Coherent speech in theatrical activities. Development of coherent speech of preschoolers through theatrical activities

Theatrical play as a means of developing coherent speech in preschoolers

Modern children live in a powerful flow of information, live communication is replacing computers and television, and this trend is constantly growing, so speech development is becoming an increasingly pressing problem in our society.

How do our children communicate? Chopped phrases, everyday dictionary. What can we say about children, if often young people cannot retell colorfully the plot of a film or a story they heard from someone. The quality of the retelling needs to be better. It's one thing to retell the text dryly - i.e. to outline a chain of events, and another thing is the gift of a storyteller, which includes the artistic and figurative design of speech.

Speech is considered coherent if it is characterized by:

Accuracy (true depiction of the surrounding reality, selection of words and phrases that are most suitable for the given content);

Logicality (consistent presentation of thoughts);

Clarity (understandability for others);

Correctness, purity, richness (diversity).

Connected speech is a complex form of speech activity. It has the character of a consistent, systematic, detailed presentation. The main function of coherent speech is communicative. It is carried out in two main forms - dialogue and monologue.

In preschool age, the process of cognition in a child occurs in an emotional and practical way. That is why the closest and most natural activities for a preschool child are play, communication with adults and peers, experimentation, theatrical and other activities.

Theatrical and play activities enrich children with new impressions, knowledge, skills, develop interest in literature, activate vocabulary, coherent speech, thinking, and contribute to the moral and aesthetic education of each child.

Theatrical production provides an occasion and material for a wide variety of children's creativity. Children themselves compose, improvise roles, and stage some ready-made literary material. This is the verbal creativity of children, necessary and understandable to children themselves.

The imaginative, vivid depiction of social reality and natural phenomena, characteristic of theatrical play, introduces children to the world around them in all its diversity. The questions posed to children in preparation for the game encourage them to think, analyze rather complex situations, draw conclusions and generalizations. This contributes to the improvement of mental development and the closely related improvement of speech. In the process of working on the expressiveness of characters’ remarks and their own statements, the child’s vocabulary is imperceptibly activated, and the sound side of speech is improved. The new role, especially the audio dialogue of the characters, confronts the child with the need to express himself clearly, distinctly, and intelligibly. His dialogical speech and its grammatical structure improve, he begins to actively use the dictionary, which in turn is also replenished. The role of words is especially important in creating a game image. It helps the child express his emotions, thoughts, feelings, understand the experiences of his partners, and coordinate his actions with them.

Theatrical play is a universal tool that is reflected in every educational area, however, in the context of the problem under consideration, it is necessary to pay special attention to the integration of theatrical play into such educational areas as “Communication” and “Reading fiction”.

“Reading fiction”: develops interest in fiction, listening skills, develops an emotional attitude to the actions of the characters, the ability to express it, the ability to describe the character of the characters; The ability to read poetry expressively is formed and consolidated. Children's attention is drawn to the composition of the work: how it begins, what the story or fairy tale is about, how it ends, and its linguistic features. To reinforce the read work, you can use a finger theater, in which the actions and content are performed by the children themselves. In case of difficulty, the teacher provides the necessary assistance.

“Communication”: the formation and development of speech as a means of communication. Developing the ability to maintain a conversation, improve dialogic forms of speech, and the ability to express one’s point of view. Developing the ability to write a story about events from personal experience. Coming up with your own endings to fairy tales, composing fairy tales on a topic suggested by the teacher, as well as on a free topic, learning dialogues.

The development of coherent speech is formed in children gradually, as they develop thinking, growing up, as well as individual characteristics. In accordance with the age of the children, theatrical games and types of theaters that are accessible to children and that promote the development of coherent speech are selected.

Children of the younger group are happy to transform into dogs, cats and other familiar animals, but they are not yet able to develop and play out the plot. They only imitate animals, copying them externally, without revealing their behavioral characteristics, so it is important to teach children of the younger group some methods of play actions based on the model. For this purpose, it is recommended to play the games “Bear and Chicks”, “Bear and Cubs”, “Hare and Little Hares”, and in classes to act out small scenes from children’s life, organize games based on literary works: “Toys” by A. Barto, “Cat and goat" by V. Zhukovsky.

When developing an interest in dramatization games, it is necessary to read and tell fairy tales and other literary works to children as much as possible.

Children of middle preschool age continue to develop impressive and expressive vocabulary. Work continues on the accumulation of passive vocabulary and the activation of nouns, adjectives, and verbs in speech. Coherent speech and verbal communication develops. Children learn to listen to spoken speech and understand its content. A reaction to intonation and facial expressions develops. Work is underway to maintain the unity and adequacy of speech, facial expressions, pantomimes, and gestures. The ability to maintain a conversation, ask and answer questions, and listen to each other to the end develops. The ability to repeat a descriptive story of 2-3 simple sentences after an adult is developed, and then compose a short descriptive story with the help of an adult. The skill of retelling familiar fairy tales or short texts with the help of an adult and with visual support is being developed. In the middle group, children can already be taught to combine movement and words in roles, and to use pantomime of two to four characters. It is possible to use educational exercises, for example, “Imagine yourself as a little bunny and tell us about yourself.” With a group of the most active children, it is advisable to dramatize the simplest fairy tales using a tabletop theater (the fairy tale “Kolobok”). By involving inactive children in games, you can dramatize works in which there is a small amount of action (the nursery rhyme “Little Little Kitty”).

In children of senior preschool age, their vocabulary expands and becomes more active in their speech. The ability to answer questions briefly and completely, ask questions, conduct dialogues, and listen to each other to the end is improved. The ability to compose descriptive stories, riddles-descriptions according to a model, according to a plan, and read poetry expressively is developed. In the older group, children continue to improve their performing skills. The teacher teaches them to independently find ways of figurative expression. Dramatic conflict, the development of characters, the severity of situations, emotional intensity, short, expressive dialogues, simplicity and figurativeness of language - all this creates favorable conditions for conducting dramatization games based on fairy tales.

In children of preparatory age for school, their vocabulary expands and becomes more active based on the systematization and generalization of acquired knowledge. Expressive speech is enriched with complex words, unchangeable words, antonym words, and synonymous words. The ability to discuss what is seen, talk about experiences and impressions develops. The skill of cognitive communication is formed. The skill of retelling short stories with changes in the time of action or the face of the narrator is being developed. The ability to express judgments, evaluate the work read, and the actions of the characters is formed. A sense of language develops, sensitivity to the poetic word, figurative means, and love for the native language are instilled. For preschoolers aged 6-7 years, dramatization often becomes a performance in which they play for the audience, and not for themselves, as in a regular game. At the same age, director's games become available, where the characters are dolls and other toys, and the child makes them act and speak. This requires him to be able to regulate his behavior, think about his words, and restrain his movements.

As practical observations show, theatrical games play a special role in increasing mental activity, improving speech skills, developing mental processes, and increasing emotional activity.

It is necessary to provide children with the opportunity to express themselves in their creativity (by composing, acting out and designing their own stories).

You can only learn creativity with the support of adults, including parents.

Recommended forms of work with parents: leisure activities, themed evenings “Favorite Fairy Tales”, “Theater Meetings”, conversations, consultations, home-made writing of fairy tales and various stories and their acting out, joint production of attributes and costumes.

The socio-psychological characteristics of preschool children include the desire to participate in joint activities with peers and adults, as well as the occasional need for privacy. Therefore, each age group should have a theater area or a fairy tale corner, as well as a “quiet corner” in which the child can be alone and “rehearse” a role in front of a mirror or look at the illustrations again, etc.

Thus, theatrical play is one of the most effective ways to develop coherent speech in preschoolers. Children adequately use verbal and nonverbal means of communication, master dialogical speech and constructive ways of interacting with children and adults.

Theatrical activities not only introduce children to the world of beauty, but also awaken in them the ability to compassion, empathy, and activate thinking and imagination.

Bibliography:

1. Artemova L.V. Theatrical games for preschoolers: Book. For the teacher of children. garden M., KNORUS", 2003.

2. Vygotsky L.S. Play and its role in the mental development of a child. // Developmental Psychology. - St. Petersburg: Peter, 2001.

3. "Kindergarten: theory and practice" No. 3/2012 "Development of coherent monologue speech of preschool children."

4. Makhaneva M.D. Theatrical activities in kindergarten: A manual for preschool workers. – M.: Sphere shopping center, 2001

Olga Sidorova
Development of coherent speech in children through theatrical and play activities

The purpose of the study is to explore the possibilities development of coherent speech in children preschool age during.

Relevance of the topic - Importance coherent speech in the life of a preschooler is very important. First, quality speeches determines the child’s readiness for schooling. Secondly, from the level development of coherent speech future performance depends student: his answers at the board, writing summaries, essays, etc. And, finally, without the ability to clearly formulate one’s thoughts, to think figuratively and logically, it is impossible to have full-fledged communication, creativity, self-knowledge and personal self-development.

Object of study - children's coherent speech preschool age.

Subject of study - development of coherent speech in children preschool age in theatrical and gaming activities

Research objectives:

1. characterize the concept, function and forms coherent speech and describe the features development of coherent speech in children preschool age;

2. research children's coherent speech preschool age (stating, forming experiments);

3 develop a work system for theatrical and play activities for the development of coherent speech in children preschool age.

Publications on the topic:

Development of coherent speech in children of primary preschool age through theatrical and play activities, folklore The development of coherent speech is the central task of children's speech education. This is due, first of all, to its social significance and...

Development of creative abilities, abilities and skills of preschool children in theatrical and play activities Report at the pedagogical council on the topic: “DEVELOPMENT OF CREATIVE ABILITIES, ABILITIES AND SKILLS OF PRESCHOOL CHILDREN IN THE THEATER AND GAME CLASSES.

Presentation “Master class “Development of children’s speech in play activities through the development of fine motor skills” Working with the younger group for several years, I noticed that the level of children’s speech development had noticeably decreased. We would like to start with a statement.

Project “Development of coherent speech in children through theatrical activities” Stage 1 Goal setting: The relevance of creating this project to develop the speech of preschool children through theatrical activities.

LET'S PLAY AT HOME, DEVELOP SPEECH Who is longer? This game has very simple rules. For example, who can hold out the sound “a”, “u” or longer.

The goal of the work is to create conditions for the development of children's speech through creative activity in theatrical activities. Develop all components.

Development of coherent speech in older preschoolers through theatrical activities Speech is a great gift of nature, thanks to which people receive ample opportunities to communicate with each other. However, on the emergence and formation.

Development of expressive dialogic and monologue speech in children 5–6 years old in the process of theatrical and play activities There are two types of speech: dialogical and monologue. Dialogical speech is distinguished by brevity of statements with a predominance of simple sentences.

Development of coherent speech in preschool children through theatrical activities MBDOU "Novosolyansk kindergarten "Kolosok" SELF-EDUCATION PLAN for Maria Gennadievna Vasilyeva Topic: Development of coherent speech.

Self-education

Yulia Artyushenko
Formation of coherent speech through theatrical activities

The power of the allegorical art of dolls,

the power of metaphor is very great, and we must not only

know this power, but also be careful so that instead

benefit does not cause harm.

Children's hearts are as beautiful as Venetian glass,

but they must also be handled with care.

S. V. Obraztsov

Theatrical Games are an effective means of social-emotional, speech and artistic-aesthetic development of a preschooler, comprehensively enrich his experience, activate interest in art, and contribute to the disclosure and development of creative abilities. Usage theatrical techniques for development classes speeches is considered as a method of all-round development of a preschooler. The effectiveness of this method is emphasized by comparing age-related psychological characteristics of perception speeches and speech creativity of children. The main principle of organizing work in this area is integrativeness, according to which theatrical activity included in the holistic pedagogical process.

Theatrical games require children to be competent in various areas of artistic activities(literary, theatrical, visual, musical, therefore, the implementation of this direction assumes continuity in the work of the educator and specialists of the preschool educational institution. Fragments theatrical games are included in physical education and music classes.

Special requirements are imposed on the speech material that is used in the process. theatrical games. It should be accessible to children not only in terms of meaning, but also in pronunciation and emotional terms. Outside of class, individual work is carried out to improve emotional expressiveness. speech and sound pronunciation.

In the soul of every child lies the desire for freedom. theatrical play, in which he produces familiar literary plots. This is what activates his thinking, trains memory and visual perception, develops imagination and fantasy, and improves speech. And it is impossible to overestimate the role of the native language, which helps, first of all, children to consciously perceive the world around them and is a means of communication. S. Ya. Rubinshtein wrote: “The more expressive the speech, the more the speaker, his face, and himself appear in it.” Such speech includes verbal (intonation, vocabulary and syntax) and non-verbal (facial expressions, gestures, posture) facilities. Educational opportunities theatrical activities are enormous: its topics are not limited and can satisfy any interests and desires of the child. By participating in it, children get acquainted with the world around them in all its diversity - through images, colors, sounds, music, and questions skillfully posed by the teacher encourage them to think, analyze, draw conclusions and generalizations. In the process of working on the expressiveness of characters’ remarks and their own statements, the child’s vocabulary is activated and sound culture is improved. speeches. The role played, especially the dialogue with another character, confronts the little actor with the need to express himself clearly, clearly, and intelligibly. Already at the age of 3-6 years are being formed personality traits that are key to today’s society, such as creativity and the ability to search for knowledge. Therefore, the modern model of preschool education involves high technologies for the development of imagination, literacy and other basic abilities. IN theatrical game, a child can occupy and master various playing positions, based on individual capabilities and abilities: "child director", "child actor", "child spectator", "child decorator".

A special feature of the preschool period is ensuring the level of general mental development, which later serves as the basis for acquiring knowledge in various fields. With the qualitative change in the population of children in preschool institutions, the pedagogical situation also changes, which in turn stimulates the search for new ideas, allows transform and modify the usual forms preventive and correctional and developmental work, its methods and content. Considering the exceptional importance speech in child development, understanding and taking into account the specific features of children’s development, we came to the conclusion that it is necessary to use a system of games and exercises in the educational process, in particular theatrical.

Theatricalization- This is primarily improvisation, the animation of objects and sounds. Because she's tight interconnected with other activities - singing, movement to music, etc., the need to systematize it in a single pedagogical process is obvious.

Target: development of children's artistic abilities through theatrical activities.

Objectives and methods:

Consistently introducing children to species theater;

Children’s gradual mastery of creative arts by age group;

Improving children's artistic skills;

Emancipation of the child;

Work on speech and intonation;

Collective actions, interactions;

Awakening in children the ability to vividly imagine what is happening, ardently sympathize, and empathize.

Introducing children to theatrical doll – bibabo – and theatrical It’s better to start playing games in the first junior group. Children watch dramatized fairy tales and other dramatizations shown by teachers - this creates a joyful atmosphere.

Starting from the second youngest group of children, they are sequentially introduced to the species theaters, the basics of acting. For this purpose, sketch training is used, which helps develop attention and perception; instill skills in displaying various emotions, moods, and individual character traits.

In the middle group, the puppet show should be combined with theatrical play. Unconfident children most often prefer doll theater, since its necessary attribute is a screen behind which the child tries to hide from the viewer. Children who have overcome shyness usually take part in dramatizations (production, performance) like drama actors theater. At the same time, by observing each other, they enrich their personal experience.

In the senior group, all children actively participate in theatrical games and dramatizations.

In the preparatory group theatrical games are distinguished by more complex characters.

These games give children the opportunity to apply their acquired knowledge and show creativity in various forms. theatrical activities.

From the variety of means of expression you can recommend:

In the second junior group - form simple figurative and expressive skills (for example, imitate the characteristic movements of fairy-tale animals);

In the middle group - teach elements of figurative means of expression (intonation, facial expressions, pantomime);

In the senior group - to improve figurative performing skills;

In the preparatory group - to develop creative independence in conveying an image, the expressiveness of speech and pantomime actions to music.

Watching puppet shows and talking about them;

Dramatization games;

Exercises for children's social-emotional development;

Corrective and educational games;

Diction exercises (articulation gymnastics);

Tasks for the development of speech intonation expressiveness;

Transformation Games ( “learn to control your body”, figurative exercises;

Exercises for the development of children's plasticity;

Rhythmic minutes (logorhythmics);

Finger play training for the development of hand motor skills necessary for free puppeteering;

Exercises to develop expressive facial expressions, elements of the art of pantomime;

Theater sketches;

Selected ethics exercises during dramatizations;

Preparation (rehearsals) and acting out various fairy tales and dramatizations;

Acquaintance not only with the text of the fairy tale, but also with the means of its dramatization - gesture, facial expressions, movement, costume, decoration, etc.

In progress theatrical The studio involves not only children and teachers, but also parents.

Creative exercises

Development of intonation expressiveness

1. Sing the Goat song from a fairy tale "The wolf and the seven Young goats": first in the voice of the Goat, then in the voice of the Wolf.

Little goats, kids,

Open up, open up,

Your mother has come,

Brought milk...

2. Invite the child to ask questions on behalf of Mikhailo Ivanovich, Nastasya Petrovna and Mishutka from the fairy tale "Three Bears" L.N. Tolstoy so that listeners can guess which of the bears is asking and how they feel about what they are asking.

Development of plastic expressiveness when creating an image

1. Walk on pebbles across the stream on behalf of any character of the children’s choice.

2. On behalf of any character, sneak up on a sleeping beast (hare, bear, wolf.)

3. Catch a butterfly or a fly on behalf of various characters.

Developing expressiveness and imagination

1. "The fox is eavesdropping". The fox stands at the window of the hut in which the Cat and the Cockerel live, and overhears what they are talking about.

2. "After the rain". Hot Summer. It just rained. Children step carefully, walk around an imaginary puddle, trying not to get their feet wet. Then, having become naughty, they jump through the puddles so hard that splashes fly in all directions. They have a lot of fun.

The period of preschool childhood is considered the foundation for the further development of all aspects of speech. The success of children's education for school largely depends on the level of mastery of coherent speech. The purposeful formation of coherent speech is of utmost importance in the overall system of working with children. The formation of coherent speech of children in kindergarten is carried out both in the process of various practical activities during games, routine moments, observations of the environment, etc., and in the process of organized activities of children.

In the course of studying methodological literature and work experience, I came to the conclusion that it is necessary to solve the main problem, which is the need to develop the speech of preschoolers. This problem is a key problem in the course of my teaching career.

During the research, I came to the conclusion that it is necessary to develop children's speech through theatrical activities. Therefore, in the course of my innovative activities, I decided to investigate this problem and create a series of activities aimed at developing coherent speech.

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Generalization of experience on the topic: “Development of speech through theatrical activities”

2013-2014 academic year

2014-2015 academic year

Educator: Volkova T.P.

Introduction

Mastering the native language and developing speech is one of the most important acquisitions of a child in preschool childhood and is considered in modern preschool education as the general basis for raising and educating children. L.S. Vygotsky wrote: “There is every factual and theoretical basis to assert that not only the intellectual development of a child, but also the formation of his character, emotions and personality as a whole is directly dependent on speech.”

Working with children, I was faced with the fact that their coherent monologue speech is poorly developed, they have difficulty talking about the events of their lives, and cannot retell literary works. Therefore, as the main topic of my activity, I chose: “Development of speech of preschool children through theatrical activities.”

Theatrical games are a constant favorite among children. Preschoolers enjoy playing with familiar works, transforming themselves into their favorite characters. The child voluntarily accepts the character’s character traits, facial expressions and gestures. Children rejoice when good triumphs, and sigh with relief when heroes overcome difficulties and a happy ending occurs.

E.A. Flerina, a major teacher in the field of aesthetic education, saw the advantage of storytelling over reading in that the narrator conveys the content as if he were an eyewitness to the events taking place. She believed that storytelling achieves a special immediacy of perception.

Children are especially fond of fairy tales; the language of fairy tales is very picturesque; it contains many apt comparisons, epithets, figurative expressions, dialogues, monologues, and rhythmic repetitions that help the child remember the fairy tale and enrich his vocabulary. Theatrical art is close and understandable to both children and adults, primarily because it is based on play. Theatrical play is one of the brightest emotional means that shapes a child’s personality, independent creativity, and his emancipation. In the process of theatrical play, vocabulary, grammatical structure of speech, sound pronunciation, tempo, and expressiveness of speech are activated and improved. Participation in theatrical games brings joy to children, arouses active interest, and captivates them. Reflecting on the issue of increasing the level of children's speech, I came to the conclusion that theatrical activities can help.

Why theatrical activities? Theatrical activity is one of the most effective ways to influence children, in which the principle of learning is most fully and clearly demonstrated: learn by playing.

Studying psychological, pedagogical and methodological literature, I came to the conclusion that theatrical play has a great influence on a child’s speech development. Stimulates active speech by expanding vocabulary and improving the articulatory apparatus. The child learns the richness of his native language and its means of expression. Using expressive means and intonations that correspond to the character of the characters and their actions, he tries to speak clearly so that everyone understands him.

In theatrical play, emotionally rich speech is formed. Children better assimilate the content of the work, the logic and sequence of events, their development and causality.

The founder of the Moscow Puppet Theater S.V. Obraztsov once expressed the idea that every child has a natural desire for acting. And we know that acquaintance with the theater occurs in an atmosphere of magic, festivity, and high spirits, so it is not difficult to interest children in the theater.

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 childhood play, we can learn a lot ourselves and teach our children. And the thought said by the German psychologist Karl Gross, which is still popular: “We play not because we are children, but childhood itself is given to us so that we play.” All of the above determined my final choice of topic for the work experience “Developing the speech of preschool children through theatrical activities.”

Relevance of work experience.

Preschool childhood is a special period of child development, the formation of general abilities necessary in any type of activity. The ability to communicate with other people, act together with them, learn new things, see and understand life in your own way - this and much more is inherent in preschool childhood.

Speech is one of the most important lines of child development. Thanks to his native language, the baby enters our world and receives ample opportunities to communicate with other people. Speech helps to understand each other, shapes views and beliefs, and also plays a huge role in understanding the world around us.

Speech, a wonderful gift of nature, is not given to a person from birth. It takes time for the child to start talking. And adults must make a lot of effort to ensure that the child’s speech develops correctly and in a timely manner.

Most pedagogical studies are devoted to the problems of developing coherent speech in children of senior preschool age. Further development requires the formation of speech coherence in the middle group, taking into account age and individual differences in children of senior preschool age. The fifth year of life is a period of high speech activity of children, intensive development of all aspects of their speech (M.M. Alekseeva, A.N. Gvozdev, M.M. Koltsova, G.M. Lyamina, O.S. Ushakova, K.I. Chukovsky, D.B. Elkonin, V.I. At this age, there is a transition from situational to contextual speech (A.M. Leushina, A.M. Lyublinskaya, S.L. Rubinstein, D.B. Elkonin).

Problem.

After analyzing the initial situation and conducting examinations of the children’s speech, I realized that they do not have a rich vocabulary, they cannot fully express their thoughts, their creative imagination is constrained, their coherent speech skills, expressive speech, motor skills are poorly developed, and they lack communication skills. And I came to the conclusion that in addition to classes with a speech therapist, it is necessary to use in my work such methods and techniques that would contribute to the development of children’s speech. The child spends more time in a preschool educational institution with peers and a teacher, and it is necessary to create such a situation, a problem, in order to direct the development of speech in the right direction. During the research, I came to the conclusion that it is necessary to develop children's speech through theatrical activities. Therefore, in the course of my innovative activities, I decided to investigate this problem and create a series of activities aimed at developing coherent speech.

Leading pedagogical idea of work experience

Interest in children's speech has not waned for many years. A great contribution to the development of speech development methods was made by: K.D. Ushinsky, F.A. Sokhin, E.A. Flerina, A.A. Leontiev, M.M. Konina and many others.

The development of coherent speech is the main task of speech education of children. It is in it that the main communicative function of language is realized. Coherent speech is the highest form of mental activity, which determines the level of speech and mental development of the child - this was noted in their works: Vygotsky L.S., Leontyev A.A., Rudinshtein S.L. and others. Mastering coherent oral speech is the most important condition for successful preparation for school.

Research conducted by psychologists, teachers, linguists, E.A. Tikheeva, E.A. Flerina, F.A. Sokhina, created the prerequisites for an integrated approach to solving the problems of speech development of preschool children. In classical preschool pedagogy, the idea of combining learning with play belongs to the German teacher F. Frebel. The theory of game learning was developed in the works of many foreign and domestic scientists - M. Montessori, A.P. Usov, V.N. Avanesov, E.N. Vodovozov and others. The influence of vocabulary work on coherent speech is described in detail by E.M. Strunina and O.S. Ushakova. O.A. Shokhova. presented two areas of work with preschoolers: fairy tale therapy and classes on the development of coherent monologue speech. This series of classes will help organize work on the development of verbal creativity in older preschoolers, starting with learning to compose reproductive and creative improvisations based on the content of familiar fairy tales and then inventing their own fairy tales and their dramatizations. Domestic pedagogy has accumulated sufficient theoretical, practical and methodological material on the study and development of the lexical and grammatical aspects of speech in preschoolers. Existing programs for teaching and raising children describe in detail the content and structure of frontal classes on the development of the lexical and grammatical aspects of speech.. Numerous studies have shown the importance of games as a form of learning that promotes the assimilation, consolidation and systematization of knowledge and the ability to use it in the speech development of preschool children.

Target.

To develop and experimentally test a model of children's speech development through theatrical activities. In accordance with the purpose, object and subject of the study, a research hypothesis can be determined: the development of children’s speech in a preschool educational institution will be effective if:

The criteria, indicators and level of development of children's speech have been determined;

An education model has been developed taking into account age characteristics;

Subject to joint interaction between the educational institution and the family.

Research objectives:

To study the state of work on the development of speech in children of the middle and older groups.

Study the literature on this issue.

Conduct a diagnosis of children in the “speech development” section at the beginning of the year and at the end of the year.

Develop and test a long-term plan for working with children and parents on speech development through theatrical activities.

Create a series of scripts, games and performances.

Practical significance.

A set of scenarios, leisure activities for children and parents on speech development, as well as a selection of developments for theatrical games can be used in the work of a preschool educational institution.

The leading pedagogical idea of the work experience: the development of speech in preschool children through theatrical activities. The educational possibilities of theatrical activities are enormous: its topics are not limited and can satisfy any interests and desires of the child. Their speech becomes more expressive and literate. They begin to use new words, proverbs and sayings from the script, and in everyday situations that coincide with their semantic content. The positive emotional charge received from the performance and the acquired belief in one’s own abilities increase children’s self-esteem. Many of them cope with their complexes, learn to think, analyze their behavior and the behavior of other people, and become more attentive and tolerant of each other. Their gaming activity intensifies, acquires a creative character and emotional intensity. In the soul of every child lies the desire for free theatrical play, in which he reproduces familiar literary plots. This is what activates his thinking, trains memory and imaginative perception, develops imagination, and improves speech. S.Ya. Rubinstein wrote: “The more expressive the speech, the more the speaker, his face, himself appears in it.” The educational possibilities of theatrical activities are enormous; its topics are not limited and can satisfy any interests and desires of the child.

Tasks:

Develop a sustainable interest in theatrical and gaming activities.
Enrich children's vocabulary and activate it.
Improve dialogic and monologue speech.
To cultivate a positive attitude towards theatrical games, the desire to play with theatrical dolls, an emotionally positive attitude towards peers, the development of will and self-confidence, respect for the traditions and culture of the people.
To promote the manifestation of independence and activity in playing with characters and toys.

Expected results:

Children.

Getting acquainted with fiction, children learn to apply grammatical skills and abilities in dialogical (answering questions, conversations) and monological (verbal creativity) speech, to use the means of artistic expressiveness of the language and its grammatical means.

Parents.

Maintain the child's interest in theatrical activities. Whenever possible, try to attend children's performances. Celebrate achievements and identify ways for further improvement. Offer to perform the role you like at home, help act out your favorite fairy tales, poems, etc.

The development of theatrical activities in preschool educational institutions and the accumulation of emotional and sensory experience in children is a long-term work that requires the participation of parents. It is important that parents participate in theme nights in which parents and children are equal participants.

It is important for parents to participate in such evenings as role performers, authors of the text, manufacturers of scenery, costumes, etc. In any case, the joint work of teachers and parents contributes to the intellectual, emotional and aesthetic development of children.

Work experience on the topic “Development of speech in preschool children through theatrical activities” was carried out at MDOU No. 29 “Yagodka” in the middle and senior groups in two areas: joint activities with children, interaction with parents.

The work was carried out in three stages: preparatory, main, final.

Stage 1 - preparatory.

At the first preparatory stage of my work, I studied the basic program of a preschool educational institution, methodological material, and the subject-developmental environment of the group. During all this work, some shortcomings were identified.

There are not enough methodological developments on the development of children's speech and little information and visual material for working with parents.

Therefore, I conducted a survey of the state of formation of coherent speech, the purpose of which was to identify the level of development of children’s coherent speech. The contents of the work are presented in Appendix No. 1. Analysis of the results for the middle group showed that they mainly correspond to the low and average level.

Simultaneously with diagnosing the children, I conducted a survey of parents in order to identify their pedagogical knowledge and problems in communicating with children.

Prepared: selection of games for the development of hearing, onomatopoeia, object-based game actions, speech formation, finger, articulation and breathing exercises; scenarios of fairy tales, theatrical games, sketches.

After analyzing the survey, I came to the conclusion that many parents do not consider the problem important enough; they are convinced that children will eventually learn to speak on their own and learn everything as they grow up.

So, the results of the diagnostic stage allowed me to determine the following stages of work:

1.Develop a system of theatrical games for children.

2. Optimize work with parents on this issue using a variety of methods and techniques.

In order to realize the main goal of the work and solve the assigned tasks, I have developed a long-term plan for conducting theatrical games and entertainment and leisure with parents, which includes a variety of forms and methods

(Appendix No. 2, 3).

Developed and selected games for hearing development, onomatopoeia, speech formation, finger, articulation and breathing exercises (Appendix No. 4).

She developed scenarios for joint entertainment and leisure activities for children and their parents, “Journey to a Fairy Tale”, “Spring Tale” (Appendix No. 5).

Prepared and conducted parent meetings on the topics “The role of the family in the speech development of a 4-5 year old child”, “Theater is our friend and helper”, a report for the parent meeting on the topic: “Speech development in preschool children” (Appendix No. 5).

Prepared questionnaires for parents on the topics “Speech development of the child”, “Theatrical activities of children”, “Your child”, “Speech development of children”, developed a memo “Word games”, “Useful tips for parents”, consultations “The importance of theatrical activities on development of a child’s speech”, “A means of home education - puppet theater”, “Theater games as a means of comprehensive development of a child”, “How to spend leisure time interestingly with your family”, “What is theater?”, “Development of children’s speech in the family”, KVN on theatrical activities for parents (Appendix No. 5).

I collected a number of proverbs and sayings, tongue twisters, a selection of fairy tales.. (Appendix No. 6).

Stage 2 is the main one.

Techniques and methods for organizing the educational process. In organizing theatrical games, she widely used practical teaching methods: games, the method of play improvisation (serving as a bridge between the child’s games in everyday life and the art of the actor), exercises, the method of effective analysis (sketch technique), staging and dramatization.

Of the verbal methods, she used storytelling, reading, children's stories, conversations, and learning works of oral folk art.

I used all the methods and techniques in combination, developing attention, memory, imagination, and creative imagination.

1.Reading works of fiction, fairy tales, poems. (Appendix No. 6)

2. Playing out sketches and theatrical games (Appendix 2, 3)

3. Showing fairy tales in the middle group: “Zayushkina’s Hut”, “Little Fox-Sister and the Wolf”, “Turnip”, theatrical performance of the fairy tale “Teremok”, dramatization “Telephone”

K. Chukovsky (Appendix No. 2).

4. Showing fairy tales in the older group: “Making Hare”, “Morozko”, “Glade”, theatrical performance of a fairy tale in a new way “Snow Bun”, puppet theater “Zayushkina Izbushka” (Appendix No. 3)

5. Showing fairy tales for parents: “Kolobok’s New Year’s Adventure”, “The Frog Princess”. (Appendix No. 2, 3)

In this case, the process of education turns out to be natural. The children's interest intensifies when strangers (teachers, parents and children of others) took part in the skits.groups). The use of a variety of technical means is also of great importance. These are video and audio recordings.

Requirements for conducting theatrical games, I built them so that each subsequent one was based on the previously acquired experience and knowledge of the children.

A fairy tale must be present in a child’s life. A fairy tale that educates, entertains, calms and even heals. Therefore, in everyday life, I often used fairy tales to raise my children.

To improve teaching skills:

1. Developed a long-term plan for working with children and working with parents in the middle and senior groups (Appendix No. 2,3,5).

2. Developed and selected games for children to develop speech, finger exercises, articulation and breathing exercises (Appendix No. 4).

3. She participated in the work of the teachers’ council on the development of children’s speech, where she presented a report from her work experience “Theatrical games based on works of art as a means of developing the speech of preschool children.”(Appendix No. 5).

Stage 3 is the final stage.

At the end of the main stage, children were re-diagnosed and parents were surveyed.

Repeated diagnosis of children showed a higher level of their knowledge.

In the middle group.

Diagnostic data at the beginning and end of the school year.

The overall diagnostic indicators for the middle group, the high level, increased by 24.2%, the average by 20.6%, and no children were identified with a low level at the end of the year.

In the older group.

First diagnosis.

High level:13.8%

Average level: 70%

Low level:16.2%

Second diagnosis

High level - 42.8%

Average - 57.2%

The overall diagnostic indicators for the older group, the high level, increased by 29%, the average decreased by 11.9%, and no children were identified with a low level at the end of the year.

My hypothesis was confirmed, as the children’s speech improved. In my work, in the joint activities of children and the teacher, I systematically carried out theatrical play. Theatrical games are performance games. In them, with the help of such expressive means as intonation, facial expressions, gesture, posture and gait, specific images are created. Thanks to theatrical games, children develop their emotional sphere, their experience of cooperation in both real and imaginary situations expands and enriches. In addition, theatrical activities contain enormous opportunities for the development of children’s speech.

In my work experience, I achieved my goals and objectives. I have shown in my work that through theatrical games it is possible to improve the degree of speech development of children.

Application.

Theatrical games.

Theater sketches:

Objectives: to develop children’s imagination, teach them to express various emotions and reproduce individual character traits.

Imagine early morning. Yesterday you were given a new toy, you want to carry it with you everywhere. For example, on the street. But my mother didn’t allow it. You were offended (you pouted), but this is mom - you forgave and smiled.

Imagine yourself as a dog in a kennel. Serious dog. Yeah, someone is coming, we need to warn you (we growl).

We take a snowflake in our hand and say good words to it. Let's talk quickly before it melts.

I'm a sweet worker

A whole day in the garden:

I eat strawberries, I eat raspberries,

To eat for the whole winter...

There are watermelons ahead - here!..

Where can I get a second belly?

I'm walking on my toes -

I won't wake up mom.

Oh, what sparkling ice,

And a penguin walks on the ice.

The boy strokes the kitten, who closes his eyes with pleasure, purrs, and rubs his head in his hands.

The child is holding an imaginary bag (box) of candy. He gives the food to the children, who take it and thank him. They unwrap the candy wrappers, put the candy in their mouth, and chew it. Tasty.

Greedy dog

Brought firewood

He applied water

Kneaded the dough

Baked some pies

Hid it in a corner

And he ate it himself.

Gum, din, din!

10. Mom angrily scolds her son for getting his feet wet in a puddle.

11.The janitor grumbles as he sweeps last year’s garbage out of the melted snow.

12. The snowman, whose head has been baked by the spring sun, is frightened and feels weak and unwell.

13. A cow carefully chewing the first spring grass, calmly and with pleasure.

14. The hare had a house like a home

Under a spreading bush,

And he was pleased with the scythe:

There is a roof over your head! -

And autumn has come,

The bush has dropped its leaves,

The rain poured down like buckets,

The hare got his fur coat wet.

A hare is freezing under a bush:

This house is worthless!

Scratching the wool - your hand hurts,

Writing a letter - my hand hurts,

Carrying water - my hand hurts,

Cooking porridge - my hand hurts,

And the porridge is ready - your hand is healthy.

Lonely at the fence

The nettle became sad.

Maybe she's offended by someone?

I came closer

And she, the mean one,

Burnt my hand.

17. The balloon is inflated by two girlfriends

They took it from each other.

Everything was scratched!

The balloon burst

And two girlfriends looked -

There is no toy, they sat down and cried...

18. What's that squeak?

What's that crunch?

What kind of bush is this?

How can there be no crunch?

If I am a cabbage.

Let's love it a little

How a cat walks softly.

You can barely hear: thump, thump, thump,

Tail down: op-op-op.

But, raising your fluffy tail,

A cat can be fast.

Daringly rushes upward,

And then he walks important again.

Dramatization Games

"Airplane"

Let's play airplane? (Yes.)

You are all wings, I am the pilot.

Received instructions -

Let's start aerobatics.

We fly in the snow and blizzard, Oooh!

We see someone's shores. Ah-ah-ah!

Ry-ry-ry - the engine growls,

We fly above the mountains.

Here we are all going down

To our runway!

Well, our flight is over.

Goodbye, plane.

"Let's wash ourselves"

Open the tap

Wash your nose

Don't be afraid of water!

Let's wash your forehead

Let's wash our cheeks

chin,

Let's wash the temples,

One ear, second ear -

Let's wipe it dry!

Oh, how clean we have become!

And now it's time to go for a walk,

We'll go to the forest to play,

And what we'll go on - you have to say.

(Plane, tram, bus, bicycle.

The tires are out, friends.

We will pump the pump,

Inflate air into tires.

Wow! Pumped up.

3. Play cat and mouse

Can we 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?”

4. "Bear"

Clubbed feet,

He sleeps in a den during the winter,

Guess and answer

Who is this sleeping? (Bear.)

Here he is Mishenka the Bear,

He walks through the forest.

Finds honey in hollows

And he puts it in his mouth.

Licks his paw

Sweet tooth clubfoot.

And the bees fly in,

The bear is driven away.

And the bees sting Mishka:

“Don’t eat our honey, you thief!”

Walking along a forest road

The bear goes to his den,

Lies down, falls asleep

And the bees remember...

5. “Ringing Day”

(to the tune of the song “Oh you, canopy”)

I took Toptygin's double bass:

“Come on, everyone, start dancing!

There's no point in grumbling and getting angry,

Let's have fun!"

Here is the Wolf in the clearing

Played the drum:

“Have fun, so be it!

I won't howl anymore!

Miracles, miracles! Fox at the piano

Fox pianist - red soloist!

The old badger blew out his mouthpiece:

“What is it like at the pipe

Excellent sound!

Boredom escapes from such a sound!

The drums are beating and beating

Hares on the lawn

Hedgehog-grandfather and Hedgehog-grandson

We took balalaikas...

Picked up by the Squirrels

Fashionable plates.

Ding-ding! Rabble!

A very loud day!

Theater in hand

Goal: p o allows you to increase overall tone, develop attention, memory and relieve psycho-emotional stress.

“Butterfly” - clench your fingers into a fist and alternately straighten the little finger, ring and middle fingers, and connect the thumb and index into a ring. Make quick movements with straightened fingers (finger fluttering).

“Fairy Tale” - children are invited to act out a fairy tale in which each finger is a character.

“Fish” - the hands of the right and left hands depict the smooth movements of fish. “At first they swam separately, but then they decided it was more fun together.”

“Octopuses” - the right hand, carefully and one by one moving its tentacles-fingers, travels the seabed. An octopus is moving towards - the left hand. They saw each other, froze, and then began to explore the seabed together. Children learn to play with their fingers from the first junior group while washing and dressing. Simple movements of the fingers are accompanied by nursery rhymes and songs.

This finger wants to sleep

This finger jumped into the bed

This finger took a nap

This little finger is already asleep.

Fingers stood up. Hooray!

It's time to go to kindergarten!

In the middle and senior groups, finger gymnastics is included in the daily routine.

1. In the morning with a small group of children or individually.

Hello, golden sun!

Hello, blue sky!

Hello, free breeze!

Hello, little oak tree!

We live in the same region -

I greet you all (with the fingers of your right hand, take turns “hello” with the fingers of your left hand, patting them with their tips).

2.During morning exercises.

Before performing general developmental exercises with objects (hoop, gymnastic stick, cube, etc.), children are asked to “play with the object,” for example, passing a ball from hand to hand. At this time, the teacher asks the children: “What ball?” (Smooth, smooth, round, beautiful, rubber, etc.) If children are offered a set of physical exercises without objects, then the “Castle” warm-up is used:

There is a lock on the door (rhythmic connections of the fingers in the lock),

Who could open it?

Pulled (arms stretch to the sides),

Twisted (circular movement of fingers away from you),

Knocked (the heels of the palms are knocked against each other)

And they opened it (they opened their fingers).

3. During physical education (three or four exercises)

Warm-up begins with exercises for the large muscles of the upper shoulder girdle (shoulder, forearm), since during the lesson, as a rule, the whole arm gets tired, and not just the hand. Children are offered swings with straight arms, circular movements with their shoulders and elbow joints. Next comes a warm-up for the fingers. It begins with characteristic movements - clench your fingers into a fist, unclench them (both with both hands at once, and alternately with each hand). Then children are offered story-based finger exercises: first with a simple movement (“Fingers say hello” or “Claws”), then in combination with self-massage of the hand using the fingers of the other hand (“Putting on a glove”) and objects - rolling a pencil, walnut.

In fairly complex classes that require high mental activity of children, finger kinesiological exercises are used - from the “brain gymnastics” series.

4.At physical education classes.

Finger exercises are performed at the beginning of a set of general developmental exercises, and self-massage of the hand using massage balls is performed at the final part. In order to form in children basic ideas about their body and practical skills in caring for it, the movement of the fingers in combination with the movement of the hands is used.

Who doesn't brush their teeth

Does not wash with soap (fingers alternately, starting with the index finger, “greet” the thumbs),

He can grow up

Painful, frail (palms are placed one above the other, depicting the growth of a child).

Friends with dirty guys

They just got dirty (the fingers are locked together).

Which themselves

Drowned in the mud (movement imitating a swimmer).

They grow

Nasty bullies (clench your fingers into a fist; then straighten them, bend your arms at the elbows, palms one after the other near the nose),

They are being chased by angry dogs (hands forward, the right palm lies on the left, fingers slightly bent, each finger of the right hand touches the finger of the same name on the left hand).

Dirty to be afraid

Water and colds,

And sometimes they don’t grow at all (arms crossed on the chest, bend over, straighten up, raise your arms up).

At the end of a physical education class, a set of exercises for the hands and fingers, “How are you living?” is traditionally performed.

How are you?

Like this! (The thumbs of both hands are up, the rest are gathered into a fist.)

Are you swimming?

Like this! (The hands depict the movement of a swimmer.)

How are you running?

Like this! (Bend your arms at the elbows, moving along the body.)

Are you looking into the distance?

Like this! (Put your palms to your forehead one by one.)

Are you waving after me?

Like this! (Energetic movements with the hands.)

Do you sleep at night?

Like this! (Palms under your head.)

Are you naughty?

Like this! (Clap the fists of both hands on the puffy cheeks.)

5.Before lunch, when children are waiting for an invitation to the table.

Children really like to show “theater in hand”: “There is a house in a sunny meadow. A cat lives in it. She loves to sit in her chair at the table. But suddenly a mouse appeared. The cat ran after her. The mouse jumped onto the ship, and the cat got into the boat. They sailed into a dense forest in which green, fluffy spruce trees grow...” (children accompany the text with movements of their hands and fingers).

6.On a walk in the warm season.

After observing living and inanimate objects, children are asked to use their fingers to depict: a house, a birdhouse, a cat, a dog, a chain, a tree, etc. It is advisable to use finger exercises at the end of a walk.

"Goose"

The goose was repairing his nest,

The goose composed a rhyme,

And he cackles and cackles:

He wants to learn a counting rhyme!

"Bunny - ring"

The bunny jumped from the porch

And I found a ring in the grass.

And the ring is not easy -

Shines like gold.

7. At the beginning of an outdoor game or during the game.

For example, in the game “Dolphin and the Fishes”, children perform hand movements for each line of the beginning.

In a stormy sea, a blue sea (hands at face level, palms down, fingers intertwined, wave-like movement, starting from the right shoulder).

Dolphins swim quickly (wave-like movement of the arm, bent at the elbow, hand at shoulder level).

The wave doesn’t scare them, it splashes nearby (the arm is bent at the elbow, at face level, wave-like movements with the brush).

In the outdoor game “Catching Monkeys,” the child uses his fingers to imitate a monkey (arms are bent at the elbows and spread to the sides - clenching and unclenching the fist, crossing the arms in front of the face and simultaneously clenching and unclenching the fingers; arms are bent at the elbows, hands one after the other on nose level, palms to the sides, fingers up - “the monkey is teasing.”

8. Good morning!

To create a positive psycho-emotional mood in children, exercises are used: “Good morning!” and self-massage of fingers “Let’s wash our hands.”

Good morning, little eyes! (We stroke the eyelids.)

You woke up? (“We look through binoculars.”)

Good morning, ears! (We stroke the ears.)

You woke up? (Put your palm to your ears.)

Good morning, hands! (Stroke the hands.)

You woke up? (Clap our hands.)

Good morning, legs! (We stroke our legs.)

You woke up? (We stamp our feet.)

Good morning, sun! (Hands open towards the sun.)

I woke up! (Tilt your head back slightly and smile broadly.)

Finger gymnastics, performed daily, promotes the development of not only fine motor skills, but also the development of speech.

Tongue twisters for the development of diction.

The ship was carrying caramel,

The ship ran aground.

And the sailors for three weeks

Caramel ate broke.

A book is a book, but move your brains.

Wolves prowl - looking for food.

Sanka is carrying Senka

With Sonya on a sled.

Question: who is where?

Sanka - skok! -

Senku off his feet!

Why? (He walked ahead.)

Sanka - to the side,

Sonya - in the forehead,

Everything is in a snowdrift.

Chicken by the grain

Where, where, where, where, where

Duck - quack-quack-quack,

Turkey - coattails, bulldozers,

Kitty - meow-meow,

The dog is woof-woof,

Piglet - oink-oink,

Little cow - torment, torment,

Little horse - noki-noki.

Skis, rod, circle, iron,

Face, beetle, walrus, flag.

Grapes, grass, axe,

Ball, nettle, tomato,

Frying pan, backpack, pear,

Roof, rainbow, Karkusha.

Masha walked, walked, walked

And I found a toy:

Cat, matryoshka, cone, monkey,

Mouse, car, gun, bunny,

Ball, tumbler, tumbler, frogs, -

Who lost so many toys?

Articulation gymnastics

Bite the tip of your tongue - “Mom is shredding cabbage.”

Make a ring with your tongue by placing it under your upper teeth.

The tongue is like the sting of a snake.

The tongue is like a thin needle - we “put injections” in each cheek one by one.

Brush your upper and lower teeth with your tongue.

Close your eyes, imagine the night - “you got on your horse and rode off.” Tsk.

Use the tip of your tongue to reach your nose.

Pout your lips. Smile without revealing your teeth.

Stroke your lips with your teeth.

Pull your lips over your teeth, opening your mouth wide.

Draw the sun with your open lips.

Imagine starting a motorcycle - let's go. There is a mountain on the way. Climb (the sound increases). Now come down. Stop.

Lift your tongue up:

Sha-sha-sha,

Our fur coat is good.

- Hello, kittens!

Meow meow.

Hello calves!

Moo-moo-moo.

Hello little mice!

Pi, pi, pi.

Hello frogs!

Kwa, kwa, kwa.

15.Your lips directly to your ears

I'll stretch like a frog.

And now I'm a baby elephant

I have a proboscis.

And now I’m a piper,

Dudochka - honk.

I liked playing

I'll repeat it all again.

Kiss. On the count of “one”, pull your closed lips forward, as if for a kiss; On the count of “two,” stretch your lips into a smile without exposing your teeth.

With closed, elongated lips, move up and down, left and right; make circular rotations clockwise and counterclockwise.

Hamster. Chew imaginary gum so that your whole face moves. Starting from the second time, boasting is added. Participants are divided into pairs and show off to each other who has the tastier chewing gum.

17. Faces. Raise your right eyebrow. Lower. Raise your left eyebrow. Lower. Raise and lower both eyebrows. Without opening your lips, move your lower jaw up, down, right, left. Flare your nostrils. Move your ears. Make a face sketch of “I am a tiger that waits”

prey" or "I am a monkey who listens." Draw out the face. Break out into a smile. Without unclenching your teeth, raise your upper lip and! lower it. Do the same with the lower lip. At the end of this exercise, give the task to make a face (“who is funnier” or “who is scarier”).

18. Bathhouse. This exercise is performed in two positions.

Children sit on the floor and pat themselves on the feet, then on the calves, knees, legs, thighs. Patting is done alternately, first on one side, then on the other. Simultaneously

clap and pronounce the sound [m] on a comfortable note.

Standing, the body is bent at the waist. Gradually the body straightens to a vertical state, and in a standing position, patting | goes to the stomach, back, chest. The good thing about this exercise is that it automatically turns on the resonators.

19. Airplane. This exercise is best done at the end. It is convenient to check what results the children have achieved. All participants are divided into four groups. Each group is one “engine” of the “aircraft”. The teacher turns on each “motor” in turn. The “motors” “work” on the sound [a] and are very quiet. When all the “motors” are “turned on,” the teacher begins to slowly raise his hands, increasing the “power” of the “motors” to the highest point of sound, then the sound sharply decreases.

20. The chicken is hatching. Close your lips. Move the tongue up and down, left and right, speeding up the pace.

21. Bell. Open your mouth slightly, beat your tongue against the edges of your lips, like the tongue of a bell.

22. Sting. Open your mouth slightly, stick out your tongue in wave-like movements back and forth.

23. Shovel. Try to reach your nose or chin with your tongue out.

24. Grimace. Make grimaces for 3 minutes, using all the muscles of the face.

The exercises are repeated 5-6 times, then pause and relax the lips.

Literature.

Artyomova L.V. Theatrical games for preschoolers. A book for kindergarten teachers. M.: Enlightenment, 1990.

Arushanova A.O. Organization of dialogical communication between preschoolers and peers // Preschool education. – 2001.

Korotkova E.L. Providing speech practice during the interaction of work on the development of dialogic and monologue speech. // Reader on the theory and methods of speech development in preschool children / Comp. MM. Alkseeva. – M., Academy, 1999.

Lisina M.I. Development of communication in preschoolers / Ed. Ed. A.V. Zaporozhets, M.I. Lisina – M.: “Pedagogy”, 1974

Article by O.V. Akulova “Theatrical games of children” // Preschool education, 2006. - N4

Ushakova O.S. Speech development of a preschooler. – M.: Publishing House of the Institute of Psychotherapy, 2001.

From work experience

“Theatrical activities as a means of developing coherent speech in preschoolers”

Chekunova Elena Alexandrovna,

teacher of MBDOU No. 61,

Apatity, Murmansk region.

“... Not only the intellectual development of the child,

but also the formation of his character,

emotions of the individual as a whole,

is directly dependent on speech"

(Lev Semenovich Vygotsky)

A person spends his entire life perfecting his personal speech, mastering the riches of language, and any age brings something new into his speech development. Thanks to his native language, the baby enters our world and receives ample opportunities to communicate with other people. Speech helps to understand each other, shapes views and beliefs, and also provides a great service in understanding the world in which we live.

The development of coherent speech is the central task of children's speech education. This is due, first of all, to its social significance and role in the formation of personality. It is in coherent speech that the main, communicative, function of language and speech is realized. Coherent speech is the highest form of speech and mental activity, which determines the level of speech and mental development of the child. Adequate perception and reproduction of textual educational materials, the ability to give detailed answers to questions, independently express one’s opinions - all these and other educational activities require a sufficient level of development of coherent communication. (monologue and dialogic) speech. This is explained by the fact that, in fact, speech is considered a method of forming and formulating an idea, a means of communication and influence on others.

According to the Federal State Educational Standard for preschool education, speech development is one of the cross-cutting mechanisms of child development. Full mastery of speech in middle preschool age is a necessary condition for solving the problems of mental, aesthetic and moral education of children. The earlier language acquisition begins, the more freely the child will communicate in the future.

Research by psychologists and teachers (L.S. Vygotsky, A.N. Leontiev, D.B. Elkonin) created the prerequisites for an integrated approach to solving problems of speech development in preschool children. Speech development is carried out in various types of children’s activities: familiarization with fiction, phenomena of the surrounding reality, as well as in play (dramatization games) and artistic activities, in everyday life.

Having analyzed the literature and the requirements of programs on this topic, I concluded that an effective means for the development of coherent speech in children is creative theatrical activity. My observations show that theatrical activity is one of the most effective ways of influencing children, in which the principle is most clearly and fully manifested learning: learn by playing. Theatrical games are a constant favorite among children. Books, fairy tales, and performances are for a child an inexhaustible source of development of feelings and imagination, and in turn, the development of feelings and imagination introduces him to the spiritual wealth accumulated by humanity. Theatrical activities develop the speech sphere of preschool children, help the development of communication abilities, assimilation of new requirements and rules for correcting children's traits.

Work on the topic " Theatrical activities as a means of developing coherent speech» I carry out in accordance with the main educational Program of preschool education of MBDOU No. 61 of Apatity, which was developed on the basis of the content of the general educational program of preschool education “From birth to school”, ed. NOT. Veraksy, T.S. Komarova, M.A. Vasilyeva.

I did not choose this topic by chance, since recently the number of children with impaired coherent speech and lack of vocabulary has increased. A survey was conducted among the parents of the group's pupils, as a result of which socio-pedagogical problems of upbringing and development were noted. Also, a group of children was examined in the field of “Socio-communicative development” and “Speech development”, as a result of which problems were identified in resolving conflicts with the help of beliefs and explanations; children do not always take responsibility and independence in carrying out assignments; They rarely know how to agree on the theme of the game and conduct role-playing dialogue. Observations of children showed that children experienced difficulties in performing various tasks:

in the ability to aesthetically perceive the art of artistic expression;
the ability to listen to the text;
catch intonation;
features of speech patterns;
express ideas clearly and consistently;
independently retell the text;
In playing the role, the child did not master a variety of visual means (facial expressions, body movements, gestures, speech expressive in vocabulary and intonation).

The objectives of work on theatrical activities are:

— to develop children’s ability to express their thoughts coherently and consistently;

- form the grammatical and lexical structure of speech;

— develop skills of active, conversational, figurative speech;

- continue to develop dialogic, monologue speech;

— continue to improve the artistic and speech performing skills of children in various types of theatrical activities;

- continue to develop the expressive and intonation aspects of speech.

To solve the assigned tasks, the group has created a subject-specific development—spatial environment, ensuring joint theatrical activities of children and the teacher, as well as independent creativity of each child. For this purpose, the group operates centers that promote self-realization and self-expression of the child. Their equipment is periodically replenished.

Occupancy of the environment (centers) within this topic:

"Game Center"

This center contains: story toys; transport toys of various types; toys depicting objects of labor and everyday life; role-playing attributes for simulation games and role-playing games reflecting simple life situations and actions (“Doll Corner”, “Kitchen”, “Barbershop”, “Shop”, Hospital”, “Workshop”, “Garage”, “Post Office”, “Travel”, “Atelier”); animal toys; dolls; sets of different types of dishes; delimited zones (doll corner, beauty salon, store, hospital, post office, etc.).

"Theatre Center"

The group has a theatrical corner with different types of theater (tabletop, bi-ba-bo, flat, shadow, disk, finger); masks, caps, wigs, costume elements, props (noses, glasses, mustaches, etc.); theatrical makeup; pictures and illustrations for fairy tales; flannelograph, screen; attributes for the fair (scarves, ribbons, hats, wreaths, etc.); visual and didactic games and manuals (“Heroes of fairy tales”, “What fairy tale is this?”, etc.). A long-term work plan on the topic has been developed, and a file of theatrical and role-playing games has been created.

"Speech Development Center"

This center has: didactic visual materials; subject and subject pictures, etc.; books on topics, educational magazines on the development of speech skills; “Wonderful bag” with various items; visual didactic aids and games: “Stories from pictures”, “What happened first and what then”, “Add a word”, “Sequences”, “Tell me why?”; files of communicative and speech games.

To achieve the assigned tasks I used main areas of work:

Work with children, which included:

— diagnostics of emotional and personal development (2 times a year);

— practice-oriented orientation in the implementation of tasks.

Carried out this work through the following forms of work:

watching puppet shows and talking about them;
dramatization games (preparing and acting out various fairy tales and dramatizations);
speech games and exercises (for the development of monologue and dialogic speech);
exercise “Interview from a fairy tale” (developing the ability to answer questions);
inventing fairy tales and stories based on children's drawings;
compiling stories using pictures from fairy tales and diagrams;
tasks for the development of speech intonation expressiveness;
transformation games, imaginative exercises;
exercises for the development of expressive facial expressions, elements of the art of pantomime;
theatrical sketches;
individual ethics exercises during dramatizations;
familiarity not only with the text of the fairy tale, but also with the means of its dramatization - gesture, facial expressions, movement, costume, scenery, mise-en-scène, etc.;
screening of theatrical performances and performances.

Children's artistic creativity is gradual in nature

At the first stage— perception is enriched due to the life experience of children and familiarization with literary works.

I introduce children to works of different genres (fairy tales, short stories, poems), their content, artistic form, and the expressive, wise language of folk tales.

I get to know the world around me in accordance with the content of a literary work. Children develop attention, observation, independence and activity.

Second phase- the actual process of children's creativity, which is directly related to the emergence of an idea, the search for artistic means, and the development of word intonation, facial expressions, and gait. Speech develops from all sides: the vocabulary is enriched with figurative vocabulary, the sound side of speech is improved (intonation expressiveness, diction, voice strength), children learn the skills of dialogical speech (the ability to ask, answer, give a remark, listen).

I work with my students to develop stage skills to recreate the images of fairy-tale characters using intonation, facial expressions, gestures, and movements; plastic studies.

Third stage- characterized by the emergence of new products.

With the children I play dramatization games and performances based on the literary works I have read.

Thus, An important condition for the success of dramatization is a deep understanding of the literary work at the level of emotional experiences and feelings. It is in the process of perceiving works of different genres that children develop creative abilities and their behavior changes.

They learn from fairy tales the peculiarities of the behavior of certain characters, imagine their actions, and they have a need to show certain movements themselves. At first, not all children develop the ability to combine words and movements. For such an understanding, it is necessary to use exercises and plastic studies more widely.

When children begin to perform plastic sketches, I accompany their actions with words characterizing the habits of animals. Then I complicate the task. Already from middle age, preschoolers are able to conduct sketches without speech accompaniment.

In children 5-6 years old, it is characterized by the formation of contextual (connected) speech. The child is attracted to improvisational storytelling and shows an interest in creative storytelling and composing different types of phrases.

At the same time, I try to use word formation games. I set a goal for the children - to formulate their thoughts in the form of a story, then I provide them with the necessary help, suggesting plot moves, logical connections, and sometimes the beginning of a sentence.

In my work I use the method of composing a story. "Blurred Letter" This is a grammar exercise. When composing stories, coherent speech, understanding of the semantic side of a word and especially the syntactic structure of sentences are improved.

I organize theatrical games through such types of activities as theatrical games in the organization of educational activities, in the joint activities of the teacher with children and in the independent activities of children.

Organization of theatrical play.

1) During continuous educational activities. I try to include theatricalization as a gaming technique (characters are introduced that help children learn certain knowledge, skills and abilities).

For example: Foxy comes to visit and confuses the colors, and the children tell her about them.

2) Joint activities of the teacher and children. In my work I use game situations during walks, organize dramatization games, reading fiction followed by acting out plot episodes during the day, drawing games on

free topic. All this is an impetus for creative thought, an idea that requires implementation.

3) Theatrical play in children’s independent activities. In the evening, I watch how, after reading fairy tales, the characters and plots that excited the children are reflected in theatrical games, how they let the characters’ characters pass through them. And I see the result of my work. How complexness gradually “dissolves” and children overcome their fears.

I also include games and speech exercises. Exercises not only increase mental activity, but also improve speech skills, promote the development of mental processes, and increase emotional activity. Children learn about the world around them, become participants in events from the lives of people, animals, and plants. I correctly formulate questions to help children isolate the main thing - the actions of the main characters, their relationships and actions. A correctly posed question forces a child to think, reflect, come to the necessary conclusions and at the same time notice and feel the artistic form of the work. We borrow figurative expressions, apt words, figures of speech, proverbs and sayings from fairy tales, children enrich their speech, making it interesting and expressive.

After answering the questions, I invite the children to “show” the fairy tale in a dramatization game. Dramatization games are especially important for children of middle preschool age, i.e. fifth year of life. When re-telling a fairy tale, I use a tabletop theater. Then the children listen to the audio recording of the fairy tale and watch the presentation. Each new reading of a fairy tale evokes new feelings in children; they have a desire to listen again and see a well-known fairy tale in new forms.

Observations of children have shown that with this approach, it is easier for even the most timid children to cope with anxiety by participating in dramatization games.

Working with parents

The formation of a sustainable interest in theatrical and play activities among preschoolers is impossible without close contact with the families of the pupils. Parents are the main helpers. In order to involve parents in solving this problem, I use various forms of interaction:

— Parent meetings (traditional and non-traditional forms).

— Questionnaire: “Your attitude towards theatrical activities.”

— Design of a folder — shifts: “How to play theater with children at home?”, “What toys should a child buy?”

— “Labor landing” - production and selection of attributes for the holidays.

— Consultations: “Puppet theater at home”, “The importance of theatrical activities in the development of speech of a preschooler”, “Development of coherent speech of children in theatrical activities.”

- "Parents' gatherings."

— Development of leaflets “Home Theater”, “Developing Children’s Speech through Theatrical Games”.

— Open days “We are always glad to see you!”

— Participation in the psychological and pedagogical project on fairy tale therapy with children and parents “Better Together” (together with an educational psychologist).

Working with teachers

Achieving the planned results involves the joint interaction of the teacher with other preschool teachers.

During the work the following were carried out:

— demonstration of OD: “Intellectual cafe “Wild Animals” for children of the senior group (NGO “Speech Development”).

- display of theatrical games, fairy tales: “Turnip in a new way”, “English songs”, “Carousel of Fairy Tales”.

— demonstration of the role-playing game “Train” for children of the middle group.

— Consultations for educators: “Puppet theater”, “Holiday for everyone”.

She summarized and disseminated her teaching experience at different levels:

— Participation in the city festival of environmental theaters in Apatity “Sunshine” with the environmental fairy tale “Forest Special Forces”.

— Speech with experience on the topic of self-education at the teachers’ council of MBDOU No. 61.

— International competition “Teacher by Vocation”. Nomination: “Creative works and methodological developments of teachers.” Work: synopsis of the OD “Crystal Winter” for children of the senior group (OO “Speech Development”, “Social and Communicative Development”).

— International competition “You are a genius.” Nomination: “Best open lesson.” Title of the work: synopsis of the OD “In Search of Buryonka” (OO “Speech Development”).

— Speech at a regional workshop: “Creating conditions for the development of a child’s social capabilities within the framework of pedagogical activities” on the basis of the State Budgetary Institution of Health in Apatity with a report from work experience on the topic: “Organization of communicative games in the social and personal development of pupils.”

— Demonstration of an educational activity on the educational organization “Speech Development” on the topic: “Lost Letters” with children of the senior group (preschool level).

— Speech with work experience on the topic “Theatrical activities as a means of developing coherent speech” at the teaching council No. 3 of MBDOU No. 61.

While carrying out this work, I observed a positive dynamics in the development of speech skills in the development of children in the middle group of the educational program in the educational field “Speech Development”. 10 children (47.7%) have a high level in this area; the average level is 11 children (52.3%). No low level detected. The overall dynamics compared to the beginning of the year amounted to an increase of 20%.

At the beginning of the 2016-2017 academic year, an analysis of the diagnostics of the OO “Speech Development” in the senior group showed an average level of development of students’ skills and abilities. 10 children (50%) have a high level in this area; average level – 10 children (50%). No low level detected. The prognosis is positive.

Based on the results of the school year, observations showed that children’s interest in theatrical and play activities increased, their vocabulary was enriched and activated, and the intonational expressiveness of speech was improved.

The results are visible: children are able to conduct sketches with speech accompaniment, their performing skills in creating artistic images have increased, they can show a short familiar fairy tale, and they are able to evaluate the actions of heroes

Thus, mastery of all aspects of speech, development of linguistic abilities, through theater, is considered as the core of the full formation of the personality of a preschool child, which provides great opportunities for solving many problems in the mental, aesthetic and moral education of children.