Theatrical game in kindergarten. Types of theaters in kindergarten and attributes for theatrical games

Theatrical play is the most common type of children's creativity.

It forms the experience of social behavior skills due to the fact that each literary work or fairy tale for preschool children always has a moral orientation (friendship, kindness, honesty, courage, etc.). It is the child's ability to imitate that allows teachers to have a positive impact on children through theatrical activities.

Theatrical activity allows the child to solve many problem situations indirectly on behalf of a character. It helps to overcome shyness, self-doubt, shyness.

It is close and understandable to the child, lies deep in his nature and is reflected spontaneously, because it is connected with the game.

The educational possibilities of theatrical activity are wide. By participating in it, children get acquainted with the world around them in all its diversity through images, colors, sounds, skillfully posed questions make them think, analyze, draw conclusions and generalizations. Improving speech is closely related to mental development. In the process of working on the expressiveness of the characters’ replicas, their own statements, the child’s vocabulary is imperceptibly activated, the sound culture of speech and its intonational structure are being improved. The role played, the spoken remarks put the baby in front of the need to express himself clearly, clearly, understandably. He improves dialogic speech, its grammatical structure.

Understanding the importance of theatrical games in the upbringing and education of a preschool child, I use this in my work. The tasks that I set for myself were to create conditions for the development of creative activity; introduce to theatrical culture; ensure its interconnection with other activities in a single pedagogical process. Theatrical games can be used in joint educational activities, during sensitive moments, in individual work - this largely contributes to their diversity.

The selection of games I propose is intended for children of preschool age.

GENERAL GAMES

Relay race

Target. Develop attention, endurance, coordination of actions.

Game progress. Children sit on chairs in a semicircle. Starting the game, they get up and sit down in turn, keeping the tempo - rhythm and not interfering with each other's actions. This exercise can be performed in different ways, inventing interesting game situations with children.

a) INTRODUCTION. Some favorite hero of children's fairy tales appears from behind the screen (Carlson, Little Red Riding Hood, Pinocchio, etc.). He wants to get to know the children and offers to stand up and say his name clearly following the previous one.

b) RADIO GRAM. Game situation: a ship is sinking in the sea, a radio operator sends a radiogram asking for help. The child sitting in the first chair is a "radio operator", he transmits a certain rhythmic pattern along the chain with claps or a pat on the shoulder. All children take turns repeating it, passing it on. If the task is completed correctly and the last child - the "captain" of the rescue ship exactly repeats the rhythm, then the ship is saved.

What do you hear?

Target. Train your listening skills.

Game progress. Sit quietly and listen to the sounds that will be played in the study room for a certain amount of time. Option: listen to sounds in the hallway or outside the window.

Chair exercise

Target. To instill the ability to move freely in space, to coordinate their actions with comrades. (Sit on chairs, having built a given figure, it is necessary at the same time.)

Game progress. At the suggestion of the teacher, the children move around the hall with their chairs and “build” a circle (sun), a doll house (square), an airplane, a bus.

Pass the pose

Target. Develop memory, attention, observation, fantasy, endurance.

Game progress. Children sit on chairs in a semicircle and on the floor in a Turkish fashion with their eyes closed. The leading child invents and fixes a pose, showing it to the first child. He remembers and shows the next. As a result, the pose of the last child is compared with the pose of the driver. Children must be divided into performers and spectators.

memorize a photo

Target. Develop voluntary attention, imagination and fantasy, coordination of actions.

Game progress. Children are divided into several groups of 4-5 people. Each group chooses a "photographer". He arranges his group in a certain order and "takes pictures", remembering the group's location. Then he turns away, and the children change positions and positions. The "photographer" must reproduce the original version. The game becomes more complicated if you invite children to pick up some objects or figure out who and where is photographed.

telepaths

Target. Learn to hold attention, feel a partner.

Game progress. Children stand scattered, in front of them is a leading child - a "telepath". He must, without using words and gestures, contact only with his eyes with one of the children and change places with him. The game continues with a new "telepath". In the future, you can invite the children, changing places, to say hello or say something nice to each other. Continuing to develop the game, the children come up with situations when it is impossible to move and talk, but it is necessary to call a partner or change places with him. For example: “In intelligence”, “On the hunt”, “In the kingdom of Koshchei”, etc.

Attentive Beasts(ear, nose, tail)

Target. Train auditory and visual attention, speed of reaction, coordination of movements.

Game progress. Children imagine that they are in a forest school, where the teacher trains their dexterity and attention. The host shows, for example, in the ear, nose, tail and calls what he shows. Children closely follow him and name what he shows. Then, instead of an ear, he shows his nose, but stubbornly repeats: “Ear!”. Children must quickly orient themselves and correctly name what the leader showed.

Live phone

Target. Develop memory, auditory attention, coordination of actions.

Game progress. Numbers from 0 to 9 are distributed among the children. Then the host calls any phone number. Children with the corresponding numbers come forward and are built in order of the numbers in the named number.

Typewriter

Target. Develop memory, attention, coordination of movements, sense of rhythm, coordination of movements, consolidate knowledge of the alphabet.

Game progress. The letters of the alphabet are distributed among the children, with some children getting two letters. The host sets any word, for example "cat", and says: "Started." The child with the letter “k” claps first, the child with the letter “o” second, and the child with the letter “t” last. The end of the word is indicated by the whole group with a common clap or standing up.

SPECIAL THEATER GAMES

EXERCISES AND STUDIES

Guess what am I doing?

Target. Justify the given pose, develop memory, imagination.

Game progress. The teacher invites the children to take a certain pose and justify it.

1. Stand with your hand up. Possible answers: I put the book on the shelf; I take out a candy from a vase in a locker; I hang up my jacket; I decorate the Christmas tree, etc.

2. Kneeling, arms and body directed forward. Looking for a spoon under the table; I watch the caterpillar; I feed a kitten I wipe the floor.

3. Squat. I look at the broken cup; I draw with chalk.

4. Lean forward. I tie my shoelaces; I pick up a handkerchief, I pick a flower.

Same thing in different ways

Target. Develop the ability to justify one's behavior, one's actions with fantasized reasons (proposed circumstances), develop imagination, faith, fantasy.

Game progress. Children are invited to come up with and show several behaviors for a specific task: a person “walks”, “sits”, “runs”, “raises his hand”, “listens”, etc.

Each child comes up with his own version of behavior, and the rest of the children must guess what he is doing and where he is. The same action in different conditions looks different.

Children are divided into 2-3 creative groups, and each receives a specific task.

Group I - the task of "sit". Possible options:

a) sit in front of the TV

b) sit in the circus;

c) sit in the dentist's office;

d) sit at the chessboard;

e) sit with a fishing rod on the river bank, etc.

Group II - the task "to go." Possible options:

a) walk along the road, around puddles and mud;

b) walk on hot sand;

c) walk on the deck of the ship;

d) walk along a log or a narrow bridge;

e) walk along a narrow mountain path, etc.

Group III - the task "to run". Possible options:

a) run late to the theater;

b) run away from an angry dog;

c) run when caught in the rain;

d) run away, playing hide and seek, etc.

Group IV - the task of "waving your arms." Possible options:

a) drive away mosquitoes;

b) give a signal to the ship to be noticed;

c) dry wet hands, etc.

Group V - the task "Catch the little animal." Possible options:

b) parrot;

c) a grasshopper, etc.

Trip around the world

Target. Develop the ability to justify their behavior, develop faith and imagination, expand children's knowledge.

Game progress. Children are invited to go on a trip around the world. They must figure out where their path will lie - through the desert, along a mountain path, through a swamp, through a forest, jungle, across the ocean on a ship - and accordingly change their behavior.

TRANSFORMATION GAMES

Transformation of an object, room, children

Target. Develop a sense of faith and truth, courage, ingenuity, imagination and fantasy.

Game progress. The object is placed on a chair in the center of the circle or passed around the circle from one child to another. Everyone must act with the object in their own way, justifying its new purpose, so that the essence of the transformation is clear. Transformation options for different items:

a) a pencil or stick - a key, a screwdriver, a fork, a spoon, a syringe, a thermometer, a toothbrush, a drawing brush, a pipe, a comb, etc .;

b) a small ball - an apple, a shell, a snowball, a potato, a stone, a hedgehog, a gingerbread man, a chicken, etc.;

c) a notebook - a mirror, a flashlight, soap, a chocolate bar, a shoe brush, a game.

You can turn a chair or a wooden cube, then the children must justify the conditional name of the object.

For example, a large wooden cube can be turned into a royal throne, flower bed, monument, bonfire, etc.

Room transformation. Children are divided into 2-3 groups, and each of them comes up with their own version of the transformation of the room. The rest of the children, by the behavior of the participants in the transformation, guess what exactly the room has been turned into.

Possible options proposed by the children: shop, theater, seashore, clinic, zoo, Sleeping Beauty's castle, dragon cave, etc.

The transformation of children. At the command of the teacher, children turn into trees, flowers, mushrooms, toys, butterflies, snakes, frogs, kittens, etc. The teacher himself can turn into an evil sorceress and turn children at will.

GAMES FOR THE DEVELOPMENT OF MOTOR ABILITIES

The Snow Queen

Target. The ability to strain and relax alternately the muscles of the whole body, to coordinate movements.

Game progress. First, the teacher, later the child turns into the “Snow Queen” and gradually begins to “freeze” all children: at the same time, he names certain parts of the body with the right hand, left hand, left leg, right leg, body, head), the corresponding muscles tense up. Children turn into an ice sculpture that begins to slowly melt under the rays of the sun. (The neck, arms, body, legs relax), the children first squat down, then completely relax and lie down on the floor.

Lazy Contest

Target.

Game progress.

Though it's hot, though it's hot,

All the people of the forest are busy.

Only a badger is a pretty lazy person

Sleeps sweetly in a cool hole.

Couch potato sees a dream, as if he is busy with business.

At dawn and at sunset, he can’t get out of bed.

(V. Viktorov)

Children pretend to be a lazy badger. They lie down on the carpet and try to relax as much as possible.

Hypnotist

Target. Training in complete relaxation of the muscles of the whole body.

Game progress. The teacher turns into a hypnotist and conducts a lulling session”; making characteristic smooth movements with runes, he says: "Sleep, sleep, sleep ... Your head, arms, and legs become heavy, your eyes close, you completely relax and hear the sound of the sea waves." Children gradually sink onto the carpet, lie down and completely relax.

You can use an audio cassette with music for meditation and relaxation.

Catch the cotton

Target. Develop voluntary auditory attention and speed of reaction.

Game progress. Children are scattered. Their task is to react to the teacher's clap and clap almost simultaneously with it. The teacher offers to “catch” either a small ball, or a flower, or a coin.

Puppets

Target. Develop the ability to control your body, feel the impulse.

Game progress. Children are scattered in the main rack. At the clap of the teacher, they must impulsively, very sharply take any position, at the second clap - quickly take a new position, etc. All parts of the body should participate in the exercise, change position in space (lying, sitting, standing).

Sculptor

Target. Develop imagination and fantasy, improve the plastic capabilities of the body, the ability to act with a partner.

Game progress. Children are divided into pairs. One child takes on the role of a sculptor, and the other takes on the role of plasticine or clay. Sculptors are invited to mold a non-existent fantastic creature, come up with a name for it and tell where it lives, what it eats, what it loves, how it moves. In the future, you can offer the creature to come to life and start moving. Then the children switch roles.

Who is in the picture?

Target. To develop the ability to convey images of living beings with the help of plastic expressive movements.

Game progress. Children sort out cards depicting animals, birds, insects, etc. Then, one by one, the given image is transmitted in plastic, the rest guess. On several cards, the images may coincide, which makes it possible to compare several options for one task and mark the best performance.

CREATIVE WORD GAMES

Magic basket

Target. Develop imagination, replenish vocabulary, activate associative thinking.

Game progress. Children sit in a circle; the teacher, holding a basket in his hands, offers to put in the basket what can be found in the forest, or in the garden, or in the air, or in the sea, or in the garden; something that flies or something that crawls, etc. Children can independently figure out where to look for words for a magic basket. In the preparatory group, tasks become more difficult: for example, to add words related to music (note, treble clef, register, rhythm, song, etc.) or to the theater (curtain, poster, stage, actor, rehearsal, intermission, etc.). etc.) After this game, it is easy to move on to theatrical games for "transformations".

delicious words

Target. Expand vocabulary, cultivate the ability to communicate politely, actions with imaginary objects.

Game progress. Children sit in a circle, the teacher holds out a hand with an imaginary, for example, candy to the first child and, calling him by name, offers a treat. The child thanks and "eats". Then he puts it on his palm and treats his neighbor with something tasty. He thanks, “eats” and treats the third child, etc.

Come up with a dialogue

Target. Build a dialogue between two heroes of famous fairy tales, taking into account their characters and inventing a situation in which they had to meet.

Game progress. Children are divided into pairs, they are invited to come up with and play a dialogue between Kolobok and Turnip, Pockmarked Hen and Puss in Boots, Pinocchio and Kid, Little Red Riding Hood and Dunno. Children themselves can suggest famous heroes.

similar ponytail

Target. To teach children to select rhymes for words, to plastically depict the chosen word.

Game progress. Children are divided into groups (2-3), each of them is offered a word to which they need to pick up a rhyme (words with similar "tails") and depict these words using pantomime. For example, the word “cheesecake” is given, rhymes are selected: frog, pillow, old woman, cuckoo, Parsley, feeder ... All these words can be depicted using body plastics. The word "bump" - a book, a mouse, a lid ...

Fantasy Oh…

Target. Develop imagination, fantasy, coherent figurative speech, develop the ability to imagine yourself as another being or object.

Game progress. The child, turning into something or someone, tells that the thing feels, what surrounds it, what worries, where and how it lives, etc.

Options: “I am an iron”, “I am a cup”, “I am a doll”, “I am a cat, a bee, a ball” - etc.

Tongue Twisters

Games with tongue twisters can be offered in different versions:

1) "damaged phone" - two teams play. The captain of each gets his tongue twister. The winner is the team that, at the signal of the leader, will quickly pass the tongue twister along the chain and the last representative of which will pronounce it out loud better and more accurately;

2) "handball" - the leader throws the ball up and calls the name of a child. He must quickly run up, catch the ball and say a tongue twister, etc .;

3) a variant of the "hand ball" - the children stand in a circle, in the center - the leader with the ball. He throws the ball to any child, he must catch it and quickly say a tongue twister. If the child failed to catch the ball or could not clearly pronounce the tongue twister, he receives a penalty point or is out of the game;

4) "snake with collars" - the children move in a chain behind the leader and pass through the gates formed by the last two children. The child in front of whom the gates are slammed must say any tongue twister. If he does it well, the gates open and the game continues, otherwise the child repeats the tongue twister;

5) “phrase in a circle” - children, sitting in a circle, pronounce the same phrase or tongue twister with different intonation; the goal is to develop intonation;

6) “main word” - children pronounce the tongue twister in turn, each time highlighting a new word, making it the main one in meaning. Tongue twisters can be learned in motion, in various poses, with a ball or with a rope.

This work contains theoretical material about theatrical games, varieties of games. Starting from the second junior group, interesting theatrical games were given in the preparatory group.

Theatrical games are always loved by children. Preschoolers are happy to join the game, answer the dolls' questions, fulfill their requests, give advice, transform into one or another image.

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"Theatrical games in kindergarten"

Compiled by: teacher 1 qual. category.

Farkhutdinova Siren Ildusovna.

Theatrical games are always loved by children. Preschoolers are happy to join the game: they answer questions from dolls, fulfill their requests, give advice, transform into one or another image. Kids laugh when the characters laugh, feel sad with them, warn of danger, cry over the failures of their beloved hero, are always ready to help him.

Participating in theatrical games, children get acquainted with the world around them through images, colors, sounds. The great and versatile influence of theatrical games on the personality of the child allows them to be used as a strong, but unobtrusive pedagogical tool, because the baby feels relaxed and free during the game.

What do we know about theatrical games? Apparently, they are so named for their proximity to theatrical performance. Spectacle always causes joy, and the fabulousness of the images enhances the attractiveness of the game.

Theatrical games.

The well-known classifications of theatrical games do not take into account their main essence - the means of representation used by the participants in the game. All theatrical games are divided into two main groups: director's games and dramatization games.

The director's games include: tabletop, shadow theater, theater on the flannelograph. Here, a child or an adult is not a protagonist himself, he creates scenes, plays the role of a toy character - voluminous or planar. He acts for him, depicts him with intonation, facial expressions. The child's pantomime is limited. After all, he acts as a fixed or inactive figure, a toy.

Dramatizations are based on the performer's own actions, which may use bibabo puppets or characters worn on fingers. In this case, a child or an adult plays himself, mainly using his own means of expression - intonation, facial expressions, pantomime.

Varieties of director's games

Board theatrical games

Tabletop toy theater. A wide variety of toys are used in this theater - factory-made and home-made, from natural and any other material. Here, fantasy is not limited, the main thing is that toys and crafts stand steadily on the table and do not interfere with movement.

Desktop picture theatre.All pictures - characters and decorations - are double-sided, since turns are inevitable, and in order for the figures not to fall, supports are needed, which can be very diverse, but must be sufficiently stable. This is ensured by the correct ratio of the weight or area of ​​​​support to the height of the picture. The higher the picture, the more or more weighty the area of ​​\u200b\u200bsupport is needed.

Actions of toys and pictures in the table theater are limited. But they should not be lifted and carried from place to place. It is important to imitate the desired movement: running, jumping, walking and at the same time pronouncing the text. The state of the character, his mood is conveyed by the intonation of the presenter - joyful, sad, plaintive.

Characters before the start of the game is best hidden. Their appearance in the course of action creates an element of surprise, arouses the interest of children.

In order to create an idea of ​​the scene, use scenery elements: two or three trees are a forest, green cloth or paper on a table is a lawn, a blue ribbon is a stream.

Poster theatrical games

Stand - book Dynamics, the sequence of events is easy to depict with the help of illustrations replacing each other. For games like traveling, it is convenient to use a stand - a book. Attach it to the bottom of the board. On the top, place the transport on which the trip will take place. During the trip, the presenter (first the teacher, and then the child), turning over the sheets of the stand-book, demonstrates various plots depicting events, meetings that take place on the way. You can also illustrate episodes from the life of a kindergarten if each page shows a new regime process.

flannelgraph Pictures are good to show on the screen. They are held together by flannel, which covers the screen and the reverse side of the picture. Instead of flannel, pieces of sandpaper or velvet paper can also be glued onto the pictures. Drawings can be selected with children from old books, magazines, and the missing ones can be completed. Natural materials can also be used.

Screens of various shapes allow you to create "live" pictures that are convenient to show to the whole group of children.

shadow theater Here you need a screen made of translucent paper, expressively carved black plane characters and a bright light source behind them, thanks to which the characters cast shadows on the screen. Very interesting images are obtained with the help of fingers. For example, you can make a goose, a hare, a barking dog, etc. Just remember to accompany the display with the appropriate sound.

Varieties of games - dramatizations

Participating in games - dramatization, the child, as it were, enters the image, reincarnates into it, lives its life. This is perhaps the most difficult performance, since it does not rely on any materialized pattern.

Attribute is a sign of a character that symbolizes his typical properties. For example, a characteristic animal mask cut out of paper, a hat, an apron (elements of work clothes), a kokoshnik, a wreath, a belt (elements of a national dress), etc., the child puts on. He must create the image himself - with the help of intonation, facial expressions, gestures, movements.

Games - dramatization with fingersThe child puts attributes on his fingers, but, as in dramatization, he himself acts for the character whose image is on his hand. In the course of the action, the child moves one or all of his fingers, pronouncing the text, moving his hand behind the screen. You can do without a screen and depict actions, moving freely around the room.

Finger theater is good when you need to show several characters at the same time. For example, in the fairy tale "Turnip" new characters appear one after another. Such a performance can be shown by one child with the help of his fingers. Showing such fairy tales with mass scenes is possible thanks to finger attributes.

Dramatization games with bibabo dollsIn these games, a doll is put on the fingers. The movements of her head, arms, torso are carried out with the help of movements of the fingers of the hand.

Bibabo dolls usually operate on a screen behind which the driver is hiding. But when the game is familiar or the children themselves drive the doll, that is, the moment of mystery has disappeared, then the drivers can go out to the audience, communicate with them, give them something, take someone by the hand, involve them in the game, etc. Such an “exposure” does not reduce, but rather raises the interest and activity of the guys.

When children see an adult play with bibabo dolls, they will most likely want to learn how to drive them themselves. Show the children how the doll should move, how to move it along the screen.

Improvisation - acting out a theme, a plot without prior preparation is perhaps the most difficult, but also the most interesting game. All previous types of theater are being prepared for it. And all the children will be at a loss if you suddenly invite them to play this or that scene. Prepare them for this - come up with a theme together, discuss how to portray it, what roles will be, characteristic episodes.

The next step is to let each participant in the game portray the theme in their own way. And an even more difficult task: the child chooses a topic and plays it out himself. Next time, the guys themselves ask each other topics. And finally, with the help of facial expressions, intonation, attribute, you can guess a riddle. The answer is the theme, which is also played out.

Theatrical games as a kind of plot-role-playing games retain their typical features: content, creative intent, role, plot, role-playing and organizational actions and relationships. The source of all these components is the surrounding world. It is also a support for the creativity of the teacher and children. Each theme can be played in several versions.

However, unlike role-playing games, theatrical games develop according to a pre-prepared scenario, which is based on the content of a fairy tale, poem, story. The finished plot, as it were, leads the game. But, while facilitating the development of the theme, he at the same time reduces the creative solution of its educator and children. All currently existing practical recommendations for theatrical games come down mainly to the development of scripts based on literary works, most of which are played by adults. Older preschoolers are sometimes involved in performances, but their creativity consists only in their own emotional expression of the role being played.

Children rarely participate in the preparation of attributes, scenery for the performance. Most often, they are offered ready-made costumes, which, of course, pleases the guys, but at the same time fetters their independence and creativity.

All of the listed types of theatrical games require directing and pronunciation of remarks. It also requires expressive intonations, typical for a certain image, facial expressions that complement the play of the voice. The image of the behavior of the characters becomes more complicated in the dramatization game. Pantomime becomes the leading visual means here. The image is born from the actions of the character, facial expressions, intonations and the content of the replicas. All this gives room for creativity in the transformation of a familiar plot.

How to develop and educate children in the game?

For this, first of all, the proper organization of theatrical games is necessary. Its main requirements are:

The constant, daily inclusion of theatrical games in all forms of organization of the pedagogical process, which makes them as necessary for children as role-playing games;

Maximum activity of children at all stages of preparation and conduct of games;

Cooperation of children with each other and with adults at all stages of organizing a theatrical game.

The sequence and complication of the content of topics and plots chosen for games is determined by the requirements of the education program for each age group of the kindergarten. The creative development of the theme begins with the preparation of a game script based on the plot of a literary work: a fairy tale, a story, a poem. Next, improvisation of children on a given or chosen topic is expected.

The independence of children's play to a large extent depends on whether they know the content of the tale, the script. It is very important to keep the author's text completely at the stage of listening to it by children. Do not distort it in any way. But you should not learn the text with the guys before the start of the game. Such preparation would take away the time allotted for other equally important matters and activities. In addition, the result will be a performance, not a game.

Questions may arise: how and when to acquaint the children with the content of the script? How independent and creative will the game be if the children know the text of the work well? Maybe it's better to offer them unfamiliar text? A well-known and, in general, quite justified recommendation - reading the work before the start of the games - requires discussion and clarification. Reading becomes understandable if it is well illustrated. For this purpose, it is best to show "live" pictures on a flannelgraph or on a table, or you can use a toy theater or bibabo dolls. Thus, visual images are simultaneously created, ways of their emotional expressiveness and play are demonstrated.

At first, it is better for the educator-leader to read the text himself, involving children in pronouncing its individual fragments. In repeated games, the activity of the children increases as they master the content of the text. Never demand its literal reproduction. If necessary, easily correct the child and, without delay, play on. In the future, when the text is well understood, encourage its accuracy of presentation. This is important so as not to lose the author's findings. When reading poetic texts, connect children to the game if possible. Let them actively participate in a dialogue with you, play along with the main storyline, imitate the movements, voices, intonations of the characters in the game.

It is difficult for the educator to learn a lot of poems, texts of various theatrical games. You can burn them to disk. Recording allows you to save the means of artistic expression of the text, figurative expressions of the author. But don't rely entirely on the recording. As much as you can, learn the texts yourself. After all, reading a work should be combined with facial expressions. In addition, you can use poems every day when communicating with children.

Participants in theatrical games must master the elements of reincarnation so that the character's character, his habits are easily recognized by everyone. At the same time, give children more freedom in actions, imagination when depicting a theme, a plot of a game.

Every child wants to play a role. But almost no one knows how to do this in order to experience satisfaction on your own and get the approval of your peers. Inexpressive intonations, monotonous movements give rise to dissatisfaction with oneself, lead to disappointment, loss of interest in the game, and consequently, a decrease in its emotional impact on children.

Of the variety of means of expression, the kindergarten program recommends the following: in the second younger group, to form the simplest figurative and expressive skills in children (for example, imitate the characteristic movements of fairy-tale characters - animals); in the middle group, use artistic and figurative expressive means - intonation, facial expressions and pantomime (gestures, posture, gait); in the senior group to improve artistic and figurative performing skills; in the preparatory school group to develop creative independence in the transfer of the image, the expressiveness of speech and pantomime actions.

So, your speech in everyday communication, reading, recitation, theatrical games that you initially lead yourself serve as the first role models.

Next - small exercises with children. They should start with the younger group. It is better to conduct it immediately after the end of the theatrical game. Children are delighted with how you drove the characters, as they said, acted for them. It's time to invite them to play the same way. For exercises, use the statements of the characters that have just spoken. For example, in the fairy tale "Mitten" you need to ask for a mitten, like a mouse and like a wolf. As a rule, there are many people who want to speak and listen. Complicate the exercise - let several mice take turns asking for a house. Who can say more plaintively? And then they are for the wolf. Who looks more like? The rest, of course, are burning with impatience, wanting to speak. Let everyone do it. But first, announce a competition - who is better? The winner is applause.

Children are more interested when they not only speak, but also act like heroes of fairy tales. Point them out to some of the ways the characters drive and let them try it out for themselves. The rest will also imitate role-playing movements. Draw the attention of children to the best performance. Ten minutes of such exercises will satisfy the desire of the children to participate in the game, bring them joy. In addition, the necessary skills will be formed.

Next time, invite the pupils to act out the dialogue of two characters: pronounce the words and act for each. This is an exercise in intonation of dialogue. An example is the requests of animals to put them in a mitten and the answers of those who settled in it.

Children feel good and repeat intonations built on contrasts. For example, how the stepdaughter and stepmother's daughter address the months; how three bears talk. The exercise can be done like this. Name the story. And let the children guess which girl or which bear you spoke for. Then they themselves, with the help of intonation, make similar riddles to each other. It is useful to use all suitable cases in everyday communication, games, in order to exercise children in a variety of intonation of the most familiar words: “hello” (joyfully, affably, kindly, carelessly, gloomily); "goodbye" (with regret, chagrin or hope to see you soon), etc.

Choose a quatrain and read it to the children with different intonations. Ask them to repeat, or maybe find new intonation options, for example: surprised, mocking, bewildered, sad, cheerful, compassionate. Say the phrase, putting the stress on a new word each time. For example: “Don't forget to feed the fish”, “I love my sister”, etc. Pay attention to how the meaning of the phrase changes depending on the stressed word. Be sure to continue to exercise them on fragments from theatrical games, for example, “Grandfather planted a turnip”, “And Fedor became kinder”, etc.

Watching the performers with the children, teach the children to notice the differences in the characteristics of the images. It's good if you give everyone the opportunity to portray in their own way.

The music helps convey the character's character. For example, in music lessons, you can encourage children to imitate the movements of various characters with a melody. For example, after listening to the song "Cockerel" B, Vitlina depict how the cockerel sings when he got sick and when he recovered.

The child, rhythmically hitting the tambourine, shows how the bear walks, the hares jump. Other children guess which movements correspond to the movements of the bear and the hares. Together with musical accompaniment, you can imitate the movements of a frolicking or tired horse.

And here are the musical riddles: “Show how the bunny jumps” (V. Agafonnikov. “Small, white”); “Show how inaudibly, softly the cat moves” (V. Agafonnikov. “All hairy”); “Show how a cockerel walks” (V. Agafonnikov “Not a rider, but with spurs”).

While the children are doing the task, you, along with the rest of the guys, carefully look and note the features of the game of each "actor", involve the guys in finding their own ways of showing. In the future, be sure to include such fragments in theatrical games in order to find practical use for them.

Each game requires its own means of expression and creative finds.

Theatrical games

Second junior group

"Mitten"

(Based on the Ukrainian folk tale)

Theater of toys or pictures on the table

Target. To teach children to actively participate in joint games, to portray the characteristic features of the behavior of characters. To cultivate friendship, camaraderie, the ability to act in concert.

Characters. Host, grandfather, mouse, frog, hare, fox, wolf, boar, bear, dog.

Preparing for the game.Watching the cartoon "Teremok".

For the toy theater, select characters from ready-made toys, complement them with homemade products made from natural materials. Stick planar characters on the silhouettes corresponding to them made of thick cardboard, plastic or plywood on both sides.

On the grandfather's hands are colorful, bright mittens with Ukrainian embroidery, make the one that he drops so large that all the animals can fit in it.

The action can be played on 2-3 shifted tables. Place a simple decoration depicting an autumn forest on them: cover the tables with an orange-green cloth, attach trees and bushes in the corners.

Game progress. For the first time, involve your assistant in the game. He will play the role of grandfather. Take on the role of leader. The performers of the roles of animals will be children who can expressively portray characters.

Children-spectators are placed in a wide circle around the improvised stage, and "artists" with characters in their hands are located in the "forest" (in different places in the room). Grandfather and his dog (it may be a child) are outside the door. Agree in advance that the characters will appear on the "stage" and act only when they are called by the host. So the game begins.

Lead ( shows a hand on which a mitten is worn, reads a poem by N. Sakonskaya “Where is my finger?”).

Masha put on a mitten. Masha took off her mitten.

Oh, where am I doing my finger? - Look, I found it!

I don't have a finger, I'm gone, You're looking, you're looking - and you'll find.

Didn't make it to my house! Hello finger!

How is it going?

What a warm house for fingers! Show how many do you have? How many, and they all fit into a small mitten. And if the finger, like Masha's, gets lost, it will still end up in a mitten with the rest of the fingers-friends. Children, what do we put on a mitten? That's right, on hand. Therefore, it can also be called a "mitten". This is the name of the mitten in Ukraine. It was they who sent us their Ukrainian folk tale "Mitten". This tale is very similar to the Russian folk tale "Teremok". Remember her? And today we will get acquainted with the gift of Ukrainian children - the fairy tale "Mitten".

The grandfather was walking through the forest. And the dog was running after him.

Grandfather appears, walks slowly, inspects the trees, takes off his mittens, accidentally loses one. The dog is merrily fondling children. Children try to stroke her, invite her to visit. Grandfather calls the dog and leaves.

Leading. Children, look, what is this? (Raises the mitten.)Whose glove? Yours? Maybe yours? Not? So whose is it?

Children. Probably grandfather lost!

Leading. That's right, big mitt! Now his hands are cold. What to do?

Children. Call grandpa! ( Name.).

Leading. Probably, grandfather has gone far, he does not hear. Well, let's put the mitten in a conspicuous place. (Leaves on the stage-table.)If grandfather remembers, he will return and immediately find the loss. How quiet it is in the forest. Chu! Someone is close... the foliage is rustling... Yes, it's a mouse running! (He gestures to the mouse.).

The mouse sniffs the mitten, squeaks.

Leading. What, did you like the glove?

Mouse. Yes, I will live here.

Leading. Here is a smart girl, hid from the cold. Shall we let her live in a mitten, children?

The mouse, with the consent of the children, climbs into the mitten and looks out.

Leading. Children, and who is this slapping the belly on the ground? (Gives a signal for the frog to exit.)

Children. This frog is jumping.

Leading. Let's ask together with the frog: who is sitting in the mitten?

Together. Who lives in a mitten?

Mouse. I'm a scratching mouse, and who are you?

Frog. I am a frog, qua-qua-qua.

Leading. Ask for a mouse!

Frog. Let me go, mouse, into the house.

Mouse. Go! ( Both look merrily out of their mittens.)

Leading. How many of them became?

Children. Two!

Leading. More fun together, right? And now whose jumps are heard in the forest?

Children. Yes, this Bunny is running!

Leading. He also saw a mitten and asked ...

Bunny. Who is wearing a mitten?

Leading. What are you hiding, animals? Respond!

Frog. I am a Frog Frog. And who are you?

Hare. And I'm a runaway bunny. Let me go too.

The leader gestures the animals and children to say: “Go!”

Leading. How many are there now?

Children. Three!

Leading. The three of us are even more fun than the two of us. And who is it that runs so lightly, covering its tracks with its tail?

Children. Little fox-sister runs.

Leading. Noticed the mitten, sly fox!

A fox. Who is in this mitten?

Animals (looks out). There is a scratching mouse, a frog frog, a runaway bunny. And who are you?

A fox. I am a sister fox. Let me go too!

Leading. Shall we let the fox go? Will you hurt animals?

A fox. I won't, I won't.

Animals. Not!

Leading. Why are there a lot of animals, but they are not crowded? Because they are friendly, do not interfere with each other. Who else is running? ( Summons a wolf.) That's right, children are a wolf, he also found a mitten. Do you want to know who is wearing the mitten?

Wolf. Who lives in a mitten?

Mouse. I am a scratching mouse.

Frog. I am a Frog Frog.

Bunny. I am a runaway bunny.

A fox. I am a fox sister. And who are you?

Wolf. Yes, I'm a top-gray barrel, rrrr! Let me go too!

Leading. And in fact, the side is gray, but growls not angrily, but plaintively, and the teeth are sharp. Children, he will not offend our friends - animals?

The wolf promises not to offend the animals.

Leading. Let's trust him. Painfully, he froze, sorry for him, let him warm up.

The wolf hides in a mitten.

Leading. There are so many of you! Together we will try to count you: one, two, three, four, five. And the mitten is stretched! That was small, and now, children ... Big. Listen, someone heavy is running, but how grunting! That's right, he also wants to find a house for the winter.

Boar. Chro-chro-chro. Who is in this mitten?

Animals. (in order). Scratch mouse, frog frog, runaway bunny, sister fox, gray barrel top. And who are you?

Boar. I'm a fang boar, chro-chro-chro. I dig the ground with a heel, I look for tasty roots, I feed everyone.

Leading. It's not bad for winter. Yes, how do you get in here? Will he fit? Children, ask the animals.

Animals. Come on, let's get busy.

Leading. A lot of them. Close, but not offended. Look, everyone is cheerful, no one complains. Listen: the bushes are cracking, someone is stepping heavily and someone is roaring. What to do? Who is in the forest, everyone hurries to the mitten.

A bear appears.

Leading. What do you want, Misha, to get warm too?

Bear. Who lives in a mitten?

Leading. Children, help the animals, otherwise Misha is old and a little deaf.

Children and animals. I am a scratching mouse, I am a frog-frog, I am a runaway bunny, I am a fox-sister, I am a top-gray barrel, I am a fang-boar. And who are you?

Bear. Gu-gu-gu! There are so many of you! And I'm a bear - father. Let me go too.

Animals. Where will we let you in when it's so crowded?

Leading. What are we to do, children? How will we deal with Misha? Maybe let him at least from the edge? A bear climbed in - there were seven. Will the glove break?

The barking of a dog is heard, the grandfather returns.

Grandfather. Where is my glove? ( Looking for). Look, Gavkusha! Children help me find a mitten, my hands are cold. Yes, she is still moving. Oh, who is that in it?

The dog barks into the mitten. The animals run in all directions. Children catch them, laugh, invite them to visit again. Grandfather quietly takes the mitten and leaves.

Leading. Where is the glove? Come, little animals, to visit us again, or even for the whole winter. Shall we make room, children? Is there enough space for everyone? Our children are friendly guys. They know: "Comrade always help out."

To interest children, in the second game - dramatization, use the following technique: discreetly put the mitten in a place where the children can see it. For example, when going for a walk, children find a mitten on the path. The question arises: "Whose is she?". Maybe this is a grandfather's mitten from a fairy tale? There would be a mitten, but there will always be animals - after all, you did not forget to grab hats or medallions with their images. Now the animals will be different. You will again play the role of grandfather and leader. You can change and change clothes by going outside the veranda for a minute.

In the third game, the role of a grandfather can be offered to one of the children. The role of the leader in the younger group is played only by the teacher.

Each time it is desirable to start and finish the game in a new way, to activate all its participants more, thereby developing creativity, independence, satisfying the activity of children.

middle group

"Turnip"

Game - dramatization

Target. To develop in children the expressiveness of intonation, facial expressions of movements. Cultivate a sense of collectivism, mutual assistance.

Characters. Host, grandfather, woman, granddaughter, dog Bug, cat Murka, mouse.

Preparing for the game.Show of the cartoon "Turnip".

Material. Headdress or other elements of Russian folk costume; a hat for grandfather, a stick (maybe a beard); scarf, apron for a woman; sundress, scarf for granddaughter; attributes for the image of animals. There may be other characters at the request of the children.

Game progress. When organizing the first game, let the children know that a Russian folk tale is visiting them today. Which? Let them guess for themselves. Show them the attributes, maybe they will tell the guys what kind of fairy tale they will meet. By trying on hats for different children, make them want to play. There will be many of these. But for the first game, choose those who can best fulfill the role and be a model for others. The rest of the guys are just spectators. Together with them, decide where the family of the grandfather and the woman will live, where to place their garden. Remind the children - "artists" that they will be included in the game in the course of the fairy tale, and start telling it, since the role of the leader belongs to you.

Leading. Grandfather planted a turnip. (Expresses with the help of facial expressions and gestures approval of the grandfather's diligence and diligence.)A large turnip has grown - very large. (Impressed by her size.Grandfather began to pull a turnip from the ground.

Everything. Pulls - pulls - can not pull.

Leading. This is how the grandfather raised the turnip, and he can’t cope with it! But he has many helpers. Whom shall we call?

Grandfather. Grandma, help!

Leading. The grandmother does not go, she does not hear. Household chores. Shall we call grandma?

Everything. Grandma, help!

Grandmother. I'm coming!

Leading. Grandmother for grandfather, grandfather for turnip - they pull - they pull, they cannot pull it out. (Expresses surprise at how firmly the turnip sits in the ground.)The grandmother called her granddaughter.

Grandmother. Granddaughter help!

Leading. The granddaughter hurries to help the elderly.

Granddaughter. I'm coming!

Leading. Granddaughter for grandmother, grandmother for grandfather, grandfather for turnip ...

Everything. Pull - pull, pull can not. ( Surprised.)

Leading. The granddaughter called the dog Zhuchka. The bug didn't linger.

Bug. Woof-woof-woof, run!

Everything. A bug for a granddaughter, a granddaughter for a grandmother, a grandmother for a grandfather, a grandfather for a turnip - they pull - they pull, they cannot pull it out. ( Very upset.)

Leading. Bug called the cat.

Bug. Murka, help!

Leading. The cat does not go, lies basking, does not listen to the Bug. Let's all call together.

Everything. Murka, go! Can't manage without you!

Murka. I'm coming!

Everything. A cat for a bug, a bug for a granddaughter, a granddaughter for a grandmother, a grandmother for a grandfather, a grandfather for a turnip - they pull - they pull, they cannot pull it out. (The patience of the audience and the "actors" is running out, their faces are filled with despair from endless failures.)

Leading. The cat called the mouse. The mouse squeaks in fear, but still hurries to help.(Cheers up the mouse, calms it down.)

Everything. A mouse for a cat, a cat for a bug, a bug for a granddaughter, a granddaughter for a grandmother, a grandmother for a grandfather, a grandfather for a turnip - they pull, they pull, they pulled a turnip! ( Rejoice.)

If the children want to continue playing on their own, help them put on the attributes. See what they can do on their own, what needs your help.

Kolobok

Based on a Russian folk tale

Shadow play

Target. To instill in children an interest in folk art, a desire to join it. To teach to distinguish and convey intonations, the characters of fairy-tale characters: disobedience, arrogance, gullibility of a bun, cunning of a fox, innocence of other animals, to cultivate sympathy for old grandfather and grandmother. To improve the ability of children to drive shadow theater characters.

Characters. Grandfather, woman, gingerbread man, hare, wolf, bear, fox, leader.

Preparing for the game.Show the children the cartoon "Kolobok".

Material. Elements of Russian folk costume for children playing the roles of a grandfather and a woman. Several koloboks - the first, made from a ball painted in accordance with the image(you can use a flashing night light "Kolobok");the second is a small, dark silhouette(he will cool down on the window, he will jump on the tongue of the fox);the third is a larger dark silhouette that can roll along a forest road due to a movable fastening on a wire; dark silhouettes of other fairy tale characters.

The dark silhouette of a house with an openwork ridge of the roof, a large window opening in which a bun can fit. Adaptation for showing the theater of shadows, lighting.

Game progress. In the middle group, all roles can be distributed among the children. They place devices for showing the theater, invite those who wish to watch the performance. The host sits in front of the screen.

Host (fun) We invited the Russian folk tale "Gingerbread Man" to visit(Includes a tape recording of a Russian folk melody.)

Grandfather and grandmother come out to the music.

Leader (thoughtfully). Lived - there were an old man with an old woman. That's what the old man asks...

Grandfather (politely). Grandma, bake me a bun for tea.

Baba (bewildered). Yes, what to bake from? There is no flour.

Grandfather (reasonably). Yes, you, granny, mark the barn, scrape the bottom of the barrel - that's enough.

Baba begins to fuss, saying: “I’ll scoop up a handful of two flours, knead the dough with sour cream, roll it into a bun, fry it in oil and put it on the window.” It exposes a round ruddy bun. Everyone admires him.

Grandfather and woman go behind the screen, and the shadow theater begins. Now only silhouettes will work on the screen.

Woman (puts the bun on the window).Let it get cold!

Leader (disappointingly). Tired of the kolobok lying: he rolled from the window - onto the mound, from the mound - onto the grass, from the grass - onto the path - and rolled along the path ...

The scenery changes: instead of the silhouette of a house, silhouettes of Christmas trees appear along the edges of the screen.

Leading. A bun rolls along the road, and a hare meets it.

The hare jumps out.

Hare (boastfully) .

Gingerbread man (surprised). Don't eat me, slanted bunny! I'll sing you a song:

Scraped by the twigs, I left my grandmother.

Mixed on sour cream, It’s not cunning to get away from you, a hare.

planted in the oven,

Leader (fun). And the bun rolled further - only the hare saw it.

The gingerbread man rolls past the hare, who is trying to catch up with him, then disappears.

Leading. A bun rolls, and towards it ...(lowers his voice) the wolf is running.

The wolf and the bun appear in the middle of the screen.

Wolf (confidently). Gingerbread Man, Gingerbread Man, I'll Eat You!

Kolobok (carelessly). Do not eat me, wolf, I will sing a song for you.

Children sing along to the kolobok, as if teasing the wolf.

Kolobok.

I'm a bun, a bun! It's cold on the window.

Meten on the barn, I left my grandfather,

In the stove, fathom, From you, the wolf, do not cunningly leave.

Leading. And the bun rolled, only the wolf saw it. A bun rolls, and towards it ...(lowering voice) bear.

The bear comes out, waddling, and stops in front of the bun.

Bear (terribly). Gingerbread Man, Gingerbread Man, I'll Eat You!

Gingerbread man (confidently). Where are you, clubfoot, to eat me!(Sings with children.)

I'm a bun, a bun! It's cold on the window.

Meten on the barn, I left my grandfather,

Scraped by the bowels, I left my grandmother,

Mixed on sour cream, I left the hare,

Sazhen in the oven, I left the wolf,

From you, bear, half grief to leave.

Leading. And the bun rolled again, only the bear saw it. A bun rolls, rolls, and a fox meets it.

With a dancing, light gait, the fox approaches the bun.

Fox (sweetly). Hello, kolobok! How beautiful you are!

Leader (joyfully). And the gingerbread man smiled and sang.

Gingerbread man (showing off).

I'm a bun, a bun! I left my grandfather

Meten on the barn, I left my grandmother,

Scraped by the bowels, I left the hare,

Mixed with sour cream, I left the wolf,

Sazhen in the oven, I left the bear,

It's cold on the window. From you, fox, do not cunningly leave.

Fox (excitedly). What a beautiful song! But I got old, oh-ho-ho(pitifully) I can't hear well. Sit on my nose, sing the song louder again.

Host (regretfully). The gingerbread man sat on the fox's muzzle and sang his song.

The gingerbread man appears on the nose of the fox (the wire on which it is raised must be hidden behind the figure of the fox).

Fox (admiringly). Thank you, kolobok, a good song, I would have listened to ... Sit down(slyly) dear, on my tongue and sing to me one more time!

The gingerbread man rolls onto the fox's tongue.

Host (angrily). Gingerbread man jumped on the tongue of the fox, and the fox - am - and ate it.(Quickly hides the bun behind the fox.)

Grandfather and woman come out from behind the screen, complain to the children about the stupid naughty kolobok. Baba says that instead of the fugitive she baked a new bun, shows him.

Leading. And which of you children does not obey the elders? Who is bragging? Who rashly behaves when you need to be especially careful?

If you agreed in advance with the chef or parents who baked a real bun, then it's time to treat the artists and spectators: “After all, koloboks are baked for children to eat, grow and get smarter. Tasty? And what was the bun baked from? Find out in the next game."

In the second game, you can pay more attention to what and how the bun is kneaded and baked from.

Depending on the preparedness of the children, regulate your participation and their activity in showing the silhouettes and pronouncing the text by the characters. In the first game, speak and act more on your own, but with the help of children. In the second, help the children to play the game on their own.

Senior group

"Phone"

(Based on a poem by K. Chukovsky)

Expressive reading of the educator with elements of dramatization of children.

Target. To teach children to be included in the collective dramatization of the work in a timely manner; express the state of the character with the help of facial expressions, voice, intonation; understand the humor of the work; educate interest, respect for animals.

Characters. Leader, elephant, crocodile, hares, monkeys, bear, herons, pig, kangaroo, rhinoceros, gazelles, hippopotamus.

Preparing for the game. Screening of the cartoon "Telephone". Discussing with children the characters of characters that cannot but cause a smile, laughter.

Material. Two phones: one at the teacher, the second - fabulous - in the forest with the animals. Colorful image of characters (on large medallions, or on aprons, or on headbands). A huge "bar of chocolate", gloves, books, galoshes, swings - carousels.

Game progress. The first reading of a fairy tale with elements of dramatization of children should not be carried out completely, but by selecting passages with the characters most known to children. They can be, for example, an elephant, rabbits, bears, monkeys.

To play roles, select those children who know poetry well and can read them expressively. Take on the role of leader.

Place a few children near the fairy phone, and sit down among the rest of the children. There is also a phone on the table in front of you. Review it with the children, invite them to call. But the phones are silent. Suddenly the bell rings (figure out how to do it). Pick up the phone yourself, invite the children to listen. I can not hear anything. “Probably someone can’t get through to them,” you say (if you want, you can repeat the intriguing situation). “It seems to me that they are calling from the forest, on a fabulous phone. Let's wait a little longer, probably something serious has happened and they will call us back.

Your task is to convey to the child all the charm, humor of K. Chukovsky's poems. Therefore, expressively reading them, do not deviate from the text. But don't ask kids to do that. They can express the request of the animals in their own words. As if asking again, repeat the request in the author's verses. Avoid prodding, demands of intonational expressiveness such as: “Not so, say plaintively; listen to what I said." Such direct techniques interrupt the game, destroy the illusion of a fabulous image.

Depending on which character called, use the appropriate part of the poem to support who is next to you. No matter how you hear or understand the request, let the children listen too, asking the animals to repeat the request again and again. Now all the guys are participating in the game, and even those who do not know the text. Children can hear it for the first time from you, and learn it in repeated games.

Lead ( surprised and happy).My phone rang(picks up the phone). Who is speaking? ( Hearing no answer, offers to listen to the children).

Everything. Who is speaking? ( They are perplexed.)

Leading. Elephant?

Elephant. Elephant.

Leading. Where?

Elephant. From a camel.

Everything. What do you need?

Leader (guessing). Chocolate?

Elephant. (pleasantly) Chocolate.

Everything. For whom? (Listening.) For my son?..my? How about for your son?

Elephant (pleasantly). chocolate.

Elephant ( nodding head affirmatively). For my son.

Leading. How much to send? (Repeats the question. Hearing the answer in the receiver, he looks at the guys in confusion. Conveys the elephant's request.)

Yes, that way five pounds

Or six (shakes his head in surprise)

He won't eat anymore

He has it ( pointing to the elephant still small! ( Outlines the contours of the “baby” with his hands, causing laughter in children.)

The host hangs up. Children laugh merrily. Bunnies run up to the fairy phone. They are worried, snatching the phone from each other. One of them manages to dial the number. The leader gets a phone call.

Leading. And then the rabbits called.

Everything. What do you need?

Bunnies. Can you send gloves?

Leader (to children). Will we send?

Everything. We will send!

Leading. And then the monkeys called. (He looks questioningly at the children, as if asking: what else might be needed?).

Monkeys. Please send books!

Leading ( To children). Will we send?

Everything. We will send.

A bear comes to the fairy phone and dials a number. Again, the leader rings.

Leading. And then the bear called

Yes, as he began, as he began to roar!

(Gestures induces the bear to roar. When he growls, he continues.)

Wait, bear don't cry(He helplessly throws up his hands, arousing sympathy in children).

The bear continues to roar.

Leading. But he is only "moo" yes "moo",

And why, why -

I don't understand!

All (very strict.) Please hang up the phone!

For the first time, these three fragments are enough. Children, of course, will want to continue telephone conversations. Have them act out other parts of the poem in their own way or come up with something new.

If you suggest individual stanzas of the poem during the independent game of the guys, they will soon begin to use them themselves.

The second game with elements of dramatization of these fragments will be more lively and with greater activity and independence of children, if you use new fragments of the poem in it and increase the number of characters, say, introduce a crocodile, a kangaroo. Get everything ready for them.

Distribute the roles of animals among those who have not yet participated in the dramatization, using a counting rhyme.

And now, finally, everything is ready for the game. Children are already looking forward to the call with joyful impatience. The animals are crowding around the phone - everyone wants to call first! In the end, the crocodile succeeds. The leader has a call. But since someone else can also call, the presenter quickly orients himself and reads the corresponding passage.

Leading. And then called

Crocodile

And with tears asked ...

The host shows the image of galoshes, and the crocodile, as best he can, asks to send him galoshes.

Leading. Listen, children(Hands over the phone to someone.)

Crocodile (with the help of the presenter).

My dear, good

Send me galoshes.

And me, and my wife, and Totosha.

Leader (surprised).

Wait, don't you

Last week

I sent two pairs

Excellent galoshes?

Crocodile (with the help of the children and the leader).

Ah, the ones you sent

Last week,

We have already eaten

And we can't wait

When will you send again

For our dinner

a dozen

New and sweet galoshes!

The leader, together with the children, is surprised at the voracity of the crocodile, but still wants a bunch of galoshes for him. The phone rings again.

Leading. And another bear...

What? Save the walrus?!

(To the children, confidentially.)

Yesterday he swallowed a sea urchin!

The phone rings.

Leading. And yesterday morning

Kangaroo…

Listen, children(holds out the phone to the guys).

Kangaroo. Isn't this an apartment?

Moidodyr?

Leading. I got angry and screamed:

Not! This is a different apartment!

Kangaroo. Where is Moidodyr?

Leading. I can't tell you...

Call number one hundred twenty-five.

And such rubbish

All day…

Everything. Ding-dee laziness

Ding-dee laziness.

Ding-dee laziness.

The host passes the phone to the children for independent play.

In the third game, use the entire poem. Let the roles of animals be performed by those who did not participate in previous games. Think about how to show the scene with the drowning hippo.

After a short preparation, take a break. Children, dying with impatience, are waiting for a call. But the call is not heard. Then ask them a riddle: "I will turn the magic circle - and a friend will hear me."(Phone.)

Finally the bell rang. You pick up the phone, put it to your ear.

Leading. And recently two gazelles

Called and sang...

Leader and gazelles. Really

Indeed

All burned out

Carousels?

Everything. Ah, are you wise, gazelles?

The carousels didn't burn down

And the swing survived!

You would, gazelles, not clamor,

And next week

Would jump and sit

On the swings!

Leading. But they did not listen to the gazelles

And still roared ...

Gazelle. Really

Indeed

All swings

Got burned?

Everything. What stupid gazelles!

The host shows the children how the dolls swing on the swing, the animals spin on the carousels.

Leading. I didn't sleep for three nights.

I'm tired.

I would like to sleep

Relax…

But as soon as I lay down -

Call! (Call.)

Who is speaking?

Rhinoceros?

What's happened?

Rhinoceros. Trouble! Trouble!

Run here quickly!

Leading. What's the matter?

Everything. Save!

Leading. Whom?

Everything. Behemoth!

Our hippo fell into the swamp...

Lead and Rhino(to children).

Oh if you don't come

He will drown, drown in the swamp.

Dies, disappears

Hippo!!!

Leader and children. Okay! I'm running! I'm running!

If I can, I will help!

Everything ( pulling out a hippopotamus).

Oh, it's not an easy job -

Drag a hippopotamus out of the swamp!

Two greedy bear cubs.

(based on the Hungarian fairy tale, processed by A. Krasnov and V. Vazhdaev)

Shadow play.

Target. Continue to develop interest in fiction. To learn to notice and understand various means of expression - epithets, comparisons, etc.; recognize in silhouettes and shadows the characteristic images of characters; evaluate heroes - cunning, greedy, stupid, gullible; empathize with the characters, tell them how to behave in difficult cases.

Characters. Host, she-bear, two cubs, fox.

Material. Screen and lighting, silhouettes of characters and scenery for the theater: tall spruces, a bear, cubs - small, slightly grown up (in two versions - separately and fighting over a head of cheese), a fox with a large and small piece of cheese (they can be cut out of paper, you need to make several flat pieces of different sizes).

For musical arrangement, the following recordings are needed: “Hungarian Folk Melody”, arranged by L. Vishkarev; "In the Forest", "Bear" by E. Tilicheeva; “Hares and a Fox” (Fox Part) by G. Finarovsky.

Game progress. For the first time, with the help of riddles and poems, get the children interested in the upcoming performance and at the same time recall the typical features of familiar images: foxes, she-bears, cubs.

Where does he live? Most often,

The most real.

He walks there, he sleeps there,

He raises his children there.

(Bear)

Look at what, everything burns like gold,

He walks in an expensive fur coat, his tail is fluffy and big.

On the subterfuge of a craftswoman. What is her name?...

(Fox)

Tell the children that now they will watch a fairy tale about the simple-hearted bears and the cunning fox. This is a Hungarian folk tale called "Two Greedy Little Bears".

First, take on all the roles. When reading the text, highlight epithets, figurative expressions, accompanying it with a shadow theater show.

Leading. On the other side of the glass mountains, beyond the silken meadow, stood an untravelled, unprecedented dense forest, and in the very thicket lived an old she-bear.(Shows it on the screen, at the same time turns on a musical recording corresponding to the image.)She had two sons.(Shows babies, accompanied by other music.)When the cubs grew up(shows new figures of cubs),they decided to go around the world in search of happiness. At first they went to their mother and, as expected, said goodbye to her. The old bear hugged her sons and punished them ...

Bear. Do not offend each other and never part.

Leading. The cubs promised to fulfill their mother's order and set off on their way. They walked, they walked. And the day went, and another went. Finally, they ran out of supplies. And the cubs are hungry. Downcast, they wandered side by side. The little bear cub complained:

Oh, brother, how I want to eat!

The older bear cub answered ... What did he answer, children?

Children: And I want to!

Leading. So they all walked and walked and suddenly found a round head of cheese. They wanted to share it equally, but failed. Greed overcame the cubs: each was afraid that the other would get more. They argued, growled, and suddenly a fox approached them.(Includes her musical part.)

Fox (smartly). What are you arguing about, young people?

Leading. The cubs told her about their trouble. Children, what did they say to the fox?(Listens to the children's answers.)

A fox (joyfully, but cunningly).What a disaster! Let me divide the cheese equally for you: it doesn’t matter to me whether the youngest or the oldest.

Leading. The cubs rejoiced: “That’s good, share it!” The fox took the cheese and broke it into two pieces. But she split the head so that one piece was larger than the other.(Shows, asks the children which piece is larger, which is smaller. Praises them for their observation, says that the cubs also noticed unequal pieces.)

Bear cubs (vying with each other). This one is bigger!

Leading. The fox comforted them.

A fox. Hush, young people! And this trouble is not a problem. Now I'll take care of everything.

Leading. She took a good bite out of most of it and swallowed it. Here's a tricky one! Now the smaller piece is bigger...(Rotates the fox image so that the pieces are swapped, for example, if there was a larger piece in the right hand, then after turning it will be in place of the smaller piece. And in the right hand, the cheese will appear smaller. You can change the size of the cheese by attaching pieces of velvet paper.)

The bear cubs became worried: “And so it’s not even! “The fox calmed them down.

A fox. All right, I know my stuff!

Leading. And she took a big bite. Now the big piece has become smaller. (Turns the image of the fox again and again asks the children to compare the pieces..)

Bear cubs. And so not exactly!

Leading. “May it be to you! - said the fox, with difficulty moving his tongue, as her mouth was full of delicious cheese.

A fox. Just a little more - and it will be equally.

Leading. The fox continued to share the cheese(turns the fox so that you can see which hand now has more cheese, which one has less cheese),and the cubs only with black noses led back and forth - from a larger piece to a smaller one, from a smaller one to a larger one. Until the fox was full, she divided and divided everything. But now the pieces were equal, and the cubs almost had no cheese left: two tiny pieces.

A fox. Well, even if little by little, but equally! Bon appetit, bear cubs!(Giggles, wags his tail and runs away.)

Leading. So it is with those who are greedy! How would you share your cheese? What would the fox say?(Listens to the children's answers.)

But stupid bear cubs need to be fed.(reads a poem by G. Boyko.)

Leading. I took the teddy bear

She sat down at the table.

Children. Help yourself, teddy bears,

Eat honey, good, sweet!

Everything. And they are sitting

And they don't eat a drop.

Though they love honey

But they can't open their mouths.

At the beginning of the second game, other verses and riddles can be used.

This time encourage the children to speak in their own words for the characters. Invite them to name the cubs by names, and if they want, then let them give names to both the she-bear and the fox. Help them choose names that would express the characteristic features of the characters.

If the guys do not want to play the roles of cunning and greedy characters, come up with new adventures of cubs and foxes with them. For example, cubs found honey in a hollow, met a hungry hare, saw a sick fox, returned to a she-bear who was worried about them, and so on.

preschool group

Malvina teaches Pinocchio.

(Based on the fairy tale by A. Tolstoy "The Golden Key, or the Adventures of Buratino")

Bibabo puppet theater, finger theater, dramatization.

Target. To give an idea of ​​the school, the work of a teacher, the duties of students, to ridicule the ineptitude, helplessness of Malvina and the negligence of Pinocchio, to oppose them with the diligence of children, respect for the teacher, and on his part a benevolent and demanding attitude towards children, strengthen the desire to learn. Play roles expressively and with humor, actively participate in the preparation of the game, creative acting out of the plot.

Characters. Host, Malvina, Pinocchio, poodle Artemon, moths, birds, etc.

Preparing for the game.Preliminary reading in parts of A. Tolstoy's fairy tale "The Golden Key, or the Adventures of Pinocchio" in kindergarten or at home.

Material. For puppet theater: characters made of paper with devices for putting on fingers or bibabo puppets. Items proportionate to the characters: a school desk, an inkwell, a notebook, a table, dishes, an apple. Moths, birds on long vibrating wire rods. Scenery: bushes and flower beds blooming in the garden. (Children will draw them, and you help them stick the scenery on gauze. The garden will serve as a background in the background when playing breakfast and study scenes.)

For dramatization: a cap and a long nose (Paper cone) for Pinocchio, blue hair with a bow for Malvina.

Game progress. During the first game, it will be better if you take on all the roles, thus showing examples of their performance. You can also bring in helpers. Surely there will be those who wish among the children. In the future, the guys will successfully play the roles of their favorite characters.

During the performance, the audience should not be passive observers. All of them are active participants in the game: they constantly communicate with the characters, give them advice and can even influence the course of events. The host creates an atmosphere of performance: either he speaks strictly with Pinocchio, or causes general fun, or makes the children think, asking them for advice, or he himself explains the rules of conduct. For example, seeing the confused Malvina and Pinocchio sitting unleashed, he calmly and seriously explains to him how to sit at the table correctly. You can ask the child to do this, whom you are helping to improve posture (“Petya, explain to Pinocchio how to sit at the table”).

In the episode where Pinocchio greedily swallows whole cakes, also ask one of the guys to explain the rules of behavior at the table. It is very important that this scene evokes a cheerful laugh from the children. It largely depends on the skill of the performer of the role.

Since Malvina's method of education should not always be taken as an example to follow, the leader, if necessary, appears from behind the screen and talks affectionately and sympathetically with this "obnoxious boy" so that it becomes clear to everyone how to succeed in education.

So, the puppet theater begins.

The curtain moves apart, and the audience sees a blooming garden. Carefree music sounds, birds chirp, butterflies flutter.

Leading. A girl with blue hair sat in the garden, at a small table covered with doll dishes, and brushed aside annoying butterflies.

Malvina (with annoyance). Yes, you really!

Poodle Artemon, helping Malvina, barks at butterflies, chasing them, making a merry fuss. Pinocchio appears. He is so awkward that it is impossible not to laugh. Pinocchio sits down at the table. His movements are unleashed: an emphatically wrong posture, his leg is tucked under him.

Malvina spreads her hands in bewilderment, as if turning to the children for advice: what to do? The host explains to him how they sit at the table. Pinocchio sits correctly, but soon begins to spin.

Malvina pours cocoa into a tiny cup.

Leader (reproachfully). Pinocchio stuffed almond cakes into his mouth whole and swallowed without chewing. He climbed right into the vase with jam with his fingers and sucked them with pleasure, smacking his lips.

Pinocchio's actions cause laughter in children. Malvina is upset. The host patiently explains to Pinocchio how they eat cakes and jam.

Host (regretfully). When Malvina turned away to throw a few crumbs to the elderly ground beetle, Pinocchio grabbed the coffee pot and drank all the cocoa from the spout. He choked and spilled cocoa on the tablecloth.

Malvina (strictly). Pull your leg out from under you and lower it under the table. Children, he has already forgotten your advice.(More abruptly.) Don't eat with your hands, that's what spoons and forks are for, right, kids?(He flaps his eyelashes in indignation, speaks very irritably, unkindly.)Who educates you, please tell me?

Pinocchio. When dad Carlo brings up, and when no one.

Malvina (threateningly). Now I will take care of your education, be calm.

Pinocchio (in despair). That's how it got.

Leading. Children, think, maybe we will invite Bkratino to visit our kindergarten? Is your teacher kind, does she love you? Do you feel sorry for Pinocchio? I where could he learn all that requires Malvina? He hasn't gone to school yet!

On the grass around the house, the poodle Artemon rushes after small birds.

Pinocchio is watching him with envy: he is great at chasing birds! Makes an attempt to get out from behind the table.

Leader (sympathetically). From a decent sitting at the table, goosebumps crawled all over his body. At last the painful breakfast was over.

Malvina. And now we are going to educate.(Clears the tea table, puts down the blackboard and desk.)Now sit down with your hands in front of you. Don't be hunched over.(Picks up a piece of chalk.)We'll do the arithmetic. You have two apples in your pocket.

Pinocchio. You're lying, none.

Malvina (patiently). I say, let's say you have two apples in your pocket.

Pinocchio (foolishly). Haha!

Malvina. Someone took one apple from you. How many apples do you have left?

Pinocchio (confidently). Two.

Malvina (pleasantly). Think well.

Pinocchio (without hesitation). Two.

Malvina (with surprise). Why?

Pinocchio (resolutely). I won’t give apples to anyone, even if he fights!

Malvina (disappointedly). You don't have any aptitude for mathematics.

Leading. Children why Pinocchio failed to solve such a simple problem? Right. He was thinking about apples, not about subtraction. Because he never ate them. What did poor dad Carlo give his wooden son for breakfast? Bitter bulb. Maybe we can treat Pinocchio with apples?

Pinocchio thanks the guys and cunningly eats an apple.

Leading. Think of a task for him now.

Children come up with, Pinocchio decides.

Malvina is amazed by his success.

Malvina. Let's take a dictation. Write: "And the rose fell on the paw of Azor." Have you written? Now read this magic phrase in reverse.

Leading. But Pinocchio has never seen a pen and an inkwell!

Malvina. Write.

Pinocchio immediately sticks his nose into the inkwell and is terribly frightened when an ink blot falls from his nose onto the paper.

Malvina clasps her hands, she even has tears. She is in despair.

Malvina (sharply). You nasty rascal, you should be punished! Artemon, take Pinocchio to the dark closet!

Leading. The noble Artemon appeared, showing white teeth. He grabbed Pinocchio by the jacket and, backing away, dragged him into the closet, where large spiders hung in the corners in the cobwebs.

Children, you probably feel sorry for Pinocchio? What about Malvina? Why can't she teach him, and why does he willingly learn from you?(Children's answers.)

Yes, and Malvina herself was upset, because she is not an evil girl. (Points to crying doll.)Calm down, Malvina, call Pinocchio from the closet with the children.

Malvina calls Pinocchio. An angry Pinocchio appears.

Pinocchio. Found a teacher, think. She has a porcelain head, her body is stuffed with cotton.

Leading. Calm down, Pinocchio, no need to quarrel. Better come with Malvina to the children for classes in literacy and mathematics. Our teacher will quickly teach you everything!

The repetition of the game is best done as a dramatization. Be sure to use new situations in them so that children apply their knowledge of the culture of behavior in practice. You can offer them a variety of tasks in mathematics, their native language.

Theater is one of the most democratic forms of art accessible to children; it helps to solve many problems of pedagogy and psychology related to artistic, moral education, the development of communicative qualities of a person, the development of memory, imagination, fantasy, initiative, etc.

Content The concept of theatrical game The importance of theatrical game for the development of children Integration with educational areas Features of theatrical game Types of theatrical games Theatrical games Conditions for the development of theatrical games

The concept of "theatrical game" Theatrical game is a creative game. It is a play in the faces of literary works (fairy tales, stories, specially written dramatizations). Heroes of literary works become characters, and their adventures, life events, changed by children's imagination, become the plot of the game.

The value of theatrical play for the development of children Develops artistic taste, creativity and expressiveness of speech; Forms a sense of collectivism; Develops memory, thinking, imagination; Develops stage, singing, dance creativity; Expands vocabulary, develops speech; Develops the emotional sphere, in the transfer of cunning, goodwill, generosity of heroes; Teaches children to theatrical, dramatic art.

Integration with educational areas. The game as part of the educational area is integrated with all educational areas, because. is the main form of implementation of various types of children's activities, including organized educational activities, a method of educating and developing preschoolers. Many game tasks are offered in joint activities aimed at expanding children's understanding of the world around them. In parallel with new knowledge about objects and phenomena, the vocabulary is expanding. In theatrical games, children also learn mathematical knowledge, learn quantitative and ordinal counting. In the course of visual activity, children not only draw and color, but also name different geometric shapes, comparing them with each other in shape, color and magnificence.

Types of theatrical games Dramatization games, where each child performs his role. Children are emotionally read the work (2-4 times), for playing out more complex works, records, illustrations, slides are used. Tabletop theater games. Actions with objects, children voice roles, repeat or compose a story. Children's games with various types of theaters - flannelograph, bibabo theater, finger theater, puppets. It is necessary to teach children to act with figures, to compose speech and movements.

Actions with objects, children voice roles, repeat or compose a plot, accompany with the help of musical instruments. Actions with objects, children voice roles, repeat or compose a plot, accompany with the help of musical instruments. Tabletop theater games.

It is necessary to teach children from an early age to listen to the artistic word, to respond emotionally to it. To develop interest and performance in various types of theaters, theatrical activities. Equip theatrical games with various costumes, toys and other equipment. Use well-known children's works with a moral idea. For theatrical activities, it is necessary to have a costume corner with elements of costumes (hats, tails, capes, ears, skirts, sundresses, scarves) To develop interest, it is necessary to use finger games, where speech and imitation of movements are used

Card file of theatrical games for children 3 - 7 years old

Theatrical games for children of the 2nd junior group.

Playing out the situation “I don’t want semolina!”
Purpose: to teach intonation, expressively pronounce phrases.
Children are divided into pairs. One of them will be moms or dads, others will be children. Mom or dad should insist that the child eat semolina (hercules, buckwheat ...), giving various reasons. And the child can not stand this dish. Have the children try acting out the two conversations. In one case, the child is naughty, which annoys the parents. In another case, the child speaks so politely and softly that the parents give in to him.
The same situation can be played out with other characters, for example: a sparrow and sparrows, but with the condition that they should communicate only by chirping; cat and kitten - meowing; frog and frog - croaking.

Pantomime "Morning Toilet"
Purpose: to develop imagination, expressiveness of gestures.
The teacher says, the children do
- Imagine that you are lying in bed. But you need to get up, stretch, yawn, scratch your head. How you don't want to get up! But rise!
Let's go to the bathroom. Brush your teeth, wash your face, comb your hair, put on clothes. Go have breakfast. Fu, again porridge! But you need to eat. eat
without pleasure, but they give you candy. Hooray! You unfold it and place it on your cheek. Yes, but where is the fan? That's right, throw it in the bucket. And run outside!

The game is poetry.
The teacher reads a poem, the children imitate movements in the text:
The cat plays the button accordion
The pussy is the one on the drum
Well, Bunny on the pipe
You are in a hurry to play.
If you help,
We will play together. (L.P. Savina.)

The game is poetry.

Friendly circle.
If we get together
If we hold hands
And we smile at each other
Clap clap!
Top top!
Jump-jump!
Slap-slap!
Let's take a walk, walk, Like chanterelles ... (mice, soldiers,).

The game is poetry.
Purpose: to teach children to play with a literary text, to support the desire to independently seek expressive means to create an image, using movement, facial expressions, posture, gesture. \ The teacher reads a poem, the children imitate movements in the text:
Cats and mice
This pen is a mouse,
This pen is a cat,
Play cat and mouse
We can do a little.
The mouse scratches with its paws,
The mouse gnaws at the crust.
The cat hears it
And sneaks to the Mouse.
Mouse, grabbing a cat,
Runs into a hole.
The cat is sitting and waiting:
“Why doesn’t the Mouse come?”

The game is poetry.
Purpose: to teach children to play with a literary text, to support the desire to independently seek expressive means to create an image, using movement, facial expressions, posture, gesture. \ The teacher reads a poem, the children imitate movements in the text:
Cloud.
A cloud floats across the sky
And brings the storm with it.
Ba-ba-boom! The storm is coming!
Ba-ba-boom! Blows are heard!
Ba-ba-boom! Thunder roars!
Ba-ba-boom! We got scared!
We're all going to the house
And we will weather the storm.
A ray of sunshine appeared
The sun came out from behind the clouds.
You can jump and laugh
Don't be afraid of black clouds!
Butterfly.
A moth flew, a moth fluttered!
He sat down to rest on a sad flower.
(Thoughtful, cheerful, withered, angry...)

Playing with an imaginary object
promote humane treatment of animals.
Children in a circle. The teacher folds his palms in front of him: Guys, look, I have a small kitten in my hands. He is very weak and helpless. I will give each of you to hold him, and you stroke him, caress him, only carefully and say kind words to him.
The teacher passes an imaginary kitten. Leading questions helps children find the right words and movements.

Playing with an imaginary object
Airplane wings and soft pillow
Purpose: to form the skills of working with imaginary objects;
Raise your arms to the sides, straightening all the joints to the limit, strain all the muscles from the shoulder to the ends of the fingers (depicting the wings of an airplane). Then, without lowering your arms, ease the tension, allowing your shoulders to drop slightly, and your elbows, hands, and fingers to bend passively. Hands seem to lie on a soft pillow.

Playing with an imaginary object: "The cat releases its claws"
Purpose: to form the skills of working with imaginary objects;
Gradual straightening and bending of the fingers and hands. Bend your arms at the elbows, palms down, clench your hands into fists and bend them up. Gradually, with an effort, straighten all the fingers up and spread them to the limit to the sides (“the cat releases its claws”). Then, without stopping, bend the hands down, at the same time squeezing the fingers into a fist (“the cat hid her claws”), and finally return to the starting position. The movement is repeated several times non-stop and smoothly, but with great tension. Later, the movement of the whole arm should be included in the exercise - either by bending it at the elbows and bringing the hand to the shoulders, or by straightening the entire arm (“the cat rakes with its paws”).

"Tasty candy"
Purpose: to form the skills of working with imaginary objects;
The girl is holding an imaginary box of chocolates. She hands it to the children one by one. They take one candy each and thank the girl, then unfold the papers and put the candy in their mouths. You can see from the childish faces that the food is delicious.
Facial expressions: chewing movements, smile.

Movement simulation game
Do you remember how children walk?
Little feet walked along the path. Big feet walked along the path.
(Children walk first with small steps, then with large - giant steps.)
- How does the Old Man - Lesovichok walk?
- How does the princess walk?
- How does the bun roll?
- How does a gray wolf roam the forest?
- How does a hare, with his ears flattened, run away from him?
Movement simulation game
The teacher addresses the children:

"Mirror"
Purpose: to develop monologue speech.
Parsley makes a riddle:
And shines and shines
It doesn't flatter anyone.
And tell the truth to anyone -
Everything as it is will show him!
What is this? (Mirror.)
A large mirror is brought into the group (hall). Each of the team comes to the mirror, and, looking into it, the first one praises himself, admires himself, the second talks about what he does not like about himself. Then the members of the other team do the same.

Theatrical games for children of the middle group

Game-pantomime "Bears"
Purpose: to develop pantomime skills
But look, a mountain of old deadwood. Oh, it's a den! And bear cubs sleep in it. But the sun warmed up, melted the snow. Droplets of water seeped into the lair. Water got on the nose, ears, paws of the cubs.
The cubs stretched, snorted, opened their eyes and began to get out of the den. Parting the branches with their paws, they climbed out into the clearing. The rays of the sun blind the eyes. The cubs cover their eyes with their paws and growl in displeasure. But soon my eyes got used to it. The bear cubs looked around, sniffed the fresh air with their noses and quietly dispersed across the clearing. How many interesting things are here! Further improvisation is possible.

"Wooden and rag dolls"
When depicting wooden dolls, the muscles of the legs, the body, and the arms lowered along the body are tense. Sharp turns of the whole body are made to the right and left, the neck, arms, and shoulders remain immobile; feet firmly and motionless on the floor.
Imitating rag dolls, it is necessary to relieve excessive tension in the shoulders and body; hands hang passively.
In this position, you need to turn the body with short jerks to the right, then to the left; at the same time, the arms take off and wrap around the body, the head turns, the legs also turn, although the feet remain in place. Movements are performed several times in a row, then in one form, then in another.

Muscle tension and relaxation game
"Mill"
Free circular movement of the arms, describing large circles forward and up. Flying movement: after a quick, energetic push, the arms and shoulders are freed from any tension, describing a circle, falling freely. The movement is performed continuously, several times in a row, at a fairly fast pace (hands fly like “not their own”). It is necessary to ensure that there are no clamps in the shoulders, in which the correct circular movement is immediately violated and angularity appears.

Muscle tension and relaxation game
"Airplane Wings and a Soft Pillow"
Raise your arms to the sides, straightening all the joints to the limit, strain all the muscles from the shoulder to the ends of the fingers (depicting the wings of an airplane). Then, without lowering your arms, ease the tension, allowing your shoulders to drop slightly, and your elbows, hands and fingers to bend passively. Hands seem to lie on a soft pillow.

Muscle tension and relaxation game
"Engines"
Circular movements of the shoulders. The arms are bent at the elbows, the fingers are gathered into a fist. Continuous leisurely circular movement of the shoulders up - back - down - forward. Elbows are not retracted from the body. The amplitude in all directions should be maximum. When the shoulders are tilted back, the tension increases, the elbows come together, the head leans back. The exercise is performed several times without stopping. It is desirable that the movement of the shoulders starts up and back, and not forward, i.e. expanding rather than narrowing the chest.

Muscle tension and relaxation game
"Giants and Gnomes"

Muscle tension and relaxation game
"Grasshopper"
The girl was walking in the garden and suddenly saw a big green grasshopper. She began to sneak up on him. She only stretched out her hands to cover him with her palms, and he jumped - and now he is chirping in a completely different place.
Expressive movements: stretch the neck forward, look closely, tilt the body slightly forward, step on the fingers.

Muscle tension and relaxation game
"New Doll"
The girl was given a new doll. She is happy, jumps merrily, spins, shows everyone the desired gift, presses her to her and spins again.

Role-playing the poem "Who thinks?"
Purpose: to develop intonational expressiveness of speech.
Picture theater is used. Pictures-characters children draw at home with their parents. The text of the poem is learned at home. Children are divided into two subgroups: one is the audience, the other is the actors, then they change. This dramatization can be shown at leisure to parents or children of other groups, or you can just play.
Rooster: I'm smarter than everyone!
Host: A rooster crowed.
Rooster: I can count to two!
Ferret: Think!
Host: The ferret grumbles.
Ferret: And I can do up to four!
Beetle: I'm up to six!
Host: The beetle exclaimed.
Spider: I'm up to eight!
Host: The spider whispered. Here crawled a centipede.
Centipede: I seem to be a little smarter
Beetle and even a spider -
I count to forty.
Oh, horror!
Host: I'm terrified.
Already: After all, I'm not stupid, but why
I don't have arms or legs
And then I could count!
Student: I have a pencil.
Whatever you want, you can ask him.
Multiply with one foot, add,
He can count everything in the world!

Pantomime game "The hare had a garden" (V.Stepanov.)
Purpose: to develop pantomime skills.
The teacher reads, the children imitate movements.
The bunny had a garden
Bunny walks happily.
Rovnenkie two beds.
But first, everything will dig up,
There he played snowballs in the winter,
And then it's all smoothed out
Well, in the summer - hide and seek.
Seeds sow cleverly
And in the spring in the garden
And he goes to plant carrots.
A hole is a seed, a hole is a seed,
And you look, in the garden again

Peas and carrots will grow.
And how autumn will come,
Harvest your own.

Game - poems: "Soap bubbles"
Purpose: to teach children to play with a literary text, to support the desire to independently seek expressive means to create an image, using movement, facial expressions, posture, gesture.
- Watch out for bubbles!
-Oh, what!
-Oh, look!
-Inflated!
- Shine!
-Come off!
- Shine!
- Mine with a plum!
-My with a nut!
- Mine didn't burst the longest!

Game - poems: "Angry Goose"
Purpose: to teach children to play with a literary text, to support the desire to independently seek expressive means to create an image, using movement, facial expressions, posture, gesture.
Here is a big angry goose.
I'm very afraid of him!
Protecting five goslings
It hurts guys.
Loudly the goose hisses, cackles,
He wants to pinch the kids!
The goose is already coming at us!
Run away now!

Games - poems: "Airplane"
Purpose: to teach children to play with a literary text, to support the desire to independently seek expressive means to create an image, using movement, facial expressions, posture, gesture.
Shall we play airplane? (Yes.)
You are all wings, I am a pilot.
Received instruction -
Let's start piloting. (They line up one after the other.)
In the snow we fly and a blizzard, (Uuuuuu!)
We see someone's shore. (A-ah-ah-ah!)
Ry-ry-ry - the engine growls,
We fly above the mountains.
Here we all go down
To our runway!
Well, our flight is over.
Goodbye, plane.

Game - poems: "Bear"
Purpose: to teach children to play with a literary text, to support the desire to independently seek expressive means to create an image, using movement, facial expressions, posture, gesture.
clubfoot,
Winter sleeps in a lair,
Guess and answer
Who is this sleeping? (Bear.)
Here he is Mishenka, a bear,
He walks through the forest.
Finds honey in hollows
And he puts it in his mouth.
licks paw,
Sweet clubfoot.
And the bees are flying
The bear is driven away.
And the bees sting Mishka:
"Don't eat our honey, thief!"

Walking along the forest road
Bear in his den
Lies down, falls asleep
And the bee remembers...
"King" (variant of the folk game)
Purpose: To develop actions with imaginary objects, the ability to act in concert.
Game progress: The child is chosen by means of a counting rhyme for the role of the king. The rest of the children - workers are divided into several groups (3 - 4) and agree on what they will do, what kind of work to be hired. Then they approach the king in groups.
Workers. Hello king!
King. Hello!
Workers. Do you need workers?
King. What can you do?
Workers. And you guess!
Children, acting with imaginary objects, demonstrate various professions: they cook food, wash clothes, sew clothes, embroider, water plants, etc. The king must guess the profession of the workers. If he does it right, he will catch up with the fleeing children. The first child caught becomes king. Over time, the game can be complicated by the introduction of new characters (queen, minister, princess, etc.), as well as come up with the characters of the characters (the king is greedy, cheerful, evil; the queen is kind, grumpy, frivolous).

"Ants"
Purpose: To be able to navigate in space, evenly placed on the site, without colliding with each other. Move at different paces. Attention training.
Game progress: At the teacher's clap, the children begin to randomly move around the hall, not colliding with other children and trying to fill the free space all the time.

"Wet Kittens"
Purpose: The ability to relieve tension alternately from the muscles of the arms, legs, neck, body; move loosely with a soft, springy step.
Game progress: Children move around the room in a scattered manner with a soft, slightly springy step, like little kittens. At the “rain” command, the children squat down and shrink into a ball, straining all the muscles. At the command of the “sun”, they slowly get up and shake off the “raindrops” in turn from each of the four “legs”, from the “head” and “tail”, respectively, removing the clamps from the muscles of the arms, legs, neck and body.

Theatrical games for older children

"Engines"
Circular movements of the shoulders. The arms are bent at the elbows, the fingers are gathered into a fist. Continuous unhurried circular movement of the shoulders up-back - down-forward. Elbows are not retracted from the body. The amplitude in all directions should be maximum. When the shoulders are tilted back, the tension increases, the elbows come together, the head leans back. The exercise is performed several times without stopping. It is desirable that the movement of the shoulders starts up and back, and not forward, i.e. expanding rather than narrowing the chest.
"Giants and Gnomes"
Putting your hands on your belt, stand with your heels together, moving your socks to the sides. Slowly rise to the toes, continuing to keep the heels together. After a short pause, lower yourself onto the entire foot, without transferring the weight to the heels.

"Mysteries Without Words"
Purpose: to develop the expressiveness of facial expressions and gestures.
The teacher calls the children:
I sit next to the bench
I will sit with you.
I'll tell you riddles
Who is smarter - I'll see.
The teacher, together with the first subgroup of children, sit on the modules and look at illustrations for riddles without words. Children choose pictures that they can think of without saying a word. The second subgroup at this time is located in another part of the hall.
Children of the first subgroup without words, with the help of facial expressions and gestures, depict, for example: the wind, the sea, a stream, a kettle (if it is difficult, then: a cat, a barking dog, a mouse, etc.). Children of the second subgroup guess. Then the second subgroup guesses, and the first one guesses.
"Phone"
Purpose: to develop fantasy, dialogic speech.
Parsley for a riddle:
I will turn the magic circle -
And my friend will hear me.
What is this? (Phone.)
Petrushka invites two people from each team, especially those who like to talk on the phone. For each couple, a situation and a topic for conversation are proposed. A pair is made up of members of opposite teams.
1. Happy birthday and ask for a visit.
2. Invite a person who does not like to go to the theater to the performance.
3. They bought you new toys, and your friend wants to play with them.
4. You have been offended, and a friend comforts you.
5. Your friend (girlfriend) took away his favorite toy, and now he apologizes.
6. You have a name day

Pronunciation of the dialogue with different intonations
Child: The bear found honey in the forest ...
Bear: Little honey, a lot of bees!
The dialogue is spoken by all the children. The teacher helps to find the right intonation.
Pantomime
Children of one team use pantomime to show an object (train, iron, telephone, mushroom, tree, flower, bee, beetle, hare, dog, TV, crane, butterfly, book). The children of the other team guess.

Game: "At the mirror." Role gymnastics at the mirror.
Purpose: to improve figurative performing skills. Develop creative independence in the transfer of the image.
1) Frowning like:
a) king
b) a child whose toy was taken away,
c) a person hiding a smile.
2) Smile like:
a) polite Japanese
b) a dog to its owner,
c) mother to baby
d) mother's baby
d) a cat in the sun.
3) Sit like:
a) a bee on a flower,
b) punished Pinocchio,
c) an angry dog
d) the monkey that portrayed you,
d) horse rider
e) the bride at the wedding.
Game - poems: "Sounding day"
Purpose: to teach children to play with a literary text, to support the desire to independently seek expressive means to create an image, using movement, facial expressions, posture, gesture.
Toptygin took the double bass:
“Come on, everyone start dancing!
There is nothing to grumble and get angry,
Let's have fun!"
Here is the wolf in the meadow
Played the drum:
"Have fun, so be it!
I won't howl anymore!"
Miracles, miracles! At the piano Fox
Fox pianist - red soloist!
The old badger blew out the mouthpiece:
“What is the pipe
Excellent sound!”
Boredom escapes from this sound!
The drums knock yes knock
Hares on the lawn
Hedgehog-grandfather and Hedgehog - grandson
They took balalaikas ....
Picked up by Squirrels
Fashion plates.
Jing-ding! Shit!
A very busy day!

A game for the development of plastic expressiveness: "The Chanterelle overhears"
Chanterelle stands at the window of the hut in which Kotik and Cockerel live and eavesdrops on what they are talking about.
Pose: put the leg forward, the body of the body also slightly tilt forward.
Expressive movements: tilt your head to the side (listen, substituting your ear), look in the other direction, half open your mouth.
Hot Summer. It just rained. Children carefully step, walk around an imaginary puddle, trying not to get their feet wet. Then, having played pranks, they jump through the puddles so hard that the sprays fly in all directions. They have a lot of fun.
Game for the development of plastic expressiveness: "Dance of Roses"
Purpose: to teach children to control their bodies, freely and naturally use the movements of their arms and legs. To form the simplest figurative and expressive skills.
To a beautiful melody (recording, own melody) perform a dance of an amazingly beautiful flower - a rose. The child himself comes up with movements for him.
Suddenly the music stops. This gust of north wind "froze" a beautiful rose. The child freezes in any position invented by him.
1. Invite the children to walk through the pebbles through the stream on behalf of any character (fairy tale, story, cartoon) of their choice.
2. Invite the child to sneak up on a sleeping animal (hare, bear, wolf) on behalf of any character.
3. Offer to catch a butterfly or a fly on behalf of various characters.
4. Depict a walk of a family of three bears, but in such a way that all three bears behave and act differently.

Game for the development of plastic expressiveness: "Flower"
Purpose: to teach children to control their bodies, freely and naturally use the movements of their arms and legs. To form the simplest figurative and expressive skills.
Stretch up, straining the entire body to the fingertips (“the flower meets the sun”). Then successively drop the hands (“the sun hid, the head of the flower drooped”), bend the arms at the elbows (“the stalk broke”), releasing the muscles of the back, neck and shoulders from tension, allow the body, head and arms to passively “fall” forward and slightly bend knees ("withered flower").

Game for the development of plastic expressiveness: "Ropes"
Purpose: to teach children to control their bodies, freely and naturally use the movements of their arms and legs. To form the simplest figurative and expressive skills.
Lean forward slightly, raising your arms to the sides and then dropping them. Hanging, they passively sway until they stop. You should not actively swing your arms after a fall. You can suggest a game image: drop your hands like ropes.

Game for the development of plastic expressiveness: "Palma"
Purpose: To tense and relax alternately the muscles of the arms in the hands, elbows and shoulders.
Game progress: “A big, big palm tree has grown”: stretch your right hand up, reach for your hand, look at your hand.
“Leaves withered”: drop the brush. "Branches": drop the arm from the elbow. "whole palm tree": drop your hand down. Repeat the exercise with your left hand.

Game for the development of plastic expressiveness: "Barbell"
Purpose: Alternate tension and relaxation of the muscles of the shoulder girdle and arms.
Game progress: The child lifts the "heavy barbell". Then he leaves her and rests.

A game for the development of plastic expressiveness: "Airplanes and Butterflies"
Purpose: To teach children to control the muscles of the neck and arms; navigate in space, evenly placed on the site.
Game progress: Children move in all directions, as in the “Ants” exercise, on command “airplanes” run rapidly, arms outstretched to the sides (the muscles of the arms, neck and body are tense); on command, the “butterflies” switch to an easy run, making smooth waves with their arms, the head gently turns from side to side (“the butterfly is looking for a beautiful flower”), the hands, elbows, shoulders and neck are not clamped.
The exercise can be done to the music by selecting the appropriate works from the repertoire for musical education.

A game for the development of plastic expressiveness: "Who is in the picture?"
Purpose: To develop the ability to convey images of living beings with the help of plastic expressive movements.
Game progress: Children sort out cards depicting animals, birds, insects, etc. Then, one by one, the given image is transmitted in plastic, the rest guess. On several cards, the images may coincide, which makes it possible to compare several options for one task and mark the best performance.

Theatrical games for children of the preparatory school group

"Trip around the world"
Purpose: To develop the ability to justify one's behavior, develop faith and imagination, expand the knowledge of children.
Game progress: Children are invited to go on a trip around the world. They must figure out where their path will lie - through the desert, along a mountain path, through a swamp, through a forest, jungle, across the ocean on a ship - and accordingly change their behavior.

"Sick Tooth"
Game progress: Children are invited to imagine that they have a very painful tooth, and they begin to moan at the sound "m". The lips are slightly closed, all muscles are free. The sound is monotonous, stretching.

"Caprilly"
Game progress: Children portray a capricious child who whines, demanding to be picked up. Whine on the sound “n”, without raising or lowering the sound, looking for a tone in which the voice sounds even and free.

"Pantomime Theatre"
They are divided into two teams. The leader in the box has cards with the image of a boiling kettle, ice cream, an alarm clock, a telephone, etc. In turn, one player from each team comes up and pulls out tasks for themselves.
The player must draw what is drawn, and the teams guess. The team that first names what the child shows gets a token. By the end of the game, the winning team is revealed.

Muscle tension and relaxation games:
"Cactus and Willow"
Purpose: To develop the ability to control muscle tension and relaxation, navigate in space, coordinate movements, stop exactly at the signal of the teacher.
Game progress: At any signal, such as cotton, the children begin to move randomly around the hall, as in the Ants exercise. At the command of the “Cactus” teacher, the children stop and take the “cactus pose” - legs shoulder-width apart, arms slightly bent at the elbows, raised above their heads, palms turned back to each other, fingers spread out like thorns, all muscles tense. On the cotton of the teacher, the chaotic movement resumes, then the command follows: “Willow”. Children stop and assume the “willow” position: arms slightly spread apart are relaxed at the elbows and hang like branches of a willow; head hanging, neck muscles relaxed. Movement resumes, teams alternate.

Muscle tension and relaxation game:
"Pump and Inflatable Doll"
Purpose: The ability to strain and relax muscles, interact with a partner, train three types of exhalation, articulate the sounds "s" and "sh"; act on an imaginary object.
Game progress: Children are divided into pairs. One child is an inflatable doll from which air has been released, he is squatting, all muscles are relaxed, arms and head are lowered; the second - "pumps" air into the doll with a pump; leaning forward, each time you press the “lever”, he exhales air with the sound “sssss” (the second type of exhalation), while inhaling, he straightens up. The doll, “filling with air”, slowly rises and straightens, arms are spread upwards and slightly to the sides. Then the doll is blown off, the cork is pulled out, the air comes out with the sound “shhhhhh” (the first type of exhalation), the child squats down, again relaxing all the muscles. Then the children switch roles. You can offer to inflate the doll quickly, connecting the third type of exhalation: “S! FROM! FROM!"

A game for muscle tension and relaxation: "Pinocchio and Pierrot"
Purpose: To develop the ability to properly tighten and relax muscles.
Game progress: Children move as in the “Ants” exercise, at the “Pinocchio” command they stop in a pose: legs shoulder-width apart, arms bent at the elbows, open to the side, hands straight, fingers spread out, all muscles tense. Movement around the hall resumes. At the command "Pierrot" - they freeze again, depicting a sad Pierrot: the head hangs, the neck is relaxed, the arms dangle below. In the future, you can invite the children to move, keeping the images of the wooden strong Pinocchio and the relaxed, soft Pierrot.

A game of muscle tension and relaxation: "Snowman"
Purpose: The ability to strain and relax the muscles of the neck, arms, legs and body.
Game progress: Children turn into snowmen: legs shoulder-width apart, arms bent at the elbows are extended forward, the hands are rounded and directed towards each other, all muscles are tense. The teacher says: “The sun warmed up, under its warm spring rays the snowman began to slowly melt.” Children gradually relax their muscles: they lower their heads helplessly, drop their hands, then bend in half, squat down, fall to the floor, completely relaxing.

A game of muscle tension and relaxation: "Hypnotist"
Game progress: The teacher turns into a hypnotist and conducts a lulling session”; making characteristic smooth movements with runes, he says: "Sleep, sleep, sleep ... Your head, arms, and legs become heavy, your eyes close, you completely relax and hear the sound of the sea waves." Children gradually sink onto the carpet, lie down and completely relax.
You can use an audio cassette with music for meditation and relaxation.

A game of muscle tension and relaxation: "Shake off water from handkerchiefs"
Purpose: Teaching complete relaxation of the muscles of the whole body.
Bend your arms at the elbows, hands hanging down with your palm down. By moving the forearm several times in a row, drop them down passively. Before this movement, it is useful to clench the hands into fists in order to more clearly feel the difference in the tense and relaxed state of the muscles.

A game for muscle tension and relaxation: "Flower"
Purpose: Teaching complete relaxation of the muscles of the whole body.
A warm ray of sun fell on the ground and warmed the seed. A sprout sprouted from it. A beautiful flower grew from a sprout. A flower basks in the sun, exposes each petal to heat and light, turning its head after the sun.
Expressive movements: squat down, lower your head and arms; raise your head, straighten your body, raise your arms to the sides, then up - the flower has blossomed; tilt your head back slightly, slowly turn it after the sun.
Facial expressions: eyes half-closed, smile, facial muscles relaxed.

The game of muscle tension and relaxation: "Pendulum"
Purpose: Teaching complete relaxation of the muscles of the whole body.
Shifting body weight from heels to toes and vice versa. Hands are lowered down and pressed to the body. The weight of the body is transferred slowly forward to the front of the foot and toes; heels do not separate from the floor; the whole body leans forward slightly, while the body does not bend. Then the weight of the body is also transferred to the heels. Socks do not separate from the floor. Transferring the weight of the body is also possible in another way: from one foot to the other from side to side. The movement is carried out on legs apart, the right and left hands are pressed to the body. Swinging from foot to foot is slow, without leaving the floor.

"Room Transformation"
Game progress: Children are divided into 2-3 groups, and each of them comes up with their own version of the transformation of the room. The rest of the children, by the behavior of the participants in the transformation, guess what exactly the room has been turned into.
Possible options proposed by the children: shop, theater, seashore, clinic, zoo, Sleeping Beauty's castle, dragon cave, etc.

"Birthday"
Purpose: To develop skills of action with imaginary objects, to cultivate goodwill and contact in relationships with peers.
Game progress: With the help of a counting rhyme, a child is selected who invites children to a “birthday”. Guests come in turn and bring imaginary gifts.
With the help of expressive movements, conditional play actions, children must show what exactly they decided to give.

"Make no mistake"
Purpose: To develop a sense of rhythm, voluntary attention, coordination.
Game progress: The teacher in different combinations and rhythms alternates clapping, stomping with the foot and clapping on the knees. Children repeat after him. Gradually, rhythmic patterns become more complex, and the tempo accelerates.

"Children's Transformation"
Purpose: To develop a sense of faith and truth, courage, ingenuity, imagination and fantasy
Game progress: At the command of the teacher, children turn into trees, flowers, mushrooms, toys, butterflies, snakes, frogs, kittens, etc. The teacher himself can turn into an evil sorceress and turn children at will.

"How is it going?"
Purpose: To develop speed of reaction, coordination of movements, the ability to use gestures.
Game progress:
Educator Children
- How is it going? - Like this! show with enthusiasm
thumb.
- Do you swim? - Like this! Any style.
- How do you run? - Like this! Bending your arms at the elbows, stamp your feet alternately.
- Are you looking into the distance? - Like this! Hands "visor" or "binoculars" to the eyes.
- Are you looking forward to dinner? - Like this! Waiting position, support your cheek with your hand.
- Are you following? - Like this! The gesture is clear.
- Do you sleep in the morning? - Like this! Cheek handles.
- Are you kidding? - Like this! Puff out your cheeks and slap them with your fists.
(According to N. Pikuleva)

"Tulip"
Purpose: To develop hand plasticity.
Game progress: Children stand scattered in the main stance, hands down, palms down, middle fingers connected.
1. In the morning, the tulip opens. Joining the palms, raise the hands to the chin, open the palms, connect the elbows.
2. Closes at night Connecting the palms, lower the hands down.
3. Tulip tree At the bottom, connect the backs of the palms and raise your hands over your head.
4. Spreads his Extend your arms out to the sides, palms up.
5. And in autumn the leaves fall Turn your palms down and gently lower down, slightly touching

"Hedgehog"
Purpose: Development of coordination of movements, dexterity, sense of rhythm.
Game progress: Children lie on their backs, arms extended along the head, toes extended.
1. The hedgehog cringed Bend your knees, press
curled up, to the stomach, wrap your arms around them,
nose to knees.
2. Turned around...

All theatrical games can be divided into two main groups: dramatization and directorial. In games - dramatizations, the child, playing the role as an "artist", independently creates an image with the help of a complex of means of expression.

The types of dramatization are: games - imitations of images of animals, people, literary characters. Dramatization games are role-playing dialogues based on text. But in the director's game, "artists" are toys or their deputies, and the child, organizing activities as a "screenwriter and director", controls the "artists". "Voicing" the characters and commenting on the plot, he uses different means of expression.

The types of director's games are determined in accordance with the variety of theaters used in kindergarten: tabletop, flat and three-dimensional, shadow puppet, finger, etc. In order to develop the independence and creativity of children in the process of theatrical activities, it is necessary to highlight several conditions:

Enriching the environment with the attributes of theatrical activities and the free development of this environment by children (a mini theater, which is periodically replenished with new attributes and decorations);

• the content of games should correspond to the interests and abilities of children;
• meaningful communication between the teacher and children;
• the theatrical and gaming environment should be dynamically changing, and children take part in its creation;
• teaching children expressive means of theatrical activity:

facial expressions- tells us without words about certain feelings and moods of a person, that is, when a person expresses any emotions.

Gestures– dynamic movement of the body: arms, legs, head, etc., as well as posture.

Pantomime- facial expressions combined with gestures.

IN younger preschool age the teacher creates the conditions for individual director's games by saturating the subject-play environment with small figurative toys (dolls, nesting dolls, animals, technical toys, designers, furniture, etc.). The participation of the teacher in individual director's games is manifested in playing out everyday and fairy-tale situations (from nursery rhymes, works by V. Berestov, E. Blaginina, etc.), showing the use of role-playing speech, onomatopoeia, drawing the child into the game, suggesting replicas, explaining actions.

IN middle group the teacher creates conditions for collective directorial games. In the subject-play environment, in addition to figurative toys, there should be a variety of waste material (boards, coils, unbreakable bubbles, etc.), which contributes to the development of imagination, the ability to act with substitute objects. When organizing directorial games, the teacher takes the position of an assistant: he asks the child to explain the meaning of actions, encourages him to role-play ("What did he say?", "Where did he go?"), sometimes acting as a carrier of game skills, showing fantastic stories with the help of toys and substitute objects, which helps the child to engage in such activities.

senior preschool age - the heyday of the director's game, which becomes a full-fledged joint activity. The content of the games are fantastic stories in which reality is intertwined with events from cartoons and books. The subject-play environment for director's games is constructed on the basis of multifunctional game material (map-layout of the game space). Its use helps the child to invent and act out the events that make up the plot outline, to imagine the plot situation even before it is played out, and then to concretize in the process of directing the game, filling it with game events. The closeness of the structure of the play and fairy plot makes it possible to use a literary fairy tale as a basis for the development of plot construction.

In each age group, it is desirable to have a corner for theatrical performances, performances. They allocate space for director's games with finger, table, poster theater, theater of balls and cubes, costumes, on mittens. In the corner are:

• various types of theaters: bibabo, tabletop, puppet, flannelograph theater, etc.;
• props for acting out scenes and performances: a set of puppets, puppet theater screens, costumes, costume elements, masks;
• attributes for various game positions: theatrical props, makeup, scenery, director's chair, scripts, books, samples of musical works, seats for spectators, posters, cash desk, tickets, pencils, paints, glue, types of paper, natural material.

Classification of theatrical games

In children younger preschool age the primary development of the director's theatrical game is noted through:

• tabletop toy theatre;
• table plane theater;
• planar theater on flannelgraph;
• finger theatre.

Aged 4-5 years the child masters different types of table theater:

• soft toys;
• wooden theater;
• cone theatre;
• theater of folk toys;
• planar figures;
• theater of spoons;
• theater of riding puppets (without a screen, and by the end of the academic year - with a screen), etc.

IN senior and preparatory age groups , children can be introduced to puppets, the theater of the "living hand", the shawl theater, people - puppets.