Project in 2nd younger group"Visiting a fairy tale"
Relevance of the project
Currently, Russia is going through one of the difficult historical periods. And the greatest danger facing our society today is not the restructuring of the economy and the change political system, but in the destruction of personality. Material values often dominate over spiritual ones, so children’s ideas about kindness, mercy, generosity, tolerance, citizenship, and patriotism are distorted.
In the age of technological progress, when reading literary works, including fairy tales, has been replaced by games on computers, tablets and phones, watching cartoons with characters such as “Smurfs”, “Fixies”, “Smeshariki”, “Luntik”, “superheroes” “, there is a decrease in children’s assimilation of the spiritual wealth of the people, their cultural and historical experience.
Relevance of the topic- introducing children to traditional Russian folklore. Through oral folk art, a child not only masters his native language, but also, mastering its beauty and brevity, becomes familiar with the culture of his people and receives impressions about it. In oral folk art, as nowhere else, the special features of the Russian character, its inherent moral values, ideas about goodness, beauty, courage, hard work, and loyalty have been preserved. We can see all this in Russian folk tales. Fairy tales are the material for teaching younger children preschool age speech development.
This project will help develop children's oral speech, their imagination and imagination, influence their spiritual development, and teach certain moral standards.
Target: developing children's interest in Russian folk tales, creating conditions for the active use of fairy tales in children's activities.
Tasks:
1. introduce and consolidate children’s knowledge of Russian folk tales;
2. involve children in joint theatrical activities;
3. develop speech, imagination, thinking;
4. increase the pedagogical competence of parents in raising children of primary preschool age through oral folk art.
Resources: table theater, finger theater, shadow theater, costumes for fairy tale characters, little houses, coloring books based on fairy tales, educational games, books, story pictures, DVDs.
Expected results:
1. Children will get acquainted with Russian folk tales.
2. Children will increase their interest in telling fairy tales and looking at illustrations.
3. Through imitation of the image of fairy tale heroes, children will learn to distinguish
good and evil; characterize actions, behavior; to express
emotions and understand the feelings of others.
4. The proportion of children with developed speech, will increase lexicon.
5. Cooperative activity will promote parent-child relationships.
6. The number of parents participating in joint activities will increase.
Project implementation plan.
1. Acquaintance with Russian folk tales: “Turnip”, “Kolobok”, Ryaba Hen”, etc.
2. Listening to sound recordings of children's fairy tales.
3. Games - dramatizations based on works.
4. Didactic games: “My favorite fairy tales”, “Fairytale hero”, etc.
5. Demonstration of a tabletop theater based on the fairy tales “Turnip”, “Kolobok”, Ryaba Hen” and others.
6. Making a finger theater based on the fairy tales “Turnip”, “Kolobok”, Ryaba Hen”, etc. (involvement of parents)
7. Examination of illustrations based on fairy tales.
8. Coloring coloring books based on fairy tales.
9. Drawing fairy-tale characters: bun, egg, turnip, animal tracks.
10. Consultation for parents “The role of fairy tales in raising children”
11. Entertainment “Journey into the world of fairy tales”
12. GCD on the topic “Visiting a fairy tale.”
Project implementation timeframe.
Stage 1 (preparatory) -
01.10.14-31.11.14
Stage 2 (main) -
01.12.14-31.01.15
Stage 3 (final) -
01.02.15-31.03.15
Project implementers:
1. Teachers of the second junior group.
2. Children of the second younger group.
3. Parents.
4. Musical director.
Project implementation plan:
Stage 1 (preparatory)
01.10.14-31.11.14
-survey of children “Through the pages of fairy tales”;
-questioning of parents “The role of fairy tales in raising children”;
- determination of the topic, goals, objectives, content of the project;
-prediction of results;
-discussion of the project with participants, clarification of opportunities, funds necessary for the implementation of the project, determination of the content of the activities of all project participants.
Stage 2
(basic)
01.12.14-31.01.15 With kids:
-conversations “What fairy tales do I know”;
-acquaintance with the fairy tales “Kolobok”, “Turnip”, “Teremok”;
-examination of illustrations for fairy tales;
- organizing and conducting classes on modeling on this topic;
- organizing and conducting drawing classes on this topic;
- dramatization of fairy tales “Kolobok”, “Turnip”, “Teremok”, “Ryaba Hen”.
With parents:
-consultation “The role of fairy tales in raising children”;
-visual and informational cooperation “What and how to read to children at home”;
- drawing competition “My favorite fairy-tale hero.”
Contents of parents' activities:
Stage 3
(final)
01.02.15-31.03.15
- entertainment on the topic “Journey to the world of fairy tales”;
-NOD on the topic “Visiting a fairy tale”;
-exhibition of drawings “My favorite fairy-tale hero”;
- repeated survey of children and questionnaires of parents;
- a dramatization of the fairy tale “The Ryaba Hen” for viewing by children of the first junior group;
-analysis of the results obtained.
Project report.
In the period from October 2014 until March 2015, I, teacher Yu.A. Konovalova, together with music director E.I. Eshcherkina, carried out a project in the 2nd junior group “Ryabinka”.
Throughout this time, a huge amount of work has been done with the parents of our students and, of course, with the children.
The first stage of our project was preparatory, where we conducted a survey and questionnaire of parents on the topic “The role of fairy tales in raising a child”, then, according to the analysis of these questionnaires, recommendations were given to parents and a consultation was held on the topic “Read to children more often.” At this stage of the project, we defined goals, objectives, and predicted the results of our project.
Stage II is the main, most fruitful and meaningful. Here the role was assigned practical work. Already in accordance with the set goals and objectives, we introduced children to Russian folk tales “Turnip”, “Teremok”, “Kolobok”, “Ryaba Hen”, etc. We listened to sound recordings of children's fairy tales. Played didactic games based on Russian folk tales, solved riddles, put together puzzles. Together with parents, we organized a creative drawing competition on the theme “My favorite fairy-tale hero.” The most effective thing in our work was theatrical activities. Together with the music director, we staged fairy tale dramatizations. After all, only through imitation of the images of heroes did children learn to distinguish between good and evil, characterize the actions of heroes, behavior, express emotions and understand the feelings of others. The children's vocabulary has increased.
Stage III is the final stage. We summed up whether we had achieved our goals, whether the project had produced results, whether it was necessary to carry out similar projects in the future, etc. And we came to the conclusion that project activities are very effective in their work. Not only students but also parents participate here, which helps bring them closer together. The proportion of children with developed speech has increased. Children's interest in telling fairy tales increased and they became more emotional.
In April we participated in a regional seminar on the topic of project activities. And as a final event, they showed a dramatization of the fairy tale “Ryaba Hen”.
Photo report of the project work:
Reading the fairy tale "Teremok" and the didactic game "Find a familiar fairy tale hero"
Competition among children and their parents "My favorite fairy-tale hero"
Dramatization of the fairy tale "Teremok"
Dramatization of the fairy tale "Turnip"
Municipal budgetary preschool educational institution
"Kindergarten No. 17"
Project theme: “Visiting a fairy tale”
theatrical activities in the younger group
Project: medium duration, group, role-playing, creative.
Relevance of the project:
Early preschool age is the most favorable period for the comprehensive development of a child. At 3-4 years old, children actively develop all mental processes: perception, attention, memory, thinking, imagination and speech. During this same period, the formation of basic personality qualities occurs. Therefore, none of the children's ages requires such a variety of means and methods of development and education as the younger preschool age.
One of the most effective means The development and education of a child in early preschool age is theater and theatrical games. Play is the leading type of activity for preschool children, and theater is one of the most democratic and accessible forms of art, which allows you to solve many problems. actual problems pedagogy and psychology related to artistic and moral education, the development of personal communicative qualities, the development of imagination, fantasy, initiative, etc.
The educational possibilities of theatrical activities are wide. By participating in it, children get acquainted with the world around them through images, colors, sounds, and skillfully posed questions force the children to think, analyze, draw conclusions and generalizations. WITH mental development The improvement of speech is also closely related. In the process of theatrical play, the child’s vocabulary is imperceptibly activated, the sound culture of his speech and its intonation structure are improved. The role played and the spoken lines put the child in front of the need to express himself clearly, distinctly, and intelligibly. His dialogic speech and its grammatical structure improve.
Theatrical activity is a source of development of feelings, deep experiences of the child, and introduces him to spiritual values. They develop emotional sphere the child, make him sympathize with the characters, in addition, they allow him to form the experience of social behavior skills due to the fact that every literary work or fairy tale for preschool children always has a moral orientation. Favorite heroes become role models and identification. It is the child’s ability to identify with his favorite image that has a positive impact on the formation of personality traits.
In addition, theatrical activities allow the child to solve many problematic situations indirectly on behalf of a character. This helps overcome timidity, self-doubt, and shyness.
Objective of the project: introduce to fairy tales through various types of theater
Project objectives:
stimulate interest in the proposed activity,
involve children in joint theatrical activities,
develop an understanding of different types of theater,
develop speech, imagination and thinking,
help timid and shy children engage in theatrical play.
Resource support:
table theaters: “Turnip”, “Ryaba Hen”
finger theater: “Teremok”, “Turnip”
flat theater: “Three Bears”
costumes for the nursery rhyme “Two Cheerful Geese”, for the fairy tale “Turnip”
story pictures
didactic games: lotto “Fairy Tales”, “My Favorite Fairy Tales”, coloring pages based on the fairy tales “Teremok”, “Kolobok”, “Turnip”, mosaic “Turnip”
Project participants:
educators,
group children,
parents of pupils.
Expected Result:
children must learn to use table and finger theater;
develop the ability to convey the character’s character intonation expressiveness speech, facial expressions, gestures;
production of the fairy tale “Turnip”, the song “Two Cheerful Geese”.
Forms and methods of project implementation
children telling fairy tales “Turnip”, “Teremok”, “Mitten”, “Cat and Fox”, “Fox and Blackbird”, “Wolf and Seven Little Goats”, “Ryaba Hen”, “Three Bears”, “Dereza Goat”, “The Cat, the Rooster and the Fox”, “The Tale of a Stupid Mouse”, “The Tale of a Smart Mouse” “The Snow Maiden and the Fox”;reading poems, nursery rhymes;
singing children's songs “Two cheerful geese”, “Song of the crocodile Gena”, “Cheburashka’s song”, “Song of the baby mammoth”,
dramatization of fairy tales together with the teacher “Hen Ryaba”, “Turnip”, “Teremok”, “Three Bears”, “Snow Maiden and the Fox”, “Two Cheerful Geese”;
listening to sound recordings of children's fairy tales - “The Wolf and the Seven Little Goats”, “Kolobok”, “Turnip”, “Teremok”, “Ryaba Hen”, “Cat, Rooster and Fox”, “Three Bears”, “The Tale of a Smart Mouse”, “ The cat and the fox”, “Confusion”, “The clattering fly”.
Dramatization games based on the works “Turnip”, “Kolobok”, “Teremok”, “Two Cheerful Geese”
Didactic games “My favorite fairy tales”, Lotto “Fairy tales”, “Who lives in the little house?”;
Role-playing game “In the theater”
Game "Transformation"
Game "Magic Wand"
Construction game "Teremok"
Health and physical development
Complex of morning exercises – “Hamka - hamster hamster”, “Pinocchio”, “Chickens”, “Flower”, “Breeze”
Outdoor games - “At the bear in the forest”, “Horses”, “Mice in the pantry”, “Mice dance in a circle”, “Fox-fox”, “The gray bunny is sitting”, “Brave mice”
“About products – healthy, not healthy”
Visual activities
Construction of houses for animals, a tower (fairy tales “Teremok”, “Rukavichka”)
Modeling - bun, magic wand, snowman, hedgehog, whale, hare (fairy tales “Kolobok”, “Teremok”, “Goat-dereza”, “Confusion”, “The Tale of a Smart Mouse”)
Drawing - trees, Christmas tree, falling snow, footprints in the snow (fairy tales “Teremok”, “The Wolf and the Seven Little Goats”, “Kolobok”)
Environmental education
Design of photo albums with species diversity of the animal world:
Birds: parrot, bullfinch, owl, woodpecker, goldfinch, thrush, tit, rooster, chicken
Animals: cat, horse, dog, tiger, deer, fox, arctic fox, bear (brown, white), wolf, marten, ferret, hedgehogs, hare, rabbit, Guinea pigs, hamsters, mice, frog, toad, turtle, crocodile, lizard.
Interaction with parents
Making figurines of finger theater, plane theater, bi-ba-bo
Sewing costumes for theatrical activities
Consultations on the topics: “Theatrical activities in kindergarten", "Theater as a means of development and education of children of primary preschool age"
Design project "Transformations"
Final event for the project activity “Glade of Fairy Tales”
Musical activities
Listening to music
Singing nursery rhymes
Learning dance moves
Musical works:
“Lullaby of the Bear” Y. Yakovlev,
“Song of Matroskin” E. Uspensky,
“Song about Summer” by Yu. Entin,
"Song of Grandmother the Hedgehog"
"Song of the Baby Mammoth"
“The Waterman’s Song” (from the cartoon “The Flying Ship”),
"Song of the train "Romashkino"
"Song about Cheburashka"
"Song of the Crocodile Gena"
"Two cheerful geese",
"Song of the Bremen Town Musicians", "Plasticine Crow",
"Antoshka"
Visit to the puppet theater
Attending theatrical performances with parents
Watching cartoons and filmstrips
Appendix 8
Scenario of the final event for project activities
Theatrical entertainment with parents
"Glade of Fairy Tales"
In one of the corners of the group there are toys of the grandfather and woman, as well as Ryaba the hen, the mouse and the golden egg. A little further on, the fairy tale “Kolobok” is framed, where the bun meets a fox. In the middle of the group there is a house - a screen, then there are the heroes of the fairy tale “Teremok” and the tower itself.
The progress of the holiday
Presenter .
Hello, children and dear adults. It’s so good that you came to our “clearing of fairy tales” today. A lot of interesting things will happen here today. Guys, follow me (let's go to story 1). Who lives here? That's right, grandpa and grandma. And they have a pockmarked hen, but what did the hen lay for them? What egg? That's right, golden. Now tell me, what is the name of this fairy tale? After praising the children, the presenter offers to watch and name the heroes of the next fairy tale (plot 2). That's right, the bun and the fox. Who baked the bun? Who did the bun go from? Who did the bun meet? That's right, a hare, a wolf, a bear. What song did he sing to them? Children sing the kolobok song. Who tricked and ate the kolobok? Of course, a fox. And is it called a fairy tale? Well done.
Presenter.
Look what an interesting house there is in the forest. What interesting inhabitants in this house! And everyone lives together and has fun. Name them all in order.
Children:
Mouse
Presenter.
That's right, the mouse is a bitch. Who's sitting here?
Children:
Frog.
Presenter.
The frog is a frog.
Every time the children name a character incorrectly, the presenter gives its exact definition: bouncing bunny, little fox-sister, gray barrel top, stomping bear.
Presenter.
We looked at everyone in this house. Now remember what the fairy tale is called? That's right, "Teremok", that's what a tower-teremok is. You guys know a lot of fairy tales.
Presenter.
And now we will invite your mothers and play with them the game “The King Walks Through the Forest” 2 times.
At this time, the children participating in the next fairy tale change clothes. And the storyteller grandmother is hiding behind the house.
When the children and adults are seated, the window opens and the grandmother storyteller begins her story.
Grandmother is a storyteller.
Hello kids and adults. I am a grandmother-storyteller. Today I will tell you a fairy tale, but not just tell you, but show you, the fairy tale is called “Turnip”, the children of your group will perform it. She begins to tell, and the children perform a fairy tale to her story.
That’s the end of the fairy tale, and well done to those who listened.
The actors and the grandmother-storyteller bow to the audience. They take their seats and the action continues.
Presenter.
You have already guessed the fairy tales based on the plots, watched the fairy tale “Turnip”, and now guess the fairy tales based on the pictures. A picture from the fairy tale “The Wolf and the Seven Little Goats” is shown. If children find it difficult, then read a short passage.
The children walk around the clearing again. While they are walking around the clearing, the “Miracle Tree” is displayed, all covered in candy.
Presenter.
While we were in the clearing of fairy tales, a “Miracle Tree” grew here. Not a leaf on it, not a flower, but delicious candy. What else can grow on the “Miracle Tree”? Galoshes, boots, pants, gaiters. Well done, remember. Now come to the “Miracle Tree” and help yourself to some sweets.
Appendix 7
Scenario of the Russian folk tale “Turnip” for 2 ml. groups
Characters:
Grandmother-storyteller
Grandfather
Grandma
Granddaughter
Dog Bug
Cat
Mouse
turnip
Grandmother-storyteller:
“Once upon a time there lived a grandfather and grandmother. Once upon a time my grandfather planted a turnip."(holding hands, the grandfather with the turnip comes out, the grandfather “plants” the turnip)
“The turnip has grown very, very big. The grandfather began to pull the turnip. If he pulls, he will pull, but he cannot pull. Grandfather called grandma"
Grandfather:
“Grandma! Let’s go pull the turnip!”(grandmother comes out, holds her lower back, groans - oh-oh)
Grandmother-storyteller:
“They began to pull the turnip together - the grandfather by the turnip, the grandmother by the grandfather - they pulled, pulled, pulled - they couldn’t. The grandmother called her granddaughter"
Grandma:
"Granddaughter! Let’s go pull the turnip!”(granddaughter comes out skipping, hands on her skirt, singing a song - la-la-la)
Grandmother-storyteller:
“The three of them began to pull the turnip - the grandfather by the turnip, the grandmother by the grandfather, the granddaughter by the grandmother - they pulled, pulled, pulled - they couldn’t. The granddaughter called Zhuchka"
Granddaughter:
“Bug! Let’s go pull the turnip!”(the dog Bug comes out and barks af-af-af)
Grandmother-storyteller:
“The four of them began to pull the turnip - the grandfather for the turnip, the grandmother for the grandfather, the granddaughter for the grandmother, the Bug for the granddaughter - they pulled, pulled, pulled - they couldn’t. Bug called the cat"
Bug:
"Cat! Let’s go pull the turnip!”(the cat comes out and meows meow-meow-meow)
Grandmother-storyteller:
“The five of them began to pull the turnip: the grandfather for the turnip, the grandmother for the grandfather, the granddaughter for the grandmother, the Bug for the granddaughter, the cat for the Bug - they pulled, pulled, pulled - they couldn’t. Wow, tired!”(Run hand over forehead, sigh heavily)
“The cat called the mouse”
Cat:
“Mouse! Let’s go pull the turnip!”(the mouse runs out onto the sock, squeaks pee-pee-pee)
Grandmother-storyteller:
“They all began to pull the turnip together: grandfather for the turnip, grandmother for the grandfather, granddaughter for the grandmother, Bug for the granddaughter, cat for the Bug, mouse for the cat. They pull, they pull, they pull, they pull – they pulled out the turnip!”
“The fairy tale ends here, and whoever listened, well done!”
(the actors turn to face the viewer, hold hands, raise their hands up - bow)
Appendix 3
Outdoor games, gymnastics
Khomka
Khomka, Khomka, hamster -(bends to the sides, hands on the belt)
Striped barrel!(we stroke ourselves on the sides)
Khomka gets up early,(reach up)
He washes his neck and rubs his cheeks.(massage neck, cheeks)
Khomka sweeps the hut(mahi rukmi)
And goes out to charge:
1, 2, 3, 4, 5! (exercises to choose from teacher)
Khomka wants to become strong!(jump up, clap above your head)
Pinocchio
Pinocchio stretched,(reach up)
He bent over once, he bent over twice.(bending forward)
He spread his arms to the sides -(hands to the side)
Apparently I didn't find the key.(hands on waist, shake head)
To get us the key,(we pronounce the words in a whisper)
We need to stand on our toes!(jump up, clap overhead)
Breeze
The wind blows in our faces(wave your arms towards yourself)
The tree swayed.(arms up, bend to the sides)
The wind is quieter, quieter, quieter.(arms to the sides, squat)
The tree is getting higher and higher!(jump out, high jumps in place)
Flower
The flower says to the flower
The flower says to the flower:
Pick up your paper.
(Children raise and lower their hands.)
Get on the path
Tap your foot.
(Children walk in place, raising their knees high.)
Shake your head
Greet the sun in the morning.
(Rotate head.)
Tilt the stem slightly -
Here is a charger for the flower.
(Tilts.)
Now wash yourself with dew,
Shake yourself off and calm down.
(Shaking hands.)
Finally everyone is ready
Celebrate the day in all its glory.
Mice dance in circles
The mice dance in circles
The cat is dozing on the bench.
Quiet mouse, don't make noise,
Don't wake up Vaska the cat.
Vaska the cat will wake up
It will break up your round dance!
(children dance around one child - the “cat”, on the last line the cat wakes up, the mice run away from him)
By the bear in the forest
By the bear in the forest
I take mushrooms and berries.
But the bear doesn't sleep
And he growls at me!
The basket overturned
(children gesture to show how the basket overturned)
The bear rushed after us!
(The children run away, and the “bear” catches them. The first one caught becomes the “bear”)
Geese
Geese, geese! - Ha-ga-ga.
Do you want to eat? - Yes Yes Yes.
So fly home!
No no no,
Gray wolf under the mountain
Doesn't let us go home.
He wants to eat us.
Well, fly as you wish
Just take care of your wings!
(On last words children wave their arms - “wings” and run towards the teacher, dodging the “wolf”)
Brave mice
One day the mice came out(lead a round dance)
See what time it is.
One two three four,(4 claps)
The mice pulled the weights.(hands from above sharply lower down)
Suddenly there was a terrible ringing!
The mice ran away.(scatter to the sides)
Gray bunny sitting
Gray bunny sitting
And he wiggles his ears.
(children bring their palms to their heads, move them, turning right and left)
Like this, like this
He wiggles his ears.
It's cold for the bunny to sit
We need to warm our paws.
Like this, like this
We need to warm up our little paws!
(children clap their hands and repeat the last two lines)
It's cold for the bunny to stand
The bunny needs to jump.
Like this, like this
The bunny needs to jump!
(Everyone jumps in one place)
The wolf scared the bunny!
(“the wolf” growls)
The bunny immediately ran away!
(Children run away)
fox fox
Fox-fox, (they dance around the “fox”, teasing her)
Maiden beauty!
Red tail,
Long nose!
Come on, catch me!(run away from the fox)
Annex 1
Consultation on the topic:
"Theatrical activities in kindergarten"
The educational possibilities of theatrical activities are wide. By participating in it, children get acquainted with the world around them in all its diversity through images, colors, sounds, and skillfully posed questions force them to think, analyze, draw conclusions and generalizations. Improvement of speech is also closely related to mental development. 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 and its intonation structure are improved.
We can say that theatrical activity is a source of development of feelings, deep experiences and discoveries of a child, and introduces him to spiritual values. But it is equally important that theatrical activities develop the emotional sphere of the child, make him sympathize with the characters and empathize with the events being played out.
Thus, theatrical activity is the most important means of developing empathy in children, i.e. the ability to recognize emotional condition person by facial expressions, gestures, intonation, ability to put oneself in his place in different situations, find adequate ways to assist.
“To enjoy someone else’s joy and sympathize with someone else’s grief, you need to be able to, with the help of your imagination, transfer yourself to the position of another person, mentally put yourself in his place.” B. M. Teplov
Building an environment for theatrical activities.
The environment is one of the main means of developing a child’s personality, the source of his individual knowledge and social experience. The subject-spatial environment should not only ensure joint theatrical activities of children, but also be the basis for the independent creativity of each child, a unique form of his self-education. Therefore, when designing a subject-spatial environment that provides theatrical activities for children, it should be taken into account.
Individual socio-psychological characteristics of the child;
Features of his emotional and personal development;
Interests, inclinations, preferences and needs;
Curiosity, research interest and creativity;
Age and gender-role characteristics;
Theater and parents
The development of theatrical activities in preschool educational institutions and the accumulation of emotional and sensory experience in children is a long-term work that requires the participation of parents in theme evenings in which parents and children are equal participants.
It is important for parents to participate in such evenings as role performers, authors of the text, manufacturers of scenery, costumes, etc. In any case, the joint work of teachers and parents contributes to the intellectual, emotional and aesthetic development of children.
Parental participation in theater activities is necessary. This evokes a lot of emotions in children and heightens feelings of pride for their parents who participate in theatrical productions.
Appendix 2
Consultation on the topic:
"Theater as a means of development and education of children of primary preschool age"
Theater is a magical land in which a child rejoices while playing, and in play he learns about the world!
S. I. Merzlyakova
For junior schoolchildren 3-4 years old, the most accessible type of theater is puppet theater. Playing with dolls has an indirect and imperceptible, comprehensive therapeutic and educational effect and helps to gain a sense of success precisely in the area in which the child feels most vulnerable. In this regard, in psychology Lately The method of puppet therapy has become widespread, i.e. treatment method using dolls. Playing with a doll provides children with the opportunity to fully develop individual characteristics. In the game, the child’s words should revive the dolls and give them mood and character. When playing with dolls, a child reveals his hidden feelings not only verbally, but also through facial expressions and gestures.
There are four types of puppet theater: tabletop, finger, puppet theater like Parsley, marionette theater.
Tabletop theater , perhaps the most accessible type of theater for younger preschoolers. Children of this age experience initial mastery of staged theatrical play - tabletop toy theater. To make characters for it you will need colored cardboard and paper, scissors, glue and felt-tip pens. Puppets intended for a tabletop theater must stand firmly on the table and move easily around it. The doll's body is made in the form of a cone, to which the doll's head and arms are attached. The size of such a doll can be from 10 to 30 cm. Controlling tabletop dolls is not difficult for children. The child takes the toy from the back so that his fingers are hidden under its hands, and leads the “actress” along the table in accordance with the plot of the dramatization. It is important to pay attention to ensure that the child’s speech coincides with the doll’s movements.
Finger Theater - this is a theater of actors who are always with us. It’s enough to take colored cardboard, cut out a man’s face, an animal’s face (who this character will be is up to you and your child to decide), draw eyes, a nose, a mouth. Then you need to glue a ring out of paper onto your finger and glue the face to it. The finger theater hero is ready! The child puts the dolls on his fingers and acts as the character depicted on his hand. As the action progresses, the child moves one or more fingers, pronouncing the text of a fairy tale, poem or nursery rhyme.
IN parsley theater , which in practice is often calledbibabo theater , glove-type dolls are used: a doll, hollow inside, is put on the hand, while a forefinger, into the sleeves of the suit - large and medium, the remaining fingers are pressed against the palm. It’s easy to sew such a doll yourself using available materials: old mittens, children’s socks for making the body, pieces of fur, yarn for hair, buttons and beads for the eyes, nose and mouth. It is enough to connect your imagination and the imagination of the child.
Dolls built like puppets are more difficult to make, but still possible. Take an old rag doll and attach fishing line to its arms, legs and head. Then make a cross by knocking two thin wooden planks crosswise. Tie the fishing line to the cross - the puppet doll is ready! Controlling such dolls gives children great joy.
By doing theater with your children, you will make the life of your children interesting and meaningful, fill it with vivid impressions and the joy of creativity. And most importantly, children will be able to use the skills acquired in theatrical games in everyday life.
Project passport
Project name: "Visiting a fairy tale"
Project type: artistic and aesthetic
Project type: group.
Duration: short (1 Week)
Forms of work: educational, playful, productive, work with parents.
Location: GBOU School No. 171 DO No. 12
Relevance of the problem:
Folk tales are the oldest widespread form of oral folk art, present among all nations. The fairy tale reflects beliefs, views, the dominant features of the national character, exposes class relations, while simultaneously exposing ancient life, which is often reflected in individual works - everyday tales, tales about animals, fairy tales. Mastery of the native language and speech development is one of the most important acquisitions of a child in preschool childhood and is considered in modern preschool education as general basis raising and teaching children. Working with children, we were faced with the fact that their coherent speech is poorly developed, they have difficulty talking about the events of their lives, and cannot retell a literary work.
To solve this problem, I chose to work on getting acquainted with fairy tales, since I believe that fairy tales have firmly entered the child’s life, and in its essence a fairy tale fully corresponds to the nature of a little person, close to his thinking and ideas.
Formulation of the problem:
Children know few Russian folk tales.
Target: to form in children ideas about Russian folk tales through different kinds activities.
Tasks:
1. Educational:
Create the necessary conditions to get acquainted with fairy tales.
Develop the child’s cognitive abilities, curiosity, creative imagination, memory, fantasy.
Work on sound pronunciation, develop the sound culture of children’s speech.
Develop the ability to retell fairy tales.
2. Developmental:
Develop group cohesion and self-esteem in children.
3. Educational:
Instill in children respect for themselves and other children.
Arouse interest in fairy tales.
Estimated results of the project implementation
-Children will get acquainted with many Russian folk tales and will know their content.
Children will try to convey their hero in games - dramatizations, puppet theaters, table theaters.
Involving parents in further participation in group activities (drawing competitions, crafts, replenishment of the development environment, etc.)
Development of children's cognitive activity, creative abilities, and communication skills.
Organization of an exhibition of drawings. “Visiting a fairy tale” (with the involvement of parents).
Development in children children's creativity– drawing, modeling, applique.
Project methods:
Cognitive and play activities, games, conversations, observations, joint games.
Project implementation stages.
Stage 1:preparatory (project development)
Definition of the problem and relevance of the project;
Setting goals and objectives;
Determination of forms and methods of work;
Collection of information, literature, additional materials;
Work on drawing up stages and a plan for project implementation; - creation of RPPS:
Bring Russian folk tales to the book center Creation didactic games according to the project To replenish the music and theater center with masks for staging fairy tales and outdoor games. Select card files: “Finger games based on fairy tales”; “Riddles about fairy tale heroes”, “Outdoor games based on fairy tales”
Stage 2: main
Conducting direct educational activities on the topic according to planning.
Stage 3: final (summarizing the work done)
Analysis of the results obtained,
-exhibition of drawings “My favorite fairy-tale hero”;
Final event “Game – dramatization based on the fairy tale “Teremok”
Long-term planning.
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Subject |
date |
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“What kind of fairy tales are you?” (NOD) |
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“Favorite Tales” (FAV) |
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Conversation “What happened to the kolobok who went for a walk without asking?” (NOD) |
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Modeling “Peas for the Cockerel” (GCD) |
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Application “Zayushkina’s hut” (GCD) |
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Construction of the “Hut for the Chanterelle” |
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Game - dramatization of the fairy tale "Teremok" |
Comprehensive thematic planning.
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Educational area |
Forms of working with children |
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Social and communicative development |
1. Didactic games: “Tell a fairy tale according to the plots”, “Which fairy tale is the hero from”, “Find out whose shadow”, “Good-evil in fairy tales” 2. Musical and didactic game “Show who it is” (correlate music with fairy tale characters, teach children to imitate movements) 3. Educational situation “What kind of fairy tales are you?” (to form children’s interest in fairy tales, to create a desire to listen to them). 4. Exhibition “My Favorite Book” |
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Cognitive development |
1. Examination of illustrations for fairy tales 2. View any fairy tale of the children’s choice 3. Conversation “What happened to the kolobok who went for a walk without asking?” (rules safe behavior) 4. Labor activity: “Let’s show Chanterelle how we work” |
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Speech development |
1. GCD for speech development “Favorite Tales” 3. Demonstration of the tabletop theater "Kolobok"; dramatizations of fairy tales “Turnip”, “Teremok” |
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Artistic and aesthetic development |
1. GCD for modeling “Peas for the Cockerel” 2. GCD for drawing “Zayushkina’s hut” 3. CHHL: reading children's favorite fairy tales throughout the project; guessing riddles about the heroes of fairy tales. 4. Playing “Noisemakers” 5. Joint activity of the teacher and children: Construction of the “Hut for the Chanterelle” 6. Production of the fairy tale “Turnip”. 7. Game - dramatization of the fairy tale “Teremok” |
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Physical development |
Breathing exercises"Chicken", "Geese are Flying" Outdoor games:“Bear the Bear in the Forest”, “Sly Fox”, “Geese-Geese” |
Directly- educational activity.
“What kind of fairy tales are you?”
Target: Cultivate children's interest and love for fairy tales
Tasks:
- strengthen the ability to compose descriptive stories, promote the development of imagination.
-develop memory and thinking;
-to form a desire to perform independent game actions;
Equipment and material
: costumes for turnips, cut pictures, leaves, pencils.
Progress of the lesson:
Children sit on chairs in a semicircle (play area).
Educator:
There are many fairy tales in the world.
Mothers and children read them!
Good wins in a fairy tale
In a fairy tale, animals come to life!
Guys, today we will talk to you about fairy tales. Do you like reading fairy tales? (Children's answers). Today we will take you into the world of fairy tales. Now we will remember some fairy tales.
Quiz "In the world of fairy tales."
1. Once upon a time there was a grandfather and a woman, and they had a Chicken... (Ryaba)
2. Don’t sit on the stump, don’t eat the pie! Bring it to grandma, bring it to grandpa! Who said this? (Masha to the bear)
3. Mix it with sour cream and chill it on the window. Who is this? (Kolobok)
4. Open the door, your mother has come and brought milk. Who sang it? (Mother Goat to her kids)
5. I am a little mouse, I am a frog, a frog...From what fairy tale? (Teremok)
6. A bug for a granddaughter, a granddaughter for a grandmother, a grandmother for a grandfather. From what fairy tale? (Turnip)
Well done boys! The next game is “Give me a word.”
1. What song did Kolobok sing?
2. What did the Ryaba Hen say to the grandfather and woman when the mouse broke the egg?
3. Who helped the bunny drive the fox out of his house?
4. What were the names of the three little pigs?
5. Whose house did Mashenka go to when she got lost in the forest?
6. Who did the Bug call to pull out the turnip?
Well done, you know fairy tales very well!
-And now we will show you the fairy tale ourselves (a dramatization of the fairy tale “Turnip”).
(those who wish go out, the rest watch).
-Now let’s rest a little and play with our fingers. Finger gymnastics (This finger is a grandfather, a gray bunny is sitting, a white-sided magpie, a horned goat, we are chopping cabbage, there is a lock hanging on the door, a spider).
Very good!
- Let's sit down at the tables.
Game "Collect the picture." Now we will try to collect the picture and find out what fairy tale it depicts.
(Conditions of the game: children must collect a cut-out picture with an illustration from a fairy tale. Everyone collects and guesses which fairy tale). Well done, everyone did it.
"Favorite Tales"
Goals: cultivate a love for Russian folk art;
Tasks: develop attention, memory, intelligence;
develop creative abilities;
create positive emotions and friendly feelings.
Progress of the lesson:
The teacher comes out dressed as a storyteller and asks the children riddles.
Rolled along the path
But he didn’t fall into the basket,
And on the fox's sock,
Who is he, children?.. (Kolobok.)
The teacher takes out a kolobok from the basket.
Don't wander through the forest
You will meet there... (fox).
The teacher takes a fox out of the basket.
Trouble has come to us again,
Lost the kolobok.
We are so many years old,
Crying... (grandmother), crying... (grandfather).
The teacher takes the grandmother and grandfather out of the basket.
Who's walking through the forest there?
Sings songs loudly.
There is a mushroom and a pine cone underfoot,
This, children, is brown... (bear).
The teacher takes a bear out of the basket.
Large gray ears
The eyes are narrow, slanting.
They say he's a coward
And his name is... (bunny).
The teacher takes a hare out of the basket.
Educator. Children, look who came to visit us. These are the heroes of what fairy tale?
Children. Kolobok.
Educator. Now we will all tell it together.
“What happened to the little kolobok who went for a walk without asking?” (rules of safe behavior)
Target: to develop children’s ability to behave in situations with strangers.
Tasks:
1. Develop knowledge of the basics of personal safety.2. Develop a more accurate understanding of who is "ours", "stranger", "acquaintances".3. To develop in children the ability to draw with a brush or pencils.4. Develop memory, attention, thinking.5. Continue to strengthen the ability to draw straight lines.6. Foster a love of fairy tales.
Types of children's activities: communicative, cognitive-research, productive, motor, musical, gaming.
Demo material:
Easel, sample drawing, tabletop theater.
Material and equipment: brushes according to the number of children, pencils of choice, napkins, landscape sheets of paper, jars of black paint.
GCD move:
Educator. To be polite you need to say hello.
(children perform finger exercises).
Hello blue sky.
Hello golden sun.
Hello morning,
Hello day,
We are not too lazy to say hello.
Hello!
Educator: Guys, let's remember a fairy tale. « Kolobok"(tabletop theater show).
There was a house on the hill. Grandfather and grandmother lived in this house. One day my grandfather really wanted a rosy kolobok. So he tells grandma.
Grandma, please bake bun.
And the grandmother answers: - How to bake this, there is no flour.
And you scrape the box, mark the bottoms, and you’ll pick up two handfuls of flour.
The grandmother did just that, scraped the box, broomed it along the bottom and scooped up two handfuls of flour. Grandma baked bun, put it on the window, and went into the garden. It turned out bun, rosy, fragrant. Lay down little bun, he was tired of lying, and the bun rolled down, rolled towards the forest.
The teacher shows a fairy tale using a table theater.
Educator: Did you like the fairy tale? Who met first Kolobok? What kind of Hare is he (coward, kind? Who met who next Kolobok? Wolf, what is he (scary, evil? After the Wolf there was a Bear. And what is he (big, club-footed? Who met who next? Kolobok? What kind of fox is she (cunning, affectionate? What happened to the kolobok, who went for a walk without asking? What would happened if Kolobok didn't roll off the window (Children's answers)
Outdoor game "The gray bunny is sitting"
Gray bunny sitting
And he wiggles his ears
Like this, like this
It's cold for the bunny to sit
I need to warm my paws
Like this, like this
It's cold for the bunny to stand
The bunny needs to jump
Like this, like this.
We learned from the fairy tale that all the heroes are different: the Hare is a coward, the Wolf is evil, the Bear is clumsy, the Fox is cunning. Likewise, people in life are different, which They look very kind, ready to help. And other people may look unkind. Therefore, you need to be careful with strangers. Which people do you consider to be yours? (These are the people which are called relatives: mother, father, sister, grandmother, grandfather). How do you think "strangers"- who is this? (These are people who are strangers to us, which you don't know an electrician, a plumber, a stranger). Strangers are not always friendly to us. They may be planning something evil.
Educator: Guys, you can do the same Kolobok take it and leave home? No you can not. Because on the street you will get lost, get lost.
A good child knows
If one walking,
Then he will quickly get lost without adults,
It's a very dangerous street!
Remember! It is best to try to keep up and not get lost; for this you need to not be distracted, try to be close to adults.
Educator: Guys, look what’s on our table. (children's answers).
Educator: Yes, guys, this is a house, how can you get to it, what is missing?
Children: Roads, paths.
Educator: Yes, let's finish drawing them. What color should the road be?
Children: Black.
Educator: I suggest you draw with whatever you want, at your discretion?
Educator: Let's remember how you should correctly take a brush, wet it in water and dip it in black paint.
Then knock off the excess paint onto the jar and start painting. And when you finish painting, rinse the brush of paint and place it on a napkin.
Educator: Let's get to work.
Children draw paths, and the teacher monitors the children’s work and helps them cope with the work.
Educator: Well done, everyone drew the road to the house, now no one will get lost when leaving the house. Guys, let's remember once again what we talked about today?
Children: That you can’t leave home without an adult
"Peas for the cockerel"
Target: continue to introduce children to the techniques of working with plasticine.
Tasks: develop fine motor skills;
consolidate knowledge of the color green; continue to learn how to pinch off small pieces from a whole piece of plasticine,
roll the plasticine between your palms in a circular motion;
cultivate responsiveness and a desire to help the game character.
Material: toy « Cockerel» , house, green plasticine, boards, plates for crafts made according to the number of children, napkins for wiping hands after sculpting.
Progress of the lesson.
Didactic game « Cockerel»
Cockerel, cockerel,
golden comb,
Oil head,
Silk beard,
Don't you let the kids sleep?
Here he is cockerel! Hello cockerel, say hello to cockerel.
Hid again cockerel, let's call him again!
Doesn't look out cock more in the window, doesn't want to play with us. Why do you think? And I think I know why: we told him they promised to give me peas, but they didn’t give it. A The cockerel loves peas very much. Need it treat you to peas, otherwise he will be offended and will not come to us anymore group. Where do we take peas? Come on cockerel peas let's make it out of plasticine!
Look, what color is my plasticine?
Green.
That's right, green, because green peas. We knead the plasticine with our hands so that it is soft and easy to sculpt from.
Here I have a big piece of plasticine, I’ll pinch it off small piece what piece is this? (big, what is this? (small) I will put a large piece on a board, and roll a small piece between my palms. Like this. Show me how you will roll out the plasticine?
Look how it turned out pea? I'll put peas on a plate.
I have little blinded the peas. The cockerel won't have enough of it. And all together we are a lot let's make some peas and treat the cockerel.
Finger gymnastics "Peter- cockerel» .
Petya, Petya- cockerel(connect the thumb and index finger in "beak")
Golden comb (cross fingers of both hands)
Silk head (pat on the head)
Maslyana beard (stroke the chin)
That you get up early (stretch out on tiptoes, arms up)
During sculpting I help you pinch off pieces that are not too small and not too large, and roll them between your palms.
- Large cockerel, he has so much there won't be enough peas, you still have a lot of plasticine left, make some more peas.
U cockerel there is also a hen with chicks, they too love peas, let's go blind again peas so that it’s enough for them too.
After I remind you of sculpting so that children wipe their hands with napkins.
Let's go treat the cockerel. Take your plates from peas, take them to the house, we will calling the cockerel. Place the plates here (in front of the house window). Let's call the rooster!
Come out to us cockerel, we're not kidding, we tell you a lot they brought peas.
Look what the kids made for you, what we made for you cockerel?
What did we sculpt from? peas?
How did it turn out? peas?
Try, our cockerel peas.
Ko-ko-ko, how delicious peas turned out. So sweet peas blinded me.
Cockerel really liked yours peas, he invites you to play with him.
Like ours at the gate
Rooster grains(peas) pecks, children squat in a flock,
Rooster grains(peas) pecks, and cockerel walks around the group.
Calls small children:
You are my guys
Yellow chickens, after these words the children run up to cockerel,
Everyone run to me, tapping on the palm with the index finger of the other
Help me. Hands say: peck-peck-peck.
Construction of the “Hut for the Chanterelle”
Target: Stimulate the creative, speech and cognitive activity of children.
Tasks:
1. To develop children’s ability to conduct a dialogue with the teacher, listen and understand questions.
2. Develop coherent speech skills, continue to develop the skill of emotional assessment of characters.
3. Cultivate sympathy for the heroes of the fairy tale, a friendly attitude, and a desire to help the heroes.
Methods and techniques: questions about the content of the fairy tale, musical physical education, finger gymnastics, making houses for a fox, analysis of work.
Equipment: Table theater toys based on the fairy tale “Zayushkina’s Hut”, wooden construction set.
GCD move:
Greetings
Let's stand side by side, in a circle,
Let's say "Hello!" each other.
We are not too lazy to say hello:
Hi all!" and "Good afternoon!";
If everyone smiles -
Good morning will begin.
- GOOD MORNING!
Vosp: Guys, remember the fairy tale “Zayushkina’s Hut”?
Children: Yes
Vosp: Tell me, what happened there?
Children: The fox kicked the bunny out of the house because her house had melted.
Vosp: Why did the fox’s house melt?
Children: because her house was icy.
Vosp: Correct. Guys, tell me, who came to help the bunny?
Children: Wolf, bear, rooster.
Vosp: Who was able to drive out the fox?
Children: Rooster.
Vosp: Guys, do you feel sorry for the fox?
Children: Yes.
Vosp: Why?
Dei: Because her house has melted and she has nowhere to live.
Vosp: Of course. After all, if the fox’s house had not melted, she would not have kicked the bunny out of the house.
Vosp: Let us help the fox. Let's build it for her new house.
But before we get started, we need to stretch our fingers.
Finger gymnastics.
I want to build a house
(fold your arms like a house and raise them above your head),
So that there is a window in it
(join the fingers of both hands in a circle).
So that the house has a door
(put the palms of your hands together vertically),
Nearby for the pine tree to grow
(raise one hand up and “spread” your fingers).
So that there is a dog standing around the fence and guarding the gate
(we join our hands in a lock and make a circle in front of us).
It was sunny, it was raining
(first we raise our hands up, fingers “spread”. Then we lower our fingers down, make “shaking” movements).
And the tulip bloomed in the garden (put your palms together and slowly open)!
Play: go to your work places, now we will make a house for a fox from a wooden construction set.. (light music sounds, children do the work)
Bottom line
Vosp: Guys, let's show each other what kind of houses you made. What a great fellow you are! Now, I think, such a house will not melt away from the fox and she will have a place to live.
"Zayushkina's hut"(applique)
Target: teach children to correctly compose an image house from ready-made parts,
TASKS:
teach children to carefully stick parts onto a sheet of paper, teach them to use a glue stick. develop fine motor skills and creative imagination. cultivate independence and creative initiative.
MATERIALS:
easel, mnemonic diagram fairy tales, a box with pictures of animals on stands (fox, hare, bear, dogs, rooster, colored blanks: rectangular - for house, triangular - for the roof house, square shape - for windows. glue stick, paper napkins, oilcloths for each child. PROCEDURE OF THE LESSON
Children sit on chairs in a semicircle in front of the teacher.
Educator: Children, today I will tell you Russian folk fairy tale
« Zayushkin's hut» , and you will find out what animals will be in it by guessing the riddles.
First riddle:
A ball of fluff,
Long ear
Jumps deftly
Loves carrots
Children: hare.
Educator: Well done, right. He takes out a picture of a bunny from the box and puts it on the table.
Second riddle:
Cunning cheat
red head,
Fluffy tail - beauty
And her name is fox
Educator: Correct. He takes out a picture of a fox and puts it next to the picture of a bunny.
Third riddle:
Clubfoot and big
He sleeps in a den in winter
Loves pine cones, loves honey
Who will call him for me? (bear)
Educator: And they guessed this riddle, takes out a picture with a picture of a bear and places it next to a bunny and a fox.
Fourth riddle:
Who sings ku-ka-re-ku so loudly
About the sun rising (rooster)
Educator: Yes, that's right. He takes out a picture of a rooster from the box and places it on the table next to the other animals.
Fifth riddle
You stroke her - she caresses
You tease her - she bites
Sits on a chain
The house is guarding (dog)
Educator: Well done, you guessed all the riddles. Now listen fairy tale.
After listening fairy tales the teacher invites the children to approach the easel on which the mnemonic diagram is located fairy tales. Children, with the help of a teacher, either independently or in roles retelling a fairy tale, based on the schematic image.
Educator: Children, now the fox was left without a house, is that bad. She has nowhere to live, nowhere to invite friends. Let's make her house.
Children: Let's go.
The teacher invites the children to choose colored blanks for house, sit down at the tables and start making it.
RESULT CLASSES.
How wonderful you made the houses for the fox. Now she can invite her friends to visit her and celebrate her housewarming.
Final event:
Game - dramatization of the fairy tale “Teremok” and artistic creativity - plasticine painting - painting the walls of “Teremok”, decoration with peas and buckwheat
Target: To develop children's memory, the ability to guess the names of Russian folk tales, based on the riddle and visual picture of the fairy tale. To develop children’s ability to convey their character in the fairy tale “Teremok” through speech, facial expressions, gestures and actions. Develop skills in working with plasticine to create a tower: pinch off a small piece from the whole and, by smearing it with your finger, fill in the outline of the object without going beyond the outline. Develop finger motor skills by using peas and buckwheat to decorate the house. Cultivate interest in fairy tales and accuracy in working with plasticine.
Move: The arrival of Grandmother the storyteller: “Hello children, do you recognize me? And I didn’t come alone, I brought you friends! Meet them! Children dressed as characters from the fairy tale “Teremok” enter. (Sit down with other children). “And with me I brought a chest of surprises. Here's the first surprise: I told you a lot of fairy tales, I showed you a lot. They ask for fairy tales, and now, you, friends, get to know us!” (I take out pictures - fragments of fairy tales and read the riddle, the children guess:
Mesh with sour cream, stuzhon on the window ,
A round side, a ruddy side, a bun rolled...
Oh you Petya - simplicity,
I messed up a little:
I didn't listen to the cat
Looked out the window (“The cat, the rooster and the fox”)
And the road is far,
And the basket is not light,
I would like to sit on a tree stump,
I would like to eat a pie (“Masha and the Bear”)
In the fairy tale the sky is blue,
In the fairy tale, the birds are scary,
Rechenka, save me,
Save me and my brother (“Geese and Swans”)
Near the forest at the edge,
Three of them live in a hut,
There are three chairs and three mugs,
Three beds, three pillows,
Guess without a hint
Who are the heroes of this fairy tale? ("Three Bears")
Everyone knows in Rus',
We were waiting for mother with milk,
And they let the wolf into the house,
Who are these... little children (“The Wolf and the Seven Little Goats”)
Grandmother is a storyteller: Well done, you guessed all my riddles, everyone learned the fairy tales.
Let's relax and build a house for the gnome:
1, 2, 3, 4, 5, (turns right, left, hands on the belt),
we will build and play (squats),
We are building a big, tall house (hands up, on tiptoes),
we install windows, cut the roof (we show the window with our hands, hands above our heads - imitation of the roof),
this is such a beautiful house (hands in front of you, pointing to the house),
an old gnome will live in it (claps hands)
Grandmother is a storyteller: And now, dear viewers,
Would you like to see a fairy tale?
Every fairy tale has its uses
A lesson for girls and boys.
The game is a dramatization of the fairy tale “Teremok”.
Grandmother is a storyteller: Make “Teremki” as a gift for my fairy-tale heroes. You've already started work, I know, let's continue. Here are your little houses (I’m handing out the children’s work). I offer a sample of the work that should turn out. What are the walls of the tower painted with? Correctly with plasticine, pinch off a small piece and smear it on the walls, without going beyond the contour. When you paint the entire wall with plasticine, you can decorate it with peas or buckwheat, which are in your plates.
Independent activities of children. Grandmother, a storyteller, provides assistance as needed, a reminder, uses a sample display, etc.
Rating from Grandmother - a storyteller: Well done, they tried very hard. For this, here is my surprise from the chest - new books with fairy tales and treats (sweets).
Farewell and departure Grandmothers are storytellers.
Project result:.
1. The children got acquainted with new fairy tales.
2. Children learned to recognize fairy-tale characters from illustrations.
3.During didactic games, children consolidated their knowledge of colors, quantity, and counting.
4.The children tried to display what they read in creative works.
5. The children got acquainted with theatrical performances.
6. The result of our project was a game - a dramatization of the fairy tale “Teremok”
6. We discussed our project with the children.
Bibliography:
Makhaneva M.D. Theatrical activities in kindergarten: A manual for preschool workers. -: M.: T C “Sphere”, 2001 Antipina E.A. Theatrical activities in kindergarten: Games, exercises, scenarios. M.: Sphere shopping center, 2003. Doronova T.N. Playing theater: theatrical activities for children 4-6 years old: method. Manual for preschool teachers educational institution. T.N. Doronova. - 2nd ed. - M.: Enlightenment, 2005. Kudryavtseva N.Yu. “Getting ready for the holiday” Methodology for making costumes, dolls, decorations for children's performance. Moscow: School Press, 2011. Novikovskaya O.A. “Lessons for lessons on fairy tales with children 4-5 years old.” St. Petersburg: “Paritet” 2007. Polyak L.Ya. Theater of Fairy Tales: Scenarios in verse for preschoolers based on Russian folk tales. - St. Petersburg: “Childhood-press”, 2008
The general rule for reading a fairy tale to children of any age is that a fairy tale should be read while the child has interest in his eyes, that is, while he really wants to listen to it. And therefore: we finish reading large fairy tales (fairy tales with continuations) interesting place so that the child has a great desire to find out what will happen next and continue listening.
If a child is tired and does not want to listen to a book, then it is best not to force it. Instead, go for a walk or play, change your activity. Interest in a book cannot be cultivated through force.
Before reading, tell your child the genre, author and title of the story. For example: “Let’s read the fairy tale by Korney Ivanovich Chukovsky “Doctor Aibolit.” Naming a genre is a small step towards a culture of reading, towards knowledge of the characteristics of different genres of literature. (Later, by the age of 6-7, your child will be able to accurately determine the genre and answer the question: “What kind of work is this - a fairy tale, story or poem?”, “Is it a lullaby or a counting rhyme?” and give reasons for his opinion.) Name the genre. always exactly, correctly - not a “rhyme”, but a “poem”, not a “fairy tale”, but a “fairy tale”. If the fairy tale is a folk tale, then you can say this: “I will tell you the Ukrainian folk tale “Rukavichka.”
Before reading a fairy tale to a child, it is advisable for adults to familiarize themselves with its text and illustrations. This is necessary both in order to explain unfamiliar words in a timely manner, and in order to pay attention to expressive words and figurative comparisons, in the language of a fairy tale. And for one more reason - which has arisen recently in book publishing for children. A very important reason.
When buying a book for a child, be sure to carefully read the text of the fairy tale right in the store, because Nowadays, it is very common to find “free” retellings of famous fairy tales and translations that are not at all distinguished by their artistry. Such texts are very harmful for children to read.
Very often, kids ask to read the same fairy tale several times. What should I do - read it or suggest another? Of course, read - read the fairy tale that the child has chosen and asks to repeat. Preschool children love repeating fairy tales; every time they relive the same situations with the same pleasure, as if they were listening to a fairy tale for the first time. Then they begin to correct your inaccuracies, if you made a mistake somewhere while reading, they know the fairy tale almost by heart, but still ask you to repeat it again and again. This is an important stage in the development of a child as a future reader.
Every child or every group of children has one such favorite book that they read to their heart's content. It is very important that such a fairy tale book carries universal moral values, has an artistic language, and carries positive behavior and life scenarios. We don’t know which book your child will suddenly “fall in love” with, or which will captivate him. inner world and will become a life partner, which of the fairy-tale characters he wants to become like, so very high demands are placed on every book for children.
You can read the same fairy tale today, and tomorrow, and the day after tomorrow, and on next week, then take a break and repeat again. Each time a fairy tale opens up new layers of meaning for us, we begin to see in it what we had not noticed before. Then you will see for yourself how the child “cooled down” to the fairy tale and offered to listen to another one.
Children love to dramatize fairy tales. Never cut out figures from a book for the theater. This will demonstrate our disrespect for the book. Where to get pictures for games and performances:
A) make a color photocopy of the pages of the book and glue the figures onto cardboard,
B) take photographs of pictures from the book, print them and cut them out,
C) on the Internet there are options for pictures based on fairy tales that can also be used. Moreover, it is very convenient to combine characters from different fairy tales to create your own.
While playing a fairy tale, a child can change its plot, introduce new characters, new dialogues. This is normal, you can’t stop him or even scold him because “he didn’t listen well, this didn’t happen in the fairy tale.” Allow your child to create, invent, compose. This is amazing! After all, a fairy tale and a dramatization game are creativity, living speech, and not a text memorized in advance. And creative theatrical and staged fairy tales (games based on fairy tale plots) are a very important part of a child’s life, necessary for his full development.
If your baby is not interested in books, don't be upset. Interest in a book is cultivated and developed - this is not an innate quality. In this case, start with small works, finishing reading until the baby gets tired.
Fairy tale or cartoon - which option is better? Option 1 - first watch a cartoon based on a fairy tale with your child, and then read this fairy tale. Or option 2 - first read a fairy tale, and then watch a cartoon based on it?
The second option is better. And that's why. When listening to a fairy tale, the child is more active, he invents it himself - he recreates in his imagination the images of the heroes of the fairy tale. He does not have flashing pictures on the screen before his eyes, and therefore he listens more carefully to the words of the fairy tale. When watching a cartoon, the child is passive; the images of the characters have already been created by the director and artist. Of course, nothing bad will happen if the baby sees the cartoon first, and then you read the fairy tale. But if you have a choice, it is better to choose the second option.
Don’t be afraid to read fairy tales with bright colors to children who cannot speak or speak poorly. artistic language, with complex syntactic structures, do not simplify the language of the fairy tale “to the child’s speech level.” Even if the baby still speaks poorly, he absorbs everything and understands everything! On the contrary, even for poorly speaking children it is very necessary and very important to read highly artistic fairy tales every day and often, providing a model of literary speech. This is the “nutrient medium” in which the child’s rich expressive speech will gradually form and develop. Otherwise, he will remain at the level of primitive thought and primitive speech. Do not impoverish the literary life and language of your children! Lay the groundwork for the future!
It is better for children of primary preschool age to tell a folk tale rather than read it from a book (if possible). Or at least look through the text of the fairy tale “forward” with your eyes through the book, and then repeat it out loud to the baby, looking into his face and observing his reaction.
When you tell a fairy tale, looking at a child, you see his reactions, you can pause at the right moment, change the intonation of speech, ask a question. To a small child It is difficult and not at all interesting to listen to a fairy tale if the adult is buried in the text and does not pay attention to the baby.
Russian folk tales:
“Kolobok” (arranged by K. Ushinsky)
“The Wolf and the Little Goats” (arranged by L. Tolstoy)
“Cat, Rooster and Fox” (arranged by M. Bogolyubskaya)
"Swan geese"
"Snow Maiden and the Fox"
“Goby - black barrel, white hooves” (arranged by M. Bulatov)
“The Fox and the Hare” (arranged by V. Dahl)
“Fear has big eyes” (arranged by M. Serova)
“Teremok” (note – arranged by E. Charushin!)
"Mitten"
"Masha and the Bear"
"Three Bears"
“The Fox – Lapotnitsa” (arranged by V. Dahl)
“The Fox and the Black Grouse” (“The Black Grouse was sitting on a tree”, adapted by L. Tolstoy)
“Masha and Dasha” (retold by L. Eliseeva, from the collection of fairy tales “The Pouring Apple”)
“Rukavichka” (Ukrainian, arranged by E. Blaginina)
“Goat - Dereza” (Ukrainian, arranged by E. Blaginina)
“The brave man is well done” (Bulgarian, translation by L. Gribova)
“Two Greedy Little Bears” (Hungarian, arranged by A. Krasnov and V. Vazhdaev)
“Pykh” (Belarusian, arranged by N. Myalik)
“Stubborn goats” (Uzbek, arranged by Sh. Sagdulla)
“The Forest Bear and the Naughty Mouse” (Latvian, arranged by J. Vanaga, translated by L. Voronkova)
“Visiting the Sun” (Slovak, translation by S. Mogilevskaya and L. Zorina)
“The Rooster and the Fox” (Scottish, translation by M. Klyagina - Kondratieva)
“The Pig and the Kite” (the peoples of Mozambique, translation by Yu. Chubkov)
“The Fox is a Nanny” (Finnish, translation by E. Soini)
E. Bekhlerova " Cabbage leaf"(translation from Polish by G. Lukin)
D. Bisset “Frog in the Mirror” (translation from English by N. Shereshevskaya)
L. Mileva “Swift Legs and Gray Clothes” (translation from Bulgarian by M. Marinov)
A. Milne “Three little foxes” (translation from English by N. Slepakova)
D. Mamin – Siberian “The Tale of the Brave Hare – Long ears, slanted eyes, short tail"
S. Marshak “The Tale of a Smart Mouse”, “A Quiet Tale”
B. Potter “Ukhti - Tukhti” (translation from English)
S. Prokofiev “Masha and Oika”, “When you can cry”, “The Tale of an ill-mannered mouse” (from the book “Fairy Tale Machines”)
V. Suteev “Three Kittens”, “Who Said “Meow” and Other Tales
J. Capek “Yarinka the Doll” (from the book “The Adventures of a Dog and a Cat” (pay attention to the translation - we need a translation from Czech by G. Lukin, without abbreviations!)
K. Chukovsky “Stolen Sun”, “Moidodyr”, “Aibolit”
G. Tsyferov “About the chicken, the sun and the little bear” (cycle
Russian folk tales:
“The War of Mushrooms and Berries” (arranged by V. Dahl)
“The Cockerel and the Bean Seed” (arranged by O. Kapitsa)
“Sister Alyonushka and brother Ivanushka” (modeled by A. Tolstoy)
“Winter quarters” (arranged by I. Sokolov - Mikitov)
“Zhikharka” (styled by I. Karnaukhova)
“About Ivanushka the Fool” (modeled by M. Gorky)
“Fox - sister and wolf” (arranged by M. Bulatov)
“The Fox and the Goat” (arranged by O. Kapitsa)
“The Fox - Lapotnitsa” (arranged by V. Dahl)
“The Picky One” (arranged by V. Dahl)
"The Snow Maiden and the Fox"
“Fox with a rolling pin” (arranged by M. Bulatov)
“Crane and Heron” (arranged by V. Dahl)
“Wonderful little paws” (arranged by N. Kolpakova)
“Neverbelievable” (arranged by N. Kolpakova)
"Cat, rooster and fox."
Folk tales from other countries:
“Spikelet” (Ukrainian, arranged by S. Mogilevskaya)
“The Three Little Pigs” (translation from English by S. Mikhalkov)
“The Hare and the Hedgehog” From the fairy tales of the Brothers Grimm (translation from German by A. Vvedensky, edited by S. Marshak)
“Little Red Riding Hood” by Charles Perrault (translation from French by T. Gabbe)
“The Bremen Town Musicians” (translation from German by V. Vvedensky)
“How a dog was looking for a friend” (Mordovian, arranged by S. Fetisov)
“Liar”, “Willow Sprout” (Japanese, translated by N. Feldman)
T. Alexandrova “Traffic light”
N. Abramtseva “The Tale of Two Dreams”
E. Uttley “About the little pig Plyukh” (chapters from the book translated by K. Rumyantseva, I. Ballod)
A. Ballint “Gnome Gnomych and Raisin” (chapters from the book translated from Hungarian by G. Leibutin)
D. Bisset “About the boy who growled at the tigers”, “About the piglet who learned to fly” and other tales (translated by N. Shereshevskaya).
E. Blyton “The Famous Duckling Tim” (translated from English by E. Paperna)
M. Gorky “Sparrow”
J. Lada “About the cunning Kuma-Fox” (translation from Czech by P. Kleiner)
D. Mamin - Sibiryak “The Tale of Komar - Komarovich - A long nose and about Shaggy Misha - Short Tail"
A. Milne “Winnie the Pooh and all-all-all.” Chapters from the book translated by B. Zakhoder
N. Nosov “The Adventures of Dunno and His Friends” (chapters from the book)
V. Oseeva “The Magic Needle”
M. Pototskaya “A spicy pig work”, showing in the form of a fairy tale, “what is good and what is bad”
A. Preusen “Happy New Year”
D. Samoilov “It’s a baby elephant’s birthday”
R. Sef “The Tale of Round and Long Men”
K. Chukovsky “Telephone”, “Fly – Tsokotukha”, “Fedorino’s grief”, “Aibolit”, “Aibolit and the sparrow”
B. Shergin “Rhymes”
G. Tsyferov. Fairy tales (“The Ant Ship” and others)
Hogard E. “Mafin and his friends” (chapters from the book translated by O. Obraztsova and N. Shanko)
E. Uspensky “Gena the Crocodile and His Friends”, “Gena the Crocodile’s Vacation”, “Uncle Fyodor, the Dog and the Cat”
T. Egner “Adventures in the forest of Elki-on-Gorka” (chapters from the book translated from Norwegian by L. Braude). Not everyone knows this book, but if you read it, it will certainly become one of your favorites! It was read to us when we were children.
Reading materials.
PROVERBS FOR SAZKAS
"Turnip"
“Drop by drop, the stone wears away”, “Where they are friends, they live, they don’t grieve”
"Kolobok"
“What we boast about is why we fail”
“There is honey on the tongue, but there is ice in the heart.”
"Teremok"
"In crowded but not mad"
"Cat and Rooster"
"Friend is known in trouble"
"The Ant and the Dove"
“Die yourself, but save your comrade”
"Masha and the Bear"
“A fool turns sour, but a wise man sees through everything”
“Grieve, but fight with your hands”
"Swan geese"
“When trouble comes, you can’t buy intelligence”
Counting tables:
One two three four five -
The bunny went out for a walk.
Suddenly the hunter runs out,
He shoots straight at the bunny.
Bang! Pow! Oh oh oh,
My little bunny is running away.
One, two, one, two,
Here is a birch tree, here is grass,
Here is a clearing, here is a meadow -
Come out, my friend.
They sat on the golden porch
Tsar. prince
King, prince,
Shoemaker, tailor,
Who will you be?
Speak quickly
Don't detain honest and kind people!
Department of Education of Moscow State Budgetary Educational Institution Gymnasium 1507 ODSHO 791
"Visiting a fairy tale"
The project was prepared and implemented
Teachers of group No. 2:
Gavrilyuk S.G.
Gruzdeva A.V.
Moscow 2016-2017
"Visiting a fairy tale"
Project activities in the younger group.
Project: medium duration, group, role-playing, creative.
Relevance of the project:
Early preschool age is the most favorable period for the comprehensive development of a child. At 3-4 years old, children actively develop all mental processes: perception, attention, memory, thinking, imagination and speech. During this same period, the formation of basic personality qualities occurs. Therefore, none of the children's ages requires such a variety of means and methods of development and education as the younger preschool age.
One of the most effective means of developing and educating a child in early preschool age is theater and theatrical games. Play is the leading activity of preschool children, and theater is one of the most democratic and accessible forms of art, which allows solving many pressing problems of pedagogy and psychology related to artistic and moral education, the development of personal communicative qualities, the development of imagination, fantasy, initiative and etc.
The educational possibilities of theatrical activities are wide. By participating in it, children get acquainted with the world around them through images, colors, sounds, and skillfully posed questions force the children to think, analyze, draw conclusions and generalizations. Improvement of speech is also closely related to mental development. In the process of theatrical play, the child’s vocabulary is imperceptibly activated, the sound culture of his speech and its intonation structure are improved. The role played and the spoken lines put the child in front of the need to express himself clearly, distinctly, and intelligibly. His dialogic speech and its grammatical structure improve.
Theatrical activity is a source of development of feelings, deep experiences of the child, and introduces him to spiritual values. They develop the child’s emotional sphere, make him sympathize with the characters, and also allow him to develop the experience of social behavior skills due to the fact that every literary work or fairy tale for preschool children always has a moral orientation. Favorite heroes become role models and identification. It is the child’s ability to identify with his favorite image that has a positive impact on the formation of personality traits.
In addition, theatrical activities allow the child to solve many problematic situations indirectly on behalf of a character. This helps overcome timidity, self-doubt, and shyness.
Objective of the project: introduce to fairy tales through various types of theater
Project objectives:
- stimulate interest in the proposed activity,
- involve children in joint theatrical activities,
- develop an understanding of different types of theater,
- develop speech, imagination and thinking,
- help timid and shy children engage in theatrical play.
Resource support:
- table theaters: “Turnip”, “Hen Ryaba”, “Teremok”,
- finger theater: “Teremok”, “Turnip”
- flat theater: “Three Bears”, “Zayushkina’s Hut”, “Geese-Swans”
- costumes for the nursery rhyme “Two Merry Geese”
- story pictures
- didactic games: lotto “Fairy Tales”, “My Favorite Fairy Tales”, coloring pages based on the fairy tales “Teremok”, “Kolobok”, “Swan Geese”, mosaic “Turnip”
- Magic wand
Project participants:
- educators,
- group children,
- parents of pupils.
Expected Result:
- children must learn to use table and finger theater;
- to develop the ability to convey the character of a character through intonation expressiveness of speech, facial expressions, and gestures;
- production of the fairy tale “Zayushkina’s Hut”, the song “Two Cheerful Geese”.
Forms and methods of project implementation
Program section | Activities |
Speech and verbal communication | children telling fairy tales “Kolobok”, “Teremok”, “Rukavichka”, “Cat and Fox”, “Fox and Blackbird”, “Wolf and Seven Little Goats”, “Ryaba Hen”, “Three Bears”, “Dereza Goat”, “The Cat, the Rooster and the Fox”, “The Tale of a Stupid Mouse”, “The Tale of a Smart Mouse” “The Snow Maiden and the Fox”;
|
Play activity |
|
Health and physical development |
|
Visual activities |
|
Interaction with parents |
|
Musical activities |
Musical works: "Two cheerful geese", |
Social development |
|
Olesya Gerasimenko
Project activities in the junior group “Fairy tales are always with us”
Many centuries ago, when there was no written language yet, oral folk art arose, fulfilling the same role that literature later played. People have created wonderful fairy tales, songs, riddles, sayings. Works of folk art have not lost their impact on children today.
Oral works reflected the deep moral ideas, dreams and beliefs of the people. Speaks simply and convincingly fairy tale about the victory of good over evil, truth over lies, the triumph of justice. Positive hero fairy tales always win. Fairy tale shows work as the basis of life, the hardworking hero is rewarded, the lazy one is punished. IN the fairy tale glorifies the mind, resourcefulness, courage.
Children need fairy tales, especially folk ones. Small children intuitively feel this, but parents need to remember that fairy tale must be age appropriate.
Works of oral folk art are great art of words. A clear, harmonious composition, a fascinating fantasy of magic fairy tales, vivid images of characters, expressive and extremely laconic language, rhythm, completeness of the plot of a short song make these works highly artistic in form. They Always will use great love children.
Target:
Introduce children to reading Russian folklore fairy tales;
Create a positive emotional mood;
To form in children ideas about Russian folk fairy tale through various types activities.
Tasks:
Reinforce content knowledge fairy tales;
Create a desire to be like positive heroes;
Develop the ability to convey an image fairy-tale hero speech, movements, gestures, facial expressions;
Cultivate interest in folk fairy tales;
Instill in children the rules of safe behavior by example fairy tales.
View project.
According to the dominant activity project: creative.
By number of participants project: group(23 people).
By time: short-term (2 weeks).
By the nature of contacts: child and family, within the preschool educational institution.
By knowledge profile: artistic and aesthetic.
According to the nature of the child’s participation in project: participant from the inception of an idea to the receipt of a result.
Participants project: children youngest"A" groups, parents, educators.
Integration of educational regions:
Music (musical and artistic form of children's activities: listening, performing, improvising).
Reading fiction(reading Russian folk fairy tales, learning fairy tales"Kolobok").
Physical culture (motor type of children's activities: musical and rhythmic movements, outdoor games).
Communication (communicative type of children's activities: conversation, retelling, dramatization).
Russian national fairy tales;
Puppet theater (masks, characters fairy tales"Teremok", "Kolobok", "Three Bears");
Exhibition of family reading books;
Creative works of children (modeling, drawing on the theme “Characters fairy tales);
Illustrations for Russian folk fairy tales;
Preparing costumes for a theatrical performance.
Estimated distribution of roles in project team:
Educator: organizes educational situations, joint productive activity, parent counseling.
Children: participate in educational and gaming activities.
Parents: consolidate the knowledge acquired by children in practice.
Expected result project:
1. Children will get acquainted with the content of Russian folk fairy tales.
2. They will learn to convey their hero in games - dramatizations, puppet theaters, table theaters.
3. Involving parents in further participation in activities groups(drawing competitions, crafts, replenishment of the development environment, etc.)
Problem project.
IN modern society One can observe a tendency that parents pay insufficient attention to reading fiction to their children. It all has to do with parents' lack of time. (busy at work) or vice versa, just "reluctance" pay attention to the child. It follows from this that children cannot remember this or that fairy tale, and many of them have never read it.
Relevance.
Folk fairy tales- the most ancient of the widespread forms of oral folk art, present to all peoples, such fairy tale reflects beliefs, views, the dominant features of the national character, exposes class relations, while simultaneously exposing ancient life, which is often reflected in individual works - everyday fairy tales, fairy tales about animals, magical fairy tales.
Mastery of the native language and speech development is one of the most important acquisitions of a child in preschool childhood and is considered in modern preschool education as the general basis for the upbringing and education of children. While working with children, I was faced with the fact that their coherent speech is poorly developed and their vocabulary is insufficiently developed. Children know little fairy tales, can not retell their contents. To solve this problem, I chose to work on familiarizing myself with fairy tales, because I think that fairy tales have firmly entered into the child’s everyday life, and in their essence fairy tale completely corresponds to the nature of a small person, close to his thinking and ideas.
Planning work on project:
1st stage: preparatory – collection of information, material.
2nd stage: organizational – development of a plan for the holiday week.
3rd stage: formative – carrying out activities according to the plan with children and parents.
4th stage: final (analysis of the results obtained, generalization of experience).
Event plan
Logorhythmic exercise "Kitten is a naughty".
Storytelling. n. With "Fox with a rolling pin".
P./Game "Geese".
Conversation "Who writes fairy tales?»
Reading fairy tales"Sister Alyonushka and brother Ivanushka".
Artistic creativity (drawing) "My favorite character fairy tales» .
Scene “How animals collected mushrooms”.
Conversation "Should you listen to adults".
D. /Game "Find out fairy tale on the subject» .
A game "Puppet show".
Artistic creativity (modeling) "Crib for Mishutka".
Reading fairy tales"Swan geese".
P./Game "Hares and the Wolf".
P./Game "Geese".
Tabletop theaters "Kolobok", "Teremok".
Construction “Let’s build a tower for toys”.
Exhibition of home reading books (together with parents).
Round dance "Burn, burn clearly".
Artistic creativity (applique) "Teremok".
Reading fairy tales"Fox - sister and gray wolf".
Reading fairy tales"Crane and Heron"
A game "Find out fairy tale based on illustration» .
Sliding folder for parents « Fairy tales in our lives» .
Conversation "Who came to our house".
Reading fairy tales"The wolf and the seven Young goats".
GCD for speech development in topic: “Reading Russian folk fairy tales"Kolobok". Didactic exercise "Playing with words".
Artistic creativity (modeling) "Colored Bunnies".
P./Game "Sparrows and the cat".
Decorating a book corner.
Final event – Theatrical performance based on fairy tales"Kolobok"
Results project:
At the end project activities, I saw that children learned to recognize fabulous characters based on illustrations, met new ones fairy tales. Children have an increased interest in fiction. Children began to treat books with care and love; they are interested in musical and entertaining games. Parents received information about the importance of fiction in the development of a child.
Goals and objectives of this projects were implemented. Further work will continue in this direction. It is planned to create visual and didactic material for greater study of folk fairy tales, enrichment of the theater corner necessary material for staging dramatic performances based on fairy tales.
