Ways to teach preschool children to act tale

WAYS TO TEACH PRESCHOOL CHILDREN TO ACT TALE
Turapova Ra’no
Teacher of Termiz State Pedagogical Institute
Layla Abdurasulova,
Khursanova Aykhumor
Students of Termiz State Pedagogical Institute
Abstract: This article provides a lot of information about ways to teach preschool children to stage fairy tales. Attention was paid to the methods of educating children through fairy tales.
Key words: children, speech, word, fairy tale, knowledge, skill, skill, artistic work, language, hero, work, novel.
Dramatization is one of the ways to teach children to speak again. Some children do not have the desire or interest to retell a passage from an artistic work, but with the introduction of a game method, the child enters the role of the work and tries to tell the content of the work very well. In such a game, the child feels himself in the place of the hero of the play and enters deeper into the world of his feelings and experiences. Telling the works of art in the language of the characters helps to develop the child's imagination and strives to acquire character qualities such as courage, self-confidence, independence, which are present in the hero of the work. In the staged game, the ideological content of the work of art is more deeply understood by the children.
In groups, only after they become familiar with fairy tales and stories typical for children of this age, staging begins. Tales such as ≪Turnip≫ and ≪Bohrsoq≫ are staged. This work will be continued in the preparatory group. Not only fairy tales are taken for staging, but also artistic works, especially poems. Acting games are conducted differently depending on the group. For example, the educator chooses for the younger group works that mainly reflect movement, and for the older group of children, works are chosen that reflect the more complex relationships of the heroes of the work, their experiences, and sorrows.
In knowing the roles, it is necessary to take into account not only the children's wishes, but also their ability to perform them well. If the child cannot play the role well, then it is necessary to deal with that child separately and to assign a suitable role to this child.
When studying the history of the toy, it became clear that it appeared during the primitive collective system. Even at that time, children made toys from various natural materials and things that surrounded them. For example: a doll is made of corn cob, wood or bark, and its ears are made. The ancient Egyptians preserved a leather ball with a stretchy material sewn into it, wooden animals, and a doll depicting a rich man weaving his role.
It is known that almost all types of theater are active in our country. Theater is derived from the Greek word (tiation) which means theater. The favorite theater of our little ones is the puppet theater. Through this theater, children can see their close and familiar toys, teddy bears, rabbits, puppies and other characters live. The theater not only brings joy and happiness to children, but also has a great educational value.
It is not possible to put on big plays in pre-school educational organizations. They can use their own toys to put on a small scene based on a small fairy tale. Each of these small appearances makes a great impression on children and adds a cheerful spirit to the holiday tales. If any artistic work is shown through a puppet theater, it will be more understandable for children. Because such a world of fairy tales is a favorite show of children. It is necessary to prepare the most necessary filling for the doll tetri. The height of the shirma is 50 cm and the length is 80 cm. A curtain is sewn and fixed to the slat, nailed with a nail, opening on the back side on both sides, joined by leather. Dolls can be made using the papier-mâché method. After the characters of the fairy tale are ready, the text is written and prepared for staging. The participants of the fairy tale are the characters, the text of the fairy tale, the presenter, the storyteller grandfather or grandmother.
The teacher himself can show the children the process of making an object. Usually, children do not leave the topic half way. They finish what they start. In order to prove the correctness of their actions, they often recreate the shape of the object and combine them into one plot. It should be noted that in the lesson, the educator should guide each child, ask guiding questions on the topic, give advice, and make figures together. Children's different approach to painting is reflected in creative work. Sometimes children decide to destroy the toy they have made because they don't like it and make it in a new version. This situation shows that children's creativity is manifested at a higher level. Because now the child will be able to improve the image based on his own knowledge and skills to independently evaluate the work he has made. In the preparatory group, the issue of developing children's creativity is more widely discussed, and the overall level of preparation of the child's development is determined.