Experience “Development of children's speech through theatrical activities. J. Piaget characterized her as. Enrich children's life experience; learn to see and name the characteristic features, qualities and actions of objects
Yulia Artyushenko
Formation of coherent speech through theatrical activities
The power of the allegorical art of dolls,
the power of metaphor is very great, and we must not only
know this power, but also be careful not to
benefits do no harm.
Children's hearts are beautiful like Venetian glass
but they also need to be handled with care.
S. V. Obraztsov
Theatrical games are an effective means of social - emotional, speech and artistic - aesthetic development of a preschooler, comprehensively enrich his experience, activate interest in art, contribute to the disclosure and development of creative abilities. Usage theatrical development classes speeches is considered as a method of versatile development of a preschooler. The effectiveness of this method is emphasized by comparing the age-related psychological characteristics of perception speeches and speech creativity of children. The main principle of organizing work in this area is integrativity, according to which theatrical activity included in the holistic pedagogical process.
Theatrical games require children to be competent in various areas of artistic activities(literary, theatrical, visual, musical, therefore, the implementation of this direction implies continuity in the work of the educator and specialists of the preschool educational institution. Fragments theatrical games are included in physical education and music classes.
Special requirements are placed on the speech material that is used in the process theatrical games. It should be accessible to children not only in semantic terms, but also in pronunciation and emotional terms. Outside of classes, individual work is carried out to improve emotional expressiveness speech and sound.
In the soul of every child lies the desire for freedom. theatrical game in which he produces familiar literary plots. This is what activates his thinking, trains memory and figurative perception, develops imagination and fantasy, improves speech. And it is impossible to overestimate the role of the native language, which helps, first of all, children - to consciously perceive the world around them and is a means of communication, it is impossible. S. Ya. Rubinstein wrote: "The more expressive the speech, the more the speaker appears in it, his face, himself." This speech includes verbal (intonation, vocabulary and syntax) and non-verbal (facial expressions, gestures, posture) funds. educational opportunities theatrical activities are huge: its subject is not limited and can satisfy any interests and desires of the child. By participating in it, children get acquainted with the world around them in all its diversity - through images, colors, sounds, music, and questions skillfully posed by the teacher encourage them to think, analyze, draw conclusions and generalizations. In the process of working on the expressiveness of the characters' replicas, their own statements, the child's vocabulary is activated, sound culture is being improved speeches. The role being played, especially the dialogue with another character, puts the little actor in front of the need to express himself clearly, clearly, and understandably. Already at the age of 3-6 years formed such key personality traits for today's society as creativity, the ability to search for knowledge. Therefore, the modern model of preschool education involves high technologies for the development of imagination, literacy and other basic abilities. AT theatrical game, the child can occupy and master various playing positions, based on individual capabilities and abilities: "child director", "child actor", "Child Spectator", "decorator child".
A feature of the period of preschool age is to ensure the level of general mental development, which later serves as the basis for acquiring knowledge in various fields. With a qualitative change in the contingent of children in preschool institutions, the pedagogical situation also changes, which in turn stimulates the search for new ideas, allows transform and modify the usual forms preventive and corrective-developing work, its methods and content. Considering the exceptional importance speech in child development, understanding and taking into account the specific features of the development of children, we came to the conclusion that it is necessary to use a system of games and exercises in the educational process, in particular theatrical.
Theatricalization- this is primarily improvisation, the revival of objects and sounds. Because she's tight interrelated with other activities - singing, movement to music, etc., the need to systematize it in a single pedagogical process is obvious.
Target: development of artistic abilities of children through theatrical activities.
Tasks and methods:
Sequential acquaintance of children with species theater;
Gradual mastering by children of types of creativity by age groups;
Improving the artistic skills of children;
Emancipation of the child;
Work on speech, intonation;
Collective actions, interactions;
Awakening in children the ability to vividly imagine what is happening, ardently sympathize, empathize.
Introducing children to theatrical doll - bibabo - and theatrical games it is better to start in the first junior group. Kids watch dramatized fairy tales and other dramatizations that educators show - this creates a joyful atmosphere.
Starting from the second youngest group of children, they are consistently introduced to the types theaters the basics of acting. For this, an etude simulator is used, which helps to develop attention and perception; to instill skills in displaying various emotions, moods, individual character traits.
In the middle group, the puppet show should be combined with theatrical play. Insecure children most often prefer puppet theatre, since its necessary attribute is a screen behind which the child seeks to hide from the viewer. Guys who have overcome shyness usually participate in a dramatization (staged, performance) like drama actors theater. At the same time, by observing each other, they enrich their personal experience.
In the older group, all children actively participate in theatrical games and dramatizations.
In the preparatory group theatrical games are characterized by more complex characters of the characters.
These games give children the opportunity to apply their knowledge, show creativity in various forms. theatrical activities.
From the variety of means of expression, you can recommend:
In the second junior group - form simple figurative and expressive skills (for example, imitate the characteristic movements of fabulous animals);
In the middle group - to teach the elements of figurative expressive means (intonation, facial expressions, pantomime);
In the senior group - to improve figurative performing skills;
In the preparatory group - to develop creative independence in the transfer of the image, the expressiveness of speech and pantomime actions to music.
Watching puppet shows and talking about them;
Dramatization games;
Exercises for the social and emotional development of children;
Correctional and educational games;
Diction exercises (articulation gymnastics);
Tasks for the development of speech intonation expressiveness;
Transformation Games ( "learn to control your body", figurative exercises;
Exercises for the development of children's plasticity;
Rhythmic minutes (logarithmics);
Finger game training for the development of hand motor skills necessary for free puppetry;
Exercises for the development of expressive facial expressions, elements of the art of pantomime;
Theatrical sketches;
Separate ethics exercises during dramatizations;
Training (rehearsals) and acting out various fairy tales and dramatizations;
Acquaintance not only with the text of a fairy tale, but also with the means of its dramatization - gesture, facial expressions, movement, costume, scenery, etc.
In work theatrical Studios involve not only children and educators, but also parents.
creative exercises
Development of intonation expressiveness
1. Perform the Goat's song from a fairy tale "The wolf and the seven Young goats": first in the voice of the Goat, then - the Wolf.
Goats, kids,
Open up, open up
Your mother has come
Milk brought...
2. Invite the child to ask questions on behalf of Mikhailo Ivanovich, Nastasya Petrovna and Mishutka from the fairy tale "Three Bears" L. N. Tolstoy so that the audience could guess which of the bears is asking and how they feel about what they are asking.
The development of plastic expressiveness when creating an image
1. Walk along the pebbles through the stream on behalf of any character, at the choice of the children.
2. On behalf of any character, sneak up on a sleeping beast (hare, bear, wolf.)
3. Catch a butterfly or a fly on behalf of various characters.
Development of expressiveness and imagination
1. "The fox is listening". Chanterelle stands at the window of the hut in which Kotik and Cockerel live and eavesdrops on what they are talking about.
2. "After the rain". 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.
The development of coherent speech of children through theatrical activities.
Development is the process of change, which is the transition from simple to more complex, from lower to higher, a process in which the gradual accumulation of quantitative changes leads to qualitative changes. Year by year, the number of older preschoolers with defects in the pronunciation of speech sounds and its other qualities is growing: tempo, voice power, speech communication, poorly developed coherent speech. Not every child can build a detailed story, come up with his own fairy tale, memorize poems. Not everyone can retell a literary work, understand the author's thought and answer questions about the content of the read text, and even more so ask a question.
Some parents in the first years of a child's life do not attach much importance to the fact that the child cannot coherently state his thought or desire. Often the role of speech in the development of the child is underestimated and is not directly related to the intellectual development of the child. Mom thinks: "Here he will grow up and learn himself." In fact, the development of children's speech is closely related to the development of the brain itself, which proceeds most intensively in the first three years of life. Professor M.M. Koltsov writes: “ For speech, the “critical” period of development is the first three years of a child’s life: by this time, the anatomical maturation of the speech areas of the brain basically ends, the child masters the main grammatical forms of the native language, and accumulates a large vocabulary. If, in the first three years, the baby’s speech was not given due attention, then in the future it will take a lot of effort to catch up.”
The very process of brain development, laid down by nature, is of no fundamental importance - that is, a person may have good innate data, but if conditions are not created for speech development to proceed correctly, then the intellectual and psycho-emotional development of the child will lag behind the norm every year getting stronger. Correct speech skills and a rich vocabulary are not formed independently. It is the speech of an adult and the adult himself that is the triggering mechanism of children's curiosity.
L.S. Vygotsky wrote: “ There are all factual and theoretical grounds for asserting that not only the intellectual development of the child, but also the formation of his character, emotions and personality as a whole is directly dependent on speech.
The educator must remember that speech is a tool for the development of the higher departments of the psyche of a growing person. Teaching a child his native speech, at the same time contribute to the development of his intellect and higher emotions, prepare the ground for successful schooling (and this is one of the most important tasks facing the educator), for his creative behavior in work. The delay in speech development at the first age steps cannot be compensated later. It is also necessary to remember about the inverse relationship: the brain develops if, in the process of verbal communication, the child trains his speech apparatus, i.e. if they talk to a child, they listen to him.
Studies have shown that only through speech such important things as memory, attention, perception, imagination, logical abilities develop. Thus, the role of speech in the development of the child is enormous.
Nature did not take much time to form the ability to speak - this is the period from birth to 8-9 years. After 9 years, nature takes away this opportunity by closing the speech area of the cerebral cortex. Modern children live in a powerful flow of information, live communication replaces the computer and television, and this trend is constantly growing, so the development of speech is becoming an increasingly urgent problem in our society.
Coherent speech involves the mastery of the richest vocabulary of the language, the assimilation of linguistic laws and norms, i.e. mastery of the grammatical system, as well as their practical application, the practical ability to use the acquired language material, namely, to convey the content of the finished text completely, coherently, consistently and understandably to others or independently compose a coherent text. In other words, connected speech is a detailed, complete, compositionally and grammatically designed, semantic and emotional statement, consisting of a number of logically connected sentences.
There are two types of connected speech: monologue and dialogic. Dialogue is not just a compositional form of speech, but also a type of verbal communication in which interpersonal relationships are manifested and exist, which are very important in the personal development of the child. Despite the work carried out by speech development teachers, there are problems in this section. Researchers A. Shakhnorovich, K. Meng showed that older preschoolers master only the simplest forms of dialogue: there is no reasoning skill, poor speech, no speech creativity, no fantasy. Children do not know how to maintain a dialogue for a long time, they are not proactive enough.
From the age of 3-5, a situational-cognitive form of communication develops. During this period, imagination develops rapidly, fantasy is fertile ground for communicative communication. Kids can sincerely believe in their fantasies, share them with their peers, adults. The younger age is sensitive for the emergence of communication around a toy, an object. Interpersonal connections with each other begin to form in a role-playing game. This means that dialogue should be developed from an early age. Dialogue is the most natural, natural form of speech. This is a reactive, situational-involuntary speech, which is often severely suppressed in the conditions of organized classes. Therefore, children need ways of working that include games and game exercises to develop dialogue.
Many researchers emphasize the primary role of dialogue in the development of monologue coherent speech (L.Leontiev, O.Ushakova, E.Strumina, A.Shakhnorovich, etc.)
Mastering coherent monologue speech is the highest achievement of the speech education of preschoolers. It incorporates the development of the sound side of the language, vocabulary, grammatical structure of speech and occurs in close connection with the development of all aspects of speech - lexical, grammatical, phonetic.
The development of coherent speech is the central task of the speech education of children. This is due, first of all, to its social significance and role in the formation of personality. It is in coherent speech that the main, communicative, function of language and speech is realized. Coherent speech is the highest form of speech of mental activity, which determines the level of speech mental development of the child. (L.S. Vygotsky)
The development of coherent speech is carried out in the process Everyday life as well as in the classroom. At preschool age, the process of cognition in a child occurs in an emotional-practical way. That is why the closest and most natural activities for a preschool child are play, communication with adults and peers, experimentation, theatrical and other activities.
Reflecting on the issue of increasing the level of coherent speech of children, I came to the conclusion that theatrical activities can help. Theatrical activity is one of the most effective ways of influencing children, in which the principle of learning is most fully and clearly manifested: to teach while playing. It is known that children love to play, they do not need to be forced to do it. Playing with children, we communicate with them on their territory. Entering the world of childhood - games, we can learn a lot ourselves and teach our children.
Theatrical and game activity enriches children with new impressions, knowledge, skills, develops interest in literature, activates vocabulary, coherent speech, thinking, contributes to the moral and aesthetic education of each child.
From a socio-pedagogical point of view, theatricalization is multifunctional:
· The function of socialization (introducing the younger generation to the universal and ethnic experience)
· Creative function (the ability to identify, form, develop and realize the creative potential of the individual, his figurative and abstract thinking)
· Galographic function (spatio-temporal and sensory content (place and time, plot and image))
· Developing therapeutic function (therapeutic effect, fairy tale therapy)
· Lexico - figurative function (activates and develops the auditory-speech memory of the child)
At the same time, the developing potential of theatrical play is not used enough in preschool institutions. More often, theatrical games are used mainly as a kind of "spectacle" at the holidays. The desire to achieve good results makes teachers memorize texts, intonations, movements with children. However, the skills mastered in this way are not transferred by children to free play activities. Or vice versa, an adult does not interfere in the organization of a theatrical game. Children are left to themselves, and the teacher only prepares the attributes for the "theater". If the younger preschoolers are attracted to this because of the opportunity to change clothes, but the older preschooler is no longer satisfied. Children 5-7 years old have a great interest and need for this activity.
Characteristic features of theatrical games are the literary or folklore basis of their content and the presence of spectators. They can be divided into two groups:
ü Games - dramatizations (the child plays the role as an "artist", independently creates an image using a complex of means of verbal and non-verbal expressiveness)
o Games imitating images of animals, people, literary characters
o Text-based role-playing dialogues
o Dramatizations of works
o Performances
o Games - improvisations with playing the plot without prior preparation
ü Director's ( "artists" are toys or their substitutes, and the child organizes activities as a "screenwriter" and "director" controls the "artists")
o table theater
o Planar and volumetric theater
o Puppet (bibabo, finger, marionette), etc.
Theatrical activities can be displayed in various regime moments in the form of games, in the course of observing the environment, and integrated with all educational areas. Integration can be fragmented; mini-game; the introduction of a fairy tale character, as a surprise moment.
For the development of speech, through theatrical activities, it is necessary to adhere to the following criteria:
1. Creation of conditions for the development of children's creative activity in theatrical activities (encourage performance creativity, develop the ability to freely and liberatedly hold on during a performance, encourage improvisation by means of facial expressions, expressive movements, intonation, etc.)
2. Introduce children to theatrical culture (introduce the structure of theaters, theatrical genres, with different types of puppet theaters).
3. Ensure the relationship of theatrical activities with other activities in a single pedagogical process.
4. Create conditions for joint theatrical activities of children and adults.
Studying the psychological, pedagogical and methodological literature, I came to the conclusion that the theatrical game has a great influence on the speech development of the child. Stimulates active speech by expanding the vocabulary, improves the articulatory apparatus. The child learns the richness of his native language, his expressive means of intonation, corresponding to the nature of the characters and their actions, tries to speak clearly so that everyone understands him.
In a theatrical game, a coherent, emotionally rich speech is formed. Children better learn the content of the work, the logic and sequence of events, their development and causality. Theatrical activity contributes to the assimilation of the elements of communication (facial expressions, gesture, posture, intonation, voice modulation).
Irina Pelnova
Experience "Development of children's speech through theatrical activities"
1slide: Business card
Pelnova Irina Yuryevna, teacher of MBDOU kindergarten No. 16 "Pearl"
Pedagogical experience:13 years old
Education: vocational secondary, second-year student of the Nizhny Novgorod State University "them. Lobachevsky"
Awards: diploma of MBDOU (2014) for the introduction of innovative technologies in work
professional creed:
“I am proud of my profession for
that I live my childhood many times”
2slide: Topic
« The development of children's speech through theatrical activities»
3 slide:Conditions for the formation of a personal contribution to development of education(from slide)
Work on the development of speech includes the following conditions:
1. Research conditions
2. Methodological conditions
3. Organizational and pedagogical conditions
I studied the theories of philosophers, psychologists, teachers in the field developing development(Vygotsky L. S., Elkonina D. B., Tikheeva E. I., Flerina E. A.).According to most scientists speech development is one of the most important acquisitions of a child in preschool age. After studying the methodological literature, I came to the conclusion that theatrical the game has a great influence on speech child development. Stimulates active speech by expanding vocabulary. The child learns the richness of the native language, its means of expression. Using expressive means and intonations corresponding to the character of the characters and their actions, he tries to speak clearly so that everyone understands him.
4 slide:Relevance.
Analysis of the RPPS of the group for compliance with GEF DO revealed the following Problems:
The insufficiency of ensuring the realization of the educational potential of the group space for speech child development;
Diagnostics by showed the development of speech,what
Low speech activity children
In addition, there is problem:
Dissatisfaction with the interaction with the parents of pupils;
Exactly theatrical the game is one of the brightest emotional means that form the personality of the child. In the process theatrical the game activates and improves vocabulary, sound pronunciation, tempo, expressiveness speeches. Participation in theatrical games gives children joy, causes active interest.
It is known that children love to play, they do not need to be forced to do it. While playing, we communicate with children on their territory. Entering the world of childhood play, we can learn a lot ourselves and teach our children. And the thought said by the German psychologist Karl Gross, which is still used today popularity: "We play not because we are children, but childhood itself is given to us so that we play." All of the above determined my final choice of topic for work experience« The development of children's speech preschool age through theatrical activities».
5 slide:Theoretical justification of personal contribution
This is one of the most effective ways to influence children, in which the principle is most fully and clearly manifested learning: learn by playing.
In addition, one of the requirements of the Federal State Educational Standard is the creation of favorable conditions child development in accordance with their age and individual characteristics and inclinations, development abilities and creativity of each child as a subject of relations with himself, other children, adults and the world.
The educational program of our institution sets tasks development of free communication ...
Vygotsky wrote: “There are all factual and theoretical grounds for asserting that not only intellectual child development, but the formation of his character, emotions and personality as a whole is in directly related to speech».
AT theatrical the game forms an emotionally rich speech. Children better learn the content of the work, the logic and sequence of events, their development and causality.
6 slide. Goal and tasks
I have set myself the following goal.
Creating conditions for speech child development younger preschool age through theatrical activities.
And such tasks:
Develop all oral components speeches;
Cultivate interest and love for reading;
-Develop literary speech;
To cultivate the desire and ability to listen to works of art;
-Develop interest in independent creativity activities;
Satisfy needs children to self-expression;
Involving parents in partnership k. joint theatrical and gaming activities- a unique type of cooperation.
7 slide. Leading pedagogical idea work experience:
educational opportunities theatrical activities are huge: its subject is not limited and can satisfy any interests and desires of the child. Their speech becomes more expressive, competent. They begin to use new words, proverbs and sayings from the script, moreover, in everyday situations that coincide with their semantic content. In the soul of every child lies the desire for free theatrical game in which he reproduces familiar literary plots. This is what activates his thinking, trains memory and figurative perception, develops imagination improves speech.
8slide:Activity aspect
In the organisation theatrical games made extensive use of practical methods learning: a game, a method of game improvisation (serving as a bridge between a child’s games in everyday life and the art of an actor, exercises, a method of effective analysis (etude technique, staging and dramatization.
From verbal methods used storytelling, reading, storytelling children, conversations, learning the works of oral folk art.
All methods and techniques used in the complex, developed attention and memory, imagination, creative imagination.
9slide:Range of personal contribution (Joint activity)
Getting acquainted with fiction, children learn to apply grammatical skills and abilities in a dialogical (answers to questions, conversations) and monologue (verbal creativity) speeches, use the means of artistic expressiveness of the language and its grammatical means. Keep the child's interest in theatrical activities. As far as possible, try to attend children's performances. Celebrate achievements and identify ways to improve. Offer to play your favorite role at home
10slide:Range of personal contribution (joint activities with a speech therapist)
Very important Work with a speech pathologist. Together we carry out various ….
11 slide: Personal contribution range (independent activity)
In self activities children choose their own theater and their favorite roles. All theatrical activity in my group is organized in a way that promotes development mental activity, development mental processes, speech skills improve, emotional activity increases. In self activities the child learns to think through his actions, the actions of the heroes he loses. Theatrical play activity contributes to the education of organization, independence. Through his role-playing statements, the child learns the meaning, experiments with the word, facial expressions, gesture.
12slide: Personal contribution range (work with parents)
Parent involvement is important work with theatrical activities. In any case, joint Work teachers and parents contributes to the intellectual and emotional child development. Parents put a lot of effort into tailoring costumes both for children as well as for adults. I strengthen partnerships with the family of each pupil, increase the competence of parents, confidence in their own abilities, and attract them to participate in various events.
13slide:terms
The process of education comes naturally. The children's interest intensifies when they can independently choose the type of theater and role. Of great importance is the use of various technical means such as tape recordings, watching videos on a laptop, etc.
14 slide. Terms development of children in theatrical activities
Children develop and communicate their vocabulary not only during theatrical activities. Children learn a lot in free activities. During the role-playing game, they independently conceive the plot and develop his idea. When children play with board games they have imagination develops. Children drawing...
15 slide:Showing a fairy tale to young children
With our little performances we delight children at an early age, showing them their mini productions.
16slide: Acquaintance with the production of a fairy tale
Analyzing work with children, I came to the conclusion that children can show an open display. I approached the choice of a fairy tale with creativity, deciding to show an old fairy tale "The wolf and the seven Young goats" but in a new way. at first work I read the old version of the fairy tale to the children and we discussed it.
17 slide:Showing a fairy tale together "The wolf and the seven Young goats" in a new way
Having done a lot work with children and parents, we showed the fairy tale to the children of the entire kindergarten.
18 slide: Showing a fairy tale together "The wolf and the seven Young goats" in a new way
A fairy tale must be present in the life of a child. A story that teaches entertains calms and even heals. Therefore, in everyday life, I often used fairy tales for education. children.
19 slide:Performance
At children improved speech. I am in my work, in joint activities of children and educator, systematically carried out theatrical game. Theatrical games are performance games. In them, with the help of such expressive means as intonation, facial expressions, gesture, posture and gait, specific images are created. Thanks to theatrical games, y children have developed an emotional sphere, expanded and enriched children's collaboration experience both in real and imaginary situations. Besides, theatrical activity holds great potential for speech development of children. Speech - a wonderful gift of nature - is not given to a person from birth. It takes time for the child to begin to speak correctly and beautifully. And I'm in my work together with the parents made a lot of efforts to ensure that the speech of the child developed correct and timely.
20 slide: TRANSLABILITY OF PRACTICAL RESULTS
Advice for teachers The development of children's speech younger age with theatrical games February 2014 MO in preschool
Demonstration of the results on the website of the preschool educational institution, pedagogical piggy bank:article "Children live in the kindergarten"
Network pedagogical communities: publications on sites site; fairy tale script "The wolf and the seven Young goats" in a new way
21 slide: PERFORMANCE
Speech monitoring development
children second junior group
Mastering the native language is one of the important acquisitions of a child in preschool childhood. It is acquisitions, since speech is not given to a person from birth. Time must pass for the child to begin to speak, and adults must make a lot of efforts so that the child's speech develops correctly and in a timely manner. The main task of any preschool educational institution is the speech development of preschoolers according to the Federal State Educational Standard. Thanks to him, the initial formation of the child's communication skills, the formation of the correct conversation and thinking takes place. The monitoring results show that the number of preschoolers with significant impairments in the ability to speak correctly has recently increased.
Unfortunately, the ever-busy parents of our time often forget about this, and let the process of speech development take its course. At home, the child spends little time in the company of adults (more and more at the computer, watching TV or with his toys), rarely listens to stories and fairy tales from the lips of mom and dad, and even systematic developmental classes for mastering speech are generally rare. So it turns out that a lot of problems arise with the speech of the child by the time they enter school:
Monosyllabic, consisting of simple sentences;
Poverty of speech, insufficient vocabulary;
Littering speech with slang words;
Poor dialogic speech;
Inability to build a monologue;
Lack of speech culture skills.
Many parents rely on kindergarten to solve problems, but practice shows that two classes a week are not enough to form speech skills and develop communication skills. Theatrical activities help me to diversify the speech practice of preschoolers in kindergarten, it is the theatrical game that has a great influence on the speech development of children: it stimulates speech by expanding vocabulary, improves the articulatory apparatus.
Based on the foregoing, I set myself the goal of developing the speech of preschool children through theatrical activities. The basis of my work was the methods of A.M. Borodich "Methods of speech development", M.M. Alekseeva, B.I. Yashin "Methods of development of speech and teaching the native language", V.I. Loginova "Development of coherent speech". I rely on the latest methodological literature and the magazines "Child in Kindergarten", "Preschool Education".
In the process of children's play activities, I determined the level of speech development of each child. The results obtained were recorded in individual diagnostic charts, which allowed me to effectively build work based on the age and individual characteristics of the children.
I believe that a properly organized subject-spatial environment plays a big role in the development of children's speech, so together with our parents we replenished the theatricalization corner with different types of theater: puppet, finger, table, scenery, characters with different moods, substitute attributes. We designed the Dressing Room corner, where bright sundresses and shirts in Russian folk style were placed, as well as costumes of fairy-tale characters.
Children are happy to take part in the dramatization of familiar fairy tales, select elements of costumes, distribute roles, but there are some children who are worried, feel a sense of fear before entering an impromptu stage. I solved this problem by equipping a “Corner of Solitude” in the group, in which the child can be alone, remember the content of his role.
Theatrical activity allows you to solve one of the important tasks - the development of speech, therefore, the group created the "Center for Speech Activity", in which they placed: fiction, albums with illustrations of familiar works, made a selection of articulatory gymnastics and finger exercises, compiled a card file of didactic games in the following areas :
- To form the grammatical structure of speech "Who has a similar picture?", "We select a rhyme", "Riddles-description", etc.
- For the development of coherent speech “Tell me a word”, “Who can perform these actions?”, “Who, how does he move? "What happens in nature?".
– In the work on the sound side of the speech “What fairy tale is the character from?”, “Clockwork toys”, “Fox hide and seek”, etc.
Technological maps, which include games aimed at developing speech, help to achieve systematicity in my work. I turn these games on in all regime moments. Also, the project "Fairy tale as a source of children's creativity" implemented by me, the purpose of which is aimed at developing the speech of preschool children, made it possible to achieve positive results. She built the work within the framework of this project in a system, consistently, directing the activities of children and adults to achieve a positive result. Project activity allows me to successfully solve problems aimed at the timely development of speech through theatrical activities.
Educational opportunities for theatrical activities are huge, its subject matter is not limited and can satisfy any interests and desires of the child. Theatrical activities develop the sphere of feelings, awaken compassion in the child, the ability to put oneself in the place of another, rejoice and worry with him.
Therefore, one of the stages in the development of speech through theatrical activity is work on the expressiveness of speech. In the process of expressiveness of the replicas of the characters, their own statements, the child's vocabulary is imperceptibly activated, the sound culture of his speech, its intonation structure is improved. At this stage, I build the work in the following sequence: first, I myself play the intended plot in roles, then I invite the children to speak for the characters. And only after the children have memorized the content, I offer a game on this plot. Examples of such games can be the games “Guess the riddle”, “Fairy tale inside out”, “Does it happen or not?” etc.
The next stage of my work is creative tasks. For example, in the game “A Gift for Everyone”, I give the children a task: “If you were a magician and could work miracles, what would you give us?” or “What wish would you make?” These games develop in children the ability to make friends, make the right choice, and cooperate with peers. I also conduct games to increase the significance of each child, for example, in the games “Compliment” and “Mirror”, I invite children to say a phrase that begins with the words: “I like you ...”, in such games I help the child see his positive sides and feel that it is accepted by the partners in the game.
Using the method of fairy tale therapy in my work, I develop children's creative initiative, the ability to overcome children's fears, a sense of anxiety. I tell fairy tales that show ways to resolve conflict situations, I think that they form in children a position of common sense and a healthy sense of humor in relation to adversity, they talk about family tricks. An example of such fairy tales can be "The Ugly Duckling", "The Magic Word", "Who spoke first?".
A kind of school of the elementary foundations of acting - theatrical sketches. Rehearsals for sketches are no less important than the staging of the performance itself: there is a consistent acquaintance, artistic skills of preschoolers. In the game “This is the pose”, children learn to observe, develop logical thinking, beating the sketch, convey expressive movements, an expression of joy. After dramatization of fairy tales, I conduct a discussion, ask questions: What feelings did you experience during the performance? Whose behavior, whose actions did you like? Etc. Reflection of the emotional attitude to the events that have occurred, children convey through drawing, writing stories.
The theatrical game is a favorable environment for the creative development of children, and this activity helps the development of children's speech. Therefore, in the process of playing activity I include: musical and rhythmic warm-ups, these are musical and practical games and exercises that develop mobility, plastic expressiveness, musicality and rhythm; breathing and speech gymnastics, with the help of which children form the correct, clear articulation and pronunciation. In the work on the formation of a sound culture of speech, I widely use speech means: nursery rhymes, rhymes, tongue twisters, etc.
I believe that with the right and skillful selection, they contribute not only to the correct formation of sound pronunciation, but also generalize the knowledge of children about the surrounding reality. In classes for the development of coherent speech, I pay great attention to examining illustrations and paintings, children describe objects and phenomena, use various speech turns. In joint activities with children, I spend speech therapy five-minute sessions, and on Friday afternoon, “theatre hour”. Practice has shown that work on the development of speech will not be complete without the participation of the family. Only in close contact with parents can positive results be achieved. Therefore, all my work was aimed at increasing the competence of parents in this matter, for this I conducted a workshop "The role of theater in the development of children's speech", which consisted of three sessions:
"Puppet and Toy Theater in Kindergarten" - lecture-discussion;
"Theatrical games - the way to children's creativity" - a master class;
"Tales, tales, tales ..." - workshop.
This work with parents is effective, as it allows them to give them not only theoretical knowledge, but also to consolidate it in practice. In the course of working with parents, conversations were offered:
"The role of parents in the development of a child's speech";
"I'm a little actor";
Do-it-yourself puppet theaters for preschoolers.
Parents could get acquainted with the positive experience of family education in the development of speech, get recommendations on working with children in this direction at the parent meeting "Theater in the Life of a Child", as well as on the pages of the newspaper "News from the fontanel".
As a result of the work carried out, its necessity was noted by 70% (35% at the beginning of the year). Parents have become more competent in this matter, they offer me their help in preparing for performances, some parents noted that children at home play small scenes at family holidays, while very expressively conveying the characters' characters. This work was carried out in close contact with narrow specialists. Together with the music director, they selected music for various images of fairy-tale characters, held theatrical performances based on the fairy tales "Turnip", "Teremok". The physical education instructor worked out various movements, helped in organizing leisure activities, holidays, giving children the opportunity to be active, independent, and creative. The work carried out is effective, as indicated by the positive results of the re-examination:
1. The level of speech development has increased in children.
2. Interest in theatrical activities has grown, children actively take part in the dramatization of familiar fairy tales, play small scenes.
3. The level of formation of communication skills has noticeably increased.
Summing up, I would like to note that the influence of theatrical activities on the development of speech is undeniable. With the help of theatrical classes, it is possible to solve almost all the tasks of the speech development program, and along with the main methods and techniques of the speech development of children, this richest material of the verbal creativity of the people can and should be used.
