The value of creative stories. Plan in the form of questions

from the experience of working with children of the 4th year of life

Creative storytelling is a complex speech activity that occurs in senior preschool age, when children have a fairly large stock of knowledge about the world around them.

During this period, children master complex forms of coherent speech, the dictionary gives them the opportunity to act according to plan.

The imagination from a reproductive, mechanically reproducing reality, turns into a creative one.

The verbal creativity of children is expressed in various forms: in writing stories, fairy tales, descriptions; in composing poems, riddles, fables, in word creation (creation of new word formations).

In order to successfully develop all forms of verbal creativity, it is necessary to build work in stages. There are three stages in the formation of children's artistic creativity.

The first stage is the accumulation of experience. Children are taught a figurative vision of the world around them.

Perception is enriched through art, because works of art help children feel more beautiful in life, contribute to the emergence of artistic images in their work.

Enriching the experience of children with impressions from life is built gradually and depending on the specific task: excursions, observation of the work of adults, examination of paintings, albums, illustrations in books and magazines, reading books. So, before describing nature, thematic observations of seasonal changes in nature and reading literature describing natural phenomena are used.

It has a beneficial effect on enriching the experience of children and works of oral folk art. It contains many artistic techniques. (allegory, dialogue, repetitions, personifications), attract with a peculiar structure, art form, style and language.

The second stage is the process of children's creativity itself, when an idea arises, the search for artistic means is underway.

The emergence of an idea among the guys is successful if an installation for a new activity is created. (make up a story). The presence of a plan encourages children to search for means of its implementation: search for compositions, highlighting the actions of heroes, choosing words for epithets, creative tasks.

At this stage, children need to understand and activate the vocabulary through the words of definitions, words that help describe experiences, character traits of characters.

New concepts, a new vocabulary and the ability to use the existing vocabulary are formed.

So, observing a winter landscape, children, with the help of a teacher, give a variety of definitions of the quality and condition of snow: white as cotton wool, slightly bluish under a tree, sparkles, shimmers, sparkles, glitters, fluffy, falls in flakes.

Then these words are used in children's stories (“It was in winter, in the last month of winter, in February. When the last time snow fell - white, fluffy - and everything fell on roofs, on trees, on children, in large white flakes. ) .

At the third stage, new products appear. The child is interested in its quality, strives to complete it while experiencing aesthetic pleasure.

The end result is a coherent, logically consistent story, the child masters the structure of a coherent statement. Understands the task correctly "come up with" , i.e. create something new, talk about something that actually did not exist, or the child himself did not see it, but "invented" . It is very important to analyze the results of creativity by adults, their interest.

Having studied the sections of creative storytelling, I was interested in the fact that the personality of the children as a whole is covered here, namely: the work of imagination, thinking, speech is activated, observation is manifested, strong-willed efforts are formed, and also, which is very important, the child receives positive emotions, is constantly in looking for new, interesting, exciting.

I consider this section significant and relevant because creativity helps to form an initiative, independent, self-expressive personality.

Starting to work on this issue, I studied the literature, set myself tasks corresponding to the first stage of work on the development of creative abilities in children, namely:

to accumulate and enrich the experience of children through excursions, observations, work of adults, looking at pictures, illustrations in books, albums, magazines, reading books of an educational nature, works of oral folk art;
to deepen moral feelings, benevolent relations to each other, to the surrounding world;
develop coherent speech. To form the qualities of a creative personality. Develop dialogic speech.

For the implementation of these tasks, she created the necessary conditions in the group. Selected and designed the material, produced manuals.

First, she began work on the development of mental processes: memory, attention, imagination.

These problems were solved with the help of "Smart Books" , and since it was done earlier, before we became interested in this topic, it was partially supplemented and complicated.

Namely, the selected plot pictures were used to compile the continuation of the story, the purpose of which is to develop memory, attention, and imagination.

To teach children with the help of an adult to come up with a continuation of the story from the picture. Reinforce the use of nouns with prepositions. Build creativity.

Children with great pleasure are engaged in this manual, as it is bright, expressive, appropriate for the age of children.

Also in the center of speech development acquired books of a cognitive nature: "The world" , "Seasons" ; Riddles in poetic form about animals, natural phenomena, various objects. I used these books as a consolidation of knowledge gained in the classroom during observations, excursions to the park, to the river, etc.

So, before describing nature, she made thematic observations of seasonal changes in nature. To deepen knowledge, I considered illustrations of paintings, "Seasons" , made a game "When It Happens" , where she taught children to select cards for large images.

To develop the ability to conduct a comparative analysis of changes occurring with any plant or animal.

To form the ability to compose a small coherent story of a sequence of events. Develop observation, creative thinking.

Working on a series of paintings, I found that it is difficult for children to compare and describe nature. So I decided to get my parents involved.

Conducted a consultation, made a folder mover "Teaching Children to Observe" , where they gave information about what important tasks are solved in the process of observations.

After working together, I saw much better results. After the weekend, children began to bring products of joint activities with their parents.

Namely: drawings, fashioned objects, told about where they were, what they saw.

Further, she replenished the speech center with a card file of games for the development of systemic thinking in children. The purpose of the games: to teach children to think creatively, to direct them to find solutions to non-standard situations, to replenish their active vocabulary.

To form the ability to collectively discuss problems. In the beginning, when we played these games, it was difficult for many guys to immediately get involved in the game. Some had a small vocabulary, others had unstable attention. But over time, when I began to play in the classroom, walks, free activities, the children entered a certain system of thinking. Parents were also interested, they printed out games for classes with children at home. We consulted if questions arose.

Then they offered the children an allowance "The Journey of the Puxi Sparrow" through which the following tasks were solved:

continue to teach children to answer the teacher's questions;
with the help of an adult, invent a continuation of the story from the picture;
develop dialogical speech;
to consolidate the verbal vocabulary of knowledge about the world around.

At the beginning of learning the game, not all children were able to take on the role of the hero of the story, come up with nicknames, names for them, and, which turned out to be very difficult, invent a continuation of the story.

Now the kids are having fun. They differ in their individuality. Some children act out episodes of their stories in a role-playing game, involving other children.

The next manual that children met "Think creatively" . Its tasks are aimed at shaping the qualities of a creative person, at finding solutions to non-standard situations.

The development of connected speech. Vocabulary accumulation.

Education and deepening of moral feelings.

Working with children with this manual, I represented the freedom of creativity, encouraged any (except for the ridiculous fantasy) problem solving options. I tried not to offer ready-made ideas and speech means, but patiently stimulated them, directing them to search.

Svetlana Gozhina
Teaching Preschool Children Creative Storytelling

The development of coherent speech is one of the central tasks of speech education preschool children. The kindergarten program sets the task for the educator to teach each child meaningfully, grammatically correctly, coherently and consistently express their thoughts. Speech preschooler must be alive, emotional, expressive.

Requirements for a connected statement preschool children assume possession of vocabulary, grammar, style, norms of sound culture of speech.

The development of coherent speech is possible only on the basis of mastering the native language, mastering its sound side, a certain vocabulary, and the grammatical structure of speech.

Therefore, in kindergarten, special importance is attached to the formation of skills storytelling. Children are taught connected statements, which are characterized by independence, completeness, logical connection between their parts. Story- independently compiled detailed of any fact, event. Drafting story(by order)- a more complex activity than retelling. The child himself, in accordance with the given topic, determines the content and chooses the speech form of the narration.

A serious task is to systematize the material, present it in the right sequence, according to plan. (caregiver or your own). You need to show your child that need a story, to support the natural need to speak out, the desire to tell something to the audience. It is important that children feel joy and satisfaction from your stories have seen their benefits.

stories can be descriptive or narrative. In this regard, for preschoolers three categories can be distinguished stories:

1. Perception story(about what the child sees at the moment story) ;

2. Story from memory(about what I perceived until the moment story) ;

3. Imagination storytelling(invented, based on fictional material, on the transformation of existing ideas).

Therefore, only the third category stories- in the full sense of the word creative which requires the child to be able to modify his existing experience, to create relatively new images and situations from this material. creative stories can be based both on a visual basis and on verbal: 1. Come up with events with the heroes of the picture that go beyond the picture;

2. Come up with a fairy tale about a toy hare and a squirrel, which the child holds in his hands; 3. Come up with story on the proposed topic "How Seryozha helped Natasha".

Creative storytelling training occupies a special place in the formation of coherent speech preschool children.

Mastering this kind storytelling marks a transition to a qualitatively new level of speech-thinking activity. creative storytelling plays an important role in the development of verbal logical thinking, presenting great opportunities for the child to independently express his thoughts, to consciously reflect various connections and relationships between objects and phenomena in speech, and contributes to the activation of knowledge and ideas about the environment.

To creative storytelling include those invented by children stories(oral compositions) with an independent choice of content (situations, actions, images, a logically constructed plot and appropriate language design. Mastering skills creative storytelling contributes as much as possible to bringing the child closer to the level of coherent monologue speech that he needs to move on to learning activities at school.

Since the compilation creative story involves the ability to coherently and consistently display certain events in speech, as well as the presence of children ideas about the necessary rules for constructing stories - messages(beginning, development of the plot action, ending, determining the time and place of events, etc.).

That's why learning to write creative stories is carried out subject to the formation of certain skills of coherent detailed statements (retelling, compiling story by picture, about toys and objects, on the proposed topic, etc.).

A child entering the first grade must be able to clearly and correctly pronounce all the sounds and words of his native language, master the power of his voice, speak at a normal pace, and have clear diction. Sufficiently high requirements are placed on the active vocabulary of the child, on the ability to choose bright, accurate and convincing words.

In addition, he must master the grammatical structure of the language. Because all these skills clearly appear in a coherent speech statement, transmitted by the child in the correct, logically consistent and expressive form. Since the child builds his statement, one can judge not only the level of his speech development, but also the level of mental development.

Related publications:

Project "Using the method of mnemonics in teaching storytelling to children of primary preschool age" Municipal preschool educational institution Kindergarten No. 12 "Birch" Project "Using the method of mnemonics in teaching.

Summary of GCD on teaching creative storytelling "I am a magician" (preparatory group for school) Summary of GCD on teaching creative storytelling "I am a magician" (preparatory group for school). Goal: Raise interest in fairy tales.

Summary of GCD in the preparatory school group for teaching children creative storytelling A summary of directly educational activities in a group preparatory to school for teaching children creative storytelling ..

Consultation for educators "Propp cards as a means of teaching older children creative storytelling" Consultation for educators on the topic: "Propp's cards as a means of teaching children of senior preschool age creative storytelling."

Generalization of the experience "Formation of coherent speech, teaching the storytelling of children with ONR" Teaching storytelling to children with general underdevelopment of speech. Speech therapist MBOU "PMSS Center" V. L. Shcheblykina Speech, speaking in his functional.

Teaching storytelling "My favorite toy" Teaching storytelling "My favorite toy." Purpose: to teach children to make stories from personal experience. Encourage children to highlight features.

Seminar for kindergarten teachers. It was held on January 20, 2014.

Term . Features of creative storytelling are that the child must independently invent content (plot, imaginary characters), based on the topic and his past experience, and clothe it in the form of a coherent narrative.

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TEACHING CREATIVE STORIES TO CHILDREN OF PRESCHOOL AGE

general

The upbringing of a creative personality is one of the main tasks put forward in the social order of society. The formation of creativity is expected at preschool age.

ON THE. Vetlugina identified three stages in the formation of children's artistic creativity. At the first stage, experience is accumulated: the teacher organizes the receipt of life observations that affect children's creativity, teaches a figurative vision of the environment, and the role of art is important.

The second stage is the actual process of children's creativity (an idea arises,

search for artistic means). An attitude to a new activity is important (we will come up with a story, creative tasks). The presence of a plan encourages children to search for a composition, highlighting the actions of heroes, choosing words, epithets.

At the third stage, a new product appears (its quality, its completion,

Aesthetic pleasure). Analysis of the results of creativity for adults, his

interest.

Scientists single out creative storytelling as the highest form of development of monologue speech.

The work is designed for three years of study and involves special preparatory work aimed at forming the structure of stories, teaching expressive means of revealing the image.

The hallmarks of creative storytelling are:

Passion for activities;

The ability to modify, transform, combine existing ideas and create new images and situations based on them;

The ability to present events in the sequence of their development, to establish

dependence between other events;

The use of appropriate language tools in order to create an image;

Independence in the search for images and the development of the plot;

Variation, i.e. the ability to come up with several versions of essays on the same topic.

Therefore, the term"creative stories" - the conditional name of the stories,

which the children make up. Features of creative storytelling lie in the fact that the child must independently invent content (plot, imaginary characters), based on the topic and his past experience, and clothe it in the form of a coherent narrative. It also requires the ability to come up with a plot, a course of events, a climax and a denouement. Creative storytelling is to some extent related to real literary creativity, since the child is required to be able to select individual facts from the available knowledge, introduce an element of fantasy into them and compose a creative story.

kinds

In the methodology of speech development, there is no strict classification of creative

stories, but the following types can be conditionally distinguished:realistic stories; fairy tales; descriptions of nature.

E.P. Korotkova, pointed out the pedagogical value of storytelling according to a literary model. She noted that imitation of the writer-author of a favorite story is creative. Borrowing the idea, the child independently develops the plot of his story, makes the heroes of new faces.

They distinguish the writing of stories by analogy with a literary model (two options: replacing the characters with the preservation of the plot; changing the plot with the preservation of the characters).

Creative storytelling options:

1. inventing a sentence and completing the story (the teacher tells the beginning of the story, its plot, events and characters are invented by the children) realistic or fabulous;

2. inventing a story or fairy tale according to the plan of the educator (great independence in the development of content);

3. inventing a story on a topic proposed by the teacher (without a plan). The child acts as the author, chooses the content and form, the theme should be emotionally configurable, some stories can be combined into a series by topic.

The main types of creative stories (stories with elements of creativity) include:

stories by analogy

Inventing the continuation and completion of the story,

Compiling a story based on several key words,

Write a story on a given topic.

preparatory work

For the successful teaching of children in creative storytelling, the participation of the teacher in this process is of particular importance, as well as the creation of pedagogical conditions for teaching children creative storytelling:

1) enriching the experience of children with impressions from life;

2) enrichment and activation of the dictionary;

3) the ability of children to coherently tell, to master the structure of a coherent statement;

4) to come up with a correct understanding of the task by children.

The possibility of developing creative speech activity arises at the senior preschool age, when children have a sufficiently large stock of knowledge about the world around them.They have the opportunity to act according to the plan. By definition, L.S. Vygotsky, their imagination turns from a reproductive, mechanically reproducing reality into a creative one.

The relationship between the perception of fiction and verbal creativity, which interact on the basis of the development of poetic hearing, is noted.

One of the conditions for the success of children in creative activity is the constant enrichment of the experience of children with impressions from life. This work can be of a different nature depending on the specific task: excursions, observing the work of adults, looking at paintings, albums, illustrations in books and magazines, reading books. So, before describing nature, systematic observations of seasonal changes in nature and reading literature describing natural phenomena are used.

Reading books, especially of a cognitive nature, enriches children with new knowledge and ideas about people's work, about the behavior and actions of children and adults, deepens moral feelings, and provides excellent examples of the literary language. The works of oral folk art contain many artistic devices (allegory, dialogue, repetitions, personifications), attract with a peculiar structure, artistic form, style and language. All this affects the verbal creativity of children.

The condition for successful teaching of creative storytelling is considered to be the enrichment and activation of the vocabulary. Children need to replenish and activate the dictionary due to the words-definitions; words that help describe experiences, character traits of characters. Therefore, the process of enriching the experience of children is closely related to the formation of new concepts, a new vocabulary and the ability to use the available vocabulary.

Creative storytelling is a productive activity, the end result of which should be a coherent, logically consistent story.One of the conditions is the ability of children to tell a coherent story, to master the structure of a coherent statement, to know the composition of the narrative and description.

Another condition is the children’s correct understanding of the “invent” task, i.e. to create something new, to talk about something that actually did not exist, or the child himself did not see it, but “thought it up” (although in the experience of others there could be a similar fact).

Drawing up a creative story involves the ability to coherently and consistently display certain events in speech, as well as the fact that children have ideas about some rules for constructing a story-message (beginning, displaying the plot action in its development, ending; accurate determination of the time and place of events, etc. ).In this regard, training in the compilation of creative stories is carried out on the condition that children have formed certain skills of coherent detailed statements (retelling, compiling a story from a picture, a story-description of an object, etc.).

Teaching children to compose independent stories with elements of creativity is carried out mainly in the second year of study. However, starting from the third period of the first year of study, it is recommended to include separate tasks of a creative nature that are accessible to children in classes on retelling, storytelling from pictures and others.

Retelling training:

Games - dramatizations on the plot of the retold work.

Exercises for modeling the plot of the retold work (using an illustrative panel, a visual diagram, a computer).

Drawing on the theme (plot) of the retold work, followed by compiling a story based on the completed drawings. (Image of characters or individual episodes of a story / fairy tale and their verbal description.)

Restoration of the "deformed" text with its subsequent retelling:

a) substitution of missing words (phrases) in the text;

b) restoration of the desired sequence of sentences.

Drawing up creative retellings - with the replacement of characters, places of action, changing the time of action, a presentation of the events of the story (fairy tale) from the 1st person, etc.

Description training:

Game-exercise "Find out what it is!" (Recognition of an object by the details indicated by its objects, individual constituent elements.)

Drawing up a description of the subject according to your own drawing.

The use of game situations in the preparation of descriptive stories ("Shop", "The dog is gone", etc.)

Another important condition for successful teaching of creative storytelling is considered to be the enrichment and activation of the vocabulary. Children need to replenish and activate the dictionary due to the words-definitions; words that help describe experiences, character traits of characters. Therefore, the process of enriching the experience of children is closely related to the formation of new concepts, a new vocabulary and the ability to use the available vocabulary.

Thus, observing a winter landscape, children, with the help of an educator, give various definitions of the qualities and conditions of snow: white, like cotton wool; slightly bluish under the tree; sparkles, shimmers, sparkles, glitters; fluffy, falling in flakes.

Then these words are used in the children's stories (“It was in winter, in the last month of winter, in February. When the snow fell for the last time - white, fluffy - and everything fell on roofs, on trees, on children, in large white flakes”).

Helping children is provided by a model educator. Let's take an example.

“I really like autumn. I like to consider and collect yellow leaves of maple and birch, red leaves of black speck, light green leaves of willow and poplar. And when the wind blows, I like how the leaves break off the trees, circle in the air, and then quietly fall to the ground. And when you walk on the ground, on such a carpet of autumn leaves, you can hear how it gently rustles. (N. A. Orlanova).

Descriptions-miniatures (O. S. Ushakova) are interesting. For example, after a short conversation about spring and lexical exercises, children are invited to talk about nature in spring.

Examples of exercises: “How can you say about spring, what kind of spring? (Spring is red, hot, spring is green, warm, sunny.) What is the grass in spring? (Green, tender grass-ant, grass whispers, soft, grass-ant, dewy, grass-silk, soft, like a blanket) What can be an apple tree in spring? (Snow-white, fragrant, blooming, pale pink, white like snow, tender).

Creative storytelling is a productive activity, the end result of which should be a coherent, logically consistent story. Therefore, one of the conditions is the ability of children to coherently tell, to master the structure of a coherent statement, to know the composition of the narrative and description.

Children learn these skills at previous age stages, reproducing literary texts, compiling descriptions of toys and paintings, and inventing stories based on them. Especially close to verbal creativity are stories about one toy, inventing an end and a beginning to the episode depicted in the picture.

Organized work on the formation of expressive and figurative speech in older preschoolers requires solving the following tasks:

Education of the sensual basis for children's perception of the artistic word of works of literature and folklore, and thereby creating conditions for preschoolers to master a special gift - the "gift of the word";

Focusing on children's mastery of lexical means of speech expressiveness.

Acquaintance of preschoolers with stylistic means of artistic expression can be carried out using the following exercises and tasks:

Name a word that makes a work of art beautiful;

Name the words that are found only in fairy tales;

Find beautiful fairy-tale expressions, proverbs in a fairy tale;

Pick up beautiful words to this or that subject (phenomenon);

Find what beautiful word is missing;

Find the words that make the work gentle, melodious;

Find items that match;

Find a nice comparison;

Find an unusual comparison, etc.

In the process of working with a literary text, children can perform tasks on the selection of synonyms, antonyms, phraseological units. For this, the games “Who will say otherwise”, “What words did you hear?” are held with the pupils.When phraseological units are found in the works of oral folk art, then acquaintance with them is carried out not only in connection with the understanding of the content of these artistic means of expression by children, but also with the explanation of their meaning in words similar in meaning (the game "How to say otherwise").

The rhyming construction of poetic works of literature and folklore makes it possible to most effectively carry out exercises with children that require them to select and insert words that fit in the text (variants of words of one synonymous series are offered by the teacher). For example,game "Choose the most suitable word". In this case, the rhyme tells the children the most suitable word from a certain synonymic series, it also emphasizes the significance of his choice for the beautiful sound coloring of the poem.

Preschoolers can learn the compositional means of expressiveness of works of art with the help of such tasks as “Start, continue, finish”, “Find the beginning of the work”, “Find repetitions”, “Pick up a word that is similar but sounding”, “Finish the phrase”, “Find the same ponytails in words "

One of the effective methods of familiarizing preschoolers with fiction is the staging of literary works (as a means of secondary acquaintance with a literary text). The staging of a folklore or literary work is possible only if the children have a good knowledge of its content and expressive means.

There are quite a few types of dramatizations: a dramatization game, a theatrical performance of children, puppet and shadow theaters, a toy theater, a table cardboard or plywood theater, a flannelograph, etc. Children can be both spectators and performers. A staged plot greatly facilitates the solution of a creative task, therefore, not only six-year-old children, but also children of four or five years old cope with inventing fairy tales based on such plots.

Methodology

Children learn to visually and figuratively describe objects, convey the feelings, mood and adventures of the characters, and independently come up with the ending of the story.

It is better to start teaching creative storytelling by inventing stories of a realistic nature.

Techniques for teaching creative storytelling

Techniques for teaching creative storytelling depend on the skills of the children, the learning objectives, and the type of storytelling.

In the older group, as a preparatory stage, you can use the simplest method of telling children together with the teacher on questions. In essence, the educator "composes" together with the children.

In the course of the story, questions are asked very carefully. You can ask what happened to the hero that the child forgot to tell about. You can suggest a description of the hero, his characteristics or how to end the story. Next - a story according to the plot proposed by the teacher. Children must come up with content, arrange it verbally in the form of a narrative, arrange events in a certain sequence.

E. P. Korotkova developed a system of classes for teaching storytelling based on ready-made stories. It offers a series of stories on topics close and accessible to children, interesting techniques that activate the imagination. Coming up with a story on a self-chosen topic - the teacher advises to come up with a story about an interesting incident that happened to a boy or girl, about the friendship of animals, about a hare and a wolf. Invites the child to come up with a name for the future story and make a plan.

As mentioned above, the most difficult type of children's writings is the description of nature. The following sequence of learning to describe nature is considered effective:

1. Enrichment of children's ideas and impressions of nature in the process of observation, teaching the ability to see the beauty of the surrounding nature.

2. Deepening children's impressions of nature by examining art paintings and comparing the beauty of the depicted with living reality.

3. Teaching children to describe the objects of nature according to the presentation.

4. Teaching the ability to describe nature, to generalize one's knowledge, impressions received during observations, viewing paintings, listening to works of art.

Creative stories are stories invented by children with an independent choice of content (situations, actions, images), a logically constructed plot, clothed in an appropriate verbal form. Creative stories are diverse in terms of complexity and independence.

Consider the methods of speech therapy work on the compilation of the main types of creative stories by preschoolers.

When teaching storytelling Similarly an auxiliary method of joint compilation of a story according to the plot scheme proposed by the teacher is recommended.

For example:

On the day off, our family (dad, mom, me and brother...) went... (to the dacha, fishing, forest, etc.). Dad took with him ..., mom - ... And I took with me ... We went to / to ... (train, car, etc.). There ... (where?) Very beautiful. Nearby there is... (forest, lake, river). We went to the ... for ... (What happened next?) ... We returned home ... I got very better on / in ...

The children complete the sentences. Then the teacher combines their statements into a complete text, which is used as a model for compiling their own versions of the story.

To compose stories by analogy, works can also be used for retelling with the subsequent replacement of characters, details of the narrative, actions of individual characters (for example, in the stories of E.A. Permyak "Who?" and "How Masha became big"). In the future, learning to compose stories by analogy with a small text that has been listened to can be carried out without preliminary retelling (taking into account the increased speech and cognitive abilities of children). The structure of such classes includes:

Specific instructions for compiling a story (change of season, scene, etc.);

Drawing up a continuation (end) of an unfinished story is recommended to be carried out in two successively used versions: with and without support from visual material. In the first version, the children are offered a picture depicting the climax of an unfinished story. After analyzing its content (descriptive characteristics of the characters,

depicted setting) the text of the beginning of the story is read twice. Several options for its possible continuation are proposed in accordance with this plot situation.

For the second version of the task (the end of the story without visual support), the text of the unfinished story after reading twice is retold by one or two children. Then the task is given to come up with an ending to the story according to one of the proposed options (at the choice of the children). For classes, texts are selected that allow the choice of several options for continuing the story. Especially fertile material for inventing your own cheerful, happy and good ending are Russian folk tales (“Ryaba Hen”, “Gingerbread Man”, “Chanterette-sister and gray wolf”, etc.)

items shown in the pictures, and their brief description (description of appearance, details, etc.). Then the children are offered the topic of the story, which determines its possible event basis: “On a fishing trip”; "A case in the forest"; "Adventure on the lake", etc. To facilitate the task, a short plan of three or four questions is used, in which children are involved (for example: “What did the boy take with him to go fishing?”; “Who did he meet on the river?”; “What happened while fishing?”; What did the boy bring home? In case of difficulties, the teacher gives an example of the beginning of the story.

4. Learning to compose a story on a topic without the use of verbal and visual supports, due to the complexity of this type of storytelling, is carried out at the final stage of work.

Conversation-discussion of the proposed topic (activation and clarification of children's ideas related to the topic of the story);

"guiding" instructions for compiling stories (children must determine the place, time of action, main characters; installation is given on how to start a story, etc.);

"Homework": to retell to parents the story compiled in the lesson, come up with other stories on the same topic.

When teaching children to compose stories on a topic, it is recommended to use: reliance on a sample of the beginning of the story given by the teacher; auxiliary questions suggesting possible options for the content of the story; preliminary question plan, compiled collectively and individually, under the guidance of a teacher, etc.

Types of creative tasks included in classes on teaching various types of storytelling

Purpose of the lesson Types of tasks

Teaching retelling Game-dramatization on the plot of the work being retold.

Exercises for modeling the plot of the retold work (using an illustrative panel, a visual diagram). Drawing on the theme (plot) of the retold work, followed by compiling a story based on the completed drawings. (image of characters or individual episodes of a story / fairy tale and their verbal description). Restoration of the "deformed" text with its subsequent retelling: a) substitution of missing words (phrases) in the text, b) restoration of the desired sequence of sentences. Drawing up creative retellings - with the replacement of characters, places of action, changing the time of action, a presentation of the events of the story (fairy tale) from the 1st person, etc.

Teaching storytelling from pictures Coming up with a title for a picture or a series of pictures, as well as different options for a title, coming up with a title for each consecutive picture of a series (for each fragment, episode). Games-exercises to reproduce the elements of the content of the picture ("Who is the most attentive?", "Who remembered better?", etc.). An exercise in making sentences for a given word (word form), taking into account the content of the picture. Acting out the actions of the characters in the picture (play-staging using pantomime, etc.). Drawing up a link to the depicted action (based on the speech sample of the teacher). Restoration of the missing link when compiling a story based on a series of pictures. Game-exercise "Guess!" (On the questions and instructions of the teacher, the children restore the content of the fragment depicted in the picture, but covered by the screen)

Learning to describe an object Game-exercise "Find out what it is!" (Recognition of an object by its specified details, individual constituent elements). Drawing up a description of the subject according to your own drawing. The use of game situations when compiling descriptive stories ("Shop", "The dog is gone", etc.)

Let's take a look at some of these options as an example. So, after retelling the fairy tale "Tails", children are invited to compose a creative retelling with the introduction of new characters (cows, a rooster, a peacock) into the plot action, to come up with an episode based on its plot. Before performing the creative task, an additional conversation is given on the content of the text (with clarification of the key points of the action), after which the children are explained the proposed method of “transforming” the plot (introducing new characters, replacing some details of the narrative). As an auxiliary technique, a sample of the teacher's story or a question plan (3-4 questions) is used. In case of difficulties, the questions are repeated in the course of compiling the story. After compiling a retelling of a fairy tale (for example, “The Gingerbread House”, etc.), in a separate lesson, children are given the task of compiling a retelling in the first person. Compilation of such stories contributes to the development of imagination and monologue speech of children.

In the classroom for individual paintings and series of pictures, children, based on their visual content, are invited to come up with a plot or continuation to the depicted plot action (on the teacher's questions). For children who are more advanced in terms of mastering the skills of coherent statements, after compiling a story based on a series of plot pictures, it is recommended to introduce various creative tasks (for example, using V.G. Suteev's "Nakhodka" series, compose a story with the replacement of the main character and toys).

An example of a creative task that contributes to the development of children's imagination and verbal creativity is the exercise game "Guess!" with the use of a multi-figured painting ("Winter Fun", "Summer in the Park", etc.). The children are tasked with presenting and reproducing in speech the visual content of one of the fragments of the picture, closed by the screen. The teacher, helping the children, names the scene of the action depicted on the closed part of the picture ("Here is a skating rink" or "There is a slide" - based on the painting "Winter Fun"). Children, focusing on the general content of the picture, make guesses about possible characters and their actions, and the teacher notes correctly guessed or close to the depicted options (characters, objects, moments of action). Then the screen is removed, and the children compose a story-description based on this fragment. In another version of the assignment, children are offered a large-format picture depicting only the scene of action, one or another situation (for example, the scene for the pictures "Winter Entertainment", "Our Yard", "Summer on the Lake", etc.) without depicting the corresponding characters. Planar figures of possible characters in the picture (people, animals), as well as certain objects are placed on the typesetting canvas next to the picture. The task facing the children is to establish the actors and their relationships; you need to make the right choice of characters and objects and find them the right place in the picture. In the course of "filling in" the picture, the children practice making sentences, including the designation of objects and an indication of their location, determining the actions performed by the characters, etc. After restoring the visual content of the picture, the children proceed to its description.

The inclusion of creative tasks in various types of classes (retelling, stories from pictures, description of the subject, etc.) aims to prepare children for special classes in teaching storytelling with elements of creativity.

In order to develop in children the skills of compiling an independent story with elements of creativity, the following types of classes are held: compiling a story by analogy; inventing a continuation (ending) of an unfinished story; compiling a plot story based on a set of toys; an essay on this topic based on several key words and subject pictures, etc. At the same time, the following practical tasks are solved - the development in children of the ability to navigate in the proposed textual and visual material when compiling their own story; activation of children's knowledge and ideas about the environment, clarification and development of spatial and temporal ideas; development of recreative and creative imagination.

To compose stories by analogy, works can also be used for retelling with the subsequent replacement of characters, details of the narrative, actions of individual characters (for example, in the stories of E. A. Permyak "Who?" and "How Masha became big"). In the future, learning to compose stories by analogy with a small text that has been listened to can be carried out without preliminary retelling (taking into account the increased speech and cognitive abilities of children). The structure of such classes includes:

double reading and analysis of the content of the text;

specific instructions for compiling a story (change of season, scene, etc.);

children's stories, followed by collective analysis and evaluation.

Drawing up a continuation (end) of an unfinished story is recommended to be carried out in two successively used versions, with and without support from visual material. In the first version, the children are offered a picture depicting the climax of an unfinished story. After analyzing its content (descriptive characteristics of the characters, depicted environment), the text of the beginning of the story is read twice. Several options for its possible continuation are proposed in accordance with this plot situation. For the second version of the task (ending the story without visual support), the text of the unfinished story, after reading twice, is retold by one or two children. Then the task is given to come up with an ending to the story according to one of the proposed options (at the choice of the children). For classes, texts are selected that allow the choice of several options for continuing the story.

The following topics can be used to compose stories on sets of toys: "Tanya has a birthday"; "Tanya visiting her grandmother"; "How Vova and Misha went to the zoo", etc. Let's give an example of building one of the classes ("Tanya got sick"). For its implementation, a set of three to four toy characters (a girl, a mother, a doctor, a nurse) and objects (two telephones, an ambulance, a bed, a table, etc.) are used. It is advisable to take two classes for compiling stories, the structure of which includes:

guessing riddles about the characters and objects of the future story;

characteristics of the characters (appearance, "public role" and "professional actions"); description of items-attributes;

determining the theme of the story;

a sample of a story or its beginning, offered by the teacher;

compiling stories by children using this plan;

analysis of children's stories. You can use a dramatization that allows you to correlate the statements of children with a demonstration of the actions of toy characters. Staging the plot contributes to the accumulation of visual impressions, the activation of the vocabulary and speech statements of children.

It is advisable to teach children to compose stories on a topic using key words at first in combination with a demonstration by the teacher of visual supports - the corresponding pictures (for example, "boy" - "fishing rod" - "river"; "guys" - "forest" - "hedgehog"; " boys" - "lake" - "raft"; etc.). In addition to the subject, individual pictures depicting a landscape can also be used. They perform the function of a kind of picture plan. The visual images and ideas that arise in children during the perception of words are supplemented, refined at the same time with specific, "visible" details, images of objects that can be used in solving a creative problem. (For example, the image of a river against the background of a forest in a series of pictures "boy" - "fishing rod" - "river", etc.). The compilation of the story is preceded by the naming of the objects depicted in the pictures, and their brief description (description of appearance, details, etc.). Then the children are offered the topic of the story, which determines its possible event basis: the name of the stories is "On a fishing trip"; "Incident in the Forest" "Adventure in the Forest", etc. To facilitate the completion of the task, a short plan of 3-4 questions is used, in which children are involved (for example: "What did the boy take with him to go fishing?"; "Whom did he meet on the river?"; "What happened while fishing?"; What did the boy bring home? In case of difficulties, the teacher gives an example of the beginning of the story.

When learning to compose a story according to given words without relying on pictures, such a sample of a story is used, as a rule, constantly.

A special place is occupied by the work on the formation of coherent speech of children in the subject - practical training sessions (drawing, application, design). To activate and develop coherent speech in the process of such classes, it is recommended to use speech planning and an “accompanying” description of the actions performed, a child’s verbal report on the completed task, and, finally, compiling a short creative story based on the completed drawing, application, model. To compose stories, children are offered topics and plots that are close to their life experience: "My house"; "Journey on a boat"; "We have a playground," etc. Methods are recommended: drawing up a story according to a question plan with clarification of the sequence, details of the narrative; supplementing the child's story with other children, etc. The plan for the future story can be drawn up by the child himself under the guidance of the teacher (guiding and clarifying questions, hint).

Subsequently, this version of the task can be used: the children are given a plan - the semantic scheme of the story and are invited to draw 3-4 drawings according to the number of main questions that reflect the key points of a possible plot action. So, for the task of compiling a story on the topic "A walk in the forest", children are invited to complete drawings on the following questions - instructions: "What did the children take with them when they were going to the forest?"; "Which road were they on?"; "What did the children do in the forest?"; "Who did they meet there?" etc. Children's drawings are used as a picture plan. Relying on your own drawing is an effective means of mastering storytelling skills for children. Their interest in such activities contributes to the activation of independent speech activity.

Learning to compose a story on a topic without the use of verbal and visual supports, due to the complexity of this type of storytelling, is carried out at the final stage of work.

It is recommended to include in the structure of lessons on teaching how to compose a story on a given topic:

conversation - discussion of the proposed topic (activation and clarification of children's ideas related to the topic of the story);

discussion (collective drawing up) of a plan for a future story;

"guiding" instructions for compiling stories (children must determine the place, time of action, main characters; installation is given on how to start a story, etc.);

discussion and analysis of children's stories (based on tape recording or video film);

"homework": to retell the story compiled in the lesson to the parents, come up with other stories on the same topic.

When teaching children to compose stories on a topic, it is recommended to use some of the above methods, which include: relying on a model for the beginning of a story given by a teacher; auxiliary questions suggesting possible options for the content of the story; preliminary question plan, compiled collectively and individually, under the guidance of a teacher, etc.

Teaching children about creative storytelling (by imagination)

1. The originality of the creative, invented stories of children.

2. High level of mental and speech training. Rich experience, a variety of life experiences, the main conditions for this type of storytelling.

3. Requirements.

4. Types of storytelling: realistic, fantastic (fairy tales, fables).

5. Themes of the stories: moral themes, about children, about nature.

6. Conducting classes on teaching children creative storytelling at different stages of education.

7. Methodological techniques:

Preliminary conversation on the topic of the story;

The plan of the story, compiled by the teacher with the children;

The teacher's story (the beginning of the story, a sample for a story by analogy);

Instructions for compiling and analyzing the story;

Leading questions and suggestions aimed at developing the plot.

Requirements for telling children:

1. Must be independent, this means that the story is compiled without leading questions, the plot of the story is not borrowed from the story of the teacher and friends.

2. Purposefulness - the ability to subordinate everything to the content, to the general plan, without unnecessary detail and enumeration.

3. Beginning, plot development, climax, ending, skillful description of the scene, nature, portrait of the hero, his mood.

Conducting creative storytelling classes for children

1. Composing stories or fairy tales on a topic proposed by the teacher, and as a complication of this type - an independent choice of topic.

2. An essay based on a literary model in 2 versions.

3. Drawing up a story based on a landscape painting.

The theme of creative stories should be related to the general tasks of educating children in the right attitude to life around them, cultivating respect for elders, love for the younger, friendship and camaraderie. The topic should be close to the experience of children (so that a visible image arises on the basis of imagination), accessible to their understanding and interesting. Then they will have a desire to come up with a story or a fairy tale.

Topics for storytelling can be with specific content: “How the boy found a puppy”, “How Tanya looked after her sister”, “A gift for mom”, “How Santa Claus came to the Christmas tree in kindergarten”, “Why did the girl cry”, “How Katya lost in the zoo. When children learn to come up with a story with specific content, you can complicate the task - offer a story on an abstract topic: come up with a story “About a funny incident”, “About a terrible incident” like “Fear has big eyes”, “About an interesting incident”.

In the older group, as a preparatory stage, you can use the simplest method of telling children together with the teacher on questions. A topic is proposed, questions are asked, to which the children, as they are posed, come up with an answer. At the end of the best answers is a story. In essence, the educator "composes" together with the children.

For example, on the topic “What happened to the girl”, the children were asked the following questions: “Where was the girl? What happened to her? Why did she cry? Who comforted her? The order was given to "make up" a story. If the children found it difficult, the teacher prompted (“Maybe she was in the country or got lost on a noisy city street”).

In order to develop creative skills, it is recommended that children invent a continuation of the author's text. So, after reading and retelling the story of L. Tolstoy “The grandfather sat down to drink tea”, the teacher suggests continuing it. Shows how you can come up with an ending by giving your own pattern.

In the group preparatory to school, the tasks of teaching creative storytelling become more complicated (the ability to clearly build a storyline, use means of communication, and be aware of the structural organization of the text). All kinds of creative stories are used, different teaching methods with gradual complication.

Below we consider the features of using teaching methods depending on the type of story.

As in the older group, work with children begins with inventing realistic stories. The easiest is considered to be inventing a continuation and completion of the story. The teacher gives a sample that contains a plot and determines the development of the plot. The beginning of the story should interest children, introduce them to the main character and his character, to the environment in which the action takes place. E. I. Tikheeva recommended giving a beginning that would provide scope for the imagination of children and make it possible for the development of the storyline in different directions.

Vasya was very fond of walking in the forest, picking strawberries, listening to birds singing. Today he left early and went particularly far. The place was unfamiliar. Even the birch trees were somehow different - thick, with hanging branches. Vasya sat down to rest under a large birch tree, wiped his sweaty forehead and thought about how to find his way home. A barely noticeable path led to the right, but Vasya did not know where it was going. Some kind of descent began straight ahead, and to the left was a dense forest. Where to go?

Children must figure out how Vasya got out of the forest.

Auxiliary questions are one of the methods of active leadership in creative storytelling, which makes it easier for the child to solve a creative problem, affecting the coherence and expressiveness of speech.

The plan in the form of questions helps to focus the attention of children on the sequence and completeness of the development of the plot. For the plan, it is advisable to use 3-4 questions, more of them lead to excessive detailing of actions and descriptions, which can hinder the independence of the children's idea.

A more complex technique is storytelling according to the plot proposed by the teacher. For example, the teacher reminds that March 8 is coming soon. All children will congratulate their mothers, give them gifts. Then he says: “Today we will learn to come up with a story about how Tanya and Seryozha prepared a gift for mom for this day. Let's call the story: "Gift for Mom." We'll write the best stories." The teacher set a learning task for the children, motivated her, suggested a topic, a plot, named the main characters. Children must come up with content, arrange it verbally in the form of a narrative, arrange events in a certain sequence. At the end of this lesson, you can draw greeting cards for moms.

E. P. Korotkova developed a system of classes for teaching storytelling based on ready-made stories. It offers a series of plots on topics that are close and accessible to children, interesting techniques that activate the imagination: character description, reliance on the image of the protagonist when compiling a story (to more fully describe him and the situations in which he participated), etc.

Coming up with a story on your own chosen topic is the most difficult task. The use of this technique is possible if children have elementary knowledge about the structure of the narrative and the means of intratextual communication, as well as the ability to title their story. The teacher advises what you can think of a story about (about an interesting incident that happened to a boy or a girl, about the friendship of animals, about a hare and a wolf). Invites the child to come up with a name for the future story and make a plan (“First, tell me what your story will be called, and briefly - what will you talk about first, what in the middle and what at the end. After that, tell everything”).

Learning to invent fairy tales begins with the introduction of fantasy elements into realistic stories.

For example, the teacher gives the beginning of the story “Andryusha’s Dream”: “Papa gave the boy Andryusha the Eaglet bicycle. The kid liked it so much that he even dreamed at night. Andryusha dreamed that he went to travel on his bicycle. Where Andryusha went and what he saw there, the children must come up with. This sample in the form of the beginning of the story can be supplemented with explanations: “Something unusual can happen in a dream. Andryusha could go to different cities and even countries, see something interesting or funny.”

At first, it is better to limit fairy tales to stories about animals: “What happened to the hedgehog in the forest”, “The Adventures of the Wolf”, “The Wolf and the Hare”. It is easier for a child to come up with a fairy tale about animals, since observation and love for animals give him the opportunity to mentally imagine them in different conditions. But you need a certain level of knowledge about the habits of animals, their appearance. Therefore, learning the ability to invent fairy tales about animals is accompanied by looking at toys, paintings, watching filmstrips.

Reading and telling children short stories, fairy tales helps to draw their attention to the form and structure of the work, to emphasize an interesting fact revealed in it. This has a positive effect on the quality of children's stories and fairy tales.

An example of Tanya's fairy tale (6 years 7 months): "Magic wand". Once upon a time there was a bunny, he had a magic wand. He always said the magic words: "Magic wand, do this and that." The wand did everything for him. The fox knocked on the hare and said: “You can go to your house, otherwise the wolf kicked me out.” The fox deceived him and took the wand away. The hare sat under a tree and cries. There is a rooster: “What are you, bunny, crying for?” The hare told him everything.

The rooster took the magic wand from the fox, brought it to the bunny, and they began to live together. That's the end of the tale, and who listened - well done "

The development of children's verbal creativity under the influence of Russian folk tales occurs in stages. At the first stage, the stock of known fairy tales is activated in the speech activity of preschoolers in order to assimilate their content, images and plots. At the second stage, under the guidance of the educator, the analysis of the scheme for constructing a fairy tale narrative, the development of the plot (repetition, chain composition, traditional beginning and ending) is carried out. Children are encouraged to use these elements in their own writing. The teacher turns to the methods of joint creativity: he chooses a topic, names the characters - the heroes of the future fairy tale, advises the plan, starts the fairy tale, helps with questions, suggests the development of the plot. At the third stage, the independent development of fairy tale narration is activated: children are invited to come up with a fairy tale based on ready-made themes, plot, characters; choose your own theme, plot, characters

Children's verbal creativity is not limited to stories and fairy tales. Children also compose poems, riddles, fables, counting rhymes. Popular and ubiquitous in the children's environment there are counting rhymes - short rhymed poems that children use to determine the leaders or distribute roles.

The desire for rhyme, the repetition of rhyming words - not only counting rhymes, but also teasers - often captivates children, becomes a need, they have a desire to rhyme. Children ask to give them words for rhyming, and they themselves come up with consonant ones (a thread - there is a snail in the pond; a house - a catfish lives in the river). On this basis, poems appear, often imitative.

The verbal creativity of children sometimes manifests itself after lengthy reflections, sometimes spontaneously as a result of some kind of emotional outburst. So, a girl on a walk runs to the teacher with a bouquet of flowers and announces excitedly that she came up with the poem "Cornflower".

Riddles play a special role in the mental and speech development of children. The systematic acquaintance of children with literary and folk riddles, the analysis of the artistic means of riddles, special vocabulary exercises create conditions for children to independently compose riddles.

The formation of poetic verbal creativity is possible with the interest of teachers and the creation of the necessary conditions. Even E. I. Tikheeva wrote that a living word, a figurative fairy tale, a story, an expressively read poem, a folk song should reign in the kindergarten and prepare the child for further deeper artistic perception.

It is useful to keep records of children's compositions and make homemade books from them, reading which children listen to with pleasure many times. Such books are well complemented by children's drawings on the themes of essays.

In kindergartens, fairy tales about toys are usually reduced to fairy tales, invented on a staged plot. However, it is unreasonable to reduce children's fairy tales to this one type of fairy tales, it is also undesirable to make the use of toys in creative storytelling classes clichéd and monotonous: the character of a fairy tale (without staging the plot). So, the educator, presenting the toy to the children as a fairy-tale character, helps to notice the features of the appearance, movements and, most importantly, the character traits of the character (an agile, nimble, cheerful squirrel, a cowardly hare, a clumsy funny curious teddy bear, etc.), teaches children to invent, convey imaginary episodes in a fairy tale in which character traits of characters would appear. The meeting of children with a toy that plays the role of a fairy-tale character must be emotionally saturated.

When teaching creative storytelling to older preschoolers, the following techniques should be used:

1. An example of a teacher's story.

2. The plan of the story proposed by the teacher.

3. The offer by the educator of several options for the development of the plot.

5. Collective compilation of a creative story.

6. Drawing up creative stories by subgroups of children.

7. Indication of the teacher.

8. Compilation of stories on reference models. .

In the older group, it is advisable to use ready-made model diagrams, a structural representation of fairy tales and stories.

In the preparatory group for school, it is necessary to complicate the tasks of teaching creative storytelling (the ability to clearly build a storyline, use means of communication, be aware of the structural organization of the text), using all types of creative stories, various teaching methods with gradual complication. Work with children begins with inventing realistic stories.

E. P. Korotkova developed a system of classes for teaching storytelling based on ready-made stories. She suggested a series of plots on topics close and accessible to children, interesting techniques that activate the imagination: character description, reliance on the image of the protagonist when compiling a story (to more fully describe him and the situations in which he participated), etc.

Coming up with a story on your own chosen topic is the most difficult task. Creating a story of this type is possible if children have knowledge about the structure of the narration, the means of intratextual communication, as well as the ability to title their story. A special role in teaching this type of creative storytelling is played by a teacher who advises what a story can be about (about an interesting incident that happened to a boy or a girl, about the friendship of animals, about a hare and a wolf). The teacher invites the child to come up with a name for the future story and make a plan: “First, tell me what your story will be called, and briefly tell what you will talk about first, what in the middle and what at the end. After that, tell everything).

The development of children's verbal creativity under the influence of a fairy tale occurs in stages. At the first stage, the stock of known fairy tales is activated in the speech activity of preschoolers in order to assimilate their content, images and plots. At the second stage, under the guidance of the educator, the analysis of the scheme for constructing a fairy tale narrative, the development of the plot (repetition, chain composition, traditional beginning and ending) is carried out. Children are encouraged to use these elements in their own writing. The teacher turns to the methods of joint creativity: he chooses a topic, names the characters - the heroes of the future fairy tale, advises the plan, starts the fairy tale, helps with questions, suggests the development of the plot. At the third stage, the independent development of fairy tale narration is activated: children are invited to come up with a fairy tale based on ready-made themes, plot, characters; choose your own theme, plot, characters.

Thus, organized work on the formation of creative storytelling among older preschoolers is built taking into account the following points:

Education in children of the sensual basis for the perception of the artistic word of works of literature and folklore, which is the basis for mastering preschoolers with a special gift - the "gift of the word";

Focusing on children's mastery of lexical means of speech expressiveness, enrichment and activation of the vocabulary of preschoolers;

The use of a system of special exercises and tasks for the selection of lexical units, their comparison, the selection of synonyms, the selection of stable expressions, the selection of rhymes;

Realization of creative possibilities of staging;

The use of a variety of methodological techniques (a sample of the teacher’s story, a story plan proposed by the teacher, the teacher’s proposal of several options for the development of the plot, the collective compilation of a creative story, the compilation of creative stories by subgroups of children, the teacher’s instructions, compiling stories according to reference models, etc.).

You can use the “What happened next” technique. The essence of the method of continuing the tale lies in the "intuitive analysis" of the text, during which the structure of the tale is played out, one of the lines along which the plot will develop further is selected. So, in the famous fairy tale "Cinderella" the role of the keeper of the hearth is perceived as a punishment, in the continuation this line is exaggerated to a caricature. For example, Cinderella, after she married the prince, does not part with her old habits, remains slovenly, bare-haired, walks in a greasy apron, always grumbles in the kitchen, does not let her broom out of her hands, etc.

Productive methods of stimulating children's speech creativity include "tracing-paper fairy tale". It is a borrowing of storylines, in which a new fairy tale is obtained from an old one, with various degrees of recognition or completely transferred to a new environment. The most significant moment of "tracing" is the analysis of a given fairy tale.

The question is "What would happen if...". The essence of the technique lies in the proposal to compose a story that would be the answer to a four-word question: what would happen if. Unusualness, originality of the main question, on the basis of which the fairy tale will be built, is a guarantee that the work itself will be successful. The main purpose of this game is an exercise in posing an unusual question that develops originality of thinking. An unusual question dictates an original answer. In the answer story, it is necessary to describe how an unusual premise affects the world around it, how it changes it. At the same time, it is necessary to build the plot according to the rigid logic of the situation as a whole, to find and use resources, constantly remembering the main goal (“What would happen if you could fly through the air on an ordinary carousel?”, “What would happen if on could a taxi drive to the moon?”, “What would happen if all the colors of the traffic lights turned blue?”).

At the heart of inventing “funny stories” (another productive writing technique) is building a text on a mistake (D. Rodari’s fairy tale “A country where all words begin with “not”), “revitalization” of metaphors (“How one absent-minded walked”), the method of including an ordinary character in an extraordinary context or, on the contrary, an extraordinary character in an ordinary context (“I’ll Switch Off the Wizard”, “The Planet of Christmas Trees”), the method of sharply overturning the norm (“The Story with a TV”, “A Country without Corners”), fairy tales created by using words that suggest an unexpected plot twist, ready-made plot schemes, combining several fairy tales, creating a fairy tale “inside out”.

The analysis of samples of children's creative storytelling was carried out according to the following indicators:

compositional integrity;

Expressiveness of speech;

Independence.

Variability.

To identify the levels of creative storytelling, the criteria proposed by L.V. Voroshnina:

The ability to represent events in the sequence of their development from the onset of the action to its end, the ability to identify the hero, his relationship with other actors, to express the relationship between individual events and the actions of the heroes;

The ability of children to modify, combine, transform existing knowledge, personal experience in the course of compiling stories;

Understanding the use of figurative language means in speech (epithets, comparisons, repetitions);

The ability to creatively use the existing experience in the search for images, the development of the plot, and the choice of heroes.

Possession of coherent monologue speech: the ability and desire to coherently, understandably, accurately convey one's thoughts in oral speech.

Emotional attitude to the process of creative storytelling and emotional responsiveness to works of fiction.

The story about the favorite hero of the child turned out to be very emotional. The preschooler described his pet with enthusiasm and great love (“I love Lila very much”). Intonationally, the child singled out important moments in the story, in his opinion (“We walk with her with her parents. ... She loves to eat porridge. At home, I walk with her with a ball”). It should be noted that the preschooler in his story relied on personal life experience, describing the hero in detail and reliably.

Federal Agency for Education

State educational institution

"Solikamsk State Pedagogical Institute"

Department of Pedagogy and Private Methods

Methodology for teaching creative storytelling

Performed:

4th year student

FZO Afanasiev

Daria Sergeevna

Checked:

Senior Lecturer

Department of Pedagogy and

private methods

Kruzhkova

Lyubov Georgievna

Solikamsk, 2009

INTRODUCTION

I Teaching creative storytelling to preschoolers

1.1. Requirements for teaching creative storytelling

1.2 Techniques for teaching creative storytelling

II Conclusion

List of used literature

INTRODUCTION

The issues of the formation of children's verbal creativity were studied by E.I. Tiheeva, E.A. Flerina, M.M. Konina, L.A. Penevskaya, N.A. Orlanova, O.S. Ushakova, L.M. Voroshnina, E.P. Korotkova, A.E. Shibitskaya and a number of other scientists who developed the topics and types of creative storytelling, techniques and sequence of teaching.

According to Vikhrova N.N., Sharikova N.N., Osipova V.V. The peculiarity of creative storytelling is that the child must independently come up with the content (plot, imaginary characters), based on the topic of his past experience and clothe it in a coherent narrative /2,26/.

The possibility of developing creative speech activity arises at the senior preschool age, when children have a sufficiently large stock of knowledge about the world around them. They have the opportunity to act according to the plan. By definition, L.S. Vygotsky, their imagination turns from a reproductive, mechanically reproducing reality into a creative one.

L.S. Vygotsky, K.N. Kornilov, S.L. Rubinstein, A.V. Zaporozhets consider creative imagination as a complex mental process, inextricably linked with the life experience of the child. Creative imagination in preschool childhood has the greatest plasticity and is most easily amenable to pedagogical influences.

Creative storytelling of children is considered as a type of activity that captures the personality of the child as a whole: it requires active work of imagination, thinking, speech, manifestation of observation, strong-willed efforts, participation of positive emotions.

ITeaching Preschoolers Creative Storytelling

1.1 Requirements for teaching creative storytelling

Verbal creativity is expressed in various forms of stories, fairy tales, poems, riddles, fables, word creation. This requires active work of imagination, thinking, speech, manifestation of observation, strong-willed efforts, participation of positive emotions from children. Children are required to be able to come up with a plot, a course of events, a climax and a denouement. They are required to be able to select individual facts, add elements of fantasy to them and compose a creative story.

The term "creative stories" is a conventional name for stories that children come up with on their own. there is an element of creativity in any children's story.

Features of creative storytelling lie in the fact that the child must independently invent content (plot, imaginary characters), based on the topic and his past experience, and clothe it in the form of a coherent narrative. It also requires the ability to come up with a plot, a course of events, a climax and a denouement. An equally difficult task is to accurately, expressively and entertainingly convey your idea. Creative storytelling is to some extent akin to real literary creativity. The child is required to be able to select individual facts from the available knowledge, introduce an element of fantasy into them and compose a creative story.

O.S. Ushakova considers verbal creativity as an activity that arises under the influence of works of art and impressions from the surrounding life and is expressed in the creation of oral compositions, stories, fairy tales, poems (perception of works of fiction, oral folk art, including small folklore forms (proverbs, sayings, riddles, phraseological units)).

The relationship between the perception of fiction and verbal creativity, which interact on the basis of the development of poetic hearing, is noted.

1. enriching the experience of children with impressions from life;

2. enrichment and activation of the dictionary;

3. the ability of children to coherently tell, to own the structure of a coherent statement;

4. come up with a correct understanding of the task by children.

ON THE. Vetlugina identified three stages in the formation of children's artistic creativity /1,345/:

At the first stage, experience is accumulated: the teacher organizes the receipt of life observations that affect children's creativity, teaches a figurative vision of the environment, and the role of art is important.

The second stage is the actual process of children's creativity (an idea arises, a search for artistic means is underway). An attitude to a new activity is important (we will come up with a story, creative tasks). The presence of a plan encourages children to search for a composition, highlighting the actions of heroes, choosing words, epithets.

At the third stage, a new product appears (its quality, its completion, aesthetic pleasure). Analysis of the results of creativity for adults, his interest.

Creative storytelling is based on the process of processing and combining representations that reflect reality, and on this basis the creation of new images, actions, situations that have not previously taken place in direct perception. The only source of combinatorial activity of the imagination is the surrounding world. Therefore, creative activity is directly dependent on the richness and diversity of ideas, life experience, which provide material for fantasy.

A creative story is a productive type of activity; its end result should be a coherent, logically consistent story. One of the conditions is the ability of children to coherently tell, to master the structure of a coherent statement, to know the composition of the narrative and description.

Another condition is the children's correct understanding of the "invent" task, i.e. to create something new, to talk about something that actually did not exist, or the child himself did not see it, but “thought it up” (although in the experience of others there could be a similar fact).

Variants of creative storytelling according to Loginova V.I., Maksakov A.I., Popova N.I. and others /3,126/ :

1. inventing a sentence and completing the story (the teacher tells the beginning of the story, its plot, events and characters are invented by the children) realistic or fabulous;

2. inventing a story or fairy tale according to the plan of the educator (great independence in the development of content), Penevskaya L.A. offers to make a plan in a natural conversational form;

There is no strict classification of creative stories in the methodology of speech development, but the following types can be conditionally distinguished: stories of a realistic nature; fairy tales; descriptions of nature. In a number of works, writing stories by analogy with a literary model stands out (two options: replacing the characters with the preservation of the plot; changing the plot with the preservation of the characters). Most often, children create contaminated texts, since it is difficult for them to give a description without including an action in it, and the description is combined with the plot action.

It is better to start teaching creative storytelling by inventing stories of a realistic nature.

1.2 Techniques for teaching creative storytelling

Techniques for teaching creative storytelling depend on the skills of the children, the learning objectives, and the type of storytelling.

In the older group, as a preparatory stage, you can use the simplest method of telling children together with the teacher on questions. In essence, the educator "composes" together with the children.

Auxiliary questions, according to L.A. Penevskaya, are one of the methods of active leadership in creative storytelling, which makes it easier for the child to solve a creative problem, affecting the coherence and expressiveness of speech.

The plan in the form of questions helps to focus the attention of children on the sequence and completeness of the development of the plot. For the plan, it is advisable to use 3-4 questions, a larger number of them leads to excessive detailing of actions and descriptions, which can hinder the independence of the children's plan.

Learning to invent fairy tales begins with the introduction of fantasy elements into realistic stories.

As mentioned above, the most difficult type of children's writings is the description of nature. The following sequence of learning to describe nature is considered effective:

1. Enrichment of children's ideas and impressions of nature in the process of observation, teaching the ability to see the beauty of the surrounding nature.

2. Deepening children's impressions of nature by examining art paintings and comparing the beauty of the depicted with living reality.

3. Teaching children to describe the objects of nature according to the presentation.

4. Teaching the ability to describe nature, to generalize one's knowledge, impressions received during observations, viewing paintings, listening to works of art.

The verbal creativity of children sometimes manifests itself after lengthy reflections, sometimes spontaneously as a result of some kind of emotional outburst. The systematic acquaintance of children with literary and folk riddles, the analysis of the artistic means of riddles, special vocabulary exercises create conditions for children to independently compose riddles. E. I. Tikheeva wrote that a living word, a figurative tale, a story, an expressively read poem, a folk song should reign in kindergarten and prepare the child for further deeper artistic perception / 1,130 /.

The traditional method of teaching storytelling from a picture recommends using the teacher's story as the main method of teaching, proposed by Sidorchuk T.A., Khomenko N.N. /4,24/:

Stage 1 "Determining the composition of the picture"

To encourage children to highlight and name objects in the picture, the "spyglass" technique is used. Rule: point the peephole of a telescope at one object, and name it.

To determine the details of one object, the techniques "Auction", "Hunting for details", "Who is the most attentive", etc. are used. These games are aimed at activating the attention of children.

When teaching classification skills, the method of grouping according to a given attribute is used: man-made, natural, functional, the presence of a certain color, shape, etc. The classification group is denoted by a generalizing word.

Modeling of identified objects by children is carried out with diagrams, letters, pictures, color and other means of designation. For this, a board or sheet of paper is used, on which the models are arranged similarly to the composition of the picture.

Stage 2 "Establishing relationships between objects in the picture"

The following creative tasks are offered:

the wizard "Combine" came and combined two objects (the teacher points to two objects). The wizard asks to explain why he did it. PR: games with the picture "Cat with kittens".

"Looking for friends" - find objects that are interconnected by mutual arrangement. PR: "The kittens are friends with each other, because the children of the same mother are cats and love to play together."

“Looking for enemies” - find objects that are “not friends” with each other. PR: "The balls are not friends with the basket, because they rolled out of it and do not want to be there." Note: the assessment of the relationship of objects is subjective.

Stage 3 "Description based on the possible perception of the objects of the picture by different senses"

Reception of "entering the picture": the teacher encourages children to describe possible sensations and offers to listen more carefully, inhale smells, taste, touch, etc. Creative tasks are given.

Stage 4 "Compilation of riddles and metaphors for the picture"

Teaching children to compose riddles goes from the semi-active stage (the teacher and the children compose a common riddle) to the active stage (the child himself chooses the object and model of the riddle). In this case, the child can use a mixed model. To teach children to compose riddles, it is necessary to master the models in the following sequence.

1. Together with the children, the object shown in the picture is selected.

2. Together with the children, an object is selected. His actions are marked. 3. An object is selected. 4. A part is selected in the object. The number of such parts is determined.

Metaphors are compiled by the educator himself and offer to guess them. A question is asked to the children: “Whom or what am I talking about in the picture?”

Stage 5 "Transformation of objects in time"

To teach children how to compose fantasy stories with the transformation of objects in time, the method of moving in time (“Time Machine”) is used.

A specific object of the picture is selected and its present is described. Further, it is proposed to think about who or what he was in the past and what will happen to him in the future (distant or near).

Stage 6 "Description of the location of objects in the picture"

To teach children spatial orientation in the picture, games are used: “Yes-No”, “Revived Picture”.

The game "Yes-No" is organized as follows: the host thinks of an object in the picture, and the children use questions to determine its location. The found object "comes to life" and finds its place on the stage (three-dimensional space). The task of the child is to describe the object in place in the picture, and then on the stage.

The compositional model of the picture on the stage is gradually built up.

Stage 7 "Composing stories on behalf of different objects"

Before teaching a child to write creative stories in the first person, it is necessary to carry out creative tasks that have the following content:

"I'll tell you a character trait, and you say the opposite."

"Show by action and facial expressions the change in your feelings."

“Turn into someone or something. Describe your feelings."

Empathy is used to teach how to compose creative stories on behalf of some object in a picture with a predetermined characteristic. It lies in the fact that the child represents himself as an object and "enters" his emotional state, conveys his character traits. There is a detailed description of his condition, relations with the outside world and the problems that have arisen. The teacher should encourage children to solve the problems of the characters in the picture.

Stage 8 "Semantic characteristics of the picture"

The preparatory phase includes in-depth work on children's understanding of proverbs and sayings and learning to explain them in terms of the child's experience.

The comprehension of the content of the picture by children is built as a game "Explain why the picture is called that way?". Its organization is based on the Catalog method. The teacher prepares pieces of paper on which various proverbs and sayings are written. A rule is introduced: pull out a note, read the text (read by a teacher or children who can read), explain why the picture was called that?

The next game is "Find the best name for the picture." The child is invited to remember a few proverbs and sayings, choose one or two pictures that are most suitable for the content, and explain their choice. Particular attention is paid to logical connections in the text. The result is a story - reasoning.

Stage 9 "Compilation of fantasy stories"

To teach children how to compose stories based on a picture, the game technique “A wizard came to visit ...” is used. Wizards welcome:

Enlargement-Decrease Wizard (the child selects an object and its properties and makes a fantastic transformation of them).

Division-Union Wizard (the selected object is split into parts and mixed up in structure, or changes its parts with other objects).

Wizard of Animation-Petrification (the selected object or part of it becomes mobile or, conversely, loses the ability to move in space).

Wizard I canAll-I canOnly (the object is endowed with unlimited possibilities or limited in its properties).

Magician On the contrary (the object reveals some property and changes to the opposite).

Time Wizard (this wizard is multifunctional and involves the transformation of temporal processes: Acceleration-Deceleration Wizard, Reverse Time Wizard, Time Messing Wizard, Time Stop Wizard, Time Machine, Time Mirror).

Stage 10 "Compilation of fairy tales of a moral and ethical nature"

Invite the children to write a story based on the picture.

Determine and name the place where events will unfold. Name the characters in the story. To endow the selected objects with properties or traits of a person.

Invite the children to make a speech sketch regarding the beginning of the fairy tale (who and where he lived, what he was like).

Declare an Event (the appearance of an unusual object, a natural phenomenon), which leads to a conflict situation.

Continuation of the compilation of the text as a description of the attitude of the heroes of the fairy tale to the case according to their personal characteristics. Discussion of the opinion of each hero. Proclamation of morality as a wise object. Description of the resolution of the conflict situation on the basis of this morality.

Thinking of the name of the story.

Stage 11 "Compilation of rhyming texts according to the picture"

Work must be built in a certain sequence.

First, the game “Skladushki-okladushki” is played with the children, in which nouns, adjectives, verbs are selected that rhyme with each other and correspond to the content of the picture.

Then the teacher encourages the children to make two-line rhyming phrases.

At the last stage, a complete rhymed text is created according to the content of the picture in accordance with the proposed algorithm.

In the classroom for the development of speech, conduct lexical exercises with children on the selection of signs, actions in order to activate adjectives and verbs in speech.

It is advisable to return to rhymed texts composed by children in order to modify them.

Algorithm of mental actions when compiling rhyming texts

Selecting an object, determining its properties, actions, and where events unfold.

A selection of words that rhyme with each other.

Work on algorithms for creating rhyming text.

At the end of the work, an expressive reading of the text.

Analysis of the picture as an integral system

The problem of teaching gifted preschoolers creative storytelling becomes really solvable if the teacher, upon presentation of any new picture, works out the mental operations of children to analyze the picture as an integral system, and its objects as components of this system.

The model of working with a picture as an integral system

Selection of objects depicted in the picture.

Establishing relationships between objects.

Characteristics of objects (the experience of perceiving objects with different senses is activated).

Description of what is depicted in the picture by means of symbolic analogy (comparison, metaphor).

Representation of objects within the framework of the entire time of their existence (before the moment of the image in the picture and after).

Description of the location of objects in the picture.

Representing yourself in the picture as one of the objects.

The search for the ambiguity of the meaning of the plot of the picture.

Compilation of creative texts using the techniques of fantastic transformation of objects in the picture.

Creation of fairy tales of a moral and ethical plan based on the one depicted in the picture.

Drawing up rhymed texts according to the content of the picture.

Basic operations of the analysis of the object of the picture

Selection of the main (possible) function of the object. Enumeration of the elements that make up the object, parts. The designation of the network of relationships of this object with other objects depicted in the picture.

Representation of possible changes of the given object in time. Identification of features of an object, selection of objects with similar features.

For more effective mastering by children of algorithms for organizing creative speech activity in a picture, it is advisable to carry out the games and creative tasks described below.

IIConclusion

In order to successfully master the school curriculum, a kindergarten graduate must have the ability to coherently express their thoughts, build a dialogue and compose a short story on a specific topic. But in order to teach this, it is necessary to develop other aspects of speech: expand vocabulary, cultivate a sound culture of speech and form a grammatical structure. All this is the so-called “standard” that a child should have when entering school.
In the practice of preschool education, speech tasks are solved in specially organized classes for the development of speech, which, as a rule, are of a complex nature. We tried to resolve the contradiction that arose using game methods for teaching storytelling from a picture, including the method of compiling riddles by A.A. Nesterenko, as well as adapted methods for the development of imagination and elements of the theory of inventive problem solving (TRIZ). With this approach, the result is quite guaranteed: the ability to compose a creative story based on a picture against the background of a preschool child's steady interest in this type of activity. In order to more fully understand the picture depicted in the picture, it is necessary for preschoolers to teach them elementary methods of system analysis of the selected object. Training is carried out in the form of a game.

You can use such games starting from the middle group. Games are included in parallel with the work with the picture as a whole. The time and number of them depend on the capabilities of the children and the teaching goals of the teacher.

List of used literature

1. Alekseeva M.M., Yashina V.I. Methods for the development of speech and teaching the native language of preschoolers - M .: Academy, 1998 - 400s.

2. Vikhrova I.N., Sharikova N.N., Osipova V.V. Correction of speech and fine motor skills through stroke drawing // Preschool Pedagogy, 2005 - No. 2 -24-28s.

3. Loginova V.I., Maksakov A.I., Popova M.I. and others. The development of speech of preschool children - ed. F.A. Sokhina - M.: Enlightenment, 1984 - 223p.

4. Sidorchuk T.A., Khomenko N.N. Technologies for the development of coherent speech - M .: Academy, 2004 - 304 p.

5. Tikheeva E.I. The development of children's speech (early and preschool age) - M .: Education, 2003

The possibility of developing creative speech activity arises at the senior preschool age, when children have a sufficiently large stock of knowledge about the world around them, which can become the content of verbal creativity. Children master complex forms of coherent speech, vocabulary. They have the opportunity to act according to the plan. The imagination from a reproductive, mechanically reproducing reality turns into a creative one (L. S. Vygotsky).

L. S. Vygotsky, K. N. Kornilov, S. L. Rubinstein, A. V. Zaporozhets consider creative imagination as a complex mental process, inextricably linked with the life experience of the child. Creative imagination in preschool childhood has the greatest plasticity and is most easily amenable to pedagogical influences.

The issues of the formation of children's verbal creativity were studied by E. I. Tikheeva, E. A. Flerina, M. M. Konina, L. A. Penevskaya, N. A. Orlanova, O. S. Ushakova, L. M. Voroshnina, E. P. Korotkova, A. E. Shibitskaya and a number of other scientists who developed the topics and types of creative storytelling, techniques and sequence of teaching. Creative storytelling of children is considered as a type of activity that captures the personality of the child as a whole: it requires active work of imagination, thinking, speech, manifestation of observation, strong-willed efforts, participation of positive emotions.

Verbal creativity is the most complex type of creative activity of a child. There is an element of creativity in any children's story. Therefore, the term "creative stories" is a conventional name for stories that children come up with on their own. Features of creative storytelling lie in the fact that the child must independently invent content (plot, imaginary characters), based on the topic and his past experience, and clothe it in the form of a coherent narrative. It also requires the ability to come up with a plot, a course of events, a climax and a denouement. An equally difficult task is to accurately, expressively and entertainingly convey your idea. Creative storytelling is to some extent akin to real literary creativity. The child is required to be able to select individual facts from the available knowledge, introduce an element of fantasy into them and compose a creative story.

O.S. Ushakova 1 notes that the basis of verbal creativity is the perception of works of fiction, oral folk art, including small folklore forms (proverbs, sayings, riddles, phraseological units) in the unity of content and artistic form. She considers verbal creativity as an activity that arises under the influence of works of art and impressions from the surrounding life and is expressed in the creation of oral compositions - stories, fairy tales, poems.

The relationship between the perception of fiction and verbal creativity, which interact on the basis of the development of poetic hearing, is noted.

The verbal creativity of children is expressed in various forms: in writing stories, fairy tales, descriptions; in the composition of poems, riddles, fables; in word creation (creation of new words - neoplasms).

For the methodology of teaching creative storytelling, understanding the features of the formation of artistic, in particular verbal, creativity and the role of the teacher in this process is of particular importance. N. A. Vetlugina noted the legitimacy of the extension of the concept of "creativity" to the activities of the child, delimiting it. the word "baby". She singled out three stages in the formation of children's artistic creativity 1 .

The first stage is the accumulation of experience. The role of the teacher is to organize life observations that affect children's creativity. The child must be taught a figurative vision of the environment (perception acquires an aesthetic coloring). Art plays a special role in enriching perception. Works of art help the child to feel more beautiful in life, contribute to the emergence of artistic images in his work.

The second stage is the actual process of children's creativity, when an idea arises, the search for artistic means* goes on. The process of children's creativity is not very developed in time. The emergence of an idea in a child is successful if a setting for a new activity is created, (let's think of a story)] The presence of an idea encourages children to search for means of its implementation: searching for a composition, highlighting the actions of heroes, choosing words, epithets. Creative tasks are of great importance here. At the third stage, new products appear. The child is interested in its quality, strives to complete it, experiencing aesthetic pleasure .. Therefore, an analysis of the results of creativity by adults is necessary, his interest. Analysis is also needed for the formation of artistic taste ”Knowing the features of the formation of children's verbal creativity makes it possible to determine pedagogical conditions needed to teach children about creative storytelling.

Recall that the basis of creative storytelling is the process of processing and combining representations that reflect reality, and the creation on this basis of new images, actions, situations that did not previously have a place in direct perception. The only source of combinatorial activity of the imagination is the surrounding world. Therefore, creative activity is directly dependent on the richness and diversity of ideas, life experience, which provide material for fantasy.

1. One of the conditions for the success of children in creative activities is the constant enrichment of the experience of children with impressions from life * This work can have a different character depending on the specific task: excursions, observing the work of adults, looking at paintings, albums, illustrations in books and magazines, reading books. So, before describing nature, systematic observations of seasonal changes in nature and reading literature describing natural phenomena are used. Reading books, especially of a cognitive nature, enriches children with new knowledge and ideas about people's work, about the behavior and actions of children and adults, deepens moral feelings, and provides excellent examples of the literary language. The works of oral folk art contain many artistic devices (allegory, dialogue, repetitions, personifications), attract with a peculiar structure, artistic form, style and language. All this affects the verbal creativity of children.

2. Another important condition for successful teaching of creative storytelling is considered to be the enrichment and activation of the food of the ovary. "Children need to replenish and activate the vocabulary through definition words; words that help describe experiences, character traits of characters. Therefore, the process of enriching the experience of children is closely related to the formation new concepts, a new vocabulary and the ability to use the available vocabulary.Thus, observing a winter landscape, children, with the help of an educator, give a variety of definitions of the qualities and conditions of snow: white as cotton; slightly bluish under the tree; sparkles, shimmers, sparkles, glitters; fluffy, falling in flakes. Then these words are used in the children's stories (“It was in winter, in the last month of winter, in February. When the last snow fell - white, fluffy - and everything fell on the roofs, on the trees, on the children, in large white flakes”).

3. A creative story is a productive type of activity; its end result should be a coherent, logically consistent story. Therefore, one of the conditions is the ability of children to tell a coherent story, to master the structure of a coherent statement, to know the composition of the narrative and description.

4. Another condition is the children’s correct understanding of the task to “invent”, i.e., to create something new, to talk about something that actually didn’t exist, or the child didn’t see it himself, but “invented” (although in the experience of others a similar fact could be).

Themes of creative stories should be connected with the general tasks of educating children in the right attitude to life around them, instilling respect for elders, love for the younger, friendship and camaraderie. The topic should be close to the experience of children (so that a visible image arises on the basis of imagination), accessible to their understanding and interesting. Then they will have a desire to come up with a story or a fairy tale.

Topics for storytelling can be with specific content: “How the boy found a puppy”, “How Tanya looked after her sister”, “A gift to mom”, “How Santa Claus came to the Christmas tree in kindergarten”; “Why did the girl cry”, “How Katya got lost in the zoo”. When children learn to come up with a story with specific content, you can complicate the task - offer a story on an abstract topic: come up with a story “About a funny incident”, “About a terrible incident” like “Fear has big eyes”, “About an interesting incident”.

It is better to start learning creative storytelling by inventing stories of a realistic nature (“How Misha lost his mitten”, “Gifts for mom by March 8”). It is not recommended to start learning with inventing fairy tales, since the peculiarities of this genre lie in unusual, sometimes fantastic situations, which can lead to false fantasy.

The most difficult task is the creation of descriptive texts about nature, since it is difficult for a child to express his attitude to nature in a coherent text. To express his experiences related to nature, he needs to master a large number of generalized concepts, to a greater extent be able to synthesize.

learning techniques Creative storytelling depends on children's skills, learning objectives, and the type of storytelling.

AT senior group as a preparatory stage, you can use the simplest technique telling children together with the teacher on questions. A topic is proposed, questions are asked, to which the children, as they are posed, come up with an answer. At the end of the best answers is a story. In essence, the educator "composes" together with the children.

For example, on the topic "What happened With girl” the children were asked the following questions: “Where was the girl? What happened to her? Why did she cry? Who comforted her? The order was given to "make up" a story. If the children found it difficult, the teacher prompted (“Maybe she was in the country or got lost on a noisy city street”).

In order to develop creative skills, a technique such as inventing by children the continuation of the author's text. So, after reading and retelling the story of L. Tolstoy “The grandfather sat down to drink tea”, the teacher suggests continuing it. Shows how you can come up with an ending by giving your own pattern.

AT preparatory school group the tasks of teaching creative storytelling become more complicated (the ability to clearly build a storyline, use means of communication, be aware of the structural organization of the text). All kinds of creative stories are used, different teaching methods with gradual complication.

Below we consider the features of using teaching methods depending on the type of story.

As in the older group, work with children begins With inventing realistic stories. The easiest is considered inventing a continuation and conclusion of the story. The teacher gives a sample that contains a plot and determines the development of the plot. The beginning of the story should interest children, introduce them to the main character and his character, to the environment in which the action takes place. E.I. Tikheeva recommended giving a beginning that would provide scope for the imagination of children and give the opportunity for the development of the storyline in different directions. Let's give an example 1 .

Children must figure out how Vasya got out of the forest.

support questions, according to L.A. Penevskaya, they are one of the methods of active leadership in creative storytelling, which makes it easier for the child to solve a creative problem, affecting the coherence and expressiveness of speech.

Plan in the form of questions helps to focus children's attention on the sequence and completeness of the development of the plot. For the plan, it is advisable to use 3-4 questions, a larger number of them leads to excessive detailing of actions and descriptions, which can hinder the independence of the children's idea. In the course of the story, questions are asked very carefully. You can ask what happened to the hero that the child forgot to tell about. You can suggest a description of the hero, his characteristics or how to end the story.

E.P. Korotkova developed a system of classes for teaching storytelling based on ready-made stories. It offers a series of plots on topics that are close and accessible to children, interesting techniques that activate the imagination: character description, reliance on the image of the protagonist when compiling a story (to more fully describe him and the situations in which he participated), etc.

Write a story on a topic of your choice- the most difficult task. The use of this technique is possible if children have elementary knowledge about the structure of the narrative and the means of intratextual communication, as well as the ability to title their story. The teacher advises what you can think of a story about (about an interesting incident that happened to a boy or a girl, about the friendship of animals, about a hare and a wolf). Invites the child to come up with a name for the future story and make a plan (“First, tell me what your story will be called, and briefly - what will you talk about first, what in the middle and what at the end. After that, tell everything”).

Skill training invent fairy tales starts With introduction of fantasy elements into realistic plots.

The rooster took the magic wand from the fox, brought it to the bunny, and they began to live. That's the end of the fairy tale, and whoever listened - well done.

The development of children's verbal creativity under the influence of Russian folk tales occurs in stages. At the first stage, the stock of known fairy tales is activated in the speech activity of preschoolers in order to assimilate their content, images and plots. At the second stage, under the guidance of the educator, an analysis is made of the scheme for constructing a fairy tale narrative, the development of the plot (repetition, chain composition, traditional beginning and ending). Children are encouraged to use these elements in their own writing. The teacher turns to the methods of joint creativity: he chooses a topic, names the characters - the heroes of the future fairy tale, advises the plan, starts the fairy tale, helps with questions, suggests the development of the plot. At the third stage, the independent development of fairy tale narration is activated: children are invited to come up with a fairy tale based on ready-made themes, plot, characters; independently choose a theme, plot, characters 2 .

As mentioned above, the most difficult type of children's compositions is description of nature. The following sequence of learning to describe nature is considered effective:

1. Enriching children's ideas and impressions of nature in the process of observation, learning to see the beauty of the surrounding nature.

2. Deepening children's impressions of nature by examining art paintings and comparing the beauty of the depicted with living reality.

3. Teaching children to describe the objects of nature according to the presentation.

4. Teaching the ability to describe nature, to generalize one's knowledge, impressions received during observations, viewing paintings, listening to works of art.

Helping children is provided by a model educator. Let's take an example.

“I really like autumn. I like to consider and collect in bouquets yellow maple and birch leaves, red - poplar, light green - willow and poplar. And when the wind blows, I like how the leaves break off the trees, circle in the air, and then quietly fall to the ground. And when you walk on the ground, on such a carpet of autumn leaves, you can hear how it gently rustles. (N. A. Orlanova).

Descriptions-miniatures (O. S. Ushakova) are interesting. For example, after a short conversation about spring and lexical exercises, children are invited to talk about nature in spring.

Examples of exercises: “How can you say about spring, what kind of spring? (Spring is red, hot, spring is green, warm, sunny.) What is the grass in spring? (Green, tender grass-ant, grass whispers, soft, grass-ant, dewy, grass-silk, soft, like a blanket.) What can be an apple tree in spring? (Snow-white, fragrant, blooming, pale pink, white as snow, tender).

Children's verbal creativity is not limited to stories and fairy tales. Children also compose poems, riddles, fables, counting rhymes. Popular and ubiquitous in the children's environment there are counting rhymes - short rhyming poems that children use to determine the leaders or distribute roles.

The desire for rhyme, the repetition of rhyming words - not only counting rhymes, but also teasers - often captivates children, becomes a need, they have a desire to rhyme. Children are asked to give them words for rhyming, and they themselves come up with consonant ones (a thread - there is a snail in the pond; a house - a catfish lives in the river). On this basis, poems appear, often imitative.

In the preschool institutions of the city of Reggio Emilia (Italy), the "Game of the Storyteller" was born. Children take turns climbing the dais and telling their comrades a story they have made up. The teacher writes down, the child carefully monitors that he does not miss anything and does not change. Then he illustrates his story with a large drawing.

This example is taken from Gianni Rodari's book "Grammar of Fantasy. Introduction to the art of storytelling” (M., 1978). It talks about some ways to make up stories for children and how to help children make up their own stories. The recommendations of the author of the book are also used in kindergartens in Russia.

Portal for the student. Self-training

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