Development of creative abilities in children through theatrical activities

The article shows the importance of children's creative potential in accordance with the Federal State Educational Standard. Arguments are given in favor of using theatrical activities for this purpose, in particular theatrical games.

Key words: creative abilities, creative development, theatrical activity.

Relevance . Throughout human history, creativity has been a kind of engine that has helped people move to a new stage. Therefore, creatively active people were often (though not always) held in high esteem. It was their new ideas that showed new goals and transformed reality. And in our time this does not lose relevance. After all, creativity is applicable in all areas of human activity. And no matter how gifted a person is, any abilities require development, including creative ones. It is known that childhood is the most productive period in a person’s life, when the foundations of his future personality are laid and natural abilities are developed. Creativity is no exception.

The Federal State Educational Standard directs us to create favorable conditions for the development of the abilities of each child and his creative potential [1, paragraph 1.6]. In the section Artistic and aesthetic development (clause 2.6), among the assigned tasks, the implementation of the child’s independent creative activity in various directions is indicated: fine arts, musical direction, constructive modeling. In the search for effective methods for developing creativity in children, we must not forget about the theater, which includes all these areas of creative activity. After all, theatrical activity as a source of development of creative abilities is a means that can contribute to the development of children's individuality, the disclosure of their abilities, and creative activity.

Literature analysis. Rubinstein S.L. gave a prominent place to the problem of abilities, considering the problems of inclinations, the development of abilities, the relationship between giftedness and personality, giftedness and mental functions, general and special giftedness [2]. Teplov B.M. identified signs that reflect the essence of human abilities [3, p.9].

Creativity, according to researchers such as V.N. Druzhinina, E.L. Soldatova and others, can be developed. It is especially effective to influence its formation during sensitive periods. Preschool age and adolescence are such periods [4].

Children's creativity is one of the pressing problems of preschool pedagogy and child psychology. It was studied by L. S. Vygotsky, A. N. Leontiev, L. A. Venger, N. A. Vetlugina, B. M. Teplov, O. M. Dyachenko, A. N. Volkov and others.

Presentation of the main material . Before we talk about creativity, let's first understand what abilities are in general. In psychology, ability is understood as a complex of physical and mental qualities of a person that provide him with the opportunity to engage in a certain type of activity.

Ability is a set of innate and individually acquired psychological properties of a person, which are a subjective condition for the successful performance of a certain type of activity [5, p. 112].

Creativity is, firstly, a human activity that generates something new, different from the old in its uniqueness, originality and social-historical uniqueness, and secondly, it is the highest form of human activity and independent activity [5, p. 117].

We can say that creativity is a necessary condition for personal development.

It is obvious that theatrical activities help to develop in children the ability to perceive novelty, the ability to improvise, the ability to express themselves, and creative activity.

Theatrical games, as a component of theatrical activities, provide a large field of activity for the manifestation and development of the child’s creative abilities. They encourage creative activity, which manifests itself in stimulating children’s imagination, improvisation in composing short stories and fairy tales, and in children’s desire to independently look for expressive means to create an image, using movements, posture, facial expressions, different intonation and gestures. Theatrical games help remove inhibitions in children, strengthen their self-confidence, which in turn stimulates the development of spiritual potential and creative activity.

Theatrical games can be divided into the following groups: games - dramatization and director's.

Dramatization games are the depiction and acting out of any plot (this is finger theater; bi-ba-bo theater; puppet theater; dramatization using masks; improvisation).

A dramatization game is an artistic activity of a preschooler that meets their needs for something unusual, the desire to reincarnate and feel like someone else. 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.

Director's games are games where the plot is invented and played out through the roles that the child offers to the toys, most often without including himself in the game plot, being outside the situation being played out. Being individual, director's play requires the child to show the maximum degree of his initiative, imagination, and creativity. If in a role-playing game the action reaches a dead end, then the impetus for the subsequent development of the plot can be the idea of any of the players. In a director's game, there is no help for the child, and he needs to mobilize all his capabilities so that the game can continue [6]. But in older preschool age, it can already be included in the joint activities of children, where the role of “toys” is played by other children.

At the same time, it is necessary to avoid some mistakes so as not to deviate from the goal of developing the creative potential of children. Let's list these errors. Firstly, the displacement is intact. The desire to achieve good results forces teachers to memorize with children not only the text, but also intonation and movements during a justifiably large number of individual and collective rehearsals. This deprives children of the manifestation of individuality, the disclosure of their creative potential, deprives them of freedom of action, which in turn develops the memory and speech of children, but shifts them away from the goal of developing children’s creative abilities. The second mistake is the opposite: the complete non-interference of adults, except for the preparation of attributes (and the same ones for several years), which also does not contribute to the development of children’s creative activity [6, p.1].

The conditions for the manifestation of independence and creativity of older preschool children in theatrical games are as follows: the content of the games must correspond to the interests and capabilities of the children; pedagogical support is built taking into account the gradual increase in independence and creativity of the child; The theatrical and play environment should be dynamically changing, and children take part in its creation.

Thus, theatrical activities and, in particular, theatrical games are a good opportunity to reveal the creative potential of a child and nurture the creative orientation of the individual.

Literature:

Federal State Educational Standard [Electronic resource] Access mode: file:///C:/Users/MiK/Downloads/fgos_ru_doshk.pdf %20(1).pdf
Theoretical views of S. L. Rubinstein on the problem of abilities and giftedness / [Electronic resource] Access mode: https://www.e-reading.club/chapter.php/1037944/149/Shadrikov_-_Ot_individa_k_individualnosti.html
Teplov B. M. Abilities and giftedness / Problems of individual differences / [Electronic resource] M, 1961, p. 9–20 Access mode: https://docplayer.ru/35624554-Teplov-bm-sposobnosti-i-odarennost.html
Psychodiagnostics of creative abilities in students of humanitarian and technical universities / Study of creative abilities in psychology / [Electronic resource] Access mode: https://studbooks.net/1616325/psihologiya/izuchenie_tvorcheskih_sposobnostey_psihologii
Permyakov A. A., Morozov V. V., Zaredinogva E. R. A short dictionary of pedagogical concepts: a textbook for students of higher educational institutions / A. A. Permyakov, V. V. Morozov, E. R. Zaredinova. — Ed. 2nd, rev. And additional - Krivoy Rog, Simferopol: Vidavnichy Dim, 2010. - 144 p.
Akulova O. Theatrical games / Preschool education, 2005, No. 4, p. 24.

Development of creative abilities through theatrical activities in primary school age

The theater is that magical place where a child rejoices, plays, and learns about the world. Fairy tales, puppet shows, and musicals are always loved by children. They are happy to participate in the action taking place on stage both as performers and as spectators. Transforming into one image or another, preschoolers laugh when their characters laugh, they feel sad with them, they feel and think the same way as their fairy-tale heroes. Fairy-tale performances can be used as a key that opens the door to the world of images, colors, and sounds surrounding the child.

Theatrical activities contribute to the development of all types of children's creativity (artistic - speech, musical - play, dance, stage).

Theatrical activities also allow solving many educational problems: the development of artistic taste and creative abilities. Children master types of performance: acquire singing, musical and rhythmic skills and abilities, and play musical instruments.

Main aspects of creative development of children of primary school age

Creativity gives birth to a living fantasy and a vivid imagination in a child. Creativity by nature is based on the desire to do something that has never been done before, to do it in a new way, in your own way, better. In other words, the creative principle in a person is always a striving forward, for the better, for progress, for perfection and, of course, for beauty in the highest and broadest sense of this concept. The enormous role of art and creative imagination in the development of scientific thinking is evidenced by the striking fact that a significant part of scientific and technical problems were first put forward by art, and only then, often after centuries and even millennia, were solved by science and technology. The source of social development of the individual is in the interaction between the individual and society.

The formation of personality is influenced by three factors: upbringing, social environment, and hereditary inclinations.

Pedagogy considers upbringing as a leading factor, since it is a specially organized system of influencing a growing person to transfer accumulated social experience.

The social environment is also of primary importance in the development of personality:

level of production development
nature of social relations
people's worldviews.

The inclinations can be realized only through the interaction of the organism with the surrounding social and natural environment. Creativity presupposes that an individual has abilities, motives, knowledge and skills, thanks to which a product is created that is distinguished by novelty, originality, and uniqueness. The study of these personality traits has revealed the important role of imagination, intuition, unconscious components of mental activity, as well as the individual’s need for self-actualization, in revealing and expanding one’s creative capabilities.

Psychological and pedagogical research proves that the beginning of the development of children's creative abilities falls on preschool age, when the nature of their activity changes compared to early childhood. This new type of activity by L.S. Vygotsky characterizes it as a “transition to creative activity,” if we bear in mind the fact that in all types of activity of a preschooler, completely unique relationships of thought to action arise, namely the possibility of realizing a plan, the ability to go from thought to situation, and not from situation to thought. “Whether you take games, whether you take drawings, whether you take work, everywhere and in everything you will deal with completely new relationships that arise between the child’s thinking and actions. The imagination of older preschoolers becomes more and more active, and they develop the ability for creative activity. “This is also confirmed by the fact that children are beginning to pay more and more attention to the idea, i.e. the intention of his work. Of course, the student is not trying to convey some abstract thought in figurative form. The ideological concept of a 7-8 year old child is usually exhausted by the plot of his drawing, game or story.”

A deep and complex process of transformation and assimilation of life impressions occurs in games. The creative principle is also manifested in the design - the choice of the theme of the game, the drawing, in finding ways to implement the plan, and in the fact that children do not copy what they see, but with great sincerity and spontaneity, without caring about the audience and listeners, they convey their attitude towards what is depicted, their thoughts and feelings.

Unlike adults, children are not able to carefully think through the upcoming work or game; they only outline a plan, which is subsequently implemented in the process of activity. The teacher’s task is to develop the child’s creative abilities, imagination, and push him to actively act on his own thoughts.

Children's creativity is based on imitation, which serves as an important factor in the development of the child, in particular his artistic abilities. The teacher’s task is to rely on children’s tendency to imitate and instill in them the skills and abilities without which creative activity is impossible.

Children's play often reveals emotions that are not yet available to them in life.

Does the child experience these feelings or is he just pretending to feel them? What influence do they have on the formation of his moral character? THEM. Sechenov proved that gaming experiences leave a deep imprint on the child’s mind; Repeated repetition of the actions of adults and imitation of their moral qualities influence the formation of the same qualities in the child.

Playful creativity also manifests itself in the search for means to depict what is planned. Children realize their plans with the help of speech, gestures, facial expressions, using various objects, structures, buildings.

The older and more developed children are, the more demanding they are of the objects of play, the more similarities they look for with reality. This naturally gives rise to the desire to do the necessary things ourselves. The teacher’s task is to support the child’s desire to make toys independently and help him in this.

Thus, play creativity develops under the influence of upbringing and training, its level depends on the acquired knowledge and instilled skills, on the formed interests of the child. In addition, in the game, the individual characteristics of children are especially evident, which also influence the development of creative ideas.

The role of theatrical games in the development of creative abilities of children of primary school age.

Theatrical activities contribute to the development of children's fantasy, imagination, memory, and all types of children's creativity. Theatrical activities allow solving many educational problems: developing artistic taste and creative abilities. Children master all types of performance: acquire singing, musical and rhythmic skills and abilities, and play musical instruments. Theatrical play is an activity that is unusually emotionally rich, which makes it attractive to children. It brings great joy and surprise to the child. A special place in the life of preschoolers is occupied by games that they create themselves; they are called creative or role-playing games. In these games, children reproduce in roles everything that they see around them in the life and activities of adults. Creative play most fully shapes a child’s personality, and therefore is an important means of education.

The game is a reflection of life. Everything here is “as if”, “make-believe”, but in this conditional environment, which is created by the child’s imagination, there is a lot of reality; the player’s actions are always real, their feelings and experiences are genuine and sincere. The child knows that the doll and the bear are just toys, but he loves them as if they were alive, he understands that he is not a real pilot or sailor, but he feels like a brave pilot, a brave sailor who is not afraid of danger, and is truly proud of his victory.

Play is an independent activity in which children first interact with peers. They are united by a common goal, joint efforts to achieve it, common interests and experiences.

Children choose the game themselves and organize it themselves. But at the same time, in no other activity are there such strict rules, such conditioning of behavior as here. Therefore, the game teaches children to subordinate their actions and thoughts to a specific goal, and helps to cultivate purposefulness.

In the game, the child begins to feel like a member of a team, and fairly evaluates the actions and actions of his comrades and his own. The teacher’s task is to focus the attention of the players on goals that would evoke a commonality of feelings and actions, to promote the establishment of relationships between children based on friendship, justice, and mutual responsibility.

Creative collective play is a school for educating the feelings of preschoolers. It takes great skill from a teacher to help children organize the game so that it encourages only good deeds and evokes the best feelings.

Project “Theater Activity as a Means of Socialization of Children”

Project “Theatrical activities as a means of socialization of children.” Oksana Igorevna Sutupova, teacher at the Regional State Budgetary Social Service Institution “Center for Assistance to Children Without Parental Care, “Harmony”, Cheremkhovo, Irkutsk Region.

Type of project: long-term, research and creative, group.

Project participants

O. I. Sutupova – teacher;
Pupils of the Kapitoshka family group.

Form of work with children

individual;
group.

Implementation period: January – December

Relevance

At all stages of the development of pedagogy, the problem of developing children's creativity, which has great pedagogical and social significance, did not lose its relevance.

The identification and development of creative abilities begins in early childhood. Aesthetic education plays an important role in this process.

One of the ways in which children's creativity develops is the world of art, and the genetic basis of artistic creativity is children's play.

The world of childhood, the inner world of a child, is the key to many exciting problems in our lives. Play helps to open the treasured door to the world of children's consciousness. Children believe in miracles and that somewhere on earth there is an extraordinary fairy-tale country in which birds and animals, simple household utensils and people can talk to each other, think and live in friendship and act like humans. Fairy-tale performances in the theater introduce the child to the world of birds and animals capable of speaking, thinking and acting like humans. The child is imbued with these feelings, experiences them together, and at the same time comprehends the simple and complex, instructive and convincing truth of life. And this magical country is called Theater!

A game is the most accessible and interesting way for a child to process and express impressions, knowledge and emotions.

Theatrical play, as one of its types, is an effective means of socializing a preschooler in the process of his understanding of the moral implications of a literary or folklore work.

In theatrical play, emotional development occurs: children get acquainted with the feelings and moods of the characters, master the ways of their external expression, understand the reasons for this or that mood, the game develops imagination and imagination, contributes to the creative development of the child and the formation of the basis of his personal culture.

Our whole life is a big stage, and what role a child chooses in this life depends on his first preschool experience, where he receives not only information about the world around him, the laws of society, the beauty of human relationships, but also learns to live in this world, build his relationships, assimilate universal human values accessible to him.

Every person strives for happiness. And in order to make a child happy, it is necessary to elevate him spiritually and introduce him to creativity, satisfy his inner desires, the need for beauty, kindness, love, truth, justice.

Theatrical activities are a bridge that helps children get into their future adult lives and form a positive experience of perceiving the surrounding reality.

We believe that the topic: “Theatrical activities as a means of socialization of children” is currently particularly relevant, since the successful socialization of a child is part of his social competence, which means the child’s readiness to meet new social situations.

Project concept

The idea of the project is not to play by the rules, but to simulate a situation to implement creative solutions and independently establish social relationships.

In addition to the main idea, the project successfully corrects

features of the development of the emotional-volitional sphere;
poor orientation in moral and ethical standards of behavior;
aggressiveness and conflict;
insufficient differentiation of emotional reactions;
underdevelopment of speech, as a reflection of underdevelopment of the emotional-volitional sphere and cognitive activity.

Innovation

The innovativeness of the project is due to the variety of technologies, forms, methods and techniques aimed at correcting the disorders existing in children.

Objective of the project

Creating optimal conditions for the development of the emotional-volitional, cognitive and speech spheres of the child.
Introduce children to Russian folk tales through theatrical activities.
Create favorable conditions for the social adaptation of pupils to the conditions of the Center.
To form and expand children's understanding of theatrical activities.

Project objectives

Creation of a subject-developing environment that promotes the development of interest in theatrical activities.
Formation of the ability to emotionally perceive the content of a fairy tale, feel and understand its character.
Development of artistic and speech performing abilities in children: expressiveness, emotionality of performance, ability to use a variety of intonations that express the character of a fairy tale.
Help timid and shy children engage in theatrical play.
Overcoming stressful conditions in students during the period of adaptation to the Center.
Development of children’s interaction skills with each other, taking into account the age and individual characteristics of each child.
Development of gaming skills and voluntary behavior.
Development of creative abilities through theatrical activities.
Introduce to theatrical culture, introduce various types of theater.
Developing positive character traits in children (responsiveness, goodwill, empathy, endurance, promoting better mutual understanding in the process of communication.

Expected Result

Creation of a subject-development environment that promotes the development of theatrical culture in children.
Significant expansion of children's ideas about theater and theatrical culture.
Creative performance of role-playing actions and the use of expressive speech in dramatization games, theatrical performances, and retelling of works.
Increased interest in theater and theatrical games.
Correct perception of the artistic image of the character.
Independent recognition of your emotional state and the ability to evaluate it.
The formed basis of moral behavior.

Resource support:

tabletop theaters;
finger theater;
shadow theater;
puppet show;
toy theater;
cap masks;
didactic games;
life-size doll “Varvarushka”;
puzzles “Favorite fairy tale characters”;
attributes for outdoor games;
TSO.

Contents of the activity

Breathing exercises
Psycho-gymnastics
Articulation gymnastics.

Game exercises

Imagination exercises.
Exercises to imitate movements.
Exercises to activate vocabulary.
Exercises for intonation expressiveness.
Exercises to develop conversational speech.
Games with and without words.
Conversation about theater and theater studio.
Reading fiction.
Outdoor games with elements of dramatization.
Theatrical games.

The main requirements for organizing theatrical activities at an early age are

- variety and content of topics appropriate for a given age;

- constant, daily inclusion of theatrical games in the life of a child, that is, in all forms of organization of the pedagogical process;

- developing interest in theatrical games, constantly expanding the gaming experience, encouraging and developing children’s desire for theatrical and gaming activities;

- interaction between children and adults.

Project implementation stages

Stage I – organizational activities

Pedagogical diagnostics of children's theatrical activities.
Replenishment of the subject-development environment of the family team.
Studying methodological and fiction literature:

selection of illustration materials, didactic games;
developing an event plan, drawing up notes, questionnaires, creating an electronic gallery, drawing up a long-term plan for theatrical activities, taking into account age characteristics;
organizing work on children's theatrical activities at scheduled times of the day;
registration in diagrams and tables of the form of organization of theatrical activities.

Stage II – main activity

Month	№	Subject	Content
	1.	Conversation “What is theater”	Give children an idea of the theater, introduce them to the types of theaters. To form a sustainable interest in various theatrical genres.
	2.	Conversation-dialogue “Theater professions”	To intensify cognitive interest in theatrical professions. Introduce children to professions: actor, director, artist, composer. Cultivate a desire to learn new things.
	3.	Improvisation game. Mini-scene “Old Man – Lesovichok”	Encourage active participation in theatrical games; induce a positive emotional attitude in children; develop creative imagination; develop intonation expressiveness of speech.
	4.	Telling the fairy tale “Turnip” with children (Finger Theater)	Recall with children the characters of the fairy tale and their actions; develop interest in the game; strengthen children’s ability to use various means of expression in conveying the images of fairy tale characters.
February	1.	Demonstration of the table theater "Turnip"	Encourage children to dramatize familiar works; develop fine motor skills of fingers; develop intonation expressiveness of speech.
	2.	A funny pantomime. "Silent Dialogue", "Riddles Without Words"	Develop pantomime skills and creative imagination; develop communication skills and improvisation skills; teach children to pronounce given phrases intonationally and expressively; develop fantasy and imagination.
	3.	Quiz game “Find out the fairy tale from the illustrations”	To consolidate preschoolers' knowledge about fairy tales.
	4.	Telling the Russian folk tale “Kolobok” using mask theater	Continue to teach children to listen to a fairy tale, the telling of which is accompanied by a tabletop theater show. Continue to teach children to follow the development of the action and answer questions about the content of the fairy tale. Encourage children to take part in telling a fairy tale by finishing individual words and phrases. Promote intonation expressiveness of speech. Develop attention, memory, and the ability to empathize with the characters of a fairy tale. Cultivate interest in Russian folk tales and a desire to listen to them.
	1.	Spring, spring is red! Performance in Russian folk costumes. Performing ditties. Movement imitation game	Give ideas about Russian folklore, instill a love of folk art; develop imagination and memory; develop the ability to communicate emotionally and expressively; develop the ability to work with imaginary objects.
	2.	Theater game. Game “The same thing in different ways”, “Transformation of an object”, “Travel around the world”	Continue to develop the imagination of children; develop the ability to justify your behavior.
	3.	Rhythmoplasty. Exercise “Rhythmic Etude”, dance improvisation	Develop a sense of rhythm.
	4.	"Theater Day" Entertainment “In the world of fairy tales”	To develop children's literary speech, to draw attention to means of expression (figurative words and expressions, epithets, comparisons), the ability to feel the beauty and magic of a fairy tale; exercise the ability to find and explain the main differences between literary genres: fairy tales and other works; introduce children to basic generally accepted norms and rules of relationships with peers and adults; develop the ability to use expressive images of fairy tale heroes.
April	1.	"Fun account." "Let's laugh" game. Role-playing the poem “Who thinks what?” (21-22)	Develop intonation expressiveness of speech, monologue speech; develop improvisation skills; encourage participation in theatrical games.
	2.	Acting out the poem by B. Zakhoder: “The pussy is crying...”, I. Zhukov “Pussy” (18-19)	Develop pantomimic abilities and love for animals.
3.	Rhythmoplasty. Sketches: “The Fox Eavesdrops”, “Baba Yaga”	Develop imagination, imaginative thinking, and the ability to convey the character and mood of fairy tale characters in free improvisations.
4.	Reading and telling the tale “The Three Bears” (Tabletop theater)	Teach children to understand the beauty and power of the Russian language, learn to use figurative expressions, speak beautifully and correctly; develop the ability to answer questions clearly, clearly and consistently; develop creativity, memory, imagination; continue to improve dialogic and monologue forms of speech.
5	Lesson on speech development using theatrical activities based on the fairy tale “Kolobok”	Target: Promote children's speech development through theatrical activities. Tasks: 1.Improve children’s dialogical speech: be able to participate in a conversation, answer questions clearly. 2. Reinforce the correct pronunciation of the consonant sounds “Zh”, “Z”, “Sh”. 3. Teach children to imitate the characteristic actions of characters (a bird flies, a kitten is angry), to convey the emotional state of a person (facial expressions, movements). 4. Arouse children's interest in theatrical play . 5. Cultivate friendly relationships between children: kindness, mutual assistance.
May	1.	Culture and technique of speech. Working on tongue twisters	Practice clear pronunciation of consonants at the end of a word; whistling and hissing sounds.
	2.	Rhythmoplasty. Sketches: “The Fox Eavesdrops”, “Baba Yaga”	Develop the ability to convey the character and mood of fairy tale characters in free improvisations.
3.	Reading the fairy tale "Little Red Riding Hood"	Introduce children to a fairy tale; teach to comprehend the idea of a fairy tale, evaluate the character of the characters; enrich children's vocabulary; practice the ability to answer the question posed; encourage an attempt to express one’s point of view in response to the question posed by the teacher; cultivate a culture of verbal communication: participate in the conversation, listen to children, clarify their answers.
4.	Shadow theater "Little Red Riding Hood"	Continue to develop an interest in theater arts.
September	1.	Basics of theater. culture. Photo of the auditorium, concepts: “stage”, “curtain”, “backstage”, “parterre”, “balcony” (multimedia presentation)	Introduce children to the structure of the theater, auditorium and stage.
	2.	Theater game. Game “What we are doing, we won’t say, but we will show”, “Birthday	Learn to act in concert; be able to navigate in space; develop imagination.
3.	One, two, three, four, five - do you want to play? Game "Theater warm-up". Competition for the best dramatization of the fairy tale “Ryaba Hen”.	Develop imagination and creativity in the process of inventing dialogue for a fairy tale; to intensify the use of the concepts “facial expressions” and “gesture” in children’s speech.
4.	Tabletop theater. (Cone "Three Little Pigs")	Activate and develop clear intonation and expressive speech, enrich vocabulary; cultivate an interest in theater and the ability to work in a team.
October	1.	Say poems with your hands.	Encourage children to improvise.
2.	Games for developing expressive facial expressions (45)	Learn to use expressive facial expressions to create a bright image.
3.	Riddles about fairy tales and fairy-tale characters	Clarify children’s ideas about riddles, consolidate knowledge about the characteristic features of fairy-tale characters; cultivate love and respect for fairy tales and fairy-tale characters, cultivate perseverance.
4.	Telling the fairy tale “Teremok” with display on a flannelgraph	establish interpersonal contacts; creating a favorable microclimate in the group; practice intonation expressiveness of speech, develop a dialogical form of speech; awaken children's interest in theatrical performances; develop the ability to imitate the voices and characteristic movements of animals; develop the ability to listen to fairy tales and follow the development of the action.
5	Lesson on theatrical activities “Journey to the country of Igralia”	Goals: - develop interest in theatrical and play activities; — develop the child’s communicative characteristics through theatrical activities; - cultivate a sense of mutual assistance and friendly attitude towards each other. Tasks: — to develop the ability to convey basic emotions through facial expressions, posture, gestures, and movements; — improve children’s intonation expressiveness, the ability to coordinate movement and speech; - learn to depict the characteristic behavior of characters; - develop speech, enrich, activate the vocabulary, develop memory, achieve correct and clear pronunciation of words; — develop emotional interaction with adults and children, the ability to engage in the communication process; — develop and enrich children’s motor experience, develop independence and creativity when performing exercises.
1.	"Let's play with our fingers." Children acting out familiar fairy tales using a finger theater	Introduction to the finger theater; mastering the skills of mastering this type of theatrical activity; develop fine motor skills in combination with speech; development of a sense of rhythm and coordination of movements; practice children’s ability to act out fairy tales using a finger theater.
November	2.	"Dunno in the Theater." Conversation-game: “Let's help Dunno behave correctly in the theater.” Game, problem situations. Exercise "Breeze". Psycho-gymnastics “Take and pass.” Acting out a mini-scene: “Fox” by I. Petrov	Give children an idea of the culture of behavior in the theater through solutions to problem situations.
3.	Speech culture and technology. Exercise “I want to sleep”, “Joke”, tongue twisters. Pronouncing individual phrases with different intonations	Improve your ability to use different intonations.
4.	Dramatization of the fairy tale “The Wolf and the Little Goats” (Bi-ba-bo dolls)	Learn to get used to an artistic image; interact with a partner.
1.	Our entertainment"	Teach children to compose short stories from personal experience and tell them expressively.
December	2.	"Theatrical ABC" Conversation with children about theatrical concepts - stage, curtain, performance, applause, screenwriter, understudy, etc. Speech exercise “Who follows whom” M. Kartushin. Exercise “We are sad”, “We are happy”. Role-playing poems by A. Tetivkin: “Like walking down a river.”	Introduction to theatrical terms; activate children's vocabulary: stage, curtain, performance, applause, screenwriter, understudy, etc.; continue to introduce children to the concepts of “facial expressions” and “gesture”; develop the ability to convey an emotional state through the creation of images.
3.	“The bees, the birds have flown.” Exercise “Fly, butterfly!” Speech game “Like Grandma Natasha’s.” Game "Gawkers". Fantasy dance “Grasshopper disco”	Introduce children to the signs of spring; answer questions in complete sentences; create favorable conditions for children to improvise; development of creative abilities.
4.	The ultimate entertainment. Solving the crossword puzzle: “Theater professions.” Exercise “Magic Dream”	Improve the dialogical form of speech; induce a joyful mood in children and create a friendly atmosphere; fix the name of theatrical professions; develop attention, memory, imagination.

The final stage

Photo newspaper “We are artists.”
Summarizing.
A theatrical performance with children.
Presentation “Socialization of children through theatrical activities.”
Presentation of the didactic manual “In the wonderful world of fairy tales.”

Pedagogical diagnostics of theatrical activities of children of senior preschool age and primary school age

Theatrical activities acquire particular significance on the eve of the child entering school. The formation of cognitive and mental processes, communication skills, as the foundations of social culture, will help a first-grader quickly make contact, not get confused in any difficult situation, boldly ask questions to the teacher, learn from classmates, and help others himself.

T. S. Komarova places the emphasis in organizing theatrical activities with preschoolers not on the result, in the form of an external demonstration of theatrical action, but on the organization of collective creative activity in the process of creating a performance (Table 1).

1. Fundamentals of theatrical culture
High level: 3 points	Intermediate level: 2 points	Low level: 1 point
1.	Shows a strong interest in theatrical art and theatrical activities. Knows the rules of behavior in the theater	Interested in theater activities	Shows no interest in theatrical activities. Knows the rules of behavior in the theater
2.	Names different types of theater, knows the differences and can characterize theatrical professions	Uses his knowledge in theatrical activities	Finding it difficult to name different types of theater
2. Speech culture
1.	Understands the main idea of a literary work and explains his statement	Understands the main idea of a literary work	Understands the content of the work
2.	Gives detailed verbal characteristics of the main and secondary characters	Gives verbal characteristics of the main and secondary characters	Distinguishes between main and secondary characters
3.	Creatively interprets plot units based on a literary work	Identifies and can characterize plot units	Difficulty identifying plot units
4.	Able to retell a work from different people, using linguistic and intonation-figurative means of expressive speech	In the retelling, he uses means of linguistic expressiveness (epithets, comparisons, figurative expressions)	Retells the work with the help of a teacher
3. Emotional-figurative development
1.	Creatively applies knowledge about various emotional states and character of characters in performances and dramatizations, uses various teaching tools	Has knowledge of various emotional states and can demonstrate them using facial expressions, gestures, posture, movement, expressive assistance is required	Distinguishes between emotional states and their characteristics, but finds it difficult to demonstrate them through facial expressions, gestures, and movements
4. Puppeteering skills
1.	Improvises with puppets of different systems while working on a performance	Uses puppeteering skills when working on a performance	Possesses basic puppeteering skills
5. Musical development
1.	Improvises to music of various types, creating expressive plastic images	Conveys the character of music in free plastic movements	Difficulties in creating plastic images in accordance with the nature of the music
2.	Freely selects musical characteristics of characters, musical accompaniment to parts of the plot	Independently selects the musical characteristics of the characters, musical accompaniment to parts of the plot from those proposed by the teacher	It is difficult to choose the musical characteristics of the characters from those proposed by the teacher
3.	Independently uses musical accompaniment at the DMI, freely performs a song and dance in a performance	With the help of the teacher, uses children's musical instruments, selects musical accompaniment, performs a song and dance	Difficulties in playing children's musical instruments and selecting familiar songs for the performance
6. Fundamentals of visual and design activities
1.	Independently creates sketches for the main actions of the play, sketches of characters and scenery, taking into account the material from which they will be made	Creates sketches of the scenery, characters and main actions of the play	Creates drawings for the main actions of the play
2.	Shows imagination in making scenery and characters for performances for various types of theater (puppet, tabletop, shadow, flannelgraph)	Creates decorations from various materials based on a sketch or verbal description-instructions	Difficulties in making decorations from various materials
7. Fundamentals of collective creative activity
1.	Shows initiative, coordination of actions with partners, creative activity at all stages of work on the performance	Shows initiative and coordination of actions with partners in planning collective activities	Does not show initiative, is passive at all stages of work on the performance

Diagnosis of the levels of skills and abilities of older preschoolers in theatrical activities is carried out on the basis of creative tasks.

Creative task No. 1

Acting out the fairy tale “Sister Fox and the Gray Wolf”

Goal: to act out a fairy tale using a choice of tabletop theater, flannelgraph theater, or puppet theater.

Objectives: understand the main idea of the fairy tale, empathize with the characters. Be able to convey various emotional states and characters of the characters using figurative expressions and intonation-figurative speech. Be able to compose plot compositions on a table, flannelgraph, screen and act out mise-en-scène based on a fairy tale. Select musical characteristics to create character images. Be able to coordinate your actions with partners.

Material: sets of puppet theaters, tabletop and flannel.

Progress.

The teacher brings in a “magic chest”, on the lid of which is an illustration for the fairy tale “The Little Fox and the Gray Wolf”. Children recognize the heroes of the fairy tale. The teacher takes out the characters one by one and asks them to talk about each of them: on behalf of the storyteller; on behalf of the hero himself; on behalf of his partner.
The teacher shows the children that the heroes of this fairy tale from various types of theater are hidden in the “magic chest”, shows in turn the heroes of the puppet, tabletop, shadow, and flannelgraph theater.

How are these heroes different? (Children name different types of theater and explain how these dolls act).

The teacher invites the children to act out a fairy tale. Lots are drawn for subgroups. Each subgroup acts out a fairy tale using a flannelgraph theater, a puppet theater and a tabletop theater. Children are offered children's musical instruments, phonograms of Russian folk melodies for musical accompaniment of fairy tales.
Independent activity of children in acting out the plot of a fairy tale and preparing a performance.
Showing a fairy tale to the audience.

Creative task No. 2

Creation of a performance based on the fairy tale “The Hare’s Hut”

Goal: make characters, scenery, select musical characteristics of the main characters, act out a fairy tale.

Objectives: understand the main idea of a fairy tale and identify plot units (commencement, climax, denouement), and be able to characterize them. Give characteristics of the main and secondary characters. Be able to draw sketches of characters, scenery, create them from paper and waste material. Select musical accompaniment for the performance. Be able to convey the emotional states and characters of the characters using figurative expressions and intonation-figurative speech. Be active in activities.

Materials: illustrations for the fairy tale “The Hare's Hut”, colored paper, glue, colored wool threads, plastic bottles, colored scraps.

Progress.

Sad Petrushka comes to the children and asks the children to help him. He works in a puppet theater. Children will come to the theater with them; and all the puppet artists are on tour. We need to help the kids act out a fairy tale. The teacher offers to help Petrushka, make a tabletop theater ourselves and show the fairy tale to the kids.
The teacher helps to remember the content of the fairy tale using illustrations. An illustration is shown depicting the climax, and questions are asked: “Tell me what happened before?”, “What will happen next?” This question must be answered on behalf of the bunny, fox, cat, goat and rooster.
Children draw sketches of characters and collectively choose the most interesting works. The teacher invites the children, using sketches, to make from the materials on the table (colored paper, colored threads, plastic bottles) the main characters and decorations for a fairy tale.
The teacher draws attention to the fact that the fairy tale will be interesting to the kids if it is musical, and advises them to choose musical accompaniment for it (phonograms, children's musical instruments).
The teacher organizes activities for the production of characters, scenery, selection of musical accompaniment, distribution of roles and preparation of the performance.
Showing the performance to children.

Creative task No. 3

Writing a script and acting out a fairy tale

Goal: improvise on the theme of familiar fairy tales, select musical accompaniment, make or select scenery, costumes, act out a fairy tale.

Objectives: to encourage improvisation on the themes of familiar fairy tales, creatively interpreting a familiar plot, retelling it from different persons of the fairy tale characters. Be able to create characteristic images of heroes using facial expressions, gestures, movement and intonation-figurative speech, song, dance. Be able to use various attributes, costumes, decorations, masks when acting out a fairy tale. Show consistency in your actions with partners.

Material: illustrations for several fairy tales, children's musical and noise instruments, phonograms with Russian folk melodies, masks, costumes, attributes, scenery

Progress.

The teacher announces to the children that guests will come to kindergarten today. They heard that our kindergarten has its own theater and really wanted to attend the performance. There is little time left before they arrive, let's figure out what kind of fairy tale we will show to the guests.
The teacher suggests looking at illustrations of the fairy tales “Teremok”, “Kolobok”, “Masha and the Bear” and others (at the teacher’s choice). All these tales are familiar to children and guests. The teacher offers to collect all the heroes of these fairy tales and place them in a new one, which the children will compose themselves. To compose a tale, you need to come up with a new plot.

What are the names of the parts that are included in the plot? (Commencement, climax, denouement).
What actions take place in the beginning, climax, denouement?

The teacher offers to choose the main characters and come up with a story that happened to them. The most interesting collective version is taken as a basis.

The teacher draws lots with tokens that indicate: role players; make-up and costume designers; musicians-designers; decorative artists.
Children's activities to work on the play are organized.
Showing the performance to guests.

Literature:

Bocharova I.G. Social education of children/I.G. Bocharova - M.: Nauka, 1991.
Social pedagogy: course of lectures; textbook for universities / ed. M.A. Galaguzova. - M.: Vlados, 2003.
Antipina A. E. Theatrical activities in kindergarten. – M.: TC Sfera, 2006.
Lapteva E. V. 1000 Russian tongue twisters for speech development. – M.: Astrel, 2013.
Genov G.V., Theater for kids. – M.: Education, 2011.
Koposova M.V. Development of the creative potential of children through theatrical art: Author's abstract. dis. Ph.D. ped. Sci. – M., 2013.

Project “Theatrical activities as a means of socialization of children.” Sutupova O.I., teacher, OGBU SO “Center for Assistance to Children Without Parental Care, “Harmony”, Cheremkhovo, Irkutsk Region.

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Category: Methodological library

Issue 08(60)/2021

Project “Theater Activity as a Means of Socialization of Children”

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