Theatrical activities as a means of correcting the speech of preschool children. Master class “Theatrical activities as a means of correcting speech disorders. As a means of overcoming speech disorders
Coherent speech is a special and complex form of communicative activity. With normal speech development of a 5-6 year old child, the essential characteristics of speech are a significant length of speech utterances, coherence, consistency, and logical and semantic organization. In children with general underdevelopment level III speech (R.E. Levin, T.B. Filicheva, G.V. Chirkin) a specific uniqueness of coherent speech is noted.
Lack of development of coherent speech is manifested both in dialogues and monologues. This is confirmed by the difficulties of programming the content of extended statements and their linguistic design. Characteristic features of coherent speech are a violation of the coherence and sequence of the story, semantic omissions of essential elements storyline, fragmentation of presentation, violation of temporal and cause-and-effect relationships in the text. These specific features are due to the child’s low independent speech activity, the inability to identify the main and secondary elements of the plan and the connections between them, and the impossibility of clearly constructing an integral composition of the text. At the same time as these errors, the poverty and monotony of the language used is noted. When telling stories, children mainly use short, uninformative phrases. When constructing sentences, individual sentence members are omitted or rearranged, and word connections within a phrase are incorrectly formed.
In addition, as researchers point out (Yu.F. Garkusha, V.P. Glukhov), preschool children with general speech underdevelopment are characterized by:
Difficulties in spatial orientation, especially in differentiating the concepts of “right” and “left”;
Unstable attention, low levels of voluntary attention;
Decreased auditory memory and memorization productivity;
Lack of mobility, inertia, rapid exhaustion of imagination processes;
Decreased performance, fatigue and irritability.
Children with general speech underdevelopment are often uncommunicative, constrained, and poorly adapted to the environment. Disadvantages of speech development also affect their gaming activities. They often lose the opportunity to play with their peers due to the inability to express their thoughts and the fear of seeming funny, although the rules and content of the game are available to them. When playing, such children show either timidity, lethargy, and stiffness of movement, or imbalance, motor restlessness, and fussiness in behavior.
In the “Program of speech therapy work to overcome general speech underdevelopment in children,” much attention is paid to the formation of independent, detailed speech skills in preschoolers with general speech underdevelopment. For this purpose, they are taught the ability to compose stories based on pictures and their series, descriptive stories, and retellings. In addition, tasks are set to develop the skill of conveying in speech a sequence of events in the process of observing a series of actions performed; composing stories with elements of complexity (adding episodes, changing the beginning or end of the story, etc.); writing stories on a given topic.
The importance of theatrical activities in the development of speech in children with general speech underdevelopment
In order to develop coherent speech in preschoolers with general speech underdevelopment, theatrical games are used that make it possible to interest pupils in the classroom, hold their attention, liberate them, develop reproductive and elements of creative imagination, elementary logical thinking, memory and, most importantly, to form internal motivation for speech utterance. Theatrical games are dramatizations and reenactments of fairy tales. A fairy tale is the most universal, comprehensive method of correctional work (T.D. Zinkevich-Evstigneeva, N.M. Pogosova, D.Yu. Sokolov, etc.). A fairy tale is the figurativeness of language, its metaphorical nature, psychological security. The texts of fairy tales expand vocabulary, help to construct dialogues correctly, and therefore influence the development of coherent speech.
Theater for a child is always a holiday, a bright, unforgettable experience. A fairy tale, due to its accessibility, is close and understandable to children, and they find the embodiment of fantasies and a reflection of their worldview in the theater. Therefore, the combination of theater and fairy tales is harmonious and justified.
Theatricalization of fairy tales promotes active emotional and intellectual development and instills social and moral qualities. Theater and fairy tales teach us to be kind, sensitive, honest, and fair. Taking on a certain role, the child tries through facial expressions, speech and movements to convey the mood of his hero, his character, and behavioral characteristics. Movements become more confident, emotionally vivid, speech becomes more expressive intonation. Staging fairy tales helps to learn creative storytelling, which plays an important role in the development of verbal and logical thinking, providing great opportunities for the child to independently express his thoughts, consciously reflect in speech various connections and relationships between objects and phenomena, and contributes to the activation of knowledge and ideas about the world around him.
IN correctional work with children with speech impairments, it is always necessary to rely on their emotional world, cognitive interest This is why the role of poetry in children's theatrical games and exercises is so great.
A poetic text, as rhythmically organized speech, activates the child’s entire body and contributes to the development of his vocal apparatus. Poems are not only of a training nature for the formation of clear, competent speech, but also find an emotional response in the child’s soul and make various games and tasks fun. Children especially like dialogical poems. Speaking on behalf of a certain character, the child is more easily liberated and communicates with his partner. At the next stage, you can create a whole mini-performance from the poem and perform it in the form of sketches. In addition, learning poetry develops memory and intelligence.
A child, learning his role in a fairy tale, finding himself in a specific ethnic environment, shows activity and interest in participating in theatrical activities, despite limited speech capabilities.
Communicative actions in theatrical play are mediated through leading activities preschool age- gaming. It is the game that has the most significant impact on the development of the child, and primarily because in the game children learn to fully communicate. The playing role is that external support that helps the child manage his behavior. A role can reveal a potential communicative resource in a child.
Theatrical activities help the child convey his emotions and feelings not only in ordinary conversation, but also in public. The habit of expressive public speech (necessary for subsequent schooling) can only be raised by involving the child in performing in front of an audience.
Work on word formation includes the use of all expressive means in different variations and interpretations, allowing children to realize their communicative needs:
Expressive-facial (look, smile, facial expressions, expressive vocalizations, expressive body movements);
Object-effective (locomotor and object movements, postures).
In theatrical activities, dialogue is actively developing as a form of socialized (communicative) speech. The stage dialogues are ideal, “correct,” logical, emotional. Children subsequently use literary figures of speech memorized during preparation for a performance as ready-made speech material in free speech communication.
A theatrical developmental environment for a child with a speech disorder provides a complex of psychological and pedagogical conditions that promote emotional well-being, self-development, and satisfaction of the leading needs of age; maximum correction, compensation for speech development disorders, associated disorders (motor, emotional and others). And the prevention of secondary deviations: targeted socio-emotional development, the formation of mechanisms for the conscious regulation of one’s own behavior and interaction with others, cognitive needs.
Types of theatrical games
Theatrical games are divided into two main groups: directing and dramatization games.
Directing games include tabletop, shadow, flannelgraph theater.
The tabletop theater uses a wide variety of toys - factory-made, from natural and any other material.
Tabletop picture theater - it is better to make all pictures, characters, and decorations double-sided, since turns are inevitable, and to prevent the figures from falling, stable supports are needed.
Flannelograph. Pictures or characters are displayed on the screen. They are held in place by flannel or carpet, which covers the screen and the back of the picture. The imagination here is limitless: drawings from old books, magazines, etc.
Shadow theater. You need a screen made of translucent paper, expressively cut out black flat characters and a bright light source behind them, thanks to which the characters cast shadows on the screen. Interesting images are obtained using the fingers: a barking dog, a hare, a goose, etc.
Types of games - dramatizations
By participating in dramatization games, the child enters the image, transforms into it, and lives its life.
Most often, the basis of dramatization games are fairy tales. Images attract children with their dynamism and clear motivation of actions. Poems with dialogues are also used, thanks to which it is possible to reproduce the content by role. Attribute is a sign of a character. Don't bother yourself with making it completely. This could be a mask, cap, apron, wreath, belt, etc.
Games – dramatizations with fingers. The child puts the attributes on his fingers. He “plays” the character whose image is on his hand, speaking the text while behind a screen or moving freely around the room.
Games – dramatizations with bibabo dolls. Puppets are put on the fingers and usually act on a screen behind which the driver stands.
The use of theatrical activities as a means of correcting the emotional and communicative sphere of children with speech impairments has a positive effect on the development of emotional speech, imagination, and the formation of the foundations of imaginative thinking at the stage of preparing children for school. There is a significant increase in speech activity, the use of various types of communicative statements (appeal - motivation, appeal - question, appeal - message); mastering the semantic aspect of human facial expressions, natural and expressive gestures, using them in the practice of communication; development of coherent, diagnostic, monologue speech.
The use of theatrical activities to correct speech disorders in children with general speech underdevelopment
Working with children who have general speech underdevelopment and summarizing previous work experience on the topic “Formation of vocabulary that reflects emotional condition children through didactic games"I was convinced that the vocabulary is very limited. Insufficient formation of coherent speech is manifested in both dialogues and monologues. The content offered by the program is poorly absorbed by children. This happens because children have unstable attention, fatigue, irritability, and decreased interest to the environment, motor skills are characterized by insufficient coordination.
Poorly speaking children, beginning to realize their deficiency, become silent, shy, indecisive, their communication with other people becomes difficult, and cognitive activity decreases. This happens because the child becomes a “difficult” interlocutor: it is difficult for him to be understood by others. Therefore, any delay, any disturbance in the development of a child’s speech negatively affects his activity and behavior, and therefore the formation of his personality as a whole.
In order to interest children, hold their attention, liberate them, develop creative imagination, logical thinking, memory, speech, I decided to use theatrical activities.
The educational possibilities of theatrical activities are wide. Skillfully posed questions force them to think, analyze, draw conclusions and generalizations. In the process of working on the expressiveness of characters’ remarks and their own statements, the child’s vocabulary is imperceptibly activated, the sound culture of speech, its intonation structure, as well as coherent speech are improved. Theatrical activities help the child convey his emotions and feelings not only in ordinary conversation, but also in public. The habit of expressive public speech, necessary for subsequent schooling, can only be developed by a child speaking in front of an audience. When distributing a role in a theatrical game, one should take into account the speech capabilities of each child during a certain period of speech therapy work. It is very important to allow someone to speak on an equal basis with others, at least with the smallest speech, in order to give the opportunity, while reincarnating, to escape from a speech defect or demonstrate correct speech. It doesn’t matter what role the child plays, it is important that he creates an image with features unusual for him, learns to overcome speech difficulties and freely engage in speech. The desire to get the role of a character is a powerful incentive for quickly learning to speak clearly and correctly.
Studying psychological, pedagogical and methodological literature, I came to the conclusion that theatrical activities have a great influence on speech development child. Stimulates active speech by expanding vocabulary and improving the articulatory apparatus. The child internalizes wealth native language, his means of expression. Using expressive means and intonations that correspond to the character of the characters and their actions, he tries to speak clearly so that everyone understands him.
In theatrical play, dialogical, emotionally rich speech is formed. Children better assimilate the content of the work, the logic and sequence of events, their development and causality. Theatrical games promote the assimilation of elements of verbal communication (facial expressions, gestures, posture, intonation, voice modulation).
Purpose, objectives, principles, methods and techniques of working with children
Formation of dialogical and monologue speech skills through theatrical activities.
1. Develop dialogic and monologue forms of speech, cultivate a culture of verbal communication.
2. Enrich your vocabulary with new words and phrases.
3. Automate the given sounds in spontaneous speech.
4. Develop speech breathing, correct articulation, diction based on reading tongue twisters and poetry.
5. Develop visual and auditory attention, memory, observation, fantasy, imagination, imaginative thinking, improvisation skills.
6. To form a stable interest in theatrical games, the ability to act out familiar poems, fairy tales, convey characteristics heroes with the help of expressive means of speech and using artistic qualities: plastic expressiveness, facial expressions, gestures.
Principles:
Systematicity and consistency (material is selected as it becomes more complex, in a certain order, system).
Accessibility (the scope of tasks corresponds to the level of development and preparedness of children with speech impairments).
Visualization (most tasks involve relying on the child’s sensory experience, his direct observations (video materials, attending performances, looking at illustrations).
Completeness of work (theatrical activities are included in the general system of the educational process, the success and effectiveness of which depend on cooperation with other teachers (speech therapist, music director, second teacher).
Methods and techniques:
One of the main tasks in the development of coherent speech in children with general speech underdevelopment is the need for the correct choice of teaching methods and techniques.
1) Visual method - a variable method of using visual material is used as a means of achieving coherence of speech. Visualization, on the one hand, is a source of information for expression, a means of accumulating knowledge and, on the other hand, it suggests the course of presentation of thoughts and the structure of the text. For this purpose, at the beginning of learning, children are offered pictures, a series of plot pictures, and later schematic pictures, conditionally visual diagrams.
2) The main methods of teaching children coherent speech include the verbal method - teaching retelling, storytelling (about objects, from pictures, etc.) and oral composition from the imagination.
When applying the story method, such methodological techniques are used as: presentation of information, activation of attention, techniques for accelerating memorization (mnemonic, associative), logical techniques of comparison, juxtaposition, highlighting the main thing, summarizing.
3) The main and most important activity inherent in a child is play, therefore game method plays an important role in the development of coherent speech. These include didactic, developmental, finger games, as well as game exercises and dramatization games.
Unfortunately, there is no special literature for preschoolers with general speech underdevelopment, therefore, in accordance with their speech capabilities, I tried to systematize the material myself, which includes games, poems, nursery rhymes, fairy tales, and stories.
While working on the topic I carried out:
Selection methodological literature And works of art various genres;
Developed a long-term plan for the theatricalization of works of art of various genres, adhering to lexical themes;
Created a card index of verbal and educational board games;
I selected articulation and finger gymnastics complexes;
Selected dialogues;
She made attributes for different types of theaters: tabletop, puppet, finger, flat, shadow and illustrations for fairy tales for flannelograph.
Identified the main areas of activity:
1. the child’s gradual transition from watching an adult’s theatrical performance to independent play activities,
2. from individual play to play in a group of three to five peers playing roles,
3. from imitation of actions in combination with the transfer of the main emotions of the hero to mastering the role of the image in a theatrical play.
Sequence of work organization aimed at correcting speech disorders in children with general speech underdevelopment through theatrical activities
The group has created a subject-based developmental environment: a theater corner in which all types of theaters are located in a place accessible to the child, screens where they can play any fairy tale on their own or with their peers in their free time, and choose the fairy-tale character they like. At the same time, she took into account the individual characteristics of children, their interests, inclinations, preferences, and needs.
All this stimulates the desire to engage in theatrical activities, forms curiosity, cognitive activity, creative abilities, and therefore, most importantly, the development of speech.
Talked about rules of conduct:
Speak quietly;
Feel free to show your abilities (don’t be shy);
Take care of each other (do not offend);
Help each other (don't laugh);
Listen carefully (let everyone speak).
I conduct a theatrical activity class once a week in the afternoon. To do this, you do not need to organize any special classes, overloading the class schedule. I widely use theatrical activities in classes to introduce fiction in critical moments. First of all, I conducted a diagnostic study of the gaming interests and preferences of preschoolers in theatrical activities.
The results showed that many children have not been to the theater, but they know what theater is and love to play the roles of fairy-tale characters and would like to become artists.
Purpose: To introduce the rules of behavior in the theater. Show possible options for cultural actions, evoke positive emotional experiences associated with visiting the theater.
Having studied the literature, she developed criteria for examining the speech and artistic abilities of children. During the examination I used the book "100 speech therapy games" Skvortsova I.V., "Make up a story based on a series of plot pictures" by N.S. Zhukova, " Didactic material on examination of children's speech. Lexicon"O.E. Gribova, T.P. Bessonova.
I developed criteria for the survey:
1. Vocabulary:
Classification, selection of generalizing concepts;
Lexical compatibility of words (selection of features, actions for the subject).
2. Level of development of coherent speech:
Retelling a text (a familiar fairy tale or short story);
Compose a story based on a picture or a series of pictures.
3.Use of artistic abilities:
Diction, intonation, facial expressions, gestures (reading a familiar poem).
Responses were assessed at three levels:
Red High level:
Has a vocabulary within the limits of everyday life;
Independently dramatizes excerpts from familiar fairy tales, consistently conveys the content of the text;
Diction is clear and intelligible;
Speech is emotional;
Gestures and facial expressions are expressive.
Green Medium level:
The vocabulary is limited;
Dramatizes excerpts from familiar fairy tales with the help of an adult, following the sequence;
Diction is not clear and intelligible enough;
Uses facial expressions and gestures, but requires the help of a teacher;
Expressiveness of speech is insufficient.
Blue Low Level:
Vocabulary is severely limited;
The child has difficulty in dramatized fairy tales; the child finishes certain words after the adult;
Diction is unclear and slurred;
Inexpressive speech;
Does not use facial expressions or gestures.
The initial examination showed that many children have a poor active vocabulary, have difficulty forming words, have difficulty learning words denoting the quality, characteristics, and actions of objects, and have difficulty retelling familiar fairy tales. Stories based on pictures are based on leading questions. They do not know how to use facial expressions, gestures, and means of expressiveness in oral speech.
The examination showed:
High level – 1 person – 6%;
Average level – 5 people – 30%;
Low level – 10 people – 64%.
Analysis of the diagnostic results showed the importance and need for in-depth work on this topic.
Theatrical games were carried out in stages. At the first stage, they performed game exercises aimed at developing facial expressions and pantomimes. Thanks to them, movements became more confident, free, and liberated.
Game exercises to develop facial expressions
Eat sour lemon.
The children wince.
Get angry at the fighter.
The children furrow their eyebrows.
Meet a girl you know.
The children are smiling.
Be afraid of the bully.
Children raise their eyebrows, open their eyes wide, and open their mouths slightly.
Gesture training
Show a tall boy, a short one; small mosquito, bear.
Show directions: there, up, down, around.
Show different people: I, you, we.
Development of pantomime
They bloomed like flowers.
Withered like grass.
Let's fly like birds.
A bear is walking through the forest.
A wolf sneaks after a hare.
Development of speech breathing
- "Game with a candle."
She suggested that the children take a silent breath through their nose, then blow on a burning candle located at some distance. The child should not extinguish the candle, but only make its light dance smoothly. The air is exhaled in a thin, elastic and smooth stream through tightly compressed lips. The first time the exercise is done with a real burning candle, and then you can play with an imaginary flame.
Game "Miracle Ladder".
Children pronounce each subsequent phrase, raising the tone of their voice.
Chu-do-le-sen-koy-sha-ga-yu,
You-so-I-na-bi-ra-yu:
Step-up-the-mountains,
Step-on-that-chi...
A-lift-all-you-she,
No-ro-be-yu, I want to sing,
Stiffness in finger movements in children who speak poorly indicates underdeveloped fine motor skills. Research results by N.S. Zhukova, M.M. Koltsova, E.M. Mastyukova, T.B. Filicheva confirms that training fine movements of the fingers stimulates the development of speech.
Finger Theater:
Develops attention, thinking, memory, has a beneficial effect on the child’s speech, i.e. stimulates speech development;
Helps remove tension not only from the hands themselves, but also from the lips, relieves mental fatigue;
Develops the hands, they become more mobile and flexible, which will help in the future to master writing skills.
She told me that our theater is unusual - a finger theater: “The fingers are actors, and you and I are directors.” Decorations and finger caps are made of paper and fabric.
On the table there is a table theater - a screen.
Educator. What is this? (Theater.)
Who plays in the theater? (Actors.)
Guess the riddle and name who will be an actor in our theater.
Five brothers
Equal for years
They are different in height.
The actors in our theater will be the fingers, and we, the directors, will teach them to move correctly. Let's start preparing them.
The teacher stands behind the screen and demonstrates the movements to the child, who repeats them. The number of games offered to a child depends on his individual characteristics and capabilities.
Fingers stood together in a row,
Children place their hands in front of their faces, turning their palms back.
We bent down and again
They clench and unclench their fingers.
Reached up
warmed up,
They move their fingertips.
They remained standing straight.
We have a lot of fun playing
We exercise our fingers.
They touch with the pads of the fingers of the same name.
Every finger is like a hook
Got caught on a side.
Starting with the right little finger, grab each finger of the right hand with the little finger of the left hand, like a hook, then the same movements with the little finger of the right hand.
We will continue training
We walk very smartly.
A firm step means success in everything
We are walking very briskly.
They walk with all their fingers.
We rode on the swings
Thumbs up and down
They clench their hands into a “lock”; press the fingers of the right hand with the back of the left palm, straighten the fingers of the left hand; alternately change the position of the fingers of both hands.
What an attraction!
He was very funny!
The fingers are sitting in the house,
They want to look out.
Squeeze your left palm with your right palm.
We will help them a little -
And you will get a window.
The thumbs and index fingers of both hands are connected and rounded, then the thumbs and middle fingers, etc.
Children, look into every window.
During play sessions, she invited the child to show the characteristic movements of an animal; the rest guessed who it was. Or they imitated the actions of people (washing, sweeping the floor, etc.). To develop the speech apparatus, she sought dynamism, efficiency and speed of movements of the torso, arms, legs, head; developed motor coordination. All articulation exercises were performed with counting and speech accompaniment. For example, hit the table with each finger in turn, accompanying the movement of the fingers with a rhythmic, syllable-by-syllable pronunciation of a tongue twister:
We are to-pa-li, we are to-pa-li,
Do-to-la do-to-pa-li,
Do-to-la do-to-pa-li,
It almost didn't work!
The plasticity of each animal or the objective actions of the characters was mastered in mass plastic sketches. Everyone learns to move like a mouse, then everyone learns to move like a hare, frog, fox, etc. There are such pantomimic scenes in every fairy tale.
I often used a very effective method of pair work between a teacher and a child. It is used when you need to master the expressive intonation of a character's speech. I took on a role with complex intonation and played in pairs with a child, with each child in the group in turn. And then vice versa. For example, in the next episode of the fairy tale “Zayushkina’s Hut,” the hare discusses what he should do, how to get his house back? and the dogs, the bear and the rooster take turns offering him their help. At first I took on the role of a hare, then the role of a dog, then a bear, etc. After working together with a child, it is easier for him to cope with the acting task, because... he has heard the model and will strive for it. But the direct instruction “Do as I do!” not used.
I read quatrains to the children with different intonations. Then I asked them to repeat it, and maybe find new variants of intonation, for example: surprised, mockingly, with bewilderment, sadly, cheerfully, with compassion. She also gave the children the following task: “Say a phrase, placing emphasis on a new word each time. For example: “Don’t forget to feed the fish,” “I love my sister,” etc. I drew the children’s attention to how the meaning of the phrase changes depending on from a stressed word.
With the help of nursery rhymes, tongue twisters, and poems, the sound in words and phrases is clarified.
Children become interested when they not only speak, but also act like fairy-tale heroes. With different intonation of words (loud, fast, slow, happy, sad), children develop melodic-intonation expressiveness and fluency of speech.
Children feel well and repeat intonations based on contrasts. For example, how three bears talk, how a stepdaughter and stepmother’s daughter address 12 months. The exercises were carried out like this: they spoke for some character (a girl, a bear), and the children guessed a fairy tale. Then they themselves, using intonation, asked similar riddles to each other. IN Everyday life, in communication and play, we trained children in a variety of intonations of the most familiar words: “hello” (joyfully, gloomily, affably, kindly, casually), “goodbye” (with regret, grief or hope for see you soon), “take it” (casually, reluctantly, affably, with a desire to please).
Conducting a set of special exercises: breathing exercises, finger games, children's play songs, I used poetic text to develop vocabulary (through parsing words) and grammar (by memorizing and using them). She selected works from children's play folklore (counting books, teasers, tongue twisters, jokes, etc.), the children liked to memorize them and play them out.
Worked on developing dialogic speech. Dialogue is the first stage in the development of coherent speech.
The main tasks for teaching children dialogical speech:
Enrich children's speech experience with various types of dialogic cues.
To teach understanding of a variety of initiative messages (messages, questions, incentives).
Engage in speech using simple forms of dialogue: questions and answers.
Develop the ability to use appropriate intonation, gestures and facial expressions.
The imitative abilities of preschool children help them master speech patterns of dialogical remarks: the speech of others, literary works, various theatrical performances, performances, conversations after viewing them.
In my work, I used games with dialogic content, designed to teach children dialogical remarks based on the functions performed, entering into a dialogue one by one, adhering to the topic of conversation and other rules of dialogue and speech etiquette.
For example.
Hare and piglet
The hare picked a carrot in the garden.
I met a piglet.
Piglet. Hello, bunny.
Hare. Hello, piggy.
Piglet. Give me a carrot, bunny.
Hare. I have only one.
Piglet. Give it, please.
Hare. Okay, I'll share.
The hare chewed the carrot in half, kept one part for himself, and gave the other to the pig.
Teaching Dialogue Cues
We also memorized dramatizations of ready-made dialogues.
To form this aspect of speech, dialogue scenes have been developed for finger theater on lexical topics. They were shown both separately and included in classes.
Compiled poetic dialogues teach children the ability to communicate, conduct a conversation, answer questions, use different intonations in speech, select the right tempo, change the strength of the voice, and practice correct speech breathing.
For example.
Sweet pepper met
Gorky little brother:
Something has become very thin,
You've lost too much weight.
Hot pepper replied:
That's why I became thin,
That I followed a diet
I didn’t eat sweets at all
That's why I lost weight.
In the course of such work, children’s vocabulary is enriched and they learn to form new words.
The cockerel met a cat and then asked him:
- Why are you a black cat?
-Climbed into the chimney at night.
- Why are you white now?
- I ate sour cream from a pot.
- Why did you turn gray?
- The dog rolled me in the dust.
- So what color are you?
– I don’t know that myself.
Questions are formulated in such a way that when answering them, children use their existing knowledge and ideas. For example.
Why did the kitten come out of the chimney black? (Dirty in soot, the smoke pipe is black).
Why did he turn white? (The sour cream is white, the fur coat is stained with sour cream, the sour cream is stuck to the fur coat.)
Why did he turn gray? (Dust is gray in color.)
What color is it really? (Tabby? Black? White? Spotted? Red? etc.)
What should you do to find out the real color of a kitten? (We need to wash it.)
This text can be associated with the task of creating series of words similar to the following: cat - cat - cat; doggie - dog - doggie.
She sat the child in front of her, gave him a character in his hands, and took another for herself. She conducted a dialogue, involving the child in it, so as to evoke intonations of surprise, objection, joyful amazement, etc.
In the process of working on the expressiveness of characters’ remarks and their own statements, the child’s vocabulary is imperceptibly activated, and the sound side of speech is improved. The new role, especially the character dialogue, confronts the child with the need to express himself clearly, clearly, and intelligibly, to answer questions by constructing common sentences.
Tell me, what kind of bunny was when the fox drove him out?
Children. Sad, sad, upset, crying.
Educator. Now show me.
Children show.
What did the bunny become when the cockerel drove out the fox? Picture it. You are right, at first the bunny was like this - sad, and then, when the cockerel drove out the fox, he was like this - cheerful and joyful.
Why do you think the cockerel was able to drive the fox out of the house?
That's right, because the cockerel is bold, brave, and vocal.
Why can a rooster be called a true friend?
Yes, indeed, the cockerel acted like a true friend, because a friend is a friend in trouble!
Do you want to be as brave as our hero the cockerel? You and I, too, will now turn into brave cockerels.
Show... (addresses the child) how the cockerel walked and raised his legs high.
And you... (addresses the child), show how the cockerel crowed loudly.
How loudly and menacingly he spoke, show me... (addresses the child).
What kind of fox was there in the fairy tale? What words did the fox say to the cockerel? And as I said, let's try.
They show parts of the fairy tale, how the cockerel drives the fox out of his house.
Well done, we drove away the fox. Now I know for sure that if a bunny asked you for help, you would definitely help him!
By the end senior group the children became more confident, relaxed, and more active in speech. They developed a steady interest in theatrical play, a desire to take an active part in creating scenery and attributes, and in staging fairy tales.
Theatrical games develop thinking, attention (children focus their attention, hold it for a relatively long time, memory (children remember their role, the names of the main characters, characteristic features). Also, children's participation in dramatizations enriches their vocabulary. Theatrical play is an effective developmental, correctional and psychotherapeutic tool in working with children of senior preschool age with general speech underdevelopment.
At the end of the first year of work on this topic, I conducted a second examination of children, which showed emerging improvements.
Low level – 5 people. - thirty%
Average level – 5 people. - thirty%
High level – 6 people. – 40%
In the preparatory group for school, I set a goal: developing monologue speech skills.
At the same time, the following problems were solved:
Develop imagination, creativity, improvisation skills;
Improve dialogic and monologue speech;
to create a desire to create decorations and fairy-tale attributes with your own hands.
She chose more complex fairy tales: “Geese-Swans”, “Cockerel and bean seed", "Winged, furry and oily", etc.
To solve the problems I used the following methodological techniques:
Introductory conversation - preparing children to perceive the work. Fairytale assistants – finger toys – helped conduct the introductory conversation. As is known, similar pedagogical technique(the presence of a puppet character, a kind of leader) facilitates communication during the lesson, helps to concentrate the attention of children.
Expressive storytelling.
Conversation on the content of the fairy tale. I found out whether the children correctly understood the content and meaning of the fairy tale.
Repeated telling of a fairy tale to consolidate its holistic perception.
Before repeating the story, the children were instructed to listen carefully to the fairy tale for subsequent dramatization.
Children's dramatization of fairy tales. At the initial stage, she actively participated in the production of the fairy tale - she voiced the words of the author, helped the children perform and voice their roles. At the next stages, she significantly reduced her participation in the production.
Organization of the end of the lesson. Children put up decorations and hero figures, say goodbye to the fairy tale, and the lesson comes to an end. The fairytale assistant notes the positive moments, gives homework assignments and encourages efforts with an invitation to a new fairy tale at the next lesson.
Throughout the entire lesson, by means of expressive narration of the fairy tale text, questions, and clarifying explanations, I tried to focus the children’s attention on the content of the fairy tales, ensured that the children understood what they read and reacted emotionally to the events described and the actions of the characters. The children's attention was drawn to certain phrases, figures of speech, and rhythmic features of the text. The literary material of the listened work encourages children to repeat certain sentences, i.e. to following language patterns.
In the process of such work, children learn to use different intonations, voice strength, tempo of speech, to convey the experiences of the characters and their attitude to the characters, events, and actions.
Work on the formation of coherent speech in the process of staging fairy tales was carried out under the following conditions:
She attached great importance to the children’s mood for a “fairytale” activity;
Throughout the lesson, she created conditions for enhancing the speech activity of children;
Fairy tales were repeated at certain intervals. Children like
repetitions, and, in addition, familiar exercises are perceived more easily, and sometimes with great interest;
Fairy-tale characters were examined before the performances began, so that the children would not be distracted later;
It is important to remember that this is a play production. The most important thing is that the child gets used to the role, begins to relax and speak;
It must be remembered that everything children do: words, movements, improvisations (they should be especially encouraged!) are successful and successful.
All the work done played an important role in the development of children’s coherent speech, since during such activities the children independently acted out and voiced the content of fairy tales, while practicing the monologue form of speech.
Speech activity developed, children learned to speak out on their own initiative. They are able to answer questions by constructing common sentences and strive to correct pronunciation sounds, independently retell fairy tales using flannelgraph theaters.
The children showed fairy tales to the little ones with great desire.
Outside of classes included:
– modeling from plasticine figures of favorite fairy tale characters, which children later used in director’s games;
– making sketches for the most striking episodes of the fairy tale;
Paper crafts using origami technique.
Literature
1. Alyansky Yu.L. "Theater everything is possible" St. Petersburg 2002
2. Antipina A.E. "Theatrical activities in kindergarten." – M., 2006.
3. Artemova L.V. "Theatrical games for preschoolers" - M., 1991.
4. Burenina A.I. Theater of everything. Saint Petersburg,. 2002.
5. Gribova O.E., Bessonova T.P. "Didactic material on examining children's speech. Vocabulary" Guidelines Moscow, 2001
6. Doronova T.N. “We play at the theater.” - M., 2005.
7. Magazine "Educator" No. 10 2010
8. Magazine "Preschool Education" 2010 No. 8
9. Magazine "Speech therapist" 2008 No. 4, 2007 No. 6 No. 4, 2011 No. 2
10. Karamanenko T.N., Yu.G. Puppet theater for preschoolers. - M., 1982.
11. Petrova T. I., Sergeeva E. L., Petrova E. S. Theatrical activities in kindergarten. Moscow, 2000
12. Seliverstov V.I. "Speech games with children" Moscow "Vlados" 1994
13. Churilova E.G. "Methodology and organization of theatrical activities for preschool children" Moscow, "Vlados" 2011
Larisa Samodayeva
Master class “Theatrical activities as a means of correcting speech disorders”
Target: increasing the competence of speech therapists in using theatrical activities in correctional work, development of fantasy and creativity.
Tasks:
Encourage widespread use theatrical activities in the correction of speech disorders.
Draw the attention of teachers to theatrical play.
To find out the educational needs of speech therapists in questions speech development.
Introduce teachers to different types theaters.
Teach teachers how to make some types theatrical aids.
Participants: teachers - speech therapists.
Form of conduct: Master Class.
Methodical techniques:
conversation, productive activities of speech therapists, dialogue, theatrical play, analysis of results.
Move master class:
1. Greeting
Dear colleagues! I'm glad to see you on master class.
2. Main part
Working long time with children with special needs in the compensatory group, you understand that often traditional teaching techniques and methods do not allow you to achieve your goals and objectives.
The introduced sounds take a very long time and are difficult to introduce into everyday speech. It is very difficult to work on intonation expressiveness of speech. Emotionality and facial expressions are not sufficiently developed in many children. Children are constrained, pressed, and closed to communication. Coherent speech is formed late.
I would like to see not only the pure pronunciation of the sounds of our children, but that the children have perfect command of all components of speech. So that the speech is expressive, emotional, so that the child can freely and easily communicate with peers and adults.
This is facilitated by theatrical activity.
What do you think our children like to do in kindergarten? (Answers).
You are absolutely right in noticing that our children play a lot. It's no secret that the game is a leading species activities in kindergarten.
Theatrical activities is perceived by children as a game, so it is easy to involve children in it.
The child completely liberates, ceases to be shy, and under the skillful, unobtrusive influence of an adult, becomes pliable like plasticine.
By creating one or another game situation, you can reinforce the given sounds, practice certain grammatical exercises, replenish the children's vocabulary with new words, and intensify the development of coherent speech. The child will not even suspect that he is learning something, because for him it is a game.
Main areas of work in theatrical and play activities: Slide 3
1. Development of culture speeches: articulatory motor skills, phonemic perception, speech breathing, correct sound pronunciation.
2. Development of general and small motor skills: coordination of movements, fine motor skills of the hand, relief of muscle tension, formation of correct posture.
3. Stage development mastery and speech activity: development of facial expressions, pantomime, gestures, emotional perception, improvement of the grammatical structure of speech, monologue and dialogic forms of speech, gaming skills and creative independence.
Taking into account the characteristics of children with speech disorders, we understand how hard it is for them every step on the path to success. Therefore, of course, it is not very advisable to immediately involve them in the production of plays and fairy tales. By doing this we can only achieve the opposite effect. A child, faced with a task beyond his strength, may, on the contrary, withdraw. Therefore, it is important to follow a gradual approach when working with children who have speech disorders.
2.1. The first stage is preparatory Slide 4
Here we show and teach means of expression, with the help of which children can show their emotions, and also allow them to communicate more freely with each other. This stage is also good because, despite the fact that speech children's capabilities are at an insufficient level, children can communicate with each other using the entire arsenal of expressive funds(facial expressions, gestures).
I use it in mine work:
Mimic gymnastics;
Psycho-gymnastic games;
Games - pantomimes
Development tasks speech intonation expressiveness;
I suggest to participants master class assignments aimed at developing facial expressions, emotions, and pantomimes.
1. Theater"Mimic gymnastics"
MIME GAME "Transfers"
MIME GAME "Guess what I'm depicting"
2. Theater"Emotions"
Emotions are when we look at a person’s face and understand what their mood is. This task should be easy for you. Now we just need to remember our familiar gnomes. What emotion do you see on each gnome's face?
Images of gnomes: sad, cheerful, angry, surprised, scared.
They name the emotion, and then recite poems, conveying the emotions through voice and facial expressions.
3. Pantomime game "Greedy Dog"
The speech therapist reads the text, the children imitate the movements text:
4. Development tasks speech intonation expressiveness.
a) Say so that they believe you that the circus has arrived.
b) Say the phrase “Oh, winter, winter, all the roads are covered” (reproachfully, affectionately).
c) Convey narrative, exclamatory and interrogative intonation.
It snowed early - early.
Surprised man:
This is snow? Can't be!
Outside? Can't be!
On the grass? Can't be!
December? Can't be!
Is it really snow?
The man didn't believe it.
2.2. Second stage - use theatrical games on speech therapy classes and in free activities Slide 5
At this stage we set ourselves tasks:
Develop breathing, dynamics, tempo, and intonation of speech.
Improve the articulatory apparatus.
Stimulate active speech by expanding vocabulary.
Form dialogical, emotionally rich, expressive speech.
Rhymes – difficult twisters/tongue twisters for the development of diction
There will be a bull, there will be hooves. The bull is thick-lipped, don't pout.
House by the oak tree, by the oak tree Lyuba, we love to look at Lyuba.
Add a word that rhymes
Seryozha ate five big ones for lunch (sausages, pancakes, cutlets).
I put on a big hat to look like (Barmaley, dad, Boyarsky).
Develop finger motor skills.
Now I suggest you put yourself in the role of children and play a little.
Games with beads.
These are exercises for the development of fine motor skills, attention, memory, imagination and fantasy. (For these games you will need beads of different colors, long ones.)
"Beads and a box"
"Patterns"
"Drawing with beads"
Logorhythmics with speech therapists
(speech game with movements and elements theatricalization)
Ay, dili, dili...
Working with children with disabilities, we know that it is often very difficult to keep children’s attention; many children become exhausted very quickly and lose interest in the learning process, despite the numerous techniques that we use in classes (changing types activities, mobile speech games, physical exercises) the children still get tired and do not assimilate the proposed material. And we need to achieve certain goals, teach, give knowledge and skills. Therefore, classes can include theatrical games, which are very diverse.
2.3. The third stage - staging, dramatization Slide 6
Dramatization game:
Most "colloquial" view .
This stage can be started when most children have learned to speak expressively. by means of language, understand how to use previously gained experience.
Dramatization game provides:
Holistic impact on personality child: his emancipation, independent creativity, development of leading mental processes;
Promotes self-knowledge and personal expression;
Creates conditions for socialization, enhancing adaptive abilities, corrects communication skills, helps to realize a feeling of satisfaction, joy, success.
No other species theatrical activities does not contribute to the development of artistry, expressiveness of movements and speech development as much as dramatization games.
As a result of targeted use theatrical games in the immediate educational activities , as well as during free time activities children acquire speech skills, on the basis of which it will become possible to construct coherent statements, thinking, memory, and imagination will develop.
Speech will become more emotional, expressive and meaningful.
Therefore, use in work theatrical games contribute to the full development of all aspects of children’s coherent monologue and dialogic speech, which becomes the main prerequisite for successful learning at school.
Role-playing a poem "Grasshopper"
Target: encourage active participation in the performance.
We must, by solving riddles, find out what costumes are hidden in the chest, and from the costumes we must guess the name of the fairy tale, which we, like real artists, can play.
"Theater of Mysteries"
2.4. Kinds theaters, used in work. Slide 7
Finger theater
Promotes the development of speech, attention, memory;
Forms spatial representations;
Develops dexterity, accuracy, expressiveness, coordination of movements;
Increases performance and tone of the cerebral cortex.
Stimulating the fingertips, moving the hands, playing with the fingers speeds up the process speech and mental development.
Theater pictures or magnetic theater
Develop creativity;
Promote aesthetic education;
They develop dexterity, the ability to control their movements, and concentrate attention on one type activities
By working with various pictures, the child develops fine motor skills, which contributes to more successful and effective speech development.
Conical theater
Helps teach children to coordinate hand and eye movements;
Accompany finger movements with speech;
Encourages you to express your emotions through facial expressions and speech.
Both magnetic and tabletop theater, theater I use pictures in classes on the development of coherent speech. So, when retelling a fairy tale or composing a story based on a series of plot pictures, children, acting with the characters, remember them more easily and remember the sequence of events. This is much more interesting for children, since they themselves become the creators of this or that story.
Theater on the glove
Provides amazing therapeutic benefits impact: helps fight speech disorders, neuroses;
Helps cope with worries and fears;
The glove puppet conveys the full range of emotions that children experience
Puppet theater Bi-ba-bo.
Through a doll, dressed on the hand, children talk about their experiences, anxieties and joys, because they fully identify themselves (your hand) with a doll.
When playing puppet theater, using Bi-ba-bo dolls, it is impossible to play silently!
Therefore, it is these dolls that speech therapists, psychologists and teachers often use in their work.
Theatrical activities Slide 8
Develops motor activity;
Expands knowledge about the world around us;
Positively affects the aesthetic sense;
Affects child's speech activity;
The foundations of moral education are laid;
Is the basis for the development of creative abilities;
Instills a sustainable interest in literature;
Promotes the development of communication skills - the ability to communicate with other people.
2.5. Practical activity(making an elephant). Slide 9
Speech therapists perform the task using a diagram)
The elephant trumpets throughout the whole area -
He has good news
And he doesn’t need a pipe,
Because there is a trunk!
3. Final part. Summarizing
Dear colleagues, our meeting has come to an end.
A few final words:
Theater activities forms the expressiveness of the child’s speech and intelligence. As a result, the child learns about the world with his mind and heart, expressing his attitude towards good and evil; learns the joy associated with overcoming communication difficulties and self-doubt.
You took an active part in games, exercises, actively participated in joint creativity, and expressed your point of view.
And in parting, I ask you to leave your impressions of our meeting in a creative form, using markers and stickers(To music).
3.1. Reflection "Mask" Slide 10
To all participants and guests of our master class:
"I wish you a good mood,
And a magical glow in the eyes!
May every moment be happy
Let there be miracles every day!
Municipal budgetary preschool educational institution kindergarten combined view No. 26 "Swallow"
Arishina L.Ya. ,Teacher speech therapist
highest qualification category.
Vyksa urban district.
« … dramatization,
based on an action performed by the child himself, most closely, effectively and directly connects artistic creativity with personal experiences.
Theatrical activities contribute to the development of speech (monologue, dialogic).”
S.S. Vygotsky
OPERATION MODELDiagnosis of speech development. Processing and analysis of diagnostic data.
Identifying the problem field
Determining the content and forms of implementation of activities
sufficient speech practice as the basis for the practical acquisition of important patterns of language.
Performance Analysis
Purpose: Correction
impaired speech of preschool children with ODD through theatrical activities
Implementation through GCD, game
activity. Security
Problems of speech correction solved through theatrical activities of children with special needs development
- Improving cognitive processes.
- Development of all components, functions and forms of speech activity.
- Development of creative abilities and creative independence of a preschooler.
4. Cultivate interest in various types of creative activities.
5. Mastering improvisational skills.
Consolidation, activation and enrichment of vocabulary.
Development and improvement
grammatical structure of speech. Education of sound culture of speech. Formation of the ability to convey basic emotions through facial expressions, intonation, gesture, posture, and movement.
Development and strengthening of children’s interaction, fostering respect for each other.
Writing short stories and fairy tales, selecting simple rhymes
Games and exercises
Types of dramatization
games that imitate images of animals, people, literary characters;
role-playing duologies
text based
staging
works
staging performances based on one or more works;
improvisation games with the acting out of a plot (or plots) without prior preparation.
Features of theatrical activities for children with speech impairments:|
By distributing the role in the dramatization game, we take into account the speech capabilities of each child during a certain period of speech therapy work. |
|
We strive to allow the child to perform on an equal basis with others, at least with the smallest speech, in order to give the opportunity, through transformation, to escape from a speech defect or to demonstrate correct speech. |
|
It doesn’t matter what role the child plays, it is important that he creates an image with features that are unusual for him, learns to overcome speech difficulties and freely engage in speech. |
|
We stimulate the desire to get the role of a character - this is a powerful incentive for quickly learning to speak clearly and correctly. |
|
Experience shows that children are more willing and more active in individual speech therapy classes, knowing that they will participate in theatrical activities. |
Music supervisor
Parents
defectologist
Educators
The content of the work
- Work with parents: preparing attributes, questioning, holding round tables, inviting parents to participate in theatrical activities.
- Musical director: selection of music, dances, learning theatrical sketches with children, exercises to develop the expressiveness of facial expressions, pantomimes, listening to music.
- Educators: watching puppet shows and talking about them, dramatization games, consolidating material in productive activities.
- Speech therapist: preparatory work diction exercise (articulation gymnastics), finger training, tasks to consolidate speech intonation expressiveness, correctional and developmental games, consolidation of learned etudes and exercises in correctional classes.
work planning
Plan structure
Speech tasks
Breathing exercises.
Articulatory
exercises
Exercises to develop phonemic awareness
Emotional and musical tasks
Exercises to develop a sense of rhythm
PARENTS
TEACHER SPEECH THERAPIST
TUTORS
EDUCATIONAL PSYCHOLOGIST
MUSICIAN
Experience has shown:- Theatrical activities are an effective method for developing speech, communication skills, emotional
- volitional sphere of children of senior preschool age. This activity is interesting, accessible, and emotionally attractive to children, teachers, and parents, which is proven by the positive dynamics in the development of children.
Targeted correction of the speech of children with ODD through age-appropriate joint activities and a specially organized system, including the organization of theatrical activities--
allow you to successfully compensate for speech underdevelopment
The importance of theatrical activities
Mental processes develop: attention, memory, perception, imagination;
- Children's knowledge about the surrounding world
There is a development of various
analyzers: visual, auditory,
speech motor;
- Activated and improved
- Improves motor skills, coordination, and purposefulness of movements
- The emotional-volitional sphere develops;
- Behavior correction occurs
- Experience of behavior is formed
- The development of creative, search activity, and independence is stimulated
vocabulary, grammatical structure of speech,
sound pronunciation, coherent speech skills,
intonation aspect of speech, tempo,
expressiveness;
Theatrical activities as a means of correcting emotional disorders of preschool children
Prepared by:
Zhukova M. A.
educational psychologist
Emotional disorders in older preschoolers are one of the most important problems modern society. The range of emotional disorders in childhood is extremely wide.
In psychology, emotional distress in children is considered as a negative state that arises against the background of intractable personal conflicts. To actually psychological reasons The occurrence of emotional distress in children includes features of the emotional-volitional sphere, in particular violations of the adequacy of its response to external influences, a lack of development of skills of self-control of behavior, etc.
A special role in creating a positive emotional background belongs to specially organized theatrical activities. Theatrical (theatrical and play) activities performed jointly with peers and adults have a pronounced psychotherapeutic effect on the child’s affective and cognitive spheres and provide correction of communication disorders. Children in a group exhibit individual characteristics, which contributes to the formation of their inner world and overcoming communicative maladjustment.
Specially organized theatrical activities in psychocorrectional practice should be considered as a set of methods and techniques based on the use of this art in a unique symbolic form.
The main functions of specially organized theatrical activities:
Cathartic (purification, liberation from negative states);
Regulatory (relieving neuropsychic tension, regulating psychosomatic processes, modeling a positive psycho-emotional state);
Communicative-reflexive (correction of communication disorders, formation of adequate interpersonal behavior, self-esteem).
Methods included in specially organized theatrical activities: fairy tale therapy, music therapy, bibliotherapy, play therapy, art therapy, etc.
The functions of children's play are determined by its psychological characteristics, revealed in the studies of L. S. Vygotsky, S. L. Rubinstein, D. B. Elkonin and others. In the game, the child’s personality is formed, its potential capabilities and first creative manifestations are realized, the development of cognitive processes, the emotional and personal sphere. Play can change a child’s attitude towards himself, well-being, and ways of communicating with peers. The psychotherapeutic mechanism of stage games consists of defining roles for the participants. A role can reveal a potential communicative resource in a child. Favorite heroes become role models and identification. It is the child’s ability to identify with his favorite image that allows teachers to have a positive influence on children through theatrical activities.
Theatrical activities serve as the most important means of developing empathy - a condition necessary for organizing joint activities of children. Empathy is based on the ability to recognize a person’s emotional state by facial expressions, expressive movements and speech, to put oneself in his place in various situations, and to find adequate ways of influence (V. A. Petrovsky, L. P. Strelkova). As B. M. Teplov wrote, in order to enjoy someone else’s joy and sympathize with someone else’s grief, you need to be able to use your imagination to transfer yourself to the position of another person, to mentally take his place.
Principles correctional work with children, based on theatrical activities, are built on the fundamental principles of general, developmental and special psychology (B. G. Ananyev, L. I. Bozhovich, A. V. Zaporozhets, D. B. Elkonin, etc.)
In addition, some specific principles should be highlighted.
1. The principle of cognitive stimulation, research activities, child activity. There is a situation of choice, an unfinished image, its unexpectedness and problematic nature, and the setting of a long-term goal.
2. The principle of creative, humane orientation pedagogical process characterized by the development of imagination and fantasy.
3. The principle of freedom and independence, which allows you to imitate, create, combine, and independently choose motives and methods of action.
4. The principle of integrativeness, characterized by connection:
Dramatic with otherstypes of activities (speech, artistic, musical, etc.), with various types arts (dramatic, visual);
Children's and adult arts;
Theatrical play and joint creative activity of teacher and child;
Child and child, child and products of theatrical culture;
Specially organized and independent activities.
5. The principle of learning and creativity, meaning the child’s purposeful and systematic acquisition of knowledge, skills, abilities, and then using them to solve creative problems in stages:
Orienting the child in a new theatrical activity, where learning dominates, introducing elements of creativity;
Encouraging co-creation with adults, where learning and creativity are of equal importance;
Independent search for solutions to creative problems.
Theatrical activities for preschool children include the following sections:
Puppet theater games;
Games - dramatization;
Games - performances(performances).
It is the game that has the most significant impact on the development of the child, and primarily because in the game children learn to fully communicate. The playing role is that external support that helps the child manage his behavior. A role can reveal a potential communicative resource in a child.
Creative play - dramatization is a condition in which communication activity, the ability to understand your partner, relying not only on verbal statements, but also on the emotionality and expressiveness of his face, actions and deeds, the ability to show one’s attitude, both personally and consciously, is formed. The formation of expressive means for conveying the image of a hero involves the development of expressive speech skills, the accumulation of motor experience in conveying images of different nature, as well as the formation of the feelings of a partner, that is, the ability to act together with other children.
As L. G. Vygotsky argued, dramatization, based on an action performed by the child himself, most closely, effectively and directly connects artistic creativity with personal experiences.
Theatrical activities help the child convey his emotions and feelings not only in ordinary conversation, but also in public. The habit of expressive public speech(necessary for subsequent schooling)can only be raised by involving the child in performing in front of an audience.
Let us note two mechanisms of psychological correction with the help of theatrical activities:
Art allows us to reconstruct in a unique symbolic form negative situation using the child’s creative abilities;
Under the influence of art, an aesthetic reaction appears, changing the effect of affect, i.e. negative feelings turn into their opposite, a positive emotion (L. S. Vygotsky)
Psychological comfort is also taken into account, which involves:
Removing, if possible, all stress-forming factors;
Liberation, stimulating the development of spiritual potential and creative activity;
Development of real motives (play and learning are not forced, but joyfully, since theatrical games are always loved by children);
The predominance of internal, personal motives over external, situational ones, emanating from the authority of an adult;
Inclusion of motivation for success and advancement into internal motives.
The use of specially organized theatrical activities increases the effectiveness of psychocorrection of emotional disorders in children of senior preschool age due to complex affective and communicative influence.
Based on the above, the following conclusions can be drawn:
1.Theatrical activities contribute to the development of:
Psychophysical abilities (facial expressions, pantomimes);
Mental processes (perception, imagination, thinking, attention, memory, etc.);
Speeches (monologue, dialogue);
Creative abilities (ability to transform, improvise, take on a role).
2. Specially organized theatrical activities, being a set of correctional methods and techniques, increase the effectiveness of correcting emotional disorders in older preschoolers and can be used in the activities of all preschool teachers.
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