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The development of coherent speech of children of senior preschool age through fairy tales

Introduction

Chapter 1

1.2 Linguistic and psychological features of a fairy tale as a means of pedagogical interaction with preschoolers

Chapter 2

2.3 Analysis of the results of experimental work

Conclusion

Bibliography

Introduction

The relevance of research.

Mastering the norms and rules of the native language is one of the main tasks of the development of a child in preschool age. Preschool childhood is a sensitive period for language acquisition. In modern preschool education, the process of speech development is considered as the basis for the upbringing and education of children. In view of the close relationship between speech and thinking, the development of methods of pedagogical work aimed at the development of coherent speech of preschoolers is of great scientific and practical importance. At the same time, one of the most important tasks of pedagogical work with preschoolers is the formation of their monologue coherent speech.

At different times, many researchers in pedagogy, psychology and linguistics devoted their attention to this problem. Features of the development of coherent speech were studied by S.L. Rubinstein, L.S. Vygotsky, A.M. Leushina, F.A. Sokhin and other specialists in the field of psychology and methods of speech development. education speech fairy tale

The formation and development factors of coherent speech in preschoolers were studied by V.V. Armorial, E.P. Korotkova, N.M. Krylova, V.I. Loginova, G.M. Lyamina, E.I. Radina, E.A. Flerina, etc.

Numerous pedagogical studies of the issues of methodology for the development of coherent speech of preschoolers define the tasks, content, forms and methods of work on the development of coherent monologue and dialogic speech at different age stages. The current state of the methodology for the development of coherent speech is distinguished by a combination of traditions and innovations. The methodology of teaching monologue speech is supplemented by the research of N.G. Smolnikova, which tells about the development of the structure of a coherent statement in older preschoolers, research by E.P. Korotkova about the features of mastering various types of texts.

The most important condition for the formation of coherent speech is the mastery of both the grammatical and lexical and phonetic aspects of speech. The development of coherent statements indicates how much the child knows the grammatical structure of the native language, its richness. At the same time, it is also a predictor of the success of his education at school age, and reflects the level of the child's intellectual development. Therefore, it is all the more important to determine the range of methodological techniques that contribute to the harmonious development of these components of speech development.

Fairy tales are widely used by preschool teachers and speech therapists in pedagogical work with children to develop coherent monologue speech. Teaching preschoolers to retell folk and literary tales in order to develop the ability to build a coherent monologue statement also provides for familiarizing children with the figurative and expressive means of a fairy tale (comparisons, epithets, metaphors, synonyms). In addition, the fairy tale, like no other literary work, contains an almost perfect arrangement of sounds that are reproduced by children almost without difficulty.

However, the practical aspect of pedagogical work on the development of coherent speech of children remains insufficiently disclosed, since both scientific approaches regarding the conditions for the formation of children's speech skills are changing, and children's generations are changing, and the technology of work of preschool teachers should change accordingly.

In connection with the foregoing, this paper poses a research problem: identifying pedagogical conditions that contribute to

the development of coherent speech of older preschool children through fairy tales. Solving the problem is the goal of the study.

Object of research: coherent speech of children of senior preschool age.

Subject of research: fairy tales as a means of developing coherent speech of older preschoolers.

Research hypothesis: the process of developing coherent speech of older preschool children through fairy tales will be effectively carried out if the following conditions are met:

Selection of material in accordance with the peculiarities of the perception of literary works by children of older preschool age;

Using the model in working with fairy tales;

The implementation of the educational work of the preschool educational institution in conjunction with the organization of the developmental process in family education.

To achieve this goal, the research objectives are defined:

1) to study the psychological, pedagogical and linguistic foundations of the development of coherent oral speech in preschoolers;

2) to consider the features of the perception of fairy tales by older preschoolers;

3) to identify features and difficulties in the formation of coherent speech in older preschoolers;

4) evaluate the effectiveness of the experiment with the participation of older preschoolers on the development of coherent speech.

Research methods: theoretical analysis of psycholinguistic, pedagogical literature on the research problem; analysis of the teacher's plan; pedagogical supervision;

conducting a pedagogical experiment; processing data by statistical methods.

Practical significance of the study: The materials of the study can be practically used in the work of the preschool educational institution.

Experimental base of the study: GBOU school No. 2128 DO No. 1.

The structure of the research: the work consists of an introduction, two chapters, a conclusion, a list of references.

Chapter 1 xologo-pedagogical foundations for the development of coherent speech of preschool children

1.1 Coherent speech in the ontogenesis of the speech development of preschool children

In psychology, philosophy and pedagogy, language and speech have always been considered as a point of convergence of various lines of mental development: emotions, thinking, imagination, memory.

One of the most significant and characteristic manifestations of the development of the human personality is the ability for articulate speech. "Developing speech contributes to the development of the personality as a whole, and any of the aspects of personality development contributes to the development of language".

S.L. Rubinstein, A.A. Leontiev, L.S. Vygotsky, E.I. Tiheeva, O.I. Solovieva, D.B. Elkonin and others.

According to S.L. Rubinshtein: “Speech is the activity of communication - expression, influence, communication through language. Speech is a form of existence of consciousness (thoughts, feelings) for another, serving as a means of communication with him, and a form of a generalized reflection of reality or a form of thinking. Speech, the word is a specific unity of sensory and semantic content.

In the scientific lexicon, it is customary to distinguish between two types of speech: external and internal. External speech is addressed to other people, through e? a person transmits and receives thoughts. Inner speech is speech "to oneself", speech in the form of which a person thinks. In turn, there are two forms of expanded external speech: oral and written speech.

In the context of this study, the greatest attention will be paid to the oral form of speech: both in the form of dialogic and in the form of monologue speech (an independent detailed statement based on an internal plan).

The concept of coherent speech refers to all speech forms: both dialogic and monologic speech. In modern linguistic, psycholinguistic and special methodological literature, the characteristics of coherent speech and its main features are given. In particular, in a number of scientific works, connected speech is defined as a set of thematically united fragments of speech, which are a single semantic and structural whole and are closely interconnected.

S.L. Rubinshtein notes: “Connectedness means the adequacy of the speech formulation of the speaker’s or writer’s thought from the point of view of its intelligibility for the listener ... Connected speech is such a speech that can be quite understandable on the basis of its own subject content.”

According to L.S. Vygotsky, the process of mastering the speech of a child takes place in several stages: a word - a combination of two or three words - a simple phrase - complex sentences. The final stage in the child's mastery of speech is connected speech, which consists of a number of extended sentences: the grammatical connections in them reflect interdisciplinary connections and relationships.

In the research of A.M. Leushina reveals the patterns of development of coherent speech of children from the moment of its occurrence. In particular, she showed that the development of coherent speech proceeds from situational speech to contextual speech; the improvement of these forms proceeds in parallel; the formation of coherent speech depends on the conditions and forms of communication of the child with the environment, and is determined by the level of his intellectual development.

The formation of oral coherent speech is the main task of the linguistic development of preschoolers. From the level of their mastery of coherent speech, the ability to perceive and reproduce textual material, to give a detailed answer to the question, to state their judgments without prompting, the further success of teaching children at school depends.

According to A.A. Leontiev: “Coherent speech is not just a sequence of words and sentences, it is a sequence of thoughts connected with each other, which are expressed in exact words in well-formed sentences. The child learns to think by learning to speak, but he also improves his speech by learning to think.

According to E.I. Tikheeva, “coherent speech is inseparable from the world of thoughts. Coherent speech reflects the logic of the child's thinking, his ability to comprehend what he perceives and express it in correct, clear, logical speech. By the way a child knows how to build his statement, one can judge the level of his speech development.

Connectivity is the most important condition that determines the communicative aspect of speech. To master coherence, the child needs to develop the skills of making coherent statements.

A.A. Leontiev distinguishes the following types of statements: a) existential (for example, “My head hurts”); b) relational (“Socrates is a man”); c) procedural (“It's raining”); d) attributive (“The cat is sleeping”, “The cat is black”); e) situational (“The cat eats meat); f) autoclitic, which can exist as a completion, answer, evaluation of the previous statement (“Yes”, “No”, “Of course”); conscripts and interjections ("Hey!", "Oh!"). The essential characteristics of any extended statement (description, narration, etc.), regardless of their type, he refers to the coherence, consistency and logical and semantic organization of the message.

Semantic-grammatical realization of the utterance plan, according to A.A. Leontiev, includes tectogrammatic, phenogrammatic stages, as well as the stage of syntactic prediction. Following these steps, the speaker determines for himself the main components of the utterance, the place of each component in the utterance, and the semantic load of the various components of the utterance.

In the scientific literature, certain criteria for the coherence of an oral message are distinguished: semantic connections between parts of a story, logical and grammatical connections between sentences, connection between parts (members) of a sentence, completeness of the expression of the speaker's thought.

To characterize a coherent extended speech in linguistic literature, the category of text is used, the main features of which include: semantic, structural and thematic unity, as well as grammatical coherence.

T.A. Ladyzhenskaya also highlights such coherence factors of the message as “successive disclosure of the topic in successive fragments, the relationship of thematic and rhematic elements (given and new) inside and in adjacent sentences, the presence of a syntactic connection between the structural units of the text” .

The sequence of presentation is the most important characteristic of a detailed statement, and its violation, as a rule, negatively affects the coherence of the text. The most common type of presentation sequence is a sequence of complex subordinating relationships: spatial, temporal, qualitative, and causal. The main violations of the sequence of presentation include: omissions; permutation of sequence members; mixing different rows of the sequence (the child, not having completed the description of the essential property of the object, proceeds to the description of the next one, and again returns to the previous one, etc.).

According to I.A. Zimnyaya, the observance of consistency and coherence in a statement is largely determined by its logical and semantic organization, which includes two types: subject-semantic and logical organization. At the same time, the subject-semantic organization of the statement reflects the objects of reality, their connections and relationships, and the logical organization reflects the course of presentation of the author's thought. Thus, the arbitrary and conscious implementation of speech activity is impossible without mastering the skills of the logical and semantic organization of the utterance. The simplest manifestation of the logical and semantic organization of an utterance is an interconceptual connection that expresses the relationship between two concepts. The main type of such a connection, which is formed earlier than others in ontogenesis, is a predicative semantic connection.

In order to diagnose the level of development of coherent speech in children and develop a system for its directed formation, it is necessary to consider the components of its generation, which include the general semantic scheme of the utterance, the internal plan, the purposeful choice and placement of words in a linear scheme, selection in accordance with the plan of word forms, control over the use linguistic means and the implementation of the semantic program.

Summarizing the above, we can formulate the following conclusion. The basis of coherent speech is the process of transmission in the course of linguistic communication formed and formulated in accordance with the syntactic rules of the language of thought, aimed at satisfying the diverse needs of the individual.

As has been shown in numerous psychological and pedagogical studies, the speech development of children at preschool age changes in accordance with the change in the leading type of activity, the complication of methods of cognition, the emergence of new forms of interaction with the surrounding reality.

The speech of children of primary preschool age is characterized by a close connection with direct personal experience, incompleteness of statements, the use of mainly indefinitely personal sentences, often of an incentive nature, consisting of one predicate, which can be played by both the verb and other parts of speech ( for example, "Give", "On!", "Go!"). The child's stories mainly feature facts from personal experience. Sentences can be formulated syntactically correctly, however, from a lexical point of view, they can differ from the generally accepted norm (for example, “Grandma is old”, meaning “Grandma is not angry”). On the contrary, the child turns an impersonal sentence into a personal one, which is correct in meaning, but not correct from the point of view of the grammatical structure of the language (for example, “It drizzles me” instead of the impersonal “It drizzles”).

By the age of 4-5, the child undergoes a transition from situational speech (speech that is understandable only in one, specific, visual situation) to contextual speech (speech that is understandable in isolation from the situation, including speech in the future and past tense). This speech transition is associated with mastering the vocabulary and grammar of the native language and developing the ability to arbitrarily use linguistic means. At the same time, in the same children, depending on the tasks and conditions of communication, speech is sometimes more situational, sometimes more contextual. So, in communicating with peers, preschoolers use contextual speech to a greater extent to explain or suggest something (for example, the rules of the game), and in communicating with adults they are more often limited to situational speech.

Children 4-5 years old are characterized by active speech behavior, expressed both in dialogical and monologic speech; at the same time, at this age, there are still violations of coherence in children's speech. In a collective conversation, kids often lose the logical connection between the question and the answer, and in their independent stories, the narrative is broken. At the same time, unlike the phenomenon of broken speech in adults with schizophrenia, and acting in the form of desemantized speech, the child’s speech has elements of logic, however, the very order of sentences from the beginning to the end of the narrative may not be built in a sufficient way, from the point of view of adults. .

1. Children at senior preschool age are able to accurately formulate questions and answer them, supplement and correct the answers of other children, insert relevant comments into the conversation.

2. Together with the development of visual-figurative thinking and the formation of verbal-logical thinking, the monologue speech of children is also improved at this age.

3. Older preschoolers master different types of coherent statements, relying on visual material, and without relying on it.

4. The number of compound and complex sentences increases, the structure of the syntax of children's stories becomes more complicated.

5. At the same time, these skills are not yet stable in a sufficient number of children. Children sometimes experience some difficulties in the composition of facts for their stories, their logical arrangement, structuring statements, and language design.

1.2 Linguistic and psychological features of a fairy tale as a means of pedagogical interaction with preschoolers

All fairy tales in general, and folk tales in particular, in terms of their literary features, belong to the narrative folklore genre.

The largest researcher and collector of fairy tales A.I. Nikiforov defined fairy tales as "oral stories that exist among the people for the purpose of entertainment, containing events that are unusual in the everyday sense (fantastic, wonderful or worldly) and are distinguished by a special compositional and stylistic construction." In this formula for the scientific understanding of a fairy tale, the main features that characterize a fairy tale are highlighted.

In the dictionary entries, a fairy tale is defined as “one of the main genres of oral folk poetry, an epic, mostly prose work of a magical, adventurous or everyday nature with a fantasy setting”; “a narrative, usually folk-poetic, work about fictitious persons x and events, mainly with the participation of magical, fantastic forces”; "a fictional story, an unprecedented and even unrealizable story, a legend" .

V.Ya. Propp spoke of the fairy tale thus: “The universality of the fairy tale, its ubiquity, is as striking as its immortality. All kinds of literature eventually die. Meanwhile, absolutely everyone understands the fairy tale. It freely crosses all linguistic boundaries from one people to another, and remains alive for thousands of years. This happens because a fairy tale contains some kind of eternal, unfading values. The tale is poetic, sincere, beautiful and deep in its truthfulness, gaiety, vitality, sparkling wit; it combines childish naivety with deep wisdom and a sober outlook on life.

According to L.S. Vygotsky, “a fairy tale helps to understand complex everyday relationships; her images, as it were, illuminate a vital problem, which cold prose speech could not do, then a fairy tale will do with its figurative and emotional language.

After analyzing a huge number of fairy tales, V.Ya. Propp came to the conclusion that fairy tales differ from other genres in the uniformity of their structure. All fairy tales begin the same way and end the same way, but have the most diverse content.

A.N. Afanasiev made the most famous attempt to classify fairy tales at the present time. He divided the entire existing set of known fairy tales into several categories: fairy tales about animals; fairy tales about people, including fairy tales; short stories (including anecdotes). Smaller types of fairy tales, represented by 1-2 cases, adjoin these main, distinguished categories. In recent years, another category has been established - cumulative, or chain-like tales.

Consider the category of fairy tales, using the structure of a fairy tale according to V.Ya. Propp. V.Ya. Propp finds the following main elements among the possible variety of fairy tale plots:

Outset - The initial or introductory fairy-tale situation, which, as a rule, is furnished with emphasized well-being. Action - begins with the fact that some kind of misfortune occurs (initial trouble), and one of the characters has to leave for a while (absence). The initial misfortune can be caused by violations of the prohibition, or by the lack of an object, subject or phenomenon that is important for the characters. In response to the initial misfortune, a counteraction arises, which sets the course of the tale into action.

The key character of the tale is the hero, who can be either a seeker hero helping other characters in trouble, or a victim hero expelled from his home.

The next important character in the tale are the donors, i.e. randomly encountered creatures (sometimes they can be people, and sometimes - some creatures), indicating to the main character, as a reward for some of his actions, the path that provides him with a magic tool (ball, mirror, etc.), or suggesting how find such a tool. Donors of a different type are grateful animals that put themselves at the disposal of the hero (for example, the Gray Wolf, Pike, Goldfish).

The group of "magic helpers of the protagonist" consists of grateful animals, anthropomorphic fantastic creatures (Baba Yaga, Mermaid, etc.), invisible and incomprehensible entities, always with very peculiar names ("That, I Don't Know What", "Unseen Monster", etc.). To the same group, with some reservation, one can add magical objects that act like living beings in a fairy tale and, thus, can also be considered "characters".

The denouement, in which the hero has to endure a battle with the enemy. Its most common mythological form is serpent fighting. The victory over a certain serpent, a villain, determines the resolution of the trouble. Thus, using magical means, the hero overcomes the initial misfortune in a form corresponding to the plot. Those abducted or sought are freed (found), those bewitched are disenchanted, and so on. There are also many myriad examples of this: starting with the legends and myths of Ancient Greece - and continuing with Russian folk tales, including not only written down, but also filmed.

Complications. The hero returns home, often being persecuted by evil forces in the process of returning. In this case, the evil forces are finally defeated, and the hero is safely saved.

Some tales develop through overcoming a difficult task - which has as its goal to scare away the false hero, and discover the real hero. Such a motif is used, for example, in the fairy tales "Donkey Skin", "Wild Swans".

Despite the variety of content, functionally all fairy tales are united by one feature: they can be performed only by the hero who has a magical means or an assistant corresponding to the fairy task.

Marriage and accession of the hero. Having completed a difficult task or extorted a snake, the hero marries and becomes king. Evil in general, and the villain or false hero are put to shame and punished.

Thus, as V.Ya. Propp, fairy tales, with a variety of plots, are distinguished by the unity of composition. The compositional scheme of a fairy tale includes many plots, is saturated with constant formulas, but inside it has many functions, not each of which is used in a particular fairy tale. Important in fairy tales is the obligatory transfer of the scene of the fairy tale from the real world to the magical one.

Novelistic fairy tales are fairy tales generated by and reflecting everyday life. The situation in such tales is not described, because it is understood that it does not need to be described (For example, the beginning “Once upon a time there was a cat ...”). or it is given as some kind of background (“There lived an old man with his old woman near the blue sea…”). Actors always belong to a certain social category. Everyday fairy tales often have a class character, as we are accustomed to perceive this concept (“man-lord”, “peasant landowner”, etc.). But this is not the law. For example, the Russian folk tale "Soldat and Death" - certainly does not fit into the class framework, but this is also an everyday fairy tale.

These tales, like fairy tales, are optimistic, the hero always wins in them, although, unlike magical fairy tales, he has to fight with real life circumstances. At the same time, the main feature of short story tales is the absence of supernatural and magical means. The nature of the struggle in short story tales is social, the hero's opponent is socially much more powerful, but essentially insignificant. As an example of this kind of fairy tales, one can cite Indian melodramas, the hero of which, as a rule, is destitute and poor, but at the same time is the embodiment of courage, determination and resourcefulness.

Let's move on to cumulative tales. The main compositional device of cumulative fairy tales is the repeated, increasing repetition of actions, and finally, the breaking of this chain of continuous actions from tension (“Turnip”) or the return of these actions in decreasing reverse order (“Ryaba Hen”). Cumulative fairy tales begin with an ordinary event or an ordinary life situation. Suddenly, the action begins to develop in an unexpected direction and leads to unpredictable consequences. The meaning of cumulative fairy tales is to show the tragicomic contrast of the insignificance of the action with the monstrous increase in the consequences arising from it (this type of plot is used, for example, in the film "For Matches").

According to W. Oaklander, fairy tales are not only a unique literary genre, but also a work understandable to children like no other form of art. The psychological meaning of the fairy tale is to show children situations in which basic human feelings and emotions arise: love, hate, fear, anger, feelings of loneliness, isolation and loss, and how the characters manage to overcome these situations.

Let's briefly look at the following functions of fairy tales:

1. The function of socialization, i.e. familiarizing new generations with universal and ethnic experience.

2. Compensatory function, i.e. helping a person to expand the boundaries of individual life experience.

3. Creative function, i.e. the ability to form figurative and abstract thinking, as well as to overcome stereotypes of thinking, alienation complexes, to identify and realize the creative potential of the child's personality.

4. "Holographic" function, manifested in its ability to fully represent the universe with its internal structure.

5. Developmental and therapeutic function, expressed in active interaction with the emotional-figurative potential of the child's personality, the ability to cause emotional experiences, catharsis.

6. Cultural and ethnic function, expressed in the fact that children learn all the richness of the ethnic culture of their people. For example, in the context of the ethno-functional approach developed by A.V. Sukharev emphasizes the need to develop a personality within the framework of one's culture, not only to form an ethnic identity, but also to reduce the level of personal anxiety, increase self-confidence, and one's communication skills.

7. Lexical-figurative function, expressed in the ability of a fairy tale to form the language culture of a child.

Fairy tales, in which good and evil are clearly opposed to each other, contain fantastic, morally defined images, the language is expressive, and the dynamics of events and the cause-and-effect relationships of phenomena are accessible to children's understanding, especially interesting for preschoolers. The fairy tale influences the formation of such qualities of the child's personality as autonomy, views, activity, personal position, social competence.

The teacher's reproduction of a fairy tale plot and the dramatization of this plot are well suited specifically for preschool children, in which emotions are the main regulator of activity, the leading type of which is play.

According to B. Bettelheim, “fairy tales in various forms inform the child that the struggle with life’s adversities is inevitable, this is an organic part of human existence, but if a person does not become shy, but steadfastly meets unexpected and inevitable difficulties, then he will overcome all obstacles and, in the end, , will be the winner."

The plot of fairy tales is simple and at the same time mysterious. According to L.F. Obukhova, fairy tales contribute to the development of imagination, which is especially necessary for a child to solve his own problems. Through a fairy tale, a child gets acquainted with new phenomena of life, abstract objects, new concepts.

A good fairy tale, according to S.Ya. Marshak, are characterized by "a large coverage of events at a fast, even rapid pace, with high ascents and steep descents, with a lively, genuine sense of the narrator, with bold generalizations and conclusions" . The fairy tale reveals to the child the accuracy and expressiveness of the language, shows how rich the native speech is with humor, lively and figurative expressions, comparisons. In addition, fairy tales, like no other works, contain an almost perfect arrangement of difficult-to-pronounce sounds, which, thanks to the figurative interpretation, are easily reproduced by children.

According to the cultural-historical approach of L.S. Vygotsky, the mental development of a child is mediated by the development of sign systems deployed in his communication with the world of adults and culturally transforming his activity. At the same time, a fairy tale, as a special cultural phenomenon, acts as a system that mediates the mental development of a preschooler and is convenient for the interaction between an adult and a child.

Researchers belonging to the mythological school in literary criticism emphasize that a fairy tale is a transformed form of a myth specially addressed to a child. So, for example, A.E. Metlinsky directly derives the fairy tale from the myth, and V.Ya. Propp, studying the historical foundations of a fairy tale, discovers a close connection between ritual and fairy tale.

Since a fairy tale expands the space of an imaginary situation, it is a means of development for children's play itself. As convincingly shown by N.N. Poddyakov and N.Ya. Mikhailenko, “contributing to the expansion of the content of the game, activating the creative potential of the child and leading children to the game of fantasy”, when for the child it is not the process of inventing itself that acquires value, but the creation of a new plot as a creative product of activity.

For teachers, the problem of aesthetic education of children on the basis of fairy tales is of particular importance. Being an artistic literary work that figuratively reflects reality, a fairy tale helps a child to form such qualities of perception as creative imagination, observation, a sense of a figurative word, the author's position and the harmonious integrity of the work; understanding the psychological motives of the characters' behavior.

According to the concept of A.V. Zaporozhets, sympathy, empathy, assistance to the heroes of a fairy tale is a formative factor in the development of a child. Such authors agree with this point of view as V. Oaklander, D. Sokolov, D. Brett, T.D. Zinkevich-Evstigneeva and others). The ability to identify helps the child to expand his baggage of life situations, feelings and solve any problems.

E.A. Flerina, on the material of studying the characteristics of the perception of literary works by children of preschool age, singled out the characteristic features of children's perception, the most significant of which is the unity of “feeling” and “thinking”. She noted that “a literary work, stimulating the thought process by means of the word, i.e. distraction from direct sensory perception, at the same time provides a richness of sensory perception, so necessary for the thinking of children. According to E.A. Flerina, while listening, the child shows a special inner activity and in his imagination becomes an accomplice of the described and perceived events. This feature of children's perception helps to deeply influence the work of art on the child.

Thus, we can conclude that a folk tale, according to a number of researchers, is an effective means of developing coherent speech, thinking, imagination, as well as the moral qualities of the personality of older preschoolers.

1.3 The problem of the development of coherent speech through fairy tales in the theory and practice of preschool education

The problem of using fairy tales in pedagogical work on the development of coherent speech of preschool children has a rich tradition of study in the works of domestic and foreign researchers.

In our country, the first systematic study of a fairy tale as a methodological device for the development of coherent speech in children was undertaken by K.D. Ushinsky. He wrote an excellently developed system of children's reading, which includes an introduction to folk tales. K.D. Ushinsky assumed that by reading specially selected books, and performing lexical and grammatical tasks based on what they read, children will learn the ability to express their thoughts, put them in the best form, and also master the grammatical structure of their native language. It is no coincidence that exercises and other works of both K.D. Ushinsky himself and folk tales in his processing are widely used in preschool pedagogy.

A follower of K.D. Ushinsky, E.N. Vodovozova, outlined her program for the development of coherent speech in children, also using folklore. In this program, she expressed her views on the fairy tale, and proposed a series of fairy tales accessible to preschoolers. In her opinion, a fairy tale should be based on the already existing children's experience, develop imagination, and enrich speech with folk expressions [cit. by 1].

The ability of preschool children to verbal creativity was noted by J. Rodari and formed the basis of his famous book "Grammar of Fantasy". Rodari developed a series of game exercises and techniques for the development of speech, thinking, and imagination. One of the game exercises is support modeling (using Propp's maps).

V.Ya. Propp analyzed the structure of Russian folk tales and singled out their permanent elements or functions. There are 20 such basic elements, but not every fairy tale contains them in full. Their sequence may vary, and various additions may be made to them. By using such cards, the child is offered a simple algorithm for self-composing a fairy tale. The advantage of Propp's maps is that the functions presented in them are generalized actions, concepts. This allows the child to abstract from a specific act, character, situation. He develops abstract and logical thinking more intensively. Cards stimulate the development of fantasy, creative imagination of the child, activate coherent speech, enrich the dictionary, and in addition - contribute to search activity.

Continuation of the issue of organizing work on the development of speech in kindergartens in 1930-1940. associated with the names of E.I. Tiheeva and E.A. Flerina.

Sharing the views of K.D. Ushinsky and L.N. Tolstoy, E.I. Tikheeva considered her native language a mentor and a great teacher. Special attention to E.I. Tikheeva in the development of coherent speech of children proposed to devote to folk art. According to E.I. Tikheeva, fairy tales require a careful pedagogically sound choice. First of all, folk tales from the animal epic should be put forward for telling children, and from the tales of individual creativity, those whose content the writers borrowed from the people are most valuable. It is also desirable that a new literary work presented to children expand the circle of their ideas and introduce them to new phenomena and units of language. This corresponds to the interests of the culture of speech and the enrichment of the vocabulary of children.

On the material of the Russian language in the 1940-1960s. developed a general theory of teaching in kindergarten, created by A.P. Usova. The author attached great importance to the issues of the language development of preschoolers by means of Russian oral folk art, including fairy tale literature.

In studies conducted by R.I. Zhukovskaya, much attention was paid to the influence on the development of coherent speech of preschoolers of the skills of reading, storytelling and memorizing literary works, the use of pictures in working with children.

According to E.A. Flerina, the greatest role in the development of children's speech is played by the dialogical interaction of the teacher and children, presented in the form of a conversation, as well as the easy interaction of children with each other. And the most accessible form of teaching coherent speech E.A. Fleurina considered retelling as a child learns a coherent statement on the basis of a ready-made verbal sample of speech. At the same time, the educational text for retelling by a child should be simple, accessible, clear, artistically expressive. The teacher suggests giving educational tasks to children based on the motivation of children's activities (for example, the task is not just to retell a work of art, but to tell it to peers, competitive tasks "Who will retell better").

In the studies of student E.A. Flerina, M.M. Konina, the approach to the use of fiction as a means of all forms of education is deepened, as well as an analysis of the attitude to the fairy tale, starting from Plato and Aristotle to the researchers of our days, the educational value of the fairy tale is emphasized (M.M. Rubinshtein, I.S. Turgenev, G. Kerstensteiner, J. Selly, P. Lombroso and others). .

The properties of a fairy tale in the development of coherent speech of preschoolers were also studied by O.I. Solovieva. The theme of her scientific developments was the perception of the Russian fairy tale by older preschoolers. A number of her teaching aids cover different aspects of speech development.

As a continuation of O.I. Solovieva was the thesis of N.S. Karpinskaya "Russian folk tale in the moral education of the Soviet child of preschool age" (1949). The result of the work was the analysis of folk tales in terms of their moral content and compliance with the tasks of education. The author's long-term experience in the problem of raising children by means of fiction is summarized in a series of monographs by N.S. Karpinskaya at the Research Institute of Preschool Education of the Academy of Pedagogical Education of the USSR (see, for example,.)

The name of F. A. Sokhin is associated with the development of methods for the development of speech of preschoolers at a new qualitative level. In the "Kindergarten Education Program" F.A. Sokhin described both the repertoire of works of art for different age groups of preschoolers and the tasks facing educators.

In the studies of A.M. Borodich, great importance in the development of coherent speech of children through fairy tales is given to retelling, a typical structure of retelling is given, techniques for teaching retelling are given, it is proposed in order to use expressive means of conveying meaning, the use of a game-dramatization or dramatization of the text of works of art using toys, silhouettes.

The problem of the speech development of children was studied in the works of V. V. Gerbova. In particular, they present a system of work on teaching children their native language and familiarizing them with fiction [see, for example, 58]. The development of coherent speech of children through a fairy tale was also carried out by such researchers as G.S. Shvaiko, T.A. Repin, A.G. Arushanova.

Diagnostic tools for studying the level of development of coherent speech of preschoolers, and ways to enrich it by working with a fairy tale are presented in the works of V.I. Yashina, M.M. Alekseeva, O. S. Ushakova, E. M. Strunina.

Recently, both in theoretical developments in preschool pedagogy and in pedagogical practice, interest in the use of fairy tales in pedagogical work with preschoolers has not weakened.

So, in the studies of V.I. Loginova, L.F. Ostrovskoy, M.A. Samorukova made an attempt to prove that the most effective formation of communicative and speech skills of preschoolers occurs when working with a folklore fairy tale. folklore tales as a factor in the development of coherent speech of older preschoolers of the most important importance.

A folk tale helps to expand the vocabulary of children, develops coherent logical speech. Thanks to fairy tales, the speech of a preschooler becomes more emotional, figurative, expressive. Magic stories promote communication, form the ability to ask questions, construct words, sentences and phrases. While working with fairy tales, it is necessary that children constantly participate in the process of conversation, in conversations, and answer questions.

These authors formulated a system of methods and techniques for working with a fairy tale, including: listening and memorizing; inventing a sequel; telling a fairy tale “in a new way”, endowing the familiar heroes of fairy tales with qualities that are opposite to them; inventing fairy tales by analogy; dramatization of fairy tales; drawing illustrations for familiar or own fairy tales; telling excerpts from a fairy tale, according to his illustration; educational games based on fairy-tale images and plots.

One of the most common methods among teachers working towards the development of coherent speech of preschoolers when working with folklore tales is dramatization. Teaching the retelling of folklore tales includes introducing children to the visual and expressive means of a literary text.

In the studies of N.M. Pogosova, in order to develop the child's coherent speech, it is proposed to use the methodical method of inventing a fairy tale by a child, which can be put into the following scheme, which allows you to compose a logically completed fairy tale: 1) give a name to the main character; 2) come up with the location of the hero; 3) the environment of the protagonist (if any); 4) whether the hero has favorite and least favorite activities; 5) the main dream (desire) of the hero; 6) obstacles and difficulties on the way to the dream. (Who interfered with the hero? How? Who helped the hero, or does he manage on his own?); 7) completion of the fairy tale.

A generalization of the positions of a number of researchers (T.D. Zinkevich-Evstigneeva, N.V. Nishcheta, etc.) makes it possible to single out the following stages in the use of a fairy tale in the process of developing the speech of preschool children:

Stage I - cognitive orientation, understanding the plot of a fairy tale, expressive intonation and performance of a fairy-tale image. (The leading method is a verbal game.) The teacher intones the voices of the characters; uses onomatopoeic words (or animal voices) to develop the articulatory apparatus; introduces children to the semantic shades of words; draws the attention of children to the content side of the word.

Stage II - verbal commenting on situations. With the help of verbal descriptions of timbre, dynamics, expressive movements, children learn to achieve a rhythmic pattern with their behavioral reactions.

Stage III - joint improvisation, in which an adult offers to play out individual episodes of a fairy tale, while the main characters are the children themselves. This is how a replacement need is expressed, contributing to the balancing of emotional behavior. Children keep the storyline and at the same time try to add new elements to the fairy tale.

Classes with the use of a fairy tale, according to these authors, are built according to the following algorithm: we listen, tell, live and compose a fairy tale. .

Thus, the effectiveness of the use of folklore tales in the work on the formation of coherent speech among preschoolers will be realized with clear methodological guidance of pedagogical work in preschool institutions, as well as through certain methods and techniques for working with a folklore tale.

Chapter 2

2.1 Features of coherent speech of older preschoolers

To identify the level of development of coherent speech of older preschoolers, a stating experiment was conducted. The experiment involved 2 groups of children of senior preschool age (experimental and control groups). Experimental group - 18 people (9 girls and 9 boys). Control group - 18 people (8 girls and 10 boys). The study was conducted on the basis of GBOU school No. 2128 DO No. 1.

The children were offered a series of tasks to study the level of development of coherent monologue speech. The diagnostic technique of V.I. Yashina and M.M. Alekseeva.

Task number 1. The children were asked to listen to a small fairy tale (“The Cat and the Mouse”).

Children's retellings of the fairy tale were recorded and analyzed according to the following indicators: 1) understanding of the text - the correct formulation of the main idea of ​​the fairy tale; 2) text structuring - the ability to consistently and accurately build a retelling (it was revealed on the basis of a comparison of the retelling with the structure of the text); 3) vocabulary - the completeness of the use of the vocabulary of the original, the replacement of the author's expressive means with their own expressive means; 4) grammar - the correct construction of a sentence, the ability to use complex sentences; 5) fluency of speech - the presence or absence of long pauses; 6) independence - the presence or absence of the need for prompts in the course of retelling and re-reading the text.

Each of the indicators was evaluated separately. Text reproduction score ranged from 0 to 12 points, where 0 points - incorrect reproduction; violation of the structure of the text; poverty of vocabulary; numerous pauses; the need for hints; 1 point - minor deviations from the text; lack of violations of logic; lack of grammatical errors, the predominance of simple sentences; lack of long pauses; a small number of hints; 2 points - correct reproduction; consistent and accurate construction of the retelling; the use of copyright words and their exact word replacements; the presence of different types of sentences, the absence of grammatical errors; complete absence of unjustified pauses; independent retelling. Thus, a score of 12 points corresponded to a high level of text reproduction, a score of more than 6 points - to an average level, a score of less than 6 points - to a low level.

Task number 2. The children were offered a series of plot pictures on one topic (from the set of didactic materials by G. A. Kashe and T. B. Filicheva) .. The children were asked to carefully consider the pictures and make up a short story based on them. The stories were also recorded and analyzed in terms of subject-logical content and language design.

Speech was evaluated according to the following parameters: 1) integrity - the unity of the topic (0-2 points); 2) sequence and structural design (0-2 points); 3) connectedness - is assessed by analyzing the methods of interphrase communication, the number of sentences that are not related or formally related to each other is counted (0-2 points); 4) the length of the story, its volume - measured by counting words and sentences, the ratio of simple and complex sentences is established (0-2 points); 5) independence - is assessed by counting auxiliary questions (0-2 points); 6) smoothness - is assessed by counting long pauses that violate the integrity of the story (0-2 points). The maximum score for this method was also 12 points.

Comparative results of diagnosing coherent speech of children-participants of the experiment and children of the control group are presented in Table 1.

Table 1. The results of the ascertaining stage of the study of the level of development of coherent speech in children of senior preschool age in the experimental (EG) and control (CG) groups.

	job number	Total points		job number	Total points
Experimental group
				Maxim S.
Marina R.				Savely B.
Timofey R.
	Control group
	Veronica G.
	Vlad S.
	Marina A.
	Series A.
					Ramil M.
	Nikita T.				Andrew V.

Subsequently, the overall results of the development of coherent speech were determined by the sum of the points of the completed tasks (see Table 2):

High level - 17-24 points; Average level - 9-16 points; Low level - 0-8 points

Table 2. Generalized results of the study of the level of development of coherent speech in children of senior preschool age in the experimental (EG) and control (CG) groups.

A high level of coherent speech development was recorded in 8 children in the experimental group and in 5 children in the control group. Children correctly formulated the main idea of ​​the tale, consistently and accurately built a descriptive story from pictures, used simple and common sentences in their speech, nouns denoting the name of objects; adjectives denoting properties; verbs denoting the actions of heroes; prepositions used in speech.

The average level of coherent speech development was found in 7 children in the experimental group and in 9 children in the control group. The children were able to express the main idea of ​​the work, logically, coherently and consistently retold the tale, and also made up a story from the pictures, but with all this there was a small number of tips from the teacher. In their speech, these children most of all used nouns and verbs.

A low level of coherent speech development was found in 3 children in the experimental group and in 4 children in the control group. The children reproduced the text of the tale incorrectly or inconsistently with a violation of the structure, and found it difficult to compose a story from pictures. Their speech was characterized by numerous pauses, poor vocabulary, lack of a description of the appearance of the characters and the end of the text.

...

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Current teaching experience

The development of coherent speech of children through

educator MADOU "Kindergarten

combined type No. 8 Shebekino "

Shebekino

1. Information about experience ……………...3

2. Technology experience …………………..8

3. The effectiveness of the experience……………17

4. Bibliographic list ……….18

5. Application to experience ………………19

Experience Information

Preschool age is a period of active assimilation of the spoken language by the child, the formation and development of all aspects of speech: lexical, grammatical. Full knowledge of the native language in preschool childhood is a necessary condition for solving the problems of mental, aesthetic and moral education of children in the most sensitive period of development. The sooner the teaching of the native language is started, the freer the child will use it in the future. Often communicating with a person, it is by the content of speech, by its literacy, that we judge his culture, upbringing and general intellectual level. The better and clearer the child speaks for others, the easier it is for him to communicate with people. In connected speech, the main function of language and speech is realized - communicative. Communication with others is carried out precisely with the help of coherent speech. In coherent speech, the relationship between mental and speech development is most pronounced: the formation of a dictionary, speech, and the tic side. In order to successfully complete the primary education program, the speech of children entering the school must meet the requirements of the modern school. Among them, one can single out the content of children's speech, consistency and experience, accuracy and clarity of the stated thought, expressiveness. Therefore, the development of coherent speech is one of the main tasks that poses.

conditions for the emergence of experience.

Pedagogical activity with children according to this experience is carried out in the municipal autonomous preschool educational institution "Kindergarten of the combined type No. 8 in Shebekino".

Working with children, the teacher found that the speech of children is not sufficiently developed, characterized by the omission of semantic links, a violation of the logical sequence of the narrative, and long pauses. The children were passive during the discussion of the text, made mistakes in retelling, in independent stories, and needed constant help from the teacher. After analyzing the initial situation and conducting diagnostic examinations, the teacher came to the conclusion that it is necessary to use in their work such methods and techniques that would contribute to the most effective development of coherent speech. The child spends more time in kindergarten together with peers and a teacher, and it is necessary to create such a situation, a problem in order to direct the development of coherent speech in the right direction. But since there are a sufficient number of classes for the development of speech in the organized, it was necessary to find other forms of work. In the course of the work, having studied the methodological literature on this topic, observing the games of children, the teacher came to the conclusion that through the game in children of preschool age, the development of speech occurs faster. Why? Yes, because in preschool age the game is the main one. Didactic games are available to children from a very young age. It is with the help of didactic games that certain knowledge is transmitted to children, ideas about the environment are formed, speech develops, and they also teach them to play.

The relevance of experience.

Among the most important problems of working with preschoolers is the problem of the formation of coherent, grammatically correct speech. Today this problem is the most urgent.

Figurative, rich in synonyms, additions and descriptions, speech in preschool children is a very rare phenomenon. Meanwhile, mastering speech between the ages of three and seven is of key importance. Learn by playing! This idea captivated many teachers and educators. Didactic games, that is, educational games aimed at expanding, deepening and systematizing children's ideas about the environment, at educating cognitive interests and developing cognitive abilities, can become an effective means of developing coherent speech of children. Their main feature: tasks for the child are offered in a playful way. The relevance lies in the fact that children play, not suspecting that they are mastering some kind of knowledge, mastering the skills of actions with certain objects, learning with each other.

So, the relevance of the work lies in the fact that the didactic game:

Teaches to compose description stories, and then description riddles about objects and objects according to the model proposed by the plan; learns to speak coherently

proposed by the teacher or a collectively drawn up plan.

Improves the skill of retelling well-known fairy tales and short texts; the ability to answer questions briefly and completely, ask questions, conduct a dialogue, listen to each other to the end.

Improves the ability to "speak" the game situation and, on this basis, develop the communicative function of speech.

Contradictions were found in working with children:

Between the need to increase the level of development of coherent speech of preschoolers and the incomplete use of effective means of didactic play.

The leading pedagogical idea of ​​experience.

The leading pedagogical idea of ​​the experiment is to create the necessary conditions for the development of coherent speech of children, helping the child to adapt to the world around him through didactic play.

Length of experience.

Work on the experience was carried out for three years, from the moment a contradiction was discovered between the desired result and the actual one until the moment the effectiveness of the experience was revealed, from 2012 to 2015.

Experience range.

The range of experience is represented by a system of work in the organization of children's activities (classes, conversations, discussions of a problem situation, reading, storytelling, play activities, as well as in the free activities of children).

Theoretical base of experience.

The development of coherent speech is the central task of the speech education of children and is most closely connected with the development of consciousness, knowledge of the world around us, and the development of the personality as a whole. It is in coherent speech that the main communicative function of language and speech is realized. Features of the development of coherent speech were studied by other specialists in the field of psychology and methods of speech development.

By definition, a coherent speech is a speech that can be understood on the basis of its own subject content. In mastering speech, he believes, the child goes from part to whole: from a word to a combination of two or three words, then to a simple phrase, and even later to complex sentences. The final stage is a coherent speech, consisting of a series of detailed sentences. The grammatical connections in a sentence and the connections of sentences in the text are a reflection of the connections and relations that exist in reality. By creating a text, the child masters grammatical means and models this reality. The regularities of the development of coherent speech from the moment of its occurrence are revealed in the research. She showed that the development of coherent speech goes from mastering situational speech to mastering contextual speech, then the process of improving these forms proceeds in parallel with the formation of coherent speech, the change in its function depends on the content, conditions, forms of teaching the child with others, is determined by the level of his intellectual development. The formation of coherent speech in preschool children and the factors of its development were also studied.

During the period of active transformations in preschool pedagogy, the search for ways with children and the construction of new models of interaction between an adult and a child, the attention of scientists and practitioners is drawn to play activities. Studies by domestic psychologists have shown what happens in all types of activities, but, above all, in the game. The essence of the game, as the leading type of activity, is that children reflect in it various aspects of life, especially with adults, clarify their knowledge of the surrounding reality. The game is, in a way, a means of cognition of reality by the child. emphasized that the game is a complex psychological phenomenon that gives the effect of general mental development. According to the statement, the child “lives” in the game and the traces of this life remain deeper in him than the traces of real life. In the game, the child learns to subordinate his behavior to the rules of the game, learns the rules of communication with people, develops his mental abilities and cognitive interests, which are especially important for successful schooling. Playing for a child is a serious occupation. Practitioners have developed the principles, content and methods of mental education of children, allowing to increase the learning effect of education, which is essentially a didactic game.

A significant place in the development of the theory and methodology of didactic games belongs to. Being a supporter and follower of views on the importance of the native language and the development of the child, she especially notes the role of sensory perceptions and the development of the language and thinking of the child. She created a number of didactic games with an equipped doll, which contribute to the enrichment and consolidation of everyday vocabulary in children and the development of coherent speech. She emphasizes that didactic games pursue not only the goal of developing the speech of children, their meaning is wider. The active participation of children brings up collective skills in them, disciplines them, exercises memory, attention, and will. belongs to a number of didactic games created with the aim of teaching children color, shape, size; a consistent didactic material for games was created, mainly aimed at the development of the senses in children, where games with the material are built on the principle of pairing: two sticks, two vases, differing from each other in minor features. appreciated didactic games because they make it possible to simplify complex life situations, allow the teacher to develop logical thinking, the ability to analyze and synthesize, make judgments, simple inferences, which helps to realize the essential connections between objects and phenomena. Because of this, didactic games allow the educator to organize, expand the child's experience, systematically increase the stock of his ideas, contribute to the repetition of reactions, and this consolidate knowledge and skills. She saw the value of didactic games in the fact that they give food to the work of external senses, observation, judgment, thinking and open up the broadest paths for the development of language. believed that didactic games call to activity all mental abilities in their unity, among them sensory abilities are the initial ones. but not in themselves, but in connection with speech. In the didactic game, not one function or ability develops, but the whole personality of the child in the totality of physical and mental forces, which is very important for mental education.

Maria Vasilyeva
The development of coherent speech of preschool children through theatrical activities

MBDOU "Novosolyansky kindergarten "Spikelet"

PLAN FOR SELF-EDUCATION

Vasilyeva Maria Gennadievna

Topic: The development of coherent speech of preschool children through»

2017/2018 academic year

Relevance of the selected Topics:

Relevance. preschool An educational institution is the first and most responsible link in the general system of public education. Mastering the native language is one of the important acquisitions of the child in preschool childhood. Speech, in all its diversity, is a necessary component of communication, in the course of which it, in fact, is formed. The most important prerequisite for improving speech activities of preschoolers is the creation of an emotionally favorable situation, which contributes to the desire to actively participate in verbal communication. Development of coherent speech- one of the main and main tasks of the kindergarten. Connected speech - a semantic detailed statement providing communication and mutual understanding of people. Ownership liaison monologue speech - the highest achievement of speech education preschoolers. It incorporates the development of the sound culture of the language, vocabulary, grammatical structure and takes place in close connection with the development of all aspects of speech - lexical, grammatical, phonetic.

It is known that already from the youngest preschool age, the child shows great interest in linguistic reality, experiments with the word, creates new words, focusing on the semantic and grammatical side of the language. Only this development leads to a genuine mastery of all the riches of the language. By the way a child knows how to build his statement, one can judge the level of his speech development.

The most important prerequisite for improving speech activities of preschoolers is the creation of an emotionally favorable situation, which contributes to the desire to actively participate in verbal communication. And exactly theatrical the game helps to create situations in which even the most uncommunicative and constrained children enter into verbal communication and open up.

Among creative games, special love children enjoy playing in the “theater”, dramatizations, the plots of which are well-known fairy tales, stories, theatrical performances.

Theatrical activity is very important in the development of children's speech.. It allows you to solve many pedagogical problems related to the formation of expressiveness. child's speech, intellectual, artistic and aesthetic education. She is an inexhaustible source development of feelings, experiences and emotional discoveries, a way of familiarizing with spiritual wealth.

AT theatrical activities the child is liberated, conveys his creative ideas, receives satisfaction from activities.

Theatrical activity contributes revealing the personality of the child, his individuality, creativity. The child has the opportunity to express their feelings, experiences, emotions, resolve their internal conflicts.

Therefore, I believe that this work allows us to make the life of our pupils interesting and meaningful, filled with vivid impressions, interesting things, the joy of creativity.

Target:

create conditions for speech development of children through creative activity theatrical activities.

Tasks for the teacher:

Analysis of program and methodological materials, development of the structure of the program and methodological set;

Project development;

Definition and content of methods, technologies for effective use theatrical activities for the speech development of preschoolers;

Creation of subject- developing environment for the application of innovative and developing technologies in speech development by means of theatrical activities;

Identification of the level of mastering by children of the educational program in speech development;

Involvement of parents in joint theatrical activities.

Tasks for children:

Formation of the grammatical structure child's speech, his sound culture, monologue, dialogic form speeches, teaching effective communication and speech expressiveness;

Improving gaming skills and creative independence children through the production of musical theatrical tales, puppet shows, dramatization games, acting training exercises;

Activation of the thought process and cognitive interest in children

The study of educational literature

1. Alekseeva M. M., Yashina V. I. Methods speech development and teaching mother tongue preschoolers. M., 2000.

2. Alekseeva M. M., Yashina V. I. Speech preschool development. M., 1998.

3. Ushakova O. S., Ilyashenko M. V. Education of the culture of speech communication in preschool childhood. Yelets, 2003.

4. Yashina V. I. The study of speech readiness children for schooling// Diagnostics of readiness children to school. M., 2008.

5. Artemova L.V. Theatrical games. "Mosaic - synthesis" 2010.

6. Ershova A. E. Lessons theater. M., 2003

7. Rumyantseva E. A. Projects in preschool educational institutions. Learning Practice children 3-7 years old. Id. "Teacher" AT. ,

8. Chernikova E. F. Origami for kids. M. 2010.

Form of self-education: individual.

Progress report form work:

Presentation on the topic.

Photo report on the DOW website

Theoretical part

1. The study of scientific and methodological literature on this topic. During a year

2. Acquaintance with advanced pedagogical experience in this topic: attending lectures, conferences, seminars, round tables, webinars, trainings, master classes. During a year

3. Participation in competitions of professional skill. Participation in competitions on the Internet.

Publishing activity(publications in

specialized publications, placement of their developments on websites on the Internet). During a year

Practical part

4. Drawing up a card index theatrical games,

gymnastics for the eyes children of senior preschool age.

Folder design « Theatrical games» . During a year

5. Drawing up a complex of articulation gymnastics “Cheerful tongue.

Teaching parents articulation exercises at home.

Making the folder "Complex of gymnastics "Cheerful tongue" During a year

During a year

6. Carrying out gymnastics of the mimic muscles of the face. Folder design "Complex of gymnastics of mimic muscles of the face" During a year

8. Design of thematic stands "Fostering Friendships in Play", « Development

children performing skills” (consultation for parents. February-April

9. Master class for parents "Finger do-it-yourself theater» . January

10. Creation of RPPS: refill theater corner in the group. During a year

11. Summing up on the topic of self-education. Presentation for colleagues. May

Plan of work with children

Topic Month Form of work

Lesson number 1. "What

theatre". September Formation children concept about theater.

Lesson number 2. "We are actors". Getting started on development of creativity in children

abilities means theatrical activities.

Lesson number 3. Fairy tale retelling

"Three Bears". October Training children storytelling

modeling fairy tales.

Lesson number 4. Showing a fairy tale

"Three Bears"

Education children storytelling through theatrical activities

Lesson number 5. "Good and Evil

deeds." November Management of emotions in conflict situations;

formation of a conscious

relationship to social

norms, strengthening the skills of benevolent behavior.

Lesson number 6. Rhythmoplasty. Introduction to fairy tale "Winter hut of animals" Development in children ability to use gestures;

motor abilities:

dexterity, flexibility, mobility.

Lesson #7 Rehearsal

finger theater"Winter hut of animals". December Increasing the level of speech development. Foster partnerships between children.

Lesson number 8. Show

finger theater

parents "Winter hut of animals". Creation of favorable conditions for creative

activity at children

through theatrical activities.

Lesson number 9. Story "Three Bears" in a new way. January Formation children's drafting skills

fairy tale text based on a familiar work.

Lesson number 10. Show

desktop theater"Masha and

bear "" for children of the younger

preschool age. Accustom children in role play

plays. Develop expressiveness of speech.

Foster partnerships between children.

Lesson number 11. Russian

folk tale "Sister

Alyonushka and brother

Ivanushka. February

participate in the dramatization of a fairy tale, learn to give a description

appearance of characters, their actions, experiences.

Lesson number 12. Fairy tale retelling

"Sister Alyonushka and brother

Ivanushka. Learning to retell "along the chain". Form an emotional child development practice using gestures.

Lesson number 13. playing out

fairy tales "Sister Alyonushka and brother Ivanushka". March develop creative, speech activity,

artistic ability.

Lesson number 14. Mimic gymnastics. Games on development mimic expression. Develop artistic ability, learn to visually convey the characteristic features of characters.

Lesson number 15 Retelling a fairy tale "The Scarlet Flower". April Consolidate skill

expressively retell a fairy tale, cultivate interest in fiction.

Lesson number 16. Performance show "The Scarlet Flower" children

junior preschool

age. Develop ability to communicate expressively

images. Learn to combine speech with movement.

Cultivate communication skills.

Lesson number 17. Performance show "The Scarlet Flower" for parents. May Formation ethically valuable children

skills and behaviors in relation to

other people development of communication

social

activity

preschoolers.

Certificate:

The formation of coherent speech is one of the most important tasks of working with preschoolers. Practice shows that on their own, without special training, children cannot master such a complex type of speech activity as contextual, descriptive-narrative speech, since psychologically it is considered more complex than colloquial-everyday speech.

There are a number of methods, methodological developments, scientific papers, articles on the development of speech of preschoolers (A.M. Borodich, L.N. Efimenkova, V.P. Glukhov, V.I. Seliverstov, T.B. Filicheva, G.V. Chirkina, E. I. Tikheeva, A. V. Yastrebova, V. V. Vorobieva, T. A. Tkachenko, E. M. Mastyukova, T. V. Tumanova, etc.).

Each child must learn to express his thoughts in a meaningful, grammatically correct, coherent and consistent way. At the same time, children's speech should be lively, direct, expressive.

Coherent speech is inseparable from the world of thoughts: the coherence of speech is the coherence of thoughts. Coherent speech reflects the logic of the child's thinking, his ability to comprehend what he perceives and express it in correct, clear, logical speech. By the way a child knows how to build his statement, one can judge the level of his speech development.

The success of teaching children at school largely depends on the level of mastery of coherent speech. Perception and reproduction of textual educational materials, the ability to give detailed answers to questions, to express one's own opinions independently - all these and other educational activities require a sufficient level of development of coherent speech.

The ability to tell helps the child to be sociable, overcome silence and shyness, develops self-confidence.

Under coherent speech is understood as a detailed presentation of a certain content, which is carried out logically, consistently and accurately, grammatically correct and figuratively.

Connected speech- this is a single semantic and structural whole, including interconnected and thematically united, complete segments.

Connected speech is not just a sequence of words and sentences, it is a sequence of thoughts related to each other, which are expressed in exact words in well-formed sentences.

The concept of "coherent speech" refers to both dialogic and monologic forms of speech. Each of them has its own characteristics.

Flow form dialogical speech encourages incomplete, monosyllabic answers. Incomplete sentence, exclamation, interjection, bright intonational expressiveness, gesture, facial expressions, etc. - the main features of dialogical speech. For dialogical speech, it is especially important to be able to formulate and ask a question, build an answer in accordance with the question asked, give the necessary cue, supplement and correct the interlocutor, argue, argue, more or less motivatedly defend one's opinion.

monologue speech how the speech of one person requires unfolding, completeness, clarity and interconnection of individual parts of the narrative. A monologue, a story, an explanation require the ability to focus one's thoughts on the main thing, not to get carried away by the details and at the same time speak emotionally, vividly, figuratively.

Maincharacteristics of a connected expanded statement:

Thematic and structural unity;
- adequacy of the content to the set communicative task;
- arbitrariness, planning and conciseness of presentation;
- logical completeness;
- grammatical coherence;
- comprehensibility for the interlocutor.

Target speech development of preschool children - the formation of not only correct, but also good oral speech, taking into account their age characteristics and capabilities.

The main function of connected speech is communicative. It is carried out in two main forms - dialogue and monologue. Each of these forms has its own characteristics that determine the nature of the methodology for their formation.

The development of both forms of coherent speech plays a leading role in the process of speech development of the child and occupies a central place in the overall system of work on the development of speech. Connected speech incorporates all the achievements of the child in mastering the native language, its sound system, vocabulary, and literate system.

Coherent speech performs the most important social functions: it helps the child to establish connections with people around him, determines and regulates the norms of behavior in society, which is a decisive condition for the development of his personality.

Learning coherent speech has an impact on aesthetic education: retellings of literary works, independent children's compositions develop the imagery and expressiveness of speech.

Requirements for children in speech activity:

Meaningfulness, i.e. full understanding of what they are talking about;
- Completeness of transmission, i.e. the absence of significant omissions that violate the logic of presentation;
- Subsequence;
- Wide use of vocabulary, phrases, synonyms, antonyms, etc.;
- The correct rhythm, the absence of long pauses;
- Culture of presentation in the broad sense of the word:
- the correct, calm posture during the statement, addressing the audience,
- intonation expressiveness of speech,
- enough volume
- intelligibility of pronunciation.

The development of coherent speech occurs gradually along with the development of thinking and is associated with the complication of children's activities and forms of communication with people around them.

By the end first year life - the beginning second year life, the first meaningful words appear, but they mainly express the desires and needs of the child. Only in the second half of the second year of life do words begin to serve as designations for the baby for the subject. By the end of the second year of a child's life, words begin to take shape grammatically.

On the third year In life, both understanding of speech and active speech develop rapidly, vocabulary increases dramatically, and the structure of sentences becomes more complicated. Children use the original form of speech - dialogical, which is associated with the practical activities of the child and is used to establish cooperation in joint subject activities.

The kindergarten program provides for the teaching of dialogic and monologue speech. Work on the development of dialogic speech is aimed at developing the skills necessary for communication. Dialogic speech is a particularly vivid manifestation of the communicative function of language.

Consider the content of the requirements for dialogic speech by age groups.

In early age groups the task is to develop understanding of speech and use the active speech of children as a means of communication. Children are taught to express requests and desires in a word, to answer some questions from adults (Who is this? What is he doing? What? What?). They develop the initiative speech of the child, encourage him to turn to adults and children on various occasions, form the ability to ask questions.

At preschool age the educator should ensure that each baby easily and freely enters into communication with adults and children, teach children to express their requests in words, clearly answer adults' questions, and prompt the child to talk with other children.

You should cultivate the need to share your impressions, the habit of using simple formulas of speech etiquette (say hello, say goodbye in kindergarten and family), talk about what you did, how you played, encourage children to try to ask questions about their immediate environment (Who? What? Where? What does it do? Why?).

Middle preschool age children are taught to willingly communicate with adults and peers, answer questions and ask them about objects, their qualities, actions with them, relationships with others, support the desire to talk about their observations and experiences.

The teacher pays more attention to the quality of the children's answers: he teaches to answer both in a short and in a common form, without deviating from the content of the question. Gradually, he introduces children to participate in collective conversations, where it is required to answer only when the teacher asks, listen to the statements of comrades.

The education of a culture of communication continues: the formation of skills to greet relatives, friends, group mates, using synonymous etiquette formulas (Hello! Good morning!), answer the phone, not interfere in the conversation of adults, engage in conversation with strangers, meet a guest, communicate with him.

Forms of organizing the teaching of coherent speech for children in senior and preparatory groups can be different: classes, games, excursions, observations.

Tasks and content of teaching monologue speech.

They are determined by the peculiarities of the development of coherent speech of children and the peculiarities of the monologue statement.

There are types of monologues:

Description is a characteristic of an object.
Narration is a connected story about some events.
reasoning- This is a logical presentation of the material in the form of evidence.
retelling- this is a meaningful reproduction of a literary sample in oral speech.
Story- this is an independent detailed presentation by the child of a certain content.

In age groups, these types of monologue speech occupy a different place.

AT early age prerequisites for the development of monologue speech are created. In the third year of life, children are taught to listen and understand short stories and fairy tales that are accessible to them in terms of content, to repeat individual remarks and phrases by imitation. In 2-4 phrases, talk about the picture or what you saw on the walk.

Purposeful learning of coherent monologue speech begins in second junior group. Children are taught to retell fairy tales and stories that are well known to them, as well as to tell from visual material (description of toys, storytelling from a picture with a plot close to childhood experience - from the series “We are playing”, “Our Tanya”). The educator, through the dramatization of familiar fairy tales, teaches children to make statements and narrative type. He tells the child the ways of connections in the sentence, sets the scheme of statements (“The bunny went ... There he met ... They became ...”), gradually complicating their content, increasing the volume.

In individual communication, children are taught to talk about topics from personal experience (about their favorite toys, about themselves, about their family, about how they spent the weekend).

AT middle group children retell the content of not only well-known fairy tales and stories, but also those that they heard for the first time. In storytelling from a picture and a toy, children first learn to build statements of a descriptive and narrative type. Attention is drawn to the structural design of descriptions and narratives, an idea is given of the different beginnings of stories (“Once”, “Once”, etc.), the means of connection between sentences and parts of a statement. An adult gives the children an idea and offers to fill it with content, to develop the plot ("Once ... the animals gathered in the clearing. They became ... Suddenly ... The animals took ... And then ...").

It is necessary to teach children to include in the narrative elements of descriptions of characters, nature, dialogues of the heroes of the story, to accustom them to the sequence of storytelling. By the end of the year, children, with the help of a teacher, are able to compose a story based on a series of plot pictures: one child tells one picture at a time, the other continues, and the teacher helps to connect the transitions from one picture to another (“And then”, “At this time”, etc.). P.).

With systematic work, children can make up short stories from personal experience, first based on a picture or a toy, and then without relying on visual material.

If a monologue speech develops in the education of children, then one of the conditions for the development dialogical speech is the organization of the speech environment, the interaction of adults with each other, adults and children, children with each other.

The main method of formation dialogical speech in everyday communication is the conversation of the educator with the children. An effective method is also a didactic game, an outdoor game, using verbal instructions, joint activities and specially organized speech situations.

The work on the development of coherent speech is time-consuming and always falls almost entirely on the shoulders of teachers. The teacher has a great influence on the speech of children. In this regard, his own speech should be clear, grammatically correct, emotional.

However, the ongoing work in the kindergarten is not enough. It must be supplemented with homework with the child.

The sequence of work on connected speech:

Education of understanding of coherent speech;
- education of dialogic coherent speech;
- education of monologue coherent speech:
- work on the retelling;
- work on compiling a story-description;
- work on compiling a story based on a series of plot pictures;
- work on compiling a story based on one plot picture;
- Work on your own story.

Methods of work on the formation of coherent speech.

1. Conversation with a child using colorful pictures, expressive intonation, facial expressions, gestures.

2. Reading stories or fairy tales.

An adult can ask questions about the content of the story to clarify the child's understanding of causal relationships (Why did this happen? Who is to blame? Did he do the right thing? Etc.) Understanding the meaning of the story is also evidenced by the ability to retell it in your own words.

3. Conversation (dialogue).

You can talk on various topics: about books, films, excursions, and it can also be conversations based on pictures. The child must be taught to listen to the interlocutor without interrupting, to follow the course of his thought. In a conversation, the questions of an adult should become more complicated gradually, as well as the answers of children. We start with specific questions that can be given one option for a short answer, gradually complicating the questions, and requiring more detailed answers. This is done with the aim of a gradual and imperceptible transition to monologue speech for the child.

An example of a "complicated" conversation.

What animals do you see in this picture?
- Wolf, bear and fox.
- What do you know about the wolf?
- He is gray evil and lives in the forest. He also howls at night.
- What can you say about a bear?
- He is big, brown, winters in a den.
- What do you know about the fox?
- She is very sly, red-haired and has a big fluffy tail.
- Where did you see these animals?
- In the zoo, where they live in cages.
- What fairy tales do you know about a bear, a fox, a wolf? etc.

4. Writing a descriptive story.

The child masters the first skills of a coherent presentation of thoughts “on one topic”, at the same time he learns the signs of objects, and, consequently, the vocabulary expands.
To enrich the vocabulary, it is very important to carry out preparatory work for compiling each story-description, reminding the child of the features of the objects described.
First, describe single objects, and then move on to comparative descriptions of homogeneous objects, learn to compare animals, fruits, vegetables, trees, etc.

An example of compiling a descriptive story according to the scheme.

5.Drawing up a story based on a series of plot pictures.

The number of plot pictures in the series is gradually increasing, and the description of each picture becomes more detailed, consisting of several sentences.
As a result of compiling stories based on a series of pictures, the child must learn that stories must be built in strict accordance with the sequence of pictures, and not according to the principle “What is the first thing you remember, talk about it.”

Examples of a series of plot pictures.

6. Drawing up a story based on a plot picture.

When compiling a story based on one plot picture, it is very important that the picture meets the following requirements:

It should be colorful, interesting and attractive to the child;
- the plot itself should be understandable to a child of this age;
- there should be a small number of actors in the picture;
- it should not be overloaded with various details that are not directly related to its main content.

It is necessary to invite the child to come up with a name for the picture. The child must learn to understand the very meaning of the event depicted in the picture and determine their attitude towards it. Previously, an adult should think over the content of the conversation about the picture and the nature of the questions asked to the child.

Examples of plot pictures:

7.Retelling.

In the process of working on the retelling, the child develops and improves attention and memory, logical thinking, and an active vocabulary. The child remembers grammatically correct turns of speech, patterns of its construction. Acquaintance of the child with the information contained in stories and fairy tales, new to him, expands the range of his general ideas and contributes to the improvement of his monologue speech as a whole.

When working on a retelling of a specific text, you first need to expressively read or tell the child an interesting and accessible story in terms of content and then ask if he liked it.

You can also ask a few clarifying questions about the content of the story. Be sure to explain to the child the meaning of unfamiliar words. It is important to pay attention to the "beautiful" turns of speech. You can see the illustrations. Before re-reading the story, invite the child to listen to it carefully again and try to remember, and then retell it close to the original.

It is important to exercise the child in other types of retelling:

- Selective retelling. It is proposed to retell not the whole story, but only a certain part of it.

- Brief retelling. It is proposed, omitting less significant points and without distorting the general essence of the story, to correctly convey its main content.

- creative storytelling. The child needs to supplement the heard story with something new, add something of his own to it, while showing elements of fantasy. Most often, it is proposed to come up with a beginning or end to the story.

- Retelling without relying on visualization.

When evaluating the quality of children's retelling, it is important to consider the following criteria:

The completeness of the retelling;
- the sequence of presentation of events, compliance with cause-and-effect relationships;
- the use of words and turns of the author's text, but not a literal retelling of the entire text (retelling “in your own words” is also very important, indicating its meaningfulness);
- the nature of the sentences used and the correctness of their construction;
- the absence of long pauses associated with the difficulty of choosing words, building phrases or the story itself.

8. Self storytelling.

The transition to self-compilation of stories should be sufficiently well prepared by all previous work, if it was carried out systematically. Most often these are stories from the personal experience of the child. A story from personal experience requires the child to be able to independently select the right words, correctly build sentences, and also determine and retain in memory the entire sequence of events. Therefore, the first small independent stories of children must necessarily be connected with a visual situation. This will “enliven” and supplement the child’s vocabulary necessary for compiling a story, create an appropriate inner mood in him and allow him to more easily follow the sequence in describing the events he has recently experienced.

Examples of topics for such stories can be the following:

A story about a day spent in kindergarten;
a story about the impressions of visiting the zoo (theater, circus, etc.);
a story about a walk in the autumn or winter forest.

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

Purpose of the lesson	Task types
Learning to retell	Dramatization games on the plot of the retold work. Exercises in modeling the plot of the retold work (using a picture panel, a visual diagram). Drawing on the theme (plot) of the retold work, followed by the compilation of stories based on the completed drawings. 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.
Picture storytelling training	Coming up with a title for a painting or a series of paintings. Coming up with a title for each consecutive picture of the series (for each fragment - episode). Games-exercises to reproduce elements of the visual content of the picture ("Who is the most attentive?", "Who remembered better?", etc.). Acting out the actions of the characters in the picture (dramatization game using pantomime, etc.). Coming up with a continuation to the action depicted in the picture (their series). 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, children restore the content of the fragment depicted in the picture, but closed by the screen).
Learning to describe objects	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 in the preparation of descriptive stories ("Shop", "The dog is gone", etc.).

T.A. Tkachenko proposes a method for the formation of coherent speech in children with general underdevelopment of speech. She highlights two main assets, facilitating and guiding the process of formation of a detailed semantic statement in a child:

visibility;
- modeling of the utterance plan.

The methodology uses exercises that are arranged in order of increasing complexity with a gradual decrease in clarity and “folding” of the utterance plan.

T.A. Tkachenko proposes the following order of work on the development of coherent speech.

1. Reproduction of a story based on the demonstrated action.

Here, visualization is presented to the maximum: in the form of objects, objects and actions with them, directly observed by children. The plan of the statement is the order of actions performed in front of the children. The necessary speech means for children are given by a sample story of a speech therapist.

2. Compiling a story based on the demonstrated action. The visibility and plan of the statement are similar to those used at the previous stage; complication is achieved due to the lack of a sample story, which, in addition, allows you to diversify the lexical and grammatical content of coherent speech.

3. Retelling a story using a flannelgraph. In this type of storytelling, direct actions with objects and objects are replaced by actions on a flannelgraph with subject pictures; the storytelling plan is provided by the order of the pictures, sequentially displayed on the flannelgraph.

4. Retelling of the story with visual support in the form of a series of plot pictures. Visualization is represented by objects, objects and actions with them depicted in plot pictures; their sequence serves at the same time as the plan of the utterance; a sample story of a speech therapist gives children the necessary speech means.

5. Drawing up a story based on a series of plot pictures. The visibility and plan of the statement are provided by the same means as in the previous stage; complication is achieved due to the lack of a sample of the speech therapist's story.

6. Retelling of the story with visual support in the form of one plot picture. Visibility is reduced due to the lack of visible dynamics of events: children observe, as a rule, the final stage of actions; modeling the plan of the story is achieved by using a sample of a speech therapist and his question plan.

7. Compilation of a story based on one plot picture. The absence of a pattern further complicates the task of compiling a coherent statement. At this stage, the prerequisites are created and it is possible to start working on creative storytelling.

8. Comparison of objects and objects with the help of auxiliary means(schemes for compiling descriptive and comparative stories).

9. Description of objects and objects with the help of auxiliary means.

Lesson examples

Lesson #1

Topic: Reproducing a story based on a demonstrated action

Goals. To teach children to answer the question in detail, with a full answer - a phrase of 3-4 words; retell the text, composed of 3-4 simple sentences, with visual support in the form of observed objects and actions with them; develop children's attention.

Course progress. The lesson begins (as well as 3 subsequent ones) with a “performance” played by a boy and a girl from the kindergarten group. The speech therapist discusses all the actions of the "artists" with them in advance. The rest of the children are watching the actions of the boy and the girl, sitting on the chairs.

The story of the game

Tells an adult at the end of the performance.

Katya and Misha entered the group. Misha took the typewriter. Katya took a Barbie doll. Misha drove the car. Katya was combing a Barbie doll. The children were playing.

Questions for the story

The answer is given in a complete sentence.

Who is in the group? - Where did the children go? - What did Misha take? - Who did Katya take? - What did Misha ride? - Who was combed by Katya?

At the very beginning of learning the question “what did you do?” should be avoided as it is difficult for children to answer.

Exercises

1. Analysis of the sentence in order to include or not include it in the story

An adult pronounces a sentence and invites the child to guess whether it fits this story or not.

Katya sat down on the carpet. Misha had breakfast for a long time.

Misha crawled on the carpet. Mom bought Katya a hat.

Misha has a cat. Katya loves her dog.

Misha loves cars.

2. Establishing the order of sentences in the story

An adult pronounces pairs of sentences and invites the child to determine which the sentence should follow in the story earlier, and which one later.

Katya took the doll. Katya joined the group.

Katya combed the doll. Katya took the doll.

Misha took the typewriter. - Misha rolled the car.

Each pair of sentences must be pronounced by the child.

3. Selection of supporting verbs from the story and establishing their sequence

An adult invites the child to choose words from the story - the names of actions (entered, took, took, rolled, combed, played), and then say which action was performed earlier, which later:

combed - entered

took - rolled

played - logged in

combed - took

4. Retelling the story entirely from memory or using a picture

The adult should encourage the child to include any additions and clarifications as they relate to the story.

5. The results of the lesson.

Lesson #2

Topic: Drawing up a story in the wake of the demonstrated action

Goals. To teach children to answer the question with a phrase of 3-5 words, building it in full accordance with the word order in the question. Learn to combine phrases into a story of 4-5 sentences with visual support in the form of natural objects and actions with them.

Course progress. The lesson starts with watching a play. Children watch how 2 "artists" perform actions in the locker room that were previously agreed with them by a speech therapist. Since in this lesson the children do not retell the finished story, but compose it themselves, at the beginning they answer questions about the “performance” they have watched.

Questions

(The questions use the names of the children who participated in the acting out of the scene.)

Where did Masha and Vitya go? - What did Vitya discover? - What did Vitya get?
- What did Vitya wear? - What did Masha discover? - What did Masha get?
- What did Masha wear? - What did Masha tie?

And so on, in accordance with the actions taken.

Exercises

1. Drawing up a story in the wake of the demonstrated action

The adult invites the child to remember what they observed in the lesson, what questions the speech therapist answered. After repeating the supporting questions, you can invite the child to compose a story.

sample story

The sample is given in case of difficulties for the child in compiling the story.

Masha and Vitya entered the locker room. Vitya opened the locker and took out overalls. Vitya put on his overalls and zipped them up. Masha opened the locker and took out her shoes. Masha tied her shoelaces (laced up her boots). The children were going for a walk.

2. Analysis of the sentence in order to include or not include it in the story

Vitya has a new overalls. Masha has a bicycle.

Masha sat down on a bench. Vitya drank the juice.

Vitya stood near the locker. Masha put on a hat.

Vitya put on his boots. Etc.

3. Vocabulary work

Clarification of the meaning of some verbs:

to tie, dress (someone),

fasten, put on (on oneself, on someone),

lace up, fake (something).

Word selection.

What can be tied? fasten? lace up?

Who can be dressed up? Who to wear? What to put on?

4. Identification of words denoting action and restoration of the story based on these key words:

entered, opened, took out, put on, buttoned up, opened, took out, tied up, laced up.

5. Adding a sentence logically related to the previous one

Victor opened the locker. ... Masha took out her boots. ...

Masha and Vitya entered the locker room. ... Vitya fastened the zipper. ...

6. The results of the lesson.

In conclusion, I would like to remind once again that it is in coherent speech that all the speech “acquisitions” of the child are most clearly manifested: the correctness of pronunciation, the richness of the vocabulary, the possession of grammatical norms of speech, its figurativeness and expressiveness.

In order for a child’s coherent speech to be able to acquire all the qualities necessary for it, it is necessary to consistently go with him through the entire complex, interesting and quite accessible path for him.

For the effective formation of coherent speech, it is necessary to enrich not only linguistic, but also objective reality. It is advisable to use bright visual design, a variety of methods and techniques in the classroom and in free activities, to consolidate the coherent speech skills acquired by children in the classroom in their daily lives.

In kindergarten, the task of forming coherent speech in children can be successfully solved if general educational tasks are jointly implemented, with close continuity in the work of teachers and parents.

Bibliography

1. Tkachenko T.A., Logopedic notebook. Formation and development of coherent speech. Moscow, Gnome i D, 2001.
2. Tkachenko T.A., “We teach to speak correctly” (a system for correcting general underdevelopment of speech in children aged 5-6), Moscow, 2004
3. Tkachenko T.A., “Formation of coherent speech”, “Collection of exercises and guidelines”, Moscow, 2003
4. "Speech and voice disorders in children", edited by S.S. Lyapidevsky and S.N. Shakhovskoy, Moscow, 1969
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10. Borodich A. M., "Methods of development of children's speech." Moscow, 1984
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19. Konovalenko V. V., Konovalenko S. V., “Front speech therapy classes in the senior and preparatory group for children with ONR. I, II, III periods”, Moscow, 2000.

“Speech is an amazingly powerful tool, but you need to have

a lot of mind to use it»

G. Hegel.

Speech is one of the important lines of child development. It is closely connected with intellectual development, it renders a great service in the knowledge of the surrounding world.

The goal of the speech development of preschool children is the formation of not only correct, but also good oral speech, taking into account their age characteristics and capabilities.

Speech is one of the types of human communicative activity, the use of language means to communicate with other members of the language community.

KD Ushinsky said that the native word is the basis of all mental development and the treasury of all knowledge. Timely and correct mastery of speech by a child is the most important condition for full-fledged mental development and one of the directions in the pedagogical work of a preschool institution. Without well-developed speech, there is no real communication, no real progress in learning.

The development of speech is a purposeful and consistent pedagogical work, involving the use of an arsenal of special pedagogical methods and the child's own speech exercises.

Connected speech is understood as a semantic detailed statement (a series of logically combined sentences) that provides communication and mutual understanding. Connectivity, S. L. Rubinshtein believed, is “the adequacy of the speech formulation of the speaker’s or writer’s thought from the point of view of its intelligibility for the listener or reader.” Therefore, the main characteristic of coherent speech is its intelligibility for the interlocutor. Connected speech is a speech that reflects all the essential aspects of its subject content.

The main characteristic of coherent speech is its intelligibility for the interlocutor.

The main function of connected speech is communicative. It is carried out in two main forms - dialogue and monologue. The development of both forms of coherent speech plays a leading role in the process of speech development of the child and occupies a central place in the overall system of work on the development of speech can be considered both as a goal and as a means of practical language acquisition.

Coherent speech performs the most important social functions: it helps the child to establish connections with people around him, determines and regulates the norms of behavior in society, which is a decisive condition for the development of his personality.

The richer the child's speech, the easier it is for him to express his thoughts, the wider his possibilities in knowing the world around him, the more meaningful and full the relationship with peers and adults, the more actively his mental development is carried out.

But the child's speech is not an innate function. It develops gradually, along with its growth and development. Speech must be formed and developed in conjunction with the overall development of the child.
Didactic games help to solve this problem, which are not only a game method of teaching preschool children, but also an independent game activity, as well as a means of comprehensive development of the child.
A didactic game is an excellent tool for learning and development, used in the assimilation of any program material, as well as in independent activities.
The idea of ​​including a didactic game in the learning process has always attracted domestic teachers.
Even Konstantin Dmitrievich Ushinsky noted that children learn new material more easily during the game, and recommended trying to make classes more entertaining, since this is one of the main tasks of teaching and educating children.
Specially selected games and exercises make it possible to favorably influence all components of speech.

Didactic game is a strong stimulator of mental and communicative activity of children. It allows you to consolidate the knowledge and skills of children, put them into practice, teaches them to work independently, observe the norms of speech etiquette, and activates creative activity.

Didactic games for solving problems of speech development, consolidate and clarify the vocabulary, changes and formation of words, exercise in compiling coherent statements, develop explanatory speech.

To choose a didactic game, you need to know the level of preparedness of the pupils. In other words, when defining a didactic task, it is necessary, first of all, to keep in mind what knowledge, ideas should be acquired, consolidated by children, what personality traits can be formed in them by means of this game. Each didactic game has its own learning task, which distinguishes one game from another. Compliance with the rules in the game requires from children certain efforts of will, the ability to communicate with peers.

Thus, the use of didactic games in work contributes to the development of children's speech activity. It must be remembered that the development of the speech of preschoolers in the course of play activities is an attempt to teach children lightly, joyfully, without coercion. It is important that these two goals complement each other and ensure the assimilation of the program material. The game helps to make any educational material exciting, causes deep satisfaction in children, stimulates working capacity, and facilitates the process of mastering knowledge. In this regard, all conditions must be created in the kindergarten for a variety of games that ensure the comprehensive development of each child.