult, offer to stage it, act out a fragment from a cartoon with a similar character. Finally, make a comparison between different types of theater; different dolls: which one you like best, which one is more interesting to play with; which Cookom can be used in everyday gaming activities. * * * * * Development of poster information for parents on issues of supporting the organization of meaningful leisure time in the family, interest in theater and theatrical activities.

We recommend watching:

Master Class. DIY shadow theater

Photo report from the fairy tale “The Scarlet Flower” Synopsis of a theatrical lesson in the second junior group Synopsis of a joint theatrical activity in a preparatory group on Russian folk tales

Similar articles:

The fairy tale “At the behest of the pike” in a new way. Role-based script for older preschoolers