Theater for children is a magical land where fantasies become reality, objects come to life, and good always triumphs over evil. All this is a type of game that is an integral part of the life of a preschooler. Theatrical activities have a huge emotional impact on the child, awakening his imagination and activity. Middle preschool age is a wonderful time for developing creative talents. Children of the fifth year of life are happy to try on various roles, imbued with the experiences of fictional characters, while liberating themselves and comprehending the nature of human relationships.
- 1.1 Tasks and techniques of theatrical performance in a preschool educational institution
1.1.1 Photo gallery: techniques for working in a secondary group for teaching theatrical performance
- 1.2.1 Photo gallery: types of puppet theater in the middle group
- 2 Conducting theatrical classes in the middle group
2.1 Individual approach in class
- 2.2 Motivating start to theatrical activities
- 2.3 Options for topics for classes in the middle group
2.3.1 Table: fragments of lesson notes on theatrical activities in the middle group
- 2.3.2 Table: fairy tale script for dramatization
- 3.1 Table: fairy tales for theatrical performances used in the project
- 5.1 Video: dramatization of the fairy tale “Turnip” in the middle group
Methodology and organization of theatrical activities in the middle group of kindergarten
Theatrical activities remain an important component of the pedagogical process in the secondary preschool level. Such classes are most often held as part of the subject “speech development” (for example, once every three to four weeks) or are included in circle work.
Tasks and techniques of theatricalization in preschool educational institutions
Theatrical classes solve many problems, contributing, first of all, to the harmonious development of the child.
Educational objectives:
- The initial foundations of theatrical culture. The children get acquainted with theatrical terminology, varieties of theatrical art, and learn how to behave correctly while in the theater.
- Theater game. Preschoolers improve their ability to navigate the stage space, move around the set, build a dialogue with a production partner on a specific topic, and remember the words of the characters in a theatrical sketch.
- Working on the play. Children develop skills in manipulating imaginary objects. Children learn to embody specific feelings and experiences in the game, to create a certain image through intonation, facial expressions and pantomime.
- Rhythmoplasty. Preschoolers learn to respond to a musical signal or command, while acting in concert, remembering various poses and conveying them figuratively.
- Speech culture. Children develop speech breathing, correct articulation, clear diction, develop the ability to change intonation, write short stories and fairy tales, and find elementary rhymes.
Developmental tasks:
- Theatrical activities instill in children the skills of public speaking.
- Children's vocabulary is activated, their vocabulary is enriched, their intonation structure is improved, and dialogic speech develops.
Educational tasks:
- The child’s general culture improves and he becomes familiar with spiritual values.
- Theatrical activities foster in preschoolers independence, artistry, creativity, and the ability to communicate with peers and adults.
When organizing theatrical activities in middle preschool age, the teacher relies on certain techniques:
- Verbal: reading short fairy tales and stories (which are then transformed into a play script), conversations with children, appealing to one’s personal experience, reading competition.
- Visual: joint examination of costumes, scenery for specific performances, viewing of theatrical productions in kindergarten (they are organized by teachers or professional actors are invited).
- Practical: this includes dramatization games, acting out short sketches, drawing episodes from specific fairy tales and stories, making your own decorations, attributes, masks and other costume elements.
Photo gallery: methods of working in a secondary group for teaching theatrical activities
Watching theatrical performances makes kids want to act out their own performance.
The initial stage is familiarization with the script of the future performance
Preschoolers put on a little performance themselves
Types of theatrical activities in the secondary preschool level
Theatrical activities in the secondary preschool level can be divided into two key groups: dramatization games (drama theater) and director's games. In the first case, preschoolers themselves become the protagonists of the play: they put on costumes, play the roles of characters, conveying their movements and experiences with the help of intonation, facial expressions and pantomime.
A type of drama theater is mask theater, which also takes place in the middle group. The teacher makes hat-masks based on the size of the child’s head. They can be sewn or knitted, or you can use a cardboard image that is fixed around the head with an elastic band.
With the help of costumes, masks or hats, kids transform into fairy-tale characters
During director's play, the child only creates the scene by controlling a toy character - three-dimensional or flat. In this regard, the following types of theater are distinguished:
- Desktop. These are manipulations with the most common toys (matryoshka dolls, animal figurines, etc.), while the stage area is a children's table. The content of such performances is usually chosen to be extremely simple, there are no intricate movements and actions. The teacher may well come up with a short story himself.
- Conical. It is a type of tabletop. The characters are made from paper cones.
- Theater on flannelgraph (or magnetic board). Kids are usually captivated by the process of the game action itself: after all, the pictures do not fall, but seem to be glued to the board, as if by magic. A teacher can easily create many characters for such performances: the image can be drawn or cut out from postcards, magazines, or old books. The picture is glued onto thin cardboard, with flannel glued to the back side. If the sketch is played out on a magnetic board, the teacher uses small, inconspicuously colored magnets to attach the characters.
- Shadowy. This is great fun for kids who love watching human and animal figures move across a brightly lit screen. The teacher covers a wooden screen frame with thin white fabric, cuts out character figures from loose cardboard and paints them black (and body parts can be movable, for example, the head, arms and legs) using threads or wire. When performing a performance, the figures are pressed tightly against the material, and a light source is located behind them. It is advisable that the audience does not see the puppeteer’s hand: for this purpose, each figure is equipped with an additional element that makes it convenient to hold it.
- Bibabo (or the Petrushki Theater). It is a set of dolls that are put on your hands like a glove. Such characters are sold in children's stores; if you wish, you can make them yourself. The simplest doll consists of a body-shirt, a head and arms. The head can be borrowed from an old doll, a rubber toy, or made from plasticine, papier-mâché, or a plastic ball, marking the corresponding details. The body-shirt is sewn according to the size of the child’s hand. During the demonstration of the sketch, the head is placed on the index finger, and the hands (or paws of the animal) are placed on the thumb and middle finger. At the same time, the stage of the bibabo theater is a screen on which the scenery is placed. Little puppeteers are behind the screen and control the dolls. Such a theater usually evokes delight and a sea of bright emotions in children.
- Finger. These are small dolls sewn from material, knitted from yarn or glued from paper. The face is decorated with buttons, beads, beads, threads, etc. Children put toys on their fingers and use a screen to show the performance.
- Mitten Theater. It is based on the use of unnecessary children's mittens, to which eyes, ears, mouth, hair and other details are sewn. Alternatively, the mitten can be cut out of paper and then glued. Children love to make such dolls, coloring them with pencils, gouache, felt-tip pens, and decorating them with applique. Such mittens, by the way, can include part of the scenery, for example, grass or trees.
Photo gallery: types of puppet theater in the middle group
Bibabo theater characters are put on their hands like a glove
An ordinary mitten can be transformed into a fairy-tale character
In the cone theater, the characters are paper cones.
For a tabletop theater, the stage area is an ordinary table
Small puppets are put on fingers and the game action is played out using a screen.
To create a shadow theater you need black figures and a white screen
Flat characters attached to flannelgraph
Performances staged by children turn out to be brighter and more interesting if they are accompanied by musical accompaniment. The music director can play along with the children on the piano, or the teacher selects suitable audio recordings. Thus, theatrical activities in preschool educational institutions are closely related to musical ones.
Theatrical corner in the group room
In the developing environment of the middle group, there must certainly be a theatrical corner, where a variety of types of theater, scenery and costumes, caps and masks and various theatrical props (tickets, box office, posters, etc.) are presented. With the help of all these paraphernalia, in their free time, kids can develop their acting abilities by performing small performances, imagining themselves as various characters.
In the theatrical corner, children can act out performances on their own using various dolls, scenery, and costumes.
Card index of theatrical games
According to experts, the “Theatrical Games for Children” card file contributes to the development of attention, endurance, and coordination of actions. The following theatrical children's games in the middle group can be distinguished:
Card index
"Hands-legs"
The main goal is to develop active attention and reaction speed.
With one clap, the guys should raise their hands, with two clap, they should immediately stand up. If your hands are raised: one at a time, lower your hands; two at a time, sit down.
"A fun game with chairs"
During the course of work, the kindergarten teacher instills the ability to move freely in space. Coordination of actions is very important here. Children must learn to sit gracefully on chairs, build given figures, etc.
Organization of a nature corner in kindergartens according to the Federal State Educational Standard
Note! At the teacher’s command, the children must carefully move around the hall with their chairs and “build” a circle (sun), a house for a doll, an airplane, a bus.
"What do you hear"
This lesson provides auditory attention training. The guys should sit next to each other and listen to the sounds.
Exercise with objects
This lesson is aimed at training visual attention. The teacher lays out several objects on the table. Among them you can find:
- pencil;
- notebook;
- watch;
- matches;
- coin
The child driving should turn away at this time. The teacher suggests going to the table to look at the object and remember its shape, color, location. After which the child must turn away again, and the teacher, meanwhile, removes one of the presented objects. The preschooler must guess which item is missing.
"Pass the Pose"
By completing this task, children develop qualities such as memory, attention, observation, imagination, and endurance. The teacher sits the children on chairs, creating a semicircle. At the teacher’s command, the children must close their eyes. The driving child must independently come up with and fix a certain pose, showing it to the first peer. Accordingly, the friend must remember and show it to the other child. Therefore, there is a comparison of the poses of the last player with the pose of the driver.
"Remember the photo"
The main goal of this exercise is to develop voluntary attention, imagination and fantasy. The guys must perform all actions in a coordinated manner.
Note! Before starting the task, the teacher divides the preschoolers into several groups, each consisting of 4-5 people. Children must choose one photographer themselves. He must arrange his group in a certain order and make cards.
While doing the work, the child must remember the location of the group. The teacher asks the “photographer” to turn in the other direction. The guys immediately change positions and take other poses. The “photographer” must reproduce the original version.
Conducting theatrical classes in the middle group
In order for the work on developing the creative abilities of children through theatrical activities to be effective, it is necessary to conduct it systematically and systematically, taking into account the age, psychological and individual characteristics of the children.
Individual approach in class
In theatrical activities, an individual approach is of particular importance. The teacher must create such conditions so that every preschooler has the opportunity to reveal his or her abilities. For these purposes, the following techniques are used:
- Choosing a role at will (according to the child’s character).
- Assigning timid and shy kids to key roles (this will allow them to overcome their fears, become more self-confident and increase self-esteem).
- Playing dialogues in pairs.
- If a child has problems with speech (many children of the fifth year of life still speak poorly, especially boys), then you need to choose a role for him, where the main effect is based on facial expressions and pantomime.
- If a preschooler remembers a large amount of text well, then you need to give him roles with a large number of words.
- Some children need to be given time to manipulate the toy before performing the play (the baby may want to talk to it).
Some children need to be given special attention during theater classes.
Motivating start to theatrical activities
Theatrical activity in the middle group is in itself a very exciting activity for children, especially if the teacher comes up with an intriguing motivation for it.
For example, the teacher shows the kids a beautiful chest - she found it on the way to kindergarten. There are fairy tale characters there (it could be “Teremok” or “Kolobok”, “Ryaba the Hen” or “Zayushkina’s Hut”, etc.). In order for the chest to open, children must solve riddles.
The beautiful chest contains fairy tale characters
Another option for starting a lesson is for the teacher to hold a ball of thread in his hands. It is not simple, but magical, it can lead you into a fairy tale. The ball rolls and leads the children to the toy Luntik. He tells the children that they really found themselves in a fairy tale, where animals and birds talk, and good always defeats evil.
Favorite cartoon character Luntik invites kids to a fairy tale
To interest children in theatrical activities, the teacher can dress up as a storyteller grandmother (Malanya or Arina) and invite the children to play with her. At the same time, it’s good to stylize the group room a little like a Russian hut - put a stove, painted wooden dishes, etc.
The teacher dresses up as a grandmother-storyteller
Another option for a motivating start to an activity that will certainly inspire children is an offer to turn into actors. Preschoolers love to transform into representatives of one profession or another. And being an actor is very interesting, because you can feel like anyone: a beautiful princess, a little puppy, a cowardly bunny.
The performance can be preceded by a short conversation about the theater. The guys remember whether they have theaters in their city, which ones (drama, puppet theaters), what the names of the people who work there are called. Thus, the activity takes on a patriotic orientation - the kids expand their knowledge about their hometown.
Options for topics for classes in the middle group
The very first classes in theatricalization should be of an introductory nature (“What is theater”, “The World of Theatre”, “Journey to the Theatre”, etc.). The teacher introduces the children to the theater, explains its internal structure, and shows photographs of beautiful buildings. Preschoolers learn that there are drama and puppet theaters and become familiar with the profession of an actor.
The children learn that all the theater buildings are very beautiful and majestic
In subsequent lessons, children act out short scenes in which they learn to express certain emotions through intonation, facial expressions and gestures (for example, “Change your voice”, “Guess who I’ll show”, “Facial sketches at the mirror”), read poems expressively (for example, “What I can do” by B. Zakhoder).
The topics of the main block of classes on theatrical performance in the middle group are related to Russian folk and literary fairy tales. The teacher performs with the children performances based on the following works: “Kolobok”, “Teremok”, “Hen Ryaba”, “Zayushkina’s Hut”, “Three Bears”, “Kolobok - a prickly side” by V. Bianki, “Who said “Meow”, “ Under the mushroom” by V. Suteev, “My phone rang” by K. Chukovsky.
Based on the fairy tale “Under the Mushroom” by V. Suteev, you can stage both puppet and dramatic performances
Also, classes can have a patriotic orientation (“Theatres in my city”) or teach preschoolers politeness (various scenes from life are played out, where the children must use polite words).
Children of the fifth year of life can also practice the profession of screenwriter and director: come up with their own scenes from the life of toys (for example, “Where the toys live,” “The toys came to visit the doll Katya,” etc.).
Table: fragments of lesson notes on theatrical activities in the middle group
| Author and title of the lesson | Progress of the lesson |
| Khlebnikova N.A. "We're playing theater" | The teacher comes in the guise of a storyteller and talks with the children about where they can see fairy tales. The children are invited to transform into artists - learn to convey feelings through facial expressions and gestures. Warm-up game “Transfers”.
The storyteller tells the preschoolers that a kitten has come to visit them. Children remember cartoons and fairy tales in which this character is, and then pass a toy kitten to each other, stroke it, and say kind words. The teacher reads B. Zakhoder’s poem “Kiskino grief”
Conversation on content. Some children tell it sadly, others cheerfully. The teacher invites the children to turn into a kitten who wants to steal sausages. You need to get up from the chair, like a pussy, on your hind legs, spin around the table, inhale the fragrant smell of sausages. But then the owner comes in and the kitten runs away. Reading a poem by L. P. Savina:
The children are asked to imagine how they are stroking a cat with their hand. It's time for the storyteller to return home. She asks the guys what they liked most about the lesson, what interesting things they learned. |
| Kamenskaya N.K. Fairy tale "Teremok" | The teacher tells the children that on the way to kindergarten she found a beautiful box. To open it, you need to guess riddles (toys are shown as you solve them):
The guys guess that the animals are the heroes of the fairy tale “Teremok”. The teacher offers to act out this fairy tale, pronounces magic words, and the children turn into forest dwellers - they put on hats and masks. Some of the children play the role of the sun and Christmas trees (appropriate masks). The teacher, in the role of the author, tells a fairy tale, and the children play the roles of the characters. Physical school is being held.
And now we need to turn from forest animals into guys again! (the teacher takes off the children’s caps and masks). Children are invited to sit at the tables and make a tower out of counting sticks. Lesson analysis. The teacher finds out from the preschoolers what they liked most and what was difficult. |
| Lagutina A.V. “Marfusha visiting the guys” | Marfusha (an adult in disguise) appears in front of the children. She says that when she was putting things in order, she found a sock, a handkerchief, a glove, a mitten and a slipper. And now Marfusha doesn’t know what to do with all this. She decides to put things in a magic chest and cast a spell. Finger gymnastics is performed:
Marfusha leaves the bag and leaves. The teacher takes out the objects one by one and is surprised. The slipper turned into a mouse. Children imitate her thin voice. The teacher takes out a toy ant. The game “Ant and Bird” is played: when the teacher says “ant”, children should run with small checkers, and sit down at the signal “bird”. The next character from the bag is the glove bunny. The kids turn into rabbits - they press their heads to their shoulders, tuck their “paws” under them and tremble. The teacher takes out a butterfly and plays two melodies in turn. The guys must guess which butterfly can flutter under it. Girls perform dance moves to music. The last hero is the sparrow. The children guess a riddle about him. The children, with the help of the teacher, guess that all these characters are heroes of V. Suteev’s fairy tale “Under the Mushroom.” At first they were sad, but friendship helped them, and the heroes became cheerful (the conversation is accompanied by a demonstration of pictograms with a cheerful and sad face). The guys take turns playing the role of a character and ask to be treated to a fungus. The game “Recognize your friends by voice” is played: children pass a wand. Whoever has it in his hands calls the leader by name, and he must determine by his voice who called him. Game “Passing”: you need to pass a large ball in your palms to your neighbor. Breathing exercises “Wind”: while exhaling, preschoolers say “fu-u-u”. Preschoolers share their impressions. The teacher takes out a treat from the bag. |
Table: fairy tale script for dramatization
| Fairy tale title | Content |
| "Mashenka's Birthday" | Once upon a time there lived a girl Mashenka. She was a very cheerful and kind girl. She was loved not only by her friends, but also by all the animals! And then one day, when Mashenka’s birthday came, the little animals decided to congratulate her on the holiday. They prepared gifts and congratulations for the birthday girl. First, Kitty came to Mashenka! (the cat gradually appears on the screen). He approached her and said: “Masha, happy birthday to you! And accept a gift from me!” (the cat sways slightly, and Masha stands motionless). The girl was very happy about the arrival of Kitty and his gift and said: “Thank you, kitty, I’m very glad that you came! Please come in." The cat walked over and sat down on a chair. And at this time the Bunny was skipping along the path. He saw Mashenka and joyfully said: “Hello, Mashenka! I wish you a happy birthday! And I give it to you...” The girl thanked Bunny: “Thank you, Bunny! Please come in!” The bunny happily agreed, walked over and sat down next to the cat. As soon as Bunny sat down, everyone heard the song. It was sung by Little Fox, who also hurried to congratulate Mashenka. The little fox ran up to the girl and joyfully said: “I congratulate you on your birthday! Here's a gift for you! “I gave Mashenka a gift and was just about to leave when Masha said: “Thank you, little fox, stay for the holiday!” The little fox thanked the girl, went and sat on the chair next to the Bunny. And then everyone saw that Mishutka was waddling. Mishutka was very timid and shy. He came up and quietly said: “Happy birthday!” He gave Mashenka a gift and quietly went home. And Masha followed him and said: “Thank you, Mishutka, stay at the holiday!” Mishutka even growled quietly with pleasure, went and sat down next to Kitty. And then everyone saw that the Wolf Cub and the Cockerel were coming to Masha with congratulations. The Cockerel walked ahead and crowed loudly, and the Little Wolf followed him and kept thinking about how he would congratulate Masha. They approached the birthday girl and said: “Happy birthday to you!” We wish... Here are gifts from us!” Masha said: “Thank you, please come in!” The little wolf went and sat down next to Mishutka, and the Cockerel next to the Little Fox, because they were friends and always played together. When the guests sat down, Masha saw that Kozotchka was hurrying towards her. She was smart and cheerful. The goat also brought Masha a gift. She approached the girl and said: “Happy birthday to you! And accept a gift from me!” Mashenka said: “Thank you very much, please come in!” The Goat happily walked over and sat down next to the Cockerel. Masha was very glad to have the guests, but she was looking forward to her friend Dashenka. And then she saw that Dashenka was hurrying along the path, and with her the Mouse. When Dashenka and Little Mouse approached, Masha said: “I’m glad you came, look how many guests I have!” Dasha and Mouse congratulated the birthday girl on her birthday and offered to lead a round dance “Loaf” for Mashenka. All the animals agreed, stood in a circle, and Masha in the middle of the circle, and they began to dance in a circle! |
Preparation and conduct of classes in preschool educational institutions
Theatrical activities in the middle group of preschool educational institutions are an exciting process for children. To attract the child's interest in this activity, you need to come up with a fun game. For example, a teacher brings with him a beautiful chest that was found on the way to kindergarten. This chest contains fairy tale characters. In order for the item to open, the guys must guess the riddle.
Kindergarten program for developing attention
Another scenario is choosing a fun outfit. To interest children in theatrical activities, the teacher can choose the outfit of a grandmother-storyteller (Malanya or Arina). The teacher invites preschoolers to play with her.
Lesson plan
To conduct the lesson, a special long-term plan is drawn up. The idea of different types of theater is consolidated. Techniques for working with finger theater are also reinforced. The director's approach is an examination of interesting games “The Hare Had a Garden”, “Farewell to Winter”, “Meeting Spring”, during which preschoolers develop an interest in the performing arts.
Lesson planning
Important! This helps to develop goodwill and communication skills in relationships with each other.
In addition, the teacher conducts a conversation with the children while reading a fairy tale. This stimulates emotional perception. Thus, the vocabulary is replenished. Preschoolers learn to find expressive means in facial expressions.
Stage attributes
Before conducting a lesson, the teacher must prepare stage attributes (accessories, hats, scenery), such as dolls, theatrical costumes, and makeup.
Applying Stage Attributes
Example scripts
The teacher tries on the image of a storyteller who conducts a fascinating conversation with children. The children are invited to impersonate the images of the artists - learn to convey feelings through facial expressions and gestures.
Example scripts
A special theatrical project is being created in a playful form. Children must convey specific emotions to each other. The next task is to pass a certain number of claps in a circle. You need to pronounce the phrase “Let's go, let's go to the forest for nuts.”
The storyteller tells the preschoolers that a kitten has come to visit them. Children remember cartoons and fairy tales in which this hero is present, and then pass the toy kitten to each other.
The teacher reads the poem by B. Zakhoder “Kiskino Grief” or K.I. Chukovsky “Aibolit”.
An open lesson with children on GCD - a conversation is held on the content. Some children tell it sadly, others cheerfully.
The teacher invites the children to turn into a kitten who wants to steal sausages. You need to get up from the chair, like a pussy, on your hind legs, spin around the table, inhale the fragrant smell of sausages. But then the owner comes in and the kitten runs away.
Reading a poem by L. P. Savina:
“Pussy, pussy, pussy!
Julia called the kitten.
Don't rush, wait, wait!
And she stroked it with her hand.”
The children are asked to imagine how they are stroking a cat with their hand.
It's time for the storyteller to return home. She asks the guys what they liked most about the lesson, what interesting things they learned.
Theater project
Theatricalization provides great material for project activities in the middle group. These can be short-term or long-term projects. The duration of short-term - from one day to two weeks, long-term - from two weeks to six months and even a year.
An example of a long-term project is “Theater near us” by Educator I. G. Gimaeva. It involves children, teaching staff and parents. At the same time, parents are involved in the creation of fairy tale characters, the exhibition of drawings “We are from a fairy tale,” and the organization of a photo exhibition “To the puppet theater with the whole family.”
Problem to be solved during the project: inability to convey the emotional character of the characters, insufficient vocabulary, difficulties in coherent speech.
The teacher has developed a detailed project plan, including scenarios for open events, and thought through the expected results of the activity. During the preparatory stage, the teacher creates various types of theater in the group (parents and preschoolers themselves are involved in this process), reads fairy tales and short stories to preschoolers - future scripts for performances.
Table: fairy tales for theatrical performances used in the project
| Month | Fairy tale title | Theater view |
| September | Belarusian fairy tale “Pykh” | puppet show |
| October | Russian folk tale "Turnip" | cardboard theater |
| November | "Teremok" | puppet show |
| December | "Zayushkina's hut" | finger theater |
| January | "Winter quarters of animals" | finger theater |
| February | "Kolobok" | finger theater |
| March | Fairy tale by L. N. Tolstoy “Three Bears” | cardboard theater |
| April | T. Karamanenko's story “The Hedgehog and the Fungus” | finger theater |
| May | "Masha and the Bear" | dramatization, the final stage of the project |
During the implementation of the project, theatrical activities are closely intertwined with artistic creativity (children are offered coloring books on the theme of fairy tales, drawing of their favorite characters), physical education (physical education minutes on fairy tale themes).
Analysis and diagnostics of theatrical activities in the middle group
All classes on theatrical activities in the middle group are structured according to a similar scheme. First, the teacher immerses preschoolers in the topic and creates the necessary emotional mood. Then a specific sketch or performance is played out, where the kids demonstrate their creative abilities.
A mandatory stage of each lesson is an emotional conclusion. The teacher, together with the children, analyzes theatrical activities. The teacher gives preschoolers the opportunity to express their opinions and note what each of them liked most about the lesson. The guys remember what fairy tale they acted out, which tasks were easy and which seemed difficult. Thus, during the analysis, the teacher notes points that need to be worked on in the future, including in individual activities.
Theatrical activities in the middle group include diagnostics, which are carried out twice a year (usually October and May). The teacher identifies the skills and abilities that children should acquire by the end of the school year, notes how much each child possesses them at the beginning of school (October), and then at the end of the year (May). Based on the data obtained, the teacher draws conclusions about the success of training.
To assess the level of child development, a three-point scale is used: good, satisfactory, unsatisfactory (some use a five-point system). Characteristics of a high level of development for diagnosis:
- Through intonation, facial expressions and gestures, he conveys the character and characteristics of the hero of the work.
- He knows how to transform into a character and improvise during the game.
- Pronounces the character's words clearly.
- He is familiar with different types of theater, owns toys, finger puppets, bibabo dolls, etc.
- Willingly participates in children's performances at preschool educational institutions.
Fairy tales for dramatization in the middle group
Children of this age group are characterized by their desire for socialization. They are more actively involved in role-playing games, trying on various roles (social and heroes of famous fairy tales).
Note! In middle preschool age, children become more attentive; they can already perceive not only poetic works, but also short Russian folk works.
Reading fairy tales in preparatory groups of kindergartens
What performances can be shown in the middle group?
"Zayushkina's hut"
The role of the leader is the teacher himself or, if desired, the child. The main characters of this tale are:
- Hare;
- Fox;
- Dog;
- Bear;
- Bull;
- Rooster.
The teacher must prepare the appropriate props in advance. These are masks with animal ears (bear cub, dog and other heroes) or their image. This is also the bast zayushkina and the ice fox hut. Before the start of the production, the teacher reads a fairy tale to the children, introducing them not only to its content, but also to how to convey the character of the characters using facial expressions and intonation.
The teacher explains to the children the meaning of outdated and unfamiliar words so that the students understand the content of the work. During the discussion of the fairy tale, he asks leading questions about the characters' personalities so that they can convey them during the dramatization. For example, the fox is cunning, the hare is kind, modest, the rooster is brave, and so on for all the characters.
The fairy tale “Zayushkina’s Hut” is associated with the lexical themes “Seasons”, “Domestic and wild animals”. During the dramatization, children learn to form possessive adjectives: hare, bunny's hut, fox.
"Kolobok"
Another popular fairy tale that is in the middle school card index. The leader is an adult or a child. Fairy tale heroes:
- Kolobok;
- Grandma;
- Dedka;
- Hare;
- Wolf;
- Bear;
- Fox.
The peculiarity of this fairy tale is that the characters have few words, so children need to use more facial expressions and gestures to convey the characters of their characters. The teacher can make a path with plants, mushrooms, and berries along which Kolobok will roll.
This tale is related to the lexical themes “Wild and Domestic Animals”, “Family”. You can also discuss rules of behavior with students.
Note! This work can also be chosen for an improvisation game. For example, invite children to come up with lines for Grandmother and Grandfather. Or other animals from which Kolobok rolled away.
Theatrical activities in kindergarten
"Fly Tsokotukha"
This work is popular with children and is often chosen to be staged because it is in the form of a poem. The characters' phrases are easier to remember, which is why this Russian fairy tale is often chosen for classes in the middle group. The role of the presenter can be divided into several children, because the text is large, or you can choose an excerpt for dramatization.
The whole group can be involved in the staging of “Flies-Tsokotukha”. Children need to portray characters without words using facial expressions, gestures, and movements. The main roles are Mukha-Tsokotukha and Komarik.
This work is also suitable for an improvised script if the level of speech development of children allows them to independently come up with phrases for their characters. This tale can also be used for a logori lesson.
To stage this fairy tale, you should try to prepare a house in which the heroes will live. The teacher can do this independently or approach the children with this request. This will make the children even more willing to take part in theatrical activities.
Entertaining mathematics in games for preschoolers
Children play the roles of a Mouse, a Frog, a Bunny, a Fox, a Wolf Cub and a Bear. When dramatizing, children can add onomatopoeic complexes to words to make the characters’ speech even more expressive.
Note! “Teremok” is best suited for practicing the prosodic side of speech, namely the pitch and strength of the voice.
"Turnip"
This fairy tale is also introduced to children in middle preschool age. You can choose a child or use props in the role of Turnip. The main characters are Grandmother, Grandfather, Granddaughter, Bug (dog), Cat and Mouse.
The peculiarity of this tale is that the characters have practically no words. Therefore, children can improvise. For example, a child playing the “cat” role can say “Meow,” Bug can bark, and Mouse can squeak. For human characters, the teacher asks the children to come up with short phrases.
Important! This fairy tale is also suitable for working with non-speaking children, because onomatopoeia is one of the main directions in working with this category of people. Only in this case there is no need to invite children to come up with phrases on their own.
Staging "Turnip"
All of the listed works are suitable for working with children of middle preschool age because they are small in volume; characters speak in simple phrases, their character must be conveyed through facial expressions and gestures. The lexical topics covered are appropriate for the children's age, so they will be able to understand what the fairy tale was about.
After reading, the teacher conducts a brief analysis of the work with the children. He asks questions about what the plot was about, which of the characters is positive and which is negative, why they think so, and other similar questions. Children understand the characters better and will be able to convey them better.
During such a conversation, children learn to express their opinions, which has a positive effect on the quality of coherent speech. The vocabulary is enriched and clarified, sentences become more grammatically correct.
Children dramatize the fairy tale "Teremok"
Related videos
Video recordings of children's performances are a very interesting sight for teachers, preschoolers and their parents.
Video: dramatization of the fairy tale “Turnip” in the middle group
Video: theatrical activity in the middle group “Ryaba Hen”
Video: theatrical event with the participation of children and parents (middle group) “Cat House”
Theatrical activities are close and accessible to children. After all, it is inherent in their very nature: the baby strives to transform any invention and impression from the environment into a living image. Pupils from the middle group enjoy participating in performances, love to dress in bright costumes, control puppets, and speak on their behalf. Such actions help the all-round development of the child; they help the overly active and emotional ones to become more collected and purposeful, and, on the contrary, help the timid ones to overcome shyness and self-doubt.
