It is no secret that the harmonious development of a child through work with different types of arts, due to the self-creativity of a preschooler and the measured help of an adult, is achievable. In this regard, theatrical creativity and dramatization of fairy tales as one of its types is becoming more popular than ever. Indeed, the dramatization of fairy tales in kindergarten (in the older group in particular) unites different types of human activity - dance, song, music, oratory, visual, and preparation for a theatrical performance means mastering the expressive means of this genre.
Dramatization as an introduction to aesthetics
Aesthetic education implies influencing the child’s personality in order to form and develop mental and sensory (empathy) abilities, imagination, fantasy, and also forms the correct attitude to the world, adult work, social relationships in society, and achievements of previous generations. A great way to achieve aesthetic impact is to dramatize a fairy tale in the older group, since there are no prescribed actions of the characters in the staging of the work. The text of the tale can tell the character's character, but it is embodied with the help of characteristic movements, gestures, facial expressions, articulations. Preschool children are free to choose expressive techniques based on the life experience of their family, social group or imitate the behavior of their elders. The educational potential of dramatizing fairy tales is also high because the thematic variety of literary material is not limited. It can be argued that the dramatization of a fairy tale claims to be the leading type of activity designed to solve problems of an aesthetic orientation.
Formation of aesthetic perception, perceptions and taste of older preschool children
The basis for the emergence of aesthetic perception is the images of tangible objects: their color, shape, sound, olfactory characteristics. In this regard, an extensive database of sensory-emotional impressions, images that a preschooler can 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, not indifferent attitude to it. Based on this, it can be assumed that the formation of an aesthetic taste in children of the older group is influenced by the environment and joint activities with adults. This happens because the imitative principle of learning is still quite strong at preschool age, it is clearly visible in games and communicating with peers.
Working in line with the formation of aesthetic views, an adult teaches a child to feel the uniqueness of the world, to treat it with care. The dramatization of the tale in the older group will gradually lead the participants to an understanding of the structure of the world: for example, flowers growing on a flowerbed are designed to give joy to everyone who admires them, and therefore, to preserve the beauty, you should not pluck them. Thus, aesthetic taste is formed on the example of everyday life and through study, familiarization with the samples of art.
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 in full. But it is the environment and the conditions in which the preschooler is located that affect the child’s choice of certain games and behaviors. Children's game is qualitatively different from the games that adults play, it is a reflection of the activities, relationships of significant adults and the environment in which the little person is. This is a kind of processing and “trying on” certain situations, actions, and emotional reactions. That is why it is extremely rare that a game is not supplied with cues, explanations and emotional assessments of what is happening. Regardless of whether the child is alone or with someone, he conducts a thorough conversation with toys imagined by the participants in the game (while voicing his own replicas and replicas of an imaginary character). The symbiosis "image - action - word" smoothly leads the preschooler to the formation of the next type of game - dramatization of a fairy tale in the older group.
The so-called "game of theater" becomes more interesting and diverse in the case of a high level of development of the child and is the most accessible form of creativity, with the help of which thinking, imagination, independence, activity and empathy are developed.
Game Dramatization
All kinds of role-playing games can be conditionally divided into several groups, based on the activity principle: the first - the child "revives" the character, acts through a toy, a doll, the second - the preschooler plays himself, in the first person, transforming into a character image. Accordingly, in terms of complexity, the first type of activity (directing a game) is simpler and is formed earlier. At the same time, the second type of game (dramatization) has a wide horizon of possibilities.
When dramatizing a fairy tale in the older group, the child gets acquainted with such a concept as reincarnation as a character. Since the content, the presence of certain characters and their actions are determined by the plot of a fairy tale or literary work, they must be reproduced in exact sequence. It should be noted that the dramatization of fairy tales in kindergarten (in the older group) contributes to a better perception of works, allows you to quickly understand the logic and understand the relationship between events and causation. By increasing complexity, one can distinguish the following types of games - dramatization:
- the game - imitation is a kind of the first test of “trying on someone else’s clothes”, as a rule, of well-known characters, animals or people, but for a short period of time;
- role-playing dialogs or dialogue-minutes, jokes-minutes - this mode of activity is characterized by the presence of the character interacting with other characters in the dialogue, which greatly complicates the task for beginning artists;
- dramatization of works or dramatization is a qualitatively more complex activity for preschoolers because of its length in time (not only the child’s acting skills are important, but also volitional qualities, the ability to bring things to their logical conclusion);
- performance staging - differs from the previous view in the scale of the work;
- improvisation with playing a storyline without prior preparation is perhaps the most difficult type of activity.
However, do not forget that the best improvisation is well prepared. An adult must explain and thoroughly work with the child the ways and methods of preparing 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, dramatization tales for children of the older group) will only increase:
- knowledge of the content and text of the work;
- maintaining interest in a fairy tale using various visualization techniques;
- the presence of costumes (in the absence of them, individual elements, for example, tail, ears, scallop, etc., will do);
- toy attributes of characters.
In order to start his own theatrical activity, the child needs the accumulation of impressions from watching dramatization performed by adults. Performances should be varied both in plot and in performance (puppet, finger, shadow, etc.), as well as accessible to children's perception. This allows preschoolers to gradually master the laws of life of stage characters, to realize their favorite tricks when playing the simplest roles. Gradually, with competent guidance and support from 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 games are those in which children can independently reflect their impressions of a read work, seen and heard in the world around them. In this regard, the lesson dramatization of a fairy tale in the older group makes a vivid impression on the daily life of children, the possibility of empathy and complicity. There are several basic methods of introducing a child into the sphere of theatrical creativity:
- modeling of the situation - here typical models (situations, studies) are used, through the development of which preschoolers master the basic methods and techniques of a new activity for them;
- creative conversation - helps kids get comfortable with dialogue of characters;
- associations - any games and tasks with this name are designed to develop imagination and thinking, with the help of which it is possible to create new images.
If you recall the statement 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 work on the preparation of costumes, decorations, musical design, etc. It is useful to involve preschool children as much as possible. Those activities that children can’t do are performed by adults.
Stages of preparing a dramatization of a tale in an older 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 stage.
Do not ignore the works adapted to modern life (“in a new way”), which children like no less than the dramatization of a fairy tale in an 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 the adult in relation to the preparation and conduct of the performance. The activities of the teacher can be described more as accompaniment than management. This is done so that young talents can believe in themselves and develop an internal position of "I can."
Adult Dramatization
The goal of dramatizing fairy tales in the older group of kindergarten is to create conditions for the formation and development of aesthetic feelings, thinking, ingenuity, memory of preschoolers by introducing them to theatrical creativity.
Accompanying adult activities of the child is reduced to several tasks:
- through special game 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 stage excitement;
- direct learning of the role (including analysis of the work, characteristics of the characters, selection of expressive means, etc.).
The complexity of stage performance for a child is to preserve the character’s image and the natural transmission of meaning. At the same time, the sufficiently developed self-control and discipline of the baby will help him meaningfully play his role.
Dramatization of fairy tales by children of preschool age
All babies begin their knowledge of the world with fairy tales, and not by chance. Tales recognized as the best indirect educators in all countries. With the help of them, children learn elementary truths. For example, the dramatization of the tale “Zayushkina’s hut” in the older group teaches preschoolers to conclude that evil always returns 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 senior group will help the children understand how to behave in society and what forms of behavior lead to a deadlock.
Instead of a conclusion
If we analyze the pros and cons of children playing the dramatization of fairy tales, then the picture looms like this:
- With the complete disregard for theatrical activity, a child can form various kinds of neglect, such as moral - pedagogical, intellectually - pedagogical, etc.
- With systematic work on the dramatization of fairy tales, you can get a physically developed, responsive, curious and active socialized child.
Therefore, do not ignore such a useful form of work with children.