Formation of coherent speech of younger preschoolers through development. Formation of coherent speech in children of primary preschool age

the fact that at present the problems associated with the development of coherent speech are the central task of the speech education of children. This is primarily due to the social significance and role in the formation of personality. It is in coherent speech that the main, communicative, function of language and speech is realized. Coherent speech is the highest form of speech of mental activity, which determines the level of speech and mental development of the child.

Among the many important tasks of educating and educating preschool children in kindergarten, teaching the native language, developing speech, speech communication is one of the main ones. This general task consists of a number of special, particular tasks: educating a sound culture of speech, enriching, consolidating and activating the dictionary, improving the grammatical correctness of speech, forming colloquial (dialogical) speech, developing coherent speech, raising interest in the artistic word, preparing for literacy.

Connected speech, being independent view speech and thought activity, at the same time plays an important role in the process of raising and educating children, because it acts as a means of obtaining knowledge and a means of controlling this knowledge.

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MBDOU kindergarten No. 4 "Goldfish"

"Development of coherent speech of children of primary preschool age".

Compiled by: teacher

Linkova S.I.

G. Pushkino 2011-2012

Introduction

Chapter I. Theoretical foundations for studying the development of coherent speech in preschool children

1.1 Connected speech and its importance for child development

1.3 Tasks and content of teaching coherent speech

Chapter 1 Conclusions

Chapter II. An empirical study of the development of coherent speech in children of primary preschool age

Conclusion

Bibliography

INTRODUCTION

The relevance of the research topic is due tothe fact that at present the problems associated with the development of coherent speech are the central task of the speech education of children. This is primarily due to the social significance and role in the formation of personality. It is in coherent speech that the main, communicative, function of language and speech is realized. Coherent speech is the highest form of speech of mental activity, which determines the level of speech and mental development of the child.

Coherent speech, being an independent type of speech-thinking activity, at the same time plays an important role in the process of raising and educating children, because. it acts as a means of obtaining knowledge and a means of controlling this knowledge.

The state of scientific elaboration of the research problem.

Mastering coherent oral speech is the most important condition for successful preparation for schooling. The psychological nature of coherent speech, its mechanisms and features of development in children are revealed in the works of L.S. Vygotsky, A.A. Leontiev, S.L. Rubinshtein and others. All researchers note the complex organization of coherent speech and point to the need for special speech education.

Teaching coherent speech to children in the domestic methodology has rich traditions laid down in the works of K.D. Ushinsky, L.N. Tolstoy. The basics of the methodology for the development of coherent speech of preschoolers are defined in the works of M.M. Konina, A.M. Leushina, L.A. Penevskaya, O.I. Solovieva, E.I. Tiheeva, A.P. Usovoi, E.A. Flerina. The problems of the content and methods of teaching monologue speech in kindergarten were fruitfully developed by A.M. Borodich, N.F. Vinogradova, L.V. Voroshnina, V.V. Armorial, E.P. Korotkova, N.A. Orlanova, E.A. Smirnova, N.G. Smolnikova, O.S. Ushakova, L.G. Shadrina and others. Features of the development of coherent speech were studied by L.S. Vygotsky, S.L. Rubinshtein, A.M. Leushina, F.A. Sokhin

Most pedagogical research is devoted to the development of coherent speech in children of older preschool age. Further development requires questions of the formation of coherence of speech in middle group taking into account age and individual differences of children of senior preschool age. The fifth year of life is a period of high speech activity of children, intensive development of all aspects of their speech (M.M. Alekseeva, A.N. Gvozdev, M.M. Koltsova, G.M. Lyamina, O.S. Ushakova, K.I. Chukovsky, D. B. Elkonin, V. I. Yadeshko, etc.). At this age, there is a transition from situational speech to contextual (A.M. Leushina, A.M. Lyublinskaya, S.L. Rubinshtein, D.B. Elkonin).

The scientific and methodological literature contains conflicting data on the possibility of using plot pictures in teaching storytelling to children of the fifth year of life. So, a number of teachers believe that when teaching storytelling, children of this age need to be offered only one plot picture, since storytelling based on a series of plot pictures is not available to them (A.M. Borodich, V.V. Gerbova, E.P., etc.) .

In the studies of O.S. Ushakova, as well as the works carried out under her supervision, it is proved that already in the middle group of the kindergarten it is possible to use a series of plot pictures when teaching storytelling, but their number should not exceed three.

Given the presence different points view on the issues of studying and developing coherent speech of children, in cross-sectional experiments, we checked the features of coherent statements of children, depending on the situation of communication.

Purpose of the study– study of the development of coherent speech in preschool children.

In the course of the work, the following tasks :

To study the psychological and pedagogical literature on the research topic.
Define the concept of coherent speech and its significance for the development of the child;
To identify the features of the development of coherent speech in preschool childhood;
Analyze the tasks and content of teaching coherent speech;
To characterize the methodological recommendations of various authors on the development of coherent speech, in particular, using pictures.
Experimentally check the effectiveness of using the developed technology in the process of developing coherent speech in preschool children.

Object of study is coherent speech in preschool children.

Subject of study- the development of coherent speech in preschool children.

Research hypothesis : the level of development of coherent speech in preschool children increases if: the methodology for the development of speech is based on artistic illustrations, pictures.

To solve the tasks set, the followingresearch methods: theoretical analysis of philosophical, linguistic, psychological and pedagogical literature in the aspect of the problem under study; observation, conversation, analysis of plans for the educational work of educators; pedagogical experiment; a method for analyzing the products of children's activities (diagrams, drawings, etc.); statistical methods of data processing.

Empirical base of research.The study involved kindergarten children of preschool age. (20 people).

Work structure.The thesis consists of an introduction, two chapters, a conclusion, a list of references, including 42 sources and applications.

CHAPTER 1

1.1. Connected speech and its importance for the development of the child

Speech activity is studied various sciences. Speech activity is an object studied by psycholinguistics and other sciences: language is a specific subject that really exists as an integral part of the object (speech activity) and is modeled by psycholinguists as a special system for certain theoretical or practical purposes.

Speaking about speech itself, at least four psychologically different types of speech can be distinguished.

First, affective speech. "Affective speech refers to exclamations, interjections or habitual speech.

The second form is oral dialogical speech. In it, "the initial initial stage or stimulus for speech is the question of one interlocutor; from it (and not from the internal plan) comes the answer of the second interlocutor."

The next type of speech is oral monologue speech, the most typical one that psycholinguists talk about, forgetting about the existence of other types. oral speech.

And finally, the fourth type is written monologue speech. It also has its own psychological specifics, because, firstly, it is maximally adialogical (the interlocutor in this case is usually completely unaware of the topic of the utterance and is separated from the writer arbitrarily in space and time), and secondly, it is maximally conscious and allows for some work on utterance, gradual groping adequate form expressions. The development of oral and written speech of schoolchildren is one of the core areas in the methodology of teaching literature. Enriching the vocabulary of students on the material of works of art, teaching coherent speech and developing its expressiveness - these are the main tasks that are solved in practical work philologists and theoretical searches of Methodists. A great contribution to the development of the problem was made by F.I. Buslaev, V.Ya. Stoyunin, V.P. Ostrogorsky, L.I. Polivanov, V.P. Sheremetevsky, V.V. Golubkov, A.D. Alferov, M.A. Rybnikova, K.B. Barkhin, N.M. Sokolov, L.S. Troitsky, S.A. Smirnov, N.V. Kolokoltsev, A.A. Lipaev, modern scientists K.V. Maltseva, M.R. Lvov, T.A. Ladyzhenskaya, V.Ya. Korovina, O.Yu. Bogdanova, N.A. Demidova, L.M. Zelmanova, T.F. Kurdyumova, N.I. Kudryashev, M.V. Cherkezov and others.

Mastery of language and speech is a necessary condition for the formation of a socially active personality. Learning to clearly and grammatically build one's speech, express one's own thoughts in a free creative interpretation in oral and written form, observe speech culture and develop the ability to communicate is necessary for every person.

However, one cannot but admit that the formation of coherent speech skills often does not have a systematic approach, a system of necessary exercises, and manuals necessary for this work. This leads to the fact that at present the school is faced with a huge problem of illiteracy, incoherence, poverty, not only in oral, but also in written language of the majority of students.

From analysis literary sources, it follows that the concept of “coherent speech” refers to both dialogic and monologic forms of speech. A.R. Luria, S.L. Rubinstein, V.P. Glukhov believe that dialogic (dialogue) is a form of speech that is primary in origin, arising from direct communication between two or more interlocutors and consists in the main exchange of remarks. Distinctive features of dialogic speech are:

emotional contact of speakers, their influence on each other by facial expressions, gestures, intonation and timbre of voice;

situationality.

Compared with dialogical, monologue speech (monologue) is a coherent speech of one person, the communicative purpose of which is to report about any facts, phenomena of reality. A.R. Luria, S.L. Rubinstein, A.A. Leontiev, the main properties of monologue speech include: one-sided and continuous nature of the statement, arbitrariness, expansion, logical sequence of presentation, conditionality of content by orientation towards the listener, limited use non-verbal means of communication. The peculiarity of this form of speech is that its content, as a rule, is predetermined and pre-planned.

A.A. Leontiev notes that, being a special type of speech activity, monologue speech is distinguished by the specifics of the performance of speech functions. It uses and generalizes such components of the language system as vocabulary, ways of expressing grammatical relations, formative and word-forming, as well as syntactic means. At the same time, in monologue speech, the idea of the statement is realized in a consistent, coherent, pre-planned presentation. The implementation of a coherent extended statement involves keeping in memory the compiled program for the entire period of the speech message, the involvement of all types of control over the process of speech activity based on both auditory and visual perception. Compared to dialogue, monologue speech has more context and is presented in more full form, with a careful selection of adequate lexical means and the use of a variety of syntactic constructions. Thus, consistency and consistency, completeness and coherence of presentation, compositional design are the most important qualities of monologue speech, arising from its contextual and continuous nature.

At school age, the main types are description, narration and elementary reasoning.

However, A.R. Luria and a number of other authors, along with existing differences, note a certain similarity and relationship between dialogic and monologic forms of speech. First of all, they are united by a common language system. Monologue speech, which arises in a child on the basis of dialogic speech, is subsequently organically included in a conversation, a conversation.

Regardless of the form (monologue, dialogue), the main condition for the communicativeness of speech is coherence. To master this most important aspect of speech, a special development in children of the skills of making coherent statements is required. Leontiev A.A. defines the term "utterance" as communicative units (from a single sentence to a whole text), complete in content and intonation and characterized by a certain grammatical or compositional structure. The characteristics of any type of extended statements include: coherence, consistency and logical and semantic organization of the message in accordance with the topic and communicative task.

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

Another important characteristic of a detailed statement is the sequence of presentation. The violation of the sequence always negatively affects the coherence of the message.

The logical-semantic organization of the statement includes the subject-semantic and logical organization. An adequate reflection of the objects of reality, their connections and relations is revealed in the subject-semantic organization of the statement; the reflection of the course of presentation of the thought itself is manifested in its logical organization.

Thus, it follows from what has been said:

- coherent speech - a set of thematically united fragments of speech that are closely interconnected and represent a single semantic and structural whole. Connected speech includes two forms of speech: monologue and dialogic. A monologue is a more complex form of speech. This is a coherent speech of one person, which serves to purposefully transmit information. The main types in which monologue speech is carried out are description, narration and elementary reasoning. Their essential characteristics are coherence, consistency, logical and semantic organization.

Speaking is considered as a type of speech activity. Studies have revealed the psycholinguistic patterns of a child's mastery of his native language, including in the process of deployment (implementation) of a program for generating a speech statement. In the psychological, pedagogical, psycholinguistic literature, sufficient attention is paid to speech activity, the dynamics of the lexical and semantic development of children, while the ways of forming a dictionary in such children are discussed only in general terms. Revealing the specifics of lexical skills, it is important to note that the main components of their system is the structure of linguistic signs and semantic fields, which is characterized by continuity and integrity. Words and concepts are inseparable. The word is the main lexical unit that expresses the concept; it provides the subject-meaningful plan of the utterance and speech in general. The dictionary, being the most important element of the language, does not yet constitute the language itself. Figuratively speaking, this construction material for a language, it acquires meaning only when it is combined with grammatical rules. The use of words in speech is ensured by the unity of the sound-letter, syllabic and morphological structures. Vocabulary acquisition is the process of language acquisition, considered in the lexical aspect. An element of the language, including meaningful and formal features, is a word that has the functions of designation and generalization. Without mastering the dictionary, it is impossible to master speech, and even more so coherent speech, as a means of communication and an instrument of thinking. The word included in the speech serves as a means of communication. Words are stored in speech-motor and speech-auditory memory and are used in the practice of verbal communication. To do this, you need to know the word, remember, ensure its correct combination with the previous and subsequent words, which is provided by the situational tracking mechanism.

The development of a dictionary as the basis of speech, its expansion and clarification perform a developmental function for the formation of cognitive activity, mastery of speech skills and abilities. Full-fledged mastery of speech involves adequate assimilation and generation of speech in the unity of form and content, signifier and signified. A concrete word already at the moment of its appearance is both sound and meaning. Having its own structure, as a linguistic sign, it is included in the language system and functions in it according to the laws of the given language.

The passive vocabulary significantly predominates over the active one and is converted into an active one extremely slowly. Children do not use the equipment they have linguistic units are unable to operate with them.

Understanding the lexical meaning of a word, opposing it to other words that are semantic dependent on the given one, introducing the word into the system of semantic fields, the ability to correctly build a sentence from words reflect the level of the child’s language ability and the degree of formation of his logical thinking.

Even such a concise enumeration of the qualitative features of the children's vocabulary emphasizesthe importance of the problem of the formation of lexical skills in children, the need to find ways to improve the effectiveness of correctional and educational impact, for which the positions of psycholinguistics are the most productive.

Coherent speech is a consistent and logically connected series of thoughts expressed in specific and precise words, combined into grammatically correct sentences.

The implementation of a coherent detailed statement involves keeping in memory the compiled program for the entire period of the speech message, the involvement of all types of control over the process of speech activity based on both auditory and visual perception.

Thus, consistency and consistency, completeness and coherence of presentation, compositional design are the most important qualities of monologue speech, arising from its contextual and continuous nature. Regardless of the form (monologue, dialogue), the main condition for the communicativeness of speech is coherence.

Leontiev A.A. defines the term “utterance” as communicative units (from a single sentence to a whole text), complete in content and intonation and characterized by a certain grammatical or compositional structure. The characteristics of any type of extended statements include: coherence, consistency and logical and semantic organization of the message in accordance with the topic and communicative task. Another important characteristic of a detailed statement is the sequence of presentation. The violation of the sequence always negatively affects the coherence of the message.

The development of speech in a child is mediated by learning: the child learns to speak. But this does not mean at all that mastering speech, one's native language, is the result of a special educational activity, the purpose of which would be for the child to study speech. Such educational activity begins later - when studying grammar, when mastering - on the basis of oral speech - written speech, but the primary mastery of the native language, namely live speech, takes place in the process of communication. Only in this way is a true understanding of speech as speech achieved. The child normally masters speech, i.e., learns to speak, using speech in the process of communication, and not studying it in the process of learning. The way of mastering speech is essentially different from the way in which a person, learning mathematics, masters, for example, algebra or analysis. It is organically connected with the nature of speech: a full-fledged human speech is not a system of signs, the use and meaning of which is arbitrarily established and learned, as rules are learned. In order to master a genuine word, it is necessary that it not only be learned, but, in the process of use, be included in his life and work.

During the first, preparatory, period of speech, before the child begins to speak, he first of all acquires some passive phonetic material, masters his vocal apparatus and learns to understand the speech of others. The first sounds of a child are screams. These are instinctive or reflex reactions. Deaf children also scream; therefore, they are not a product of imitation or learning. In their phonetic composition, the first sounds approach the vowels a, e, y; a sound close to x and guttural r is added to them in the form of aspiration, mainly in the combination of ere. Of the consonants, the labial m, p, b are among the first to appear; then come dental d, t, and then hissing.

At the beginning of the third month, the child begins to babble, as if playing with sound. Babble differs from sound in a greater variety of sounds, and also in that the sounds of babble, the product of playing with sound, are less connected, more free than instinctive cries. In babbling, the child masters the pronunciation of various sounds. Because of this, babbling prepares the possibility of mastering in the future the sound composition of the words of the speech of surrounding adults.

The mastery of speech, the ability to use it yourself for communication, is preceded by an understanding of the speech of others that is first emerging.

According to some observations, from the age of 5 months, children begin to react in a certain way to words. So, for example, in front of a child looking at the clock, the word "tick-tock" was pronounced; when the same word was then repeated, the child looked at the clock. He developed a connection between the sound and some situation or reaction to it.

Supporters associative psychology believed that understanding the meaning of words is based on associative connections, and reflexologists argue that this connection has a conditioned reflex character. It must be admitted that both are right: the primary connection of a word with the situation to which it refers, with the reaction it evokes, has an associative or conditioned reflex character. But it must be added to this that as long as this connection has one character or another, it is not yet speech in the true sense of the word. Speech occurs when the connection between a word and its meaning ceases to be only conditioned reflex or associative, but becomes semantic.

On the basis of a primitive understanding of the speech of an adult and mastery of his vocal apparatus, the speech of the child begins to develop. The child begins to master a new, specifically human way of communicating with people, through which he can communicate his thoughts and feelings, influence their feelings and the direction of their thoughts.

The first meaningful words uttered by a child appear by the end of the first - the beginning of the second year. They consist mainly of labial and dental consonants, combined with a vowel into a syllable, usually repeated many times: mom, dad, baba. In their meaning, these first words of the child express mainly the needs, affective states, his desires.

The denoting function of speech is issued later (approximately by one and a half years). Her appearance marks a significant shift in the development of the child. The child begins to be interested in the names of objects, demanding an answer to the questions "what is it?". The result of this activity is the beginning rapid growth of the vocabulary, especially of nouns. At this moment the child makes the greatest discovery of his life: he discovers that every thing has its own name. This is the first really general thought of the child, although his interpretation of this fact is erroneous. The idea that a one and a half year old child develops such a “really general idea of a child”, that “every thing has its own name”, is clearly refuted by all the data on the general mental development of a child of this age. The child does not discover a general theoretical principle; he practically masters - with the help of adults - a new, fundamentally social, way of dealing with things through the word. He learns that by means of a word one can point to a thing, draw the attention of adults to it, receive it. The main and decisive thing in the speech development of the child is precisely the fact that the child acquires the opportunity through speech to enter into conscious communication with others. At the same time, the child begins to use the relation of the word to denoting objects, without having yet theoretically comprehended it.

The understanding of the relationship of a word to the thing it designates remains extremely primitive for a long time. Initially, the word appears as a property of a thing, its inalienable belonging or an expression of a thing: it has the same "face" as the thing. This phenomenon at an early stage of development is quite common. In the process of speech development of a child, there is a stage that only in exceptional cases lasts for a long time. O. Jespersen called it "small speech", U. Eliasberg and L.S. Vygotsky - "autonomous speech" of the child. A number of psychologists denied the existence of such a special autonomous children's speech. W. Wundt argued that this imaginary childish speech is simply the language of nannies, forging a child. There is no doubt that the small, or autonomous, speech of children feeds on the material of adult speech. But observations still show that sometimes children have speech that differs in many respects from the speech of adults.

Psychologically, the most significant thing in this small children's speech is that it reveals a peculiar way of "generalization", which determines the meaning of the first words used by the child. In small speech, words do not yet perform a denoting function in the full sense of the word.

Comparison of small and child speech with developed speech reveals especially clearly how great is the role of adult speech in the mental development of the child; it introduces into the child's everyday life a qualitatively different way of classifying things, built on objective principles, which has developed as a result of social practice. Through speech, social consciousness begins to form the individual consciousness of a person from early childhood. His speech and verbal orientation in the world are not regulated by his individual perception, but by social cognition, which, through speech, determines perception itself.

Speech structure

In the development of the structure of children's speech, the starting point is the word-sentence, which performs in the early stages the function that in the speech of adults is expressed by a whole sentence: "chair" means "put on a chair", "pull a chair", etc.; being a single word in structure, it is functionally close to a sentence. Then, between 1.5 and 2 years, the child has the first non-single-word sentences (from 2 to 3 words); they represent at first, as it were, a chain of one-word sentences. About 2 years old, words become, as in the speech of adults, dependent components of the sentence: the child moves on to inflectional speech.

The development of inflectional speech is a significant step in the speech development of a child; for the first time, a path is being paved to reflect relationships - the main content of thinking. The child acquires the first flexion forms and various ways of complex word formations from others, assimilating them when his development is prepared for this. But the child is not limited only to the mechanical consolidation of those word formations and inflections that adults taught him. On those specific inflections that adults teach him, he masters practically a certain set of form formations as ways of operating with words. Using them, the child then independently forms inflections that he did not receive directly through training; on the basis of training, the process of formation, the true speech development of the child, is completed.

Peculiar word formations and inflections, which are found in large numbers in a child of 2-5 years old, serve bright to that proof.

In the first period of the appearance of sentences (2 - 2.5 years), the child's speech is a simple juxtaposition of the main sentences; there are no subordinate clauses: the child has mastered only the form of parataxis (the form of the main clause). The main clauses are not connected or very loosely connected by such conjunctions as "and", "and here", "and more". Then, from about 2.5 years old, the form of a subordinate clause begins to appear - hypotaxis. This means that in the speech of the child, relations of subordination (between the main and subordinate clauses) and subordination (between various subordinate clauses) are established. The architectonics of speech becomes more complicated, separate, relatively independent parts of speech are distinguished, which are interconnected by various relationships - spatial, temporal. Around the age of 3, the first "whys" usually appear, expressing causal relationships.

At preschool age, the development of a formal structure, grammatical forms of speech often outstrips the development of thinking. Between the speech form and its mental content, between the external and internal, semantic, side of speech in children, there is often a discrepancy; the first precedes the second. Therefore, they cannot be identified: the presence of certain speech forms in a child does not mean that he has become aware of the mental content they serve to express; the presence of a word or term does not guarantee its understanding. Therefore, an essential task of psychological research is to trace how the assimilation of the semantic content of those speech forms that the child acquires in the learning process is carried out.

A certain level of development of thinking is a prerequisite for each further step in the speech development of the child. But speech, in turn, has a certain influence on the mental development of the child, being included in the process of forming his thinking.

Development of coherent speech

The main thing in the speech development of the child is the ever-restructuring and improving ability to use speech as a means of communication. Depending on the change in the forms of this communication, the forms of speech also change. At first, the child communicates only with his immediate immediate environment. Gradually introduced individual statements, requests, questions and answers are molded into a conversational dialogic form. Only after that there is a need to convey, displaying it in speech terms, a more or less extensive semantic whole (description, story), intended for an outside listener and understandable to him. Then coherent speech develops, the ability to reveal a thought in a coherent speech construction. Any genuine speech, primarily for the speaker himself, conveying the speaker's thought, desire, is a coherent speech, but the forms of coherence have changed in the course of development. A coherent in the specific sense of the word is a speech that reflects in the speech plan all the essential connections of its subject content. Speech can be incoherent for two reasons: either because these connections are not recognized and not represented in the speaker's thoughts, or because, being presented in the speaker's thoughts, these connections are not properly identified in his speech. The coherence of speech means the adequacy of the speech formulation of the speaker's thought from the point of view of its intelligibility for the listener. Connected speech is such speech that can be fully understood on the basis of its own subject content. In order to understand it, there is no need to take into account the particular situation in which it is pronounced; everything in it is clear to another from the very context of speech; it's contextual.

The speech of a small child at first is distinguished by the opposite property: it does not form such a coherent semantic whole - such a context that it can be understood only on the basis of it; to understand it, it is necessary to take into account the specific visual situation in which the child is located and to which his speech refers. The semantic content of his speech becomes understandable only when taken together with this situation: this is situational speech.

Distinguishing situational and contextual speech according to its main feature, however, one cannot outwardly oppose them. Every speech has at least some context, and every speech is connected and conditioned by a certain situation. Situational and contextual moments are always in internal interconnection and interpenetration; we can only talk about which of them is in each this case dominant.

The main line in the development of the child's speech is that from the exclusive dominance of only situational speech, the child moves on to mastering contextual speech as well. When a child develops contextual coherent speech, it does not overlap the situational one, does not displace it; a child, like an adult, uses one or the other, depending on the content to be conveyed and the nature of the communication itself. Situational speech is a speech that an adult naturally uses in a conversation with an interlocutor who is in contact with the speaker. general situation when it comes to its immediate content; they switch to contextual speech, understandable regardless of the situation, when a coherent presentation of an object that goes beyond the current situation is required, moreover, a presentation intended for a wide range listeners. As the content and functions of speech change in the course of development, the child, while learning, masters the form of coherent contextual speech.

The research conducted by A.M. Leushina was devoted to the study of the development of coherent speech in a preschooler, the features of his situational speech. Situation in the child's speech manifests itself in various forms. So, the child in his speech either completely misses the subject he implies, or replaces it with pronouns. His speech is filled with the words "he", "she", "they", although in the context itself it is not indicated anywhere to whom these pronouns refer. The same pronoun "he" or "she" in the same sentence refers to different subjects. In the same way, speech is full of adverbs ("there", without specifying where exactly, and so on).

The word "such" appears as a characteristic of the object, and the implied content of this epithet is explained by a visual demonstration: it is demonstrated with pens whether it is so big or so small. To understand the child's thought, one speech context is not enough, it can be restored only by taking into account the specific situation in which the child was. A characteristic feature of such situational speech is that it expresses more than it expresses.

Only gradually does the child move on to building a speech context. The transitional stage on this path appears indicatively in one particular, but symptomatic phenomenon. Mostly older preschoolers regularly have an interesting speech construction: first, the child pronounces the pronoun ("he", "she", etc.), and then, as if feeling the ambiguity of his presentation and the need to explain it, he, after the pronoun, introduces an explanation noun; "she - the girl - went", "he - the ball - rolled." This form of presentation is not an accidental phenomenon, but a typical one, revealing an essential stage in the child's speech development. The child involuntarily builds his speech on the basis of what seems immediately understandable to him.

Every child should learn in kindergarten 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 is a semantic detailed statement (a number of logically combined sentences) that provides communication and mutual understanding of people. 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 ability to coherently, consistently, accurately and figuratively express one’s thoughts (or a literary text) also affects the aesthetic development of the child: when retelling, when creating his stories, the child uses figurative words and expressions learned from works of art. The ability to tell helps the child to be sociable, overcome silence and shyness, develops self-confidence.

Connected speech should be considered in the unity of content and form. The diminution of the semantic side leads to the fact that the external, formal side (grammatically correct use of words, their agreement in a sentence, etc.) is ahead of the inner, logical side in development. This is manifested in the inability to find words that are necessary in meaning, in the incorrect use of words, in the inability to explain the meaning of individual words.

However, the development of the formal side of speech should not be underestimated. The expansion and enrichment of knowledge, ideas of the child should be associated with the development of the ability to correctly express them in speech. Thus, a coherent speech is understood as a detailed presentation of a certain content, which is carried out logically, consistently and accurately, grammatically correct and figuratively.

Connectivity, S. L. Rubinshtein believed, is “the adequacy of the speech formulation of the thought of the speaker or writer 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.

Coherent speech is a speech that reflects all the essential aspects of its subject content. Speech can be incoherent for two reasons: either because these connections are not realized and not represented in the speaker's thoughts, or these connections are not properly identified in his speech.

In the methodology, the term "coherent speech" is used in several meanings: 1) the process, the activity of the speaker; 2) product, result of this activity, text, statement; 3) the name of the section of work on the development of speech. The terms “statement”, “text” are used as synonyms. An utterance is both a speech activity and the result of this activity: a certain speech product, greater than a sentence. Its core is meaning. Connected speech is a single semantic and structural whole, including interconnected and thematically united, complete segments.

There are two main types of speech - dialogic and monologue. Each of them has its own characteristics. Thus, the form of the flow of dialogic speech (a conversation between two or more people, posing questions and answers to them) encourages incomplete, monosyllabic answers. Incomplete sentence, exclamation, interjection, bright intonational expressiveness, gesture, facial expressions, etc. - the main features of dialogic speech. For dialogical speech, it is especially important to be able to formulate and ask a question, to build an answer in accordance with the question heard, to give the necessary cue, to supplement and correct the interlocutor, to argue, argue, more or less motivated to defend one's opinion.

Monologue speech as the speech of one person requires development, 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.

These two forms of speech also differ in motives. Monologue speech is stimulated by internal motives, and its content and language means are chosen by the speaker himself. Dialogic speech is stimulated not only by internal, but also by external motives (the situation in which the dialogue takes place, the interlocutor's remarks). Consequently, monologue speech is a more complex, arbitrary, more organized type of speech and therefore requires special speech education.

Despite significant differences, dialogue and monologue are interconnected with each other. In the process of communication, monologue speech is organically woven into dialogic speech, and a monologue can acquire dialogic properties. Often communication takes the form of a dialogue with monologue inserts, when, along with short remarks, more detailed statements are used, consisting of several sentences and containing various information (message, addition or clarification of what was said). L.P. Yakubinsky, one of the first researchers of dialogue in our country, noted that the extreme cases of dialogue and monologue are interconnected by a number of intermediate forms. One of the latter is a conversation, which differs from a simple conversation in a slower rate of exchange of remarks, their large volume, as well as deliberation, arbitrariness of speech. Such a conversation is called, in contrast to a spontaneous (unprepared) conversation, a prepared dialogue.

The relationship between dialogic and monologic speech is especially important to take into account in the methodology of teaching children their native language.

Obviously, the skills and abilities of dialogical speech are the basis for mastering a monologue. In the course of teaching dialogic speech, the prerequisites are created for mastering the narrative, description. This is also helped by the coherence of the dialogue: the sequence of remarks, due to the topic of the conversation, the logical and semantic connection of individual statements with each other. AT early childhood the formation of dialogic speech precedes the formation of monologue, and in further work the development of these two forms of speech proceeds in parallel.

A number of scientists believe that although the mastery of elementary dialogic speech is primary in relation to monologue and prepares for it, the quality of dialogic speech in its mature extended form largely depends on the possession of monologue speech. Thus, the teaching of elementary dialogical speech should lead to the mastery of a coherent monologue statement, and therefore, so that the latter can be included as early as possible in an extended dialogue and enrich the conversation, giving it a natural, coherent character.

Coherent speech can be situational and contextual. Situational speech is associated with a specific visual situation and does not fully reflect the content of thought in speech forms. It is understandable only when taking into account the situation that is being described. The speaker makes extensive use of gestures, facial expressions, and demonstrative pronouns. In contextual speech, unlike situational speech, its content is clear from the context itself. The complexity of contextual speech lies in the fact that it requires the construction of an utterance without taking into account the specific situation, relying only on linguistic means.

In most cases, situational speech has the character of a conversation, and contextual speech has the character of a monologue. But, as D. B. Elkonin emphasizes, it is wrong to identify dialogical speech with situational, and contextual speech with monologue. And monologue speech can be situational.

Important in connection with the discussion of the essence of coherent speech is the understanding of the concept of "colloquial speech". Preschool children master, first of all, the colloquial style of speech, which is characteristic mainly for dialogical speech. The monologic speech of the colloquial style is rare, it is closer to the book-literary style.

In pedagogical literature, the special role of coherent monologue speech is more often emphasized. But it is no less important to master the dialogic form of communication, since in the broadest sense, “dialogical relations. it is an almost universal phenomenon that permeates all human speech and all relationships and manifestations of human life.

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 in kindergarten. Teaching coherent speech can be considered both as a goal and as a means of practical language acquisition. Development different sides speech is a necessary condition for the development of coherent speech, and at the same time, the development of coherent speech contributes to independent use child of individual words and syntactic constructions. Connected speech incorporates all the achievements of the child in mastering the native language, its sound system, vocabulary, grammatical structure.

Psychologists emphasize that in coherent speech, the close connection between the speech and mental education of children is clearly visible. The child learns to think by learning to speak, but he also improves speech by learning to think (F. A. Sokhin).

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.

Teaching coherent speech also has an impact on aesthetic education: retelling literary works, independent children's compositions develop the figurativeness and expressiveness of speech, enrich the artistic and speech experience of children.

So, in a coherent speech, the child's awareness of the speech action clearly appears. Arbitrarily building his statement, he must also realize the logic of the expression of thought, the coherence of speech presentation.

1.2 Features of the development of coherent speech in preschool childhood

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. 4, p.135 

Speech manifestations of the child in the first year of life constitute the preparatory stage of the formation of speech. Under the influence of emotional communication with an adult, a child in the first months of life has vocal responses (they should be distinguished from the cry of a child, which most often does not have the function of communication, but is a reaction to an unfavorable condition).

During communication with an adult, the child gets the opportunity to focus on the face of the speaker, on the object being shown, begins to respond with a smile, movement, gradually acquires the need to communicate with surrounding adults. From the age of three months, the child begins to repeat the audible sounds of the human voice: gurgles (pronounces short combinations of consonants in vowels - ahh, huh, gee ), gulit (sings out vowels - ah-ah-ah ... uh-uh ...). In the second half, babbling appears (pronunciation of isolated and repetitive syllables, first with hard consonants:ba-ba-ba, ma-ma-ma, yes-yes-yes,then with soft consonants:dya-dya-dya, tya-tya-tya).

It is important to note that babbling is already controlled by the baby's hearing. The task of an adult is to achieve from the child the ability to repeat the proposed sound, syllable. Imitation will later become an important means of mastering speech. For arbitrary pronunciation of sounds by imitation, it is necessary to develop auditory concentration, the ability to master the articulatory apparatus and auditory control. The practice of raising young children has a number of techniques for the development of all these qualities. So, for example, moments of absolute silence are created in the group, when the child can listen to the invisible, but close source sounds (human speech, melodic melody, playing a musical instrument). To cause speech imitation, one should be in the field of view of the baby, teach the child to arbitrarily pronounce at first those sounds that are in his spontaneous babble, and gradually add new sounds and syllables that are close in sound. During classes in the arena with one child, the rest of those present acquire a valuable ability to imitate both his speech and the speech of adults. This greatly helps to develop the speech of children who are in a team.

By the end of the year, conjointly pronounced syllable-words appear in the baby's speech. By the age of one, a child of the first group of early age should be able to pronounce about 10 words that are easy to pronounce (including simplified ones: tu-tu, aw-aw and etc.). At the initial stages of speech development, the baby is first taught to understand the word, then arbitrarily repeat it when perceiving the object, and, finally, with the help of questions, games, instructions, the child is made to use the word in a meaningful situation.

The child very early learns the word along with its inherent meaning. But the concepts that are denoted by this word and represent generalized images will be assimilated and deepened gradually, with the development of the child, helping him quickly and successfully navigate in the surrounding conditions.

At first, a single word has for the child the meaning of a whole sentence. This period also covers the first half of the second year of life. Approximately by 1 year 10 months, the ability to use two-word phrases is fixed, and later - three-word phrases. By the age of two, the child's speech becomes the main means of communication with the surrounding adults.

The speech of a young child is situational in nature; it is fragmentary, expressive. Such speech, in addition to words, contains onomatopoeia, gestures, facial expressions and is understandable only in a specific situation.

The situational nature of speech is preserved in the younger preschool age. Then gradually speech becomes coherent, contextual. The appearance of this form of speech is explained by the tasks and nature of the child's communication with others. The developing function of the message, the complication of the child's cognitive activity, require more detailed speech, and the former means of situational speech do not provide intelligibility and clarity of his statements. A. M. Leushina noted that “the content of contextual speech is revealed in the very context of speech and thanks to this it becomes clear to the listener from a combination of words, sentences, i.e. from the very construction of sound speech.”

In younger preschoolers, the understanding of speech is improved (understanding of verbal instructions, instructions from an adult, a simple plot of a literary work). Speech begins to become not only a means of communication, but also a source of knowledge through the verbal explanations of an adult.

The more complex and varied communication of the child with adults in peers creates favorable conditions for the development of speech, its semantic content is enriched, the vocabulary expands, mainly due to nouns and adjectives. In addition to size and color, children can highlight some other qualities of objects. The child acts a lot, so his speech is enriched with verbs, pronouns, adverbs, prepositions appear (the use of these parts of speech is typical for a coherent statement). The kid correctly builds simple sentences using different words and their different order:Lily will bathe; I want to walk; I will not drink milk.The first relative clauses of time appear(when...), reasons (because...).

For children of 3 years old, a simple form of dialogical speech (answers to questions) is available, but they are just beginning to master the ability to coherently express their thoughts. Their speech is still situational, expressive presentation prevails. Toddlers make many mistakes when constructing sentences, determining the action, the quality of the subject. Teaching colloquial speech and its further development will be the basis for the formation of monologue speech.

Children more often begin to use subordinate clauses, especially causal ones, subordinate conditions appear, additional, attributive(I hid the toy that my mother bought; If the rain stops, let's go for a walk?)

In dialogic speech, preschoolers of this age use mostly short, incomplete phrases, even when the question requires a detailed statement. Often, instead of formulating the answer on their own, they inappropriately use the wording of the question in the affirmative form. They do not always know how to correctly formulate a question, submit the necessary remark, supplement and correct the statement of a friend.

The structure of speech is also still imperfect. When using complex sentences, the main part is omitted (usually they begin with unionsbecause, what, when).

Children are gradually approaching the independent compilation of short stories from a picture, from a toy. However, their stories for the most part copy the pattern of an adult; they still cannot distinguish the essential from the secondary, the main from the details. The situationality of speech remains predominant, although contextual speech is also developing, that is, speech that is understandable in itself.

The development of children's ideas and the formation of general concepts is the basis for improving mental activity - the ability to generalize, draw conclusions, express judgments and conclusions. In dialogical speech, children use a fairly accurate, short or detailed answer in accordance with the question. To a certain extent, the ability to formulate questions, give appropriate remarks, correct and supplement the answer of a friend is manifested.

Under the influence of improving mental activity, changes occur in the content and form of children's speech, the ability to isolate the most significant in an object or phenomenon is manifested. Older preschoolers are more actively involved in a conversation or conversation: they argue, reason, rather motivatedly assert their opinion and convince a friend. They are no longer limited to naming an object or phenomenon and incompletely conveying their qualities, but in most cases they isolate characteristic features and properties, give a more detailed and fairly complete analysis of an object or phenomenon.

The emerging ability to establish certain connections, dependencies and regular relationships between objects and phenomena is directly reflected in the monologue speech of children. develops the ability to select necessary knowledge and find a more or less expedient form of their expression in a coherent narrative.

The number of incomplete and simple non-common sentences is significantly reduced due to common complicated and complex ones.

The ability to quite consistently and clearly compose descriptive and plot stories on the proposed topic appears. However, children, especially in the older group, still need a previous teacher model. The ability to convey in a story emotional attitude to the described objects or phenomena is not yet sufficiently developed.

The development of coherent speech of children is carried out in the process of everyday life, as well as in the classroom.

1.3. Tasks and content of teaching coherent speech

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.

As noted above, dialogue is a complex form of social interaction. Participating in a dialogue is sometimes more difficult than building a monologue. Thinking over their own remarks, questions occurs simultaneously with the perception of someone else's speech. Participation in a dialogue requires complex skills: listening and correctly understanding the thought expressed by the interlocutor; to formulate in response one's own judgment, to express it correctly by means of the language; change the topic of speech interaction following the thoughts of the interlocutor; maintain a certain emotional tone; monitor the correctness of the linguistic form in which thoughts are clothed; listen to your speech in order to control its normativity and, if necessary, make appropriate changes and amendments.

There are several groups of dialogic skills:Own speech skills: to enter into communication (to be able and know when and how you can start a conversation with a familiar and unfamiliar person, busy, talking with others); maintain and complete communication (take into account the conditions and situation of communication; listen and hear the interlocutor; take the initiative in communication, ask again; prove one's point of view; express attitude to the subject of conversation - compare, express one's opinion, give examples, evaluate, agree or object, ask , answer; speak logically, coherently; speak expressively at a normal pace, use the intonation of the dialogue.

Speech etiquette skills.Speech etiquette includes: appeal, acquaintance, greeting, attracting attention, invitation, request, consent and refusal, apology, complaint, sympathy, disapproval, congratulations, gratitude, farewell, etc. The ability to communicate in a pair, a group of 3 to 5 people, in a collective.

Ability to communicate to plan joint actions, achieve results and discuss them, participate in the discussion of a specific topic.

Nonverbal (nonverbal) skills- Appropriate use of facial expressions, gestures.

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

In early age groups, the task is to develop understanding of the speech of others and use active speech 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 a younger preschool age, the teacher should ensure that each child 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 educate the need to share your impressions, talk about what you did, how you played, the habit of using simple formulas of speech etiquette (say hello, say goodbye in kindergarten and family), encourage children to try to ask questions about their immediate environment (Who? What? Where? What does it do? Why?).

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 the ability to greet relatives, friends, group mates, using synonymous etiquette formulas (Hello! Good morning!), answer the phone, do not interfere in the conversation of adults, engage in conversation with strangers, meet the guest, communicate with him.

In older groups, one should be taught to answer questions more accurately, to combine the remarks of comrades in a common answer, to answer the same question in different ways, briefly and widely. To consolidate the ability to participate in a general conversation, listen carefully to the interlocutor, do not interrupt him, do not be distracted. Particular attention should be paid to the ability to formulate and ask questions, in accordance with what they hear, build an answer, supplement, correct the interlocutor, compare their point of view with the point of view of other people.

Conversations should be encouraged about things that are not in the child's field of vision, meaningful verbal communication of children about games, books read, movies watched.

Children of older preschool age should know a variety of speech etiquette formulas (Seryozha, can I ask you to bring clothes from the dryer?; Alyosha, help me, please; Lena, be kind, help Sasha button up his jacket; Thank you; Thank you; Thank you for everything; Thank you. It was very interesting, etc.) to use them without being reminded.

A large place in all age groups is occupied by the formation of a culture of communication. Children are taught to call adults by name and patronymic, to “you”, to call each other affectionate names (Tanya, Tanyusha) during a conversation not to lower your head, look into the face of the interlocutor; speak without shouting, but loud enough for the interlocutor to hear; do not interfere in the conversation of adults; be sociable and friendly without being intrusive.

The tasks and content of teaching monologue speech are determined by the characteristics of the development of coherent speech of children and the features of a monologue statement.

Any coherent monologic utterance is characterized by a number of features. The following main features are distinguished: integrity (the unity of the theme, the correspondence of all micro-themes of the main idea); structural design (beginning, middle, end); connectivity (logical connections between sentences and parts of a monologue); the volume of the statement; smoothness (lack of long pauses in the process of storytelling).

To achieve the coherence of speech, a number of skills are needed, namely: the ability to understand and comprehend the topic, to determine its boundaries; select the necessary material; arrange the material in the correct sequence; use the means of the language in accordance with the literary norms and tasks of the utterance; construct speech intentionally and arbitrarily.

In the modern methodology, the program for the development of coherent monologue speech has been significantly refined and supplemented. It provides for the formation of such skills as the ability to select content for their stories, arrange it in a certain sequence. In addition, it is important to inform children of elementary knowledge about the construction of a text and how sentences are connected.

The language has developed typical ways of connecting phrases in the text - chain, parallel and beam connection. The most common is a chain connection, in which the main means of communication are pronouns (Mitka collected so many mushrooms that he could not bring home. He piled them in the forest. L. N. Tolstoy), lexical repetition (The girl opened her eyes, saw bears and rushed to window. The window was open.) and a synomimic replacement (Little Red Riding Hood pulled the string - the door opened. A girl entered the house. Ch. Perrault).

With a parallel connection, sentences do not interlock, but are compared or contrasted (In autumn, hedgehogs have little prey. Worms hid in the ground. Nimble lizards disappeared).

Radiation is more often used in the description when the object is called and then characterized (Ugly cow, but gives milk). Her forehead is wide, her ears to the side, her teeth are missing in her mouth. K.D. Ushinsky)

Coherent utterances of children can be characterized from different points of view: according to the function (purpose), the source of the utterance, the leading mental process on which the child relies.

As noted above, depending on the function (purpose), four types of monologues are distinguished: description, narration, reasoning and contamination (mixed texts). At preschool age, predominantly contaminated (mixed) statements are observed, in which elements of all types can be used with a predominance of one of them. The educator should know well the features of each type of text: their purpose, structure, language means, typical for them, as well as typical interphrase connections.

Depending on the source of the statement, monologues can be distinguished: 1) on toys and objects, 2) on the picture, 3) from experience, 4) creative stories.

Chapter 1 Conclusions

So, the main characteristic of coherent speech is its intelligibility for the interlocutor. Coherent speech is a speech that reflects all the essential aspects of its subject content. Speech can be incoherent for two reasons: either because these connections are not realized and not represented in the speaker's thoughts, or these connections are not properly identified in his speech.

There are two main types of speech - dialogic and monologue. Each of them has its own characteristics. 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 in kindergarten.

To conduct more effective classes on the development of coherent speech, it is necessary to know the features of the formation of coherent speech in preschoolers.

So, in younger preschoolers, the understanding of speech is improved (understanding of verbal instructions, instructions from an adult, a simple plot of a literary work). Speech begins to become not only a means of communication, but also a source of knowledge through the verbal explanations of an adult.

In the middle preschool age, the development of coherent speech is greatly influenced by the activation of the dictionary, the volume of which increases to about 2.5 thousand words. The child not only understands, but also begins to use adjectives in speech to denote a feature of an object, adverbs to denote temporal and spatial relationships. The first generalizations, conclusions, conclusions appear.

In children of older preschool age, the development of coherent speech reaches a fairly high level.

What are the priority tasks in the direction of teaching coherent speech?

In early age groups, the task is to develop an understanding of the speech of others and use the active speech of children as a means of communication. At a younger preschool age, the teacher should ensure that each child 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. The role of the picture for young children is mainly to consolidate and deepen children's experience and only to a small extent to expand it.

In the 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. In middle preschool age, more complex subject and plot pictures are recommended for viewing (“Gifts to Mom on March 8”, “Dear Guests”, “On the River”, “Visiting Grandma”).

CHAPTER II. EMPIRICAL STUDY OF THE DEVELOPMENT OF CONNECTED SPEECH IN CHILDREN OF JUNIOR PRESCHOOL AGE

2.1. The content and methodology for the development of coherent speech of children of primary preschool age

Stages of the study: At the first stage, the main provisions of the study were formed, psychological and pedagogical literature and methodological literature were studied, methods were selected for the development of coherent speech in preschoolers.

At the second stage, the state of the problem under study in practice is considered and the essence of its implementation is revealed.

In conclusion, the general results of the study are summed up, conclusions on the work done are formulated.

Since the scientific and methodological literature contains conflicting points of view on the role of different methods and means in the development of coherent speech of preschoolers, it seems that it would be advisable to conduct a search and experimental work in which children from 4 to 5 years old (20 people) participated.

The main goal of the experiment: The development of coherent speech of children with the help of pictures.

At the first stage of the study, the following tasks were solved:

1. Enrich life experience children; learn to see and name the characteristic features, qualities and actions of objects.

2. To give children ideas about the sequence of actions of characters in a literary work depicted in the picture in game situations; about the structure of a coherent narrative statement.

3. To teach children to arrange pictures in a certain logical sequence, in accordance with the development of actions.

These tasks were solved mainly in the process of subgroup and individual lessons, which created conditions for high speech activity of children, formed an interest in learning activities.

In order to enrich the content of speech, observations were made of the surrounding reality, examination of pictures, conversations on topics of interest to children, during which conditions were created that encouraged the child to make a coherent statement.

The ability to single out and name the various actions of an object is a necessary condition for creating stories of a narrative type. For this purpose, children were offered didactic games, which were held as part of speech development classes, as well as outside them. After the children learned to quickly determine the name of the object and its purpose, the following game was offered:Who can do what?"

Target - to activate in the speech of children verbs denoting the characteristic actions of animals (people of different professions, etc.).

Game progress : the game starts with a short conversation about animals (about different types of work, etc.), during which the children remember different animals, professions, etc. Then the teacher reminds her of the rules. Each player has a picture: “kittens are playing”, “hens are pecking grains”, “children are playing”, etc. (“The poultry house feeds the chickens”, “the children ride the train”, “the children build a house”, “the children meet the new girl”, etc.). Fragments of paired pictures are on the table in front of everyone. Children are invited to assemble a similar picture from fragments as quickly as possible. The winner is the one who first folded it and named what animals do (people, children, etc.).

In his free time, familiar fairy tales and pictures for them were offered (“Zayushkina's hut”, “Three Bears”, etc.). Some children found it difficult to independently come up with a picture sentence and determine the sequence of illustrations. Therefore, an adult, depending on the situation, either laid out the pictures himself, or did it with him. In these situations, children learned to make sentences, find illustrations that correspond to the text of fairy tales and arrange them in a given sequence.

In order to consolidate the ability to build a sentence that defines the main content of what is shown in the picture, as well as to determine the sequence of actions, the exercise "Recognize and name" was carried out.

The children were offered sets of pictures with a sequential development of the action on the theme "From morning to evening" (developed by the author). The teacher asked: “Look carefully and tell me who is drawn in the pictures? What is he doing in the first picture? What do you think he will do next? Find the picture (the child must find the necessary picture). How will it all end? (The child again found the picture and called what was drawn on it).

The performance of tasks was checked by visual comparison with the correct arrangement of pictures. Comparing, the child conveyed the content of the pictures in speech.

In the course of completing this task, many children experienced difficulty in determining the sequence of actions and laying out pictures, so they very often turned to the help of a teacher.

In order to consolidate the ability to determine the sequence of statements, to see and correct inaccuracies in the text when using pictures, the second lesson was held.

On it, Toropyzhka came to the children from the fairy tale and reported that all their books were “sick”. Everything in them is confused: instead of a beginning, an end, and vice versa; in the fairy tale about the Little Red Riding Hood, the Gingerbread Man appears, etc. Fairy tale characters ask children for help. If they determine where in the story (fairy tale) the beginning and where the end; find inaccuracies in the text and correct them themselves, then all the books in the fairy tale will become healthy. Toropyzhka expressed concern about whether the children would cope with the task or not. The teacher reassured him and said: “Don't worry, Hurry! In order to learn to notice inconsistency, inaccuracy in a story or a fairy tale, we have wonderful pictures and interesting games that will help children.” The children, with the participation of Toropyzhka, again laid out the pictures from the "From Morning Till Evening" series in a logical sequence. The task was carried out in subgroups.

Each of them received two pictures: the bunny is sleeping, doing exercises, washing, having lunch, exercising, playing. It was necessary to first name the first action and show the first picture, then the second and name the action. If at the beginning of training these pictures were used to teach preschoolers to build sentences, and an adult provided assistance in determining the sequence, then in this situation each child acted independently. After completing the task, the children could check themselves.

The manual was made in such a way that on the reverse side of each picture there was a window, inside of which there was an arrow indicating the direction of action. In the course of completing this task, all the children were able to name the actions shown in the pictures, many told in two or three sentences, but there was a violation of the sequence in the presentation of events, which was indicated by wrong location cards (8 people out of 20).

To consolidate the skill of determining the sequence of actions, the children were offered other series of plot pictures with sequentially developing events.

Thus, by the end of the first stage of training, the children learned to lay out the pictures in a given sequence.

Methodology for the development of speech "Storytelling in the picture"

The basis of storytelling in the picture is the mediated perception of the surrounding life. The picture not only expands and deepens children's ideas about social and natural phenomena, but also affects the emotions of children, arouses interest in storytelling, encourages even the silent and shy to speak.

In the methodology for the development of speech, learning to tell a story from a picture (description and narration) has been developed in sufficient detail. Here, the methodology is based on the classical heritage of Western and Russian pedagogy, which was later used in relation to work with preschool children by E. I. Tikheeva, E. A. Flerina, L. A. Penevskaya, E. I. Radina, M. M. Konina and others. All of them emphasized the great importance of the picture both for the general development of children and for the development of their speech.

For the methodology of teaching storytelling in a picture, understanding the characteristics of the perception and understanding of pictures by children is essential. This problem is considered in the works of S. L. Rubinshtein, E. A. Flerina, A. A. Lyublinskaya, V. S. Mukhina. Studies have shown that as early as two years old, a child looks at pictures with pleasure and names them after an adult.

E. A. Flerina believes that in preschoolers, the perception of a picture is significantly ahead of their visual capabilities (children react to the content and image - color, shape, construction). She identifies the following trends in children's perception: the child's attraction to a bright colorful picture; the desire to see in the picture all the essential features of the object (unrecognition of perspective constructions and dissatisfaction with them by children 3-6 years old); difficulties in the perception of light and shade pattern; difficulties for children 3–5 years old when perceiving a drawing with a pronounced perspective deformation of the object; positive attitude to the rhythmic simplicity of construction (composition).

The development of the perception of the picture, according to V. S. Mukhina, occurs in three directions: the attitude towards the picture as a reflection of reality changes; develops the ability to correctly correlate the drawing with reality, to see exactly what is depicted on it; the interpretation of the drawing is improved, i.e. understanding of its content.

A. A. Lyublinskaya believes that the perception of the picture of the child should be taught, gradually leading him to an understanding of what is depicted on it. This requires recognition of individual objects (people, animals); highlighting the pose and position of each figure in the general plan of the picture; establishing links between the main characters; highlighting details (lighting, background, facial expressions of people).

S. L. Rubinstein, G. T. Ovsepyan, who studied the perception of a picture, believe that the nature of children's answers to its content depends on a number of factors. First of all - from the content of the picture, the proximity and accessibility of its plot, from the experience of children, from their ability to consider the drawing. The nature of the answers also depends on the nature of the questions defining the mental task. On the same picture to the question "What is drawn?" children list items and objects; to the question “What is being done in this picture?” - name the actions taken. On the offer to tell about what is drawn, they give a coherent statement. Consequently, if the teacher abuses the question "What is this?", which requires the enumeration of objects, then he involuntarily detains the child at the lowest stage of perception.

In the formation of skills to describe pictures and compose narrative stories, specially designed series of didactic pictures of various types are used.

Subject paintings - they depict one or more objects without any plot interaction between them (furniture, clothes, dishes, animals; "Horse with a foal", "Cow with a calf" from the series "Pets" - author S. A. Veretennikova, artist A. Komarov).

Narrative pictures, where objects and characters are in plot interaction with each other.

M. M. Konina believed that different types of paintings should be used differently in connection with various tasks mother tongue teaching. Object pictures are conducive to nomenclature activities related to the enumeration and description of the qualities and features of the depicted object. The plot picture prompts the child to a story related to the interpretation of the action.

When selecting pictures for storytelling, a number of requirements are imposed on them: the content of the picture should be interesting, understandable, educating a positive attitude towards the environment; the picture must be highly artistic; images of characters, animals and other objects must be realistic; the conditional formalistic image is not always perceived by children; attention should be paid to the accessibility not only of the content, but also of the image. There should be no pictures with an excessive pile of details, otherwise the children are distracted from the main thing. Strong reduction and obscuration of objects causes their unrecognizability. Excessive shading, sketchiness, unfinished drawing should be avoided.

One of the techniques that prepare children for storytelling in a picture is looking at and talking about its content. Looking at pictures, according to E. I. Tikheeva, has a triple goal: an exercise in observation, the development of thinking, imagination, logical judgment and the development of a child’s speech.

Children do not know how to look at pictures, they cannot always establish relationships between characters, sometimes they do not understand how objects are depicted.

Therefore, it is necessary to teach them to look and see an object or plot in a picture, to develop observation skills. In the process of examination, the dictionary is activated and refined, dialogic speech develops: the ability to answer questions, justify one's answers, and ask questions oneself. Therefore, the purpose of the conversation in the picture is to bring the children to correct perception and understanding the main content of the picture and at the same time the development of dialogic speech.

Difficulties in the perception and understanding of the picture by children are often predetermined by typical methodological mistakes of the educator: the lack of an introductory conversation and stereotyped, stereotyped posing of questions.

The role of the picture for young children is mainly to consolidate and deepen children's experience and only to a small extent to expand it. The picture for kids should approach, according to E. A. Flerina, to a simplified reality.

Consideration begins with the introduction of the picture and its silent contemplation. But since the kids cannot silently look at the picture, the teacher keeps the conversation going, draws their attention to an object or character, and gradually expands the conversation. The main methodological technique here is questions. With a question, the teacher immediately highlights the central image (Who do you see in the picture?), Then other objects, objects, their qualities are considered. This is how the perception of the picture goes on sequentially, bright details stand out, the dictionary is activated, and the dialogue develops. Questions should be understandable, aimed at establishing links between parts of the picture, at a gradual complication. In addition to questions, explanations and game techniques are used (children are invited to mentally put themselves in the place of the child who is drawn, give a name to the character; the game “Who will see more?”). The sequence of questions provides a holistic perception of the picture, and game techniques maintain interest in it. Such an examination of the picture approaches the conversation of the educator with the children.

A complicated type of viewing is a conversation about a picture. It differs from the previous lesson in greater focus, systematic questions, the sequence of consideration and the mandatory participation of all children. Here, in addition to questions, the generalization of the teacher, the suggestion of the right word, the repetition of individual words and sentences by children are used. The conversation ends with a summary. Choral responses predominate in such a conversation. It is difficult for children to keep silent and keep their attention to the picture with individual answers. Their speech reactions are slow.

When looking at pictures, the teacher takes into account the interests of the children, their psychological features. So, if the picture is dynamic (“Cat with kittens”), it is better to first draw the attention of children to the dynamics, the actions of the characters (playing kitten). If the picture is bright, colorful, or it depicts something that catches your eye, then you should start looking at it (“Chickens” is a bright rooster). It is not recommended to show the picture to kids in advance (before class), as the novelty of perception will be lost, interest in the picture will quickly disappear. Children's self-perception is underdeveloped.

In middle preschool age, more complex subject and plot pictures are recommended for viewing (“Gifts to Mom on March 8”, “Dear Guests”, “On the River”, “Visiting Grandma”).

Conversations about pictures become more complicated, children learn to see not only the main thing, but also the details. In the painting "A Dog with Puppies", for example, attention is drawn not only to the dog and its puppies, but also to the sparrows and their actions. During the examination, you can offer to describe one of the objects, to attract children's experience. So, in a conversation based on the painting “On the River”, one should be given the opportunity to admire the river, the blue sky, the steamer, which carries many passengers, and then proceed to examining those on the shore, ask if anyone rode a boat, sailed on a steamer. In conclusion, you can read a story on this topic.

At older preschool age, in a conversation about pictures, special attention is paid to a more detailed examination due to the greater complexity of the content. The picture can be viewed in parts. First - the main thing, then the details that the children should notice themselves. For subsequent descriptions, attention should be paid to the interior, background, landscape. E. I. Tikheeva advised striving to ensure that the examination of paintings contributed to the development of aesthetic feelings. It is also important that the child expresses in figurative words his personal attitude to the perceived landscape, river, forest. In this regard, you can pick up epithets and comparisons with children.

The offer to ask questions themselves will increase children's activity. Thus, an element is introduced into the educational activity of children. self search. These issues are taken into account in further consideration. For example, in a lesson on the painting “Hedgehogs”, a riddle about a hedgehog is guessed. Children are reminded that they already know a lot about hedgehogs (what they eat, how they curl up, how they snort angrily). Then they are invited to think about what else they would like to know about hedgehogs, and ask a question. Children may want to know how hedgehogs make minks, how hedgehogs are born and how fast they grow. Next, they look at a picture that helps answer these questions. With his explanations, the educator clarifies the ideas of the children. At the end of the conversation, it is legitimate to ask: “What new did you learn from the conversation?”

To activate speech and thinking, such techniques were used as asking the children to think (“What else would you like to know?”), indicating in what form it should be done (“Ask questions”), leading the children to generalization (“What new did you learn ?"). The development of creativity is facilitated by the reception of children inventing the name of the picture, discussing it, choosing the most successful, comparing with the real name.

Therefore, looking at pictures prepares children to write descriptions and storytelling.

The effectiveness of the subsequent teaching of children in coherent statements depends on the level of content of viewing the picture.

If the content of the picture does not cause difficulties, in one lesson you can simultaneously solve two tasks - looking at the picture and telling about it.

In the method of speech development, several types of children's stories in the picture are distinguished.

The description of subject pictures is a coherent sequential description of the objects or animals depicted in the picture, their qualities, properties, actions, lifestyle.

The description of the plot picture is a description of the situation depicted in the picture, which does not go beyond the content of the picture. Most often, this is a statement of the type of contamination (both a description and a plot are given).

Story by serial story series paintings.

In essence, the child talks about the content of each plot picture from the series, linking them into one story. Children learn to tell in a certain sequence, logically linking one event to another, master the structure of the narrative, which has a beginning, middle, end.

A narrative story based on a plot picture (conditional name), according to the definition of K. D. Ushinsky, "a story that is consistent in time." The child comes up with a beginning and an end to the episode depicted in the picture. He is required not only to comprehend the content of the picture and convey it in words, but also to create previous and subsequent events with the help of imagination.

Mood-inspired descriptions of landscape paintings and still lifes often include narrative elements. Here is an example of a description of the painting by I. Levitan “Spring. Big water" by a child of 6.5 years old: "The snow melted and flooded everything around. Trees stand in the water, and houses are on the hill. They didn't flood. Fishermen live in the houses, they catch fish.”

There are several stages in teaching children storytelling from a picture.

At the younger preschool age, a preparatory stage is carried out, which aims to enrich the vocabulary, activate the speech of children, teach them to look at pictures and answer questions about their content.

In the middle preschool age, children are taught to consider and describe subject and plot pictures, first on the questions of the educator, and then according to his model.

In older preschool age, the mental and speech activity of children increases. Children, on their own or with a little help from the educator, describe subject and plot pictures, compose plot stories based on a series of pictures, come up with the beginning and end of the plot of the picture.

Young children are brought to storytelling in a picture gradually, through other classes, in which they learn to perceive the content of the picture, correctly name the objects and objects depicted on it, their qualities, properties, actions, answer questions and write a description with their help. This goal is served by didactic games with subject pictures: kids must match a pair to the specified picture, name the object, say what it is, what they do with it.

It is important to motivate speech activity: show a picture and tell a new girl, doll, your favorite toy, mother about it. You can offer to look at the picture carefully again, remember it and make a drawing at home. In your free time, you need to consider the drawing and invite the child to tell about it. At the end of the fourth year of life, it becomes possible to move on to independent statements of children. As a rule, they almost completely reproduce the sample of the teacher's story with minor digressions.

The middle preschool age is characterized by the formation of monologue speech. At this stage, learning to describe subject and plot pictures continues. The learning process goes on consistently here as well. Subject pictures are considered and described, a comparison is made of the objects and animals depicted in the picture, adult animals and their cubs (cow and horse, cow and calf, pig and piglet).

Examples of comparisons made by children: "A pig's tail is big, like a rope, with a squiggle, and a piglet's tail is small, with a squiggle, like a thin rope." “A pig has a big snout on its nose, and a piglet has a small snout.”

Conversations are held on plot pictures, ending with a generalization made by the teacher or children. Gradually, children are brought to a coherent, consistent description of the plot picture, which is initially based on imitation of a speech pattern.

For storytelling, pictures are given that were considered in the younger group, and new ones, more complex in content (“Cubs”, “Visiting Grandma”).

The lesson structure is simple. At first, the children silently examine the picture, then a conversation is held, clarifying the main content and details. Next, a sample is given and it is proposed to talk about the content of the picture. The need for a sample is explained by the insufficient development of coherent speech, the poverty of the dictionary, the inability to consistently state events, since there is still no clear idea of the structure of the narrative. The sample teaches the sequence of presentation of events, the correct construction of sentences and their connection with each other, the selection of the necessary vocabulary. The sample should be short enough, presented lively, emotionally.

At first, the children reproduce the pattern, and later they tell on their own, introducing their creativity into the story.

Let us give an example of a sample story based on the painting “Cat with Kittens”. “One little girl had a cat Murka with kittens. One day the girl forgot to put away her basket of balls of yarn. Murka came with the kittens and lay down on the rug. One of the kittens, white with black spots, also lay down next to his mother cat and fell asleep.

The gray kitten was hungry and began to eagerly lap up milk. And the playful red kitten jumped onto the bench, saw a basket with balls, pushed it with its paw and dropped it. Balls rolled from the basket. I saw a kitten how a blue ball was rolling, and began to play with it.

To begin with, you can invite one child to describe the kitten he liked, another child to describe the cat, and then tell about the whole picture.

The next stage of work - telling a series of plot pictures (no more than three) - is possible if children have the ability to describe pictures. Each picture from the series is considered and described, then the statements of the children are combined into one plot by the teacher or children. Moreover, already in the process of consideration, the beginning, middle, end of the plot developing in time are distinguished. For this purpose, the series "How Misha lost his mitten" is most suitable.

At the senior preschool age, the tasks of teaching monologue speech in the classroom with pictures become more complicated. Children should not only understand the content of the picture, but also coherently and consistently describe all the characters, their relationships, the environment, using a variety of language tools, more complex grammatical constructions. The main requirement is greater independence in stories based on pictures.

description and comparison of subject pictures;
description of plot pictures;
storytelling through a series of plot pictures.

The lesson begins with viewing or re-viewing the paintings, clarifying the main points of the plot. Depending on the children's skills, their level of description or narration, the teacher uses different methodological techniques: questions, plan, speech pattern, collective storytelling, discussion of the sequence of the narration, creative tasks.

The main method of teaching is still the sample. As children master speech skills, the role of the model changes. The model is no longer given for reproduction, but for the development of one's own creativity. To some extent, imitation remains - children borrow the text construction scheme, means of communication, language features. In this regard, there are possible options for using the sample: it concerns one episode of the picture or individual characters; the sample is given according to one of the two pictures proposed for storytelling; offered as a beginning (children continue and finish it); may be given after several children's stories if they are monotonous; may not be used at all or be replaced by a literary text. AT last case other methods of leading children are needed.

For example, a plan in the form of questions and instructions. So, according to the painting “Winter Entertainment” (author O. I. Solovieva), children are invited to tell first about how children make a snowman, then about those who take care of the birds, then how they ride down the hill and, finally, what others do children.

In the senior group, learning continues to build a story based on a series of plot pictures. This type of storytelling contributes to the development of the ability to build a storyline of an utterance, forms ideas about its composition, and activates the search for figurative means of expression and ways within a textual connection.

2.2. Ways of forming coherent speech in children of primary preschool age

At the second stage of the experiment, the following tasks were solved:

1. To form the independence of statements, their structural design.

2. Strengthen the ability to connect sentences in a text in different ways using a variety of different ways connections.

At this stage, as at the first, pictures were used to enrich the content of the child's speech; avoid stereotypes in children's statements; structure them.

At the first lesson, children continued to get acquainted with the beginning of the story; consolidated ideas about different options for the beginning on the example of familiar fairy tales and stories; reinforce children's ability to identify main theme storytelling. They developed the idea that at the beginning of the statement the main characters of the work are usually called and the event that gives impetus to the development of the plot is told.

The main content of the lesson was the retelling of the fairy tale "Masha and the Bear". The lesson was held in the room of fairy tales. The storyteller offered the children to guess her riddles: “Look at the picture. What fairy tale (story) are these characters from? Name them. Remember how this fairy tale (story) begins.

If the children coped with the task and guessed the riddle, then the storyteller gave the children a book with this work and pictures that the children could use in independent games.

In game situations, children learned to name the main characters depicted in the picture, to retell the beginning of the work.

In order to consolidate the skills acquired in the lesson, the children were asked to show the sequence of a literary work with the help of pictures; led to the reproduction of familiar fairy tales, stories.

In the second lesson, they continued to acquaint children with the structure of the narrative, taught them to select the necessary words, build sentences to end the story (fairy tale). For this purpose, they offered to play the game “What first, what then?”.

The purpose of the game is to teach children to arrange the pictures in the order of the plot development. Pictures from N. Radlov's book "Stories in Pictures" were offered for her.

Game progress: The teacher takes out the pictures and shows them to the children. Then he says that if you put them in order, you might get interesting story, and in order to put it correctly, one must guess what happened first, what happened next, and how it all ended. The teacher explains how to lay out the pictures (in order, from left to right, side by side in a long strip).

At the beginning, the children were offered plots from two pictures, then from three.

After laying out the pictures, the correctness of their location was checked. Particular attention was paid to the last picture in the series, they were taught to make sentences based on it, ending the story (fairy tale).

As a complication, it was proposed not only to arrange the pictures in a certain sequence, but also to come up with a story.

At the third stage, the ability to build a coherent narrative statement was consolidated.

The purpose of these classes was to consolidate the knowledge and skills acquired by children in the learning process.

During the next lesson, the children had to tell a fairy tale or compose a story using plot pictures (no more than three on one topic), which were arranged in a certain sequence. For example: bun, hare, wolf, bear, fox. Visualization, in this case, was a kind of plan for utterance, prompted and directed the child's thoughts. The choice of visibility was determined by the desire of the children. Often in the stories (fairy tales) of children, new characters appeared who were not presented visually. The child introduced them in order to develop the plot. Sometimes storylines were borrowed from literary works. So, in the fairy tales of some children, the gingerbread man met Little Red Riding Hood, three bears, etc. in the forest.

Next, the children came up with illustrations for their stories and fairy tales. The illustrations were glued into tapes, and a “filmstrip” was obtained (this material was then used in the didactic game “Magic TV”).

A game "Magic TV"

Target - develop logical thinking, to consolidate the ability to combine separate parts of the statement into a single whole.

Game progress: the teacher offered the children to watch TV, explained: “Guys, this TV is not simple, it is magical. Now I will turn it on, and you will see and hear familiar fairy tales and stories. But the trouble is, the sound disappears on this TV. The show will continue only if you and I remember what we are talking about and voice the work.” (Illustrations for fairy tales invented by children and glued into tapes are shown on “TV”).

Thus, the implementation of all the planned content using a variety of teaching methods and techniques had a positive effect on the level of independence and coherence of the children's statements.

Children's ideas about the structure of a coherent statement, ways of connecting its individual parts into a single whole, have been enriched. The number of pauses and repetitions has been reduced.

CONCLUSION

So, in the course of the work, the following questions were revealed: the concept of coherent speech and its significance for the development of the child; features of the development of coherent speech in preschool childhood; tasks and content of teaching coherent speech; methodological recommendations of various authors on the development of coherent speech, in particular with the use of pictures.

The experimental part of the work showed that children of primary preschool age are able to create a narrative-type statement in the course of special training based on the use of pictures. At the same time, children use various types of connections in texts. The syntactic structure of speech of preschoolers is improving, they often include a variety of syntactic constructions. And just when the teacher turns to the children for help, offers to tell their peers, involves them in the selection of more beautiful, better statements. Their speech becomes coherent, interesting for listeners. Children try to select exact words and phrases that are accessible to others, expressing their intention, corresponding to the content of the text. The game form of education made it attractive for the child and more effective.

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Introduction

Chapter I

Chapter II. Formation of coherent speech of primary school students.1 Work on the word, phrase and sentence.2 Work on the text

Chapter III. Methodological techniques for the development of coherent speech.1 Individualization of tasks.2 Exercises for the formation of coherent speech skills

Conclusion

Literature

Introduction

The upbringing of a comprehensively developed personality is impossible without the improvement of such an important tool of cognition and thinking as speech. The development of students' speech in the light of the modern requirements of school education is one of its urgent tasks, and first of all the lessons of the Russian language, which determined the theme of the thesis "Formation of coherent speech among younger schoolchildren".

The skills of Russian speech acquired by students during the period of primary education serve as the basis that forms the linguistic personality, it is here that children first encounter the literary language, with the written version of the language, with the need to improve speech.

The object of the research is the process of teaching the Russian language.

The subject of the study is the system of work on the formation and development of coherent speech of primary school students-Dagestanis.

working hypothesis. Education using textbooks and teaching kits of a new generation that meet linguistic and didactic requirements, which takes into account the specifics of the Dagestan languages (there are few of them, but they exist) gives a high effect in mastering knowledge, skills and abilities in teaching the language, and also contributes to the development of coherent speech of students.

Research methods. The paper examines the scientific, methodological, educational literature of a new generation, analyzes the lessons of speech development, which involve the enrichment, activation of the vocabulary, studies the methodology for working on a phrase, on constructing a sentence, improving the perception and generation of speech.

Today there are a lot of new programs that implement the idea of teaching a language as a speech activity. There are attempts to create partially integrated lessons of the Russian language and literature, music and art, etc. Lessons are very productive with penetration into the text, into the world of fiction, as the pinnacle of speech activity. They help students master the language units necessary for communicative purposes: to express a variety of thoughts, feelings and to awaken the potential of language creativity in students, to search for their own language forms, methods of expressing thoughts and feelings, constructing a text.

The modern teacher teaches children the language in order to teach them speech, i.e. the ability to correctly and appropriately use linguistic means for receiving and transmitting information (both verbally and in writing).

These programs and manuals are the fruitful activity of scientists-methodologists, primary school teachers to transform the educational process.

And the teacher was and remains the only conductor of this knowledge. Today, he must not only know the Russian language, but speak it professionally to the highest degree: master the theory and methods of teaching and work creatively in order to educate a linguistic personality.

theoretical significance. The paper outlines the theoretical foundations of the Russian language and its methodology, discusses the concepts specific to the methodology of the Russian language in the national school, describes the methods, techniques, principles of teaching and a system of various exercises recommended for use by a primary school teacher.

Objectives: to analyze the scientific and methodological literature on the formation of a linguistic personality; study new requirements in language teaching, programs and textbooks; to identify effective methods and techniques that contribute to the development of coherent speech of a younger student and their implementation in the practice of teaching Russian as a non-native language.

Tasks. To show on separate examples some ways and techniques for the development of coherent speech and its culture of communication, thereby realizing the principle of the communicative orientation of language teaching. Also, to identify ways in which a teacher can develop a language flair in his students, because the most important steps in mastering the correct speech fall on the initial period of training.

In accordance with the goals and objectives, the following structure diploma work. It consists of an introduction, two chapters, a conclusion and a list of references.

Chapter I

1 The role of the pedagogical approach to instilling coherent speech skills in younger students

Formation holistic personality child is impossible without its linguistic component. Language is an instrument of cognition and the main means of communication, and only having a good command of all its riches, which give the key to cognition and knowledge, does the speaker become aware of himself. complete personality. At school, from the first days, they try to teach a child to speak and write competently, coherently and beautifully, although, in our opinion, they are largely overloaded with a powerful arsenal of rather disparate ideas about the laws, norms and rules of the language, containing a huge set of orthograms and difficult to mention algorithms. All this, unfortunately, does not contribute to either the formation of a sustainable interest in the subject, or the formation of a linguistic personality capable of correctly perceiving, understanding and transmitting the necessary information, competently and, most importantly, consciously correlate the content plan and the expression plan of language units, effectively solve constantly arising problems. various kinds of communication tasks.

In this regard, the importance of the teacher as an influencing personality has increased many times over, since other stereotypes have almost lost their relevance. At the same time, the teacher, realizing that he is not the only factor in the formation of the student's personality, must build a system of education and upbringing, taking into account the fact that the student receives knowledge and educational impulses through the social environment and the media, etc. However, the surrounding language environment, of course, negatively affects the formation, development and expression of feelings and emotions. Having a limited number of words in reserve to reveal his inner state, he gradually withdraws into himself, since there are no words in his memory that can be called what he saw, heard, felt. This is where the teacher comes in to help.

Developed speech implies possession of a sufficiently large vocabulary, the ability to use the entire arsenal of phonological, morphological, derivational and syntactic means of the language in accordance with the norms of literary speech, as well as the ability to use these means in various situations, taking into account the task of accurately conveying information, the task of being understood by the interlocutor and tasks of influencing the interlocutor.

Linguistic science has already approached such an understanding of the essence of language, in which it is the subject of communication, the linguistic personality, that becomes the main character in the corresponding coordinate system and the main object of study. Methodological science is still on distant approaches towards this milestone, although certain steps are already being taken. One of the attempts of this kind, in our opinion, can be considered the system of developmental education of D.B. Elkonin and V.V. Davydov. The potential for the development of the personality of a junior schoolchild, which is the basis of this system, is realized to one degree or another in the content of a number of textbooks and teaching aids in the Russian language. These include a new elementary school kit for M.S. Soloveichik and N.S. Kuzmenko "To the secrets of our language", built taking into account the active-communicative principle of learning. The authors in an entertaining way, with the help of "through images" of the first-grader Anton and the foreign boy, show how you can and should use the Russian language.

The same goal is pursued by the published new and diverse programs and sets of textbooks in the Russian language. For example, "Russian language in primary school: theory and practice of teaching" edited by M.S. Soloveichika, "Culture of verbal communication: theory and practice of teaching" author O.M. Kazartseva, "Russian language in elementary grades: theory and practice of teaching" T.G. Ramzaeva and others. These manuals build work on the development of communicative competence, based on traditional areas in the work on the development of speech: work on a word (lexical level), work on a sentence (syntactic level) and work on coherent speech (text level). At the same time, it is important to remember that all areas of vocabulary work are possible only on a practical basis, mainly based on the text.

It is important to use the situational method (analysis of both artificial and natural speech situations) as a component of the communicative aspect of teaching the Russian language.

In the conditions of a rich choice of school programs and textbooks, it became obvious: the difference between new manuals and traditional ones, where verbal information is given for understanding, analysis and generalization.

In modern learning conditions, great opportunities for the formation of communicative competence are the lessons of rhetoric, since it is this science that studies, along with other aspects, the patterns of human speech behavior in various speech situations. But here, too, methodologists express concern that some teachers will pay less attention to the practical side of the lessons than to the theoretical side.

Among the various teaching aids (didactic materials, reference books, dictionaries, visual aids, etc.), the textbook is the main one. The textbook outlines the basics of scientific knowledge of the Russian language in accordance with the program. It is the textbook that defines in detail the content of the subject, reveals the essence of the concepts named in the program. The material is presented in an accessible form. A variety of exercises with their skillful use should contribute to the development of educational language, speech, spelling and punctuation skills. Many texts are designed to solve educational problems, to form students' cognitive interests, to expand their horizons. Interest in the subject can be caused by the proverbs, sayings, riddles, joke tasks used in the exercises, various rules in poetic form, paraphrases, etc. Further in the work are fragments of lessons using this kind of material.

In unified textbooks intended for students of different nationalities, there are no and cannot be direct comparisons of the facts of the Russian and native languages, but a hidden comparison takes place. The teacher himself must be well aware of the difference between the systems of the compared languages, keep these facts in mind, and at the right time use his knowledge in order to prevent interference errors.

Educational and methodological kits in the Russian language for grades I-IV, created in recent years, take into account the features of the Dagestan secondary school with their native language of instruction. A distinctive feature of these textbooks is that they make it possible to take into account the linguistic, cultural, ethno-pedagogical features of our region.

Dagestan has accumulated some positive experience in creating Russian language textbooks for national schools. They were compiled based on different methods of teaching a non-native language: translation-grammar, natural-natural and combined.

For example, a second grade textbook for Dagestan students implements the following principles:

practical orientation, i.e. in the exercises, tasks are given for the use of the acquired language material in speech practice;

thematic principle of the organization of its material. At the same time, the core of the lesson, around which everything else is grouped, is the text that meets the program requirements. Post-text exercises are aimed at clarifying the content of what has been read in a question-answer way, verbal illustration, retelling. These exercises help to activate coherent speech, children master the simplest act of speaking, which is consolidated and improved in small dialogues that contribute to the formation of speech skills;

the principle of taking into account the native language in the learning process. Russian language textbook for elementary grades of Dagestan national school is nationally oriented.

Textbook of the Russian language in the conditions of the national school, according to N.M. Shansky, is "the main manual, which in principle determines all the joint work of the teacher and students in the complex process of teaching speech activity and learning the language as a social phenomenon." .

In the process of pedagogical activity, the teacher mainly uses oral speech, which should be distinguished by purity, clarity, accuracy, reasoning, etc. And for this, at present, a simple knowledge of the Russian language, suitable only for the purposes of communication, is not enough. It is necessary to master the literary norms of the Russian language with all the richness of its expressive means.

The content of the work on the development of coherent speech in the primary grades is determined by the content of education in all academic subjects, providing awareness in the assimilation of knowledge and skills. When teaching students, the teacher connects their assimilation of knowledge with the development of their speech, applying the same pedagogical techniques in many ways, at the same time both in order to assimilate educational material and in order to develop coherent speech. The word of the teacher, as well as the printed word, thus performs a dual function in the learning process: it serves as a means of teaching and educating the thinking of students and, at the same time, a means of developing their coherent speech. Both of these tasks are closely related, but not identical. Therefore, it is necessary to speak not only about the method of work on the development of coherent speech of students, but also about the method of teaching and educating the thinking of children by means of speech. We have these two sides in mind when speaking about the development of coherent speech in the learning process. In primary school, this problem should be approached on the basis of the specifics of primary education, the characteristics of its tasks and its place in the general education system.

The main task of primary school is the development of the mental and moral powers of the child, carried out in the process of learning about the world around. The main task of learning at this stage is the accumulation of specific ideas about the world around us, the creation of distinct quantitative, spatial and temporal representations and the enrichment of the dictionary and live speech with various grammatical forms, the ability to build a statement. Only on this basis is it possible to assimilate a systematic course and abstract concepts in subsequent classes.

The second task of elementary education, closely related to the first, is the preparation of children for serious systematic educational work in the upper grades.

A distinctive feature of the speech development lesson is the purposeful work on the main types of speech activity - writing, speaking, reading and listening. The traditional methods and techniques for the lesson of the Russian language, as well as exercises, are no longer enough if we consider the work on the development of speech as a system. The fact is that teaching only the skills of coherent speech does not exhaust the whole variety of tasks in this area, since usually it comes down to the generation of statements (texts). At the same time, it is impossible to ignore the tasks of enriching the vocabulary and grammatical structure of students' speech, work on the culture of speech (teaching the norms of the language), which should also be carried out purposefully. The main tasks of lessons in the development of coherent speech:

) purposefully enrich the lexical and grammatical structure of children's speech;

) teach them to perceive (and understand) someone else's speech;

) build their own statements (texts) in accordance with the norms of the Russian language.

In addition, in the lessons of speech development, purposeful, systematic, and not aspectual work is carried out to enrich the vocabulary and grammatical structure of students' speech, and attention is also focused on the education of a culture of speech.

The specificity of the speech development lesson (SDR) is inherent in its very name: priority is given to the development of a linguistic personality. In addition, it manifests itself in the goals, content, typology of lessons, as well as in teaching methods and techniques. Based on the above main objectives of the lesson on the development of speech, it is possible to expand the tasks of such lessons:

) enrichment of vocabulary and grammatical structure of students' speech;

) teaching the norms of the language and their use in speech;

) the formation of communicative competence and the development of a linguistic personality, the improvement of communicative skills;

) teaching the skills of speech culture and speech communication;

) development of the main types of speech activity: speaking, writing, listening and reading;

) the development of thinking and the formation of processes of mental activity (analysis and synthesis, abstraction and generalization) by means of the language used in speech.

) acquaintance with the basic speech concepts as a theoretical basis for teaching the language and developing speech.

The communicative principle occupies a prominent place in the system of teaching the Russian language, especially in the national school. This principle is understood as the connection between teaching the Russian language and objective reality, the ability to use the acquired knowledge in everyday life practice.

And in this regard, education in the Dagestan national school pursues, first of all, a practical goal: to instill in students the skills of competent oral and written speech, as well as the ability to accurately apply the studied grammatical phenomena in communicative activity, in constructing phrases and various structural and functional types of sentences, in compiling connected texts.

An important role in establishing the connection between the theory of learning and speech practice is played by phonetic-orthoepic, lexico-grammatical and spelling exercises. However, excessive enthusiasm for them to the detriment of theory or, conversely, unjustified memorization of rules and orthograms inevitably leads to unstable, superficial knowledge in the field of one or another section of the language being studied. Since the principle of communicativeness is of great importance when teaching the Russian language, the entire system of work at school should be aimed at developing in children strong skills in using in speech those forms that do not coincide in Russian and their native languages, are methodologically relevant and cause interference. The main goal of communicating theoretical information is to promote the conscious formation of skills and the exercise of self-control over the use of one or another grammatical form. This is how one of the important requirements of training is realized: from practical activities for the formation of skills to theoretical knowledge and again to training practical exercises. In essence, this means the accumulation by students of phonetic-orthoepic and lexical-grammatical material in the process of reading, listening, retelling, speaking, etc., their familiarization with various speech forms and structural patterns and models. Therefore, the work must be organized in such a way that the repetition of the necessary linguo is ensured. didactic material.

The most important stage of work on linguistic material is the purposeful use of various mental operations: comparisons, comparisons, contrasts, analogies, generalizations, etc.; communication of the most appropriate theoretical information that helps to form skills and abilities based on comparative typological characteristics and identify methodologically significant similarities and differences between Russian and native languages. The final stage is practical exercises to achieve an automatic level of knowledge of the studied material.

2 Methods and requirements for the development of coherent speech

The ultimate goal of teaching the Russian language is the mastery of coherent speech by students, meaningful, thematically complete speech that meets the requirements of established language norms, which is a single semantic and structural whole. This mastery can be achieved with the help of a system of exercises for retelling the content of a given text, answering questions in connection with the read text; highlighting segments of speech of varying degrees of completeness, their main idea; compiling stories, essays, miniatures, etc. It is important that exercises for the development of coherent speech be based on variable linguodidactic material, taking into account the stage and purpose of the work, be diverse and based on unequal analyzers depending on word-formation possibilities, connections between words and other syntactic units, etc. From a linguistic point of view, coherent speech is "a segment of speech that has a considerable length and is divided into more or less complete independent parts." . In linguodidactics, the term "coherent speech" is used in three meanings: a) the process, activity of the speaker, writer; b) the result of this activity, text, statement; c) the name of the section of work on the development of speech.

The requirements for the development of coherent speech are based on the issue of skills that are common to oral and written speech. In relation to oral speech, this is free (and perhaps with elements of improvisation), correct and emotional speech. Written speech involves the ability to reveal the topic and main idea of the statement, collect and systematize the material for the statement, improve what is written, build the statement in a certain plot sequence. To develop and improve these skills, tasks should be developed that require text analysis (definition of the main idea of the statement formulated by the author;

inventing a title for a passage with the words of the text), its comparison and comparison with another text, abstraction and generalization (formulation of the topic of the statement and the main idea of the author, drawing up a compositional scheme), restructuring the story, followed by drawing up a plan and theses for it.

The principle of taking into account the specifics of the native language is one of the most important principles of conscious teaching of the Russian language to non-Russian students. It provides a deep and comprehensive assimilation of the features of the language being studied, significantly increases the interest of students in the Russian language, activates their attention. Accounting for methodologically relevant similarities and differences in Russian and native languages, comparison and linguistic analysis of common, similar, isomorphic and different facts two languages, allow not only to avoid re-learning what students already know, but also contribute to the appropriate distribution of practical exercises between certain lessons and more active training of students in order to master the language and didactic material; contribute rational choice linguistic units, the most complex, difficult and at the same time relevant for a certain stage of learning; facilitate the selection of exercises to consolidate theoretical knowledge and develop their oral and written speech literacy and, as experimental work shows, stimulate the spontaneous and natural instillation in students of various classes of love and interest in learning the Russian language. Moreover, the conscious reliance on the native language makes possible a fundamentally new sequence in the study of theoretical material and a peculiar approach to it, different from the didactics of the Russian school; involves teaching students of the national school, first of all, similar (or outwardly similar), and then national-specific linguistic phenomena and facts.

The school imposes certain cultural and speech requirements on the speech of the teacher and students.

First of all, this is the requirement of content. You can only speak or write about what you know well. Then the student's story will be good, interesting, useful both to himself and to others, when it is built on knowledge of facts, non-fictional experiences, of course, we are not against fairy tales, especially in primary school.

The requirement of consistency, consistency, clarity in the construction of speech. Good construction is knowing what the student is talking about or writing about. This helps him not to miss anything significant, it is logical to move from one part to another, not to repeat the same thing several times. The content determines the structure and plan of a verbal presentation. But whatever the plan of an oral answer or a written essay, both the answer and the essay must be logically consistent, clear in their construction. The teacher makes sure that the student does not miss significant episodes in the story, does not rearrange them randomly, does not make unnecessary inserts, but that he transfers his impressions and knowledge according to the plan, logically moves from one part of the story to another, connects them with each other , he reasoned correctly, drew the right conclusions, knew how to start and finish his statement well. Correct speech implies the validity of conclusions, the ability not only to start, but also to complete the statement.

The accuracy of speech is understood as the ability of the speaker and writer not only to convey facts, observations, feelings in accordance with reality, but also to choose the best language means for this purpose - such words, combinations that are inherent in the depicted subject. Accuracy requires a wealth of linguistic means, their diversity, the ability to choose in different occasions different words that best fit the content.

Speech only then affects the reader and listener with the necessary force when it is expressive. The expressiveness of speech is the ability to convey a thought clearly, convincingly, concisely, it is the ability to influence people with intonations, selection of facts, construction of phrases, choice of words, general mood of the story.

Clarity of speech is its availability to those people to whom it is addressed. Speech always has an addressee. The speaker or writer must take into account the capabilities, interests, and other qualities of the addressee. Speech is harmed by excessive confusion, it is not recommended to overload speech with terms, quotations, "pretty things". The choice of linguistic means depends on the situation, on the circumstances of the speech: for example, a friendly conversation of boys differs sharply from the composition of the same boys on the topic "Meeting Friends".

Wealth (relative) of linguistic means for expressing the same thought, lack of monotony, repetition of the same words and constructions in a small segment of the text.

All these requirements apply to the speech of younger students. A good speech can only be obtained if the whole set of requirements is met. It should not be allowed that in the primary grades serious work is carried out only on certain aspects of speech, for example, on spelling literacy, and other aspects of speech development would be postponed to the older grades. Unfortunately, in practice, such a mistake is made: some teachers do not work on the variety of speech means used by students, on the requirement for clarity of speech, underestimate a careful set of words from a number of synonyms, do not teach children to correct speech shortcomings from their comrades and improve their own speech.

It must be remembered that the foundations of speech skill are laid in elementary school: it is here that children first encounter the literary language, with the written version of the language, with the need to improve speech.

Speech is a wide area of human activity. In order to master speech in all its manifestations, it is necessary to develop a sense of language, skills, and unmistakable adherence to the norms of speech in the field of vocabulary, word formation, syntax, and style. For the system of work on the development of speech in morphology lessons, as well as in the study of other sections of the language, it is important to strictly select language material that is exemplary in language and sufficiently saturated with grammatical structures and new words for students.

Success depends on the resolution of the question of methods and methods of work.

The method is a system of methods for teaching the Russian language in a national school, it is a way of orderly and interconnected activities of a teacher and students aimed at solving the problems of education, upbringing and development in the learning process.

Methods according to the goals of educational activity are divided into cognitive, practical (speech training) and control.

Reception is a way of learning action.

The application of methods and techniques depends on what subject, what educational material is communicated to students, what knowledge and skills they have, what their age is, and how much time is allotted for the subject or phenomenon being studied.

The methods of teaching the Russian language in a national school differ in many respects from the methods of teaching the native language (or Russian as a mother tongue in a Russian school).

Due to the fact that the vocabulary, sound system and grammatical structure of the Russian language in the vast majority of cases differ from the structure of the native language of the student, the information provided by the teacher on the Russian language and the skills that students need to instill will be new to them, different from what they know , know how, from what they are used to (for example, sounds that are absent in their native language, coordination skills in gender, case and number, verb control, etc.).

When learning the Russian language, knowledge, skills and abilities in the native language help in some cases, and hinder in others. If the information about the Russian language communicated to students is to some extent close or similar to the knowledge of children in their native language, then the process of their perception (by children) proceeds without any special difficulties, and new skills are instilled quickly and fairly steadily. If information is provided to children in a second language (in this case, Russian) and skills are formed that do not correspond to the skills and knowledge of students in their native language, then the latter have an inhibitory effect on the assimilation of the material being studied by children, since children consciously or unconsciously perceive and reproduce unusual for them, phenomena in accordance with the norms and characteristics of their native language. In order to correctly perceive and reproduce such phenomena of the second language, the student has to rebuild his previous linguistic and mental representations and concepts, which is very difficult for children.

The task of the teacher, using the most rational and effective methods, is to help students quickly overcome the specific difficulties that arise from their habitual skills in their native language, to free themselves from the influence of the features of their native language, which are different from the laws of the Russian language.

In the history of learning a second language, three main practical methods are known - natural (direct), translation (comparative-grammatical) and combined (mixed) with the development of the school, the methods of teaching the Russian language also changed

Natural (direct) method. The essence of this method lies in the fact that teaching the Russian language is carried out without relying on the native language, without taking into account its features. The Russian language is studied directly, by direct assimilation of Russian words and phrases: the teacher pronounces the word or phrase, the children repeat after it. Objects or illustrations are widely used to explain the meaning of words and phrases. The native language of the students is not explained incomprehensible words, neither when studying grammar, nor when reading is not used. The natural method takes into account the age peculiarity of children of primary school age - the concreteness of thinking. The child simultaneously sees the object, hears and pronounces its name. The use of visualization in teaching is the main positive feature of the natural method. In addition, children during the lessons are not distracted by various kinds of digressions and comparisons, their attention is focused on one thing - on Russian words, Russian speech. Finally, the natural method causes the activity of students, which is based on their desire to quickly learn to speak Russian. This is facilitated by direct lexical lessons associated with lively colloquial speech, free from bookishness and dry grammatical rules. Russian words are assimilated by children in coherent speech, in a sentence.

The natural teaching method also has a number of very significant drawbacks. As a result of the fact that in the direct method a large place is occupied by the rote memorization and imitation of samples by students, the facts and phenomena of the second language are assimilated without sufficient consciousness. This leads to the fact that children, having unconsciously mastered certain elements, quickly forget them.

Despite the fact that with the direct method the students' native language is completely excluded and teaching is carried out without taking into account its features, children, if they have a good command of their native language, will think (whether they want it or not) in their native language and acquire a second language through their native language. and by analogy with it. One way or another, the influence of the native language is reflected in the language being studied (in the form of so-called typical mistakes).

Supporters of the natural method, relying on imitation and auditory perception, ignored the special articulation work, as a result of which the skills of conscious correct pronunciation and literate writing were poorly developed.

Translation (comparative-grammatical) method. The essence of the translation method lies in the fact that the Russian language is studied with the constant help of the native language. All new words and phrases will certainly be translated into their native language. In the native language, the organizational moment of the lesson and the explanation of the educational material are held. Everything that is read is immediately translated.

The translation method provides a more accurate understanding of the meanings of words and everything read, the assimilation of the material is carried out consciously, quickly and without tension, thanks to a comparison of the grammatical structure of the native and Russian languages. With this method, much attention is paid to the independent work of students, work with a book in the classroom and at home. However, the translation method also has many serious drawbacks. When teaching in this way, the attention of students is constantly split between the native and studied languages, while the Russian language takes second place; practical skills of Russian speech are developed extremely slowly. Thus, what needs to be taught - the Russian language, Russian speech - remains in the shadows, unlearned.

Combined (mixed) method. Neither direct nor translation (comparative-grammatical) methods met the goals and objectives of the national school. Therefore, Methodists believe that no method can be basic and universal.

The practice of non-Russian schools has confirmed that neither the translation nor the direct (natural) method in pure form does not give the desired effect. Therefore, progressive teachers began to promote and introduce the so-called combined, or mixed method. For example, the order of learning sounds and letters during the period of learning to read and write a second language is established with strict consideration of the phonetic system, those facts of the language being studied that have correspondences in the native language of the students are reported, and then those that have no analogy.

When presenting educational material by this method, the teacher not only takes into account the students' knowledge of the laws and rules of grammar and spelling of their native language, but also relies on them. For example, when studying parts of speech, there is no need to dwell in detail on the disclosure of concepts and memorizing definitions, since children know these concepts and rules from the lessons of their native language. The Russian language teacher can refer to them or give only a translation of the term. Along with this, direct assimilation of the phenomena of the Russian language is recommended through the widespread use of visualization and imitation of repeated repetition of typical phrases and forms.

As can be seen from the foregoing, the combined method does not have uniform principles and features. It is most likely a combination of methods and techniques.

Learning a second language is a very complex, multifaceted and lengthy process. Teaching methods and techniques, even within the same lesson, can vary depending on the learning situation, the subject and teaching aids, the level of knowledge and skills of students, their age and intellectual characteristics, etc. Therefore, there cannot be one universal or basic method.

The level of preparation of children in the Russian language is usually different. Some come to school with some knowledge of the Russian language, others do not know it at all, for some it is easier to learn a second language, for others it is more difficult. In this regard, the teacher should know his class well, each student and, according to the individual characteristics of individual students or their groups, give them easier or more difficult tasks. Weak students need to be given constant attention in the classroom (sit closer to the blackboard, ask questions more often, encourage, etc.) and outside the classroom (give feasible tasks, help parents with advice). But even strong students should be loaded with academic work in the classroom and at home. To do this, it is recommended to give such students additional educational material (homework, reading, writing in class, etc.). Each student should be in the teacher's field of vision and feel like an active member of the educational team.

Chapter II. Formation of coherent speech of primary school students

1 Working on a word, phrase and sentence

Today there are a lot of new programs that implement the idea of teaching a language as a speech activity. There are attempts to create partially integrated lessons of the Russian language and literature, music and art, etc. Lessons are very productive with penetration into the text, into the world of fiction as the pinnacle of speech activity. Mastering by students the language units necessary for communicative purposes: to express a variety of thoughts, feelings and to awaken the potential of language creativity in students, search for their own language forms, methods of expressing thoughts and feelings, constructing a text.

In the development of coherent speech, three lines are distinguished: work on the word, work on the phrase and sentence, work on connected speech. All these lines of work develop in parallel, although they are at the same time in a subordinate relationship: vocabulary work provides material for sentences, for coherent speech; in preparation for a story, an essay, preparatory work is carried out on a word, phrase and sentence

The vocabulary of any language, in terms of its internal organization and interaction, forms a system. The vocabulary of the modern Russian language is very a complex system. It consists of groups of words, different in origin, in the sphere of use, in stylistic significance. Systemic relations are also characteristic of other groups of words. "Familiarity with the lexical system of the Russian language allows us to penetrate deeply into the complex and diverse life of Russian words," says N.M. Shansky. . And this is very important for the national school. One of the main features of the lexical system of the Russian language is the vastness, practical innumerability of its units.

A variety of dictionaries testify to the huge number of words in the Russian language. It should be borne in mind that many commonly used words have ambiguity. This adds many thousands more new lexical items whose meanings can only be understood in context. It should also be borne in mind that explanatory dictionaries include only commonly used words. And in the language there are also many terms, geographical names, professional vocabulary, names, etc.

In its vastness, the lexical system differs from other systems of the language, for example, from phonetic and grammatical (the number of phonemes is limited, in the tens; a relatively small number of inflectional and word-forming elements - affixes). For the purposes of teaching, such a feature of the lexical system as the widespread use of only a relatively small part of its units, the presence of a core and periphery is important. The core, or main vocabulary, includes the words of the first need under any conditions of communication. Without these words, it is impossible to organize speech activity in Russian. The main vocabulary combines words on the basis of well-knownness, high frequency of use, their familiarity for native speakers. Based on this feature of the vocabulary, lexical minimums for the national school were compiled (taking into account which lists of words for active assimilation by grade are given in standard programs).

One of the essential features of the lexical system, in comparison with other aspects of the language, is its direct appeal to the phenomena of reality. In the vocabulary are the most direct and immediate reflection of all the changes taking place in the surrounding life. Language names all new phenomena that are born in society. The appearance of such words as computer, Internet, spaceport, nuclear-powered ship, lunar rover and many others is explained by the huge achievements of science and culture, the way of life modern people. Not only new words appear, but also new meanings of existing words, for example: a device on the windshield of a car, which serves to clean the glass from dirt and raindrops, is called a janitor in a function similar to that performed by a janitor - a person.

The change in the lexical composition is associated not only with the appearance of new words. In life, along with the emergence of new things, with the comprehension of new phenomena by people, the reverse process occurs - the disappearance of realities, forms of social relations, etc. In this regard, words and their individual meanings become obsolete. We have to talk about obsolete words because some of them, in necessary cases, are still used now (and require clarification).

Changes in vocabulary occur imperceptibly, but constantly, continuously. L.V. Shcherba in the article “Literary language and the ways of its development” wrote: “From the fact that the basis of any literary language is the richness of all still read literature, it does not at all follow that the literary language does not change. Pushkin is still, of course, quite alive for us: almost nothing in his language shocks us. And yet, it would be ridiculous to think that it is now possible to write in the sense of language in a completely Pushkinian way. Indeed, is it possible today to write: All my brothers and sisters died in infancy (“ Captain's daughter"")? This is quite understandable, but no one writes or speaks like that.” . The vocabulary reflects contacts between different peoples, hence it contains such words that are common to many languages. First of all, these are international words, which are usually created on the basis of Greek and Latin roots: revolution, socialism, progressive, radio, theater, telephone, television, etc.

This feature of the vocabulary of the Russian language to be intensively enriched through borrowing puts forward the following tasks for the teacher: to create conditions for the accumulation of vocabulary by students, to teach them to correctly correlate words with objects, features, actions that they designate, as well as with the names of these objects in their native language.

Vocabulary is not a mechanical sum of words isolated from each other. “The lexical composition,” writes Yu. S. Sorokin, “is also a certain system ... We can note at least five constantly acting forces that, in their collision and interaction, determine the fate of individual words in the language. This is, firstly, the strength of the independent special meaning of the word, its relation to reality; secondly, the relation of word production, the connection of a word with other words in its form, the relation of a word to a certain grammatical general category, both to the widest (part of speech) and to the most limited and relatively closed (nest of words); thirdly, the relation of a word to other words in meaning...; fourthly, the connections of words according to the contextual contiguity of their meanings, the connections of semantic-phraseological in the broadest sense of the word ...; fifthly, the connection of words according to speech contexts, the grouping of words of a stylistic nature. . When organizing vocabulary work at school, all connections between words are used whenever possible, which greatly facilitates the assimilation of vocabulary. “A characteristic feature of the Russian language,” notes V. V. Vinogradov, “is the tendency to group words in large groups around the main centers of meaning.” .

These semantic (thematic) groups of words are taken into account to some extent when highlighting topics that form the basis of Russian language programs for the national school. So, in the preparatory class, the minimum dictionary should provide students with the following topics: “Our Motherland”, “Holidays”, “Teacher and student”, “Educational things and toys”, “Our family. Family members”, “Our home. In the yard”, “School. Russian language lesson”, “At recess”, “We draw”, “We count”, “Parts of the human body. Personal hygiene”, “Nature. Animals and Birds”, “Cookware and Food”, “Clothes and Shoes”, “Sports”, “Profession and Work”, “City and Countryside”, “Work in City and Countryside”. When not a single word is introduced into the active memory of students, but a group of words related in meaning and included in one lexical topic, then the word is easier to remember and faster to remember and reproduce when necessary.

The thematic principle of organizing lexical material most of all corresponds to the communicative goal of teaching the Russian language to non-Russian students. “Assimilation of thematic connections significantly facilitates the memorization of words due to the formation of associative links between them and contributes to the development of skills to use words intuitively correctly in accordance with the communication situation.” .

Words can also be grouped according to grammatical features, namely: nouns, adjectives, verbs, pronouns, adverbs. Such a grouping can be practiced in the primary grades after a certain accumulation of words, and already at the end of the first year of study, children can be asked to name words that answer the question who ?, and then to the question what? Such work will help students develop the skill to distinguish between words denoting animate and inanimate objects. At the same stage of learning, students can select and group words that answer the question what? (what? what? what?). Such a grouping of words helps to develop the skills of correctly matching adjectives with nouns in the grammatical gender, i.e., it will contribute to the development of a linguistic instinct. To do this, each time you need to offer children not only to name an adjective that answers the question what? (what? what?), but also to choose a word for it that answers the question who? (what?). For example, a student, at the suggestion of a teacher, calls the word big, answering the question what? The teacher asks about whom or what can be said big. The student makes phrases with this word: big boy, big house, big watermelon, etc.

Inviting students to name the words that answer the questions what did you do? What did you do? the teacher requires the children to make sentences with these words, for example: The boy wrote. The girl wrote. The boy wrote. The girl wrote. Systematic exercises of this kind help students not only to remember the meaning of these words more easily, but also prepare them for the correct use of perfect I imperfective verbs, as well as for the correct agreement of words, i.e. such lexical exercises help children master the grammatical structure of the Russian language. Exercises on grouping words according to grammatical features can be carried out in all primary grades at Russian language lessons.

It is estimated that more than half of the new words the younger student receives through the lessons of the Russian language. Therefore, for the normal enrichment of the children's vocabulary for each lesson, work should be planned on 3-4 new words and meanings, as well as work on polysemy, on shades of meanings, emotional coloring, compatibility and usage - another 5-6 words. It is important that the assimilation of new words does not take place spontaneously, that the teacher manages this process and thus makes it easier for students to ensure the correctness and completeness of assimilation of words.

The Russian language has non-derivative words (water, river, etc.) and derivatives, and there are many of the latter in the language. Most words are formed with the help of morphemes (suffixes and prefixes) existing in the language, with the help of word-building models. You can start< самых простых примеров, которые позволят учащимся запомнить простейшие словообразовательные суффиксы, например: дом -домик, стол - столик, двор - дворик, карандаш - карандашик, мяч - мячик, кот - котик, еж - ежик. Приведенные слова без уменьшительно-ласкательного суффикса -ик полностью вошли в словник для подготовительного класса. Знакомя детей с такими парами слов, одновременно можно значительно расширить их словарный запас.

It is advisable to introduce into the active speech of children and words with another diminutive suffix, namely with the suffix -k-, for example: head - head, candy - candy, fish - fish, horse - horse, Christmas tree - Christmas tree, bird - bird, dog - dog, leg - leg, hand - handle. These words without diminutive suffixes are also included in the vocabulary for the preparatory class. Giving them in pairs will not only increase the vocabulary of students, but also teach them to recognize similar words in speech.

Grouping of words is also possible according to word-formation connections, for example: snow, snowflake, snowballs, snowdrop, snowman, snow maiden; forest, forester, forest (path), forest (residents); garden, planting, gardening, gardener, planting, transplanting, seedlings, etc.

The habit of noticing words with unfamiliar semantics, the desire to find out what they mean, to clarify the meaning of seemingly familiar words develops depending on many reasons, but the main one is the organization of vocabulary work in the classroom. But it is very difficult to organize a system of lexical work so that it is continuously connected with the improvement of students' speech activity, to constantly remember all its directions, and to use vocabulary exercises rationally and productively.

When conducting vocabulary work in Russian language lessons, it is important to remember and take into account the ambiguity of Russian words and the discrepancy between the volume of their meanings and the words of the native language of students.

The phenomena of lexico-semantic interference, due to the non-equivalence of some concepts of Russians and Dagestanis, are often found in the speech of Dagestanis. For example, the nouns road and way are synonyms, and the derivatives road builder and traveler formed from them by means of the same suffix are not synonyms: a road worker is a specialist in road construction, and a traveler walking on foot is a traveler. Considering that the traveler and the road builder are also synonyms, like the way and the road, the non-Russian schoolboy used the road worker instead of the traveler.

Or you can often hear: put the notebook on the desk. This kind of error is explained by the fact that in the native language the verbs put and put are not distinguished.

The primary school teacher should be aware of such errors and prevent them in his work.

In mastering by the students of the national school the grammatical structure and lexical richness of the Russian language of the connection of words, the phrase is an important transitional step between the word and the sentence. One of the important problems of mastering the compatibility of words in the Russian language is the assimilation of word order. In Russian, phrases of certain constructions have a relatively stable order, the arrangement of components, which differs from the order of words in equivalent phrases in the Dagestan languages. Consequently, the need for purposeful work on the order of the components of the phrase is also connected with the influence of the peculiarities of the word order in the Dagestan languages. So, for example, the Russian phrase "verb + noun" "in the Dagestan languages corresponds to the phrase" noun + verb". As a result of discrepancies in the speech of Dagestan students, very common errors appear such as "read a book", "father's house", etc.

Students perceive word order much better after learning that some members of a sentence occupy a certain stable place in a phrase and sentence. It is not enough for a teacher of the Russian language to point out in passing the similarities and differences between the facts of the Russian and native languages. It is important that the student realize; linguistic facts, only under this condition can non-Russian students develop the skills of the correct combination of words in the Russian language.

In the learning process, you can use the conscious-communicative method of studying the syntactic structure of the Russian language. At the same time, it is possible to apply a functional approach to learning, to involve data from a structural and typological analysis of the material being studied, etc.

Analytical exercises are quite common: finding phrases in the text of a certain structure, writing out phrases with parts of speech, classifying phrases according to a certain type, etc. Synthetic exercises can be used: students compiling various phrases from these words or according to this scheme, distribution given word in other words, making phrases by analogy, etc.

In the training system, one of the main places is occupied by a gradual transition from simple tasks to tasks of increased complexity. In Russian, the presence of a certain logical connection between words is often expressed by putting both words in the same gender, number and case. In the Dagestan languages, however, such a device of agreement as a type of syntactic connection in some cases may not be morphologically expressed, which for the most part due to the invariability of adjectives in cases, the exception is the Tabasaran language. Thus, information about phrases is easier to assimilate by Dagestan students in close connection with the facts of their native language, other related categories and forms, and practically in a speech situation.

The sentence is the basic unit of syntax. It is in the sentence that the most essential functions of the language are expressed - cognitive and communicative.

In a sentence as a unit of speech, the vocabulary of the language, word-formation morphological forms of words are realized, the skills of the correct, expedient and expressive use of all language means are manifested. This is the reason for the initial methodological position - the need for daily continuous work on the proposal based on the use of natural connections between the material of different sections and the use of basic syntactic concepts. The main features of the offer are as follows:

expresses thought;

expresses the attitude of the speaker to the reported with the indication of time;

is a means of communication;

can be divided into "given" and "new";

has specific structural schemes;

The word gets its specific meaning in the sentence, and the sentence in connected speech.

According to the program, elementary school students must learn to use: non-common and common sentences, as well as declarative, imperative and interrogative sentences.

Must be able to build sentences with homogeneous members, compound and complex sentences. The skills of highlighting and compiling sentences are developed on the basis of knowledge and skills gained in the lessons of the native language. The term sentence is gradually introduced into the speech everyday life of children. These skills are improved in the process of developing oral and written speech and performing exercises that involve changing or adding words to 1 sentences. In the process of work, students experience difficulties in compiling, independently constructing proposals. This may be due to some inconsistencies in the constructions of the Russian and native languages.

It is very difficult for students to learn the word order in a sentence in initial stage teaching the Russian language, the influence of the word order of the native language on the Russian oral speech of students is very strong and stable, and children make a lot of mistakes in constructing sentences, in placing words in a sentence.

Here it is appropriate to show students the significant differences between the main members of the sentence in Russian and in their native languages.

As you know, the sentence in the Dagestan languages is distinguished; the way of its grammatical design, the way of expressing the relationship between the members of the sentence. The main difference is that if in Russian the predicate formally depends on the subject and agrees with it in the corresponding grammatical features, then in the Dagestan languages, on the contrary, the main, defining member in the sentence is the predicate, which predetermines the form of not only the subject, but also the sentence as a whole. And therefore, syntactic analysis begins with finding the predicate, while in the lessons of the Russian language, the subject is first distinguished, then only the predicate. In addition, students should pay attention to the fact that if in Russian the only form of expression of the subject is only the nominative case, then in the Dagestan languages there are several such cases. And, finally, if in Russian there are two main members of the sentence, then in the Dagestan languages there are three of them: subject, predicate and direct object.

Therefore, the main attention of the teacher should be paid to the prevention and elimination of lexical, grammatical and other errors typical for students of the Dagestan national school. It should be remembered that all errors made in agreeing the subject and the predicate come down to a violation of the connection in gender and number, which is explained by the complexity of the grammatical categories of gender and number in the Russian language and discrepancies in the Dagestan languages.

When teaching Dagestan students the Russian language, the teacher must know and take into account these and other difficulties in the students' logically grammatically correct expression of their thoughts, in their choice of the right words and word forms, in combining them into phrases and sentences.

connected speech junior student

II.2 Work on the text

Text - in linguistics is the highest syntactic unit, an internally organized sequence of semantic units, the main properties of which are coherence and integrity. The correct construction of the text, which can be oral and written, is associated with such requirements as external coherence, internal meaningfulness, the possibility of timely perception, the implementation of the necessary conditions for communication, etc.

Work on the text must be carried out in a certain sequence. The most expedient and common scheme for working on a text is:

preparatory work for reading;

exemplary reading by the teacher of the entire text;

reading the text in parts and semantic analysis;

reading the text by students (circular reading, reading along the chain);

final conversation;

reading playback.

Preparatory work for reading is carried out in order to ensure that children understand the content of the text, its parts. First, it is necessary to explain the topic of the lesson and its purpose, briefly introduce the content and intent of the text, and introduce the author. It is necessary to work with words that are difficult to pronounce, warning in advance possible mistakes in oral and written speech, and it is also necessary to explain the purpose and topic of the lesson, all this will arouse interest in the text being read. Sometimes visual aids are used, excursions are conducted, etc. It is during the preliminary conversation that children learn to read, hear and understand new, difficult words correctly, associate them with specific objects, and apply them in their speech. The exemplary reading of the teacher in the national primary school is one of the means of developing students' skills in correct and expressive reading. Children listen to the first reading by closing the books, during the second reading they follow the books, repeating to themselves.

The teacher's reading must meet the requirements for correct, standardized reading.

Reading in parts and semantic analysis is carried out after the entire text has been read. Their goal is to check how well the text is learned. Here additional work is possible on the content, pronunciation, meaning difficult words. When reading, children will inevitably make mistakes, they must not be skipped, they must be corrected, forced to repeat words, prompted for correct reading.

Circular reading of students is carried out in parts, if the text is large. Or the entire text. The texts contained in the primer and textbooks for the first and second grades make it possible to organize a circular reading of the entire text. In the third grade, circular reading should be carried out throughout the text. Along the way, you can ask questions in order to find out how much he understood what he read, as well as comment on his reading.

The final conversation is held to clarify and deepen the children's understanding of the content of what they have read, to develop their oral speech, and also to establish the main idea of the text. Work can be carried out on questions that are in the textbook after each text.

In order to reproduce what was read in the second and third grades, it is possible to retell what was read in Russian. Sometimes a simple plan is given for retelling. The task can be complicated: change the time of action, use words of a different kind. In the lower grades, answers to questions are used to develop speech, sometimes retelling in the native language is allowed.

In recent years, significant attention has been paid to the work on the text. One of the main criteria for selecting a text for teaching is its genre affiliation and the degree of accessibility for students. Texts should be interesting, meaningful, informative, capable of inducing reflection, thereby contributing to the enrichment of students' speech, helping to develop coherent speech skills, and educating children's taste for an accurate, concise, figurative word.

On the example of the work of several students in the course of teaching practice (MOU-Lyceum No. 8, 2 4class) we were able to observe the level of written language proficiency children reached in the second year of study:

Description of fantasy

Latipov Murad

My ship "Snow Leopard"

Tomorrow will fly to Mars.

I'll spread your hello

inhabitants of other planets.

Story in verse (based on plot pictures)

Rasulov Arsen

Cat and mouse made friends

They wanted to be together.

Long thought, decided

In whose house do they live.

The fact is that the cat is more

And the muzzle does not climb into the mink.

Well, the mouse - that's the trouble!

The mistress of Aida does not like at all.

What to do? How can they be?

How to please the owner?

Please guys decide!

And send the answer with the nearest mail!

Alypkacheva Saida

"My fantasies"

Meeting in the park.

One day I went to the park. And suddenly I saw a big gray elephant there. He looked at me very sadly. I went up to him and stroked his trunk. The elephant picked me up on his back and rode me around the park. The elephant said he ran away from the circus. He must be tired of living in a cage. He became a real friend to me.

Arslanov Rasul

One day I had a wonderful dream. I flew at night like a bird. It was easy and very interesting for me! It's great to sit on the roof of houses, see the whole city from above, look into the windows of friends and relatives. I managed to fly up to the ninth floor and look through the window of my sister's apartment. I saw that she was sleeping. And the next morning, when I told her about it, she did not believe me.

Even more than half a century ago, L.S. Vygotsky wrote about the importance of cultivating written language in the cultural development of a child, which leads the student to educate his own "I", helps to overcome constraint, teaches to look at the world through the eyes of others. The child learns to compare his own actions with the actions of the heroes of his favorite stories, fairy tales, parables, etc. He tries to think about his behavior when comprehending those works that are specially selected and offered to children so that they can evaluate themselves. After all, it is from them that the guys learn about such qualities as friendship, kindness, love, nobility, etc. How important it is that these concepts remain not only on a piece of paper, but are perceived and understood by the heart of a younger student! That is why the education of tolerance is relevant in the modern school. All academic subjects, and even more so reading, must be conducted on the basis of universal human values. It is also recommended to conduct "Lessons of morality" in the classroom. Conducted lessons consist of fairy tales, conversations, games and tasks for the deep living of a particular topic, for the development of the creative potential of children. The children learn to express their thoughts, work in groups, put on performances, draw, fantasize. There are changes of a personal nature, there is a constant improvement and enrichment of the inner world of the child.

Five methods form the basis of such lessons: saying, sitting in silence, history, fairy tale or story, singalong, group activity. All these methods contribute to the creation of harmony of soul and body and the achievement of inner peace and confidence. They help the child to express his own "I", to realize creative abilities, to relieve nervous tension.

At the lessons of morality, the children get acquainted with the stories of V. Sukhomlinsky A. Nilova, M. Skrebtsova, D. Bisset, T. Vershinina and others, which teach them kindness, truthfulness, compassion, love, unity, friendliness.

The modern world is complex and contradictory. Life does not stand still, it moves forward, changes, develops, renews itself. But there is something eternal, then, for the sake of even, all these processes take place - our future. And the future is children. And in order for our future to be bright, healthy, happy, it is necessary today to try to fill the present with spirituality, humanity, and high morality. This is the highest duty of a teacher. All children want to be good and, seeing themselves in the mirror of our kind words, become good!

Chapter III. Methodological techniques for the development of coherent speech

1 Individualization of tasks

At the center of the educational process in elementary school lies the work on the development of speech. Primary school teachers for speech, emotional, intellectual development they try to diversify these lessons for their wards, choosing new methods and techniques in their work. For this purpose, it is useful to turn to phraseological turns, since in Russian folk tales children meet with hyperbolic phraseological expressions: In a distant kingdom; By magic; Visible-invisible; milk rivers, kissel banks etc. To fully understand the true meaning of these expressions, it is necessary to include them in lexical work. Information about the origin of certain phraseological units not only enriches students, but also generates curiosity, contributes to the development of observation and speech. For example, the phraseological unit Consider crows - be inattentive, spend time aimlessly, loafer. An inattentive student often looks out the window. Maybe he really does. But why a raven? Probably because it is a large bird and lives next to a person. Therefore, in the classroom it is necessary to explain to the children how important it is to be attentive in the classroom.

Through logical reasoning, students should be led to an understanding of the meaning and such phraseological units as I ask for mercy: For joy; Reckless.

Information about the origin of certain phraseological units not only enriches the knowledge of students, but also generates curiosity, contributes to the development of observation. For example, phraseological turnover In the seventh heaven (to be) - "to be happy, to be satisfied." But why in heaven and in the seventh! Ancient people believed that the firmament consists of seven spheres, surfaces, and on the seventh is paradise. So it turns out that in the seventh heaven means “to be joyful, happy, as in paradise.

Phraseological turns have an estimated value, i.e. contain a positive or negative personality characteristic. Often phraseological units help to clearly reflect the internal (mental) state of a person, the world of his experiences and the nature of relationships with other people: Was not! Diva to be given; A great weight off one's mind; sink into the soul; With all my heart.

About a kind, honest person they say Soul wide open. This expression is associated with old folk beliefs that the soul of a person is in the dimple on the front of the neck, where the collar is fastened. If the collar is not fastened, then it will open, the neck is visible and the soul is open to people. And the soul is always kind! We call an evil, cruel person soulless.

Information about the origin of certain expressions contained in the texts enriches the knowledge of children, only the teacher should be able to find the answer.

Getting acquainted with the etymology of the phraseological unit Pull the gimp, students will learn that the gimp is a thin metal thread that is drawn from molten copper, and more often from gold or silver. These threads are used for embroidery on velvet or thin soft leather called morocco. A lot of patience was required to pull out such threads by hand, what a painstaking, tedious, monotonous work it was! That's where from modern expression Pull the gimp meaning "to do tedious, monotonous business."

The dictionary of figurative expressions expands the horizons of the child, since phraseological units are either an actual or historical source. All this is the basis for familiarizing students with the facts. national culture, stories, folk traditions. For example, phraseology Not at ease, (to be, to feel) - "to be in a depressed, sad mood." This expression came to us from the French language, and there the word "plate" means not only "dishes", but also "position, seating in the saddle." In the literal sense, being at ease in French means "to be in good condition, to keep well in the saddle." The figurative expression to be Not at ease has received a figurative meaning.

When studying the topic “Measures of time”, you can include the following expressions in the lesson: Not by the day, but by the hour; hour by hour; Without a year, a week, etc. Phraseologism How the multiplication table is appropriate to apply when studying the multiplication table.

A large number of figurative expressions related to nature and animals can be included in the "world around" lessons. For example: Ladybug; Turtle step (to move); Blue bird; Reckless; Who is in the forest, who is for firewood and many others.

Phraseological turns based on a person's observation of animals contribute to the development of observation in children. For example: Sleep without hind legs; Ears on top (hold). .

After such lessons, a taste for classes, for language, a stimulus for learning new words and expressions arises and strengthens in children.

The proposed fragments of the lessons have a pronounced goal - to develop and expand their vocabulary. The development of speech in the primary grades of the national school is the main task, an integral part of all types of educational work and topics. All types of work are carried out with the active participation of children. The teacher should ensure that all students are included in the dialogue, do not hesitate to speak Russian. For example, when studying an adjective, tasks of the type are useful and interesting: to choose adjectives for the noun man, denoting the following features: height, character, nationality, intelligence, etc. (Children select and write down words on the board and in notebooks - high, low, kind, etc.)

Name the lexical meaning of these adjectives. You can also work on your own. Children are offered a choice of texts, such as:

An excerpt from a poem by S. Marshak

The school is quiet and light at this early hour. Through the window pane Vetki look into the classroom. Write off, find adjectives, indicate the sign.

An excerpt from a poem by S. Yesenin.

Snowstorm sweeps ------ way, Wants to ----- snow Drown. Insert adjectives denoting color, density.

Find adjectives: blacken, black, evening, evening, in the evening, thorn, prickly, prick, cloud, cloudy, snow, snowy, strong man, strong, strength, etc.

Then you can give creative work, for example, make sentences in notebooks from the words found, necessarily adding your own adjectives. You will get sentences related to each other, so you can get a story.

New task: compose and write a story. This type of work evokes positive emotions and motivation in students, develops speech well. .

And yet, children must be associated with national roots. The ethno-cultural orientation of the process of teaching the Russian language is an important and urgent task of modern humanitarian education, and in the conditions of a multi-ethnic region, multilingual Dagestan, its importance is growing.

The reflection of the ethno-cultural heritage occurs, first of all, in the lexical composition of the language, its paradigmatic relations.

For example, when going through the topic "The word and its lexical meaning" for the lesson, you can prepare a text that reflects the spirit of the Dagestan people, a text about traditional rites, beliefs of the people, about national clothes etc. Everything depends on the creative activity of the teacher, on his preparedness.

You can practice homework of the following nature. For example, many nations bake cookies in the shape of birds. Ask grandparents, moms and dads if the Dagestanis have a similar ritual, prepare a detailed or short story.

And it really was, but, unfortunately, it was preserved only in the highlands of Dagestan: a sweet cake was baked, which was decorated with grain, dolls, animals, birds, an egg, symbolizing the sun, on Navruz Bairam, such information is useful for the teacher to include in the work especially urban schools where children are cut off from folk traditions and customs. Appeal to the materials of the culture of the Dagestanis and the Russian peoples makes it possible to form an ethno-cultural personality. The teacher will be able to select text materials for lessons, relying on the possibility of introducing the principle of integration, to find rich material in the manual on the culture and traditions of the peoples of Dagestan, in Dagestan fiction, folklore. .

The elementary (and not only) teacher should always remember that the main sources of enriching the speech of schoolchildren are works of fiction, because it uses all the means of the national language to create artistic images and influence the mind and feelings of the reader. Fiction is a special way of reflecting and cognizing reality. Imagery here is created by special lexical and syntactic techniques. The imagery and poetic power of a word sometimes lies in special phrases in which the most ordinary words acquire great power. One of the important, essential means of language, which enhances the expressiveness of artistic speech, can be paraphrase. Paraphrases are turns of speech consisting in replacing the name of an object or phenomenon with a description of its essential features or an indication of its characteristic features. . They give speech imagery, expressiveness, make it beautiful and accurate. This is a scientific definition, and children know the paraphrase as a riddle.

The primary school program does not provide for special work on paraphrases. Therefore, the paraphrases found in fiction should be explained by the teacher. Paraphrases are metaphorical, i.e. based on allegory, on the ability of the word to act, in "figurative" meanings. Therefore, the semantics of periphrases should be carried out in the way of a detailed explanation, paying attention to the pictorial meaning of the periphrase.

Acquaintance with paraphrases begins already in grade 1. A large number of paraphrases are found in riddles, which in a playful, entertaining way teach children to be observant, develop ingenuity. For example: The red fox does not come out of the mink. (Language).

Red doors in my cave, White beasts sit at the door. Both meat and bread - all my prey - I gladly give to these animals. (Mouth and teeth)

Black Ivashka, wooden shirt, Where he leads with his nose, he puts a note there. (Pencil)

Basically, objects and natural phenomena are encrypted in riddles. Blue scarf, Red bun. He rolls on a scarf, smiles at people, looks at everyone, but does not order himself. (sky and sun)

The red bull is standing, trembling, the Black one is running to the sky. (Fire and smoke)

The black cow conquered the whole world. (Night)

The white cat climbs into the window. (Dawn)

The white tablecloth covered the whole world. (Snow)

Paraphrases with "color" adjectives denote objects of flora and fauna.

red dairy

The day chews, and the night chews.

After all, the grass is not so easy

Convert to milk. (Cow)

White sheepskin coat Sewn without a hem. (Egg)

White wagon

No windows, no doors. (Egg)

Sisters are standing in the field

Yellow eyes look at the sun.

Each sister has white eyelashes. (Daisies)

There was a white house, a wonderful house,

And something thumped in him.

And he crashed, and from there

A living miracle ran out -

so warm, so

Fluffy and golden. (Egg and chicken)

The use of riddles in the lessons of the Russian language in the study of vocabulary words, grammatical rules introduces game elements into the cognitive material that enliven the lesson. This helps the teacher avoid the monotony of the lesson, which can lead to fatigue and loss of students' attention.

Already in the period of learning to read and write, children get acquainted with the concept of polysemy of the word. They come to understand polysemy from allegory, the “figurative” use of the word. AT III class students can be shown how many meanings, in addition to the direct one, the word gold acquires depending on the adjective with which it is used:

scarlet gold (donated blood)

white gold (cotton)

blue gold (natural gas)

green gold (forest)

brown gold (lignite)

gray gold (cement)

black gold (oil)

Children practically learn the metaphorical nature of the word. Gold is something that is highly valued as useful, rare, expensive.

From the ambiguity of words, children move on to homonymy, words that sound the same, but have different semantics. The use of periphrases will help transfer as many words as possible from the passive to the active vocabulary. For this purpose, you can conduct dictations. For example: the teacher writes down the paraphrase, and the students write down its meaning, or, conversely, the teacher reads out the meaning, and the students must pick up the paraphrase for this word as much as possible. Dictionaries are a very useful tool for work. Practice shows that many teachers use their own didactic developments, they also compile short dictionaries of synonyms, epithets, etc.

2 Exercises for the formation of coherent speech skills

Work on the development and improvement of all aspects of oral speech - pronunciation in accordance with the norms of the language, grammatical correctness, coherence and sequence of statements, expressiveness - experienced teachers suggest starting from grade 1. So, already from the first grade, students of N. P. Rasskazova completed tasks creative nature, the ultimate goal of which is learning to compose stories. Here are some of them: .

Based on a series of plot pictures, finish the story orally, come up with a title.

It was a warm day. Alyosha went into the forest. He goes and sees - a hedgehog lies ...

Make up a coherent story based on the picture “Family”, using the answers to the questions: who writes? Who's playing? What is grandma doing?

At the same time, the children are offered to help the beginning of the story, (The whole family is assembled ...) and its ending (Everyone is busy in the family. Adults and children live well in it).

Often Nadezhda Petrovna also uses such tasks: finishing stories at the beginning and end, working with deformed texts, heading, drawing up plans and abbreviated stories. For example, children are encouraged to change the story so that it is not about one fly, but about several. Sample:

First fly.

The sun got hotter. Streams gurgled. The first birds have arrived. looked in Sunbeam into a dusty corner, woke up a fly. She slept there all winter. A fly crawled out covered in dust and cobwebs, sleepy and lethargic. She warmed herself in the sun by the window, flew and buzzed merrily.

To form the skill of compiling an oral story, the teacher uses observations organized on excursions. So, in the 1st grade, on an excursion in the park under her guidance, the students examined the birch and noticed. That she has a white trunk with black speckles, a curly crown, the branches are lowered down. As a result, a story-description was collectively compiled.

The birch has a trunk with dark specks. The leaves are carved, green in summer, yellow in autumn. Our birch is good at any time of the year.

“- I don’t want to be a pillar noblewoman, but I want to be a free queen! The old man was frightened, he begged:

What are you, woman, ate henbane? You can neither step nor speak, you will make the whole kingdom laugh. I ask the children how they understood this expression in the text and why the poet chose this particular expression, and did not use the equivalent meaning "completely mad", etc.

Of no small importance for expanding the active vocabulary is this mological analysis of vocabulary words. For example, the word "agronomist". It turns out that the "origins" of this word are in the Greek language. In Greek "agros" - field, arable land, land; and nomos is the law. It turns out that an agronomist knows the laws of agriculture. The word "agronomist" came to us from the French language. And now there are many words in the Russian language, the first part of which was the part "agro-": "agrotechnician", "agrarian", "agrocollege", etc.

Teaching the speech activity of primary school students in Russian involves, first of all, mastering the skills and abilities in the most natural form - dialogic.

It is known that dialogue is born because of the human need for communication. For younger students, such a need exists, it arises in students in the course of performing various exercises in the lesson. In the experience of the work of advanced teachers, two types of communication-dialogue can be noted: through a teacher and without him. In the first case, students do not interact directly with each other, but communicate through the teacher, who in this case is an "intermediary" between the children in their questions, comments, suggestions to each other. In this regard, there are different opinions among teachers and methodologists, according to which mediated communication "deprives younger students of the opportunity to fully cooperate in the classroom, interferes with their self-expression, creativity, looseness and naturalness in speech activity." . On the other hand, it is necessary to take into account the positive role of the intervention of the “intermediary” teacher, with the help of which organized communication between two students is built. The teacher, entering the "third wheel", does not spoil the dialogue, but directs the student and eliminates speech errors associated with pronunciation, word usage and the formation of various syntactic constructions.

“Using the situation,” suggests A. Sh. Asadullin, “it is possible to teach not only dialogic, but also monologue (oral) speech. So, for example, in a lesson on the topic “Family”, after question-and-answer work on the classroom environment, the children proceed to its description: This is a class. Here is the table. Here is a chair. There's a board. Etc.". .

Only when younger students learn the mechanism for constructing oral forms of communication (dialogue and monologue) and can carry on a conversation, there is a need for certain topics and situations.

The teacher should teach children to apply the acquired knowledge not only in this speech situation, but also in other speech situations. So, after studying the topic "Family", the teacher can call two students and invite them to talk to each other. At the same time, the teacher introduces them into a speech situation: Imagine that you have just met and you are interested in learning about each other, about your families, place of residence, about the profession of your parents, etc.

The teacher can offer various topics: "Introduction", "Invitation to Myself", "In the Store", "Profession", "My School", "My Day Off" and many more. etc. It is important that each topic traces a specific goal. A very important step in teaching dialogic speech to younger students on the basis of texts is the construction of free dialogic speech based on ready-made samples.

Let's say the topic is "Knitting Circle". Purpose: to invite an interlocutor. Method of execution: question, invitation - answer, question, consent. Sample:

Marina, have you signed up for a knitting circle yet?

No, I doubt it.

You know, I go there and I already know how to cast on knit stitches.

What is "face knitting"?

I will definitely show you if you come with me.

Thank you, Uma, I agree, let's go.

For methodological purposes, substitution exercises are used, for example:

a) - Amina, what did you do at home yesterday?

I read a book (drawing, writing, helping my mother, watching TV, learning a poem, playing checkers with my sister).

b) -Zaire, what did you do in the summer camp?

In the summer, we rested in the camp (went hiking, played volleyball, football, picked mushrooms, sang around the fire).

Execution method:

· students ask questions and answer them in a chain;

· each student reproduces successively all the answers in a short form (phonetically correct, at a normal pace), in incomplete sentences.

Training and speech exercises in the form of an associative dialogue also seem to be methodically appropriate. The teacher in this case describes the situation, for example: “You two rested in the Friendship camp. You have different impressions of this place”, after which a dialogue appears:

Ali, did you enjoy the camp? (yes; have fun, play volleyball, go to the forest, pick mushrooms);

Murad, did you like the camp? (no; miss your parents; catch a cold; get sick).

Execution method:

· the teacher leads the conversation, asking the same question to each student in turn, who, using the words written on the board, competently builds sentences.

Speech exercises are carried out in situations presented by the teacher. The dialogue in the initial speech situation is written on the board and is a model. Fruitful for the development of speech of younger students is a telephone conversation in the form of "question-answer". One of the specific situations is offered as a model (One student meets a girlfriend whom she has not seen all summer. Or: One student asks another for help in Russian, etc.).

Execution method:

· the teacher describes the situation, the students have a coherent conversation in the form of a dialogue. Sample: (topic: “Back to school”; speech situation: a boy who has been sick for 2 days is finally going to go to school):

Hello, Zurab, hello!

Hi Arsene, how are you feeling?

Thank you, OK. Are you going to school tomorrow?

Of course I'm going.

How many lessons do we have tomorrow?

Do you know if there will be physical education?

I know it will.

Will you take a soccer ball with you?

Okay, I'll take it.

Thanks, bye.

The exercise can also be performed on the basis of dialogues with a different structural scheme.

In the development of dialogue, a significant place is occupied by the speech activity of children: the ability to quickly orientate, find the right one, and if necessary, a well-aimed, witty answer, the ability to start a dialogue - ask a question. Some children do not show activity due to shortcomings in pronunciation skills, therefore it is very important, especially in grade I, speech therapy work, as well as work on diction.

Fiction is an excellent material for the development and enrichment of children's speech. A typical school version of the dialogue is a conversation between a teacher and students: as a rule, full sentences are used in it, speech approaches literary norm, there is training in the correct construction of sentences and text. The school also practices dialogues between students: role-playing games, dramatizations, disputes, collective discussions, etc.

What did you read last?

Yesterday I read a fairy tale about Dobryn Nikitich.

Tell us who Dobrynya Nikitich is.

Dobrynya Nikitich is a Russian hero. He is very strong and brave.

How was Dobrynya's childhood?

From the age of seven, Dobrynya learned to read books briskly and wield an eagle feather. And at the age of twelve he played the harp.

Teacher A. S. Gasparyan notes that, depending on the stage of education, students may be given the following tasks:

· memorize and conduct a conversation between the characters;

· expand and supplement the dialogue given in the text;

· independently express in the form of direct speech the thoughts expressed in the text.

“The speech of our children should be correct without errors in pronunciation, declension of conjugations of words (what, to, him, etc.; coat, one sock, one sandal but coat, socks, sandals, etc.; I want, you want, I can, but we can, etc.), - ZD Lobanovskaya shares her work experience. In order for the sample to be perceived consciously, I accompany it with an explanation. For example, explaining the meaning of a new word, I compare it with a student already familiar: a highway is an asphalted highway, a guardsman is a soldier of the guard. Teaching the correct pronunciation of sounds, I use such works of art as “Word Game” by A. Barto, “How the Boy Zhenya Learned to Say the Letter “r” by E. Charushkin, I conduct the games “Echo”, “Phone”, “Finish the Sound” and others ; I give a special place to vocabulary exercises, because they not only teach to understand and use the necessary terms, but also activate the student's speech.

Improving the oral speech of students, it is necessary to pay great attention to such facts as logic, accuracy, clarity, expressiveness and correctness of speech. The accuracy of speech implies the ability of the student not only to skillfully convey the facts of observation, but also to find the best language means. The improvement of the culture of speech follows from these requirements.

So, having explained the spelling of the word wasp and made sentences with it, Z. D. Lobanovskaya informs the students that, thanks to these insects, cheap paper appeared. She based her message on a small excerpt from The Young Naturalist (1969):

“One scientist, walking in the garden, found a hornet's nest knocked down by the wind. He wanted to see if there were any larvae left in the nest. Tearing the nest, the scientist suddenly discovered that it was made of paper. Wasps made a nest in a special way from wood. So paper can be made from wood. So the wasps helped people find new raw materials!

The child must live in the world of the beauty of a fairy tale, fantasy, creativity, and even when we want to teach him to read and write. For example, children read the words cucumbers, cabbage, said them in syllables. And here it is recommended to ask them a question: “Guys, do you know why the cucumber is covered with pimples?” If the children shrug their shoulders, look at the teacher in surprise, you can read them a little joke-tale.

Cucumber and cabbage. One day a head of cabbage and a cucumber went to swim in the river. The cucumber immediately rushed into the river, and as soon as the head of cabbage began to undress on the bank, it undressed until evening. The cucumber waited for him, waited, and from the cold all covered with pimples.

Very simple words, written down next to a small moment of the game, bring their own emotional coloring to the work. For example, when getting acquainted with a new sound and a new letter “k”, we hang a picture with the image of a saucer of milk on the board and tell the first graders “Milk is getting cold in the saucer, and the kitten is far away. I can’t find a naughty girl, help me, kids!” Children compose and write down sentences, for example: “Kiss-kiss, for milk!” or “Kiss, Murka, for milk!” When the sentence is written down, next to the saucer we place a drawing depicting a kitten. Children can make many sentences, but only those that contain letters familiar to children should be selected for writing.

Work experience Z.D. Lobanovskaya suggests that music also helps in the development of children's speech, small pieces of music, fragments from them give children the opportunity to work creatively and with inspiration. Listening to a melody, experiencing or admiring its beauty, the teacher and student become closer friend friend.

In a writing lesson, when consolidating what has been passed, you can show the children a small Olympic bear. A cute bear will help them. The work can turn out to be small (after all, you can’t write much yet: children still know few letters), for example:

Our bear.

Here is a bear. He is small. He looks at us kindly. Good teddy bear!

Poems are a pattern in the soul of children. Beginning in 1st grade, five minutes of each reading lesson can be devoted to poetry. On them, students read poems about the seasons, about friendship, about school, about the Motherland. The best reading is recommended to be recorded on a tape recorder. Often practiced reading is accompanied by music. Our pupils become adults, but their expressive reading will be listened to by children who have entered school again.

Very often, teachers complain that children do not know how to listen to each other, they build statements poorly. By themselves, students will not acquire the ability to listen and speak - they must be systematically taught this. Below are examples of exercises that contribute to the development of these skills in younger students.

EXERCISE 1

Reduce the sentence to 4, 3, 2 words.

The teacher pronounces a sentence - the children comprehend it, the teacher repeats the sentence - the students memorize it, and then shorten it! the sentence is sequential, arbitrary, but retaining the main content, for example: Olya is reading to her grandmother interesting book. Olya reads a book to her grandmother. Olya reads to her grandmother. Olga is reading.

The work ends with the answer to the question: what changed when the supply was reduced?

EXERCISE 2

Rearrange the words in the sentence.

The teacher pronounces a sentence and invites the children to change the word order. As a result of the work, it turns out what and how changes in this case. Children learn to pronounce sentences expressively by changing logical stress, clarifying the meaning, for example:

Masha went to school this morning.

Based on this exercise, the game "Such the same and different proposal" is played.

Students write sentences and offer alternatives. The winner is the one who can make up more options and demonstrate the ability to expressively pronounce the phrase.

EXERCISE 3

Change one word.

The teacher invites the children to listen to the sentence and repeat it, replacing only one word in it, for example:

The children came from school. The guys came from school.

The boys came from school. The students came from school.

The girls came from school.

The sons came from school.

This exercise develops the ability to be attentive to the content of the statement, prepares for the conscious perception of the text and for retelling.

EXERCISE 4

Listen, remember, answer: is everything right?

Children listen to sentences and determine: can what is described really be? If so, when and where might this happen? If the described cannot be, then it is necessary to convincingly explain that this is a fiction or nonsense, for example:

Snow fell, Alyosha went out to sunbathe. The boys went to the forest on skis to pick strawberries. The frog opened the umbrella because it started to rain.

This exercise is aimed at developing attention to the text, conscious mastering of what is being read, the ability to build a statement exactly in accordance with the plan, meaningfully using a particular word. After completing study exercises, children will be able to organize the game "Distinguish were and fables, notice the absurdities." Children choose the material for the game themselves.

EXERCISE 5

Add an offer.

The teacher pronounces a sentence and invites the children to increase it by successively adding one or two words, for example: We are playing. We're playing football. We play football in the stadium. In the summer we play football at the stadium. In the summer we play football at the school stadium. The exercise forms the ability to quickly assimilate the meaning of what is read, read by guesswork, memorize, build a statement using all language possibilities, and also follow the statements of the interlocutor.

EXERCISE 6

Finish the offer.

The teacher starts the sentence and the children have to finish it. It is assumed that there are many possible answers or just one case, for example:

The girl was walking...

The girl was walking along the path home.

The girl walked through the forest and sang.

The girl walked down the street and carried a heavy bag of groceries.

The girl was walking along a narrow mountain path.

These exercises teach to listen and understand the interlocutor, to read, relying on a hunch, to understand complex constructions and use them in speech.

Conclusion

A special responsibility falls on the primary school teacher, who performs a task of paramount importance. The teacher needs to form the desire and ability to learn, to develop skills and communication skills.

Students need to be shown that it is the Russian language that provides the opportunity to understand another and be understood, to join the historical fate of the people, to experience aesthetic pleasure from the culture of speaking.

It would be wrong, referring to the insufficient preparation of students in the conditions of bilingualism, to limit their creative, independent work to tasks of a lower level of complexity. It is known that for a person to develop certain skills and abilities in their implementation, consistent systematic overcoming of difficulties is necessary (for example, in lifting weights - for a weightlifter, in running speed - for a runner ...) ... without overcoming intellectual difficulties and complicating learning tasks the child cannot reach a high level in the development of thinking, in the development of creative possibilities.

It is possible to create a feasible high level of learning difficulty for students both by increasing the proportion of a well-thought-out system of independent work of schoolchildren as a whole, and by enriching this system with elements of tasks of a creative (search) nature.

So, the goal of lessons in the development of coherent speech may be to form the ability to retell the text in oral and written forms, to form the ability to compose a text about what is seen or heard. They may involve the enrichment and activation of the dictionary, work on the phrase and sentence.

The given situational exercises, creative tasks, communication trainings can be adapted for Dagestan schools and widely used in educational activities.

Purposeful, consistent and systematic work will help students avoid unjustified repetitions, make their speech figurative, vivid and expressive, and most importantly, will contribute to the enrichment and activation of the vocabulary.

In recent years, oral speech has expanded its boundaries, ceased to be associated only with everyday speech communication. It became possible to study a particular subject without the help of a book through educational television, the Internet, radio, film lectures, etc.

Oral speech is becoming richer and more diverse in its functions, becoming a means of obtaining a variety of information, a form of multifaceted communication between people in all areas of their activity.

The task of developing coherent speech of students, especially in conditions of bilingualism, is currently, and at all times, one of the main tasks of the school, and first of all, Russian language lessons, and speech development lessons are the most difficult in this system.

Today, much depends on the knowledge and skills of the teacher, the quality of the lessons he conducts. The teacher was and remains the main figure in the formation of a linguistic personality. Modern educational and methodological kits contain rich material that indicates and helps the teacher in which direction to search for the best methodological solution. That's why, modern teacher should be professionally prepared, actively learning, seeking, implementing the principle of educative education, interested in developing in students direct, uninhibited, complex, like time itself, progressive views and a thirst for knowledge, be open to students, not be afraid to express their position directly. The teacher must manifest himself as a personality and form a personality.

The need for a special lesson in the development of coherent speech in the primary grades has become an urgent need, since they represent a serious difficulty for both the teacher and students, which increases many times in the conditions of Dagestan multilingualism.

The school imposes certain cultural and speech requirements on the speech of the teacher and students: compliance with logic, consistency, clarity, accuracy, expressiveness, clarity, purity, richness, in which the principle of accounting, the specifics of the native language is one of the most important principles of conscious teaching of the Russian language to non-Russian students. It provides a deep and comprehensive assimilation of the features of the language being studied, significantly increases the interest of students in the Russian language, activates their attention.

Summing up what has been said, we will make several conclusions.

The following methods of explaining new words and their meanings are used in the method of primary education:

Explanation of the meaning of words using various types of visualization (showing an object, action, quality, showing a picture, etc.)

Selection of synonyms or antonyms from the studied words.

Selection of words-actions and qualities to words-objects.

Interpretation of the meaning of words in the native language.

Students learn a new word in certain grammatical forms. Techniques for performing exercises, taking into account interference, which contribute to the consolidation of grammatical forms of the word, are the answers of students to the questions of the teacher. Teach children to choose the right forms of agreed and controlled words

The formation of coherent speech is facilitated by the compilation of phrases and sentences for thematic groups.

The main type of assimilation of grammatical forms is oral and written exercises, and in elementary school, preference is given to oral exercises. Oral exercises:

Inserting the missing word in the studied form into the sentence.

Making sentences from the named words with a change in their form.

Adding word endings to audible phrases.

Replacing the grammatical form of a word in these sentences

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Currently, the problems associated with the development of coherent speech are the central task of the speech education of children. This is primarily due to the social significance and role in the formation of personality. It is in coherent speech that the main, communicative, function of language and speech is realized. Coherent speech is the highest form of speech of mental activity, which determines the level of speech and mental development of the child.

Coherent speech is a consistent and logically connected series of thoughts expressed in specific and precise words, combined into grammatically correct sentences.

During communication with an adult, the child gets the opportunity to focus on the face of the speaker, on the object being shown, begins to respond with a smile, movement, gradually acquires the need to communicate with surrounding adults. From the age of three months, the child begins to repeat the audible sounds of the human voice: gurgles (pronounces short combinations of consonants in vowels - agh, khy, gy), gurgles (pronounces vowels in a singsong voice - ah-ah-ah ... uh-uh ...) . In the second half of the year, babbling appears (pronunciation of isolated and repetitive syllables, first with hard consonants: ba-ba-ba, ma-ma-ma, yes-yes-yes, then with soft consonants: dya-dya-dya, tya-tya- cha).

It is important to note that babbling is already controlled by the baby's hearing. The task of an adult is to achieve from the child the ability to repeat the proposed sound, syllable. Imitation will later become an important means of mastering speech. For arbitrary pronunciation of sounds by imitation, it is necessary to develop auditory concentration, the ability to master the articulatory apparatus and auditory control. The practice of raising young children has a number of techniques for the development of all these qualities. So, for example, moments of absolute silence are created in a group, when a child can listen to an invisible but close source of sounds (human speech, melodic melody, playing a musical instrument). To cause speech imitation, one should be in the field of view of the baby, teach the child to arbitrarily pronounce at first those sounds that are in his spontaneous babble, and gradually add new sounds and syllables that are close in sound. During classes in the arena with one child, the rest of those present acquire a valuable ability to imitate both his speech and the speech of adults. This greatly helps to develop the speech of children who are in a team.

By the end of the year, conjointly pronounced syllable-words appear in the baby's speech. By the age of one, a child of the first group of early age should be able to pronounce about 10 words that are easy to pronounce (including simplified ones: tu-tu, av-av, etc.). At the initial stages of speech development, the baby is first taught to understand the word, then arbitrarily repeat it when perceiving the object, and, finally, with the help of questions, games, instructions, the child is made to use the word in a meaningful situation.

The more complex and varied communication of the child with adults in peers creates favorable conditions for the development of speech, its semantic content is enriched, the vocabulary expands, mainly due to nouns and adjectives. In addition to size and color, children can highlight some other qualities of objects. The child acts a lot, so his speech is enriched with verbs, pronouns, adverbs, prepositions appear (the use of these parts of speech is typical for a coherent statement). The kid correctly builds simple sentences using different words and their different order: Lily will swim; I want to walk; I will not drink milk. The first subordinate clauses of time (when...), reasons (because...) appear.

Children more often begin to use subordinate clauses, especially causal clauses, subordinate conditions appear, additional, attributive (I hid the toy that my mother bought; If the rain stops, let's go for a walk?)

The structure of speech is also still imperfect. When using complex sentences, the main part is omitted (usually they begin with conjunctions because, what, when).

The development of coherent speech of children is carried out in the process of everyday life, as well as in the classroom.

To conduct more effective classes on the development of coherent speech, it is necessary to know the features of the formation of coherent speech in preschoolers.

So, the development of the prerequisites for coherent speech in younger preschoolers and its importance for the development of the child can hardly be overestimated.

Children of primary preschool age are able to create a narrative type statement in the course of special education based on the use of pictures. At the same time, children use various types of connections in texts. The syntactic structure of speech of preschoolers is improving, they often include a variety of syntactic constructions. And just when the teacher turns to the children for help, offers to tell their peers, involves them in the selection of more beautiful, better statements. Their speech becomes coherent, interesting for listeners. Children try to select exact words and phrases that are accessible to others, expressing their intention, corresponding to the content of the text. The game form of education made it attractive for the child and more effective.

Municipal preschool educational institution of a general developmental type of the second category kindergarten "Teremok" st. Burannaya.

Development of preconditions

coherent speech

children of early age.

(from work experience)

Topic: Development of the prerequisites for coherent speech in young children.

Speech development is complex. Timely and complete formation of speech in preschool age is one of the main conditions for the normal development of the child. Any delay and any disturbance in the course of the development of the child's speech is reflected in his behavior, as well as in his activities in various forms. The development of all aspects of speech is important, especially coherent speech. Usually in kindergartens, the teaching of coherent speech is systematically and purposefully carried out only at an older age, while the capabilities of younger preschoolers are underestimated.

This is facilitated by: - insufficient theoretical development of this problem; - the lack of systematic recommendations, manuals - all this creates certain difficulties in the work of the educator.

Children of three years old already have access to a simple form of dialogical speech (a question and an answer, however, at the same time, the baby is often distracted from the content of the question. Children of primary preschool age are just beginning to master the ability to correctly express their thoughts, making many mistakes in constructing sentences, especially difficult words to agree on. The first statements of three-year-old children consist of two or three phrases, but they must be considered as a connected presentation.Based on the relevance of this problem, I set myself the task of developing the prerequisites for coherent speech.In young children, the success of this work depends on optimizing the process of speech development For this purpose, in my work, I have identified several areas:

1. The use of various forms of learning (frontal, subgroup, and individual, during which they combined (vocabulary work, grammatical structure of speech, sound culture of speech).

2. The relationship of work on the development of speech in different types of activities (game, music, theatrical).

3. Planning for the development of speech monitoring. When planning, I took into account the initial level of speech development of each child and the team as a whole. As well as the personal characteristics of children (passive, silent, insecure).

4. The possibilities of the family in solving the problems of the speech development of the child.

Parents often do not quite accurately represent the level of development of their child's speech, noticing, first of all, shortcomings in sound pronunciation when memorizing poetry. Therefore, I acquaint parents not only with the results of monitoring on the development of speech, but also offer a system of homework. For example: By highlighting the characteristic features and qualities of the subject, by the ability to conduct a dialogue, I use games - dramatization, by linking 2-3 sentences, by activating verbal vocabulary. Conducting an organized GCD on the development of speech, the work was carried out in three stages.

At the first stage, I selected such tasks in which children would learn to see and name the characteristic features and qualities of an object. The entire GCD was played in the form of games like: “Recognize from the description? "," Guess what kind of animal? ”, “Find a toy”, “What kind of object? ". For GCD, I selected bright toys that differed significantly in their characteristics, then asked the children to find a toy. Children with pleasure and interest repeated after me. Then she used objects (vegetables, fruits, clothes, in the description of which, it was necessary not only to name visible signs, but also to show her knowledge of their properties, the ability to coordinate nouns and adjectives (an apple is round, beautiful, tasty). To form verbal vocabulary, I used games like: “Who can do what?”, “Where, what can I do?”, “Tell me what first and what then?” - These games formed in children an idea of the sequence of actions of characters by laying out pictures using exercises activating verbal vocabulary Thus, the first stage determined the ability of children to quickly and variously characterize objects according to their main features.

At the second stage, she taught children to connect two sentences and formed the idea in children that every statement has a beginning, middle and end, that is, it is built according to a certain pattern. First, they learned to describe the subject collectively, and then instilled the skills of independent description of the subject through games: “Shop”, “Zoo”, “Riddles”, etc. To teach children to observe the sequence and connection between parts, I used the games: “Who knows he continues on." She offered several sentences, pronouncing them with a certain intonation, so that the children could feel the character of the story. For example:

"The donkey went ..."

“There he met…”

"They become… "

In joint stories, I gradually complicated the main part of the text, included elements of description, the actions of the characters. The plot included verbs of communication: asked - answered, asked - said, shouted - offended. So I taught the children to convey the dialogues of the characters. Joint storytelling was reinforced with leading questions so that children could highlight the main connections between the parts.

The purpose of the third stage was to teach children to conduct a monologue, dialogue in games - dramatizations, a story, to lead children to compose a story with elements of creativity. Solving the problem of the third stage, she taught children to give detailed remarks when answering a question. At the initiative of the children, the already familiar fairy tales "Turnip", "Gingerbread Man", "Ryaba Hen" were staged. Increasingly, the dialogues between the characters played out both in joint and in independent games. Dramatization games develop communication skills in children. Since in the group each child's speech is developed differently, I pay great attention to individual work with children on the development of speech. In this work, I used the description of toys, the compilation of joint stories, the performance of lexical, phonetic and grammatical exercises. I carried out this work, both in the morning hours and in the afternoon, in a playful way, in an atmosphere of natural communication between children. Taking into account the individual characteristics of children, their inclinations. The purpose of such individual classes is to develop the speech abilities of each child. The results of such studies could not but affect the children. The more shy children of the pack became more active, took on roles, and less often began to turn to me for help. At the end of the school year, speech development monitoring showed that children can answer questions when examining objects. toys, illustrations, they can repeat after the teacher a story of 2-4 sentences, composed about a toy or according to the content of the picture, they can conduct a dialogue using “telephone” conversations or staging nursery rhymes, actively participate in games - dramatizations of familiar fairy tales.

Of the 16 people examined:

At a high level - 4 people

These children can tell in 2 - 4 sentences about what they saw, with the help of a teacher; enrich your vocabulary with adjectives, verbs, adverbs; correctly pronounce consonants in onomatopoeia and in separate words; coordinate nouns and pronouns with past tense verbs; make phrases of 3-4 words.

At the middle level - 10 people

Not all children can tell in 2-4 sentences about what they saw, with the help of a teacher; enrich the vocabulary with verbs; adverbs.

Low level - 2 people

In children, speech is passive, not active, they cannot tell in 2-4 sentences about what they saw, with the help of a teacher; enrich your vocabulary with adjectives, verbs, adverbs; correctly pronounce consonants in onomatopoeia and in separate words; coordinate nouns and pronouns with past tense verbs; make phrases of 3-4 words.

Didactic games for the development of coherent speech.

"Birthday of Alyonka doll".

Purpose: The development of coherent speech in children.

Game material: figurative toys depicting household items familiar to children: household utensils and utensils (cup, spoon, saucer, pan, frying pan, bucket, watering can); personal hygiene items (toothbrush, soap, basin, broom, bath, comb); garments (apron, knitted sweater, scarf, coat, mittens, scarf, hat); toys for dolls (carriage, ball, rattle, car).

Rules of the game:

1. Words of greeting and congratulations must be spoken loudly, expressively, so that it is clear to listen to the birthday girl and guests.

2. You can choose any toy you like as a gift, but only one.

3. Correctly name the gift and explain to the doll what its purpose is, accompanying the explanation with actions with the object.

"What's in the picture? »

Purpose: To teach children to independently identify the purpose of an object and designate it through a word.

Game material: subject lotto, which consists of large cards and subject pictures. The pictures depict household objects familiar to children. These can be: garments - a coat, dress, shirt, pants, hat, scarf; dishes - a saucer, a glass, a soup plate, a spoon, a knife, a kettle, a frying pan, a saucepan; furniture - table, chair, bed, wardrobe; toys - a ball, a bucket, a watering can, a stroller, a doll.

Rules of the game:

1. You can not name the item shown in the picture, you can only say what it is for.

2. You can not show your picture until the children guess the riddle.

3. You need to guess the riddle all together, and only the one who has the same picture shown on a large map and who asks for it in time gets it.

Didactic games for vocabulary formation.

“Where, what can be done? »

Purpose: To activate in the speech of children the use of verbs corresponding to a specific instruction.

Game progress:

Children, answering the question of the educator, must choose the verbal systematic series. The game is played in the form of a competition.

Educator:

What can you do in the forest? (walk, pick berries, mushrooms, hunt).

What can you do while on the river? (swimming, diving, boating, fishing, sunbathing).

What does a doctor do in a hospital? (listens to patients, prescribes medicine, heals, gives injections).

“Tell me what you are doing, and what will you do next? »

Purpose: To teach children to choose a word that matches the present and intended action.

Game progress:

The teacher shows the picture and asks to name not only what the character does, but also his intended further actions.

For example: A girl feeds a doll. Feed and put to sleep.

“Who can do what? »

Purpose: To teach children to select verbs denoting the characteristic actions of animals.

Game progress:

The teacher names or shows any animal. Children list his characteristic actions. For example: Squirrel - jumps, jumps, nibbles. The cat meows, purrs, scratches, drinks milk, catches mice, plays with a ball. The dog barks, guards the house, gnaws a bone, growls, wags its tail, runs. The bunny jumps, runs, gnaws a carrot.

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"The development of coherent speech in younger preschoolers."

This year I chose the topic of self-education "Formation of coherent speech of preschoolers."

I consider this topic important, because: the development of dialogic 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 in kindergarten. Teaching dialogue can be seen as both a goal and a means of practical language acquisition. Mastering different aspects of speech is a necessary condition for the development of dialogic speech, and at the same time, the development of dialogic speech contributes to the child's independent use of individual words and syntactic constructions. Connected speech incorporates all the achievements of the child in mastering the native language, its sound structure, vocabulary, grammatical structure.

I started my work with diagnostics.

Based on the results of the diagnostics, she outlined a long-term plan for working with children on this topic.

Prospective work plan.

1) Classes to enhance communication.

2) Games and exercises that form speech etiquette.

“Dunno learns to say hello”, “Quickly answer”, “Dunno gives out toys”, “We go for a walk”, “Dunno learns to ask”, “Correct Dunno”.

3) Games in pairs: “Cut pictures” (items of clothing, “Yes or no”, “Who screams like”, “Who needs what?”, “Edible - inedible”, “Shop”.

4) Role-playing games: "Daughters-mothers", "Shop", "Hairdresser's", "Polyclinic".

5) Didactic games: "Facts", "I agree - I do not agree", "Do not say" yes "and" no ".

6) Outdoor games: "Kite", "Geese - geese", "Paints".

7) Games - dramatizations: Russian folk tales "Teremok", "Turnip", "Wolf and goats".

8) Conversations. Topics: “How did you spend your day off”, “Your favorite book”, “Your favorite toy”, “Winter”, “Your favorite fairy tale character”, “How would you meet a new one”, etc.

The purpose of my work is to teach children to use dialogue as a form of communication: to answer questions from an adult and ask them yourself, to speak out proactively, to establish interaction.

skill development:

Listen and understand the addressed speech with and without support for clarity,

Make contact with others

Express your thoughts, feelings, impressions using speech means,

Use forms of speech etiquette.

Conditions for the development of dialogical speech of children:

Organized speech environment, interaction of adults with each other, adults and children, children with each other;

Created friendly atmosphere in a group, emotional well-being;

Personally-oriented model of interaction between an adult and a child;

social environment;

Individual personality traits;

Cognitive activity of the child.

In my work I use the following forms of organization of children's dialogue: work with subgroups, organization of communication space, non-disciplinary forms of attracting and retaining attention, playful and communicative motivation of the lesson.

In specially organized speech situations, there is a development of skills to negotiate during communication, question the interlocutor, engage in someone's conversation, follow the rules of speech etiquette, convince, prove one's point of view.

For example, in the didactic game "Plant in a flower bed ...", the children were asked to play in pairs and agree among themselves on what they will plant in the flower bed, what geometric shapes they use for this, and distribute responsibilities. After completing the task, they were asked to say the actions performed.

For collective conversations, the best time is a walk. For individuals - morning and evening hours. Conversations can be intentional or unintentional. Intentional conversations are planned in advance. Unintentional - not planned, they arise at the initiative of the children or the teacher during walks, games, regime processes.

On a walk, for example, during a collective building out of sand, I held a collective conversation in advance “What would you like to build out of sand? "And from the proposed options, the children chose an octopus, then the conversation went on how to build it (what it consists of, what we will do first, what then, who will do what work and only after that proceed with the construction). In a group, while dressing, washing, in the game I use every opportunity to correctly and clearly name the object, parts of the object, characterize its features, qualities, actions with it. At the same time, I clearly formulate the task in the correct grammatical form, without unnecessary words and additional explanations, I accurately pose questions, I especially clearly name the movements.

In my work, I try to ensure that each child easily and freely enters into communication with adults and children, I teach children to express their requests in words, to clearly answer questions from adults, to prompt the child to talk with other children. I bring up the need to share my impressions, talk about what I did, how I played, the habit of using simple formulas of speech etiquette (say hello, say goodbye in kindergarten and family, I encourage children to try to ask questions about their immediate environment: Who? What? Where? What does ? What for?

Spoken language is the simplest form of oral speech. It is supported by the interlocutors, situational and emotional, as the speakers use various expressive means: gestures, glances, facial expressions, intonations, etc. The interlocutors usually know the subject of discussion. This form of speech is also simpler in syntax: it consists of unfinished sentences, exclamations, interjections, questions and answers, replicas and short messages.

The topics and content of conversations are determined by the tasks of education and depend on the age characteristics of children.

In the younger group, the circle of conversations is connected with what surrounds children, what they directly observe: with toys, transport, street, family.

In the middle group, the topics of conversations are expanding due to new knowledge and experience that children receive from the surrounding life, books, and television. You can talk with a child about what he has not seen, but what he was read about in books, what he heard about.

Spoken language must be coherent, understandable, logically sustained, otherwise it cannot serve as a means of communication.

Methods for the formation of dialogic speech:

Teacher's conversation with children (unprepared dialogue).

Reading literary works. Reading gives children patterns of dialogic interaction. Dialogues using questions and answers allow preschoolers to master not only the form of various statements, but also the rules of priority, learn different types of intonation, and help develop the logic of conversation.

Conversations. It is necessary to clearly formulate the question so that the children give the right answer. During the conversation, I teach children to answer one at a time, and not in chorus. But if a question is posed to which all or many children can have the same simple answer (for example, “were”, “went”, then the children can answer in chorus. I conduct small conversations at the beginning of activities such as drawing , modeling, didactic games... I mainly use conversations that are accompanied by the acquisition of new knowledge, accompanying observations (what objects are made of, our clothes, washing accessories).

Activities of a cooperative type (joint drawing, application, design, art work). Joint visual activity, design, manual labor provide ample opportunities for establishing dialogical communication among children. And even when a child performs individual work, he comments on his actions, turns to his neighbors with exclamations, exclamations, expressing a wide range of feelings and finding a response in the form of similar manifestations of a partner. Classes for visual activity in the art studio they create in children a sense of belonging to the beautiful, interesting, exciting, awaken aesthetic feelings and create conditions for the exchange of these experiences.

Role-playing games contribute to the formation and consolidation of dialogic skills. At the same time, the development in children of the ability to use various dialogic replicas, to observe the rules of behavior in the dialogue, contributes to the development of the game itself. To activate children's dialogues in the game, appropriate paraphernalia is required (toy phones, radio, TV, cash desk and others).

Didactic games reinforce the speech skills learned by children, develop the speed of response to what they hear. For example: “Agree, disagree”, “Shop”, “Telephone conversation”, “Visiting a doll”, “Edible - inedible”.

Outdoor games that contain dialogues, for example: "Geese - geese", "Ordinary blind man's buff", "Kite", "Paints" and others. They consolidate the ability to address the speech to the interlocutor, to think about what the partners said, to express their point of view, to formulate the question correctly.

Games - dramatizations unite children, with a well-known text and imagining a plot, a sequence of game actions. In these games, the child plays the role of a fairy-tale character, accepts his position, and thereby overcomes the egocentrism inherent in age. The same text can be staged in different ways: with the help of toys, dolls, pictures, through expressive movements and speech.

There are many mobile games that are built as a dramatization game based on a ready-made story and include a variety of character dialogues. These are such games as: "Geese-swans", "Paints", "Where we were - we will not say, but what we did - we will show", "Gardener", etc.

The game uses different ways to establish dialogical communication between children and peers.

First. Orientation to a partner, the need to listen and hear his voice, speech, look into his eyes. These are games like "Guess by voice" (guess by voice who called); "What changed? "(carefully consider and remember the appearance of the partner and guess what changes he made in his appearance).

The purpose of creating a partner orientation is a variety of round dance games in which children speak and move at the same pace, holding hands (tactile and auditory contacts).

Second. Installation on the answer, the need to carefully listen to the speech of the partner and the willingness to quickly answer him in time. Recall the game "Gardener". After the words “I'm tired of all the flowers, except for. "The partner must respond before the end of the count" one, two, three.

Third. Maintaining a dialogue through the exchange of statements (questions, comments, motivations). These are various dialogues inside the games, which contain rituals (formulas) of greeting, farewell, getting around, such as: “Think of a word”.

Such traditional verbal didactic games as “Guess by touch” (differentiation of sounds, “What’s gone?” (genitive case) bring great joy to children. plural, “What got into our mouth, what got into our teeth? "(generalizing the names "Vegetables", "Fruits", "It happens - it doesn't happen" (reasoning).

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The development of speech in younger preschoolers through theatrical activities

(pedagogical project)

Introduction

In today's world, more and more live communication children are being replaced by computers and television, and this trend is constantly growing. As a result, the number of children with unformed coherent speech is steadily increasing. That is why the development of speech is becoming an increasingly urgent problem in our society. In our preschool institution, solving the problem of developing the speech of older preschool children through theatrical activities, we use two types of theater: puppet and drama.

The drama theater in our kindergarten exists as a theater for adults for children and as a theater in which children participate. Joint productions are used more often, in which: a) children mainly participate, and adults play the most difficult, cementing roles; b) mostly adults play, and children only occasionally enter the outline of the plot.

Theatrical activity in kindergarten organizationally permeates all security moments: it is included in classes, in the joint activities of children and adults in their free time, and is carried out in the independent activities of children.

Most often, speaking of theatrical activity, we mean its most striking products - dramatizations, performances, concerts, which can be included in the content of holidays and entertainment. Working with children of the older group, a problem arose with the fact that their speech is not sufficiently developed, they hardly talk about the events of their lives, they cannot retell literary works, they do not memorize poems well. This is how the project “Development of coherent speech in children through theatrical activity” appeared, since theatricalization is a favorable environment for creative development children.

This activity helps the development of coherent and grammatically correct speech in an unobtrusive form, leads children to familiarize and participate in theatrical activities, generalizes and deepens knowledge about the theater. Expands the vocabulary of children on this topic, forms a cognitive interest.

Creation of conditions conducive to the development of speech of children of senior preschool age through theatrical activities.

1. Develop speech breathing and correct articulation, varied intonation, logic of speech, coherent figurative speech, creative imagination;

2. To form the ability to work in concert with partners in planning collective activities.

3. Develop creativity, imagination and memory.

4. Organize cooperation with parents. To provide support and assistance to families in educating preschoolers' interest in theatrical activities.

Project participants: children of the senior group, educators, music director, parents.

Project type: group, short-term (December-January)

Expected results:

2. the ability to master the skills of expressive speech;

3. the ability to convey various feelings using facial expressions, gestures, intonation;

4. show interest, desire for theatrical art;

5. transfer images fairy tale characters characteristic movements;

6. interact collectively and in concert, showing their individuality;

7. the ability to consistently express their thoughts;

8. the ability to pronounce the same phrase with different intonations, tongue twisters at different tempos, with different voice strengths;

10. the ability to control their feelings, hold themselves confidently in front of an audience;

11. the ability to master the rules of good manners, behavior, etiquette of communication with peers and adults;

12. disclosure of the personality of each child, his creative potential, abilities, interests.

Funds for project implementation:

Didactic and theatrical games, exercises;

Artistic and productive activity;

Registration of exhibitions of children's works, joint creativity of children and their parents; photo exhibitions;

Going to the theater and photo tours;

Conducting theatrical performances;

St. Petersburg

During constant communication with adults, a child at the age of two begins to actively accumulate vocabulary, learns to pronounce sounds and build sentences. At the beginning of the second year, the child's speech consists of facial expressions, gestures and sounds.

Answering questions from an adult, or expressing his desires, for example, to be fed or picked up, the baby uses substitute words “yum-yum”, “ah-ah”, “mom”, “nanny”, and the rest of the meaning of the phrase shows with the help of body movements and gestures. He masters the words a couple of months after the first uttered sounds. The development of speech in the younger group has its own characteristics.

The development of a child's speech at 2 years old

Mastering a new type of communication with an adult, the child more accurately recognizes speech. He easily copes with this stage of development, combining the desire for independence and the ability to borrow new methods.

Showing great interest in pictures, the baby quickly remembers the images of objects. Thanks to this, he can fulfill simple requests, such as choosing a certain item from several different ones, or transferring a named item from one person to another.

Understanding the meaning of words in a child goes through many stages. At the first steps, he identifies the object with the experience, with the place where it is usually located. Each word of the baby can describe a large number of objects and events.

He cannot separate objects by size and material.

At two years old, a child’s dictionary contains 200-400 words, but he may pronounce some of them incorrectly or incomprehensibly, for example, “give a beech” (give a roll), “titeti” (sweets), replace sounds in words.

For parents, words and phrases first spoken by a child - significant event. The baby begins to speak and understand speech, thereby acquiring a new way of communication. This allows him to gain new knowledge that he could not acquire before.

Now he is able to copy everything he hears around.

Thanks to joint games with adults, during which the child receives clues and explanations of the world around him, in the second half of the second year, the child recognizes speech much better. Now he performs actions more purposefully, with concentration. At this time, the baby begins to ask questions: “What is this?”, “What is this?”.

Speech, as a means of communication, acquires its function in two years. With its help, a child can turn to an adult for any reason, for example, a request for help, a complaint, an expression of desires. The organization of special classes, gaming and outdoor activities, communication with adults - all this includes the development of speech in the younger group.

Speech development from two to three years

Mastering speech in the younger group of kindergarten, children are not immediately able to notice pronunciation errors. First, they are interested in content, intonation, meaning, expressiveness. It is only around the age of three that they begin to notice the mispronunciation of other children, and then pay attention to their own speech.

When examining objects together with a 2-3 year old child, it is useful to discuss their properties with him, compare them with other objects, name their parts. Conversations on images are of great benefit, since a child at this age shows interest in them.

You can start with a request to show one or another object. For example: “Where is the dog?”, “Where is her tail, mustache, paws, eyes?”, “Where are the wheels of the car?”.

With the help of speech, you can divide the world around you into its constituent parts: actions, qualities, quantities. This will activate the observation and thinking of the child.

By the end of the third year, the child's vocabulary is 800-1300 words. At this age he can tell short story. Mastering the world around, the child first of all asks the questions “How?” and why?".

Children's language development is different. Some start talking and building early complex sentences, while others, having a large vocabulary, have difficulty connecting words.

Boys lag behind girls of the same age in development. In order for the development of speech in the younger group to continue successfully, parents need to talk more with them, pronouncing the words correctly and clearly.

Mimicking children's speech can cause inhibition of the development of speech by the child. If the baby makes mistakes in speech, he should always be corrected, but you can not force him to repeat the correct pronunciation again. This can cause a complex of fear of incorrect pronunciation.

At the age of three, communication plays an important role for children. At this time, they learn to communicate with their peers, which is the most important task of early childhood pedagogy.

In the process of speech development, children improve their ability to distinguish and generalize, try to find similarities between objects, and establish a connection between them. It becomes easier for them to recognize objects without relying on color, shape, size.

At this age, children are able to combine objects according to the functional feature indicated by the educator. For example: "A cup is a dish. They drink from a cup", "It grows in a garden."

At this age, the understanding of active speech changes qualitatively. Previously, it was possible to check it only by movements. Now you can judge understanding and thinking based on the statements of the child.

On this topic:

More details on the site nsportal.ru

Lyambir 2012

Much attention of the educator in working with children is paid to the development of coherent speech of children, which largely depends on the success of work to familiarize themselves with others. Classes with children are held in the form of free, unconstrained cognitive activity of an adult with children, where an adult partner takes into account children's interests and supports the initiative of everyone, and the child is perceived as a full-fledged subject of interaction.

Speech accompanies and improves cognitive activity children, makes labor activity more purposeful and conscious, enriches games, promotes the manifestation of creativity and fantasy in visual, musical, literary activities. The teacher helps the child achieve communicative competence by the end of preschool age by solving problems for the development of different aspects of speech in all age groups: "Development of coherent speech", "Development of the dictionary", "Mastering grammatically correct speech", "Mastering the sound culture of speech", "Preparation to literacy."

In order to properly organize the cognitive and speech development of preschoolers, we have identified the following components:

preschool teacher speech

the formation of ideas about the surrounding life

development of curiosity

sensory education

In addition, it is important to teach children to listen carefully. The development of auditory perception and attention is facilitated by games: “Guess by the voice: who called?”, “Instruction”, “Echo”, “Phone”, etc.

The task of the teacher is to consistently increase the stock of knowledge in children, to streamline and systematize them. The child must receive clear

ideas about the surrounding objects, their purpose, some qualities (color, size, shape) and properties (beats, breaks, tears, pours, etc.), about the materials from which they are made. He also acquires knowledge about some natural phenomena, their relationships and patterns ( characteristics seasons and the relationship between these features, the typical features of some animals and their connection with the way of life of these animals, etc.).

One of the means of cognitive and speech development of preschoolers is a game - a specific children's activity in which the child reflects the surrounding reality, reveals his knowledge, shares it with his comrades.

Certain types of games affect the cognitive and speech development of children in different ways: role-playing games expand ideas about the environment and contribute to the development of verbal communication; games - dramatization help a deeper understanding of works of fiction and activate speech; building and constructive develop constructive ability and expand knowledge of geometric shapes and spatial relationships. The game will actively influence the cognitive and speech development of the child, if the teacher enriches its content and organizes it correctly.

A particularly important place in cognitive-speech education is occupied by didactic games, the mandatory elements of which are cognitive content and a mental task. By repeatedly participating in the game, the child firmly acquires the knowledge with which he operates (for example, the names and appearance of plants, items necessary for labor, the content of literary works, etc.). Solving a mental problem in the game, the baby exercises in arbitrary memorization and reproduction, in the classification of objects or the phenomenon according to common features, in highlighting the properties and qualities of objects.

In determining them on separate grounds. For example, in the games “What has changed?”, “What is gone?” the child must remember a number of objects or their location, and then restore this picture in memory and determine what changes have occurred.

In the games “Find an object of the same shape”, “Pick by color”, “Who needs what for work”, it is necessary to group objects according to common features. In the games “Find out by description”, “Wonderful bag”, “Guess by voice”, children determine the subject by one of the signs.

In accordance with the requirements of Sun Pi Nov, all classes requiring increased cognitive activity and mental stress (integrated cognitive classes, cognitive-speech block classes) are held in the first half of the day from Tuesday to Thursday, the days of the highest working capacity of children. To prevent fatigue, these classes alternate with music, physical education. Satisfying their curiosity in the process of active cognitive and cognitive-research activity, children expand their ideas about the world, begin to master the fundamental forms of knowledge about themselves, household items, the social environment, and the phenomena of social life.

Thus, didactic games contribute to the consolidation and clarification of knowledge on cognitive-speech development.

On this topic:

Ushakova O. S. The development of speech of preschoolers. - M.: Publishing house of the Institute of Psychotherapy, 2001. - 256 p.

4.1. The development of the prerequisites for coherent speech in younger preschoolers

Our previous research, disclosed in Chapter 3, showed that in the development of coherent speech, the initial stage is extremely important, direct teaching of the elements of monologue speech, the simplest forms of compiling a descriptive and narrative story, (instead of the traditional preparation for teaching storytelling, carried out within the dialogue).

Before setting out the logic of conducting a study of the development of coherent speech in younger preschoolers, let us briefly dwell on the theoretical foundations for studying the speech of young children.

An analysis of the psychological, linguistic and pedagogical literature shows that not all children equally successfully master the phonetic, lexical and grammatical aspects of speech in early childhood, therefore, not all preschoolers have the ability to coherently express their thoughts.

In psychological studies devoted to the development of speech and thinking, a characteristic is given of different aspects of a child’s speech (L. S. Vygotsky, S. L. Rubinshtein, P. P. Blonsky, A. N. Leontiev, A. V. Zaporozhets, D. B. Elkonin, A. R. Luria, N. I. Zhinkin, N. Kh. Shvachkin). In Chapter 1, we reviewed psychological research on the development of speech in preschool childhood. Therefore, here we confine ourselves to characterizing some features of the speech of children of younger preschool age.

S. L. Rubinshtein, based on the communicative function of speech, identified the periods of formation of situational and contextual speech. A. R. Luria emphasized the role of dialogic speech as the original form of speech utterance.

D. B. Elkonin noted the importance of a child’s speech for establishing cooperation with an adult. He also said that it is necessary to cause the child's activity, otherwise speech will lag behind in its development precisely at the stage of situational speech.

N. Gvozdev, A. M. Leushina, M. I. Popova). The appearance of contextual speech in younger preschoolers depends on the tasks and conditions of communication, the content of speech, as well as on the individual characteristics of the child. In turn, the development of individual characteristics has something in common with the communicative activity of the child (M. I. Lisina, A. G. Ruzskaya, A. Ya. Reinstein, E. O. Smirnova).

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The development of coherent speech plays a leading role in the development of the child and occupies a central place in the overall system of work on the formation of speech in kindergarten. Connected speech incorporates all the achievements of the child in mastering the native language, its sound structure, vocabulary, grammatical structure. Possession of coherent speech skills allows the child to enter into free communication with peers and adults, makes it possible to obtain the information he needs, as well as to transfer the accumulated knowledge and impressions about the environment.

We have a 2-younger-middle group of different ages: now in our group there are 5 younger children, 15 middle-aged children. 12 children came to our group from the youngest, 3 newcomers to the kindergarten.

At the beginning of the school year, to determine the level of development of coherent speech, we conducted monitoring, where we revealed an insufficient level of development of coherent speech in 8 children, an average level in 6 children, a high level in 3 children. We could not examine 3 children because of their rare visits.

In this regard, we have set ourselves the following tasks:

Expand children's active vocabulary;

Development of free communication with adults and children;

The development of all components of children's oral speech (lexical side, grammatical structure of speech, pronunciation side of speech; coherent speech - dialogic and monologic forms) in various forms and types of children's activities;

To teach how to write descriptive stories about an object, a toy, a picture

Retell short stories

They began their work with the creation of a subject environment in the group. In the corner of the book, we have selected fiction by age, subject pictures on the lexical topic being studied (for example: toys, dishes, clothes, etc.), we also picked up plot pictures with a simple plot, made didactic games for compiling descriptive stories (“ Toy store "(dishes, clothes), "Wonderful bag", "Who is it?", "The postman brought the package", etc.).

We carry out work in the directly educational field "Communication" in accordance with the program "From Birth to School" edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva, based on the recommendations of V. V. Gerbova and O S. Ushakova.

In accordance with the FGT, we systematically carry out educational activities to develop coherent speech, the content of which we associate with all aspects of children's lives, these are: observation, games, work, reading books, watching cartoons, etc.

Directly educational activities we have distributed as follows: the area of "Communication" 1 time per week, the area of "Cognition" 1 time per week and the area of "Reading Fiction" daily.

According to the principle of integration, the development of monologue and dialogic speech is carried out not only in the process of specially organized teaching activities for the development of speech, but also in other educational areas (“Cognition”, “Socialization”, “Labor”, “Artistic creativity”, “Music”. For example: When retelling the fairy tale "Teremok", we not only teach children to tell the content of an already familiar fairy tale, solving the problems of the educational area "Communication", but also introduce children to the Ukrainian folk tale "Mitten" educational area "Reading Fiction".

They formed an idea about the features of folk tales, compared the heroes of Ukrainian and Russian fairy tales, solving the problems of "Socialization", conducted a comparative analysis of heroes in size, solving the problems of the educational field of "Knowledge". Then they held a theatrical performance based on the fairy tale "Teremok" where the children depicted animal characters with the help of gestures and facial expressions to the music.

When considering a toy, such as a ball, the educational area "Communication" is integrated with such educational areas, as "Artistic creativity", "Knowledge", " Physical Culture”, “Reading fiction”. Considering the ball, we introduce children to the geometric figure of the ball, we read the poem by Samuil Marshak “My cheerful ringing ball”, We sculpt the ball, play the ball game “My cheerful sonorous ball”.

When planning classes for the development of speech, we often include complex classes. When planning directly educational activities, we carry out a differentiated approach to children, because their abilities and skills are different.

In order for a three-year-old child to learn to speak more fully and clearly, we patiently and consistently ask leading questions that help the baby express his thoughts consistently and more widely. We play the game "Guess what it is?" I make riddles, while drawing and commenting: it is red, long, tasty, crispy, what is it?

And I clarify: delicious carrots? Juicy ?, that is, it caused the speech activity of children, asked to tell about this carrot.

The next stage of work is the compilation of a joint descriptive story for 2 toys. The peculiarity and effectiveness of this technique is that the training was not conducted according to a template, that is, the children did not repeat the teacher's story, but gave their own version of the end of the sentence and the story as a whole.

Children were actively involved in this process, they learned the intonational completion of sentences. In the process of dialogue based on visualization, 1-2 words were added, but everyone found their own words and their own answers.

In the middle group, we continue to work on examining and describing toys and objects. One of the most interesting activities is the description of toys. The toy evokes positive emotions, a desire to speak out, we examine them in a playful way.

For the description, we select such toys that attract the attention of children (bright, expressive), about which you can express your opinion, compare (two dolls in different costumes; two hares, different in color and size). We teach children to describe toys, objects using common sentences or sayings of 2-3 sentences. When planning classes on describing toys, objects, we carefully think over questions so that when answering, children can emphasize the main features and qualities of a toy or other object.

Questions make the child think, think, determine the order that must be followed when describing. Answering questions, the children, as it were, build the plot of the future story themselves.

We try not only to listen to the children's answers, but also show how to tell about the toy more accurately and more interestingly. In this case, the speech sample will be the most effective teaching method.

But so that the children do not copy the story of the teacher, we give a sample not of the toy that the children will talk about, but of the same type. This is where children show independence and initiative.

Children such as Sofia, Danya, Nastya S. Seryozha can independently compose a short descriptive story based on a toy. Their statements take on the character of stories. Some children Anya, Matvey, Sveta have difficulty in describing.

Then we help them with questions.

In the classroom we use the game plots “Birthday of the doll Tanya”, “Visiting a fairy tale”, and we also use various didactic games: “Toy store” (dishes, clothes), “Wonderful bag”, “Who is this?”, “Postman brought the parcel”, “To whom what?” and etc.) . Children learn to talk about vegetables, fruits, toys, utensils, etc. and repeat them in a new situation, show independence in compiling descriptive stories.

One of the types of toy description is guessing and making riddles by children. First, children learn to guess riddles, and then make up riddles-descriptions.

For example, 5-6 toys are offered to the attention of children to examine them. appearance and definitions of qualities - color, shape, size, material. The appearance of toys can be played - the postman brought the package.

Then a riddle is given about one of the toys: “A mane on the neck with a wave, a tail with a pipe, bangs between the ears” (horse). Guessing riddles can be associated with examining toys before describing them or telling about them. Gradually, children are brought to the independent compilation of riddles.

In addition to describing toys for the development of coherent speech, we use other activities: looking at pictures with a conversation about them, compiling stories for children based on pictures; retelling of literary works.

Our children love to make up stories based on plot pictures. Giving the child a picture, we invite him to tell what he sees on it, ask leading questions about the plot. We help you write grammatically correct sentences.

For example: the picture shows children standing near the piano. As a rule, when asked what is shown in the picture, the children answer: “Children and the Piano”, then I ask the question “What are the children doing?” “Standing” “Standing near what?” “Standing near the piano” So, asking leading questions, we try to build sentences grammatically correct, and then a short story.

We also work on the development of coherent speech in everyday life. We hold conversations in the mornings, during sensitive moments, we try to talk with children as much as possible. Encourage them to communicate independently with adults and peers.

On a walk, during the free activities of children, we conduct individual work with children. In a casual way, we are interested in what he saw on the way to kindergarten, what they did at home, what they played and with whom.

Unfortunately, due to the busyness of parents, most children spend at home watching TV and watching cartoons. We ask children to tell as much as possible about the plot, about the cartoon characters. We ask questions: “Who is this hero?

We systematically work with parents, inform them about what kind of work with children is carried out in kindergarten. We conduct consultations, personally talk with each parent.

Unfortunately, parents are most worried about how the child pronounces sounds, and they do not pay attention to the fact that the child answers questions in monosyllables. On the this stage we hold conversations with parents on the topic “Development of colloquial speech in the family circle” We also held a parent meeting dedicated to polite communication with peers.

We have big tasks ahead of us, we are only at the beginning of the journey, and we hope, together with our parents, to solve all the tasks by the end of the year

One of the conditions for the successful development of speech is the speech of the educator, we try to widely use synonyms, antonyms, accepted forms of polite address, constructions with various subordinating relationships in our speech.

"The development of coherent speech in younger preschoolers"

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The development of coherent speech is formed due to the relationship of speech tasks:

Education of sound culture of speech.
Formation of the grammatical structure of speech.

Vocabulary work.

The development of the prerequisites for coherent speech depends on the characteristics of children of primary preschool age.

First of all, it is necessary to comprehensively solve the following tasks:

encourage the child to respond to the speech addressed to him;
to teach to listen to the educator; to teach to carry out simple instructions according to verbal instructions;
induce speech imitation (the activation of children's speech should be closely connected with the child's practical activities, with a visual situation, with a game - only in this case there are motives that encourage the child to speak) to accumulate and expand the child's passive vocabulary.

When does connected speech develop?

in work on the sound side of speech, when, in addition to exercises for sound pronunciation, an important place is given to intonation, speech tempo, diction, voice power);
in the development of the dictionary, when work on the semantic side of the word (because it deepens, clarifies the child's understanding of the meaning of the word) ;
in the formation of the grammatical structure of speech, when great importance is attached to the construction of different types of sentences, morphology and word formation.

Everyday life provides great opportunities for the development of coherent speech. In our work, we actively use this and create conditions that encourage children to talk. For example, we support the child's story about the events at home, about what he saw on the street, in a word about everything that shocked and surprised the child.

We also use such a technique as an assignment.

Active speech is considered the foundation for the development of coherent speech and is widely used in the process of conversation, looking at toys, pictures, illustrations. Therefore, we periodically change books, illustrations in the book corner, and introduce new toys. So, looking at them activates colloquial speech and the desire to discuss what they saw. In this case, the child's story, as a rule, is addressed to 1 - -2 listeners, so it is easier for the child and easily turns into a dialogue. Such verbal communication has not only an educational, but also an educational impact.

Our main goal is to talk with the child so that he not only listens to the teacher, but also hears and understands what we want to tell him, so that in the future he will use his knowledge in communicating with peers.

In our younger group there are children who do not speak well or do not speak at all. We pay special attention to them, communicate with them more, purposefully enrich their passive reserve.

The development of speech in the process of organizing regime moments

The development of speech in the process of organizing regime moments includes:

telling children what they are going to do now (e.g. dress up)- commenting on the actions of children;

an invitation to one of the pupils to tell about what he is doing (here the commenting speech of the child is formed) ;

an invitation to the child to independently tell how he will fulfill this or that regime moment;

use of the art word (rhymes, short poems) to discuss regime moments

Individual work

An important role in the development of the prerequisites for coherent speech is played by individual work with children. Individual work with children included describing toys, pictures, writing joint stories with an adult, and then independently. This work was carried out not only with children who missed a number of classes in the development of speech, lagging behind other children in the formation of communication skills, but also with children with a high level of speech development. Individual work took place in the morning and evening hours and aimed at developing the speech abilities of each child, it was offered in the form of a game, in an atmosphere of natural communication between game partners

All the work that we do with children is frontal and game forms of learning, compiling descriptive and narrative stories, retelling familiar fairy tales, games and exercises, games in the form of dramatizations and dramatizations, tabletop didactic speech games, outdoor games - all this is aimed at solving the main problem. tasks - the development of coherent speech in younger preschoolers.

Thank you for your attention.

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Ushakova O. S. The development of speech of preschoolers. - M.: Publishing house of the Institute of Psychotherapy, 2001. - 256 p.

4.1. The development of the prerequisites for coherent speech in younger preschoolers

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