Methods of employment in a manger finger theater. What is a finger theater, why is it needed and what are finger theaters

IN work program types of integration are defined educational areas and targets for preschool education. Theatrical activity helps to develop the interests and abilities of the child; contribute common development; manifestation of curiosity, the desire to learn new things, the assimilation new information and new ways of doing things, developing associative thinking; perseverance, purposefulness, general intelligence, emotions when playing roles.

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Working programm

circle of theatrical activities

"Baby"

(for the development of social and communicative

qualities of children preschool age

through theatrical activities)

I - junior group

Explanatory note

The program for the formation of a culture of a healthy and safe lifestyle for children in accordance with the definition of the Federal State Educational Standard is a comprehensive program for the formation of their knowledge, attitudes, personal guidelines and norms of behavior that ensure the preservation and strengthening of physical and mental health, as one of the value components that contribute to cognitive and emotional development child.

As one of the means to help maintain the emotional well-being of the child in kindergarten an interesting and accessible theatrical and gaming activity can serve.

Development creative activity the child, his emotions and feelings, the emancipation of the behavior of a preschooler, the creation of the most comfortable situation for children to communicate with each other and the educator - actual problems contemporary pedagogical science and practices.

Children's creativity is especially manifested in games - dramatizations, which are based on folklore: These are fairy tales, nursery rhymes. As a rule, the plot and game actions here are determined by the content of the work itself, and by playing the plot, the child consolidates, clarifies and expands knowledge about the environment. But in order for children to be able to convey the appropriate image, they need to develop their imagination, teach them to put themselves in the place of the heroes of the work, to be imbued with their feelings and experiences. P. Blonsky believed that all types of games are essentially the art of the child, his creativity, which means that games - dramatization can be called a creative game.

The creativity of children in these games is aimed at creating a game situation, at a more emotional embodiment of the role taken on.

Such games arise if the child has mastered a fairy tale or nursery rhyme as piece of art, and the adult provided the creative, improvisational nature of this development. To preserve the play essence of the nursery rhyme, it is important to ensure the active position of the child in this development. The partnership style of communication allows children to express creativity not under the guidance of the teacher, but with him. The result of pedagogical influence is the emergence of creative activity among preschoolers, motives for creative activity, and the need for self-expression.

Target

• Creation of conditions for the emotional well-being of children of primary preschool age by means of theatrical activities.
• Development of children's creative abilities by means of theatrical activities.
• Development of creative activity of young children.
• Raising a love for the theater and theatrical activities.

Tasks

1. Create the necessary conditions for theatrical and gaming activities. Organize in the group an appropriate developing subject-spatial environment.

2. To consolidate ideas about the surrounding objects; the ability to name the items of theatrical play equipment. Develop children's interest and careful attitude to toys, theatrical puppets.

3. To develop the ability to follow the development of action in dramatizations and puppet shows.

4. Develop children's speech with the help of puppet theater: vocabulary enrichment, the formation of the ability to build sentences, achieving the correct and clear pronunciation of words.

5. To form the ability to convey the main emotions through facial expressions, posture, gesture, movement.

6. Introduce children to the techniques of puppetry table puppets.

7. To form the ability to concentrate on a toy, a theater puppet.

8. Encourage the desire to participate in dance improvisations.

9. To develop the initiative and independence of children in games with theatrical puppets.

11. Develop a desire to speak to parents, kindergarten staff.

The work program is designed for children 2-3 years old (the first junior group) and is designed for 14 weeks.

Program implementation period: 2015-2016.

Forms and mode of circle work:

Working with children includes creative activity children, both joint and independent:

• game creativity
• song creativity
• writing fairy tales, modifying fairy tales,
• accompanying the movements of the dolls with words, a song,
• improvisation,
• summarizing,
• information processing, diagnostics.

The work program defines the types of integration of educational areas and targets for preschool education.

Circle work is carried out 2 times a month for 8-10 minutes, 14 times a year.

One of the main tasks modern teacher– to teach children the culture of a healthy and safe lifestyle. Health is a state of complete physical, mental and social well-being and not merely the absence of infirmity or disease. The emotional sphere can be considered as one of the main factors determining the mental health of the child and the formation of his initially prosperous psyche. The emotional well-being of a child in kindergarten is his positive emotions, a sense of emotional comfort, security and trust, important condition maintaining his mental health.

Theatrical activity helps to develop the interests and abilities of the child; contribute to the overall development; the manifestation of curiosity, the desire for new knowledge, the assimilation of new information and new ways of action, the development of associative thinking; perseverance, determination, the manifestation of general intelligence, emotions when playing roles. In addition, theatrical activities require the child to be decisive, systematic in work, hard work, which contributes to the formation of strong-willed character traits. The child develops the ability to combine images, intuition, ingenuity and ingenuity, the ability to improvise.

Theater activities and frequent appearances on the stage in front of the audience contribute to the realization of the creative forces and spiritual needs of the child, emancipation and self-esteem.

Exercises for the development of speech, breathing and voice improve the speech apparatus of the child. Performing game tasks in the images of animals and characters from fairy tales helps to better master one's body, to realize the plastic possibilities of movements. Theatrical games and performances allow children to immerse themselves in the world of fantasy with great interest and ease, teach them to notice and evaluate their own and other people's mistakes. Children become more liberated, sociable; they learn to clearly formulate their thoughts and express them publicly, to feel and cognize the world around them more subtly.

Conditions favorable for the development of theatrical games:

• From an early age, teach children to listen to art word respond emotionally to it.
• Raise interest in dramatization, theatrical activities.

• Take care of game equipment.
• Pay serious attention to the selection of literary works for dramatization games.
• Pedagogical guide. The main goal of pedagogical guidance is to awaken the imagination of the child, to create conditions for the children themselves to show as much creativity and ingenuity as possible.
• This creation theater corner in a group that includes:

1. table theater
2. Theater "Mitten"
3. Finger theater
4. Scenery.
5. Theater on iron covers
6. Theater on flannelgraph

Calendar - thematic planning

Pedagogical diagnostics

Summing up forms

Diagnostics,

Participation in matinees

Showing fairy tales in other kindergarten groups.

Literature:

1. Approximate general educational program of preschool education "From birth to school", ed. N.E.Veraksy, T.S.Komarova, M.A.Vasilyeva
2. T.I.Petrova, E.Ya.Sergeeva, E.S.Petrova “Theatrical games in preschool” Moscow “School press” 2000
3. M.D. Makhaneva “Theatrical classes in kindergarten”, Moscow, Creative Center “Sphere”, 2003
4. T.N.Karamanenko, Yu.G.Karamanenko “Puppet theater for preschoolers” Moscow “Enlightenment”, 1982
5. I.V. Shtanko “Education by art in kindergarten”, Moscow, Creative center “sphere”, 2007
6. N.F. Sorokina, L.G. Milavanovich “Program Theater - Creativity - Children”, Moscow, 1995

Victoria Zdvizhkova

"The mind of a child is at your fingertips"

V. A. Sukhomlinsky

Finger theater is very fond of the children of our group, especially girls. It's no secret that, in addition to aesthetic pleasure, playing with a finger puppet theater develops a child's imagination, curiosity, sociability, interest in creativity, contributes to the development of speech, memory, attention, thinking, perseverance, broadening one's horizons, helps to cope with shyness and much more. .

For this reason, one of parent meetings we decided to replenish our theater with hand-made characters.

Parents tried and sewed the fairy tale "Teremok"

It turned out it wasn't all that difficult.

Some parents "took the hook" for the first time. And it turned out pretty well, in our opinion.

One family presented a nursery rhyme "Magpie Crow" made of felt.

We made some animals ourselves with children from plasticine.

Thanks to the finger theater, the child has the opportunity to fantasize, invent their own fairy tales and stories. Parents thanks a lot for active participation in the life of the kindergarten.

Related publications:

All toys were sewn from hard Korean felt. They are bright and attract the attention of children. Finger puppet theater helps the teacher.

You can create a finger theater with your own hands. This takes a little creativity and imagination. Children love to play with their fingers.

The finger theater "Ryaba Hen" is made of felt, taking into account the size of a child's hand. The simple text and plot of the tale allow you to play even with.

We take 200 grams of flour and 150 grams of salt, add 1/3 cup of water, mix. add 1 tablespoon of PVA glue, or wallpaper paste.

Dear Maam people, we all know what a huge role theatrical activity plays in the lives of children - children love to listen to, watch and listen to fairy tales.

The game is the most natural look child's activities. It is she who makes it possible to acquire new knowledge about the world around us, to expand.

The whole school year, the guys and I worked on the project "Pets". The guys learned a lot: how and where they live, what they eat, what kind.

Yakovleva Rauza Khairullovna
Job title: educator
Educational institution: MKDOU "DS No. 3"
Locality: Anzhero - Sudzhensky urban district
Material name: Essay
Subject:"Finger theater as a means of developing fine motor skills in preschool children"
Publication date: 01.11.2016
Chapter: preschool education

Municipal government preschool educational institution Anzhero - Sudzhensky city district "Kindergarten No. 3 "Sun"
Finger theater

as a means of developing fine motor skills

preschool children

Educator:

Yakovleva Rauza Khairullovna
, 2016

Content
Introduction…………………………………………………………………………… 3 1. Theoretical foundations for the development of fine motor skills in preschool children………………………… …………………………………… 5 2. The role of the finger theater in the development of a preschooler……………………………………………………………………… 12 3. The system of work on the development of fine motor skills in preschool children by means of a finger theater……… …………………16 Conclusion …………………………………………………………………… 20 References……………………………… ………………………………21 Appendix………………………………………………………………………22

Introduction
"The mind of a child is at its fingertips." V.A. Sukhomlinsky At all stages of a child's life, the movements of the fingers play a crucial role. The most favorable period for the development of speech is up to 7 years, when the cortex hemispheres not yet fully formed. It is at this age that it is necessary to develop all mental processes, including the speech of the child. The studies of scientists (M.M. Koltsova, E.N. Isenina, L.V. Antakova-Fomina) confirmed the connection between the speech development of the child and fine motor skills of the hands. All scientists confirm the fact that the training of fine finger movements is stimulating for the development of children's speech and has a great influence on the development of the brain. Usually a child with high level development of fine motor skills, is able to reason logically, he has sufficiently developed memory, attention, coherent speech. Understanding by teachers and parents of the importance and essence of fine motor skills of the hands will help develop the child's speech, protect him from additional learning difficulties. In the context of the implementation of the Federal State Educational Standard, children are taught in the game, since the game is the main content of the life of a preschool child and is his activity, and, accordingly, the development of fine motor skills should be carried out with the help of various games, game exercises. Finger theater, finger games can be attributed to one of the effective ways to correct the speech of children. Finger theater is a unique opportunity to place a fairy tale on the palm of a child, in which he can take the role of any hero. Finger theaters are very good for theatrical activities, because. theatrical games increase the emotional upsurge, vitality of the child and the child feels relaxed, free.
However, but as practice in kindergarten shows, work on the development of fine motor skills through the use of finger theaters is not a priority and it is not given due attention. Therefore, work in this direction will be effective only if teachers, children, parents and preschool specialists take an active part in it. Consequently, the problem of increasing the efficiency of work on the development of fine motor skills and coordination of the movements of the fingers of preschool children does not lose its relevance today. The purpose of our work: to study the influence of the use of finger theater in the development of fine motor skills in preschool children. The object is the fine motor skills of the hand of preschool children. The subject is the development of fine motor skills of the hand in preschool children through finger theater. Based on the goal of our work, the following tasks have been identified: 1. To substantiate the theoretical and practical significance of the problem of developing fine motor skills of the hand in preschool children. 2. To generalize and introduce a system of exercises and games using finger theater, aimed at developing fine motor skills of the hand of preschool children. Practical significance: selected games using finger theater can be used by teachers of preschool organizations in order to develop fine motor skills of preschool children.

Theoretical foundations for the development of fine motor skills in preschool children

age
How often do we hear the expression "fine motor skills". What is fine motor skills? Physiologists by this expression mean the movement of the small muscles of the hands. Why is it so important to develop fine motor skills in a child's hands?
Motor skills
(English motus - movement) - the motor activity of the body or individual organs. Motor skills are understood as a sequence of movements that, in their totality, are needed to perform a specific task. There are gross and fine motor skills, as well as the motor skills of certain organs. Gross motor skills include performing actions such as rolling over, bending over, walking, crawling, running, jumping, and the like. Generally, the development of gross motor skills follows a general pattern in a certain order for all people. Development also generally moves from top to bottom. The first thing a child usually learns to control is eye movements. Gross motor skills are the basis on which more complex and subtle movements of fine motor skills are subsequently superimposed.
small

motility
- a set of coordinated actions of the nervous, muscular and skeletal systems, often in combination with the visual system in performing small and precise movements with the hands and fingers and toes. When applied to the motor skills of the hand and fingers, the term dexterity is often used. Why is it so important to develop fine motor skills in a child's hands? The fact is that in the human brain there are centers responsible for speech and the movement of the fingers, located very close. By stimulating fine motor skills and thereby activating the corresponding parts of the brain, we also activate neighboring areas responsible for speech. That is why it is possible
to say that if a child has poorly developed fingers, then his speech will suffer from this and vice versa. In this regard, a number of scientists call the hands "organs of speech", as well as the articulatory apparatus. Therefore, in order for a child to have a well-developed speech, it is necessary to train not only the organs, but also the fine motor skills. It has been observed that children who make numerous animated movements with their fingers develop verbally faster than others. If you specifically train small movements of the hand, the development of speech can be significantly accelerated. Many modern researchers are of the opinion that the development of fine motor skills of the hands is important for the speech development of the child, and they also offer a number of practical exercises for the development of finger motor skills, describe finger games, physical exercises, fairy tale games associated with the development of fine motor skills (M. Ya. Aksenova, O S. Bot, L. S. Ruzina, V. Kudryavtseva, I. F. Markovskaya, T. A. Tkachenko and others). T. A. Tkachenko concludes that the inclusion of exercises for the development of finger motor skills in physical education sessions allows you to stimulate the actions of the speech zones of the brain, which has a positive effect on correcting the speech of children. V. V. Tsvyntary also holds the point of view that the development of speech of fine motor skills of the hands is associated with the development of speech and contributes to its development, and also offers a number of exercises for working with fingers, with counting sticks, matches. Fine motor skills are one of the sides of the motor sphere, which is directly related to the mastery of objective actions, the development of productive activities, writing, speech of the child (M. M. Koltsova, N. N. Novikova, N. A. Bernshtein, V. N. Bekhterev , M. V. Antropova, N. A. Rokotova, E. K. Berezhnaya). The formation of motor functions, including subtle movements of the hands, occurs in the process of interaction between the child and the environment r o m
The first stage in the development of motor skills of the hand is the grasping reflex (0-1 month) - this is a reflex movement that is activated with the help of touch. The child grabs a finger that is placed in his hand and does not let go. The grasping reflex begins to fade at 3-4 months and an elbow-palmar grip appears. The newborn grabs with the palm of the hand, as well as with the middle, ring and little fingers. If the child grabs with one hand, then the movement of the other hand also occurs. Sometimes, when the baby grabs something, he keeps it away from the object (in the cos). At 5-6 months, a radial palmar grip is visible: holds the object with the entire palm of the hand and bends the fingers around it. Can hold large enough objects with both hands and release them; shift the toy from one hand to the other. Grasp with fingers occurs at 8-9 months: holds objects with four or five fingers. The child enjoys playing “Give-Take” games, can hold a cube in each hand and hit each other with them, takes finger objects m i. In 1 1 - 1 2 months, a pinching grip is observed: holds the object with the thumb and forefinger. At this age, the child likes to find all kinds of small objects lying on the floor; C ap r e t o f the object from t o o p , b o r s e d of the brush t o t. At 1.5 years old, the child independently builds a "tower" of three cubes; holds a spoon, grabbing it across the handle; able to eat independently, but sheds a lot. , holding a pen or spoon with a cross grip (criss-cross grip), builds a "tower" of six dice, throws the ball in a certain direction. At 3 years old, the child pours water into a mug, builds a "tower" of eight cubes, holds a pencil high with a "cross" wand. Between 3 and 4 years of age, brush snap is observed. She is also called
an upper grip with the fingers, since now the child uses only his fingers and to hold the object. At 4 years the child begins to make movements with the hand and fingers. He catches a big and a small ball, forming a “cup” with his hands; able to cut along the line, pour water into a mug with one hand; often knows which hand is dominant. A grip using the fold between the thumb and forefinger develops at the age of 5 years. The movement is now becoming more and more limited, and includes only the forearm, wrist and fingers. This grip is quite high at the beginning, but as it develops, the movement goes down and the pencil is held low with the thumb, index, and middle fingers. A child at this age can cut out zigzags, circles and waves; draw with a brush without pressing hard on the paper. The opposition of the thumb develops last, at about the age of six: the thumb must be able to touch the tips of each of the other fingers. The thumb becomes so mobile that with its participation you can make a ring and you can bend it (finger) across the palm with your nail up. If the thumb is not able to stand "against" the tips of the other fingers or turn as described above, then the child's grip "forceps" is developing poorly. The child can independently cut bread and spread butter; hits the wall with a big ball, throws it into the air and catches it; cut out shapes. At age 7, for the first time, a child can use both hands in a coordinated way, such as eating with a knife and fork. He has an adult external grip when he draws, writes and holds a spoon. The child can independently cut products, cut out shapes in the form of letters S, Z and spirals, and can also freely hold the pen when writing. Children of older preschool age enjoy working with paper and fabric, unlike younger preschoolers they already have
practical skills and master the basic techniques. Paper and fabric can be wrinkled, cut with scissors for a specific purpose - to obtain a specific shape using different cutting techniques (diagonal, stripes, straight, at an angle, in a circle, zigzag, sectors and segments). Works can be used in the game. Such games will be more interesting if an adult connects to them. An analysis of studies of the strength of the right hand of children over the past decades (since 1974) shows a negative trend in all ages. The greatest gap is observed in primary school age. In boys and girls, it is the same and amounts to 15-16%. The data indicate a disturbing trend in the decline in the level of development of hand motor skills in children. So, according to M.M. Bezrukikh, SP. Efimova, the number of children with difficulties in learning to write is 20-30%, and these difficulties do not end in primary school. An outstanding Italian teacher Maria Montessori argued that we must find a way to teach a child to do work before he starts the work itself, i.e. prepare movements with repeated exercises. She also wrote that by taking on things that a child does poorly, he dulls his sensitivity to his mistakes. At the same time, it must be remembered that the first impression a child has is the strongest and brightest. So, spelling the wrong letter. He remembers it distorted, so it is not recommended to teach writing before school. But exercises that strengthen the small muscles of the hand are a must. They are necessary not only for the development of general and fine motor skills, but also for the development of speech, as well as intellectual development, and improvement of the functions of the cerebral cortex. Teachers and psychologists recommend starting active training of the child's fingers from the age of eight months. Training fine finger movements in kindergarten can be given 1.5-2 minutes in morning exercises or 2-3 minutes in frontal exercises.
It is necessary to constantly monitor that there is no overdose. Exercises should be given in small portions, but do them with an optimal load, with a large range of motion. Careless, relaxed exercise does not give the effect. Pay special attention to training movements of increased complexity, that is, those that our fingers do not do in everyday life. It is this training of the fingers that gives a visible and quick effect. In two months of finger training, the hand is completely ready for writing. Finger movements become precise and coordinated. Then, under the guidance of educators, the children perform work in notebooks according to p and c. The development of children's speech is closely related to the state of fine motor skills of the hands. In Japan, for example, finger training for children in kindergartens is carried out from the age of two, believing that this stimulates mental development and contributes to the development of basic elementary skills such as dressing and undressing, fastening and unbuttoning buttons, handling chopsticks, spoons, scissors. Thus, scientists have noticed that systematic work on training fine finger movements, along with a stimulating effect on the development of speech, is a powerful tool. while increasing the performance of the cerebral cortex, children improve attention, memory, hearing, and vision. The development of fine motor skills at preschool age is also important because the rest of the child's life will require the use of precise, coordinated movements of the hands and fingers, which are necessary to dress, draw and write, as well as perform a variety of household and educational activities. The upcoming educational activity will require the child to have a certain level of readiness for subtle movements of the fingers to perform small, precise, varied actions. His musculature should be sufficiently developed, movements coordinated and precise. Even the most minor violations of the petty
motor skills can have an adverse effect on the mental development of a preschooler

The role of finger theater in the development of a preschooler
Finger theater is a didactic game (L.V. Artyomova). Finger theater - role-playing game (N. V. Krasnoshchekova). The Finger Theater is a theatrical game (A.O. Akulova). Finger theater are small figurines that are put on the fingers of adults and children and are used to stage fairy tales and stories. What can not be found in the arsenal of today's children - cubes and all kinds of constructors, robots and development centers of different levels of complexity. But among this game variety, there is very rarely a place for tiny figures - these are made of cardboard, fabrics of different density or knitted puppets-actors of the finger theater. But such a toy has many valuable qualities that you will not find in any newfangled masterpieces of the children's gaming industry. Usually a set of figures for a puppet theater consists of a small number of puppets-heroes, each can be put on your finger. He can create and remake as he pleases. Here the child has complete freedom of choice: he can become just a spectator or a budding actor, director and author of the production script. This is not entertainment at all, but a complex study, because the baby has the opportunity to play and analyze on the stage many unusual or incomprehensible situations that seem to him.
What is the use of finger puppet theater?
Dramatization of fairy tales and various plots own composition with the help of figures of the finger theater has undoubted benefit for a child:
 finger theater develops fine motor skills of the hands (after all, when choosing the order in which the characters appear on the stage and at many other moments of the production, precise, coordinated work of the fingers is needed);  trying not to miss the "exit" of his character, the baby develops the ability to concentrate;  by memorizing the characters' lines and trying not to confuse them during the performance, the child trains his memory;  theatrical performances develop fantasy and imagination,  the vocabulary is enriched, the construction of sentences becomes more correct and detailed;  in the process of moving the characters around the stage, spatial thinking develops (such important concepts as “left” and “right”, up and down, previous and next are worked out in a playful unobtrusive form);  the possibility of self-expression on stage develops artistic and creative abilities  speaking to the public, the baby gains self-confidence, becomes more sociable. And most importantly, with the help of figures of the finger theater, the child opens wonderful world fairy tales. Fairy tales are a folklore genre that will never be left out when raising children. All of them are familiar to children and adults and are very loved. Fairy tales for young children are simple, cyclic in nature - repeated repetition of the plot with a slight change. This feature of folk tales allows better for the child memorize the plot and develop memory. It is fairy tales that help awaken interest in the word. It is very important for a child that when playing “a fairy tale”, a child can take on different roles, imitate both positive and negative characters, feel the line between good and evil. However, the plot of a fairy tale is only the basis for independent creativity. And creativity is the ability to move away from patterns and generate your own
ideas, embody their own ideas. And it is very important to support the child in this in order to lay the foundation creative perception peace. The fairy tales we play always have a moral focus. Favorite heroes of the puppet theater make the child want to imitate them, and, imperceptibly for themselves, the children "appropriate" positive traits character. From the first months of life, along with lullabies, nursery rhymes and jokes, the child gets acquainted with magical world fairy tales. From fairy tales, children draw ideas about time and space, about the connection between man and nature, about good and evil, about courage, stamina, cunning. Finger theater is a unique opportunity to place a fairy tale on the palm of a child, in which he can take the role of any hero. The finger theater instills the ability to listen, develops fine motor skills, and allows you to open up. Feeling himself in the role of Kolobok or Chanterelle, the child, in fact, plays role-playing game: a baby, closed in himself, suddenly begins to take an active part in a fairy tale and, imperceptibly to himself, but to the delight of his parents, suddenly becomes sociable, and the child, a leader by nature, once again proves this. Dolls of characters familiar to us from childhood help the child overcome hidden psychological barriers, teach them to correctly express their thoughts, think through behavior. There is no longer oral folk art or a fairy tale famous author, here the Author is the child himself: the Thinking Author, the Author responsible for his characters, the Author having his own position and point of view. And most importantly, with the help of finger theater figures, an amazing world of a fairy tale opens up before the baby, which he can create and remake at will. Here the child has complete freedom of choice: he can become just a spectator or a budding actor, director and author of the production script. This is not entertainment at all, but a complex study, because the baby has the opportunity to play and analyze on the stage many unusual or incomprehensible situations that seem to him. These may be problems related to
communication with peers, parents, caregivers, reflecting the fears and anxieties of the child, analyzing conflicts that have already occurred and finding the right way out of them. By asking a child to create an improvisation for a particular pedagogically ambiguous situation, you can better understand the motives and reasons for this or that behavior of younger preschoolers. We give a topic, for example: "The little squirrel did not want to obey his mother and rode far into the forest alone." Ask leading questions: “What happened to the squirrel?”, “Did he get scared in the thicket, or did he continue to have fun?”, “Who did he meet along the way?”, “How did he find his way home?”. With the help of dramatizations, you can also play important changes in a child’s life, such as going to kindergarten, making new friends. In the course of setting, you can tell the child the correct model of behavior in different situations. Finger theaters are, first of all: knitted figurines that are put on the fingers; from paper pulp; from tennis balls on which the faces of the characters are drawn; finger puppets made from various types of fabrics; a small screen and scenery. Characters are created from paper, small boxes in which holes are made for fingers. These are miniature figurines made of cones and cylinders that are put on fingers. Figures or only heads are drawn, glued to cardboard rings and put on fingers.

3. The system of work on the development of preschool children

shallow

motor skills by means of finger theater
To organize a finger theater in a group, you first need to make a stage with the children, a curtain from any waste material and explain to them that your theater is unusual - finger: “Fingers are actors, and you and I are directors.” Decorations, caps for fingers can be made from paper, fabric or other safe material, including parents in this work. As in a real theatre, preparations are being made for the performance: the stage is set up, roles are assigned, costumes are made, and rehearsals are held. When everything is ready, you can start learning - the game. Try to pay more attention to your children, do not forget to praise them, and they will delight you with their achievements. "Finger games" is a staging of any rhymed stories, fairy tales with the help of fingers. Many games require the participation of both hands, which makes it possible for children to navigate in terms of "right", "left", "up", "down", etc. Kids from 4 years old are happy to use finger puppets for their performances. At this age, the motor skills of the child already allow him to cope with a difficult task. The child puts the dolls on his fingers, and he acts for the character depicted on the hand. In the course of the action, the child moves one or more fingers, pronouncing the text of a fairy tale or song, poem or nursery rhyme. You can start introducing children to
early age groups
Playing with finger puppets helps the baby to better control the movements of his own fingers. Playing together with adults, the child masters valuable communication skills, plays various situations with dolls that act like people, developing the child's imagination.
Kids at this age are more "contemplating" theatrical performances, they learn to carefully follow the figures, to concentrate. Gradually, having gained some experience, they try to independently participate in a theatrical game, using their fingers. It is important to support and strengthen this aspiration, here an appeal to folklore can help us. Playing nursery rhymes, Russian folk songs, is an effective tool for the development of speech. In my work, I use a self-made finger theater (patterns are taken from the book "Funny Crafts" by K. Arnold). With such a finger theater, children can play on their own, inventing different stories about their heroes, and you can also conduct collective classes using poems and songs. Our work with
finger theater
includes the following steps:
1

stage.
Acquaintance
children
with a work of art (a fairy tale, a nursery rhyme, a poem that will be played out. Acquaintance is carried out in vigorous activity, in regime moments, in the classroom. There are certain requirements for literary works that will be used for dramatization: these are fairy tales with the same type of episode, a repetitive plot, poetry with a pronounced form of dialogue, works of folklore (pestushki, nursery rhymes).There are also requirements for reading a fairy tale by a teacher.It should be unhurried, expressive, which gives children the pleasure of perception literary work, and also forms the mechanisms of internal
child's speech.

Stage 2.
Showing illustrations, pictures, toys on a given literary work, when we determine the character of the hero, his appearance. At this stage, the children's vocabulary is enriched with words that express the emotional state of the hero, words that give a moral assessment of actions. The verb dictionary is also updated.

stage.
Selection with children
theatrical
dolls for this piece.
4

stage.
Demonstrate how to control pupae. Here it is important to show the kids the simplest exercises with dolls: tilt - say hello, raise - lower - the doll is dancing, shake from side to side - the doll is angry, etc. It is good when the action with the dolls is accompanied by speech, vocalization, emotional reactions of the child. For bad speakers
children
you can select games with dolls for onomatopoeia, a clear pronunciation of vowel sounds, for example, M asha got lost, shouting: “Ay”, grandfather pulled out a turnip and was surprised: “Oh-oh-oh”, etc.
Stage 5
Playing out individual episodes of a literary work, where replicas, phrases, intonations are worked out - all this also contributes to
speech development of children
. Developed advanced planning for children of senior preschool age, a project for the second younger group on the topic: “Introduction of children to the Kolobok finger theater”. Work with parents is carried out on this topic: - exhibitions of games and attributes for the development of fine motor skills of children's hands; - Individual and group consultations "Speech and fingers", "How to conduct finger games with a child", "Finger theater"; -master class for parents "Magic fingers"; - conversations with parents "Children and fine motor skills of hands" - seminar - workshop "The role of finger theater on the development of speech of preschool children." The group operates along with
theater corner and theater

workshop,
where there are templates and graphic material necessary for the manufacture of the simplest
finger

dolls
. All the attributes guys can use in their independent creative
activities. In the course of work on performances, a dictionary
children enriched and

theatrical terms:
"stage", "actors", "spectators". Thus, the integration of child's play and
theatrical
art allows you to broaden your horizons
preschool children,

develop
their manual skill and speech activity.

Conclusion
Finger theater is an effective means of developing fine motor skills of the hand in preschool children, since it is aimed at developing coordination and synchronization of movements of the small muscles of both hands; change of movements that are performed according to the model of an adult (as shown and simultaneously with it); movements are performed accurately, with acceleration during repetition. By doing theater with children, we make the life of our pupils interesting and meaningful, fill it with vivid impressions and the joy of creativity. Theater in kindergarten will teach the child to see the beautiful in life and in people, will give rise to the desire to bring beauty and kindness into life. I hope that my work will help educators in their work on the development of fine motor skills of hands through the finger theater at different ages.
Bibliography

1. Bachurina V. Educational games for preschoolers [Text]: V. Bagurina.- M.: Lada, 2011.-125p. 2. Bolshakova S.E. Formation of fine motor skills of hands. Games and exercises. [Text]: tutorial/ S.E. Bolshakova - Sfera Publishing House, 2015.-64p. 3. Dichenskova A.M. The country of finger games: an idea for the development of fine motor skills. Ed. 2nd. - Rostov n / a: Phoenix, 2012. - 220 p. 4. Lykova I.A. Theater on the fingers. - Publishing House: Tsvetnoy Mir, 2013.-154p. 5. Smirnova E.A. The system of development of fine motor skills in preschool children / E.A. Smirnova - St. Petersburg: LLC "", 2013. - 144 p. 6. Tkachenko T.A. We develop fine motor skills. Publishing house: Eksmo/T.A. Tkachenko.- 2014.-80 p. 7. Shevchenko I.N. Finger theater in the system of correction of speech defects in preschoolers [Text] / I.N. Shevchenko//Speech therapist.-2011.-№1.-p.30-33. 8. Yanushko E.A. The development of fine motor skills in young children (1 - 3 years). Methodological guide for educators and parents. /E.A. Yanushko. - M .: Mosaic - synthesis, 2011. - 56 p.

Application No. 1

Long-term planning "Funny fingers"

with older preschool children

Month

Topic of the lesson

"Hello dolls!"
Puppet Theatre. Magic world of theater. My magic pen The theater begins with a hanger, and the puppet theater - with a screen. Watching a puppet show. Introduction to puppet theatre. History of the puppet theatre. Types of puppet theatre. Slideshow. Conversation on the topic: "Peculiarities of the puppet theater." Acquaintance with theatrical vocabulary, professions of people who work in the theater (director, decorator, props, actor, musical arrangement). Mastering the skills of puppetry (glove puppets, finger puppets, table theater puppets). Conversation about the screen, work behind it. November December 6. 7 8. 9.
II.

staging

finger

puppet theater "Repka"
Finger boy, where have you been? Let's get acquainted. It is not easy to catch a fish from a pond. Watching a puppet show. Acquaintance with finger puppet theater. Practicing the skill of working with finger puppets. Listening to a fairy tale Distribution of roles. Making finger puppets. Primary work with dolls-characters. Dolls in action. Learning to connect the actions of the puppets with the words of the play. Showing the fairy tale "Turnip"
January February 10. 11. 12. 13. 14 15. 16. 17.
III. Terem, terem, teremok.

P o t a n o v k a

g e r c h a n d o g o

puppet theater "Teremok"
My magic glove. Let's get acquainted. Magic lantern. Hello fairy tale characters. Heroes speak. Without difficulty, you can’t even pull a fish out of the pond. Episode rehearsal. Watching a puppet show. Familiarization of children with glove puppets. Practicing the skill of working with them. Listening to the fairy tale "Teremok". Work on the basic terms and concepts, animal names: Frog-frog, Mouse-leaf, etc. Watching a cartoon. Manufacture of glove heroes. Distribution of roles, discussion of the characters of the heroes of the fairy tale "Teremok". Learning words (stress, emotional intonation, pauses, tempo). Learning to connect the actions of the puppets with the words of the play. Work behind the screen. Search expressive possibilities puppets in the proposed circumstances of the play, studies with puppets based on the material of the play. Performance of the play "Teremok". March April 18. 19. 20. 21.
IV. P o s t a n y

on the table

puppet theater "Kolobok"
Theater on the table. Let's get acquainted. Magic lantern. The role of my hero. Introduction to table puppet theatre. Expressive reading of the fairy tale, discussion of the characters of the heroes of the fairy tale, discussion of the production plan. Watching a cartoon. Distribution of roles. Making finger puppets for a fairy tale out of paper.
22. 23. You can't even pull a fish out of a pond without difficulty. Watching a puppet show. Primary development of the skill of working with them. Practicing expressive reading of the words of each hero of the fairy tale, sketches with puppets based on the material of the play. Demonstration of the desktop puppet tetra "Gingerbread Man".
Application No. 2

Project for the second junior group on the topic:

Acquaintance of children with the finger theater "Kolobok"

Project summary:
This project is designed for children 3-4 years old. Conducted to study the finger game
Provides:
1) the study of the fairy tale "Gingerbread Man"; 2) acquaintance with the heroes of the fairy tale, their actions, with the plot game
Relevance:
1. Games with a finger puppet theater develop curiosity, imagination, sociability, interest in creativity, help to cope with shyness, contribute to the development of speech, memory, attention, perseverance, broadening one's horizons. The finger theater develops: - fine motor skills of the hands of preschool children (after all, when choosing the order in which the characters appear on the stage and at many other moments of the production, precise, coordinated work of the fingers is needed);
Target:
1) through a game with a finger theater, introduce children to the fairy tale "Gingerbread Man"; 2) to convey more clearly to the children the plot of the fairy tale.
Tasks:
1) give an idea about the finger theater "Kolobok", expand the horizons of children; 2) develop communication skills, dialogic speech, stimulate cognitive interest, develop fine motor skills of the hand; 3) evoke positive emotions in children using the artistic word, music; 4) teach children to play finger theater; 5) to cultivate interest in fairy tales.
Expected Results

As a result of work on the implementation of the project, pupils should master the following key competencies: 1. Develop accuracy and expressiveness, coordination of movements; 2. Stimulate the development of attention and memory; 3. Increase perseverance and concentration; 4. Meaningful and active participation of children in the game (finger theater), the ability to play.
Stages of work on the project

Preparatory
Conduct conversations with children, read the fairy tale "Gingerbread Man".
Basic
a) reading the script for the fairy tale "Kolobok" and preparing it; b) the choice of characters, the distribution of roles.
Final
a) showing the fairy tale "Gingerbread Man", with the use of finger theater, by children; b) summing up.
Project duration
: short term.
Forms of work:
a) a conversation b) reading a fairy tale; c) the use of finger puppets in staging the fairy tale "Gingerbread Man" d) summing up the fairy tale "Kolobok"
Methods and techniques:
a) conversation b) game c) demonstration d) explanation
Conversation with children
Finger puppet theater is a set of figurines of various characters dressed on fingers. Typically, such sets of figures are combined
characters from a particular fairy tale, sometimes the association goes according to the thematic principle - a set of figures of animals, people, various objects. Also, various “decorations” can be included in the finger puppet theater: trees, a house, a turnip, and so on. With the help of finger theater figures, the wonderful world of a fairy tale opens up, which you can create and remake as you wish. The child has complete freedom of choice: he can become just a spectator or a promising actor, director and scriptwriter.
Conclusion:
The most interesting thing in working on a project is to stage a fairy tale, to show a performance. The most difficult thing in working on a project is staging work with children. Children learned to play with finger puppets, actively participated in theatrical scenes. The saturation of the fairy tale with creative improvisations, surprise moments stimulates the interest of children, enhances their impressions and experiences, and most importantly ensures the desire of children to participate in theatrical scenes, to show creativity and imagination.

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1 Finger theater as a means of sensory development of preschool children SLIDE 1 At present, the problem of educating preschool children with impaired speech development is becoming more and more urgent. Therefore, it is very important to identify and eliminate these disorders as early as possible so that at school the child does not experience difficulties both in learning and in communicating with peers. Studies have shown that there is a relationship between the coordination of small hand movements and speech. Until the movements of the fingers become free, the development of speech and, consequently, thinking is slow, since thinking is closely related to speech and depends on it. Educators and psychologists dealing with early childhood problems believe that hand movements associated with the inclusion of fingers are necessary for the development of the child. They not only contribute to speech development, but also have a significant impact on the overall psychophysical development, acquire skills non-verbal communication, sharpen tactile capabilities, train muscle memory. In the 20th century, researchers such as L.A. Wenger, L.S. Vygotsky, A.V. Zaporozhets, M.M. Koltsova, A.R. Luria, M.N. Shchelovanov, came to the conclusion that sensorimotor development is the foundation of mental development. They note that "the child's mental abilities begin to form very early and not by themselves, but as his activity expands, including general, motor and manual." However, despite the fact that children's teachers and psychologists note the effectiveness of finger theater in the development of fine motor skills, only a few of them are used in kindergartens. An analysis of the programs "Origins", "Childhood", "The program of education and training in kindergarten" showed that work on the development of fine motor skills is not a priority and is not given due attention. 1

2 SLIDE 2 Therefore, work in this direction will be effective only if an educator, speech therapist, psychologist, music director, physical education instructor, parents. If the development of finger movements lags behind, then speech development is also delayed, although general motor skills may be higher than normal. It has been proven that the movements of the fingers stimulate the development of the central nervous system and accelerate the development of the child's speech. Therefore, the constant development and strengthening of the muscles of fine motor skills is necessary in permanent job. to one of effective ways correction of children's speech can be attributed to the finger theater. The finger theater is a unique opportunity to place a fairy tale on the palm of a child, in which he can take the role of any hero .. Also, the finger theater is an excellent material for the development of imagination, thinking and speech in children, the development of fine motor skills: during games, children develop dexterity , the ability to control one's movements, to concentrate on one type of activity, which is a natural means of self-expression for the child, and the use of symbolic materials helps him to distance himself from problem situations. Finger theater is an effective means of developing fine motor skills of the hand in children of primary preschool age. SLIDE 3-5 Finger theaters are primarily: knitted figurines that are worn on the fingers; from paper pulp; from the balls on which the faces of the characters are drawn; finger puppets made from various types of fabrics; a small screen and scenery. Characters are created from paper, small boxes in which holes are made for fingers. These are miniature figurines made of cones and cylinders that are put on fingers. Figures or only heads are drawn, glued to cardboard rings and put on fingers. 2

3 SLIDE 6-9 For three years, the project "Theater for All!" has been implemented in our garden. Its participants were children, their parents and teachers. The implementation of this project began in the academic year. Working as an educator during the academic year preparatory group, together with the children we staged the fairy tale "Zayushkina's hut", took part in the show of carnival masks, and also, participating in the "Fairytale Tour" in kindergarten, demonstrated the fairy tale on the umbrella "Masha and the Bear". In the school year, my pupils were children of the first junior group. And when carrying out theater week they participated in fabulous tours with the finger theater "Kurochka Ryaba", and in the entertainment "Funny Folklore" (they played sketches, nursery rhymes and mini-sketches). The finger theater is held both during classes according to the plan of the educator, and in free time and regime moments time. In particular, the finger theater is carried out by me as a way of children's play activities. All children of the group take part in finger theatrical games. My work in this direction is structured as follows. SLIDE For example, when playing the fairy tale "Ryaba the Hen", children first get acquainted with the fairy tale. Directly during the playing of the finger theater, children remember the heroes of the fairy tale, the course of events in it, diligently answer the questions posed by the content, learn the movements of the puppets, thereby contributing to the development of fine motor skills of the hands. Then on their own free time from activities they play without the help of a teacher. SLIDE With great pleasure, the children act out the fairy tale "Gingerbread Man", and even remembered the songs based on this fairy tale: "I am a gingerbread man, a gingerbread man, I'm blasted around the barn." 3

4 sang along with the teacher. After the finger theater, the children made a successful attempt to act out this fairy tale during play activities. SLIDE 14 Finger theater "Turnip" is of interest to children. Remembering the moments from the fairy tale, the children answer the questions posed by the teacher and themselves play out this fairy tale in play activities without the help of the teacher. SLIDE Exhibitions “Such different theater" And " Unusual transformations ordinary things." SLIDE Together with children and their parents, I took part in the creation of this exhibition, which included exhibits from my theater corner. Finger theater is one of the most successful means in the development of fine motor skills with a well-developed theoretical base and rich historical background. This is especially important due to the fact that at present most of today's children have a general motor lag. A consequence of the poor development of motor skills, and in particular the hand, is the general unpreparedness of most modern children for writing or problems with speech development. However, even if the child's speech is normal, this does not mean at all that the child is well managed with his own hands. Thus, one can speak of finger theater as an excellent universal, didactic and educational material. Its method and meaning lies in the fact that the nerve endings of the hands affect the child's brain and brain activity is activated. For schooling, it is very important that the child has well-developed fine motor skills. The finger theater is a good helper in order to prepare the child's hand for writing, to develop coordination. Scientists have proven that the development of hands is closely related to the state of speech and thinking of the child. SLIDE 19 4

5 Thank you for your attention! 5

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DOWNLOAD (with photo)

Name, type of theater: finger theater on the arm

Target: To teach children to perceive and realize the figurative content of a fairy tale, to invent new episodes; learn to understand the character of the characters; contribute to the removal mental stress. Develop correct, emotionally rich speech.

Description of the theater manufacturing technology: funny actors on fingers are crocheted from thick yarn.

Finger theater is a unique opportunity to place a fairy tale on the palm of a child, in which he can take the role of any hero. Finger theaters are very good for theatrical activities. Theatrical games create an emotional upsurge, increase the child's vitality by participating in home performance, the child feels relaxed, free. Finger theater is indispensable for working with children with developmental disabilities: games with little characters can stimulate speech activity, since all the warmth, originality, brightness, invested by the author in the figure, involves the child in fairy world helping to remove various blocks. The game is a natural means of self-expression for the child, and the use of symbolic materials helps him to distance himself from problematic (difficult) situations. Finger theater is a great helper in communicating with a child!

The staging of fairy tales and various plots of your own composition with the help of finger theater figures has undeniable benefits for the child:

• the finger theater develops fine motor skills of the hands (after all, when choosing the order in which the characters appear on the stage and at many other moments of the production, precise, coordinated work of the fingers is needed);
• trying not to miss the “exit” of his character, the baby develops the ability to concentrate;
• by memorizing the characters' lines and trying not to confuse them during the performance, the child trains his memory;
• theatrical performances develop fantasy and imagination, especially when it comes to improvisation scenes;
• the vocabulary is enriched, the construction of sentences becomes more correct and detailed;
• in the process of moving characters around the stage, spatial thinking develops (such important concepts as “left” and “right”, down and up, the previous and next are worked out in a playful unobtrusive form), as well as for getting to know and learning the score (for example, in the fairy tale “Teremok” a mouse, a frog, a hare three of us began to live, then a fox came - there were four of them);
• the possibility of self-expression on stage develops artistic and creative abilities
• speaking to the public, the baby gains self-confidence, becomes more sociable

In fact, the theater is a role-playing game in which even the most shy child feels relaxed and free. Children, playing together in a play, learn to communicate with each other, they actively develop speech, the ability to control the plot of the game.

Finger puppets can be your helper in raising a child. Moral, expressed in relation not to the child, but to the doll, is perceived by children without negativity (which often arises in response to the teachings of parents).

With the help of puppets, you can decide and lose problem situations, difficulties in communication, conflicts, fears and anxieties of the child.

Options for playing finger theater for children depend on the age of the child. One-year-olds and two-year-olds are ready for the simplest scenarios, which are best played with one hand. From the age of three, you can enter the second hand and complicate the scenario. At 4-5 years old, children are able to play several actions that successively replace each other.

At first, you can simply introduce the baby to the dolls, let the child touch and examine all the heroes of the fairy tale. Then put the characters on your toes one by one and communicate with the child on their behalf. Then invite the child to put the doll on his finger and try to communicate with each other. Next, you can play a fairy tale in front of the child. Children better perceive well-known Russian folk tales: "Turnip", "Kolobok", "Teremok". And it’s better to read a fairy tale before that, look at the pictures, discuss the characters with the baby, the development of the plot. At first, finger theater classes are held purely as theatrical performances.

As soon as the baby learns how to play dolls, you can start joint productions. First, teach your child to play with one hand, as he grows up, you need to choose more complicated tales, poems and songs, consisting of several actions, with a large number of heroes.

During theatrical performances, be sure to focus on the intonation of each character's speech (the mouse speaks in a squeaky voice, the bear speaks in bass, etc.). Develop in a child active speech with strong intonation.

From story game gradually move on to directing. Fantasy with the children, invent new stories, encourage the child for any addition to the plot.

The main directions for the development of theatrical play with children of primary preschool age are the gradual transition of the child:

From watching a theatrical performance of an adult to independent play activities;

From individual play and "play side by side" to play in a group of three to five peers playing roles;

From the imitation of the actions of folklore and literary characters to the imitation of actions in combination with the transfer of the main emotions of the hero and the development of the role as the creation of a simple "typical" image in a dramatization game.

The main directions for the development of theatrical play with children of middle preschool age are the gradual transition of the child:

From a game "for yourself" to a game focused on the viewer;

From a game in which the main thing is the process itself, to a game where both the process and the result are significant;

From playing in a small group of peers performing similar ("parallel") roles to playing in a group of five to seven peers whose role positions are different (equality, subordination, control);

From creating a simple “typical” image in a dramatization game to the embodiment of a holistic image that combines emotions, moods, states of the hero, and their change.

The main directions for the development of a theatrical game with children of older preschool age are the gradual transition of the child:

• from a game based on one literary or folklore text to a game-contamination, in which the literary basis is combined with its free interpretation by the child or several works are combined;
• from the game, where means of expression are used to convey the characteristics of the character, to the game as a means of self-expression through the image of the hero;
• from a game in which the “artist” is the center, to a game in which a complex of positions “artist”, “director”, “screenwriter”, “decorator”, “costume designer” is presented;

From a theatrical game to theatrical game activity as a means of personal self-expression and self-realization of abilities.

Finger puppet theater is a set of figurines of various characters dressed on fingers. It can be just individual dolls, animals, some items for staging a fairy tale, or well-known characters from our favorite Russian folk tales. Also, various “decorations” can be included in the finger puppet theater: trees, a house, a turnip, and so on. You can buy a finger puppet theater at the store, but it's better to make it yourself.