Tasks:
Educational:
To acquaint children with the basic moral category "good".
Developing:
- develop personal qualities: reflection, empathy, tolerance;
- raise creative activity preschoolers.
Educational:
- bring up respectful attitude to the people around careful attitude to objects, nature.
Demo material: recording of the song “We wish you happiness”, “If you are good”, a drawing depicting flowers, trees, animals, people, objects, natural phenomena; image of a blossoming apple tree; objects: stick, stone, rope, book; apple seed; explanatory dictionary, ball, magnets.
Handout: an image of an evil character for each with models of eyebrows, lips; an image of a tree for each; colored pencils, heart models for each.
Lesson progress
Children, along with the teacher, come in and stand in a circle.
- Hello, my new friends! My name is Olga Vladimirovna. I am very glad to see your kind faces, radiant eyes! Let's give a piece of our Have a good mood each other. Smile!
“I really want to get to know you. The ball will help me with this. The one to whom I throw the ball must say his affectionate name, by which he is called at home.
What an affectionate name, kind, cordial, beautiful, wonderful, wonderful, delightful, joyful, bright, soft, warm, sunny, musical, crystal, sonorous.
I was pleased to hear your affectionate names. People call affectionate names of very kind people.
Kindness is an amazing thing. It brings people together, saves us from loneliness and involuntary resentment.
The theme of our meeting is "Kindness".
Please sit down comfortably on the carpet.
What do you think kindness is? ( children's responses).
The explanatory dictionary says: “Kindness is responsiveness, sincere disposition towards people, the desire to do good to others.” "Good" - everything positive, good, useful.
What kind of person can we call kind?
What should a person do to become good?
How can a kind person and should talk to others?
Who needs kindness? ( Answers).
— Look at the pictures. Name who or what you think needs kindness and explain why you think so?
Let's listen to Sasha. What will Andryushenka add? What can you name, Petenka? It is very interesting to hear what Irochka will call. Light, what do you want to say?
Conclusion: Summarizing your answers, we can say that kindness is needed not only for all living things, but for all objects.
- There are things on the table. Who wants to choose any subject (stick, rope, book, stone, etc.), perform with them those actions that can be said that they bring good to people, tell about these actions.
Conclusion: I am sure that as kind people, with all objects you perform only good actions.
Is there kindness in music? Listen to a piece of music. What music? What can be done under it? So why are we sitting? Let's dance.
I brought with me seed. Whose seed do you think it is?
Imagine that you are the seeds of an apple. Show what will happen to you if you plant a seed in the ground.
- So what will happen to the seed in five years if it is planted in the ground? (Answers of children).
Showing the picture "apple tree"»
Whose kindness helped the apple tree to grow ? (The kindness of the sun, earth, air, breeze, gardener).
Conclusion: right, the kindness of the sun, earth, rain, air, people helped the apple tree grow, the fruits ripen.
- And whose kindness helps you grow? ( The kindness of parents, grandparents, educators and teachers, friends)
Today is such a good day, everyone is smiling. But I noticed that you have images of some evil characters on your tables. Go ahead and look at them.
What needs to be changed in the appearance of a character in order for an evil character to become good?
— Has the character become kind?
- What did you do, Kolenka? What did he do with his lips? Eyebrows?
Conclusion: you have performed very simple actions in order for goodness to prevail over evil.
How many kind people have you met in your life?
- You have pictures of a tree on your tables. Turn it into a tree of kindness. There should be as many fruits on a tree as you remember good people in your life.
How many fruits have you drawn, Mashenka? Why? And you, Arthur?
It is wonderful that in your life you meet many kind people.
Leave the tree of kindness on the table, please go to the carpet.
Summarizing
- I am sure that you will always, in any situation, make good deeds to do good deeds.
- Remember that without good deeds there is no good name, life is given for good deeds.
Reflection.
- What did we talk about in class?
- What do you remember the most?
— This is where our lesson comes to an end.
I wish you well
Good night until morning
I wish you all good dreams
good deeds and kind words
Will the road take you
From the beloved threshold
Let someone tell you:
"AT good hour and good luck!”
I wish with you
People were happier
To kind eyes
You were looking at people.
In memory of our today's meeting, I give a small heart - a symbol of a piece of my heart.
The song "We wish you happiness" is performed.
Video lessons
Attention! The first part begins the contestant's lesson from 4 minutes.
Introspection of the teacher
The theme of my lesson is "Conversation about kindness"
I have set the following tasks:
- Educational: to introduce children to the basic moral category of "kindness".
- Developing: to develop personal qualities: reflection, empathy, tolerance; to increase the creative activity of preschoolers.
- Educational: to cultivate a respectful attitude towards people around, respect for objects, nature.
The children were told the topic of the lesson. The structure of the lesson corresponded to the tasks set. It is built in a logical sequence and the relationship of the parts of the lesson. Divided the time appropriately into all parts of the lesson. The equipment was used rationally. The pace of the lesson is chosen optimally.
When selecting the content of the educational material, I was guided by the requirements modified program in building tolerance.
Secondly, since I am unfamiliar with children, I picked up material for influencing the feelings of children, which contributed to feedback.
I ensured the scientific nature and availability of information.
New to the lesson was what gave the children the concept of "kindness". I believe that this topic is attractive to children.
The volume of the proposed material was sufficient for mastering by children.
For the lesson, I used a conversation, art word, playing tricks, a surprise moment, music, modeling, health-saving technologies (psycho-gymnastics, physical minutes, posture dynamics). For feedback, I used: promotions, sweet Nothing, facial expressions, gestures.
Independent work was organized as a simulation of medium complexity. Individually, with the help of an indirect question, directed to perform the right action.
I chose a moderate pace of speech. The material was presented emotionally. Managed to organize interpersonal communication.
Throughout the lesson, the children were active and efficient, showed interest in the content and process of the activity. Psychological atmosphere was calm and positive. Children showed empathy.
It can be seen from the above that the set training, developmental, and educational tasks have been fully implemented.
educator, MBDOU kindergarten No. 7 "Ryabinushka"
of a general developmental type of Strezhevoy urban district
A conversation as a teaching method is a purposeful, pre-prepared conversation between a teacher and a group of children on a specific topic.
The meaning of conversations:
In conversations, the knowledge available to children is systematized, and the analysis of previously accumulated facts is carried out.
It is known that conversation active method mental education. the nature of communication encourages the child to reproduce not random, but the most significant, essential facts, to compare, reason, generalize.
Together with thinking in a conversation, speech is formed: coherent logical statements, value judgments, figurative expressions.
The ability to answer briefly and widely, accurately following the content of the question, to listen carefully to others, to supplement, correct the answers of comrades, and to ask questions is being formed.
Conversation is an effective method of activating children's vocabulary. It is desirable that the teacher's speech statements make up only 1/4-1/3 of all statements, and the rest falls to the share of children.
Conversations also have educational value. The ideological and moral charge is carried by the correctly chosen content of the conversation (What is our city famous for? Why is it impossible to talk loudly on the bus, tram? How can we please our kids?).
Conversation as a teaching method is practiced mainly in older groups. Separate topics are available to children in the middle group (several generalizing lessons - conversations about the seasons of Gerbov).
2. Topics and content of conversations
Content is determined by the program of familiarization of children with the environment: familiarization with Life, the work of people, events in public life, the activities of children in kindergarten(games, work, mutual assistance, friends). The content should contribute to solving the problems of comprehensive education, accessible, psychologically close preschooler. Conversations proceed lively and naturally, hold the attention of the child, activate his thought in the event that the program material for the assimilation of which the conversation is being conducted is understandable and close to the experience of children.
Each conversation should communicate something new: either give some new knowledge, or show the familiar in a new light. The content of the conversation should be phenomena familiar to the child, but requiring additional explanations, raising the child's knowledge to a higher level.
Topics of conversations determined by the specific tasks of educational work with children, their age .
Topics reflecting the phenomena public life: “Our kindergarten”, “Minsk is the capital of our Motherland”, about the school, about hometown, about what they saw in the mail, etc.
-Labor themes: the work of parents, kindergarten employees, the work of a postman, a builder: the results of labor, labor processes (how clothes are sewn, fruits and vegetables are grown); housework of mother, grandmother.
-Conversations reflecting the work of the children themselves: “We are on duty”, “How we help our mother”, “What we have grown in our garden”.
-Conversations about the use of technology in homework: “What do cars help to do in kindergarten”, “How do cars help build a house”, “What do people drive and carry goods”, “What river transport we saw on our river."
-A series of conversations on everyday topics: about toys, dishes, clothes, school and washing supplies.
-Conversations about nature: “Our park in spring”, “Wintering and migratory birds”, “Seasons-years”, “Fruits and vegetables”.
-Conversations on moral and ethical topics : about the culture of behavior, "Respect the work of elders", "Be a good friend." (with older children)
3.Classification of conversations:
Beginning of the E. A. Flerina classified conversations based on from didactic tasks . She identified three types of conversations.
1. Introductory conversation organizing children for a particular type of activity. Purpose: to create interest in the upcoming activity. D. b short, emotional.
2. Conversation accompanying children's activities and observations. Purpose: to maintain interest in observing or viewing, to provide full perception objects and phenomena, help to gain clear knowledge. They are carried out in the process of walks, excursions, observations. They activate different analyzers and fix ideas in a word.
3. Conversation final, clarifying and expanding the experience of children ( generalizing, final) Purpose: to consolidate, deepen, systematize the knowledge and ideas of children. It contributes to the development of dialogic speech (question-answer)
M. M. Konina identifies two types of conversations that complement the classification of E. A. Flerina. At the basis of their laid material(picture, book), in connection with which the conversation is held.
In terms of content one can conditionally single out - conversations of a cognitive nature (about school, about one's hometown) and - ethical (about the norms and rules of behavior of people in society and at home).
4. Teacher training to the conversation:
It is necessary to choose a topic, select content and tasks, taking into account the age of the children, the volume of the dictionary;
Need to prepare
1) implementation plan
2) questions for the conversation
3) exemplary answers of children
It is necessary to prepare in advance the materials necessary for the conversation (pictures)
Preliminary work for the conversation, ind. an approach
It is possible to systematize knowledge in a conversation under the condition of a clear, consistent arrangement of the material, that is, with its correct structuring.
5. Conversation Structure
BUT ) Starting a conversation. Its purpose is to evoke, revive in the memory of children previously received impressions, if possible figurative and emotional. This can be done in various ways: using a reminder question, guessing a riddle, reading an excerpt from a poem, showing a picture, photograph, object. At the beginning of the conversation, it is also desirable to formulate the topic (goal) of the upcoming conversation, justify its importance, and explain to the children the motives for choosing it.
Main part of the conversation can be divided into micro-themes or stages. Each stage corresponds to an essential, complete section of the topic, i.e., the analysis of the topic is carried out by key points. The most significant difficult material is identified first. When preparing a conversation, the educator needs to outline its stages (micro-themes), i.e., highlight the essential components of the concept that will be analyzed with the children.
At this stage, children are consistently asked questions (search and reproductive) that activate their thinking and speech activity. The teacher gives explanations, confirms children's answers, generalizes them, makes additions, corrections. The purpose of these techniques is to clarify the child’s thought, to emphasize the fact more clearly, to excite a new thought. Children are given new information in order to clarify or deepen knowledge about the essence of the phenomenon, about objects, etc. The success of the conversation is ensured by the liveliness and emotionality of its conduct, the use of poems, riddles, visual material, the participation and activity of all children in the group.
End of conversation characterized by a certain degree of completeness. Most often it is associated with generalizing conclusions throughout the conversation. The ending of the conversation may be different depending on its nature and content (consideration handout, reading poetry, performing game actions)
If the conversation is of a cognitive nature, the children or the educator make a generalization (final story). An ethical conversation can be completed by setting the rule to be followed: “. Polite children will never forget to say hello first. Always remember this."
6. Methods and techniques for conducting a conversation:
1) The main technique in the methodology of its implementation are questions. The effectiveness of the conversation depends on the skillful selection and formulation of questions. Depending on which mental task contains a question, you can select two sets of questions.
Questions, requiring a simple statement- naming or describing phenomena, objects, facts familiar to the child; those. he must accurately name the object, its parts, highlight characteristics(who? what? where? when? what?). it reproductive issues.
For example, in a conversation about winter, they can be formulated as follows: what kind of trees are there in winter? What is the weather like in winter? What month is it? Is this the beginning of winter or the end?
Another group of questions – search- aimed at disclosure available to the child connections between objects and phenomena. Such questions require some logical operations, revitalization mental activity , the ability to compare, compare and evaluate; generalize, draw conclusions and conclusions; establish causal, temporal and other connections and relationships (why? why? why?).
In the same conversation about winter, they can sound like this: why do rivers and ponds freeze in winter? How do people get out of the cold? Do you know what has changed in nature in February? Why do you love winter?
Questions that require inferences, conclusions, generalizations, need careful, precise formulation? Requires a certain stock of knowledge of children.
Depending on the completeness and degree of independence of the disclosure of the topic, one can distinguish main and auxiliary(suggestive or suggestive). In the conversation "Who is building the house?" the teacher asks another question: “We forgot something else, without which it cannot be good home. What is it?" The children are silent. Then a leading question is asked: “What is needed so that the rain does not pour into the rooms?” (Roof)
2) instructions, (tell me in detail)
3 ) generalizations,
4) explanations,
5) generalization
6 ) teacher's story
7) demonstration of visibility (short-term) - toys, objects, paintings)
Form start
8 ) reading thin. literature (riddles, proverbs)
The effectiveness of the conversation largely depends on the ability of the teacher to purposefully lead the children, guide the children's thoughts and activate speech activity.
C) Classes - conversations
The methodology specifies which age groups conversations are held. Regarding the younger before school age conversation-conversation is used in the process of gaining experience. The conversation is accompanied by looking at toys, pictures.
In the middle preschool age, conversations are mainly used that accompany the acquisition of new knowledge, accompanying observations (what objects are made of, our clothes, washing accessories) and excursions (what the postman does).
At the senior preschool age, all kinds of conversations are held.
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Page creation date: 2016-02-12
Ludmila Levashova
Abstract of the final conversation on the development of speech in the preparatory group on the topic "Transport"
Abstract of the final conversation on the development of speech in the preparatory group on the topic« Transport»
Target: improvement generalized knowledge about land, air, water transport improve children's knowledge of the rules of the road.
Educational tasks:
- develop coherent speech of children, operations of generalization, classification, concretization;
Summarize ideas about special transport based on the systematization of previously formed ideas about species transport, names Vehicle, professions of people, their actions;
Improve word-formation and inflection skills, grammatical structure speeches;
Continue development speech-thinking activity, expressiveness speeches, attention, memory, the ability to justify their judgments, generalization.
Continue to consolidate agreement speech with movement.
Expand the horizons and activate the vocabulary of children based on deepening knowledge about special transport;
Educational tasks:
Bring up cognitive interest to different types transport;
Cultivate a sense of responsibility on the road;
Cultivate discipline and perseverance;
Develop the ability to work in a team.
vocabulary tasks:
Dictionary activation;
Refinement and consolidation of the dictionary;
Equipment: car toys, promotional stars.
(Organizing time)
Part 1 Introductory
Guys, today we will have a competition with you "Znayka!" For each correct answer, I will give you an asterisk. Whoever collects the most stars wins. Now I will guess riddles for you, and you try to guess them and then we will find out what topic our competition:
The house is walking down the street
It takes everyone to work.
Not on thin chicken legs,
And rubber boots. (Bus)
Takes off without acceleration
Reminds me of a dragonfly.
Takes flight
Our Russian: (Helicopter)
Without asking the ford
I boldly climb into the water -
At any depth
Always up to my waist. (Ship)
Look at these pictures, how can you call in one word what is depicted in them?
In one word, all this can be called - transport.
- Well done! Guys, why did people come up with transport?
- Transport invented by people to make their work easier. For movement by land, water, air, for the transport of passengers and goods.
2 part. Main
1. What happens transport?
What is a passenger transport?
it transport that carries passengers.
Name the types of passenger transport.
Bus, tram, cars, train, electric train, bicycle, motorcycle, trolley bus, fixed-route taxi, subway, plane, train, ship, etc.).
What is cargo transport?
it transport that transports goods.
Name the types of cargo transport.
dump truck, trucks, train, planes, ships, barges, etc.)
What is special transport?
it transport who performs special transportation.
What is the passenger, cargo and special transport?
Ground, underground, air and water.
2. Ground transport
Guys, what kind of land do you know transport?
Car, train, train, truck, bus, trolleybus, tram.
Why this transportation is called land?
Because this vehicles walk on the ground.
What do you know special ground transport and why is it needed?
Special ground transport- Needed for a very responsible job. They are called by phone if an urgent need is required. help: fire truck, Ambulance, police car.
Describe how you can distinguish a special transport?
The fire engine is red, the color of fire, so that it can be seen from afar and the number that you can call in case of fire is written on it - 01.
Car "Ambulance" - white color (yellow-resuscitation) with a red cross. It has everything you need to give a person first aid and the number-03 is written on it.
The police car is also white with a blue stripe. On it is written the number to call-02.
Some of these machines are equipped with special sound signals - "siren": a flashing light is installed on the cabin roof - a blue or red beacon.
Well done! Why is this beacon necessary?
The beacon is needed so that when heading to the destination, the driver can turn it on and apply sound signal. Pedestrians, having heard the signal, should immediately clear the roadway, and other cars should let the car through special purpose. These cars can go to any traffic signal.
What are the parts of the ground transport?
Cabin, salon, windows, doors, wheels, pedals, motor.
Solve riddles.
Throwing a fire arrow
A car rushes off into the distance.
And any fire will flood
Strong car.
(Fire engine)
Step aside! Way! Way!
The car flies to help.
Guard's order: "Stand! No move!
This car is a green light!”
There's been a big problem somewhere.
This car is going there. (Ambulance)
Well done! About what kind transport were mysteries?
Special ground!
3. Physical education. D. I. “Traffic light”
Traffic lights have three colors.
They are clear to the chofe ra:
Red light - no way.
Yellow - be ready to go
BUT green light- roll.
(Children stand in a circle, the teacher is in the center. The teacher shows in turn a red, yellow or green traffic light. On red - the children squat, on yellow - get up, on green - they run in a circle, on yellow they stop).
4. Air transport.
Why transport called air?
- Transport called aerial because it flies through the air.
Who controls the air transport?
air transport controlled by navigators and pilots (pilots).
Guys, what kind of air do you know transport?
Airplane, helicopter.
Where does the air land transport?
Air transport lands at the airport, at the airfield, and helicopters can land at special sites, because it does not need a runway.
What are the parts of the air transport?
Cabin, propeller, landing gear, wings, tail, fuselage, porthole.
What is air for? transport special purpose?
In order to quickly help those in need to transport goods and passengers over long distances. With its help, medicines and mail, industrial and food products are delivered to the most inaccessible areas.
Solve riddles.
Boldly floats in the sky,
Overtaking birds in flight.
The man controls it.
What? (Airplane)
Cracks, not a grasshopper,
Flying, not a bird
Lucky, not a horse. (Helicopter)
Well done! About what kind transport were mysteries?
Air!
5. Water transport.
What water transport you know?
Ship, boat, boat, steamer, barge.
What is the name of the place where ships sail?
Port. Berth.
What are the parts of the water transport?
At the water transport has an anchor, bottom, deck, stern, bow, mast.
Where can you find water transport?
In the sea, on the river, in the ocean, on the pond, on the lake.
And why do you need a special water transport?
water special transportation is needed to help or save people on the water.
Solve riddles.
At sea, in rivers and lakes
I swim, agile, fast.
Among the warships
Known for its lightness. (boat)
The house floats under water
Brave people live in it,
Even under polar ice
This house can float. (Submarine)
Well done! About what kind transport were mysteries?
6. D.I. "Name it right".
Children take a picture associated with transport and call a person's profession. (Driver - drives a car; conductor - distributes fare tickets; auto mechanic - repairs cars; a taxi driver drives a taxi, a tractor driver works on a tractor; crane operator on a crane; pilot - controls the aircraft; policeman - keeps order; fireman - works on a fire engine and puts out fires)
7. Blitz poll. Rules of behavior.
Rules of conduct on the street and in transport?
The passenger must enter and exit at a complete stop, speak quietly, hold on to the handrails, give way to elders, purchase tickets ...
Where to wait for a passenger transport?
Passenger transport you just have to wait at the bus stop.
How to bypass the passenger transport?
A bus, trolleybus, car standing on the road or a stop must be bypassed only from behind, and a tram only from the front.
Why do you need to know the rules of the road?
To calmly cross the street and not get into an unpleasant situation.
Why is it necessary to walk only on the sidewalk on the street?
On the street, you only need to walk on the sidewalk, because traffic begins behind the sidewalk transport.
Which side of the sidewalk should pedestrians walk on and why?
The pedestrian must walk on the right side of the sidewalk so as not to interfere with the movement of pedestrians.
Why You Shouldn't Cross the Road in Front of a Close Walker transport?
Don't cross the road in front of someone close to you transport because the driver will not be able to stop immediately, especially on a slippery road - in snow, in rain.
Why is it necessary to cross the street only at the crossroads and at the pedestrian crossing?
The driver knows that according to the rules pedestrians are allowed to move in these places, he drives carefully, slows down. A pedestrian who does not cross where it is supposed to, and he himself may suffer, and interfere with the driver. Pedestrians must cross the street strictly at the pedestrian crossing.
Why can't you cross the street on red or yellow?
When Pedestrian Enabled "red" light, for drivers on "green". Seeing green, the driver is driving fast and not expecting pedestrians. Even if there are no cars in sight, you must resist the urge to cross and wait for the green light.
Well done! I see that you know traffic rules very well.
3 part. Final
Who wants to earn extra stars can answer the following questions:
1. What does passenger mean transport?
2. What does cargo mean transport?
3. What does special mean transport?
4. What happens transport?
5. What is a sidewalk?
6. What color should I cross the road?
Count how many stars someone has and we'll pick a winner.
Well done! You all did very well today.
Topic: creative storytelling. "Let's talk on the phone."
Target: to teach children the features of dialogic speech; coherently, consistently, expressively build questions and answers; activate various verbal forms of politeness in children's speech, consolidate the rules speech behavior during a telephone conversation.
Lesson progress
Guys, who has a phone at home?
Who are you calling? (Grandma, grandpa, neighbors, friends, etc.)
The phone is a wonderful thing. You dial a number and you can talk to whoever you want. It must have been difficult to come up with it - try to hide a human voice in a thin wire! As soon as he fits in it ... Moreover, he runs so fast along the wire ...
(Gabe "Telephone")
Indeed, the phone is so convenient. If you can't meet a friend - call by phone. Missed your grandmother - pick up the phone and tell her that you love her. If someone is sick, call the doctor.
Why else do you need a telephone in the house? (Children's answers. Children say when they and their parents use the phone).
Guys, are you familiar with such a situation as in E. Ruzhentseva's poem "Telephone"?
Our phone is hanging
The phone rings all day.
I stand on my toes
I don't get my phone.
I climbed on a stool
I say there is no dad.
Do you guys know how to speak politely on the phone? (Answers of children).
The teacher invites the children to beat some situations.
Nadia calls Valya, finds out which cartoon will be shown today. Where to start a conversation? What is the best way to finish it? What “polite” words should be used in this conversation?
Katya calls her mother at work. A stranger comes to the phone. How to start a conversation in this case? What words of apology should be said, because you are tearing people away from work.
You can come up with many interesting situations, and topics for conversation are very diverse.
Each of you must choose a mate, a friend with whom you would like to talk. (Children choose each other.)
To each pair, the teacher distributes cards on which are offered various themes who gets what.
Look carefully at the picture, think up a telephone conversation on the topic shown in the picture. ( Fireworks. Mushroom trip. At the circus. We are fishing. Mom bought a toy, etc.)
Children play out the proposed topics on their own, the teacher helps them make the right decisions.
And now, guys, listen to an excerpt from N. Nosov's story "Telephone".
Mishka and I bought a wonderful toy - a telephone. Came home from the store with a box. One phone was installed for me, the other for Mishka. And connected them through the window with wires.
- Well, - says Mishka, - let's talk. Run upstairs and listen.
I ran to my room, picked up the receiver and listened, and the receiver was already shouting in Mishka's voice:
- Hello! Hello!
And I'm screaming
- Hello!
- Do you hear anything? - Mishka screams.
-I hear. And you?
- I hear. That's great! Do you hear well?
- Good. And you?
- And I'm fine! Ha ha ha! Do you hear how I laugh?
- I hear.
- Listen, I'll come to you now.
The bear came running to me, and we began to hug for joy.
- It's good that you bought a phone! Truth? Mishka says.
"Of course," I say, "well...
And here are the conversations the boys began to have:
- Hello!
- Hello!
- Let's talk?
“Come on,” I say. - And what to talk about?
- Well, about what ... about something ...
- Why don't you talk?
- Why aren't you talking?
“Yes, I don’t know what to talk about,” says Mishka.
- It always happens like this: when you need to talk, you don’t know what to talk about, and when you don’t need to talk, you talk and talk like that ...
- Let's do this: we'll think about it, and when we figure it out, then we'll call.
- Okay.
I hung up the phone and began to think. Suddenly a call. I picked up the phone.
- Well, did you think of it? - asks Mishka.
- No, I haven't thought of it yet.
Why are you calling if you didn't think of it?
- And I thought you came up with it.
- I would have called then.
- I thought you wouldn't guess.
- Well, okay, goodbye!
- Goodbye!
Guys, do you think the boys figured out what to talk about? Do you think these were interesting topics?
Think of something your friends could talk about and play in pairs the game “Hello! Hello!"
Children independently in pairs come up with a topic of conversation, beat it.
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Smolensk budgetary state educational institution of secondary vocational education
SMOLENSKY PEDAGOGICAL COLLEGE
Coursework on the topic:
Conversation as a means of developing dialogic speech
3rd year students of the 1st group
Evtikhova Olga Viktorovna
Introduction
1. Psychological and pedagogical foundations for the development of dialogical speech of preschoolers
1.1 The concept and structure of dialogic speech
1.2 Age features of the development of dialogic speech
2. Conversation in the development of dialogical speech of preschoolers
2.1 Conversation as a pedagogical method
2.2 Interview methodology
Conclusion
Bibliography
Introduction
The development of the dialogic speech of preschool children is an important and complex topic in modern preschool pedagogy. It is at preschool age that speech actively develops, the prerequisites for further interpersonal communication of the child are formed, vocabulary is accumulated, activity in word creation is brought up, and at the same time the foundations of the correct pronunciation of words and spelling, the foundations of speech culture are laid. Therefore, preschool childhood is the most favorable time for the development of correct speech in a child, both written and oral. Full mastery of the mother tongue preschool childhood is necessary condition solving problems of mental, aesthetic and moral education of children.
The relevance of the topic determined the purpose of this work.
The goal is to study the conversation as a means of developing the dialogic speech of preschoolers.
The object of the study is educational process in DOW.
The subject is the development of dialogic speech of preschoolers through conversation.
Research hypothesis: the process of development of dialogical speech of preschoolers will reach more high level if:
Use conversation as a means of development;
In the process of developing the dialogic speech of preschoolers, take into account the psychological age and individual characteristics;
Research objectives:
1. Consider the features of the development of dialogical speech of children in modern preschool educational institution- define the concept of dialogic speech, age features its development, the structure of dialogical speech.
2. Consider the importance of conversation in the development of the dialogic speech of preschool children - to determine the essence of the conversation as a pedagogical method, to study in detail the methodology for conducting a conversation for the development of the dialogic speech of preschoolers.
The methodological basis of the work is the fundamental research in the field of psychology and pedagogy on the development of speech by L.S. Vygotsky, S.L. Rubinstein. D.B. Elkonina, A.V. Zaporozhets, A.A. Leontiev. L.V. Shcherba, A.A. Peshkovsky, A.N. Gvozdev, V.V. Vinogradova, K.D. Ushinsky, E.I. Tiheeva, E.A. Flyorina, F.A. Sokhina, A.M. Leushina, M.M. Konina and others, revealing the features of solving problems speech development preschoolers.
dialogical speech preschooler pedagogical
1. Ppsychological and pedagogical foundations for the development of dialogical speech of preschoolers
1.1 conceptandstructuredialogicspeeches
Let us consider in detail the concept and structural features of dialogical speech.
T.G. Vinokur defines dialogue from the point of view of the specifics of the language as “... a special, functional-stylistic form of speech communication, which is characterized by: the presence of two or more participants exchanging speech; more or less fast pace of speech, when each component of it is a replica; comparative brevity of remarks; conciseness and ellipticity of constructions within replicas”.
In the books of Ushakova O.S. "The development of the speech of a preschooler" describes some methods for the development of the dialogic speech of children. The author believes that “...dialogical speech is more situational and contextual, therefore it is curtailed and elliptical (much is implied in it due to the knowledge of the situation by both interlocutors). Dialogic speech is involuntary, reactive, poorly organized. a huge role clichés and patterns, familiar replicas and familiar combinations of words play here. Thus, dialogical speech is more elementary than other types of speech.
Noting that the dialogical form of the child's speech in early childhood is inseparable in its essential links from the activity of an adult, D.B. Elkonin emphasized: “On the basis of dialogic speech, there is an active mastery grammatical structure mother tongue". Analyzing the stages of the child's assimilation of the grammatical structure of the native language, he noted that "within the dialogic form, the child's speech acquires a coherent character and allows expressing many relationships."
In the textbook Borodich A.M. "Methodology for the Development of Children's Speech" deals with the main issues of the formation of colloquial (dialogical) speech: the ability of children to listen and understand speech addressed to them, keep up the conversation, answer questions and ask. Communication level colloquial speech depends on the state of the child's vocabulary and on how much he has mastered the grammatical structure of the language. Conversational speech as a speech with an interlocutor also implies the ability to behave culturally during a conversation, to be tactful, restrained. The teacher influences the content of children's conversations, encourages the desire to learn something new from each other. The teacher should prompt the children that if you ask adults about their work, rest, etc., you can learn a lot of interesting things.
A.M. Leushina found that in the same children their speech can be either more situational or more contextual, depending on the tasks and conditions of communication. This showed that the situational nature of speech is not a purely age-related feature characteristic of preschool children, and that even in the smallest preschool children, under certain conditions of communication, contextual speech arises and manifests itself. At the same time, it was shown that during the preschool age indicators of situationalness noticeably decrease and the features of contextuality in the speech of children increase, even with tasks and under conditions that stimulate situational forms of speech. Based on his materials, A.M. Leushina comes to the conclusion that dialogic speech is primary form child's speech.
Many experts believe that the ability to conduct a dialogue must be taught (V.I. Yashina, A.A. Pavlova, N.M. Yuryeva, etc.). In developed forms, dialogue is not just everyday situational conversation; it is an arbitrary contextual speech rich in thoughts, a type of logical interaction, meaningful communication.
At an early age, a child is involved in a dialogue with an adult. Turning to the baby with questions, motives, judgments, he thereby actively responds to his statements and gestures, “repairs” the dialogue (E.I. Isenina), interpreting, “deploying”, distributing incomplete situational statements of his little interlocutor, completing them to full form.
The dialogue is preceded by a "collective monologue" (J. Piaget) - verbal communication, when each partner actively speaks out in the presence of a peer, but does not respond to his remarks, not noticing his reaction to his own statements.
T.I. Grizik believes that the most socially significant for preschoolers is the dialogic form of communication. Dialogue is natural environment personality development. The absence or deficiency of dialogic communication leads to various kinds of distortions. personal development, the growth of problems of interaction with other people, the emergence of serious difficulties in the ability to adapt to changing life situations.
Kolodyazhnaya T.P., Kolunova L.A. emphasize that in preschool childhood it is necessary to develop a dialogic form of speech. Throughout the preschool age, it is necessary to develop in children the ability to build a dialogue (ask, answer, explain, object, give a cue). To do this, you should use conversations with children on a wide variety of topics related to the child's life in the family, kindergarten, his relationships with friends and adults, his interests and impressions. It is important to develop the ability to listen to the interlocutor, ask questions and answer depending on the context.
Also, the literature describes studies on the features of the development of dialogic speech of such scientists as L.S. Vygotsky, S.L. Rubinstein. They believe that in mastering speech, baby goes from part to whole: from a word to a combination of two or three words, then to a simple phrase, even later - to complex sentences. The final stage is a coherent speech, consisting of a series of detailed sentences.
Mastering coherent dialogic speech is one of the main tasks of the speech development of preschoolers. Her successful solution depends on many conditions (speech environment, social environment, family well-being, individual personality traits, cognitive activity child, etc.), which must be taken into account in the process of targeted speech education.
In preschool childhood, the child first of all masters dialogic speech, which has its own characteristics, manifested in the use of language means that are acceptable in colloquial speech.
Dialogic speech is a particularly vivid manifestation of the communicative function of language. Scholars call dialogue primary natural form linguistic communication, the classical form of verbal communication.
The main feature of the dialogue is the alternation of the speaking of one interlocutor with listening and subsequent speaking of the other. It is important that in the dialogue the interlocutors always know what in question, and do not need to deploy thoughts and statements. Oral dialogic speech takes place in a specific situation and is accompanied by gestures, facial expressions, and intonation. Hence and language design dialogue. Speech in it may be incomplete, abbreviated, sometimes fragmentary.
Dialogue is characterized by: colloquial vocabulary and phraseology; brevity, reticence, abruptness; simple and complex non-union sentences; short-term reflection.
The coherence of the dialogue is provided by two interlocutors. Dialogic speech is characterized by involuntary, reactive. It is very important to note that the use of patterns and clichés, speech stereotypes, stable communication formulas, habitual, often used and, as it were, attached to certain everyday situations and topics of conversation (L.P. Yakubinsky) is typical for dialogue. Speech clichés facilitate dialogue. Dialogic speech is simulated not only by internal, but also by external motives (the situation in which the dialogue takes place, the interlocutor's remarks). The development of dialogic speech is especially important to take into account in the methodology of teaching children their native language. In the course of teaching dialogic speech, the prerequisites are created for mastering the narrative, description. Coherent speech can be situational and contextual. Situational speech is associated with a specific visual situation and does not fully reflect the content of thought in speech forms. It is understandable only when taking into account the situation that is being described. The speaker makes extensive use of gestures, facial expressions, demonstrative pronouns. In contextual speech, unlike situational speech, its content is clear from the context itself. The complexity of contextual speech lies in the fact that it requires the construction of an utterance without taking into account the specific situation, relying only on linguistic means.
In most cases, situational speech has the character of a conversation, and contextual speech has the character of a monologue. But, as D.B. Elkonin, it is wrong to identify dialogic speech with situational, and contextual speech with monologue.
The dialogical form of speech, which is the primary, natural form of linguistic communication, consists of an exchange of statements, which are characterized by a question, answer, additions, explanations, objections, replicas. Wherein special role facial expressions, gestures, intonation play, which can change the meaning of the word. It is also important to take into account the conditions, forms and goals of verbal communication.
Dialogue is characterized by a change in the statements of two or more speakers on the same topic related to any situation. The dialogue presents all varieties of narrative (message, statement), incentive (request, demand), interrogative (question) sentences with minimal syntactic complexity, particles and interjections are used, which are enhanced by gestures, facial expressions, intonation.
In spontaneous dialogue, replicas are not characterized by complex sentences, they contain phonetic abbreviations, unexpected formations and unusual word formations, as well as violations syntactic norms. At the same time, it is in the process of dialogue that the child learns the arbitrariness of his utterance, he develops the ability to follow the logic of his utterance, i.e., in the dialogue, the skills of monologue speech are born and develop.
Full mastery of the native language, the development of language abilities is considered as the core of the full-fledged formation of the personality of a preschool child. It provides great opportunities to solve many problems of mental, aesthetic and moral education of children,
Particularly distinct close connection speech and intellectual development of children acts in the formation of coherent speech, i.e. meaningful, logical, consistent, organized speech. To coherently tell about something, you need to clearly represent the object of the story (object, event), be able to analyze, select the main properties and qualities; install different relationships(causal, temporal) between objects and phenomena. In addition, it is necessary to be able to select the most suitable words for expressing a given thought; be able to build simple and complex sentences and connect them in a variety of ways.
In the formation of coherent speech, the relationship between the speech and aesthetic aspects is also clearly visible. A coherent statement shows how much the child knows the richness of the native language, its grammatical structure, and at the same time reflects the level of the mental, aesthetic, emotional development of the child.
Each individual replica of the dialogue participants does not have a complete meaning, but they are all perceived in a "dialogical unity". In dialogical connected speech, not often used complete sentences, the omitted members of which are guessed by the speakers from the speech situation, and very often full sentences of the standard construction (stamps) of the colloquial style are used.
Thus, the development of dialogic speech plays a leading role in the process of speech development of the child and takes central location in the general system of work on the development of speech in kindergarten. Teaching dialogue can be seen as both a goal and a means of practical language acquisition. Mastering different aspects of speech is a necessary condition for the development of dialogic speech, and at the same time, the development of dialogic speech contributes to independent use child of individual words and syntactic constructions. Connected speech incorporates all the achievements of the child in mastering the native language, its sound structure, vocabulary, grammatical structure.
1.2 Agepeculiaritiesdevelopmentdialogicspeeches
The development of dialogical speech has its own age characteristics.
The teacher is already junior group should ensure that each child easily and freely enters into a dialogue with adults and children. It is necessary to teach children to express their requests in words, to answer the questions of adults with words. Those children who from an early age were brought up in a children's institution (nursery, kindergarten) enter into communication with others more boldly and more willingly. This is facilitated by the meetings and conversations of the teacher with the children before they are transferred to the second younger group. However, in this case, the teacher should continue to develop and streamline the speech activity of children.
In working with children of middle preschool age, the educator already pays more attention to the quality of the children's answers; he teaches them to answer in both short and extended form, without deviating from the content of the question. It is necessary to teach children to participate in an organized way in the conversation in the classroom: answer only when the teacher asks, listen to the statements of their comrades.
Children of six or seven years old should be taught to more accurately answer the questions posed; they must learn to combine the brief answers of their comrades in a common answer.
Teaching children the ability to conduct a dialogue, to participate in a conversation is always combined with the cultivation of cultural behavior skills: listen carefully to the one who speaks, do not be distracted, do not interrupt the interlocutor.
However, adults (caregivers and parents) should remember that for a child of preschool age, the mastery of dialogic speech is of paramount importance - a necessary condition for the full social development of the child. A developed dialogue allows the child to easily get in touch with both adults and peers. Children achieve great success in the development of dialogic speech in conditions of social well-being, which implies that the adults around them (primarily the family) treat them with a sense of love and respect, and also when adults reckon with the child, sensitively listening to his opinion, interests , needs, etc., when adults not only speak themselves, but also know how to listen to their child, taking the position of a tactful interlocutor.
If a baby of five or six months of life sees an adult going about his business, he tries to attract his attention with the means available to him (humming, babbling). At the age of two, the child's speech becomes the main means of communication with close adults, he is a "pleasant conversationalist" for them.
At the age of three, speech becomes a means of communication between peers. However, the study of how the younger preschooler (2-4 years old) reacts to stranger: seeking to establish contact? is waiting? does not respond to communication? - revealed the following. If an unfamiliar adult does not address the child or expresses his disposition only with facial expressions and a smile, then only 2% of children try to get in touch with him. True, on active circulation every eighth child of this age responds.
The same can be said about the interaction of children. The period of his “take-off” (in the sense of the diversity of communication motives and language means) is the fifth year of life. In older preschool age, there is a certain decline: the monotony of motives for communication and the simplicity of their linguistic expression.
Psychologists believe that the sensitive (favorable in terms of receptivity) period of speech development is the age of 2-5 years. And how, just before school, do we help a child to master his native language and speech functions (communication skills, the ability to clearly state what he feels, what he thinks about, what he learned)? How solid is what the children were taught in the classroom, i.e. what is the “quality” of their independent statements and the level of speech activity? These questions can be answered by comparing the speech of children of middle and older preschool age.
Oral speech, both monologue and dialogic, is characterized by brevity and simplicity of sentence construction, union-free connections, emotional immediacy, intonational and figurative expressiveness of presentation: saturation with sayings, proverbs.
It is necessary to develop in children the ability to build a dialogue (ask, answer, explain, ask, give a cue, support); using a variety of language means in accordance with the situation.
To do this, conversations are held on a variety of topics related to the child's life in the family, kindergarten, his relationships with friends and adults, his interests and impressions. It is in the dialogue that the ability to listen to the interlocutor develops, to ask a question, to answer depending on the surrounding context. It is also important to develop the ability to use the norms and rules of speech etiquette, which is necessary for educating a culture of speech communication. Most importantly, all the skills and abilities that have developed in the process of dialogic speech are necessary for the child to develop monologue speech.
Kindergarten teachers direct their efforts to ensure that children's speech is meaningful and understandable to others, and verbal communication itself takes place in forms that meet the requirements for human behavior in society.
Achieving the content of children's speech, one should not forget that they are very fond of playing with words and sounds, but this is good in its place and in its time. Comprehensibility of speech as a result clear thought, is achieved by the ability to speak with sufficient completeness and consistency. Work on the content and comprehensibility of children's speech is at the same time work on the formation of the child's thinking and the expansion of his horizons.
The requirements of the program in terms of teaching dialogic speech basically come down to teaching children how to use such necessary forms of oral speech as question, answer, short message, extended story.
These requirements are implemented mainly in the classroom. At the same time, for the development of dialogical speech, along with classes, verbal communication of children with each other and with the teacher in everyday life is of great importance.
Starting from the fifth year of life, one can observe a differentiated use of language means, depending on the situation and the topic of the utterance. So, when speaking about natural phenomena, children use adjectives and adverbs 3-7 times more often than when describing the phenomena of social life. In statements about familiar, understandable phenomena of social life, the use of verbs is activated 2-2.5 times. There are few of them in statements about nature (11-16%).
Also differentiated children use the grammatical structure of speech. The most favorable situation for inclusion in the statements of complex sentences is a situation where a partner in the game or an adult needs to explain something, convince him, prove it. Big number complex sentences is found in the stories of children plot picture (17-20%)
Increased activity and independence in activities in the fifth year makes it easier for children to master the functions of speech: communication with adults and with each other, the ability to clearly express judgment, accompany their actions with speech. Thanks to this, in the fifth year, as never before, speech activity is high. The child speaks an average of 180-210 words during 30 minutes of play. Children have a great need to explain to each other what they see and know - 40% of total number reasons for the expression. In these situations, children pronounce as many complex sentences as you will not hear from them even in very cognitively rich classes in their native language. The morphological structure of the utterance (in terms of the frequency of use of verbs, adjectives, adverbs) is no worse than in the classroom.
Until the age of four, cases of inductive relationships between speech and play actions are observed in children. The child easily comments on what he sees, talks about what he is going to do or has already done, but is silent during execution own actions. In the fifth year, the desire and ability to confirm one's activity with speech increases. So, a child older than 4.5 years accompanies speech on average every second (everyday, play) action. But in contrast to the situation, explanations of children's statements in these cases consist of 90% of simple sentences. However, the reflection of actions in loud speech is important because this is one of the stages in the formation of mental actions.
Thus, the speech practice of children not only during classes, but also different types activities can be successfully used to consolidate speech skills and improve thinking.
Children use verbs in the process of verbal communication mainly in the form of the imperative mood and the infinitive. But by the middle of the year, in the 2nd junior group, and especially in the middle group, sentences like: “Sleep!”, “Play!” Almost disappear in their speech. When addressing each other, children increasingly use the form of the imperative: “Let's play! Let's build a garage together! The forms described contain a call for joint activity, elements of its motivation and planning. They are observed when a child turns to a friend about the game, characterizes feelings, states. Children speak about movements in the form of a short order: “Run!”, “Sit down!”.
Closer to five years in statements, the number of verbs denoting states and experiences increases, and among nouns those that characterize moral character("clean", "dared man").
The moral vocabulary is diversified precisely at the expense of verbs and nouns. The used adverbs and adjectives are quite monotonous. They characterize the implementation of the rules and evaluate the behavior (correct-wrong, bad-good). This confirms that the rules of activity and communication are assimilated at a younger preschool age, and at 4-5 years old they become a regulator of children's behavior.
Adverbs and adjectives that serve to characterize actions, deeds (friendly, caring, without asking, cheerful, faithful, etc.) are rarely found both in stories and in everyday communication of children. Therefore, already in the middle group, along with the skills of social behavior in children, an appropriate vocabulary should also be formed.
For some of the pupils of the senior and preparatory groups, the number of verbs in independent utterances noticeably increases in comparison with the fifth year of life. Under certain conditions, for example, if children like to look at illustrations and pictures together with adults or peers, this can improve the use of speech. And the point is not only that around the verb, as an active part of speech, other parts of speech are easily grouped, which naturally complicates the grammatical structure. With the help of verbs, children often characterize actions, express their attitude towards people. (For example, from a story about a postman: “He does not forget which magazines and newspapers to bring to whom. He delivers them in any weather. Postmen must be protected, helped.”)
Children 5 - 7 years old, who use a sufficient number of verbs in independent statements, more easily guess the plot, i.e. allocate hidden connections, express value judgments.
It can be said that in the independent utterances of children aged 6-7 years, in comparison with pupils of the middle groups, neither the morphological composition nor the level of formation of signs of coherent speech significantly changes. If children 5-7 years old try to tell something on their own, the subordination of parts may be absent, the thought is interrupted by an insertion-enumeration. So, you can hear: "These are the border guards on patrol with a dog." Further, the child lists that pines, spruces, border posts are drawn. The story unexpectedly ends with the words: "The border guards are happy that their brother gave them a dog."
In the senior and preparatory groups the speech activity of children during games and other types of independent activity is significantly (2-3 times) reduced. Some authors are inclined to look for the reason for this in the transition of external speech into internal speech taking place during this period. In itself, a decrease in speech activity can not be considered a negative phenomenon. But in the senior and preparatory groups, in comparison with the middle group, by 1.9 times (from 40 percent), the cases of explaining something to a friend decrease when speech is most complex grammatically and perfect in lexical terms. Among the reasons for independent statements in games, orders and requests predominate. They, like the game actions themselves, are accompanied by statements that are simple in grammatical expression. The names of objects are unnecessarily often replaced by pronouns, many particles and modal words. All this gives the speech a situational character. Evaluation of actions, events is carried out with the help of constantly used adverbs ("good-bad") and adjectives "good" - "bad"
Children normally learn dialogic speech quite easily, as they hear it every day in everyday life.
In addition to such brief conversations caused by circumstances, the educator provides for conversations that he plans as pedagogical reception. Specially organized planned conversations can be individual (in case of speech lag, character traits and behavior) and collective. It should be noted the great importance of collective conversations in the younger and middle groups. They help bring children together, shape their behavior. The teacher asks, for example, where the children went today, what they did on the site or in a corner of nature. In such a conversation, it is especially necessary to involve silent children by addressing them with prompting questions and encouragement.
For the formation of speaking skills, the reception of verbal instructions is used. At the same time, the teacher gives the kids a sample verbal request, sometimes invites the child to repeat it, finding out if he remembered the phrase. These instructions help to consolidate the forms of polite speech.
For development initial forms speech interview, the educator organizes a joint examination of pictures, children's drawings, books. Short stories of the educator can encourage an interview on a specific topic. Such stories evoke similar memories in the memory of children, activate their judgments and assessments.
Highly effective reception- association of children different ages, organizing a visit to another group. Guests ask about the toys of the little owners, about books, etc.
In older groups, the same techniques are used, but the topics of conversations, the content of assignments and stories, become more complicated. More attention is paid to the skills of communication with adults, the rules of speech behavior in public places. In collective conversations, children are invited to supplement, correct a friend, ask again or question the interlocutor. These are the main ways of forming children's colloquial speech in everyday life. It is important to create situations in which the child will have to explain something to the educator or peers (an error in the story of a friend, the rule of the game), to convince others of something, to prove something to them.
It is necessary to teach children to understand questions and answer them correctly ("How would you do it?", "How can I help?", etc.). When answering questions, especially when discussing moral and everyday situations, children should give detailed answers. The educator should evaluate not only the content of the answer, but also its speech design.
Conversational speech is the simplest form of oral speech: it is supported by interlocutors; situational and emotional, the speakers perceive each other with the help of various expressive means: gestures, glances, facial expressions, intonation, etc. The speaker usually knows the subject of discussion. This form of speech is also simpler in syntax: unfinished sentences, exclamations, interjections are used; it consists of questions and answers, replicas and brief generalizations. In psychology, the difference between ordinary dialogue and conversation is revealed. Conversation is a kind of dialogue directed by a certain topic. The purpose of the conversation is to discuss, to clarify some issue. To conduct a conversation, preliminary preparation of the participating persons is needed, it contains more detailed appeals. Spoken language must be coherent, understandable, logically sustained, otherwise it will not be able to become a means of communication. Preschool children learn spoken language under the guidance of adults. A child of the 2nd and 3rd year is characterized by a slight distractibility from the content of the conversation.
In addition to such brief conversations caused by circumstances, the educator provides for conversations that he plans as a pedagogical device. Specially organized planned conversations can be individual. They help bring children together, shape their behavior. In such a conversation, it is especially necessary to involve silent children by addressing them with a prompting question, encouragement. For the formation of speaking skills, the reception of verbal instructions is used. At the same time, the teacher gives the kids a sample verbal request, sometimes invites the child to repeat it, finding out if he remembered the phrase. These instructions help to consolidate the forms of polite speech.
In older groups, the same techniques are used, but the topics of conversations, the content of assignments and stories become more complicated. More attention is paid to the skills of communication with adults, the rules of speech behavior in public places. In collective conversations, children are invited to supplement, correct a friend, ask again, or ask the interlocutor.
Thus, the speech skills of preschoolers require targeted systematic development, while it is necessary to take into account the age-related features of the development of dialogic speech.
2. Bseseda as a means of developing dialogical speech of preschoolers
2 . 1 Conversationhowpedagogicalmethod
Conversation and conversation are in essence two almost identical manifestations of the same process: the speech communication of people. But in pedagogy, conversation is distinguished as one of the most valuable methods for the development of children's speech, meaning by them organized, planned classes, the purpose of which is to deepen, clarify and systematize the ideas and knowledge of children through the word.
The conversation reveals how great the need for children to express their thoughts is, how their language develops if the topic of the conversation corresponds to their interests and level of development.
Conversation is a question-answer method of teaching; used to activate mental activity students in the process of acquiring new knowledge or repeating and consolidating previously acquired.
Socratic conversation - with the help of a system of specially selected questions, bringing the wrong answers of students to the point of absurdity in order to guide them to the correct path of reasoning.
Catechistic conversation - memorizing questions and answers to them (in Catholic schools it is still used in a modified form).
By the nature of organized cognitive activity, reproductive conversation is distinguished (familiar ways of operating with familiar educational material), heuristic (organization search activity students, element-by-element training in creative search when solving problematic problems).
The conversation is one of the most effective pedagogical methods in the work and education of preschoolers.
The question of using a variety of active methods and forms in teaching preschoolers is one of the essential ones. Thus, verbal methods, when properly combined with specific observations and activities, play a large role in upbringing and educational work with children. efficient verbal method is a conversation - a focused discussion with children of any phenomena. It is advisable to use the conversation in working with children of middle and older preschool age. As practice shows, such an active method is relatively little used in kindergartens. This is mainly due to the fact that educators are hampered by a number of issues, namely:
What program material should be given through conversation;
How to keep the attention of children until the end of the conversation, not to let them evade the issues under discussion;
How to get all kids involved active participation.
In many cases, conversations are held sporadically, are formal in nature and occur when children are not sufficiently active.
Questions of the methodology of the conversation were covered repeatedly in pedagogical literature in different time and from different positions. Designed in ancient times Socrates and Plato used the method of conversation when teaching rhetoric and logic to young people. Later this method was used in school teaching. Since the time of Ya.A. Comenius and I.G. Pestalozzi raised the question of the use of conversation in preschool education.
Most often, in practice, conversations result in a purely verbal message to the children of knowledge.
For a long time, the form was considered the main one in the conversation, the content was subordinate to it. educational material. This approach also affected the structure of the conversation.
So, I.G. Pestalozzi, in his 10 exercises recommended for observing and talking with children about their bodies in The Book for Mothers, gave the following structure:
Show and name parts of your body;
The position of these parts;
Indicate the connections of body parts;
Distinguish and name how many times each part is repeated in our body;
Designate the qualities of body parts;
Indicate the relationship between the parts;
What can be done with each part;
How should you take care of your body?
Learn the many-sided application of the properties of body parts;
Everything can be combined and described.
On the one hand, I.G. Pestalozzi pointed to the path from analysis to gradual generalization, synthesis. On the other hand, the living image, from which he proposed to start, was subjected to such a detailed dismemberment that it became dead and abstract. This is the path of abstract logical analysis. And although such an analysis is based on a specific image, it does not bring the child closer to the truth of life.
The conversation reveals how great the need for children to express their thoughts is, how their language develops if the topic of the conversation corresponds to their interests and psyche.
E.I. attached great importance to the conversation. Tiheeva is a Russian teacher, one of the founders of preschool pedagogy in Russia. She considered it one of the most valuable methods for the development of children's speech, meaning by conversations organized, planned classes, the purpose of which is to deepen, clarify and systematize the ideas and knowledge of children through the word.
Conversation with preschool children is, first of all, a means of systematizing and clarifying the ideas received by the child in the course of his daily life, as a result of his observations, communication and activities. Conducting a conversation, the educator helps the child to perceive reality more fully, deeper, draws his attention to the fact that he is not sufficiently aware; as a result, children's knowledge becomes clearer, more meaningful.
In a conversation, an adult with his questions, directing the thoughts of children along a certain channel, leads them to memories, conjectures, judgments, and conclusions.
The value of the conversation lies precisely in the fact that the adult in it teaches the child to think logically, reason, gradually raises the child's consciousness from specific way thinking to a higher level of simple abstraction, which is extremely important for preparing the child for schooling. But in this and great difficulty conversations - both for the child and the educator. After all, teaching children to think independently is much more difficult than giving them ready-made knowledge. That is why many educators are more willing to tell and read to children than to talk with them. The development of speech of a preschooler is closely connected with the development of thinking. In a conversation, the teacher teaches the child to clearly express his thoughts in a word, develops the ability to listen to the interlocutor. It is important not only for communicating knowledge to children, but also for the development of coherent speech, the development of speech skills in a team.
In a conversation, the educator unites children around common interests, arouses their interest in each other, the experience of one child becomes a common property. They develop the habit of listening to interlocutors, sharing their thoughts with them, speaking out in a team. Consequently, here, on the one hand, the activity of the child develops, on the other, the ability to restrain. Thus, conversations are a valuable method not only for mental education (communication and clarification of knowledge, development thinking abilities and language), but also a means of social and moral education.
Teachers of the past considered it possible to draw the attention of children and, consequently, to talk with them only about things directly surrounding the child.
In Russian pedagogy, the topic of conversations with young children was originally developed by V.F. Odoevsky. In his manual for parents and educators “Science to Science”, “Grandfather Iriney’s Book”, the first part consists of a “Questionnaire”, in which a number of conversations are developed in detail.
In the collection edited by L.K. Schleger and S.T. Shatsky presents extensive material for many conversations relating exclusively to natural topics (plants, animals, seasonal phenomena). The authors also proceeded from the position that one can only talk about what “children have seen, see, can see every moment”, “it is impossible to talk about what they cannot see”.
The material for such exercises can be objects in the room, parts human body, food items, clothes, everything that is in the field, in the garden, animals, plants, as they are familiar to children.
Undoubtedly, with the child it is necessary, first of all, to talk about what is familiar and close to him. The sensory experience of children and the explanatory word of an adult that accompanies this experience form their concrete cognition of reality. But we must not forget that today's children do not live in a closed family way of life, but in an information-rich, computerized world. TV, radio, computer, children's educational literature, newspapers, magazines, rich social life, which modern child observes directly on the streets - all this early expands the circle of ideas and concepts of the current preschooler, awakens new interests in him.
In this regard, in our conditions, it becomes possible to talk with children of older preschool age about such content that he has not yet encountered directly in his immediate environment. Of course, the knowledge gained in these conversations will be the most elementary, but they will broaden the horizons of children.
So what less baby, the more the conversations should be connected with his direct observations. With children under 5 years old, the topics of conversations should be very specific and relate to the phenomena and objects closest to them. When clarifying through conversations the children's ideas about known material, one must at the same time remember that a simple statement of well-known facts does not give any impetus to the progressive development of the child's thought. But a conversation with older preschoolers, for example, about a chair and its components is doomed to failure in advance, because a child of 5-7 years old in the process of life observations has repeatedly seen a chair, its back, legs, seat, and a conversation dissecting this the chair into pieces, will not add anything to the mind of the child (except for nomenclature accuracy). You should not make the subject of discussion what is already mastered.
In a conversation, not only children's knowledge is clarified, in it the child receives new material or the educator presents the familiar to him in a new aspect. So, for example, in a conversation about wintering birds, children, in addition to the fact known to them that some birds fly away, and some remain, they learn about the reason for this phenomenon. It is important that the educator, relying in a conversation on the subjective experience of children and the knowledge they have previously acquired, is able to awaken the active work of thought, contribute to the development of independent judgments, form a complete picture of the world around the child and conscious attitude to the phenomena under discussion.
Correctly determine the place of conversation in the educational process of kindergarten - serious problem which requires a decision. Often, in practice, the conversation turns into a core around which all work with children is built.
At the same time, preliminary work is carried out with them related to observations and excursions, viewing illustrations in order to give food for conversation. After it, the impressions received are necessarily consolidated by drawing, modeling, making models, memorizing poems, songs, reading stories. Even games follow a common theme that sometimes lasts for several days or weeks. After all, many of our kindergartens paid tribute to complexity in their time, and are paying tribute to it by implementing a thematic approach to organizing the pedagogical process or working on “projects” and “chains of targeted tasks”.
The thematic nature of all classes greatly narrows the possibilities of pedagogical work, obscures living reality, and leads to fragmentary impressions received by children. Having worked out the “topic”, educators rarely return to it again. The impressions received about this or that phenomenon are not fixed, they are not repeated in the future. During the study of a particular topic, the attention of children in the classroom, in games and other types of joint children's activities is intensely fixed on a certain, limited range of phenomena and is detached from other, sometimes very vivid and important impressions. Many issues are discussed with children from case to case, the teacher does not return to previously received ideas, does not reinforce them with frequent repetition. Such "patchwork" of impressions does not provide a solid assimilation of knowledge and skills, open communication.
Cognitive material only then leaves deep trace when it is given systematically, when impressions, as it were, are layered one on top of the other and do not tear themselves away from life. Thus, a conversation that plays the role of clarifying, deepening, systematizing concepts can be successful only when it relies on other previously used methods of introducing children to the environment, as well as on their subjective experience, i.e. when they already have some knowledge that needs to be streamlined.
Conversations take place in the process of children's accumulation of knowledge - during excursions, observations. However, these conversations are not typical. As practice has shown, before observations, it is very difficult for children to express their opinions, and such conversations come down mainly to giving explanations by the educator. During observations, preschoolers are absorbed in new experiences and speak succinctly. For the most part, these are exclamations of surprise, delight, or questions addressed to the teacher. At the same time, the educator himself directs the observation process with his questions and comments.
The most successful conversations proceed immediately after the children have received new impressions during excursions, observations, or after reading the stories by the teacher.
A conversation that is organically connected with the daily life of a child in kindergarten and in the family cannot turn into a worked out topic. The material given in it should leave a deep imprint in the mind of the child. For this to happen, it is necessary to offer the child an active position, when he is not only observing, listening, sometimes answering, but also acting, actively communicating.
Therefore, an important form speech work with preschool children are situations of communication.
Situations of communication - specially designed by the teacher or spontaneously arising forms of communication, aimed at the formation of communicative abilities.
It is fundamentally important to emphasize the need for a holistic approach to the formation of dialogic speech and the inadmissibility of reducing the tasks of communication only to mastering the question-answer form. A full-fledged dialogue is unthinkable without the establishment of dialogic relations, the formation of an active response position, partnerships; and such dialogic relations should permeate both the child's communication with an adult and interaction with peers.
Communication situations can arise naturally - it is important for the educator to see them and, without disturbing the activities of children, use them to solve teaching or educational tasks. In every situation, children face a particular problem that needs to be solved. The teacher guides the children in search of its solution (the principle of "intellectual hunger"), helps to acquire new experience, activates independence, supports positive emotional mood. Children should experience a "palette of intellectual emotions": surprise at meeting objects, interest in identifying the causes of various events, doubt, conjecture, the joy of success and discovery.
Features of the situation of communication as a form of work with children:
participation in a communication situation (mostly voluntary);
the position of an adult as a communication partner;
changing the style of the relationship between the teacher and children: an adult respects the child's right to initiative, his desire to speak on topics of interest to him, to avoid unpleasant situations;
planned and organized by the educator at any time during the day, most often in the morning, in the evening or during a walk;
the duration of the communication situation is from 3-5 to 10 minutes, depending on the age of the children;
the participation of a small subgroup of children (from three to eight) is expected, depending on their desire and the characteristics of the content of the communication situation.
Situations of communication can be real-practical and playful. The ratio of gaming and real-life situations in the learning process depends on the age of the children. When organizing situations, the teacher most often "comes from the children", i.e. notices them in children's activities.
For example, in the younger group, it is advisable to conduct communication situations that encourage the child to look for and eliminate the reason that prevents him from acting and lying on the surface (for example, something prevents him from opening or closing the door). At senior preschool age, specially planned situations of communication can be quiz games: “What fairy tale are these things from”, “Magical things store”. The appendix provides examples of communication situations.
The situation of communication as an unconventional form of speech work presents some difficulties for the educator, since it has its own specific features associated with the tasks, the content of the activity.
The situation of communication is based on the continuous mobilization of children's attention, active participation, open communication. The child needs to follow the course of the conversation all the time, not to deviate from its main content, to listen to his interlocutors.
While participating in a communication situation, the child undergoes a complex thought process of recall, judgment, conclusions, and generalizations. The child requires continuous mental activity: you need to listen carefully, think and respond quickly enough. However, joint participation peers in a situation is also associated with the ability to a certain restraint: to be able to carefully listen to others; refrain from speaking while others are speaking; to keep in mind what I wanted to say - all this, of course, is not easy for a child of preschool age.
For some children, participation in a collective discussion of the situation requires a certain volitional effort: overcome shyness, shyness and speak out in the presence of others. Consequently, the skillful participation of an adult in a communication situation largely determines the success of the case. To do this, the educator needs to think carefully logical structure communication situations: consistently arrange all the material presented to children; prepare appropriate questions and explanations, visual material that clarifies certain points of the situation and allows you to concentrate the attention of children. In addition, the teacher needs to know the individual characteristics of children and differentially connect them to active participation in a communication situation.
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thesis, added 02/21/2012
Psychological and pedagogical characteristics of preschool children with general underdevelopment of speech, features of the development of their dialogical speech. The development of dialogical speech in children of the sixth year of life with a general underdevelopment of speech through dramatization games.
thesis, added 09/10/2010
The concept of dialogical speech and factors influencing its development. Psychological characteristics and characteristics of a younger student, criteria for assessing development. Joint activity in children and the significance of the level of development of dialogic speech on its formation.
term paper, added 12/26/2014
Characteristics of coherent dialogic speech and its features, features of the dialogic speech of children of primary school age in the norm and with hearing impairment. Experience of inclusive education and correctional work on the formation of children's dialogical speech.
thesis, added 10/24/2017
Psychological and pedagogical foundations gaming activity. Essence and classification of games. The concept of dialogical speech. Role playing exercises. Development of dialogic speech skills through the use role playing in German lessons.
term paper, added 10/31/2011
Features of the development of dialogical speech of children. Formation of the grammatical structure and morphological and syntactic aspects of speech in a child. Distinctive features of the role-playing game. Its place in the development of dialogical communication of older preschoolers.
term paper, added 04/10/2015
Methods for the development of dialogical speech in an older preschooler. Analysis of educational programs. Diagnostics of the features of dialogical speech in children of senior preschool age. Identification of the level of development of dialogic communication skills.
thesis, added 02/18/2014
Communicative, psychological and linguistic characteristics of the features of dialogic speech. Goals and system of development of dialogic speech skills. Speech exercises in the development of dialogic speech of middle school students in English lessons.
