Vyresniojo ikimokyklinio amžiaus vaikų komunikavimo vaidybos priemonėmis ypatumai

Abstract

The article deals with the characteristic features of 5-7 years old children's acting communication, when cliildren act witliout any special educational influence before. The assesment strategy of acting communication prepared by using J. Neelands (1995) theatre structure is presented. Analysis shows that most of children are helpless to communicate meaningful structures by means of acting. Children dont know what to do, what means "to act" and they communicate their hesitation and other hard feelings only. Despite this most of children (30 per sent) began act and communicate when naturally interesting playfull elements in plot are. But this process of acting communication is short. And is hard to say. or children act, or play for their pleasure, because some moments of realism and naturalism in their acting are. In other cases children "know" what means to act and symbolise what personage they are. When children use only symbols without emotion expession the communication is not sufficient. The big gap between outer and inner acting expression is.There are 2 per sent where all acting structure elements appeared: symbols, methapors. temp and rhytm, tension and acting communication is effective.