creative stories
| Parameter name | Meaning |
| Article subject: | creative stories |
| Rubric (thematic category) | Lectures and articles |
When compiling a creative story, the child must independently think over the content, which must be logically built and put into the correct verbal form corresponding to this content.
In order to compose a good story, you need to know the ᴇᴦο composition (outset, climax, denouement), have a large vocabulary, be able to build content in an interesting and entertaining way, accurately and expressively convey your idea.
A child can learn how to coherently express his thoughts and compose stories only through systematic study, through constant exercises. There are different types of creative stories.
Inventing the continuation and ending of the story. The teacher tells the beginning of the story, ᴇᴦο the plot, and the main events and adventures of the characters are invented by the children. An example is the unfinished story by L.A. Penevskaya ʼʼHow Misha lost his mittensʼʼ (see: Anthology for older children of preschool age. M., 1976). The teacher asks the children questions: ʼʼDid Misha find his mitten? How did it happen? Who helped him?ʼʼ This gives an impetus to the creative imagination of children. However, ᴇᴦο must be directed in such a way that children create believable, life situations. If the stories are monotonous, you should talk about what else could happen to Mishino's mittens, that is, offer various options (it must have been caught on a bush or a puppy dragged her, etc.).
A prerequisite is a reminder to the children that they do not repeat the plot of a friend and come up with their own version. The themes of the stories are the most diverse: ʼʼWhat happened to Yuraʼʼ, ʼʼHow Volodya helped Lenochkaʼʼ, ʼʼAn incident in the forestʼʼ. It should also be a fairy tale: ʼʼThe adventures of a hareʼʼ, ʼʼWhat the hedgehog told me in secretʼʼ.
Coming up with a story or a fairy tale according to the plan of the educator requires more independence, since the plan outlines only the sequence of storytelling, and the development of the content will have to be carried out by the children on their own.
L. A. Penevskaya proposes to draw up a plan in a natural colloquial form. For example, in inventing a fairy tale ʼʼThe Adventures of a Hedgehogʼʼ, the teacher gives the following plan: ʼʼFirst, tell how the hedgehog got ready for a walk, what he saw interesting on the way to the forest, and think of what happened to himʼʼ. In the future, when the children learn to compose stories according to the proposed plan, there is no need for it.
Coming up with a story on a topic proposed by the teacher (without a plan) gives an even greater impetus to creative imagination and independence of thought, the child acts as the author, independently chooses the content of the story and ᴇᴦο form. The very wording of the topic should emotionally set the children up to compose a story. Some stories can be united by one theme, for example, a series of stories about Lena. ʼʼLena's new dressʼʼ, ʼʼWhat kind of toy did Lena like in kindergartenʼʼ, etc. Children learn to visually and figuratively describe objects, convey the feelings, mood and adventures of the characters, and come up with an interesting ending to the story on their own. (Recommendation by E. P. Korotkova.)
You can also give various topics for inventing fairy tales about animals: ʼʼThe birthday of the foxʼʼ, ʼʼHow the hare walked through the forestʼʼ, ʼʼThe adventures of the wolfʼʼ, etc.
The most difficult type of storytelling is to invent a story or fairy tale on a topic of your own choice. Here, success largely depends on how the teacher will be able to interest children, create an emotional mood for them, and give impetus to creative imagination. This type of creative storytelling can sometimes be carried out under the motto ʼʼWho will come up with a fairy tale more interestingʼʼ.
It is very important to teach children to evaluate the stories and fairy tales invented by their comrades, to see the positive and negative sides of the stories. For this, the tutor gives an assessment sample, for example, says: ʼʼI liked Olya's fairy tale. It interestingly describes the adventures of a squirrel and her friends. Olya told her story expressively. She calls the squirrel very well - ʼʼred coatʼʼ.
It is necessary to pay attention both to the interesting, entertaining content of the story, and to the verbal form to which this content is conveyed, to carefully monitor how children use learned words and expressions in independent creative activity.
The most difficult for children are descriptive stories about nature. This type of storytelling is taught gradually, under the influence of the teacher's precise instructions. So, before talking about a specific time of the year (ʼʼSpringʼʼ, ʼʼMy favorite seasonʼʼ), you need to invite children to tell first about the weather, then about plants and trees, about what happens at that time of the year with animals, how children play and adults work. You can offer, for example, the following plan: 1) How does spring differ from winter? 2) What is the weather like in spring? 3) What happens in spring with trees and bushes? 4) How do spring birds and animals live? 5) What do people do in the garden and gardens?
At the initial stage of teaching creative storytelling about nature, it is useful to draw the attention of preschoolers to the sequence of conveying content in the story. As children master the skills to compose a clear and consistent story, they can be given the opportunity to decide for themselves the question of the plan in the sequence of imposition.
Of particular interest are creative stories built on the ʼʼequalization of natural phenomena (ʼʼWinter and summerʼʼ, ʼʼRiver in autumn and sprinǧʼʼ, ʼʼIn winter and summer in the forestʼʼ). Such topics provide ample opportunities not only to diversify the content, but also to use different grammatical and syntactic structures, in particular common and complex sentences.
Storytelling classes can include small verbal exercises related to the topic of the lesson.
For example, at the beginning of a lesson devoted to storytelling on the topic ʼʼSpringʼʼ, the teacher gives the children the task of choosing epithets, comparisons, thereby helping to master the elementary means of artistic expression.
Classes of this type may begin with a riddle about the seasons (an illustration should be considered). Next, the teacher suggests coming up with definitions for the word sky: ʼʼWhat is it like in spring? (Blue, cloudless, blue, friendly, joyful, sunny). And on a rainy day?ʼʼ (Gloomy, gray, black, unfriendly, low, etc.). Next, the word sun is proposed (bright, warm, clear, cheerful, red, golden, ruddy). Children come up with comparisons to the word brook (a brook, like a snake, winds; it rings like a bell; as if a snake is crawling in the grass). After that, they make up stories about spring.
Rooks have arrived (story by Zhenya R.)
The rooks have arrived. They pick the earth with their beak, they look for worms, they collect twigs. They began to build a nest. Everyone is working: who carries the grass, and who is the twig. Rooks in spring have a lot of trouble!
Naughty bear cubs (Seryozha K.'s story)
The mother bear, when she woke up in the spring, her cubs were swarming in her den. The bear removed the snow and took them for a walk. The cubs ran after her, skipping, round as lumps. The bear led them to a birch and began to dig a hole and gave them a sweet root. Oh, and it was delicious! The next day the cubs ran alone. We found a root, but not the same, not tasty at all. Mom came back and spanked them: ʼʼOh, you fools!ʼʼ
Crystal ringing (story by Katya V.)
It was a hot day in spring. Icicles fell on the ice and rang loudly and cheerfully. And in the evening the icicles froze, they became longer and longer. And in the morning they fell again loudly and cheerfully. And the whole day of spring, a crystal ringing was heard!
Friendship of birch and grass (story by Sveta N.)
There was snow, and then the bright sun warmed up, and the snow melted, and a blade of grass grew near the birch. And when the wind picked up, the blade of grass began to whisper with the birch. She told her: ʼʼHow glad I am that it is warm! I will grow!ʼʼ And the birch tree said that when May comes, she will put on her elegant green dress.
How trees wake up (story by Natasha O.)
The spring sun warmed and woke up the brook. It ran like a snake, woke up all the trees. They began to say: ʼʼIt's good that spring has come! Thanks to the brook for waking us up!ʼʼ
Of course, children do not immediately transfer the learned means of artistic expression into their compositions, but comparisons, epithets, and interesting phrases will gradually appear in their stories.
It is very good to make an album of children's stories, give it an interesting name, invite children to draw illustrations for each story. This will be a good impetus for the development of children's creativity. Teaching storytelling has an impact on all aspects of the speech development of preschoolers, on their speech preparation for further schooling.
Creative stories - concept and types. Classification and features of the category "Creative stories" 2017-2018.
from the experience of working with children of the 4th year of life
Creative storytelling is a complex speech activity that occurs in senior preschool age, when children have a sufficiently large stock of knowledge about the world around them.
During this period, children master complex forms of coherent speech, the dictionary gives them the opportunity to act according to plan.
The imagination from a reproductive, mechanically reproducing reality, turns into a creative one.
The verbal creativity of children is expressed in various forms: in writing stories, fairy tales, descriptions; in composing poems, riddles, fables, in word creation (creation of new word formations).
In order to successfully develop all forms of verbal creativity, it is necessary to build work in stages. There are three stages in the formation of children's artistic creativity.
The first stage is the accumulation of experience. Children are taught a figurative vision of the world around them.
Perception is enriched through art, because works of art help children feel more beautiful in life, contribute to the emergence of artistic images in their work.
Enriching the experience of children with impressions from life is built gradually and depending on the specific task: excursions, observing the work of adults, examining paintings, albums, illustrations in books and magazines, reading books. So, before describing nature, thematic observations of seasonal changes in nature and reading literature describing natural phenomena are used.
Reading books, especially of a cognitive nature, enriches children with new knowledge and ideas about people's work, about the behavior and actions of children and adults, deepens moral feelings, and provides excellent examples of the literary language.
It has a beneficial effect on enriching the experience of children and works of oral folk art. It contains many artistic techniques. (allegory, dialogue, repetitions, personifications), attract with a peculiar structure, art form, style and language.
The second stage is the process of children's creativity itself, when an idea arises, the search for artistic means is underway.
The emergence of an idea among the guys is successful if an installation for a new activity is created. (make up a story). The presence of a plan encourages children to search for means of its implementation: search for compositions, highlighting the actions of heroes, choosing words for epithets, creative tasks.
At this stage, children need to understand and activate the vocabulary through the words of definitions, words that help describe experiences, character traits actors.
New concepts, a new vocabulary and the ability to use the existing vocabulary are formed.
So, observing a winter landscape, children, with the help of a teacher, give a variety of definitions of the quality and condition of snow: white as cotton wool, slightly bluish under a tree, sparkles, shimmers, sparkles, glitters, fluffy, falls in flakes.
Then these words are used in children's stories (“It was in winter, in the last month of winter, in February. When the last time snow fell - white, fluffy - and everything fell on roofs, on trees, on children, in large white flakes. ) .
At the third stage, new products appear. The child is interested in its quality, strives to complete it while experiencing aesthetic pleasure.
The end result is a coherent, logically consistent story, the child masters the structure of a coherent statement. Understands the task correctly "come up with" , i.e. create something new, talk about something that actually did not exist, or the child himself did not see it, but "invented" . It is very important to analyze the results of creativity by adults, their interest.
Having studied the sections of creative storytelling, I was interested in the fact that the personality of the children as a whole is covered here, namely: the work of imagination, thinking, speech is activated, observation is manifested, strong-willed efforts are formed, and also, which is very important, the child receives positive emotions, is constantly in looking for new, interesting, exciting.
I consider this section significant and relevant because creativity helps to form an initiative, independent, self-expressive personality.
Starting to work on this issue, I studied the literature, set myself tasks corresponding to the first stage of work on the development of creative abilities in children, namely:
- to accumulate and enrich the experience of children through excursions, observations, the work of adults, looking at pictures, illustrations in books, albums, magazines, reading books of an educational nature, works of oral folk art;
- to deepen moral feelings, benevolent relations to each other, to the surrounding world;
- develop coherent speech. To form the qualities of a creative personality. Develop dialogic speech.
For the implementation of these tasks, she created the necessary conditions in the group. Selected and designed the material, produced manuals.
First, she began work on the development of mental processes: memory, attention, imagination.
These problems were solved with the help of "Smart Books" , and since it was done earlier, before we became interested in this topic, it was partially supplemented and complicated.
Namely, the selected plot pictures were used to compile the continuation of the story, the purpose of which is to develop memory, attention, and imagination.
To teach children with the help of an adult to come up with a continuation of the story from the picture. Reinforce the use of nouns with prepositions. Build creativity.
Children with great pleasure are engaged in this manual, as it is bright, expressive, appropriate for the age of children.
Also in the center of speech development acquired books of a cognitive nature: "The world" , "Seasons" ; Riddles in poetic form about animals, natural phenomena, various objects. I used these books as a consolidation of knowledge gained in the classroom during observations, excursions to the park, to the river, etc.
So, before describing nature, she made thematic observations of seasonal changes in nature. To deepen knowledge, I considered illustrations of paintings, "Seasons" , made a game "When It Happens" , where she taught children to select cards for large images.
To develop the ability to conduct a comparative analysis of changes occurring with any plant or animal.
To form the ability to compose a small coherent story of a sequence of events. Develop observation, creative thinking.
Working on a series of paintings, I found that it is difficult for children to compare and describe nature. So I decided to get my parents involved.
Conducted a consultation, made a folder mover "Teaching Children to Observe" , where they gave information about what important tasks are solved in the process of observations.
After working together, I saw much better results. After the weekend, children began to bring products of joint activities with their parents.
Namely: drawings, fashioned objects, told about where they were, what they saw.
Further, she replenished the speech center with a card file of games for the development of systemic thinking in children. The purpose of the games: to teach children to think creatively, to direct them to find solutions to non-standard situations, to replenish their active vocabulary.
To form the ability to collectively discuss problems. In the beginning, when we played these games, it was difficult for many guys to immediately get involved in the game. Some had a small vocabulary, others had unstable attention. But over time, when I began to play in the classroom, walks, free activities, the children entered a certain system of thinking. Parents were also interested, they printed out games for classes with children at home. We consulted if questions arose.
Then they offered the children an allowance "The Journey of the Puxi Sparrow" through which the following tasks were solved:
- continue to teach children to answer the teacher's questions;
- with the help of an adult, invent a continuation of the story from the picture;
- develop dialogical speech;
- to consolidate the verbal vocabulary of knowledge about the world around.
At the beginning of learning the game, not all children were able to take on the role of the hero of the story, come up with nicknames, names for them, and, which turned out to be very difficult, invent a continuation of the story.
Now the kids are having fun. They differ in their individuality. Some children act out episodes of their stories in a role-playing game, involving other children.
The next manual that children met "Think creatively" . Its tasks are aimed at shaping the qualities of a creative person, at finding solutions to non-standard situations.
The development of connected speech. Vocabulary accumulation.
Education and deepening of moral feelings.
Working with children with this manual, I represented the freedom of creativity, encouraged any (except for the ridiculous fantasy) problem solving options. I tried not to offer ready-made ideas and speech means, but patiently stimulated them, directing them to search.
Federal Agency for Education
State educational institution
"Solikamsk State Pedagogical Institute"
Department of Pedagogy and Private Methods
Methodology for teaching creative storytelling
Performed:
4th year student
FZO Afanasiev
Daria Sergeevna
Checked:
Senior Lecturer
Department of Pedagogy and
private methods
Kruzhkova
Lyubov Georgievna
Solikamsk, 2009
Introduction
I Teaching creative storytelling to preschoolers
1.1. Requirements for teaching creative storytelling
1.2 Techniques for teaching creative storytelling
IIConclusion
List of used literature
Introduction
The issues of the formation of children's verbal creativity were studied by E.I. Tiheeva, E.A. Flerina, M.M. Konina, L.A. Penevskaya, N.A. Orlanova, O.S. Ushakova, L.M. Voroshnina, E.P. Korotkova, A.E. Shibitskaya and a number of other scientists who developed the topics and types of creative storytelling, techniques and sequence of teaching.
According to Vikhrova N.N., Sharikova N.N., Osipova V.V. the peculiarity of creative storytelling is that the child must independently come up with the content (plot, imaginary characters), based on the topic of his past experience and clothe it in a coherent narrative /2,26/.
The possibility of developing creative speech activity arises at the senior preschool age, when children have a sufficiently large stock of knowledge about the world around them. They have the opportunity to act according to the plan. By definition, L.S. Vygotsky, their imagination turns from a reproductive, mechanically reproducing reality into a creative one.
L.S. Vygotsky, K.N. Kornilov, S.L. Rubinstein, A.V. Zaporozhets consider creative imagination as a complex mental process, inextricably linked with life experience child. Creative imagination in preschool childhood has the greatest plasticity and is most easily amenable to pedagogical influences.
Creative storytelling of children is considered as a type of activity that captures the personality of the child as a whole: it requires active work of imagination, thinking, speech, manifestation of observation, strong-willed efforts, participation of positive emotions.
I Teaching Preschoolers Creative Storytelling
1.1 Requirements for teaching creative storytelling
Verbal creativity is expressed in various forms of stories, fairy tales, poems, riddles, fables, word creation. This requires active work of imagination, thinking, speech, manifestation of observation, strong-willed efforts, participation of positive emotions from children. Children are required to be able to come up with a plot, a course of events, a climax and a denouement. They are required to be able to select individual facts, add elements of fantasy to them and compose a creative story.
The term "creative stories" is a conventional name for stories that children come up with on their own. there is an element of creativity in any children's story.
Features of creative storytelling lie in the fact that the child must independently invent content (plot, imaginary characters), based on the topic and his past experience, and clothe it in the form of a coherent narrative. It also requires the ability to come up with a plot, a course of events, a climax and a denouement. An equally difficult task is to accurately, expressively and entertainingly convey your idea. Creative storytelling is to some extent akin to real literary creativity. The child is required to be able to select individual facts from the available knowledge, introduce an element of fantasy into them and compose a creative story.
O.S. Ushakova considers verbal creativity as an activity that arises under the influence of works of art and impressions from the surrounding life and is expressed in the creation of oral compositions, stories, fairy tales, poems (the perception of works of fiction, oral folk art, including small folklore forms (proverbs, sayings, riddles, phraseological units)).
The relationship between the perception of fiction and verbal creativity, which interact on the basis of the development of poetic hearing, is noted.
For the methodology of teaching creative storytelling, understanding the features of the formation of artistic, in particular verbal, creativity and the role of the teacher in this process is of particular importance. The pedagogical conditions for teaching creative storytelling are:
1. enriching the experience of children with impressions from life;
2. enrichment and activation of the dictionary;
3. the ability of children to coherently tell, to own the structure of a coherent statement;
4. come up with a correct understanding of the task by children.
ON THE. Vetlugina identified three stages in the formation of children's artistic creativity /1,345/:
At the first stage, experience is accumulated: the teacher organizes the receipt of life observations that affect children's creativity, teaches a figurative vision of the environment, and the role of art is important.
The second stage is the actual process of children's creativity (an idea arises, the search for artistic means is underway). An attitude to a new activity is important (we will come up with a story, creative tasks). The presence of a plan encourages children to search for a composition, highlighting the actions of heroes, choosing words, epithets.
At the third stage, a new product appears (its quality, its completion, aesthetic pleasure). Analysis of the results of creativity for adults, his interest.
Creative storytelling is based on the process of processing and combining representations that reflect reality, and on this basis the creation of new images, actions, situations that have not previously taken place in direct perception. The only source of combinatorial activity of the imagination is the surrounding world. Therefore, creative activity is directly dependent on the richness and diversity of ideas, life experience, which provide material for fantasy.
One of the conditions for the success of children in creative activity is the constant enrichment of the experience of children with impressions from life. This work can be of a different nature depending on the specific task: excursions, observing the work of adults, looking at paintings, albums, illustrations in books and magazines, reading books. So, before describing nature, systematic observations of seasonal changes in nature and reading literature describing natural phenomena are used.
Reading books, especially of a cognitive nature, enriches children with new knowledge and ideas about people's work, about the behavior and actions of children and adults, deepens moral feelings, and provides excellent examples of the literary language. The works of oral folk art contain many artistic devices (allegory, dialogue, repetitions, personifications), attract with a peculiar structure, artistic form, style and language. All this affects the verbal creativity of children.
The condition for successful teaching of creative storytelling is considered to be the enrichment and activation of the vocabulary. Children need to replenish and activate the dictionary due to the words-definitions; words that help describe experiences, character traits of characters. Therefore, the process of enriching the experience of children is closely related to the formation of new concepts, a new vocabulary and the ability to use the available vocabulary.
Creative storytelling is a productive activity, the end result of which should be a coherent, logically consistent story. One of the conditions is the ability of children to tell a coherent story, to master the structure of a coherent statement, to know the composition of the narrative and description.
Children learn these skills at previous age stages, reproducing literary texts, compiling descriptions of toys and paintings, and inventing stories based on them. Especially close to verbal creativity are stories about one toy, inventing an end and a beginning to the episode depicted in the picture.
Another condition is the children’s correct understanding of the “invent” task, i.e. to create something new, to talk about something that actually did not exist, or the child himself did not see it, but “thought it up” (although in the experience of others there could be a similar fact).
Variants of creative storytelling according to Loginova V.I., Maksakov A.I., Popova N.I. and others /3,126/:
1. inventing a sentence and completing the story (the teacher tells the beginning of the story, its plot, events and characters are invented by the children) realistic or fabulous;
2. inventing a story or fairy tale according to the plan of the educator (great independence in the development of content), Penevskaya L.A. offers to make a plan in a natural conversational form;
3. inventing a story on a topic proposed by the teacher (without a plan). The child acts as the author, chooses the content and form, the theme should be emotionally configurable, some stories can be combined into a series by topic.
There is no strict classification of creative stories in the methodology of speech development, but the following types can be conditionally distinguished: stories of a realistic nature; fairy tales; descriptions of nature. In a number of works, writing stories by analogy with a literary model stands out (two options: replacing the characters with the preservation of the plot; changing the plot with the preservation of the characters). Most often, children create contaminated texts, since it is difficult for them to give a description without including an action in it, and the description is combined with the plot action.
It is better to start teaching creative storytelling by inventing stories of a realistic nature.
1.2 Techniques for teaching creative storytelling
Techniques for teaching creative storytelling depend on the skills of the children, the learning objectives, and the type of storytelling.
In the older group, as a preparatory stage, you can use the simplest method of telling children together with the teacher on questions. In essence, the educator "composes" together with the children.
In the group preparatory to school, the tasks of teaching creative storytelling become more complicated (the ability to clearly build a storyline, use means of communication, and be aware of the structural organization of the text). All kinds of creative stories are used, different teaching methods with gradual complication.
As in the older group, work with children begins with inventing realistic stories. The easiest is considered to be inventing a continuation and completion of the story. The teacher gives a sample that contains a plot and determines the development of the plot. The beginning of the story should interest children, introduce them to the main character and his character, to the environment in which the action takes place. E. I. Tikheeva recommended giving a beginning that would provide scope for the imagination of children and make it possible for the development of the storyline in different directions.
Auxiliary questions, according to L.A. Penevskaya, are one of the methods of active management of creative storytelling, which makes it easier for the child to solve a creative problem, affecting the coherence and expressiveness of speech.
The plan in the form of questions helps to focus the attention of children on the sequence and completeness of the development of the plot. For the plan, it is advisable to use 3-4 questions, more of them lead to excessive detailing of actions and descriptions, which can hinder the independence of the children's idea.
In the course of the story, questions are asked very carefully. You can ask what happened to the hero that the child forgot to tell about. You can suggest a description of the hero, his characteristics or how to end the story. Next - a story according to the plot proposed by the teacher. Children must come up with content, arrange it verbally in the form of a narrative, arrange events in a certain sequence.
E. P. Korotkova developed a system of classes for teaching storytelling based on ready-made stories. It offers a series of stories on topics close and accessible to children, interesting techniques that activate the imagination. Coming up with a story on a self-chosen topic - the teacher advises to come up with a story about an interesting incident that happened to a boy or girl, about the friendship of animals, about a hare and a wolf. Invites the child to come up with a name for the future story and make a plan.
Learning to invent fairy tales begins with the introduction of fantasy elements into realistic stories.
Reading and telling children short stories, fairy tales helps to draw their attention to the form and structure of the work, to emphasize an interesting fact revealed in it. This has a positive effect on the quality of children's stories and fairy tales.
As mentioned above, the most difficult type of children's writings is the description of nature. The following sequence of learning to describe nature is considered effective:
1. Enrichment of children's ideas and impressions of nature in the process of observation, teaching the ability to see the beauty of the surrounding nature.
2. Deepening children's impressions of nature by examining art paintings and comparing the beauty of the depicted with living reality.
3. Teaching children to describe the objects of nature according to the presentation.
4. Teaching the ability to describe nature, to generalize one's knowledge, impressions received during observations, viewing paintings, listening to works of art.
The verbal creativity of children sometimes manifests itself after lengthy reflections, sometimes spontaneously as a result of some kind of emotional outburst. The systematic acquaintance of children with literary and folk riddles, the analysis of the artistic means of riddles, special vocabulary exercises create conditions for children to independently compose riddles. E. I. Tikheeva wrote that a living word, a figurative fairy tale, a story, an expressively read poem, a folk song should reign in kindergarten and prepare the child for further deeper artistic perception / 1,130 /.
The traditional method of teaching storytelling from a picture recommends using the teacher's story as the main method of teaching, proposed by Sidorchuk T.A., Khomenko N.N. /4,24/:
Stage 1 "Determining the composition of the picture"
To encourage children to highlight and name objects in the picture, the "spyglass" technique is used. Rule: point the peephole of a telescope at one object, and name it.
To determine the details of one object, the techniques "Auction", "Hunting for details", "Who is the most attentive", etc. are used. These games are aimed at activating the attention of children.
When teaching classification skills, the method of grouping according to a given attribute is used: man-made, natural, functional, the presence of a certain color, shape, etc. The classification group is denoted by a generalizing word.
Modeling of identified objects by children is carried out with diagrams, letters, pictures, color and other means of designation. For this, a board or sheet of paper is used, on which the models are arranged similarly to the composition of the picture.
Stage 2 "Establishing relationships between objects in the picture"
The following creative tasks are offered:
the wizard "Combine" came and combined two objects (the teacher points to two objects). The wizard asks to explain why he did it. PR: games with the picture "Cat with kittens".
"Looking for friends" - find objects that are interconnected by mutual arrangement. PR: "The kittens are friends with each other, because the children of the same mother are cats and love to play together."
“Looking for enemies” - find objects that are “not friends” with each other. PR: "The balls are not friends with the basket, because they rolled out of it and do not want to be there." Note: the assessment of the relationship of objects is subjective.
Stage 3 "Description based on the possible perception of the objects of the picture by different senses"
Reception of "entering the picture": the teacher encourages children to describe possible sensations and offers to listen more carefully, inhale smells, taste, touch with a hand, etc. Creative tasks are given.
Stage 4 "Compilation of riddles and metaphors for the picture"
Teaching children to compose riddles goes from the semi-active stage (the teacher and the children compose a common riddle) to the active stage (the child himself chooses the object and model of the riddle). In this case, the child can use a mixed model. To teach children to compose riddles, it is necessary to master the models in the following sequence.
1. Together with the children, the object shown in the picture is selected.
2. Together with the children, an object is selected. His actions are marked. 3. An object is selected. 4. A part is selected in the object. The number of such parts is determined.
Metaphors are compiled by the educator himself and offer to guess them. A question is asked to the children: “Whom or what am I talking about in the picture?”
Stage 5 "Transformation of objects in time"
To teach children how to compose fantasy stories with the transformation of objects in time, the method of moving in time (“Time Machine”) is used.
A specific object of the picture is selected and its present is described. Further, it is proposed to think about who or what he was in the past and what will happen to him in the future (distant or near).
Stage 6 "Description of the location of objects in the picture"
To teach children spatial orientation in the picture, games are used: “Yes-No”, “Revived Picture”.
The game "Yes-No" is organized as follows: the host thinks of an object in the picture, and the children use questions to determine its location. The found object "comes to life" and finds its place on the stage (three-dimensional space). The task of the child is to describe the object in place in the picture, and then on the stage.
The compositional model of the picture on the stage is gradually built up.
Stage 7 "Composing stories on behalf of different objects"
Before teaching a child to write creative stories in the first person, it is necessary to carry out creative tasks that have the following content:
"I'll tell you a character trait, and you say the opposite."
"Show by action and facial expressions the change in your feelings."
“Turn into someone or something. Describe your feelings."
Empathy is used to teach how to compose creative stories on behalf of some object in a picture with a predetermined characteristic. It lies in the fact that the child represents himself as an object and "enters" his emotional state, conveys his character traits. There is a detailed description of his condition, relations with the outside world and the problems that have arisen. The teacher should encourage children to solve the problems of the characters in the picture.
Stage 8 "Semantic characteristics of the picture"
The preparatory phase includes in-depth work on children's understanding of proverbs and sayings and learning to explain them in terms of the child's experience.
The comprehension of the content of the picture by children is built as a game "Explain why the picture is called that way?". Its organization is based on the Catalog method. The teacher prepares pieces of paper on which various proverbs and sayings are written. A rule is introduced: pull out a note, read the text (read by a teacher or children who can read), explain why the picture was called that?
The next game is "Find the best name for the picture." The child is invited to remember a few proverbs and sayings, choose one or two pictures that are most suitable for the content, and explain their choice. Particular attention is paid to logical connections in the text. The result is a story - reasoning.
Stage 9 "Compilation of fantasy stories"
To teach children how to compose stories based on a picture, the game technique “A wizard came to visit ...” is used. Wizards welcome:
1. Enlargement-Decrease Wizard (the child selects an object and its properties and makes a fantastic transformation of them).
2. The Division-Union Wizard (the selected object is split into parts and mixed up in structure, or changes its parts with other objects).
3. Wizard of Animation-Petrification (the selected object or part of it becomes mobile or, conversely, loses the ability to move in space).
4. Magician I canAll-I canOnly (the object is endowed with unlimited possibilities or limited in its properties).
5. Magician Reverse (the object reveals some property and changes to the opposite).
6. Time Wizard (this wizard is multifunctional and involves the transformation of time processes: Acceleration-Deceleration Wizard, Reverse Time Wizard, Time Confusing Wizard, Time Stop Wizard, Time Machine, Time Mirror).
Stage 10 "Compilation of fairy tales of a moral and ethical nature"
Invite the children to write a story based on the picture.
Determine and name the place where events will unfold. Name the characters in the story. To endow the selected objects with properties or traits of a person.
Invite the children to make a speech sketch regarding the beginning of the fairy tale (who and where he lived, what he was like).
Declare an Event (the appearance of an unusual object, a natural phenomenon), which leads to a conflict situation.
Continuation of the compilation of the text as a description of the attitude of the heroes of the fairy tale to the case according to their personal characteristics. Discussion of the opinion of each hero. Proclamation of morality as a wise object. Description of the resolution of the conflict situation on the basis of this morality.
Thinking of the name of the story.
Stage 11 "Compilation of rhyming texts according to the picture"
Work must be built in a certain sequence.
First, the game "Skladushki-okladushki" is played with the children, in which nouns, adjectives, verbs are selected that rhyme with each other and correspond to the content of the picture.
Then the teacher encourages the children to make two-line rhyming phrases.
At the last stage, a complete rhymed text is created according to the content of the picture in accordance with the proposed algorithm.
In the classroom for the development of speech, conduct lexical exercises with children on the selection of signs, actions in order to activate adjectives and verbs in speech.
It is advisable to return to rhymed texts composed by children in order to modify them.
Algorithm of mental actions when compiling rhyming texts
1. Selecting an object, determining its properties, actions and the place where events unfold.
2. Selection of words that rhyme with each other.
3. Work on algorithms for creating rhymed text.
At the end of the work, an expressive reading of the text.
Analysis of the picture as an integral system
The problem of teaching gifted preschoolers to creative storytelling becomes really solvable if the teacher, upon presentation of any new picture, works out the mental operations of children to analyze the picture as an integral system, and its objects as components of this system.
The model of working with a picture as an integral system
Selection of objects depicted in the picture.
Establishing relationships between objects.
Characteristics of objects (the experience of perceiving objects with different senses is activated).
Description of what is depicted in the picture by means of symbolic analogy (comparison, metaphor).
Representation of objects within the framework of the entire time of their existence (before the moment of the image in the picture and after).
Description of the location of objects in the picture.
Representing yourself in the picture as one of the objects.
The search for the ambiguity of the meaning of the plot of the picture.
Compilation of creative texts using the techniques of fantastic transformation of objects in the picture.
Creation of fairy tales of a moral and ethical plan based on the one depicted in the picture.
Drawing up rhymed texts according to the content of the picture.
Basic operations of the analysis of the object of the picture
Selection of the main (possible) function of the object. Enumeration of the elements that make up the object, parts. The designation of the network of relationships of this object with other objects depicted in the picture.
Representation of possible changes of the given object in time. Identification of features of an object, selection of objects with similar features.
For more effective mastering by children of algorithms for organizing creative speech activity in a picture, it is advisable to carry out the games and creative tasks described below.
II Conclusion
In order to successfully master the school curriculum, a kindergarten graduate must have the ability to coherently express their thoughts, build a dialogue and compose a short story on a specific topic. But in order to teach this, it is necessary to develop other aspects of speech: expand vocabulary, cultivate a sound culture of speech and form a grammatical structure. All this is the so-called “standard” that a child should have when entering school.
In the practice of preschool education, speech tasks are solved in specially organized classes for the development of speech, which, as a rule, are of a complex nature. We tried to resolve the contradiction that arose using game methods for teaching storytelling from a picture, including the method of compiling riddles by A.A. Nesterenko, as well as adapted methods for the development of imagination and elements of the theory of inventive problem solving (TRIZ). With this approach, the result is quite guaranteed: the ability to compose a creative story based on a picture against the background of a preschool child's steady interest in this type of activity. In order to more fully understand the picture depicted in the picture, it is necessary for preschoolers to teach them elementary methods of system analysis of the selected object. Training is carried out in the form of a game.
You can use such games starting from the middle group. Games are included in parallel with the work with the picture as a whole. The time and number of them depend on the capabilities of the children and the teaching goals of the teacher.
List of used literature
1. Alekseeva M.M., Yashina V.I. Methods for the development of speech and teaching the native language of preschoolers - M .: Academy, 1998 - 400s.
2. Vikhrova I.N., Sharikova N.N., Osipova V.V. Correction of speech and fine motor skills through stroke drawing // Preschool Pedagogy, 2005 - No. 2 -24-28s.
3. Loginova V.I., Maksakov A.I., Popova M.I. and others. The development of speech of preschool children - ed. F.A. Sokhina - M.: Enlightenment, 1984 - 223p.
4. Sidorchuk T.A., Khomenko N.N. Technologies for the development of coherent speech - M .: Academy, 2004 - 304 p.
5. Tikheeva E.I. The development of the speech of children (early and preschool age) - M .: Education, 2003
Svetlana Gozhina
Teaching Preschool Children Creative Storytelling
The development of coherent speech is one of the central tasks of speech education preschool children. The kindergarten program sets the task for the educator to teach each child meaningfully, grammatically correctly, coherently and consistently express their thoughts. Speech preschooler must be alive, emotional, expressive.
Requirements for a connected statement preschool children assume possession of vocabulary, grammar, style, norms of sound culture of speech.
The development of coherent speech is possible only on the basis of mastering the native language, mastering its sound side, a certain vocabulary, and the grammatical structure of speech.
Therefore, in kindergarten, special importance is attached to the formation of skills storytelling. Children are taught connected statements, which are characterized by independence, completeness, logical connection between their parts. Story- independently compiled detailed of any fact, event. Drafting story(by order)- a more complex activity than retelling. The child himself, in accordance with the given topic, determines the content and chooses the speech form of the narration.
A serious task is to systematize the material, present it in the right sequence, according to plan. (caregiver or your own). You need to show your child that need a story, to support the natural need to speak out, the desire to tell something to the audience. It is important that children feel joy and satisfaction from your stories have seen their benefits.
stories can be descriptive or narrative. In this regard, for preschoolers three categories can be distinguished stories:
1. Perception story(about what the child sees at the moment story) ;
2. Story from memory(about what I perceived until the moment story) ;
3. Imagination storytelling(invented, based on fictional material, on the transformation of existing ideas).
Therefore, only the third category stories- in the full sense of the word creative which requires the child to be able to modify his existing experience, to create relatively new images and situations from this material. creative stories can be based both on a visual basis and on verbal: 1. Come up with events with the heroes of the picture that go beyond the picture;
2. Come up with a fairy tale about a toy hare and a squirrel, which the child holds in his hands; 3. Come up with story on the proposed topic "How Seryozha helped Natasha".
Creative storytelling training occupies a special place in the formation of coherent speech preschool children.
Mastering this kind storytelling marks a transition to a qualitatively new level of speech-thinking activity. creative storytelling plays an important role in the development of verbal logical thinking, presenting great opportunities for the child to independently express his thoughts, consciously reflect various connections and relationships between objects and phenomena in speech, and contributes to the activation of knowledge and ideas about the environment.
To creative storytelling include those invented by children stories(oral compositions) with an independent choice of content (situations, actions, images, a logically constructed plot and appropriate language design. Mastering skills creative storytelling contributes as much as possible to bringing the child closer to the level of coherent monologue speech that he needs to move on to learning activities at school.
Since the compilation creative story involves the ability to coherently and consistently display certain events in speech, as well as the presence of children ideas about the necessary rules for constructing stories - messages(beginning, development of the plot action, ending, determining the time and place of events, etc.).
That's why learning to write creative stories is carried out subject to the formation of certain skills of coherent detailed statements (retelling, compiling story by picture, about toys and objects, on the proposed topic, etc.).
A child entering the first grade must be able to clearly and correctly pronounce all the sounds and words of his native language, master the power of his voice, speak at a normal pace, and have clear diction. Sufficiently high requirements are placed on the active vocabulary of the child, on the ability to choose bright, accurate and convincing words.
In addition, he must master the grammatical structure of the language. Because all these skills clearly appear in a coherent speech statement, transmitted by the child in the correct, logically consistent and expressive form. Since the child builds his statement, one can judge not only the level of his speech development, but also the level of mental development.
Related publications:
Project "Using the method of mnemonics in teaching storytelling to children of primary preschool age" Municipal preschool educational institution Kindergarten No. 12 "Birch" Project "Using the method of mnemonics in teaching.
Summary of GCD on teaching creative storytelling "I am a magician" (preparatory group for school) Summary of GCD on teaching creative storytelling "I am a magician" (preparatory group for school). Goal: Raise interest in fairy tales.
Summary of GCD in the preparatory school group for teaching children creative storytelling A summary of directly educational activities in a group preparatory to school for teaching children creative storytelling ..
Consultation for educators "Propp cards as a means of teaching older children creative storytelling" Consultation for educators on the topic: "Propp's cards as a means of teaching children of senior preschool age creative storytelling."
Generalization of the experience "Formation of coherent speech, teaching the storytelling of children with ONR" Teaching storytelling to children with general underdevelopment of speech. Speech therapist MBOU "PMSS Center" V. L. Shcheblykina Speech, speaking in his functional.
Teaching storytelling "My favorite toy" Teaching storytelling "My favorite toy." Purpose: to teach children to make stories from personal experience. Encourage children to highlight features.
Creative stories - the conditional name of the stories that children come up with. Children are able to create a fairy tale or a realistic story based on the accumulated impressions. The development of imagination in children is one of the tasks of education. In kindergarten there are the most favorable conditions for the development of creative imagination in games, in fine arts (drawing, modeling, appliqué), in design.
Inventing stories is available to children of senior preschool age, when they have acquired the ability to coherently express their thoughts, when they have already accumulated some life experience. The ability to invent stories is also acquired by children in the learning process. The teaching methods are the same here: instructions for compiling a story and a model-story of the educator, but additional methods are needed to solve a new problem - the development of the imagination. In order to give direction to the activity of the children's imagination, they are offered a specific topic that is close to the life experience of children and contains the plot of the plot: “How Katya got lost in the zoo”, “The adventure of a new doll in kindergarten”. It is useful to give several possible scenarios for the development of the plot. This makes it easier for children to understand the task assigned to them and develops their imagination.
A good exercise for developing the imagination of children is to invent the end of the story, the beginning of which is reported by the teacher. She points out that everyone should come up with an ending in their own way.
For example, we give descriptions of classes in which teachers used different methods of teaching children creative storytelling.
1. Inventing the end of the story by children.
The teacher offers the children the beginning of the story, which tells how the boy Vanya went with his dad to the forest: “Dad promised to take Vanya to the forest. Vanya was looking forward to this day. On Sunday, dad woke up Vanya early, and they went to the forest ... ”Children, you think up what the boy saw in the forest, and finish the story yourself. There is no need to repeat the stories of comrades. Let everyone come up with their own.
Vova (6 years, 5 months). Let me?
Educator. Speak.
Vova. When they came to the forest, the boy saw a large clearing. There were many beautiful flowers in the clearing: daisies, bluebells, buttercups, and where the sun shone more, strawberries grew there. The boy picked up a basket full of wild strawberries for his mother and a large bouquet of flowers. And then they caught butterflies with dad. Butterflies were very beautiful: red, yellow and with different spots. Then they went home.
Zina (6 years old, 7 months old). In the forest, the boy saw many trees: a birch, a fir-tree, an aspen. In the forest, the sun shone less, because large trees grew and did not let the sun in. Many mushrooms grew under the trees: porcini, boletus, boletus. Dad and the boy quickly scored a full basket of mushrooms. The father told the boy to listen to the noise of the trees and the good singing of the birds. Vanya stood and watched the birds flutter from tree to tree and sing their songs. Late in the evening, dad and the boy returned home.
Yura. My dad and I were in the forest, and we saw a squirrel.
Educator. Well, tell me, Yura, how you and dad saw the squirrel and how you spent the day in the forest.
Yura. Dad and I came to the forest early in the morning. We got very few mushrooms. Suddenly dad says to me: “Look how often dry knots fall; there is a squirrel nearby, it jumps from tree to tree, dry knots break. I really wanted to see the squirrel. And I asked my dad to stay here and watch. Soon I saw that something was flickering. Dad said that this is the squirrel. Soon she went down from twig to twig. She herself is small, red-haired, and the tail is large, fluffy. She jumped and disappeared. I'm sorry she ran away so soon.
2. Inventing by children a story on the topic "How Seryozha helped Natasha."
(Teaching method: instructions in the form of questions.)
Educator. Children, now each of you will come up with a story about how the boy Seryozha helped Natasha, who got into trouble while walking. Think about when it was. Where did Natasha play? What happened to her? How did Seryozha help her in trouble?
What can happen on a walk? Maybe Natasha lost her mitten, or she fell into a snowdrift, or her balloon flew away, or maybe she met a big unfamiliar dog? You can think of it differently.
At the lesson, 10 people were called; each gave a coherent, interesting story, the children did not repeat each other's stories.
Here are some of the children's stories.
Valerik. It was summer. Natasha took the puppy and went for a walk with him in the yard. The puppy ran and got into broken glass and cut his paw. Natasha cried. Seryozha asked: “Why are you crying?” Natasha: “My puppy cut his paw.” Serezha brought a bandage and bandaged the puppy's paw.
Tanya. It was in winter. Seryozha and Natasha took a sled with them and began to ride down the hill. They went and fell. Seryozha quickly got up, and Natasha hurt her arm. Seryozha says: “Natasha, don’t cry! The hand will stop hurting. He lifted Natasha, shook off the snow from his coat, and they began to ride together.
3. Inventing, continuing the fairy tale.
The program content of the lesson: to develop children's imagination, to teach them to invent a small fairy tale, to tell in a coherent, sequential way.
Course progress.
Educator. Children, today we will invent a fairy tale. The tale is called "How the bear lost his boots and how he found them." I came up with the beginning of the tale, and you children will come up with the continuation.
Listen to the beginning of the tale "How the bear lost his boots and how he found them."
There lived a bear with a cub in the forest. The bear was very curious and a big prankster. But the bear still loved him. She gave him red boots. The bear really liked the boots, he ran everywhere in them and did not even want to take off his boots when he went to bed.
Once the bear left, and the bear wanted to bathe in the river. He bathed, but lost his boots.
But how he lost and how he later found the boots, you children, think up for yourself. Misha could take them off and forget where he put them; and boots could carry forty. Maybe someone helped him look for boots.
Here are some of the options for continuing the fairy tale, invented by children:
Alyosha. The bear climbed into the water right in his boots. And the boots floated down the river. Mishka did not even notice, but when he got out, he noticed: there were no boots! He decided to find boots. And jumped back into the river. Long searched. Then he saw something red in the river. He swam closer and saw his boots. He took them out and put them on. He was very happy and went home.
Zhenya. The bear went for a swim. He took off his boots and climbed into the water. When he was swimming, the fox crept up, grabbed his boots and carried him away. The bear got out and sees: there are no boots. He went to look for them. He walked, walked, got tired and asked the fox to rest in her mink. There he saw his boots. Picked them up and went home.
Sasha. When the bear left, the bear went to the river. I began to swim, but I forgot to take off my boots. When he came out of the river, he began to look for boots. There was an elephant on the beach. The elephant asked: “What are you looking for, bear?” “I lost my boots in the river,” said the bear. "It's not deep here," the elephant said.
The bear asked the elephant to look for boots. The elephant climbed into the river, searched with his trunk and soon found Mishka's boots. The bear was happy, and the elephant was happy.
Ira. The bear took off his boots and climbed into the water. He put his boots close to the river. They fell and swam. When the bear took a swim, he went ashore and saw that there were no boots. Went looking. Walks near the river, tired. He sees a stump. Sat down to rest. He asked the hedgehog to spend the night, looked at it - he sees his boots are standing by the stump. A hedgehog lived under the stump. He also bathed. I saw boots floating, and pulled them out and brought them home. He gave them to the bear.
Tanya. The bear began to bathe. I forgot to take off my boots. When he got out of sight, he looked at his feet. I went to look for boots. Not found. Sat on a stump. A fox ran past, and the bear asked her: “Fox, have you seen where my boots are?” The fox says, "No." The bear went to swim again, dived. I saw something red at the bottom. He was very happy. I took my boots and ran home.
These stories have a logically convincing plot denouement. It is valuable that the children did not repeat each other, each came up with the end of the tale in his own way. This is the result of the instructions of the teacher, who did not limit himself to the task - to figure out how the teddy bear lost and found his boots, but also offered several possible options.
We will also cite here the fairy tale "Cat's Name Day", which was invented by two six-year-old girls Lyuba and Raya and themselves played in a puppet theater for kids. Preparing for the performance, the children consulted with the teacher.
The cat was sleeping, then woke up: "Meow-meow, I'm a birthday girl today, I need to get up as soon as possible." She got up, made the bed, washed herself and began to prepare treats: cakes, sweets, fruits. The cat bustled and sang a song. Then the guests began to converge: “Knock, knock, mistress of the house?” they said. "Please come in!" Guests entered with gifts: “Congratulations, accept the gift!” - "Thanks! Purr purr! Sit down at the table, we will eat. The guests ate, and the cat fussed around them.
"Why aren't Mikhail Ivanovich and Anastasia Petrovna with Mishutka?" she asked.
At that moment, there was a knock and a family of bears entered.
"Hello kitty! Congratulations! Mishenka, go congratulate your aunt (Mishka is stubborn). It’s a shame to behave like that, they look at you.”
The cat comes up, pats Mishka on the head and says: "Go, Mishka, I'll give you honey." The bear runs and says: “Congratulations, congratulations!”
Everyone eats a treat, thanks. Aunt cat says:
"Let's Dance". The cat takes the tambourine, everyone dances and leaves. The cat says: "It's good to be a birthday girl!"
Didactic games
Taking into account the age characteristics of preschoolers, it is sometimes possible to give children's storytelling exercises a playful form. These can be short descriptions of toys, postcards and other items included in the didactic game (“Wonderful bag”, “The postman brought mail”, “Guess what we have in mind”, “Shop”, etc.).
For didactic games, where the task is to teach children storytelling, it is important to choose objects that stand out and attract children with their appearance, about which they can express their opinions.
You can, for example, take eight to ten small dolls dressed in different costumes, in different colors: in a dress with an apron, a colored sundress with a white blouse, a coat and hat, pants and an embroidered shirt, etc., or nesting dolls of different sizes and colors , postcards, the content of which is available to children.
Didactic game "Guess who it is"
software material. To teach children to describe the appearance of a person, to clarify the names of characteristic features, to develop observation skills.
Course progress.
Educator. Children, today I will show you a new game. It's called "Guess Who It Is".
The teacher chooses the driver, invites him to sit on a chair next to him and close his eyes. Then she brings another child to the driver and herself makes a guess (gives the children a sample description): “Guess who came up: this is a girl, she has blue eyes, blond curly hair, she has a blue dress and a white apron, she knows many songs and poems, this girl is a big gourmand."
The driver, according to the description, guesses who approached him.
After that, the children themselves guess (in turn).
If the driver guessed correctly, he goes to the place, and the one who guessed becomes the driver. If the driver made a mistake, he must tell a tongue twister, a poem, etc.
