Project on theatrical activities in the middle group. Project on theatrical activities in the middle group “Theater and us Options for topics for classes in the middle group

Irina Gimaeva
Project on theatrical activities in the middle group

Type project: practice-oriented

Duration: long term

Children's age: middle group

Participants project: children, teachers, parents

Relevance: « Theater is a magical world. He gives lessons in beauty, morality and ethics. And the richer they are, the more successful the development of the spiritual world of children is.” (B. M. Teplov).

The most popular and exciting area in preschool education is. Creative activity and the development of human creative abilities is the main part of the socio-economic and spiritual directions of the modern and social order. Particular importance in children's educational institutions should be given theatrical activities, all types of children's theater, because they help to form the correct model of behavior in the modern world, improve the child’s general culture, introduce him to spiritual values, introduce him to children’s literature, music, fine arts, etiquette rules, rituals, and traditions. Improve the skill of embodying certain experiences in the game, encourage the creation of new images, encourage thinking.

Theatrical activities- This is the most common type of children's creativity. It is close and understandable to the child. Classes theatrical activities help develop the child’s interests and abilities; contribute to general development, the manifestation of curiosity, and the desire to learn new things. IN theatrical activities the child becomes liberated, conveys his creative ideas, and receives satisfaction from activities. Theatrical activities contributes to the disclosure of the child’s personality, his individuality, and creative potential. The child has the opportunity to express his feelings, experiences, emotions, and resolve his internal conflicts.

Implementation of this project will make the life of children interesting and meaningful, filled with vivid impressions, interesting activities, and the joy of creativity.

Problem: inability to convey the emotional character of the characters. Insufficient vocabulary and related speech.

Target project: consistently introduce children to different types theater, develop initiative, independence, connected speech, imagination and fantasy.

Tasks project:

Develop expressive speech in children;

Arouse children's interest in theater, desire to participate in theatrical activities;

Promote the development of children's creative activity;

Development of fine motor skills of the hands.

For parents:

Involve parents in making characters based on fairy tales;

Exhibition of drawings "We are from a fairy tale";

Create an interest in children and parents theater and joint theatrical activities;

Photo vernissage "Into the puppet room theater with family»

For the teacher:

Develop a plan for the year;

Develop scenarios for open events for the year.

Expected Result:

Through a system of various activities, basic concepts of theatrical activities for children;

Children's acquisition of primary skills in the field theatrical arts;

Development of the emotional background and speech of preschool children, replenishment theater corner;

Passionate use theater center by children in a group in independent activities and good acting skills for children 4-5 years old.

Stage 1 - preparatory, informational research:

Creation of a joint teacher with parents and children of different types theater;

Reading works of fiction (fairy tales, stories);

Finger gymnastics;

Development of an entertainment scenario for children.

Second stage main:

September.

Preliminary work theater to a fairy tale"Puff" processing N. Myalika.

Introducing children to Belarusian fairy tales "Puff" processing N. Myalika.

Examination of puppet characters theater.

Repeated reading.

Distribution of roles.

Fairy tale rehearsal.

Fairy tale show "Puff".

Preliminary work: parents and children created carton characters theater to a fairy tale"Turnip".

"Turnip".

Examining the heroes of the carton theater.

Re-reading a fairy tale.

Distribution of roles.

Individual work with fairy tale characters.

Individual work with characters on onomatopoeia of fairy tale heroes.

Fairy tale rehearsal.

Fairy tale show "Turnip".

Preliminary work: parents and children made puppet characters theater to a fairy tale"Teremok".

Reading a Russian folk tale "Teremok".

Examination of puppet characters theater.

Re-reading a fairy tale.

Distribution of roles.

Individual work with fairy tale characters.

Individual work with characters on onomatopoeia of fairy tale heroes.

Fairy tale rehearsal.

Fairy tale show "Teremok".

Preliminary work theater to a fairy tale"Zayushkina's hut".

Reading a fairy tale "Zayushkina's hut".

Examination of heroes with fingers theater.

Repeated reading.

Distribution of roles.

Story rehearsal.

Fairy tale show "Zayushkina's hut".

Preliminary work: Parents and children made finger characters theater to a fairy tale"Zimovye" processing I. Sokolova-Mikitova.

Introducing children to Russian folk tales "Zimovye" processing I. Sokolova-Mikitova.

Repeated reading.

Distribution of roles.

Individual work with fairy tale characters.

Individual work with characters on onomatopoeia of fairy tale heroes.

Fairy tale rehearsal.

Fairy tale show "Zimovye".

Preliminary work theater to a fairy tale"Kolobok".

Reading a Russian folk tale "Kolobok".

theater.

Re-reading a fairy tale.

Distribution of roles.

Individual work with characters to convey the character's character.

Individual work with characters.

Fairy tale rehearsal.

Fairy tale show "Kolobok".

Preliminary work: parents and children made cardboard characters theater to a fairy tale"Three Bears".

Reading a fairy tale by L. N. Tolstoy "Three Bears".

Examination of cardboard characters theater.

Repeated reading.

Distribution of roles.

Individual work with fairy tale characters.

Individual work with characters on onomatopoeia of fairy tale heroes.

Fairy tale rehearsal.

Showing a fairy tale by L. N. Tolstoy "Three Bears".

Preliminary work: Parents and children created Palchikov characters theater to the story T. Karamanenko "The Hedgehog and the Fungus".

Reading a story "The Hedgehog and the Fungus".

Consideration of Palchikov's heroes theater.

Repeated reading.

Distribution of roles.

Individual work with the characters in the story.

Individual work with characters on onomatopoeia of the heroes of the story.

Story rehearsal.

Showing the story "The Hedgehog and the Fungus".

Preliminary work: dramatization of a fairy tale "Masha and the Bear".

Reading Russian folk

Repeated reading.

Distribution of roles.

Individual work with fairy tale characters.

Individual work with characters on onomatopoeia.

Fairy tale rehearsal.

Fairy tale show "Masha and the Bear".

Creating conditions for independent activities:

Cognition: looking at books with bright illustrations;

Socialization: role-playing game « Theater» ;

Artistic creativity: coloring books based on fairy tales, drawing fairy-tale characters;

Theater corner: play independence of children with different types theater;

Physical line: finger gymnastics.

Working with parents:

Consultation for parents, questionnaire « Theater and children» ;

Help in making different types theater;

Participation in an exhibition of drawings "We are from a fairy tale".

Stage 3 – Communication of experience

Theatrical fairy tale"Masha and the Bear"

LITERATURE:

Z. A. Gritsenko “Tell the children a fairy tale”

T. A. Shorygina "Beautiful Tales"

I. D. Sorokina "Scenarios theatrical puppet classes»

G. F. Balandina "Toys-gloves for dolls theater»

N. F. Gubanova « Theatrical activities of preschoolers»

Reader by L. N. Eliseev

T. N. Karamanenko, Yu. G. Karamanenko "Puppet theater for preschoolers»

Objectives: 1. Arouse the interest of children and parents in the theater. 2. Instill in children primary skills in the field of theatrical art (use of facial expressions, gestures, voice, puppeteering). 3. To interest parents in purchasing and making different types of theater and provide information on ways to perform it at home with their children.

Solving problems with children and parents: Dramatization of the fairy tale “Turnip” by children for the younger group Presentation for children of different types of theaters Master class for parents “Do-it-yourself theater” Visit to the library “History of Fairy Tales” Active use of different types of theater in joint activities with children Acting out etudes, nursery rhymes, mini-skits, etc. in individual work Creating a gaming environment for independent theatrical activities

Solving problems with children and parents: Friendly meeting with younger children. (During the meeting, the children were shown options for playing out various works: the fairy tale “Turnip”, the nursery rhyme “A squirrel is sitting on a cart...”, the mini-sketch “Parsley and the Hedgehog”, the sketch “Silence”. The parents showed the fairy tale “Masha and the Bear” for the children ).

Acting out etudes, nursery rhymes, mini-scenes, etc. in individual work.. Creating a play environment for independent theatrical activities of children in kindergarten (making theaters, tickets; selecting music, props).. Rehearsals with children for further showing in musical hall to real spectators: children and parents.

Project result: 78% of the group’s families participated in the project. Parents and children got acquainted with the history of the theater, its types, methods of production and performance. When conducting a survey at the end of the project “Do you play theater with your child at home?”, the desire of parents to engage in theatrical activities at home with their children and attend the theater increased. Many parents purchased and made theaters for home use. Enthusiastic use of the theater center by children in the group in independent activities and good performance in “acting skills” for children 4–5 years old. Photo report of the project “Theatre for everyone!”

Short-term project for the middle group of kindergarten “Theater for everyone!”

Project type:

Practice-oriented, short-term.

Age:

Children 4-5 years of age (middle group of kindergarten).

Problem:

External interest of children and parents in theater and theatrical activities.

Justification of the problem:

1. Insufficient attention of parents and children to the theater.
2. Children’s “acting skills” have not been developed.
3. Superficial knowledge of parents about different types of theater in kindergarten and use for acting with children.

Target:

Formation of interest in theater and joint theatrical activities in children and parents.

Tasks:

1. Arouse the interest of children and parents in the theater.
2. Instill in children primary skills in the field of theatrical art (the use of facial expressions, gestures, voice, puppeteering).
3. To interest parents in purchasing and producing different types of theater and provide information on ways to perform it at home with their children.

Project implementation:

At the beginning and at the end of the project, teachers conducted a survey of parents: “Do you play theater with your child at home?” and research observation of children “Independent theatrical activities of children in kindergarten!”

Solving problems with children:

Watching a musical puppet show: “The Journey of a Tiger Cub” (Theater – Studio “Skaz”) and talking about what they saw.
Conducting an excursion to the Drama Theater with a visit to the artist’s dressing room, stage, hall, dressing room, foyer, props warehouse, museum, etc.
Presentation for children of different types of theater “Kolobok’s Journey!”
Active use of different types of theater in joint activities with children.
Playing out etudes, nursery rhymes, mini-scenes, etc. in individual work.
Creating a gaming environment for independent theatrical activities of children in kindergarten (production of theaters, tickets; selection of music, props).
Rehearsals with children for further demonstration in the music hall to real viewers: children and parents.

Solving problems with parents:

Visual information for parents: the folder “Theater for Everyone” with a description of the history of the theater, its types, a master class on making theaters.
Full house of performances for children in the city, drama theater with an invitation to visit and take photographs of memorable encounters with the theater.
Exhibition and presentation of different types of theater “Play with us!” (examination of theaters, options for their manufacture, puppeteering).
Rehearsals of the play for children "Masha and the Bear" with the help of the author's tack theater.
Production of new types of theater in the group.

Solving problems with children and parents:

(During the meeting, the children were shown options for playing out various works: the fairy tale “Turnip”, the nursery rhyme “A squirrel is sitting on a cart...”, the mini-sketch “Parsley and the Hedgehog”, the sketch “Silence”. The parents showed the fairy tale “Masha and the Bear” for the children ).

Project result

78% of the group’s families participate in the project.
Parents and children got acquainted with the history of the theater, its types, methods of production and performance.
When conducting a survey at the end of the project “Do you play theater with your child at home?”, the desire of parents to engage in theatrical activities at home with their children and attend the theater increased.
Many parents purchased and made theaters for home use.
Enthusiastic use of the theater center by children in the group in independent activities and good performance in “acting skills” for children 4–5 years old.
Photo report of the project “Theatre for everyone!”
Words of gratitude in the notebook of reviews and suggestions!

Acting out a sketch, nursery rhyme, mini-scene in individual work

Sketch based on A. Brodsky’s poem “Novichok”

Silent came to kindergarten.
A very timid newbie.
At first he didn't dare.
He didn’t sing any songs with us.
And then, we see we got used to it:
Like a bunny hop and jump!
How bold I have become.
He even sang a song!
(song)

Nursery rhyme

A squirrel sits on a cart
She sells nuts:
Little fox-sister,
Bunny with a mustache,
To the fat-fifted bear,
To the toothy wolf cub,
Loud cockerel,
Crow!

Mini-scene based on a poem by L. Korchagina

If only you were a good hedgehog
You just can’t pick it up!
Not good? So what!
I'm not a hedgehog without needles!

Dramatization game “Cats and Mouse!”

This pen is a mouse,
This pen is a cat,
“To play cat and mouse,
We can do it a little."
The mouse scratches its paws,
The mouse is gnawing on the crust.
The cat hears it
And sneaks up to the Mouse.
The mouse grabbed the cat,
Runs into a hole.
The cat sits and waits
“Why isn’t the Mouse coming?”

Fairy tale "Turnip"

There lived a grandfather, a woman, and a granddaughter! One day a woman and her granddaughter went to cook porridge. And grandfather decided to plant a turnip!

Let me go and plant a turnip! Grow, grow, turnip, sweet! Grow, grow, turnip, strong! So the turnip grew, sweet, strong, big, big.

It's time to pull the turnip out of the ground!

He pulls and pulls, but he can’t pull it out! Grandfather called Grandma!

Grandma, go help, pull the turnip!

Grandma:

I'm coming, I'm coming, I'll help you now!

Grandma for grandfather, grandfather for turnip...

Together:

Grandma called her granddaughter.

Grandma:

Granddaughter, run to help us, pull the turnip!

Granddaughter:

I’m running, running, I’ll help you!

Granddaughter for grandmother, Grandmother for grandfather, grandfather for turnip...

Together:

We pull, we pull, we can’t pull it out.

Granddaughter called Zhuchka.

Granddaughter:

Bug, help us pull the turnip!

Bug:

Woof-woof, I’ll help, I’m already running to you!

A bug for a granddaughter, a granddaughter for a grandmother, a grandmother for a grandfather, a grandfather for a turnip...

Together:

We pull, we pull, we can’t pull it out.

Called Bug

Bug:

Cat, help us, pull the turnip!

Cat:

Meow - meow, I’m coming to your aid!

A cat for a bug, a bug for a granddaughter, a granddaughter for a grandmother, a grandmother for a grandfather, a grandfather for a turnip...

Together:

We pull, we pull, we can’t pull it out.

The cat called the mouse.

Cat:

Mouse, where are you, run to us, help!

Mouse:

Pee-pee-pee, I’m already in a hurry, I’ll help you all!

A mouse for a cat, a cat for a bug, a bug for a granddaughter, a granddaughter for a grandmother, a grandmother for a grandfather, a grandfather for a turnip...

Together:

We pull, we pull - and we pulled out the turnip.

Everyone was satisfied and happy! Together we pulled the turnip out of the ground! Now grandma will cook turnip porridge, delicious and sweet! And the fairy tale is over, and well done to those who listened!

About everything in the world:

In 1930, the film “The Rogue Song,” about the kidnapping of a girl in the Caucasus Mountains, was released in America. Actors Stan Laurel, Lawrence Tibbett and Oliver Hardy played local crooks in this film. Surprisingly, these actors are very similar to the characters...

Section materials

Projects for the younger group.

Irina Salakhetdinova
Short-term pedagogical project in the secondary group “Theater and We”

Short-term pedagogical project in the secondary group "Theater and We"

Project activities

Subject:"Theater and us"

Type: informational and creative, group

Age: middle group

Project type: short

Project participants:

Group teachers;

Children 4-5 years old;

Parents;

Explanatory note

Childhood is not a small country at all, it is a huge planet where every child has his own talents. It is important to treat children's creativity with care and respect, no matter in what form it appears.

The shortest way to emotionally liberate a child, relieve tension, teach feeling and artistic imagination is through play, fantasy, and writing. It is known that children love to play; they should not be forced to do so. While playing, we communicate with children on “their territory.” By entering the world of play, we can learn a lot ourselves and teach our children. “A game is a huge window through which a life-giving stream of ideas and concepts about the world around us flows into the child’s spiritual world. A game is a spark that ignites the flame of inquisitiveness and curiosity” (V. A. Sukhomlinsky)

And the words spoken by the German psychologist Karl Gross are relevant in this regard: “We play not because we are children, but childhood itself is given to us so that we can play.”

The founder of the Moscow Puppet Theater S.V. Obraztsov once expressed the idea that every child has a natural desire for acting. Theater is always a game, always a fairy tale, a miracle...

How to transfer a children's game to the stage? How to make a performance out of a game, and a game out of a performance? There is only one way - creating conditions for theatrical activities of children in kindergarten.

Theatrical activity is the most common type of children's creativity. It is close and understandable to the child, deeply. From a very early age, the child strives for creativity. Therefore, it is so important to create an atmosphere of free expression of feelings and thoughts in the children's team, to awaken the imagination of children, and to try to realize their abilities to the maximum.

Relevance:

Our society needs a person of such quality who could boldly enter into a modern situation, be able to handle a problem creatively, without prior preparation, and have the courage to try and make mistakes until the right solution is found.

Theatrical games allow solving many pedagogical problems related to the formation of expressiveness of speech, intellectual, communicative, artistic and aesthetic education, the development of musical and creative abilities.

Artistic and aesthetic education occupies one of the leading places in the educational process of a preschool educational institution and is its priority direction. An important task of artistic and aesthetic education is the formation of creative abilities in children. The richest field for solving this problem is theatrical activity.

Problem:

There is insufficient attention of parents and children to the theater;

Children’s “acting skills” are poorly developed;

There are not enough theatrical costumes and masks in the group.

Shyness of children, poorly developed artistic imagination.

Novelty. The means and methods of theatrical and play activities aimed at developing the speech apparatus, fantasy and imagination of children of middle preschool age, mastering communication skills, collective creativity, and self-confidence have been systematized.

Due to the relevance of this problem, the goal of the project is to develop the artistic and creative abilities of preschool children through theatrical activities.

Tasks:

1. Create conditions for the development of children’s creative activity.

2. Introduce children to theatrical culture and enrich their theatrical experience.

3. Develop children’s artistic skills in terms of experience and embodiment

images, as well as their performing skills.

4. Create an atmosphere of emotional comfort, mutual understanding and support.

5. To cultivate in the soul of every child a sense of beauty and to instill a love of art, to ardently sympathize and empathize.

The implementation of these tasks requires taking into account the basic principles of organizing a theatrical game:

1. The principle of organizing person-oriented interaction taking into account individual capabilities - accepting and supporting his individuality, interests and needs, developing creative abilities, caring for his emotional well-being.

2. The principle of integration - the content of theatrical games is interconnected with other sections of the program for raising and educating children in kindergarten.

3. The principle of coordination of the teacher’s activities - the activities of specialists are coordinated with the educational activities of the music director.

4. The principle of age targeting - the content of the activity is built in accordance with and taking into account the age of the children.

5. The principle of continuity of interaction with the child in the kindergarten and family settings - parents support forms of work with children and continue them in the family.

Methods and forms of work:

Reading fiction;

Games - dramatization;

Listening to music;

Viewing a fairy tale;

Examination of illustrations for fairy tales;

Memorizing poetry;

Theatrical activities.

Expected results:

Enriched group environment;

Card index of audio, video materials, presentations;

Development of interest in fiction and dramatization of works.

Expansion of vocabulary, development of coherent speech;

Activation of children's creative abilities;

Active participation of parents in the life of the group;

Material and technical resources:

Fairy tales, illustrations;

Audio, video materials;

Multimedia technology;

Costumes for theatrical activities;

Attributes for different types of theaters.

Project for preschoolers of the preschool educational institution “Theater where the fairy tale lives”

The proposed project is necessary to reveal the child’s creative talent, for the successful implementation of his intellectual and creative potential, for social and communicative abilities, for the cohesion of the family and kindergarten.
The project is aimed at teaching children the art of theater in all types of theatrical activities, creating their own scripts for performances by all project participants, and showing theatrical performances to children and parents.
Theatrical activity helps the development of a child’s creative talent and his all-round development, teaches the child to see the beauty in life and in people, and engenders the desire to bring beauty and goodness into life.
Using the methods of fairy tale therapy, modeling fairy tales, and various techniques for developing verbal creativity during the implementation of the project, participants in the theater studio will create new fairy tales and scripts for performances.
Involving parents in joint work will create a joyful atmosphere of joint creativity with the child. The project is designed for three age groups of preschoolers 4-7 years old.
Project participants: A creative group of teachers, children and their parents.
Relevance of the project
In preschool age, children very easily and quickly acquire new knowledge, skills and abilities. But at present, the child’s communicative development is alarming. Unfortunately, television and computers, various computer games have begun to replace communication and gaming activities. Children stop communicating not only with adults, but also with each other.
Only live communication enriches the lives of children - we must not forget about this!
In many children, the communicative function of speech is impaired. Such children have poor memory, unstable attention, the child gets tired quickly, his cognitive activity does not develop sufficiently, and the grammatical structure of speech is disrupted. In preschoolers, this manifests itself in timidity and constraint; they cannot always formulate their thoughts correctly, answer questions correctly, cannot ask questions correctly; children find it difficult to establish contact with both adults and peers.
In modern society, in the age of computer science, the social prestige of intelligence and scientific knowledge has sharply increased. All pedagogical guidelines are aimed primarily at developing thinking.
A pressing problem in our time is that the emotional and spiritual essence of a child becomes a secondary value. Children, unfortunately, are much less likely to admire, be surprised and empathize; more and more often they show indifference and callousness.
And in my work there are problems:
How to teach a child everything that is useful to him in this complex modern life?
How to educate and develop his basic abilities: to hear, see, feel, understand, fantasize and invent?
How to awaken children's interest in the world and in themselves?
How to teach children to empathize, understand the feelings of others, fantasize, and build harmonious relationships with the world around them?
The shortest path to a child’s emotional liberation, relieving tension, teaching feeling and artistic imagination is the path through play, fantasy, and creativity.
The theater can give all this to a child; it is in theatrical activities that the child connects artistic creativity and personal experiences.
In my work with children, important tasks are to reveal the creative talent of children, reduce the level of anxiety, self-doubt, and get rid of shyness. These problems can be solved through theatrical activities.
From the point of view of pedagogical attractiveness, we can talk about versatility, playful nature and social orientation, as well as the correctional capabilities of theater and the development of gifted children. Therefore, for me, theatrical activities are the most basic and exciting area in preschool education.
For effective work, creating favorable conditions and showing signs of giftedness in students, it is necessary to early identify their creative potential and abilities, the development and self-development of an individual capable of optimal creative self-realization.
Therefore, I had the idea to open a theater studio in kindergarten for more in-depth work with children on theatrical activities, starting with the middle group of preschoolers, with its gradual development, which would become the implementation of my project: “The theater where the fairy tale lives.”

Objective of the project: Discovering a child's creative talent, successful realization of his intellectual and creative potential, promoting social and communicative development, creating an optimal psychological climate for preschoolers through a children's theater studio.

Tasks for project implementation:
Introduce children to different types of children's theaters: mask theater, finger theater, table theater, walking theater, shadow theater, puppet theater, puppet theater "Bibabo", life-size puppet theater, actors' theater. To teach manipulation techniques for children's theaters of various types.
Introduce the concepts of “emotions”, “pantomime”, the ability to recognize the emotional states of others. Develop the emotional and creative potential of preschool children.
Maintain the desire for friendly contacts in joint dramatization games, create favorable conditions for the development of communication abilities.
To expand preschoolers’ general awareness of the world around them through theatrical creativity; to form a certain elementary experience of professional actions in railway transport, about the work of railway workers and other professions through theatricalization.
Develop imagination and imagination in composing your own fairy tales using the modeling method. Form independent thinking, that is, find your own solutions, openly present bold ideas and hypotheses.
To develop the ability to accept criticism without offense, as well as the ability to find flaws in one’s own judgments and assessments.
Develop the ability to adapt to people, correctly perceive and evaluate them and their actions, interact with them and establish good relationships in various social situations.
Develop an interest in making scenery, costumes, and tabletop theaters with your own hands together with parents and children.
Involve parents in joint work, creating a joyful atmosphere of joint creativity with the child.

Project implementation stages

Summer period (June–August)- Diagnostics to study children's creativity abilities.

Stage 2 – Work with the older group of preschoolers and their parents
(September – May)
1. Acquaintance with the rules of behavior in the theater, famous theaters in Russia.
2. Modeling fairy tales by choosing an object or plot.
3. Compiling fairy tales using techniques for developing verbal creativity together with parents.
4. Children to children. Showing puppet and shadow theaters for children of younger groups.
5. Puppet theater “Dancing little ostriches”. Demonstration of puppeteering skills at kindergarten celebrations.
6. Life-size puppet theater. Children show the play through the joint creativity of the target group of the project “We are saving Kolobok.”
7. Creation of a collection of fairy tales of joint creativity of children and parents “Fairy tales of preschool children in a new way.”

Summer period (June-August) - Diagnostics to study children's creativity abilities.

Stage 3 – Working with preparatory group children and their parents
(September – May)
1. Acquaintance with the theater of actors, theatrical terms.
2. Introduction to theatrical professions (what work do people in these professions do in order to stage a performance).
3. Games for developing acting skills “Land of Emotions”, “Say Without Words”, “Pantomime”, etc.
4. Staging performances based on scripts of one’s own composition using the method of modeling fairy tales:
“How seven kids went to kindergarten”;
“How a little train saved the forest”;
“He’s so absent-minded.”
5. Involving parents in helping to make costumes and scenery for performances.

Conditions necessary for the full implementation of the project
clear planning and implementation of theatrical activities throughout the continuation of project activities;
the presence and development of children’s ideas and interest in various types of theater;
the presence of a variety of costumes and the availability of artistic design for performances and dramatizations based on works of art;
children mastering the rules and techniques of one or another type of theatrical activity;
interactions between children, parents and preschool teachers;
a serious, emotionally positive attitude of the teacher towards children's theater games.

Project implementation methods
Preliminary work on the project will be conducting diagnostics to study children's abilities for creativity, which is important to carry out in cooperation with teachers and parents. In middle preschool age, one of the main methods for identifying signs of creatively gifted children is the observation method. As a rule, creatively gifted children are characterized by a relatively easy and rapid assimilation of ethical standards of behavior and positive social-emotional qualities available to them.
Indicators of giftedness levels in childhood do not remain constant, so some methods are carried out in all age groups.
Also, to correct the psycho-emotional state, theatrical activities are useful for shy children with a high level of anxiety. The complex of psychodiagnostic methods for children of middle preschool age includes:
The “Three Steps” technique for studying a child’s self-esteem;

Methodology for studying personality “Three Wishes”;
Methodology for determining the level of development of creative abilities “Sun in the Room”.

Project Description

Work on the project begins with the middle group. Children of middle preschool age get acquainted with the types of theaters.
Types of theater required in project work with children:

1. Theater of masks
2. Finger Theater
3.Walking theater
4. Tabletop theater
5.Shadow theater
6.Puppet theater "Bibabo"
7.Puppet theater
8. Life-size puppet theater
9. Actors' Theater

Finger Theater- This is an excellent material for developing children's imagination, thinking and speech. Performing finger movements inductively leads to excitation in the speech centers of the brain and a sharp increase in the coordinated activity of speech zones, which ultimately develops the child’s brain, stimulates speech development, and concentrates attention on one type of activity.

Dolls walking theater are designed in such a way that a child can insert his index and middle fingers into her legs (from behind) and make the character “walk”. This makes the doll “come to life” in the child’s eyes. You can also work with different pairs of fingers, different hands, and two hands at the same time.

Tabletop theater- these are toys and decorations that can be placed on the table. They can be cardboard, wood or rubber. Thanks to this type of theater, children begin to master the director's theatrical acting.

IN bibabo theater, glove-type dolls are used: a doll, hollow inside, is put on the hand, while the index finger is placed in the head of the doll, the thumb and middle finger are placed in the sleeves of the suit, the remaining fingers are pressed against the palm. Such theater is played out behind a screen.

Shadow theater- this is a screen on which flat cardboard or plywood figures, touching its reverse side, leave shadows. The screen is placed so that it is between the light source and the children (the light source can be a lamp or a window). In the shadow theater you can act out familiar fairy tales. This is an unusual type of puppet theater. In the shadow-silhouettes, the child recognizes familiar characters, and the fairy tale comes to life in his imagination. Such performances enrich the child’s inner world, teach children to imagine, and develop their imagination.

Puppet theater. The puppet is a difficult doll to control, but it is “magical” - it seems that it lives separately from the person who controls it.

Thanks to these types of theater, children learn how to manipulate theatrical puppets. By engaging in theater with children, the life of our students will be interesting and meaningful, filled with vivid impressions and the joy of creativity. And most importantly, children will be able to use the skills acquired in theatrical games in everyday life.
Also, children, playing in the theater, learn to retell Russian folk tales.
In the process of telling and showing a fairy tale, the child develops speech, fine motor skills, verbal and gestural expressiveness, and learns to independently convey the image of fairy-tale characters.
With the help of sketch sketches, children become familiar with emotions and the ability to recognize them.
A special role is given to working with parents. The child and parents are one whole. And joint creative activity between children and adults is always effective. For this, there is a need to create a parent club “Theater Workshop” to conduct master classes on making theatrical puppets and theaters with your own hands. The club participants will be parents with their children. Thanks to these methods of performing theater at home, the child’s level of self-esteem, confidence in his abilities, and family cohesion increase. In the form of consultations and round tables, parents receive information about the importance of theater in raising children, as well as the opportunity to attend a particular performance with their child, and then discuss with him what they saw and make illustrations.
At the end of the school year (in May), together with all participants of the parent club, a photo album is created, which will contain all the work done in the theater workshop.

In the summer (June-August) diagnostics of children of senior preschool age is carried out:

Methods for studying child anxiety;
Methodology for studying personality “Tsvetik-Semitsvetik”;

Game test "Three words" to assess creative imagination.

Children in the older group learn the rules of behavior in the theater using slide presentations and get acquainted with the theaters of Russia.
Children play out scenarios of Russian folk tales using various types of theater. Using the methods and techniques of fairy tale therapy, modeling fairy tales, and various techniques for developing verbal creativity, you can come up with a new fairy tale or script for a play.
Using the method of fairy tale therapy, the child develops imagination, which is the psychological basis of creativity, making him capable of creating something new. For example, after reading and discussing the RNS “Kolobok”, children are asked a number of questions: “What would happen to Kolobok if he lived in our city? Where would he go? If he lived on a high floor? What needs to be done to prevent trouble from happening to Kolobok? How would we help him? etc. Thanks to this method, children develop positive social and communication qualities, friendly relationships, and a desire to help. Thus, with children you can come up with a new plot for the fairy tale “We are saving Kolobok.”
The modeling method is one of the most effective methods of teaching children to write fairy tales, allowing them to develop various skills in composing fairy tales (by choosing an object, plot, etc.). Since one of the important areas of activity has been identified in our kindergarten - this is work on early career guidance on a railway theme, then the bias in choosing the plot of fairy tales is on a railway theme. There are few ready-made fairy tales and stories on the railway theme, so all dramatizations and performances staged by children are a product of children's imagination. Modeling fairy tales occurs through communication, dialogue, with many leading questions correctly posed by the teacher in advance. And the “right” questions encourage the child to think, analyze, draw conclusions and generalizations.
Collaborative creativity in writing fairy tales is offered to children and their parents. Taking Russian folk tales as a basis and using the techniques of verbal creativity: “twisting a fairy tale,” “complement a fairy tale,” “beginning and ending,” etc., new plots are obtained for fairy tales, which will later become theatrical performances.
Children's imagination has no limits, and not all scenarios of the resulting fairy tales can be played out on stage, but they can be played out in other types of theater: finger theatre, shadow theatre, puppet theatre.
Children of the older group consolidate their skills in puppeteering techniques. They show ready-made performances to children of younger groups in the form of shadow and puppet theaters. They perform at kindergarten celebrations, presenting their experience of manipulating puppets (in March).
By the end of the school year (in May), the children of the senior group are preparing a performance using life-size puppets “We are saving Kolobok.”

Life-size puppet allows the child to quickly transform into one or another role. The doll's legs are put on the child's legs, mittens are put on the hands, the doll's head is hung on a strap on the child's neck - and the child is “in the costume” of the chosen hero.

A collection of fairy tales on a railway theme, “Fairy Tales for Preschool Children in a New Way,” is also being created, invented jointly by children and parents (in May).

In the summer (June-August), children in the preparatory group are diagnosed:
“Ladder” technique for studying a child’s self-esteem;
Methods for studying child anxiety;
Methodology “Diagnostics of natural memory”;
Methodology for studying personality “If I caught a goldfish”;
Methods for studying a child’s creativity, Williams creativity test “Complete the figure”;
Methodology for modeling fairy tales.

In the preparatory group, children get acquainted with actors' theater

Actors' Theater. The largest and most labor-intensive type of theater in which children themselves perform. While playing in the theater of actors, the child shows a strong interest in theatrical art and theatrical activities, creatively applies knowledge about various emotional states and the character of the characters in performances, uses various means of communication, shows initiative, coordination of actions with partners, and creative activity at all stages of work on the play. .
With the help of slide presentations, children become familiar with theatrical professions and theatrical terms. In order to develop emotional and creative potential and form non-verbal means of communication, children become familiar with various emotions and pantomimes.
Based on the fairy tale “The Wolf and the Seven Little Goats”, combining the two holidays Mother’s Day and the Birthday of the kindergarten, using the “beginning and end” technique, the children will show the play “How the Seven Little Goats Went to Kindergarten” (November). Based on the fairy tale “The Engine from Romashkovo”, taking the theme of ecology as a basis, the children will show the fairy tale “How the Engine Saved the Forest” (February). Using the “complete the fairy tale” technique, the children will show the musical “He’s so absent-minded” (May).
All fairy tales invented by children require a lot of preparation, not only in memorizing the roles, but also in making costumes, scenery, attributes, etc. Therefore, the parents of the students must be involved in participation in theatrical productions, not only as spectators, but also as co-authors of the text and scenery makers and suits. This will help them get to know their child better, the characteristics of his character and temperament.

(Scenarios for performances are included in the section in other entries)

Conclusion
In accordance with the targets outlined by the Federal State Educational Standard for Preschool Education, a child at the stage of completing preschool education must have a developed imagination, show initiative and independence in various activities, and actively interact with adults and peers. All these personal characteristics will develop especially clearly during the implementation of my project.
The presentation of fairy tales and funny skits, personally invented by children with their favorite characters, is the most popular for dramatizations and contributes to the development of thinking, speech, attention, memory and creativity, allowing them to express their imagination.
The educational value of theatrical games is also enormous. Children develop a respectful attitude towards each other. In addition, by “playing” a fairy-tale hero, a child gets an idea of ​​good and evil, learns to understand human characters, empathize and help the weak, thereby giving him self-confidence and helping him get rid of his own fears. And speaking in front of an audience forms children’s experience of social behavioral skills and promotes the development of all components of speech in preschoolers. Theater in kindergarten will teach the child to see the beautiful in life and in people, and will give rise to the desire to bring the beautiful and good into life.
Thus, working on the project reduces the level of anxiety, eliminates shyness and self-doubt, and helps develop the child’s creative talent and all-round development. It is obvious that theatrical activities teach children to be creative individuals, capable of perceiving novelty and the ability to improvise. Our society needs a person of such quality who could boldly enter into a modern situation, be able to handle a problem creatively, without prior preparation, and have the courage to try and make mistakes until the right solution is found.