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The article presents the experimental methodology and findings of research on the possibilities and means of relationship improvement between preschool children in a peer group through developmental activities based on theatre material. The general principles of the developmental methodology, which aim to teach children the expressive creation of characters through the integrated use of theatre tools, are highlighted. These tools are facial gesture, pantomime, gestures, vocal intonations, etc., that convey the acts, characteristic motion , and emotions of the characters interacting with each other according to the plot, allowing the children to experience the whole character by relying on figurative movement with the “whole body”. The data from the control and experimental groups are contrasted in two ways: by creative and sociometric principles. The outcome of the analysis shows a significant improvement in the results of the experimental group, unlike the control group, where there was no difference. The opportunity to improve relationships in the peer group is proved, as well as the efficacy of the experimental methodology for child development through theatre activity as compared to traditional techniques.

This article analytically discusses questions of children’s fine motor skills (fingers and wrist) development, and the significance of finger gymnastics for language development in children. Verbal and non-verbal components of communication are examined. Developmental milestones of fine motor skills for children from birth to primary school are pinpointed. Particularities and weaknesses of fine motor skills of children with speech disorders are distinguished. Specialized strategies for promoting the children’s fine motor development are offered. Positive results are expected upon the systematic implementation of finger gymnastics. The author characterizes the different types of finger gymnastics: passive, passive-active and active. The article gives recommendations on how to incorporate finger gymnastics into everyday life. It also gives a brief description of the types of finger games.

Traditions of musical pedagogy set thinking on perspective ways of musical development of the child. B.V. Asafyev’s intonational theory opens ample opportunities in familiarizing of preschool children with original musical culture. The authordrawsattentionto theimportanceof intonationin music.The essence ofmusical thinkingis defined as thepenetration of thedialecticrelationshipsof form and contentof music.Developing of musical thinking is particularly active during seventh year of life. This period is important for introducing children to intonation on examples of masterpieces. Song intonation should speak to the child. The author gives practical recommendations on working with children during music lessons.