Dramatization of a fairy tale in the senior group: the purpose, features and recommendations

It's no secret that the harmonious development of the child with the help of working with different kinds of arts, through the self-creation of a preschool child and the dosed help of an adult - is achievable. In this regard, theatrical creativity and the dramatization of fairy tales as one of its kinds is becoming more and more in demand. After all, the dramatization of fairy tales in kindergarten (in the older group in particular) unites various types of human activity - dance, song, music, oratorical, graphic, and the preparation for showing a theatrical performance implies mastering the expressive means of this genre.

Dramatization as an introduction to aesthetics

Aesthetic education implies the impact on the personality of the child for the purpose of forming and developing mental and sensual (empathic) abilities, imagination, imagination, and also forms the right attitude to the surrounding world, adult labor activity, social relationships in society, achievements of previous generations. A great way to realize the aesthetic impact is to dramatize the fairy tale in the older group, since in the dramatization of the work there are no prescribed actions of the characters. The text of the tale can tell the nature of the character, but it is embodied by means of characteristic movements, gestures, facial expressions, articulation. Preschool children are free to choose expressive methods based on the life experience of their family, social group or imitate the behavior of elders. The educational potential of the dramatization of fairy tales is also high due to the fact that the thematic diversity of the literary material is not limited. It can be argued that the dramatization of the fairy tale claims to be the place of the leading type of activity designed to solve the problems of an aesthetic orientation.

Formation of aesthetic perception, ideas and taste of children of senior preschool age

The basis for the emergence of aesthetic perception is the images of tangible objects: their color, form-forming, sound, olfactory characteristics. In this regard, an extensive base of sensory-emotional impressions, images, which the preschooler is able to operate, is required. Since the child of the older group perceives beauty as a combination of "form-content", then aesthetic perception should be mentioned in case of emotional coloring of the impression, a partial attitude towards it. Based on this, it can be assumed that the formation of aesthetic taste in children of the older group is influenced by the environment and joint activities with adults. This is because the imitative teaching principle is still quite strong in the preschool age, it can be clearly seen in games and communication with peers.

Working in line with the formation of aesthetic views, the adult accustoms the child to feel the uniqueness of the world, to treat it carefully. Dramatization of the fairy tale in the senior group will gradually lead the participants to understand the structure of the world: for example, flowers growing on a flowerbed are meant to give joy to everyone who admires them, and therefore, to preserve beauty, it is not worth to rip them off. Thus, aesthetic taste is formed on the example of everyday life and through studying, familiarizing with the art samples.

The essence of children's play

Adults are mostly touched by the desire of children to become an active participant in the surrounding life, especially when the child's capabilities do not allow him to do so fully. But it is the environment, the conditions in which the preschooler is located, which influence the choice of certain games and behaviors by the child. Children's play is qualitatively different from the games played by adults, it is a reflection of the activities, relationships of significant adults and the situation in which a small person is. This is a kind of processing and "try on yourself" of certain situations, actions, emotional reactions. That's why very rarely the game is not provided with replicas, explanations and emotional assessments of what is happening. Regardless of whether one is a child or someone, he has a thorough conversation with toys, imaginary players in the game (while voicing his own cues and replicas of an imaginary character). Symbiosis "image - action - word" smoothly brings the preschooler to the formation of the next kind of game - the dramatization of the fairy tale in the older group.

The so-called "play in the theater" becomes more interesting and diverse in the case of a high level of development of the child and is the most accessible kind of creativity with which to develop thinking, imagination, independence, activity and empathy.

Game - dramatization

All sorts of role-playing games can be conditionally divided into several groups, based on the activity principle: the first - the child "animates" the character, acts through toys, dolls, the second - the preschooler plays himself, from the first person, reincarnating into the character's image. Accordingly, the level of complexity of the first activity (directing the game) is easier and formed earlier. At the same time, the second kind of game (dramatization) has the widest horizon of possibilities.

When the fairy tale is dramatized in the older group, the child gets acquainted with such a concept as reincarnation into the character's image. Since the content, the presence of certain characters and their actions are conditioned by the plot of a fairy tale or a literary work, then it is necessary to reproduce them in an exact sequence. It should be noted that the dramatization of fairy tales in kindergarten (in the older group) promotes a better perception of works, allows you to quickly understand the logic and understand the relationship of events and causation. By increasing complexity, we can distinguish the following types of games - dramatizations:

• The game - imitation - is a kind of the first test of "trying on someone else's clothes", as a rule, famous characters, animals or people, but for a short period of time;
• Role dialogues or dialogues-minutes, jokes-minuses - this way of activity differs by the presence of the character's interaction with other characters of the dialogue, which significantly complicates the task for beginning artists;
• Dramatization is a qualitatively more complex activity for preschoolers due to its length in time (it is important not only the actor's ability of the child, but also the willed qualities, the ability to bring it to the logical conclusion);
• The production of the performance - from the previous view is distinguished by the scale of the work;
• Improvisation with the play of the story line without preliminary preparation is perhaps the most difficult kind of activity.

However, do not forget that the best improvisation is well prepared. The adult should explain and in detail work with the child the ways and methods of preparation for improvisational activity.

Conditions for the formation of successful theatrical activities of children of the senior group

In the presence of the factors listed below, the interest of preschoolers in theatrical activities (in particular, fairy tales, dramatizations for children of the older group) will only increase:

• Knowledge of the content and text of the work;
• Maintaining interest in the tale through various visualization techniques;
• Presence of costumes (in the absence of them, individual elements, for example, tail, ears, scallop, etc.);
• Toys-attributes of characters.

In order to start your own theatrical activities, the child needs to accumulate impressions from watching dramatizations performed by adults. The performances should be diverse both in terms of the plot and in performance (puppet, finger, shadow, etc.), and also accessible to children's perception. This allows preschoolers to gradually master the laws of the life of stage characters, to embody the pleasant tricks in life when playing the simplest roles. Gradually, with the competent guidance and support of an adult, the child learns to express himself through theatrical activity - the dramatization of a fairy tale.

Some specific methods of working with preschoolers

The most valuable are those games in which children can independently reflect their impressions of the read work seen and heard in the surrounding world. In connection with this, the dramatization of the fairy tale in the older group brings bright impressions into the daily life of the children, the possibility of empathy and complicity. There are several basic methods for introducing a child into the field of theatrical creativity:

• Modeling the situation - typical models (situations, etudes) are used here, through which the preschoolers master the basic methods and techniques of the new activity for them;
• Creative conversation - helps kids to get used to the dialogue of characters;
• Associations - any games and tasks with this name are designed to develop imagination and thinking, through which it is possible to create new images.

If you recall the saying that the theater begins with a hanger, then the external surroundings of the dramatization of a fairy tale should always be given due attention and timely organize the work of preparing costumes, decorations, musical design, etc. It is useful to involve the preschoolers as much as possible in the preparatory activities. Those activities that children can not handle are performed by adults.

Stages of preparation of dramatization of a fairy tale in the senior group

Work on the dramatization of a fairy tale consists of two main stages, each of which has a division into smaller ones.

• The first stage includes acquaintance with the fairy tale, the characters of the staging (what are the characters, habits, habits, clothes, attributes and how all this is reflected in the replicas), the distribution of roles.
• The second stage is work on the role, bringing all the components of the performance to a high degree of readiness and direct performance on the stage.

Do not ignore the works adapted to modern life ("in a new way"), which the children like no less than the dramatization of the fairy tale in the older group. Scenarios of both are compiled taking into account the psychological characteristics of preschoolers. An important, if not decisive role is played by the position of an adult in relation to the preparation and conduct of the play. The activity of a teacher can be described more as accompaniment than management. This is done so that young talents can believe in their strength and develop an internal position "I can."

Accompanying dramatization to adults

The goal of the dramatization of fairy tales in the senior group of the kindergarten is the creation of conditions for the formation and development of aesthetic feelings, thinking, learning, memory of preschool children through their involvement in theatrical creativity.

Accompanying the adult activities of the child is reduced to several tasks:

• Through special gaming exercises to influence the formation of higher mental functions, which are the key to success in any activity;
• Assistance in the development of self-regulation (overcoming disinhibition or constriction of the motor apparatus);
• Work with scenic excitement;
• Direct learning of the role (including the analysis of the work, the characteristics of the characters, selection of expressive means, etc.).

The complexity of the stage performance for the child is to preserve the character's image and the natural transfer of the semantic load. At the same time, developed sufficiently to self-control and discipline of the baby will help him to meaningfully play his role.

Dramatization of fairy tales by children of senior preschool age

All kids begin to know the world from fairy tales, and not by accident. Fairy tales are recognized as the best mediated educators in all countries. With the help of them, children learn the elementary truths. For example, the dramatization of the fairy tale "Zayushkina izba" in the senior group teaches preschoolers to conclude that evil always comes back evil. This feature of fairy tales allows you to resort to them in solving many problems of educational, aesthetic, moral and moral sense. Therefore, the dramatization of the fairy tale Teremok in the older group will help the children understand how to behave in society and what forms of behavior lead to a dead end situation.

Instead of concluding

If we analyze all the pros and cons of the dramatization of fairy tales by children, then the picture looks like this:

• With total disregard for theatrical activity, it is possible to form a child of various kinds of neglect, such as moral-pedagogical, intellectual-pedagogical, and so on.
• With systematic work on the dramatization of fairy tales, you can get a physically developed, responsive, inquisitive and active socialized child.

So do not ignore such a useful kind of work with children.